East Baton Rouge Parish School System – Title I ... · Web view(Component 3): Evidence of ... context clues and knowledge of word structures (prefixes, suffixes, ... problem-solving,

East Baton Rouge Parish School System

Title I Schoolwide Program PlanChildren’s Charter Elementary School

K-51143 North Street

Baton Rouge, LA 70802Cheryl Ollmann, Principal

[email protected]

SY: 2013-2014

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

Table of Contents

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

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

Goals......................................................................................................................................................................................................................................... 5

School Mission Statement........................................................................................................................................................................................................ 5

Action Plan................................................................................................................................................................................................................................ 6

Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment.................................................................................................................18

Additional Parental Involvement and Community Activities..................................................................................................................................................19

Transition to Next Level School Programs..............................................................................................................................................................................21

East Baton Rouge Parish School System – SY 2013-14 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 Datao LEAP Test Datao End-of-Course (EOC) Test Datao ACT Test Datao Graduation Rateso Attendance Rateso Fountas and Pinnell Student Datao Student Discipline Datao Student Benchmark Assessment Datao Instructional Staff Mappingo Classroom Observation/Walkthrough Data

Attitudinal Datao Parental Datao Student Datao Teacher Data

Data Comprehensive Needs Assessment & Summary



GoalsState 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 StatementThe mission of Children’s Charter School is to serve as a model for innovative, flexible educational program, which targets at-risk students in kindergarten through fifth grade. The school will be a community owned and managed charter school adhering to the highest management and accountability standards.



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

Content Area(s): English Language Arts

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: 67% of students in 3rd, 62% of students in 4th and 53% of students in 5th grade performed at basic or above in ELA.

Objective(s): Increase the percentage of students at a basic level or above to 80%.

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 redesign the curriculum to reflect alignment with CCSS ELA/Reading expectations. Teachers will focus on text complexity and understanding of grade level texts and vocabulary development in context using background knowledge, context clues and knowledge of word structures (prefixes, suffixes, word origins).

Principal, ELA Instructional Coordinator, Reading Interventionist and all ELA teachers

August, 2013 – May, 2014

Principal and ELA Instructional Coordinator will conduct weekly observations to review curricular implementation and instructional opportunities designed to increase vocabulary development.

Reading Interventionist will mirror classroom instruction for students receiving additional support.

Assessments: Teachers will design formative assessments that reflect CCSS standards and assessment of vocabulary development.

ELA Instructional

August, 2013 – May, 2014:

Weekly cluster meetings will analyze student work, identifying



Coordinator, Reading Interventionist and all ELA teachers

Weekly areas of growth and planning instructional adjustments where necessary

Discovery Education Interim assessments will be analyzed every six weeks; instructional adjustments for areas of weakness will be planned and implemented.

Instruction: Teachers will differentiate instruction by modifying instructionalactivities to meet the needs of all students as identified by common formativeassessments and Discovery Education interim.

Students who tested below basic in the 2013 LEAP/iLEAP assessment will be targeted for pull-out instruction with the reading interventionist.

All students will receive small group instruction by the classroom teacher and graduate student intern.

Special educator will push-in, focusing on fourth grade in particular.

Inclusion of the eVOC instructional strategy will be included (technology-based strategy to develop students’ vocabulary. CCES 4th/5th graders have 1:1 technology capability.)

Students performing below basic or in Level 1 or Level 2 on Discovery Education probes and interim assessments will have fall/spring after school tutoring opportunities.

Principal, ELA Instructional Coordinator, Reading Interventionist and all ELA teachers.

August, 2013 – May, 2014: Daily

$3,665.50 (600-11

Supplies)

$30,720.00 (100-12

salaries plus benefits)

Principal and ELA Instructional Coordinator will conduct weekly observations looking for differentiated instruction.

Principal and ELA Instructional Coordinator will review weekly lessons plans via Rubicon Atlas looking for differentiation, and provide ongoing feedback.

Professional/Staff Development:

ELA Instructional Coordinator and identified mentor teachers will plan and conduct PD focusing on strategies that improve reading comprehension and increase vocabulary development and understanding.

Book study on active literacy engagement will occur in cluster meetings and continue through internal blogs.

ELA Instructional Coordinator and identified mentor teachers will do model

Principal, ELA Instructional Coordinator, Reading Interventionist, identified mentor teachers and all ELA teachers.

August, 2013 – May, 2014

Weekly via cluster team meetings

Principal, ELA Instructional Coordinator and identified mentor teachers will provide feedback to teachers through observation of teaching and as weekly instructional plans are submitted.



lessons and guide future implementation.

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.

Offer two CCES Parent Academy sessions: Reading Fundamentals and Early Literacy Development

Homework that reflects differentiated focus

Share mobile applications for students to use outside of school through weekly communication folders and posting to websites

Principal and ELA Instructional Coordinator

ELA teachers

Principal, ELA Instructional Coordinator, Reading Interventionist, all ELA teachers

November, 2013

Daily and ongoing

September, 2013 and ongoing

$100.00(PI Funds)

Parent attendance sheets/agendas

Teachers/ELA Instructional Coordinator/Interventionist will review homework performance and identify next steps

Survey students about outside use of mobile applications.



Activity 2

Weakness: Standard 2 – Writing, students in grades 3-5 answered less than 50% of the questions correctly.

Objective(s): The school will intentionally design and teach students aspects of quality writing and provide opportunities for students to engage in meaningful writing.




Cost



Curriculum:

While the data for this activity focuses on grades 3 and 4, it is understood that writing development begins much earlier. Therefore, CCES will redesign its curriculum to align with CCSS/Writing components in all grades and across all content areas (math, art, science, PE).

Principal, ELA Instructional Coordinator and all teachers.

August, 2013 – May, 2014

Teachers will have samples of student writing in all subject areas. Items for writing are appropriate to the content area and show the student’s ability to communicate through writing.

Assessments: Teachers will maintain samples student writing. They will use that writing to identify areas of strength and articulate areas for further instruction. Examples of writing using cold prompts to those embedded in units of study will be reviewed and analyzed for next steps in teaching.

Principal, ELA Instructional Coordinator and all teachers.

August, 2013 – May, 2014

Weekly

Samples of student work over the course of the year will be analyzed and measured using the PARCC 3, 4-5 writing rubrics. As rubrics become available in the younger grades, they will be incorporated into the analysis. Until then, teachers will work down from the Grade 3 rubric.

Instruction: Teachers will plan, teach and model writing opinion, informational and narrative pieces across all content areas (math, art, science, PE). Teaching strategies such as Guided Writing practices and group writing will start the process. Teaching students the 6 Traits of Writing will help to solidify understanding of audience, purpose, voice/tone, grammar/usage and mechanics,

Websites such as The WritingFix and Read/Write/Think will serve as resources for mentor texts and lesson ideas/plans.

Inclusion of writing applications for practice at home and at school.

Principal, ELA Instructional Coordinator and all teachers

August 2013 – May 2014

Bi-weekly

$2,000.00(600-11

Supplies)

Principal, ELA Instructional Coordinator and mentor teachers will conduct observations and provide feedback to teachers. They will also be providing feedback in weekly plans, looking specifically for opportunities for students to engage in meaningful opportunities to write.

Student work will be analyzed based on the 3rd, and 4-5 grade PARCC writing rubrics.



Professional/Staff Development: ELA Instructional Coordinator and identified mentor teachers in writing will plan focused cluster team meetings. Meetings will identify a style of writing upon which to focus, mentor texts and samples of student work.

Principal, ELA Instructional Coordinator

August, 2013 – May, 2014

Bi-weekly

Principal, ELA Instructional Coordinator and mentor teachers will conduct observations and provide feedback to teachers. They will also be providing feedback in weekly plans, looking specifically for opportunities for students to engage in meaningful opportunities to write.


Plan a writing workshop for families. Workshop will simulate a writer’s workshop using mentor texts and providing families with an opportunity to write.

Establish opportunities for parents/students to write to one another, perhaps through our internal gaggle accounts.

Share writing ideas to be done at home in weekly folders.

Inform families on mobile apps that support student growth at home (i.e.iCanWrite, Popplet, Story Builder,etc.)

Principal, ELA Instructional Coordinator and all teachers

Principal, Gaggle tech support

Principal, classroom teachers

Principal, classroom teachers

January, 2014

October, 2013

October, 2013

$75.00(PI funds)

Parent attendee sign-in sheet, parent survey for mobile app use at home.

Activity 3

Weakness: Boys are underperforming girls in ELA in grades 3 and 4. 3rd grade: 65% vs. 70% in grade 3 basic and above, 47% vs. 74% in grade 4 basic and above.



Objective(s): Boys at CCES will increase their engagement and performance in reading to a similar level as girls.




Cost



Curriculum: The ELA curriculum will be designed so that it is accessible and engaging to boys, while being aligned to CCSS.

Principal, ELA Instructional Coordinator, Reading Interventionist, all teachers

August, 2013 – May, 2014

Curriculum design will reflect an understanding of how boys learn, strategies for greater engagement in literacy.

Assessments:

Assessments will be designed to reflect alignment with CCSS, but also in formats that are more engaging to boys.

Texts used for assessments will be varied and appealing to boys and to girls.

Principal, ELA Instructional Coordinator, Reading Interventionist, all teachers

August, 2013 – May, 2014

Principal and ELA Instructional Coordinator will review assessments and resultant data.

Instruction:

Teachers will include instruction and learning opportunities that are beneficial to boys.

Instruction will reflect an understanding of how boys engage with literacy differently than girls.

Teachers will encourage boys to use a variety of resources for reading materials, including electronic, traditional texts, graphics and comics.

Instruction will include a significant amount of non-fiction texts.

Begin a book club for boys – run by male faculty members or other community members

Principal, ELA Coordinator, Reading Interventionist, all ELA teachers and appointed mentor teachers

Principal, ELA Instructional Coordinator, male faculty members

August, 2013 – May, 2014

Weekly

October, 2013 – May 2014

$1,000.00 (600-11

Supplies)

Principal and ELA Coordinator will review all lesson plans via Rubicon Atlas to see differentiation for boy readers.

Appointed mentor teachers will be given release time to observe for feedback or to model teach strategies that are designed specifically for boys.

Principal and ELA Coordinator will conduct observations focusing on differentiated instruction.Student feedback via survey; performance on EOY assessments


All staff will read Bright Beginnings for Boys: Engaging Boys in Active Literacy and 5th grade ELA will also read To Be a Boy, To Be A Reader: Engaging Teen and

Principal, ELA Coordinator, Reading Interventionist,

August, 2013-May, 2014

Weekly

ELA Coordinator will conduct cluster meetings focusing on strategies and texts best used for boys. Teachers will bring to each



Preteen Boys in Active Literacy. all ELA teachers meeting data pertaining to boy engagement and performance in reading.


Establish a series of reading nights for dads/grandfathers/uncles and boys. Principal, E:A Coordinator, Reading Interventionist and male faculty

November, 2013Bi-weekly

$200.00 (Parental

Involvement/materials and refreshments)

Parent attendee sign-in, parent/student survey at conclusion of sessions



Activity 4

Weakness:The social development of our students has not been seen as important as the academic progress our students make. Students have an underdeveloped ability to face social or academic challenges, to resolve conflict with teachers and peers successfully, and to take responsibility for personal actions and the impact it has on the culture and learning of their classroom and school. Deficits in these areas results in lost learning time.

Objective(s):Teachers will be aware of the social/emotional development of CCES students, in addition to being deliberate and proactive in the teaching of discipline. Students will learn and practice the skills necessary to have productive and healthy interactions with peers and teachers, resulting in fewer referrals to the office, thereby increasing learning time.




Cost



Curriculum:

The faculty and staff of CCES will participate in Responsive Classroom I training. Components to be implemented include Morning Meeting, Rules Creation, Teacher Language, Interactive Modeling and Logical Consequences.

Principal and all staff

July 17-19; Sept. 3-5, 2013

Principal will ensure completion of course requirements by faculty and staff.

Assessments:

The Kickboard system will be used to monitor classroom culture, to track positive social interactions by students, and to identify students who are in need of more intensive interventions. iPads will be used so that any teacher and acknowledge the behavior of any student.

Responsive Classroom practices will be implemented in all areas of the building and by all members of the faculty and staff.

Principal, all teachers/staff

Principal, all faculty and staff

August, 2013 – May, 2014

August, 2013- May, 2014

$13,000(600-24

Instructional Technology –

Supplies)

CCES leadership team will meet weekly to review culture data and share results with staff.

Principal will conduct weekly walk throughs and provide feedback using Responsive Classroom Assessment tool.



Instruction:

Teachers will use children’s literature to teach Stephen Covey’s 7 Habits of Highly Effective Children

October, 2013 – May, 2014


Teachers and staff will complete all Responsive Classroom 1 training.

Teachers will receive training in using Kickboard

RC team will plan and conduct ongoing professional development with a focus on Morning Meeting and Interactive Modeling

Leadership team will work with teachers to identify students with behavioral challenges, pinpoint next teaching steps and plan for instruction and tracking.

Reading and discussion – The 7 Habits of Highly Effective Children

Principal, all faculty/staff

CCES Leadership Team, faculty/staff

Principal, RC team

Principal, leadership team, teachers

Principal, leadership and teachers

July, 2013 – September, 2013

July, 2013

October – December, 2013

August, 2013-May, 2014

October, 2013 – May, 2014

Principal will receive certificates of completion from the Northeast Foundation for Children

Leadership team will report completion of training to principal

Principal will review morning meeting plans and conduct regular observations to assessment improvement.

Principal, leadership team and teachers will monitor identified students.

Kickboard Team will review data based on the 7 Habits weekly.




CCES Parent Academy: Introduction to KickboardCCES Parent Academy: Responsive ClassroomCCES Parent Academy: Who is this Child? Child Development at Home and at School.

Weekly Parent communication via CCES Newsletter.

Parent access to Kickboard

Principal

Principal

Leadership Team

August, 2013September, 2013September, 2013

August, 2013 – May, 2014

August, 2014

$108.00(Parental

Involvement - materials)

Parent attendee sign-in.



Content Area(s): Mathematics

State Goal(s): By 2014-2015, all students will show competency in number sense and operations.

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: 24% of 4th grade students and 29% of 5th grade students performed below the basic level in number sense and operations on the LEAP and iLEAP respectively.

Objective(s): 90% of students in grades 4 and 5 will perform at 80% on Singapore math mid-year and end of year assessments.




Cost



Curriculum: The school has begun to implement Singapore Math in grades K-5. Principal, Math Instructional Coordinator, and all math teachers

August, 2013 – May, 2014

Principal and Math Instructional Coordinator will conduct weekly observations to review curricular implementation and instructional opportunities.

Assessments: Teachers will use end of unit math assessments to determine interventions necessary.

Teachers will use IXL and Discovery Ed as an interim and supplemental assessments.

Math Instructional Coordinator, and all math teachers

August, 2013 – May, 2014: Weekly

$7,290.50(500-24:

Instructional

Weekly cluster meetings will analyze student work, identifying areas of growth and planning instructional adjustments where necessaryDiscovery Education Interim assessments will be analyzed every six weeks; instructional



Technology) adjustments for areas of weakness will be planned and implemented.

Instruction: Teachers will implement the program with fidelity as they become familiar and comfortable with the program.

Students who tested below basic in the 2013 LEAP/iLEAP assessment will be targeted for before/after school instruction

All students will receive small group instruction by the classroom teacher and graduate student intern.

IXL will be used as a supplement to Singapore program.

Principal, Math Instructional Coordinator, and all math teachers

August, 2013 – May, 2014: Daily

$16,000.00(100-12: Salaries)

$1,900.00(600-11:

Supplies)

Principal and Math Instructional Coordinator will conduct weekly observations looking for differentiated instruction.

Principal and Math Instructional Coordinator will review weekly lessons plans via Rubicon Atlas looking for differentiation, and provide ongoing feedback.


Math instructional coordinator will conduct ongoing mini-pd opportunities for faculty.

Principal, Math Instructional Coordinator, and all Math teachers.

August, 2013 – May, 2014

Weekly via cluster team meetings

Principal, Math Instructional Coordinator and identified mentor teachers will provide feedback to teachers through observation of teaching and as weekly instructional plans are submitted.


Offer four CCES Parent Academy sessions focusing on number sense and mental math strategies, problem-solving, fractions and decimals, model drawing.

Share mobile applications for students to use outside of school through weekly communication folders and posting to websites

Principal and Math Instructional Coordinator

Math teachers

November, 2013

Daily and ongoing

$200.00 (PI funds)

Parent attendance sheets/agendas

Survey students about outside use of mobile applications.

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



District Goal(s): CCES will recruit, hire and retain highly qualified teachers in all areas of instruction. 100 percent HQ faculty/staff.

School Objective(s): CCES will support two faculty members as they finish requirements to become highly qualified.




Cost

Evidence of Effectiveness(indicate data instrument to be used,

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

1. Set timeline for PE instructor to pass Praxis examination and complete any certification requirements for licensure.

2. Set timeline for 3rd grade teacher to pass Praxis examination and complete certification requirements for licensure.

PE instructor, Principal

3rd grade teacher, Principal

May, 2014

May, 2014

PE instructor passes Praxis, completes all certification requirements and receives licensure (Principal)

3rd grade teacher passes Praxis, completes all certification requirements and receives licensure (Principal)

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):

Parental attendance at school sponsored events reflects just 10% of CCES families.

Objective(s): We will increase parental involvement at school sponsored events to 30%.


Parenting: CCES Parent Academy begins in August, 2013. Topics include: Introduction to Kickboard, Responsive Classroom, Child Development, Singapore Math, Fundamentals of Reading, Early Literacy Development at Home, Conflict Resolution Skills for Children, Jill Rigby and Raising Respectful Children in a Disrespectful World, Technology in the Classroom, Proactive Parenting, Common Core State Standards for Parents, Keeping Skills Sharp Over the Summer.

Principal, ELA/Math Instructional Coordinators, Social Worker, various teachers as assigned to specific topics, PTO

CCES Parent Academy: August 2013 – May 2014 (2nd/4th Tuesdays)

$1,009.00 (Parental

Involvement Fund)

Attendance – Parent Sign-inSurveys following each session of CCES Parent Academy



Communicating:Beginning of the year grade level meetings

Wednesday Folders: Letter from the principal and other communication from school; STRIVE reports

Parent Conferences: completed by end of August

Kickboard: STRIVE reports sent on Wednesdays, parental access open on a regular basis

Updated website: teacher pages and updated information

Volunteering:STAR Parents Program – Requesting parents volunteer 5 hours per semester. Generated opportunities at beginning of year grade level meetings.

L@HPRIME TIME (6 week family literacy opportunity grant through LA Endowment for the Humanities)See CCES Parent Academy opportunities

Decision Making:Members of parent community involved in formulation of plan for East Brookstown location.

Principal

Principal, Admin. Asst., Teachers

Teachers

Principal, teachers

Principal, teachers

PTO, Principal, Business Manager

Principal, ELA Instructional Coordinator

Principal

July, 2013

August, 2013

August 19 – August 30

August 28

September 2013

September 2013

January 2014 – March 2014

September 2013-October 2013

Attendance Sign-In

Number of completed conferences

Monitoring of parental log-ins to assess number of parents using Kickboard

Track families, number of volunteer hours and tasks completed.

Pre and post PRIME TIME survey and follow-up surveys one month after conclusion.



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):

Parents do not have access to the variety of middle school options for their child.

Objective(s): CCES will connect with 5th grade families with people and resources so they can make a careful and wise placement decision for their child as they transition to middle school.

Plan and host a Middle School Information Fair at Children’s Charter School early in the school year.

Post information (application dates, program information, etc.) on CCES website.

Plan and conduct site visits for students and families.

Principal and Administrative Assistant

Principal and Business Manager

Principal, 5th grade teachers

October 1, 2013

October 15, 2013

Ongoing, but concentrated October – December, 2013.

$100.00(PI funds)

Parent Sign-in at Middle School Information Fair night and enrollment decisions.

Parent survey pertaining to use of website information by December.

Student feedback following each visit and enrollment decisions.


Documents

East Baton Rouge Parish School System – Title I ... · Web view(Component 3): Evidence of ... context clues and knowledge of word structures (prefixes, suffixes, ... problem-solving,