East Baton Rouge Parish School System – Title I …schools.ebrschools.org/.../05/PDF-of-Final-SIP-2014-2015.pdfEast Baton Rouge Parish School System Title I Schoolwide Program Plan

East Baton Rouge Parish School System

Title I Schoolwide Program Plan White Hills Elementary School

PK-5

5300 Bentley Drive Baker, LA

Dawn Brewster 225-775-5891

[email protected]

SY: 2014 - 2015

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

Table of Contents

District Assurance ....................................................................................................................................................................................................................... 3

Data Portfolio .............................................................................................................................................................................................................................. 4

Comprehensive Needs Assessment Summary Report for SY 2014-15 Title I Schoolwide Planning ........................................................................................... 6

Goals ......................................................................................................................................................................................................................................... 10

School Mission Statement ........................................................................................................................................................................................................ 10

Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment.................................................................................................................. 24

Additional Parental Involvement and Community Activities .................................................................................................................................................... 25

Transition to Next Level School Programs ................................................................................................................................................................................ 27

East Baton Rouge Parish School System – SY 2014-15 Page 2


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 2014-15 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. 81% of 4th graders scored proficient in ELA LEAP 2014 2. 71% of 5th graders scored proficient in Social Studies iLEAP 2014 3. 68% of 4th graders scored proficient in Science LEAP 2014 4. 5.

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: Reading interventions have been provided for all students in grades K-5. Domain: 500 Sub domain: NA 510

Instrument(s): test data, leap, iLEAP, surveys, bench mark assessments



Data Type: 1. Archival

2. Cognitive

3. Attitudinal

Findings 1. White Hills received 10 of 10 bonus points on the SPS score for progress with students who struggle academically.

2. Student performance is highest in ELA schoolwide.

3. On the student survey, 100% of students agree that the teacher does a good job of teaching ELA.

Contributing Factor: Teachers use data to drive instruction.

Domain: 500 Sub domain: NA 530

Instrument(s): ileap, leap, agenda, sign in sheets and survey

Data Type: 1. Cognitive

2. Archival

3. Attitudinal

Findings 1. The percent proficient in ELA increased on 4th grade LEAP from 52% to 81%, and from 52% to 63% on 5th grade iLEAP..

2. Grade level agendas and sign in sheets show faculty analyzed test data and planned student grouping and reteaching lessons.

3. On the teacher survey, 100% of teachers agreed that there is a clear relationship between instruction and assessment at this school.

Contributing Factor:

Domain: 100 Sub domain: NA NA

Instrument(s): Data Type: 1. Archival

2. Archival

3. Archival

Findings 1.

2.

3.

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


East Baton Rouge Parish School System – Title I Schoolwide Program Plan WEAKNESSES Part Ib: Weaknesses - Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES DATA SOURCE/INSTRUMENT

1. 39% of 3rd graders scored proficient in ELA, Science, and Social Studies. iLEAP 2014

2. Schoolwide, students scored lowest in numeration and operations on iLeap and LEAP Math tests. iLeap and LEAP - 2014

3. 43% of 5th graders scored proficient in Math on iLEAP in 2014. iLeap - 2014 4. 5.

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: There is a need for teachers to increase the clarity and explicitness of instruction.


Instrument(s): Principal walk throughs, Edusoft post-test assessments, parent survey

Data Type: 1. Behavioral

2. Cognitive

3. Attitudinal

Findings 1. Administrative walk throughs show 30% of teachers were not observed using questioning and discussion to emphasize higher order thinking.

2. Edusoft post test data in all content areas show that the majority of our students are not proficient.

3. On the parent survey, 15% of parents feel they do not receive Edusoft unit assessment scores in a timely manner.

Contributing Factor: Student performance on constructed response items is low across all grade levels in core content areas. Domain: 500 Sub domain: NA 520

Instrument(s): iLeap, LEAP, Administrators' Walkthroughs, Teacher Survey




2. Behavioral

3. Attitudinal

Findings 1. Third graders scored 41% proficient in constructed response items (iLeap, 2014); 5th graders scored 43% proficient on constructed response items (iLeap, 2014);4th graders scored 45% or below on constructed response items in core subjects (Leap, 2014).

2. Administrative walk-through data indicated students were not observed using rubrics for self or peer assessment.

3. 18% of teachers strongly agreed that our school does a good job of teaching writing.

Contributing Factor: There is a need for teachers to increase their knowledge, skills, strategies, and tactics to effectively teach and reinforce the foundational reading skills.


Instrument(s): LEAP – 2014; Third Grade Edusoft post-tests – 2011, 2012, 2013; Teacher survey


2. Archival

3. Attitudinal

Findings 1.iLeap results show only 41% of 3rd graders scored proficient on Reading and Responding.

2. Percentage scores for ELA Edusoft post tests for third grade have decreased by 20% over the last three years. 3. 3 out of 4 teachers believe that our school does not do a good job teaching reading.

*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 3rd grade. CG3. Arrive in 4th grade on time. CG4. Perform adequately in the area of English Language Arts by 8th 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.

School Mission Statement

White Hills is committed to providing opportunities for all students to achieve academic success.



Action Plan

(Title I Schoolwide Programs Components 1, 2, 4, 6, 8, 9, 10) Content Area(s): ELA/Reading

State Goal(s): GC1 CG2 GC3 CG4 GC5 CG6 GC7 CG8

Research-Based Strategy: Data-Driven Decision Making Meaningful Engaged Learning

Response to Intervention Curriculum Alignment

Universal Design for Learning

Strategic Instruction Model

Activity 1

Weakness: Student performance is low in ELA schoolwide: 3rd grade, 39% proficient; 4th grade, 81% proficient; 5th grade 63% proficient.

Objective(s): To increase the percentage of 3rd - 5th grade students scoring proficient in ELA by five(5) to ten (10) or more points per grade level.

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)

Curriculum: The school will effectively implement the CCSS for ELA/Reading as outlined by the LADOE and EBR Schools’ Department of Curriculum by looking at textual resources and text complexity: focusing on building student ability to master foundational skills, read fluently, and understand grade-level complex texts and to express that understanding clearly through writing and speaking. Reading -Instructional Specialist will conduct weekly planning meetings to support curriculum implementation where lesson plans that reflect an

School Principal, Reading-Instructional Specialist, & All ELA/Reading Teachers, Computer Lab Aide

August 2014 – May 2015 DAILY

1. Principal, ED and Instructional Specialist will conduct weekly observations to review implementation of the CCSS for ELA/Reading. During Monthly Data Reviews results from these observations will be



integrated balance among reading, writing, speaking and listening in all content areas will be developed. The school will effectively continue a writing program, including learning keyboarding skills, and infusing graphic organizers (Thinking Maps, etc.) that focus on reading, responding, and analyzing across the curriculum with emphasis on reaching Common Core standards using integrated strategies.

presented and discussed.

Assessments: The school will design and implement common formative assessments in ELA/Reading for grades K – 5 that are aligned to CCSS.

• Universal Screening (RTI): Early screening of Tier I, II, and III students to identify those at risk for academic and/or behavior difficulties.

• Use of a phonics screener in Grades K-2 to pinpoint foundational weaknesses. Target groups will be formed for interventions.

• Teachers will send home monthly (or bi-weekly) Common Core take-home packets for parents to sign.

• Target groups will be provided with intensive instruction matched to their needs based upon levels of performance and rates of progress.

• Writing samples supplied by but not limited to PASS, State Test released items, EBR Benchmark Assessments and teacher-made writing prompts.

• DRA assessments in grades K-5

School Principal, Reading-Instructional Specialist, & All ELA/Reading Teachers EBR Curriculum and Instruction Department

August, 2014 - May , 2015 WEEKLY

T1 SW $500.00

printing and binding

$6,428.00 Copier Rental $700.00 plus

benefits retired teacher

to assist with DRA/DIBELS

1. During weekly Data Meetings the principal, Reading-Instructional Specialist, Read 180/System 44 Teacher and ELA/Reading teachers will review common assessment results to make adjustments for teaching. These meetings will be documented with sign in sheets and notes.

2. Reading – Instructional Specialist, System 44, and Teachers will assess and monitor DIBELS Next Data to target groups of students three times a year.

Instruction: Teachers will differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common formative assessments.

• Intervention teachers/interventionists working with students in small groups

• Florida Center Reading Research • Intervention Central • 3rd – 5th grade iLEAP/LEAP remediation tutoring • Read 180 • Journeys tiered instruction and other Reading services • Collaboration of leadership team with teachers in the use of

differentiated strategies to be applied in whole and small group. • Reciprocal teaching • Evidence within lesson plan • District training on CCSS and Eagle in the Summer

School Principal, Reading-Instructional Specialist, & All ELA/Reading Teachers

August, 2014 – May 2015

T1 SW $7,000 tutoring

salaries/benefits $17,000.00

Tech Para Salary

$11,295.50 Benefits

$2,000.00 materials and

supplies for tutoring

$14,343.00 instructional

materials and

1. Principal, ED, and Reading-Instructional Specialist will conduct weekly observations to ensure differentiation, questioning strategies, and other PD related strategies are taking place using the COMPASS Rubric for Teachers.

2. Principal and Reading –Instructional Specialist will review weekly instructional lesson plans and provide written feedback to teachers to ensure use of



• Thinking Maps • Brain Pop/Brain Pop Jr. • Progress Monitoring - Principal& Reading –Instructional Specialist

will develop intervention groups based on end of previous year’s current student data. Groups will be redefined in September and January based on Dibels Next and Read 180 data.

• Teachers will differentiate writing instruction by modifying instructional activities to meet the needs of all students and CCSS curriculum in all core content areas.

• The gradual release model will be used: I do, we do, two or three do, you do.

• Teachers will integrate Accelerated Reader into content areas, using AR student test data to track student progress and assign appropriate leveled books.

supplies $16,000.00 Classroom

Computers $5,395.00 Classroom

Smart Technology

$2,070.00 Accelerated

Reader

the data from formative assessments.

Professional/Staff Development: All ELA/Reading Teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective instructional strategies.

• Unpacking the Standards & Compass Key Points Training • Teacher’s Toolbox (Louisianabelieves.com) Training • Depth of Knowledge training • Understanding by Design Training • Using Academic and Behavioral Data to Drive Instruction and

Interventions • Using the Assessment Guide for iLEAP/LEAP Preparation/Technology

Training • EAGLE Training • Compass Update Training • Preparation for Tutoring & Interventions for State • Preparation for LEAP and Constructed Response • Integration of Technology • Review of Academic and Behavioral Data • Discussion of Programs, etc. that were successful during the 2013-

2014 School Year • Using Data to Drive Instruction for the 2014-2015 School Year;

Preparation for CCSS Full Implementation • Use of class sets of leveled-readers and novels • Read 180 Training

Director of Professional Development, School Principal, Reading – Instructional Specialist, & All ELA/Reading Teachers Lead Teachers

• 8/7-8/14 • 9/22/14 • 10/20/14 • 11/17/14 • 1/5/15 • 2/23/15 • 3/13/15 • 3/20/15 • 4/2/15 • 4/20/15 • Weekly grade

level meetings

1. During weekly Content/Grade Level Meetings at least once per month the Principal, Reading – Instructional Specialist and ELA/Reading teachers will review PD attended, and plan redelivery method.



All teachers will attend district/school sponsored PD to improve writing instruction and learn additional effective instructional strategies.

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. 1. Individualized at home activities will be developed for students based upon data from the common formative assessments bi-weekly and sent home with students for completion. 2. Schoolwide writing activity implemented in grades PK-5th grade. As a follow-up each student will receive a writing prompt with attached rubric as a homework activity to be completed with a parent and signature will be required. Writing samples will be displayed schoolwide. 3. Writing Journal: Parents will review and sign students completed writings.

• Literacy Night The school will host an annual Family Interdisciplinary Night, in which students/families rotate between learning stations. Parents will be provided with strategies and supplies to assist their children at home with Math and ELA test preparation and homework activities. (L@H,P)

Reading – Instructional Specialist, All Reading Teachers, Parents & Students

August, 2014 – May 2015

T1 PI $500.00

materials & supplies $200.00 postage

1. During weekly Content/Grade Level Meetings the Reading-Instructional Specialist, and reading teachers will review student work samples and make adjustments for teaching.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan Content Area(s): Math






Activity 1

Weakness: Student performance in Math is lowest in the Numeration and Operations standards: 3rd grade, 67% proficient; 4th grade, 48% proficient; and 5th grade,59% proficient.

Objective(s): To increase the percentage of 3rd – 5th grade students scoring proficient in Math by ten (10) or more points per grade level.




Cost



Curriculum: The school will effectively implement the CCSS for Math as outlined by the LADOE and EBR Schools’ Department of Curriculum by looking at conceptual understanding of key ideas, as well as continually returning to organizing principles such as place value or the laws of arithmetic to structure those ideas.

School Principal, Instructional Specialist, and All Math Teachers

August, 2014– May 2015

1. Principal, ED and Instructional Specialist will conduct weekly observations to review implementation of the CCSS for Math. During Monthly /Data Reviews results from these observations will be presented and discussed.

2. Instructional Specialist will conduct weekly planning meetings to support curriculum implementation



where lesson plans that reflect an integrated balance among math, reading, writing, speaking and listening in all content areas will be developed.

Assessments: The school will design and implement common formative assessments in Math for grades 3-5 that are aligned to CCSS. Teachers will send home monthly (or bi-weekly) Common Core take-home packets for parents to sign.

School Principal, Math -Instructional Specialist, All Math Teachers

August, 2014 – May 2015

T1 SW $500.00


$6,428.00 Copier Rental

1. During weekly Data Meetings the principal, Instructional Specialist, Math teachers will review common assessment results to make adjustments for teaching. These meetings will be documented with sign in sheets and notes.

Instruction: Teachers will differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common formative assessments.

• Calendar Math • Fast Math • Math 4 Today • 3rd -5th grade LEAP remediation tutoring • Explicit instruction in small groups for intervention • Brain Pop/Brain Pop Jr. • Measurement Kits

School Principal, Math -Instructional Specialist, All Math Teachers,

August, 2014 – May 2015



Tech Para Salary

$11,295.50 Benefits




materials and supplies

$16,000.00 Classroom


Smart Technology

1. Principal, ED, and Instructional Specialist will conduct weekly observations to ensure differentiation, questioning strategies, and other PD related strategies are taking place using the COMPASS Rubric for Teachers.

2. Principal and Instructional Specialist will review weekly instructional lesson plans and provide written feedback to teachers to ensure use of the data from formative assessments.

Professional/Staff Development: All Math Teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective

Director of Professional

• 8/7-8/14 • 9/22/14

1. During weekly Content/Grade Level Meetings at least once



instructional strategies • Constructed Response Training • Unpacking the Standards & Compass Key Points Training • Teacher’s Toolbox (Louisianabelieves.com) Training • Depth of Knowledge Training • Using Academic and Behavioral Data to Drive Instruction and

Interventions • Student-Centered/Student-led Activities & Discussions • Using the Assessment Guide for iLEAP/LEAP Preparation/Technology

Training • EAGLE Training • Compass Updates Training • Preparation for Tutoring & Interventions for State • Preparation for LEAP Constructed Response • Integration of Technology • Review of Academic and Behavioral Data • Discussion of Programs, etc. that were successful during the 2013-2014

School Year • Using Data to Drive Instruction for the 2014-2015 School Year;

Preparation for CCSS Full Implementation

Development, School Principal, Instructional Specialist, All Math Teachers EBR Curriculum and Instruction Department

• 10/20/14 • 11/17/14 • 1/5/15 • 2/23/15 • 3/13/15 • 3/20/15 • 4/2/15 • 4/20/15 • Weekly grade

level meetings

per month the Principal, Instructional Specialist and Math teachers will review PD attended, and plan how it will inform teaching as well as how implementation will be assessed.

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. Individualized at home activities will be developed for students based upon data from the common formative assessments bi-weekly and sent home with students for completion. The school will host an annual Family Interdisciplinary Night, in which students/families rotate between learning stations. Parents will be provided with strategies and supplies to assist their children at home with Math and ELA test preparation and homework activities. (L@H,P)

Instructional Specialist, All Math Teachers, Parents and Students

August, 2014 – May, 2015

T1 PI $500.00


1. During weekly Content/Grade Level Meetings the Instructional Specialist, and Math teachers will review student work samples and make adjustments for teaching.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan Content Area(s): Science






Activity 1

Weakness: Student performance in Science is low schoolwide: 3rd grade, 39% proficient; 4th grade, 65% proficient; 5th grade, 60% proficient.

Objective(s): To increase the percentage of 3rd - 5th grade students scoring proficient in Science by ten (10) points or more per grade level.




Cost



Curriculum: The school will effectively implement the Next Generation Science Standards by using one crosscutting concept across all grade levels to create a flow of learning through the school; focusing on using performance task lessons with connections made to cause and effect relationships in all areas of Science and expressing their understanding of those relationships clearly through writing and speaking.

School Principal, Instructional Specialist, & All Science Teachers

August, 2014 - May, 2015 DAILY

1. Principal, ED and Instructional Specialist will conduct weekly observations to review implementation of the NGSS. During Monthly Data Reviews results from these observations will be presented and discussed.

2. At weekly grade level meetings, teachers will plan strategies to support curriculum implementation



with lesson plans that reflect using performance tasks with connections to cause and effect relationships.

Assessments: The school will design and implement common formative assessments in Science for grades K – 5 that are aligned to Next Generation Science Standards.


August, 2014 – May, 2015 WEEKLY

T1 SW $500.00


$6,428.00 Copier Rental

1. Principal, Instructional Specialist , and Science teachers will review common assessments results to make adjustments for teaching. These meetings will be documented with sign in sheets and notes.

2. Teachers will send home monthly (or bi-weekly) Common Core take-home packets for parents to sign.

Instruction: Teachers will differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common formative assessments

• Brain Pop/Brain Pop Jr.

• Hands-on performance task activities

•Thinking Maps


August, 2014 – May, 2015



Tech Para Salary

$11,295.50 Benefits







1. Principal and Instructional Specialist will conduct weekly observations to ensure differentiation is taking place using the COMPASS Rubric for Teachers.

2. Principal and Instructional Specialist will review weekly instructional lesson plans and provide written feedback to teachers to ensure use of the data from formative assessments.



Smart Technology

Professional/Staff Development: All Science Teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective instructional strategies. • Constructed Response Training • Project Based Learning Training • Rigor, Relevance & HOTS Questioning Strategies Training • Using Academic and Behavioral Data to Drive Instruction and Interventions • Integration of Technology • Student-Centered/Student-led Activities & Discussions • Eagle Training • Constructed Response Training • Review of Academic and Behavioral Data • Discussion of Programs, etc. that were successful during the 2013-2014 School Year • Using Data to Drive Instruction for the 2014-2015 School Year; Preparation for CCSS Full Implementation

Director of Professional Development, School Principal, Instructional Specialist, & All Science Teachers

• 8/7-8/14 • 9/22/14 • 10/20/14 • 11/17/14 • 1/5/15 • 2/23/15 • 3/13/15 • 3/20/15 • 4/2/15 • 4/20/15 • Weekly grade

level meetings

1. During weekly Content/Grade Level Meetings at least once per month the Principal, Instructional Specialist, and Science teachers will review PD attended, and plan how it will inform teaching as well as how implementation will be assessed.

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. Individualized at home activities will be developed for students based upon data from the common formative assessments bi-weekly and sent home with students for completion. – (L@H) • Science Fair

All Science Teachers, Parents & Students Instructional Specialist

August, 2014 – May, 2015

T1 PI $500.00


1. During weekly Content/Grade Level Meetings the Science teachers will review student work samples and make adjustments for teaching.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan Content Area(s): Social Studies






Activity 1

Weakness: Student performance is low in Social Studies schoolwide: 3rd grade, 39% proficient; 4th grade, 67% proficien; and 5th grade, 71% proficient.

Objective(s): To increase the percentage of 3rd - 5th grade students scoring proficient in Social Studies by ten (10) or more points per grade level.




Cost



Curriculum: The school will effectively implement the Social Studies curriculum as outlined by the LADOE and EBR Schools’ Department of Curriculum through project based learning with connections made to cause and effect relationships in all areas of Social studies and expressing their understanding of those relationships clearly through writing and speaking.

School Principal, Instructional Specialist & All Social Studies Teachers.

August, 2014 – May, 2015 DAILY

1. Principal, ED and Instructional Specialist will conduct weekly observations to review implementation of the Social Studies curriculum. During Monthly Data Reviews results from these observations will be presented and discussed.

Assessments: The school will design and implement common formative assessments in Social Studies for grades K – 5 that are aligned to Social Studies curriculum.

School Principal, Instructional Specialist & All Social

August, 2014 – May, 2015 WEEKLY

T1 SW $500.00


$6,428.00

1. During weekly Data Meetings the Principal, Instructional Specialist and Social Studies teachers will review common assessments



Studies Teachers.

Copier Rental results to make adjustments for teaching. These meetings will be documented with sign in sheets and notes.

2. Teachers will send home monthly (or bi-weekly) Common Core take-home packets for parents to sign.

Instruction: Teachers will differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common formative assessments. • Brain Pop/Brain Pop Jr. • Project-based learning activities • Leveled readers

School Principal, Instructional Specialist & All Social Studies Teachers.

August, 2014 – May, 2015



Tech Para Salary

$11,295.50 Benefits







Smart Technology

1. Principal, ED and Instructional Specialist will conduct weekly observations to ensure differentiation is taking place using the COMPASS Rubric for Teachers. 2. Principal and Instructional Specialist will review weekly instructional lesson plans and provide written feedback to teachers to ensure use of the data from formative assessments.

Professional/Staff Development: All Social Studies teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective instructional strategies. • Constructed Response Training • Project Based Learning Training • Rigor, Relevance & HOTS Questioning Strategies Training

Director of Professional Development, School Principal, Instructional

1. During weekly Content/Grade Level Meetings at least once per month the Principal, Instructional Specialist, and Social Studies teachers will review PD



• Using Academic and Behavioral Data to Drive Instruction and Interventions • Integration of Technology • Student-Centered/Student-led Activities & Discussions • Eagle Training • Review of Academic and Behavioral Data • Discussion of Programs, etc. that were successful during the 2013-2014 School Year • Using Data to Drive Instruction for the 2014-2015 School Year; Preparation for CCSS Full Implementation

Specialist & All Social Studies Teachers

attended, and plan how it will inform teaching as well as how implementation will be assessed.

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. Individualized at home activities will be developed for students based upon data from the common formative assessments bi-weekly and sent home with students for completion. – (L@H) Social Studies Fair

All Science Teachers, Parents & Students Instructional Specialist

August, 2014 – May, 2015 November, 2014

T1 PI $500.00


1. During weekly Content/Grade Level Meetings the Social Studies teachers will review student work samples and make adjustments for teaching.



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

District Goal(s): To maintain and attract 100% highly qualified teachers.

School Objective(s): To maintain HQ status with 100% of teachers and attract 100% HQ teachers.




Cost

Evidence of Effectiveness (indicate data instrument to be used,

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

Participation in recruiting and interviewing on campus and district held job fairs to attract highly qualified staff.

Administration, and Instructional Specialist

August, 2014 - April, 2015

1. Sign in logs 2. Interview schedule 3. Resumes



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.




Cost



Weakness (es): There is low parent participation at school activities. Objective(s): To improve opportunities for parents to attend school events by providing more engaging activities.

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. 1. Open House (DM.C,V,CC) 2. Book Fair (V,CC) 3. K-2. 3-5, Thanksgiving/Christmas Lunch 4. K-5 Parent Meetings and Holiday Program (P,C CC) 5. Muffins with Moms & Donuts with Dads (P,C,CC) 6. Science and Social Studies Fair (V,CC) 7. Awards Programs-Every 9 weeks (C) 8. Literacy/Math Nights (DM,C,V,CC) 9. Talent Show (P,C,)

All School Staff

9/9/14 10/10,14,22/14 11/14,20/14 12/18/14 1/14,22/15 2/13/15 3/17,25/15

T1 PI $500.00


1. Monthly Newsletters 2. Agendas 3. Sign in sheets 4. Parent-Survey 5. Flyers 6. Positive Postcards



The School’s Action Team for Partnerships (ATP) will meet at least three times per semester as a whole team to ensure continuous progress in plans and activities and to evaluate activities that were implemented over the course of the last two months. (DM,CC,P,C,V,L@H)

Parental Involvement Designee

8/22/14 10/24/14 12/19/14 2/27/15 3/27/15 5/15/15

Agendas and sign in sheets for all parent meetings will be kept on file. Meeting/workshop evaluations will be distributed and collected for every parent meeting/workshop.

An Open House meeting will be held at the beginning of the 2014-2015 school year. School rules, expectations, school year calendars/timelines, will be reviewed at this time. (CC,V,L@H)

Principal and faculty

9/9/14 Agendas and sign in sheets for all parent meetings will be kept on file.

High Stakes test prep workshops for parents and students will be conducted and test-prep materials will be distributed. (L@H)


10/14/14 1/22/15 3/17/15

Agendas and sign in sheets for all parent meetings will be kept on file.

Principal, ATP, classroom teachers, other faculty will organize monthly family involvement/content-specific programs. The goal of the monthly programs is to involve all family members in hands-on learning activities. Each grade level team will be responsible for one month’s program throughout the school year. Parents will accompany their children and be provided activities and strategies which can be used at home to enhance student literacy. (L@H,C,CC)


Agendas and sign in sheets for all parent meetings will be kept on file.

Materials, supplies, furniture, and technology components such as a desktop computer, dedicated printer, document camera, LCD projectors, digital camera bundle, portable public address systems, will be procured for the establishment/ maintenance of a School-Based Parent Resource Center (V, L@H, C, CC, DM, P)


9/1/15 T1 PI $1,400.00

Parent Center Technology



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



Cost



Weakness (es):

There is a limited teacher understanding of the shifts from Pre-K to K within the CCSS.

Objective(s): Increase teacher knowledge of the CCSS and the instructional shifts from Pre-K to Middle School.

Pre-Kindergarten and Kindergarten teachers will meet during grade level data meetings monthly to align pre-kindergarten and Kindergarten curricula and goals. Pre-K Teachers will observe Kindergarten classrooms quarterly and review Kindergarten work samples. District middle school counselors will provide assemblies for fifth grade students about the transition to middle school.

Principal, Pre-K and K Teachers, school counselor, and middle school counselors/ ICARE counselors.

August, 2014 - May, 2015 Monthly

Grade level/data meeting agendas and sign in sheets.


Documents

East Baton Rouge Parish School System – Title I …schools.ebrschools.org/.../05/PDF-of-Final-SIP-2014-2015.pdfEast Baton Rouge Parish School System Title I Schoolwide Program Plan