Fouke Elementary School
- Number of Students: 515
- Percent Eligible for Free and Reduced Lunch: 66%
- Percent of Limited English Proficient: 0%
- Percent of Special Education: 11%
- White: 97.3%
- Black: 0.18%
- Hispanic: 1.62%
- Asian: 0.18%
- Native Hawaiian or Other Pacific Islander: 0%
- American Indian or Alaska Native: 0.54%
- Multiracial: 0.18%
- Other: 0%
The leadership at Fouke Elementary realized that one of the most significant ingredients in improving student achievement was to create daily professional learning communities with every staff member being included on a weekly PLC throughout the school year. These strong professional learning communities have increased student achievement where by our staff takes complete ownership of all students’ learning as they all work in collaborative teams. These PLC teams share best practices, review student learning, align the standards and curriculum, participate in classroom walkthroughs, disaggregate data to drive instruction, share resources, observe other teachers instructional strategies, broaden technology skills and align lesson plans with the pacing guides and Common Core State Standards. Our school always considers itself to be a PLC. Fouke Elementary has been featured in the December 2008 issue of the Four States Living Magazine; in the 2010 issue (Volume 17, No. 2) of The Instructional Leader in an article titled, "Changing the School Culture;" and, the April 16, 2013 ASCD Whole Child Blog, "Principals: Reach Beyond the Walls of your School." Our staff has been presenters at state, regional and national conferences from Charleston, South Carolina to Seattle, Washington to Anchorage, Alaska. For example, our staff has presented at the 2014, 2015 and 2016 Arkansas Association of Supervision and Curriculum Development (AASCD) Summer Conferences. Plus, our staff continues to share our model for professional learning communities, our master schedule and best practices with other educators in Arkansas and other states. In 2017 the Mountain Home and Blevins, Arkansas school district employees visited our campus to observe our collaborative teams and other curriculum issues. Some of these sharing opportunities have assisted struggling academic schools to implement effective PLC’s which have witnessed these schools to be removed from academic distress.Our staff definitely has complete buy in with 100% ownership of the PLC process. Because of the staff's strong support for PLC's they will never return to the past where teachers worked mostly in isolation.
1. Monitoring student learning on a timely basis.
PLC teams create common formative assessments by examining the common core state standards and unpacking the standards so they align with the student learning expectations to be mastered.
- PLC teams use the data from the interim target tests to monitor student learning and to compare the gains for each student to chunk tests, DIBELS, grade level exams, Moby Max, STAR Math and Reading and other frequent common assessments.
- In 2012-13 Fouke Elementary has implemented online testing for interim target tests in math, literacy and science as our campus continues integrating the State Standards. Throughout 2017-2018 at least three ACT Aspire interim assessments will be given to allow teachers to fully understand what learning skills have been taught and mastered, what skills have been taught but not mastered, and what skills still need to be taught
- The grade level teams use a wide variety of instructional practices from differentiated instruction, formative assessments, utilization of graphic organizers and implementation of technology while adjusting the complexity and pace for all students to be successful.
- Formative Assessments are part of our daily routine as all teachers use these daily formative assessments to get a reliable snap shot of every student’s individual progress. These formative assessments assists the teachers to effectively progress monitor their students. Formative assessments are also a crucial part of the Response to Intervention process by which teachers have a good understanding of which students need extra remediation and which students have mastered the learning expectation.
- A data wall is located in a room where all teachers can visually see the progress of individual students, classrooms, grade levels and trends of our schools’ combined population and sub-populations over a period of three years or longer.
2. Creating systems of intervention to provide students with additional time and support for learning.
The vision at Fouke Elementary states, “Fouke Elementary School will engage all students in learning and equip them for college and career readiness in order to demonstrate integrity and pursue healthy lifestyles.” This vision provides the foundation for our staffs planning during their daily Professional Learning Communities (PLC's) and any additional preparation time that is available.
- Each PLC establishes power standards per grade level.
- Common pacing guides and formative assessments are tied to the Total Instructional Alignment Model and the Common Core State Standards that drives our instruction.
- The Arkansas Comprehensive School Improvement Plan (ACSIP) is based on researched best practices and aligns our staff with our academic goals.
- The PLC’s have created ownership for our entire staff where depth of student learning and sustainability of the best practices adopted continues to spread beyond our campus walls.
- Students who do not meet academic gains or demonstrate continuous growth are given extra academic assistance during the day to achieve proficiency.
- The Response to Intervention (RTI) daily time slot is built into our master schedule so students struggling in a specific academic skill will be learning that skill with their teacher and no more than 6 other students. The other students attend enrichment classes during this RTI block. Enrichment classes are in our library media center, computer lab and with the Gifted and Talented teacher. The students that receive remediation will do so during the RTI time slot with their individual homeroom teacher. If students master a specific skill they were receiving remediation for then those students may attend enrichment as a way of celebrating their mastery.
- Students take ownership of their own learning with the teacher becoming the facilitator as student groups are arranged into flexible groups that creates authentic engaging classrooms.
- Students that master specific content areas may be subject advanced to a grade above their grade. For example, if a third grade student is very advanced academically within a third grade math class then that student may attend a fourth grade math class as long as both grade level math classes coincide at the same time slot throughout the schedule.
- Finally, every staff member from the superintendent to the secretary has adopted a young girl or boy identified in our Save One Student Program (S.O.S.), to create a positive adult role model. The implementation of our S.O.S. program addresses the emotional, social, physical and academic needs of these students.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Each PLC team documents their SMART goals, purpose for meeting, agenda, results, past work and next steps in their PLC binders which are facilitated by the lead teacher.
- Norms guide the interaction of our PLC team members and identifies the roles and responsibilities of accountability that is expected.
- The master schedule ensures that grade level teams meet for 1 1/2 hours each week for a common planning time of PLC collaboration. In addition to these weekly PLC’s all of these teams, including the specialty teachers, have a common lunchtime and at least four additional 40 minute weekly preparation periods. In our master schedule is a time each week for our Literacy and Mathematics teachers to meet and vertically align our lessons with the standards for all grades K through 5. The students during the PLC's or Vertical Content Area Alignment meetings are in the specialty teacher classrooms. Specialty teachers also have a collaborative time each week to discuss how they assist the homeroom teachers with student achievement. See our Master Schedule as an attachment under resources.
- The strength of our team collaboration has been achieved by thinking outside the box while changing our school culture in order to stop accepting mediocrity.
- The responsibility of the lead teacher is to establish clear goals for each PLC that links the standards and curriculum to what we want our students to master.
- Throughout the year collaborative book studies are arranged to improve instructional practices.
- Math and Literacy Vertical Alignment meetings are scheduled each week in addition to the grade level PLC's.
- Six teachers were selected to attend the Teacher Institute organized through the Arkansas Leadership Academy.
- All seven PLC lead teachers attended training on High Leverage Strategies in Professional Learning Communities presented by Dr. Tom Many.
- Two teachers on our staff have attained National Board Certification.
- Our science teachers have been attending workshops relating to STEM (Science, Technology, Engineering & Mathematics). Our math teachers are attending a three year Professional Development/Research Study about Common Core Math at the University of Southern Arkansas and trained in Cognitive Guided Math Instruction (CGI).
- Southwest Arkansas Educational Cooperative Math, Literacy and Science Specialists meet throughout the year with all grade level representatives during or after school to vertically align the standards and share resources.
Comparison Data: Augmented State Benchmark CRT Exams Grades 3-5 Combined Populations/Economically Disadvantaged
3rd Grade Benchmark Math Literacy
2011-2012 88/87 87/82
2012-2013 83/82 81/82
2013-2014 98/98 82/81
4th Grade Benchmark Math Literacy
2011-2012 93/82 87/82
2012-2013 83/81 86/84
2013-2014 79/78 78/77
5th Grade Benchmark Math Literacy Science
2011-2012 82/76 89/85 75/60
2012-2013 80/79 91/89 81/79
2013-2014 82/74 92/91 82/80
2014-2015 N/A N/A 86/85
In 2014-2015 Grades 3-5 were administered the PARCC (Partnership for Assessment of Readiness for College and Careers) State Assessment in Mathematics and Literacy. The AMO (Annual Measurable Objectives for Mathematics was 12.09% for Grades 3-5. The AMO for Fouke Elementary was 30.77%. In Literacy the State AMO for 2014-2015 was set at 21.47%. Literacy for all Grades 3-5 at Fouke Elementary was 29.33%.
In 2015-2016 & 2016-2017 the PARCC State Assessment in Grades 3-5 was administered the ACT Aspire Summative Assessments.
3rd ACT Aspire English Math Science Reading Writing
2015-2016 80 62 36 40 8
2016-2017 77 67 32 33 14
4th ACT Aspire English Math Science Reading Writing
2015-2016 82 59 50 54 7
2016-2017 86 64 55 58 28
5th ACT Aspire English Math Science Reading Writing
2015-2016 86 64 38 59 0
2016-2017 82 51 47 37 28
State & National ACT Aspire Comparisons: In 2017 Fouke Elementary was above the State & National ACT Aspire averages in English by 9%; In Math we were 6% above the State & National scores; In Science Fouke was 4% above both the State & National. In Reading our elementary was 5% above the State & 1% above the National scores. In Writing we were 8% below the State, yet 2% above the National data.
Fouke Elementary was higher in all five ACT Aspire content areas tested when comparing 2015-2016 to the 2016-2017. Below were the percentage increases.
English was up 1.5%; Reading up 3.4%; Writing up 16.5%;
Science up 3.4%; and, Math was up 1.5% from 2016 to 2017.
Comparison Data: ITBS Exams Grades 1 & 2
1st Grade ITBS Math Reading
2011-2012 72 76
2012-2013 66 74
2013-2014 60 64
2014-2015 61 54
2015-2016 50 53
2016-2017 61 60
2nd Grade ITBS Math Reading
2011-2012 60 62
2012-2013 60 60
2013-2014 68 72
2014-2015 60 62
2015-2016 69 69
2016-2017 70 77
Fouke Elementary has shown steady academic growth in all grade levels since fully implementing PLC practices beginning in the 2008-2009 school year. Our school has always been a PLC that has allowed our school to achieve academic success without having a math or curriculum specialist employed in our building. Fifth grade science has witnessed significant growth during 2011-2014. Our science proficiency scores during those three consecutive years have been over 20 percentage points higher than the state average that allowed Fouke Elementary to be recognized in 2011 and 2012 as a Higher Performing School by the National Center for Academic Achievement. In 2014 only 2 students out of 207 students in grades 3, 4 & 5 scored Below Basic in Mathematics on the Augmented State Benchmark Exams. In addition, in 2014 all grade levels 1 through 5 were above the state average in Mathematics and Science. Literacy in 2014 witnessed every grade level except 4th grade having a higher average of proficiency above the state average. The norm-referenced tests, ITBS (Iowa Test of Basic Skills) were administered to grades 1, & 2 for the past six years from 2011-2017. In 2012 all grades 1-5 scored above the state and regional averages in all content areas: reading, mathematics, literacy and science on the high stakes state exams which was either the ITBS or the Augmented Benchmark Exams. In 2014 and 2016 Fouke Elementary was recognized by the University of Arkansas Office for Education Policy as a top three high performing school in the Southwest Arkansas region and for Beating the Odds in English Language Arts. Fouke Elementary fully understands that our school will not be completely satisfied until 100% of our students are achieving at or above their grade levels. One of our Core Beliefs at Fouke Elementary is ' Whatever It Takes,' and our staff understands how important that belief is for every student to be successful.
- 2010 - Fouke Elementary was highlighted in a federal report and was named a Healthy Model School of Arkansas by a regional SNAP Ed committee.
- 2010 – Fouke Elementary was featured in a tool kit on a national template featuring success stories in the nation about Coordinated School Health (CHS) programs that have improved academic performance.
- 2011 – Fouke Elementary was selected to partner with the Statewide Longitudinal Data Systems Evaluation Team from New York to research and document how our school uses data to improve student achievement.
- 2011 – Fouke Elementary was recognized by the National Center for Educational Achievement as a Higher Performing School in Science.
- 2011 – National Distinguished Title I School for Closing the Achievement Gap in Literacy and Mathematics.
- 2012 – Fouke Elementary’s principal has successfully completed four years of the Master Principal Institute Program within the Arkansas Leadership Academy and was selected as the 26th Designated Master Principal for the State.
- 2012 – Fouke Elementary was recognized as a Higher Performing School by the National Center for Educational Achievement.
- Fouke Elementary was recognized in the January 2012 Arkansas Medical News online publication.
- Principal Ken Endris was elected in June 2012 to the State Board of Directors for the Arkansas Association for Supervision and Curriculum.
- Fouke Elementary was highlighted on September 2012 as a School Success Story published on the online Sparks Blog newsletter.
- Principal Ken Endris has been a keynote speaker and presenter at state and national conferences. Example: Anchorage, Alaska October 2012.
- 2013 - Fouke Elementary was highlighted in a federal report and was named a Healthy Model School from a 5 state region (Texas, Arkansas, New Mexico, Louisiana & Oklahoma).
- 2014 - Fouke Elementary was recognized as a Higher Achieving School for their 5th Grade Literacy Scores and their 3rd Grade Mathematic Scores by the University of Arkansas Office for Education Policy.
- 2015 - Fouke Elementary was one of two schools in the state awarded a Whole Child - Whole Community Grant on how the 5 tenants of the Whole Child Initiative (Healthy, Engaged, Supported, Challenged & Safe) are embedded within the daily schedule.
- 2016 - Fouke Elementary staff presented at the State AASCD Conference.
- 2016 - Fouke Elementary was recognized by the University of Arkansas Office for Education Policy - Beating The Odds: High Achieving ELA School based on the ACT Aspire Examinations, Serving Low-Income Communities.
- 2017 - Principal Ken Endris appointed to the AAESP (Arkansas Association of Elementary School Principals) Board of Directors.
- 2017 - Fouke Elementary presented at the State Health Conference.