Jefferson Davis Parish School System School …...Jefferson Davis Parish benefits from a highly stable teaching staff where the vast majority of teachers are certified and highly qualified

Jefferson Davis Parish School System School Improvement Plan Revised Spring 2014

Jefferson Davis Parish School System

School Improvement Plan Submission Date: 9/22/14

James Ward Elementary School A Leader in Me School

Learners Today - Leaders Tomorrow

School Improvement Plan

2

SCHOOL IMPROVEMENT PLAN

Each school operating a schoolwide program must include all ten components in their plan.

Ten Components of a Schoolwide Program Evidence of Component

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 standards and the State student academic achievement standards.

1. Data Analysis template contains five years of percent proficient data including subgroup performance. Additional data includes cohort graduation index, attitudinal data from staff and students, and COMPASS evaluation results.

2. Schoolwide Reform Strategies 2. A strategy for school improvement is a method for achieving the identified objectives. (e.g., using graphic organizers, visual imagery, and summarization). Strategies are detailed within each Focus Area mentation activities. Activities describe the delivery method of the strategy.

3. Instruction by Highly Qualified Teachers

3. Schools examine percent of teachers highly qualified to determine a course of action, if needed. All paraprofessionals in the district are highly qualified.

4. High quality and ongoing professional development for – Teachers Principals Paraprofessionals

4. Professional development is outlined in the PD section of each Focus Area. Date of PD is indicated along with topic. District provides monthly District PLC meetings, monthly principal PD and two day summer institute on July 28/29.

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

5. District plan outlines strategies. Page 6

6. Strategies to increase parent involvement

6. Family Involvement is denoted in each Focus Area.

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

7. District plan outlines strategies. Page 5


3

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.

8. Teachers are included in the School Leadership Teams and School Improvement Teams, as well as members of PLC teams that provide input on the use of academic assessments. Details are included in the PLC Implementation plan and RTI Plan.

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.

9. Benchmarks, intervention groups and progress monitoring procedures are described in school’s RTI Plan.

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

10. Focus Area- Alignment of Resources detail use and coordination of programs funds.

Data Types Instrument

Cognitive Test scores(LEAP, iLEAP, EXPLORE, PLAN, EOC), School letter grades, ACT, Benchmark Assessments, Jeff Davis first and second grade Common Assessments, DIBELS

Behavioral Classroom Observations, Expulsion/Referrals, Principal Walkthroughs, Lesson Plans, COMPASS

Attitudinal Instructional Staff Survey, Questionnaires (Administrator, Teacher, Student, Parent)

Contextual Archival Data (Attendance, Free/Reduced Lunch Percentage, Special Education Percentage)


4

Jefferson Davis Parish Preschool Transition Plan from Early Childhood Programs to Local Elementary Schools Jeff Davis Parish schools will ensure continuity in children’s learning from early childhood settings (Head Start, private Preschools, home, etc) by-

coordinating professional development activities of Early Childhood Programs and PreK/Kindergarten teachers in order to align curricula and goals or

arranging for early childhood and PreK/Kindergarten teachers/parents to visit each other’s classrooms or

having early childhood teachers provide future PreK/Kindergarten teacher with children’s portfolios or written record of their learning during preschool,

including TELD-3 (Test of Early Language Development-3) data for SRCL schools.

provide transition materials for both Pre-K and Kindergarten to students transitioning to SRCL schools

In an effort to provide the best transition experience possible Jefferson Davis Parish recognizes and articulates the student benefits of a high quality early childhood experience that include:

perform better in reading and math throughout the elementary grades, less likely to be held back a grade are less likely to require special education or present discipline problems are more likely to be enthusiastic about school and have good school attendance.

Jefferson Davis Parish recognizes and promotes characteristics consistent among high quality educational programs that have demonstrated significant positive outcomes on measures of children’s academic and social-emotional development in early childhood programs and preschools which are:

Clear statement of goals and philosophy with purposeful learning activities and play Coherent Curriculum Instruction that is intentional and frequently direct and explicit with a balance between individual, small group and large group activities Classroom environment where children feel well cared for and safe Teachers frequently checking children’s progress with ongoing assessment inputted to Teaching Strategies GOLD so that instruction may be tailored to

the needs of individual children Staff that regularly communicate with parents and caregivers about their children’s education Services that is sufficiently intensive to allow more time for children to benefit from cognitive experiences.

Jefferson Davis Parish recognizes and recommends components of a high quality early childhood education/preschool as provided in ELDS (Early Learning and Development Standards). These include:

Approaches to learning Cognitive development and general knowledge Language and literacy development Physical well-being and motor development Social and emotional development

Reference: Serving Preschool Children under Title I Non-regulatory Guidance: Section B-11 Revised May 2014


5

Jefferson Davis Teacher Quality Strategies Recruitment and Retention of Highly Qualified Teachers

Jefferson Davis Parish benefits from a highly stable teaching staff where the vast majority of teachers are certified and highly qualified. In efforts to maintain low teacher turnover and continue to recruit and retain high quality teachers and paraprofessionals, several district level strategies and activities have been employed. These district efforts include:

Providing a comprehensive Induction Program for beginning teachers and teachers new to the district

Competitive salaries to reduce teacher turnover and loss to neighboring districts

Central office staff visitation to universities throughout the state to recruit qualified teachers

Hosting an annual Job Fair for potential teachers with school administrators and central office personnel at one convenient location

Participation in regional activities that provide financial assistance and technical expertise to foster successful completion of the Praxis for teachers not yet fully certified

Providing assistance for certified teachers seeking additional add on certifications

Assignment of new teachers to exemplary teachers as mentors and providing support and assistance as they progress through the state teacher assessment program

Access to technical assistance through school administrators, peer teachers, and central office personnel, and a variety of resources through the Educational Media Center

Providing high quality professional development opportunities for all staff District teachers received additional compensation for completion of an approved and specified staff development activity in addition to the state mandated professional development days. These two days have been replaced with the opportunity to participate in activities approved by the district. Teachers receive the stipend at the successful completion of the activity. Two full days of professional development are made available through the banking of time in addition to two full days of professional development provided teachers during the school year. Teachers within the parish also had the opportunity to participate in high quality professional development activities through release time to attend conferences and re-delivery to peer teachers, professional learning communities and study groups at the school and district level, technology integration through formal INTECH training and informal mini-technology workshops conducted after school, school improvement efforts, and content and grade specific curriculum concepts and standards.

School Year 2013-14 School Percentage

District Percentage State Percentage

HQ teachers 100% 85.5 79.3

HQ paraprofessionals 100% 100 92.9


6

2013-14 School Improvement Action Plan Evaluation

Review your goals and objectives from last year’s Action Plan to complete the evaluation below. (June 23, 2014)

Long-term Parish Goal: Achieve 80% grade level proficiency in all core subjects

2013 Percent Proficient

2014 Percent Proficient (all

students at 80% proficiency)

Percentage of proficiency above or below long-term goal of 80% for all students (note with + or - )

ELA Kindergarten 97% 96% +16%

ELA First Grade 79% 79% -1%

ELA Second Grade 72% 69% -11%

SPED 2013 K = 88% 1st = 75% 2nd = 18%

SPED 2014 K = 91% 1st = 43% 2nd = 33%

Math Kindergarten 97% 94% +14%

Math First Grade 89% 86% +6%

Math Second Grade 81% 79% -1%

SPED 2013 K = 88% 1st = 92% 2nd = 24%

SPED 2014 K = 91% 1st = 74% 2nd = 50%

James Ward SIP Objectives for May 2014

2013 – based on 75% Percent

Proficient for 1-2

2014 – based on 75% Percent

Proficient for 1-2

Percentage of proficiency above or below Ward SIP objective (indicate with + or -)

ELA / Ward objective: Kindergarten: 98% (set on 80% student proficiency for kindergarten exit test)

97% 96% Goal (98%) -2%

ELA / Ward objective: First Grade: 84% 85% 83% Goal (84%) -1%;

ELA / Ward objective: Second Grade: 75% 79% 75% Goal (75%) On target

Math / Ward objective: Kindergarten, 98%; (set on 80% student proficiency for kindergarten exit test)

97% 94% Goal (98%) -4%

Math / Ward objective: First grade, 93% 92% 89% Goal (93%) -4%

Math / Ward objective: Second grade, 75% 87% 83% Goal (75%) +8%


7

Review the three components of your 2013-14 Action Plan and rate each component using the scale below. Describe successes/challenges. Rating Scale

1- Low Implementation (did not complete activities listed)

2- Medium Implementation (completed about 50% of activities listed)

3- High Implementation (completed 100% of activities listed in last year’s SIP)

Action Plan Components Rating Successes/Challenges

Professional Development 3 Training on PLCs at Work, CCSS, DIBELS, PBIS, Read Naturally, common assessments, data analysis, and COMPASS were held during Professional Development Days and PLC meetings. Challenges: Finding more time to focus on follow-up sessions for professional development through our PLC time and to ensure implementation of successful strategies and processes in classes across grade levels.

Implementation / Curriculum 3 Initial and benchmark screenings for reading were provided throughout the year to facilitate enrichment and remediation programs. Math screenings and remediation took place in the CAI lab. Additional assistance was provided in math sessions held twice a week in the regular classroom. District common assessments were given three times a year for both ELA and Math. Interim assessments (every three weeks) have been given for kindergarten for more than six years for math and reading. First grade began interim assessments this year. Challenges: Finding consistency from year to year (i.e. Common Core, curriculum materials, etc.), managing large volumes of data so that it can inform all stakeholders and quickly guide instructional decisions, and improving SPED student achievement in grades 1-2.

Parent/Family Involvement and Communication

3 Teachers and staff provided a variety of opportunities for family involvement including open houses, parent conference nights, parent coffees, and family educational nights. Communication occurs through a multitude of channels including school website, homeroom newsletters, school newsletters, School Messenger, School Info App, handbooks, report cards, progress reports, phone calls home, Parent Command Center, weekly folders, District Parent Center, etc. Challenge: Organizing a successful parent group.


8

Data Analysis

Step 1: Identify strongest/weakest grade for current year on DIBELS

Compare current year spring percent

Strength- grade with greatest % benchmark

Weakness- grade with greatest % at risk (intensive)

See if fall scores confirm results

Strengths Weaknesses

Step 1: Strongest/Weakest Grade Level (DIBELS) for Current Year / Three Year Trends

K (85%, 87%, 84%) – improved 40% in seven years -- District is at 81% 1st (86%, 82%, 78%) – improved 21% in seven years -- District is at 75%

2nd (70%, 81%, 75%) – improved 33% in seven years District is at 77%

Jennings Elementary Strength: Grade 6 – 72% proficient; up 1% Weakness: Grade 4, 21% intensive, up 6%

Step 2: Grades 1-2 Only --

Identify strongest / weakest grade level / subject area for the Parish End of Year Assessment for kindergarten and grades one and two.

Compare end of year scores for grades one and two

Strength- grade level/subject area with highest percent correct

Weakness- grade level/subject are with lowest percent correct

Note any trends as strengths or weaknesses – [ ITBS for 2nd grade 2013: Reading 73 NPR, Language 56 NPR, and Math 52 NPR. (61)]


Step 2: Identify strongest / weakest grade level / subject area for End of Year Assessments, grades one and two – using 80% proficiency tables

Grade level: Kindergarten (ELA 96% and math 94%) and First grade (ELA 79% and math 86%) Subject: Math is stronger than ELA in grades one and two.

Grade level: Second grade (ELA 69% and math 79%) Subject: ELA is lower than math in grades one and two.


9

Step 3: Identify strongest/weakest subgroup for current year

“Using Whole School pages” compare current subgroups in each subject-whole school, mark highest and lowest subgroup in

each subject if the number of students in a subgroup equals or exceeds 10.

Look for subgroups which are repeatedly low/high across whole school subject areas


Step 3: Identify strongest / weakest

subgroup for current year

Subgroup Data not available for common assessments in kindergarten, first, or second grade. (2013 second grade ITBS data did not show subgroup data.)

Subgroup Data not available for common assessments in kindergarten, first, or second grade. Testing shows that SPED would be the lowest subgroup if data were disaggregated.

Jennings Elementary School Hispanic: Small population -- 10 SPED: 43.3% ELA; 50% math,

43.3% Science; 46.7% SS

Step 4: Identify any grade level strengths/weaknesses -- JES

Using the chart below:

Beside each grade write the current year % proficient for the subgroup named; if desired, also write the previous year’s %

Determine highest and lowest grade for each subject

Look for grades which are repeatedly high/low across the subject areas

ELA Reading / NA Math Science Social Studies

3rd 72.9 3rd 3rd 79.1 H 3rd 65.1 3rd 69.8

4th 71.9 4th 4th 60.1 L 4th 63.6 L 4th 63.6 L

5th 70.7 L 5th 5th 77.4 5th 75.0 5th 71.2

6th 77.3 H 6th 6th 72.3 6th 72.3 6th 83.2 H


10


Step 4: Identify any grade level strengths/weaknesses -- JES

6th grade ELA and SS 3rd grade Math 5th grade Science

4th grade math, science, social studies 5th grade ELA

Step 5: Identify any subject area strengths/weaknesses by grade level

Analyze one grade at a time

For each subject, highlight Grade % proficient row

Mark the highest and lowest percentage for each year

Look for subjects repeatedly high/low

For high school only- use Table 1- Percent Proficient Trend Data- EoC to look at the differences in percentages of 2014 Excellent- Good and 2013 Excellent-Good. Also compare subject scores to determine subject area strengths and weaknesses


Step 5: Identify any subject area

strengths/weaknesses by grade level

This is for grades 3-8.


11

Step 6: Compare SPS Assessment Indexes for overall grade levels.

2013 2014 Change from 2013 to 2014

Grades 3-8 overall 78.8 78.5 -0.3

High School overall


Step 6: Identify any cohort strengths/weaknesses

N/A

Step 7

Graduation Data (Grades 8-12 Only) Identify any trends in Graduation data A. Using table 2 in the data analysis template, look at trends in your cohort graduation rate.

EXPLORE- PLAN- ACT (Grades 8-12 schools) B. Using tables 2-3 look for strengths and weaknesses in school EXPLORE, PLAN of ACT scores. Note any subjects of concern from data provided. Determine strengths and weaknesses and list in table below.

C. Using table 4-5, look for strengths and weaknesses in EXPLORE scores by ethnicity/subject area, grade level D. Using Table 6, look for strengths and weaknesses in PLAN scores by ethnicity/subject area.

Step 7 Strengths Weaknesses

A. Graduation Data

This is for high school.

B. School EXPLORE-PLAN- ACT scores

C. EXPLORE total group scores by ethnicity, subject area and grade level

D. PLAN total group scores by ethnicity and subject area


12

Step 8- Review the Teacher Professional Development Survey Results from your school and list below the top 3-5 areas of need indicated by your faculty

Teacher Professional Development Survey Areas of Need

Classroom Management (41.3%)

Learning Centers for PK to 5 – (30.4%)

Rigorous Instruction (28.3%)

Effective Questioning and Student Discussion (26.1%)

Writing Process (23.9%) Common Core State Standards (21.7%)

Step 9- Review the Compass Observation Data from your school and list below the strengths and weaknesses

STRENGTHS WEAKNESSES

Step 8: COMPASS Observation Data

Highly effective lesson planning Using assessment instruction

Using questioning and discussion Engaging students in learning


13

Step 10- Review the 2014 xxxxxxx Staff Survey and list below the strengths and weaknesses

STRENGTHS - List the questions with the 5

highest average scores WEAKNESSES - List the questions with the 5

lowest average scores

Step 10: Staff Survey

Our school’s leaders expect all stakeholders to hold all students to high academic standards (89.58).

Our school has a continuous process based on data, goals, actions, and measures for growth (83.33%).

Our school’s purpose statement is clearly focused on student success (83.33%).

Our school’s governing body complies with all policies, procedures, laws, and regulations (81.25%).

Our school’s leaders support an innovative and collaborative culture (81.25%).

Our school provides opportunities for students to participate in activities that interest them (40.43%).

Our school maintains facilities that contribute to a safe environment (44.68%).

In our school all school personnel regularly engage families in their children’s learning progress (45.83%).

All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (52.08%).

Our school maintains facilities that support student learning (53.19%).


14

Step 11- Review the 2014 AdvancED Student Survey grades 3-5 from your school and list below the strengths and weaknesses

STRENGTHS--List the questions with the 5 highest average scores

WEAKNESSES- List the questions with the 5 lowest average scores

Step 11 : Student Survey (grades 3-5)

Not applicable

Step 11- Review the 2014 AdvancED Student Survey grades 6-12 from your school and list below the strengths and weaknesses

STRENGTHS--List the questions with the 5 highest average scores

WEAKNESSES List the questions with the 5

lowest average scores

Step 11 : Student Survey (grades 6-12)

Not applicable


15

Step 12- Review the 2014 Title I Parent Survey from your school and list below the strengths and weaknesses

STRENGTHS WEAKNESSES

Step 12 : Title I Parent Survey

School is welcoming (98%).

Parents informed on how to effectively study at home (98%).

Parents are aware of right to know qualifications of teachers and paras (98%)

School provides information on family services available from other agencies (98%).

Parents are aware of right to know about child’s performance (97%).

It is easy to make appointments with teachers (97%).

School has an active parent organization (89%).

Parents are aware they will be notified if students are taught more than four weeks by a non HQT or LEP program (88%).

Parents are aware of the school improvement plan (88%).

Families have volunteered time or made donation (84%).


16

Step 13 - Review 2012-13 School Report Card to complete answers to Questions A- E. Use findings to identify strengths and weaknesses. This is not applicable to James Ward Elementary school.

Look at heading: HOW DID STUDENTS PERFORM? A. What percent of students scored proficient (K-8 (ADVANCED + MASTERY+ BASIC)) K-8 ________ % What percent of students scored proficient (High School (EXCELLENT + GOOD)) High School ________ %

ONLY FOR SCHOOLS WITH GRADE 8 Look at heading: HOW MANY CREDITS DID STUDENTS EARN BY FRESHMEN YEAR?

C. What percent of students earned at least 5 credits by the end of their freshman year? _______%

Look at heading: DID THIS SCHOOL MAKE PROGRESS WITH STUDENTS WHO CONTINUE TO STRUGGLE ACADEMICALLY? B. Bonus Points Earned _______ of 10 Letter Grade ______

ONLY FOR SCHOOLS WITH GRADES 9-12 (HIGH SCHOOL) Look at heading: WHAT KIND OF DIPLOMAS AND CREDITS DID STUDENTS EARN?

D. What percent of students earned 120 points? _______ How does this compare with the state percentage? _______

Look at top of page for answers to questions E, F E. What percent of students in your school are in Special Education? ______ % F. What percent of students in your school qualify for Free/Reduced lunch? ______ %

G. What strengths and weaknesses have you identified on your 2012-13 School Report Card? Strengths- Weaknesses-

Step 14: Determine 3-5 major strengths/weaknesses for your school using information from steps 1-13


17

SCHOOL WIDE STRENGTHS SCHOOL WIDE WEAKNESSES

Overall our teachers have demonstrated a high level of proficiency as lower

elementary educators as evidenced by our COMPASS year-end results.

Continue to build on the curriculum work of the PLCs by focusing on the

CCSS and the writing process, increasing rigor in ELA and math, and

analyzing student work.

High level of implementation of core instruction is supplemented by

appropriate data-driven differentiation (workshops, RTI, Reading Club, and

computer lab).

Effective implementation of the Striving Readers Comprehensive Literacy

(SRCL) grant with improvement in literacy in all grades and coordination of

programs with HeadStart and JES.

Continue to strengthen our Leadership Team and Grade-Level teams by

selecting and training effective teachers and leaders to carry out the

vision of James Ward Elementary School, a Leader in Me School – Super

Learners Make Super Leaders.

Highly effective implementation of the Positive Behavior Intervention

Supports (PBIS) program which improves the academic environment for

teachers and students.

We should strengthen our ties to the JES third grade team so that we can

be work together to build continuity and coherence in the elementary

program in Jennings.

Faculty and staff are unified in their focus on meeting the needs of every

student and reaching the goals and objectives of the James Ward School

Improvement Plan.


18

Action Plan for Parish Goal: Achieve 80% grade level proficiency in all core subjects

Focus Area: Assessment and Curriculum ELA Objectives:

1. PreKindergarten: 75% at benchmark on new assessment

2. Kindergarten: 96% at benchmark; new goal 97%

3. First Grade: 79% at benchmark; new goal 81%

4. Second Grade: 69% at benchmark: new goal 75%

Math Objectives:

1. PreKindergarten: 75% at benchmark on new assessment

2. Kindergarten: 94% at benchmark; new goal 95%

3. First Grade: 86% at benchmark; new goal 88%

4. Second Grade: 79% at benchmark; new goal 81%

Strategy: Utilize recognized instructional techniques to intellectually engage students in rigorous tasks and collaborative learning.

Align Funds


19

Professional Development – describe PD related to Assessment and Curriculum (Common Core State Standards CCSS, Eureka Math, Study Island, Workshops, Benchmarks, SuccessMaker / Technology, Writing)

June 3, 4 -- Teacher Leader Summit (SD, SO, KP)

June 18 -- Study Island webinar (SD, SO, KP)

June 26 – Math Curriculum Day (SO, KP)

July 28-29 – Common Core Foundations of Reading (BC, SO, KP)

July 7-25 -- District Curriculum PD for various areas

July 14-18 -- Eureka Math and ELA state-hosted professional development – Lafayette (SO, KP)

July 21 -- Teacher Leaders meeting to discuss redelivering Eureka and ELA state-created materials

July 28-29 – CDL Common Core training (SO, KP)

August 4 -- Study Island training for elementary schools

August 7 -- SuccessMaker Enterprise Training at Ward

Grade-Level PLCs -- redeliver CCSS and Study Island information, continue improving curriculum (CCSS), update school writing plan, analyze student work and data, develop interim assessments

August 5-6 – Leader in Me (developing the Seven Habits of Highly Effective People for faculty)

September 2 – Leader in Me (developing leadership, organizational, and study skills for children)

October 2 – Reviewing assessment data and SIP, completing school AdvancED self-assessments, setting teacher SLTs, and updating teacher webpages

February 18 – Reviewing CCSS lesson plans and Guidebook Lesson Plans, and updating writing plan

February – Plain Talk Reading Conference (SD, SO) Behavioral RTI Plan - All teachers and staff will incorporate SWPBIS guidelines and leadership activities as specified in the SWPBIS Annual Specific Action Plan and the Leader in Me Implementatino Plan to improve student behavior through positive reinforcement resulting in increased instructional time for all students from August 2014 to May 2015. The SWPBIS team will meet monthly to identify, develop, analyze and evaluate discipline data and share the results with teachers at monthly PLC meetings.

Title I funds will be used for salaries and benefits for personnel in the SuccessMaker ELA / math lab for kindergarten through grade 2 and one PreK classroom.

Professional development will be provided for teachers in the areas of curriculum improvement and student leadership and academic success. Title I funds will be used to send teachers. literacy personnel, and the principal to high quality professional development programs to improve literacy, numeracy, and intervention programs at our school.


20

Focus Area: Assessment and Curriculum Align Funds

RTI Plan Subject Benchmark Instrument

-- Name and frequency Intervention Delivery (Ex.: strategic- daily 30 minutes)

Progress monitoring tool - frequency

ELA DIBELS (3 times per year) District Common Assessment (3 times per year)

Strategic students – 30 minutes daily Intensive students – 60 minutes daily

DIBELS- weekly or bi-weekly depending on student’s needs

Math CAI Lab (3 times per year) District Common Assessment (3 times per year)

Strategic students – 30 minutes daily Intensive students – 30 minutes daily; 30 more minutes two times per week

SME - Weekly or bi- weekly depending on student’s needs

Name of program Use of program in RTI

SRA Intervention Guide

Yes – ELA

Project Read Yes - ELA

SuccessMaker Yes - Math

How is CAI lab used as an RTI tool? Students are provided individual intervention with SuccessMaker 7.0, and data is maintained by paraprofessionals or teachers in the lab. Classroom teachers and lab personnel instruct students during their lab time using the software as an instructional tool. Tier I – Classroom instruction includes differentiated instruction, engagement strategies such as Kagan, rigorous lesson design, the school writing process, literacy/numeracy strategies, and small group instruction relating to Common Core State Standards. Other Activities: HeadSprout kindergarten literacy program, Read Naturally

Title I funds will be used for salaries and benefits for personnel in the SuccessMaker ELA / math lab for kindergarten through grade 2 and one PreK classroom. In addition, reading interventionists will be hired to provide small group intervention services for ELA.


21

Parental Involvement Activities * Supporting Assessment and Curriculum:

Back to School Night for PreK to Grade 2

September Parent Conference Night

Computer Assisted Instruction Lab -- Open House

Christmas Family Night

Monthly Parent Newsletters

Six Weeks Awards Programs

School website – newly revised

School Info App for smart phones

Fall and Spring parent coffees

Title I and school general funds will be used to pay for the expenses for various parental involvement events.


22

Focus Area: School and Teacher Collaboration Objective: To ensure our collaboration time is focused on improving student learning and teacher practice.

Align Funds

Professional Development - describe PD related to School and Teacher Collaboration (Engagement, Instructional Strategies, PLC)

May 28, 29 -- Kagan Structures

June Teacher Leader Conference – PLC / Data Teams sessions

July 7-25 – Professional Development days for teachers

July 30-31 -- New Teacher Induction

August 6, 7 – Leader in Me teacher and staff training

September 2 – Leader in Me Implementation training

October 2 – Professional Development / PLCs -- (SLTs, AdvancED self-assessment, writing plans)

February 18 – Professional Development / PLCs -- (CCSS and Guidebook lesson plans, writing plans)

Title I funds are used to pay for after school PLC meetings.


23

Activities PLC Plan – James Ward Elementary School

Frequency- Minimum twice monthly

Meeting Format- before, after, job-embedded

Team Types- Grade, Content, Special, Whole faculty, K-2

Leadership Team Meetings- Meet 4-5 times per year

Weekly Weekly Weekly Monthly

Job-Embedded – Wed. Job-Embedded – Mon. After School - Monday After School – Third Thursday of the month

Pre-Kindergarten Grade 1, Grade 2 Kindergarten Whole faculty – then full grade levels

Reps for Monthly District PLC

Suzanne Doucet

Soraya Owen, Kim Precht


24

Focus Area: School and Teacher Collaboration

Align Funds

Format of Teacher-Led Meetings

Agenda focus is prescribed by the principal following the guidelines for working PLCs.

1. Team Business (10 minutes)

2. Data Review (previous week’s assessments / benchmark tests, etc.)

3. CASL (Collaborative Analysis of Student Learning) -- previous test items, writing samples, etc.

4. Lesson Planning for Next Week / Strategies to be Implemented

5. Intervention and other RTI Issues (if needed)

Types of work to be done

Review of student data

Review of student work

Writing of common lesson plans / assessments

Discussion of intervention students / RTI processes

Research and sharing of successful strategies School Contact for support and monitoring: Angie Bech Parental Involvement Activities Supporting School and Teacher Collaboration:

Parent Volunteers in individual classrooms and at all-school events

Leadership/School Improvement teams

Parent / teacher organizations

Leadership Team / School Improvement Team Members: Linda Anthony, Bertha Benoit, Monica Broussard, Pauline Bourne, Rebecca Cormier, Thomasena Chaisson, Sarah Crochet, Suzanne Doucet, Tanya Gaudet, Sharon Gilbeaux, Dawn Jardell, Priscilla Leger, Marella Leleux, Vanessa Lopez, Soraya Owen, Rachael Person, Kim Precht, and Jennifer Young.


25

Focus Area: College and Career Ready Objective: To improve students ability to be college and career ready

Align Funds

Professional Development -- describe PD related to College and Career Ready (Pre-K, Vocational, Career and Tech)

May 30- Pre-K CLASS / TS Gold Training

July 7-25 – Content area and grade level trainings (Study Island, Eureka Math, CCSS) Other Professional Development:

August 6, 7 – Leader in Me training (student leadership and academic success)

September 2 – Leader in Me (student leadership and academic success)

Spring – Student Leadership Day (class visits, conferences, data notebooks)

Use Title I and II funds to provide professional development on Leader in Me student leadership program

Activities: PreK -- Monthly parent activities First Grade – Career Week All Grades – Community studies All Grades – Leader In Me weekly studies Other Activities: Fall and Spring Parent Conferences Christmas Family Night PreK program / participation in the development of Early Childhood Network

Parental Involvement Activities supporting College and Career Ready:

Student-led conferences

Student data notebooks


26

Step 10A- Review the 2014 AdvancED PARENT Survey and list below the strengths and weaknesses Step 10 is Title I survey.)

STRENGTHS - List the questions with the 5 highest average scores

WEAKNESSES - List the questions with the

5 lowest average scores

Step 10A: PARENT Survey AdvancED (0-5)

Our school’s purpose statement is clearly focused on student success (4.64).

Our school has established goals and a plan for improving student learning (4.59).

Our school provides a safe learning environment (4.57).

Our school has high expectations for students in all classes (4.56).

Our school provides qualified staff members to support student learning (4.54).

Our school communicates effectively about the school’s goals and activities (4.51).

Our school’s governing body does not interfere with the operation or leadership of our school (4.13)

Our school provides opportunities for stakeholders to be involved in the school (4.19).

Our school shares responsibility for student learning with its stakeholders (4.23)

Our school ensures the effective use of financial resources (4.28).

My child has at least one adult advocate in the school (4.3).

My child has access to support services based on his/her individual needs (4.33).

Documents

Jefferson Davis Parish School System School …...Jefferson Davis Parish benefits from a highly stable teaching staff where the vast majority of teachers are certified and highly qualified