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SCHOOL IMPROVEMENT PLAN

YEAR 2014 - 2015

School Name: Northwest High SchoolGrade Configuration: 9 – 12

School Address: 3746 Hwy 104 City, State and Zip: Opelousas, LA 70570

Principal’s Name: Gregory CampbellSchool Phone Number: 337-543-2001

School Principal’s E-mail Address: [email protected]

School Improvement Plan 2014-15

School Profile

Check where applicable:

School is in School Improvement

Academically Unacceptable Schools – Year 1




Title I School

Schoolwide Targeted Assistance

Member of Southern Association of Colleges and Schools

Date of last SAC Accreditation: February, 2013

School’s Vision and Mission Statement:

St. Landry Parish School System School Improvement Plan2014-15


School Vision Statement:

The vision of Northwest High School is to become an exemplary, collaborative, learning community of faculty, parents, students and community leaders, providing students with challenging coursework, in which students learn to think critically, solve problems effectively and become respectful and responsible learners.

School Mission Statement:

All NHS students will attain academic skills for lifelong learning.

Research-Based Strategy of the School:

Meaningful-Engaged Learning, Writing Across the Curriculum

SCHOOL IMPROVEMENT PLAN CROSSWALK[Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]



[School Improvement Plan NCLB Section 1116 (b)(3)(A)(i-x)]

Each school operating a schoolwide program must include all ten components in their plan. All schoolwide schools in improvement status must include the ten requirements for schools in improvement. “Tools” refers to the Louisiana Department of Education’s “Tools for Success” Spring 2010 guide.

Ten Components of a Schoolwide Program “Tools”Pages Ten Requirements of a School Improvement Plan

1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standard and the State student academic achievement standards.

23-25 1. An effective needs assessment.

2. Schoolwide Reform Strategies 32-39 2. A strategy for school improvement is a method for achieving the identified objectives. (eg., using graphic organizers, visual imagery, and summarization).

Scientifically Based Research (ESEA; Title IX, Part A) is research that involves the application rigorous systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

3. Instruction by Highly Qualified Teachers Rubric,Page 80

3. Provide an assurance that the instruction will be provided by highly qualified teachers. In addition, job-embedded professional development will be directed to address the needs of teachers and other staff members in the school to ensure academic achievement problems are identified for improvement.

4. High quality and ongoing professional development for—

Teachers Principals Paraprofessionals

45 – 49 4. Effective Professional Development incorporates the following: Focuses on the knowledge, skills, and attitudes required of teachers,

administrators, and other school employees so all students can learn and perform at high levels

Creates a learning community in which substantive professional development is linked primarily to content knowledge and instructional strategies

Provides opportunities for job-embedded professional development Provides plans for follow-up and support to ensure teacher/student learning Focuses on student needs Prepares educators to demonstrate high expectations for all student learning



SCHOOL ASSURANCE


5. Strategies to attract high-quality highly qualified teachers to high-need schools.

5. Provide a District plan or policy of Teacher Quality Strategies (plan for Attracting high quality teachers). District Plan is on file at the district office.

6. Strategies to increase parent involvement (Such as family literacy services)

50 -- 55 6. Effective family involvement.

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. (Such as Head Start, Even Start, Early Reading First, or a State-run preschool program)

http://www.ed.gov/

policy/elsec/guid/preschoolguidanc

e.pdf

7. Serving Preschool Children Under Title I Non-Regulatory Guidance: Section B-11.

Professional Development Teachers Classroom visits Children portfolios

8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards are provided effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Curriculum Section, pages 56 -

69

Rubric, pages 78 – 81

56 – 69

8. What processes are in place for administrator(s) to identify teachers’professional development needs related to content, instructional strategies, and classroom assessment?

The SIP must present the actual people who will see the activities have taken place, not only the trainer, model provider, or a group of people, but those who will be responsible for setting them up and ensuring they are completed.

9. The administration monitors the Taught Curriculum

Teacher teams, with the SIT and School Support Team improves the Taught Curriculum.

10. Coordination and integration of Federal, State and local services and programs.

70 – 72 10. Effective coordination of resources


□ I hereby certify that this plan was developed in collaboration with the School Improvement Team.□ I hereby certify that this plan was designed to improve student achievement with input from all stakeholders.□ I assure that the school-level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan.□ I hereby certify that this plan has all of the following components:

A statement of the school’s mission Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:

- Data Triangulation tables- Data Comprehensive Needs Assessment Summary Report

Goals and measurable objectives Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment Professional Development components aligned with assessed needs and strategies to attract and keep high quality teachers Plans for transitioning pre-school children to local elementary school programs Family and community involvement activities aligned with assessed needs Evaluation strategies that include methods to measure progress of implementation Coordination of fiscal resources and analysis of school budget (possible redirection of funds) An action plan with timelines and specific activities for implementing the above criteria

□ I further certify that the information contained in this assurance is true and correct to the best of my knowledge.

_____________________________________________Principal’s Signature

_____________________________________________Chair, School Improvement Team

FACULTY ASSURANCE

Total Instructional Faculty in School: 37

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

NAME TITLE/POSITION SIGNATURE (in blue ink) SIGNATUREDATE



Joseph Brown ROTC InstructorJason Burns Resource InstructorElizabeth Chang-Yen Math InstructorKelly Cormier Art InstructorJonathan Eaglin Math InstructorChristopher Edwards Phys. Ed. InstructorJade Fontenot Social Studies InstructorTommy Fontenot Resource InstructorHolly Fouquier English InstructorLoren Golmon Sports Med Ed. InstructorMarquita Gray Phys. Ed. InstructorAnn Harris Social Studies InstructorJeremy Jenkins Band InstructorTonya Jenkins Science InstructorBridgette Johnson Science Instructor

NAME TITLE/POSITION SIGNATURE (in blue ink) SIGNATUREDATE

Kayla Joseph Social Studies InstructorLaTosha Malone Resource InstructorCody Manuel Agriscience InstructorKevin Manuel Phys. Ed. InstructorGladys Melancon English InstructorCourtney Miller Info. Tech. InstructorSt. Landry Parish School System School Improvement Plan

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Stephanie Oville English InstructorShayla Panja English InstructorJack Phillips Resource InstructorDavid Reed Info. Tech. InstructorMichelle Reed Foreign Lang. InstructorMadeline Rideaux LibrarianHolly Russell Foreign Lang. InstructorMarcus Sam Agriscience InstructorDell Smith Math InstructorVernell Smith ROTC InstructorKatie Stagg Science InstructorMary Stelly Social Studies InstructorAnn Sylvester Science Instructor

NAME TITLE/POSITION SIGNATURE (in blue ink)SIGNATURE

DATE

Sarah Vining Social Studies InstructorRuth Walls Math InstructorChassity Williams Science InstructorAlicia Reed Guidance CounselorGina Lagrange Assistant PrincipalEvavattae Greene-Rodney Assistant Principal



Gregory Campbell Principal



SCHOOL POLICIES AND PARTNERSHIPS

Policy Policy#/Bulletin# Date revised Copy on file at school?

Crisis Management (emergency/evacuation plan) §339/741 11/2003 Yes □ NoDiscipline/Behavior Plan (Juvenile Justice Reform Act requirement) §1301/741 and §1127/741 8/2005 Yes □ NoFamily Involvement Policy §1903/741 and §1118/Title I 8/2006 Yes □ NoSecurity Procedures (metal detectors, etc.) §339/741 5/19/94 Yes □ NoSafe and Drug-Free Prevention Activities §1127/741 and §2305/741 11/2004 Yes □ NoStudent Code of Conduct §1115/741 5/1999 Yes □ NoTeacher Quality Strategies (plan for attracting high quality teachers) §1114/Title I □ Yes NoTransition Plan for Pre-School Children §1114/Title I □ Yes No

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

University University of Louisiana, Lafayette (Educational Talent Search and Upward Bound)Technical Institute SLCC (South Louisiana Community College), Washington Career, Northshore Technical Community CollegeFeeder School(s) Plaisance Elem., Grand Prairie Elem., Lawtell Elem., Opelousas Jr. HighCommunity Hebert’s Steel Fabricator, Southwest Feed, Coburn’sBusiness/Industry Southwest Louisiana AHEC, LA National Guard, Ford and Joseph Funeral Home, Cajun Industries, Acadiana Works,

Inc.Private GrantsOther Microsoft ITA Academy



DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORTFor Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.

Part Ia: Rank-order the identified areas of strength (3-5) from the student performance (cognitive data), behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:

STRENGTHS DATA SOURCE/INSTRUMENT1.2.3.4.5.

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

CONTRIBUTING FACTORS TO THE STRENGTHS DATA SOURCE/INSTRUMENT1.2.3.4.5.



DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORTFor Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.

Part Ib: Rank-order the identified areas of weaknesses (3-5) from the student performance (cognitive data), behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:

WEAKNESSES DATA SOURCE/INSTRUMENT1.2.3.4.5.

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

CONTRIBUTING FACTORS TO THE WEAKNESSES DATA SOURCE/INSTRUMENT1.2.3.4.5.

English Language Arts Action Plan – Activities indicated should address all subgroups



Objective(s): The following high standards will be reached during the 2014-2015 school year:

By Spring 2015, English II students taking the EOC assessment will increase their proficiency from 67% (2013-2014 scores) to 72% (2014-2015 scores).

By Spring 2015, English III students taking the EOC assessment will increase their proficiency from 55% (2013-2014 scores) to 60% (2014-2015 scores).

By Spring 2015, Students with Disabilities taking the English II EOC will increase their proficiency from 11% (2013-2014 scores) to 16% (2014-2015 scores).

By Spring 2015, Students with Disabilities taking the English III EOC will increase their proficiency from 20% (2013-2014 scores) to 25% (2014-2015 scores).

By Spring 2015, African American students taking the English II EOC assessment will increase their proficiency from 50% (2013-2014 scores) to 55% (2014-2015 scores).

By Spring 2015, African American students taking the English III EOC assessment will increase their proficiency from 41% (2013-2014 scores) to 46% (2014-2015 scores).

Plan/Do: Action steps must reflect persons responsible, timeline for implementation, estimated costs/funding source. Be sure to include a parental involvement action step.

Action Step:Parental/Family Involvement 1- Come Learn With Me ActivityParents will be invited to attend their child’s first hour class during the school day, in which parents will participate with students in meaningful engaged lessons. Come Learn With Me activities will be held quarterly from September 2014-May 2015. During these “Come Learn With Me” activities, the ELA instructors (S. Bellard, H. Fouquier, G. Melancon, S. Oville) will implement lessons that emphasize high-order thinking skills and incorporate the use of Writing Across the Curriculum, differentiated instruction, the use of technology with emphasis on expectations set forth by the Common Core State Standards. Students and parents will successfully demonstrate understanding of skills that are part of the English Language Arts content. If parents are unable to attend, materials will be placed on the OnCourse website; or a similar assignment sent home for student/parent cooperative pairing; or through technological messaging as to where to find the web link to the material. Any costs incurred will be obtained from the School General Fund.



Action Step:Parental/Family Involvement 2- Communication ActivitiesAdministrators (G. Campbell, G. Lagrange, and E. Greene) will communicate with parents/guardians through Remind 101-Mr. Northwest (text messaging system) and the Professional Learning Community (PLC) (S. Bellard, J. Burns, C. Edwards, H. Fouquier, G. Melancon, C. Miller, S. Oville, M. Rideau, Sgt. V. Smith) will communicate with parents/guardians through weekly phone calls, open house, school informative mailings, local newspapers, e-mails, requested conferences, school website, and Power Teacher/Parent Portal. The various modes of communication will take place from August 2014 – May 2015. Any costs incurred will be obtained from the School General Fund.

Action Step:Parental/Family Involvement 3- Northwest High NewsletterThe ELA instructor (G. Melancon) allows students to use their creativity, flair, imagination and expression to create NWHS’ quarterly newsletter. The newsletter serves as a communication tool to inform parents and community of important information and events (test taking dates, extra-curricular activities, and creative writing contests). The newsletter will be published in September 2014, January 2015, March 2015 and May 2015 to facilitate support on behalf of the NWHS stake holders. Any costs incurred will be obtained from the School General Fund.Action Step:Professional DevelopmentThe PLC (S. Bellard, J. Burns, C. Edwards, H. Fouquier, G. Melancon, C. Miller, S. Oville, M. Rideau, Sgt. V. Smith) will strengthen content and pedagogical practices through leadership and teamwork skills. The PLC and administrators will monitor and give feedback on instructional methods to improve student engagement, and implementation of activities that accommodate the various learning styles present in each classroom environment. The use of Writing Across the Curriculum and varied differentiated instructional strategies will be incorporated into teachers’ lesson plans as well as in instruction. Professional development will continue from August 2014-May 2015. This development will occur during monthly faculty meetings, departmental meetings, Compass and CCSS trainings, peer observations, cross curriculum collaboration, and webinars implemented by the St. Landry Parish School Board. Any costs incurred will be obtained from the School General Fund.Action Step:Implementation - Whole School and SWDThe ELA instructors will engage all students in daily standards/activity-based lessons by incorporating article reviews and analysis, journal writings, vocabulary development strategies, critical thinking skills, constructed response to verbal and written problem-solving and organized research (differentiated instruction). Audio files and videos to assist in the learning process. Any costs incurred from this activity will come from the department’s School General Fund.St. Landry Parish School System School Improvement Plan

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Action Step:Implementation - Whole School and SWDAll ELA instructors (S. Bellard, H. Fouquier, G. Melancon, S. Oville) will incorporate annual field trips that promote differentiated learning by providing performances or activities that enhance visual, aural, verbal, physical, logical, and social learning styles. Any cost incurred will be obtained from the ELA fund.

Action Step:Implementation - Subgroup: SWDThe PLC will acknowledge the subgroup of SPED students from August 2014– May 2015. The instructors will maintain weekly communication with SPED instructors (Burns, T. Fontenot, L. Malone) and have an active role in SBLC recommendations, IEP meetings and general review meetings. In an effort to aid in the progression of growth or advancement of SPED students, communication and support will be provided daily. Any costs incurred from this activity will come from the department’s School General Fund.

Action Step:Implementation - Subgroup: African American StudentsAll ELA instructors will celebrate diversity and multiculturalism by incorporate monthly novels and other literary pieces such as poetry, short stories, articles, and excerpts from novels written by and about African American authors for required and independent readings by students, for cultural diversity and inclusion of African-American students. Any costs incurred from this activity will come from the department’s ELA Fund.

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Action steps were chosen based upon the extensive, evidence -based research found in scholarly journals, articles, websites, and continuous contact with special educators and resource instructors. Furthermore, teacher- developed formal assessments will be used on a weekly to biweekly basis to determine student achievement and progress from implementation of action steps. Data analysis completed from pre/post assessments given throughout the school year as well as End of Course results will provide data driven information to mark student achievement levels. Parent sign-in for Open House and Come Learn with Me will be used to evaluate parent participation in receiving information about promotion, attendance, and testing. Teacher lesson plans will be reviewed by administration for inclusion of meaningful-St. Landry Parish School System School Improvement Plan

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engaged learning, writing across the curriculum, and differentiated instruction. Logs from study group meetings will be evaluated by administration for participation and evaluation of lessons and student work.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)Teacher-developed formal assessments (testing all Common Core Standards (CCSS) assessed by the state’s End of Course Exam) will be used on a weekly to biweekly basis, instructor developed pre/post assessments will also be used to determine student achievement and progress from the implementation of the action steps. Assessments will be evaluated through weekly departmental meetings using evaluation tools. Furthermore, CCSS aligned assessments will be used at least twice during the year to assess student performance on CCSS; this will give instructors data driven information to evaluate students’ progress toward total attainment of the goal. All ELA students will take an instructor-based comprehensive pre/post assessment, state-developed End of Course exams, and their respective instructor’s comprehension six week exams and final exams; all formal assessments will be used as summative data towards goals attained.

What does data show regarding the results of the implemented action steps?

Act:

Based upon identified results, should/how action steps be changed?

Mathematics Action Plan – Activities indicated should address all subgroups

Objectives By 2014-2015

The 9th grade EOC Algebra 1 Math Index Scores (Excellent or Good) will increase from 37% to 42%.

The 10th/11th grade EOC Geometry Math Index Scores (Excellent or Good) will increase from 33% to 38%.

The percentage of 9th grade African American students (subgroup) achieving math proficiency (Excellent or Good) on the EOC Algebra 1 will increase from 34% to 39%St. Landry Parish School System School Improvement Plan

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The percentage of 10th/11th grade African American students (subgroup) achieving math proficiency (Excellent or Good) on the EOC Geometry will increase from 19% to 24%.

The percentage of 9th grade students with Disabilities (subgroup) achieving math proficiency (Excellent or Good) on the EOC Algebra 1 will increase from 0% to 5%.

The percentage of 10th grade students who are Economically Disadvantaged (subgroup) achieving math proficiency (Excellent or Good) on the EOC Geometry will increase from 32.7% to 37.7%.


Action Step:Parental involvement – Come Learn With Me ActivityParents/guardians will be invited and encouraged to attend their child’s first hour class during the school day through paper invitation, Mr. Northwest text reminders, in which parents/guardians will participate with their child in meaningful engaged learning activities. These activities will be held quarterly from September 2014 to May 2015. During these Come Learn With Me quarterly Activities instructors, and the Math Literacy Night (J. Eaglin, E. Chang-Yen,Dr. D. Smith, R. Walls) will implement review lessons that incorporate and showcase student learning, using Writing Across the Curriculum, differentiated instruction and technology. Students and parents/guardians will successfully demonstrate an understanding of skills that are part of the Math curriculum. If parents are unable to attend, materials will be placed on the OnCourse website; or a similar assignment sent home for student/parent cooperative pairing; or through technological messaging as to where to find the web link to the material. Any costs incurred will be obtained from the School General Fund.

Action Step:Real World ConnectionThe Math Department/Professional Learning Community (J. Eaglin (Math Teacher), E. Chang-Yen (Math Teacher), Dr. D. Smith ( Math Teacher), R. Walls (Math Teacher)/J. Brown (ROTC), J. Jenkins (Band), C.Manuel, (Agriculture), T.Fontenot (Special Education) M. Gray (Physical Education)) will enlighten students to the knowledge of everyday use of mathematical concepts St. Landry Parish School System School Improvement Plan

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in real life situations from August 2014 – May 2015. This will be achieved through using real life applications and modeling through the use of the textbook problems, project based learning, activities and student research. Some activities that will model this learning will be the celebration of National Pi day, (March 14, 2015) and University of Louisiana at Lafayette Engineering Day, St. Landry Parish School Board Annual Math Tournament. Having a representative from a local bank to come and speak to the Senior class about general banking, credit cards and loans. Any costs incurred will be obtained from the School General Fund and/or Math Fund.

The Agriculture department (C. Manuel) will engage and enlighten students with real world math based activities such as Hunter Education using compass skills, indirect measure using shadows, and math in general agriculture studies and production. The Physical Education representative (M. Gray) will engage and enlighten students with real world math based activities by finding Body Mass, Hear rate, physical fitness testing and a program called Teen outreach with a presentation from B. Hilt among other programs and activities.

The JROTC program representative (J. Brown), will provide math based activities that are engaging through the use of cadence techniques for drill marching and map reading skills. The SPED department representative (T. Fontenot), will provide real life engaging and enlightening math lesson to his students. These include but are not limited to consumer math; budgeting, checkbooks, credit cards, managing time, as well as in class support for their general math skills. The Band director, (J. Jenkins) will provide engaging real life math activities such as marching to specific beats, reading music (fractions), recognizing different rhythms of music among other activities.

Northwest High will host a parish wide Career Exposition, where Sophomore students from around the parish will attend the exposition. The Career Exposition invites many community businesses, services, armed forces, and local universities and schools to set up a booth in the gymnasium so the students can tour through the various career or job opportunities available to them. The students will also attend the Reality Store where the students will be encouraged to engage in the various real world activities such as budgeting, credit cards, loans and many more skills.



Action Step:Supplemental Learning OpportunitiesThe Math Department (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls) will encourage students to be involved in activities during/after school that would aid them in increasing their End of Course score, ACT score, or reinforce math basics from the general classroom instruction from August 2014 – May 2015. These activities will supplement classroom instruction and provide opportunities for students to affirm and mature their understanding of the mathematical concepts and encourage them to increase their math content knowledge. This will be achieved through offering after school tutoring (low to middle students),through the implementation of the 21st Century Grant which provides after school tutoring 4 days a week, in school bi-weekly midday tutoring and review, the use of EAGLE Pass System, and free LAHomework help online ACT review: both student and teacher led. In school activities include the ACT test for Juniors, ASVAB for Juniors, Plan Test for Sophomores, Explore Test for Freshman and an End of Course review activity to be held in March/April 2014 as well as a teacher- led ACT review. Any costs incurred will be obtained from the School General Fund.

Action Step:Alternative AssessmentThe Math Department (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls) will utilize the EAGLE and LA Pass system, parish made pre-post tests and EAGLE workbooks, and Algebra 1 student workbooks. Students will take practice tests on the computers from the EAGLE and LA Pass computer system, to prepare and orient them to computer- based testing and review skills and content covered in classroom instruction. The math instructors will incorporate sample EAGLE questions from the EAGLE and LA Pass workbooks in the classroom setting to help the students in problem solving skills, application of learned math skills and higher ordered thinking. The instructors will issue a parish made pre and post test to determine student growth from August 2014 – May 2015. Any costs incurred will be obtained from the School General Fund.

Action Step:ImplementationThe math instructors (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls) will provide students with a mathematically-based, St. Landry Parish School System School Improvement Plan

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challenging curriculum from August 2014 – May 2015. This will be achieved through differentiated instruction, Writing Across the Curriculum, warm ups, technology, group and individual work with hands on learning, engaging instructional strategies that are attached with Common Core State Standards (CCSS) assessments and the End of Course Exams and ACT exams that aid and encourage real world skills, higher ordered thinking and inquiry based problem solving. Any costs incurred will be obtained from the School General Fund.

Action Step:TechnologyThe Math Department/Professional Learning Community (J. Eaglin (Math Teacher), E. Chang-Yen (Math Teacher), Dr. D. Smith ( Math Teacher), R. Walls (Math Teacher)/J. Brown (ROTC), J. Jenkins (Band), C.Manuel, (Agriculture), T.Fontenot (Special Education) M. Gray (Physical Education))will incorporate various types of technology into daily instruction using SmartBoards, graphing calculators, Smart Response clickers, interactive websites and/or apps, various Ipad applications, tape measures and rulers, various scales, Elmo projector, CBR (computer based ranger),Mimeo and/or laptops from August 2014 – May 2015. The instructors will also incorporate Remind 101 texting system to remind and notify students of upcoming assignments. The OnCourse system will be utilized to attach instructional material as well as any other assignments. Through the use of technology students will be engaged and motivated to achieve the testing goals set by the math department standards. Any costs incurred will be obtained from the School General Fund and/or Math Fund.

Action Step:SubgroupThe Math Department (J. Eaglin, E. Chang-Yen, Dr. D. Smith. , R. Walls) will acknowledge the subgroups of remedial math and SPED students from August 2014 – May 2015. The instructors will maintain weekly communication with the SPED instructors (L. Malone, T. Fontenot, J. Burns, J. Phillips) and have an active role in SBLC recommendations and meetings, IEP meetings and general review meetings. The instructors will maintain an open communication with the remedial math teacher (A. Sylvester) and provide support and resources as needed. In an effort to aid the students in each of these subgroups to progress from one math class level to the next math class level, weekly communication and support will be provided. Any costs incurred will be obtained from the School General Fund.St. Landry Parish School System School Improvement Plan

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Action Step:Family InvolvementAdministrators (G. Campbell, G. Lagrange, E. Greene) will communicate with parents though quarterly newsletters, weekly phone calls, open house, school informative mailings, local newspapers, email, requested conferences, school website, Math Literacy Night, quarterly Come Learn With Me activities, Mr. Northwest (text messaging system), and Power Teacher/Parent Portal. The various modes of communication will take places from August 2014– May 2015. Any costs incurred will be obtained from the School General Fund.Action Step:Professional DevelopmentThe Math Department will strengthen the content and pedagogical knowledge through leadership and teamwork skills. The educators (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls) and administrators ( G. Campbell, G. Lagrange, and E. Greene) will monitor and give feedback on instructional methods to improve student achievement, student engagement , and implementation of activities that accommodate the various learning styles present in each classroom environment. The use of Writing Across the Curriculum and varied differentiated instructional strategies will be incorporated into teachers’ lesson plans and in the classroom. Professional development will continue from August 2014 - May 2015. This development will occur during quarterly faculty meetings, bi – weekly Professional Learning Community meetings, Compass trainings, peer observations, cross curriculum collaboration, quarterly professional development and webinars implemented by the St. Landry Parish School Board. Any costs incurred will be obtained from the School Involvement Fund.

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Action steps were chosen based upon the extensive, evidence-based research found in scholarly journals/articles. Furthermore, teacher-developed formal assessments will be used on a weekly to bi-weekly basis to determine student achievement and progress from implementation of action steps. Parent sign-in sheets for Open House and Come Learn with Me will be used to evaluate parent participation in receiving information about promotion, attendance, and testing. Teachers will meet biweekly to discuss curriculum, differentiated instruction, samples of student work, review assessments formal an



informal, as well as teacher presentations of new strategies or important information. Teacher lesson plans will be reviewed by administration for inclusion of meaningful-engaged learning, writing across the curriculum, and differentiated instruction. Logs from study group meetings will be evaluated by administration for participation and evaluation of lessons and student work.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)Teacher-developed formal assessments (testing all benchmarks assessed by the state’s End-of-Course Exam (EOC) and will be used on a weekly to bi-weekly basis to determine student achievement and progress from implementation of action steps. Plan test, Explore test and the ACT test will be issued and used for student test preparation and a measure of growth and progress. Pre-post tests will be issued, graded and evaluated as a tool to review and assess student achievement and growth. Assessments will be evaluated through weekly departmental meetings using evaluation protocols such as Wows and Wonders. Furthermore, Enhanced Assessment Common Core State Standards (CCSS); of will be used at least twice during the year to assess student performance on Common Core State Standards (CCSS); this will give teachers information to evaluate students’ progress towards total attainment of the objectives. All Algebra 1 and Geometry students will take the state-developed End-of-Course Exam and their respective teacher’s comprehensive final exam; both formal assessments will be used as summative data towards goal attainment.


Based on the results from the prior year, the math department (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls) will acknowledge the decline in proficiency scores for the 9th grade Algebra 1 EOC scores. With this acknowledgement the professional learning community members will meet biweekly to discuss upcoming learning objectives and review data from assessments on prior content and learning objectives, they will also collaborate with each other to help bolster and increase the proficiency numbers for the 2014-2015 EOC Algebra 1 test scores.

The math department (J. Eaglin, E. Chang-Yen, Dr. D. Smith, R. Walls), will acknowledge the increase in proficiency scores for the 10th grade EOC Geometry scores. With this acknowledgement the departmental members will meet biweekly to discuss St. Landry Parish School System School Improvement Plan

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upcoming learning objectives and review data from assessments on prior content and learning objectives, they will also collaborate with each other to help bolster and continue the increase of the proficiency numbers for the 2014-2015 EOC Geometry test scores.

Act:


Science Action Plan – Activities indicated should address all subgroups

Objective(s): By 2014-2015

By Spring 2015, the percentage of regular education students scoring Good or Excellent on the Biology I End of Course Exam will increase from 42.6% to 47.6%.

**By Spring 2015, the percentage of economically disadvantaged students scoring Good or Excellent on the Biology I End of Course Exam will increase from 36% to 41%.

By Spring 2015, the percentage of African American students scoring Good or Excellent on the Biology I End of Course Exam will increase from 31% to 36.9%.


Action Step:Family Involvement—Communication ActivityAdministrators (G. Campbell, G. Lagrange, and E. Greene) and teachers (T. Lazard, C. Williams, K. Stagg, A. Sylvester, B.



Johnson) will communicate with parents through the quarterly school newsletter, weekly phone calls, requested conferences, the school website, Mr. Northwest (text messaging system) and PowerTeacher/Parent Portal. Teachers will also update their websites and submit class activity information to the school newsletter. The various modes of communication take place from August 2014 to May 2015. Costs incurred from this activity come from the school’s General Fund.

Action Step:Family Involvement—Learning ActivityCome Learn With Me activities in which parents are invited to participate with students in meaningful engaged lessons during the students' first hour classes during the school day, quarterly during the school year, September 2014 through May 2015. Teachers (T. Lazard, C. Williams, K. Stagg, A. Sylvester, B. Johnson) plan lessons which incorporate the use of technology, Differentiated Instruction, and/or Writing Across the Curriculum; therefore, all learners are actively participating in the learning process. Parents not in attendance will receive same materials and guidance to help their children via the school website/school newsletter. Costs incurred from this activity come from the school’s General Fund.

Action Step:Implementation:All science teachers (T. Lazard, C. Williams, K. Stagg, A. Sylvester, B. Johnson) will use a “Bell Ringer” in August 2014 to May 2015. Three to five problems (or journal topics) will be on the board when the bell rings daily; all students will have a set amount of time to complete the bell ringer problems. Teachers will then review “Bell Ringer” problems. Problems will consist of review, EOC, or ACT material; problems will reflect writing across the curriculum and differentiated instruction. “Bell Ringer” problems will be presented using SmartBoard technology. Costs incurred from this activity come from the department’s Science Fund.

Action Step:Implementation:Science teachers (T. Lazard, C. Williams, K. Stagg, A. Sylvester, B. Johnson) will provide all students with challenging curricula beginning August 2014 to May 2015 (while incorporating writing across the curriculum & differentiated instruction), engaging instruction, and aligned end-of-course assessments that encourage real world, inquiry-based problem solving. Special



education students will be targeted through the use of differentiated instruction. Resource teachers (L. Malone, T. Fontenot,) will reinforce concepts taught in the regular education classroom(s) using differentiated instruction. Costs incurred from this activity come from the department’s Science Fund.

Action Step:Professional Development:Focus science educators’ (T. Lazard, C. Williams, K. Stagg, A. Sylvester, B. Johnson) professional development on the new methodology needed for the implementation of Common Core, with a specific focus on literacy, technology, and the skills that students are to acquire through Common Core. Implementation of this action step will improve student engagement and achievement through the use of research-based strategies of Writing Across the Curriculum and Differentiated Instruction. Professional development will occur August 2014 to May 2015. Monthly departmental and faculty meetings and will be held to discuss and further build upon each teachers’ independent study of pedagogical and content knowledge (received from book/Internet research). Administrators and teachers will attend workshops and/or webinars offered by the St. Landry Parish School Board. Costs incurred from this activity come from the school’s General Fund.

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Action steps were chosen based upon the extensive, evidence-based research found in scholarly journals/articles. Furthermore, teacher-developed formal assessments will be used on a weekly to bi-weekly basis to determine student achievement and progress from implementation of action steps.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)

Teacher-developed formal assessments (testing all benchmarks assessed by the state’s End-of-Course Exam) will be used on a weekly to bi-weekly basis to determine student achievement and progress from implementation of action steps. Assessments will be evaluated through monthly departmental meetings using evaluation protocols such as Wows and Wonders.



Furthermore, Enhanced Assessment of Grade-Level Expections (EAGLE) will be used at least twice during the year to assess student performance on Grade-Level Expectations (GLEs)/Common Core Standards; this will give teachers information to evaluate students’ progress towards total attainment of the goal. All Biology students will take the state-developed End-of-Course Exam and their respective teacher’s comprehensive final exam; both formal assessments will be used as summative data towards goal attainment.

What does data show regarding the results of the implemented action steps?Results from last year’s test data indicate a 7.4% decrease in the Proficiency rating of students who took the Biology E.O.C. Therefore, all actions steps will be continually implemented with the included revisions.Act:


Due to the decrease in the Proficiency rating of students taking the Biology EOC, Northwest High School will continue the action steps listed above with the included revisions.



Social Studies Action Plan – Activities indicated should address all subgroups

Objective(s): By the end of the 2014-2015 school year, 50% of students will obtain proficiency or better (good or excellent) on the United States History End of Course Exam.

By the Spring 2015, students taking the American History EOC assessment will increase their proficiency from 44% to 49%

The percentage of African American students (subgroup) achieving proficiency (Excellent and Good) will increase from 37.8% to 42.8%

The percentage of economically disadvantaged (subgroup) achieving proficiency (Excellent or Good) will increase from 41% to 45% percent.

The percentage of students with Disabilities (subgroup) achieving proficiency (Excellent or Good) will increase from 17% to 22%


Action Step:Parental Involvement-Come Learn With Me ActivityCome Learn With Me activities will be held quarterly from September 2014-May 2015. Instructors within the Social Studies Department (A. Harris, M. Stelly, J. Fontenot, M. Joseph, S. Vining) will invite the parents of their first hour students to attend class and participate with their child to complete a meaningful and engaged lesson. Each teacher will implement lessons that incorporate the use of Writing Across the Curriculum, differentiated instruction, technology, and real-life experiences. As a result parents and students will successfully master an understanding of the skills that are a part of the Social Studies content. In addition if parents are unable to attend, materials will be sent home for the student/parent cooperative pairing; placed on the OnCourse website; or through technological messaging as to where to find the web link to access the material. Any costs incurred will be obtained from the School General Fund.

Action Step:St. Landry Parish School System School Improvement Plan

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Professional DevelopmentProfessional Development will occur during monthly faculty meetings, faculty trainings, departmental meetings, Compass trainings, Student Learning Target workshops, and webinars implemented by the Saint Landry Parish School Board. Any costs incurred will be obtained from the School General Fund. Professional development will begin during August 2014 and will continue until May 2015. The Social Studies Department will strengthen the content and pedagogical knowledge through leadership, teamwork, and communication skills. The instructors (A. Harris, M. Stelly, J. Fontenot, M. Joseph, S. Vining) and administrators (G. Campbell, G. Lagrange, and E. Greene) will transform instruction in order to improve student achievement, student engagement, and implement activities that accommodate the various learning styles present in the classroom environment.

Action Step:ImplementationThe Social Studies instructors (A. Harris, M. Stelly, J. Fontenot, M. Joseph, S. Vining) will provide pupils with a rich and challenging curriculum beginning August 2014- May 2015 (while implementing differentiated instruction, Teaching Across the Curriculum, and Writing Across the Curriculum) engaging instructional strategies that are aligned with the content and End of Course assessments and encourage students to attain real world skills, higher order thinking and inquiry-based problem solving. Differentiated Instruction will be implemented to accommodate the special education students. Resource teachers (T. Fontenot, L. Malone, J. Burns) will reinforce concepts that are taught within the regular education classrooms. Any costs that are incurred will be obtained through the School’s General Funds account.

Action Step:ImplementationAll Social Studies teachers (A. Harris, M. Stelly, J. Fontenot, M. Joseph, S. Vining) will incorporate a “Bell Ringer” activity into their daily planning beginning August 2014 until May 2015. The bell ringers will consist of 1 to 2 problems (or a journal topic) that will serve as a hook to engage the pupils at the beginning of the class period. Each student will have a set amount of time each day to provide written responses to the exercise. The instructor will review the “Bell Ringer” activity with the class every day. Problems will consist of review EOC and ACT materials; journal response topics will reflect Teaching Across the Curriculum, Writing Across the Curriculum, and differentiated instruction. The “Bell Ringers” will either be written on the dry St. Landry Parish School System School Improvement Plan

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erase board or displayed on the Smart Board technology. Costs that are incurred from this activity will come from the school’s general fund.

Action Step:Family Involvement-Communication ActivityInstructors (A. Harris, M. Stelly, J. Fontenot, M. Joseph, S. Vining) will communicate with parents through newsletters, phone calls, emails, open house, parent-teacher conferences, school informative meetings, Mr. Northwest, local newspapers, school website, Remind 101 (text messaging to communicate with both the parent and student) and Power Teacher/parent Portal. The various modes of communication will began on August 2014 and continue until May 2015. Costs incurred will be obtained through General Funds.

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Our action steps were chosen based upon the evidence provided on and within scholarly journals, articles, websites, and with continuous contact with fellow educators. Formal assessments that were developed by teachers will be issued on a weekly to biweekly basis to assess student achievement and progress that were implemented from the action steps. Furthermore parent sign-ins from Open House and Come Learn with Me activities will be used to evaluate participation in getting information on attendance, testing, and promotion to next grade level. Administrators (G. Campbell, G. Lagrange, and E. Greene) will review instructor’s lesson plans to evaluate the presence of inclusion, meaningful-engaged learning, differentiated instruction, writing across the curriculum, and teaching across the curriculum. Logs from bimonthly departmental meetings will be evaluated by the administration for participation and evaluation of lessons and student work.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)Teacher-developed formal assessments will be used to determine student comprehension, achievement, progress from the implementation of action steps. The assessments will be developed from benchmarks assessed by the state’s End of Course Exam and Common Core which will take place on a weekly to biweekly basis. Assessments will be evaluated through biweekly



departmental meetings. In addition, enhanced Assessment of Grade-Level Expectations (EAGLE) will be used during the year to assess student performance on Grade-Level Expectations (GLEs); results will give teachers information to evaluate students’ progress towards total attainment of the goal. All Social Studies students will take the departmental-developed pre/post exams, state-developed End-of-Course Exam and their respective teachers’ comprehension six weeks exams and final exam; all formal assessments will be used as summative data towards goals attained.


Act:




ACT Action Plan – Activities indicated should address all subgroups

Objective(s): By Spring of 2015, The ACT composite scores of 11th grade ACT test-takers will meet the 18.0 composite score graduation mandate.


Action Step:Parental Involvement – Come learn with me activity.Whole school (all teachers and students)Parents/ Guardians will be invited and encouraged to attend their child’s class during the first class period of the day. Parents will be informed of this activity through paper invitations, and Mr. Northwest Remind 101 reminders. During this time, parents will participate in meaningful engaged learning activities alongside their child. These activities will be held quarterly from August 2014-May 2015. Following the come learn with me activities, parents in attendance will be invited to meet for refreshments and a discussion of school data. Information concerning the Explore, PLAN and ACT exams will be provided to parents by the guidance counselor (A. Reed). The information presented to parents will also be available through the Northwest High School’s website under the “counselor’s corner” tab. Instructions to this link will be sent home to parents through paper copy as well as through the Mr. Northwest Remind 101. ($200 / General Fund)

Action Step:Parental Involvement -- Open HouseAll teachers and facultyOpen House will be held twice during the 2014-2015 school year. During these events, parents will congregate in the school’s multi-purpose room upon arrival. Parents will then be addressed by our counselor (A. Reed), who will share ACT information with them.($100 / General Fund)

Action Step:St. Landry Parish School System School Improvement Plan

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ImplementationAll teachers & studentsEach day, as students are entering class, they will be presented by a focus question / bellringer to complete during the first few moments of class. This problem-based learning activity will engage students in playing an active role in their learning process. These introductory questions are created by the teacher and will contain a variety of test preparation skills. This method of questioning is used in an effort to demonstrate student knowledge of EOC and ACT content. This action step implementation should serve as preparation for Explore, PLAN & ACT. ($0 / General Fund)

Action Step:ImplementationR. Walls will teach ACT prep class that is entitled Math Essentials. The teacher will utilize released test items, as well as test preparation manuals on site and provided by the parish. All teachers will stress the importance of the ACT tests and effective test taking skills while incorporating some ACT content into daily lessons. ( $0 / General Fund)

Action Step:Professional DevelopmentMonthly faculty meetings will allow for cross-curricular planning of meaningful and engaged lessons. Each department will meet every two weeks with administration for continued discussions involving up-to-date information on implementation of strategies to aid in ACT increased performance within their departments. ($100 / General Fund)

Action Step:Students with DisabilitiesStudy skills teachers (L. Malone T. Fontenot, J. Burns) will remediate students with disabilities on test taking strategies relating to the ACT. These teachers will incorporate Explore, PLAN & ACT practice in the areas of ELA, Math, Science and Social Studies from released test items. This remediation will take place on a daily / weekly basis.

Check:St. Landry Parish School System School Improvement Plan

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What data will be used to determine whether the action steps were deployed with fidelity?Parent sign-in logs for Open House and Come Learn With Me activities will be utilized to evaluate parental participation. Because we use these activities as methods of disbursing ACT information, numbers of attendees will determine how many parents took an active role in reception of ACT data.Teacher lesson plans will be reviewed by administration and monitored for inclusion of meaningful and engaged learning activities, as well as ACT content, differentiation of instruction and writing across the curriculum.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)Teacher-developed formal assessments (testing all benchmarks assessed by the state’s End Of Course exam and including ACT content) will be used on a weekly to bi-weekly basis to determine student achievement and progress from implementation of action steps. Assessments will be evaluated through weekly departmental meetings using evaluation protocols such as Wows and Wonders. Enhanced Assessment of Grade Level Expectations (EAGLE) will be used at least twice during the school year to assess student performance. This will give teachers information to evaluate student progress towards full attainment of goal. All the aforementioned and test data will be analyzed for effectiveness.

What does data show regarding the results of the implemented action steps?The 2012-2013 school year was the first in which it was mandated that particular students take the ACT. Prior to the 2012-2013 school year, the students who took the ACT had intentions of attending college. As of the 2012-2013 school year, all regular education students are required to take the ACT. Comparing 2011-2012 ACT data to 2012-2013 data isn’t a fair comparison because of motivational factors, as well as ability levels of the test takers. Once the 2013-2014 school year data is in, we can better analyze if these actions we are taking are truly aiding in our efforts towards progress.Act:


EXPLORE/PLAN Action Plan – Activities indicated should address all subgroups



Objective(s) By Spring 2015, the PLAN composite scores of 10th grade PLAN test-takers meet the 18.0 composite score graduation mandate. By Spring 2015, the EXPLORE composite scores of 9th grade EXPLORE test-takers will meet the 18.0 composite score graduation mandate.


Action Step:Parental involvement – Come Learn With Me ActivityWhole School (All teachers and students)Parents/guardians will be invited and encouraged to attend their child’s first hour class during the school day through paper invitation, Mr. Northwest text reminders, in which parents/guardians will participate with their child in meaningful-engaged learning activities. These activities will be held quarterly from August 2014 to May 2015. Following the Come Learn With Me activities, information concerning the Explore, Plan or ACT tests, which their students will be taking in March, will be provided to parents by the guidance counselor (A. Reed). If parents are unable to attend the Come Learn With Me events, materials will be placed on the OnCourse website or through technological messaging as to where to find the web link to the material. ($200/general fund).

Action Step:Parental Involvement – Open HouseWhole SchoolOpen House will be held twice in the 2014-15 school year in the multi-purpose room. During Open House, parents will be informed of the academic information related to the ACT/PLAN/EXPLORE will be shared with parents by the guidance counselor (A. Reed). ($100/general fund).

Action Step:ImplementationDaily, all curricular teachers will implement meaningful-engaged learning lessons through the use of “Bell Ringers” and



interactive problem-based learning. “Bell Ringers” will contain a variety of test preparation skills and require demonstration of knowledge of ACT/PLAN/EXPLORE content in order to prepare 9th grade students for the Explore and 10th grade students for Plan in March. ($0/general fund)

Action Step:ImplementationSWDStudy Skills teachers (T. Fontenot, L. Malone, J. Burns) will remediate SWD students on test taking strategies relating to the ACT/PLAN/EXPLORE, incorporating ACT/PLAN/EXPLORE practice (Math, ELA, Science & Social Studies content) from discontinued ACT test questions weekly.

Action Step:Professional DevelopmentDepartmental meetings will be held bi-monthly to discuss lessons for implementing meaningful-engaged learning, writing across the curriculum, and differentiated instruction as related to ACT/PLAN/EXPLORE testing from August 2014-May2015. ($100/general fund)

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Parent sign-in for Open House and Come Learn with Me will be used to evaluate parent participation in receiving information about ACT testing. Teacher lesson plans will be reviewed by administration for inclusion of meaningful-engaged learning, writing across the curriculum, and differentiated instruction and incorporation of ACT/PLAN/EXPLORE content in core subject areas. Logs from study group meetings will be evaluated by administration for participation and evaluation of lessons and student work.How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)Teacher-developed formal assessments (testing all benchmarks assessed by the state’s End-of Course Exam and including ACT/PLAN/EXPLORE content) will be used on a weekly to bi-weekly basis to determine student achievement and progress St. Landry Parish School System School Improvement Plan

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from implementation of action steps. Assessments will be evaluated through weekly departmental meetings using evaluation protocols such a Wows and Wonders. Furthermore, enhanced Assessment of Grade-Level Expectations (EAGLE) will be used at least twice during the year to assess student performance on Grade-Level Expectations (GLEs); this will give teachers information to evaluate students’ progress towards total attainment of the goal. All 9th grade students will take the Explore, all 10th grade students will take the Plan and all 11th grade students will take the ACT in March 2014.


PLAN data analysis of student achievement from 2010 through 2013 show a steady increase in student scores in ELA, Mathematics, Reading, Science, and their overall Composite score.

Act:

Based upon identified results, should/how action steps be changed?This is the first year that the school is implementing an EXPLORE/PLAN action plan; therefore, there is no past data and/or action steps to determine areas in need of change.



Graduation Rate/Graduation Index Action Plan – Activities indicated should address all subgroups

Objective(s): The Graduation Cohort Rate will increase from 76.9 to 82 for the 2014-15 school session.


Action Step:Parental involvement – Come Learn With Me ActivityParents/guardians will be invited and encouraged to attend their child’s first hour class during the school day through paper invitation, Mr. Northwest text reminders, in which parents/guardians will participate with their child in meaningful engaged learning activities. These activities will be held quarterly from August 2014 to May 2015. During these Come Learn With Me Activities all instructors will implement review lessons that incorporate and showcase student learning, using writing across the curriculum, differentiated instruction and technology. Students and parents/guardians will successfully demonstrate an understanding of skills that are part of the math curriculum. If parents are unable to attend, materials will be placed on the OnCourse website; or a similar assignment sent home for student/parent cooperative pairing; or through technological messaging as to where to find the web link to the material. ($200/general fund).

Action Step:Parental Involvement – Open HouseOpen House will be held twice in the 2014-15 school year in the multi-purpose room. During Open House, parents will be informed of the school policies related to attendance and behavior infractions. Academic information related to ACT, EOC, and the School Performance Score will be shared with parents. Parents will be allowed to visit classrooms to collect report cards and conference with teachers. ($100/general fund).

Action Step:ImplementationDaily, all curricular teachers will implement meaningful-engaged learning lessons through the use of “Bell Ringers” and St. Landry Parish School System School Improvement Plan

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interactive problem-based learning. “Bell Ringers” will contain a variety of test preparation skills and knowledge for the ACT and EOC. ($0/general fund)

Action Step:ImplementationAfter school tutoring will be held from 3 to 5:30 p.m. Monday through Thursday as part of the 21st Century Program. Students enrolled in the program will receive remediation in areas of need and enrichment in all subject areas with concentration on ACT and EOC test preparation material.

Action Step:ImplementationDaily, homeroom teachers will discuss attendance, behavior, and academic achievement with students. ($0/general fund)

Action Step:Professional DevelopmentDepartmental meetings will take place bi-monthly to discuss lessons for implementing meaningful-engaged learning, writing across the curriculum, and differentiated instruction from August 2014-May2015. ($100/general fund)

Check:

What data will be used to determine whether the action steps were deployed with fidelity?Parent sign-in for Open House and Come Learn with Me will be used to evaluate parent participation in receiving information about promotion, attendance, and testing. Teacher lesson plans will be reviewed by administration for inclusion of meaningful-engaged learning, writing across the curriculum, and differentiated instruction. Logs from departmental meetings will be evaluated by administration for participation and evaluation of lessons and student work.

How will you determine whether the action steps led to progress toward the objective? (Include formative, benchmark, and summative data as appropriate.)St. Landry Parish School System School Improvement Plan

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School attendance, grade distribution, and discipline reports will be evaluated each six weeks period in order to monitor progress towards increasing the graduation rate. Continuous evaluation will be shared with faculty during monthly in-services.

What does data show regarding the results of the implemented action steps?Data analysis showed a decline in the school’s Graduation Cohort Rate.

Act:

Based upon identified results, should/how action steps be changed?Due to the decline in the school’s Graduation Cohort Rate, participation in the 21st Century Tutoring Program was initiated.


Documents

Edl€¦ · Web viewParents will be invited to attend their child’s first hour class during the school day, in which parents will participate with students in meaningful engaged