stpsb.orgstpsb.org/files/TchfuncteSIP05070314063735.doc · Web viewTchefuncte Middle School....

SCHOOL STRATEGIC PLAN

Tchefuncte Middle School

Gayle G. SloanSuperintendent

Roxanne O. Lagarde, Principal

2004 – 2005

Roxanne O. Lagarde

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

___________________________________ ________________________________

St. Tammany Parish School Board 2 of 41 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

The faculty, staff, and administration believe that each student has unique physical, social, emotional, and intellectual needs addressed through a variety of teaching styles. Self-esteem is fostered by recognizing the individuality and diversity of every student. A safe, comfortable physical environment promotes learning. Students should be encouraged to develop and use critical analysis and imagination to find solutions to problems. The elements of visual and performing arts are incorporated into a strong academic program to ensure the essential development of the whole child. Tchefuncte Middle School firmly believes that educational technology can facilitate learning. It is with high expectations for student achievement and behavior that all stakeholders create a positive school culture of success at Tchefuncte Middle School.

VISION STATEMENT

Tchefuncte Middle School provides a safe, nurturing environment cognizant of individual needs where students can expand their knowledge academically, culturally, and socially. Through the development and use of relevant curriculum, Tchefuncte Middle School offers students the opportunity to develop their strengths to become responsible, productive learners. At Tchefuncte Middle School, educators, students, parents, and community members collaborate to ensure student achievement in a global society.

MISSION STATEMENTT eachingM otivating

S ucceedingBy


“Laying Foundations for the Future”

Reference appendices for stakeholder participants

SCHOOL DEMOGRAPHICS/CHARACTERISTICS

ADM

Total # # Certified # Expected Vacancies # in LA Principal Internship/Induction Program for SY 03-04

PrincipalAsst. Principal

11

11 0 0

TEACHERS*

SchoolNon-Title I

Title I Total % in School % Change from 2003Schoolwide Targeted Asst.

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Core Academic Teachers (Subtotal) 31 10 97% 71% 33% 51%NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

Non-Standard*** (TAT) (OFAT) (TEP) (EP) 0 3 0% 21% 15%Other 1 1 - -

Subtotal Not Highly Qualified 1 4 3% 28% 51%TOTAL TEACHERS (Highly Qualified and Not Highly Qualified) 32 14 100% 100%PARAS

HIGHLY QUALIFIED** GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

GeneralEd

SpecialEd

General

Ed

SpecialEd

# Highly Qualified Paras 0 9 0% 82% 0 42%NOT HIGHLY QUALIFIED General

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGeneral

EdSpecial

EdGenera

lEd

SpecialEd

# Not Highly Qualified Paras 0 2 0% 18% 0 42%St. Tammany Parish School Board 5 of 41 SY 2004 – 2005

Total Paraprofessionals 0 11 0% 100% 0 * 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

School SupportNumber of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker):1 MHP, 2 Speech Pathologists, 1 Occupational Therapist, 1 Physical Therapist School Improvement Team Members/Position:Roxanne Lagarde, Principal, Rhonda Chambers, Ass. Principal, Theresa Currie, RHT, Barbara Connaughton, Teacher/SBLC/504, Gina Loomis, Teacher, Catherine Billingsley, Teacher, Susan Brocato, Counselor, Jenny Granier, Teacher, Veronica Murzi, Sp. Ed. Teacher, Carol Fortner, Teacher, Doris Vorholt, Community Member, Paige Bennett, PTA President District Assistance Team Leader and Contact # (if applicable):N/A

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

Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further information) Judy Seal

Parish Homeless Liaison’s Contact #:892-2276

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

Content Leader(s): N/A Content Area of Focus for School: N/A

High Schools That Work (HSTNW) Site Coordinator and Contact #: N/A

Making Middle Grades Work (MMGW) Site Coordinator and Contact #: N/A

Leadership Team Members/Position at the School:N/A

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 Centers XBig BuddyCareer to Work XDARE XEarly Reading FirstHIPPYINTECH XINTECH 2 Science XINTECH Social Studies X


K-3 Reading/Math InitiativeLa GEAR-UP

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

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

Proposed Program Deleted Program

LaSIP XLEAD TECH XLearning Intensive Networking Communities for Success (LINCS)LINCS/High Schools That Work (HSTW)LINCS/Making Middle Grades Work (MMGW)Louisiana Virtual SchoolMaking Middle Grades WorkSAGE School Tech School to WorkSchool wide Positive Behavior Interventions and Support XThe Louisiana Literacy CorpsThe Multisensory Structured Language ProgramThe Strategic Instruction Model (SIM)Other:List the Supplemental Educational Services provided for your students (Title I schools, if applicable):Tchefuncte Middle is not a Title I school, but we do provide Acceleration, Intervention, and Remediation programs for students.List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:

School PoliciesPolicies Yes No

Discipline Policy XSecurity Procedures (Metal detectors, etc.) XSafe and Drug-Free Prevention Activities X


Student 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, Louisiana State UniversityTechnical Institute:Feeder School(s): Pontchartrain Elementary, Mandeville Elementary, Mandeville Jr. High SchoolCommunity: Lions Club, Kiwanis Club, Samaritan Center, United Way, Local VA, DAREBusiness/Industry: Hibernia Bank, Shell Oil Matching Funds, Mobil Oil Matching FundsPrivate Grants: PTA Mini-Grants Other: PTA Walk-a-thon Donors and Partners in Education

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

810 810 152 130 14 0 17 0 0Subgroups Ethnicity

American Indian Asian/Pacific Islander Black Hispanic White14 (1.73%) 9 (1.11%) 32 (3.95%) 12 (1.48%) 743 (91.73%)

Poverty Profile# of Free/Reduced Lunch Students:FREE Lunch – 66 REDUCED Lunch – 27 TOTAL – 93 Percent: 11%


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 SOURCE03’ 1. TMS faculty and staff address student academic needs in an exemplary manner.

92% of student population falls into the Proficient level on NRT/CRT assessments.

03’ 2. Parents and TMS community support student achievement through participation in their children’s learning.

National, State, and District PTA data.

03’ 3. TMS provides co-curricular programs to enhance fundamental learning.

Accelerated Reader, Achiever Plus, After School Drama, Acceleration, Intervention, Remediation, Chess Club, Newspaper, Yearbook, Broadcast, 4-H Club, Gator Post Office, Builder’s Club, Library Reading Program, and Jumping Gators

STRENGTHS DATA SOURCE04’ 1.SPS of 132.3 CRT/NRT Test Data ‘04 Spring04’ 2.NCLB Subgroup ED score of 91.7% ELA CRT Test Data ’04 Spring04’ 3.11% increase in students achieving Advanced Achievement Level 04’ 4.TMS NRT% score for 5th 6th is 155.8 04’ 5.Strong Evidence of Planning and Monitoring student performance

CRT Test Data ’04 Spring NRT Test Data ’04 Spring Teacher Learning Snapshots

SUPPORTING EVIDENCE DATA SOURCE03’Strength 1. TMS has been identified as School of Academic Distinction. Test data for student achievement has remained consistently high in proficiency of skill mastery through a three year targeted review.

4th Leap21 Spring 03’, 5th and 6th NRT Assessment Data Spring 03’Progress Reports, Report Card Summary Reports

03’Strength 2. TMS parents are extremely active within the school in volunteer capacity and financial support of programs and activities to support student achievement. PTA membership has been 100 % and fully supported by the school population.

PTA Membership records and accounts.PTA Financial budget has donated profits of fundraising efforts to support the AR Reading Program, Technology Funds, Cultural Arts, Teacher Educational Grants, DARE, Computer Lab equipment and technical support.


03’Strength 3. The excellence in the school programs is enhanced through the many co-curricular programs that are provided by the school. The immeasurable opportunities beyond the school day in the area of academic enrichment, arts, and discipline to support the students’ achievement and provide a safe, learning school culture.

Acceleration, Intervention, Remediation, Family Literacy/Math Nights, Tech Night, DARE, Math League, Science/Social Studies Fairs, Cultural Arts, Arts Night, School Discipline Plan, Young Author’s Contest, Community Education, Chess Club, Bayou Banner, Yearbook, American French Exchange, Builders’ Club, Williamsburg Trip

SUPPORTING EVIDENCE DATA SOURCE04’ Strength 1. The SPS score of 132.3 is above the target goal of 120. This SPS places the school within the Four Star Rating set by LA Accountability performance levels. TMS has grown in small increments each year and shows steady upward growth in student achievement.

NRT/CRT Test Data 04’ Spring, Progress Reports, and Report Card Summary Reports

04’ Strength 2. The Economically Disadvantaged (ED) ELA of 91.7 % far surpassed the targeted goal of 36.9% set by NCLB in ELA for 4 th

Grade.

CRT Test Data 04’ Spring, Progress Reports, and Report Card Summary Reports

04’ Strength 3. In the 04’ Spring CRT Data, an 11% increase was noted in 4th graders who achieved Advanced Level in achievement. This increase moved from 2% in 03’ Spring Data to 13% in 04’ Spring Data.Through the focus of HOTS and Acceleration Programs targeted at students in the 85% to 99%, an increase was noted in the Advanced Level.

04’ Strength 4. The 04’ Spring targeted score of 133.1 was exceeded by the 5th and 6th Grade NRT score of 155.8.

04’ Strength 5. Through Administrative observations, Evidence of Planning and Monitoring of Student Progress was evident in 90% to 100% of the observations conducted in 2003 – 2004. Teacher preparation and understanding of developmental levels of student progress creates classrooms which are conducive to student learning.

CRT Test Data 04’ Spring, Progress Reports, and Report Card Summary Reports

NRT/CRT Test Data 04’ Spring, Progress Reports, and Report Card Summary Reports

Teacher Learning Snapshots, Weekly Lesson Plans, and Formal and Informal Administrative Observations

CHALLENGES DATA SOURCE03’ 1. To improve the proficiency of students in the content area of Standard #7, applying reasoning and problem solving skills, associated with ELA.

CRT/NRT Test Data ’03 Spring


03’ 2. To improve the proficiency of students’ performance in Standard #6, patterns, relations, and functions, associated with mathematics.

03’ 3. Meeting the academic needs of all levels of student population.

03’4. Continued needs to address technological advancements to enhance student learning.

CRT/NRT Test Data ’03 Spring

SACS Faculty Survey and STPSB Faculty Survey

Technology Survey, SACS Faculty Survey, and STPSB Faculty Survey

03’ 5. Building bridges of communication between parents and community to strengthen relations to carry out the school’s mission statement.

SACS Faculty Survey and STPSB Faculty Survey

CHALLENGES

04’ 1. CRT Test Data of 122% for 4th Graders did not meet the target goal of 133.1%. The level of Proficient was increased causing more students to not reach the satisfactory level for minimum achievement

04’ 2. NCLB subgroup of Black reached 45.5 % in mathematics.There was a significant decrease in the performance score from this subgroup from Spring 03’ to 04’.

04’ 3. In the Every Child, Every Day test data, 5th and 6th Graders as a group showed no gains in ELA/Math as related to growth from one grade to the next. 4th Grade students performing at the Basic level did not show gains in achievement levels as targeted. In Spring 03’, 42% scored Basic Level. Spring 04’, 41% scored in the Basic Level of achievement.

04’ 4. Integration of Technology within student centered learning is a focus for 2004 – 2005.

04’ 5. Differentiated Instruction and HOTS strategies are needed to focus on student achievement across the curricula for 2004 – 2005.

DATA SOURCES

NRT/ CRT Test Data 04’ Spring



Teacher Learning Snapshots Summary Data 04’, Technology Survey

Teacher Learning Snapshots Summary Data 04’

SUPPORTING EVIDENCE DATA SOURCE03’ 1. Test data shows that the middle range student (45% - 74%) may be omitted from an extensive targeted assistance program. TMS faculty believes that we must continue to address the needs of all student levels

SACS Faculty Survey


to meet the academic needs of our subgroups.

03’ 2. With the fast pace of change in the field of educational technology, the instructional staff must continue to participate in professional development opportunities to become proficient in technology rich lessons. Hardware and software must be purchased and renewed on an ongoing basis on the school level to provide necessary tools for learning.

SACS Faculty SurveySACS Student Survey

03’ 3. TMS faculty believes that an important part of the success of the students of our school is due in part to the support and value of education by our parent population. With this, the school community must work collaboratively with parents and community members to build a network of home/business support for the professional role of education.

SACS Faculty SurveySACS Parent SurveySACS Community Survey

SUPPORTING EVIDENCE DATA SOURCE

04’ 1. The level of Proficient has been raised for Spring 04’ which caused an increase of students who failed to meet the requirements for passing with minimum standards. The score of 122% is above the 120 requirement for 2014, yet did not reach our school growth target of 133.1.

04’ 2. NCLB Black Subgroup scored at the 45.5% Proficiency level in mathematics. Even though this level is above the 30.1% Proficiency threshold, the 2005 level has been raised to 41.8%. TMS faculty will need to work with this subgroup to ensure student learning and understanding to reach higher levels of Proficiency.


NRT/CRT Test Data 04’ Spring

04’ 3. The middle level of students scoring in the BASIC range has not moved up the level of MASTERY as targeted. The faculty believes that the differences in the NRT/ CRT format in testing may contribute to the variance of scores from 3rd grade to 4th grade. As students progress through the middle school grades, there is a plateau effect in 6th Grade in comparison to 5th Grade NRT % and Standard Scores.


04’ 4. Technology is an ongoing focus for our School Improvement Plan. The faculty believes that student centered learning can be most

Teacher Learning Snapshots, Technology Survey, STPSB Technology Plan, TMS Technology Plan, Weekly Lesson Plans


effective with the integration of technology resources. Student lead technology and learning can stimulate higher order thinking strategies.04’ 5. Meeting the needs of all levels of learners is a primary focus that can be strengthened by differentiated instruction and HOTS strategies.

Teacher Learning Snapshots, Weekly Lesson Plans

STRATEGY PLANNING WORKSHEETGOAL 1: To improve the proficiency of students among those content standards (with emphasis on Standard # 7 – apply reasoning and problem solving skills) associated with English -Language Arts.

School SPS 2004: 132.3 School GT 2005:134.3

OBJECTIVE 1: A. (LA Accountability) To increase by no less than 10%, the percentage of students scoring “black” or “green” on the norm-referenced assessment, reading total subtest (90.2% in 2004 to 91.2% in 2005.)B. (NCLB) To increase by no less than 10% the percentage of students scoring non-proficient on the ELA component of the standards-based assessment.

Black 81.8% to 83.4% White 90.3% to 92.1% ED 91.7% to 93.5% SWD 62.2% to 63.6% Whole Group 90.2% to 91.2%

SCIENTIFICALLY BASED RESEARCH STRATEGY:

Stimulates higher order thinking at the appropriate grade levels (HOTS)Differentiated Instruction (DI)


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 3

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

Emphasis will be placed on GLE s:

ELA -7-E3 (author’s life and times are reflected in a text);

ELA - 7-E2 (justifying solutions to problems in text by verifying, confirming, and supporting);

ELA – 7-E4 (demonstrates understanding of information using a variety of strategies)

1. Students in whole group and small groups will engage in subject-specific text to develop literal and inferential skills ( Junior Great Books, Basal Literature, Novel Units, Acceleration, Intervention, Thinking Maps) to make connections to real-life.

2. Small group inquiry and discussion will be a central theme in classroom settings with students using HOTS questioning and deductive reasoning to determine cause and effect and evaluate points of view in contextual learning.

3. Thinking Map strategies will be used throughout the reading curriculum and across the curriculum as part of group activities and independently to demonstrate understanding and connections with real-life situations across texts.

Grade Chairs:T. Gordon 4

D. Desmond 5T. Gendusa 6S. Riche SEC. Ripoll G

J. Benoit

ELA/Reading

Committee

Theresa Currie, RHT

R. Chambers,Assistant Principal

R. Lagarde,

Principal

Implementation checks scheduled for October ,

December 04’ March and May 05’

All students4th, 5th, 6th

Implementation checks For Thinking Maps

scheduled for October , December 04’ March and

May 05’

Beginning 2004 – 2005 ongoing weeklyand through Interims and

Report Cards

Implementation checks scheduled for October

04’and January 05’

GeneralFund

Accelerate Budget

PTADonation

Fund

Leap Budget

$14,000

$8,000

$4,290.

IMP: Teaching Learning Snapshots (TLS) will give direct observation by Administration each quarter with 75% accuracy on items #3 and #4.

IMP: Student responses to constructed response items and oral reasoning skills will be measured with an accuracy rate of 75% on formal and informal assessments.

IMP: Using Thinking Maps implementation Checklist, Administration will observe each class at least 1 time per quarter giving feedback on the use of Thinking Maps Strategies within lesson plans.

EFF: Student responses will be measured on a rubric identifying the proficiency of HOTS within group activities. HOTS will be identified within weekly lesson.

EFF: During Collaboration, teachers will review, on a semester basis, student examples of Thinking Map strategies pertaining to reading content material to provide future instruction and to assess student comprehension and response to text.


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


ELA -7-E3 (author’s life and times are reflected in a text);ELA - 7-E2 (justifying solutions to problems in text by verifying, confirming, and supporting);ELA – 7-E4 (demonstrates understanding of information using a variety of strategies)

Engagement: Student engagement on selected activities will be maximized by having initiated student selected reading topics and reading logs, in addition to, differentiating performance tasks in reading comprehension.Content: Using student performance and observational data, teachers will develop weekly lesson plans focused on Thinking Map strategies for graphic organization to review targeted GLE s / Content Standards, and assess student learning.Instruction: Delivery of instruction will be developmentally appropriate and focused on HOTS by engaging students in choice based activities requiring application to real life situations. DI opportunities will be provided during specific academic classes in whole group and small group settings to develop literal and inferential skills. Assessment: Student learning will be evaluated through the use of Thinking Maps, HOTS, and DI strategies to enhance critical thinking skills and the response to text will be based on a school based rubric.

Instructional Staff

Reading and ELA Committee

Theresa Currie,RHT

R. Chambers,AssistantPrincipal

R. Lagarde,Principal

All TeachersOngoingWeekly

Quarterly Oct./Dec./March/May

QuarterlyOct./Dec./March/May

Committee And

Grade Level Monthly Meetings

Teacher Collaboration

Aug./Oct./Jan./April

InterventionBudget

Technology Budget

PTADonation

Fund

Plan for Student Success Funds

Teacher Leader Fund

$5,000.

14,000.

$8,000.

$1,920.

$2,000

IMP: Weekly Lesson Plan Review by the Administration with a 10% sample with 100% documentation of HOTS and DI emphasis.

IMP: Using the TLS, the Administration will observe teachers each nine weeks @ a rate of 5 per week with 75% proficiency on items #3 and #4 for higher order thinking.

IMP: Using Thinking Maps implementation Checklist, Administration will observe each class at least 1 time per quarter giving feedback on the use of Thinking Maps Strategies within lesson plans.

EFF: Grade Level teachers will review summary data of Intervention and Acceleration Programs for students using rubric for Standards and Benchmark attainment.

EFF: During Collaboration, teachers will review, on a semester basis, student examples of thinking map strategies pertaining to reading content material to provide future instruction and to assess student comprehension and response to text.


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



1. The school’s professional development programs will focus on the goal of reasoning and applying problem solving to provide teachers and instructional support staff with strategies for improving students’ problem solving skills. The programs will consist of the following components:

a. PD workshops in HOTS, DI, and Thinking Maps to build understanding of research-based instructional strategies to promote students’ effective use of problem solving skills. b. Coaching and guided practice to support the implementation of the recommended strategies in HOTS, DI, and Thinking Maps. c. Collaboration planning teams to further refine the application of the strategies by sharing ideas and troubleshooting challenges with implementation of HOTS.

School Improvement Committee

HollyBroom,

PD Expert

Teacher Leaders:

L. KottemanN. LawsonS. Riche

Instructional Staff

T. Currie,RHT

R. Chambers,AsstistantPrincipal


All Teachers

QuarterlyOct./Dec./

March/May

QuarterlyOct./Dec./

March/May

QuarterlyOct./Dec./

March/May

Committee And

Grade Level Monthly Meetings

Collaboration Meetings


TeacherLeader Funds

PTAFunds

Plan For Student SuccessFunds

General Fund

$491.

$1,000

$1,888

IMP: The Administration will use an observation HOTS checklist to establish frequency of use in higher order thinking skills once each nine weeks during informal and formal observations.

EFF: Using the HOTS checklist, the Administration will observe with 75% frequency and emphasis on item #3 and #4, differentiated instruction higher order thinking strategies for TLS on a quarterly basis.

IMP: Using Thinking Maps implementation Checklist, Administration will observe each class at least 1 time per quarter giving feedback on the use of Thinking Maps Strategies within lesson plan.

EFF: During Collaboration, teachers will review, on a semester basis, student examples of thinking map strategies pertaining to reading content material to provide future instruction and to assess student comprehension and response to text.


Parent Involvement (PI) activities will assist in the monitoring of student achievement and their self-directed use of higher order thinking strategies in context, application of reasoning skills to life experiences, evaluating points of view, and distinguishing fact from opinion or probability, determining cause and effect, generating inquiry, and making connections with real-life situations across texts.Emphasis will be placed on GLE s:


1. Given opportunities for parental involvement through Family Nights, parents will work with students to solve a variety of activities that incorporate higher order thinking strategies and problem solving.

2. Monthly Newsletter will incorporate a column for parents to enlist support of emphasis on reasoning and problem solving in real world and at home.

3. Monthly PTA e-flyer will list a series of reasoning and problem solving strategies for parents.

PTAPres.

P. Bennett

PTABoard V.P.of ProgramsK. Lassus

PTA NewsletterC. Martinez

C. Westenberger

T. Currie,RHT



All Parents

Monthly Newsletter

Support

Monthly e-flyerSupport

Biannual Family

Support NightOct. 04’, April

05’

2004 – 2005ongoing

PTAEducation

Budget

TechBudget

$1,000

14,000

IMP: The PTA will publish a monthly Newsletter that provides a column of assistance for parents in creating real-life problem solving opportunities and to reply with answers.

EFF: Using the monthly Newsletter and e -flyer, the PTA will observe a 10 % usage of the problem solving column by the response percentage of participation.

IMP: PTA Family Night will provide opportunity for participation and parent knowledge of skill focus for student improvement.

EFF: Biannual Family Night will attain an increase in attendance by 10% from 2003’ to 2004’ through Evaluation Surveys.


Technology for teachers and students will assist in monitoring student achievement and their self-directed use of higher order thinking strategies in context, application of reasoning skills to life experiences, evaluating points of view, and distinguishing fact from opinion or probability, determining cause and effect, generating inquiry, and making connections with real-life situations across texts.Emphasis will be placed on GLE s:


1. Teachers will create science experimentation activities through weekly lesson plans that incorporate the use of technology software that allow students to practice and reinforce problem solving and higher order thinking skills in (Kidspiration, Brainchild, Achiever Plus) Standard #1.

2. Computer Lab Assistant will create lessons to provide students with the ability to demonstrate science data through different graphing strategies and excel spreadsheet projects each semester. Student presentations will incorporate verbal and visual understanding science experimentation to contextual learning.

3. Using a variety of approaches and varied activities, students will work in small and whole group settings to science presentations that align with Standard #1 and the corresponding GLE s( Thinking Maps, HOTS, and DI activities) at a minimum of 2 times per unit.

TeacherLeaders:


Dr. J. Swang,Tech

Supervisor

ComputerLab Teacher,

M. Hoff

T. Currie,RHT

R. Chambers,Asst.

Principal


All Teachers All students

4th, 5th, 6th

Quarterly Oct./Dec./

March/May

Weekly Computer Lab ScheduleSeptember 04’

toMay 05’

QuarterlyInterims and Report Cards

Quarterly Snapshot

Observations

General Fund

Tech Fund

Plan for StudentSuccess

Comm.Ed. Funds

14,050

$1,920

10,000

IMP: Using the TLS quarterly, the Administration will observe with 50% frequency the emphasis on Technology Use and #3.

IMP: Computer Lab Assistant will create bimonthly Lesson Plans that will be focused on technology integration in cross-curricular setting.

EFF: Using a rubric to assess student activities in the way of graphs and charts will be evidence in understanding of the reading and responding to literature in real life situations.

EFF: The Administration will observe through formal and informal observations each nine weeks incorporating HOTS, DI, and Thinking Maps strategies within daily instruction.


The Mandeville Learning Community will support the commitment the St. Tammany Parish School System has made to constantly improve and reach greater student achievement. Our focus will be to review student performance data, implement GLE’s and UbD in lesson planning, collaborate on good teaching practices, prepare for the Guaranteed Curriculum, and challenge our students to go from “Good to Great.” We will support and implement the district’s Strategic Plan entitled “Reaching New Heights.”





1. Administrator’s will attend the Annual Administrators Retreat and work in “learning communities.”

2. A school improvement team will attend a one day Data Retreat at Tchefuncte Middle School. The team will consist of the Principal, SIP Chairperson, and other teacher leaders designated by the principal of each school within the leaning community.

3. Monthly principal meetings will be held with the Superintendent and other Central Office Supervisors to discuss curriculum issues.

4 In addition, principals may communicate issues of the Mandeville Learning Community via Blackboard.


R. Chambers,Ass. Principal

T. Currie,RHT

SIP CommitteeJ. GranierC. Fortner

C. BillingsleyG.LoomisV. MurziT. Currie

R. LagardeR. Chambers

Data TeamMembers:R. LagardeG. Loomis

B. ConnaughtonV. MurziT. Currie

AdministrativeStaff

AdministratorsRetreat (7/28/2005)

Data Retreat(9/23/04)

Lagarde – PrincipalChambers –

Asst. PrincipalT.L.C.

Members:T. Gordon 4

D. Desmond 5T. Gendusa 6

J. Benoit SpecialsC. Ripoll GiftedS. Riche SpEdT. Currie, RHT

Meeting Dates:9/1/2004

10/06/200411/3/200412/1/20041/05/20052/2/20053/2/20054/6/2005

5/4/2005

IMP: 100% attendance from the administration will allow for the school leaders to be current and up to date on the latest information and programs to implement for school improvement.

EFF: 100% of all schools in the Mandeville Learning Community will be more effective as a unit in the carrying out of programs and instructional strategies aimed at student achievement. SIP will be approved which address focus areas. 98% of all discussion threads on Blackboard will be responded to by each school principal.

School Climate – Discipline. Ensuring each student has a learning environment conducive to high levels of

The School-Wide Positive Behavior Support Program is still under development by the district. Our school has initiated the following discipline

School Safety/ Discipline Committee

All School Personnel August /04

IMP: The administration will review lesson plans to make sure the policies and procedures of our


achievement through effective discipline and classroom management procedures. Information on classroom and school rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and (c) comply with school and classroom rules.





activities necessary to implement a positive, behavior support program. Each teacher will develop activities to provide direct instruction on expected student behaviors beginning the first day of school. Reinforcement of positive behaviors will occur throughout the school day along with re-teaching expected behaviors throughout the school year. All classrooms will have no more than five clearly defined rules. TMS’ basic school rules are listed in the Student/Parent Handbook.Positive Behavior IncentivesGator Gumptions and Gator Grams-Every Friday, teachers will pull one Gator Gumption to be announced by the principal over morning announcements. At Gator Gatherings held quarterly, Gator Gumptions will be pulled to reward students making good choices throughout the nine weeks. Gator Gram is a postcard sent home by the teacher to highlight academics and behaviors. (Both are intended for school wide recognition)Consequences for Misconduct:TMS Time Out Slip documents behavior for a 20 minute timeout to a partner teacher and State Behavior Report Form.Corrective Interventions:“Three Strike Rule” After School Detention for 0ne hour/academics. Saturday Detention is assigned for 4 hours and addresses academic and social needs.Suspension is last resort to alter behavior.Parent/Student/Administrator Conference

ChairMissy Veneziaand members:

Wendy Esparros, Jane Hammett, Barbara Rivers,

Lori Shaw, Rhonda Chambers, Assistant Principal

Roxanne Lagarde, Principal

Opening week Orientation

10/18 2nd 9 weeks; 1/4 3rd 9 weeks; 3/12 4th 9 weeks;

4/14 interims

August 2004

All School Personnel Student Body –

August-May, 2005

School Wide Discipline are taught to our students in August and throughout the year.Gator Gumptions and Gator Grams are duplicated and ready for distribution by teachers. An opinion survey is given to students, teachers, and parents after a Saturday Detention in order to get feedback on the program.The Discipline and Safety Committee will meet each May to review our discipline plan. This meeting will include students and parent representatives.

EFF: Monthly Attendance and tardy reports will be produced by attendance clerk to monitor daily attendance/tardy patterns; Quarterly discipline reports will be produced by assistant principal to be evaluated by the committee. This report will show student body by sex, grade, date, infraction, anddisposition in order to determine needs for academic or social intervention. This needs assessment will determine where the school should concentrate efforts in positive behavior and/or improving student self-esteem.


Reducing the Performance Gap – SWD All teachers and paraprofessional providing instruction to SWD will stimulate and encourage the use 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.




ELA – 7-E4 (demonstrates understanding of information using a variety of strategies

1. A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. An additional multi sensory reading class is provided for those SWD that are 45% and below or teacher recommendation of students needs. This program will be aligned in scope and sequence to both the individual needs of each student and the ELA standards, with emphasis on the GLE s.

2. DI/HOTS will address through using different graphic organizers such as Thinking Maps, Project Read, and Write from the Beginning. These programs will also help to focus on visual imagery, analogies, categorizing, and organization.

3. Special and regular education teachers will coordinate lesson and unit planning to address the unique SWD needs in non-special education settings. The IEP team will align goals and objectives on SWD’s IEP with the General Access Guide Inventory identifying the strengths and weaknesses of the students.

4. Professional Development opportunities will be made available through the Special Education office. Professional Development will be made available to all stakeholders with a overview of Thinking Maps, DI, and HOTS.

All InstructionalStaff


R..Chambers,Assistant Principal

SpEd Dept. ChairS. Riche

V. Murzi,Inclusion

B. Rivers,MAE

B. Todd,Inclusion Teacher

C. Manuel,Para educator

Grade LevelTeachers



Teacher Leader Meetings

Committee MeetingsQuarterly

SPED Grade LevelMeetingsMonthly

1420.00

$2000

IMP: 100% of IEP s will be in compliance with IDEA. 80% of all lesson planning will address accommodation and modification in the science general education classroom AND show evidence of joint planning. 75% of all targeted teachers will attend Thinking Maps training to enhance the investigation and experimentation of “Science as Inquiry.”

EFF: 75% of all targeted students will not receive an interim of a grade below “C” in either ELA or reading. 100% of all Thinking Maps trained teachers will be observed quarterly on targeted strategies. Mainstream reports will be filed in SWD IEP folders quarterly.

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYUsing baseline data from Spring 2004, student performance will be evaluated (aggregated at different units of analysis: subgroup, whole school) to Spring 2005. This analysis will determine the degree of improvement in the percent of students scoring non-proficient and the distribution of scores across the different performance levels.


STRATEGY PLANNING WORKSHEETGOAL 2: To improve the proficiency of students’ performance (with emphasis on Standard # 6 – patterns, relations, and functions) associated with mathematics content standards.

School SPS 2003: 132.3 School GT 2004: 134.3

OBJECTIVE 2: A. (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 (86.1% in 2004 to % in 2005).B. (NCLB) To increase by no less than 10% the percentage of students scoring non-proficient on the Math

component of the standards-based assessment.Black 45.5% to 50% White 88.5% to 97.3 % ED 70.8% to 73.7 % SWD 75.7 % to 83.2% Whole Group 86.1% to 94.7%

SCIENTIFICALLY BASED RESEARCH STRATEGY: Instruction focused on contextual learning (CL)Differentiated Instructional practices (DI)

ACTION PLAN



TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3

Students will engage in contextual learning opportunities so as to demonstrate the use of statistical and numerical relationships within tables, rulers, graphs, measurement systems, simple equations, and the functions of math in real life situations.


M-1-E (apply the concepts of linear measure, perimeter, area, capacity weight/mass, temperature, and time to real life contexts)

M-2-E (recognize the attributes to be measured in real life situation and select appropriate tool and unit)

N-6-M (use mental math to estimate results of computations)

In heterogeneous classroom setting, students will be able to articulate their prior knowledge of mathematical patterns, numbers, and their functions by working on a varied level of activities that build on their prior knowledge. Students will use varied approaches to explore ideas and outcomes with essential math patterns in small and whole group tiered assignments. (DI) a. Students will plan a method of math investigation through independent projects of investigating patterns, numbers, and relations. The outcome will demonstrate the student’s ability to apply reasoning and problem solving. (DI) b. Students will write constructed responses to problems relating to patterns, relations, and functions on assessments and through math journals or written assessment. (CL) c. Students will engage in measurement activities in order to have a greater understanding of the function of measurement. The use of Every Day Counts, Investigation, and Math Solutions will be on going.

Instructional Staff

Grade Chairs:T. Gordon 4

D. Desmond 5T. Gendusa 6S. Riche SPED

C. Ripoll GJ. Benoit

MathCommittee

Theresa Currie, RHT

R. Chambers,

Assistant Principal

R. Lagarde,

Principal

4th , 5th , and 6th Grade Students

Students who score greater than or equal to

71% on NRT.Oct. /Dec./March/May

Students who score less than or equal to 45% on NRT in the 3rd grade.

Quarterly Snapshots 2004 – 2005

Quarterly Interims andReport Cards

General Fund

Tech Budget

Acceleration Budget

InterventionBudget

$14,000

$14,000

$4,290.

IMP: The Administration will review a sample of lesson plans using a checklist each week and provide written feedback to teachers of incorporation of DI practices.

IMP: Grade Level teachers will review selected responses on pre-designed, grade appropriate constructed responses each nine weeks.

IMP: Using the TLS, the administration will observe math and science teachers each nine weeks with emphasis on #3 and #4.

EFF: Administration will observe with 75% frequency and emphasis on item #3 and #4, differentiated instruction higher order thinking strategies.

EFF: 75% Accuracy on the Measurement and Patterns, Relations, and Functions of Numbers Portion of the CRT Assessment


Teachers will stimulate and encourage contextual learning associated with the use of numerical geometry, statistical patterns, relationships within tables, rulers, graphs, measurement systems, simple equations, and quantitative functions in real-life situations.





Engagement: DI opportunities will be designed by the teacher in weekly lesson plans to incorporate the investigation process and inquiry in mathematical concepts of patterns, relations, and functions as covered by the Grade Level Expectations for Standard #6. (DI)

Content: Building upon prior knowledge and contextual learning strategies, the teacher will provide opportunities for constructed written responses as they relate to patterns, relations, and functions across the academic areas. The appropriate Grade Level Expectations will be considered as lessons are developed to stimulate higher order thinking skills in mathematics. (CL)

Instruction: Teachers will incorporate measurement activities and estimation problems within weekly lesson plans with the use of Every Day Counts and Math Solution Strategies, and I Think I Can for fourth grade.

Assessment: Student learning will be evaluated through the use of Thinking Maps, HOTS, and DI strategies to enhance problem solving strategies and reasoning skills in Standard #6.

Instructional Staff

MathCommittee

TeacherLeaders:


Theresa Currie,RHT



Instructional Staff

Weekly Lesson Plans

Teacher Collaboration


QuarterlySnapshots

Interim Reports Report Cards

Oct./Dec./March/May

General Fund

InterventionBudget

AccelerationBudget

Technology Budget

Plan for Student Success Funds

Teacher Leader Fund

$4, 290.

$14,050

$14,000

$1,920.

$491.

IMP: The Administration will review a sample of lesson plans using a checklist each week and provide written feedback to teachers of incorporation of differentiated instructional practices focused on GLE s of Standard #6.

IMP: Grade Level teachers will review selected responses on pre-designed, grade appropriate constructed responses per semester.

EFF: Using the TLS, the administration will observe teachers each nine weeks with emphasis on #3 and #4.

EFF: Administration will observe with 75% frequency and emphasis on item #3 and #4, differentiated instruction higher order thinking strategies.


Professional Development for teachers will be focused on using contextual learning associated with the use of numerical geometry, statistical patterns, relationships within tables, rulers, graphs, measurement systems, simple equations, and quantitative functions in real-life situations.





TMS professional development programs will provide teachers and instructional support staff with strategies for improving students’ problem solving skills focusing on patterns, relations, and functions in mathematics. a. PD workshops to build understanding of research-based instructional strategies to promote students’ effective use of problem solving skills in written constructive response prompts in mathematics. b. Coaching and guided practice to support the implementation of differentiated instructional strategies in mathematics. c. Collaboration planning teams to further refine the application of the strategies by sharing ideas for lesson formation of Grade Level Expectation in alignment with Standard #6. d. Collaboration planning in Every Day Counts for measurement activities and computer software to develop greater understanding of the functions of measurement.

School Improvement Committee

HollyBroom,

PD Expert

Teacher Leaders:


Instructional Staff

T. Currie,RHT

R. Chambers,AsstistantPrincipal


Grade LevelTeachers

TLS Quarterly

CollaborationMeetings


QuarterlyTLS

SnapshotsOct./Dec./

March/May

QuarterlyTLS Snapshots

Oct./Dec./March/May

TeacherLeader Funds

PTAFunds

Plan For Student SuccessFunds

General Fund

$1,000.

$1,920.

IMP: The Administration will use an observation DI checklist to establish frequency of use in higher order thinking skills once each nine weeks during informal and formal observations.

IMP: Weekly Lesson Plans will reflect the use of DI, HOTS, Thinking Maps strategies within mathematical context of numbers.

EFF: Using the DI checklist, the Administration will observe with 75% frequency an emphasis on items #3 and #4, differentiated instruction and higher order thinking strategies.

EFF: 75% Accuracy on the Measurement and Patterns, Relations, and Functions of Numbers Portion of the CRT Assessment.


Parent Involvement activities will assist in the monitoring teacher and self-directed contextual learning associated with the use of statistical patterns, relationships within tables, rulers, graphs, measurement systems, simple equations, and quantitative functions in real-life.





1. Given opportunities for parental involvement through PTA Family Nights, parents will work with students to solve a variety of activities that incorporate higher order thinking strategies and problem solving with mathematical challenges with patterns, relations, and functions. Contextual Learning will be identified and promoted through center stations.

2. Monthly Newsletter will incorporate a column for parents to enlist support of emphasis on math reasoning and problem solving centering on word problems relating to patterns, relations, and functions and measurement systems in mathematics.

3. Monthly PTA e-flyer will list a problem of the week affording the parents an opportunity to participate in problem solving in real–life situations with students and measurement challenges.

PTAPres.

P. Bennett



C. Westenberger

T. Currie,RHT



2004 – 2005ongoing

All ParentsMonthly

NewsletterSupport

Monthly e-flyerSupport

Biannual Family

Support Nights

Family Night Sign In sheet2004 – 2005

ongoing

General Fund

PTAEducation

Budget

TechBudget

$1,000

$14,000

IMP: The PTA will publish a monthly Newsletter that provides a column of assistance for parents in creating real-life problem solving opportunities and to reply with answers.

IMP: PTA Family Night will provide opportunity for participation and parent knowledge of skill focus for student improvement.

EFF: Using the monthly Newsletter, the PTA will observe a 10 % usage of the problem solving column by the response percentage of participation.

EFF: Biannual Family Nights will observe an increase in attendance by 10% through Evaluation Surveys.


Technology for teachers and students will reinforce contextual learning associated with the use of numerical geometry, statistical patterns, relationships between tables, rulers, graphs, measurement systems, simple equations, and quantitative functions in real-life situations.





1. Teachers will create math lesson plans that incorporate the use of technology software that allow students to manipulate patterns and gain a stronger understanding of number relations and functions ( River deep, Brainchild, A+ Math, Knowledge Adventure Series, Math Safari, Achiever Plus) Standard #6.

2. Computer Lab Assistant will create lessons to provide students with the ability to demonstrate of understanding relations between numbers through different graphing strategies and excel spreadsheet projects each semester. Student presentations will incorporate verbal and visual understanding of numbers and their relation to contextual learning.

3. Using a variety of approaches and varied activities, students will work in small and whole group settings to create math presentations that align with Standard #6 and the corresponding GLE s.

Instructional Staff

TeacherLeaders:


Dr. J. Swang,Tech

Supervisor

Computer Lab Teacher,

M. Hoff

T. Currie,RHT

R. Chambers,Asst.

Principal


All Teachers


1st and 2nd

Semester

Initial TrainingSupport

CollaborationOct./Jan.

QuarterlyTLS

Oct./Dec./March/May

General Fund

Tech Fund


CommunityEd. Funds

$14,000

$1,920.

$10,000



EFF: Using a rubric to assess student activities in the way of graphs and charts will be evidence in understanding of the function of measurement and patterns, relations and functions of numbers.

EFF: The Administration will observe through formal and informal observations each nine weeks incorporation of math technology based learning with an emphasis upon Standard #6.








2. A school improvement team will attend a one day Data Retreat at Tchefuncte Middle School. The team will consist of the principal, SIP Chairperson, and other teacher leaders designated by the principal of each school within the leaning community.



Lagarde,Principal

Chambers,Ass. Principal

T. Currie,RHT






AdministrativeStaff

AdministratorsRetreat (7/28/2005)


Lagarde – PrincipalChambers –

Asst. PrincipalT.L.C.

Members:T. Gordon 4

D. Desmond 5T. Gendusa 6

J. Benoit SpecialsC. Ripoll GiftedS. Riche SpEdT. Currie, RHT

Meeting Dates:9/1/2004

10/06/200411/3/200412/1/20041/05/20052/2/20053/2/20054/6/2005

5/4/2005


EFF: The Mandeville Learning Community will be more effective as a unit in the carrying out of programs and instructional strategies aimed at student achievement.


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 and school rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and (c) comply with school and classroom rules.





The School-Wide Positive Behavior Support Program is still under development by the district. Our school has initiated the following discipline activities necessary to implement a positive, behavior support program. Each teacher will develop activities to provide direct instruction on expected student behaviors beginning the first day of school. Reinforcement of positive behaviors will occur throughout the school day along with re-teaching expected behaviors throughout the school year. All classrooms will have no more than five clearly defined rules. TMS’ basic school rules are listed in the Student/Parent Handbook.Positive Behavior IncentivesGator Gumptions and Gator Grams-Every Friday, teachers will pull one Gator Gumption to be announced by the principal over morning announcements. At Gator Gatherings held quarterly, Gator Gumptions will be pulled to reward students making good choices throughout the nine weeks. Gator Gram is a postcard sent home by the teacher to highlight academics and behaviors. (Both are intended for school wide recognition)Consequences for Misconduct:TMS Time Out Slip documents behavior for a 20 minute timeout to a partner teacher and State Behavior Report Form.Corrective Interventions:“Three Strike Rule” After School Detention for 0ne hour/academics. Saturday Detention is assigned for 4 hours and addresses academic and social needs.Suspension is last resort to alter behavior.Parent/Student/Administrator Conference








10/18 2nd 9 weeks;1/4 3rd 9 weeks;3/12 4th 9 weeks;

4/14 interims


August-May, 2005

IMP: The administration will review lesson plans to make sure the policies and procedures of our School Wide Discipline are taught to our students in August and throughout the year.Gator Gumptions and Gator Grams are duplicated and ready for distribution by teachers. An opinionaire is given to students, teachers, and parents after a Saturday Detention in order to get feedback on the program.The Discipline and Safety Committee will meet each May to review our discipline plan. This meeting will include students and parent representatives.



Reducing the Performance Gap – SWD All teachers and paraprofessional will reinforce contextual learning associated with the use of numerical geometry, statistical patterns, relationships between tables, rulers, graphs, measurement systems, simple equations, and quantitative functions in real-life situations.





1. DI and HOTS will be addressed through using different graphic organizers such as Math Solutions, Investigations, Thinking Maps and Calendar Math. These programs will also help to focus on visual imagery, analogies, categorizing, and organization. 2. The IEP team will align goals and objectives on SWD’s IEP with the General Access Guide Inventory identifying the strengths and weaknesses of the student.

3. Professional development will be made available through school wide collaboration, grade level collaboration, and national, state, and parish in-service.

4. Paras and parents of Inclusion students will be given an in service of study skills strategies such as an overview to math solutions and investigation provided by the parish and school based collaboration.



R.Chambers,Assistant Principal


V. Murzi,Inclusion

B. Rivers,MAE



Grade LevelTeachers




Grade LevelMeetingsMonthly

Thinking Maps, Investigation,

andCalendar Math

Workshops

2004 – 2005 ongoing

Plan for Student Success

Leap Intervention

Teacher Leader Budget

IMP: 100% of IEP s will be in compliance with IDEA. 80% of all lesson planning will address accommodations and modifications in the general education math classroom AND show evidence of joint planning. 75% of all targeted teachers will attend Thinking Maps training.

EFF: 75% of all targeted students will not receive an interim of grade below “C” in either Math. 100% of all Thinking Maps trained teachers will be observed quarterly of targeted strategies. Mainstream reports will be filed in SWD IEP folders quarterly.

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYUsing baseline data from Spring 2004, student performance will be evaluated (aggregated at different units of analysis: subgroup, whole school) to Spring 2005. This analysis will determine the degree of improvement in the percent of students scoring non-proficient and the distribution of scores across the different performance levels.


STRATEGY PLANNING WORKSHEETGOAL 2: To improve the proficiency of students’ performance (with emphasis on Standard # 1) of science content standards focused on “Science as Inquiry”.

School SPS 2003: 132.3 School GT 2004: 134.3

OBJECTIVE 3: To increase by no less than 10% the students scoring proficient in the area of Content Standard #1 of “Science as Inquiry” increasing the overall percentage from 72% in Spring 04’ to 79.2% in Spring 05’.

SCIENTIFICALLY BASED RESEARCH STRATEGY: Instruction focused on contextual learning (CL)Differentiated Instructional practices (DI)Higher Order Thinking Skills (HOTS)

ACTION PLAN



TARGET AUDIENCE and

TIMELINE



(Benchmarks)1 2 3

Students will use higher order thinking skills and problem solving strategies through experimentation in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world.


SI-E-A2 (use observations to develop investigations or experiments)

SI-E-A2(begin to predict and anticipate possible outcomes)

SI-E-A2 (participate cooperatively in groups to complete an investigation experiment to solve a problem)

1. Students will create Thinking Maps both as part of group activities and independently to demonstrate the ability to use higher order thinking skills in context to science inquiry questions.

2. Students will apply science reasoning skills to physical science experiences, generate inquiry, and relate to real life situations across a variety of science texts.

3. Students will participate in science inquiry experiments at least 1 time per unit with emphasis on constructed written responses

4. Students will be provided with opportunities to participate in school Science Fair.

All Instructional staff

Science Committee

Teacher Leaders:L. KottemanN. LawsonS. Riche

Theresa Currie,RHT

Rhonda Chambers,

Asst. Principal

Roxanne Lagarde,Principal

All Students4th , 5th, 6th

Weekly LessonsUnit Activities

2004 – 2005

Effectiveness checked via Science Committee

Quarterly

General Fund

LEAP

Plan for Student SuccessBudget


Student Supply

Fee

$14,000

1,920.00

$10.00

IMP: Administration will review the documentation of Teacher Lesson Plans with evidence of Science Inquiry and experimentation at least 1 time per unit for student engaged experimentation.

EFF: Student proficiency in “Science as Inquiry” Standard #1 will improve from 72% to 79.2% as evidenced by the CRT Test Data Spring 05’.


Teachers will use higher order thinking skills and problem solving strategies through experimentation in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world around them.





Engagement: Teachers will participate in Swap Meets demonstrating the use of new science equipment purchased to enhance science experimentation and inquiry.

Content: Building upon prior knowledge and contextual learning strategies, the teacher will provide opportunities for constructed written responses as they relate to Science as Inquiry. The appropriate Grade Level Expectations will be considered as lessons are developed to stimulate HOTS. Instruction: Through effective planning and monitoring for student achievement, teachers will plan at least 2 experiments per unit or hands on activity to provide student opportunity for science inquiry in small group and independent settings.

Assessment: The teacher will provide student opportunities for constructed written responses to science experimentation and inquiry for hands- on science labs using a school wide rubric.

All Instructional

Staff

Science Committee

Teacher Leaders:


Theresa Currie,RHT

Rhonda Chambers,

Asst. Principal



Weekly LessonsUnit Plans

2004 – 2005

Effectiveness checked via

Science Committee Quarterly

CollaborationOct. 04’Feb. 05’

Grade Level MeetingMonthly

General Fund

LEAP



14,000

1,920.00

IMP: Teacher Swap Meet opportunities provided for staff with sign up for equipment and science resource kits quarterly.

IMP: Administration will review the documentation of Teacher Lesson Plans with evidence of Science Inquiry and experimentation at least 2 times per Unit for student engaged experimentation.

EFF: Written Constructed Response items and student lead investigations will increase in proficiency with 80% accuracy on science investigation rubric.



Professional Development for teachers will use higher order thinking skills and problem solving strategies through experimentation in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world around them.





1. Science Teachers will attend Collaboration and Swap Meets to focus on thinking skills and problem solving through Science Inquiry and experimentation.

2. Science Teachers will be given the opportunity to attend science state and national conventions to enhance their understanding of Standard#1, Science as Inquiry, components for effective student learning.

3. INTECH Science training will be available for teachers to increase the integration of science and technology based learning.

4. Science Teacher Workshop on the Resource Kit of Harcourt Science to promote the usage of enrichment and resource tools for science inquiry.

All Science Teachers

Science Committee

Teacher Leaders:


Theresa Currie,RHT

Rhonda Chambers,

Asst. Principal





Weekly LessonsUnit Plans



CollaborationOct./Dec./

March/May

General Fund

PTA Budget



$1,000

1,920.00

IMP: Teacher Swap Meets, Collaboration, and Convention opportunities provided for staff with sign up for equipment and science resource kits to gain knowledge of science inquiry on a quarterly basis.

IMP: Administration will review the documentation of Teacher Lesson Plans with evidence of Science Inquiry and experimentation at least 2 times per Unit for student engaged experimentation.

EFF: Written Constructed Response items and student lead investigations will increase in proficiency with 80% accuracy on science investigation rubric.



Parental Involvement (PI) will assist higher order thinking skills and problem solving strategies through in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world around them.





1. Given opportunities for parental involvement through PTA Family Nights, parents will work with students to solve a variety of activities that incorporate higher order thinking strategies and problem solving with science inquiry focus.2. Parents will be given an opportunity to participate in the Science Fair Parent Info Night sponsored by the science committee and RHT to promote participation and understanding of the scientific method and science inquiry presentation.3. Monthly Newsletter will incorporate a column for parents to enlist support of emphasis on science experimentation and problem solving centering on word problems relating to real life experiences in the world around our students.4. Monthly PTA e-flyer will list a problem of the week affording the parents an opportunity to participate in problem solving in real–life situations with students and science experimentation challenges.

PTAPres.

P. Bennett



C. Westenberger

T. Currie,RHT



2004 – 2005ongoing

All Parents All Students

4th , 5th, 6th Weekly Lessons

Unit Plans

PTAFamily Night

TMS WebsitePTA E-flyer

2004 – 2005

Sign In SheetPTA Family

NightsOct./April

General Fund

PTA Budget



$1,000

1,920.00

IMP: The PTA will publish a monthly Newsletter that provides a column of assistance for parents in creating real-life problem solving opportunities and to reply with answers. 25% of the problems will be science related.

IMP: PTA Family Night will provide opportunity for participation and parent knowledge of skill focus for student improvement in the area of science inquiry.

EFF: Biannual Family Nights will observe an increase in attendance by 10% through Evaluation Surveys and will be focused on our science GLE s.

EFF: Using the monthly Newsletter, the PTA will observe a 10 % usage of the problem solving column by the response percentage of participation to science correlated problems of the month.


Technology for teachers and students will assist in developing higher order thinking skills and problem solving strategies through experimentation in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world around them.





1. Teachers will create science experimentation activities through weekly lesson plans that incorporate the use of technology software that allow students toPractice and reinforce problem solving and higher order thinking skills in (Kidspiration, Brainchild, Achiever Plus) Standard #1.

2. Computer Lab Assistant will create lessons to provide students with the ability to demonstrate science data through different graphing strategies and excel spreadsheet projects each semester. Student presentations will incorporate verbal and visual understanding science experimentation to contextual learning.

3. Using a variety of approaches and varied activities, students will work in small and whole group settings to science presentations that align with Standard #1 and the corresponding GLE s( Thinking Maps, HOTS, and DI activities) at a minimum of 2 times per unit.

Science Teachers

TeacherLeaders:


Dr. J. Swang,Tech

Supervisor

Computer Lab Teacher,

M. Hoff

T. Currie,RHT

R. Chambers,Asst.

Principal


Science Teachers


1st and 2nd

Semester


Follow-up

Weekly Computer Lab

ScheduleSeptember 04’

toMay 05’

2004 – 2005ongoing

General Fund

Tech Fund


Comm.Ed.

Funds

$14,000

$1,920

$10,000



EFF: Using a rubric to assess student activities in the way of graphs and charts will be evidence in understanding of the scientific process.

EFF: The Administration will observe through formal and informal observations each nine weeks incorporation of prediction and science inquiry based learning with an emphasis upon Standard #1.


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 and school rules that are: (a) provided to each student and parent; (b) focused on student attendance, arriving on time, and (c) comply with school and classroom rules.





The School-Wide Positive Behavior Support Program is still under development by the district. Our school has initiated the following discipline activities necessary to implement a positive, behavior support program. Each teacher will develop activities to provide direct instruction on expected student behaviors beginning the first day of school. Reinforcement of positive behaviors will occur throughout the school day along with re-teaching expected behaviors throughout the school year. All classrooms will have no more than five clearly defined rules. TMS’ basic school rules are listed in the Student/Parent Handbook.Positive Behavior IncentivesGator Gumptions and Gator Grams-Every Friday, teachers will pull one Gator Gumption to be announced by the principal over morning announcements. At Gator Gatherings held quarterly, Gator Gumptions will be pulled to reward students making good choices throughout the nine weeks. Gator Gram is a postcard sent home by the teacher to highlight academics and behaviors. (Both are intended for school wide recognition)Consequences for Misconduct:TMS Time Out Slip documents behavior for a 20 minute timeout to a partner teacher and State Behavior Report Form.Corrective Interventions:“Three Strike Rule” After School Detention for 0ne hour/academics. Saturday Detention is assigned for 4 hours and addresses academic and social needs.Suspension is last resort to alter behavior.Parent/Student/Administrator Conference








10/18 2nd 9 weeks; 1/4 3rd 9 weeks; 3/12 4th 9 weeks;

4/14 interims

August 2004


August-May, 2005

IMP: The administration will review lesson plans to make sure the policies and procedures of our School Wide Discipline are taught to our students in August and throughout the year.Gator Gumptions and Gator Grams are duplicated and ready for distribution by teachers. An opinionaire is given to students, teachers, and parents after a Saturday Detention in order to get feedback on the program.The Discipline and Safety Committee will meet each May to review our discipline plan. This meeting will include students and parent representatives.









2. A school improvement team will attend a one day Data Retreat at Tchefuncte Middle School. The team will consist of the principal, SIP Chairperson, and other teacher leaders designated by the principal of each school within the leaning community.



Lagarde,Principal

Chambers,Ass. Principal

T. Currie,RHT






Administrative

Staff

Administrators

Retreat (7/28/2005)


Lagarde –Principal

Chambers –Asst.

Principal

T.L.C.Members:

T. Gordon 4D. Desmond 5T. Gendusa 6

J. Benoit SpecialsC. Ripoll

GiftedS. Riche SpEd

T. Currie, RHT

Meeting Dates:

9/1/200410/06/200411/3/200412/1/2004

General Fund


EFF: The Mandeville Learning Community will be more effective as a unit in the carrying out of programs and instructional strategies aimed at student achievement.


1/05/20052/2/20053/2/20054/6/2005

5/4/2005


Reducing the Performance Gap – SWD All teachers and paraprofessional will assist in developing higher order thinking skills and problem solving strategies through experimentation in the Content Standard #1 of “Science as Inquiry” activities to promote understanding of science concepts to real life experience in the world around them.





1. A master schedule will be modified to ensure an additional reading class is provided for SWD whose IEP warrant such intervention. An additional multi sensory reading class is provided for those SWD that are 45% and below or teacher recommendation of students needs. This program will be aligned in scope and sequence to both the individual needs of each student and the science standards, with emphasis on the GLE s.

2. DI/HOTS will address through using different graphic organizers such as Thinking Maps, Project Read, and Write from the Beginning. These programs will also help to focus on visual imagery, analogies, categorizing, and organization in science.

3. Special and regular education teachers will coordinate lesson and unit planning to address the unique SWD needs in non-special education settings. The IEP team will align goals and objectives on SWD’s IEP with the General Access Guide Inventory identifying the strengths and weaknesses in experimentation and investigation.

4. Professional Development opportunities will be made available through the Special Education office. Professional Development will be made available to all stakeholders with a overview of Thinking Maps, DI, and HOTS.



R.Chambers,Assistant Principal


V. Murzi,Inclusion

B. Rivers,MAE



Grade LevelTeachers



Teacher Leader Meetings


Grade LevelMeetingsMonthly


Follow-up

Thinking Maps

2004 – 2005 ongoing

Plan for Student Success

Leap Intervention


IMP: 100% of IEP s will be in compliance with IDEA. 80% of all lesson planning will address accommodation and modification in the science general education classroom AND show evidence of joint planning. 75% of all targeted teachers will attend Thinking Maps training to enhance the investigation and experimentation of “Science as Inquiry.”

EFF: 75% of all targeted students will not receive an interim of a grade below “C” in either ELA or reading. 100% of all Thinking Maps trained teachers will be observed quarterly on targeted strategies. Mainstream reports will be filed in SWD IEP folders quarterly.



PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYUsing baseline data from spring 2004, student performance will be evaluated (aggregated at different units of analysis: subgroup, whole school) to spring 2005. This analysis will determine the degree of improvement in the percent of students scoring non-proficient and the distribution of scores across the different performance levels.

PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGYUsing baseline data from spring 2004, student performance will be evaluated (aggregated at different units of analysis: subgroup, whole school) to spring 2005. This analysis will determine the degree of improvement in the percent of students scoring non-proficient and the distribution of scores across the different performance levels.

stpsb.orgstpsb.org/files/TchfuncteSIP05070314063735.doc · Web viewTchefuncte Middle School....

Documents

Transcript of stpsb.orgstpsb.org/files/TchfuncteSIP05070314063735.doc · Web viewTchefuncte Middle School....