hhs school improvement plan 2021-2022

School Improvement Plan

2021-2022

School

Jose Gonzales Principal

5/7/2021 2

Part 1

Vision, Mission, and Values/Beliefs

5/7/2021 3

Part 1 – School Vision, Mission, and Values/Beliefs

Vision The vision of Hahnville High School is to be a community committed to the shared responsibility of teaching and learning. All stakeholders are engaged in empowering our diverse population to continuously broaden their thought processes, develop problem-solving skills, and cultivate positive relationships.

No Revisions 6.16.21

Mission At HHS, all stakeholders are proud, integral members of a community that takes

ownership for the success of all students by fostering a positive culture of learning that prioritizes all students’ academic and social‐emotional needs in a safe and supportive environment. With pride, our professional team serves to connect our school and community through consistent communication, accessible resources, support systems, and opportunities in order to empower students to be future ready citizens.

Revisions 8.25.21

Values/Beliefs At Hahnville High School we value education, empowerment, and encouragement of our diverse student population through our commitment to:

● Consistently cultivating a desire for lifelong learning through teaching and learning at higher levels.

● Fostering an environment of shared empathy, mutual respect, and individual accountability.

● Collaborating with all stakeholders to produce responsible, productive citizens. No Revisions 6.16.21

Part 2

School Governance Structure

and

Committee Assignments

7/8/2021 7

Part 2 - School Governance Structure and Committee Assignments

Administrative Team

Jose Gonzales Principal

Jennifer Foss Assistant Principal

Victoria Preau Assistant Principal

Kendell George Assistant Principal

Shawn Heiden Assistant Principal

Gerard Nugent Administrative Monitor

Hahnville Advisory Team (HAT)

Department Chairpersons and Coordinators Hope

Barnhill & Pam

Breaux

Krystn Charlie

Natalie Adams

Allison Cranford

Mendi LeBoeuf

Michael Seely

Courtney Johnson

Elizabeth Folse

Anitra Boyd

Melanie Blackmon-Seal

Hope Barnhill Monique Hodson

Erin Chrisham

Pam Breaux

Career & Technical Education

Cultural Enrichment

English Language

Arts

Math PE/ROTC Science Social Studies

Special Education

Support Services

Staff Development Coordinator (SIP Chair)

Career Development

Facilitator

Technology High School Counselor/ Program

Coordinator

SBLC/RTI Chairperson

Parent and Com m unity Support M em bers are Ray G regson, LaN eisha M arkey, Jessica Row nd, Josephina Cam pbell

Academic Support

Career & Technical Education

Cultural Enrichment

English Language Arts

Math PE/ROTC Science Social Studies Special Education Support Services

Candies, D Chevalier, P Cologne, H Crayton, B Ferris, M Gonzales, M Henning, C Hooker, K Rappold, M Shanklin, T Smith, J. Taylor, S Waters, A .

Baudry, K Carletta, A Charlie, K Corzo, M Dupuy, B. Gough, K Gueniot, E Harms, L Harms, M Nugent, A Schulz, T. Terrebonne, D

Beske, A Binet, N Castellanos, K Creppel, D Dufrene, B Gauthier, B Guillion, D King, T Lanier, S Nouri, J Okpalobi, K Schouest, R

Allemans, A Ayton, M Bonnaffons, B Brunet, D Cancienne, M Cranford, A Crochet, A Deville, B Hall, C. Kaltenbacher, V Kelly, R Mender, C Parrino, E Rodriguez, C

Bonnette, E Jasmine, Y Lochren, R Luquette, D Melvin, C Moll, G Silva, M Smith-Martin, A Whittington, B

Cotton, P Deloch, L Dufrene, T Gillam, C. Jurado, C Laurent, T Randolph, E Rome, J Seely, M Thibodaux, L Trepagnier, R

Abarr, R. Baudry, D Bush, M Gillies, C Houston, M Johnson, C Lucia, J Robichaux, R Rome, N

Bellaire, J Black, A Boyd, T Bychurch, P Erwin, D Folse, E Hebert, J Hebert, M Hodges, E Matthews, J McBride,G. Reed, C Stack, L. Tranchant, E Vinnet, J Williams, T

Ahearn, R Breaux, P Briner, S Cerny, C Jorge, S Keller, D Luquet, A Rodrigue, W Sopczak, B Ward, S. Thomas, T

7/8/2021 8

Paraprofessionals School Office Specialists

Boyle, D Comardelle, L Butler, J. Brown, T.

Dufrene, D Lasserre, H LeGaux, D

A Lorio Pitts, S Savoie, G

Truxillo, K Washington, T L. Hawes TBD

Berni, C Boyd, L Cooper, L Dempster, A

Perilloux, M Plaisiance, T Roberts, K Robin, D

Stell, M Zeringue, D TBD

ACT Committee PLC Leaders Climate & Culture

Committee School Spirit Committee Equity Committee Staff Engagement Social Emotional Wellness

Committee

Ayton, M Barnhill, H** Beske, A Dufrene, B Nouri, J Rome, J Seal, M. Thibodaux, L **Chairperson Administrator: Preau, V

Ayton, M. Beske, A Boyd, A Candies, D Corzo, M Cranford, A Dufrene, B Gillam, C. Gough, K Randolph, E Robichaux, R Rome, J Seely, M Schouest, R Schulz, T Waters, A

Adams, N Barnhill, H Bonnafins, B. Cotton, P Dufrene, B Folse, E Gillam, C. Jasmine, Y. Jurado, C. Nugent, A Ocmand, C Schouest, R Seal, M. Thibodaux, L Williams-Morantine, Killian ** **Chairperson Administrator: Heiden, S

Charlie, K.** Dufrene, B. Folse, E. Guillon, D.? Matthews, J.? Nugent, A. Thibodaux, L. **Chairperson Administrator: Nugent, G.

New Committee Members TBA (Last Year this was Study Group) Barnhill, H. Charlie, K. Gillam, C. ** Seal, M. **Chairperson: Administrator:

New Committee Members TBA Seal, M.** **Chairperson Administrator: Foss, J

Breaux, P. Folse, E. Orr, E. Seal, M Hunter, M. (Nurse) Preau, V. (SBLC) Heiden, S. Ahearn, R. Boyd, A. Briner, S. Thomas, T. George, M.** ** Chairperson: Administrator: Foss, J.

7/8/2021 9

Committee/Team Meeting Frequency

(Schedule Linked - Please put your info in the linked doc) Meeting Time(s)

ACT Committee Monthly 3:00-4:00 pm (Tuesdays)

PLCs Weekly PLC Dependent

Hahnville Advisory Team (HAT) Weekly 2:30-3:30 pm (Mondays)

Climate & Culture Committee Monthly 3:00-4:00 pm (Wednesdays)

Equity Committee Monthly 3:00-4:00 pm (Mondays)

School Spirit Committee Monthly 3:00-4:00 pm (Tuesdays)

Social Emotional Wellness Committee Monthly 3:00-4:00 pm (Wednesdays)

Staff Engagement Committee Monthly 3:00-4:00 pm (Tuesdays)

7/8/2021 10

Part 3

School Profile (Performance Data)

See Separate Document

7/8/2021 11

Part 4

Action Plans/Needs Assessments

7/8/2021 12

Student Achievement Assessment Summary of Strengths and Challenge Areas and Supporting Evidence

Strengths Evidence

Increase in students graduating with advanced diplomas 67 students in 2017 up to 77 students in 2019 graduating with HS Diploma plus AP score of at least 3, IB Score of at least 4, or CLEP score of 50 or higher OR Advanced statewide Jump Start credential

LEAP passing rates LEAP averaged an 81.5% passing rate among the 6 tests. (Algebra 83%, Geometry 99%, English 1 84%, English II 78%, Biology 82.5%, US History 63%)

Overall Enrollment in AP and DE Courses 289 students enrolled in AP classes in 2018-2019 increased to 440 in 2020-2021

Challenges Evidence

Spanish I Failure Rates - taking these classe too early in high school increases chance of failure and causes student to not be eligible to attain TOPS

12% Failure Rate in 2020-2021

Sped Population LEAP Passing Rates On the Math and English LEAP assessments, the Sped population showed a drop of 14% in the Mastery Achievement Level.

Number of minority students enrolled in AP, DE and Honors courses Our school breakdown is 35% black, 58% white, and 7% other. However, our AP enrollment is 21% black, 72% white, 7% other; our DE enrollment is 24% black, 73% white, 3% other; and our Honors enrollment is 22% black, 69% white, and 9% other for 2020-2021 school year.

All students have not been effectively introduced to the SEL Competencies 60% of students indicated on the SEL Survey that developing SEL Competencies is important, but only 38.8% have been introduced to the competencies.

7/8/2021 13

Student AchievementDistrict Goal A: To prepare students for success in postsecondary education, careers, and life

School Priority: To prepare students for academic success

Desired Results: State measurable objective(s) and identify data sources that will provide evidence of desired results.

1. Increase SPED LEAP passing rates to at least 5% mastery and 25% basic for Algebra I, Geometry, English I and English II for 2021-2022 school year. (Data Sources - LEAP data)

2. Increase black student enrollment in Honors, AP, and DE classes to 35% overall enrollment average for 2022-2023 school year. (Data Sources - Powerschool Enrollment Data and Recruitment Data)

3. Increase student introduction to and use of SEL competencies to 100% in 2021-2022 school year. (Data sources - Parent, Staff, and Student End of Year Stakeholder Surveys, Quarterly Advisory Evaluations)

4. Increase ACT/Workkeys overall data from 18.6 to 20.0 and increase overall Workkeys scores (Data sources - ACT data)

Action Steps SubStep Estimated Resources

(Cost, time, etc.)

Timeline and Method of Monitoring When, how and in what increments are action steps being implemented/accomplished?

Timeline/Monitoring Dates

Data To Be Gathered Modifications Based on Data

Persons Responsible

Increase Minority Students enrollment in AP, DE and Honors to meet school diversity data.

Advertise at parent meetings ● Community Based parent

meetings - goal is one per semester

Cost of Snacks, drinks Time: Planning and 1.5 hour session

December and May Attendance and Yearly Student Data

Equity Committee, counselors and CDF

College Tours to increase awareness of types, locations and qualifications needed for colleges

● Student and parent tours during the school day

Cost of buses, food costs for trip



7/8/2021 14


(Cost, time, etc.)




Persons Responsible

Middle School Recruitment Events ● Send a faculty/staff and

student(s) rep to middle schools to actively recruit the target population during scheduling days for middle schools

No cost just time to plan and do the session

May Attendance and Yearly Student Data


Assembly for Careers and Colleges ● hold one assembly in each

semester for target groups to discuss opportunities

No Cost, just planning time



Increase Level I Foreign Language passing rate.

● Identify essential learning and successful teaching strategies across each language level course.

No cost, PLC time

Once a quarter PLC agenda and meeting notes SDC, Foreign Language, PLC admin

● Design common formative assessments and interventions to allow students to recover missing learning and increase student achievement in language courses.

No cost, PLC time

Once a quarter PLC agenda and meeting notes SDC, Foreign Language, PLC admin

● Admin. and SDC support during PLCs to create interventions to use in class to remediate struggling students.

No cost, PLC time

Once a quarter PLC agenda and meeting notes SDC Foreign Language, PLC admin

Improve SPED population LEAP scores.

Content Training ● Content leaders will work

with SPED teachers train on course curriculum materials and maps, unit assessments and time lines.

PLC Time August- May Monthly

CFAs data on SPED population, LEAP results for SPED population

SPED, HAT, all LEAP PLCs

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(Cost, time, etc.)




Persons Responsible

Roles and Coordination Training ● Content leaders will work

with SPED teachers to develop cohesion and collaboration between SPED and regular ed. teachers



SPED teachers will be members of content PLCs

● PLC will meet once a week ● Focus of first month of PLCs

will be essential learning (or at least standards which connect to LEAP) and CFAs.




Study Skills Lesson Focus ● During PLCs, content

teachers will collaborate with SPED teachers to create or provide study skills lessons to pre-teach or remediate essential learning.

● Develop remediation plans for specific students to redo CFAs.




LEAP Data Focus (Lowest SPED LEAP Score Support)

● Provide additional support for the SPED population in English II.




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(Cost, time, etc.)




Persons Responsible

Para Training Opportunities ● Provide training and

opportunities for paras to communicate with teachers to identify the needs of the students in their classes.



SDC, SPED, HAT, all LEAP PLCs

Implementation of PLCs structure that supports a cycle of inquiry to increase student achievement.

Essential Learning ● Professional Learning on

creating and using EL standards to drive instructional strategies and assessment.

PLC time Weekly PLC feedback and assessment data

HAT, PLC Leader, admin

Curriculum Planning and Common Strategies

● Teachers will create curriculum maps for units

● Teachers will share weekly lesson plans and share teaching strategies

● Teachers will share evidence of student work at subsequent meetings to determine success of strategies for future planning

PLC time Weekly Baseline data sources (i.e. - state test, IBCs, CFAs)


Common Formative Assessments ● Explaining to students the

purpose of CFAs in learning. ● Creating, explaining to

students the purpose of and showing data changes from the use of reassessments after interventions



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(Cost, time, etc.)




Persons Responsible

Analyze and Interpreting Data ● Use of data review with

classes through data walls or some other data share method to help students gauge performance and create goals for remediation and for future assessments.

● Reviewing assessments and data with students to teach students to ID, reason through and practice correcting errors in content and test taking skills.



Interventions and Extensions ● Educate students on the

purpose of and show data changes based on the results of interventions and extensions.



Increase ACT/ACT Work Keys scores in overall data and within subgroups

ACT/ACT Work Keys Teaching and Learning in Content Classes

● Daily Bell Ringers or ACT/ACT Work Keys focus points in lessons in all Core Content Classes

● ACT Work Keys Purpose and Use Sessions in all Jump Start Math and English Classes and CTE classes

● ACT Work Keys Curriculum used weekly in

○ Business and Financial Math,

PLC time, ACT Meetings, HAT meetings

Weekly and HAT and ACT meetings at least monthly

PLC feedback and assessment data

HAT, ACT Committee, PLC Leaders, admin

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(Cost, time, etc.)




Persons Responsible

Business English and Technical Writing

○ SPED Study Skills Classes

○ CTE classes

● ACT HELP Tutoring: Weekly session on format and strategies

● Tutors; content; stipends

● Weekly Aug-May

● Student participation in tutoring sessions

● Student request for tutoring session topics

ACT Committee, CDF , Core Teachers

College and Career Visits ● College Visits: Community

Colleges, Universities, Tech Schools to view programs, opportunities, and ACT and GPA requirements at each school to encourage a focus on ACT/ACT Work Keys scores.

● Career Visits - Plant, Hospital, work place tours to see opportunities and requirements of career fields to see connection to ACT/ACT Work Keys scores.

● collaborate with schools and StC on resources for trips; sponsors/chaperons; buses; tours

● Quarterly Aug-May

● participants; number of students continuing post K-12education

● Stakeholder school request

ACT Committee, CDF , Core Teachers

Increase Awareness of ACT/ACT WorkKeys Test - purpose, timelines and importance of

● 12th “Wish I’d Known” visits to 9th/10th advisories

● Middle School Transition visits by Principal and 11th grade student(s) with strong turn around story

● Students; advisory date

● Time at middle schools; 11th student

● Aug/Sept ● 1 Fall/1 Spring ● 1 Fall/1 Spring

● Google Form at end of Advisory session

● Google Form at end of meeting

● Parent/Guardian Feedback via Google Form; sign-in sheet

ACT Committee, CDF

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(Cost, time, etc.)




Persons Responsible

● Parent/Community Meetings sharing ACT/PreAct; college tours; testing dates; FASFA; and student opportunity information

● Dates and space in communities; fliers/pamphlets with information

SSC ACT Focus Times ● At least 2 SSC Sessions

dedicated to ACT/ACT Work Keys

● Each Grade Level have a diff focus with ACT during advisories and with practice

ACT Meetings and HAT meetings

HAT, ACT, SSC training meetings at least monthly

SSC teacher and student feedback and assessment data

HAT, ACT committee, and admin

Incentives

● Growth to Mastery incentives for students.

● Level incentives ● Incentives for targeted

students who demonstrate a focused effort to complete the test with fidelity.

ACT Meetings and HAT meetings

HAT, ACT, SSC training meetings at least monthly

SSC teacher and student feedback and assessment data

HAT, ACT committee, and admin

Increase Overall LEAP data through Growth to Mastery

● PLC training for Growth-to-Mastery report

PLC Meetings Coaches, PLC leaders, and admin

Performance Matters Data and ACT data

HAT, English and Math LEAP PLCs

● Tier students according to GTM data; create plan of instruction/progress monitoring steps




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(Cost, time, etc.)




Persons Responsible

● Throughout PLCs and data reviews of CFA items, compare performance to GTM




Increase attainment of Industry Based Certification

Gen Tech Remediation ● Creation of a full section Gen.

Tech Remediation for students who previously did not pass the course or did not earn the CORE certification needed to move on in the Level I NCCER courses (i.e. carpentry, electrical, welding)

PLC Time

Weekly Percentages of students earning CORE certifications (Gen. Tech. Course)

Student enrollment in the course

CTE, admin, CDF

Advanced Certification CTE PLCs ● Consolidation of courses

where advanced (state) certifications can be earned into the PLCs - 1 for business courses and 1 for industrial arts courses.

● Teachers in these PLCs will base at least one of their SLTs on success rates with students earning advanced certifications

PLC Time

Weekly Percentages of students earning Advanced State Certifications

Remediation/Retest Schedules

CTE, admin, CDF

IBC Data Tracker ● IBC data tracker that will

include: students who previously passed IBC courses but did not earn certifications.

● After school and in School Pull Out remediation and retest schedules will be put

Updated Data Tracker

Weekly List of students who passed IBC courses without earning certifications.

Remediation/Retest Schedules

CTE, admin, CDF

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(Cost, time, etc.)




Persons Responsible

together to provide said students an opportunity to earn the certifications.

● Utilize SCA Jump Start Summers to offer NCCER Level I Welding Certification opportunities

CTE Admin Welding Instructor CDF

Continuously integrate SEL Competencies

Student Support Communities ● Each SSC will focus on one

or more SEW competency

Time; Resources; SEL Budget

Daily

Student SEL Survey; Student/Teacher Feedback

Utilize feedback to guide instruction

SEL Coordinator; SEW Committee

Visual Aids (Posters) ● All classes will post SEW and

CCLR competencies to refer to during SSC and class time as needed.


Daily

Student SEL Survey; Student/Teacher Feedback

Utilize feedback to guide instruction


SSC Training for Teachers during Early Release or Monday Meetings

● Provide a lesson slide show to be used/modified for all SSCs sessions

● Practice SSCs with faculty and staff in order to develop common language and practice for SSCs.

● Revise upcoming SSCs based on faculty and staff feedback from training sessions.

● Revise future SSCs based on student and teacher feedback at the end of each SSC session.


Bi-Weekly Student/Teacher Feedback Utilize feedback to guide instruction


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(Cost, time, etc.)




Persons Responsible

Increase Cohort Graduation Rate

EL ● Appointment of EL Liaison

○ to meet with EL teacher and students and gather feedback on struggles and needs of EL Students

○ to organize training and support sessions for small group and individual teachers

● ESL Teacher Training and Support for Faculty and Staff

○ EL Early Release Training Session by ESL teacher for all teachers to explain EL supports

○ Review of paperwork for individual students w whole group and then team focus with past and current teachers of EL Students

EL Liaison, Training meetings w teachers and feedback time from EL students,quarterly data updates

Bi-Monthly meetings with students and quarterly meetings with teachers

EL student grade data, EL student feedback and Teachers of EL students feedback

EL students, EL teacher, EL liaison, Reg Ed Teachers of EL

SPED ● BOY Training and Support

for all teachers ● Quarterly data reviews of

SPD student data by PLCs to check for and create a plan of action to remediate students and create differentiated strategies for future lessons.

SPED Training meetings BOY and quarterly data updates, PLC time

Weekly in PLCs, quarterly meetings with all faculty and staff

SPED student grade data, SPED student feedback and Teachers of SPED students feedback

SPED students, SPED teachers, Reg Ed Teachers of SPED

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(Cost, time, etc.)




Persons Responsible

PB, Credit Recovery, Tutoring, and Interventionists, and Remediation

● Early Release Information Session on purpose of and effect on SPS/student achievement of

○ PB and Credit Recovery Programs

○ HELP Tutoring Programs

○ Interventionists ○ Intensive Classes ○ Remediation Efforts ○ SBLC review

process ● Promotion of teacher use of

and recruitment of teachers into working with programs throughout the school year and in the future school years.

PB Information Presentation meetings BOY and quarterly data updates

Quarterly data updates and info meetings with all faculty and staff

PB student data, PB student feedback

PB students, PB teachers, admin

PLC SubGroup Focus ● Pull data quarterly on SPED,

EL, Minority vs majority, gender, SES to look for gaps in achievement

● Create action steps to focus on closing data gaps for subgroups\

● Review data changes each quarter to evaluate and revise action steps if needed.

PLCs and HAT time

PLC and HAT meetings - quarterly data review and faculty comparative meetings quarterly

Sub Group Data on CFAs, diagnostic LEAP assessments, Certification benchmarks or designated check point data sources

PLCs, HAT, admin

SSCs 2022-2023 ● Research and planning for

increasing the number of SSC days in order to be used for

HAT , Committee and admin meetings

Monthly at HAT and in committee meetings responsible

SSC teacher and student feedback HAT, Committees, and admin

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(Cost, time, etc.)




Persons Responsible

interventions and extension academic skills for all students.

for planning alternating dates

7/8/2021 25

Staff Excellence Assessment Summary of Strengths and Challenge Areas and Supporting Evidence

Strengths Evidence

PLC Structure All but 4 teachers are scheduled into a common planning time with their PLCs for the 2021-2022 year

Professional Development 80% of the teachers feel adequately trained according to the Professional Development strand from the Upbeat survey data.

Teachers with Master's Degrees or Higher Level Professional Certifications Master’s Degrees or Higher, LDOE Mentor Certified Teachers, National Board Certified Teachers, ACE Certified Teachers

Challenges Evidence

Developmental Design Less than 8% of staff has been trained in Developmental Designs.

PLC Process According to training records, our last PLC training was over 10 years ago. Thus, few PLCs have members who have been trained on how to implement and support the 6 elements of a PLC..

Accountability Based on staff survey, only 44% of staff feel rules for student behavior are consistently enforced by teachers in this school, even for students who are not in their classes

Adult SEL as a tool to support Student SEL Less than 5% of teachers engaged in the SEL Classroom in the 2020-2021 school year.

7/8/2021 26

Staff ExcellenceDistrict Goal B: To employ and develop high quality staff and provide necessary resources to support employee success

School Priority: To develop high quality staff and provide necessary resources to support employee success

Desired Results:

State measurable objective(s) and identify data sources that will provide evidence of desired results.

1. The PLC process will be fully implemented and supported in all PLCs during the 2021-2022 school year. (Data sources - PLC documentation, PLC quarterly evaluations and PLC observation and feedback from Solution Tree Advisor)

2. SEL with embedded DD, RP, and Equity will be fully implemented in all Student Support Communities in the 2021-2022 school year. (Data sources - SSC Quarterly evaluations for teachers, parents, and students and End of Year Stakeholder Surveys)

3. Schoolwide processes, procedures, and consequences will be taught, practiced, and revisited in Professional development advisories in order to increase consistency of enforcement and decrease referrals and incidents. (Data sources - Discipline Data, Quarterly Evaluations, and End of Year Staff, Student and Parent Survey Data)

Action Steps Substeps Estimated Resources

(Cost, time, etc.)




Persons Responsible

Training for and Implementation of PLCs structure that supports a cycle of inquiry to increase student achievement.

Establish SPS review as norm for PLCs

PLC time Weekly PLC agendas and PLC feedback forms

PLC leaders and admin

School Level PLC Training ● July 30th PD Day for

HAT and PLC Leaders

● Support Sessions by PLC guru through the year as needed

● Virtual PLC Trainings during HAT meetings

● PLC Focus by HAT to research, train and

PLC time, HAT Global PD mini-courses, optional paid after school PLC virtual trainings, professional training from Solution Tree

Weekly PLC agendas, Training sessions through solution tree, Global PD mini courses

PLC leaders, HAT, admin

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(Cost, time, etc.)




Persons Responsible

support implementation and revision of PLC processes

Essential Learning ● Training on Essential

Learning ● Identify Essential

Learning for all Content PLCs



Data ● Training on

identifying baseline data sources

● Identify and/or create baseline data sources (i.e. - state test, IBCs, CFAs)

PLC time Weekly Baseline data sources (i.e. - state test, IBCs, CFAs)

Action Plan developed by specific PLCs


Common Formative Assessments

● Training on creating CFAs

● Collaborating and creating CFAs



Analyze and Interpreting Data ● Training on analyzing

and interpreting data ● Analyze and interpret

data to identify areas of strengths and needs and revising CFAs for next cycles.



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(Cost, time, etc.)




Persons Responsible

Interventions and Extensions ● Training on creating

interventions and extensions.

● Collaborate to develop interventions and extensions.



ACT

Professional Development ● Fall PD ACT/ACT

Work Keys session on relationship to SPS and student opportunities

● ACE educators will share insight and resources from summer training w ACT committee.

● ACT committee will create Early Release PD sessions for faculty and staff based on ACE training.

Time at the beginning of the year during PD/ Monday meetings

Aug-May PD sessions

Sign in sheets for the PD ACT committee, core teachers

Curriculum Development ● PLCs will work to

create bellringers, lesson ACT moments, and assessment items to be used daily.

ACT content stipends for PLC time (may offer once a quarter)

Aug- May daily Teacher lesson plans Admin walk through notes and monitoring Agenda on PLC’s

ACT committee, core teachers

ACE Certified Educators Training

PD District Budget

4 days of training decided upon by teachers

ACE certification scores, increased ACT strategies in class and department

ACT committee, core teachers

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(Cost, time, etc.)




Persons Responsible

● 6 teachers trained this summer

● Recruit and train 6 more teachers this year.

taking the course - paid if not during school days

PL on using Naviance features as a tool to promote and personally engage with students about SEL Competencies (Self-Awareness, Self-Management, Responsible Decision) Making, Personal Connections)

Fall PD on Naviance ● Establish purpose of

nd opportunities gained from the use of Naviance

● Teachers will use the student demo to practice Naviance tasks in order to support student use of

○ Identifying Personal Strengths

○ Goal Settings

○ Learning Styles

○ College and Career Planning

Naviance Trainer

August Monthly

Naviance Participation from previous school year

Monthly Naviance Participation Teacher/Student Feedback each quarter

CDF, SEL Coordinator Admin

Early Release and Monday Meeting PD

● Faculty and Staff will practice completing, reviewing data from and using insight gained from any tasks assigned to students by using the student

Naviance Trainer

August Monthly

Naviance Participation from previous school year

Monthly Naviance Participation Teacher/Student Feedback each quarter

CDF, SEL Coordinator Admin

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(Cost, time, etc.)




Persons Responsible

demo window in Naviance

SEL/SEW Training and SUpport

Casel Personal Needs Assessment

● Complete Personal Needs Assessment during Early Release SSC Training to:

○ practice for use in SSCs with students

○ and to use as a tool for teachers to identify needs and supports for themselves throughout the school year.

● Reflective Component for growth and goal setting

● Build the expertise and skills to lead SEL learning initiatives

MHP and SSC teachers

Once in Fall CASEL needs assessment student and teacher data

MHP, SSC teachers, SEW committee, admin

Increase Adult SEL ● Implement weekly

SEW check ins and support strategies with faculty and staff

Google Doc; Time to discuss

Ongoing PLC Agendas; Teacher Feedback

Utilize teacher feedback to provide additional support.

SEL Coordinator

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(Cost, time, etc.)




Persons Responsible

● Adult learning during practice for students learning during SSCs

● PLC check ins and SEL/SEW component to be used in each PLC and added to agendas.

Policies, Procedures, Routines, Consequences, Expectations

Fall PD ● Review of

Expectations, Consequences presentation for SSCs with faculty and staff

● Collection of faculty and staff feedback and revisions to policies and consequences.

HAT, CCC and SSC teachers

Once in Fall Discipline and dress code data, SSC student and teacher feedback

Admin, CCC, HAT, and SSC teachers

SSCs ● Teacher led sessions

w SSCs to explain and clarify expectations and consequences

● Student and teacher Feedback from SSCs to clarify and revise expectations and consequences and to increase student and teacher voice in school based policies and decisions.




7/8/2021 32


(Cost, time, etc.)




Persons Responsible

Developmental Design, Restorative Practices, and Equity

August PD Training ● Review of Data

Profile to show need for DD and RP and equity training and practices.

● Review Session on the Big Ideas of Restorative Practices and Developmental Design




New Teacher Book Study Sessions

● Monthly Sessions to process and practice and reflect on strategies in each chapter of the Discipline DD book and study guide.

New Teachers and SDC, DD book and Solution Tree Trainings

Monthly New Teacher Observations and New Teacher Monthly Meetings and Feedback

SDC, Admin, New Teachers

SSCs ● Modeling and

practicing DD and RP strategies during SSC training sessions.


Monthly Discipline and dress code data, SSC student and teacher feedback


Professional Development ● Feedback collected

during Monday meetings to request extra support from struggling teachers.

● Virtual PD sessions offered to teachers through Origins and


Monthly Discipline and dress code data, SSC student and teacher feedback


7/8/2021 33


(Cost, time, etc.)




Persons Responsible

Solution Tree throughout the year.

● Summer 4 day Origins or District Training for 8 teachers.

Performance Matters Training

● District Training Day during Fall PD days for content teachers.

● Support Training during PLCs by district coaches.

● Optional Training Sessions during Early Release days once a semester

District Leaders and Coaches

Trainings at District PD sessions and as needed in PLCs

Performance Matters Data District Coaches and TSCs

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Safe and Supportive Learning Environments

Assessment Summary of Strengths and Challenge Areas and Supporting Evidence

Strengths Evidence

Students and parents feel that the school holds high expectations of the students. In the stakeholder survey, 72% of students and 77% of parents felt that teachers have high expectations of them.

Students have opportunities to be involved in extracurricular activities within the school.

In the stakeholders survey, 82.52% of students agree and strongly agree that in their school they can participate in after school activities, clubs and/or sports that interest them.

The school provides students with challenging curriculum and learning experiences.

In the stakeholders survey, 74.23% of students surveyed believe that their school provides them with challenging curriculum and learning experiences.

Challenges Evidence

Students should treat adults with respect. In the stakeholder survey, only 32.36% of the students surveyed indicated that students treat adults with respect.

Students need to feel that the faculty and staff know them well and show interest in their future.

In the stakeholder survey, 47.75% of the students agree or strongly agree that their school makes sure there is at least one adult who knows them well and shows interest in their education and future.

The school prepares students to deal with future issues that they may face.

In the stakeholder survey, 39.92% of the students agree that their school prepares them to deal with future issues that they may face.

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Safe and Supportive Learning Environments

7/8/2021 36

District Goal D: To build and maintain psychologically and physically safe, clean and supporting learning environments

HHS Goal D: A Safe and Supportive HHS Learning Environment clearly defines and communicates expectations, provides

structures in which all stakeholders have the opportunity to voice concerns and ask questions, and communicates and collaborates

on mutually agreed upon next steps to address concerns.

School Priority: To build a school culture that is psychologically safe and supports student success Desired Results:


1. Fully implement SEL with embedded DD, RP, and Equity into Student Support Communities to build respectful, positive relationships between students and faculty and staff.. (Data Sources - Quarterly Advisory Evaluations and End of Year Staff, Student and Parent Stakeholder Surveys)

2. Fully train staff, faculty and students to utilize Naviance during Student Support Communities to increase student preparedness for college and career. (Data Sources - Naviance use data, Quarterly Evaluations, and End of Year Stakeholder Data)

3. Fully train and support faculty and staff in cohort graduation requirements and ACT/ACT WorkKeys requirements for their grade level specific Student Support Community. (Data Sources - Scheduling data, Quarterly Evaluations, and End of Year Stakeholder Data)

Action Steps SubSteps Estimated Resources

(Cost, time, etc.)



Data To Be Gathered

Modifications Based on Data

Persons Responsible

Freshman Mentor Program

● Explore Freshman Mentor Reboot

● Junior mentors for Freshman

Mentor Training and Teacher Training for Leading Mentors and 9th Grade Classes

2022-2023 or beyond

Research on 9th Grade Programs

CCC future goal

7/8/2021 37


(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

Student Support Communities

Purpose ● Establish goals to accomplish

during Student Support Communities

● Create SEW and CCPR posters to post in all classrooms to use as reference for SSCs.

SEW Wheel and CCLR standards

Summer Planning Sessions

Teacher and Student SSC Feedback

HAT and admin

August PL ● Admin shares purpose and

expectations and connection to school initiatives

● Teachers will train for the first days advisory by going through the SSC sessions

○ Greeting ○ Check In ○ Get to Know You

Activity ○ Purpose of SSCs

Activities ○ Expectations Session ○ Student Feedback

● Teachers will give feedback and SSC session will be revised and edited for teacher check before use.

August PL sessions

BOY Teacher Feedback Admin and SSC training team

7/8/2021 38


(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

SSC Structure ● SSC teachers that follow kids

through the years ● Possible admin that follows kids

through the years ● Meetings as grade level teams to

train for SSC ● PE teachers, admin, SPED, and

support staff who do not have assigned support communities will be assigned support teacher roles in classes but will serve as Lead Teachers upon the absence of lead teachers.

Advisory Research and Training for HAT, admin and SSCs

Monthly at HAT meetings, SSC trainings twice a month at Monday Meetings

SSC Teacher and student feedback

SSC teachers, HAT, admin

SSC Lessons ● Rotation schedule of SEL,

Equity, DD/RP, ACT, College/Career Prep

● Assign Sessions to Teams/Committees to plan and create lessons and slide shows for..

● Embed and refer to SEW and CCLR posters throughout SSC sessions.

Committes, admin and SSCs



SSC teachers, HAT, admin

7/8/2021 39


(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

Anti-Vaping Education

● Develop teacher Anti-vaping Look Fors and Response Protocols and Present during Early Release or Monday Meetings

● Deliver Anti-Vaping activity for SSCs

● Deliver Anti-Vaping updates throughout the year

Early Release and Monday Meeting Time SSCs

August Quarterly

Incident and Discipline Reports

CCC, S Heiden

7/8/2021 40

Engaging Stakeholders Assessment Summary of Strengths and Challenge Areas and Supporting Evidence

Strengths Evidence

School provides a challenging curriculum for student achievement. Over 74% of students and parents agree or strongly agree as indicated on the parent/student survey results.

School provides satisfactory technology and facilities for student achievement. Over 80% of students and parents agree or strongly agree as indicated on the parent/student survey results.

Students appreciate the flexibility available in course selection options as well as the availability of after school activities, clubs, and sports.

Over 82% of students agree or strongly agree as indicated on the student survey results.

Challenges Evidence

Counselor availability and familiarity with students In the Students Stakeholder Survey, there were 31 responses that addressed lack of interaction between counselors and students and the overall score for the item “My school prepares me to deal with issues I may face in the future” was a 3.00.

The school prepares students to deal with future issues that they may face. In the stakeholder survey, 47.75% of the students agree or strongly agree that their school makes sure there is at least one adult who knows them well and shows interest in their education and future.

Equity in discipline/consequences across all demographics/genders In the Students Stakeholder Survey, there were 30 responses that addressed lack of equity in situations regarding discipline and consequences and the overall score for the item “In my school, rules are applied equally to all students” was a 3.29.

Student voice mode of communication/letting students be heard In the Students Stakeholder Survey, there were 25 responses that addressed lack of student voice in the school and the overall score for the item “My school administrators are available to address student concerns” was a 3.52.

Opportunities for family involvement in the school and learning Only 48.3% of the students and 64% of parents agree or strongly agree that the school provides opportunities for stakeholders to be involved in the school.

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Engaging Stakeholders District Goal E: To engage families, community members and business partners through two-way communication.

School Priority: To engage families, staff and faculty, community members and business partners Desired Results:


1. Fully train and support faculty and staff in cohort graduation requirements in terms of credits, classes, and certifications needed for TOPS and Jump Start Students for their grade level specific Student Support Community. (Data Sources - Scheduling data, Quarterly Evaluations, and End of Year Stakeholder Data)

2. Increase interactions and communication between families, students, faculty and staff through grade level specific Student Support Communities and outreach. (Data Sources - Quarterly Evaluations, and End of Year Stakeholder Data)

3. Increase equitable discipline and consequence practices concerning both race and gender through Student Support Communities. (Data Sources - Discipline Data, Quarterly Evaluations, and End of Year Stakeholder Data)


(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

SSC Stakeholders SSC Teacher PL ● Teams will be

responsible for training faculty during Early Release or Monday Meeting Sessions.

● Strategies embedded into SSC Training and sessions will be DD/RP, SEW/SEL, Equity.

Committees, admin and SSCs



SSC teachers, HAT, admin, committees

7/8/2021 42


(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

● PL on TOPS University and Jump Start Graduation Pathways (9th grade Jump Start is different) and other student opportunities such as IBCs, WorkKeys, Job Shadows.

● PL on Naviance ● PL on ACT and ACT

WorKkeys

Student Advisory Council ● Use a representative

from each Student Support Community (Advisory) to bring concerns to the principal

Students, admin and HAT

Quarterly Feedback from SSCs - student and teacher data

SEL, CDF, SDC

Parent Communication ● SSC presentations at

Open House ● SSC purpose

explained at 9th/10th and 11th/12th grade parent nights.

MHP and Admin Presentations

Once a year Feedback from parents from Open House and End of Year District and School Survey

HAT and admin

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(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

Family Nights w ACT/Work Keys, Graduation Requirements, TOPS/TOPS Tech, Satellite Center, College and Career/Naviance Focus, FASFA

Parent Nights ● 9th/10th Grade ● 11th/12th Grade ● Grade level Parent

nights- Specific information connected to student opportunities

Creation of Fact sheet QR code for information

August-September ACT committee gather preACT scores needed for DE opportunity

number of parents at parent meetings 9-12th Creation of google form for the parent night and link in a form that gather parents information

Possibly additional information nights. ACT google classroom (parent may join through their student account)

admin, Counselors, HAT

Semester Community Family Nights

● Hold two session (fall and Spring) in two lowest SES areas

Team to create and hold meeting

Twice a year Feedback from meetings

team, HAT, admin, committees

Career Counseling Nights ● Invite local post

secondary counselors and industry reps

Team to create and hold meeting

Once a year Feedback from meetings

team, HAT, admin, committees

FAFSA and Scholarship Night ● Book computer labs

to walk parents through the FASFA process

Supplies Facilities

Twice each semester Attendance and Feedback

Modifications based on Feedback

CDF and Counselors and Admin

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(Cost, time, etc.)



Data To Be Gathered


Persons Responsible

Testing Incentives

Advertise and Provide Incentives for:

● Students who put forth effort

● Growth to Mastery Movement

● Achievement Levels

Advisory time Money for incentives

Aug 21- May 22 The amount of students who qualify for DE courses. Number of students engaging in ACT tutoring

ACT Committee Admin

Family Communication From HHS on procedures and policies

Connect Ed Messages ● Sent three times

during summer. ● Sent with student

letters and schedules. ● Support Letters Sent

out From the Principal Monthly to Families

Time 3 times during summer, at each event and monthly for large scale updates

Feedback from events and end of year surveys

Admin

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St. Charles Parish Public Schools – Staff Development Plans for 2021 - 2022

All schools must develop plans for professional development on days other than August workshops (i.e., early dismissal, collaborative time). Plans should include main topics and participants.

Main Topic Date Start Time End Time Location Purpose Responsible Parties

Fall PD Days 8/2/21 Advisory Prep for 8/6 and 8/9 School Routines and Procedures (SEL/SEW/DD/RP) CCC/HAT/Admin




Monday Meeting PD 8/9/21 2:30 PM 3:15 Advisory Prep for 8/23 SEL/SEW Planned by SEW Committee

Monday Meeting PD 8/23/21 2:30 PM 3:15 Advisory Prep for 8/30 SEL/SEW-Senior Breakfast/FAFSA and Supplies/Junior-Virtual Jostens

Freshmen and Sophomores: Various Guest Speakers Rotating from room to room (In person prefered) Planned by Counseling Dept, CDF, SEW committee

Early Release PD 9/10/21

Advisory Prep for 9/13 Jostens for Juniors and Seniors and for Freshmen and Sophomores: Various Guest Speakers Rotating from room to room (In person prefered) Planned by Counseling Dept, CDF, SEW committee

Senior Jostens Activites - Admin: Juniors - Jostens Virtual in Advisory Classroom - 9th and 10th: Various Guest Speakers Rotating from room to room (In person prefered)

7/8/2021 46


Planned by Counseling Dept, CDF, SEW committee

Monday Meeting PD 9/13/21 2:30 PM 3:15 Advisory Prep for 9/27 SEL/SEW/Naviance Planned by CDF

Monday Meeting PD 9/27 2:30 PM 3:15 Data Review

Early Release PD 10/8/21 Advisory Prep for 10/11 SEL/SEW/Equity and Conferences

Planned by Equity Task Force

Monday Meeting PD 10/11/2021 2:30 PM 3:15 Advisory Prep for 10/25 SEL/SEW/Counseling/Career Development

ACT/ACT Work Keys/LEAP - Planned by PLCs and ACT Committee

Early Release NO PD 10/21/21 Conferences

Monday Meeting PD 10/25/2021 2:30 PM 3:15 Advisory Prep for 11/8 SEL/SEW Planned by SEW Committee

Monday Meeting PD 11/8/21 2:30 PM 3:15 LEAP Training

Early Release PD 11/12/21 Advisory Prep for 11/29 SEL/SEW/Developmental Design/Restorative Practices

Planned by Discipline/CCC Committee

Monday Meeting PD 11/29/21 2:30 PM 3:15 Data Review

Early Release PD 12/3/21 Advisory Prep for 12/13 SEL/SEW/Naviance Planned by CDF

Monday Meeting PD 12/13 2:30 PM 3:15

Early Release PD 12/17/21 NO PL OR COMPLETE GRADES - LAST DAY BEFORE HOLIDAYS!

Mid Year PD Day 1/3/22

Advisory Prep for 1/4 and 1/5 SEL/SEW/Developmental Design/Restorative Practices and SEL/SEW/Counseling/Career Development and 1/10 SEL/SEW

Planned by Discipline/CCC Committee and ACT/ACT Work Keys/LEAP - Planned by PLCs and ACT Committee and Planned by SEW Committee

7/8/2021 47


Monday Meeting PD 1/10/22 2:30 PM 3:15

Early Release PD 1/21/22 Advisory Prep for 1/24 SEL/SEW/Equity Planned by Equity Task Force


Early Release PD 2/4/22 Advisory Prep for 2/14 SEL/SEW/Naviance Planned by CDF

Monday Meeting PD 2/14/22 2:30 PM 3:15 Advisory Prep for 2/22 10th and 11th ACT/Pre-ACT BUBBLE/9th and 12th Grade Naviance

Planned by ACT Test Coordinator and CDF

Monday Meeting PD 2/22/2022 2:30 PM 3:15 Prep for 2/24 Conferences and Advisory Prep for 3/14 SEL/SEW/Counseling/Career Development


Early Release NO PD 2/24/22 Conferences


Early Release PD 3/18/22 Advisory Prep for 3/28 SEL/SEW Planned by SEW Committee

Monday Meeting PD 3/28/22 2:30PMM 3:15

Early Release PD 4/1 Advisory Prep for 4/11 SEL/SEW/Developmental Design/Restorative Practices

Planned by Discipline/CCC Committee

Monday Meeting PD 4/11/22 2:30 PM 3:15 Advisory Prep for 4/25 SEL/SEW/Naviance Planned by CDF

Monday Meeting PD 4/25/22 2:30 PM 3:15 LEAP TRAINING

Early Release PD 4/29/22 Advisory Prep for 5/9 SEL/SEW/Equity Planned by Equity Task Force

Monday Meeting PD 5/9/22 2:30 PM 3:15 Advisory Prep for 5/23 SEL/SEW/Counseling/Career Development



7/8/2021 48


Early Release NO PD 5/24/22

Last Day for Students - Teachers Complete End of Year Tasks

hhs school improvement plan 2021-2022

Documents