Mercer County Schools
Title I, Part A 1003(g) School Improvement Grant
Bluefield Intermediate School
LEA Name
NCES ID #
Mercer
County
School
Name
Bluefield
Intermediate
NCES
ID #
540084001101
Tier
I
Tier
II
Tier
III
X
Bluefield Intermediate School AYP Data
Bluefield Intermediate School is a semi-rural facility serving third through fifth grades.
The 2000 census indicates a population of 11,451. The school is located at the foot of East River
Mountain half mile from the Virginia state border. We have a diverse population and 71% of
our students receive free or reduced lunch. Bluefield Intermediate School is a Clinical
Development Site for Bluefield State, Bluefield College and Concord University. The two
primary feeder schools are Memorial and Whitethorn Primary Schools.
Being a Title I school identified in the first year of school improvement parents were
notified and offered School Choice options. Only three students choose to take advantage of this
option.
Bluefield Intermediate School met AYP in 7 out of 8 sub groups. The students in the
black male subgroup did not make AYP in reading/language arts (22.4%). In math 29% of the
students in the black sub group achieved AYP via the confidence interval. Other
underperforming groups include Special Needs and Low SES. Furthermore, Bluefield
Intermediate School’s low socio-economic sub group achieved AYP via the confidence interval
in math 34% and reading 28%. These BIS students will be our priority for the coming year. Root
causes that contributed to the black males scoring below mastery include lack of parental support
for students to participate in tutoring programs, not completing homework, poor attendance, and
behavioral referrals for this population of students.
It is difficult to compare the 2009 results with 2010 results due to the higher starting
points for meeting AYP. All subgroups decreased in the percentage of students obtaining
mastery due to the rise in these cut-off scores. This data calls for continued use of research based
strategies and tiered instruction as our response to intervention, as well as increasing the
understanding of characteristics of the pedagogy necessary for this subgroup.
Participation Rate
Participation Rate for WESTEST 2
3rd Grade
98%
th
4 Grade
100%
5th Grade
100%
Sub Group
Reading/Math
ALL
99%
White
100%
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Black
Hispanic
Asian
Special Education
Low-SES
LEP
99%
100%
100%
96%
99%
100%
External Trend Data
The enrollment at Bluefield Intermediate School has fluctuated the last five years. This
change in enrollment has resulted in the change of the number of teachers and ISA per pupil
funds. Mercer County has a higher percent of its population over the age of 65 than the state. The
percent of black population has remained consistent but minority children under 18 have
increased 1.9% in Mercer County from 9.4% in 2000 to 11.3% in 2009....and most of that is
Bluefield. The implication of this data is indicative of the need for support for the supplemental
school levy, the county tax base, and possibility for future population growth.
The percent of Mercer County's poverty population is above the state's percentage.
However, the socio-economic demographics remain consistent. The economic stability and
population trends also remain constant at Bluefield Intermediate School where 71% of students
qualify for free/reduced meals, 45% of students at BIS are black, and 14% of students are
identified special education. The implications for this data include the need to address pre-school
experiences, prior knowledge, and provide relevant experiences.
Student Achievement Data
When analyzing the trend data there are several factors that may have contributed to the
decline in scores. First of all, the change in Benchmark scores for school status and growth
determination that allow transition to national and international rigor of performance was
challenging to reach the minimum requirements. It is difficult to compare the 2009 results with
2010 results due to the higher starting points for meeting AYP. All subgroups decreased in the
percentage of students obtaining mastery due to the rise in starting points. This data calls for
continued use of research based strategies and tiered instruction as our response to intervention,
as well as increasing the understanding of characteristics of the pedagogy necessary for this
subgroup. Second of all, Acuity is being utilized to emphasize the West Virginia Content
Standards and Objectives; however, when analyzing the Depth of Knowledge (DOK) of these
questions it was realized that Level 1 questions were the only ones practiced. Through further
analysis BIS teachers discovered that student progress was not being tracked utilizing the
classroom matrix report. Since discovering the value of this report, it is being incorporated into
our rigorous instructional delivery and in our Title I After School Improvement Grant program to
improve student understanding and achievement.
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Year
Grade 03
2005
2006
2007
2008
2009
2010
78.15
79.00
83.80
70.65
51.00
35.00
2005
2006
2007
2008
2009
2010
69.76
76.31
75.67
57.89
36.00
19.00
2005
2006
2007
2008
2009
2010
60.71
45.00
61.11
17.64
9.00
0.00
2005
2006
2007
2008
2009
2010
70.78
72.97
80.26
60.93
44.00
28.00
Year
Grade 03
2005
West Virginia SIG 2
81.51
Reading
Percent Proficient
Grade 04
Grade 05
All Student
79.24
70.27
73.63
77.98
80.73
80.53
78.07
83.96
66.00
68.00
32.00
31.00
Black
71.42
56.81
67.50
75.75
76.74
73.68
71.42
85.71
58.00
63.00
20.00
28.00
Sp. Ed.
29.41
26.08
38.46
26.66
43.75
55.00
52.63
53.33
6.00
17.00
0.00
6.00
Low SES
72.36
64.19
64.63
73.68
75.30
73.75
76.19
81.25
63.00
61.00
29.00
18.00
Mathematics
Percent Proficient
Grade 04
Grade 05
All Student
72.64
63.96
All Grades
75.89
76.80
81.65
77.88
61.66
32.60
65.57
72.97
75.42
72.13
52.33
22.30
41.17
37.70
53.70
41.17
10.66
2.00
69.10
70.25
76.37
73.68
56.00
25.00
All Grades
72.91
Page 3
2006
2007
2008
2009
2010
68.00
82.85
77.17
58.00
38.00
2005
2006
2007
2008
2009
2010
67.44
52.63
64.86
77.17
42.00
19.00
2005
2006
2007
2008
2009
2010
75.00
50.00
77.77
52.94
18.00
30.00
2005
2006
2007
2008
2009
2010
78.65
60.81
76.31
76.56
51.00
31.00
72.72
80.73
78.94
69.00
40.00
Black
62.85
57.50
69.76
69.04
58.00
26.00
Sp. Ed.
41.17
46.15
81.25
57.89
19.00
0.00
Low SES
63.15
65.85
75.30
73.80
61.00
34.00
77.06
85.71
83.01
67.00
44.00
72.72
83.12
79.80
64.66
40.60
56.81
63.63
73.68
76.19
55.00
44.00
62.29
57.65
69.49
72.13
51.66
29.60
39.13
66.66
80.00
73.33
33.00
6.00
54.41
52.45
79.62
60.78
23.33
12.00
56.79
72.36
81.01
78.75
57.00
32.00
66.66
66.37
77.54
76.31
56.33
32.30
Comparative Gap Analysis
Bluefield
Intermediate
Reading
Proficiency
Gap Difference
White =
44%
(N=196)
-9%
Black =
19%
(N=136)
-16%
All 35%
(N=338)
Special Education
= 0%
(N=52)
-35%
Low SES =
28%
(N=244)
-7%
LEP = 33%
(N=3)
-2%
Comparative Gap Analysis Narrative: At Bluefield Intermediate School 35% of students in
the all subgroup were proficient in reading according to the most current WESTEST2 data
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(N=338). A smaller percentage of students in other subgroups (i.e., white, black, special
education, low ses, and LEP) met proficiency in comparison to the all student subgroup with a
range of -7% to -35%.The largest gap exists between the all students and the special education
subgroup with a difference of -35% (N=52). Note that the school is accountable for the special
education subgroup in reading since the cell size is more than 50 students. In addition, a
smaller percentage of students in the black and white subgroups (-16% and -9% respectively)
met proficiency in comparison to the all student subgroup. A slightly smaller percentage of
students in the LEP subgroup met proficiency in comparison to the all students subgroup.
However, note the small cell size (N=3) disqualifies this subgroup for accountability
purposes.
Bluefield
Intermediate Math
Proficiency
Gap Difference
White =
48%
(N=196)
-8%
Black =
29%
(N=136)
-11%
All 40%
(N=338)
Special Education
= 13%
(N=52)
-27%
Low SES =
33%
(N=244)
-7%
LEP = 0%
(N=3)
-40%
Comparative Gap Analysis Narrative: At Bluefield Intermediate School 40% of the students
in the all subgroup were proficient in math according to the most current WESTEST2 data
(N=338). A smaller percentage of students in other subgroups (i.e., white, black, special
education, low ses, and LEP) met proficiency in comparison to the all student subgroup with a
range of -7% to -40%. The largest gap exists between the all students and the LEP subgroup with
a difference of -40% (N=3). However, note the small cell size (N=3) disqualifies this
subgroup for accountability purposes. A slightly smaller percentage of students in the special
education subgroup met proficiency in comparison to the all students subgroup. Note that the
school is accountable for the special education subgroup in math since the cell size is more
than 50 students. In addition, a smaller percentage of students in the black and white subgroups
(-11% and -8% respectively) met proficiency in comparison to the all student subgroup.
DIBELs and the three Tiers of instruction are being implemented. Tier I (90 minute
uninterrupted block) scheduling is in place. During this block of time, Title I and Special
Education teachers are working within the classroom. The DIBELs assessment will be utilized to
drive instruction in the 2010-2011 school year. Third grade students are assessed in DIBELs
three times a year (BOY, MOY, EOY) and progress monitor every two weeks for intensive,
every three weeks for strategic students and monthly for those that benchmarked students.
Teachers in grades 3-5 are using DIBELs data, WESTEST2 data, and Writing Assessment data
to drive instruction and intervention. DIBELs assessments have been administered and staff
development provided. Walk to Intervention (Tier II) is school wide grades 3-5 where Acuity,
Read Naturally, Odyssey, SIPPS, Triumphs, and other research based programs are being
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utilized. Tier III intervention is provided by two different after school programs: 21st Century
After School program and the Title I School Improvement Grant. During the 21st Century After
School program, fourth and fifth grade students’ work on homework assignments with teacher
guidance, then they break into groups and work on comprehension strategies, math skills and
computer programs such as Read Naturally and Odyssey. Multi-cultural activities are also
provided for students to gain a better understanding of the world around them. Part of the 21st
Century Program is for students to be physically active during part of the program. Math Mats
are utilized to review basic facts to incorporate physical activity. Community involvement is
another feature in this program in which the 4-H program comes to BIS to teach students various
topics such as good nutritional habits, germs, and farming activities. The Title I School
Improvement Grant serves third grade students and one fourth grade student. Read Naturally is
also utilized during this time. Reteaching activities are provided utilizing Acuity questions which
give students the opportunity to rethink their answers to further develop their understanding.
Acuity is used to benchmark our students three times a year. We are requiring our staff
to regularly utilize Acuity and WV Writes as part of their curriculum and this will be monitored
by the administrator. DIBELS data, Acuity data, basal reader fluency benchmark data, and
NAEP data will be additional assessments used to plan for improvement.
Research states that an early predictor of a student dropping out of school is their reading
score in third grade. Students who are poor readers have a greater chance of dropping out before
graduation. Based on the 2010 WESTEST 2 data, 65% of third grade students scored below
mastery in reading/language arts. In the black subgroup 81% scored below mastery in
reading/language arts. Social issues include poverty and community drug abuse. The school must
be a safe environment and resources must be utilized and obtained to address the children's social
issues.
The average absence rate of Bluefield Intermediate School's black cell is 20 days per
year, which range from 2 days to 41 days. This is a contributing factor to the root cause of
students scoring below mastery on WESTEST 2. Bluefield Intermediate had 52 more behavioral
referrals in 2009 than 2010. The black sub group had 196 more discipline referrals in 2009 than
2010. Over a two year period there were 986 referrals for all students and of those 396 were the
black sub cell. Some of the root causes for poor academic performance are the lack of parental
support, attendance, discipline, and school climate.
Bluefield Intermediate is made up of a diverse group of students. Seventy-one percent of
our students qualify for free or reduced lunch. Bluefield Intermediate population is comprised of
54% white, 45 % black and 1% Asian and Hispanic students. Many of our students come from
single parent homes where education is not a priority and the mobility rate is 8%. Also, the
majority of our students do not have computer access at home. To combat these issues Bluefield
Intermediate teachers have met, developed and implemented many programs. Currently, there is
a positive behavior support program where students earn tickets based on attendance,
accountability and behavior. With those tickets the students can “purchase” various prizes, such
as, popcorn, and healthy snacks, etc. Also, each grade level has a classroom of the week which is
West Virginia SIG 2
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recognized with a banner placed outside their classroom. Each grade level decides upon a student
of the month and those students are recognized before the entire school. Teachers also attend
professional development sessions to address the needs of their diverse classrooms. To address
the root cause of school climate BIS will adopt the Capturing Kids Hearts program. Along with
Capturing Kids Hearts, BIS will utilize community members to help motivate our black male
population. Outstanding community leaders will come into the school and help to mentor and
motivate our students. The mentors will instill the importance of an education; they will focus on
the student’s academics as well as helping to build responsible citizens. We will use the local
football coaches and players to work with small groups of students. They will also instill the
importance of school. Activities will include afterschool meetings and mentoring, attending a
high school game and monitoring school performance.
Parent training sessions are held monthly to assist parents with their children’s’ work at
home. About 20% of the parents attend these parent involvement sessions. The focus of the
session is reading, math and technology. After each training session, parents complete surveys
which are reviewed and used to adapt future parent trainings and communications. Through
analysis of the surveys the parents want more training on how to help their struggling learners.
Bluefield Intermediate School promotes the excellence of its teachers and students
through participation in professional development and the math cohort, hosting professional
development sessions, and providing professional development. We constantly present our
school as a learning environment where the best and brightest are welcome to join. Through
collaboration BIS is a learning community that supports higher expectations.
Professional Development Schedule
Trainer
1st & 3rd Wed of every month
8/5/10 WV Writes Title I RESA I-Beckley
Explicit Comprehension, teachers,
administrator coaching, learning community,
trainer
RESA Staff
7/11-16/2010 Project Base Learning PBL TLI team
WV State Department
7/20/10 Getting to Know Special Education 3-5 staff
Joyce Tedder
8/19/10 Beyond the Data Title I Staff
Ruth Boyles, Pat East
8/19/10 Classroom Application of the 1%
Classroom
Special Education
Teachers Delia BenChaabane
8/20/10 Digital Storytelling All Staff
Vickie Whitt
8/20/10 Data Analysis/ School Updates/Acuity School
Staff Cathy Daniels, Administrator
9/1/10 Deconstructing Reading CSO's 3-5 teachers
Teacher Leadership Team
9/8/10 A Closer Look at IEP's 3-5 Staff, Special
Special Education teachers Joyce Tedder
9/20/10 Lintor Make-A-Book 3-5 Staff
Janice Miller
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9/25/10 Math Solutions/Literacy 3-5 Staff
Mary Mitchell
9/29/10 A-Z Reading Technology/Intervention Title I
Staff
10/04/10 New Teacher Seminar/Topics of Interest New
Teachers
10/11/10 SIPPS Intervention Program Title I Staff
Brenda Thompson
10/19/10 Special Ed Issues/Compliance
Teachers Special Ed. Dept.
10/14/10 Mercer County Reading Council/
Vocabulary Training 3-5 Staff
RESA I
10/2010 Professional Learning Community
BIS Reading Teachers Melrose, Montcalm,
Lashmeet 3-6 Reading
Dr. Kathy Hawks
11/01/10 New Teacher Seminar/Parent
Involvement New Teachers
Tom Chaffins/Lisa Hale
Alexis Rapp
11/03/10 MCTEC-SE Exceptionalities 3-5 Staff
Sue Pelts/Joyce Tedder
11/18-19/2010 Reading-The Bridge to Learning Title I
Staff
11/20/10 Hear Our Cry; Boys In Crisis
All Staff
12/01/10 Kansas Writing All Staff
WV Reading Association
12/06/10 New Teacher Seminar New Teachers
Tom Chaffins, Lisa Hale
12/08/10 Tiered Reading (KH) Title I Staff
Kelli Stanley
1/05/11 Comprehension Strategies All Staff
Kelli Stanley, Lacosta Hodges
1/10/2011 New Teacher Seminar New Teachers
Tom Chaffins, Lisa Hale
2/2011 Comprehension Toolkit All Staff
Kelly Stanley, Lacosta Hodges
2/23/2011 DOK Getting a Closer Look at CSOs
Training
2/2011 Explicit Reading Strategies All Staff
Amy Pierson
3/9/2011 Comprehension Tool Kit
Kelly Stanley, LaCosta Hodges
6/15-17/2011 Capturing Kids Hearts Teachers
Administrator
TBA
Jim LittleJohn (Ruby Payne)
C.Hayes.S Pelts
Kelly Stanley, Lacosta Hodges
Mrs. Cathy Daniels, principal, promotes high expectations and a leadership style
that promotes excellence at BIS. She has 11 years of experience with a Masters in Elementary
Education plus 45 hours and an Administrative Certificate. She is the only principal at BIS along
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with a part-time counselor and full time school nurse. From 2009 to February 2011, the average
yearly attendance for teachers was 92%.
BIS faculty promotes high expectations for all students, an academic environment that is
safe, challenging and allows students to take academic risks without the fear of failure. Crossgrade collaboration and/or interdisciplinary planning occurs weekly and school wide
collaboration twice a month.
Classroom walk-throughs are a vital part of the professional learning community that BIS
promotes. This feedback from the principal helps teachers guide their instruction during whole
and small flexible groups in reading and mathematics. The use of E-Walk enables the principal
to give immediate feedback and conferencing available as needed. Daily walk-throughs occur to
ensure that higher level thinking activities/skills are being modeled and utilized. Teachers use a
variety of workstations and graphic organizers to promote differentiation designed to meet each
student’s needs. This was evident when OEPA visited BIS on February 2, 2011. During their
visit, BIS received several commendations for their level of high quality teaching, condition of
the building and leadership from the principal.
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Bluefield Intermediate School
Demonstration of Capacity
District Capacity Index
Criteria
Poor
1 Point
LEA Governance State Takeover
Title I Audit
Report
LEA overall
achievement
ranking
Approval of the
district strategic
plan by the SEA
(entire plan, not
just Title I
section)
Percentage of
Title I schools
that meet AYP
in the last
testing cycle
Development of
schools as
professional
learning
communities
West Virginia SIG 2
Findings in
areas requiring
a repayment of
funds
Satisfactory
2 Points
Limited SEA
intervention
Commendable
3 Points
No SEA
intervention
Points Earned
3
Findings in areas
noted for
repayment of
funds not
required
Middle
(70% - 38
districts)
Approved with
the SEA with
revisions
No findings in
the fiscal area
3
Top
(25% = 14
districts
Approved by the
SEA without
revisions
2
0-50% of the
Title I schools
met AYP
51-75% of the
Title I schools
met AYP
76-100% of the
Title I schools
met AYP
3
The school has
not yet begun
to address the
practice of a
PLC or an effort
has been made
to address the
practice of PLCs,
but has not yet
begun to impact
a critical mass
of staff
members
A critical mass
of the staff has
begun to engage
in PLC practice.
Members are
being asked to
modify their
thinking as well
as their
traditional
practice.
Structural
changes are
being met to
support the
transition.
The practice of
PLCs is deeply
embedded in
the culture of
the school. It is
a driving force in
the daily work
of the staff. It is
deeply
internalized and
staff would
resist attempts
to abandon the
practice.
2
Bottom
(5% = 3
Districts)
Not approved
by the SEA
3
Page 10
Identification of
district
leadership team
and assignment
of
responsibilities
No district
leadership team
nor identified
person assigned
for monitoring
implementation
Lacks specific
identification of
personnel for
the district
leadership team
and for
monitoring
implementation.
School
Leadership
Team
School
leadership team
members are
identifies on
the district and
school level, but
little evidence is
produced to
document
whether the
requirements of
NCLB Sections
1116 and 1117
have been met.
School
leadership team
members are
identifies on the
district and
school level and
evidence is
produced to
document
whether the
requirements of
NCLB Sections
1116 and 1117
have been met.
West Virginia SIG 2
A specific
district
leadership team
is identified and
one or more
persons are
assigned for
monitoring
implementation.
School
leadership team
members are
identified on the
district and
school level and
include a wide
range of
stakeholders
(i.e. parents,
representatives
of higher
education;
representatives
of RESA or
representatives
of outside
consultant
group). Evidence
is produced to
document
whether the
requirements of
NCLB Sections
1116 and 1117
have been
exceeded.
Total Points
3
2
21
Page 11
Preliminary Budget
List School
Improvement
Activities
Year
1
Cost
Planning Meeting
(1day)
$6500
Build Level
Needs
Assessment
(1 day)
On-site
Orientation for
Faculty and Staff
(PLC)
(1 day)
Administrative
Leadership
Training
(1 day)
Teacher-Leader
Training
(3 days)
Continuous Data
Analysis and
Progress
Monitoring
Support
(3 days)
$6500
Bluefield Intermediate School
Year
Cost
2
Work
Sessions Over
Defined
Topics
(5) 1 day)
Transitional
Planning
Meeting
(1 day)
Year
3
Cost
$32,500
Administrative
Leadership Training
(1 day)
$6500
$6,500
Teacher-Leader
Training
(2 days)
$13,000
Continuous On-site
Data Analysis and
Progress Monitoring
Support
(3 on-site visits)
Work Sessions over
Defined Topics (5)
(1 day workshops)
$19,500
$7150
$7150
$32,000
$19500
$19500
Total
$66,300
$39,000
$71,000
$176,300
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