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Strategy Planning Worksheet by P3y0f4E3

VIEWS: 3 PAGES: 66

									DATA ANALYSIS & SCHOOL IMPROVEMENT
        East Ascension High School
                2007 - 2008




 Division of Educational Improvement and Assistance
      Office of Student and School Performance
         Louisiana Department of Education
               MISSION/VISION STATEMENT


East Ascension High School will provide a caring environment for all
students to develop academic and technical skills to become life-
long learners and productive citizens.
                   ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

                                        Total Faculty in School:                 Date:

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

                                                                                                                      SIGNATURE
     NAME                               TITLE/POSITION                       SIGNATURE (in blue ink)
                                                                                                                      DATE

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                                    SUMMARY REPORT OF STUDENT ACHIEVEMENT DATA
   List the number of students in each area
      Total at     # of Grade 4    Students with         Gifted and
                                                                            504           Option III          LEP         Homeless         Migrant
      School        and above       Disabilities          Talented




                                           Students with Disabilities, ages 3-5, By setting
   List the number of students in each area
   In the regular Early
                             In the regular Early              In the regular Early
        Childhood                                                                            In Early Childhood Special    In Early Childhood Special
                         Childhood Program 40% to            Childhood Program less
     Program at least                                                                        Education - separate class   Education - separate school
                                 79% of time                     than 40% of time
       80% of time


   In Early Childhood      Receiving special education      Receiving special education
   Special Education -       and related services at          and related services at
    residential facility              home                   service provider location


SER (Special Education Reporting) - December 1 FAPE count



                                          Students with Disabilities, ages 6-21, By setting
   List the number of students in each area
                                 Inside the Regular Class
    Inside the Regular Class                                      Inside the Regular Class
                                no more than 79% and no                                                Separate School         Residential Facility
    80% or more of the Day                                        less that 40% of the day
                                 less than 40% of the day


   Hospital/Homebound               Correctional Facility



SER (Special Education Reporting) - December 1 FAPE count
                                                  SUBGROUPS BY ETHNICITY
  Native/Alaskan            Asian/Pacific
                                                     African American                Hispanic           White
    American          Islander/Pacific Islander



                                            Economically Disadvantaged Profile
# of Free/Reduced Lunch Students:                             Percent of Free/Reduced Lunch Students:
DATA ANALYSIS
                      Trend Data
(Use the Trend Data Calculator to complete the following data analysis.)
             DIBELS Instructional Recommendation (Optional to enter data here, or insert reports)


                              # Students            At Risk                 At Some Risk                   Benchmark
 YEAR                                         (Intensive Intervention     (Strategic Intervention   (Low Risk of Reading Failure)
                              Assessed               Needed)                     Needed)

                                            # Students       Percent    # Students       Percent     # Students       Percent
January 09    Kindergarten
              First Grade
              Second Grade

              Third Grade

January 08    Kindergarten

              First Grade

              Second Grade

              Third Grade

January 07    Kindergarten

              First Grade

              Second Grade

              Third Grade

January 06    Kindergarten

              First Grade

              Second Grade

              Third Grade
                                             WHOLE SCHOOL SPS: CRT (LEAP/GEE) Trend Data
                                                                                                                      Index        Index
                                                            Index    Index    Index    Index    Index
                                                                                                           # of     Objective    Objective
                    Index Category                          Year 1   Year 2   Year 3   Year 4   Year 5
                                                                                                         Students   * for year   * for year
                                                             2004     2005     2006     2007     2008
                                                                                                                       one           two
English/Language Arts
      4th Grade CRT Index: ELA
      8th Grade CRT Index: ELA
      HS Grade CRT Index: ELA
      School CRT Index: ELA
Math
      4th Grade CRT Index: Math
      8th Grade CRT Index: Math
      HS Grade CRT Index: Math
      School CRT Index: Math
Science
      4th Grade CRT Index: Science
      8th Grade CRT Index: Science
      HS Grade CRT Index: Science
      School CRT Index: Science
Social Studies
      4th Grade CRT Index: Social Studies
      8th Grade CRT Index: Social Studies
      HS Grade CRT Index: Social Studies
      School CRT Index: Social Studies
All Subjects
   4th Grade CRT Index: All Subjects
   8th Grade CRT Index: All Subjects
   HS Grade CRT Index: All Subjects
   School CRT Index: All Subjects
  Schools should supply a minimum of three (3) years of data.
  Use Trend Data Calculator
                                             WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data

                                                                                                                 Index        Index
                                                       Index    Index    Index    Index    Index
                                                                                                      # of     Objective    Objective
                    Index Category                     Year 1   Year 2   Year 3   Year 4   Year 5
                                                                                                    Students   * for year   * for year
                                                        2004     2005     2006     2007     2008
                                                                                                                  one           two
English/Language Arts
      3rd Grade CRT Index: ELA
      5th Grade CRT Index: ELA
      6th Grade CRT Index: ELA
      7th Grade CRT Index: ELA
      9th Grade CRT Index: ELA
      School CRT Index: ELA
Math
      3rd Grade CRT Index: Math
      5th Grade CRT Index: Math
      6th Grade CRT Index: Math
      7th Grade CRT Index: Math
      9th Grade CRT Index: Math
      School CRT Index: Math
Science
      3rd Grade CRT Index: Science
      5th Grade CRT Index: Science
      6th Grade CRT Index: Science
      7th Grade CRT Index: Science
      School CRT Index: Science
Social Studies
      3rd Grade CRT Index: Social Studies
      5th Grade CRT Index: Social Studies
      6th Grade CRT Index: Social Studies
      7th Grade CRT Index: Social Studies
      School CRT Index: Social Studies
                                           WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data (continued)
All Subjects
      3rd Grade CRT Index: All Subjects                                                          #
      5th Grade CRT Index: All Subjects                                                          #
      6th Grade CRT Index: All Subjects                                                          #
      7th Grade CRT Index: All Subjects                                                          #
      9th Grade CRT Index: All Subjects                                                          #
      School CRT Index: All Subjects                                                             #
                                                 SUBGROUP: % Proficient Trend Data (Grade 3)
                                                                                                                      Proficiency
                                                                                                                                  Proficiency
                                                              Year 1   Year 2   Year 3   Year 4   Year 5     # of        Goal *
                                                                                                                                     Goal *
                        Category                               2004     2005     2006     2007     2008    Students     for year
                                                                                                                                  for year two
                                                                                                                          one
ELA – Grade 3
      School
      Native/Alaskan American
      Asian/Pacific Islander/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 3
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                             SUBGROUP: % Proficient Trend Data (Grade 4)
                                                                                                                  Proficiency
                                                                                                                              Proficiency
                                                          Year 1   Year 2   Year 3   Year 4   Year 5     # of       Goal *
                      Category                                                                                                   Goal *
                                                           2004     2005     2006     2007     2008    Students     for year
                                                                                                                              for year two
                                                                                                                      one
ELA – Grade 4
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 4
    School
    Native/Alaskan American
    Asian/Pacific Islander
    African American
    Hispanic
    White
    Limited English Proficient
    Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                              SUBGROUP: % Proficient Trend Data (Grade 5)
                                                                                                                                      Proficie
                                                                                                                        Proficienc      ncy
                                                               Year 1   Year 2   Year 3   Year 4   Year 5     # of
                            Category                                                                                     y Goal *      Goal *
                                                                2004     2005     2006     2007     2008    Students
                                                                                                                       for year one   for year
                                                                                                                                        two
ELA – Grade 5
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 5
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
   Students with Disabilities
 Schools should supply a minimum of three (3) years of data.
 Use Trend Data Calculator
                                                 SUBGROUP: % Proficient Trend Data (Grade 6)
                                                                                                                      Proficiency
                                                                                                                                  Proficiency
                                                              Year 1   Year 2   Year 3   Year 4   Year 5     # of        Goal *
                                                                                                                                     Goal *
                        Category                               2004     2005     2006     2007     2008    Students     for year
                                                                                                                                  for year two
                                                                                                                          one
ELA – Grade 6
      School
      Native/Alaskan American
      Asian/Pacific Islander/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 6
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                             SUBGROUP: % Proficient Trend Data (Grade 7)
                                                                                                                      Proficiency
                                                                                                                                  Proficiency
                                                              Year 1   Year 2   Year 3   Year 4   Year 5     # of       Goal *
                        Category                                                                                                     Goal *
                                                               2004     2005     2006     2007     2008    Students     for year
                                                                                                                                  for year two
                                                                                                                          one
ELA – Grade 7
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 7
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                              SUBGROUP: % Proficient Trend Data (Grade 8)
                                                                                                                        Proficiency    Proficiency
                                                               Year 1   Year 2   Year 3   Year 4   Year 5     # of
                         Category                                                                                         Goal *         Goal *
                                                                2004     2005     2006     2007     2008    Students
                                                                                                                       for year one   for year two
ELA – Grade 8
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 8
    School
    Native/Alaskan American
    Asian/Pacific Islander
    African American
    Hispanic
    White
    Limited English Proficient
    Economically Disadvantaged
    Students with Disabilities
 Schools should supply a minimum of three (3) years of data.
 Use Trend Data Calculator
                                                 SUBGROUP: % Proficient Trend Data (Grade 9)
                                                                                                                      Proficiency
                                                                                                                                  Proficiency
                                                              Year 1   Year 2   Year 3   Year 4   Year 5     # of        Goal *
                                                                                                                                     Goal *
                        Category                               2004     2005     2006     2007     2008    Students     for year
                                                                                                                                  for year two
                                                                                                                          one
ELA – Grade 9
      School
      Native/Alaskan American
      Asian/Pacific Islander/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 9
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                            SUBGROUP: % Proficient Trend Data (Grade 10)
                                                                                                                      Proficiency
                                                                                                                                  Proficiency
                                                              Year 1   Year 2   Year 3   Year 4   Year 5     # of       Goal *
                       Category                                                                                                      Goal *
                                                               2004     2005     2006     2007     2008    Students     for year
                                                                                                                                  for year two
                                                                                                                          one
ELA – Grade 10
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Grade 10
    School
    Native/Alaskan American
    Asian/Pacific Islander
    African American
    Hispanic
    White
    Limited English Proficient
    Economically Disadvantaged
    Students with Disabilities
Schools should supply a minimum of three (3) years of data.
Use Trend Data Calculator
                                          SUBGROUP: % Proficient Trend Data (Whole School)
                                                                                                                       Proficiency   Proficiency
                                                               Year 1   Year 2   Year 3   Year 4   Year 5     # of       Goal *        Goal *
                          Category                                                                          Students    for year      for year
                                                                2004     2005     2006     2007     2008
                                                                                                                          one           two
ELA – Whole School
      School
      Native/Alaskan American
      Asian/Pacific Islander
      African American
      Hispanic
      White
      Limited English Proficient
      Economically Disadvantaged
      Students with Disabilities

Math – Whole School
    School
    Native/Alaskan American
    Asian/Pacific Islander
    African American
    Hispanic
    White
    Limited English Proficient
    Economically Disadvantaged
    Students with Disabilities
 Schools should supply a minimum of three (3) years of data.
 Use Trend Data Calculator
                         SUMMARY REPORT OF STUDENT ATTENDANCE AND DROPOUT DATA

                                       WHOLE SCHOOL SPS: Attendance and Dropout Trend Data
                                                                % Year   % Year   Index    Index    Index                Index
                                                                                                               # of
                           Index Category                         1        2      Year 3   Year 4   Year 5              Goal * for
                                                                                                             Students
                                                                 2004     2005     2006     2007     2008               next year

Attendance Index



Dropout Index

See http://www.louisianaschools.net/lde/pair/1451.asp
                                             Cognitive Trend Data Analysis Worksheet

                                                                WEAKNESSES             STRENGTHS
Step 1: Weakest/Strongest Area (DIBELS) for Current
Year
    Look for the percent of students performing at the
       lowest/highest levels in the spring tests across
       years (DIBELS --At Risk/Benchmark, DRA -- %
       Below Grade Level/% Above Grade Level).
      Compare fall to spring results and note any
       persistent improvements/declines.
      If there is a high/low percentage, what grade level
       has the highest/lowest percentage? This should
       be noted as a potential weakness/strength.
Step 2: Weakest/Strongest Area (SPS) for Current Year
    Look for the lowest/highest index score across all
       areas (CRT, Attendance, and Dropout) for the
       current year.
      NOTE: This “current weakness/strength” could
       be caused by a variety of factors (ex: “good
       class/bad class” syndrome) and may not
       necessarily reflect an immediate school
       improvement concern for the school.
      If the current year lowest/highest index score has
       been low for the past few years (ex: 2000-2002),
       then it should be noted as a potential
       weakness/strength.
Step 3: Declining/Improving Trends for SPS Indicators
    Look for indexes that have declined/improved
       over the past year or two.
      NOTE: Some declining/improving trends may be
       the result of population shifts and may not
       necessarily reflect problematic areas.
      If any index has steadily or substantially
       declined/improved over recent years, then it
       should be noted as a potential
       weakness/strength.
Step 4: SPS Grade Level Weaknesses/Strengths
    Compare grade level academic indexes (CRT)
       and evaluate grade level performance (ex: Does
       one grade have substantially lower/higher
       indexes than all other grades?).
      NOTE: Be sure to look at data across all years
       before concluding that a grade level
       weakness/strength exists.
      If any grade level index is consistently
       lower/higher than other grade indexes in the
       school, then it should be noted as a potential
       weakness/strength.
Step 5: SPS Subject Level Weaknesses/Strengths
    Compare CRT indexes by subject to NRT
       indexes that relate to that same subject (ex:
       compare CRT Math index to NRT Math Total
       index).
      Low/High index scores across grades within a
       particular subject should be noted as a potential
       weakness/strength.
      Low scores in some grades and high scores in
       other grades in the same subject may also
       indicate grade level weaknesses/strengths within
       a particular subject (which should be noted along
       with other grade level findings in Step 3).
Step 6: Subgroup Weakest/Strongest Area for Current
Year
    Look for the lowest/highest % Proficient score
       across all subgroups (Indian, Asian/Pacific
       Islander, Black, Hispanic, White, LEP, Poverty,
       and Special Education) for the current year for
       both ELA and Math.
      If the current year lowest/highest % Proficient
       score has been low/high for the past few years
       (ex: 2000-2002), then it should be noted as a
       potential weakness/strength.
Step 7: Declining/Improving Trends for Subgroups
    Look for subgroup % Proficient scores in ELA
       and/or Math that have declined/improved over the
       past few years.
      NOTE: Some declining trends may be the result
       of population shifts and may not necessarily
       reflect problematic areas.
      If any subgroup % Proficient scores have steadily
       or substantially declined/improved over the past
       few years, then it should be noted as a potential
       weakness/strength.
Step 8: Achievement Gap Issues
    Compare each subgroup‟s % Proficient scores to
       the Whole School or other subgroup % Proficient
       scores in ELA and Math and evaluate subgroup
       performance (ex: Are any subgroups consistently
       below/above the Whole School proficiency score
       in ELA and/or Math?)
      NOTE: Be sure to look at data across all years
       before concluding that a subgroup
       weakness/strength exists.
      If any subgroup % Proficient score is consistently
       or substantially lower/higher than the Whole
       School or other subgroup % Proficient scores
       then it should be noted as a potential
       weakness/strength.
Step 9: Subgroup Subject Level Weaknesses/Strengths
    Compare Math % Proficient scores to ELA %
       Proficient scores (ex: Is one subject typically
       higher/lower than the other subject for the
       subgroups?)
      Low/High % Proficient scores ACROSS
       subgroups within a particular subject should be
       noted as a potential school wide
       weakness/strength in that subject.
      Low/High % Proficient scores in ELA or Math for
       any subgroup across 2-3 years should be noted
       as a potential subject-level weakness/strength for
       that subgroup.
Step 10: Major Weaknesses/Strengths
    Analyze and discuss all potential
       weaknesses/strengths from steps 1 through 10
       and determine 2 or 3 major
       weaknesses/strengths.
     CURRENT YEAR’S DATA
(Utilize the School Performance Reports to complete the following pages.)
                                     LEAP/GEE Data Analysis Worksheet
                                                       4th grade LEAP


1: Highest Percent Correct/How many items?




2: Lowest Percent Correct/How many items?



                              Multiple Choice items
3a: Math Percent Correct
                              Constructed Responses


                              Multiple Choice items
3b: Social Studies Percent
   Correct
                              Constructed Responses

                              Writing (essay)
                              Using Information Resources
3c: ELA Percent Correct
                              Reading and Responding
                              Proofreading
                              Multiple Choice items
3d: Science Percent Correct   Short Answer
                              Science tasks


4: Best Scores/Worst Scores




5: What conclusions can be drawn?
                                     LEAP/GEE Data Analysis Worksheet
                                                       8th grade LEAP




1: Highest Percent Correct/How many items?




2: Lowest Percent Correct/How many items?



                              Multiple Choice items
3a: Math Percent Correct
                              Constructed Responses


                              Multiple Choice items
3b: Social Studies Percent
   Correct
                              Constructed Responses

                              Writing (essay)
                              Using Information Resources
3c: ELA Percent Correct
                              Reading and Responding
                              Proofreading
                              Multiple Choice items
3d: Science Percent Correct   Short Answer
                              Science tasks


4: Best Scores/Worst Scores




5: What conclusions can be drawn?
                                     LEAP/GEE Data Analysis Worksheet
                                                 10th and 11th Grade GEE



1: Highest Percent Correct/How many items?




2: Lowest Percent Correct/How many items?



                              Multiple Choice items
3a: Math Percent Correct
                              Constructed Responses


                              Multiple Choice items
3b: Social Studies Percent
   Correct
                              Constructed Responses

                              Writing (essay)
                              Using Information Resources
3c: ELA Percent Correct
                              Reading and Responding
                              Proofreading
                              Multiple Choice items
3d: Science Percent Correct   Short Answer
                              Science tasks


4: Best Scores/Worst Scores




5: What conclusions can be drawn?
                                 iLEAP Data Analysis Worksheet
                                           Grade Level: 3
                      Select the strengths and weaknesses across all four core areas


         Strengths               # of              Weaknesses                       # of   Priority Rank for
Percent Correct by Standard     Items       Percent Correct by Standard            Items    Improvement
                                 iLEAP Data Analysis Worksheet
                                           Grade Level: 5
                      Select the strengths and weaknesses across all four core areas




         Strengths               # of              Weaknesses                       # of   Priority Rank for
Percent Correct by Standard     Items       Percent Correct by Standard            Items    Improvement
                                 iLEAP Data Analysis Worksheet
                                           Grade Level: 6
                      Select the strengths and weaknesses across all four core areas




         Strengths               # of              Weaknesses                       # of   Priority Rank for
Percent Correct by Standard     Items       Percent Correct by Standard            Items    Improvement
                                 iLEAP Data Analysis Worksheet
                                           Grade Level: 7
                      Select the strengths and weaknesses across all four core areas




         Strengths               # of              Weaknesses                       # of   Priority Rank for
Percent Correct by Standard     Items       Percent Correct by Standard            Items    Improvement
                                 iLEAP Data Analysis Worksheet
                                          Grade Level: 9
                    Select the strengths and weaknesses for both ELA and Mathematics




         Strengths               # of              Weaknesses                    # of   Priority Rank for
Percent Correct by Standard     Items       Percent Correct by Standard         Items    Improvement
                      DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
              (Utilize all available data sources to prioritize a comprehensive list of strengths and weakness.)

Rank-order the identified areas of strength (3-5) from the cognitive, student participation, and/or college readiness data and indicate
the supporting data sources:
                                      STRENGTHS                                                          DATA SOURCE
1.
2.
3.
4.
5.
Rank-order the identified areas of weakness (3-5) from the cognitive, student participation, and/or college readiness data and
indicate the supporting data sources:
                                     WEAKNESSES                                                          DATA SOURCE
1.
2.
3.
4.
5.
List the underlying causes from qualitative data pieces for the above strengths:
                       UNDERLYING CAUSES OF THE STRENGTHS                                                DATA SOURCE
1.
2.
3.
4.
5.
List the underlying causes from qualitative data pieces for the above identified weaknesses:
                      UNDERLYING CAUSES OF THE WEAKNESSES                                                DATA SOURCE
1.
2.
3.
4.
5.
                      School Improvement Plan
(Using the following template, create an action plan that addresses the needs identified by the data analysis.)
                                                   Strategy Planning Worksheet
Goal 1: To increase student achievement as measured by GEE and iLEAP so that our School Performance Score is 120 by 2014.



Objective1: EAHS will increase the SPS from 91.3-94.7 by Spring 2008.


Scientifically Based Research Strategy: (Derived from the contributing factors) –
Deep Curriculum Alignment/ Alignment of rigorous curriculum, assessment and instruction

Bibliographic Notation:
Gorin, J., & Blanchard, J. (2004). The effect of curriculum alignment on reading. Unpublished doctoral dissertation, Arizona State University.
Glatthorn, A.A. (1994). Developing a quality curriculum. Alexandria, VA: Association of Supervision and Curriculum Development.
Tileston, Donna E. Walker (2007). Teaching Strategies for Active Learning: Five Essentials for your Teaching Plan, Corwin Press.

Brief Summary of Research:

English (1992) considers curriculum alignment a process that improves the agreement between the written, the taught, and the tested
curriculum. Many researchers support the idea that alignment of instruction and assessment is crucial to success in improving instruction
(Gorin & Blanchard, 2004; Liebling, 1997; Johnson & Asera, 1999; Mitchell, 1998). Most states, including Louisiana, have mandated
standards-based and high stakes tests. Therefore, the question is not “Should we align curriculum, instruction and assessment?” Rather the
question is “How can we make the alignment process teacher-directed and teacher-friendly?” (Glatthorn, 1999).

Rightly or wrongly, the No Child Left Behind law has accelerated the importance of curriculum alignment. The large number of descriptive
and comparative studies and the long-term studies underway tend to favor alignment as a positive influence on achievement.

Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs?
Deep Curriculum Alignment best addresses the needs of all learners and allows teachers to better prepare students at every ability level for
high stakes testing.

If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
Deep Curriculum Alignment addresses the unique needs of the district‟s subgroups, as well as, aids in decreasing the disparity between the
academic performances of each subgroup by aligning content, Guiding Questions, APCC activities, GLE‟s, and assessments.
                                                                 Action Plan

              Activity(ies)                                                          Indicator of            Procedures for Evaluating
Include Persons Responsible, Timeline,           Funding      Object     Cost      Implementation          Indicators of Implementation
          and Target Audience                    Sources      Code                 (Observable Change)     (How will you measure the activity(ies)
    Note: Activities indicated should                                                                                    success?)
     address all children, including
               subgroups


Departments will create departmental/core          None                            Pre-test & Exam       Common assessments constructed
exams (pending district implementation of         Needed                           scores. And value     and evaluated using a departmental
such common assessments) and                                                       added results         rubric during the 2007-2008 school
unit/concept pre-tests                                                                                   year.
      Organize departments to begin work
         on departmental/core exams and
         unit pre-tests in Fall 2007.
      Departmental/Core exams and pre-
         tests will be implemented (pending
         district-wide implementation of such
         assessments) in part by the Spring
         of 2008 with full implementation by
         the Spring of 2009
Academy teachers will work collaboratively         None                            Common                Meeting logs, final products of
during conference periods and staff                                                formative and         common assessments, student
development days to create like-                                                   summative             work and teacher reflections about
assessments for daily use in their                                                 assessments           the success of both formulating and
classroom. In the fall of „07, they will work                                      within the            implementing these assessments.
to share individual assessments and begin                                          academy
creating and combining tests to develop
course assessments. Some assessments
will be implemented in the fall if they are
developed in a timely fashion for a particular
unit. Others will be implemented in the
spring 0f ‟08 after the teachers have shared
assessments and collaborated.
Administrators and teacher coach will help        Title I &    600      TBA        Collaborative         Review of process folios, lesson
teachers build content knowledge and             Freshman              Materials   culture at each       plans, classroom
improve pedagogical practices of teachers        Academy             for prof.    school whereby       observations, 5 minute walk –
through continued personal professional           Grant             dev. Ie –     teachers will work   throughs, report card grades as well
development.                                                         teacher      with one another     as 2007 test data will be analyzed
                                                                      books,      and share/reflect    to determine the effectiveness of
Professional development will focus on                             workbooks,     on best practices.   the activities on increasing student
differentiation, critical thinking, student                       instructional                        achievement.
engagement, and appropriate lesson                                  dvd‟s etc.
design.

These meetings will take place during
conference period meetings and staff
development meetings.
EAHS librarian/sysop, Cindy Murry, teacher        Title I   500     $15,000       Teachers             Lesson Plans,
coach and Instructional Tech Coordinator                                          incorporate          Process Portfolios, Pre and post
will work with teachers (during the 07-08                                         technology into      reading proficiency tests, PLATO,
school year)at all levels to incorporate                                          lesson design        Reading counts, AR and JRN logs
technology into instruction through                                                                    and student reports, 5 minute walk-
utilization of Plato Custom Learning Paths,                                                            throughs during scheduled lab time.
as well as, reading counts, Accelerated
Reader (AR) and Jamestown Reading
Navigator (JRN) in meeting individual
student needs.
PLATO
   Cindy Murry and Teacher Coach will
     assist teachers in creating custom
     learning paths and increased utilization
     of PLATO as integral tool in meeting
     individual student needs.
   9th & 10th grade English & math
     Teachers will work with our librarian and
     the technology coordinator @EAHS to
     develop a rotating schedule for
     computer labs.
   Teachers will meet with teacher coach,
     librarian or Fran Aucoin during
     conference periods to get assistance
     with creating custom learning paths.
Reading Counts
   Increase focus of utilizing software
   testing to establish reading levels and
   prescribe books according to reading
   level for each student.
  In each English I / Reading class,
   students will be tested initially, assigned
   books and activities to complete based
   on their current reading level, and will
   re-test at the beginning of the spring
   semester and again at the end of the
   course to determine value added
   learning.

  Teachers will have designated library
   days for the use of Reading Counts and
   AR. Teachers will work with librarians to
   establish these set dates.
AR
  Teachers will implement Renaissance
   Place (Accelerated Reader) in the fall.
   Students are tested to assess their
   reading levels.
  Once a students reading level is
   assessed, students are directed to read
   books on their reading level and interest
   level. Upon completion of the book,
   students are tested on their
   comprehension level.
  Teachers and school administrators
   can generate reports to analyze
   student‟s strengths and weaknesses.
  We also will implement another
   component of Renaissance Place called
   English in a Flash. This program is
   geared to the ELL students. This
   program will help ELL students
   understand the English language. This
   program also generates reports on the
   students‟ progress.
  JRN
   Cindy Murry and teachers who have
    used JRN previously will work to train
    new 9th grade teachers and set up
    accounts for those students who will use
    JRN.
   Students who are identified as low-level
    readers and who do not yet have the
    skills necessary to benefit from PLATO
    will be assigned to JRN. 9th grade
    teachers will work together and with the
    JRN reading specialist assigned to us to
    create custom learning treks for
    students and to develop lessons in class
    to enhance to on-line, technological
    aspect of the program.


Administrators and teacher coach will                None   Collaborative      Observation schedule, observation
devise a plan for teachers to observe peers.                culture at each    forms, samples of completed forms
An observation schedule will be created,                    school whereby     and teacher reflections about their
and observation forms will be developed                     teachers will      experiences surrounding peer
with objectives specific to the current                     observe one        observations.
observation. These objectives will be                       another and
formulated as our conference period                         share/reflect on
meetings surrounding instructional                          best practices.
strategies for differentiation, critical thinking,
etc. are underway and will relate to the topic
at hand.

In the 2007-2008 school year, while                  None   Students who       Master Schedule
Implementing Freshman Academy, the                          need
administrators, counselors and registrar will               reinforcement in
continue to schedule the full year blocking                 the areas of
of ninth grade math and ELA to increase                     reading and
exposure by 50%. Those students who                         mathematics will
excel in math will receive only one semester                receive
of Alg. I and may then move on to geometry                  assistance
if Alg. I was taken in 8th grade. Some                                               through the
students may take Alg. I Honors for one                                              double dosing
semester and an additional elective, and                                             within the
those students who took Alg I In the 8th                                             freshman
grade have the option of taking one                                                  academy.
semester of geometry and then moving on                                              Advanced
to another elective. In addition to an                                               students will be
English I grade, a reading curriculum will be                                        challenged to
implemented as part of the double dosing.                                            achieve even
For more advanced students, reading                                                  higher goals
strategies will be incorporated into their                                           through the
regular English I materials, and there will be                                       writing
a writing curriculum incorporated into the                                           component and
class.                                                                               the options in
                                                                                     math.
Teachers and administrators will work to         Title I and   600      TBA          A culture at         Newsletter
increase parental communication:                 Freshman            depending       EAHS in which
      School newsletter will be sent home       Academy             on activities   parents,
        with report cards quarterly.               Grant                             teachers,            Sign-in sheet
      Freshman fair will be held annually                                           students and
        for incoming freshmen and their                                              administrators
        families.                                                                    are partners in      Updated contact information.
      Fall & Winter 2007 and Spring 2008,                                           the educational
        the EA Athletic Booster Club hosts a                                         process of the
        sports kick off night where athletes                                         students. A          Sign-in sheet
        are introduced. Parents and                                                  culture where        Sign-in sheet
        community members attend and                                                 parents feel         Phone Log
        dinner is served.                                                            involved,
      Update parental contact information,                                          informed and
        including e-mail addresses, during                                           welcome and
        prep-week and on-going                                                       where their input
      Senior College Night                                                          is valued thus
      Open House (2--Fall and Spring)                                               creating within
      Easy caller notices                                                           them a feeling of
Implementation and use of Ed-line –new                                               ownership and
                                                                                     responsibility for   Administrators will check teacher
teachers and counselors will receive                                                                      accounts on ed-line for timely
training and ongoing support from our                                                the education of
                                                                                     their child and a    updates.
librarian, Linda Bledsoe. New teacher
training will take place during conference                                           loyalty to EAHS.
period meetings and if necessary, during a
staff development meeting during the first
few weeks of the school year. Teachers
and counselors will be given a summary of
expectations for Ed-line use including
uploading grades, class syllabus, etc.
                                                    Strategy Planning Worksheet
Goal 1: To increase student achievement as measured by GEE and Iowa so that our School Performance Score is 120 by 2014.



Objective 2: To improve % proficient in each subgroup on GEE21 in all core areas by Spring 2008.
ELA: white 81% to 83%, black 73% to 75%, Hispanic 31% to 33%, Special Ed 42% to 44%, Economic Disadvantaged 63% to 65%
Math: white 78% to 80%, black 59% to 61%, Hispanic 50% to 52%, Special Ed 7% to 9%, Economic Disadvantaged 66% to 68%
Science: white 72% to 74%, black 37% to 39%, Hispanic 30% to 32%, Special Ed 30% to 32%, Economic Disadvantaged 48% to 50%
Social Studies: white 75% to 77%, black 51% to 53%, Hispanic 40% to 42%, Special Ed 30% to 32%, Economic Disadvantaged 55% to 57%

Scientifically Based Research Strategy: (Derived from the contributing factors) – Meaningful Engaged Learning/Data-Driven Decision
Making (differentiating instruction to meet the needs of all learners)
Bibliographic Notation: Meltzer, J., Smith, N. C., & Clark, H. (2001). Adolescent literacy resources: Linking research and practice.
Providence, RI: Education Alliance at Brown University.
Fermi National Accelerator Laboratory Education Office. (1997). Handbook of engaged learning projects. [Online]. Available: http://www-
ed.fnal.gov/help/cover.html
Finn, J. D. (1993). School engagement & students at risk. Washington, DC: National Center for Education Statistics.
Brief Summary of Research: Current research supports the role of engaged learning as important to student achievement. Students learn
when they are highly involved in meaningful tasks. Motivation is more than a quality within students. Motivation is a quality that can be
profoundly affected by the attitudes and actions of educators.
Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs? Meaningful Engaged Learning promotes the opportunity for
student choice thereby making the content more relevant to what to the learner. Research in similar schools has proven that differentiated
learning is a key to success. In an effort to increase the percent proficient for all EAHS subgroups, we must look at the performance level of
each individual student and make the appropriate instructional decisions.
If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs: l
The use of data in the decision making process leads to positive outcomes for all subgroups. EAHS is working to increase student
achievement in all subgroups; therefore, we must look for ways to identify what students already know and make instructional decisions to
differentiate learning when necessary.
                                                          Action Plan

                Activity(ies)                                              Indicator of             Procedures for Evaluating
 Include Persons Responsible, Timeline,        Funding   Object   Cost   Implementation           Indicators of Implementation
           and Target Audience                 Sources   Code            (Observable Change)      (How will you measure the activity(ies)
Note: Activities indicated should address                                                                       success?)
    all children, including subgroups


Administrators and teacher coach will           None                     Daily instruction     Review of process folios by
provide follow-up and support for teachers                               will be               administrators to assure lessons are
and students to implement the following                                  differentiated        differentiated to meet the needs of all
actions during the fall semester of 2007.                                based on              students
   Assume the mindset that “failure is not                              analyzed
    an option” for any student and provide                               assessment data       5 minute walk-throughs and external
    whatever kinds of support is necessary                               of individual         visits to determine effective use of
    to assure all students are successful.                               students, with        strategies aimed at providing
                                                                         special emphasis      whatever instructional support is
   Continue to raise expectations for                                   on the needs of       necessary to assure all students are
    student achievement among all school                                 students in           successful
    personnel                                                            identified sub-
   Increase focus on how to meet the needs                              groups.               Comparison of the number of student
    of all students with the idea of “who                                                      failures from spring 2007 to spring
    knows these skills/concepts before it is                                                   2008
    taught, who go it the first time it was
    taught and who didn‟t learn it the first                                                   iLEAP & GEE scores
    time it was taught”
   Provide a variety of research-based
    strategies & programs for teachers to
    use in addressing the needs of all
    learners
   Utilize alternative classes, flexible
    schedules and other strategies for re-
    teaching and enriching students in
    different subgroup, according to their
    individual learning needs.
   Identify, track and provide support for
    students so that no one “falls through the
    cracks.”
   Provide strategies for teachers to use in
    building student interaction/ engagement
    through interest, learning styles, use of
    self–selected reading, instructional
    support structures, etc.
Librarian, Cindy Murry, teacher coach and        None   Technology skills    Meeting / training logs
district tech. dept will provide continued              and instructional    Process folios
training and utilization of technology and              software are used    5 minute walk throughs
instructional software, such as PLATO,                  to meet individual
Reading Counts, AR and JRN to increase                  student needs
applications of software in classrooms, so
that students in all sub-groups are provided
with additional support in reading , math and
other important skill areas throughout the
2007-2008 school year.
   Correlate custom learning paths to GLEs
   The librarian and central office personnel
    continually work with new teachers and
    seasoned teachers before and after
    school and during their individual
    conference periods to provide instruction
    and support. These same people help
    with the initial fast-tracking and pre-
    testing of students to be sure both the
    teacher and the students are comfortable
    logging on and using the various
    programs.
Administrators, teachers, registrar and          None   Students who         Teachers, freshman counselor and
counselors will organize and implement                  need additional      Associate Principal will determine the
during the 2007-2008 school year a                      instruction,         impact the corrective reading
structured corrective 9th grade Reading                 especially those     program has had on subgroup
program (JRN) for students from identified              in identified sub-   achievement through an extensive
subgroups who are performing 2 grade                    groups receive       study of formative and summative
levels below.                                           the interventions    assessment data collected by JRN
                                                        they need to read    and other classroom assessments.
                                                        on grade level.
                                                    Strategy Planning Worksheet


Goal 1: To increase student achievement as measured by GEE and Iowa so that our School Performance Score is 120 by 2014.

Objective 3: To increase student performance in the areas of reading and writing for the GEE: Writing from 78% to 80% and Reading
from 63% to 65%; and increase both areas for iLEAP by 2% by Spring 2008.

Scientifically Based Research Strategy: (Derived from the contributing factors) – National Reading Panel‟s 5 Essential Components of
Response to Intervention (RtI)/Job-Embedded Professional Development

Bibliographic Notation: Deshler, D.D., Schumaker, J.B., & Woodruff, S.K. (2004). Improving literacy skills of at-risk adolescents: A
schoolwide response. In D.S. Strickland & D.E. Alvermann (Eds.), Bridging the literacy achievement gap grades 4-12 (pp. 86-104). New York:
Teachers College Press.

Knight, J. (2005). A primer on instructional coaches. Principal Leadership, 5 (9), 16-21.

Guskey, T. (1996, June). Staff Development and the Process of Teacher Change. Educational Researcher, 15(5)5-12.

Brief Summary of Research: Professional development that is conducted during the hours of an educator‟s work day is described as job-
embedded professional development. This concept is derived from fairly recent research which concludes that in order for professional
development to be truly effective, it should be integrated into the established teaching schedule.

Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs? RtI is a research based strategy that has been used nation
wide for students with similar skill sets to those found in the Ascension Parish School System & at EAHS. The multi tiered approach provides a
sequence of programs and services for students showing academic difficulties, as well as, behavioral difficulties.

If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
All learners benefit from a more prescribed program of study. This strategy is not specific to one subgroup.
                                                            Action Plan

                Activity(ies)                                                Indicator of             Procedures for Evaluating
 Include Persons Responsible, Timeline,          Funding   Object   Cost   Implementation           Indicators of Implementation
           and Target Audience                   Sources   Code            (Observable Change)     (How will you measure the activity(ies)
Note: Activities indicated should address                                                                        success?)
    all children, including subgroups


All teachers will increase reading and writing
assignments across the curriculum. Every          None                     All students will     Lesson plans, curriculum
teacher in all subjects will continue to                                   become better         documentation, process folios,
implement vocabulary words and strategies                                  readers and           examples of student work
for use in their classroom. Core teachers                                  writers through
have vocabulary lists and suggested                                        exposure and
strategies in the APCC, and teacher coach                                  practice in all
will assist teachers in implementing the                                   subject areas.
strategies. She and administrators will meet
with teachers during conference period
meetings and staff development days.
Elective teachers will work to identify key
concepts and vocabulary for each of their
units during the fall semester. They will
receive instruction on vocabulary strategies
during conference period meetings and staff
development days. Elective teachers will
also continue implementing reading and
writing into their courses. They will include
at least two reading and two writing
assignments per 9 weeks. They will use the
GEE 2 point & 4 point rubrics to grade the
writing assignments and will use before,
during and after reading strategies that were
provided for them last school year to use
with the reading assignments. Staff
development time will include additional
training in the use of the rubrics and in
additional reading strategies.
                                                                                                                                             52
  Cindy Murry and teachers who have                    Students who are     Lesson Plans, process folios,
   used JRN previously will work to train               identified as low-   observations during lab time, and
   new 9th grade teachers and set up                    level readers will   ongoing reports generated by JRN.
   accounts for those students who will use             increase their
   JRN.                                                 reading
  Students who are identified as low-level             proficiency by 2
   readers and who do not yet have the                  levels.
   skills necessary to benefit from PLATO
   will be assigned to JRN. 9th grade
   teachers will work together and with the
   JRN reading specialist assigned to us to
   create custom learning treks for students
   and to develop lessons in class to
   enhance to on-line, technological aspect
   of the program.




May and summer of ‟07 and continuing for
courses during the 2007-2008 school year,        None   Students who         Master Schedule, student
Administrators, counselors, teachers and                need                 assessments, iLEAP scores
registrar will schedule freshman students               reinforcement in
into academy teams where they will receive              the areas of
a double dose of English and math. In                   reading and
addition to an English I grade, a more direct,          mathematics will
explicit reading curriculum will be                     receive
implemented as part of the double dosing.               assistance
For more advanced students, reading                     through the
strategies will be incorporated into their              double dosing
regular English I materials, and there will be          within the
a writing curriculum incorporated into the              freshman
class.                                                  academy.
                                                        Advanced
                                                        students will be
                                                        challenged to
                                                        achieve even
                                                        higher goals
                                                                                                             53
                                                 through the
                                                 writing
                                                 component and
                                                 the options in
                                                 math.

In the fall of 2007 and continuing thereafter,   Increase reading   Lesson Plans,
English Teachers and librarians will work to     skills for all     Process Portfolios, Pre and post
increase student achievement in reading          students through   reading proficiency tests, PLATO,
through the use of specified instructional       the use of         Reading counts, AR and JRN logs
programs: *See goal 1; Obj. 1: Act. 4 for        instructional      and student reports, 5 minute walk-
detailed information                             software           throughs during scheduled lab time.
                                                 programs.          iLEAP scores




                                                                                                      54
                                                    Strategy Planning Worksheet


Goal 1: To increase student achievement as measured by GEE and Iowa so that our School Performance Score is 120 by 2014.

Objective 4: To have 25% of graduating seniors earn a Diploma Endorsement and reduce the percent of 9th grade failures from 15%
to 11% by spring 2008.


Scientifically Based Research Strategy: (Derived from the contributing factors) Increased Academic Rigor with a Career Focus


Bibliographic Notation: Hock, M.F., Schumaker, J.B., & Deshler, D.D. (1999). Closing the gap to success in secondary schools: A model for
cognitive apprenticeship. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham. (Eds.), Teaching every adolescent every day: Learning in
diverse middle and high school classrooms (pp. 1-52). Cambridge, MA: Brookline Books.

Hock, M.F., Deshler, D.D. & Schumaker, J.B. (1993). Learning strategy instruction for at-risk and learning-disabled adults: The development of
strategic learners through apprenticeship. Preventing School Failure, 38 (1), 43-49.

Brief Summary of Research: : Adolescent difficulties and challenges. Increased expectations of the classroom teacher – a balance of
teaching academically, socially, culturally, racially, economically, and linguistically diverse students. How to meet the needs of an every
changing society and better prepare students for the real world.

Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs? EAHS is not unique and/or exempt from the demands of a
global economy. The school is charged, like all other schools in the nation, to teach all students and prepare them for an ever changing world.

If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
The research is not unique to one specific subgroup - it addresses the needs/challenges of educating all students in today‟s society.




                                                                                                                                              55
                                                            Action Plan

                Activity(ies)                                                Indicator of             Procedures for Evaluating
 Include Persons Responsible, Timeline,          Funding   Object   Cost   Implementation           Indicators of Implementation
           and Target Audience                   Sources   Code            (Observable Change)     (How will you measure the activity(ies)
Note: Activities indicated should address                                                                        success?)
    all children, including subgroups



                                                                           Increased
In the 2007-2008 school year, counselors,                                  number of
teachers and administers will do the                                       seniors
following in an effort to increase the number                              graduating with
of students earning diploma endorsements:                                  diploma
     1. Raising parental awareness of TOPS                                 endorsements          # of students eligible for TOPS
        requirements and scheduling
        students into the TOPS curriculum
        throughout high school through the
        use of Ed-line and ePortal, include
        information in newsletters and
        counseling students individually while
        scheduling during the year. Students
        will also be given information and
        instruction on TOPS during their
        freshman seminar course.
     2. Counselors will review PLAN scores
        and explain the use of PLAN through                                                      Letters to students and parent
        the 10th grade English classes and                                                       responses
        will refer to PLAN results when
        scheduling students and updating 5
        year plans.
     3. Review Explore results from middle
        school to schedule higher achieving
        students into honors courses and to
        identify those students who may
        need remediation and notify their
        teachers.
                                                                                                                                             56
4. Increasing opportunities for dual          # of students enrolled in post
   enrollment in post secondary               secondary institutions
   institutions. Information will be
   provided through counseling during
   scheduling, through Ed-line and
   through information placed in
   newsletters.
    Publicize the “Running Start”
       program to encourage parents &         Master Schedule & list of #of credits
       students to take post secondary        earned
       courses during the junior and
       senior years.
    Partner with industry leaders and
       ABC training facility to recruit       List of #of credits earned
       students into skilled craft careers
       and begin their training through
       ABC‟s daytime program.
    Recruit students into technical
       colleges (PTECH & LTC) to begin
       their training in programs such as
       welding and auto during high
       school.
5. Increasing number of student
   internships directly linked to students‟   Number of student internships
   career choices.
    Publicize and build enrollment in
       General Cooperative Education,
       Career and Technical Internships,
       Cooperative Office Education,
       Cooperative Marketing
       Education, and Centers of
       Excellence internship programs.
       Counselors will post information
       on Ed-line, conference with
       students when scheduling,
       schedule themselves into classes
       to give information on these
       options. Teachers will post
       information, set up booths, make
                                                                                 57
          flyers, announcements, etc. to
          publicize their courses in order to
          gain interest.
   6. Continue recognition at awards night
      and graduation for students achieving              # of Diploma Endorsements
      articulated credit and diploma                     # of AP Credits Earned
      endorsement(s)
   7. Continue to provide Senior Project
      course.




Beginning in May of 2007 and into the 2007-
2008 school year, counselors and teachers                Increase number of students taking
will work together to identify students early            advanced placement courses and
who are potential endorsements utilizing                 earning college or technical school
GPA, 5-year career plans and standardized                credit.
test scores (PSAT) to place students in
appropriate classes.
   Publicize and build enrollment in Pre-
     Advanced Placement courses in all core
     curriculum.
   Publicize and build enrollment in
     Advanced Placement courses in all core
     curriculum.
Implementation of 9th and 10th graders in pre-
AP courses and 10th, 11th, and 12th graders
in AP Courses


In the spring and summer of 2007, Teachers       Award   Teacher and course certification and
will earn AP certification and create a course   Money   workshop attendance registration
curriculum that is accepted by the AP
association in order to offer more AP
courses. Those who can will also attend
summer AP workshops to enhance their
instruction.

                                                                                           58
In the fall of 2007, the Associate Principal    Decreased
and ninth grade teachers will implement a       number of
freshman academy which focuses on 100%          freshman failures
Success for all students.                       and an academy-      Dates, agenda and minutes from
   Summer work on curriculum, teacher          wide culture of      meetings.
    teaming, PBS and logistical planning will   “failure is not an
    take place in order to prepare for the      option”
    academy opening in the fall of 2007.
   June, 2007 – teaming training with                               Sign in sheets from institute
    Randy Thompson
   School year 2007-2008 ~ implementation
    of the teaming philosophy with team                              Master schedule and meeting reports
    meetings and specific agenda every day
    during planning periods. Common
    Planning time will be scheduled for such
    meetings to take place.
   Implementation of an advisor/advisee
    program where specific topics related to                         Lessons and dates of meetings
    needs students identify will be
    implemented.
   Whole team meetings where students
    can get to know one another and take                             Dates of meetings and lesson plans
    part in valuable life lessons chosen and
    implemented by the teachers.
   Implementation of an academy wide
    positive behavior support plan where                             PBS Plan
    expectations of student performance and
    behavior are shared and students
    participate in the decision making
    process.
During the 2007-2008 school year, academy
teachers will research methods to use for                            Research reports / agenda from
remediation, credit recovery, and catch-up.                          meetings/research sessions
Programs/ideas that can be implemented
during the school year will be done, others
may need training and planning for future
implementation.

                                                                                                      59
                                                    Strategy Planning Worksheet


Goal 2: To increase student achievement to a School Performance Score (SPS) of at least 120 by the 2013-14 school year through increased
time-on-task.
Objective 1: To increase student attendance from 94.1 to 95.1 by Spring 2008.

Scientifically Based Research Strategy: (Derived from the contributing factors) Data Driven Decision Making/School-wide Positive
Behavior Program

Bibliographic Notation:
Meltzer, J., Smith, N. C., & Clark, H. (2001). Adolescent literacy resources: Linking research and practice. Providence, RI: Education Alliance
at Brown University.
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=pbs/embedding

Brief Summary of Research: School systems that have incorporated individualized positive behavior support processes use a team-based
system for supporting students who engage in problem behavior. Teams that meet to address student behavior vary in many ways depending
upon each school. Traditionally, these teams were established to support students with academic problems. Many schools are adapting these
teams so that they address both academic and behavioral problems.

Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs? EAHS is similar in population to that of other PBS
researched sights. Data derived at the district/state level indicates that the district must continue to improve attendance rates and build better
relationships with students.

If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
District level reports show that there is a disproportionate number of behavior referrals between African American students and their white
counterparts. Research proves that positive relationships between African American students and their teachers are key to academic success.
In addition, there are also larger numbers of 9th graders who are referred to the office for behavior than any other grade in high school. Positive
relationships among teachers and peers and creating a transition that smoothly bridges the gap between middle and high school is also key to
the academic success of all students entering high school.




                                                                                                                                                60
                                                            Action Plan

                Activity(ies)                                                Indicator of             Procedures for Evaluating
 Include Persons Responsible, Timeline,          Funding   Object   Cost   Implementation           Indicators of Implementation
           and Target Audience                   Sources   Code            (Observable Change)     (How will you measure the activity(ies)
Note: Activities indicated should address                                                                        success?)
    all children, including subgroups


Beginning in the Fall of 2007, teachers will      None                     Attendance rate       Advisor logs and attendance records
be re-organized into advisor groups which                                  will increase
will be used as a means of monitoring
student attendance. In addition to the other
strategies in place, advisors (who will be
responsible for appx. 15 students) will also
monitor the attendance of their advisees on
a bi-weekly basis (more if needed for
excessive absences) and work to make
contact with students and parents in an effort
to problem solve and increase attendance.

Teachers will call home during conference         None                     Attendance rate       Teacher call logs
period time for student absences after 2nd,                                and parental
5th, and 7th absences                                                      awareness will
                                                                           increase.




                                                                                                                                             61
                                                    Strategy Planning Worksheet


Goal 2: To increase student achievement to a School Performance Score (SPS) of at least 120 by the 2013-14 school year through increased
time-on-task.

Objective 2: To decrease the number of discipline referrals by 5% from a total of 2011 to 1911 in order to enhance student
achievement by Spring 2009.

Scientifically Based Research Strategy: (Derived from the contributing factors) Response to Intervention/School-wide Positive Behavior
Program


Bibliographic Notation: http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=pbs/embedding


Brief Summary of Research: School systems that have incorporated individualized positive behavior support processes use a team-based
system for supporting students who engage in problem behavior. Teams that meet to address student behavior vary in many ways depending
upon each school. Traditionally, these teams were established to support students with academic problems. Many schools are adapting these
teams so that they address both academic and behavioral problems.


Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs? EAHS is similar in population to that of other PBS
researched sights. Data derived at the district/state level indicates that the district must continue to improve attendance rates and build better
relationships with students.


If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
District level reports show that there is a disproportionate number of behavior referrals between African American students and their white
counterparts. Research proves that positive relationships between African American students and their teachers are key to academic success.
In addition, there are also larger numbers of 9th graders who are referred to the office for behavior than any other grade in high school. Positive
relationships among teachers and peers and creating a transition that smoothly bridges the gap between middle and high school is also key to
the academic success of all students entering high school.
                                                                                                                                                62
63
                                                         Action Plan

                Activity(ies)                                             Indicator of             Procedures for Evaluating
 Include Persons Responsible, Timeline,       Funding   Object   Cost   Implementation           Indicators of Implementation
           and Target Audience                Sources   Code            (Observable Change)      (How will you measure the activity(ies)
Note: Activities indicated should address                                                                      success?)
    all children, including subgroups



Academy team will attend a PBS training in     none                     Total number of       Sign-in sheet from training
August of 2007                                                          freshman
                                                                        referrals will
                                                                        decrease

Academy team will devise a plan which          none                     Total number of       Behavior plan
includes identifying major and minor                                    freshman
offenses, the process for handling student                              referrals will
misbehavior and when to refer a student to                              decrease, and an
the office.                                                             overall
                                                                        atmosphere of
They will also develop a reward program for                             high
teams and students who demonstrate                                      expectations, self
acceptable standards of performance and                                 responsibility will
behavior and rewards for those who go                                   be established
above and beyond the set standards.                                     within the
                                                                        academy.
Students will be a part of identifying
acceptable standards of behavior,
consequences and rewards within their
teams. Team plans may vary slightly, but
the underlying philosophy will be the same
academy-wide.




                                                                                                                                           64
                                               Strategy Planning Worksheet


Goal        :

Objective       :


Scientifically Based Research Strategy: (Derived from the contributing factors)

Bibliographic Notation:

Brief Summary of Research:

Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the
research conducted in a similar school with similar populations and needs?

If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:




                                                                                                                                    65
                                                       Action Plan

                Activity(ies)                                           Indicator of          Procedures for Evaluating
 Include Persons Responsible, Timeline,     Funding   Object   Cost   Implementation        Indicators of Implementation
           and Target Audience              Sources   Code            (Observable Change)   (How will you measure the activity(ies)
Note: Activities indicated should address                                                                 success?)
    all children, including subgroups




                                                                                                                                      66

								
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