SCHOOL IMPROVEMENT PLAN · Web viewPearl River High School. Gayle G. Sloan. Superintendent. Michael Winkler. Principal . October 2004. DISTRICT ASSURANCE. For schools in School

SCHOOL IMPROVEMENT PLAN

Pearl River High School

Gayle G. SloanSuperintendent

Michael WinklerPrincipal

October 2004

DISTRICT ASSURANCE

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

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

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

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

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

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

_______________________________________ _______________________________________Superintendent's signature Principal's signature

_______________________________________ _______________________________________District Assistance Team Leader Chair, School Improvement Team

___________________________________ ________________________________

___________________________________ _________________________________District Assistance Team Members

St. Tammany Parish School Board SY 2004 - 20052

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 SIGNATUREMichael Winkler PrincipalPeggy Redmond Assistant PrincipalJeannie Beaushaw Guidance CounselorJanet Graham Guidance CounselorElmo Altazan TeacherJim Ballantyne TeacherBill Beaushaw TeacherCharlie Bowman TeacherMitch Brocato TeacherSteve Bullock TeacherApril Cashion TeacherRebecca Crain TeacherMichael Cronin TeacherMichael Crooks TeacherKathy Delcarpio TeacherBob Devall TeacherPat Donald TeacherJeanette Enmon TeacherJennifer Epperson TeacherAmy Fandall TeacherDoug Fischer TeacherCarey Grush TeacherMike Grush TeacherMike Guido TeacherJoe Harris TeacherJim Hobson TeacherRachael Hoff TeacherRussell Anne Howard TeacherTerry Kendall TeacherJohn Klotz TeacherLaurie Koster TeacherShalone LeCoste TeacherWinfield Ledet Teacher


Karen Maceira TeacherFrank Magnuson TeacherJanice Medlock TeacherRoxanne Moran TeacherDarla Nave TeacherKelly Pilie TeacherElaine Prewett TeacherAmy Rivere TeacherJason Rogers TeacherShawn Rougeau TeacherSylvia Schroeder TeacherCathleen Serpas TeacherDiane Shay TeacherChris Thomas TeacherClara Thornton TeacherCathy Treese TeacherKarl VanLeeuwen TeacherAdele Vinturella LibrarianVicki Walls TeacherLee Williams TeacherLisa Wright TeacherWendy Thornton TeacherMichelle Ehrlich ParaeducatorYvette Evans ParaeducatorJane Glasser ParaeducatorVirginia Hogue ParaeducatorCathy Naramore ParaeducatorEugene Lavergne ParaeducatorNancy Ripoll I.S.S. ParaeducatorKay Wells ParaeducatorVicky Winters ParaeducatorDonna Blanchard PTA TreasurerMelissa Harris ParentDebbie Sottile Parent


BELIEFS STATEMENTPearl River High School believes that:

education is an investment in the future of our country and is the foundation for an informed democratic society; high standards of performance and continuous improvement are essential for high-quality education; knowledge of basic skills and critical thinking form the foundation for life-long learning; excellence in education and accountability for student success are best achieved through cooperative vision and effort of students, families, educators, and community; all students can learn to their potential given appropriate expectations, challenging curriculum, and high-quality instruction that addresses the individual learning styles, developmental

levels, and backgrounds of students; school curriculum should be engaging, challenging, and responsive to the changing needs of society; technology skills are essential for enhancing communication, broadening sources of information, and functioning in a technology-rich society; a safe and caring school environment that supports the well-being and positive self-worth of students is fundamental to a high-quality education; teaching citizenship and modeling respect and ethical behavior are important to help students become productive, responsible members of society; the School must attract and retain exemplary employees and must provide ongoing professional development that meets the needs of students, staff, and community; and open, ongoing communication is necessary to build trust and cooperation.

VISION STATEMENT

Our vision is to provide an exemplary school, widely respected for high standards and first-rate performance and for outstanding student achievement. This School values and supports a strong partnership between educators, students, families, and the community to help ensure that:

students have safe, caring environments for learning; students are positively challenged, enriched, and inspired; students learn to be self-motivated and life-long learners, prepared for life's pursuits; and students learn to be responsible and contributing members of a global society.

MISSION STATEMENT

The mission of the Pearl River High School is to provide a high-quality education for all students, resulting in life-long learners and graduates who are prepared to solve today's problems and meet tomorrow's challenges.

Reference appendices for stakeholder participants


SCHOOL DEMOGRAPHICS/CHARACTERISTICS

ADM

Total # # Certified # Expected Vacancies # in LA Principal Internship/Induction Program for SY 04-05

Principals 2 2 0 0

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)

36.5 0 98% 0NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

Non-Standard*** (TAT) (OFAT) (TEP) (EP) 1 0 2%Other

Subtotal Not Highly Qualified 1 0 2%TOTAL TEACHERS (Highly Qualified and Not Highly Qualified) 100% 100%

PARAS

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Paras 100% 100%NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

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


School SupportNumber of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker) 1 Speech Pathologist, 2 Social Workers, 1 Occupational Therapist, 1 Physical Therapist, 1 Adaptive PE, 1 Visually Impaired Teacher, 1 Assistive Technology Teacher, 2 Nurses School Improvement Team Members/Position: Mike Winkler/Principal, Peggy Redmond/AP, Jeanie Beaushaw/Counselor, Jeanette Enmon/Teacher, Jim Hobson/Teacher, Janice Medlock/Teacher, Kathy Treese/Teacher, Cathleen Serpas/Teacher, Amy Rivere/Teacher, Adele Vinturella/Librarian, Debbie Sotille/Parent

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

Distinguished Educator and Contact # (if applicable): N/A

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

Parish Homeless Liaison’s Contact #: 898-3360

Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable)Regional LINCS Coordinator:N/A

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 Work XDAREEarly Reading FirstHIPPYINTECH XINTECH 2 ScienceINTECH Social StudiesK-3 Reading/Math InitiativeLa GEAR-UP


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

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

Proposed Program Deleted Program

LaSIP XLEAD TECH XLearning 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 Work XSchool wide Positive Behavior Interventions and Support The Louisiana Literacy CorpsThe Multisensory Structured Language ProgramThe Strategic Instruction Model (SIM) XOther: Project Read XList the Supplemental Educational Services provided for your students (Title I schools, if applicable):Title 1 Reading and tutoring services; Work Force Investment ActList the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:Introduction to Pharmacy Assistant

School PoliciesPolicies Yes No

Discipline Policy XSecurity 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: Delgado Community CollegeTechnical Institute: Slidell Technical InstituteFeeder School(s): Creekside Junior High, Riverside Elementary, Sixth Ward Elementary, Alton

Elementary


Community: Defense Information Systems Agencies, Crewe of Pearls, Crewe of Olympia, Crewe of Solene, Lyons Club, A.G. Crowe, Legislator, Junior League, Live Oak Assistive Living Center, Evans Pharmacy, Williams Funeral Home, Northshore

Living Center, Pearl Acres Pediatrics, Winn Dixie Food Store, LA Heart Hospital, Brownswitch Pet Hospital, Pearl River Veterinarian, Trinity

Rehabilitation Center, Dr. Glenn Butt, Mardi Gras KrewesBusiness/Industry: Defense Information Systems Agencies, Private Grants: Stennis Space Center, Kelly Jean Cook Foundation (2 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

613 613 90 45 17 49 5 1 0Number of Households Served by School:

Subgroups by EthnicityAmerican Indian Asian/Pacific Islander Black Hispanic White

7 0 73 9 524Poverty Profile

# of Free/Reduced Lunch Students: 268 Percent of Free/Reduced Lunch Students: 44%

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 SOURCESt. Tammany Parish School Board SY 2004 - 200510

1. ELA with emphasis on use conventions of language & writing (Strands 2 & 3)

GEE 21 & ITED test data, Teacher-made assessments, student work samples

2. Math with emphasis on Number & Number Relations (Strand 1) GEE 21 & ITED test data, Teacher-made assessments, student work samples

3. School Climate School Faculty Survey, Student Questionnaire, Parent survey

SUPPORTING EVIDENCE DATA SOURCEStrength 1.Improved performance on writing assignments. Student writing samples, Teacher-made assessments, and standardized

test resultsStrength 2. Improved student performance across the curriculum Student work samples, Teacher-made assessments, and GEE 21 & ITED

test dataStrength 3 Increase in student enrollment in advanced academic courses and decrease in discipline office referrals.

Student schedules, STI Discipline Report, increased communication/conferencing with parents

CHALLENGES DATA SOURCE1.ELA with emphasis on applying reasoning and problem solving skills and reading & responding in text across the curriculum (Strands 6 & 7)

Classroom observations, 2004 GEE 21 and ITED test results

2. Math with emphasis on measurement, patterns, relations, and functions across the curriculum. (Strands 3 & 6)

2004 ITED & GEE 21 Test Results

3. Science with emphasis on applying reasoning and problem solving skills and reading and responding in text across the curriculum (Science Strand 1)

2004 ITED & GEE 21 Test Results

SUPPORTING EVIDENCE DATA SOURCE1. Primarily teacher-centered, whole group instruction. During classroom observations it is noted that the majority of the

recommendations center on differentiated instruction, higher order thinking and integration of technology. 2004 GEE 21 test results reveal that the weakest area of testing was on the Reading and Responding subtest (Average 62% correct) 2004 ITED revealed 48.6%of the students scored below the 46%ile in reading.

2. Decrease in achievement in math, science and social studies as related to measurement, patterns, relations, and functions.

34% of the students scored below the 46%ile in math according to 2004 ITED. Students in subgroups scored non-proficient as follows in math: SWD: 75%, Black: 72.2%, White: 28.1%,

3. Primarily teacher-centered, whole group instruction. On quarterly TLS reports, 89% of teachers do not use technology to increase hands-on activities and differentiate instruction. Students in science subgroups scored non-proficient as follows: SWD: 60%, Black: 87%, White: 25%


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

School SPS 2004: School GT 2005: 96.5 99

OBJECTIVES: 1. [ LA Accountability] To increase, by no less than 10%, the percentage of student scoring Mastery or higher as measured by the English-language arts component of the standards-based assessment (26.6% in 2004 to 29.3% in 2005)i

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 (70.6% in 2004 to 77.7% in 2005) – Whole School

Targeted SubgroupsBlack: 66.7% to 73.4% White: 70.3% to 77.3% SWD: 23.5% to 25.9%

SCIENTIFICALLY BASED RESEARCH STRATEGY

Writing across the curriculum


ACTION PLAN

EXPECTED IMPACT ACTIVITIES PERSONSRESPONSIBLE

TARGET AUDIENCE

and TIMELINE

1 FUNDING SOURCES2 OBJECT CODE3 COST

IMPLEMENTATION AND EFFECTIVENESS

(Benchmarks)1 2 3

Students will be able to use writing across the curriculum strategies in context, apply higher order thinking skills, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, and generate inquiry and make connections with real-life situations across texts.

Emphasis will be placed on:ELA-1-H3(Reading, comprehending to text)ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);ELA-7-H4: (Using analytical reasoning shills in a variety of texts).

Students will participate in activities that allow them to read, refer, and analyze given information.Students will complete read and respond activities in all classes.Students will have access to materials that will teach then to infer.

Students will be usingStrategic Instructional Model (SIM) learning strategies in ELA classes (general and special education) to stimulate higher order thinking.

Non-proficient students and students with disabilities (SWD) will be assigned to in-school and after school tutoring to improve reading & responding skills. Parents will be contacted for those students who do not attend.

Peggy Redmond (Assist. Principal)

Instructional Staff& ELA TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. Wright

Guidance CounselorsJ. Beaushaw, J. Graham

Grades 9-12Students

Implementation checks scheduled for 2-14-05,3-30-05,4-29-05

Effectiveness checks via department meetings the week of 2-2-05 and 4-26-05

Non-proficient students and SWD students

Implementation checks scheduled for:11-18-0412-16-041-20-052-10-053-3-053-24-054-21-055-12-05

Title I

Plan/Success

GEE Tune-Up

500

$9,000

[Implementation] Using a SIM implementation checklist, the administration will observe each ELA class at least 3 times giving feedback on the use of SIM Learning Strategies seen.[Effectiveness] At department meetings, teachers will review selected students responses on pre-designed, grade-appropriate constructed responses twice each 9 weeks in planning for future instruction using a rubric.

(Implementation) The Guidance Counselor will identify the non-proficient students and SWD and assign them to remedial classes and/or after school tutoring and monitor progress every 3 weeks.(Effectiveness) Classroom teachers will complete progress reports on students receiving tutoring and provide feedback to tutors so that adjustments in instruction can be made for individual students.


ACTION PLAN


TARGET AUDIENCE

and TIMELINE



(Benchmarks)

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


Teachers will present lessons designed to teach students the process needed to strategically read and respond to text using SIM Learning Strategies. Content: The aforementioned lessons will explicitly detail those content standards being addressed with emphasis to those benchmarks outlined in the Expect Impact.Instruction: ELA teachers will instruct students in higher order thinking and responding to literature through the use of Strategic Instructional Model (SIM)Learning strategies and engaging students in activities requiring the application of knowledge in real-life situations.Assessment: Student learning will be assessed through the use of SIM Learning Strategies and the response to text will be based on the use of a rubric to evaluate and provide feedback to students. ELA teachers will instruct the students in how to effectively use a rubric to assess their own writing. Students will use the rubrics to evaluate their own written responses for editing and proofing purposes.Motivation/Engagement: Student engagement on selected activities will be maximized by having initiating student-selected reading topics and authentic assessments.

Mike Winkler(Principal)


Instructional Staff& ELA TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. Wright

Grades 9-12Students

Initial training 11/5/04-2/4/05Implementation monitoring2/14/05-4/14/05 lesson plan and classroom monitoring including examination of student work 12/04-5/05

Implementation checks scheduled for 12-10-042-14-05,3-30-05,4-29-05


Title I

Plan/Success

500 [Implementation] Using a SIM implementation checklist, the administration will observe each ELA class at least 3 times giving feedback on the use of SIM Learning Strategies seen.[Effectiveness] At department meetings, teachers will review selected students responses on pre-designed, grade-appropriate constructed responses twice each 9 weeks in planning for future instruction using a rubric.

[Implementation Teachers will document rubric instruction in their lesson plans 2 times each quarter.

Effectiveness: Students will indicate a steady progress in rubric scores each quarter.



TARGET AUDIENCE

and TIMELINE



(Benchmarks)1 2 3

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


Teachers will receive staff development and learn new Learning Strategies through SIM monthly training sessions to include strategies for implementing higher order thinking skills in context including applying reasoning skills to life experience, evaluating points of view, distinguishing fact from opinion, determining cause and effect, generating inquiry, and relating to real life situations across text. Materials will be purchased for implementing the program, and follow up, with parish level staff, will occur at the school. Additional professional development opportunities will be available to assist teachers (a) in developing content-rich lesson plans focused on content standards, with the emphasis to those benchmarks outlined in the Expect Impact, b) delivering instruction at developmentally appropriate levels that focus on stimulating higher order thinking strategies, and (c) assessing student through the use of a school-basic rubric



C. GrushC. Serpas(Teacher Leaders)

Instructional staff

H. BernardM. Roark(SIM Trainers)

Instructional personnel

SIM training dates: 11-5-0412-3-04,1-7-052-4-05, 3-4-054-8-05, 5-6-05

Follow up in monthly Learning Communities meetings, including troubleshooting, and quarterly evaluation of student performance10-19-0411-16-0412-7-041-11-052-15-053-22-054-19-055-10-05

N/A 600 [Implementation] Teachers will apply knowledge gained from SIM learning strategies to differentiate instruction and increase HOTS in the classroom. Presenters will evaluate the need for added follow up based upon evaluations.[Effectiveness] Teachers will meet monthly in Learning Communities meetings to collaborate and to assess student progress using the teacher created rubrics and student work samples in order to improve instruction and exchange learning strategies with members of their Learning Communities.


Parent involvement (PI) and Community outreach activities will assist in the monitoring of student 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 and make connections with real-life situations across texts.


Parent meetings to review homework/study skills and test taking strategies that will help their children improve their reading and responding skills across the curriculum.

Once a semester students will receive a current events writing topic that will be completed at home with the help of the parents. Prior to turning it in, students and parents will assess the writing using a teacher created rubric.

Surveys will be administered to ascertain parent areas of concern and any hindrances to parental involvement and its importance within the school.Community and Parental involvement activities are addressed through the use of the school website, PTSA/School newsletter, and communications with parents.

Community businesses will partner with the school to provide students with real-work world experiences through the School-To-Work academies and through the Option 3 Program which provides life shill to SWD and at-risk students.

Parents and community leaders will be speakers to classes focusing on the need to comprehend and apply reasoning skills to life experience



Amy Rivere(Title I Reading Teacher)

Instructional Staff

Debbie Sottile(PTSA President and Parent Volunteer Coordinator)

R. Howard(School-To-Work Coordinator)

Parents

Parent meeting dates: 11-16-04 and 2-1-05

Parents and Students

Senior students enrolled in academies; Option 3 students grades 9-12

Title I

PTSA

300 766.50 [Implementation] The Title I teacher will use a sign-in sheet and agenda for each meeting per semester. The school will use a Parent Survey instrument each school year to determine parental and community concerns and foster increased involvement in the educational process. [Effectiveness] Parents will complete an evaluation of the meeting to assist in determining the effectiveness of the presentation. Using the survey, the school will observe increased parental involvement with emphasis on item #3[Implementation] Writing topic information will be included in the appropriate newsletter that will be mailed to the parents.School–To-Work coordinator will secure local businesses for student interns and content area teachers will share names of professionals who will speak effectively to students. A list will be compiled.[Effectiveness] Parents will provide written feedback using a simple survey provided in the newsletter. The number of students receiving academy certificates will be assessed; teachers will evaluate the effectiveness of speakers on impacting students career choices.



Technology (Tech) for teachers and students will assist in developing writing across the curriculum strategies in context, apply higher order thinking skills, 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.


:

Students will use computer reading programs in Title I Reading to stimulate and motivate students in reading and writing across the curriculum.

Students will be given opportunities to use Alpha Smarts and Brainchild to complete reading and responding assignments.

Students will be given opportunities to use the computer lab and library to complete reading and responding assignments.

The librarian has provided a list of programs currently in the school’s library focused on targeted GLEs. This list is developed for each grade-level to assist teachers in planning for technology-integrated lessons

Teachers will be provided monthly technology in-service opportunities to increase technology proficiency skills and integration of technology in the classroom.


English TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. Wright

Adele Vinturella, Librarian

Jim BallantyneTechnology LiaisonPeggy RedmondAssistant Principal

Reading Students

Grade 9-12 Students

Monitoring dates: 11-11-0412-9-042-3-053-3-054-14-055-12--05

Technology Tune-Up meeting dates:11-10-04, 12-8-041-12-052-16-053-9-054-13-055-18-05

Title I

Plan/Success

500 14,410.29 [Implementation] Using the Teacher and Learning Snapshot, the administration will observe each class quarterly emphasizing Integration of Technology. The teachers will include technology in their lesson plans a minimum of 2 times per 9 weeks. [Effectiveness] Using technology, the teachers will assess student progress in reading and responding a minimum of 2 times per 9 weeks using a teacher generated constructed response assessment. Rubrics will be calibrated within departments using an anchor paper.


EXPECTED IMPACT (Observable Change) ACTIVITIES

PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE

FUNDING SOURCESOBJECT CODECOST


(Benchmarks)School Climate - Discipline. Ensuring each student has a learning environment conducive to high levels of achievement through effective discipline and classroom management procedures. Information on classroom rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and completing homework assignments, and (c) comply with school and classroom rules.

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 activities to provide direct instruction on expected student behaviors beginning the first day of school. Reinforcement of positive behaviors will occur throughout the school day along with reteaching expected behaviors throughout the school year. Each classroom will have no more than five (5) clearly defined rules, some of which will be student directed.

School-wide student attendance incentive programs will be initiated to increase daily attendance and decrease dropout rate.

School Improvement Team: & M. Winkler Principal

SBLC members(J. BeaushawS. NooninAsst. Principal P. Redmond)

All school personnel;

8/04 – Opening week orientation

09/16/2004 interims; 10/14 grading period 1; 11/11/04 interims; 12/21/2004 grading period 2; 02/03/2005 interims; 03/10/05 grading period 3; 04/14/2005 interims; 05/25/2005 grading period 4

[Implementation: The administrative staff will review a sample (of NLT 25%) of all lesson plans on a bimonthly bases using a school-created planning rubric. Feedback will be provided to each teacher whose lessons are reviewed.

[EffectivenessMonthly attendance and tardy reports will be produced by the SWPBS leader to monitor targeted discipline indicators as compared to the 95% SPS goal. Grade-level interim reports will be reviewed each period to evaluated the number of homework and other classroom behaviors being reported in comparison to the school as a whole



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)Articulation- Pearl River Learning Community will be focused on reviewing student performance data, implementing the GLE’s in lesson planning, preparing for the Guaranteed Curriculum, exchanging instructional “best practices”, and developing teacher-made and department made performance assessments that focus on application of knowledge at higher levels. Sharing other leadership aspects associated with implementing the District’s Strategic Plan and the Superintendent’s vision of “Good to Great”

The administrative staff will participate in the Annual Administrator’s Retreat as a Learning Community. Representatives of the school (administrator, SIP Chair, and other teacher leaders) will attend a one-day Data Retreat at Pearl River High School. This activity is design to (a) improve communication, (b) examine student data, and (c) plan improvement activities both within the school and across the community. Each month the principal will attend a monthly meeting with the Superintendent and other Central Office staff to discuss those aspects outlined in the “Expected Impact” column. Principals within the learning community will have time to collaborate on improvement efforts underway at their school and future initiatives of the community. Between scheduled meetings, principals will post and collaborate information on topics associated with the Expected Impact using Blackboard Activities.

Principals of the Pearl River Learning Community schools

Mike Winkler(Principal )

Peggy Redmond(Asst. Principal)

Administrative staff-Administrative Retreat (7-28-04)

9-25-05 Data retreatM. Winkler, PrincipalP. Redmond, Asst. PrincipalJ. Enmmon, TeacherJ. Hobson, Math Dept. Chair

Learning Community meeting (Principal or designee)9-1-0410-6-0411-3-0412-1-041-5-052-2-053-2-054-6-055-4-05

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

[Effectiveness: 100% of all school in the learning community will have an approved improvement plan that addresses all aspects outlined in the Expected Impact. 98% of all discussion threads on Blackboard will be responded by each school’s principal. Discussion threads will focus on the GLE’s, UbD and performance assessments.



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)Reducing the Performance Gap – SWD All teachers and paraprofessionals providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context apply reasoning skills to life experience, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and make connections with real-life situations across texts.


A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. Staff teaching self-contained students will use the Direct Instruction program to address student reading deficits. This program will be aligned in scope and sequence to both the individual needs of each student and the ELA standards, with emphasis on selected GLEs. Special and regular education teachers will coordinate lesson and unit planning to address the unique SWD needs in non-special education settings. Unique SWD needs will be partially addressed through those modifications and accommodations, along with differentiating instruction. The Strategic Instructional Model (SIM) strategies of: (a) Word Identification, (b) Paraphrasing, and (c) Visual Imagery will be used by all teachers throughout the school year. Professional development opportunities will be made available at the school site.



C. Serpas (Special Ed Department Chair)

E. Altazan, B. Devall, J. Rogers(Resource teachers)

Y. Evans,

(Paraprofessional)

All regular and special education staff teaching ELA, inclusive of Reading

8/04 – FRAMING – adjusting master schedule, verifying IEP compliance

09/20/2004 interims; 10/14 grading period 1;

11/01/04 – SIMs workshop- Word Identification

11/11/04 interims; 12/21/2004 grading period 2; 02/03/2005 interims; 03/10/05 grading period 3; 04/14/2005 interims; 05/25/2005 grading period 4

[Implementation 100% of all IEP will be in compliance with IDEA. 85% of all lesson planning will address accommodation and modification in the regular classroom AND show evidence of joint planning. 25% of all targeted teachers will attend SIM training.

[Effectiveness 90% of all targeted students will not receive an interim or grade below “C” in either ELA or Reading. 100% of all SIM trained teachers will be observed, each 9 weeks, using one of the targeted strategies.

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYii

Student 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 ).


http://www.wmich.edu/evalctr/jc

Targeted objectives were computed by multiplying the prior year by ten percent, then adding the resultant (50.0% * .10 = 5.0; 50.0+5.0=55.0%). Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the methodology can be provided upon request.


STRATEGY PLANNING WORKSHEETGOAL 2:To improve student proficiency in addressing measurement, patterns, relations, and functions across academic areas.

School SPS 2004 School GT 2005: 96.5 99

OBJECTIVES: 1. (LA Accountability) To increase, by no less than 10%, the percentage of students scoring Mastery or higher as measured by the math component of the standards-based assessment (24.2% in 2004 to 26.6% 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) - Whole School

Targeted SubgroupsBlack: 27.8% to 30.6% White: 71.9% to 79.1% SWD: 25% to 27.5%

SCIENTIFICALLY BASED RESEARCH STRATEGYiii

Instruction focused on content-based learning (CBL)

ACTION PLANiv

EXPECTED IMPACT ACTIVITIES PERSONSv

RESPONSIBLETARGETvi

AUDIENCE and

TIMELINE

4 FUNDING SOURCESvii

5 OBJECT CODEviii

6 COSTIMPLEMENTATION AND

EFFECTIVENESSix

(Benchmarks)1 2 3

Students will engage in CBL to demonstrate the pervasive use of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.

Emphasis will be placed on: M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

Students will be engaged in CBL that incorporate the use of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology. These lessons will be presented in all academic areas.

.

Non-proficient students and students with disabilities (SWD) will be assigned to in-school and after school tutoring that uses CBL to improve proficiency in addressing Strand 3 –measurement, and Strand 6- patterns, relations, and function skills. Parents will be contacted for those students who do not attend.


Instructional staff

J. Beaushaw, J. GrahamGuidance Counselors

Grade 9-12Students

Monitoring dates:11-11-0412-6-041-10-052-14-053-14-054-11-055-9-05

Non-proficient students and SWD


GEE Tune-Up

500 $9,000 [Implementation) The administration will review teacher lesson plans and unit assessments using a checklist 2 times each 9 weeks and provide verbal feedback to the teachers.[Effectiveness] At department meetings, teachers will review selected students responses on pre-designed, grade-appropriate constructed responses twice each 9 weeks in planning for future instruction using a rubric.

(Implementation) The Guidance Counselor will identify the non-proficient students and SWD and assign them to remedial classes and/or after school tutoring and monitor progress every three weeks.(Effectiveness) Classroom teachers will complete progress reports on students receiving tutoring and provide feedback to tutors so that adjustments in instruction can be made for individual students.

St. Tammany Parish School Board 15 SY 2004-2005 St. Tammany Parish School Board SY 2004 - 20052

ACTION PLAN


TARGET AUDIENCE and TIMELINE


IMPLEMENTATION AND EFFECTIVENESS(Benchmarks)1 2 3

Teachers will use CBL to stimulate and encourage use of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.Emphasis will be placed on M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

Teachers will utilize CBL to improve students’ ability to calculate measurement, interpret graphs and tables and interpret and determine number/spatial patterns and relationships as these skills relate to the content in the individual academic disciplines.Content: The aforementioned lessons will explicitly detail those content standards being addressed with emphasis to those benchmarks outlined in the Expect Impact.Instruction: Instructional delivery will be developmentally appropriate and focused on stimulating higher order thinking strategies by engaging students in activities requiring the application of knowledge in real-life situationsAssessment: Student learning will be evaluated through the use of unit tests that include constructed response and short answer test items, and the response to text will be based on a school based rubric Motivation/Engagement: Student engagement on selected activities will be maximized by having differentiated activities and authentic assessments



Instructional staff through Departmental Meetings and monthly collaborative Learning Communities meetings

Grade 9-12Students




N/A 500 (Implementation) The administration will review teacher lesson plans and unit assessments using a checklist 2 times each 9 weeks and provide verbal feedback to the teachers.(Effectiveness) Twice each 9 weeks, teachers will review student responses on pre-designed, grade-appropriate constructed response items which require students to use numerical / statistical patterns, estimation, manipulatives, drawings, tables, graphs, formulas, and technology. Instruction will be revised as needed.


Professional development (PD) for teachers will be focused on using CBL associated with the use of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.Emphasis will be placed on M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

Teachers will be in-serviced on a variety of teaching strategies that address CBL associated with the use ofnumerical/statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology in math and science lessons.



J. BallantyneS. LaCosteF. MagnusonD. ShayC. Thornton( Math Teachers)Jim Hobson(Math Teacher Leader)

Science & Math Teachers

Paraeducators

Once per 9 weeks

May, 2005

GEE 21 Acceleration 600 $2000 [Implementation] Once each 9

weeks, the administration will use a checklist to review samples of student work during Learning Communities meetings & of there in-services. [Effectiveness] Using technology and new strategies learned teachers will meet monthly in Learning Communities meetings to collaborate and to assess student progress using the teacher created rubrics and student work samples in order to improve instruction and exchange learning strategies with members of their Learning Communities.

3

i Targeted objectives were computed by multiplying the prior year by ten percent, then adding the resultant (50.0% * .10 = 5.0; 50.0+5.0=55.0%).ii Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the methodology can be provided upon request.

iii Research strategy for improving the targeted goal must have evidence of scientific rigor (Reference pgs. 14-16).iv Action planning section details the sequence of activities that will be performed to implement the targeted research strategy (Reference pgs. 18-20).v Individuals coordinating and implementing the targeted activity (Reference pg. 18, Guideline II.).vi Targeted students in St. Tammany refers to the Every Child, Every Day system. A detailed description of this method will be provided by the Central Office.vii Funding sources for schools receiving federal money (i.e. Title I) will report data from the applicable budget page(s). General funds should be estimated only.viii Selected object codes are: 100 = Salaries, 200 = Benefits, 300 = Professional Services / Technical Services, 500 = Other Purchases, 600 = Supplies.ix Evaluating the implementation and effectiveness of the selected activity should be considered sequentially separate functions (Reference pgs. 31-32). St. Tammany Parish School Board SY 2004 - 20054

ACTION PLAN


TARGET AUDIENCE

and TIMELINE



(Benchmarks)1 2 3

Parent Involvement and Community Outreach: CBL activities will enable parents to assist their children in completing assignments involving numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.Emphasis will be placed on M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

Parent meetings to review homework/study skills and test taking strategies that will help their children to improve skills in measurement, incorporate numerical/statistical patterns, relationships with tables , rulers, graphs and quantitative function skills across the curriculum.

Once a semester students will receive a math current events writing topic that will be completed at home with the help of the parents. Prior to turning it in, students and parents will assess the writing using a teacher created rubric.






Instructional Staff


R. Howard

Parents

Parent meeting dates: 11-16-04 and 2-1-05


Senior students enrolled in academies; Option 3 students grades 9-122

Title I

PTSA

500 [Implementation] The Title I teacher will use a sign-in sheet and agenda for each meeting per semester. The school will use a Parent Survey instrument each school year to determine parental and community concerns and foster increased involvement in the educational process. [Effectiveness] Parents will complete an evaluation of the meeting to assist in determining the effectiveness of the presentation. Using the survey, the school will observe increased parental involvement with emphasis on item #3[Implementation] Writing topic information will be included in the appropriate newsletter which will be mailed to the parents.School–To-Work coordinator will secure local businesses for student interns and content area teachers will share names of professionals who will speak effectively to students.


ACTION PLAN


TARGET AUDIENCE

and TIMELINE



(Benchmarks)1 2 3

Technology (Tech) for teachers and students will reinforce CBL associated with the use of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.Emphasis will be placed on M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

Students will use internet programs such as TI Connect, and other learning strategies to complete lessons that are correlated to numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology.

Students will be given the opportunity to complete lessons by using a variety of technological methods-computers in lab, calculators, and Brain Child.



Mike WinklerPrincipal

Peggy RedmondAssistant Principal

( Math Teachers)J. BallantyneS. LaCosteF. MagnusonD. ShayC. ThorntonJim Hobson(Math Teacher Leader)

(Science Teachers)M. BrocatoR. CrainD. NaveC. TreeseV. Walls

Grade 9-12 Students



Title I 500 [Implementation] The teachers will include technology in their lesson plans a minimum of 2 times per 9 weeks. [Effectiveness] Using technology the teachers will assess student using student work samples of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, and/or formulas a minimum of 1 time per 9 weeks.



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)School Climate - Discipline. Ensuring each student has a learning environment conducive to high levels of achievement through effective discipline and classroom management procedures. Information on classroom rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and completing homework assignments, and (c) comply with school and classroom rules.








Implementation] The administrative staff will review a sample (of NLT 25%) of all lesson plans on a bimonthly bases using a school-created planning rubric. Feedback will be provided to each teacher whose lessons are reviewed.

[Effectiveness: Monthly attendance and tardy reports will be produced by the SWPBS leader to monitor targeted discipline indicators as compared to the 95% SPS goal. Grade-level interim reports will be reviewed each period to evaluated the number of homework and other classroom behaviors being reported in comparison to the school as a whole


St. Tammany Parish School Board 17


PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE











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

[Effectiveness 100% of all school in the learning community will have an approved improvement plan that addresses all aspects outlined in the Expected Impact. 98% of all discussion threads on Blackboard will be responded by each school’s principal. Discussion threads will focus on the GLE’s, UbD and performance assessments.

SY 2004-2005



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)Reducing the Performance Gap – SWD All teachers and paraprofessionals providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context (including of numerical / statistical patterns, measurement, estimation, manipulatives, drawings, tables, graphs, formulas, and technology)Emphasis will be placed on M-4-H: (Demonstrating the concept of measurement as it applies to real-world experiences)P-1-H: (Generalize and represent patterns, symbolically, with and without technology)P-5-H: (Analyze real-life relationships that can be modeled by linear functions)

A master schedule will be modified to ensure an additional Study Skills class is provided for SWD whose IEP warrant such intervention. Staff teaching self-contained students will use the Direct Instruction program to address student math deficits. This program will be aligned in scope and sequence to both the individual needs of each student and the math standards, with emphasis on selected GLEs. Special and regular education teachers will coordinate lesson and unit planning to address the unique SWD needs in non-special education settings. Unique SWD needs will be partially addressed through those modifications and accommodations, along with differentiating instruction. The Strategic Instructional Model (SIM) strategies of: (a) Assignment Completion, (b) Self-Questioning and (c) Test Taking will be used by all teachers throughout the school year. Professional development opportunities will be made available at the school site...





Y. Evans,

(Paraeducator)




11/01/04 – SIMs workshop-Assignment Completion


Implementation]: 100% of all IEP will be in compliance with IDEA. 85% of all lesson planning will address accommodation and modification in the regular classroom AND show evidence of joint planning. 25% of all targeted teachers will attend SIM training.

[Effectiveness 90% of all targeted students will not receive an interim or grade below “C” in either ELA or Reading. 100% of all SIM trained teachers will be observed, each 9 weeks, using one of the targeted strategies.

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYx




GOAL 3:To improve student proficiency in applying reasoning and problem-solving skills to their reading and responding to science as inquiry.

School SPS 2004: School GT 2005: 96.5 99

OBJECTIVES: 1. [ LA Accountability] To increase, by no less than 10%, the percentage of student scoring Mastery or higher as measured by the science component of the standards-based assessment (20% in 2004 to 22% in 2005)xi

2. [ NCLB Accountability] To increase by no less than 10% the percentage of students scoring proficient on the science component of the standards-based assessment (66% in 2004 to 72.6% in 2005) – Whole School

Targeted SubgroupsBlack: 13% to 14.3% White: 75% to 82.5% SWD: 40% to 44%

SCIENTIFICALLY BASED RESEARCH STRATEGY

Higher order thinking skills


ACTION PLAN


TARGET AUDIENCE

and TIMELINE



(Benchmarks)1 2 3

Students will be able to respond orally and in writing to text and to real life situations to demonstrate their application of Science as Inquiry.Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose appropriate models to explain scientific knowledge or experimental results)

Students will participate in activities that involve reading and responding to science text, asking questions, planning, conducting, and investigating, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments.

Non-proficient students and students with disabilities (SWD) will be assigned to after school tutoring to improve reading & responding skills. Parents will be contacted for those students who do not attend.


English TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. WrightScience TeachersM. BrocatoR. CrainD. NaveC. TreeseV. Walls

J. BeaushawJ. GrahamGuidance Counselors

Grade 9-12Students




Title I

Plan/Success

GEE Tune-Up

500 $9,000

(Implementation) The administration will review teacher lesson plans and unit assessments using a checklist 2 times each 9 weeks and provide verbal feedback to the teachers.[Effectiveness] At department meetings, teachers will review selected students responses on pre-designed, grade-appropriate constructed responses twice each 9 weeks in planning for future instruction using a rubric.

(Implementation) The Guidance Counselor will identify the non-proficient students and SWD and assign them to remedial classes and/or after school tutoring and monitor progress every three weeks.(Effectiveness) Classroom teachers will complete progress reports on students receiving tutoring and provide feedback to tutors so that adjustments in instruction can be made for individual students.


ACTION PLAN


TARGET AUDIENCE

and TIMELINE



(Benchmarks)


Teachers will stimulate and encourage use of reading and writing strategies in context, apply higher order thinking skills, apply reasoning skills facilitate students’ ability to respond to text and real life situations to demonstrate their application of Science as Inquiry Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose appropriate models to explain scientific knowledge or experimental results

Teachers will present lessons designed to teach students the process needed to strategically read and respond to science text using SIM Learning Strategies. Content: The aforementioned lessons will explicitly detail those content standards being addressed with emphasis to those benchmarks outlined in the Expect Impact.Instruction: ELA and science teachers will instruct students in higher order thinking and responding to science text through the use of Strategic Instructional Model (SIM)Learning strategies and engaging students in activities requiring the application of knowledge in real-life situations.Assessment: Student learning will be assessed through the use of SIM Learning Strategies and the response to text will be based on the use of a rubric to evaluate and provide feedback to students. ELA and science teachers will instruct the students in how to effectively use a rubric to assess their own writing. Students will use the rubrics to evaluate their own written responses for editing and proofing purposes.Motivation/Engagement: Student engagement on selected activities will be maximized by having student-selected reading topics and authentic assessments.



Instructional Staff& ELA TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. WrightScience TeachersM. BrocatoR. CrainD. NaveC. TreeseV. Walls

Grades 9-12Students

Initial training 11/5/04-2/4/05Implementation monitoring2/14/05-4/14/05 lesson plan and classroom monitoring including examination of student work 12/04-5/05

Implementation checks scheduled for 12-10-042-14-05,3-30-05,4-29-05


Title I

Plan/Success

500 [Implementation] Using a SIM implementation checklist, the administration will observe each ELA class at least 3 times giving feedback on the use of SIM Learning Strategies seen.[Effectiveness] At department meetings, teachers will review selected students responses on pre-designed, grade-appropriate constructed responses twice each 9 weeks in planning for future instruction using a rubric.

[Implementation Teachers will document rubric instruction in their lesson plans 2 times each quarter.

Effectiveness: Students will indicate a steady progress in rubric scores each quarter.


600[Implementation] Teachers will apply knowledge gained from SIM learning strategies to differentiate instruction and increase HOTS in the classroom. Presenters will evaluate the need for added follow up based upon evaluations.Title IInstructional personnelMike WinklerProfessional development (PD) for teachers will be focused the use of writing strategies in context, apply higher order thinking skills, apply reasoning skills facilitate students’ ability to respond to text and real life situations to demonstrate their application of Science as Inquiry [Effectiveness] Teachers will meet monthly in Learning Communities meetings to collaborate and to assess student progress using the teacher created rubrics and student work samples in order to improve instruction and exchange learning strategies with members of their Learning Communities.

Plan/Success

SIM training dates: 11-5-0412-3-04,1-7-052-4-05, 3-4-054-8-05, 5-6-05

Follow up in monthly Learning Communities meetings, including troubleshooting, and quarterly evaluation of student performance10-19-0411-16-0412-7-041-11-052-15-053-22-054-19-055-10-05(Principal)


C. GrushC. Serpas(Teacher Leaders)

Instructional staff

H. BernardM. Roark(SIM Trainers)Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose appropriate models to explain scientific knowledge or experimental results


Parent involvement (PI) and Community outreach activities will assist in the monitoring of student 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 making connections with real-life situations) using science text.Teachers will receive staff development and learn new teaching strategies through Learning Community meetings to increase their knowledge of reading and responding instruction so that they can improve student ability to correctly perform reading & responding tasks.Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose

Parent meetings to review homework/study skills and test taking strategies that will help their children improve their reading and responding skills to science text.

Once a semester students will receive a current events science writing topic that will be completed at home with the help of the parents. Prior to turning it in, students and parents will assess the writing using a teacher created rubric.



Parents and community leaders will be speakers to classes focusing on the need to comprehend and apply reasoning skills to life experience




Instructional Staff


R. Howard(School-To-Work Coordinator)

Parents

Meeting dates:11-16-04 and

2-1-05


Senior students

enrolled in academies; Option 3 students

grades 9-12

Title I

PTSA

300 766.50 [Implementation] The Title I teacher will use a sign-in sheet and agenda for each meeting per semester. The school will use a Parent Survey instrument each school year to determine parental and community concerns and foster increased involvement in the educational process. [Effectiveness] Parents will complete an evaluation of the meeting to assist in determining the effectiveness of the presentation. Using the survey, the school will observe increased parental involvement with emphasis on item #3[Implementation] Writing topic information will be included in the appropriate newsletter that will be mailed to the parents.School–To-Work coordinator will secure local businesses for student interns and content area teachers will share names of professionals who will speak effectively to students. A list will be compiled.[Effectiveness] Parents will provide written feedback using a simple survey provided in the newsletter. The number of students receiving academy certificates will be assessed; teachers will evaluate the

x Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the methodology can be provided upon request. St. Tammany Parish School Board 18 SY 2003-2004

xi Targeted objectives were computed by multiplying the prior year by ten percent, then adding the resultant (50.0% * .10 = 5.0; 50.0+5.0=55.0%).St. Tammany Parish School Board SY 2004 - 200515

appropriate models to explain scientific knowledge or experimental results:

ELA teachers will participate in Professional Development by being instructed in the Strategic Instructional Model Learning Strategies (SIM).

effectiveness of speakers on impacting students career choices.


Technology (Tech) for teachers and students will assist in developing writing in science, strategies in context, apply higher order thinking skills, apply reasoning skills to life experience, evaluate points of view, and distinguish fact from opinion / probability, determine cause and effect, and generate science inquiry.Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose appropriate models to explain scientific knowledge or experimental results

Students will use computer reading and responding programs to stimulate and motivate students in reading and writing in science.Students will be given opportunities to use Alpha Smarts and Brainchild to complete reading and responding assignments.

Students will be given opportunities to use the computer lab and library to complete reading and responding assignments.



Amy Rivere(Title I Reading

Teacher)

Instructional Staff& ELA TeachersC. DelcarpioA. FandalC. GrushK. MaceriaJ. MedlockA.RivereC. SerpasS. SchroederL. WrightScience TeachersM. BrocatoR. CrainD. NaveC. TreeseV. WallsA. Vinturella (Librarian)

J. BallantyneTechnology Liaison

Grade 9-12Students



Title I 500 14,410.29

[Implementation] Using the Teacher and Learning Snapshot, the administration will observe each class quarterly emphasizing Integration of Technology. The teachers will include technology in their lesson plans a minimum of 2 times per 9 weeks. [Effectiveness] Using technology, the teachers will assess student progress in reading and responding a minimum of 2 times per 9 weeks using a teacher generated constructed response assessment. Rubrics will be calibrated within departments using an anchor paper.



PERSONS RESPONSIBLE

TARGET AUDIENCE

and TIMELINE


IMPLEMENTATION AND

EFFE

CTIVENESS(Benchmarks)


School Climate - Discipline. Ensuring each student has a learning environment conducive to high levels of achievement through effective discipline and classroom management procedures. Information on classroom rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and completing homework assignments, and (c) comply with school and classroom rules.









Implementation] The administrative staff will review a sample (of NLT 25%) of all lesson plans on a bimonthly bases using a school-created planning rubric. Feedback will be provided to each teacher whose lessons are reviewed.

[Effectiveness] Monthly attendance and tardy reports will be produced by the SWPBS leader to monitor targeted discipline indicators as compared to the 95% SPS goal. Grade-level interim reports will be reviewed each period to evaluated the number of homework and other classroom behaviors being reported in comparison to the school as a whole

17



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)Reducing the Performance Gap-SWDTeachers will stimulate and encourage use of reading and writing strategies in context, apply higher order thinking skills, apply reasoning skills facilitate students’ ability to respond to text and real life situations to demonstrate their application of Science as Inquiry Emphasis will be placed on:ELA-7-H1:(Using comprehension strategies to evaluate text):ELA-7-H2:(Using reasoning skills to solve problems in texts);SI-H-A4: (Choose appropriate models to explain scientific knowledge or experimental results:

A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. Staff teaching self-contained students will use the Direct Instruction program to address student reading deficits. This program will be aligned in scope and sequence to both the individual needs of each student and the ELA standards, with emphasis on selected GLEs. Special and regular education teachers will coordinate lesson and unit planning to address the unique SWD needs in non-special education settings. Unique SWD needs will be partially addressed through those modifications and accommodations, along with differentiating instruction. The Strategic Instructional Model (SIM) strategies of: (a) Word Identification, (b) Paraphrasing, and (c) Visual Imagery will be used by all teachers throughout the school year. Professional development opportunities will be made available at the school site.





Y. Evans,

(Paraprofessional)




11/01/04 – SIMs workshop- Word Identification


Implementation] 100% of all IEP will be in compliance with IDEA. 85% of all lesson planning will address accommodation and modification in the regular classroom AND show evidence of joint planning. 25% of all targeted teachers will attend SIM training.

[Effectiveness] 90% of all targeted students will not receive an interim or grade below “C” in either ELA or Reading. 100% of all SIM trained teachers will be observed, each 9 weeks, using one of the targeted strategies.



PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE











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

[Effectiveness] 100% of all school in the learning community will have an approved improvement plan that addresses all aspects outlined in the Expected Impact. 98% of all discussion threads on Blackboard will be responded by each school’s principal. Discussion threads will focus on the GLE’s, UbD and performance assessments.


PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYxii


Targeted objectives were computed by multiplying the prior year by ten percent, then adding the resultant (50.0% * .10 = 5.0; 50.0+5.0=55.0%). Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the methodology can be provided upon request.

xii Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the methodology can be provided upon request.



Documents

SCHOOL IMPROVEMENT PLAN · Web viewPearl River High School. Gayle G. Sloan. Superintendent. Michael Winkler. Principal . October 2004. DISTRICT ASSURANCE. For schools in School