east baton rouge parish school system – title i...

East Baton Rouge Parish School System

Title I Schoolwide Program Plan

Park Elementary SchoolPre K- 5th Grade

2700 Fuqua StreetBaton Rouge, LA

Stephanie M. Tate, Principal225.344.2145

[email protected]

2017-2018

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

Table of Contents

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

Louisiana Focus Areas……………………………………………………………………………………………………………………………………………………………………………………..4

Louisiana Focus Areas:.......................................................................................................................................................................................... 3

East Baton Rouge Parish School System District Vision and Mission Statements.................................................................................................5

School Vision and Mission Statement................................................................................................................................................................... 5

The types of data in the table should make up the Data Portfolio housed at school...........................................................................................7

Action Plan.......................................................................................................................................................................................................... 13

Instruction by Certified Teachers – Certified Teacher Recruitment....................................................................................................................24

Additional Parent and Family Engagement Activities......................................................................................................................................... 25

Transition to Next Level School Programs.......................................................................................................................................................... 30

East Baton Rouge Parish School System – SY 2017-18 Revised April 2017


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 hereby certify that this plan contains the eight required components as of a Schoolwide Plan:

o (Component 1): Comprehensive Needs Assessment

o (Component 2): Schoolwide Reform Strategies

o (Component 3): High Quality and On-going Professional Development

o (Component 4): Strategies to Increase Parental Involvement

o (Component 5):Early Childhood Transition

o (Component 6):Use of Academic Assessments

o (Component 7): Effective and Timely Assistance to Struggling Students

o (Component 8): 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



Louisiana Focus Areas: Early Childhood High Quality Classroom Teaching High School Pathways

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

educational choice for all families.

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

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

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

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

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

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

School Goal: (A goal states the general education outcome for the school. Each goal should: 1) clearly state the direction for school improvement, 2) link to improving student learning, and 3) accurately address the school’s weaknesses as identified in the SPS indicators, percent proficient data, or other standardized assessments.)

Goal: Park Elementary is to increase the School Performance Score from 39.2 F to 55 D or better in the 2017-2018.



East Baton Rouge Parish School System District Vision and Mission Statements

Mission: The East Baton Rouge Parish School System, in partnership with our community, educates all students to their maximum potential in a caring, rigorous and safe environment.

Vision: All East Baton Rouge Parish School System students will graduate with the knowledge, skills and values necessary to become active and successful members of a dynamic learning community.

School Vision and Mission Statement

Vision: At Park Elementary School, our students are our most important asset and the future of our community. We are committed to providing a learning climate that fosters an instructional program that will meet the academic, physical, social, and emotional needs of all students so the students can become productive and effective citizens. This commitment shall be supported by the unified efforts of parents, students, school, and community.

Mission: All students will achieve excellence through acadmics, leadership, and citizenship.



2017-2018

THEME: “The R.A.C.E. is on…Reaching Academic Challenges Effectively”#goingplaces!



Data Portfolio - Title I Schoolwide Programs: Component 1

Comprehensive Needs Assessment Data

The types of data in the table should make up the Data Portfolio housed at school.

StakeholderData Types

Cognitive Attitudinal Behavioral Archival

Administrators Administrator Interview Attendance Rate Demographic Data

Teachers Teacher Focus Group Teacher Survey

Classroom Observations

Walkthroughs Attendance Rate

Demographic Data

Students

iLEAP & LEAP Data LEAP2025 Data End-of-Course (EOC) ACT DRA/Guided Reading Benchmark Assessments STAR SRI Successmaker EADMS

Student Survey Student Focus Group

Classroom Observations

Walkthroughs Discipline Rates Attendance Rates

School Report Card

Demographic Data Subgroup

Component Data

Parents Parent Survey Parent Focus Group

Attendance Rates (school participation)

Demographic Data



ESSA Schoolwide Plan Requirement 1: Conduct a Comprehensive Needs Assessment (CNA)

Comprehensive Needs Assessment Summary Report for SY 2017-2018 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.

5th Grade: 60% Proficient in ELA o Highest performance achieved in Writing Performance: Knowledge & Use of Language Conventions (69% proficient)3rd Grade: Increased in proficiency from 17% in 2016 to 33% in 2017 o Highest performance achieved in Writing Performance: Knowledge & Use of Language Conventions (60% proficient)

LEAP Performance Report

2.

5th Grade: Increased in proficiency from 14% in 2016 to 31% in 2017 (121.43% growth increase) o Highest performance achieved in Modeling & Application (50% proficient)

LEAP Performance Report

3.5th Grade: 58% Proficient in Science o Highest performance achieved in Physical Science

iLEAP Performance Report

4. Schoolwide Discipline: 131 suspensions were submitted from September 2016 – May 2017, decreasing tremendously from 467 suspensions that were submitted from August 2015-May 2016.

Cognos Data

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: Teachers use a variety of instructional strategies to improve learning

Domain: 500Sub domain: 510 520

Instrument(s): 1. Performance data from LEAP-iLEAP 2. Classroom Observations 3. Teacher CFAs

Data Type: 1. Cognitive

2. Behavioral

3. Archival

Findings 1. 60% of students were proficient in ELA

2. Administrative walkthroughs indicate teachers enhance instruction through integrating technology (chrome books and smartboards) as well as schoolwide instructional strategies

3. Teachers’ common formative assessments were composed of leap-like questioning with emphasis on DOK levels to increase rigor

Contributing Factor: Greater focus on Guided Reading and small group instruction in ELA and Math


Instrument(s): 1. Class Schedules 2. Lesson Plans 3. PLC agendas

Data Type: 1. Cognitive

2. Behavioral

3. Archival

Findings1. Teacher schedules have intervention times and student groups embedded

2. Teacher lesson plans and interventionist log sheets reflect intervention lessons and small group instruction

3. Administration and district evaluators have observed PLC/vertical planning meetings on student work, instructional strategies, and data analysis

Contributing Factor: Greater focus on increasing students achievement through attendance


Instrument(s): 1. Parent Survey 2. Cognos Report 3. Student Survey



Data Type: 1. Attitudinal

2. Behavioral

3. Attitudinal

Findings1. 96% of parents agreed or strongly agreed “My child feels safe at school.”

2. Cognos Report indicate a substantial decrease in overall suspension rates for both regular and ESS students

3. 91% of students agreed or strongly agreed “I feel safe at school.”

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



WEAKNESSES

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

1.

3rd grade: 76% Approaching Basic and/or Unsatisfactory in Math, decreasing in proficiency from 29% in 2016 to 24% in 2017 Lowest Performance in Major Content (20% correct) & Supporting Content (22% correct)

iLEAP & LEAP 2025 Performance Report

2.

4th grade: 70% Approaching Basic and/or Unsatisfactory in ELA, decreasing in proficiency from 38% in 2016 to 30% in 2017 Lowest performance in Literary & Informational Text (both 30% correct)

LEAP & LEAP 2025 Performance Report

3.

4rd grade: 67% Approaching Basic and/or Unsatisfactory in Math Lowest performance in Modeling & Application (28% correct) and Major Content (31% correct)

LEAP & LEAP 2025 Performance Report

4.5th grade: 80% Approaching Basic and/or Unsatisfactory in Science Lowest performance in Life Science (32% correct) iLEAP & LEAP 2025 Performance Report

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: Limited focus on small group instruction and intervention in Math


Instrument(s): Administrative walkthroughs, Teacher CFAs, iLEAP/LEAP & LEAP 2025 Performance reportsData Type:

1. Behavioral

2. Archival

3. Cognitive

Findings

1. Classroom walkthroughs indicate a lack of small group instruction and inconsistency with teacher

2. Teacher CFAs noted inability to effectively align assessments and instruction

3. Math and Science proficiency is lowest in all grades with more than 60% non-proficiency in both content areas



Contributing Factor: Limited focus on classroom management and engagement strategies to increase student achievement


Instrument(s): Administrative walkthroughs, Lesson plans, EADMS Benchmark AssessmentsData Type:

1. Archival

2. Attitudinal

3. Behavioral

Findings

1. Classroom observations noted lack of real world, hands-on, engaging instruction

2. Teachers noted lack of behavior intervention/classroom management strategies

3. Lack of consistency of PBIS expectations, rewards, and consequences

Contributing Factor: Limited professional development devoted to explicit strategies in Math and the use of technology


Instrument(s): Administrative walkthroughs, Teacher CFAs, PLCs/Vertical Planning MeetingsData Type:

1. Archival

2. Behavior

3. Attitudinal

Findings

1. Classroom observations noted lack or real world,

2. Limited use of programs such as EAGLE 2.0 and/or others placed 5th grade students at disadvantage testing in new format

3. PLC data indicate limited focus toward learning communities devoted to rigorous math instruction and incorporating technology

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



Action PlanTitle I Schoolwide Program Components: 1, 2, 3, 4, 6, 7, 8ESSA Schoolwide Plan Requirements 2 and 3: Prepare a comprehensive Schoolwide Plan. Annually evaluate the Schoolwide Plan

Content Area(s): ELA

Weakness(es):

Weaknesses are the identified areas from the cognitive data (student performance). Be specific. List weaknesses for each core content area as appropriate.

Student performance in ELA is at unacceptable levels School-Wide on 2016-17 LEAP and iLEAP 3rd Grade at 33% proficient 4th Grade at 30% proficient 5th Grade at 60% proficient

Objective(s):

An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated, measurable, linked to the stated goal, time-bound, and realistic. Identify objectives for each core content area as appropriate.

To increase 3rd grade ELA percent proficient from 33% to 55% by 2018 To increase 4th grade ELA percent proficient from 30% to 50% by 2018 To increase 5th grade ELA percent proficient from 60% to 75% by 2018

Research-Based Strategy(ies):

Each strategy should: Be aligned and designed to achieve the objective(s) Address underlying causes of strengths & weaknesses Be appropriate for the needs of targeted student population Be implemented with available fiscal and human resources Have clear curricula, instruction, and classroom assessment for targeted

content areas

NOTE: Select additional strategies as appropriate

Core 6 Strategies Universal Design for Learning

Technology Integration Meaningful Engaged Learning

Data-Driven Decision Making Curriculum Alignment

Response to Intervention Strategic Instruction Model

Job-Embedded PD



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

Target Date(s)/Timeline

Funding Source(s) and Cost Documentation

Curriculum (what will be taught):

Park Elementary will effectively implement Louisiana state standards, as appropriate, for ELA/Reading/Writing as outlined by the LADOE and the district. Curriculum resources such as Guidebooks from LDOE, EBR Curriculum Compass, and NMSI instructional resources will be used for rigorous instruction. Curriculum will be integrated across content areas focusing on textual resources and complexity, while building student ability and capacity to read and understand grade-level complex texts, and to clearly express that understanding through writing and speaking using all standard conventions.

There will be an administrative focus to increase teacher knowledge, skills, strategies and tactics for effectively teaching and reinforcing foundational reading skills as well as components of Guided Reading. Increase higher level thinking, questioning and mega-cognitive strategies for all teachers. Increase focus in vocabulary development across all grade levels, particularly academic vocabulary.

The curriculum will be enhanced through project based learning themes as well as the arts in all grade levels. Mapping of this curriculum will be integrated in teacher schedules to improve positive behavior. Effective grouping will be utilized to increase student engagement and understanding (cooperative, whole group, small groups, targeted grouping)

Principal, Assistant Principal, Coaches, PBL Consultant, Interventionists, andTeachers

July 2017 May ‐2018

Title 1 SW Funds for curriculum resources

Principal, AP, Coaches, PBL Consultant will conduct weekly observations to review implementation. Observation feedback will be given to teachers. Planning meetings will support curriculum integration as evident by feedback forms and grade level meeting agendas.

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

~ K – 5 teachers, paraprofessionals, interventionist, and coaches will use research-based strategies to implement whole and small group instruction. Project based learning model will be present in all classrooms.

READ180, Systems 44 and Leveled Literacy will be used with Tier 2 and Tier 3 students respectively.

~ Teachers will provide small group and individualized instruction based on data assessment instruments.

Teachers, paraprofessionals, Librarian, Coaches, Interventionist

Reading Interventionists, Title I teacher & All ELA/Reading

July 2017 – May 2018

Title 1 SW Funds$34,000.00 Title I Paras, Technology- Chromebooks$8,500.00

SIG $10,000.00 for PBL Consultant

Lesson Plans will reflect instructional best practices. data documents, Intervention logs, support forms from PBL Consultant & Instructional Coaches.

Administrative team



~ Tier II/Tier III Interventions will be provided by classroom teachers and Interventionists based on student needs. Instructional plans will be tailored to individual and groups of students. Intervention logs will be maintained to document the process.

~ Teachers will integrate technology into instruction by using Chromebooks, Khan Academy, and other technology sites that enhances instruction.

CDL Recommendation: Increase teacher clarity and explicit instruction when introducing skills that are new, difficult or during correction.

Teachers will differentiate instruction through Guided Reading practices as well as modifying instructional activities to meet the needs of all students as identified by common formative assessment process (teaching, assessing, re-teaching and re-assessing as needed);

CDL Recommendation: Increase the use and understanding of spiraling review and spaced (versus mass) practice. This applies to ALL content areas, including Science and Social Studies. The most current technology will be utilized to improve reading comprehension and enhance student engagement in the classroom through the implementation of EAGLE 2.0 and/or related software and online programs as needed. Students will be engaged with use of online programs, desk-top and lap-top computers, ACTIV Boards, document cameras, printers and other related hardware. Follow-up and support will be provided by the librarian, Instructional Coaches, school technology coordinators, system support staff and/or representatives from technology companies as needed.

Using ongoing data, teachers will provide students with remediation, intervention, and / or enrichment opportunities. Specific core content programs will be used accordingly. (Identify core content interventions as appropriate).

Tier II – Using benchmark data and formative assessments, teachers and interventionists will work with targeted students using Leveled Readers and incorporating writing strategies in all ELA areas. These students will receive R180/S44.

Tier III – Teachers and support personnel will provide more intensive instruction and additional support utilizing Core 6 Strategies and evaluating RTI. These students will also receive R180/S44.

Teachers, Interventionists

August 9, 2017 May 23,‐ 2018 Ongoing

(Principal, Assistant Principal, and Instructional Coaches) will conduct weekly/ bi-weekly observations to ensure differentiation is taking place using the COMPASS Rubric for Teachers.

Administrative team will review weekly instructional lesson plans through CANVAS and provide feedback to teachers to ensure instruction meets the needs of all students as well as moving them forward.

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

Principal, Asst. Principal,

August 2017 – May 2018

Title 1 SW Funds Copier Rental,

Data meeting agendas, data documentation,



The SRI, DRA and DIBELS Next will be administered at or near the beginning of the SY 2017-2018 to grades K-5 and grades K-3 respectively, to establish a baseline for SY 17-18. DIBELS Next and DRA material will be utilized according to scheduled dates to monitor student progress, and administered as an EOY assessment to determine final student progress.

District Benchmark Testing: Kindergarten-5th grade students are given ELA and Math assessments as per the published calendar: one pre-test during the first weeks of school, three intermediary tests (1-5) scheduled during October, December and March and an EOY test scheduled during the last school week of school in May.

Common Content/Grade Level Rubrics/Assessments: Rubrics are utilized for each writing assignment and/or project. Bi-weekly assessments are given and data is used to drive instruction. Daily/end of lesson "exit tickets" are utilized to determine follow-up activities and/or progression of lesson.

Teachers will meet regularly to discuss data analysis, student work, and how they will use data to revise instruction, provide interventions, and reassess students. Using the strategy of Data Driven Decision Making (DDDM), teachers will implement a Common Formative Assessment process in ELA/Reading for grades K‐5 that are aligned to LSS, based upon the Professional Learning Community (PLC) Model of a Collaborative Culture, Common Assessments and a Systematic Intervention and Enrichment process.

Instructional Coaches, All Teachers, Interventionist

Ongoing, weeklyRisograph EADMS, STAR Data

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

Summer Training: Staff will be provided with professional development to meet their needs before school begins. PD will focus on instructional strategies, engagement and questioning techniques, project based learning, curriculum mapping, technology integration, digging deeper into standards, lesson planning, spiraling and scaffolding skills into daily instruction, explicit instruction, and district redelivery of professional development topics.

PBL Training: Prior to the students' first day of school, a full day of professional development will be provided to faculty on Project Based Learning. PD will focus on developing and implementing lessons that focus on cross curricular connections as well integration Project Based Learning (using the grade level competencies) that address high-order thinking, integrating writing into all content areas, and

Principal, Asst. Principal, Instructional Coaches, All Teachers, Interventionists

July 2017 – May 2018

Title I- SW FundsTechnology- Chromebooks$8,500.00 SW$3400.00 SW

Agendas and sign-in sheets, handouts, lesson plans, master schedule, walkthrough forms



meaningful utilization of technology in all content areas. Ongoing weekly support will continue throughout the school year.

Collaborative Planning: Weekly PD will be provided during daily scheduled collaborative planning time. Focus will be on regular examination of assessment data, and formulating appropriate lessons that include re-teaching, small group instruction, instructional grouping, higher-order thinking, PBL, differentiated instruction and the integration of writing and technology. Teacher will also receive 1/2 day of vertical planning once monthly to discuss data across grade levels and content areas. Administrators, teachers, and other instructional leaders will participate in district and non-district workshops and conferences on utilizing research-based instructional strategies. During weekly team meetings, teachers will utilize student data to collaboratively develop activties and lesson plans that incorporate varied instructional strategies into the curriculum.

All ELA/Reading Teachers will attend system and school sponsored PD to improve instructional delivery, data analysis and implement research based, highly effective instructional strategies and best practices, including but not limited to the following:

o EBR LSS Summer Training Workshops o ELA Comprehensive Resources and 2017-2018 ELA materials training o PLC-Professional Learning Communityo Read 180 and System 44o “I Can…” Learning Targets, written in student friendly terms! o DRA/Guided reading and Writing across the curriculumo Training in Guidebook 2.0, Eagle 2.0 and Learn Zilliono Reciprocal Teaching-Fab 4: Clarify, Predict, Summarize, Question o “Writer’s Workshop” School-Wide Writing Program o “Accountable Talk” Discussion Techniques o “Text Dependent” Questioning & Answering o Whole Brain Teaching Class Engagement Strategieso Small Group differentiated instruction strategies

** New Teacher Induction / Support Sessions

Parental and Family Engagement:(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. Topics such as the school calendar, home-school partnerships, and the A3 + C

Principal, Asst. Principal, Instructional Coaches, All Teachers,

August 2017December 2017March 2018May 2018

$8000.00 SW$1500.00 PI

Flyers and reminders will be sent home prior to the event. Parent Sign-In Sheets, Agendas and reflections/Exit



initiative will be shared with parents in such activities as; Back to School Bash Open House / Project Based Learning (PBL) Expo Academic Awards and school recognition days Spring/Fall Fest Brotherhood/Sisterhood Program (Parents and community leaders) Winter Play / Production Grandparents Day, Donuts w/ Dad and Muffins w/ Mom Parent Meetings Newsletters and school website Auto-calls – Provides important information in a timely manner Math Pilot – Zearn Math Learning 4th and 5th grade students 4-6 PBL Exhibitions Enrichment clubs Fall and Spring Carnivals

These activities are designed to foster a welcoming environment and a collaboration among our parents, community and the PES staff.

Interventionists Tickets

Summative Assessments: LEAP 2025, DIBELS, DRA II, Kindergarten Readiness for Kindergarten students, and District Benchmark Assessments (EADMS) for K – 5 th grades



Action PlanTitle I Schoolwide Program Components: 1, 2, 3, 4, 6, 7, 8ESSA Schoolwide Plan Requirements 2 and 3: Prepare a comprehensive Schoolwide Plan. Annually evaluate the Schoolwide Plan

Content Area(s): Math

Weakness(es):

Weaknesses are the identified areas from the cognitive data (student performance). Be specific. List weaknesses for each core content area as appropriate.

Student performance in Math is at unacceptable levels School-Wide on 2016-17 LEAP2025.3rd Grade at 24% proficient, 4th Grade at 33% proficient 5th Grade at 31% proficient

Objective(s):

An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated, measurable, linked to the stated goal, time-bound, and realistic. Identify objectives for each core content area as appropriate.

To increase 3rd grade Math percent proficient from 24% to 45% by 2018 To increase 4th grade Math percent proficient from 33% to 50% by 2018 To increase 5th grade Math percent proficient from 31% to 55% by 2018

Research-Based Strategy(ies):

Each strategy should: Be aligned and designed to achieve the objective(s) Address underlying causes of strengths & weaknesses Be appropriate for the needs of targeted student population Be implemented with available fiscal and human resources Have clear curricula, instruction, and classroom assessment for targeted

content areas

NOTE: Select additional strategies as appropriate

Core 6 Strategies Universal Design for Learning

Technology Integration Meaningful Engaged Learning

Data-Driven Decision Making Curriculum Alignment

Response to Intervention Strategic Instruction Model

Job-Embedded PD



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


Funding Source(s) and Cost Documentation

Curriculum:Park Elementary will effectively implement state standards, as appropriate, for Mathematics as outlined by the LADOE and the district by restructuring mathematical practices, building foundational skills, and student ability to comprehend multi-step problems. Focus will be placed on building student understanding of number sense and capacity to solve grade-level complex problems, and to clearly express that understanding through constructive responses of written explanations. Emphasis will be placed on higher level thinking, questioning and mega-cognitive strategies for all teachers. Increase focus in vocabulary development across all grade levels, particularly academic vocabulary.

Park Elementary will effectively pilot the Zearn Learning Math program in grades 4th

and 5th for the 2017-2018 school year and utilize available resources for grade 3.

Effective grouping will be utilized to increase student engagement and understanding (cooperative, whole group, small groups, targeted grouping)

The school will effectively implement the LSS for Math as outlined by LDOE and EBR Schools’ Department of Academics with a focus on the LSS Instructional shifts in Mathematics.

School Principal, Assistant Principal, Instructional Coach & Teachers

Principal and Selected Teacher

August 9, 2017 ‐ May 23, 2018

Ongoing

Title I SW$8305.00

Administrative Team (Principal, Assistant Principal and Instructional Coaches) will conduct weekly walk-throughs to review implementation of the LSS for Math. During weekly Grade Level meetings Instructional Coaches and Assistant Principal will offer support for curriculum.

Instruction: Park Elementary will implement a pilot program of Zearn Math Learning in grades 4th and 5th with fidelity. 3rd grade students will implement some components of Zearn as well.

Teachers will implement Guided Math and differentiate instruction by modifying instructional activities to meet the needs of all students as identified by assessments. Classroom teachers will provide whole group and small group instruction to focus on skills and re-teaching as needed. Tier 2 and Tier 3 students will be enrolled Khan Academy.

Teachers will use Rigor and Relevance in their Math lessons by using HOTS questions in their daily lessons and by moving students from acquiring knowledge to applying knowledge learned in order to increase student achievement in the area of Number and Operations (Base Ten and Fractions), Operations and Algebraic Thinking, Measurement and Data, Geometry. Students will be prompted to use

PrincipalAssistant PrincipalInstructional Coach, & Teachers

August 2017-May 2018

July 2018

Title I SW$8305.00

Administrative team (Principal, Assistant Principal and Instructional Coaches) will conduct weekly walkthroughs to observe implementation of differentiated instruction, and the use of Rigor and Relevance using the COMPASS Rubric for Teachers.Instructional plans will be reviewed weekly and feedback provided



acquired knowledge to analyze, solve problems and create solutions.

Teachers will use Color Coding and RDW(E) strategies in their math lessons to teach Problem Solving and Constructed Response skills. Students will be prompted to underline the question, predict the operation, circle keywords, apply the steps they chose to solve, and check the reasonableness of their answer. Tier 2 and 3 students will be prompted to color code useful information.

Teachers will implement tiered instructional groups:~ Tier I - teachers will provide instruction aimed at student mastery. Teachers will utilize Eureka Math, sprints, EBR Curriculum, components of Go Math in grades K -5, and a daily dedicated time to performance based tasks, all focusing on the mathematical practices utilizing Zearn Math.

~ Tier II - Using formative and benchmark assessment data, interventionist will provide remediation to targeted students in grades K-6 utilizing Khan Academy and other research-based math programs, as needed.

~ Tier III – Classroom teachers will provide intensive instruction to students requiring additional supports. Teachers will utilize explicit instruction, and highly engage students in instruction through the use of a variety of instructional strategies including interactive smart boards. 3rd, 4th, and 5th grade teachers will integrate the use of “Chrome Books” and provide specific instruction and practice.

Struggling students will also have the opportunity for extended learning through school remediation program.

to teachers to ensure use of the data from formative assessments.

Student Work Samples

Math program reports will be run and examined bi- weekly to guide instruction.

Administrative team will review weekly instructional lesson plans through Canvas and provide feedback to teachers to ensure use of the data from formative assessments

Formative Assessments:Teachers will meet regularly to discuss data analysis, student work, and how they will use data to revise instruction, provide interventions, and reassess students. Using the strategy of Data Drive Decision Making (DDDM), the school will design and implement a Common Formative Assessment process Math for grades K 5 that‐ are aligned to LSS, based upon the Professional Learning Community (PLC) Model of a Collaborative Culture, Common Assessments and a Systematic Intervention and Enrichment process.

District Benchmark Testing: Students of Grades K-5 are given Math assessments as per the published calendar: one pre-test during the first week of school, three intermediary tests (1-5) scheduled during October, December and March and an EOY test scheduled during the last week of school in May.

School Principal, Assistant Principal, Math Interventionist, & Instructional CoachAll Math Teachers

August 9, 2017 ‐May 23, 2018

Title I SW$8305.00

EADMS Reports for Benchmark Testing

Khan Academy Initial Placement Report

Results of Bi-Weekly Assessments submitted to Instructional Coaches



Common Content/Grade Level Rubrics/Assessments: Rubrics are utilized for each constructed response question. Bi-weekly assessments are given and data is used to drive instruction. Daily/end of lesson “exit tickets” are utilized to determine follow-up activities and or progression of the lesson.

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

All teachers will attend training to effectively implement the use of Rigor and Relevance in daily lessons to provide an opportunity for Administrative Staff and Classroom Teachers to think critically and develop an action plan related to how increasing Rigor and Relevance will improve student achievement in the mathematics. . Teachers will identify grade level appropriate competencies according to the LSS. PD will focus on developing and implementing lessons (using the grade level competencies) that address small group instruction, instructional grouping, high-order thinking, integrating writing into all content areas, and meaningful utilization of technology in all content areas.

All teachers will attend training to effectively implement the Color Coding, R.AC.E, & RDW(E) strategies into daily math lessons to improve student achievement in the area of problem solving and constructed response.

All teachers will attend training to effectively implement the use of Questioning and Discussion into daily lessons to provide an opportunity for Administrative Staff and Classroom Teachers to think critically and develop an action plan related to how increasing Questioning and Discussion will improve student achievement in mathematics

Collaborative Planning: Weekly PD will be provided during daily scheduled collaborative planning time. Focus will be on regular examination of assessment data, and formulating appropriate lessons that include re-teaching, small group instruction, instructional grouping, higher-order thinking, differentiated instruction and the integration of writing and technology. Teacher will also receive 1/2 day of vertical planning once monthly to discuss data across grade levels and content areas.

PrincipalAssistant PrincipalInstructional Coaches, & Teachers

July 2017 - May 2018

Title I SWS10,000.00 SIG

AgendasSign In Sheets Administrative Walkthroughs

Lesson Plans

Student Work Samples using School Wide Strategies



Parental and Family Engagement:(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.

Topics such as the school calendar, home-school partnerships, and the A3 + C initiative will be shared with parents in such activities as;

Back to School Bash Open House / Project Based Learning (PBL) Expo Academic Awards and school recognition days Brotherhood/Sisterhood Program (Parents and community leaders) Winter Play / Production Grandparents Day, Donuts w/ Dad and Muffins w/ Mom Parent Meetings Newsletters and school website Auto-calls – Provides important information in a timely manner Math Pilot – Zearn Math Learning 4th and 5th grade students 4-6 PBL Exhibitions Enrichment clubs Fall and Spring Carnivals

These activities are designed to foster a welcoming environment and a collaboration among our parents, community and the PES staff.

School Principal, Assistant Principal, Reading Interventionists

All Subject Teachers as well as PE coach, Art teacher, and Librarian

Partnership with Parents, Community Leaders, and Other Learning Institutions

August 9, 2017 ‐May 23, 2018

Weekly or more frequently as needed.

On-going

During weekly Content/Grade Level Meetings the Interventionist and reading teachers will review student work samples, data and adjust for re-teaching and re-assessment.

These meetings will be documented with sign in sheets and notes.

Special Events will have sign in sheets

Parent feed-back requests will also be evaluated



Instruction by Certified Teachers – Certified Teacher Recruitment(Title I Schoolwide Component 3)

District Goal(s): 100% highly qualified faculty at each school

School Objective(s): To meet the percentage of highly qualified teachers in core content classrooms at 100% at Park Elementary.

Action Steps Persons Responsible


Funding Source(s) and

Cost

Evidence of Effectiveness(indicate data instrument to be used,

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

In order to prioritize the recruitment of certified Highly Qualified and highly motivated teachers, the Principal and Assistant Principal will recruit teachers at the district job fairs and will be provided support in staffing the school by the district.

EBR District, PrincipalAssistant Principal, Designee

July 2017 – June 2018 S45,000.00

Highly Qualifies Staff Personnel Transaction Form will be on file in the

Title I cabinet.

Resumes from perspective hires

Provide on-going professional development to develop highly effective and proficient teachers.

Administration, Instructional

Specialist, District

Instructional Support, Highly

Effective Mentor

Teachers

July 2017- May 2018

Sign In Sheet, Agenda



Additional Parent and Family Engagement Activities(Other than those included in Academic Goals)

(Title I Schoolwide Component 6)

District Goal(s):

The district will work to:

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

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

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

Action Steps Persons Responsible



Cost



Weakness(es): Lack of parental involvement - PES has not provided adequate information to parents regarding the high expectations required by LSS. Objective(s): (1)To provide opportunities for parents to be engaged in learning the expectations of the LSS curriculum (2) To increase parental involvement by inviting them to view and participate in student led performances, workshops, art projects and other PES events to foster interaction among parents,

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

The school will host a Back to School event and Open House in August. School and classroom rules and expectations will be reviewed at this time. Parents will meet their child’s teacher and be given a brief scope of the school year, school improvement plan activities, school-wide discipline plan/Positive Behavior Support model, and other school-wide expectations for the purpose of forming a stronger home-school connection. © (L@H)

Principal, Asst. Principal, Instructional Coaches, classroom teachers, counselors

August 2017 – May 2018

$1500.00 Agendas

Work Packets with Parent Signature

Monthly Newsletters/Calendars

Parent Information Packets

Flyers will be sent out to notify parents of upcoming events and activities

A copy of the survey will be analyzed and used to guide future planning



students, and teachers.

Student work packets will be sent home bi-monthly in an effort to promote daily communication between home and school. (C), (L@H)

Homework will be posted on teacher's website weekly in an effort to promote communication between home and school. Newsletters will be sent home monthly to promote the home-school connection. (C), (L@H)

Materials, supplies, and technology will be procured to maintain a School Based Parent Center. (V, L@H, C, CC, P)

The school will host "Santa, Dad, and Me" Celebration to foster partnerships between Fathers/Father figures and the school to become actively involved in their child's education. (P) ( C )

The school will host a "Mommy and Me" event to foster partnerships between Mothers/Mother Figures and the school to allow them to become actively involved in the education of their children. (P) ( C )

Quarterly Parent workshops will be conducted to assist parents with schoolwide strategies and test-prep activities that can be implemented at home. (L@H)

Plan and conduct seminars dealing with subjects such as bullying, social media, etc. Utilize community members to assist with getting resources to families. ( C) (L@H)



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

ResponsibleTarget

Date(s)/Timeline


Cost



Weakness(es): Lack of collaboration and communication between Pre-K and Kindergarten Objective(s): Increased communication and collaboration to ease transition from Preschool to elementary

Pre-K teachers will collaborate with Kindergarten teachers to provide current records of student learning. Kindergarten and Pre-K teachers will visit each other’s classrooms and align curriculum based on the Common Core State Standards and goals during quarterly vertical planning meetings to ensure a smooth transition for these students. DSC Test, Developing Skills Checklist will be administered 3 time (August, December and May) to measure student progress in ALL Pre-K and Kindergarten classes.

Pre-K and kindergarten Teachers

August 2017-May 2018

Ongoing

Parental Involvement$6905

Screening scores will be tracked, analyzed and compared for those students remaining at PES that moved from Pre-K to K to measure progress and compared with data of students that did NOT attend Pre-K.

Documentation from Grade Level Meetings will be reviewed to monitor progress on skills developed.



ESSA - Schoolwide Plan RequirementsESSA requires three actions that are essential for effective implementation of a schoolwide program:

Schoolwide Program Requirements1. Conduct a comprehensive needs assessment2. Prepare a comprehensive schoolwide plan3. Annually evaluate the schoolwide plan

Steps to Developing aComprehensive Schoolwide Program Plan

1. Collaboration: Develop with the involvement of parents, community and school personnel

2. Monitoring and Revising: SW plan will remain in effect for duration of school’s Title I participation

3. Accessibility: Make SW Plan available to LEA, parents and public in an understandable format and (as practicable) in a language parents understand

4. Coordination: Develop in coordination and integration with other Federal, State, and local services including ESSA programs, violence prevention programs, nutrition programs, housing programs, Head Start, adult education programs, career and technical education programs. The plan must also incorporate any Comprehensive or Targeted Support & Improvement activities required.

5. Comprehensive Needs Assessment: CNA must be based on academic achievement information about all students in the school, particularly the needs of those children failing/at-risk of failing to meet challenging state academic standards. The intent of this assessment is to help the school understand the subjects and skills for which teaching and learning need to be improved.


east baton rouge parish school system – title i...

Documents