Principal’s Forecast

Tangipahoa Parish School SystemLeadership Focus Strategy

June 2015

Gary T. Porter

School Vision/Mission• The faculty and staff of Amite Elementary Magnet

School recognize and are dedicated to the idea that all students grow academically at various rates of speed and modalities. Therefore, Amite Elementary Magnet will strive to provide an atmosphere in which each individual student will achieve degrees of success intellectually, socially, and emotionally by addressing student needs through research-based, data driven best teaching practices that engage students through small group instruction.

School Goals

• To increase student achievement in reading and math.

• To utilize project based learning to develop students’ communication and technology skills.

• To engage students in hands-on, data-driven lessons that promote higher order thinking skills.

• To prepare students to read fluently and be able to comprehend complex texts.

Data Analysis by Grade & Content

• TPSS ELA Benchmark Assessment

• Total K-4 students=432• Total Proficient=251 (58%)• Total Not Proficient=181 (42%)

Data Analysis by Grade & Content

• TPSS Math Benchmark Assessment

• Total K-4 students=432• Total Proficient=348 (81%)• Total Not Proficient=84 (19%)

Data Analysis by Grade & Content

• iLEAP Science Scores

• Total 3rd grade students=96• Total Proficient=30 (31%)• Total Not Proficient=66 (69%)

Data Analysis by Grade & Content

• iLEAP Social Studies Scores

• Total 3rd grade students=96• Total Proficient=46 (48%)• Total Not Proficient=49 (51%)

Data Analysis by Grade & Content

• LEAP Science Scores

• Total 4th grade students=92• Total Proficient=40 (43%)• Total Not Proficient=52 (57%)

Data Analysis by Grade & Content

• LEAP Social Studies Scores

• Total 4th grade students=91• Total Proficient=42 (46%)• Total Not Proficient=49 (54%)

Data Analysis by Grade & Content

• Kindergarten Benchmark Data

Total students 85

ELA Math• 60% Proficient 92% Proficient

Data Analysis by Grade & Content

• First Grade Benchmark Data

Total students 84

ELA Math• 80% Proficient 93% Proficient

Data Analysis by Grade & Content

• Second Grade Benchmark Data

Total students 92

ELA Math• 53% Proficient 84% Proficient

Data Analysis by Grade & Content

• Third Grade Benchmark Data

Total students 84

ELA Math• 46% Proficient 54% Proficient

Data Analysis by Grade & Content

• Fourth Grade Benchmark Data

Total students 87

ELA Math• 52% Proficient 80% Proficient

Teacher Data Analysis• 37 Total Teachers

• 3 Highly Effective (8%)

• 27 Effective Proficient (73%)

• 7 Effective Emerging (19%)

• 0 Ineffective

School Focus

• Literacy and Data Analysis– Small Group, differentiated instruction

• Creative Scheduling to allow for whole school literacy interventions

• Using existing staff to provide students with those interventions

Research-Based Strategies

• Response to Intervention– Tiered Interventions

• Data-Driven Decision Making– Weekly analysis of student data to inform

instructional decisions.

Interventions/Enrichment• Ancillary Teachers will conduct enrichment for

higher achieving students.• Reading Interventionist will provide instruction to

lower performing students who need additional assistance.

• Classroom teachers will conduct interventions with mid-performing students.

• System 44 will be provided as an intervention by the SPED department.

• All interventions will be grade level specific and conducted simultaneously and will be reflected in the master schedule.

Progress Monitoring

• Students will be screened in August with a basic literacy assessment, conducted by an assessment team.

• Teachers will use Common Formative Assessments to monitor student progress while the Reading Interventionist will administer the beginning of year assessment bi-monthly to measure student progress.

• SRI, DIBELS, STAR Reading, and Benchmark assessments will also be utilized.

Next Steps

• Collaborate with neighboring schools with a successful literacy intervention program to be adopted at AEMS.

• Continue meeting weekly with the School Leadership Team to improve instructional practices by reviewing student achievement data.

• Continue the three day teacher collaboration model to analyze student data, determine assessments, and plan for effective instruction.

• Continue monthly professional learning meetings where teachers participate in trainings developed specifically for teacher needs based on observation and walkthrough data. These trainings are facilitated by our own teachers who demonstrate effective teaching practices.

Next Steps

• Administration will continue to provide feedback to teachers so that they can continue to develop best teaching practices.

• School Leadership team members will “pass on” our book study reading, “The Energy Bus.”

• Adminstration will continue the Believe and Succeed Program and redeliver proven methods for increasing student achievement.