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SCHOOL IMPROVEMENT PLAN

Mandeville Junior High School

Gayle G. SloanSuperintendent

Mary Ann CucchiaraPrincipal

OCTOBER 2004

DISTRICT ASSURANCE

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

I hereby certify that this plan was designed to improve student achievement, with input from all stakeholders. I assure that the school level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan. I hereby certify that this plan has all of the following components as required in Bulletin 741: A statement of the school's beliefs, vision, and mission A comprehensive needs assessment, which includes the following quantitative and qualitative data:

Student academic performances on standardized achievement tests (both CRT, NRT) and performance/authentic assessment disaggregated by gradevs. content vs. exceptionality

Demographic indicators of the community and school to include socioeconomic factors School human and material resource summary, to include teacher demographic indicators and capital outlay factors Interviews with stakeholders: principals, teachers, students, parents Student and teacher focus groups Questionnaires with stakeholders (principals, teachers, students, parents) measuring conceptual domains outlined in school effectiveness/reform research Classroom observations

Measurable objectives and benchmarks Effective scientifically-based methods and strategies Parental and community involvement activities Professional development component aligned with assessed needs External technical support and assistance Evaluation strategies Coordination of resources and analysis of school budget (possible redirection of funds) Action plan with timelines and specific activities

I further certify that the information contained in this assurance is true and correct to the best of my knowledge.

_______________________________________ _______________________________________Superintendent's signature Principal's signature

_______________________________________ _______________________________________District Assistance Team Leader Chair, School Improvement Team

___________________________________ ________________________________

___________________________________ _________________________________District Assistance Team Members

St. Tammany Parish School Board 2 of 29 SY 2004-2005

ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

The following faculty members have reviewed the School Improvement Plan and have discussed their part in implementing it.

NAME TITLE/POSITION SIGNATURE


BELIEFS STATEMENTIt is our belief that cooperation must occur among the students, parents, faculty, administration, and community. We believe that each student has the right to receive an education in a climate conducive to learning. We believe that each student has the right to receive an education in a safe and orderly learning environment. Furthermore, we believe that the school community and the home must share responsibility in providing an environment for educational growth so that all students will have the opportunity to achieve their fullest potential.

VISION STATEMENTWe envision a school atmosphere in which every child every day can enjoy success and a feeling of self-

worth.

MISSION STATEMENT

Mandeville Jr. High strives to provide a well-rounded, nurturing environment in which our students will have the opportunity to achieve to their fullest potential.


SCHOOL DEMOGRAPHICS/CHARACTERISTICS

ADM

Total # # Certified # Expected Vacancies # in LA Principal Internship/Induction Program for SY 03-04

PrincipalVice Principal 2 2 0 YES

TEACHERS*

SchoolNon-Title I

Title I Total % in School

% Change from 2003Schoolwide Targeted Asst.

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

# Highly Qualified Core Academic Teachers (Subtotal) 11 6 --- --- --- --- 39.2 46.1 -9 +26NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGener

alEd

SpecialEd

Non-Standard*** (TAT) (OFAT) (TEP) (EP)

0 4 --- --- --- --- 0 30.7 ----- +10Core Academic Teachers 17 3 --- --- --- --- 60.7 23.07 +9 -

36.3Subtotal Not Highly Qualified 17 7 --- --- --- --- 60.7 53.77 +9 -

6.23TOTAL TEACHERS (Highly Qualified and Not Highly Qualified)

28 13 --- --- --- ---

100% 100%PARA

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

# Highly Qualified Paras 2 9 --- --- --- --- 100 64 +50

+7


S NOT HIGHLY QUALIFIED GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

# Not Highly Qualified Paras 0 5 --- --- --- --- 0 35.7 -50 -5Total Paraprofessionals 2 14 --- --- --- --- 100 100 * Teachers include all teaching in core academic courses (English/Reading/Language Arts; Math; Science; Civics/Government; Economics; Arts; History; Geography) ** Highly Qualified: Has met all requirements as specified by the LA Board of Elementary and Secondary Education’s definition of “Highly Qualified” under NCLB adopted June 19, 2003. *** Temporary Authority to Teach (TAT); Out-of-Field Authorization to Teach (OFAT); Temporary Employment Permit (TEP); Emergency Permit (EP)

School SupportNumber of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker):Speech Path-1, Psychologist-1, MHP-1, Social Worker-1, Nurse-1, Asst. Tech.-1, APE-2, OT-1,School Improvement Team Members/Position:, Mary Ann Cucchiara, Prin.; Laura Carson, AP; Janet Manint, RHT; Kathy Glaser, Counselor; Candyce Watsey, Teacher; Martha Fontenot, Teacher; James Waguespack, Teacher; Jackie Sandoz, Teacher; Ann Stocker, Teacher; Jamy Lambert, Teacher; Linda Greene, Teacher; Janice Evans, Teacher; Monica Pierce, Teacher.

District Assistance Team Leader and Contact # (if applicable):

Distinguished Educator and Contact # (if applicable):Judy Carollo, Lee Barrios

Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further information) Terri Meyer

Parish Homeless Liaison’s Contact #: Terri Meyer, Cov. Ed. Center

Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable)Regional LINCS Coordinator: Content Leader(s): Content Area of Focus for School:

High Schools That Work (HSTW) Site Coordinator and Contact #:

Making Middle Grades Work (MMGW) Site Coordinator and Contact #:

Leadership Team Members/Position at the School: Teacher Leaders: Trish Picone, teacher; Martha Fontenot, teacher; Rhonda Simeon, teacher.

Federal/State Instructional Programs and/or Initiatives (Place a check in the status area for each program implemented at your school)

Program List: (Include during and after school programs)

Currently Using Proposed Program Deleted Program

21st Century Community Learning CentersBig BuddySt. Tammany Parish School Board 6 of 29 SY 2004-2005

Career to WorkDARE YESEarly Reading FirstHIPPYINTECH YESINTECH 2 Science YESINTECH Social Studies YESK-3 Reading/Math InitiativeLa GEAR-UP

Federal/State Instructional Programs and/or Initiatives (Place a check in the status area for each program implemented at your school)

Program List: (Include during and after school programs) Currently Using

Proposed Program Deleted Program

LaSIP YESLEAD TECHLearning Intensive Networking Communities for Success (LINCS)LINCS/High Schools That Work (HSTW)LINCS/Making Middle Grades Work (MMGW)Louisiana Virtual SchoolMaking Middle Grades WorkSAGE School Tech School to WorkSchool wide Positive Behavior Interventions and Support YESThe Louisiana Literacy CorpsThe Multisensory Structured Language Program YESThe Strategic Instruction Model (SIM) YESOther:List the Supplemental Educational Services provided for your students (Title I schools, if applicable):

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

School PoliciesPolicies Yes No

Discipline Policy XSt. Tammany Parish School Board 7 of 29 SY 2004-2005

Security Procedures (Metal detectors, etc.) XSafe and Drug-Free Prevention Activities XStudent Code of Conduct XCrisis Management (Emergency/evacuation plan) X

School Partnerships: (Place the name of each partner in the space provided.) University:Technical Institute:Feeder School(s): Tchefuncte Middle School, Lake Harbor Middle SchoolCommunity: Mandeville Police Department, City of MandevilleBusiness/Industry: Coca Cola, Legends, Winn Dixie, Kiwanis, Sav-A-Center, Lee Marketing

Associates, American All-Stars, Tiffany Sports Center, Franco’s, Kumon, Pogo, Hero’s, Wendy’s, Burger King, McDonalds

Private Grants:Other:

Student InformationList the number of students in each area:

Total at School

# of grade 4 and above

Students w/ Disabilities

Gifted and Talented

504 Option III LEP Homeless Migrant

700 700 108 151 16 0 9 0 0Number of Households Served by School:

Subgroups by EthnicityAmerican Indian Asian/Pacific Islander Black Hispanic White

6 13 45 15 621Poverty Profile

# of Free/Reduced Lunch Students:98

Percent of Free/Reduced Lunch Students: 14%

Strengths and challenges were rank-ordered by evaluating the magnitude of the evidence in conjunction with its association with student achievement. Exogenous factors were eliminated from these results; however, they were included during the analytical phase as a contextual reference.

STRENGTHS DATA SOURCESt. Tammany Parish School Board 8 of 29 SY 2004-2005

1.Experienced, caring teachers, staff, and administrators and Parental Involvement

PTA records and input; faculty input; Team Documentation; Administrative feedback

2.Student Achievement Test Scores, Geography Bee, Spelling Bee, Math Competition, Fairs, etc.

3.Professional, qualified, capable, experienced teachers Teaching Learning Snapshots; administrative input

SUPPORTING EVIDENCE DATA SOURCEStrength 1.PTA membership records, Parent/Team contact documentation,

PTA records; Teacher participation in extracurricular activities. Teachers provide extra educational services to students (e.g. after school tutoring) PTA/School outreach programs (Backpack Awareness)

Strength 2.Average GPA is 3.0; ITBS (NRT) Achievement test scores is 73%tile composite for school; 78% proficient on LEAP ELA; 83% proficient on LEAP Math; School Performance Score. 121.3 SPS, sub groups nearing standard

ITBS and LEAP Test Scoresdata retreat information 9/23/04LEAP performance data received August 20042003-2004 Accountability Results October 2004

Strength 3. Results from TL Snapshots; years of teaching experience, graduate degrees, multi-certified, etc.

Summary of Results provided at Data Retreat (Sept 23, 2004) Teacher folder information and observations

CHALLENGES DATA SOURCE1. MJH will strive to improve the application of higher order thinking skills and problem solving skills in reading with an emphasis on Standard 6 “Respond to Literature.”

Data Retreat, Standardized test results from Spring/Summer, 2003 & 2004

2. In problem solving investigations, MJHS will strengthen the study and application of “Algebra” standard.


3. MJH will strive to improve the application of higher order thinking skills and problem solving skills in the Science Standards of “Physical Science and Environmental Science.


SUPPORTING EVIDENCE DATA SOURCE(1)1.Results recorded in Student Performance Data Binder from St. Tammany Parish School Data Retreat in September =Reading Proficiency- 54% of WS achieved Content Standard #6. 2.Achievement levels for ELA-53% Basic, 23% Mastery, 1%Advanced

Student Performance Data Analysis provided by J.P. Beaudoin’s office & Data Records from District Test Coordinator, Sam Jenkins; Data Retreat 9/23/04Standardized test results from Spring/Summer, 2004

(2)1.Results recorded in Student Performance Data Binder from St. Tammany Parish School Data Retreat in September =Math Proficiency- 59% of WS achieved Content Standard Algebra.

Student Performance Data Analysis provided by J.P. Beaudoin’s office & Data Records from District Test Coordinator, Sam Jenkins;


2.Achievement levels for Math-- 68% Basic, 9% Mastery, 5%Advanced)

Data Retreat 9/23/04Standardized test results from Spring/Summer, 2004

(3)1.Results recorded in Student Performance Data Binder from St. Tammany Parish School Data Retreat in September =Science Proficiency- 60% of WS achieved Content Standard Science and the Environment and 66% of WS achieved content Standard Physical Science. 2.Achievement levels for Science-- 41% Basic, 35% Mastery, 2%Advanced)

Student Performance Data Analysis provided by J.P. Beaudoin’s office & Data Records from District Test Coordinator, Sam Jenkins; Data Retreat 9/23/04Standardized test results from Spring/Summer, 2004


GOAL 1i:To improve student proficiency in applying reasoning and problem-solving skills to reading and responding to text across academic areas.

School SPS 2004 121.3 School GT 2005: 123.3

OBJECTIVESii: 1. [ LA Accountability] To increase, by no less than 5%, the percentage of student scoring Mastery or higher as measured by the English-language arts component of the standards-based assessment (24.0% in 2004 to 29.0% in 2005)2. [ NCLB Accountability] To increase by no less than 5% the percentage of students scoring proficient on the English-language arts component of the standards-based assessment (77.0% in 2004 to 82.0% in 2005) – Whole School

Targeted SubgroupsBlack: 36.4% to 47.4% White: 80.7% to 90.7% ED: 37.8% to 47.4% SWD: 26.5% to 47.4%

SCIENTIFICALLY BASED RESEARCH STRATEGY

HOTS Stimulates higher order thinking at the appropriate grade levels


ACTION PLANiii

EXPECTED IMPACTiv

ACTIVITIESv PERSONSvi

RESPONSIBLETARGETvii

AUDIENCE and TIMELINE

1 FUNDING SOURCESviii

2 OBJECT CODEix

3 COST

IMPLEMENTATION AND EFFECTIVENESSx

(Benchmarks)1 2 3

Students will be able to use higher order thinking strategies in context, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, generate inquiry, and make connections with real-life situations across texts. ELA-6M1:ELA-6-M3GLE’S6-8

HOTS/DRI (Students) –During specific academic classes, students will engage in discussions of subject related text to develop literal and inferential skills necessary to generalize to unique situations.(What if? Why? Cause and Effect, Intent, Whole class and small group discussions, rubrics. Key components can be found on the Standards and GLE’s noted in Expected Impact.

Mrs. Carson(Assist.

Principal)

ELA Instructional

staff

Mrs. LambertELA Dept Head

All ELA students

Implementation:Each nine weeks10/18, 12/21, 3/11, 5/25

Weekly lesson plan review

Effectiveness:

10/18, 12/21, 3/11, 5/25

Gen Fund

[Implementation] The assistant principal will observe and monitor classroom activities on a quarterly basis. They will monitor weekly lesson plans of English and Reading teachers (using a checklist) and provide feedback to the teachers.

(Effectiveness) Grade-level teachers will meet to share and review selected students responses on pre-designed, grade-appropriate constructed responses problem solving activities each 9 weeks to plan for future instruction.


See AboveELA-6M1:ELA-6-M3GLE’S6-8

ST(Red and Blue Students)-During in school tutoring (Intervention) and classroom (LEAP elective) students will engage in HOTS activities that will clarify and support the literal and inferential skills, apply reasoning skills, apply problem solving skills, and apply skills necessary to generalize information to unique and life situations. (Soaring Scores, LEAP 21 Coach, LEAP Tutoring Manual, computer lab, webquests, Brain Child, )

Mrs. Carson(Assist.

Principal)

LEAP Intervention and

Acceleration Teachers and

Tutors

Mrs. Manint, RHT

IMPLEMENTATIONIntervention

Red/Blue LEAP pull out and

LEAP elective students

Weekly Oct 1, 2004-March 10,

2005 Acceleration Green students

Weekly 11/43/3

EFFECTIVENESS

INT=WEEKLY

ACL 11/18, 1/6, 2/3, 3/3

LEAP Int

LEAP Acl

(Implementation) The assistant principal will review tutoring progress on a weekly basis and provide feedback to tutors. The AP will review a sample of lesson plans of LEAP teachers using a checklist on a weekly basis and will provide feedback to the LEAP teachers. RHT will review tutoring progress on a weekly basis.(Effectiveness) LEAP tutors and the assistant principal will review student performance on LEAP materials every week in planning for future instruction. The RHT and Acceleration tutors will meet every three weeks to discuss student performance and to plan for future instruction


Teachers will stimulate and encourage the use of higher order thinking strategies in context, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, generate inquiry, and make connections with real-life situations across texts. ELA-6M1:ELA-6-M3GLE’S6-8

HOTS/DRI (Teachers) Using student performance data, observation, and targeted content standards teachers will develop lesson plans and implement instruction that will stimulate HOTS through the use of a variety of methods, such as, HOTS flip charts, multi-leveled questions, “what if” questions and constructed response problem solving activities. Assessment of student achievement will be through the use of rubrics, checklists, and observation. Student motivation and engagement will be implemented by activities that will encourage student participation, such as, HOTS flip chart activities.

Mrs. Cucchiara(Principal)

Mrs. Carson(Assit. Principal)

Mrs. LambertELA Dept Head

ALL ELA STUDENTS

Implementation:Each nine weeks10/18, 12/21, 3/11, 5/25

Effectiveness:

10/18, 12/21, 3/11, 5/25

General

Fund

[Implementation] Using the Teaching/Learning Snapshots, the administrators will observe all English and Reading teachers, along with selected tutors during each 9-week period with emphasis on item #4 of the TLS


Professional development (PD) for teachers will be focused the use of higher order thinking strategies in context, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, generate inquiry, and make connections with real-life situations across texts. ELA-6M1:ELA-6-M3GLE’S6-8

HOTS (PD) –(PD) –All teachers will participate in Staff Development activities that reinforce the content standards, help develop instructional strategies, aid in assessing student progress, and help engage and motivate students. With an emphasis on SIM, Thought Maps, GLE’S, UbD


Mrs. Carson(Assist.

Principal

Mrs. Manint(RHT)

Mrs. Picone, Mrs. Dempre, Mrs. Greene

Teacher Leaders

Selected ELA grade-level teachers

IMPLEMENTATION11/29, 2/28and attendance throughout the year.

Effectiveness(1)10/14, 12/20, 3/10, 5/25

(2)9/30, 10/29, 11/30, 12/20, 1/28, 2/28, 3/24, 4/29, 5/26

General

Fund

[Implementation] Administrators will require teachers to keep a record of PD activities during each semester and to turn in proper documentation.

[Effectiveness] (1)The administrators will review teacher PD participation each quarter and (2)will review professional development records with teacher leaders on a monthly basis to plan future staff development.


Parent & Community Outreach activities will assist in the monitoring of at home self-directed use of higher order thinking strategies in context, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, generate inquiry, and make connections with real-life situations across texts. ELA-6M1:ELA-6-M3GLE’S6-8

HOTS (PI) –Parents will be given the opportunity -through the PTA Newsletter- to review information and provide feedback through parent conferences, classroom assignments, etc. in order to help assess the use of higher order thinking strategies in classroom activities and in at home family activities.Periodic invitations to Community Outreach activities such as the “Community Outreach Breakfast” will bring professionals and other human resources into the school.


Mrs. Carson(Assist.

Principal

Mrs. LambertELA Dept. Head

ELA Instructional

Staff

ParentsStudentsTeachers

Community

Implementation :

Each nine weeks

10/18, 12/21, 3/11, 5/25

EffectivenessEach nine

weeks throughout school term

10/18, 12/21, 3/11, 5/25

[Implementation] The administration will maintain a log of parent feedback and involvement, review PTA minutes and PTA Newsletters, and log community outreach based activities. These records will be reviewed each nine weeks as it pertains to HOTS

[Effectiveness] Using the parent/community outreach log the administration will review parent and community outreach feedback and discuss this information with ELA teachers for future instructional planning.

Technology (Tech) Technology (Tech) Acceleration students will participate in problem solving activities and investigations and in activities that develop higher order thinking strategies, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion, probability, help determine cause and effect, generate inquiry, and make connections with real-life situations across texts and media. ELA-6M1:ELA-6-M3GLE’S6-8

HOT/TII (Tech) –Using targeted GLE’s, students will be introduced to technology and computer activities that stimulate and enhance higher order thinking skills. These will include: Concept maps, WebQuests, Problem Solving Games, Writing Lab)

(LEAP Accel teachers)Mrs. Kelly

Mrs. WatseyMrs. DempreMrs. Manint Mrs. Carollo

Mrs. Manint(RHT)

All “ Green” LEAP Acceleration students

IMPLEMENTATIONEvery three weeks from ACL 11/18, 1/6,

2/3, 3/3

EFFECTIVENESSACL 11/18, 1/6,

2/3, 3/3

General

Fund

[Implementation] The LEAP Acceleration Coordinator will observe student production and participation and will utilize a checklist to assess student achievement every three weeks during LEAP Acceleration.

[Effectiveness] Using the LEAP Accel checklist of student production, the LEAP Acceleration Coordinator will review and observe student success with emphasis on HOTS and Technology Integrated Instruction (TII) and discuss results with LEAP Acceleration teachers for future lesson planning.


School ClimateEach student will be ensured a learning environment conducive to reaching their fullest potential achievement through positive effective discipline and classroom management procedures.Classroom rules are provided to each student and parent. Focus is placed on attendance and punctuality. Adherence to classroom and school rules is emphasized.

School-wide Positive Behavior Support Program (under development by the parish). Our school has formed a SWPBSP committee consisting of administration, teachers, and parents. An in-service by some of the committee members focused on introducing teachers to TOT (Teens on Time) and EXCEL ((EXCEL lent attendance and punctuality). Pro-active behavioral support will be used throughout the school. Reinforcement of positive behaviors will be an ongoing process.

School Improvement

Team/ SWPBS team leader.

Administration

Guidance Counselor

SBLC

All School personnel.Implementation Opening Week of school 8/13/04EffectivenessInterim and report card intervals (monthly)9/30, 10/29, 11/30, 12/20, 1/28, 3/24, 4/29, 5/26

Implementation:On a monthly basis, Administrative staff will review disciple reports and interventions using a school created review rubric for evidence of SWPBS.

Effectiveness:Monthly attendance and weekly tardy reports will be used to monitor targeted discipline indicators.

The Mandeville Learning Community will support the commitment the St. Tammany Parish School System has made to constantly improve and reach greater student achievement. Our focus will be to review student performance data, implement GLE’s and UbD in lesson planning, collaborate on good teaching practices, prepare for the Guaranteed Curriculum, and challenge our students to go from “Good to Great.” We will support and implement the district’s Strategic Plan entitled “Reaching Ne Heights.”

Administrative participation in Annual Administrator’s Retreat as a Learning Community.

Administrator, SIP chair, Guidance Counselor and teacher leaders will attend DATA Retreat.

Principal will attend monthly Principals’ meeting with the Superintendent and other central office staff to discuss those aspects outlined in the “Expected Impact” column.

Principals will participate in principals learning community (utilizing Blackboard)

M. Cucchiara Principal

Laura CarsonAP

Janet Manint RHT

Kathy GlaserCandyce Watsey

Martha FontenotData Retreat

Team

Administrative Staff

Administrative Team Administrative Retreat 7/28/04

Data Retreat 9/25/04

Learning Community9/1, 10/6, 11/3, 12/1, 1/5, 2/2,3/2, 4/6, 5/4

Implementation:Members of the learning communities will attend all scheduled activities so that the school is represented 99% of all scheduled activities.

Effectiveness:SIP will address those aspects outlined in the Expected Impact. Principal will respond to 98% of threads on Blackboard. Threads will focus on GLE’s, UbD and performance assessments.


Reducing the performance Gap. SWDAll teachers and paraprofessionals providing SWD instruction will utilize HOTS strategies and contextual learning toimprove SWD ability to read and respond to literature.Emphasis will be placed on ELA-1-M1:M5. GLE’s # 1:5

SWD will be exposed to a variety of strategies to help address student reading deficits. The program will be aligned in scope and sequence to the needs of the SWD and the ELA standards with emphasis on selected GLE’s. Special and regular education teachers will coordinate lesson and unit planning to address the needs of the SWD in non-special settings. Some needs will be met through modifications and accommodations. Methods and strategies will include DRI, DI, CL, HOTS. The SIM strategies Word Identification, Paraphrasing, and Visual Imagery will be utilized. Professional Development opportunities will be made available to teachers.

Administration

Mrs Dempre, Mrs. Fontenot

Special Ed. Dept.Heads

Regular Education teachers

Paraprofessionals

All regular and special education staff teaching ELA (English/Reading)

IMPLEMENTATIONSemester review of IEP’s and SIM training by administratorWeekly review of lesson plans by administrator

EFFECTIVENESS10/18, 12/21, 3/11, 5/25

Implementation: 100% of all iep’s will be in compliance with IDEA on a semester basis.85% of all lesson planning will address accommodation and modification in the regular and special ed. classrooms. 25% of all targeted special ed. teachers will attend SIM training.

Effectiveness:75% of all targeted SWD will receive a grade of “C” or above on nine weeks grades in either English and/or Reading .Observation of SIM trained special ed. teachers will reveal weekly use of SIM strategies.


STRATEGY PLANNING WORKSHEET GOAL 2: In problem-solving investigations, students will demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

School SPS 2004: 121.3 School GT 2005: 123.3

OBJECTIVES: 1. (LA Accountability) To increase, by no less than 5%, the percentage of students scoring Mastery or higher as measured by

the Math component of the standards based assessment (WS 14.9% in 2004 to 25% in 2005)2. (NCLB Accountability) To increase by no less than 5% the percentage of students scoring proficient on the math component of the standards-based assessment (WS 82.0% in 2004 to 87.5% in 2005)

Targeted SubgroupsBlack: 45.5% to 55.5% White: 85.7% to 95.7% ED: 59.5% to 69.5% SWD: 40.8% to 50.8%

SCIENTIFICALLY BASED RESEARCH STRATEGY:

CL Instruction focused on Contextual Learning HOTS Higher Order Thinking Skills

ACTION PLAN

Expected Impact(Observable Change) Activities Persons

ResponsibleTarget Audience

and Timeline

1 Funding Sources2 Object Code3 Cost

Procedures for Evaluating

Implementation and Effectiveness of Each

Activity1 2 3

Students will engage in HOTS and CL problem solving activities and investigations to demonstrate an understanding of the concepts, processes, and real life applications of Algebra and the connection to other Math strands.Strands A-1-M:A-5-MGLE’S 12-19, 29

CL and HOTS (Students) On a weekly basis during specific academic classes students will engage in problem solving activities that develop and improve the understanding of Algebraic variables, expressions, equations, and inequalities that symbolically represent and explain real-world situations and the relationship to other Math strands

Mrs. CarsonAssist. Principal)

Math Instructional staff

Mr. NicholsMath Dept. head

All students

ImplementationObservations by

10/15, 12/21, 3/11, 5/25

Plans checked weekly

Effectiveness: Dept. Mtg. – 10/18, 12/21,

3/11, 5/25

GeneralFund

(Implementation) The assistant principal will observe and monitor classroom activities quarterly and monitor weekly lesson plans of Math teachers (using a checklist) and provide feedback to the teachers.

(Effectiveness) Dept. teachers will meet to share and review selected students responses on pre-designed, grade-appropriate constructed responses problem


(Calculators, graphing, tables, equations, logic puzzles, bell-ringers, and verbally describe algebraic relationships through constructed response activities, etc.)

solving activities each 9 weeks to plan for future instruction.

Teachers will stimulate and encourage HOTS AND CL problem solving activities and investigations to demonstrate an understanding of the concepts, processes, and real life applications of Algebra and the connection to other Math strands.Strands A-1-M:A-5-MGLE’S 12-19, 29Strands A-1-M:A-5-MGLE’S 12-19, 29

CL, HOTS (Teachers)-Using student performance data and observation, teachers will develop lesson plans that1.Address targeted content standards that are noted in Expected Impact.2.Employ instruction focused on problem solving and application (CL) of Algebraic understanding.3.Assess student learning in order to implement activities that will improve problem solving and understanding of Algebra.4. Demonstrate the connection of algebra and other Math strands to real-life situations to engage and motivate students. (Problem solving activities, constructed response, real-life applications)


Mrs. Carson(Assist. Principal)

Math instructional staff

Mr. NicholsMath Dept. head

All students

Implementation Observations/

Lesson Plans & Reports by 10/15, 12/21, 3/11, 5/25


Effectiveness: Gr. Level –

10/18, 12/21, 3/11, 5/25

GeneralFund

(Implementation) The assistant principal will observe Math CL classroom activities each semester and monitor weekly lesson plans of Math teachers (using a checklist) for inclusion of CL activities and provide feedback to the teachers.


Professional development (PD) for teachers will be focused on using CL

(PD) –All teachers will participate in Staff Development activities that reinforce the


Mrs. Carson

Selected grade-level Math teachers

General Fund

[Implementation] Administrators will require teachers to keep a record of PD activities during


problem solving activities and investigations to demonstrate an understanding of the concepts, processes, and real life applications of Algebra and the connection to other Math strands.Strands A-1-M:A-5-MGLE’S 12-19,

content standards, help develop instructional strategies, aid in assessing student progress, and help engage and motivate students. With an emphasis on Graphing calculators, ELMO, and GLE’S, UbD

(Assist. Principal

Mrs. Manint(RHT)

Mr. NicholsMath Dept

[Implementation] Administrators will locate and provide teachers with the opportunity to attend PD activities during the school term and require teachers to turn in proper documentation.

[Effectiveness] The administrators will use GSMU to track teacher PD participation each month and will observe and review professional development records.


Effectiveness(1) 10/14, 12/20, 3/10, 5/25(2) 9/30, 10/29, 11/30, 12/20, 1/28, 2/28, 3/24, 4/29, 5/26

each semester and to turn in proper documentation.

[Effectiveness] (1) The administrators will review teacher PD participation each quarter and (2) will review professional development records with teacher leaders on a monthly basis to plan future staff development.

Parent & Community Outreach activities will focus on teacher produced and student self-directed CL problem solving activities and investigations to demonstrate an understanding of the concepts, processes,

CL (PI) –Through the PTA newsletter, parents will be given the opportunity to review information and provide feedback through parent conferences, classroom assignments, etc. in order to help assess the use of variables, expressions, equations,


Mrs. Carson(Assist. Principal

ParentsStudentsTeachers

Community

Implementation :Each nine weeks

10/18, 12/21, 3/11, 5/25

Effectiveness

[Implementation] The administration will maintain a log of parent feedback and involvement, review PTA minutes and PTA Newsletters, and log community outreach based activities. These records will be reviewed each nine weeks as it


and real life applications of Algebra and the connection to other Math strands.Strands A-1-M:A-5-MGLE’S 12-19, 29

and inequalities that symbolically represent and explain real-world situations and help give “meaningfulness” to classroom activities.Periodic invitations to Community Outreach activities such as the “Community Outreach Breakfast” will bring professionals and other human resources into the school.

Each nine weeks throughout school

term10/18, 12/21,

3/11, 5/25

pertains to Contextual Learning

[Effectiveness] Using the parent/community outreach log the administration will review parent and community outreach feedback and discuss this information with Math teachers for future instructional planning.

Technology (Tech) teachers and students will participate in CL problem solving activities and investigations to demonstrate an understanding of the concepts, processes, and real life applications of Algebra and the connection to other Math strands.Strands A-1-M:A-5-MGLE’S 12-19, 29

CL (Tech) –Students will participate in technology based activities that emphasize variables, expressions, equations, and inequalities that symbolically represent and explain real-world situations.to all strands of Math. (Graphing calculators, Computer activities, calculator activities, field work activities, etc.)



Mr. NicholsMath Dept Head

All Instructional Staff

All Students

Implementation10/18, 2/21, 3/11

Effectiveness10/18, 2/21, 3/11,

5/25

GF [Implementation] During the three T/LS intervals, administrators will assess the integration of technology in the classroom (item 4) and report of results will be discussed at department meetings. [Effectiveness]Department meetings will share and review sample lessons taught utilizing technology to promote algebra each grading period to review emphasis on Technology Integrated Instruction (TII)

School School-wide Positive School All School Implementation:i

ii

iii

iv.v.vi

vii.viii.ix

x


Climate=DisciplineEach student will be ensured a learning environment conducive to reaching their fullest potential achievement through positive effective discipline and classroom management procedures.Classroom rules are provided to each student and parent. Focus is placed on attendance and punctuality. Adherence to classroom and school rules is emphasized.

Behavior Support Program (under development by the parish). Our school has formed a SWPBSP committee consisting of administration, teachers, and parents. An inservice by some of the committee members focused on introducing teachers to TOT (Teens on Time) and EXCEL ((EXCEL lent attendance and punctuality). Pro-active behavioral support will be used throughout the school. Reinforcement of positive behaviors will be an ongoing process.

Improvement Team/ SWPBS

team leader.

Administration

Guidance Counselor

SBLC

personnel.

Opening week of orientation.8/04/04

Interim and report card intervals (monthly)9/30, 10/29, 11/30, 12/20, 1/28, 3/24, 4/29, 5/26

Administrative staff will review disciple reports and interventions using a school created review rubric for evidence of SWPBS.

Effectiveness:Monthly attendance and tardy reports will be used to monitor targeted discipline indicators.

The Mandeville Learning Community will support the commitment the St. Tammany Parish School System has made to constantly improve and reach greater student achievement. Our focus will be to review student performance data, implement GLE’s and UbD in lesson planning, collaborate on good teaching practices, prepare for the Guaranteed Curriculum, and challenge our students to go from “Good to Great.” We will support and implement




Principals will participate in principals learning


Laura CarsonAP

Janet Manint RHTKathy Glaser

Candyce WatseyMartha Fontenot

Data Retreat Team


Administrative Team Administrative Retreat 7/28/04



Implementation:Members of the learning communities will attend all scheduled activities so that the school is represented 99% of all scheduled activities.



the district’s Strategic Plan entitled “Reaching New Heights.”

community (utilizing Blackboard)

Reducing the performance Gap. SWDAll teachers and paraprofessionals will engage in providing SWD instruction that will encourage HOTS strategies and contextual learning (CL).Students will engage in activities that improve ability to read and respond to literature across the curriculum. and will engage in problem solving activities and investigations that will help them read and respond to Math word problems that demonstrate an understanding of the concepts, processes, and real life applications of Algebra Strands A-1-M:A-5-MGLE’S 12-19, 29Emphasis will be placed on ELA-1-M1:M5. GLE’s # 1:5 and Strands A-1-M:A-5-MGLE’S 12-19, 29

SWD will be exposed to a variety of strategies to help address student reading deficits. The program will be aligned in scope and sequence to the needs of the SWD and the ELA standards, Math standards and Math problem solving skills with emphasis on selected GLE’s. Special and regular education teachers will coordinate lesson and unit planning to address the needs of the SWD in non-special settings. Some needs will be met through modifications and accommodations. Methods and strategies will include CL, HOTS. And the SIM strategy of word identification. Math Rubrics will be used .to aid and guide students in identifying expectations in Math classrooms. Professional Development opportunities will be made available to teachers.

Administration

Mrs. Dempre andMrs.

Fontenot(SIMS)Special Ed. Dept.

Heads

Regular Education teachers of SWD

Paraprofessionals

Mrs. Manint, RHT

All regular and special education staff teaching Math

IMPLEMENTATIONSemester review of IEP’s and SIM training by administratorWeekly review of lesson plans by administrator

EFFECTIVENESS10/18, 12/21, 3/11, 5/25

Implementation: 100% of all iep’s will be in compliance with IDEA on a semester basis.85% of all lesson planning will address accommodation and modification in the regular and special ed. classrooms. 25% of all targeted special ed. teachers will attend SIM training.

Effectiveness:75% of all targeted SWD will receive a grade of “C” or above on nine weeks grades in Math .Observation of SIM trained special ed. teachers will reveal weekly use of SIM strategies.


GOAL 3: To improve student proficiency in understanding the characteristics and interrelationships of matter and energy in the physical world and to understand the relationship of Science and the environment.

School SPS 2004: 121.3 School GT 200: 123.3

OBJECTIVES: 1. (LA Accountability) To increase, by no less than 5%, the percentage of students scoring Mastery or higher as measured by the Science component of the standards-based assessment (37% in 2004 to 42.0% in 2005).

2. (NCLB Accountability) To increase by no less than 5% the percentage of students scoring proficient on the Science component of the standards-based assessment (WS 78.0% in 2004 to 83.0% in 2005)

Targeted SubgroupsBlack: 38% to 48.0% White: 81% to 91% ED: 57.7% to 67.7% SWD: 34.0% to 44.0%

SCIENTIFICALLY BASED RESEARCH STRATEGY:

CL Instruction focused on Contextual Learning HOTSDRIDI

ACTION PLAN

Expected Impact(Observable Change) Activities Persons Responsible

Target Audience and

Timeline

1 Funding Sources2 Object Code3 Cost

Procedures for Evaluating

Implementation and Effectiveness of Each

Activity1 2 3

Students will engage in CL so as to demonstrate the connection of Physical Science to the other Science standards and to real-life situations.

CL (Students)During specific academic classes students will engage in activities that develop and improve problem solving, and demonstrate the understanding of

Mrs. CarsonAssist. Principal)

Ann StockerScience Dept Head

Science Instructional staff

All students

Implementation Observations &

Reports by 10/15, 12/21,

3/11, 5/25

GeneralFund

(Implementation) The assistant principal will observe and monitor classroom activities each semester and monitor weekly lesson plans of Science teachers (using a checklist) and provide


Standard=Physical Science Benchmarks PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43)

Physical Science and its connection to the other Science standards and to real-life situations. (Hands-on activities, logic puzzles, bell-ringers, constructed response activities, etc.)


Effectiveness: Dept. Mtg –

10/18, 12/21, 3/11, 5/25

feedback to the teachers.

(Effectiveness) Dept. teachers will meet to share and review selected students responses on pre-designed, grade-appropriate constructed responses problem solving activities each 9 weeks to plan for future instruction.

Teachers will stimulate and encourage CL, HOTS, and problem solving skills associated with Physical Science to that of the other Science standards and to real-life situations. Strands PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43)

CL (Teachers)-Using student performance data and observation, teachers will develop lesson plans, review targeted content standards(1), employ instruction(2), and assess student learning in order to implement activities that will improve problem solving, and encourage(4) knowledge of Physical Science and Environmental Science and their connections to the other Science standards and to real-life situations. (Problem solving activities, constructed response, real-life applications, Career Science Lab)

1.Content standard-2.Instruction3.Assessment

4.Motivation and Engagement


Mrs. Carson(Assist. Principal)

Science instructional staff

Mrs. StockerScience Dept head

All students

ImplementationObservations,

Lesson Plans & Reports by

10/15, 12/21, 3/11, 5/25


Effectiveness:

Gr. Level Mtg– 10/18, 12/21,

3/11, 5/25

GeneralFund

(Implementation) The assistant principal will observe and monitor classroom activities each semester and monitor weekly lesson plans of Science teachers (using a checklist) and provide feedback to the teachers.


Professional development (PD) for

(PD) –All teachers will attend Staff


Selected grade-level Science

General Fund

[Implementation] Administrators will require


teachers will be focused on using CL and problem solving activities and investigations to demonstrate an understanding of the concepts, processes, and real life applications of Physical Science and environmental Science and their connections to other Science strands.

Strands PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43)

Development activities that reinforce the content standards, help develop instructional strategies, aid in assessing student progress, and help engage and motivate students. as they become available. (Graphing calculators, ELMO, InTech, Science InTech, Science workshops)


Mrs. Manint(RHT)

Mrs. StockerScience dept Head

teachers


Effectiveness(1)10/14, 12/20, 3/10, 5/25(2)9/30, 10/29, 11/30, 12/20, 1/28, 2/28, 3/24, 4/29, 5/26

teachers to keep a record of PD activities during each semester and to turn in proper documentation.

[Effectiveness] (1)The administrators will review teacher PD participation each quarter and (2)will review professional development records with teacher leaders on a monthly basis to plan future staff development.

Parent and Community Outreach activities will assist in monitoring teacher and self-directed CL associated with Physical Science and connectivity to the other Science standards and to real-life situations.PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43)

CL (PI) –Through the PTA newsletter, parents will be given the opportunity to review information and provide feedback through parent conferences, classroom assignments, etc. in order to help assess the use of variables, expressions, equations, and inequalities that symbolically represent and explain real-world situations.to all strands of Math .



Parents, students, teachers

Implementation and

Effectiveness10/18, 2/21, 3/11, 5/25

GF [Implementation] The administration will maintain a log of parent feedback and review records each nine weeks as it pertains to Contextual Learning, Physical Science and other Science concepts.

[Effectiveness] Using the parent log the administration will review parent feedback to ascertain emphasis on item 4 of the TLS and on Contextual Learning during each nine weeks.

Technology (Tech) for teachers and students will reinforce CL

CL (Tech) –Students will participate in technology based activities that


All Students GF [Implementation] The administrators will conduct TLS to assess the


associated with Physical Science and connectivity to the other Science standards and to real-life situations.PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43)

emphasize the use of Physical Science and its connections to other Science standards and to real-life situations (Career Science lab activities, calculator activities, field work activities, etc.)


Mrs. KellyComputer Lab

Mrs. StockerScience Dept Head

All Instructional Staff

integration of technology in the classroom. report of results will be discussed at department meetings. [Effectiveness]Department meetings will share and review sample lessons taught utilizing technology to promote algebra each grading period to review emphasis on Technology Integrated Instruction (TII)

School Climate=DisciplineEach student will be ensured a learning environment conducive to reaching their fullest potential achievement through positive effective discipline and classroom management procedures.Classroom rules are provided to each student and parent. Focus is placed on attendance and punctuality. Adherence to classroom and school rules is emphasized.

School-wide Positive Behavior Support Program (under development by the parish). Our school has formed a SWPBSP committee consisting of administration, teachers, and parents. An in-service by some of the committee members focused on introducing teachers to TOT (Teens on Time) and EXCEL ((EXCEL lent attendance and punctuality). Pro-active behavioral support will be used throughout the school. Reinforcement of positive behaviors will be an ongoing process.

School Improvement Team/ SWPBS team

leader.

Administration

Guidance Counselor

SBLC

All School personnel.

Opening week of orientation.8/04/04

Interim and report card intervals (monthly)9/30, 10/29, 11/30, 12/20, 1/28, 3/24, 4/29, 5/26

Implementation:Administrative staff will review disciple reports and interventions using a school created review rubric for evidence of SWPBS.

Effectiveness:Monthly attendance and tardy reports will be used to monitor targeted discipline indicators.

The Mandeville Learning Community will support the commitment the St. Tammany Parish School System has



Laura CarsonAP


Administrative Team Administrative

Implementation:Members of the learning communities will attend all scheduled activities so that the school is represented 99% of all


made to constantly improve and reach greater student achievement. Our focus will be to review student performance data, implement GLE’s and UbD in lesson planning, collaborate on good teaching practices, prepare for the Guaranteed Curriculum, and challenge our students to go from “Good to Great.” We will support and implement the district’s Strategic Plan entitled “Reaching New Heights.”



Principals will participate in principals learning community (utilizing Blackboard)

Janet Manint RHTKathy Glaser

Candyce WatseyMartha Fontenot

Data Retreat Team

Retreat 7/28/04



scheduled activities.


Reducing the performance Gap. SWDAll teachers and paraprofessionals providing SWD instruction that will encourage HOTS strategies in context (CL).Students will engage in activities that improve ability to respond to Physical Science and the connectivity to the other Science standards and to real-life situations.PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE

SWD will be exposed to a variety of strategies to help address student reading deficits. The program will be aligned in scope and sequence to the needs of the SWD and the ELA standards with emphasis on selected GLE’s. Special and regular education teachers will coordinate lesson and unit planning to address the needs of the SWD in non-special settings. Some needs will be met through modifications and accommodations. Methods and strategies will include DRI, DI, CL, HOTS. The SIMS

Administration

Mrs. Dempre andMrs. Fontenot(SIMS)

Special Ed. Dept. Heads

Regular Education teachers of SWD

Paraprofessionals

Mrs. Manint, RHT

Mrs. SimeonSpEd Science

teacher

SWD

All regular and special education staff teaching ELA or Math

Interim and Report Card intervals throughout the school term

10/15, 12/21, 3/ 11, 5/25

Implementation: 100% of all iep’s will be in compliance with IDEA. 85% of all lesson planning will address accommodation and modification in the regular and special ed. classrooms. 25% of all targeted special ed. teachers will attend SIM training.

Effectiveness:75% of all targeted SWD will receive a grade of “C” or above in either English and/or Reading. Science performance will reflect improved skills in Reading and Responding to Science


35-43)Emphasis will be placed on ELA-1-M1:M5. GLE’s # 1:5

strategies will be utilized. ELA-1-M1:M5. GLE’s # 1:5

Furthermore, Reading and Responding to Physical Science text and to the texts of other Science standards will be implemented in some settings. PS-M-A1-PS-M-A9(GLE1-3)GLE’S 1-7 (8th gr); SE-M-A1: SE-M-A10 (GLE 35-43) Professional Development opportunities will be made available to teachers.

text.Observation of SIM trained special ed. teachers will reveal weekly use of SIM strategies.


whole school sps: crt trend data · web viewmandeville junior high school. gayle g. sloan....

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