ASHDOWN SCHOOL DISTRICT’S ANNUAL REPORT TO THE PUBLIC -- 2011
The Ashdown School District held its annual report to the public on Monday, October 17, 2011, at the library of Ashdown New Tradition A.L.E. School during its regularly scheduled board meeting. Reports were given by each building-level principal, and goals and school improvement plans were presented.
DISTRICT
The district reported an enrollment of 1481 in grades K-12 as of Oct. 17, which is up slightly from early September but down from 1506 of October last year. All five schools in the district are fully "Accredited” by the AdvancED Accreditation Commission, and the district continues to operate under Alert AYP (Adequate Yearly Progress) status for 2011-12.
In compliance with state requirements, the newly enacted Common Core State Standards are being implemented into the K-2 curriculum, as well as being written into and practiced at grade levels 3-12 ahead of state required implementation. The district and all campus leadership teams have approved and are enacting ACSIP plans that are aimed at reaching AYP this school year, including a district wide enrichment program for students and staff. A new emphasis on Parental Involvement is aimed to involve more partners in students’ success, and a newly redesigned website focuses on communication of information among all parties.
Due to a decrease in the district tax base, the budget has been adjusted to manage the reduction in funds. A decrease in staff employment was achieved through attrition and eliminating non-required positions when they became open, resulting in nine certified positions and three classified positions being eliminated from the salary budget. In addition, the Jobs branch of ARRA (American Recovery & Reinvestment Act) of 2009 is allocating $298,000 for salaries.
Categorical (restricted) funding of state allocated funds has also resulted in the following: (1) NSL (National School Lunch Act) state funds in the amount of $449,328 will fund academic coaches and enhance educational services aimed at NSLA qualifying students to increase proficiency levels, and (2) state restricted funds of $63,067 is allocated for professional development, also aimed at increasing proficiency levels.
In cooperation with DMEC (DeQueen-Mena Educational Cooperative), the district will add a pre-K classroom at the CDF/MDP campus area in an effort to meet the needs of early childhood development.
MARGARET DANIEL PRIMARY SCHOOL
MDP Principal Kay York reports a student enrollment of 221, made up of 106 kindergarteners and 115 first graders. The population consists of 67 African-American, 142 Caucasian, seven Hispanic, four American Indian, and one Asian, with 115 males and 106 females. York also reported that 25 students have moved into MDP since August 15 and 27 students have moved out since August.
York reported in the school’s mission statement that MDP “will be a school with an unrelenting focus on learning.” Students are encouraged to think for themselves and to reach/exceed grade level expectations. Assessments and observations are used to confirm student learning, and interventions are implemented for those not meeting expectations. “Staff, parents, and community will work together to ensure all students succeed,” states York.
The staff of MDP includes three National Board Certified teachers (with one in progress), eight with Master’s degrees (with three in progress), and five Highly Qualified Instructional Assistants (one with BST degree).
The AYP status for MDP is Whole School Improvement – Year 3 – Corrective Action, with standards being met by all subgroups (a group of at least 40 students that fall into an identifiable classification, such as minority, economically disadvantaged, or special needs) in math, but none in literacy. Standards were also met in attendance. MDP is a Title I – Part A school, with 70% of students qualifying for free/reduced lunch (the highest number on record). Corrective Actions are being implemented, including a strengthened Intervention/Enrichment Program weekly.
The ITBS (a Norm Referenced Test) for kindergarten in 2010 showed satisfying results with the scores jumping noticeably from scores of a few years ago: Combined Population proficiency in Language was 94.6% (up from 56% in 2005), Math was 76.5 (up from 60), and Vocabulary was 65.7 (increased from 39). First grade ITBS scores showed less improvement and even some declines: Combined Population proficiency in Language was 44% (down from 58 in 2005), Math was 48 (up slightly from 45), Composition was 61 (up from 57), and Vocabulary was 38 (up from 33).
Over 23 interventions are used individually or in combination to reach diverse needs of students at MDP, including Reading Recovery, Earobics, Success Maker, small literacy and math groups, Literacy Learning interventions, and Brain Arcade. Students in first grade are also being taught keyboarding skills through a software program called Mavis Beacon.
MDP is also introducing Common Core standards this year and is getting students career and college ready by providing more informational text and CGI (Cognitively Guided Instruction) classrooms, IPads and Smart Boards in all classrooms, and software called Reading Eggs.
Support systems for MDP include the Margaret Daniel Foundation, Groovy Grannies, Watch Dogs, Morning Greeters, Young Gentlemen’s Club, Young Ladies’ Club, and numerous community volunteers throughout the year.
C. D. Franks Elementary School
C. D. Franks Elementary School Principal Teresa Wake reports an enrollment of 223 with 117 second graders and 106 third graders in the Title I – Part A school. Demographics show 25% African-American, 70% Caucasian, 4% Hispanic, 1% Native American, and 63% Economically Disadvantaged.
The AYP status for CDF is Whole School Improvement – Year 3 – Corrective Action, with standards being met by all subgroups in math, but none in literacy. Attendance standards were also met. Corrective Actions being implemented include a strengthened Intervention/Enrichment Program weekly.
Benchmark scores for last year’s third graders show a significant development when compared to scores of the last five years. In 2007, CDF’s literacy proficiency was 45%; in 2011, the literacy proficiency was 73% (a significant increase). In 2007, CDF’s math proficiency was 66%; in 2011, the math proficiency was 86% (also an increase). However, the impressive proficiency percentages of 2010 (81% in literacy and 92% in math) resulted in 2011’s slightly lower scores forcing the school back into School Improvement status because of no forward progress.
CDF utilizes several operational strategies to improve learning levels for all students, such as CGI (Cognitively Guided Instruction), Formative Assessments, Growing with Mathematics, and Comprehensive Literacy. Professional Learning Communities meet twice a week in both math and literacy, where best instructional practices, common assessments, and curricular concerns are discussed and planned. Response to Intervention meetings are every six weeks, focusing on data-driven decision making, teacher input, interventionist input, and focus on the whole child. The faculty also meets regularly as a team to build culture & climate and student achievement.
All students are involved in a 30-minute intervention time that provides enrichment and skill driven focus and practice. Literacy interventions include Barton, Leveled Literacy Instruction, and SRA.
CDF also involves parents and community in student learning and achievement through such opportunities as Parent Involvement Committees, Family Night Libraries, Leadership Teams, and Community Advisory Committees, as well as other activities.
L. F. Henderson Intermediate School
L. F. Henderson Intermediate School, a Title I – Part A school with a total enrollment of 220 -- 115 fourth graders and 105 fifth graders -- is proud to report its AYP status as Achieving School, according to Principal Keith Fricks. LFH met standards for math, literacy, and attendance. All subgroups met Safe Harbor requirements.
Math Benchmark data shows a 15.4% increase in combined population proficiency scores from 67.8% in 2010 to 83.2% in 2011. Literacy Benchmark data shows a 15.7% increase in proficiency scores from 60% in 2010 to 75.7% in 2011. The Economically Disadvantaged subgroup showed a 22.2% and 23.3% increase in math and literacy respectively. The Caucasian subgroup increased 10.6% and 8.1% in math and literacy, and the African-American subgroup increased 19.7% and 25% in math and literacy, all impressive gains.
Fricks attributes the school’s achievement to the hard work, vision and goals of not only students and teachers, but also parents and community supporters. The introduction of the mentor program “Launching Future Heroes,” Fricks is convinced, is a major contributor to student success. The program utilizes volunteers from all age groups, career paths, and areas of interest as mentors to build relationships and encourage students in all endeavors.
Other strategies used by LFH are formative assessments, common planning times, co-teaching, and public celebrations of success. Contributing to the “can-do” attitude, teachers have introduced students to Study Island, an internet Math and Literacy program where each student has an account; Math Competitions that spur students to learn and practice math while challenging each other; and reading/writing programs that include visiting authors and publishing their own works.
Ashdown Junior High School
Ashdown Junior High School Principal James Jones reports a total enrollment of 350, made up of 108 sixth graders, 113 seventh graders and 129 eighth graders, with 64% of the students making up the Economically Disadvantaged subgroup.
The 2011 AYP status for AJHS is Whole School Intensive Improvement Year 5 (WSII-5); even though the school improved test scores in every subgroup in math and literacy, it was not enough to meet Safe Harbor. The proficiency percentages in 2010 were 59.9% in math and 58.8% in literacy; the proficiency percentages in 2011 were 62.6% in math and 62.6% in literacy. The school may meet AYP goals in 2012 in three ways: (1) Meet AYP (82.28% in math, 83.80% in literacy); (2) Reach Safe Harbor by showing 10% growth; or (3) Growth Model, which means a high percentage of test-takers show growth.
AJHS, in order to improve its AYP status, has re-vamped its remediation program and added new MAX instructional strategies. The school computer lab now offers READ 180 and A+ software for student use, along with other technology improvements in the classrooms. Night Library is available for one-on-one tutoring, and RTI (Response to Intervention) teams work regularly to share and implement new strategies learned through more focused professional development. Motivational opportunities are offered to students to increase their initiative and encourage focus on education. In October and November, over 100 students from AJHS and Ashdown High School traveled to Arkansas colleges on Saturdays to expose the students to what their future could offer. Parental involvement has been another recent focus of attention.
Ashdown High School
Bryan Ledford, principal of Ashdown High School, reports a total enrollment of 466, consisting of 123 freshmen, 124 sophomores, 111 juniors and 108 seniors. Campus subgroups include 49% Economically Disadvantaged and 11% Students with Disabilities.
The AYP status for AHS is Whole School Improvement - Year 3 – Corrective Action, with standards not being met in math and literacy. Graduation standards were met. Proficiency percentages in both math and literacy dropped only slightly, but enough to force the Alert status; math proficiency percentages dropped from 72% in 2010 to 70% in 2011, and literacy proficiency percentages dropped from 59.4% in 2010 to 58.1% in 2011. The trend was fairly consistent across all subgroups.
Advanced Placement (AP) exams results showed that 20 total students scored 3 or higher on the rigorous exams at the end of the 2010-11 school year: 10 in AP English Language & Composition, 5 in AP English Literature & Composition, one in AP Calculus and 2 in AP Biology were part of AAIMS (Arkansas Advanced Initiative for Math and Science), earning a total of $1800, and those earning qualifying scores or 3 or higher but not included in AAIMS were six in AP Psychology, one in AP Human Geography, and six in AP U.S. History. (Several students passed more than one exam.)
In order to improve literacy across the board, AHS has implemented a literacy-based software program called Laying the Foundation in school computer labs. Math improvement is the focus of Double Looping, which involves students being enrolled in two math classes per day with one focusing on intervention for those preparing to take math Benchmark tests and remediation for those who did not score proficient on previous math Benchmark exams.
AHS is also concentrating on enhancing the Culture of the campus, beginning with staff development and continuing through student and parent involvement.
Ashdown New Tradition A.L.E. School
The goal of A.N.T. (ALE School) is now as always to “improve test scores.” Located in their newly renovated facility at 751 Rankin Street, ANTS Principal Linda Walker reports an enrollment of 55 students in grade levels 5-12. The demographics include 42 males and 13 females and 33 African-American and 22 Caucasians. Total enrollment in the facility has almost doubled in less than ten years.
Accomplishments for the school include nine students accomplishing high school graduation, five receiving college scholarships, 100% of fifth-eighth graders promoted, and 80% of 9-12 graders passed with credit. A.N.T. serves students who have continuously exhibited problems that are not consistent with the rules and regulations or expectancy of Ashdown School District, or who may be unable to function effectively in the traditional classroom.
The purpose of the ALE school is to provide an opportunity for students to have a second chance at getting an education in the Ashdown School System and to encourage its students to continue their academic work while receiving training to develop pro-social skills in a safe and positive environment. A.N.T. assists its students in developing transitional skills through school-to-workforce programs such as Work Force Readiness and JAG (Jobs for Arkansas Graduates).
While attend ALE, all students are enrolled in the same core and extracurricular courses as offered in their home school. Students must progress to level 3+ before they can exit the program, which incorporates academic, behavioral and social components. The 6-member staff of A.N.T. is a team who genuinely cares about the welfare of the students and is willing to work to help them reach their full potential. Parent Empowerment is also a strong factor of student success.
Special Education/Special Services
Special Services Coordinator Jan Ueckert reports 148 students receiving special education and related services in the district. The district transitioned ten children with disabilities to kindergarten from preschool in need of special education. Fourteen students have transferred into our district this school year with special education records and are now being served.
Currently twelve full-time special education teachers, seven paraprofessionals, and five health care paraprofessionals serve the Ashdown School District, along with one full-time speech therapist. One speech pathologist, one occupational therapist, and one physical therapist who work on part-time basis are contracted by the district. Ueckert serves as Special Education Director, School Psychology Specialist and nursing supervisor, along with overseeing 21C (preschool) and homeless activities handled out of the Parent Center. One secretary in the department handles all federal programs as well.
For the 2010-11 school year, eight students were involved in the alternate assessment in grades 3-8 and two in 11th grade literacy. Three students were involved in 9th grade math alternate assessment and none in 10th grade biology. In 2011-12 nine students will be involved in alternate assessment in grades 3-8, six in 9th grade math alternate assessment, four in 10th grade biology, and none in 11th grade literacy.
The co-teach model continues to be a focus of the special education department and is being implemented in grades 4-12, with the goal of a district wide co-teach as improved assessment scores have been seen in classrooms using this model.
The Special Services operates under a Title VI-B budget allocated for services in meeting the needs of those students with disabilities as identified under IDEIA. Funds are used to pay salaries/benefits, services, therapies, materials and supplies, equipment, assessments, software, and other necessary expenses. Medicaid also allocates funds for therapists, vision/hearing reimbursements, nursing and health care services, and other “hands-on” assistance to children with physical dependency.
Other special services provided by the district are also housed at the Community Enrichment/Parent Center. Lin Johnson is the Director of Curriculum & Instruction and also coordinates federal programs, and two grade-specific Curriculum & Instruction Coordinators (Kim Goff – grades PK-5 and Teri Lynn Day – grades 6-12) operate from the Center. Goff also is District Data and SES (Supplemental Education Services) Coordinator; Day is AAIMS Grant, AP-Pre-AP, and Carl Perkins Coordinator. Carolyn Henderson is District Public Relations Coordinator and Parental Involvement and Drug Education Coordinator. Kim Befeld is the District Homeless Liason, Pre-School Enrichment Coordinator, and half-day secretary at A.L.E. Debbie Greathouse is District Licensure Coordinator.
District Website
The Ashdown School District website is newly updated using the host Contendia and can be found at www.ashdownschools.org. Interested parties are encouraged to search the site for school calendar, up-to-date events and schedules, latest news, parenting education links, campus information, school board minutes, and many other items of interest, as well as required data, budget and performance reports.
