EXECUTIVE SUMMARY BELLAMY ELEMENTARY SCHOOL
School Improvement 2011-2012
Bennie L. Bryant
August 29, 2011
Principal’s Signature
Date
Bellamy School Performance Data for 2010-2011 indicate that all subgroups continues to grow even though there are still gaps between White
students and certain minority student groups based on Grades 3-5 End-of-Grade Reading Test and K-2 Literacy Data. Students with below 80%
proficiency are not included in these results.
End-of Grade Reading 3-5
All Students 84.2, Females 86.1, Males 82.1, White 89.0, White Female 92.9, Hispanic Male 81.8, White Male 85.2, Not Economically
Disadvantaged 89.7, Not Limited English Proficient 84.7, Non-Disabled Students 89.0, Academically Gifted >95.0, and Academically Gifted Reading
>95.0.
End-of-Grade Mathematics Grades 3-5
Bellamy School Performance Data for 2010-2011 indicate that all subgroups continues to grow even though there are still gaps between White
students and certain minority student groups based on Grades 3-5 End-of-Grade Math Test
All Students 90.0, Female 92.4, Male 87.8, Asian 83.3, Black 80.0, Hispanic 82.6, White 93.0, Hispanic Female 91.7, White Female >95.0, Black
Male 88.2, White Male 89.6, Economically Disadvantage 84.5, Not Economically Disadvantage 93.7, Limited English Proficiency 90.0, Not Limited
English Proficient 90.0, Non-Disabled Students 93.5, Academically Gifted >95.0, Academically Gifted Math >95.0, and Speech/Language
Impairment >95.0.
K-2 Literacy (TRC DATA
Bellamy School Performance Data for 2010-2011 indicate that all subgroups continues to grow even though there are still gaps between White
students and certain minority student groups based on K-2 Literacy Data. Students with below 80% proficiency are not included in these results.
All Students 81.1, Asian 80.0, White 82.7, and Multi-Racial 80.0.
Performance Indicator Data
Bellamy School Performance Data for 2010-2011 indicate that all subgroups continues to grow even though there are still gaps between White
students and certain minority student groups based on student Attendance, Out-of-School Suspension, Office Referral and Volunteer Data.
End-of Grade Reading 3-5
The following is the subgroups data for 2010-2011 school year indicated that the following student subgroups are in need of additional intervention
and support:
African American Male 64.7, African American Female 53.8, Hispanic Female 75.0, Asian Male 66.7, Economically Disadvantages 75.9, Limited
English Proficiency 70.0, Students with Disabilities 39.3, Specific Learning Disability 33.3, Other Health Impaired 33.3, and Speech/Language
61.5Exceptional Children Males (71%) and Exceptional Children Females (75%). For Math the subgroups are: African American Males (69%) and
African American Females (83%); Multi-Racial Males (80%) and Multi-Racial Females (71%); Hispanic Males (67%), and Exceptional Children
Males (80%).
End-of-Grade Mathematics 3-5
African American Female 69.2, Hispanic Male 72.7, Students with Disability 57.1, Specific Learning Disabilities 55.6, and Other Health Impaired
16.7.
K-2 LITERACY (TRC DATA
In addition, K-2 Literacy TRC indicated that Black 77.2 and Hispanic 66.6 in this grade span were not proficient in Reading.
Performance Indicator Data
Student Attendance 95.3, Out-of-School Suspension 4.6, Office Referral 8.8, and Volunteer Hours 60853.5.
1. Redefine PSM Referral Process to focus more on students with potential of entitlement.
2. Hire one Intervention Teacher and two tutors out of Title I funds for small group and focused intervention of students performing below the 80
percent threshold in reading and math, which include all subgroups. Continue to grow students already performing above the 80 percent
threshold including Academically Gifted students.
3. Reduce the number of out-of-school suspension through implementation of 7-Habits of Happy Kids, EAGLE Quality, and use of counselors.
4. Teacher will focus interventions specific to subgroups during 90 minutes reading and math blocks.