Greenville Superintendent’s Academyschools.ebrschools.org/greenville/wp-content/uploads/...Greenville Superintendent’s Academy Grades 6-8 1645 North Foster Drive Baton Rouge, LA

East Baton Rouge Parish School System

Title I Schoolwide Program Plan Greenville Superintendent’s Academy

Grades 6-8 1645 North Foster Drive Baton Rouge, LA 70802

Sherwanda Johnson 225.387.5224

[email protected]

SY: 2015 - 2016

mailto:[email protected]

East Baton Rouge Parish School System – Title I Schoolwide Program Plan

East Baton Rouge Parish School System – SY 2015 - 16 Page 2

Table of Contents

East Baton Rouge Parish School System District Vision and Mission Statements ...................................................................................................................... 3

School Vision and Mission Statement ......................................................................................................................................................................................... 3

District Assurance ....................................................................................................................................................................................................................... 4

Data Portfolio .............................................................................................................................................................................................................................. 5

Comprehensive Needs Assessment Summary Report for SY 2015-16 Title I Schoolwide Planning ........................................................................................... 7

Goals ......................................................................................................................................................................................................................................... 11

Action Plan ................................................................................................................................................................................................................................ 12

Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment.................................................................................................................. 15

Additional Parental Involvement and Community Activities .................................................................................................................................................... 16

Transition to Next Level School Programs ................................................................................................................................................................................ 17



East Baton Rouge Parish School System District Vision and Mission Statements

Vision: All East Baton Rouge Parish School System students will graduate with the knowledge, skills and values necessary to

become active and successful members of a dynamic learning community. Mission: The East Baton Rouge Parish School System, in partnership with our community, educates all students to their maximum

potential in a caring, rigorous and safe environment.

School Vision and Mission Statement

Vision: Greenville Superintendent's Academy students will remain actively engaged in the learning process as they acquire the

skills and knowledge necessary to become responsible, contributing, citizens within the local, state, national, and world

community.

Greenville Superintendent's Academy parents will remain actively involved as advocates for their children and

supporters of the school programs and staff.

Within a nurturing, safe environment, Greenville Superintendent's Academy staff members will actively engage all

students in the learning process and teach students to become critical thinkers, problem-solvers, and life-long learners.

Mission: The academy provides students the opportunity to be engaged in a highly personalized learning environment where

students take ownership of their learning.



District Assurance

I hereby certify that this plan is 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 this plan.

I herby certify that this plan contains the ten required components as mandated by No Child Left Behind Act of 2001, Title I, Improving the Academic Achievement of the Disadvantaged, Public Law 107-110, Section 1114, Schoolwide Programs, (b)(1): o (Component 1): Evidence of the use of a comprehensive needs assessment of the entire school that is based on information which includes the

achievement of children in relation to the State academic content standards and the State student academic achievement standards as described in Section 1111(b)(1),

o (Component 2): Schoolwide reform strategies that (a) provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement as described in Section 1111(b)(1)(D), and (b) use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program in the school, increase the amount and quality of learning time, and include strategies for meeting the educational needs of historically underserved populations,

o (Component 3): Evidence of instruction highly qualified teachers, o (Component 4): Evidence of high quality and ongoing professional development for teachers, principals, and paraprofessionals (and, if appropriate, other

stakeholders) which is aligned with assessed needs. o (Component 5): Strategies to attract high-quality, highly qualified teachers to high-needs schools, o (Component 6): Strategies to increase parental involvement, o (Component 7): Plans for assisting preschool children in the transition from early childhood programs to elementary school programs, o (Component 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, o (Component 9): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards shall be provided with effective, timely additional assistance which shall include measures to ensure those students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance, and

o (Component 10): Coordination and integration of Federal, State, and local services and programs.

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

Principal Date

Executive Director Date

Superintendent or Designee Date



Data Portfolio (Title I Schoolwide Programs Component 1)

The following items should make up the Data Portfolio (housed at school):

Cognitive Student Data

o iLEAP Test Data

o LEAP Test Data

o End-of-Course (EOC) Test Data

o ACT Test Data

o Graduation Rates

o Attendance Rates

o DIBELS Student Data

o Student Discipline Data

o Student Benchmark Assessment Data

o Instructional Staff Mapping

o Classroom Observation/Walkthrough Data

Attitudinal Data

o Parental Data

o Student Data

o Teacher Data



Data Comprehensive Needs Assessment & Summary

Data Type Cognitive Attitudinal Behavioral Archival

Stakeholder

Administrators Administrator Questionnaire and/or Interview

Attendance Data Demographic Data

Teachers

Faculty Survey

Teacher Questionnaire and/or Interview

Faculty Focus Group

Classroom Observations

Attendance Data Demographic Data

Students

DIBELS/DRA Data

LEAP Data

iLEAP Data

ACT Data

Benchmark Assessment Data

End-of-Course Data

IEP Progress Data

Graduation Rates

Student Survey

Student Focus Group

Discipline Data

Attendance Data

School Performance Score Data

Demographic Data

Subgroup Component Data

Parents Parent Survey

Parent Focus Group

Attendance Data (function participation)

Demographic Data



Comprehensive Needs Assessment Summary Report for SY 2015-16 Title I Schoolwide Planning

Strengths and Weaknesses are derived from cognitive student data: the “what.” Strengths and Weaknesses determine areas of focus – lead to goals objectives.

Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).

A schoolwide program shall include a comprehensive needs assessment of the entire school that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Public Law 107-110 - Section 1111(b)(1). The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents. STRENGTHS Part Ia: Strengths - Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):

STRENGTHS DATA SOURCE/INSTRUMENT

1. 59% of students exceeded academic expectations in ELA while 51% of students exceeded in mathematics.

2014 Report Card

2.



Part IIa: Contributing Factors to Strengths based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified strengths:

Contributing Factor: Environment is nurturing and conducive to learning.

Domain: 200 Sub domain: 260 NA

Instrument(s): Administrative Questionnaire, Teacher Surveys, Classroom walkthroughs

Data Type: 1. Attitudinal 2. Attitudinal 3. Behavioral

Findings 1. Administrator stated that the climate at the school is positive. 2. 97% of surveyed faculty indicated that a formal structure exists so that each student is well known by at least one adult advocate in the school who supports that student’s educational experience. 3. Resources and materials supported the learning goals in 93% of the walkthroughs.

*Must list at least three findings to justify a Contributing Factor.



WEAKNESSES Part Ib: Weaknesses - Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES DATA SOURCE/INSTRUMENT

1. Low percent proficiency on 8th Grade LEAP with percentages ranging from 3 to 9%.

2014 Assessment Results

2. Low percent proficiency on 7th Grade iLEAP with percentages ranging from 3 to 11%.


3. Low percent proficiency on 6th Grade iLEAP with percentages ranging from 2 to 7%.


Part IIb: Contributing Factors to Weaknesses based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the

contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified weaknesses:

Contributing Factor: Data is used on a limited basis to drive instruction and to plan for interventions.

Domain: 500 Sub domain: NA 530

Instrument(s) (200): Administrator Questionnaire, Teacher Survey, Walkthroughs, 2014 iLEAP/LEAP Results

Data Type: 1. Attitudinal 2. Attitudinal 3. Behavioral 3. Cognitive

Findings (500) 1. Administrator indicated that effective PLCs is a weakness. 2. Only 71% of surveyed teachers indicated that staff members provide peer coaching to teachers. 3. In only 13% of the Walkthroughs assessments were modified to meet student needs. 4. Low percent proficient for all core content areas - 6th: ELA 7%, Math 4%, Science 2%, Social Studies 2%; 7th: ELA 8%, Math

11%, Science 3%, Social Studies 7%; 8th: ELA 8%, Math 3%, Science 9%, Social Studies 9%



Contributing Factor: Basic foundational skills are not ingrained in students.

Domain: 500 Sub domain: NA 510

Instrument(s) (200): Administrator Questionnaire, Walkthroughs, 2014 iLEAP/LEAP Results

Data Type: 1. Attitudinal 2. Behavioral 3. Cognitive

Findings (500) 1. Administrator indicated that it is challenging to address basic foundational skills. 2. Students generated higher order/complex questions in only 33% of the walkthroughs. 3. Low percent proficient for all core content areas - 6th: ELA 7%, Math 4%, Science 2%, Social Studies 2%; 7th: ELA 8%, Math 11%, Science 3%, Social Studies 7%; 8th: ELA 8%, Math 3%, Science 9%, Social Studies 9%

Contributing Factor: Varied instructional strategies need to be utilized.

Domain: 500 Sub domain: 510

Instrument(s): Student Survey, Parent Survey, 2014 iLEAP/LEAP Results

Data Type: 1. Attitudinal 2. Attitudinal 3. Cognitive

Findings 1. 53% of surveyed students indicated that that all their teachers change their teaching to meet their learning needs. 2. 79% of surveyed teachers and 74% of surveyed parents indicated that the school provides opportunities for students to participate in activities that interest them. 3. Low percent proficient for all core content areas - 6th: ELA 7%, Math 4%, Science 2%, Social Studies 2%; 7th: ELA 8%, Math 11%, Science 3%, Social Studies 7%; 8th: ELA 8%, Math 3%, Science 9%, Social Studies 9%

*Must list at least three findings to justify a Contributing Factor.



Goals State of Louisiana Critical Goals – Louisiana student will:

CG1. Enter kindergarten ready to learn. CG2. Be literate by 3

rd grade.

CG3. Arrive in 4th

grade on time. CG4. Perform adequately in the area of English Language Arts by 8

th grade.

CG5. Have necessary numeracy skills by 8th

grade. CG6. Graduate on time. CG7. Enroll in a post-secondary institution or workforce ready. CG8. Achieve these goals regardless of race or class.

District Goals: The East Baton Rouge Parish School System will be a top ten Louisiana district by 2020, building an innovative and globally-competitive

educational choice for all families.

1. Early Childhood Education: The East Baton Rouge Parish School System (EBRPSS) will provide all pre-kindergarten children equal access to high-quality options that ensure young students enter kindergarten ready to learn.

2. Academic Expectations: All students in the EBRPSS will complete a comprehensive and rigorous academic curriculum that builds workforce and college preparedness, and cultivates an appreciation for knowledge.

3. Governance/Accountability/Efficiency: The EBRPSB will lead the EBRPSS to the 2020 goal of being a top ten school system by maintaining a focus on excellence and by holding accelerating student achievement as the priority focus of all governance policies, accountability mechanisms, and financial resource allocations.

4. Culture and Safety/School Climate and Human Capital: The EBRPSS will recruit and retain only those teachers, school leaders, and administrators who provide an excellent education to all students and crate a learning environment that drives high student achievement and safety. EBRPSS will identify and confront all barriers and constraints that prevent having an excellent teacher in every classroom and excellent leader in every school.

5. Neighborhood Schooling/School Choice: The EBRPSS will engage in an effort to re-create true neighborhood schools while maintaining students’ right to choose to attend any magnet or other school of choice in the district provided they can meet that school’s admission requirements.

6. Community and Parental Involvement: All EBRPSS schools will provide an inviting, trustworthy environment in which parents, families, and businesses can be involved in student learning and development.

School Goal: (A goal states the general education outcome for the school. Each goal should: 1) clearly state the direction for school improvement, 2) link to

improving student learning, and 3) accurately address the school’s weaknesses as identified in the SPS indicators, percent proficient data, or other standardized assessments.)

Increase the SPS from 21.8 to at least 25.



Action Plan

(Title I Schoolwide Programs Components 1, 2, 4, 6, 8, 9, 10)

Content Area(s): ELA, Math, Science, Social Studies

Weakness(es):

Weaknesses are the identified areas from the cognitive data (student performance). Be specific. You may list more than one weakness if the strategy(ies)/activities address all listed.

Low percent proficient for all core content areas - 6th: ELA 7%, Math 4%, Science 2%, Social Studies 2%; 7th: ELA 8%, Math 11%, Science 3%, Social Studies 7%; 8th: ELA 8%, Math 3%, Science 9%, Social Studies 9%

Objective(s):

An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated, measurable, linked to the stated goal, time-bound, and realistic.

Increase percent proficiency in all core content areas to 50% on the2016 statewide assessments.

Research-Based Strategy(ies):

Each strategy should:

Be aligned and designed to achieve the objective(s)

Address underlying causes of strengths & weaknesses

Be appropriate for the needs of targeted student population

Be implemented with available fiscal and human resources

Have clear curricula, instruction, and classroom assessment for targeted content areas

Data-Driven Decision Making Meaningful Engaged Learning

Response to Intervention Curriculum Alignment

Universal Design for Learning Strategic Instruction Model

Action Steps (aligned to the Strategy(ies) selected) Persons

Responsible Target

Date(s)/Timeline Funding Source(s)

and Cost Documentation

Curriculum (what will be taught):

The school will effectively implement the CCSS/GLEs as outlined by the LADOE and EBR Schools' Department of Curriculum. Textual resources and text complexity will be integrated into each core area focusing on building student ability to read and understand grade‐level complex texts and express that understanding clearly through writing and speaking. The staff will utilize the year-long scope and sequences plans that bundle standards / GLEs over the course of the year into units of study. Staff will also use the assessments and planning resources that are provided by the LADOE along with the sample units which illustrate how a teacher can move from the year-long to the unit level.

Principal, Teachers

August 2015 – May 2016

Pacing Guides CCSS / GLEs

http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/year-long-scope-sequence-resources



Instruction (what it will look like in the classroom):

Teachers will incorporate varied instructional strategies / activities such as vocabulary development, menus, DOK, and literacy strategies into instruction to meet the needs of all students as identified by common formative assessments. Specific core content programs such as the following will be used with students.

Accelerated Reader (ELA)- all students

READ 180 and System44 (ELA) -interventions

Math 180 - interventions

Success Maker (Math ) – intervention

ALEKS (Math) –interventions / enrichment

Study Island (All core content subjects) – all students Pull out intervention groups will be used with designated students according to their academic needs. In addition, students will receive after-school remediation activities during the second semester.

Principal, Teachers


Title I SW $107,772

(ft para pay, p/t teacher pay, p/t

bus driver, copier rental, AR ,

materials & supplies)

Lesson Plans Instructional materials (slideshows, handouts, etc.) Student materials (worksheets, rubrics, projects, etc.) Walk-throughs / observations

Formative Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency):

Teachers will analyze academic data to design and implement common formative assessments in ELA, math, science, and social studies that are aligned to CCSS / GLEs to plan for instruction, interventions, remediation, and enrichment.

Principal, Teachers


Quizzes Projects Unit / Chapter Assessments Benchmark Assessments

Professional/Staff Development (PD and Planning that is necessary to support Curriculum, Instruction, and Assessments):

Faculty and staff will participate in district provided workshops and training sessions that are aligned with CCSS and GLEs throughout the school year. Attendees will implement the strategies and / or as needed redeliver and coach throughout the school year. During weekly team meetings, teachers will utilize student academic data to collaboratively develop lesson plans that incorporate varied instructional

Principal, Teachers


Title I SW $8,000

(conference expenses)

PLC Agendas Planning Documents Instructional Focus Calendars Lesson Plans PD Agendas Evaluation Surveys Conference Handouts



(flexible groupings, menus, HOTS, effective writing, etc.) strategies into the curriculum. Instructional Coaches from the district will provide teachers with onsite modeling, coaching, and mentoring. During the second semester on a monthly basis, teachers will participate in modeling / coaching sessions on varied instructional (writing, reading, technology, etc.) strategies that will be utilized. Administrators will attend the ASCD conference that will be held in Dallas. The information from the sessions will be redelivered and / or used for planning.

Parental Involvement/Instruction (Identify each activity according to the Esptein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community):

Extended learning at home opportunities will be provided be provided to students via activity packets and Study Island (LH).

Principal, Teachers


Title I SW $2,045

(materials & supplies)

Homework packet evaluation forms Instructional Plans

Summative Assessments: 2016 iLEAP, PARCC, EOY District Benchmark Assessments



Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment (Title I Schoolwide Component 3, 5)

District Goal(s): 100% of teachers in the district will be highly qualified.

School Objective(s): 100% of teachers employed at the school will be highly qualified.

Action Steps Persons

Responsible Target

Date(s)/Timeline

Funding Source(s) and

Cost

Evidence of Effectiveness (indicate data instrument to be used,

what will be measured or assessed, by whom, and frequency)

Administrators will attend EBR teacher recruitment fairs to recruit

and hired highly qualified teachers.

Monthly, the BEST coordinator and mentor teachers will meet with

the new highly qualified teachers to provide support, guidance, and

follow-up.

Administrators, Best Coordinator, Mentor Teachers, Mentee Teachers

July 2015 – June 2016

Documentation of HQ status for each teacher, documentation from the BEST / mentor meetings



Additional Parental Involvement and Community Activities (other than those included in Academic Goals)

(Title I Schoolwide Component 6)

District Goal(s):

The district will work to:

1. Ensure that parents have the necessary knowledge and skills to be proactive advocates for their children.

2. Provide parents with continuous feedback on the progress of their child so that they may fully participate as educational partners, and ensure that their child will attain the district goal of achieving a high school diploma and the skills and dispositions to be college and career ready.

3. Provide parents with multiple opportunities to be engaged educational partners, provide feedback to their school and the district, and create and improve district practices and protocols that address the needs of parents and families.

Action Steps Persons

Responsible Target

Date(s)/Timeline


Cost



Weakness(es): Limited parental support and parental involvement. Objective(s): Increase parental support and involvement.

Parental Involvement/Instruction (Identify each activity according to the Esptein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community.

Informational brochures, flyers, etc. will be available to parents and community members in the newly established parenting center (C). Use teacher phone contacts, automated phone systems, websites, and/or newsletters to communicate with parents about student progress and/or school activities (C).

Principal, Teachers, Librarian


Teacher phone contact logs, parent workshop agendas, evaluations, and sign‐in sheets, parent survey



Transition to Next Level School Programs (Title I Schoolwide Component 7)

Choose Appropriate Level Preschool to Elementary School Elementary School to Middle School Middle School to High School Other:

Objective(s) Action Steps Persons

Responsible Target

Date(s)/Timeline


Cost



Weakness(es): Sixth grade students are not prepared for the middle school culture.

Objective(s): 6th grade students will become more accustomed to middle school culture.

During the Spring school personnel will visit elementary and middle schools to provide transition information to incoming sixth - eighth grade. During the Spring, outgoing eighth grade students will visit three high schools to help with their transitions.

Principal

Sixth Grade Teachers

June 2013 – May 2014

Parent and / or Student Surveys, sign-in sheets, agendas / programs