School Improvement Plan

for

 

 

 

 

 

Division of Educational Improvement and Assistance

Office Student and School Performance

Louisiana Department of Education

 

Submission Date: August 28, 2009

Check where applicable:

Louisiana Approved School

Charter School

Alternative School

School in School Improvement

School with Comprehensive School Reform Program

Title I School Schoolwide _____Targeted Assistance

Member of Southern Association of Colleges and Schools

LINCS

Distinguished Educator

Reading First School

Grant Application

Name of Grant: __

Contact Person: __

Phone: __

E-mail: __

Principal’s Signature: ________________________________________

Date: ______________

Superintendent’s Signature: ________________________________________

Date: ______________

Directions on What to Submit to the LDE and

How to Complete the SIP Template

*Schools submit SIPs to the district for evaluation using the state’s rubric

 

 

 

 

TABLE OF CONTENTS

<The page numbers for each component will change as information is added.>

DATA PORTFOLIO *

DISTRICT ASSURANCE *

ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN *

MISSION STATEMENT *

FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES *

SCHOOL POLICIES AND PARTNERSHIPS *

DATA TRIANGULATION SHEETS *

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT *

SCHOOL PERFORMANCE SCORE CHART *

STRATEGY PLANNING WORKSHEET *

TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS *

FEDERAL FUNDING *

 

 

 

 

 

DATA PORTFOLIO

The following items should make up the Data Portfolio (to be kept on file at the school):

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DISTRICT ASSURANCE

 

 

___________________________________________________________

Superintendent's signature (in blue ink)

___________________________________________________________

Principal's signature (in blue ink)

___________________________________________________________

District Assistance or School Support Team Leader (in blue ink)

___________________________________________________________

Chair, School Improvement Team (in blue ink)

 

___________________________________________________________

 

___________________________________________________________

___________________________________________________________ ___________________________________________________________

District Assistance or School Support Team Members (original signatures in blue ink)

Not Applicable (No District Assistance or School Support Team in place)

SCHOOL IMPROVEMENT TEAM

School Improvement Team Members

Position

Holly Switzer

Literacy Coach

Ashley Liner

Pre-K Teacher

Pamela Griffin

Pamela Stout

Marilyn Eymard

Rochelle Orgeron

Monica Duet

Crystal Crosby

Parent

Dawson Crosby

Student

Angela Pitre

Community

 

 

 

 

 

ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

Total Faculty in School: 44 Date: 08/28/09

The following faculty members have reviewed the School Improvement Plan and have discussed their part in implementing it.

NAME

TITLE/POSITION

SIGNATURE (in blue ink)

SIGNATURE DATE

1

2

3

Theresa Adams

4

Jennifer Collins

Pre-K Teacher

5

Ashley Liner

Pre-K Teacher

6

NCP Teacher

Beth Ledet

7

Pamela Griffin

8

Betsy Boura

9

10

Amy Ashum

11

12

13

14

15

16

Dana Pierce

2nd Grade Teacher

17

Trish Anselmi

18

Marilyn Eymard

19

Shantelle Toups

3rd Grade Teacher

20

21

22

23

24

25

26

Holly Switzer

Literacy Coach

25

Dione David

26

Sandra Killian

27

28

Keely Fontenot

29

30

Stephan Pellet

31

Lise Pinto

32

Joycelyn Terrebonne

 

 

NAME

TITLE/POSITION

SIGNATURE (in blue ink)

SIGNATURE DATE

33

Paraprofessional

34

Michelle Chouest

35

36

37

Tara Guidry

38

39

40

41

Blair Pierce

Paraprofessional

42

Denise Melancon

Paraprofessional

43

Spring Danos

Paraprofessional

44

Haley Montez

Paraprofessional

45

46

47

48

 

MISSION STATEMENT

Our mission is to provide every student with academic skills for achievement.

 

 

List the names and occupations of those persons who participated in developing the mission statement:

Name

Title/Occupation

Holly Switzer

Literacy Coach

Joycelyn Terrebonne

Rochelle Orgeron

Raynella Hebert

Dione David

Pamela Griffin

 

 

 

 

 

FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES

(Place a check or X in the status area for each program implemented at your school)

Program List: (including during- and after-school programs)

Currently Using

No. of Years

Proposed Program

Deleted Program

Career to Work

Extended Day Program

HIPPY

INTECH

8

INTECH 2 Science

INTECH Social Studies

La GEAR-UP

LaSIP

12

LEAD TECH

Math/Science Partnership

Pre-School Program

7

School-to-Work

The Strategic Instruction Model (SIM)

Other:

7

x

4

 

List Supplemental Educational Services provided for your students (Title I schools in SI 3 and above):

List the Distance Learning (i.e., web-based, satellite) courses provided for your students:

 

 

SCHOOL POLICIES AND PARTNERSHIPS

Policy

Policy #/Bulletin #

Date revised

Copy on file at school?

Discipline/Behavior Plan (Juvenile Justice Reform Act requirement)

§ 1301/741 and § 1127/741

Yes

No

Family Involvement Policy

§ 1903/741 and § 1118/Title I

August 2009

Yes

No

Security Procedures (metal detectors, etc.)

§ 339/741

August 2009

Yes

No

Safe and Drug-Free Prevention Activities

§ 1127/741 and § 2305/741

August 2009

Yes

No

Student Code of Conduct

§ 1115/741

August 2009

Yes

No

Crisis Management (emergency/evacuation plan)

§ 339/741

9

Yes

No

School Partnerships (Type the name of each partner in the space provided)

University

Technical Institute

Feeder School(s)

Community

Business/Industry

Private Grants

Other

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

DATA

Supporting Source #1

Instrument:

Data Type:

Findings:

TRIANGULATION

 

 

 

 

 

 

 

 

Contributing Factors to the Strength:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

Supporting Source #1

Instrument:

Data Type:

Findings:

DATA

TRIANGULATION

 

 

 

 

 

 

 

 

 

Contributing Factors to the Strength:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

Supporting Source #1

Instrument:

Data Type:

Findings:

DATA

TRIANGULATION

 

 

 

 

 

 

 

 

 

Contributing Factors to the Strength:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

Supporting Source #1

Instrument:

Data Type:

Findings:

DATA

TRIANGULATION

 

 

 

 

 

 

 

 

 

Contributing Factors to the Weakness:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

Supporting Source #1

Instrument:

Data Type:

Findings:

DATA

TRIANGULATION

 

 

 

 

 

 

 

 

 

Contributing Factors to the Weakness:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

Supporting Source #2

Instrument:

Data Type:

Findings:

Supporting Source #1

Instrument:

Data Type:

Findings:

DATA

TRIANGULATION

 

 

 

 

 

 

 

 

 

Contributing Factors to the Weakness:

Domain:

Subdomain:

 

Supporting Source #4

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

Supporting Source #3

Instrument:

Data Type:

Findings:

 

 

 

 

 

 

 

 

 

 

 

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT

Part 1:

For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.

This data should reflect findings on step10 of the Trend Data Analysis worksheet.

Rank-order the identified areas of strength (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

STRENGTHS

DATA SOURCE

  1.  

  •  
  •  
  •  
  •  
  •  

    Rank-order the identified areas of weakness (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

    WEAKNESSES

    DATA SOURCE

    1.  

  •  
  •  
  •  
  •  
  • The identified weaknesses will lead to the goals.

     

     

     

     

     

     

     

     

    Part 2:

    This data should reflect the findings from the needs assessment as reported on the Data Triangulation sheets.

    List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified strengths:

    CONTRIBUTING FACTORS TO THE STRENGTHS

    DATA SOURCE

    1.  

  •  
  •  
  •  
  •  
  •  

    List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified weaknesses:

    CONTRIBUTING FACTORS TO THE WEAKNESSES

    DATA SOURCE

    1.  

  •  
  •  
  •  
  •  
  • The contributing factors of the weaknesses will lead to the strategies.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    SCHOOL PERFORMANCE SCORE CHART

    Baseline SPS

    (Select year and enter score.)

    Growth SPS

    (Select year and enter score.)

    Growth Target

    (Select year and enter target.)

    School Baseline SPS 2006: 97.4

    School Growth SPS 2006: 96.4

    School GT 2006:. 2.7

    School Baseline SPS 2007: 99.5

    School Growth SPS 2007: 102.3

    School GT 2007: 2.8

    School Baseline SPS 2008: 99.5

    School Growth SPS 2008: 102.3

    School GT 2008: 2.8

     

    Use Principal’s Report Card: www.louisianaschools.net/lde/pair/1989.asp

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    STRATEGY PLANNING WORKSHEET

    GOAL :

    OBJECTIVE(S) :

    SCIENTIFICALLY BASED RESEARCH STRATEGY: (Derived from the contributing factors) –

    Bibliographic Notation: Easton, L.B. (2002, March). How the Tuning Protocol Works. Educational Leadership, 59(6), 28-30.

    Guskey, T. (1996, June). Staff Development and the Process of Teacher Change. Educational Researcher, 15(5)5-12.

    Learning First Alliance. (2000) Every Child Reading: A Professional Developmental Guide. Washington, D.C.: Author.

    www.learningfirst.org/readingguide.html

    National Education Goals Panel. (2000, Dec.). Bringing All Students to High Standards. NEGP Monthly.

    www.negp.gov/issues/issu/monthly/1200.pdf

    Nolan, K. (2000). Looking at Student Work: Improving Practice by Closing in. Providence, R.I: Annenburg Institute for School Reform.

    Schmoker, M. (1996). Results: The Key to Continuous School Improvement. Alexandria, VA: ASCD.

    Sparks, D. Designing Powerful Professional Development for Teachers and Principals. NSDC, 2002.

    http://www.nsdc.org/library/book/sparksbook.pdf

    Sparks, D. (1999, Spring). Assessment Without Victims: An Interview with Rick Stiggins. Journal of Staff Development. 20(2), 54-56.

    www.nscd.org/library/jsd/stiggins203.html

    Sparks, D. (1999, Summer). Try on Strategies to Get a Good Fit: An Interview with Susan Loucks-Horsley. Journal Of Staff

    Development. 20(3), 56-60. www.nscd.org/library/jsd/loucks-horsley203.html

    WestEd. (2000). Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development. San Francisco:

    Author. Web/WestEd.org/online_pubs/modelIPD/welcome.shtml 

    Brief Summary of Research: Professional development that is conducted during the hours of an educator’s work day is described as job-embedded professional development. This concept is derived from fairly recent research which concludes that in order for professional development to be truly effective, it should be integrated into the established teaching schedule. Two studies in particular articulate and validate the importance of embedding training into the school day. Every Child Reading: A Professional Development Guide from the Learning First Alliance (2000) and Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development, a report of WestEd (2000). Malcolm Knowles, in his book The Adult Learner: A Neglected Species, makes several assumptions about adults which are all addressed with properly conducted job-embedded professional development. Teachers are problem-centered and learn best, he states, when selfdirected. They also use past experiences to understand new information and are willing to learn when it is considered important to them. Mike Schmoker, for instance, argues that data should first be examined in order to determine which staff development initiative should be used to target a school’s student achievement goals (1996). The study of student work, for example, can result in the collection of such data that reveal student strengths and weaknesses. Rick Stiggins advises that this, along with effective monitoring of student progress, is crucial. (Sparks, 1999). Katherine Nolan (2000) discovered seven qualities that have proven effective in improving the quality of teacher assignments and student work, and a particular approach to examining student work is advocated by Lois Easton (2002). Susan Loucks-Horsley (1999) promotes the use of several learning strategies for teachers which, she argues, is coincidental to the progress of designing staff development. Leaders must ask themselves which strategies "make sense to use at what particular time with that particular set of teachers for a particular set of outcomes." There are pitfalls, of course. Michael Fullan (2001) defines perhaps the most common of all---fragmentation/coherence. Powerful professional development must pursue only one of two student learning goals, and there must be alignment between those goals and teacher training. Goals also provide a meaningful purpose for teamwork and goal-oriented units, says Schmoker (1996). Moreover, teachers find it difficult to sustain a sense of passion for their time and effort if they are unable to see real growth. This will not occur, explains Tom Guskey, if focus is diffused (1986). Bringing All Students to High Standards, the 2000 report of the National Education Goals Panel, links sustained professional development directly to student achievement. So too does How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality (Wellington, 2000).    

    Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs? The research supports the effectiveness of job embedded professional development in several ways. Teachers are equipped with a variety of new strategies to reach all students on their individualized levels to assure student achievement in reading comprehension.

    If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:

    Procedures for Evaluating the Goal, Objective(s) and Strategy:

     

     

     

     

     

     

     

     

     

    ACTION PLAN

    Activity(ies)

    Include Persons Responsible, Timeline, and Target Audience

    Note: Activities indicated should address all children, including subgroups.

    Funding Sources

    Object Code

    Cost

    Indicator of Implementation

    (Observable Change)

    Procedures for Evaluating Indicators of Implementation

    (How do you know the activity is working?)

    Title 1 Paras

    Roll Over Salaries

    Benefits

     

    Title 1

    Parental

    Involvement

    100

    200

     

    600

    14,697.55

     

     

     

     

     

    34,477.00

    5,843.86

     

    1,157.00

    All teachers will include new student engagement strategies in their lesson plans.

    Taught lessons will reflect the use of new student engagement strategies.

    All teachers will analyze student performance and refer students for additional interventions.

     

     

     

     

     

     

     

    3. A folder of academic intervention referral slips will be kept on file in the resource room.

    4. Parent surveys will be kept on file in the school improvement portfolio.

    5&6. A copy of the welcome and farewell letter and the phone log sheet will be kept on file in Mrs. Boura’s office.

    7. Holly Switzer, Title 1 Literacy Coach will submit the monthly parent newsletter to be kept on file in the school improvement portfolio.

     

    * Indicates Professional Development Learning

    ** Indicates Family Involvement Activities

    *** Indicates Curriculum Activities (if applicable)

    # Indicates Safe and Drug-Free Activities (if applicable)

    ## Indicates Discipline Support Activities (if applicable)

    ### Indicates PK –12 Literacy Activities (if applicable)

     

     

    STRATEGY PLANNING WORKSHEET

    GOAL :

    OBJECTIVE(S) :

    SCIENTIFICALLY BASED RESEARCH STRATEGY: (Derived from the contributing factors) –

    Bibliographic Notation:

     

     

    Brief Summary of Research:

    Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs?

    If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:

    Procedures for Evaluating the Goal, Objective(s) and Strategy:

     

     

     

     

     

     

     

    ACTION PLAN

    Activity(ies)

    Include Persons Responsible, Timeline, and Target Audience

    Note: Activities indicated should address all children, including subgroups.

    Funding Sources

    Object Code

    Cost

    Indicator of Implementation

    (Observable Change)

    Procedures for Evaluating Indicators of Implementation

    (How do you know the activity is working?)

    *1. On August 6, 2009 Principal, Ragan Lorraine and designated teachers will conduct a presentation on the use of the R.I.C.E. (Re-state, Illustrate, Calculate, Evaluate) strategies for solving word problems to all classroom teachers, in order to increase teachers’ awareness in the process for solving word problems

     

     

     

     

     

     

     

     

     

     

    Title 1

    09’ Rollover

     

     

    Title 1

    Teacher

    Para

    Teacher

    Para Benefits

    Title 1

    Parent Involvement

     

     

     

     

     

     

     

     

     

     

     

    600

    600

     

     

    100

     

     

     

    200

     

     

    600

     

     

     

     

     

     

     

     

     

     

    22,884.24

    9,980.55

    32,864.79

     

    12,600.00

    450.00

     

     

    189.23

    2,022.75

    1,157.00

    Teachers will share ideas during professional development days on the impact of the strategy on their students’ performance.

    Teachers will observe students utilizing R.I.C.E. in instructional activities and assessments.

    Student portfolios of quizzes and assessments will be sent home.

     

     

    * Indicates Professional Development Learning

    ** Indicates Family Involvement Activities

    *** Indicates Curriculum Activities (if applicable)

    # Indicates Safe and Drug-Free Activities (if applicable)

    ## Indicates Discipline Support Activities (if applicable)

    ### Indicates PK –12 Literacy Activities (if applicable

     

    STRATEGY PLANNING WORKSHEET

    GOAL :

    OBJECTIVE(S) :

    SCIENTIFICALLY BASED RESEARCH STRATEGY: (Derived from the contributing factors) –

    Bibliographic Notation:

     

     

    Brief Summary of Research:

     

     

     

    Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs?

     

     

     

    If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:

     

     

     

    Procedures for Evaluating the Goal, Objective(s) and Strategy:

     

    ACTION PLAN

    Activity(ies)

    Include Persons Responsible, Timeline, and Target Audience

    Note: Activities indicated should address all children, including subgroups.

    Funding Sources

    Object Code

    Cost

    Indicator of Implementation

    (Observable Change)

    Procedures for Evaluating Indicators of Implementation

    (How do you know the activity is working?)

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    * Indicates Professional Development Learning

    ** Indicates Family Involvement Activities

    *** Indicates Curriculum Activities (if applicable)

    # Indicates Safe and Drug-Free Activities (if applicable)

    ## Indicates Discipline Support Activities (if applicable)

    ### Indicates PK –12 Literacy Activities (if applicable)

     

     

     

    TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS

    FEDERAL FUNDING

    FEDERAL FUNDING

    FEDERAL FUNDING