WHOLE SCHOOL SPS: CRT Trend Data · Web viewUnique SWD needs will be partially addressed through those modifications and accommodations, along with differentiating instruction,

SCHOOL IMPROVEMENT PLAN

SLIDELL HIGH SCHOOL

Gayle G. SloanSuperintendent

William C. PercyPrincipal

October 2004

DISTRICT ASSURANCE

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

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

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

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

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

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

_______________________________________ _______________________________________Superintendent's signature Principal's signature

_______________________________________ _______________________________________District Assistance Team Leader Chair, School Improvement Team

___________________________________ ________________________________

___________________________________ _________________________________District Assistance Team Members

St. Tammany Parish School Board 2 of 65 SY 2004-2005

ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

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

NAME TITLE/POSITION SIGNATURE


BELIEFS STATEMENT

The school philosophy stresses:

Preparation for productive citizenship; A variety of courses with a strong academic emphasis; A myriad of activities and experiences; Attainment of successful experiences for all students; Partnerships between school, home, and community; Concern for intangible qualities such as self-motivation and tolerance; A safe environment that promotes exploration and self-expression; Promotion of life-long learning; Re-evaluation of programs to adapt to a changing world; A competent and caring faculty and administration.

VISION STATEMENT

Slidell High School students, fostered by a sense of community, participate in varied learning experiences and extra-curricular activities as teachers, administrators and staff assist them for the future within facilities which support the curriculum and which accommodate broader needs.

MISSION STATEMENTThe mission of Slidell High School is to prepare a diverse student population to function in a world that is increasingly global and technological.


Reference appendices for stakeholder participants

SCHOOL DEMOGRAPHICS/CHARACTERISTICS

ADM

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

Principals 5 5 0 0

TEACHERS*

SchoolNon-Title I

Title I Total % in School % Change from 2004Schoolwide Targeted Asst.

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Core Academic Teachers (Subtotal) 75 2 95% 33% 4% 7%NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

Non-Standard*** (TAT) (OFAT) (TEP) (EP) 1 2 1% 33% 9% 7%Other 3 2 4% 33% 5% 13%Subtotal Not Highly Qualified 4 4 5% 67% 5% 7%

TOTAL TEACHERS (Highly Qualified and Not Highly Qualified) 79 6 100% 100%

PARAS

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Paras 1 17 100% 77%NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

# Not Highly Qualified Paras 0 5 0 23%Total Paraprofessionals 1 22 100% 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 Therapist; 1 Mental Health Professional; 2 Adaptive PE Teachers; 1 IEP Facilitator; 1 Pupil Appraisal LiaisonSchool Improvement Team Members/Position: W. C. Percy – Principal; D. Liuzza – Asst. Principal; C. Rock – Asst. Principal (Special Ed. Coordinator); K. W. Marton – SIP Chair; J. Reeves – Testing Coordinator; A. Gremillion – School-to-work Coordinator; J. Miller – Science Dept. Chair; M.L. Green – Math Dept Chair; B. Ruffin – Social Studies Dept. Chair; C. Weibelt – Technical Advisor; B. Carlson & L. Oge – PTA representatives; G. Cromer – Community Representative; A. Hueman , J. Leboeuf, & K. Cognevich – students; K. Pierre – Head Custodian; L. Siebenkittle – School Secretary.District Assistance Team Leader and Contact # (if applicable):

Distinguished Educator and Contact # (if applicable):

Parish Homeless Liaison: Ann Presley Parish Homeless Liaison’s Contact #: (985) 898-3362

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

High Schools That Work (HSTW) Site Coordinator and Contact #: Making Middle Grades Work (MMGW) Site Coordinator and Contact #:

Leadership Team Members/Position at the School: W. Percy – Principal; D. Liuzza – Asst. Principal; C. Rock –Asst. Principal & Special Ed. Coordinator; K. Marton – SIP chair & English Dept Chair; J. Reeves – Testing Coordinator; A. Gremillion – School-to-Work Coordinator;M. L. Green – Math Dept. Chair; JA Miller – Science Dept. Chair; B. Ruffin – Social Studies Dept Chair; E. Smith – SBLC Coordinator;C. Weibelt – At-Risk Students; R. Whittington – Librarian.

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 WorkDAREEarly Reading FirstHIPPYINTECH


INTECH 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 TECHLearning Intensive Networking Communities for Success (LINCS)LINCS/High Schools That Work (HSTW)LINCS/Making Middle Grades Work (MMGW)Louisiana Virtual SchoolMaking Middle Grades WorkSAGE School Tech School to Work XSchool wide Positive Behavior Interventions and Support XThe Louisiana Literacy CorpsThe Multisensory Structured Language ProgramThe Strategic Instruction Model (SIM) XOther:List the Supplemental Educational Services provided for your students (Title I schools, if applicable):List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:Pharmacy Tech; Calculus AP; Back on Track

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: Southeastern Louisiana, University of New OrleansTechnical Institute: Louisiana Technical College; Delgado Community CollegeFeeder School(s): Clearwood Jr. High; Slidell Junior High, St. Margaret Mary; Lake CastleCommunity: Multiple – see attachedBusiness/Industry: Multiple – see attachedPrivate 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

1906 1906 208A/P- 5; B- 70;H-2; W- 133

163AI- 2; A/P-5;B-19; H-4;W-133

36B- 7; H- 1; W- 28

68A/P- 1; B- 33; H- 1; W- 33

6A/P- 4; W- 2

21B- 5; H-1; W- 15

0

Number of Households Served by School: 1795Subgroups by Ethnicity

American Indian Asian/Pacific Islander Black Hispanic White14 29 432 38 1393

Poverty Profile# of Free/Reduced Lunch Students:552A/PI –8; B – 290; H – 6; B- 290; W – 248

Percent of Free/Reduced Lunch Students:28%

Note 1. Additional community demographics and capital outlay data are located in the appendices.DATA COMPREHENSIVE NEEDS ASSESSMENT

SUMMARY REPORT


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

STRENGTHS DATA SOURCE1.Evidence of Planning Snapshots Spring 2004, Departmental meeting agendas., lesson plans 2.Droupout Rate School performance scores, school records of graduates3.The school provides a quality education Parent, student and community surveys

SUPPORTING EVIDENCE DATA SOURCEStrength 1.Observed 95.2% of the time vs. 91.0% district wide Snapshots Spring 2004, input from departmental meetings, lesson plans

Strength 2. The 2004 dropout Index is 141.6, 33.6 higher than the SPS goal of 108.0

School performance scores, yearly school records data

Strength 3. Rated 4.0-4.6 on a 5 point Likert scale for an average score of 4.35

All stakeholder groups rated the overall quality of education on separate surveys.

CHALLENGES DATA SOURCE1 Increase the number of students scoring proficient on GEE 21 in ELA Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every

Day; TLS2 Increase the number of student scoring proficient on GEE 21 in Mathematics.

Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every Day; TLS

3.Increase the number of students scoring proficient on GEE 21 in Social Studies.4. Increase the number of students scoring proficient on GEE 21 in Science

Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every Day; TLSSpring 2004 CRT data; NCLB subgroup analysis; Every Child, Every Day; TLS

SUPPORTING EVIDENCE DATA SOURCE1. . 83.3% of students scored proficient Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every

Day; TLS2. 79.8% of students scored proficient Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every

Day; TLS3. 81.0% of students scored proficient

4. 71.0% of students scored proficient

Spring 2004 CRT data; NCLB subgroup analysis; Every Child, Every Day; TLSSpring 2004 CRT data; NCLB subgroup analysis; Every Child, Every Day; TLS


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

.STRATEGY PLANNING WORKSHEET

GOAL 1: To improve student proficiency in reading, analyzing, responding and applying problem solving and reasoning to texts. (ELA Standards 1& 7)

School SPS 2004: 112.3 School GT 2005:114.3

OBJECTIVE 1: (LA Accountability) to increase by no less than 10%, the percentage of students scoring Mastery or higher as measured by the ELA component of the standards-based assessment.(Whole school: 22.6 % in 2004 to 24.8% in 2005)NCLB) To increase by no less than 10%, the percentage of students scoring proficient on the ELA component of the standards-based assessment(Whole school: 83.3% in 2004 to 91.6% in 2005)Black 70.1% to 77.1%, White 83.3% to 91.2%, ED 71.6% to 78.7%, SWD 25% to 47.4%

SCIENTIFICALLY BASED RESEARCH STRATEGY: Higher Order Thinking Skills (HOTS) Across the Curriculum


ACTION PLAN

EXPECTED IMPACT (Observable Change) ACTIVITIES

PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE

1 FUNDING SOURCES2 OBJECT CODE3 COST

IMPLEMENTATION AND EFFECTIVENESS

(Benchmarks)1 2 3Students will increase their mastery of critical reading/thinking comprehension skills across content areas with emphasis on Read, Analyze, and Respond to complex literature. Literature is not limited to fiction, but includes all types of text-fiction and non-fiction. Student responses will demonstrate a deeper understanding of the material than rote memory.

Students in English , Mathematics, Science and Social studies will use a variety or activities such asrubrics, graphic organizers, SIM, Lincs and other HOTS activities as a means of accessing text. The same types of rubrics and organizers will guide the responses of the students. Student responses will demonstrate higher ordered thinking skills. Emphasis will be on:ELA 7- H2 (Identify, gather, and evaluate appropriate sources and relevant information to solve problems ); ELA 7- H4 (Analyze information within and across grade appropriate print and non print texts using various reasoning skills)

PercyDiCarloD. LiuzzaMcKenzieRock

Department Chairs in core subject areasMartonGreen B.RuffinMiller

All core-course faculty

All students 9-12; 1/05-5/05 weekly

Implementation checks will be assessed weekly via lesson plans, and three times per year via snapshot visits by 10/15, 12/21, 3/11, 5/25

Effectiveness checks will be done quarterly

PSS

GEE

$500

$2500

IMP: Administration snapshots will note the use of HOTS strategies; lesson plans will indicate HOTS activities. Teachers will departmentally share strategies.

EFF: At departmental meetings, teachers will review, on a quarterly basis, the use of implemented strategies as they pertain to student comprehension and response to text.


Teachers will incorporate greater classroom emphasis on critical thinking/reading skills. Teachers will place a greater percentage of Higher Ordered Thinking skills questions on tests. Emphasis will be placed on: ELA 1 H-2 (Analyze the significance of complex texts); ELA-1 H-3 (Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses).

Lesson planning will reflect HOTS activities. Content will focus on HOTS rather than rote memorization of minutia. Lesson planning will also indicate accommodations needed for SWD and other modalities. Instruction will follow the UBD concept of knowing the enduring understanding at the appropriate cognitive level and emphasize those benchmarks outlined in the Expected Impact. Assessments will include HOTS responses. All major tests given in all classes will reflect questions that require critical reading/thinking skills. Teachers will use previously unseen (by the students) materials to test the students’ understanding and ability to apply concepts to new situations.Engagement: Student activities will reflect higher ordered thinking skills focusing on reading and responding.


Department Chairs and all teachers in core subject areasMartonGreen B.RuffinMiller

Entire faculty:1st & 2nd semesters – ongoing

IMP: Weekly, Daily 8/04-5/05;TLA Observations each nine weeks by 10/15, 12/21, 3/11, 5/25

Effectiveness checks:Lesson plans evaluated weekly; monthly dept meetings; quarterly assessments by: 10/15, 12/21, 3/11, 5/25

None IMP: Department members will collaborate to create lessons that include HOTS. Lessons plans will indicate HOTS activities and accommodations made for individual instruction and assessment. School snapshots will indicate the level of HOTS questions/activities during instruction. All major tests, including quarterly and semester exams, will be turned-in to the department head who will check for compliance. Critical reading/thinking questions will be highlighted by the teacher.

EFF: In departmental meetings, teachers will determine effectiveness through noting students’ responses. Interim reports and report cards also provide information regarding effectiveness of instruction.


Professional development will focus on HOTS in relation to constructed response item types for students to evaluate, apply, synthesize, analyze, and comprehend. Through the workshops and departmental and subject-level discussions, teachers will incorporate HOTS into lessons. Emphasis will be placed on: ELA 1 H-3 (Drawing conclusions and making inferences about ideas and information in complex texts in oral and written responses).

In-service training will focus on teaching critical reading/thinking skills for all content areas* The in-service workshops for teachers and paraprofessionals will focus on the construction of Higher Ordered questions for use in lesson planning, classroom activities, and student assessments, as well as writing HOTS objectives to assist students with reading, analyzing, and responding to text. The workshops will use Bloom’s taxonomy as a basis for instruction. Teachers will also attend UBD and SIM workshops offered by the parish. Other workshops will also be attended as offered by content area interested parties. Additionally, teachers will work together to develop HOTS activities focused on improving students’ analysis and response to text. Teachers will also focus on students’ problem solving skills. Within departments, teachers will generate additional assessment tools such as rubrics.

D. Liuzza

Curriculum SpecialistsKennedy

All core teachers

Professional Development Day

On going – teachers will attend workshops, conferences, and consortiums as offered.

ImplementationSpecial Ed. Dept. restructuring by9/1Departmental quarterly evaluations by12/21, 3/11, 5/25Snapshots quarterly by 10/15, 12/21, 3/11, 5/25

PSS

GEE

$7000

$7000

IMP: All lesson plans will reflect knowledge gained from workshops by incorporating critical thinking/reading/response skills. Lesson plans will be evaluated for incorporation of critical thinking/reading skills. Departmental meetings will quarterly discuss methodology. The Special Education Department will be re-structured to improve teacher effectiveness and parent contact.

EFF: School snapshots should reflect a greater emphasis on HOTS; collegial planning will be measured by quarterly department self-evaluations.


Parent and community resources will assist in the monitoring and use of student HOTS. Students will note the relationship between what they are learning in school and the application to the real world where comprehension, analysis, synthesis, problem solving, and collaborative efforts are on-going activities.ELA 7- H2 (Identify, gather, and evaluate appropriate sources and relevant information to solve problems ); ELA 7- H4 (Analyze information within and across grade appropriate print and non print texts using various reasoning skills)

Community businesses will partner with the school to provide students with real-world work experiences through the School-to-Work academies and through Option 3 which provides life skills to SWD and at-risk students. Parents, community leaders will also be speakers to classes focusing on the need to be able to comprehend, analyze and problem solve. Parents and businesses also provide fiscal support to the school through ads in the yearbook, football programs, play bills, and signs on the athletic fields. Parents also function as tutors through the PTA. The PTA also provides clerical assistance to the school, sponsors teacher appreciation events, writes a monthly newsletter that is mailed to all parents informing them of vital school information. Parental booster clubs are very active

Local businesses – see those listed as an attachment to pg. 8.

PTA

Anne Gremillion –School-to-work coordinator

Senior students enrolled in academies; Option 3 students;Students –9-12

On going8/04-5/05Daily, weekly, & quarterly assessments of students by the community mentors by:10/15, 12/21, 3/11, 5/25

School-to-Work Coordinator will report to the school and district by 6/1

N/A IMP: School to Work coordinator will secure local businesses for student interns; academy directors will also secure places for student interns; content area teachers will share names of professionals who will speak effectively to students; academy teachers will incorporate real-world preparation into lesson plans;PTA will maintain its relationship and attempt to increase membership.

EFF: The number of students receiving academy certificates will be assessed; teachers will evaluate the effectiveness of speakers; teachers will evaluate lesson plans and make necessary adjustments; the PTA will report the number of members and the number of hours volunteered at the school by 6/1, Booster clubs will also report the number of members and the number of hours volunteered at the school by 6/1.


Technology is available to promote HOTS in activities which require students to evaluate, apply, synthesize, analyze, evaluate, and comprehend both oral and written assignments. Teachers will integrate technology during instruction, If students see teachers integrating technology in creative ways, they will be more likely to use technology in effective ways also. Several studies have shown that instructional use of technology enhances learner outcomes and reaches a variety of learning modalities, which also enhance SWD learning outcomes. ELA 5-H2;ELA 5-H4 – (Use word processing and/or technology to draft, revise, and publish various works)

Use of available technology such as computers, internet, on-line databases, cable TV, software, graphing calculators, virtual labs, interactive chalkboard where developmentally appropriate. Students will judiciously use technology to conduct research, solve problems, analyze data, collaborate and communicate with experts and peers. The library has computers available for educational use before school, during lunch, and after school and charts the use data. The library also distributes to all faculty a monthly newsletter that includes recently located content-appropriate web-sites. Additionally, the library maintains a catalog of educational/content area websites. Teachers also use e-mail to contact parents and students. The administration uses the intranet to apprise faculty/staff of important information. These activities will address the targeted higher ordered thinking skills in the Expected Impact.

Entire Faculty;Admin.;Librarians;S. Dailey – On-site Technology Coordinator

Entire Faculty 09/04-05/05 – ongoing – Daily, Weekly, Quarterly

Administration:9/04-05/05Snapshots by 10/15, 12/21, 3/ 11, 5/25weekly lesson plans

Librarians: 9/04-05/05Daily, Weekly,Monthly

Students:9/04-05/05Daily, Weekly,Quarterly

PSS

Tech Monies

Grants:Kelly Gene CookFound.

$2000

$10,000

C. Wiebelt – $3496CARS

G. Schmidt –$3494Chem. IsCool

IMP: Content area teachers will discuss newly located websites, lessons, and integration of technology in monthly departmental meetings. Administrators will conduct quarterly snapshots and check weekly lesson plans noting integration of technology. Librarians will report daily use of computers by students, maintain copies of monthly newsletter and monthly update website catalog final report by 5/25.

EFF: Teachers will note during monthly department meetings effectiveness of technology lessons and suggest improvements as needed. Teachers will evaluate student outcomes produces via technology. Students’ interims and report cards will be evaluated by teachers and administrators quarterly and by 5/25. Administration will note the amount of technology integrated instruction during the quarterly TLS.


Articulation - Slidell Learning Community will be focused on reviewing student performance data, implementing the GLEs 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 Slidell 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 collaborated information on topics associated with the Expected Impact using Blackboard.

Billy Percy(Principal)

Denise Liuzza(Asst. Principal)

Kathryn Marton (SIP Chair)

Cheryl Rock(Asst. Principal)

Joanie Reeves (Leadership Team Member)

Administrative staff – Administrative Retreat (07/28/2005)

9/25/2004 Data retreat (Mrs. Liuzza, Ass’t. principal; Mrs. Marton, SIP chair, Mrs. Rock, Ass’t. Principal, Ms. Reeves, Leadership Team

Learning Community meeting (Principal or designee)09/01/200410/06/200411/3/200412/1/200401/05/200502/02/200503/02/200504/06/200505/04/2005

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

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


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.Atmosphere – Ensuring that the school is focused on HOTS, the school will provide a healthy, safe environment that is conducive to learning activities.Climate – the pervasive atmosphere will be one that is dedicated to academic achievement through accessing and stimulating HOTS.

School Monitor will assist in making sure that students are in class prior to the tardy bell. All teachers will provide students and parents a classroom management policy. Assistant principals in charge of discipline will counsel those students with chronic discipline problems and will assign appropriate disciplinary action. The administration will also offer assistance to those teachers who need stronger classroom management techniques. To reinforce positive behavior, institute programs that are rewarding rather than punitive. Eighth grade orientation for parents and students will present information on student expectations in and out of the classroom. To maintain a focus on HOTS, the administration will limit the number of school-wide announcements to twice daily. Custodians will provide a clean environment for learning.

Entire faculty, Counselors,Administration, Office staff, &Custodial staff,

All school personnel;

D. Ruffin – School Monitor

8/04 –Eighth grade 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

Weekly, Quarterly reviews of custodial staff.

IMP: School Monitorwill patrol the halls and report noncompliant students to student services for discipline. Teachers will informally share classroom management plans. Asst. principals will record the number and type of disciplinary actions. AP will develop ways to help teachers who have difficulty with classroom management.Administration will monitor the frequency of announcements. Custodial staff will have clearly defined daily and weekly duties. Implementation of the following student recognition programs: High Five, Tiger Achievement, & Student of the Month.

EFF: The yearly reports on discipline will reflect the effectiveness of the various efforts. During Professional Development the faculty/staff will discuss effectiveness. Custodial performance reviews will be assessed by the asst. principal in charge of plant maintenance. The Leadership team will make recommendations as necessary during quarterly meetings. New programs will be evaluated quarterly by teachers and administration.


Reducing the Performance Gap – SWD All teachers and paraprofessional providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on: ELA 1-H3 (draw conclusions and make inferences about ideas and information in complex texts in oral and written responses); ELA 7- H2 (Identify, gather, and evaluate appropriate sources and relevant information to solve problems); ELA 7- H4 (Analyze information within and across grade appropriate print and non print texts using various reasoning skills)

A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. The reading instruction 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, which will be noted on teachers’ lesson plans. SIM and other teaching methodology will be used by teachers throughout the school year to meet the educational needs of SWD. Professional development opportunities will be made available through the Special Education office. All activities will focus on the HOTS as emphasized in the Expected Impact.

W. Percy -Principal

C. Rock-Asst. Principal

S. Hooks -Special Ed Department Chair

D. Diaz,S. Munster,C. Venturella,R. Morrison,B. Rogers - special ed. faculty

All faculty

All Paraprofessionals

All regular and special education staff teaching ELA,

8 /13/04 – opening of school adjusting students’ schedules, verifying IEP compliance

Interims: 9/16, 11/11, 2/03, 4/14

Grading period:10/15, 12/21, 3/11, 5/25.

IMP: 100% of all IEP will be in compliance with IDEA by 8/04. Lesson plans will address accommodation and modification in the regular classroom and show evidence of joint planning. Quarterly contact between IEP teacher and regular ed teacher by: 10/15, 12/21, 3/11, 5/25.

EFF: Students’ interims and quarterly report cards will be evaluated for improvement. Interims: 9/16, 11/11, 2/03, 4/14 Report cards: 10/15, 12/21, 3/11, 5/25.

Lesson plans will demonstrate compliance of accommodations. by: 5/25.

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

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYStudent performance data will be used to evaluate each selected objective and the overall (aggregate) impact of the

targeted strategy. The evaluative methods will comply wit those criteria outlined by the Joint Committee on Standards for Educational Evaluation (Reference http://www.wmich.edu/eval ctr/ic)


http://www.wmich.edu/eval

STRATEGY PLANNING WORKSHEETGOAL 2: To improve student proficiency in addressing patterns, relation, and functions in real world situations and across academic areas (Math standard P).

School SPS 2004: 112.3 School GT 2005: 114.3

OBJECTIVE 2:(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.(Whole school: 20.7% in 2004 to 22.7% in 2005)(NCLB): To increase by no less than 10%, the percentage of students scoring proficient on the Math component of the standards-based assessment.(Whole school:79.8% in 2004 to87.7% in 2005)Black: 60.0% to 66.0%; White: 85.2% to 93.7%; ED: 68.4% to 75.2%; SWD: 21.6% to 41.8%

SCIENTIFICALLY BASED RESEARCH STRATEGY: Instruction focused on contextual learning (CL).

ACTION PLAN


Persons RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3


Students engaged in CL will demonstrate the ability to translate between multiple representation of functions, use technology to recognize behavior of function families, analyze effects of changing parameters, and model real world relationships.

Students will actively participate in tasks – such as semester projects, classroom instructional models, and constructed response test questions- which require that they collect data represent the data with various models, use technology to manipulate the parameters of the data, and make decisions regarding the data. Emphasis will be placed on:

P-1-H (modeling the concepts of variables, functions, and relations as they occur in the real world); p-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them); P-5-H (analyzing real-world relationships that can be modeled by elementary functions).


Department Chairs in core subject areasMartonGreenB. RuffinMiller


All students- 9-12 at least once weekly

Implementation:Daily/ Weekly9/04-5/05 and at Leadership meetings 12/15, 3/11, 5/25

Implementation checks will be assessed weekly via lesson plans, and three times per year via snapshot visits.

Effectiveness checks will be done quarterly by 10/15, 12/21, 3/11,5/25TLA Observations each nine weeks by 10/15, 12/21, 3/11, 5/25

IMP: Administrators will review lesson plans weekly and provide feedback to the teachers. In monthly departmental meetings, teachers will collaborate to develop student -focused activities.

EFF: Teachers will evaluate student responses to assessments. .


Teachers will encourage and stimulate the use of CL in activities designed to incite the students to translate between multiple representation of functions, use technology to recognize behavior of function families, analyze effects of changing parameters and model real world relationship.P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that can be modeled by elementary functions),

Teachers will review the targeted content standard, develop lesson plans, and deliver instruction using CL strategies. Instruction: These strategies will include teacher efforts to relate subject matter content to everyday situations and motivate students by choosing activities that help them make connections between knowledge and its applications to their lives. They will assess student learning using unit tests which incorporate questions that address the standards and quarterly projects which require application of the skills associated with this standard.Engagement: Student engagement will be maximized by student selected out of class projects and individualizing instruction.

W. Percy DiCarloD. LiuzzaMcKenzieRock

Department Chairs and all teachers in core subject areasMartonGreen B.RuffinMiller

All core teachers

Math dept. faculty



IMP: Within departmental meetings teachers will collaboratively develop lesson plans, projects, and share ideas. Administration will note the incorporation of CL through lesson plans and School Snapshots. All major tests, including quarterly and semester exams, will be turned-in to the department head who will check for compliance. CL questions will be highlighted by the teacher. EFF: In departmental meetings, teachers will determine effectiveness through noting students’ responses. Interim reports and report cards also provide information regarding effectiveness of instruction.


Professional development will focus on CL in relation to constructed response item types for students to evaluate, apply, synthesize, analyze, and comprehend. Through the workshops and departmental meetings and subject-level discussions, teachers will incorporate CL into lessons. Emphasis will be placed on P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that can be modeled by elementary functions),

The in-service workshops for teachers and paraprofessionals will focus on the construction of Higher Ordered questions for use in lesson planning, classroom activities, and student assessments, as well as writing CL objectives to assist students with reading, analyzing, and responding to text. The workshops will use Bloom’s taxonomy as a basis for instruction. Teachers will also attend UBD and content workshops offered by the parish. Other workshops will also be attended as offered by content area interested parties. Additionally, teachers will work together to develop CL activities focused on improving students’ analysis and response . Teachers will also focus on students’ problem solving skills. Within departments, teachers will generate additional assessment tools.

W. Percy - Principal

D. McKenzie–Asst. Principal

Math Dept.

Math dept. faculty

Daily/weekly/Monthly/QuarterlyIMP: Weekly, Daily 8/04-5/05;TLA Observations each nine weeks by 10/15, 12/21, 3/11, 5/25


IMP: All lesson plans will reflect knowledge gained from workshops by incorporating critical thinking/reading/response skills. Lesson plans will be evaluated for incorporation of critical thinking skills. Departmental meetings will quarterly discuss methodology. The Special Education Department will be re-structured to improve teacher effectiveness and parent contact.

EFF: School snapshots should reflect a greater emphasis CL activities; collegial planning will be measured by quarterly department self-evaluations.


Parent and community resources will assist in the monitoring and use of student CL. Students will note the relationship between what they are learning in school and the application to the real world where comprehension, analysis, synthesis, problem solving, and collaborative efforts are on-going activities. Emphasis will be placed on P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that can be modeled by elementary functions),



PTA



On going8/04-5/05Daily, weekly, & quarterly assessments of students by the community mentors by: 10/15, 12/21, 3/11, 5/25

IMP: School to Work coordinator will secure local businesses for student interns; academy directors will also secure places for student interns by the beginning of school; content area teachers will share names of professionals who will speak effectively to students; academy teachers will incorporate real-world preparation into lesson plans;PTA will maintain its relationship and attempt to increase membership.

EFF: The number of students receiving academy certificates will be assessed; teachers will evaluate the effectiveness of speakers; teachers will evaluate lesson plans and make necessary adjustments; the PTA will report the number of members and the number of hours volunteered at the school. Booster clubs will also report the number of members and the number of hours volunteered at the school by 10/15, 12/21, 3/11, 5/25

Technology is available to promote activities that require students to evaluate, apply,

Use of available technology such as computers, internet, on-

Entire Faculty;Admin.;Librarians;

Entire Faculty 09/04-05/05 – ongoing –

PSS $7000 IMP: Content area teachers will discuss newly located websites,


synthesize, analyze, evaluate, and comprehend both oral and written assignments. Teachers will integrate technology during instruction. If students see teachers integrating technology in creative ways, they will be more likely to use technology in effective ways also. Several studies have shown that instructional use of technology enhances learner outcomes and reaches a variety of learning modalities, which also enhance SWD learning outcomes Emphasis will be placed on P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that can be modeled by elementary functions).

line databases, cable TV, software, graphing calculators, virtual labs, interactive chalkboard where developmentally appropriate. Students will judiciously use technology to conduct research, solve problems, analyze data, collaborate and communicate with experts and peers. The library has computers available for educational use before school, during lunch, and after school and charts the use data. The library also distributes to all faculty a monthly newsletter that includes recently located content-appropriate web-sites. Additionally, the library maintains a catalog of educational/content area websites. Teachers also use e-mail to contact parents and students. The administration uses the intranet to apprise faculty/staff of important information.

S. Dailey – On-site Technology Coordinator

Daily, Weekly, Quarterly

Administration:9/04-05/05Snapshots 3X per year by; 10/15, 12/21, 3/11, 5/25weekly lesson plans


Students:9/04-05/05Daily, Weekly,Quarterly by

Tech Monies

$7000lessons, and integration of technology in monthly departmental meetings. Administrators will conduct quarterly snapshots and check weekly lesson plans noting integration of technology. Librarians will report use of computers by students, maintain copies of monthly newsletter and update website catalog.

EFF: Teachers will note during department meetings effectiveness of technology lessons and suggest improvements as needed. Teachers will evaluate student outcomes produces via technology. Students’ interims, report cards, will be evaluated by teachers and administrators. Administration will note the amount of technology integrated instruction. by 10/15, 12/21, 3/11, 5/25








Joanie Reeves (Leadership Team Member






School Climate - Discipline. Ensuring each

School Monitor will assist in making sure that

Entire faculty, Counselors,


IMP: School Monitorwill patrol the halls and


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.Atmosphere – Ensuring that the school is focused on CL, the school will provide a healthy, safe environment that is conducive to learning activities.Climate – the pervasive atmosphere will be one that is dedicated to academic achievement through accessing and stimulating HOTS.

students are in class prior to the tardy bell. All teachers will provide students and parents a classroom management policy. Assistant principals in charge of discipline will counsel those students with chronic discipline problems and will assign appropriate disciplinary action. The administration will also offer assistance to those teachers who need stronger classroom management techniques. To reinforce positive behavior, institute programs that are rewarding rather than punitive. Eighth grade orientation for parents and students will present information on student expectations in and out of the classroom. To maintain a focus on CL, the administration will limit the number of school-wide announcements to twice daily. Custodians will provide a clean environment for learning.

Administration, Office staff, &Custodial staff




report noncompliant students to student services for discipline. Teachers will informally share classroom management plans. Asst. principals will record the number and type of disciplinary actions. AP will develop ways to help teachers who have difficulty with classroom management.Administration will monitor the frequency of announcements. Custodial staff will have clearly defined daily and weekly duties. Implementation of the following student recognition programs: High Five, Tiger Achievement, & Student of the Month.EFF: The yearly reports on discipline will reflect the effectiveness of the various efforts. During Professional Development the faculty/staff will discuss effectiveness. Custodial performance reviews will be assessed by the asst. principal in charge of plant maintenance. The Leadership team will make recommendations as necessary during quarterly meetings. New programs will be evaluated


quarterly by teachers and administration.

Reducing the Performance Gap – SWD All teachers and paraprofessional providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on: P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that can be modeled by elementary functions),

A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. The math instruction will be aligned in scope and sequence to both the individual needs of each student and the Mathematics 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, which will be noted on teachers’ lesson plans. SIM and other teaching methodology will be used by teachers throughout the school year to meet the educational needs of SWD. Professional development opportunities will be made available through the Special Education office.

W. Percy -Principal



B, Adams,D. Diaz, S. Munster, C. Venturella,R. Morrison,B. Rogers,D. Voss, K. Mitchell,D. Noveh - special ed. faculty

All faculty


All regular and special education staff teaching math

SWD 9-12

8/04 – adjusting students’ schedules, verifying IEP compliance


IMP: 100% of all IEP will be in compliance with IDEA. Lesson plans will address accommodation and modification in the regular classroom and show evidence of joint planning. .

EFF: Students’ interims and quarterly report cards will be evaluated for improvement.Lesson plans will demonstrate compliance of accommodations.

* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content, & Process)St. Tammany Parish School Board 27 of 65 SY 2004-2005

STRATEGY PLANNING WORKSHEETGOAL 3: To improve student proficiency in reading, analyzing, responding and applying problem solving and reasoning to print and non-print text within the social studies curriculum.


OBJECTIVE 3:(LA Accountability): To increase by no less than 10%, the percentage of students scoring Mastery or higher as measure by the Social Studies component of the standards-based assessment. Whole school: 22.0% in 2004 to 24.2% in 2005.(NCLB): To increase by no less than 10%, the percentage of students scoring proficient on the Social Studies component of the standards-based assessment.Whole school: 81.0% in 2004 to 89.1% in 2005SWD: 44.0% to 48.0%. No other subgroup data was reported to the school.

SCIENTIFICALLY BASED RESEARCH STRATEGY: Higher Ordered Thinking Skills across the curriculum


ACTION PLAN


PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3


Students will engage in their mastery of critical reading/thinking comprehension skills across content areas with emphasis on Read, Analyze, and Respond to text within the social studies curriculum. Student response s will demonstrate a deeper understanding of the material than rote memory.

Students will use rubrics, maps, graphs, charts, graphic organizers, SIM, Lincs and other activities as a means of accessing text. The same types of rubrics and organizers will guide the responses of the students. Student responses will demonstrate a deeper understanding of the material than rote memory emphasis will be placed on: G-1B-H3 ( Analyzing the various ways in which physical and human regions are structured and interconnected); C-1A-H1 (Analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes; E-1B-H2(Analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market); H-1A-H2: (Explaining and analyzing events, ideas and issues within a historical context); H1C-H7 (Analyzing political, cultural, and economic developments and trends that resulted in the transformation of major world regions) .




All students- 9-12 at least once weekly 10/24-5/05


Implementation checks will be assessed weekly via lesson plans, and three times per year via snapshot visits by 10/15, 12/21, 3/11,5/25

Effectiveness checks will be done quarterly by 10/15, 12/21, 3/11, 5/25

TLA Observations each nine weeks by 10/15, 12/21, 3/11, 5/25

PSS

GEE

$500

$2500

IMP: Administration snapshots will note the use of strategies; lesson plans will indicate targeted GLE activities. Teachers will departmentally share strategies.

EFF: At departmental meetings, teachers will review, on a quarterly basis, the use of implemented strategies as they pertain to student comprehension and response to text.

Teachers will Lesson planning will reflect W. Percy Social studies IMP: Department St. Tammany Parish School Board 30 of 65 SY 2004-2005

stimulate critical thinking/reading skills. Teachers will place a greater percentage of Higher Ordered Thinking skills questions on tests. Emphasis will be placed on: G-1B-H3 ( Analyzing the various ways in which physical and human regions are structured and interconnected); C-1A-H1 (Analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes; E-1B-H2(Analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market); H-1A-H2: (Explaining and analyzing events, ideas and issues within a historical context); H1C-H7 (Analyzing political, cultural, and economic developments and trends that resulted in the transformation of major world regions).

HOTS activities. Content will focus on content standards being addressed with emphasis on those benchmarks outlined in the Expected Impact. Lesson planning will also indicate accommodations needed for SWD and other modalities. Instruction will follow the UBD concept of knowing the enduring understanding at the appropriate cognitive level. Informal assessments will also include a variety of methods. All major tests given in all classes will reflect questions that require critical reading/thinking skills pertaining to the identified benchmarks. Teachers will use previously unseen (by the students) materials to test the students’ understanding and ability to apply concepts to new situations Engagement: Student engagement will be maximized by student selected out of class projects and individualized instruction.

DiCarloD. LiuzzaMcKenzieRock

Department Chairs in core subject areasMartonGreen B.RuffinMiller

All core teachers

dept. faculty



members will collaborate to create lessons that include GLE targeted areas. Lessons plans will indicate targeted activities and accommodations made for individual instruction and assessment. School snapshots will indicate the GLE questions/activities during instruction. All major tests, including quarterly and semester exams, will be turned-in to the department head who will check for compliance. Critical reading/thinking questions will be highlighted by the teacher. EFF: In departmental meetings, teachers will determine effectiveness through noting students’ responses. Interim reports and report cards also provide information regarding effectiveness of instruction.


Professional development will focus on HOTS in relation to constructed response item types for students to evaluate, apply, synthesize, analyze, and comprehend. Through the workshops and departmental and subject-level discussions, teachers will incorporate HOTS into lessons. Emphasis will be placed on: G-1B-H3 ( Analyzing the various ways in which physical and human regions are structured and interconnected); C-1A-H1 (Analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes; E-1B-H2(Analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market); H-1A-H2: (Explaining and analyzing events, ideas and issues within a historical context); H1C-H7 (Analyzing political, cultural, and economic developments and trends that resulted

In-service training will focus on teaching critical reading/thinking skills for all content areas* The in-service workshops for teachers and paraprofessionals will focus on the construction of Higher Ordered questions for use in lesson planning, classroom activities, and student assessments, as well as writing HOTS objectives to assist students with reading, analyzing, and responding to text. The workshops will use Bloom’s taxonomy as a basis for instruction. Teachers will also attend UBD and SIM workshops offered by the parish. Other workshops will also be attended as offered by content area interested parties. Additionally, teachers will work together to develop HOTS activities focused on improving students’ analysis and response to text. Teachers will also focus on students’ problem solving skills. Within departments, teachers will generate additional assessment tools such as rubrics, maps, charts, and graphs.

Entire social studies faculty;Assistant Principals;B. Ruffin – Social Studies Dept. Chair;Special Ed. Dept.

Entire faculty:1st & 2nd Semesters


PSS

GEE

$7000

$7000

IMP: All lesson plans will reflect knowledge gained from workshops by incorporating critical thinking/reading/response skills. Lesson plans will be evaluated for incorporation of critical thinking/reading skills. Departmental meetings will quarterly discuss methodology. The Special Education Department will be re-structured to improve teacher effectiveness and parent contact.

EFF: School snapshots should reflect a greater emphasis on HOTS; students’ scores on those areas of standardized tests that reflect analysis and response will be annually analyzed; collegial planning will be measured by quarterly department self-evaluations.


in the transformation of major world regions).


Parent and community resources will assist in the monitoring and use of student HOTS. Students will note the relationship between what they are learning in school and the application to the real world where comprehension, analysis, synthesis, problem solving, and collaborative efforts are on-going activities.



PTA



On going8/04-5/05Daily, weekly, & quarterly assessments of students by the community mentors by 10/15, 12/21, 3/11, 5/25

IMP: School to Work coordinator will secure local businesses for student interns; academy directors will also secure places for student interns Prior to the first day of school; content area teachers will share names of professionals who will speak effectively to students; academy teachers will incorporate real-world preparation into lesson plans;PTA will maintain its relationship and attempt to increase membership.

EFF: The number of students receiving academy certificates will be assessed by 5/25; teachers will evaluate the effectiveness of speakers; teachers will evaluate lesson plans and make necessary adjustments; the PTA will annually report the number of members and the number of hours volunteered at the school. Booster clubs will also report the number of members and the number of hours volunteered at the school.


Use of available technology such as computers, internet, on-line databases, cable TV, software, graphing calculators, virtual labs, interactive chalkboard where developmentally appropriate. Students will judiciously use technology to conduct research, solve problems, analyze data, collaborate and communicate with experts and peers. The library has computers available for educational use before school, during lunch, and after school and charts the use data. The library also distributes to all faculty a monthly newsletter that includes recently located content-appropriate web-sites. Additionally, the library maintains a catalog of educational/content area websites. Teachers also use e-mail to contact parents and students. The administration uses the intranet to apprise faculty/staff of important information.



Entire social studies faculty 09/04-05/05 – ongoing – Daily, Weekly, Quarterly

Administration:9/04-05/05Snapshots 3X per year, by 10/15, 12/21, 3/11, 5/25; weekly lesson plans



PSS

Tech Monies

$2000

$10,000

IMP: Content area teachers will discuss newly located websites, lessons, and integration of technology in departmental meetings. Administrators will conduct snapshots and check weekly lesson plans noting integration of technology. Librarians will annually report use of computers by students, maintain copies of monthly newsletter and update website catalog.

EFF: Teachers will note during department meetings effectiveness of technology lessons and suggest improvements as needed. Teachers will evaluate student outcomes produces via technology. Students’ interims, report cards, will be evaluated by teachers and administrators. Administration will note the amount of technology integrated instruction.














School Climate - Discipline. Ensuring each student has a learning environment conducive to high

School Monitor will assist in making sure that students are in class prior to the tardy bell. All teachers will provide students

Entire faculty, Counselors,Administratio


IMP: School Monitorwill patrol the halls and report noncompliant students to student services for discipline.


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.Atmosphere – Ensuring that the school is focused on HOTS, the school will provide a healthy, safe environment that is conducive to learning activities.Climate – the pervasive atmosphere will be one that is dedicated to academic achievement through accessing and stimulating HOTS.

and parents a classroom management policy. Assistant principals in charge of discipline will counsel those students with chronic discipline problems and will assign appropriate disciplinary action. The administration will also offer assistance to those teachers who need stronger classroom management techniques. To reinforce positive behavior, institute programs that are rewarding rather than punitive. Eighth grade orientation for parents and students will present information on student expectations in and out of the classroom. To maintain a focus on HOTS, the administration will limit the number of school-wide announcements to twice daily. Custodians will provide a clean environment for learning. Focus will be on the GLEs as outlined in the student section.

n, Office staff, &Custodial staff




Teachers will informally share classroom management plans. Asst. principals will record the number and type of disciplinary actions. AP will develop ways to help teachers who have difficulty with classroom management.Administration will monitor the frequency of announcements. Custodial staff will have clearly defined daily and weekly duties. Implementation of the following student recognition programs: High Five, Tiger Achievement, & Student of the Month

EFF: The yearly reports on discipline will reflect the effectiveness of the various efforts. During Professional Development the faculty/staff will discuss effectiveness. Custodial performance reviews will be assessed by the asst. principal in charge of plant maintenance. The Leadership team will make recommendations as necessary during quarterly meetings. New programs will be evaluated quarterly by teachers and administration.

Reducing the Performance Gap – SWD All teachers

A master schedule will be modified to ensure an additional reading class is provided for SWD

W. Percy -Principal

All regular and special education

IMP: 100% of all IEP will be in compliance


and paraprofessional providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on: P-1-H (modeling the concepts of variables, functions and relations as they occur in the real world); P-3-H (recognizing behavior of families of elementary functions and, where appropriate, use graphing technologies to represent them);P-5-H (analyzing real world relationships that

whose IEP warrant such intervention. The reading instruction will be aligned in scope and sequence to both the individual needs of each student and the social studies 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, which will be noted on teachers’ lesson plans. SIM and other teaching methodology will be used by teachers throughout the school year to meet the educational needs of SWD. Professional development opportunities will be made available through the Special Education office.




All faculty


staff teaching math

SWD 9-12



with IDEA. Lesson plans will address accommodation and modification in the regular classroom and show evidence of joint planning. .



can be modeled by elementary functions),

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

STRATEGY PLANNING WORKSHEETGOAL 4: To improve student proficiency in reading, analyzing, responding and applying problem solving and reasoning to print and non-print text within the science curriculum.


OBJECTIVE 4:(LA Accountability): To increase by no less than 10%, the percentage of students scoring Mastery or higher as measure by the Science component of the standards-based assessment. Whole school: 24.0% in 2004 to 26.4% in 2005.(NCLB): To increase by no less than 10%, the percentage of students scoring proficient on the Science component of the standards-based assessment.Whole school: 71.0% in 2004 to 78.1% in 2005SWD: 33.4% to 36.7%. No other subgroup data was reported to the school

SCIENTIFICALLY BASED RESEARCH STRATEGY: Higher Ordered Thinking Skills across the curriculum


ACTION PLAN


PERSONS RESPONSIBLE

TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3Students will increase their mastery of critical reading/thinking comprehension skills across content areas with emphasis on Read, Analyze, and Respond to complex text within the science curriculum. Student responses will demonstrate a deeper understanding of the material than rote memory.

Students will use rubrics, maps, graphs, charts, graphic organizers, SIM, Lincs and other activities as a means of accessing text to address the GLEs The same types of rubrics and organizers will guide the responses of the students. Student responses will demonstrate a deeper understanding of the material than rote memory Emphasis will be placed on: SI-H-A1:(identifying questions and concepts that guide scientific investigations;SI-H-A4: (formulating and revising scientific explanations and models using logic and evidence); SI-H-B2: (communicating that scientists conduct investigations for a variety of reasons such as exploration, discovery, confirmation, evaluation, and comparison); SI-H-B4:(Analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions, and modifications, and is based on historical and current scientific knowledge.




All students- 9-12 at least once weekly 10/24-5/05


Implementation checks will be assessed weekly via lesson plans, and three times per year via snapshot visits by 10/15, 12/21, 3/11,5/25

Effectiveness checks will be done quarterly by 10/15, 12/21, 3/11, 5/25

PSS

GEE

$500

$2500

IMP: Administration snapshots will note the use of targeted GLE strategies; lesson plans will indicate GLE activities. Teachers will departmentally share strategies.

EFF: At departmental meetings, teachers will review, on a quarterly basis, the use of implemented strategies as they pertain to student comprehension and response to targeted content Grades on tests that measure targeted GLEs will be evaluated for improvement


Teachers will incorporate greater classroom emphasis on critical thinking/reading skills to target the selected GLEs. Teachers will place a greater percentage of Higher Ordered Thinking skills questions on tests. Emphasis will be placed on: SI-H-A1:(identifying questions and concepts that guide scientific investigations;SI-H-A4: (formulating and revising scientific explanations and models using logic and evidence); SI-H-B2: (communicating that scientists conduct investigations for a variety of reasons such as exploration, discovery, confirmation, evaluation, and comparison); SI-H-B4:(Analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions, and modifications, and is based on historical and current scientific knowledge.

Lesson planning will reflect HOTS activities. Content will focus on content standards being addressed with emphasis on those benchmarks outlined in the Expected Impact. Lesson planning will also indicate accommodations needed for SWD and other modalities. Instruction will follow the UBD concept of knowing the enduring understanding at the appropriate cognitive level. Informal assessments will include a variety of methods including those formats on standardized tests. All major tests given in all classes will reflect questions that require critical reading/thinking skills. Teachers will use previously unseen (by the students) materials to test the students’ understanding and ability to apply concepts to new situationsEngagement: student engagement will be maximized by student selected out-of-class projects and individualizing instruction.

Entire Science faculty and Assistant Principal/Evaluator;JA. Miller – Science Dept. Chair

Social studies dept. faculty



IMP: Department members will collaborate to create lessons that include targeted GLEs. Lessons plans will indicate activities and accommodations made for individual instruction and assessment. School snapshots will indicate the targeted GLE questions/activities during instruction. All major tests, including quarterly and semester exams, will be turned-in to the department head who will check for compliance. Targeted benchmark highlighted by the teacher. EFF: In departmental meetings, teachers will determine effectiveness through noting students’ responses. Interim reports and report cards also provide information regarding effectiveness of instruction.


Professional development will focus on HOTS in relation to constructed response item types for students to evaluate, apply, synthesize, analyze, and comprehend. Through the workshops and departmental and subject-level discussions, teachers will incorporate targeted GLEs into lessons. Emphasis will be on: SI-H-A1:(identifying questions and concepts that guide scientific investigations;SI-H-A4: (formulating and revising scientific explanations and models using logic and evidence); SI-H-B2: (communicating that scientists conduct investigations for a variety of reasons such as exploration, discovery, confirmation, evaluation, and comparison); SI-H-B4:(Analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions, and modifications, and is based on historical and current scientific knowledge.

In-service training will focus on teaching critical reading/thinking skills for all content areas* The in-service workshops for teachers and paraprofessionals will focus on the construction of Higher Ordered questions for use in lesson planning, classroom activities, and student assessments, as well as writing HOTS objectives to assist students with reading, analyzing, and responding to text. The workshops will use Bloom’s taxonomy as a basis for instruction. Teachers will also attend UBD and SIM workshops offered by the parish. Other workshops will also be attended as offered by content area interested parties. Additionally, teachers will work together to develop HOTS activities focused on improving students’ analysis and response to text. Teachers will also focus on students’ problem solving skills. Within departments, teachers will generate additional assessment tools such as rubrics, maps, charts, and graphs.

Entire Science faculty and Assistant Principal/Evaluator;JA. Miller – Science Dept. Chair

Entire faculty:1st & 2nd Semesters


PSS

GEE

$7000

$7000

IMP: All lesson plans will reflect knowledge gained from workshops by incorporating critical thinking/reading/response skills. Lesson plans will be evaluated for incorporation of targeted concepts. Departmental meetings will quarterly discuss methodology. The Special Education Department will be re-structured to improve teacher effectiveness and parent contact.

EFF: School snapshots should reflect a greater emphasis on targeted GLEs ; collegial planning will be measured by quarterly department self-evaluations.



Parent and community resources will assist in the monitoring and use of student HOTS. Students will note the relationship between what they are learning in school and the application to the real world where comprehension, analysis, synthesis, problem solving, and collaborative efforts are on-going activities.



PTA



On going8/04-5/05Daily, weekly, & quarterly assessments of students by the community mentors by 10/15, 12/21, 3/11, 5/25

PTA and Booster clubs by 6/1/2005

IMP: prior to the opening of school, School to Work coordinator will secure local businesses for student interns; academy directors will also secure places for student interns; content area teachers will share names of professionals who will speak effectively to students; academy teachers will incorporate real-world preparation into lesson plans; PTA will maintain its relationship and attempt to increase membership.EFF: The number of students receiving academy certificates will be annually assessed; teachers will evaluate the effectiveness of speakers; teachers will quarterly evaluate lesson plans and make necessary adjustments; the PTA will annually report the number of members and the number of hours volunteered at the school. Booster clubs will also annually report the number of members and the number of hours volunteered at the school.



Use of available technology such as computers, internet, on-line databases, cable TV, software, graphing calculators, virtual labs, interactive chalkboard where developmentally appropriate. Students will judiciously use technology to conduct research, solve problems, analyze data, collaborate and communicate with experts and peers. The library has computers available for educational use before school, during lunch, and after school and charts the use data. The library also distributes to all faculty a monthly newsletter that includes recently located content-appropriate web-sites. Additionally, the library maintains a catalog of educational/content area websites. Teachers also use e-mail to contact parents and students. The administration uses the intranet to apprise faculty/staff of important information. All of the above will focus on the targeted benchmarks.

Percy,DiCarloD. Liuzza,McKenzieRock


Entire social studies faculty 09/04-05/05 – ongoing – Daily, Weekly, Quarterly

Administration:9/04-05/05 weekly lesson plans Snapshots 3X per yearby 10/15, 12/21, 3/11, 5/25



PSS

Tech Monies

$2000

$10,000

IMP: Content area teachers will discuss newly located websites, lessons, and integration of technology in departmental meetings. Administrators will conduct snapshots and check weekly lesson plans noting integration of technology. Librarians will report use of computers by students, maintain copies of monthly newsletter and update website catalog.EFF: Teachers will note during department meetings effectiveness of technology lessons and suggest improvements as needed. Teachers will evaluate student outcomes produces via technology. Students’ interims and report cards, will be evaluated by teachers and administrators. Administration will note the amount of technology integrated instruction.



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 collaborated information on topics associated with the Expected Impact using Blackboard.












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.Atmosphere – Ensuring that the school is focused on the targeted, the school will provide a healthy, safe environment that is conducive to learning activities.Climate – the pervasive atmosphere will be one that is dedicated to academic achievement through accessing and stimulating HOTS.

School Monitor will assist in making sure that students are in class prior to the tardy bell. All teachers will provide students and parents a classroom management policy. Assistant principals in charge of discipline will counsel those students with chronic discipline problems and will assign appropriate disciplinary action. The administration will also offer assistance to those teachers who need stronger classroom management techniques. To reinforce positive behavior, institute programs that are rewarding rather than punitive. Eighth grade orientation for parents and students will present information on student expectations in and out of the classroom. To maintain a focus on the selected benchmarks, the administration will limit the number of school-wide announcements to twice daily. Custodians will provide a clean environment for learning.

Entire faculty, Counselors,Administration, Office staff, &Custodial staff





IMP: School Monitorwill patrol the halls and report noncompliant students to student services for discipline. Teachers will informally share classroom management plans. Asst. principals will record the number and type of disciplinary actions. AP will develop ways to help teachers who have difficulty with classroom management.Administration will monitor the frequency of announcements. Custodial staff will have clearly defined daily and weekly duties. Implementation of the following student recognition programs: High Five, Tiger Achievement, & Student of the Month.

EFF: The yearly reports on discipline will reflect the effectiveness of the various efforts. During Professional Development the faculty/staff will discuss effectiveness. Custodial performance reviews will be assessed by the asst. principal in charge of plant maintenance. The Leadership team


will make recommendations as necessary during quarterly meetings.


Reducing the Performance Gap – SWD All teachers and paraprofessional providing instruction to SWD will stimulate and encourage the use of higher order thinking strategies in context (including applying reasoning skills to life experience, evaluating points of view, distinguishing fact/opinion, determining cause/effect, generating inquiry, and making connections with real-life situations) across a variety of texts.Emphasis will be placed on:), : SI-H-A1:(identifying questions and concepts that guide scientific investigations;SI-H-A4: (formulating and revising scientific explanations and models using logic and evidence); SI-H-B2: (communicating that scientists conduct investigations for a variety of reasons such as exploration, discovery, confirmation, evaluation, and comparison); SI-H-B4:(Analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions, and modifications, and is based on historical and current scientific knowledge.

A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. The reading instruction 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, which will be noted on teachers’ lesson plans. SIM and other teaching methodology will be used by teachers throughout the school year to meet the educational needs of SWD. Professional development opportunities will be made available through the Special Education office.

W. Percy -Principal




All faculty


All regular and special education staff teaching math

SWD 9-12



IMP: 100% of all IEP will be in compliance with IDEA. Lesson plans will address accommodation and modification in the regular classroom and show evidence of joint planning. .



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

TOTAL SCHOOL BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDSFUNDING SOURCES*

TOTAL

SALARIES (100)

EMPLOYEE BENEFITS (200)

PURCHASED PROFESSIONAL and TECHNICAL SERVICES (300)PURCHASED PROPERTY SERVICES (400)

OTHER PURCHASES SERVICES (500)

SUPPLIES (600)

INDIRECT COSTS (If applicable)

PROPERTY (700)

OTHER OBJECTS (800)

OTHER USES OF FUNDS (900)

TOTAL

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


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


budget WORKsheet by achievement goal and funding sourceFUNDING SOURCES*

PROFESSIONAL DEVELOPMENT FAMILY INVOLVEMENT OTHER

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

1. TITLE I

2. TITLE II

TOTALS

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


Appendix AStakeholder Participants (Beliefs, Vision & Mission Statements)


Appendix BGeopolitical, Demographic and Economic Data

St. Tammany Parish

Geopolitical Data

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

Demographic Data

Urban & rural (2000) St. Tammany

Parish LouisianaUnitedStates

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

Urban 74.8% 72.6% 79.0%

Rural (farm) 0.3% 0.7% 1.1%

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

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

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


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

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

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

Lived outside the GNO area in 1995 14.5% - -



Total Numbers (2000) St. Tammany


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

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

Gender (2000) St. Tammany


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

Age (2000) St. Tammany


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

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

Racial & ethnic diversity (2000) St. Tammany


Black or African American 9.8% 32.3% 12.1% White 85.3% 62.6% 69.2%Asian 0.7% 1.2% 3.6%American Indian 0.4% 0.5% 0.7%Other 0.2% 0.1% 0.3%2 race categories 1.1% 0.9% 1.6%


http://www.gnocdc.org/

http://www.gnocdc.org/

Hispanic (any race) 2.5% 2.4% 12.5%

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

Marital status (2000) St. Tammany


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


Households by type (2000) St. Tammany


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

Children in households (2000) St. Tammany


Population under 18 years in households 54,211 1,214,204 71,970,901 Children living as head of household 0.1% 0.1% 0.1% Children living with mother only 14.2% 24.6% 18.5% Children living with father only 4.2% 4.8% 4.9% Children living with married parents 73.1% 57.0% 66.2% Children living with grandparents 5.7% 9.7% 6.3% Children living with other relatives 1.3% 2.2% 2.1%


Children living with non-relatives 1.4% 1.6% 1.9%

Elderly in households (2000) St. Tammany


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

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

Children in foster care (1998) St. Tammany

Parish Louisiana United

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

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

Supervision of children (2000) St. Tammany


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

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

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

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

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

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


Grandparents as caregivers (2000) St. Tammany



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

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

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


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

Economic Data

Household income type (2000) St. Tammany


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

Wage or salary income 79.7% 75.4% 77.7%

Self-employment income 13.6% 9.8% 11.9%

Social Security income 22.8% 25.2% 25.7%

Supplemental security income 3.5% 6.1% 4.4%

Public assistance income 1.9% 3.3% 3.4%


Median household income (2000) St. Tammany


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

Average household income (2000) St. Tammany


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

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

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


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


Income distribution (2000) St. Tammany


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Population in poverty (2000) St. Tammany


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

People living in poverty 9.7% 19.6% 12.4%

People living at or above poverty 90.3% 80.4% 87.6%Poverty status by age (2000) St. Tammany Louisiana United


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

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

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


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


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

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

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

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

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


Families in poverty (2000) St. Tammany


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

Female householder (no husband present) with own children under 18 44.6% 52.2% 44.4%

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

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

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


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

Moredata

NAICScode Description

Estab-lish-

ments

Sales, receipts

or shipments($1,000)

Annualpayroll

($1,000)

Paidemployees

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

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

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

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

61 Educational services 32 7,857 2,175 153

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

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

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

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


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

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











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







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

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

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



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



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



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

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












Appendix CNSDC Standards for Staff Development

Context Standards

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

Process Standards

Staff development that improves the learning of all students:

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

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

Content Standards

Staff development that improves the learning of all students:


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

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

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

http://www.nsdc.org/

Appendix DScientifically-based Research Strategies

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

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


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

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

http://www.nsdc.org/

Appendix EExternal Technical Support and Assistance


Appendix FComprehensive Needs Assessment


Documents

WHOLE SCHOOL SPS: CRT Trend Data · Web viewUnique SWD needs will be partially addressed through those modifications and accommodations, along with differentiating instruction,