School Improvement Plan School Wide Plan...School Improvement Plan D 8 ISTRICT ASSURANCE For schools in School Improvement and in the SIG Tiers, I hereby certify that this plan was

School Improvement Plan

1

School Wide Plan

Submission Date: September 13, 2019

Morehouse Elementary School K-6th grade

1001 W Madison Ave. Bastrop, LA 71220

Marilyn Taylor & Wendy Coleman (318) 281-0776

[email protected] [email protected]

Morehouse Elementary Mission Statement: “To promote academic growth for all students through quality teaching by empowering lifelong learning.”

Vision Statement: “To become an Academically Acceptable School.”

mailto:[email protected]

mailto:[email protected]



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School Profile Check where applicable:

Charter School

Alternative School

School in School Improvement

Academically Unacceptable Schools – Year 1 School Improvement – Year 1

Academically Unacceptable Schools – Year 2 School Improvement – Year 2

Academically Unacceptable Schools – Year 3 Corrective Action – Year 1

Academically Unacceptable Schools – Year 4 Corrective Action – Year 2

Restructuring

Title I School

Schoolwide Targeted Assistance

Member of Southern Association of Colleges and Schools

Teacher Advancement Program (TAP)

Distinguished Educator

Literacy and Numeracy

Grant Application

Name of Grant: 21st Century & LFOS Grant

Contact Person: Maria Theresa Yabut

Phone: 318-281-5588

E-mail: [email protected]


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Each school operating a schoolwide program must include all ten components in their plan. All schoolwide schools in improvement status must include the ten requirements for schools in improvement.

Ten Components of a Schoolwide Program "Tools" Pages

Ten Requirements of a School Improvement Plan Your SIP

Pages

1.A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards.

23 – 25 1. An effective needs assessment

2. Schoolwide Reform Strategies 32 – 39 2. A strategy for school improvement is a method for achieving the identified objectives. (e.g., using graphic organizers, visual imagery, and summarization). Scientifically Based Research (ESEA; Title IX, Part A) is research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

3. Instruction by Highly Qualified Teachers

Rubric, Page 80

3. Provide an assurance that the instruction will be provided by highly qualified teachers. In addition, job-embedded professional development will be directed to address the needs of teachers and other staff members in the school to ensure academic achievement problems are identified for improvement.


4. High quality and ongoing professional development for – Teachers Principals Paraprofessionals

45 – 49 4.Effective Professional Development incorporates the following:

Focuses on the knowledge, skills, and attitudes required of teachers, administrators, and other school employees so all students can learn and perform at high levels

Creates a learning community in which substantive professional development is linked primarily to content knowledge and instructional strategies

Provides opportunities for job-embedded professional development

Provides plans for follow-up and support to ensure teacher/student learning

Focuses on student needs

Prepares educators to demonstrate high expectations for all student learning

5. Strategies to attract high-quality highly qualified teachers to high-need schools

Attached to School Improvement Plans

5. Provide a District plan or policy Teacher Quality Strategies (plan for attracting high quality teachers) Identify revision date on School Policy chart, page 15 of SIP.

6. Strategies to increase parent involvement (Such as family literacy services)

50 – 55 6. Effective family involvement:

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. (Such as Head Start, Even Start, Early Reading First, or a State-run preschool program)

http://www.ed.gov/policy/elsec /guid/preschoolguidance.pdf

7. Serving Preschool Children Under Title I Non-Regulatory Guidance: Section B-11.

Professional development

Teacher classroom visits

Children portfolios

http://www.ed.gov/policy/elsec


8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Curriculum Section, pages 56 – 69

Rubric, pages 78 – 81

8. What processes are in place for administrator(s) to identify teachers’ professional development needs related to content, instructional strategies, and classroom assessment? The SIP must present the actual people who will see the activities have taken place, not only the trainer, model provider, or a group of people, but those who will be responsible for setting them up and ensuring they are completed.

9. Activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards are provided effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

56 – 69 9. The Administration monitors the Taught Curriculum

Teacher teams, with the SIT and School Support Team improves the Taught Curriculum

10. Coordination and integration of Federal, State, and local services and programs

70 – 72 10. Effective coordination of resources


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DATA PORTFOLIO

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

o Subgroup Component Report and Principal’s Report Card for the last three years.

o Summary of Findings of Survey Data and all source documents. (Teachers, Parents, Students, and Principal) May be completed

online. If Parent sample size is inadequate, there must be Parent Focus Group(s).

o Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional for

Schools in School Improvement)

o Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional for

Schools in School Improvement)

o Copy of the Data Triangulation Form

o Comprehensive Needs Assessment: Final Report

o DRA or DIBELS Reports

o Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.)

o Data Notebook (for schools participating in School Analysis Model-SAM 2000 or LANA online)

o Cognitive Summary Data (iLEAP, LEAP/GEE, ACT, PSAT, etc.)

o Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective Action

Plans)

o Scholastic Audit Next Steps, if applicable.


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DISTRICT ASSURANCE

For schools in School Improvement and in the SIG Tiers, I hereby certify that this plan was developed with the assistance of a District Assistance Team and State-level School Support Team in collaboration with the School Improvement Team.

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

writing of the plan. I hereby certify that this plan has all of the following components:

A statement of the school's mission

Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information: Data Triangulation tables Data Comprehensive Needs Assessment Summary Report

Goals and measurable objectives

Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment

Professional Development components aligned with assessed needs and strategies to attract and keep high quality teachers

Plans for transitioning pre-school children to local elementary school programs

Family and community involvement activities aligned with assessed needs

Evaluation strategies that include methods to measure progress of implementation

Coordination of fiscal resources and analysis of school budget (possible redirection of funds)

An action plan with timelines and specific activities for implementing the above criteria I further certify that the information contained in this assurance is true and correct to the best of my knowledge.

__________________________________________________ Superintendent's signature

_____________________________________________________ Principal's signature

__________________________________________________ District Assistance or School Support Team Leader

_____________________________________________________ Chair, School Improvement Team


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SCHOOL POLICIES AND PARTNERSHIPS

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

Crisis Management (emergency/evacuation plan) § 339/741 Fall 2019 Yes No

Discipline/Behavior Plan (Juvenile Justice Reform Act requirement) § 1301/741 and § 1127/741 Fall 2019 Yes No

Family Involvement Policy § 1903/741 and § 1118/Title I Fall 2019 Yes No

Security Procedures (metal detectors, etc.) § 339/741 Fall 2019 Yes No

Safe and Drug-Free Prevention Activities § 1127/741 and § 2305/741 Fall 2019 Yes No

Student Code of Conduct § 1115/741 Fall 2019 Yes No

Teacher Quality Strategies (plan for attracting high quality teachers) § 1114/Title I Fall 2019 Yes No

Transition Plan for Pre-School Children § 1114/Title I N/A Yes No

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

University University of Louisiana at Monroe/Louisiana College

Technical Institute Louisiana Delta Community College

Feeder School(s) District Elementary school transfers based on school zones (Delta Elementary, Morehouse Magnet, & Beekman Charter, Virtual/Home study)

Community Greater Magnolia Baptist Church, New Jerusalem II Baptist Church, Morehouse Parish Sheriff’s Office

Business/Industry Johnny’s Pizza, Wal-mart, Bastrop Daily Enterprise, Super 1 Foods, Tractor Supply, Fiesta Linda, Sonic, & McDonalds

Private Grants 21st Century Grant, LFOS Grant

Other N/A


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DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP. Part Ia: Rank-order the identified areas of strength (3-5) from the student performance (cognitive data), behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:

STRENGTHS (100 characters per box) DATA SOURCE/INSTRUMENT (100 characters per box)

1. 4th grade ELA-Reading Performance- 33% Moderate/Strong overall rating LEAP 2025, 2019 Results

2. 3rd-6th grade ELA- Reading Performane-3rd- 21%, 4th-31% & 5th-25% Moderate/Strong Rating in Informational Text; 6th-23% in Vocabulary

LEAP 2025, 2019 Results

3. 3rd grade Math Performance/Major Content- 36% Moderate/Strong overall rating; 4th 29% Solving Multistep Problems


4. 5th grade Math Performance- Solving Fraction Problems- 22% Moderate/Strong Rating


5. 75-85% Parental Participation with Parent Teacher Conferences/Back to School Night/Literacy Nights

2019 Parental Involvement Binder

Part IIa. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified strengths:

CONTRIBUTING FACTORS TO THE STRENGTHS (100 characters per box)

DATA SOURCE/INSTRUMENT (100 characters per box)

Implementation of SIP strategies focused on targeted weaknesses LEAP 2025, 2019 Results

Implementation of Guidebooks & Increased exposure to Informational Text Teacher Observations/Lesson Plans/Generation Ready Reports

Implementation of Title I paraprofessionals scheduled with ELA/Math teachers Paraprofessional logs/schedules

PLC’s and professional communities/Collaboration (mentoring new teachers etc.) Professional Development & Committed Teachers


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DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT

Part Ib: Rank-order the identified areas of weakness (3-5) from the student performance (cognitive data), behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:

WEAKNESSES (100 characters per box) DATA SOURCE/INSTRUMENT (100 characters per box)

1. 3rd-6th grade ELA- Written Expression lowest across all grade levels 3rd-86%, 4th-76%, 5th-79%, & 6th-89%


2. 3rd-6th grade Social Studies- Overall Avg. 87% in Economics, Geography & History


3. 6th grade Math-Major Content, 94% Weak overall rating LEAP 2025, 2019 Results

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

CONTRIBUTING FACTORS TO THE WEAKNESSES (100 characters per box)

DATA SOURCE/INSTRUMENT (100 characters per box)

1. Lack of implementation of LDOE resources relating relevant examples, unique situations, or current events to the content

LA Dept. of Education, Louisiana Believes

2. Postponed or Lack of Coordinated Resources relating to the LEAP 2025 Assessment Test & the focus predominantly on tested standards and pacing

LA Dept. of Education, Louisiana Believes/District pacing & distribution of resources available for Social Studies

3. High number of uncertified teachers/use of non TIER 1 math curriculum for 6th grade

LEAP 2025 Data Results indicating 6th grade were Weak in Major Content area

4. Lack of certified personnel/high turnover of subs & teachers Newly merged school/employees (Closures of Schools Mid-Year/RIF Policy)

2018-2019 School Culture/Climate, Teacher informal/verbal questionnaires

The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to the strategies.


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Action Plan - Activities indicated should address all subgroups

GOAL 1 By spring of 2020, all students will reach high standards by increasing the numbers of students scoring basic or above in ELA and Social Studies by 35%.

Research-Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL

Provide an explanation for not selecting one of the three recommended strategies:

OBJECTIVES(150 Characters): Up to 3 DESIRED OUTCOMES(150 Characters):

1.1 K-DRDP Academic Levels will increase class average to 75% or above average.

Students improvement in the following areas of ELA:

Alphabet/Sounds, Word recognition, & Word fluency in grade K

1.2 75% of K-2nd regular and students with disabilities will reach proficiency measured by an End of Year District Standards based ELA/Social Studies assessment.

Student improvement in the following areas of ELA:

Alphabet/Sounds, Word recognition, Vocabulary, & Comprehension/Retelling

1.3 To increase the percentage of 3rd-6th Grade LEAP performance score for both regular ed. and students with disabilities by having more students scoring proficient or higher in these two areas by at least 35%.


Vocabulary/Language, Reading/SS Performance- Comprehension, Literary/Informational Text, & Written Expression

1.4 To increase our School Performance overall by at least 2-4% of all regular ed. and students with disabilities scoring proficient or higher.


Vocabulary/Language, Reading/SS Performance- Comprehension, Literary/Informational Text, & Written Expression


Activity Responsible Person

Target Date(s)/Tim

eline

Estimated Cost/Fundin

g Source

Evidence of Effectiveness and Implementation (indicate data

instrument to be used, what will be measured or assessed, by

whom and frequency

CURRICULUM/INSTRUCTION 1.1 Implement strategies and activities related to the area of English Language Arts and Literacy and student centered activities. Classroom Reduction teacher & ELA Interventionist teacher will be employed to reduce teacher/student ratio with closer focus on student’s individual needs in the area of ELA/SS. Implement student centered activities school wide K-6th grade These will include: R.A.C.E. Writing Strategies, Irla/Arc Curriculum, Guide Books 2.0, Accelerated Reader, Cooperative Learning Groups, Depth of Knowledge Questioning Strategies/Higher Order Thinking Skills, and Scholastic/Weekly Readers. Teachers will be incorporating resources such as Social Studies tasks, supplied by the Louisiana Believes. Technology/ C.A.I.: Smart Boards, Document Cameras with student manipulation, Computer Programs: 1. eDirect, 360 LEAP, EAGLE, K-2 Formative Tasks 2. Star Reading/Accelerated Reading/Books/Moby Max- Reading 3. Irla/Arc curriculum/School Pace 4 Google Classroom/Chromebooks

K-6th Classroom Teachers

Classroom Reduction & ELA Interventionist

Teacher

K-6th All Classroom Teachers,

Paras, Students

K-6th Teachers All Classroom Teachers &

ELA Interventionist Teacher

Sept. 2019 (daily)

Sept. 2019 (weekly) Sept. 2019 (weekly) Sept. 2019 (weekly)

N/A 40,000.00 12,000.00 15,000.00

Informal and formal observations, lesson plans, display student work Informal and formal observations, weekly lesson plans, data walls, student data binders, display student work. Reports and printouts to show evidence of student growth and usage. Observations & checklists .

1.2 Morehouse Elementary will be offering ELA tutoring during afterschool tutoring for grades 2-6. Strategies and activities will be rigorous and geared toward preparation of upcoming LEAP state testing. The following materials will be utilized to prepare students:

LDOE Practice Tests

LA Believes Released Tasks/Test Items

LEAP ELA/SS Prep. Materials

Teacher selected curriculum resources aligned to grade level/content standards

Title I Coordinator Mrs. Taylor

21st Century Site

Coordinator Mrs. Carson

Tutoring Teachers & Paraprofessionals

Sept. 5, 2019-2020 Mon./Wed. & Thursday (fall & spring)

16,000.00 N/A N/A

Informal observations, lesson plans, display student work, tutoring attendance logs


ASSESSMENT

1.1 The DRDP will be administered to Kindergarten students to measure the skills and concepts to aid in developing instruction for the students.

1.2 The District Benchmark Standards test will be administered to K-2nd grade students to measure the skills and concepts to aid in developing instruction for the students. LEAP 360 Diagnostic/Interim tests given for grades 3rd-6th.

1.3 Teachers in grades K-6th will design weekly test similar to LEAP 2025 & analyze data during Grade Level/PLC Meetings to prepare students prior to testing for the upcoming spring testing & assessments. 3rd-6th grade teachers will analyze and use LEAP 360 test items in daily/weekly instruction, test, or as bellringers.

1.4 Teacher created Common Formative/Summative Assessments from PLC process.

K Teachers Teachers/Paras DIBELS Team Mrs. Carson (Instructional Fac.), All Classroom K-6th Teachers/Paras

Aug. 2019- May 2020 Aug. 2019- May 2020 Aug. 2019- May 2020 Aug. 2019- May 2020

N/A N/A N/A N/A

Fall/Spring Results from DRDP Assessments Beg. Formal Assessment Middle/End Informal Progress Monitoring Test samples, handout samples, grade distribution sheets, Evaluation Summary, agendas, sign-in sheets Team artifacts/Tasks

PROFESSIONAL DEVELOPMENT

1.1– Teachers will attend state reading conferences and/or other professional development that will increase knowledge and use of student centered learning in the area of English Language Arts and literacy across the curricula. Teachers that attend will redeliver strategies and activities learned to the faculty and staff to increase student performance in the area of English Language Arts and literacy.

1.2 Job embedded Grade Level/PLC Meetings will be held to discuss strategies and activities that are being used in the classroom. Teachers will also continually analyze data to adjust teaching methods as needed to promote student academic achievement.

1.3 Teacher Collaborative Common Planning

1.4 Professional Learning Communities will be established for teachers to collaborate with one another by common grade/content RAMS Time.

K-6th Reading Conference Attendees Admin. Team Mentor Teachers & new teachers All Teachers/Stakeholders

Fall/Spring 2019-2020 Aug.- May (weekly) Aug.-May (monthly) Aug.- May (weekly)

4,000.00 5,000.00 N/A N/A

Evaluation, sign-in sheets, Agendas and collection of handouts from sessions attended by participants Travel Documents Redelivery of Information Grade-Level/PLC meeting log sheets, lesson plans, formal observations, informal observation, Evaluation summary

Agendas, sign-ins, observation tools Team artifacts/Tasks


PARENT INVOLVEMENT 1.1-1.4 Parental Involvement a. Back to School Night – Parents will attend and participate in a meeting designed to inform parents of the rules, procedures, and academic expectations for the upcoming school year. b. Family Literacy - Parents will attend and participate in activities designed to inform them of strategies and skills that they can use at home to improve student achievement in grades K-6th. Examples suggested by parent team members include: School Tour of individual grade levels’ classrooms, Family Luncheon, Muffins for Mom, Donuts for Dads, Parent Make and Takes etc.

c. “Book Fair” – Parents will attend and participate in a book fair to promote literacy in grades K-6th. d. Alert Now, School Website, Parent-Teacher Conferences and Phone logs- alerts parents of various activities, school calendars & announcements of events taking place at school throughout the year. e. Parent Packets – Once PLC process & teams are created, grade levels/teams will send home information for parents on different strategies and skills they can use at home as well as at school to improve student achievement. All parents will receive informational packets through their homeroom teachers. f. Weekly Newsletters, Study Guides, Weekly Test Folders, Monthly School Calendar & Newsletter- Parents will receive weekly test folders and reminders from homeroom teachers as well as a school calendar/newsletter designed to keep parents informed of the latest activities and upcoming events and provide relevant ELA strategies, resources, websites etc. g. Parent Days- parents can earn a free dress pass for their children, prizes for participation and/or attendance within the year for various parent/family events planned.

Marilyn Taylor/Wendy Coleman (Principal) (Co-Principal) School Activities Committee Select Teachers & Paraprofessionals. Admin. Team All Teachers/Paras & stakeholders School Activities Committee School Activities Committee

Aug. 2019 Oct./Apr. 2019-2020 Nov. 2019 Sept.-April Weekly & Monthly Sept.-May Weekly & Monthly

2,500.00 5,000.00 N/A N/A 1,500.00 2,000.00 N/A

Agendas, Student sign-in sheets, LEAP 2025 prep material, lesson plans Sign-in sheets, agendas, announcements, evaluations Sign-in sheets, agendas, photos, student work display Sign-in sheets Teacher contact logs, Alert Now usage, calendar and other correspondence on file, Sign-in sheets, Evaluation summary Calendar & updated school webpage Parent invitations to parental involvement workshops, parent evaluations, evaluation summary, sign-in sheets, agendas Calendar & updated school webpage, purchase requisitions

SUMMATIVE EVALUATION ELA and Social Studies End-of Year Scores, and 3rd-6th Grade ELA LEAP 360/LEAP 2025 scores will be analyzed and compared to previous year’s data for growth and the degree to which goals and objectives have been met. This data will also be used to make adjustments as needed to next year’s School Improvement Plan.

FCI-Indicates Family Community Involvement Activities C-Indicates Curriculum Activities PD-Indicates Professional Development STEM-Indicates Science, Technology, Engineering, and Mathematics Activities CCR-Indicates College and Career Readiness Activities L-Indicates Literacy Activities D – Indicates Discipline Support Activities

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GOAL 2 By spring of 2020, all students will reach high standards by increasing the numbers of students scoring basic or above in Math and Science by 35%.




2.1 K-DRDP Academic Levels will increase class average to 75% or above average.

Student improvement in the following areas of Math:

Quantity Awareness

Spatial Relationship

2.2 75% of K-2nd regular and students with disabilities will reach proficiency measured by an End of Year District Standards based Math/Science assessment.


Counting

Understanding shapes and patterns.

2.3 To increase the percentage of 3rd-6th Grade LEAP performance score for both regular ed. and students with disabilities by having more students scoring proficient or higher in these two areas by at least 35%.


Operations and Algebraic Thinking

Problem Solving/Solving Time, Area, Measurement, & Estimation Problems

Additional & Supporting Content

Modeling & Application

Expressing Mathematical Reasoning

2.4 To increase our School Performance overall by at least 2-4% of all regular ed. and students with disabilities scoring proficient or higher.

Student improvement in the following areas of Math: Major Content

Expressing Mathematical Reasoning

Additional & Supporting Content

Modeling & Application


Activity

Responsible Person

Target Date(s)/Timeline

Estimated Cost/Funding

Source

Evidence of Effectiveness and Implementation(indicate data

instrument to be used, what will be measured or assessed, by whom

and frequency

CURRICULUM/INSTRUCTION 2.1 Implement strategies and activities related to the area of Math and student centered activities.

2.2 Implement student centered activities school wide K-6th grade. These will include: ZEARN, RACE strategy, Cooperative Learning Groups, Scholastic/Weekly Readers, Depth of Knowledge Questioning Strategies/Higher Order Thinking Skills, Use of Hands-on Learning & Manipulatives. Teachers will be incorporating resources such as Science tasks, supplied by the Louisiana Believes, teacher tool box and district pacing/science lesson plan binders.

2.3 Technology/ C.A.I.: Smart Boards, Document Cameras with student manipulation, , Computer Programs: 1. eDirect, 360 LEAP, EAGLE, K-2 Formative Tasks 2. Star Math/Moby Max 3. Accelerated Reading/Books 4. LA Believes Science tasks 5. Zearn/ Google Classroom

K-6th All Classroom

Teachers

K-6th

All Classroom Teachers, Paras, Students

K-6th Teachers All Classroom Teachers

Sept. 2019 (daily)

Sept. 2019 (weekly) Sept. 2019 (weekly)

N/A 12,000.00 15,000.00

Informal and formal observations, lesson plans, display student work Informal and formal observations, weekly lesson plans, data walls, student data binders, display student work. Reports and printouts to show evidence of student growth and usage. Observations & checklists .

2.4 Morehouse Elementary will be offering Math tutoring during afterschool tutoring for grades 2-6. Strategies and activities will be rigorous and geared toward preparation of upcoming LEAP state testing. The following materials will

be utilized to prepare students:

LDOE Practice Tests

LA Believes Released Tasks/Test Items

LEAP Math/Sci. Prep. Materials

STEM activities-hands on learning with the use of manipulatives & experiments

Teacher selected curriculum resources aligned to grade level/content standards

Title I Coordinator Mrs. Taylor

21st Century Site

Coordinator Mrs. Carson

Tutoring Teachers & Paraprofessionals

Sept. 5, 2019-2020 Mon./Wed. & Thursday (fall & spring)

16,000.00 N/A N/A

Informal observations, lesson plans, display student work, tutoring attendance logs


ASSESSMENT

2.1 The DRDP will be administered to Kindergarten students to measure the skills and concepts to aid in developing instruction for the students.

2.2 The District Benchmark Standards test will be administered to K-2nd grade students to measure the skills and concepts to aid in developing instruction for the students. LEAP 360 Diagnostic/Interim tests given for grades 3rd-6th.

2.3 Teachers in grades K-6th will design weekly test similar to LEAP 2025 & analyze data during Grade Level/PLC Meetings to prepare students prior to testing for the upcoming spring testing & assessments. 3rd-6th grade teachers will analyze and use LEAP 360 test items in daily/weekly instruction, test, or as bellringers.

2.4 Teacher created Common Formative/Summative Assessments from PLC process.

K Teachers Teachers/Paras All Classroom K-6th Teachers/Paras All stakeholders

Aug. 2019- May 2020 Aug. 2019- May 2020 Aug. 2019- May 2020 Aug.-May 2019-2020

N/A N/A N/A N/A

Fall/Spring Results from DRDP Assessments Beg. Formal Assessment Middle/End Informal Progress Monitoring Test samples, handout samples, grade distribution sheets, Evaluation Summary, sign-in sheets, agendas Team artifacts/Tasks


2.1– Teachers will attend state Math conferences and/or other professional development that will increase knowledge and use of student centered learning in the area of Math/Science across the curricula. Teachers that attend will redeliver strategies and activities learned to the faculty and staff to increase student performance in the area of Math/Science.

2.2 Job embedded Grade Level/PLC Meetings will be held to discuss strategies and activities that are being used in the classroom. Teachers will also continually analyze data to adjust teaching methods as needed to promote student academic achievement.

2.3 Teacher Collaborative Common Planning

2.4 Professional Learning Communities will be established for teachers to collaborate with one another by common grade/content RAMS Time.

K-6th Math/Sci. Conferences Attendees Admin. Team Content Leaders Mentor Teachers & new teachers All stakeholders

Fall/Spring 2019-2020 Aug.- May (weekly) Aug.-May (monthly) Aug.- May (weekly)

4,000.00 5,000.00 N/A N/A

Sign-in sheets, Evaluations, Agendas and collection of handouts from sessions attended by participants Travel Documents Redelivery of Information Grade-Level/PLC meeting log sheets, lesson plans, formal observations, informal observation, Evaluation summary, sign-in sheets, agendas

Agendas, sign-ins, observation tools Agendas, sign-ins, observation tools


PARENT INVOLVEMENT 2.1-2.4 Parental Involvement a. Back to School Night – Parents will attend and participate in a meeting designed to inform parents of the rules, procedures, and academic expectations for the upcoming school year. b. Math/Numeracy Night- Parents will attend and participate in activities designed to inform them of strategies and skills that they can use at home to improve student achievement in grades PreK-4th. Examples suggested by parent team members include: Activities will include: Family Popcorn/Movie Night, Family Fun Day, School Tour of individual grade levels’ classrooms, Family Luncheon/Supper, Family Picnic, Family Game, Muffins for Mom, Donuts for Dads, Grapes with Grands, Parent Make and Takes etc.

c. “Lights On Math & Science Night” – Parents will attend and participate in a book fair to promote literacy in grades K-6th. d. Alert Now, School Website, Parent-Teacher Conferences and Phone logs- alerts parents of various activities, school calendars & announcements of events taking place at school throughout the year. e. Parent Packets – Once PLC process begins teachers will collaborate and grade levels/teams will send home information for parents on different strategies and skills they can use at home as well as at school to improve student achievement. All parents will receive informational packets through their homeroom teachers. f. Weekly Newsletters, Study Guides, Weekly Test Folders, Monthly School Calendar & Newsletter- Parents will receive weekly test folders and reminders from homeroom teachers as well as a school calendar/newsletter designed to keep parents informed of the latest activities and upcoming events and provide relevant ELA/Math strategies, resources, websites etc. g Parent Days- parents can earn a free dress pass for their children or prizes for their participation and/or attendance within the year for various parent/family events planned.

Marilyn Taylor/Wendy Coleman (Principal) (Co-Principal) School Activities Committee Tutoring Site Coordinators/Tutoring Teachers Admin. Team All Teachers/Paras & stakeholders School Activities Committee School Activities Committee

Aug. 2019 Oct./Apr. 2019-2020 October 2019 Nov. 2019 Sept.-April Weekly & Monthly Sept.-May

2,500.00 5,000.00 1,500.00 N/A 1,500.00 2,000.00 N/A

Agenda, Student sign-in sheets, LEAP 2025 prep material, lesson plans Sign-in sheets, agendas, announcements, evaluations Agenda, sign-in sheets, parent packs, evaluations, parent letter Teacher contact logs, Alert Now usage, calendar and other correspondence on file, Sign-in sheets, Evaluation summary Parent Packets, Parent invites Parent invitations to parental involvement workshops, parent evaluations, evaluation summary Calendar & updated school webpage, sign-in sheets, agendas Calendar & updated school webpage purchase requisitions

SUMMATIVE EVALUATION Math and Science End-of Year Scores, District Benchmark End of Year Scores, and 3rd-6th Grade Math/Science LEAP 360/LEAP 2025 scores will be analyzed and compared to previous year’s data for growth and the degree to which goals and objectives have been met. This data will also be used to make adjustments as needed to next year’s School Improvement Plan.



GOAL 3 By spring of 2020, a positive school culture and climate will become evident among our school faculty members, students, & parents by a 5% decrease in school suspensions and/or behavioral referrals.




3.1 To create a positive school culture & climate by promoting, rewarding positive behavior while implementing interventions that will decrease disturbances in all learning environments reducing both regular ed. and among special ed. students in order to allow for student engagement in all content areas & activities to take place in and out of the classroom. School Discipline reports will be monitored to measure increase or decrease of behavior in the listed areas being monitored.

Student improvement in the following areas:

Classroom Behavior

Cafeteria Behavior

Hallways Behavior

Playground Behavior Overall Academics

Reduced suspensions and Behavioral Referrals


Activity Responsible Person

Target Date(s)/Timeli

ne

Estimated Cost/Fundin

g Source

Evidence of Effectiveness and Implementation (indicate data

instrument to be used, what will be measured or assessed, by

whom and frequency

CURRICULUM/INSTRUCTION 3.1 Implementation of PBIS lessons. Teacher logs are turned in every 6 weeks to document PBIS lessons taught. MES faculty will use and participate in the PBIS strategies school wide. 3.2 Grand Tour- teachers/students will review Morehouse Elementary rules around the campus at various settings to inform students of PBIS expectations. PBIS will be implemented daily/weekly at school and Round Robin will take place at the beginning and middle of the school year. PBIS charts and posters with expectations will be displayed school-wide. 3.3 “RAM Bucks” – students will receive ram bucks for meeting and following PBIS expectations daily/weekly 3.4 PBIS Store- students will redeem RAM bucks they have been given every 2 weeks at the RAM store to receive incentives which will reinforce PBIS expectations. 3.5 RAMS Expectations/Strategies- students will receive “Caught being Good” tickets, classroom praise, recognition etc. daily, weekly, monthly etc. to reinforce ongoing classroom/school expectations. Each week students will receive lessons on a different topic for ex. “Manners, Being Respectful, Good Citizenship, etc.” 3.6 “Caught Being Good” Tickets & “Student of the Week” drawings will be implemented to improve culture & climate of Morehouse Elementary. 3.7 Teachers will participate in a Book Study “Transforming School Culture”

3rd-6th P.E/Computer

Lab Teachers K-2nd Homeroom

Teachers

PBIS TEAM All Teachers, Paras, &

Students

All Classroom Teachers, Paras, &

Students

PBIS Team All Teachers, Paras, & Students PBIS Team All Stakeholders K-6th Teachers

Sept. 2019 (monthly) Aug. 2019 & Jan. 2020 (per semester) Aug. 2019 (daily) Aug. 2018 (2 week interv) Aug. 2019 (weekly) Sept. 2019-May 2020 (weekly & monthly) Each 6wks

N/A 500.00 1,000.00 2,500.00 N/A N/A 1,000.00

Calendar, Lesson plans, Reports and printouts to show evidence of student growth and usage. Rotation Schedule Posters/Charts displayed, purchase requisitions Printed buck tickets, Reports and printouts to monitor student progress, purchase requisitions Purchase requisitions Lesson plans, scheduling sheet,and ram buck collection. Reports & Printouts to monitor student progress Summary of chapters

ASSESSMENT 3.1 PBIS Team Reports 3.2 Parental Evaluations & Feedback 3.3 SIP Committee Meetings & Parental Surveys 3.4 Discipline Data Trends/Webpams

Admin. TEAM SIP Committee, All Teachers, Paras, & Parents, & Students

Aug. 2019- May 2020 Aug. 2019- May 2020

N/A N/A

PBIS documents/Book of Products Evaluations, Surveys, Meeting Minutes, Sign ins, Agenda



3.1 Teachers will receive extended training to reinforce initial staff development in the areas of PBIS. PBIS committee meeting reports/concerns and will be discussed with all teachers during job-embedded Grade Level/PLC Meetings.

3.2 Parent Nights will be conducted providing new teachers and parents have the opportunity to learn new strategies that will improve classroom behavior & increase learning in the classroom or at home.

3.3 Provide Strategies such as assistance during parent nights to demonstrate student command center & resources available to parents to monitor student’s progress.

3.4 PBIS team members, faculty, and staff will meet and receive training in PBIS to promote a positive learning environment and increase student’s academic achievement. Review the PBIS Binder, Procedures, “RAMS Bucks” and PBIS store.

3.5 PLC/grade level teams will continuous collaborate during their RAMS Time to address behavioral issues that could possibly be resulting in decline of student achievement.

All stakeholders PBIS TEAM

PBIS TEAM All Stakeholders School Committee & Club Members PBIS Team & PLC grade/teams

Aug.-May (monthly)

Aug.-May 2019-2020

Aug.-May 2019-2020

Aug.-May 2019-2020 Aug.-May

N/A 1,500.00 1,500.00 N/A N/A

Book of Products, lesson plans, pictures and schedule, Agenda, Evaluation of training Sign-in sheets Minutes from meetings, evaluations summary Sign-ins sheets

Agendas and collection of handouts from sessions attended by participants Travel Documents Redelivery of Information Evaluation

Agendas, Sign-ins, artifacts


PARENT INVOLVEMENT 3.1-3.7 Parental Involvement a. Back to School Night – Parents will attend and participate in a meeting designed to inform parents of the rules, procedures, and academic expectations for the upcoming school year.

b. Alert Now, School Website, Parent-Teacher Conferences, Remind App, Class Dojo, and Phone logs- alerts parents of various activities, school calendars & announcements of events taking place at school throughout the year. c.. Parent Packets – Once PLC process begins teachers will collaborate and grade levels/teams will send home information for parents on different strategies and skills they can use at home as well as at school to improve student achievement. All parents will receive informational packets through their homeroom teachers. d. Weekly Newsletters, Study Guides, Weekly Test Folders, Monthly School Calendar & Newsletter- Parents will receive weekly test folders and reminders from homeroom teachers as well as a school calendar/newsletter designed to keep parents informed of the latest activities and upcoming events and provide relevant ELA/Math strategies, resources, websites etc. e Parent Days- parents can earn a free dress pass or prizes for their participation or attendance within the year for various parent/family events planned.

Marilyn Taylor/Wendy Coleman (Principal) (Co-Principal) Admin. Team PBIS Committee All K-6th Teachers PBIS Committee

Aug. 2019 Aug.-May 2019-2020 Aug.-May 2019-2020 Sept.-April Weekly/Monthly

Student sign-in sheets, LEAP 2025 prep material, lesson plans Teacher contact logs, Alert Now usage, calendar and other correspondence on file, Sign-in sheets, Evaluation summary Calendar & updated school webpage Parent invitations to parental involvement workshops, parent evaluations, evaluation summary Calendar & updated school webpage

SUMMATIVE EVALUATION School discipline data, Parental Involvement evaluations, parent/student/teacher questionnaires, parent/student/faculty surveys, & referrals throughout the year will be reviewed with our PBIS team & faculty to assess the overall satisfaction of a positive school culture & climate and the data will be compared to previous year’s disciplinary reports.