School Plan Top of Form booker arts magnet elem. Sch. 2016 barber st., Little rock, ar 72206 Arkansas Comprehensive School Improvement Plan

In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 543.35, and the Average Daily Membership was 566.64.

In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily Membership was 553.49.

In 2009-2010, the Body Mass Index results indicated that 37.5% of kindergarten males, 40.8% of kindergarten females, 37.5% of second grade males, 34.7% of second grade females, 4.4% of fourth grade males, and 39.5% of fourth grade females were overweight or obese. First, third, and fifth grade students were not administered the Body Mass Index. School-wide results indicated that 39.7% of male students and 38.3% of female students were either overweight or obese.

In 2010-2011, the Body Mass Index results indicated that 30.7% of kindergarten males, 30.8% of kindergarten females, 32.5% of second grade males, 26.0% of second grade females, 37.4% of fourth grade males, and 46.0% of fourth grade females were overweight or obese. First, third, and fifth grade students were not administered the Body Mass Index. School-wide results indicated that 31.2% of male students and 34.3% of female students were either overweight or obese.

In 2009-2010, 72.93% of Booker Arts Magnet School students received free or reduced price lunches and breakfasts.

In 2010-2011, 74.2% of Booker Arts Magnet School students received free or reduced price lunches and breakfasts.

In 2009-2010, School Health Index results indicated that Booker Arts Magnet School successfully implemented 100% of the items listed for School Health Policies and Environment, Health Education, and Physical Education and other Physical Activity. 97.6% of the items were successfully completed in Nutrition Services. 83.3% of the items were successfully completed in Family and Community Involvement.

In 2010-2011, School Health Index results indicated that Booker Arts Magnet School successfully implemented 100% of the items listed for School Health Policies and Environment, Health Education, and Physical Education and Other Physical Activity. 97.6% of items were successfully completed in Nutrition Services. 88.8% of the items were successfully completed in Family and Community Involvement.

The School Climate Survey was administered to fifth grade students, teachers, and parents during the Spring of 2010. No survey results are available at this time. An analysis of the items in which parents, students, and teachers responded with answers other than "agree" or "strongly agree" reflected concerns about the maintenance of the schools' campus, students treating each other with respect and/or kindness, students demonstrating socially acceptable behavior, adults (other than teachers) treating students with respect, and teachers communicating with each other to make student learning consistent across grades.

The School Climate Survey results for 2010-2011 were not available.

Comprehensive Needs Assessment

Wellness Priority

Booker Arts Magnet School formed committees in the priority areas of Literacy, Mathematics, Wellness, and Parental Involvement to collect, analyze, and report student performance from the 2010-2011 administration of the Augmented Benchmark Exam ITBS tests. One of the main responsibilities of the committee was to examine achievement test results for the combined populations and for all subgroups for the most recent school year, as well as the 2008-2009 and 2009-2010 school years. The committees reviewed other measures of data to document students' areas of weakness, suggested procedures for monitoring student progress, and planned appropriate school responses that centered on student achievement.

Wellness is directly related to student achievement. Recognizing that, the Wellness Priority Committee also examined data related to student attendance, student behavior, intervention services that the students received the previous school year, perceptual data such as the School Climate Survey, the School Health Index, Body Mass Index Screening results, and socioeconomic data such as the percentage of students receiving free or reduced price lunches and breakfasts. This intense scrutiny of all the data available on individual students assisted the committee in identifying areas of need and determining an appropriate intervention.

Based on the data analysis, the Wellness Priority Committee identified the following areas of greatest priority: the activity level and nutritional practices of fourth grade males and kindergarten females; cleanliness of the school restrooms; and providing workshops to promote good nutrition, good hygiene, and appropriate exercise activities for students, parents, and staff. The Wellness Priority Committee selected research-based interventions and aligned various funding sources available to Booker Arts Magnet School to address the identified areas of need. Procedures for further involving parents in activities that promote wellness and for disseminating information about the prevention of illness, good nutrition, good hygiene, adequate physical activity, and activities to promote emotional well-being to parents, students, and staff are embedded in the Wellness Intervention.

Implementation of Booker Arts Magnet School's School Improvement Plan with fidelity will result in staff, parents, students, and the community working collaboratively to support and accelerate the achievement; physical well-being and emotional health of all students.

Booker Arts Magnet School has implemented a wellness program for five years. Various actions to improve student, staff, and parent wellness and attendance through prevention, good nutrition, good hygiene, and adequate physical activity have been implemented. An examination of student attendance data indicated that Booker Arts Magnet School students have averaged an attendance rate of 96.21% over the 2008-2009, 2009-2010, and 2010-2011 school years. An examination of the 2010-2011 BMI results for kindergarten, second, and fourth grade students indicated a decrease in the number of kindergarten males and females, second grade males and females, and fourth grade males who were either obese or overweight ranging from 3.04% decrease (fourth grade males) to 10.0% decrease (kindergarten females). The number of fourth grade females who were either obese or overweight increased by 6.5%. First, third, and fifth grade students were not administered the BMI in 2010-2011.

In 2008-2009, Booker Arts Magnet School students had an attendance rate of 96.29%. The Third Quarter Average Daily Attendance was 568.40, and the Average Daily Membership was 590.31.

In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 547.35, and the Average Daily Membership was 566.64.

In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily Membership was 553.49.

In 2008-2009, Booker Arts Magnet School parents, community, and staff volunteered a total of 35,577.00 hours, an average of more than 70.22 hours per student.

In 2009-2010, Booker Arts Magnet School parents, community, and staff volunteered a total of 35,327.75 hours, an average of more than 62.86 hours per student.

In 2010-2011, Booker Arts Magnet School parents, community, and staff volunteered a total of 34,515.00 hours, an average of more than 62.41 hours per student.

School Climate Survey Results

The School Climate Survey was administered to fifth grade students, teachers, and parents during the Spring of 2009. 145 surveys were returned. An analysis of the items in which parents, students, and teachers responded with answers other than "agree" or "strongly agree" reflected concerns about the maintenance of the school's campus, safety and security of the school, students demonstrating respect and kindness towards each other, and students demonstrating socially acceptable behavior.

The School Climate Survey was administered to fifth grade students, teachers, and parents during the spring of 2010. An analysis of the items in which parents, students, and teachers responded with answers other than "agree" or "strongly agree" reflected concerns about the maintenance of the school's campus, students treating each other with respect and/or kindness, students demonstrating socially acceptable behavior, adults (other than teachers) treating students with respect, and teachers communicating with each other to make student learning consistent across grades.

The School Climate Survey results from 2010-2011 were not available.

Booker Arts Magnet's Parent Perspective on Parental Involvement Survey

In 2008-2009, the Parent Involvement Committee surveyed parents concerning their perceptions on parental involvement. 100% of respondents agreed or agreed very strongly with statements such as "parent and family involvement is important to this school." "I feel I need to learn more ways to help my child with schoolwork at home." "Parents and families at this school want to be more involved than they are." "Parent and family involvement is important for student success in school." "The school views parents and families as important partners."

Booker Arts Magnet School: School Improvement Plan Parent Survey

On August 4 and 5, 2010, Booker Arts Magnet School staff asked parents to complete a School Improvement Plan Survey. Parents responded to nine open-ended questions about identifying strengths, weaknesses, and suggestions to improve literacy instruction, to improve mathematics instruction, and to promote wellness in our students. Parents responded to one open-ended question asking for suggestions for increasing parental involvement. The majority of respondents identified the following three areas of need in improving literacy instruction: more differentiation of instruction, more parental involvement, and continuing after-school tutoring targeting specific needs of students. The majority of respondents suggested utilizing more individualized or small group instruction, providing more time for students to complete assignments as needed, and utilizing bilingual teachers to more effectively differentiate instruction. The majority of respondents suggested providing more training to parents to assist them in supporting their children's achievement, providing more homework, providing parents with more information about expectations for student learning, and providing more activities to encourage parental involvement. A number of respondents suggested providing after-school or evening tutoring.

The majority of respondents identified the following three areas of need in improving mathematics instruction: differentiating instruction through pacing and group size, engaging families in supporting achievement through instructional activities at home, and more emphasis on real-life applications of math skills such as counting money. The majority of respondents suggested that teachers utilize math games that provide more hands-on practice and use of manipulatives that is applied to real-life situations to improve that are effectiveness of mathematics instruction. They suggested changing the group size and providing instruction matched to students learning styles to better differentiate instruction. They also suggested continuing to provide after-school tutoring and more Family Math Nights for students and their families.

The majority of respondents identified the following two areas of need in promoting wellness in our students: providing healthy balanced lunches and good nutrition training and provide more exercise and fitness activities within the school day. Respondents suggested providing instruction to students and their families on good nutrition and wellness. They also suggested providing more physical education and dance activities during creative movement classes and promoting participation in community wellness activities with our students and their families.

When asked to provide suggestion for increasing parental involvement, respondents identified the following three suggestions: provide more parent training through Family Math Nights, Family Literacy Nights, and Family Wellness Nights; improve communication with parents through phone contact, written notices, emails, monthly calendars, flyers, and parent surveys; and increase the size and strength of Booker Arts Magnet School's Parent Teacher Association.

Parent Involvement Priority

Booker Arts Magnet School formed committees in the priority areas of Literacy, Mathematics, Parent Involvement, and Wellness to collect, analyze, and report student performance from the 2010-2011 administrations of the Augmented Benchmark Exam and ITBS tests. One of the main responsibilities of the committees was to examine achievement test results for the combined populations and for all subgroups for the most recent school year, as well as for the 2008-2009 and 2009-2010 school years. The committees reviewed other measures of data to document students' areas of need, suggested procedures for monitoring student progress, and planned appropriate school responses that centered on student achievement.

The committees also examined data related to student attendance, student behavior, intervention services that the students received during the 2010-2011 school year, and indicators of parental involvement such as participation in parent workshops, volunteerism, and perceptual data. This intense scrutiny of all the data available for individual students assisted the committees in better identifying the areas of need and assisted in aligning classroom instruction with Booker Arts Magnet School's curriculum, assessment measures, and professional development.

Based on the data analysis, the Parent Involvement Priority committee identified the following areas of greatest concern: improving communication between the school and the home by employing varied means of communication (phone, note, e-mail, folder home each day) and by providing as much advance notice for school-sponsored events; and providing a variety of learning experiences to insure that parents (especially parents of Limited English Proficient students) feel that they are partners with the school in educating their children such as Family Literacy Night, Family Math Night, Family Test-Taking Night, Family Wellness Night, formulating AIPs and IRIs, and partnering with the Parent Teacher Association.

Create Opportunities for Parental Involvement to Support Student Achievement

Parent Involvement was first identified as a priority and Creating Opportunities for Parental Involvement to Support Student Achievement as an intervention for the 2010-2011 school year. However, Parental Involvement was an intervention in the Literacy Priority for the 2008-2009 and 2009-2010 school years.

In 2008-2009, the Parental Involvement Intervention was utilized for one year at Booker Arts Magnet School. The Parent Involvement Committee planned and presented parent workshops on the literacy curriculum, COMPASS Odyssey program, and selecting and sharing books with children. These workshops were attended by 379 parents/guardians. Over 950 parent-teacher conferences were held. Booker Arts Magnet School parents, staff, and community members volunteered a total of 35,577 hours from March 1, 2008 through February 28, 2009, an average of 60.6 volunteer hours per student. Booker Arts Magnet School students' attendance rate was 96.29%. Booker Arts Magnet School parents provided transportation for 111 third, fourth, and fifth grade students to participate in a twice weekly targeted intervention program, Camp Jaguar. 68% of third grade students, 100% of fourth grade students, and 82% of fifth grade students participating in Camp Jaguar scored proficient or advanced and/or demonstrated the designated scale score growth to be deemed proficient on the Augmented Benchmark Exam in 2008-2009. Likewise, the Combined students, African American students, Caucasian students, and Economically Disadvantaged students demonstrated increases in the percentage of students scoring proficient or advanced in Literacy ranging from 5.9% increase (Caucasian students) to 13.6% increase (African American students) on the Augmented Benchmark Exam.

In 2009-2010, the Parent Involvement Committee planned and presented parent workshops on ways to motivate children to read and become lifelong learners and provided math games for parents to take home and play with their students. These workshops were attended by 340 parents, students, staff, and family members. Over 1,320 parent-teacher conferences were held. Booker Arts Magnet School's parents, staff, and community members volunteered a total of 35,327.75 hours, an average of over 62.8 hours per student. Booker Arts Magnet School students' attendance rate was 96.59%. Booker Arts Magnet School families provided transportation for 122 third, fourth, and fifth grade students (and their younger siblings) to participate in a twice weekly targeted intervention program, Camp Jaguar. 62% of third grade students, 100% of fourth grade students, and 69% of fifth grade students scored proficient or advanced or demonstrated the designated scale score growth to be counted as proficient on the Augmented Benchmark Exam in 2009-2010. Likewise, the Combined students and all subgroups of students (with the exception of Hispanic students) demonstrated increases in the percentage of students scoring proficient or advanced in literacy or demonstrating the designated scale score growth to be counted as proficient ranging from 2.5% (Caucasian) to 26.5% (Limited English Proficient) on the Augmented Benchmark Exam. The percentage of Hispanic students who scored proficient or advanced or demonstrated the designated scale score growth to be counted as proficient decreased 3.3% from 70% to 66.7%. The number of Hispanic students was smaller than the number required to be counted toward AYP. The Combined students and all subgroups of students demonstrated increases in the percentage of students scoring proficient or advanced in mathematics or demonstrating the designated scale score growth to be counted as proficient ranging from 1.3% (African American students) to 32.4% (Students with Disabilities) on the Augmented Benchmark Exam. Booker Arts Magnet School made AYP and received the status of achieving for the 2010-2011 school year based on 2009-2010 Augmented Benchmark Exam. These increases would not have been possible without parental involvement.

In 2010-2011, the Parent Involvement committee planned and presented workshops on ways to motivate your child to read, hands-on math activities, writing strategies, developing test-taking skills, and accessing Edline. These workshops were attended by 192 parents, students, staff, and family members. Over 1,900 parent teacher conferences were held. Booker Arts Magnet School's parents, staff, and community members volunteered a total of 34,515.00 hours, an average of more than 62.41 hours per student. Booker Arts Magnet School students' attendance rate was 95.75%. Booker Arts Magnet School's families provided transportation for 98 third, fourth, and fifth grade students (and their younger siblings) to participate in a twice weekly targeted intervention program, Camp Jaguar. 62% of third grade students, 70% of fourth grade students, and 69% of fifth grade students scored proficient or advanced in Literacy or demonstrated the designated scale score growth to be counted as proficient on the Augmented Benchmark Exam in 2010-2012. Likewise, 69% of third grade students, 53% of fourth grade students, and 81% of fifth grade students participating in Camp Jaguar scored proficient or advanced in mathematics. When comparing Augmented Benchmark Exam Literacy scores of the same groups of students from the 2008-2009, 2009-2010, and 2010-2011 school years, Combined students and all subpopulations (with the exception of Students with Disabilities in 2010-2011) increased the percentage of students scoring proficient or advanced with increases ranging from 2.5% to 26.5%. When comparing those same students' Mathematics scores over the same three year period, Combined students, African American students, Caucasian students, Economically Disadvantaged students, Limited English Proficient students, and Students with Disabilities had increases in scores ranging from 3% to 23%. There were no increases for Hispanic students. These increases would not have been possible without parental involvement.