East Baton Rouge Parish School System – Title I Schoolwide...

East Baton Rouge Parish School System

Title I Schoolwide Program Plan Forest Heights Academy of Excellence

Pre-K -5th

7447 Sumrall Drive Baton Rouge, Louisiana 70812

Myra V. Varmall (225) 355-5681

[email protected]

SY: 2014 - 2015

East Baton Rouge Parish School System – Title I Schoolwide Program Plan

Table of Contents

District Assurance ....................................................................................................................................................................................................................... 3

Data Portfolio .............................................................................................................................................................................................................................. 4

Comprehensive Needs Assessment Summary Report for SY 2014-15 Title I Schoolwide Planning ........................................................................................... 6

Goals ......................................................................................................................................................................................................................................... 10

School Mission Statement ........................................................................................................................................................................................................ 10

Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment.................................................................................................................. 20

Additional Parental Involvement and Community Activities .................................................................................................................................................... 21

Transition to Next Level School Programs ................................................................................................................................................................................ 23

East Baton Rouge Parish School System – SY 2014-15


District Assurance

• I hereby certify that this plan is 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 this

plan. • I herby certify that this plan contains the ten required components as mandated by No Child Left Behind Act of 2001, Title I, Improving the Academic

Achievement of the Disadvantaged, Public Law 107-110, Section 1114, Schoolwide Programs, (b)(1): o (Component 1): Evidence of the use of a comprehensive needs assessment of the entire school that is based on information which includes the

achievement of children in relation to the State academic content standards and the State student academic achievement standards as described in Section 1111(b)(1),

o (Component 2): Schoolwide reform strategies that (a) provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement as described in Section 1111(b)(1)(D), and (b) use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program in the school, increase the amount and quality of learning time, and include strategies for meeting the educational needs of historically underserved populations,

o (Component 3): Evidence of instruction highly qualified teachers, o (Component 4): Evidence of high quality and ongoing professional development for teachers, principals, and paraprofessionals (and, if appropriate, other

stakeholders) which is aligned with assessed needs. o (Component 5): Strategies to attract high-quality, highly qualified teachers to high-needs schools, o (Component 6): Strategies to increase parental involvement, o (Component 7): Plans for assisting preschool children in the transition from early childhood programs to elementary school programs, o (Component 8): Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to

improve, the achievement of individual students and the overall instructional program, o (Component 9): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards shall be provided with effective, timely additional assistance which shall include measures to ensure those students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance, and

o (Component 10): Coordination and integration of Federal, State, and local services and programs. • I further certify that the information in this assurance is true and correct to the best of my knowledge.

Principal Date

Executive Director Date

Superintendent or Designee Date



Data Portfolio (Title I Schoolwide Programs Component 1)

The following items should make up the Data Portfolio (housed at school):

• Cognitive Student Data o iLEAP Test Data o LEAP Test Data o End-of-Course (EOC) Test Data o ACT Test Data o Graduation Rates o Attendance Rates o DIBELS Student Data o Student Discipline Data o Student Benchmark Assessment Data o Instructional Staff Mapping o Classroom Observation/Walkthrough Data

• Attitudinal Data o Parental Data o Student Data o Teacher Data



Data Comprehensive Needs Assessment & Summary

Data Type Cognitive Attitudinal Behavioral Archival

Stakeholder

Administrators • Administrator Questionnaire and/or Interview • Attendance Data • Demographic Data

Teachers • Faculty Survey • Teacher Questionnaire and/or

Interview • Faculty Focus Group

• Classroom Observations • Attendance Data

• Demographic Data

Students

• DIBELS/DRA Data • LEAP Data • iLEAP Data • ACT Data • Benchmark Assessment

Data • End-of-Course Data • IEP Progress Data • Graduation Rates

• Student Survey • Student Focus Group

• Discipline Data • Attendance Data

• School Performance Score Data

• Demographic Data • Subgroup Component

Data

Parents • Parent Survey • Parent Focus Group

• Attendance Data (function participation) • Demographic Data



Comprehensive Needs Assessment Summary Report for SY 2014-15 Title I Schoolwide Planning

• Strengths and Weaknesses are derived from cognitive student data: the “what.” Strengths and Weaknesses determine areas of focus – lead to goals objectives.

• Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).

A schoolwide program shall include a comprehensive needs assessment of the entire school that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Public Law 107-110 - Section 1111(b)(1). The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents. STRENGTHS Part Ia: Strengths - Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):

STRENGTHS DATA SOURCE/INSTRUMENT

1. 94% of 3rd through 5th grade students scored proficient in Mathematics LEAP/iLEAP

2. 95% of kindergarten through 3rd grade students are Benchmark at mid-year DIBELS Data

3. 91% of 3rd -5th grade students scored proficient in English Language Arts. LEAP/iLEAP

4. Current ELA Edusoft scores in grade levels are averaging above 90%. Edusoft Report Part IIa: Contributing Factors to Strengths based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the

contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified strengths:

Contributing Factor: Teachers provide specific, research-based strategies to support student achievement in ELA.

Domain: 500 Sub domain: 510

Instrument(s): Principal’s Report Card, Reading Coordinator Observation Report, 2013-14 iLEAP/LEAP test scores



Data Type: 1. Attitudinal

2. Archival

3. Cognitive

Findings:

1. 100% Parental Agreement that FHAE holds high expectations for all students. 2. All teachers shared samples of student work and used the data from weekly meetings to drive individualized and differentiated

instruction. 3. In tested grades, 98% Proficient in English Language Arts, according to iLEAP/LEAP data.

Contributing Factor: Both students and teachers are using a variety of learning and teaching strategies to teach ELA (reading) effectively.


Instrument(s): 2013-14 iLEAP/LEAP Test Scores, Principal’s Report Card, Reading Coordinator Observational Report

Data Type: 1. Cognitive 2. Archival 3. Behavioral

Findings:

1. 99% of 3rd grade through 5th grade students scored proficient in English Language Arts. 2. All teachers brought evidence of differentiated lessons to grade level meetings. 3. 100% of teachers observed were teaching and using reading strategies effectively.

Contributing Factor: Teachers are teaching mathematics effectively by using research-based strategies and incorporating more individualized instructional techniques


Instrument(s): 2013-14 iLEAP/LEAP Test Scores, Quality Support Team Parent Survey, Quality Support Team Classroom Observation Data Type: 1. Cognitive 2. Altitudinal 3. Behavioral

Findings

1. 95% of 3rd through 5th grade students scored proficient in mathematics. 2. 99% of parents surveyed think that FHAE teachers do a good job of teaching mathematics. 3. 100 % of teachers observed teaching math were using small-group instructional strategies.

*Must list at least three findings to justify a Contributing Factor.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan WEAKNESSES Part Ib: Weaknesses - Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES DATA SOURCE/INSTRUMENT

1. In all tested grades, Mathematics Constructed Response scores were weaknesses based upon average percent correct.

2013-14 3rd and 5th grade iLEAP (65% and 48% respectively); 4th grade LEAP (62%)

2. 27% of 3rd grade through 5th grade students are not proficient in writing. 2013-14 iLEAP/LEAP scores

3. In all tested grades, Social Studies Task scores were weaknesses based upon average percent correct.


4. In all tested grades, Science Task scores were weaknesses based upon average percent correct.


Part IIb: Contributing Factors to Weaknesses based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the

contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified weaknesses:

Contributing Factor: Lack of time spent on specific feedback for mathematics constructed response questions.


Instrument(s): 2013-14 iLEAP/LEAP test scores, Grade Level Data Binder, Quality Support Team classroom Observation

Data Type: 1. Cognitive

2. Archival

3. Behavioral

Findings 1. In all tested grades, scores show that there was at least a 10 point difference between average percent correct on constructed response and multiple choice questions.

2. Grade level data shows that students are consistently scoring below level on constructed response questions.

3. QST noted as a concern that more rigor with higher levels of Bloom’s embedded into instructional needs to be present.

Contributing Factor: Time spent on writing is lacking during classroom instruction.


Instrument(s): Student Writing Folders, 2013-14 iLEAP/LEAP Test Scores, Quality Support Team (QST) Parent Survey



Data Type: 1. Archival

2. Cognitive

3. Attitudinal

Findings 1. Student writing folders lack the necessary evidence that writing instruction is being taught by the classroom teacher on a regular basis.

2. Writing performance in 3rd grade has a 29% deficit, in 4th grade 26% deficit, and in 5th grade has a 26% deficit.

3. 4% of parents surveyed believe that FHAE teachers do not teach students to write well.

Contributing Factor: Teachers are not assessing student knowledge at the highest levels of Bloom’s Taxonomy.


Instrument(s): 1. Quality Support Team Classroom Observation 2. iLEAP/LEAP Test Scores 3. Grade Level Data Binder Data Type: 1. Behavioral

2. Cognitive

3. Archival

Findings 1. Higher order thinking questions and rigorous student activities were only observed in 19% of the classrooms observed.

2. Test scores show that as the rigor increases on assessments, the students’ proficiency decreases.

3. Data shows that higher levels of Bloom’s Taxonomy are not being utilized when assessing student writing.

*Must list at least three findings to justify a Contributing Factor.



Goals

State of Louisiana Critical Goals – Louisiana student will:

CG1. Enter kindergarten ready to learn. CG2. Be literate by 3rd grade. CG3. Arrive in 4th grade on time. CG4. Perform adequately in the area of English Language Arts by 8th grade. CG5. Have necessary numeracy skills by 8th grade. CG6. Graduate on time. CG7. Enroll in a post-secondary institution or workforce ready. CG8. Achieve these goals regardless of race or class.

School Mission Statement

Forest Heights Academy of Excellence strives to promote a challenging, enriching education partnered with an artistic program that encourages all students to become positive, productive leaders. While academically engaging our students, we foster the development of their creativity and value their individuality. In forging a partnership with its community, Forest Heights Academy of Excellence promotes excellence in education while providing a safe and nurturing environment.



Action Plan

(Title I Schoolwide Programs Components 1, 2, 4, 6, 8, 9, 10) Content Area(s): Reading/ELA

State Goal(s): GC1 CG2 GC3 CG4 GC5 CG6 GC7 CG8

Research-Based Strategy: Data-Driven Decision Making Meaningful Engaged Learning

Response to Intervention Curriculum Alignment

Universal Design for Learning

Strategic Instruction Model

Activity 1

Weakness: Student performance in writing is below 90% : 3rd grade: 76%, 4th grade: 87%, and 5th grade: 73% proficient.

Objective(s): To increase the percentage of 3rd through 5th grade students scoring proficient in English Language Arts-Writing from 77% to 90%.

Action Steps Persons Responsible

Target Date(s)/Timeline

Funding Source(s) and

Cost

Evidence of Effectiveness (indicate data instrument to be used, what will be measured or

assessed, by whom, and frequency)

Curriculum: The school will effectively implement the CCSS for ELA-Writing as outlined by LADOE and EBR Schools’ Department of Curriculum by focusing on drawing evidence from literary and informational texts in order to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience as well as reading comprehension.

ELA/Reading Teachers, Creative Writing Teacher, Principal, Instructional Interventionist, and Curriculum

August 2014 - May 2015

T1 SW $22,647.00

(Instructional Paraprofessional

Salary)

$13,054.54 (Benefits)

1. Data Binders, Student Writing Folders, and Grade-Level Binders will all be evidence of teachers using writing data to identify areas of weakness and drive instruction.

2. Principal, Magnet Lead/

Curriculum Integration



Integration Specialist

$20,658.99 (Supplies,

supplemental material to

support literacy and numeracy)

Specialist, and Instructional Interventionist will conduct weekly grade-level meetings to monitor the implementation of CCSS Reading and Writing standards; classroom teachers will bring evidence of writing to be analyzed.

3. Resources to be purchased

for support are: Louisiana Curriculum Associates (Core Subjects), Daily Reading Comprehension, Critical Thinking for Life (Science)

Assessments: The school will design and fully implement common formative and summative assessments in ELA/Reading for grades K-5 that are aligned to CCSS. Each assessment will be labeled with DOK levels and discussion will be had about matching teaching to increase DOK levels The school will implement the LADOE Writing Rubric for CCSS writing in grades 3 through 5. All students’ reading levels will be assessed to target instruction using DRA and DIBELS. Instructional Interventionist will keep pre- and post-test data.

All ELA/Reading Teachers, Creative Writing Teacher, School Principal, Instructional Interventionist, and Curriculum Integration Specialist


T1 SW $22,647


Salary)

$13,054.54 (Benefits)

1. During weekly data meetings, the principal, Curriculum Integration Specialist, and ELA/Reading teachers will review writing assessment results and common formative assessments, and will make adjustments for teaching. These meetings will be documented with sign-in sheets and notes.

Instruction: Teachers will work with the Creative Writing teacher and Instructional Interventionist to differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common, formative assessments. Teachers will use explicit instruction, collaborative conversations, and metacognitive strategies/questioning. Formative assessments will guide instructional decisions. All teachers will teach reading skills and vocabulary in their content area.

All ELA/Reading Teachers, Creative Writing Teacher, School Principal, Instructional Interventionist,


T1 SW $22,647.00


Salary)

$13,054.54 (Benefits)

$3,000.00

1. The ELA/Reading Teachers will collaborate weekly with the Creative Writing teacher in order to design lessons and activities that meet the needs of all students.



Accelerated Reader (AR) will also be used. The Instructional Paraprofessional will provide targeted interventions for our Tier II & III students based on assessment results. Throughout the school year, Forest Heights will have Saturday Academies to better prepare students for the end of year high stakes tests.

and Curriculum Integration Specialist

(AR Software Access)

$2,500.00

(FT W PT Salary) $3,278.75 (Benefits)

$17,286.00 (Classroom

Technology)

Professional/Staff Development: The principal and instructional staff will provide initial and on-going professional development on Reading and Writing strategies following each district-sponsored Reading and Writing Curriculum professional development activity. All ELA/Reading teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective instructional strategies. Selected faculty will conduct job-embedded follow-up during collaborative planning sessions. Teams will use learning walks to observe new strategies in action. Demonstration teachers will be selected to provide additional support and coaching. Topics for professional development:

• Professional Learning Communities • Accountable Talk • Higher level questioning and thinking, metacognitive strategies • Explicit Instruction • Vocabulary Development

School Principal, All ELA/ Reading Teachers, Instructional Interventionist, Curriculum Trainers, and Professional Development Department

August , 2014 October , 2014 January , 2015 March , 2015

T1 SW $960.00

(Substitutes)

$22,647 (Instructional

Paraprofessional Salary)

$13,054.54 (Benefits)

$2,500.00

(Copier Maintenance &

Rental)

1. During weekly content grade-level meetings at least once per month, the principal and ELA/Reading Teachers will review PD attended, and plan how it will inform teaching as well as how implementation will be assessed.

Parental Involvement/Instruction (Identify each activity according to the Esptein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community. The Principal and staff will host Parental Involvement activities at Forest Heights to include, but not limited to, the following:

• First Quarter: Family Literacy Night – (L@H) • Second Quarter: iLEAP/LEAP Parent Meeting – (L@H) • School Improvement Team Meetings Quarterly – (DM) (CC)

All ELA/Reading Teachers, Parents, School Partners, and Students

August 2014 – May 2015

T1 PI $450.00 Printing $300.00 Postage

$1,880.00 Materials and

Supplies

1. Take-home Folders or completed work; Sharing Session Program and sign-in sheets

2. Activity notices, and/or agendas and parent signature sheets

3. Effectiveness will be tracked by CFA and CSA data forms, standardized tests, Unit tests.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan Content Area(s): Mathematics






Activity 1

Weakness: Student performance in math is below 90% - 3rd grade: 80%, 4th grade: 86%, and 5th grade: 77% proficient.

Objective(s): To increase the percentage of 3rd through 5th grade students scoring proficient in Math from 81% to 90%.




Cost



Curriculum: The school will effectively implement the CCSS for Math as outlined by LADOE and EBR Schools’ Department of Curriculum so that:

• students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

• students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

The school will effectively implement the CCSS instructional shifts in Mathematics with a focus on the Mathematical Practices.

Principal, Mathematics Teachers, Instructional Interventionist, and Curriculum Integration Specialist


T1 SW $22,647.00

(Instructional Paraprofessiona

l Salary)

$13,054.54 (Benefits)

1. Data Binders, Grade-Level Binders, and weekly common assessments will all be evidence of teachers using mathematics data to identify areas of weakness and drive instruction.

2. Principal, Instructional Interventionist, and Magnet Lead/ Curriculum Integration Specialist will conduct weekly grade-level meetings to monitor the implementation of CCSS Mathematics; classroom



teachers will bring evidence of differentiated mathematics instruction to be analyzed.

Assessments: The school will use Benchmark and Released Test Item Banks for items that are aligned to CCSS. Common assessments developed by teachers will be utilized in Grades K-5, focusing on attainment of skills and strategies to effectively complete Constructed Response items. Teachers will use PARCC prototypes released and state released items to gauge rigor in building teacher made tests. Teachers will design weekly tests and use benchmark tests to tract students’ progress

Mathematics Teachers, Principal, Instructional Interventionist, and Curriculum Integration Specialist


T1 SW $22,647.00

(Instructional Paraprofessiona

l Salary)

$13,054.54 (Benefits)

$20,658.99

(Supplies, supplemental

material to support literacy and numeracy)

1. During weekly data meetings, the principal, Instructional Interventionist, and curriculum integration specialist, and mathematics teachers will review Benchmark. Resources to be purchased for support are: Louisiana Curriculum Associates, Coach, On Core Math, Critical Thinking for Life (Math Assessment results and make adjustment for teaching. These meetings will be documented with sign-in sheets and notes.

Instruction: Teachers will work collaboratively to differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common, formative assessments. Throughout the school year, Forest Heights will have Saturday Academies to better prepare students for the end of year high stakes tests.

Mathematics Teachers


$2,500.00 (FT W PT Salary)

$3,278.75 (Benefits)

$17,286.00 (Classroom

Technology)

1. The Mathematics Teachers will collaborate weekly with one another in order to design lessons and activities that meet the needs of all students.

Professional/Staff Development: All Mathematics teachers will attend district/school sponsored PD to improve instructional delivery and learn additional effective instructional strategies. Principal will attend Differentiated Instruction Conference or Singapore Mathematics Strategies Conference and redeliver information to faculty and staff to co-create a plan of action/implementation of any information gathered which will help to meet school goals.

School Principal and all ELA/ Mathematics Teachers

August , 2014 October , 2014 January , 2015 March , 2015

$3,300.00 (Travel-

Administrators)

1. During weekly content grade-level meetings at least once per month, the principal and Mathematics Teachers will review PD attended, and plan how it will inform teaching as well as how implementation will be assessed.

Parental Involvement/Instruction (Identify each activity according to the Esptein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community.

All Mathematics Teachers, Parents, and


T1 PI $450.00 Printing $300.00

1. Copies of monthly newsletters, completed summer packets, and folder of Math items sent home



The Principal and staff will host Parental Involvement activities at Forest Heights to include, but not limited to, the following:

• Third Quarter: Family Math Night – (L@H) • School Improvement Team Meetings Quarterly (DM)(CC) • Second Quarter: iLEAP/LEAP Parent Meeting – (L@H)

Parents will be notified using the automated call-out system, school newsletter, flyers, school website, and school marquee. Parents unable to attend will have access to information on the school website and monthly school newsletter. Initial and follow-up strategies will be provided to parents and other family members. They will participate in hands-on activities across content areas. • High-stakes test prep workshop for parents will be conducted and test-

prep materials will be distributed. (L@H) • Classroom teachers will provide Constructed Response work stations for

parents and students to complete together at home as well as home/school study material for each student geared toward CCSS Math skills. (P, CC, L@H)

Students Postage $1,880.00

Materials and Supplies

2. Activity notices, and/or agendas and parent signature sheets.

3. Effectiveness will be tracked by CFA data forms, standardized tests, Unit tests.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan Content Area(s): WRITING ACROSS THE CURRICULUM INCLUDING CONSTRUCTED/EXTENDED RESPONSES and TASKS






Activity 1

Weakness:

In all tested grades, Mathematics Constructed Response and Science and Social Studies Task scores were weaknesses based upon average percent correct. In writing, students scored 71% correct in 3rd and 74% correct in 4th and 5th grades.

Objective(s): To increase students’ writing (particularly Constructed Response and Task) abilities in all areas from existing scores to 90% correct.




Cost



Curriculum: The school will effectively implement a writing program (ex. Write from Beginning) infusing graphic organizers (Thinking Maps, etc.) focusing on reading, responding, and analyzing across the curriculum with emphasis on reaching Common Core standards and increasing the levels of DOK in all we do.

Train the Trainers which include but not limited to Instructional Interventionist, Instructional Specialist, Selected teachers Grade level

August 2014-April 2015



$13,054.54

(Benefits)

1. Classroom walkthroughs conducted by ED, District Support Team, and Principal

2. Writing samples, Constructed Response samples, and Science/Social Studies Task samples analyzed and scored using appropriate rubrics at weekly grade level meetings by grade level teams and



chairpersons at 1st, 3rd, 4th & 5th Teachers District Support Team

vertical planning teams 3. Lesson plans submitted

weekly and specific timely feedback provided by Administrative team.

4. Pre/Post Writing Tasks

Assessments: The school will require bi-weekly writing samples supplied by but not limited to PASS, State Test released items, EBR Benchmark Assessments and Teacher made writing prompts, constructed response items, Science/Social Studies tasks. Writing should be a part of all assessments given to students. Rubrics will be used with success criteria daily to continue to move students forward. CFAs will be examined to implement strategies based on needs of the class, grade level and school. DOK levels will be examined on all assessments to ensure students will be successful on tasks and extended responses. Students in intervention groups will be assessed to determine the effectiveness of the strategies being used.

Principal, Instructional Paraprofessional, All Teachers Librarian

August 2014- April 2015



$13,054.54

(Benefits)

1. Benchmark assessments will be administered according to district’s pacing schedule. Results will be analyzed during grade level meetings and school wide professional development meetings.

2. Vertical planning analysis of individual student progress as noted by data charts

3. Intervention logs maintained for to note RTI classroom success

Instruction: Teachers will differentiate writing instruction by modifying instructional activities to meet the needs of all students and the CCSS curriculum. Teachers will provide students with Tier 2 intervention based on assessment of students’ need. Tier 3 interventions will be provided daily by interventionist. Teachers will reinforce writing instruction through afterschool tutoring and monitor with pre/posttest. The assessment tool has not been identified, as the textbook adopted by EBRPSS has not been made final at this time. Throughout the school year, Forest Heights will have Saturday Academies to better prepare students for the end of year high stakes tests.

District support team, Instructional Specialists, Principal, Instructional Interventionist, Teachers Librarian


$2,500.00 (FT W PT Salary)

$3,278.75 (Benefits)

1. Classroom walkthroughs conducted by ED, Administrative Team, Central Office Staff

2. Writing samples, Constructed Response items, and Science/Social Studies Tasks analyzed and scored at weekly grade level meetings by grade level teams and vertical teams. Specific feedback will be provided to teachers.

3. Lesson plans submitted weekly and specific timely feedback provided by Administrative team.



Professional/Staff Development: All teachers will attend district/school sponsored PD to improve writing instruction and learn additional effective instructional strategies. Teachers will revisit Write From the Beginning professional development and collaborative conversations. Teachers will have on-going professional development in the use of assessment to drive instruction and make revisions in teaching practices as it relates to the teaching of writing in all content areas. Data will be gathered and planning will be conducted with teachers during the summer before and after school. Upon completion of all professional development teachers will complete a professional reflection survey. Based upon reflection results, future professional development will be tailored to meet the differentiated needs of the faculty.

Principal, Instructional Specialist, District Support Team, classroom teachers Librarian


$960.00 (Substitutes)

$2,500.00

(Copier Maintenance &

Rental)

1. Grade level agenda/sign-in sheets will be submitted to administrative team weekly.

2. Evidence of implementation supported by weekly lesson plans

3. Workshop agendas, follow up walk-throughs indicating implementation of workshop focus

4. Reflection Sheets will be collected. Future professional development and support will be based upon teacher feedback.

Parental Involvement: The school will host an annual Family Literacy Day/Sharing Session, in which students/families will take part in teacher developed learning stations focusing on evidence based writing. Students will attend with their parents and guide them through the use of Thinking Maps as a graphic organizer for writing. Teachers will share with parents the expectations of CCSS and resources to support learning at home.

• Parents will share reflections/complete an exit ticket at the close of all activities (L@H, C)

• Daily instructional goals and activities will be provided to parents via

access through the web-based lesson plan software program – OnCourse (C, L@H).

• Monthly newsletter will celebrate student writers. (P, L@H, CC, C)

School Principal, all ELA/Reading teachers, Librarian

October 2014 Monthly



Supplies

1. Lesson plans including school wide writing activities will be submitted to the Administrative team.

2. Classroom walkthroughs conducted by ED, Principal, Administrative Dean, Gifted Coordinator will reinforce implementation of school-wide writing.

3. Student writing samples signed by parents will be submitted and scored by grade level teams.

4. Parent Reflections will be used to plan and develop additional PI activities involving writing.



Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment (Title I Schoolwide Component 3, 5)

District Goal(s): To maintain and attract 100% highly qualified teachers.

School Objective(s): To improve from 96% to 100% Highly Qualified.




Cost

Evidence of Effectiveness (indicate data instrument to be used,

what will be measured or assessed, by whom, and frequency)

Participation in recruiting and interviewing on campus and at district held teacher fairs to attract highly qualified staff. Forest Heights strives to attract Highly Qualified educators by: -attending job fairs -hosting and supporting student teachers -hosting student teacher observations -school representation at EBR Mania - parent recommendations Observe student teachers in other schools or districts, inviting them to perform demonstration lessons at Forest Heights. Gifted teachers will continue to work toward their Gifted Certification. Teachers will participate in the PLC model to unpack CCSS through backward design. Throughout the year teachers will meet in PLC’s to analyze Benchmark Assessment/Common Assessment to drive instruction, remediation, and reteaching.

Administration, Teachers and staff, Gifted Programs Director, HR staff


1. ERO records 2. Teaching Certificates 3. Sign in logs 4. Interview schedule 5. Resumes 6. Walk through observation 7. Documentation towards Gifted

Certification 8. Teacher transfer list



Additional Parental Involvement and Community Activities (other than those included in Academic Goals)

(Title I Schoolwide Component 6)

District Goal(s):

The district will work to:

1. Ensure that parents have the necessary knowledge and skills to be proactive advocates for their children.

2. Provide parents with continuous feedback on the progress of their child so that they may fully participate as educational partners, and ensure that their child will attain the district goal of achieving a high school diploma and the skills and dispositions to be college and career ready.

3. Provide parents with multiple opportunities to be engaged educational partners, provide feedback to their school and the district, and create and improve district practices and protocols that address the needs of parents and families.




Cost



Weakness(es): Only 85 % of the parents are actively involved in monthly school activities. Objective(s): To implement a line of communication between school and parents to positively impact student learning and community/school relations. Weakness(es): Parent attendance from the ESL community is low, as indicated by sign-in sheets 2013-2014. Objective(s): Participants will gain knowledge of strategies

Parental Involvement/Instruction (Identify each activity according to the Esptein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community.

• Monthly Newsletter (C) • Meet Your Teacher and Open

House-(C) • Take Home folders with parent

information (C) (L & H) • Wildcat Parent Teacher

Association (P) (V) • Quarterly School Improvement

Team meetings (DM) • Monthly PBIS Meeting (P, C, L &

H)

Principal PTA VIPS coordinator ESL facilitator

August 2014-May 2015 August 8, 2014 July 28, 2014, Oct. 6, 2014, January 5, 2015 March 2, 2015 August 2014-May 2015 May 2015 TBD May 11-May 21, 2015



Supplies

1. Agendas and sign-in sheets for all parent meetings will be kept on file.

2. Multi-lingual meeting/workshop evaluations will be distributed and collected for every parent. meeting/workshop.

3. Benchmark assessments, CFAs, and Standardized test should reflect an increase in proficiency.


East Baton Rouge Parish School System – Title I Schoolwide Program Plan and practices that have the greatest impact on student achievement.

• Volunteer Appreciation (V CC) • Fourth Quarter: End-of-Year

Awards Programs for all grades(P)

• Collaborating with the Community groups: Kids Hope USA; Our Lady of the Lake Regional Medical Center, American Heart Association, and Americorps, LSU School Of Landscape Architects, The Chapel Church. (CC)



Transition to Next Level School Programs (Title I Schoolwide Component 7) Choose Appropriate Level Preschool to Elementary School Elementary School to Middle School Middle School to High School Other:

Objective(s) Action Steps Persons Responsible



Cost



Weakness(es): There is a limited teacher understanding of the shifts from Pre-K to K within the CCSS. Students need preparation for middle school changes. Objective(s): Increase teacher knowledge of the CCSS and the instructional shifts from PreK to Kindergarten 5th grade to middle school. Use new Pre-K standards and tools to observe and learn about Pre-K goals.

Pre-kindergarten/Kindergarten Orientation at the beginning of the school year Meet Your Teacher Day before school starts on August 8, 2014 Pre-kindergarten and Kindergarten teachers will meet during grade level data meetings monthly to align Pre-kindergarten and Kindergarten goals. Pre-kindergarten teacher will observe the Kindergarten classrooms and review work samples. District middle school counselors will provide a pre-orientation for fifth grade students about the transition to middle school. Middle schools will be invited to speak with fifth grade students and answer questions about the schools. The counselor will help families complete paperwork for the schools.

Pre-Kindergarten teacher, school counselor, middle school counselor, ICARE counselors.

August 2014-May 2015

1. Principal will conduct walk-throughs to ensure vertical and horizontal alignment is happening.

2. Meetings will be documented with sign-in sheets and collected by the principal.

3. Sign in sheets will be collected and

kept. Students will be asked to reflect on the visits.



Summer work packets to transition between grade levels.


East Baton Rouge Parish School System – Title I Schoolwide...

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