School Improvement Planrichland.k12.la.us/documents/pdf/sip/RJHS SIP 2006-2007.pdf · Directions on What to Submit to the LDE and How to Complete the SIP Template For schools in School

School Improvement Plan School Improvement Plan Template for Template for

Rayville Junior High Rayville Junior High

Division of Educational Improvement and Assistance Division of Educational Improvement and Assistance Office Student and School Performance Office Student and School Performance

Louisiana Department of Education Louisiana Department of Education

Submission Date: July 15, 2006 Submission Date: July 15, 2006

Rayville Junior High School Grades 6-8

225 Highway 3048 Rayville, LA 7129

Tony Guirlando, Principal 318-728-3618

[email protected]

Check where applicable: Louisiana Approved School Charter School Alternative School

X School in School Improvement School with Comprehensive School Reform Program Title I School X Schoolwide ___ __Targeted Assistance Member of Southern Association of Colleges and Schools LINCS Distinguished Educator Reading First School

X Grant Application Name of Grant: _Title I School Improvement_ Contact Person: _Lisa Cheek_ Phone: _318-728-3618 ext. 262 _ E-mail: [email protected]_ Principal’s Signature: ________________________________________

Date: ______________

Superintendent’s Signature: ________________________________________

Date: ______________

2 School Improvement Plan Revised Spring 2006

Louisiana Department of Education

Directions on What to Submit to the LDE and How to Complete the SIP Template

For schools in School Improvement, submit the plan with the state’s Rubric for the Evaluation of School Improvement Plans Summary Report on

disk to the designated division of the LDE, if required.

Mail the Cover Page, District Assurance, and Faculty Assurance.

Use 11 point font.

Insert page numbers in the Table of Contents.

For SIPs that have been revised, indicate material that has changed on the Strategy Planning Worksheet with strikethroughs (lines inserted through the changes). Place revisions in bold after the strikethroughs.

For any completed activity, write the word completed in parenthesis following the strikethroughs.

If any item/activity is incomplete, explain in a brief note in parenthesis why the activity was not completed.

For grant applications, place in bold Activities and Action Steps for targeted funding should the grant be awarded. Include the title of the grant as well

as the name, email address, and phone number of the contact person on the Cover Page of the School Improvement Plan Template.

For original signatures, USE BLUE INK.

Principal’s Signature Superintendent’s Signature DAT Members’ Signatures, if assigned. School Support Team Members’ Signatures School Improvement Team Chair’s Signature

*Schools submit SIPs to the district for evaluation using the state’s rubric



TABLE OF CONTENTS <The page numbers for each component will change as information is added.>

DATA PORTFOLIO .......................................................................................................................................... 5

DISTRICT ASSURANCE.................................................................................................................................. 6

ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN................................................. 8

MISSION STATEMENT.................................................................................................................................... 9

FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES .................................................. 10

SCHOOL POLICIES AND PARTNERSHIPS.................................................................................................111

DATA TRIANGULATION SHEETS................................................................................................................122

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT ................................................ 166

SCHOOL PERFORMANCE SCORE CHART..................................................................................................18

STRATEGY PLANNING WORKSHEET..........................................................................................................19

TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS ............35

FEDERAL FUNDING.......................................................................................................................................36



DATA PORTFOLIO The following items should make up the Data Portfolio (to be kept on file at the school):

o Subgroup Component Report and Principal’s Report Card for the last three years. o Summary of Findings of Survey Data and all source documents. (Teachers, Parents, Students, and Principal) May be completed online.

If Parent sample size is inadequate, there must be Parent Focus Group(s). o Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional for Schools in

School Improvement/CSRP) o Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional for Schools in

School Improvement/CSRP) o Copy of the Data Triangulation Form o Comprehensive Needs Assessment: Final Report o DRA and DIBELS Reports o Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.) o Data Notebook (for schools participating in School Analysis Model-SAM 2000 or LANA online) o Cognitive Summary Data (ITBS/ITED, ACT, PSAT, etc.) o Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective Action Plans) o Scholastic Audit Next Steps, if applicable.



DISTRICT ASSURANCE

For schools in School Improvement, and for schools with CSRP models, I hereby certify that this plan was developed with the assistance of a District Assistance Team and/or School Support Team, as applicable, in collaboration with the School Improvement Team.

I hereby certify that this plan was designed to improve student achievement with input from all stakeholders. I assure that the school-level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the

writing of the plan. I hereby certify that this plan has all of the following components: • A statement of the school's mission • Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:

- Data Triangulation tables - Data Comprehensive Needs Assessment Summary Report

• Goals and measurable objectives • Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment • Professional Development components aligned with assessed needs • Family and community involvement activities aligned with assessed needs • Evaluation strategies that include methods to measure progress of implementation • Coordination of fiscal resources and analysis of school budget (possible redirection of funds) • An action plan with timelines and specific activities for implementing the above criteria

I further certify that the information contained in this assurance is true and correct to the best of my knowledge. ___________________________________________________________ Superintendent's signature (in blue ink)

___________________________________________________________ Principal's signature (in blue ink)

___________________________________________________________ District Assistance or School Support Team Leader (in blue ink)

___________________________________________________________ Chair, School Improvement Team (in blue ink)

___________________________________________________________

___________________________________________________________

___________________________________________________________ ___________________________________________________________ District Assistance or School Support Team Members (original signatures in blue ink) Not Applicable (No District Assistance or School Support Team in place)



SCHOOL IMPROVEMENT TEAM

School Improvement Team Members Position

Tony Guirlando Principal

Holli Wood Curriculum Coordinator

Sylvia Jones Teacher

Kathy Bethea Teacher



ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

Total Faculty in School: 22 Date: Jan. 8, 2007 The following faculty members have reviewed the School Improvement Plan and have discussed their part in implementing it.

NAME TITLE/POSITION SIGNATURE (in blue ink) SIGNATURE DATE

1 Absher, Nancy Coach

2 Augustine, Roye Special Ed. Teacher

3 Barbee, Diana Teacher

4 Barmore, Martha Teacher

5 Bethea, Kathy Teacher

6 Brooks, Jerome Teacher

7 Carnahan, Allen Teacher

8 Ehrhard, Steven Teacher

9 Guirlando, Tony Principal

10 Jammes, Andrea Teacher

11 Jones, Sylvia Teacher

12 Lambert, Theresa Teacher

13 Morace, Brad Teacher

14 Mosley, Jamie Teacher

15 Pankey, Connie Teacher

16 Ranel, Nettie Teacher

17 Simpson, Wanda Teacher

18 West, Damon Coach



19 West, Hershell Special Ed. Teacher

20 Wilson, Larry Principal Intern

21 Wood, Holli Curriculum Coordinator

22 Wright, Lance Special Ed. Teacher

MISSION STATEMENT All students will achieve academic success by: Always being responsible Being respectful of yourself and others Coming to school prepared and ready to do your best. List the names and occupations of those persons who participated in developing the mission statement:

Name Title/Occupation

Tony Guirlando Principal

Holli Wood Curriculum Coordinator

Sylvia Jones Teacher

Rev. Fred Wilson Community Leader

William Neal Parent

Brenda Neal Parent



FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES (Place a check or X in the status area for each program implemented at your school)

Program List: (including during- and after-school programs)

Currently

Using

No. of Years

Proposed Program Deleted Program

Career to Work _#_ Extended Day Program _#_ HIPPY _#_ INTECH X 4 INTECH 2 Science _#_ INTECH Social Studies _#_ La GEAR-UP _#_ X LaSIP X _#_ LEAD TECH _#_ Math/Science Partnership _#_ Pre-School Program _#_ School-to-Work _#_ The Strategic Instruction Model (SIM) _#_ X Other: Ventures 1 X DARE X 15 LINCS X 3 Making Middle Grades Work X 3 Accelerated Reader X 9

List Supplemental Educational Services provided for your students (Title I schools in SI 3 and above): • Click Here to Enter

List the Distance Learning (i.e., web-based, satellite) courses provided for your students: • Algebra I Online



SCHOOL POLICIES AND PARTNERSHIPS

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

Discipline/Behavior Plan (Juvenile Justice Reform Act requirement) § 1301/741 and § 1127/741 Oct. 2005 X Yes No Family Involvement Policy § 1903/741 and § 1118/Title I Aug. 2005 X Yes No Security Procedures (metal detectors, etc.) § 339/741 Aug. 2005 X Yes No

Safe and Drug-Free Prevention Activities § 1127/741 and § 2305/741 Aug. 2005 X Yes No

Student Code of Conduct § 1115/741 Aug. 2005 X Yes No Crisis Management (emergency/evacuation plan) § 339/741 Aug. 2005 X Yes No

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

University University of Louisiana at Monroe, Louisiana Tech, Grambling University Technical Institute Enter Partner name

Feeder School(s) Rayville Elementary School Community Enter Partner name

Business/Industry Cross Keys Bank, Sonic, Wal-Mart, Ivan Smith Furniture

Private Grants Enter Partner name

Other Enter Partner name



DATA

TRIANGULATION

Contributing Factors to the Strength:

Students in the sixth and seventh grades achieved higher standard scale scores in Social Studies.

Domain: Curriculum and Instruction

Subdomain: Instructional Strategies

Supporting Source #2 Instrument: Instructional Staff Questionnaire

Data Type: Qualitative

Findings: Fifty-two percent of teachers indicated integration of subject areas in instruction.

Supporting Source #1 Instrument: Iowa test data 2003

Data Type: Quantitative

Findings: Iowa test Standard Scale Score in Social Studies showed the sixth grade was 213.9 and the seventh grade was 220.5.

Supporting Source #4 Instrument: Parent Questionnaire


Findings: Of parents surveyed 83.9% stated that this school does a good job in teaching my child Social Studies.

Supporting Source #3 Instrument: Classroom Observations


Findings: Sixty-nine percent of observations strongly agree teachers provide timely feedback on student progress.



DATA TRIANGULATION

Contributing Factors to the Strength:

Supporting Source #2 Instrument: Classroom Observations


Findings: Use of question strategies by teachers rated 75% some or extensive.

Supporting Source #1 Instrument: LEAP 21 test data 2003


Findings: Thirty-six percent of eighth grade students scored at basic or above on the LEAP 21 in English/Language Arts.

Students in the eighth grade scoring Basic on the English/Language Arts portion of the LEAP 21.



Supporting Source #4

Instrument: Teacher Focus Group


Findings: Teachers really enjoy working here.

Supporting Source #3 Instrument: Parent and Student Questionnaire


Findings: 1. Parent questionnaires showed 97% care about their students’ grades. 2. Student questionnaires showed 93.5% of parents care about student grades.



DATA TRIANGULATION

Supporting Source #2 Instrument: Instructional Staff Questionnaire


Findings: Of teachers questioned, only 47.4% believed this school teaches reading well.

Supporting Source #1 Instrument: Iowa Test Data 2003


Findings: Reading standard Scale Scores in sixth grade 200.2 and in the seventh grade 212.

Contributing Factors to the Weakness:

Low reading scores on 6th and 7th grade Iowa reading test.



Supporting Source #4

Instrument: Student Questionnaire


Findings: Only 72% of students questioned stated agreement with the statement that “I am good in reading because of my teachers.”

Supporting Source #3 Instrument: Classroom Observation


Findings: Of teachers observed, 42% needed improvement is use of Higher Order Thinking Skills.



DATA TRIANGULATION

Supporting Source #2 Instrument: Classroom Observation


Findings: Observations showed 48.6% extensive use of Direct Instruction.

Supporting Source #1 Instrument: LEAP 21 Test Data 2003


Findings: Of eighth grade students taking the LEAP 21, 35.9% scored unsatisfactory on Math.

Contributing Factors to the Weakness:

Low scores on the LEAP 21 eighth grade Math test.


Subdomain: Instructional

Strategies

Supporting Source #4 Instrument: Student Questionnaire


Findings: Only 65% of students questioned agreed with the statement “I am good in math because of my teachers.”

Supporting Source #3 Instrument: Instructional Questionnaires


Findings: Direct instruction with the entire class was reported by 57.9% of observers.



DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT

Part 1: For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP. This data should reflect findings on step10 of the Trend Data Analysis worksheet. Rank-order the identified areas of strength (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

STRENGTHS DATA SOURCE 1. Science, 6th grade NRT 2005 IOWA 2. Science, 8th grade CRT 2005 LEAP21 3. Language, 7th grade NRT 2005 IOWA 4. Language, 6th grade NRT 2005 IOWA 5. Click to Enter Data; Tab to Move to Next Cell Click to Enter Source; Tab to Move to Next Cell

Rank-order the identified areas of weakness (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

WEAKNESSES DATA SOURCE 1. Math, 8th grade CRT 2005 LEAP21 2. Math, 6th grade NRT 2005 IOWA 3. Reading, 6th, 7th, and 8th grades NRT 2005 IOWA 4. ELA, Poverty and Black Subgroups Subgroup Proficient 2005 5. Math, Poverty and Black Subgroups Subgroup Proficient 2005

The identified weaknesses will lead to the goals.



Part 2: This data should reflect the findings from the needs assessment as reported on the Data Triangulation sheets. List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified strengths:

CONTRIBUTING FACTORS TO THE STRENGTHS DATA SOURCE 1. Integrations of subject areas in instruction Instructional staff questionnaire, DAT 2. Timely feedback and student progress Classroom observations, DAT 3. Parents and students care about grades Parent and student questionnaires, DAT 4. Use instructional strategies and technology to improve instruction MMGW TAV Report 2005 5. Extra help provided before and after school by some teachers. MMGW TAV Report 2005

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

CONTRIBUTING FACTORS TO THE WEAKNESSES DATA SOURCE 1. Lack of higher order questioning Classroom Observations, DAT 2. Low expectations for student performance Instructional staff questionnaire, Admin. Interview, DAT 3. Too much direct teaching Instructional staff questionnaire, DAT 4. Little evidence of hands-on math, cooperative grouping, writing or

differentiated instruction MMGW TAV Report 2005

5. Lack of student engagement MMGW TAV Report 2005 The contributing factors of the weaknesses will lead to the strategies.



SCHOOL PERFORMANCE SCORE CHART

Baseline SPS (Select year and enter score.)

Growth SPS (Select year and enter score.)

Growth Target (Select year and enter target.)

School Baseline SPS 2004 54.6 School Growth SPS 2005 65.6 School GT 2005 6.0

School Baseline SPS 2003 60.1 School Growth SPS 2004: 5.4 School GT 2004: 5.0

School Baseline SPS 2001 63.1 School Growth SPS 2003 60.0 School GT 2003 -3.1

Use Principal’s Report Card: www.louisianaschools.net/lde/pair/1989.asp



http://www.louisianaschools.net/lde/pair/1989.asp

STRATEGY PLANNING WORKSHEET

GOAL 1: By 2013-2014, all students will reach high standards, attaining proficiency or better, in mathematics.

OBJECTIVE 1: To increase 8th grade CRT math index scores from 55.7 to 63.7 by Spring 2007. OBJECTIVE 2: To increase 7th grade NRT math index scores from 54.3 to 62.5 by Spring 2007. OBJECTIVE 3: To increase 6th grade NRT math index scores from 42.2 to 57.9 by Spring 2007. OBJECTIVE 4: To increase 8th grade math proficiency from Educational Disadvantaged students from 36 to 46.5% by Spring 2007. OBJECTIVE 5: To increase 8th grade math proficiency from Black students from 33 to 43.8% by Spring 2007. SCIENTIFICALLY BASED RESEARCH STRATEGY: (Derived from the contributing factors) – Job-Embedded Professional Development

Bibliographic Notation: http://www.nsdc.org/library/book/sparksbook.pdfSparks, D Designing Powerful Professional Development for Teachers and Principals. NSDC, 2002. www.learningfirstfirst.org/readingguide.htmlLearning First Alliance. Every Child Reading: A Professional Development Guide Brief Summary of Research: Professional development that is conducted during the hours of an educator’s work day is described as job-embedded professional development. This concept is derived from fairly recent research which concludes that in order for professional development to be truly effective, it should be integrated into the established teaching schedule. Two studies in particular articulate and validate the importance of embedding training into the school day. Every Child Reading: A Professional Development Guide from the Learning First Alliance (2000) and Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development, a report of WestEd (2000). Malcolm Knowles, in his book The Adult Learner: A Neglected Species, makes several assumptions about adults which are all addressed with properly conducted job-embedded professional development. Teachers are problem-centered and learn best, he states, when self-directed. They also use past experiences to understand new information and are willing to learn when it is considered important to them. Mike Schmoker, for instance, argues that data should first be examined in order to determine which staff development initiative should be used to target a school’s student achievement goals (1996). The study of student work, for example, can result in the collection of such data that reveal student strengths and weaknesses. Rick Stiggins advises that this, along with effective monitoring of student progress, is crucial. (Sparks, 1999). Katherine Nolan (2000) discovered seven qualities that have proven effective in improving the quality of teacher assignments and student work, and a particular approach to examining student work is advocated by Lois Easton (2002). Susan Loucks-Horsley (1999) promotes the use of several learning strategies for teachers which, she argues, is coincidental to the progress of designing staff development. Leaders must ask themselves which strategies “make sense to use at what particular time with that particular set of teachers for a particular set of outcomes.” There are pitfalls, of course. Michael Fullan (2001) defines perhaps the most common of all---fragmentation/coherence. Powerful professional development must pursue only one of two student learning goals, and there must be alignment between those goals and teacher training. Goals also provide a meaningful purpose for teamwork and goal-oriented units, says Schmoker (1996). Moreover, teachers find it



http://www.nsdc.org/library/book/sparksbook.pdf

http://www.learningfirstfirst.org/readingguide.html

difficult to sustain a sense of passion for their time and effort if they are unable to see real growth. This will not occur, explains Tom Guskey, if focus is diffused (1986). Bringing All Students to High Standards, the 2000 report of the National Education Goals Panel, links sustained professional development directly to student achievement. So too does How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality (Wellington, 2000). .Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs? All teachers, administrative staff, and parents are involved in the student’s learning. This researched based program takes all frameworks, textbooks, and other programs and aligns them closely. It allows the teacher to meet each child’s individual’s needs. This research suggests that teachers break off into teams to make a plan to help improve students learning and test scores. According to Designing Powerful Professional Development, there is no hope for professional development to improve a student’s learning if the teachers do not make the adjustments to incorporate the standards-based learning. With our school moving to teaming next year, this is the information that we need for it to have a positive impact on our students’ achievement. If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs: This new strategy will help the teachers stimulate higher order thinking, new ideas of how to incorporate new standards-based strategies, and how to plan effectively. “A successful teacher of beginning reading enables children to comprehend and produce written language, exposes them to a wide variety of texts to build their background knowledge and whet their appetite for more, generates enthusiasm and appreciation for reading and writing, and expertly teaches children how to decode, interpret, and spell new words from a foundation of linguistic awareness.” This researched based program would allow a teacher to meet the individual needs of our low scoring subgroups, Black and SWD.

Procedures for Evaluating the Goal, Objective(s) and Strategy: Compare 8th grade CRT index math scores, 8th grade math subgroup proficiency scores, and 6th and 7th grade NRT index math scores from Spring 2004, Spring 2005, Spring 2006, and Spring 2007 to look for growth in student achievement.



ACTION PLAN Activity(ies)

Include Persons Responsible, Timeline, and Target Audience

Note: Activities indicated should address all children, including subgroups.

Funding Sources

Object Code Cost

Indicator of Implementation

(Observable Change)

Procedures for Evaluating Indicators of Implementation

(How do you know the activity is working?)

*Job embedded professional development in the form of analyzing test scores of the school, teachers, subject, and students. It will be held for teachers in order to collaboratively identify growth as well as weaknesses and make plans for improvement. (LINCS Coordinator and principal; August 9, 2006 & May 18, 2007; Teachers)

Title I (Teacher)

100 200

36,650 10,763

Identify strengths and weaknesses and plan for improvement

Evaluation will include test analysis showing growth and weaknesses as well as plans that will be checked by LINCS Coordinator and principal for progress bi-monthly. This will be filed in WFSG files to use for reference bi-monthly.

Teachers will use information from analyzing test scores to form whole faculty study groups and set challenging goals for students and teachers. (Teachers and LINCS Coordinator; August 9, 2006; Teachers)

Impact higher student achievement and teacher expectations

Whole Faculty Study Group files that include action plans, notes, logs, student work samples, and goals will be monitored bi-monthly by LINCS Coordinator. Progress towards goal will be reported to principal.

* WFSG, composed of teachers and staff members, will meet twice each month in job embedded sessions to share cooperative group strategies, student work samples, ideas, plans, observations, and student progress. A lead teacher will be assigned to each meeting. (LINCS Coordinator, Twice each month September 2006-May 2007; Teachers)

Collaboration of faculty and staff to insure student progress.

WFSG logs will be maintained by teachers each session and checked by LINCS coordinator bi-monthly for progress.



**Student progress reports will be sent home every 3 weeks to ensure family involvement. (Teachers; Every 3 weeks; Parents)

Involve parents in student achievement.

A copy of student progress report will be filed every 3 weeks and checked by teacher to ensure student progress.

Embedded during class time, Curriculum Coordinator and Principal will conduct observations to see that techniques are used with students. (Tony Guirlando, Principal and Holli Wood, Curriculum Coordinator; Weekly September 2006-May 2007; Teachers and students)

Title I SI (Curriculum Coordinator

Salary, Benefits,

Retirement, Health Ins.,

FICA)

100 200

36,285 10,700

Teaching techniques will vary to impact students’ ability toward use for collaborative and cooperative learning.

Classroom observations will be made weekly by principal and/or curriculum coordinator to see various cooperative/collaborative activities and will use check sheets to document teacher activities. Conferences will follow with teachers to discuss evaluation and needed changes.

*Embedded during classroom instruction, teachers will observe classroom instruction of other teachers using collaborative strategies and meet in LINCS WFSGs to discuss observations. (Teachers, Administrators and LINCS Facilitator; monthly January 2007-May 2007; Faculty, Paraprofessionals, Administrators)

Teaching techniques will vary so as to impact students’ ability toward use of collaborative and cooperative learning.

The lead teacher will be responsible for facilitating the meetings, updating the study logs, and providing the report for the principal to review progress bi-monthly.



**Family Night: Rayville Junior High School will conduct one Family Math Night using strategies and activities from LINCS, LEAP21, and i-LEAP through the 2006-2007 school year. This activity will last 1-2 hours. Parents of students from Rayville Junior High School will be connected concerning this fun night. Parents and students will work together to complete several different math activities. We will notify parents using the following forms: notes to parents, flyers, newspaper ads and phone calls when Family Night is scheduled. Parents not attending will receive a copy of the information in the next month’s newsletter. (Connie Pankey, All faculty and staff, Louisiana Tech Professor Holmes; October 2006: Parent and students of RJH)

Title I 600 2,500 Students’ scores on i-LEAP and LEAP will increase with the involvement of parents focusing on learning.

The Family Night Coordinator, Connie Pankey, will collect information from the surveys, parent sign-in sheets, six weeks grades and scores from end of grade testing for the purpose of evaluating the success of our program each six weeks. Point (a) and (b) are done at each Family Night during the 2006-2007 school year. Point (c’s) data will be the number of students who successfully pass the LEAP21 test. I-LEAP can be measured by an increase in students’ composite scores. The number of students passing versus failing will be reported at the end of each grading period.

***School Newsletters to inform parents of school and LINCS activities that they can use at home so as to promote student self-esteem with parental involvement. (Tony Guirlando, Andrea Jammes, Sylvia Jones; Monthly during the 2006-2007 school year; families and students)

Title I 100 200

15,353 2,498

Increase parent, student, and school communications

Students and parents will receive newsletters monthly. A parent survey will be included in the newsletter at semester end, which will be tallied by paraprofessionals to assess impact of the newsletter.

*Rayville Junior High will take a teaming approach for the 2006-2007 school year. We will change from 7-50 minute periods to 8-45 minute periods. ELA and Math will be blocked as hour and a half classes. Teachers will have 2 “off periods”: one being for team meetings and one for planning periods. The team meetings will allow for professional development, LINCS, curriculum planning, SIM monthly meetings and follow up visits, and parent conferences. A tentative bell schedule and list of teams is attached. (Tony Guirlando, Daily, teachers and students)

Communication among faculty and with parents will show an improvement.

Each team will keep a daily log of team meetings, parent conference, and professional development. This log will be monitored by the principal and curriculum coordinator.

* Indicates Professional Development Learning ** Indicates Family Involvement Activities



*** Indicates Curriculum Activities (if applicable) # Indicates Safe and Drug-Free Activities (if applicable) ## Indicates Discipline Support Activities (if applicable) ### Indicates PK –12 Literacy Activities (if applicable)




GOAL 2: By 2013-2014, all students will reach high standards, attaining proficiency or better, in reading.

OBJECTIVE 1: To increase 6th grade reading NRT index scores from 37.8 to 48 by Spring 2007. OBJECTIVE 2: To increase 7th grade reading NRT index scores from 33.2 to 44 by Spring 2007. OBJECTIVE 3: To increase 8th grade ELA CRT index scores from 64.6 to 71.5 by Spring 2007. OBJECTIVE 4: To increase ELA economically disadvantaged subgroup proficiency scores from 33 to 43.8% by Spring 2007. OBJECTIVE 5: To increase ELA black subgroup proficiency scores from 30 to 41.2% by Spring 2007. SCIENTIFICALLY BASED RESEARCH STRATEGY: (Derived from the contributing factors) – Strategic Instruction Model (SIM)

Bibliographic Notation: Rademacher, J.A. (1999). Enhancing assignment completion for academically diverse learners. D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham (Eds.), Teaching every adolescent everyday: Learning in diverse middle and high school classrooms (pp. 146-206). Cambridge, MA: Brookline Books. Clark, F.L., Deshler, D.D., Schumaker, J.B., Alley, G.R., & Warner, M.M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149. Brief Summary of Research: The Strategic Instruction Model is based on research from a variety of fields and theoretical perspectives and is designed to serve as a guide or umbrella for secondary program development. All components of the model have been evaluated in light of rigorous standards we have set for ourselves. 1. An instructional procedure must be palatable for teachers. If it isn't, teachers won't adopt it for use in their classrooms. 2. The instructional procedure must have value and be perceived to have value by high-achieving and average-achieving students. 3. Third, the procedure must be sufficiently powerful to have an effect on low-achieving students. 4. Fourth, the procedure must result in statistically significant gains for students. 5. Fifth, the procedure must result in socially significant gains for students. In other words, if a procedure results in an increase in a student's performance from 20 percent to 40 percent, although the result might be statistically significant, it is not socially significant because the student is still failing. 6. Finally, the degree to which students will maintain a skill or strategy they have been taught and generalize it for use in other settings is important in determining whether the instructional procedure is successful and has merit. SIM's components--Content Enhancement Routines, Learning Strategies Curriculum, and supporting materials--give teachers access to a breadth and depth of instructional procedures to address many of the challenges they face in the classroom. As a result, more students who are at risk now can realize success in school.



Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs? Since research supports a correlation between homework and student achievement, it is imperative that homework should respect the lives of students while developing an inner sense of responsibility and self-confidence. Taking time to carefully plan assignments will enable students to become better learners. When students can relate homework assignments to real-life situations and are given choices as to how to complete the assignment when possible, the result will be more an easier transition to high school and more skill, knowledge, and accountability as they eventually enter the work force. Since not all readers with reading difficulties are dyslexic, it is important to find alternative ways to improve the fluency of other problem readers who are not dyslexic. Slow readers can succeed with the same frequency as faster readers as long as materials and approaches that accommodate the child's learning needs are selected. Children must be aware of their unique learning strengths in order to feel successful If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs: Since these articles address the diverse learning needs of the student body, all subgroups of Rayville Junior High are affected. The strategies presented in the third article are intended to improve reading abilities at all levels. All of our subgroups could potentially benefit, but especially our slower readers.

Procedures for Evaluating the Goal, Objective(s) and Strategy: Compare 8th grade CRT index reading scores, 8th grade ELA subgroup proficiency scores, and 6th and 7th grade NRT index reading scores from Spring 2004, Spring 2005, Spring 2006, and Spring 2007 to look for growth in student achievement.



ACTION PLAN

Activity(ies) Include Persons Responsible, Timeline, and Target

Audience Note: Activities indicated should address all children,

including subgroups.

Funding Sources

Object Code Cost


(Observable Change)



Embedded during class time curriculum coordinator and/or principal will conduct weekly classroom observations to see that techniques are used with students and that student progress is evident. (Holli Wood, Curriculum Coordinator and Tony Guirlando, Principal; Weekly; Teachers and students)

Title I SI(Curriculum Coordinator)

Included Earlier


Classroom observations will be made weekly by curriculum coordinator and/or principal to see various skills that promote HOTS and will use check sheets to document teacher activities. Conferences will be held with teachers to discuss evaluations and needed change.

Embedded during classroom instruction, teachers will observe the classroom instruction of other teachers using skills that promote HOTS and meet in LINCS WFSGs to discuss observations. (Teachers, Administrators, and LINCS Facilitator; monthly January 2007-May 2007; Faculty, paraprofessionals, administrators)


The lead teachers will be responsible for facilitating the meetings, updating the study logs, and providing the report for the principal to review progress bi-monthly to assess degree of effectiveness and student progress.



**Family Night: Rayville Junior High School will conduct one Family Reading Nights using strategies and activities from LINCS, LEAP21, and i-LEAP through the school year. This activity will last approximately 1-2 hours. Parents of students at Rayville Junior High School will be connected concerning this fun night. Parents and students will work together to complete several activities in reading. We will notify parents using the following forms: notes to parents, flyers, newspaper ads and phone calls when Family Night is scheduled. Parents not attending will receive a copy of the information in the next month’s newsletter. (Sylvia Jones; All faculty and staff; March 2007; Parents and students of Rayville Junior High)

Title I

Included Earlier

Students’ scores in i-LEAP and LEAP will increase with the involvement of parents focusing on learning.

The Family Night Coordinator, Sylvia Jones, will collect information from the surveys, parent sign-in sheets, and six weeks grades from the purpose of evaluating the success of our program each six weeks. Point (a) and (b) are done at each Family Night during the 2006-2007 school year. Point (c’) will be the number of students successfully passing the LEAP21. The i-LEAP can be measured by an increase in students’ composite scores. The number of students passing versus failing will be reported at the end of each grading period.

**School newsletters will be used to inform parents of school and LINCS activities that parents may use at home so as to promote HOTS and student self-esteem with parental involvement. (Tony Guirlando, Andrea Jammes, Sylvia Jones; Monthly during 2006-2007 school year; Families and students)

Title I

Included Earlier

Increase parent, student, and school communications

Students and parent will receive newsletters monthly. A parent survey will be included in the newsletter at semester end and will be tallied by paraprofessionals to assess the impact of the newsletter as wells as make future improvements.

*Rayville Junior High will take a teaming approach for the 2006-2007 school year. We will change from 7-50 minute periods to 8-45 minute periods. ELA and Math will be blocked as hour and a half classes. Teachers will have 2 “off periods”: one being for team meetings and one for planning periods. The team meetings will allow for professional development, LINCS, curriculum planning, SIM monthly meetings and follow-up visits, and parent conferences. A tentative bell schedule and list of teams is attached. (Tony Guirlando, Daily, teachers and students)

Communication among faculty and with parents will show an improvement.

Each team will keep a daily log of team meetings, parent conference, and professional development. This log will be monitored by the principal and curriculum coordinator.



*Provide teachers and assistants job embedded training and retraining on the use of Fast ForWord computerized program that retrains the brain to analyze and think critically. (Tony Guirlando; August 2006; Teachers and paraprofessionals)

Retrain the brain of each student to perform higher order thinking skills

Teachers will demonstrate understanding through simulations immediately during the training. An evaluation will be completed upon completion of the training.

**Reports from the FastForWord program will be generated by teachers weekly to show use and on-task behavior. (Teachers; Weekly; Teachers, Paraprofessionals, Students)

Monitor student progress weekly to ensure growth

The principal and curriculum coordinator will analyze weekly student reports to ensure student progress and counsel with students that are showing progress.

**Technology will be incorporated into Family Night through the computer lab. It will allow parents to have access to the FastForWord, ALS, and AR programs to work with their child. (Kathy Bethea; October 2006 & March 2007; Parents and students)

Involve and inform parents so that they will be knowledgeable about the programs their child participates in and be able to ask questions.

Parents will respond to an evaluation tool to make future improvements and ask questions immediately following their schedule time in the lab. They will be tallied by an assistant.

* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Curriculum Activities (if applicable)

# Indicates Safe and Drug-Free Activities (if applicable) ## Indicates Discipline Support Activities (if applicable) ### Indicates PK –12 Literacy Activities (if applicable)




GOAL 3: To improve student achievement in Mathematics.

OBJECTIVE 1: To increase 8th grade CRT math index scores from 55.7 to 63.7 by Spring 2007. OBJECTIVE 2: To increase 7th grade NRT math index scores from 54.3 to 62.5 by Spring 2007. OBJECTIVE 3: To increase 6th grade NRT math index scores from 42.2 to 57.9 by Spring 2007. OBJECTIVE 4: To increase 8th grade math proficiency from Educational Disadvantaged students from 36 to 46.5% by Spring 2007. OBJECTIVE 5: To increase 8th grade math proficiency from Black students from 33 to 43.8% by Spring 2007. SCIENTIFICALLY BASED RESEARCH STRATEGY: Response to Intervention

Bibliographic Notation: The Response-To-Intervention (RTI) Model www.ldonline.org/ld_indepth/assessment/response_to_intervention.httml Information Sheet for Regional Resource Centers Response-To-Intervention Models Identify, Evaluate & Scale 6/14/03 http://www.nrcld.org/html/research/rti/RTIinfor.pdf Responsiveness-to-Intervention Evaluation Technical Assistance & Dissemination Activities http://www.nrcld.org/html/research/rti,.html Mellard, Daryl Basic Principles of the Responsiveness-to-Intervention Approach in two parts http://www.schwablearning.org Brief Summary of Research: Responsiveness to Intervention can be defined as the change in behavior or performance as a function of an intervention (Gresham, 1991). The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108-446) encourages educators to use Response-To-Intervention (RTI) as a substitute for, or supplement to, the Discrepancy Model to identify students with learning disabilities (LD). Although there is no universal RTI model, it is generally understood to include multiple tiers that provide a sequence of programs and services for students showing academic difficulties. Tier one provides high-quality instruction and behavioral supports in general education, tier two provides more specialized instruction for students whose performance and rate of progress lag behind classroom peers, and tier three provides comprehensive evaluation by a multidisciplinary team to determine if the student has a disability and is eligible for special education and related services. The emphasis of RTI is to focus on providing more effective instruction by encouraging earlier intervention for at-risk students and represent a better method of LD identification. The IQ-achievement discrepancy, which had been the predominant method of identifying learning disabilities since the original establishment of regulations was challenged on a number of issues (wrong students being identified, requires that students “wait to fail” before receiving needed services, does not lead to useful educational remediation of academic difficulties). The research



http://www.schwablearning.org/

has demonstrated through a number of studies (Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004) that an RTI framework can benefit students by addressing academic difficulties in an individualized and timely way. In current aptitude-achievement discrepancy models, the standard of unexpected underachievement is when the student’s achievement score is significantly lower than a predicted achievement score or a measure of cognitive ability or aptitude. In contrast, in the RTI concept, the student’s achievement is lower than expected when compared to his/her grade level placement or same-age peers’ performance where all students have been provided appropriate, scientifically-based instruction. RTI proposes discrepancy relative to opportunities to learn as a way of defining unexpected underachievement and, as such, offers promise for identifying at risk students for whom appropriate instruction has not proven effective. Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in a similar school with similar populations and needs? This strategy focuses on reaching students that struggle academically before it is too late. We are a low scoring school, and we have many kids that are not on grade level. This strategy will help us to reach those kids at the beginning of the struggle, rather than allowing them to slip through the cracks. We will be pulling components of the three-tiered model to use at Rayville Junior High. If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs: This strategy will work for our black and SWD subgroups, which are out lowest scoring subgroups. By having this strategy in place, teachers will better understand how to identify at-risk students and then assist in the intervention.

Procedures for Evaluating the Goal, Objective(s) and Strategy: Compare 8th grade CRT index math scores, 8th grade math subgroup proficiency scores, and 6th and 7th grade NRT index math scores from Spring 2004, Spring 2005, Spring 2006, and Spring 2007 to look for growth in student achievement.



ACTION PLAN Activity(ies)

Include Persons Responsible, Timeline, and Target Audience Note: Activities indicated should address all children, including

subgroups.

Funding Sources

Object Code Cost


(Observable Change)



Additional math teacher hired for 2006-2007 school year to reduce pupil-teacher ratio and provide more activity based learning to close the gap between the school and the African American and SWD subgroup. * Math teachesr, Jamie Mosley and Connie Pankey will be trained through the 2006-2007 school year in more hands on learning through Project Online/Onsite course at Southeastern Louisiana University for LINCS/LA GEAR UP. (Jamie Mosley and Connie Pankey, 2006-2007, Students)

Title I 100 200

34,650 10,350

Teacher will become more knowledgeable of activity based learning, and hands-on activities. Student achievement will be improved as a result this activity.

A pre and post test will be given to the LaSIP participant to measure content growth.

*LINCS coach will observe and model math lessons monthly using hands on materials/projects to relate examples and provide assistance to the teacher. (LINCS coach, Monthly September 2006-May 2007; teachers and students)

LINCS 600 2,874 Teacher will become more knowledgeable of activity based learning, and hands-on activities. Student achievement will be improved as a result this activity.

LINCS Facilitator will observe math teacher monthly to assess the effective use of the strategies modeled. A checklist will be used and placed in a file.



The math teachers, curriculum coordinator, and principal will evaluate math test scores each six weeks to assess the effect on students; the math teacher will share logs to discuss the implementation of the strategies. (Connie Pankey, Jamie Mosley, Holli Wood, Tony Guirlando; August 2006-May 2007; students)

Teacher will become more knowledgeable of activity based learning, and hands-on activities. Student achievement will be improved as a this activity.

Test scores will be compared each six weeks to ensure growth, knowledge, and understanding of concepts. Logs will be reviewed to ensure implementation.

**Family Night: Rayville Junior High School will conduct one Family Reading Night using strategies and activities from LINCS, LEAP21, and i-LEAP through the school year. This activity will last approximately 1-2 hours. Parents of students at Rayville Junior High School will be connected concerning this fun night. Parents and students will work together to complete several activities in reading. We will notify parents using the following forms: notes to parents, flyers, newspaper ads and phone calls when Family Night is scheduled. Parents not attending will receive a copy of the information in the next month’s newsletter. (Sylvia Jones, Holli Wood, All faculty and staff; March 2007; Parents and students of Rayville Junior High)

Students’ scores in i-LEAP and LEAP will increase with the involvement of parents focusing on learning.

The Family Night Coordinator, Connie Pankey, will collect information from the surveys, parent sign-in sheets, six weeks grades and scores from end of grade testing for the purpose of evaluating the success of our program each six weeks. Point (a) and (b) are done at each Family Night during the 2006-2007 school year. Point (c’s) data will be the number of students who successfully pass the LEAP21 test. I-LEAP can be measured by an increase in students’ composite scores. The number of students passing versus failing will be reported at the end of each grading period.

##Adoption of the Positive Behavior Support process will increase student involvement in the classroom by decreasing behavior and attitude problems. (Tony Guirlando, Larry Wilson, Sylvia Jones, Holli Wood; daily; teachers and students)

Title I (Principal Intern 1 month

salary and retirement)

100 200

4,346 687

Students’ behavior and attitudes will show an improvement.

The curriculum coordinator will chart the number of referrals per teacher per month to see where improvements may be needed.



An in-school tutor will be hired to assist students in ELA and math. This person will work with these students throughout the day. The in-school tutor and classroom teacher will review progress daily as to when the student may return to his/her regular class. (Tutor, Tony Guilando, Principal, Larry Wilson, Principal Intern; Daily: students)

Title I SI

100

14,685 Students understanding of math and ELA concepts will show an improvement.

Classroom teachers will recommend those students who are failing in the math and ELA areas. They will work with the in-school tutor to plan lessons and review progress.

* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Curriculum Activities (if applicable)

# Indicates Safe and Drug-Free Activities (if applicable) ## Indicates Discipline Support Activities (if applicable) ### Indicates PK –12 Literacy Activities (if applicable)



TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS

FUNDING SOURCES* Title I LINCS Title I-SI TOTAL

SALARIES (100) 81449 51,150 $132,599.00

EMPLOYEE BENEFITS (200) 21317 10,700 $32,017.00

PURCHASED PROFESSIONAL and TECHNICAL SERVICES (300) $0.00

PURCHASED PROPERTY SERVICES (400) $0.00

OTHER PURCHASES SERVICES (500) $0.00

SUPPLIES (600) 431 2874 $3,305.00

INDIRECT COSTS (If applicable) 9033 $9,033.00

PROPERTY (700) $0.00

OTHER OBJECTS (800) $0.00

OTHER USES OF FUNDS (900) $0.00

TOTAL $112,230.00 $2,874.00 $61,850.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $126,924.00*Funding Sources: Title I – Part A (Improving Basic Programs, NCLB School Improvement Funds), Part B (Reading First, Early Reading First, Even Start), Part C (Migrant), Part D (N & D), Part F (CSRP); Title II – Part A (Professional Development), Part D (Technology); Title III – English Language Proficient; Title V – Parental Choice and Innovative Programs; Title VII – Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; IDEA; K-3 Initiatives; MSL; Education Excellence Fund; State School Improvement Funds; miscellaneous funding sources; foundations/grants, etc.



FEDERAL FUNDING

SIP Expenditures * SIP Expenditures *

§ § § § § § § § § § § §

TOTAL Title I Part A Expenditures $0.00 TOTAL Title I Part B Expenditures $0.00


§ § § § § § § § § § § §

TOTAL Title I Part D Expenditures $0.00 TOTAL Title I Part F Expenditures $0.00

Non SIP Expenditures (list) Non SIP Expenditures (list)


TITLE I PART B EXPENDITURES

TITLE I PART D EXPENDITURES (N & D) TITLE I PART F EXPENDITURES (CSRP)Projected Expenditures Projected Expenditures

Projected Expenditures

TITLE I PART A EXPENDITURES(Improving Basic Programs, NCLB School Improvement Funds)




FEDERAL FUNDING


§ § § § § § § § § § § §

TOTAL Other Title I Expenditures $0.00 TOTAL Title II Expenditures $0.00


§ § § § § § § § § § § §

TOTAL Title IV Expenditures $0.00 TOTAL Title V Expenditures $0.00

TITLE V EXPENDITURES



OTHER TITLE I EXPENDITURES TITLE II EXPENDITURES


Projected Expenditures Projected Expenditures

Projected Expenditures TITLE IV EXPENDITURES



FEDERAL FUNDING


§ § § § § § § § § § § §

TOTAL K-3 Initiative Expenditures $0.00 § § §

TOTAL Other Funds $0.00

Non SIP Expenditures (list) Non SIP Expenditures (Indicate Source and Expense)

Projected Expenditures Projected ExpendituresK-3 Initiative Expenditures OTHER FUNDS



Documents

School Improvement Planrichland.k12.la.us/documents/pdf/sip/RJHS SIP 2006-2007.pdf · Directions on What to Submit to the LDE and How to Complete the SIP Template For schools in School