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SCHOOL IMPROVEMENT PLAN

Folsom Elementary

Gayle G. SloanSuperintendent

Amiee Woessner

St. Tammany Parish School Board of 56 SY 2004-2005

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

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 SIGNATUREAnglin, Katie Teacher, 4th

Abell, Mary Speech TherapistBedo, Lydia ParaprofessionalBell, Cathey Resource Helping TeacherBivins, Stella Teacher, KBlackwell,Rhonda Teacher, Special Ed.Bougeois, Diane Assistant PrincipalBond, Emily Teacher, Special Ed.Bruhl, Kathy ParaprofessionalBruhl, Theresa Teacher, KBryant, Sandra Teacher, 4th

Byrd, Mary Teacher, Special Ed.Clause, Donna Teacher, 2nd

Cotton, Erica Teacher, WINDiMaggio, Cathy ParaprofessionalDuet, Paula Teacher, 5th

Dunnaway, Vera ParaprofessionalEspinoza, Mary Teacher, 1st

Fitzgerald, Judy Guidance CounselorFoxworth, Brenda Teacher, 2nd

Frederick, Sandra Teacher, Title IGarrett, Anna Teacher, MusicGauthreaux, Cindy Teacher, 2nd

Guy, Hildreth Teacher, 5th

Hart, Willie ParaprofessionalHebert, Jonnie Teacher, GiftedHill, Beth Speech TherapistHinson, Ann Teacher, P.E.Hyatt, Peggy ParaprofessionalIrvin, Heather ParaprofessionalJarrell, Angela ParaprofessionalJarrell, Jeanne Teacher, 3rd


Johnston, Jane Teacher, 3rd

Kirchoff, Sylvia Teacher, 1st

Lee, Lotus ParaprofessionalMcGillivary, Ollie Teacher, T-1Marion, Erica Teacher, 1st

Michel, Linda Teacher, KMoran, Diane Teacher, 3rd

Muller, Kim Teacher, 2nd

Pearson, Karen LibrarianRogers, Cynthia ParaprofessionalSander, Colleen Teacher, 1st

Schneider, Gayle Teacher, Pre-KSteele, Adrianne Teacher, 5thWaskom, Shannon Teacher, 1st

Waterson, Margaret Teacher, Pre-KWeary, Olice Teacher, 4th

Weaver, Teresa Teacher, 3rd

Willie, Margaret Teacher, Title IWingfield, Debi Teacher, PEIWoessner, Amiee Principal

BELIEFS STATEMENT

The faculty and staff of Folsom Elementary School believe that a well-planned educational program is necessary so that all students are encouraged to master or exceed grade-level expectations in a safe and productive learning environment. Our educational program should provide for individual differences, various learning styles and ensure skills necessary to meet the challenges of a changing, mobile and technological society. Maintaining open communication with parents and community is the key in keeping them informed about, and involved in, educational issues. The school climate should promote positive motivation and enhance self-worth.

VISION STATEMENT

Our vision is to be recognized as a school of excellence characterized by high expectations for student performance and achievement, and a strong partnership between educators, students, families, and the community.

MISSION STATEMENT


The mission of Folsom Elementary School is to provide an equitable and high-quality education so that all students are prepared to participate in a socially diverse world.

Foundations for Everyday SuccessReference appendices for stakeholder participants

SCHOOL DEMOGRAPHICS/CHARACTERISTICS

ADM

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

Principals 2 2 0 1

TEACHERS*

SchoolNon-Title I

Title I Total % in School % Change from 2003Schoolwide Targeted Asst.

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Core Academic Teachers (Subtotal)

18 3 78 75

NOT HIGHLY QUALIFIED GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

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

1 25Other 5 22Subtotal Not Highly Qualified 5 1

TOTAL TEACHERS (Highly Qualified and Not Highly Qualified)

23 4 100% 100%

PARAS

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Paras 5 83NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd


# Not Highly Qualified Paras 1 17Total Paraprofessionals 6 * 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): 13School Improvement Team Members/Position:Amiee Woessner/Principal, Sandra Frederick/Teacher, Erica Cotton/Teacher, Erica Marion/Teacher, Diane Bourgeois/Asst. Principal, Cathey Bell/RHT, Theresa Bruhl/Teacher, Cindy Gauthreaux/Teacher, Sandra Bryant/TeacherDistrict Assistance Team Leader and Contact # (if applicable):

Distinguished Educator and Contact # (if applicable):

Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further information) Ann Pressly

Parish Homeless Liaison’s Contact #: 898-3360

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:

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 BuddyCareer to WorkDARE XEarly Reading First


HIPPYINTECHINTECH 2 ScienceINTECH Social StudiesK-3 Reading/Math Initiative XLa 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 LEAD 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 The Louisiana Literacy CorpsThe Multisensory Structured Language Program xThe Strategic Instruction Model (SIM)Other:List the Supplemental Educational Services provided for your students (Title I schools, if applicable): Reading Lab, Math Computer Lab, LA4List 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 of 56 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): Covington Elementary, Lyon Elementary, Pineview Middle, Lee Road Jr. High, 5th Ward Jr.

High, Pitcher Jr. High, Folsom Jr. High, Covington High School, Covington PathwaysCommunity:Business/Industry: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

483 147 118 12 5 7 0Number of Households Served by School: 339

Subgroups by EthnicityAmerican Indian Asian/Pacific Islander Black Hispanic White

0 0 126 16 341Poverty Profile

# of Free/Reduced Lunch Students:316

Percent of Free/Reduced Lunch Students:65.4%

Note 1. Additional community demographics and capital outlay data are located in the appendices.


DATA COMPREHENSIVE NEEDS ASSESSMENT SUMMARY REPORT

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 SOURCE1. Using conventions of language LEAP 21 Performance Report

2. Algebra LEAP 21 Performance Report

3. Evidence of Planning Teaching and Learning Snapshot – Spring 2004Teacher Survey

SUPPORTING EVIDENCE DATA SOURCEStrength 1.

77% of the items correct for the proficient and non-proficient students. LEAP 21 Performance Report

Strength 2.



Strength 3.

100% of the 33 teachers observed demonstrated evidence of planning. Teaching and Learning Snapshot – Spring 2004Teacher Survey

CHALLENGES DATA SOURCE1. Read, analyze, and respond to literature LEAP 21 Performance Report

2. Measurement LEAP 21 Performance Report

3. Stimulate and encourage higher order thinking at the appropriate level Teaching and Learning Snapshot – Spring 2004Teacher Survey

SUPPORTING EVIDENCE DATA SOURCEChallenge 1


Challenge 2


Challenge 3

21.2% of the 33 teachers observed did not stimulate and encourage higher order thinking at the appropriate level.

Teaching and Learning Snapshot – Spring 2004Teacher Survey


Note 1. Supporting evidence included both quantitative and qualitative data using a standardized triangulation method specifically designed for District Assistance Teams and School Improvement Teams. The supporting evidence does not imply causal relationships.

STRATEGY PLANNING WORKSHEETGOAL 1:To improve student proficiency in applying reasoning and problem-solving skills to their reading, analyzing, and responding to text across academic areas.

School SPS 2004: 93.0 School GT 2005: 95.7

OBJECTIVE 1:1. (LA Accountability) To increase, by no less than 10%, the percentage of

students scoring at the 46th percentile or higher on the English-language arts component of the norm-referenced assessment., reading total subtest ( 64.7 % in 2004 to 71.2% in 2005 )

2. (NCLB Accountability) To increase by no less than 10% the percentage of students scoring proficient on the English-language arts component of the standards-based assessment (77.3% in 2004 to 85.03% in 2005).

Targeted SubgroupsBlack:61.5% to 67.6%,White:84.0% to 92.4%, ED:68.6% to 75.5% SWD:21.4% to 47.6%

SCIENTIFICALLY BASED RESEARCH STRATEGY:

Stimulates higher order thinking at the appropriate grade levels (HOT).


ACTION PLAN

EXPECTED IMPACT (Observable Change) ACTIVITIES

PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE

1 FUNDING SOURCES2 OBJECT CODE3 COST

IMPLEMENTATION AND EFFECTIVENESS

(Benchmarks)1 2 3Students 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.Emphasis will be placed on:ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

During English language arts, students will be engaged in the process of Relating, Experiencing, Applying, Cooperating, and Transferring knowledge (REACT), i.e., linking the concept to prior knowledge, discovering new knowledge through hands-on activities, applying knowledge to real-world situations, solving problems collaboratively, and transferring knowledge to new situations.

Targeted students will engage in tutoring sessions utilizing Project Read in the Title I Reading Lab to enhance phonemic awareness, LEAP tutoring guide in the Remediation and Intervention programs to focus on targeted GLE’s, and Achievers’ Club in the Acceleration program to promote higher order thinking.

Instructional staff

Mrs. Woessner (Principal)

Mrs. Bourgeois(Asst. Principal)

Title I Reading Teacher, LEAP

Tutors, and Teachers

All students

9/04-5/05,Weekly

Effectiveness checks via grade group meetings the last week of each quarter.

Implementation checks via REACT checklist prior to the last week of each quarter.

Selected students scoring below level in reading

10/05-3/05, Daily

Effectiveness checks via portfolio updates

on 9/04, 1/05, & 5/05.

Implementation checks via portfolio examination 9/04.

Title I

Title V

LEAP

100

400

100

37,693.28

1,579.17

14,650

(Implementation) The principal and assistant principal will observe and assess English language arts lessons using a REACT checklist each quarter and provide written feedback to the teachers.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of the learning strategies.

(Implementation) The principal, Title I teacher, and grade level teachers will examine student portfolios to determine eligibility and appropriate placement.

(Effectiveness) Teachers will monitor weekly reading assessments and formal assessments (i.e., STAR assessment, DRA, Dibels).


Teachers will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, and distinguishing fact/opinion from opinion/probability, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on:ELA-7-E3 (author’s life and times are reflected in a text); ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Teachers will be engaged in collaborative unit planning of English language arts curriculum and time lines, and will utilize a REACT checklist to incorporate the REACT learning strategies. Utilizing GLEs and benchmarks, teachers will develop standards-based lessons that will be assessed in a variety of formats to promote high achievement levels. Teachers will use higher order thinking strategies from their Bloom’s Taxonomy flip chart to develop and incorporate HOT questions in lessons to engage students in meaningful learning.

Instructional staff



All students

9/04-5/05, Weekly

Effectiveness checks via grade group meetings the last

week of each quarter.10/11/04, 12/13/04, 3/7/04, & 5/23/05

Implementation checks via REACT

checklist prior to the last week of each

quarter. 10/11/04, 12/13/04, 3/7/04, & 5/23/05

(Implementation) The grade-level teachers will collaboratively develop unit lesson plans using the REACT checklist each week to submit to administration.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of learning strategies to submit to administration.


Professional development (PD) for teachers will focus on 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.Emphasis will be placed on: ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Teachers will participate in on-site professional development in English language arts unit planning utilizing the REACT learning strategies, higher order thinking strategies and questioning (Bloom’s Taxonomy flip chart), identification of levels of student engagement, and varied assessment models.

Instructional staff



Instructional staff

8/04-5/05, Quarterly

Effectiveness checks via review of surveys

at the end of each quarter.

Implementation checks via attendance rate of in-services at

the end of each quarter.

Title I

Title I

100

500

2,250.00

894.00

(Implementation) The grade-level teachers will participate in quarterly professional development in-services as evidenced by sign-in sheets and in-service agendas.

(Effectiveness) The principal and assistant principal will complete Teaching and Learning Snapshots each quarter to monitor shifts in teaching strategies.


Parental and Community outreach activities will assist in the monitoring of teacher and 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.Emphasis will be placed on: ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Parents and students will engage in selected English-language arts activities using monthly parent involvement letters which incorporate the REACT learning strategies.Some examples of these will include real world activities that promote higher order thinking.

During such events as Family Literacy Night, Super Saturday (LEAP), and parent/teacher conferences, parents will be given activities and resources that promote student higher order thinking skills. Some examples of these will include real world activities that promote higher order thinking. Community members will be invited to judge events such as the science fair and the invention fair. Community members will ask students higher order thinking questions as they address topics across the curriculum.

Instructional staff

Parents

Students

PrincipalInstructional

staff

Parents

Students

Monthly

Effectiveness checks via monthly check of

homework sheets.

Implementation checks via grade

level meeting discussions.

StudentsParents


at the end of each quarter by the

principal.

Implementation checks via attendance

rate of family activities at the end

of each quarter monitored by the

principal.

Title I

Title I

300

600

$900.00

778.18

(Implementation) The grade-level teachers will provide monthly parental involvement letters for parents to complete at home with their child and initial the child’s homework sheet.

(Effectiveness) The grade-level teachers will monitor the parent/student participation by reviewing the student homework sheets.

(Implementation) The principal will use sign-in sheets to track the number of parents attending family involvement activities.

(Effectiveness) The principal will review and compare quarterly parent/student surveys completed for each family involvement event.


Technology (Tech) for teachers and students will assist in developing 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.Emphasis will be placed on: ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Teachers will integrate technology into English language arts unit planning to aid in the implementation of the REACT learning strategies utilizing selected media, i.e., concept mapping software, presentation software, reading comprehension assessment software, audio materials, etc.To assist teachers in planning for technology-integrated lessons, the RHT has provided a list of programs currently available to grade-level teachers focused on targeted GLEs.

Students will use technology tools for word processing and writing, communication, and publishing activities for real world problem solving for a variety of audiences.

Instructional staff

Principal

Assistant Principal

Title I Computer Teacher

RHT

Instructional staff

All students

9/04-5/05,Weekly

Effectiveness checks via lesson plan

technology component.

Implementation checks via quarterly

teacher learning snapshot.

Title I 600 4,297.93

(Implementation) The grade-level teachers will develop unit lesson plans that integrate technology each week to support the REACT learning strategies.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist with both a GLE and technology integration component weekly to support implementation of learning strategies and mastery of grade level expectations.


School Climate – Discipline. The school climate and discipline will ensure each student has a learning environment conducive to high levels of achievement through effective discipline and classroom management procedures. Information on classroom rules are: (a) provided to each student and parent; (b) focused on positive attitudes and being committed to learning, and (c) in compliance with school and district rules, including attendance and tardiness.

The School-Wide Positive Behavior Support program is still under development by the district. Our school has initiated the following discipline activities necessary to implement a positive, behavior support program. Each teacher will develop a classroom management plan consistent with our school-wide positive behavior plan. School-wide positive behavior will be supported through “Tiger Roar” and “Caught Ya’ Caring”. Tiger Roar is an incentive program that rewards students for good behavior once each grading period in the form of participating in a special event. Caught Ya’ Caring is a program that rewards individual students with a treat for random acts of kindness and for showing good character.

School Improvement Team: SWPBS Leader

Erica Marion SWPBS Committee:Shannon Waskom, Donna Clause, Kim Muller, and Cindy Gauthreaux

All School Personnel:

Implementation checks via faculty sign-in forSWPBS plan development meetings(11/04 - 12/04) Effectiveness checks via grade group meetings for the weeks of 2/7/05, 3/7/05, 4/4/05, & 5/2/05.

(Implementation) Members of the School-Wide Positive Behavior Support team will develop and implement a SWPBS plan with input from the faculty. (Effectiveness) 100% of the faculty will participate in the development and implementation of the SWPBS plan as demonstrated by discussions at grade-level meetings.


Articulation – For the Covington Learning Community, the administrative staff will participate in the Annual Administrator’s Retreat as a Learning Community. Representatives of the school (administrator, SIP chair, and teacher leaders) will attend a one-day data retreat at the Instructional Technology Center. This activity is designed to (a) improve communication, (b) examine student data, and (c) plan improvement activities within the school and community.

Each month, the principal will attend a monthly meeting with the Superintendent and other central office staff to discuss aspects outlined in the “Expected Impact” column. Principals within the learning community will have time to collaborate on improvement efforts underway at their schools and future initiatives within the community. Between scheduled meetings, principals will post and collaborate information associated with “Expected Impact” using Blackboard.

Principal/SIP Chair:Amiee Woessner Teacher Leaders:Jeanne JarrellColleen SanderJonnie Hebert

Principal: Administrator’s Retreat (7/28/05) Data Retreat: Principal, SIP Chair, Teacher Leaders(8/25/04 & 9/22/04) Learning Community Meetings: Principal 9/01/0410/06/0411/3/0412/01/041/05/052/2/053/2/054/6/055/4/05

(Implementation) Members of the Learning Community will attend all scheduled activities so that the school is represented at all activities. (Effectiveness) 100% of the schools in the Learning Community will have an approved improvement plan that addresses those aspects outlined in the “Expected Impact.” 98% of all discussion threads on Blackboard will be responded to by each school’s principal. Discussion threads will focus on the GLE’s, UbD, and performance assessment


Reducing the Performance Gap – SWD. All teachers and paraprofessionals providing instruction to SWD will stimulate and encourage higher order thinking strategies in the context (including applying reasoning skills to life experiences, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts. Emphasis will be placed on: ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

A master schedule will be modified to ensure an additional ELA class is provided for targeted SWD whose IEPs warrant such intervention. Staff teaching self-contained and resource students will use a direct instruction approach to address student reading deficits. This program will be aligned in scope and sequence to both the individual needs of the student and the ELA standards, with emphasis on selected GLEs. Special and regular education teachers will coordinate lesson and unit plans to address the unique SWD needs in non-special settings by planning collaboratively. Unique SWD needs will also be addressed through prescribed modifications and accommodations, along with differentiated instruction. The REACT process of Relating, Experiencing, Applying, Cooperating, and Transferring knowledge (REACT), i.e., linking the concept to prior knowledge, discovering new knowledge through hands-on activities, applying knowledge to real-world situations, solving problems collaboratively, and transferring knowledge to new situations will be used by all teachers throughout the school year. Professional development opportunities will be made available through the Special Education office.

Amiee Woessner(Principal)

Diane Bourgeois(Asst. Principal)

Beth Hill(Special Ed. Dept. Chair)

Emily Bond(Resource Teacher)

All regular and special education staff teaching ELA to SWD

Implementation checks 9/04 via master schedule and IEPs (Framing).Implementation checks via REACT checklist prior to the last week of each quarter.

Effectiveness checks: Interims and Grading Periods –11/11/0412/21/042/2/033/10/044/4/045/25/05

(Implementation) 100% of all IEPs will be in compliance with IDEA. 100% of all lesson plans will address the REACT process and show evidence of collaborative planning. (Effectiveness) 80% of the targeted students will not receive an interim or quarterly grade below a “C” in ELA.

* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content & Process)


STRATEGY PLANNING WORKSHEETGOAL 2:To improve student proficiency in addressing measurement across academic areas.


OBJECTIVE 2:1. (LA Accountability) To increase, by no less than 10%, the percentage of students

scoring at the 46th percentile or higher on the mathematics component of the norm-referenced assessment, math total subtest (71.4% in 2004 to 78.54% in 2005)

2. (NCLB Accountability) To increase by no less than 10% the percentage of students scoring proficient on the math component of the standards-based assessment (65.2% in 2004 to 71.7% in 2005)

Targeted SubgroupsBlack: 46.2% to 50.8%, White:72.0% to 79.2%, ED: 57.2% to 62.9%, SWD: 35.7% to 47.6%


Instruction focused on contextual learning (CL)


ACTION PLAN


PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3Students will engage in problem-solving investigations and will demonstrate an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

During mathematics, students will be engaged in the process of Relating, Experiencing, Applying, Cooperating, and Transferring knowledge (REACT), i.e., linking the concept to prior knowledge, discovering new knowledge through hands-on activities, applying knowledge to real-world situations, solving problems collaboratively, and transferring knowledge to new situations.

Targeted students will engage in tutoring sessions utilizing the LEAP tutoring guide in the Remediation and Intervention programs to focus on targeted GLE’s, and Achievers’ Club in the Acceleration program to promote higher order thinking.

Instructional staff



LEAP Tutors and Teachers

All students

9/04-5/05,Weekly

Effectiveness checks via grade group meetings the last week of each quarter.

Implementation checks via REACT checklist prior to the last week of each quarter.

Effectiveness checks via portfolio updates

on 9/04, 1/05, & 5/05.

Implementation checks via portfolio examination 9/04.

Title I

LEAP

100

100

46,623.24

14,650.00

(Implementation) The principal and assistant principal will observe and assess mathematics lessons using a REACT checklist monthly and provide written feedback to the teachers.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of learning strategies.

(Implementation) The principal and grade level teachers will examine student portfolios to determine eligibility and appropriate placement.

(Effectiveness) LEAP tutors and teachers will monitor weekly progress based on achievement of specified benchmark as evidenced by the tutoring log.


Teachers will stimulate and encourage cooperative learning in problem-solving investigations, enabling students to demonstrate an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

Teachers will be engaged in collaborative unit planning of mathematics curriculum and time lines, and will utilize a REACT checklist to incorporate the REACT learning strategies. Utilizing GLEs and benchmarks, teachers will develop standards-based lessons that will be assessed in a variety of formats to promote high achievement levels. Teachers will use higher order thinking strategies from their Bloom’s Taxonomy flip chart to develop and incorporate HOT questions in lessons to engage students in meaningful learning.

Instructional staff



All students

9/04-5/05, Weekly

Effectiveness checks via grade group meetings the last

week of each quarter.10/11/04, 12/13/04, 3/7/04, & 5/23/05

Implementation checks via REACT

checklist prior to the last week of each

quarter. 10/11/04, 12/13/04, 3/7/04, & 5/23/05

(Implementation) The grade-level teachers will collaboratively develop unit lesson plans using the REACT checklist each week to submit to administration.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of learning strategies to submit to administration.


Professional development (PD) for teachers will be focused on using cooperative learning in problem-solving investigations to promote an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

Teachers will participate in on-site professional development in mathematics unit planning utilizing the REACT learning strategies, higher order thinking strategies and questioning (Bloom’s Taxonomy flip chart), identification of levels of student engagement, and varied assessment models.

Instructional staff



Instructional staff

8/04-5/05, Quarterly


at the end of each quarter.

Implementation checks via attendance rate of in-services at

the end of each quarter.

Title I

Title I

100

500

2,250.00

894.00

(Implementation) The grade-level teachers will participate in quarterly professional development in-services as evidenced by sign-in sheets and in-service agendas.

(Effectiveness) The principal and assistant principal will complete Teaching and Learning Snapshots each quarter to monitor shifts in teaching strategies.


Parent involvement (PI) activities will assist in the monitoring teacher and self-directed cooperative learning associated with demonstrating an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

Parents and students will engage in selected mathematics activities using bi-weekly parent involvement letters which incorporate the REACT learning strategies. Some examples of these will include real world activities that promote higher order thinking.

During such events as Family Math Night, Super Saturday (LEAP), and parent/teacher conferences, parents will be given activities and resources that promote student higher order thinking skills. Some examples of these will include real world activities that promote higher order thinking. Community members will be invited to judge events such as the science fair and the invention fair. Community members will ask students higher order thinking questions as they address mathematical topics.

Instructional staff

Parents

Students


staff

Parents

Students

Monthly

Effectiveness checks via monthly check of

homework sheets.

Implementation checks via grade

level meeting discussions.

StudentsParents


at the end of each quarter by the

principal.

Implementation checks via attendance

rate of family activities at the end

of each quarter monitored by the

principal.

Title I

Title I

300

600

900.00

778.18




(Effectiveness) The principal will review and compare quarterly parent/student surveys completed for each family involvement event.


During such events as Family Math Night, Super Saturday (LEAP), and parent/teacher conferences, parents will be given activities and resources that promote student higher order thinking skills.


Technology (Tech) for teachers and students will reinforce CL associated with demonstrating an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

Teachers will integrate technology into mathematics unit planning to aid in the implementation of the REACT learning strategies utilizing selected media, i.e., calculators, real world application software, etc. To assist teachers in planning for technology-integrated lessons, the RHT has provided a list of programs currently available to grade-level teachers focused on targeted GLEs.

Students will use technology tools for word processing and writing, communication, and publishing activities for real world problem solving for a variety of audiences.

Instructional staff

Principal

Assistant Principal

Title I Computer Teacher

RHT

All students

9/04-5/05,Weekly

Effectiveness checks via lesson plan

technology component.

Implementation checks via quarterly

teacher learning snapshot.

Title I 600 4,297.93 (Implementation) The grade-level teachers will develop unit lesson plans that integrate technology each week to support the REACT learning strategies.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist with both a GLE and technology integration component weekly to support implementation of learning strategies and mastery of grade level expectations.


School Climate – Discipline. The school climate and discipline will ensure each student has a learning environment conducive to high levels of achievement through effective discipline and classroom management procedures. Information on classroom rules are: (a) provided to each student and parent; (b) focused on positive attitudes and being committed to learning, and (c) in compliance with school and district rules, including attendance and tardiness.

The School-Wide Positive Behavior Support program is still under development by the district. Our school has initiated the following discipline activities necessary to implement a positive, behavior support program. Each teacher will develop a classroom management plan consistent with our school-wide positive behavior plan. School-wide positive behavior will be supported through “Tiger Roar” and “Caught Ya’ Caring”. Tiger Roar is an incentive program that rewards students for good behavior once each grading period in the form of participating in a special event. Caught Ya’ Caring is a program that rewards individual students with a treat for random acts of kindness and for showing good character.

School Improvement Team: SWPBS Leader

Erica Marion SWPBS Committee:Shannon Waskom, Donna Clause, Kim Muller, and Cindy Gauthreaux

All School Personnel:

Implementation checks via faculty sign-in forSWPBS plan development meetings(11/04 - 12/04) Effectiveness checks via grade group meetings for the weeks of 2/7/05, 3/7/05, 4/4/05, & 5/2/05.

(Implementation) Members of the School-Wide Positive Behavior Support team will develop and implement a SWPBS plan with input from the faculty. (Effectiveness) 100% of the faculty will participate in the development and implementation of the SWPBS plan as demonstrated by discussions at grade-level meetings.


Articulation – For the Covington Learning Community, the administrative staff will participate in the Annual Administrator’s Retreat as a Learning Community. Representatives of the school (administrator, SIP chair, and teacher leaders) will attend a one-day data retreat at the Instructional Technology Center. This activity is designed to (a) improve communication, (b) examine student data, and (c) plan improvement activities within the school and community.

Each month, the principal will attend a monthly meeting with the Superintendent and other central office staff to discuss aspects outlined in the “Expected Impact” column. Principals within the learning community will have time to collaborate on improvement efforts underway at their schools and future initiatives within the community. Between scheduled meetings, principals will post and collaborate on information associated with “Expected Impact” using Blackboard.



(Implementation) Members of the Learning Community will attend all scheduled activities so that the school is represented at all activities. (Effectiveness) 100% of the schools in the Learning Community will have an approved improvement plan that addresses those aspects outlined in the “Expected Impact.” 98% of all discussion threads on Blackboard will be responded to by each school’s principal. Discussion threads will focus on the GLEs, UbD, and performance assessment


Reducing the Performance Gap – SWD. All teachers and paraprofessionals providing instruction to SWD will reinforce CL associated with demonstrating an understanding of the concepts, processes, and real-life applications of measurement. Emphasis will be placed on:M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the taskM-3-E: using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperatureM-5-E: demonstrating the connection of measurement to the other strands and to real-life situations

A master schedule will be modified to ensure an additional math class is provided for targeted SWD whose IEPs warrant such intervention. Staff teaching self-contained and resource students will use a direct instruction approach to address student math deficits. This program will be aligned in scope and sequence to both the individual needs of the student and the mathematics standards, with emphasis on selected GLEs. Special and regular education teachers will coordinate lesson and unit plans to address the unique SWD needs in non-special settings by planning collaboratively. Unique SWD needs will also be addressed through prescribed modifications and accommodations, along with differentiated instruction. The REACT process of Relating, Experiencing, Applying, Cooperating, and Transferring knowledge (REACT), i.e., linking the concept to prior knowledge, discovering new knowledge through hands-on activities, applying knowledge to real-world situations, solving problems collaboratively, and transferring knowledge to new situations will be used by all teachers throughout the school year. Professional development opportunities will be made available through the Special Education office.

Amiee Woessner(Principal)

Diane Bourgeois(Asst. Principal)

Beth Hill(Special Ed. Dept. Chair)

Emily Bond(Resource Teacher)

All regular and special education staff teaching ELA to SWD

Implementation checks 9/04 via master schedule and IEPs (Framing).Implementation checks via REACT checklist prior to the last week of each quarter.

Effectiveness checks: Interims and Grading Periods –11/11/0412/21/042/2/033/10/044/4/045/25/05

(Implementation) 100% of all IEPs will be in compliance with IDEA. 100% of all lesson plans will address the REACT process and show evidence of collaborative planning. (Effectiveness) 80% of the targeted students will not receive an interim or quarterly grade below a “C” in math.


PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYStudent performance data will be used to evaluate each selected objective and the overall (aggregate) impact of the targeted strategy. The evaluative methods will comply with those criteria outlined by the Joint Committee on Standards for Educational Evaluation (Reference-http://www.wmich.edu/evalctr/jc).* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content, & Process)


STRATEGY PLANNING WORKSHEET(Science)

GOAL 3:To improve student proficiency in applying reasoning and problem-solving skills to their reading, analyzing, and responding to text across academic areas.


OBJECTIVE 1:3. (LA Accountability) To increase, by no less than 10%, the percentage of

students scoring at the 46th percentile or higher on the English-language arts component of the norm-referenced assessment., reading total subtest ( 64.7 % in 2004 to 71.2% in 2005 )

4. (NCLB Accountability) To increase by no less than 10% the percentage of students scoring proficient on the English-language arts component of the standards-based assessment (77.3% in 2004 to 85.03% in 2005).

Targeted SubgroupsBlack:61.5% to 67.6%,White:84.0% to 92.4%, ED:68.6% to 75.5% SWD:21.4% to 47.6%


Stimulates higher order thinking at the appropriate grade levels (HOT).


ACTION PLAN


PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(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.

Emphasis will e placed on:ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

During English language arts, students will be engaged in the process of Relating, Experiencing, Applying, Cooperating, and Transferring knowledge (REACT), i.e., linking the concept to prior knowledge, discovering new knowledge through hands-on activities, applying knowledge to real-world situations, solving problems collaboratively, and transferring knowledge to new situations.

Targeted students will engage in tutoring sessions utilizing Project Read in the Title I Reading Lab to enhance phonemic awareness, LEAP tutoring guide in the Remediation and Intervention programs to focus on targeted GLE’s, and Achievers’ Club in the Acceleration program to promote higher order thinking.

Instructional staff


Mrs. Bourgeois

(Asst. Principal)

Title I Reading Teacher,

LEAP Tutors, and Teachers

All students

Weekly

Selected students scoring below level in reading

Daily

Title I

LEAP

Title I

100 14,650 (Implementation) The principal and assistant principal will observe and assess English language arts lessons using a REACT checklist each week and provide written feedback to the teachers.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of the learning strategies.

(Implementation) The principal, Title I teacher, and grade level teachers will examine student portfolios to determine eligibility and appropriate placement.

(Effectiveness) Teachers will monitor weekly reading assessments and formal assessments (i.e., STAR assessment, DRA, Dibels).


Teachers will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, and distinguishing fact/opinion from opinion/probability, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on:ELA-7-E3 (author’s life and times are reflected in a text); ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Teachers will be engaged in collaborative unit planning of English language arts curriculum and time lines, and will utilize a REACT checklist to incorporate the REACT learning strategies.

Instructional staff


Mrs. Bourgeois

(Asst. Principal)

All students

Weekly

General Fund

100 (Implementation) The grade-level teachers will collaboratively develop unit lesson plans using the REACT checklist each week.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist weekly to support implementation of learning strategies.


Professional development (PD) for teachers will focus on 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.Emphasis will be placed on: ELA-7-E3 (author’s life and times are reflected in a text);ELA-7-E2 (Justify solutions to problems in text by verifying, confirming, and supporting), and ELA-7-E4 (demonstrate understanding of information using a variety of strategies)

Teachers will participate in on-site professional development in English language arts unit planning utilizing the REACT learning strategies.Teachers will use higher order thinking strategies from their Bloom’s Taxonomy flip chart to develop and incorporate HOT questions in lessons.

Instructional staff


Mrs. Bourgeois

(Asst. Principal)

Instructional staff

Quarterly

General Fund

100 (Implementation) The grade-level teachers will participate in quarterly professional development inservices as evidenced by sign-in sheets and inservice agendas.

(Effectiveness) The grade-level teachers will complete a faculty survey on the effectiveness of the quarterly professional development inservices.


Parental involvement (PI) activities will assist in the monitoring of teacher and 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.

Parents and students will engage in selected English-language arts activities using bi-weekly parent involvement letters which incorporate the REACT learning strategies.

During such events as Family Literacy Night, Super Saturday (LEAP), and parent/teacher conferences, parents will be given activities and resources that promote student higher order thinking skills.

Instructional staff

Parents

Students


staff

Parents

Students

Monthly

StudentsParents

General Fund

Title I

100

300 $900




(Effectiveness) The principal will review parent/student surveys completed for each family involvement event.


Technology (Tech) for teachers and students will assist in developing 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.

Teachers will integrate technology into English language arts unit planning to aid in the implementation of the REACT learning strategies utilizing selected media, i.e., concept mapping software, presentation software, reading comprehension assessment software, audio materials, etc.

Students will use technology tools for word processing and writing, communication, and publishing activities for a variety of audiences.

Instructional staff

Principal

Assistant Principal

Instructional staff

All students

All students

General Fund

100 (Implementation) The grade-level teachers will develop unit lesson plans that integrate technology each week to support the REACT learning strategies.

(Effectiveness) Grade-level teachers will complete a self-monitoring REACT checklist with a technology integration component weekly to support implementation of learning strategies.


The administrative staff will participate in the Annual Administrator’s Retreat as a Learning Community. Representatives of the school (administrator, SIP chair, and teacher leaders) will attend a one-day data retreat at the Instructional Technology Center. This activity is designed to (a) improve communication, (b) examine student data, and (c) plan improvement activities within the school and community. Each month, the principal will attend a monthly meeting with the Superintendent and other central office staff to discuss aspects outlined in the “Expected Impact” column. Principals within the learning community will have time to collaborate on improvement efforts underway at their schools and future initiatives within the community. Between scheduled meetings, principals will post and collaborate on information associated with “Expected Impact” using Blackboard.



(Implementation) Members of the Learning Community will attend all scheduled activities so that the school is represented at all activities. (Effectiveness) 100% of the schools in the Learning Community will have an approved improvement plan that addresses those aspects outlined in the “Expected Impact.” 98% of all discussion threads on Blackboard will be responded to by each school’s principal. Discussion threads will focus on the GLEs, UbD, and performance assessment


PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYStudent performance data will be used to evaluate each selected objective and the overall (aggregate) impact of the targeted strategy. The evaluative methods will comply with those criteria outlined by the Joint Committee on Standards for Educational Evaluation (Reference-http://www.wmich.edu/evalctr/jc).* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content & Process)


TOTAL SCHOOL BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDSFUNDING SOURCES*

TITLE I TITLE V TOTAL

SALARIES (100) 87,766.52

EMPLOYEE BENEFITS (200)

36,230.11

PURCHASED PROFESSIONAL and TECHNICAL SERVICES (300)

900.00

PURCHASED PROPERTY SERVICES (400)

0.00

OTHER PURCHASES SERVICES (500)

1,094.00

SUPPLIES (600) 6,876.11 1,579.17

INDIRECT COSTS (If applicable)

6,963.94

PROPERTY (700) 0.00

OTHER OBJECTS (800)

0.00

OTHER USES OF FUNDS (900)

0.00

TOTAL 139,830.68 1,579.17

*Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II – Part A (Professional Development), Part D (Technology); Title III –English Language Proficient; Title V – Parental Choice and Innovative Programs; Title VII – Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska


Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc.


budget WORKsheet by achievement goal and funding sourceFUNDING SOURCES*

PROFESSIONAL DEVELOPMENT FAMILY INVOLVEMENT OTHER

Goal 1 Goal 2 Goal 3 Total Goal 1 Goal 2 Goal 3 Total Goal 1 Goal 2 Goal 3 Total

1. TITLE I

2. TITLE II

TOTALS

*Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II – Part A (Professional Development), Part D (Technology); Title III –English Language Proficient; Title V – Parental Choice and Innovative Programs; Title VII – Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc.


Appendix AStakeholder Participants (Beliefs, Vision & Mission Statements)


Appendix BGeopolitical, Demographic and Economic Data

St. Tammany Parish

Geopolitical Data

St. Tammany Parish, located on the north shore of Lake Pontchartrain has easy access to New Orleans via the Causeway or the I-10 Twin span. Interstates 12, 10, 55 and 59, U.S.190 and a vast array of state highways conveniently tie us to the entire country. New Orleans International Airport is less than an hour away. Our population is 144508 people in 57993 households. The land area is 854.4 square miles (546845 acres); the water area is 269.7 square miles (172583 acres). St. Tammany Parish is located at latitude 30.40 degrees North, longitude 89.96 degrees West. The fastest growing region in Louisiana, with an influx of approximately 500 people per month, St. Tammany's present population is estimated at 170,000. Named after Delaware Indian Chief Tamenand, the parish was first explored in 1699 by French-Canadian Pierre Le Moyne Iberville, the first European to sight Lake Pontchartrain in what is now Louisiana. It wasn't until 1785, that families from Georgia and the Carolinas began to settle the territory. Claims were staked along the Tchefuncte, Bogue Falaya and other rivers and bayous, and in time villages became cities, while much of the pristine rural areas of St. Tammany Parish have been kept intact.

Demographic Data

Urban & rural (2000) St. Tammany

Parish LouisianaUnitedStates

Total population 191,268 4,468,976 281,421,906

Urban 74.8% 72.6% 79.0%

Rural (farm) 0.3% 0.7% 1.1%

Rural (not a farm) 24.9% 26.7% 19.9%

Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. <http://www.gnocdc.org>

Long-term residents & newcomers (2000) St. Tammany


Total population 5 years and over living in the Greater New Orleans (GNO) area in 2000 177,826 3,132,804 210,418,424

Lived in same house in 1995 54.7% 58.1% 53.0%

Lived in different house in the GNO area in 1995 30.8% - -

Lived outside the GNO area in 1995 14.5% - -



Total Numbers (2000) St. Tammany


Population 191,268 4,468,976 281,421,906Total households 69,253 1,656,053 105,480,101

Family households 52,727 1,156,438 71,787,347Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. http://www.gnocdc.org

Gender (2000) St. Tammany


Female 51.0% 51.6% 50.9%Male 49.0% 48.4% 49.1%

Age (2000) St. Tammany


5 years old and under 8.6% 8.5% 8.2%6-11 years old 9.7% 9.2% 8.9%12-17 years old 10.1% 9.5% 8.6%18-34 years old 19.4% 24.3% 23.8%35-49 years old 26.3% 22.5% 23.2%50-64 years old 15.9% 14.5% 14.9%65-74 years old 5.7% 6.3% 6.5%75-84 years old 3.3% 3.9% 4.4%85 years old and older 1.0% 1.3% 1.5%

Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. http://www.gnocdc.org

Racial & ethnic diversity (2000) St. Tammany


Black or African American 9.8% 32.3% 12.1% White 85.3% 62.6% 69.2%Asian 0.7% 1.2% 3.6%


http://www.gnocdc.org/

http://www.gnocdc.org/

American Indian 0.4% 0.5% 0.7%Other 0.2% 0.1% 0.3%2 race categories 1.1% 0.9% 1.6%Hispanic (any race) 2.5% 2.4% 12.5%

Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. <http://www.gnocdc.org>

Marital status (2000) St. Tammany


Total population 15 years and older 146,499 3,466,380 221,148,671 Never married 21.0% 28.6% 27.1% Married 61.2% 51.2% 54.4% Separated 1.7% 2.6% 2.2% Widowed 6.0% 7.4% 6.6% Divorced 10.1% 10.2% 9.7%


Households by type (2000) St. Tammany


Total households 69,253 1,656,053 105,480,101Female householder (no husband present) with children under 18 7.7% 11.9% 8.4%Male householder (no wife present) with children under 18 2.5% 2.6% 2.4%Married-couple family, with children under 18 32.1% 24.3% 24.9%Nonfamily households, with children under 18 0.4% 0.4% 0.4%Households with no people under 18 years 57.3% 60.8% 63.9%

Children in households (2000) St. Tammany


Population under 18 years in households 54,211 1,214,204 71,970,901 Children living as head of household 0.1% 0.1% 0.1% Children living with mother only 14.2% 24.6% 18.5%


Children living with father only 4.2% 4.8% 4.9% Children living with married parents 73.1% 57.0% 66.2% Children living with grandparents 5.7% 9.7% 6.3% Children living with other relatives 1.3% 2.2% 2.1% Children living with non-relatives 1.4% 1.6% 1.9%

Elderly in households (2000) St. Tammany


Elderly in households 18,176 485,182 32,998,132 Living alone 25.5% 30.7% 29.5% Living in family households 72.3% 67.2% 68.0% Living in non-family households 2.2% 2.1% 2.5%

Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. <http://www.gnocdc.org>

Children in foster care (1998) St. Tammany

Parish Louisiana United

StatesChildren in foster care 323 5,911 na Children in foster care rate per 100,000 555.6 440.3 na

Source Citation: Agenda for Children. 1999 Kids Count Data Book on Louisiana's Children.

Supervision of children (2000) St. Tammany


Total children under 6 in families and subfamilies 15,498 353,949 21,833,613

Children under 6 in families where both parents or the single parent works 57.2% 59.1% 58.6%

Children under 6 in families where at least one parent does not work 42.8% 40.9% 41.4%

Total children 6-17 in families and subfamilies 36,294 772,612 46,049,013

Children 6-17 in families where both parents or the single parent works 63.9% 64.9% 67.4%

Children 6-17 in families where at least one parent does not work 36.1% 35.1% 32.6%



Grandparents as caregivers (2000) St. Tammany


Total grandparents living in households with grandchildren under 18 3,536 122,240 5,771,671

Grandparent responsible for grandchildren under 18 47.1% 54.9% 42.0%

Grandparent not responsible for own grandchildren under 18 52.9% 45.1% 58.0%


http://www.gnocdc.org/st_tammany/people.html

Economic Data

Household income type (2000) St. Tammany


Total households 69,281 1,657,107 105,539,122

Wage or salary income 79.7% 75.4% 77.7%

Self-employment income 13.6% 9.8% 11.9%

Social Security income 22.8% 25.2% 25.7%

Supplemental security income 3.5% 6.1% 4.4%

Public assistance income 1.9% 3.3% 3.4%


Median household income (2000) St. Tammany


Median household income $47,883 $32,566 $41,994

Average household income (2000) St. Tammany



http://www.gnocdc.org/st_tammany/people.html

Average household income $61,565 $44,833 $56,644

Average household income for households reporting less than $200,000 $54,421 $40,183 $49,239

Average household income for households reporting more than $200,000 $310,485 $367,701 $361,490


Income distribution (2000) St. Tammany


Total households 69,281 1,657,107 105,539,122

Less than $10,000 8.1% 15.7% 9.5%

$10,000-14,999 5.4% 8.6% 6.3%

$15,000-19,999 5.6% 7.6% 6.3%

$20,000-24,999 5.8% 7.4% 6.6%

$25,000-29,999 5.8% 7.0% 6.4%

$30,000-34,999 5.5% 6.5% 6.4%

$35,000-39,999 5.5% 5.9% 5.9%

$40,000-44,999 5.5% 5.3% 5.7%

$45,000-49,999 4.7% 4.5% 5.0%

$50,000-59,999 9.3% 7.9% 9.0%

$60,000-74,999 10.9% 8.6% 10.4%

$75,000-99,999 12.3% 7.6% 10.2%

$100,000-124,999 6.8% 3.4% 5.2%

$125,000-149,999 3.1% 1.4% 2.5%

$150,000-199,999 2.9% 1.2% 2.2%

$200,000 or more 2.8% 1.4% 2.4%


Population in poverty (2000) St. Tammany Louisiana United


Parish StatesTotal population for whom poverty status is determined 188,661 4,334,094 273,882,232

People living in poverty 9.7% 19.6% 12.4%

People living at or above poverty 90.3% 80.4% 87.6%

Poverty status by age (2000) St. Tammany


Total population 0-5 for whom poverty status is determined 16,024 375,393 22,636,650

Children 0-5 living in poverty 13.1% 29.0% 18.1%

Children 0-5 living at or above poverty 86.9% 71.0% 81.9%Total population 6-11 for whom poverty status is determined 18,249 403,616 24,587,815


Children 6-11 living at or above poverty 89.0% 73.2% 83.1%Total population 12-17 for whom poverty status is determined 19,297 421,352 23,700,796


Children 12-17 living at or above poverty 87.1% 75.6% 85.2%Total population 18-64 for whom poverty status is determined 116,956 2,644,159 169,610,423

Adults 18-64 living in poverty 8.5% 17.0% 11.1%

Adults 18-64 living at or above poverty 91.5% 83.0% 88.9%Total population 65 and older for whom poverty status is determined 18,135 489,574 33,346,548

Adults 65 and older living in poverty (%) 10.1% 16.7% 9.9%

Adults 65 and older living at or above poverty (%) 89.9% 83.3% 90.1%


Families in poverty (2000) St. Tammany


Total families below poverty level 4,041 183,448 6,620,945

Female householder (no husband present) 44.6% 52.2% 44.4%


with own children under 18

Male householder (no wife present) with own children under 18 8.4% 5.9% 6.8%

Married-couple family with children under 18 24.0% 19.9% 26.7%

Families with no children under 18 23.0% 22.0% 22.1%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. <http://www.gnocdc.org>

http://www.gnocdc.org/st_tammany/income.html

Moredata

NAICScode Description

Estab-lish-

ments

Sales, receipts

or shipments($1,000)

Annualpayroll

($1,000)

Paidemployees

21 Mining (not published for counties) N N N N 22 Utilities (not published for counties) N N N N 23 Construction (not published for counties) N N N N 31-33 Manufacturing 127 373,742 61,296 2,699

42 Wholesale trade 252 6,604,024 75,263 2,070

44-45 Retail trade 749 1,511,469 135,300 9,479 48-49 Transportation & warehousing (not published for counties) N N N N 51 Information (total not published for counties) N N N N 52 Finance & insurance (not published for counties) N N N N 53 Real estate & rental & leasing 156 86,428 14,541 739

54 Professional, scientific, & technical services 401 125,379 45,528 1,789 55 Management of companies & enterprises (not published for counties) N N N N 56 Administrative & support & waste management &remediation services 184 97,185 34,288 1,938

61 Educational services 32 7,857 2,175 153

62 Health care & social assistance 444 345,032 141,407 5,248

71 Arts, entertainment, & recreation 55 35,940 10,085 869

72 Accommodation & foodservices 345 170,691 44,825 5,415

81 Other services (except public administration) 239 81,375 21,609 1,263http://www.census.gov/epcd/ec97/la/LA103.HTM


http://www.census.gov/epcd/ec97/la/LA103.HTM

http://www.census.gov/epcd/ec97/def/81.HTM











http://www.census.gov/epcd/ec97/def/48-49.HTM







http://www.census.gov/epcd/ec97brdg/def/EMP.HTM

http://www.census.gov/epcd/ec97brdg/def/EMP.HTM

http://www.census.gov/epcd/ec97brdg/def/PAY.HTM



http://www.census.gov/epcd/ec97brdg/def/ECVALUE.HTM



http://www.census.gov/epcd/ec97brdg/def/ESTAB.HTM



http://www.gnocdc.org/st_tammany/income.html

http://www.census.gov/epcd/ec97/la/LA103_31.HTM












Appendix CNSDC Standards for Staff Development

Context Standards

Staff development that improves the learning of all students: • Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) • Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) • Requires resources to support adult learning and collaboration. (Resources)

Process Standards

Staff development that improves the learning of all students:


•Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)

• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) • Prepares educators to apply research to decision making. (Research-Based) • Uses learning strategies appropriate to the intended goal. (Design) • Applies knowledge about human learning and change. (Learning) • Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards

Staff development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)

• Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)

• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

http://www.nsdc.org/

Appendix DScientifically-based Research Strategies

Readinghttp://www.nifl.gov/partnershipforreading/publications/k-3.html

Mathhttp://www.ed.gov/offices/OESE/SASA/ms/index.html


http://www.ed.gov/offices/OESE/SASA/ms/index.html

http://www.nifl.gov/partnershipforreading/publications/k-3.html

http://www.nsdc.org/

Appendix EExternal Technical Support and Assistance


Appendix FComprehensive Needs Assessment


whole school sps: crt trend data€¦ · web viewstudents will use technology tools for word...

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