Excessive Benefit Worksheet

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					DATA ANALYSIS & SCHOOL IMPROVEMENT
       Donaldsonville Primary School
               2007 - 2008




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


Mission Statement: We, the Donaldsonville Primary School family, will all work
together to help each student experience success both academically and
socially



                        Tag line: “Together we will succeed!”

Vision: To increase student achievement, Donaldsonville Primary will partner with
students, their families and the community to provide an exemplary education with
rigorous standards. It is our vision that:

     Students will have a safe, positive, caring learning environment.

     Students will have the technical and academic skills necessary to compete in a
      global economy.
                  ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

                                    Total Faculty in School: 102          Date: June 29, 2007

      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

1    Marydine K. Emery                    Principal

2    Robin Anderson                       Assistant Principal

3    Ashley Reider                        Counselor

4    Sheila Bourgeois                     Librarian

5    Amy Champagne                        Teacher Coach

6    Beth Anthens                         Teacher

7    Virgie Barbier                       Teacher

8    Roxanne Bergeron                     Teacher
9    Celia Blanchard                      Title I Teacher
10   Judith Bourg                         Special Education Teacher
11   Beth Bourgeios                       Teacher
12   Gwendolyn Bridevaux                  Teacher
13   Charles Broom                        Custodian
14   Sally Cancienne                      Teacher
15   Lisa Carbo                           APE Teacher
16   Ulysses Carbo                        Custodian
17   Glendolyn Cosey     Special Education Teacher
18   Nina Couch          Teacher
19   Jennifer Daigle     Teacher
20   Crystal Dorton      Teacher
21   Charlene Dupree     Teacher
22   Dionne Esneault     Teacher
23   Lois Falcon         Physical Education Teacher

24   Phyllis Falcon      Teacher
25   Sue Felder          Teacher
26   Linda Francis       Teacher
27   Clarice Gautreaux   Teacher
28   Cindy Grandin       Special Education Teacher
29   Jean Griffin        Teacher
30   Crystal Gros        Special Education Teacher
31   Mandy Gomez         Teacher
32   Eunice Henry        Teacher
33   Edna Joseph         Teacher
34   Yolanda Joshua      Teacher
35   Stanford Knockum    Custodian
36   Erica Kraemer       Teacher
37   Karen LeBlanc       Teacher
38   Rhonda LeBlanc      Teacher
39   Olivia LeDuff       Teacher
40   Julia Lemann          SBLC Facilitator
41   Sara Locascio         Special Education Teacher
42   Renae Maki            Speech Therapist
43   Madeline Mallory      Special Education Teacher
44   Karen Mistretta       Teacher
45   Kimberly Moore        Teacher
46   Jamie Murphy          Teacher
47   Jennifer Murphy       Teacher
48   Ginger Poche’         Speech Therapist
49   Dana Porto            Teacher
50   Gina Richard          Teacher
51   Erica Rousseau        Special Education Teacher
52   Lana Rousseau         Teacher
53   Grace Savoie          Teacher
54   Dana Smith            Special Education Teacher
55   Mary Solomon          Custodian
56   Cherie Sotile         Teacher
57   Lisa Templet          Speech Therapist
58   Margo Templet         Pupil Appraisal
59   Harriet Williams      Physical Education Teacher
60   Michelle Williamson   Physical Education Teacher
61   Greg Barnes           Bus Driver
62   Frank Bonadona        Bus Driver
63   Maria Bonadona      Bus Driver
64   Pat Caruso          Bus Driver
65   Norman Sanchez      Bus Driver
66   Ollie Cooper        Bus Driver
67   Gary Gipson         Bus Driver
68   Cindy Imbragulio    Bus Driver
69   George Ourso        Bus Driver
70   Donald Sullivan     Bus Driver
71   Brenda Acosta       Paraprofessional
72   Barbara Becnel      Paraprofessional
73   Janice Bergeron     Paraprofessional
74   Cheryl Bonadona     Paraprofessional
75   Robbin Campbell     Paraprofessional
76   Claire Cassard      Library Clerk
77   Rosalyn Daigle      Paraprofessional
78   Kim Dawson          Paraprofessional
79   Marilyn Diez        Paraprofessional
80   Beverly Fernandez   Paraprofessional
81   Lydia Hahn          Paraprofessional
82   Emma Joseph         Paraprofessional
83   Vivian Joseph       Paraprofessional
84   Denise Kelly        Paraprofessional
85   Toni Latino         Paraprofessional
86    Gwendolyn Miles       Paraprofessional
87    Lisa Penn             Clerk
88    Virgie Rigerio        Paraprofessional
89    Jeanette Richardson   Paraprofessional
90    Bernadine Rome        Paraprofessional
91    Brenda Rome           Paraprofessional
92    Dana Newchurch        Secretary
93    Deborah Thomas        Secretary
94    Althea Williams       ISS Presider
95    Donna Madere          Cafeteria Manager
96    Barbara Joseph        Cafeteria
97    Gwendolyn Diaz        Cafeteria
98    Joyce Winchester      Cafeteria
99    Sandra Wiggins        Cafeteria
100   Linda Bornes          Cafeteria
101   Audrey Johnson        Cafeteria
102   Evelyn Dorsey         Cafeteria
                                  SUMMARY REPORT OF STUDENT ACHIEVEMENT DATA
    List the number of students in each area
                                    Students
      Total at    # of Grade 4                       Gifted and
                                      with                                 504        Option III          LEP        Homeless         Migrant
       School      and above                          Talented
                                   Disabilities

        656              0              130               0                 8              0                  0          4                0



                                           Students with Disabilities, ages 3-5, By setting
   List the number of students in each area
      In the regular
                            In the regular Early            In the regular Early                                     In Early Childhood Special
    Early Childhood                                                                    In Early Childhood Special
                        Childhood Program 40% to          Childhood Program less                                        Education - separate
    Program at least                                                                   Education - separate class
                                79% of time                   than 40% of time                                                 school
       80% of time
           42                          0                               0                              0                           0
    In Early Childhood                                          Receiving special
                               Receiving special
    Special Education                                         education and related
                             education and related
        - residential                                          services at service
                               services at home
           facility                                             provider location
              0                        3                               0
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
              74                             3                              5                             0                           0

 Hospital/Homebound               Correctional Facility

              1                              0
SER (Special Education Reporting) - December 1 FAPE count
                                                 SUBGROUPS BY ETHNICITY
  Native/Alaskan           Asian/Pacific
                                                     African American              Hispanic                 White
    American         Islander/Pacific Islander
        0                       0                          612                        14                     30

                                         Economically Disadvantaged Profile
# of Free/Reduced Lunch Students: 453                         Percent of Free/Reduced Lunch Students: 69%
DATA ANALYSIS
              Kindergarten DIBELS Instructional Recommendation

      100%


       90%
                                                                  83%

       80%


       70%                                            65%

                                                            57%
       60%


Percent 50%                                                             2004-2005
                                                                        2005-2006

       40%                                                              2006-2007


       30%
                       22%                21%
                                    19%
       20%       16%
                              10%
                                                 8%
       10%


        0%
                  Intensive          Strategic        Benchmark
                                      Status
                 First Grade DIBELS Instructional Recommendation

          100%


          90%


          80%


          70%


          60%
                                                                      50%
                                                                            2004-2005
Percent   50%                                             45%   44%
                                                                            2005-2006
                                                                            2006-2007
          40%
                                             33%
                    27%                27%          27%
          30%
                          23%    23%

          20%


          10%


           0%
                     Intensive          Strategic         Benchmark
                                         Status
              Second Grade DIBELS Instructional Recommendation


      100%


       90%

       80%

       70%
                  58%
       60%

Percent 50%             46%                                               2004-2005
                               40%                                        2005-2006
       40%                                                          35%   2006-2007
                                                              31%
       30%                                        25%   25%
                                           22%
                                     17%
       20%

       10%


        0%
                   Intensive          Strategic         Benchmark
                                       Status
                      Trend Data
(Use the Trend Data Calculator to complete the following data analysis.)
                      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                                            94.1     94.4     94.8

See http://www.louisianaschools.net/lde/pair/1451.asp
     CURRENT YEAR’S DATA
(Utilize the School Performance Reports to complete the following pages.)
                         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.Less students at Intensive Level at each grade level.                                             DIBELS Benchmark Testing
2.More students at Benchmark Level at each grade level.                                             DIBELS Benchmark Testing
3. Highly qualified personnel                                                                         Annual School Report



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. Decrease in students maintaining Benchmark status in subsequent grade levels.                    DIBELS Benchmark Testing
2. Lack of specific/focused interventions.                                                     Observation/Administrative Feedback
3. Lack of student engagement during whole group instruction                                   Observation/Administrative Feedback
4. Attendance and tardy numbers decrease time on task                                           Attendance Log/District Report Card
5. Whole School Percent Proficient in ELA and Math                                             iLEAP/LEAP from Lowery Elementary


List the underlying causes from qualitative data pieces for the above strengths:
                          UNDERLYING CAUSES OF THE STRENGTHS                                              DATA SOURCE
1. Integrated Services (Resource, Title I)                                                     Observation/Administrative Feedback
2. Small group intervention instruction                                                        Observation/Administrative Feedback
3. Data driven instruction                                                                     Observation/Administrative Feedback


List the underlying causes from qualitative data pieces for the above identified weaknesses:
                         UNDERLYING CAUSES OF THE WEAKNESSES                                            DATA SOURCE
                                                                                             DIBELS Benchmark Testing/Administrative
1. Lack of rigor in reading instruction both in the core and interventions
                                                                                                           Feedback
2. Lack of error-specific diagnosis                                                                DIBELS Benchmark Testing
3. Excessive absences and tardies                                                               Attendance Log/District Report Card
4. No documented plan of consequences for tardiness                                             Attendance Log/District Report Card
5. Lack of flexible grouping and differentiation of instruction                                Observation/Administrative Feedback
                      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 in ELA and Math



Objective1:
1a. To increase the percentage of students reading at Benchmark on DIBELS at each grade level. Kindergarten from 83% to 86%, 1st grade
from 50% to 55%, 2nd grade from 35% to 45% by spring 2008.
1b. To establish a baseline score in writing proficiently by spring 2008
1c. To establish a baseline score in Math computation fluency for 1st and 2nd graders by spring 2008.

Scientifically Based Research Strategy: (Derived from the contributing factors) –
Response-To-Intervention


Bibliographic Notation:
Fuchs, Douglas, Fuchs, Lynn. (Sept/Oct 2001). Responsiveness –To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents.
Teaching Exceptional Children, 57 – 61.

Gresham, F.M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention, School Psychology Review, 20, 23-36.

Mellard, D.F., Byrd, S.E., Johnson, E., Tollefson, J.M., & Boesche, L. (Fall 2004). Foundations and Research on Identifying Model
Responsiveness-to-Intervention Sites. Learning Disability Quarterly, 27, 243-256.


Shapiro, Edward S. Academic Skills Problems: Direct Assessment and Intervention, Third Edition (Guilford School Practitioner)

Brief Summary of Research:
Responsiveness to Intervention can be defined as the change in behavior or performance as a function of an intervention (Gresham, 1991).
The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108-446) encourages educators to use Response-To-
Intervention (RTI) as a substitute for, or supplement to, the Discrepancy Model to identify students with learning disabilities (LD). Although
there is no universal RTI model, it is generally understood to include multiple tiers that provide a sequence of programs and services for
students showing academic difficulties. Tier one provides high-quality instruction and behavioral supports in general education, tier two
provides more specialized instruction for students whose performance and rate of progress lag behind classroom peers, and tier three
provides comprehensive evaluation by a multidisciplinary team to determine if the student has a disability and is eligible for special education
and related services.
   The emphasis of RTI is to focus on providing more effective instruction by encouraging earlier intervention for at-risk students and
represent a better method of LD identification. The IQ-achievement discrepancy, which had been the predominant method of identifying
learning disabilities since the original establishment of regulations was challenged on a number of issues (wrong students being identified,
requires that students “wait to fail” before receiving needed services, does not lead to useful educational remediation of academic
difficulties). The research has demonstrated through a number of studies (Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004) that an RTI
framework can benefit students by addressing academic difficulties in an individualized and timely way.
    In current aptitude-achievement discrepancy models, the standard of unexpected underachievement is when the student’s achievement
score is significantly lower than a predicted achievement score or a measure of cognitive ability or aptitude. In contrast, in the RTI concept,
the student’s achievement is lower than expected when compared to his/her grade level placement or same-age peers’ performance where
all students have been provided appropriate, scientifically-based instruction. RTI proposes discrepancy relative to opportunities to learn as a
way of defining unexpected underachievement and, as such, offers promise for identifying at risk students for whom appropriate instruction
has not proven effective

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 in Donaldsonville
Primary. 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


Teachers will improve reading fluency for all    Title I    100     $87,926.00 Students grouped      DIBELS Benchmark Testing and
students by diagnosing errors and providing                                    according to          Progress Monitoring results
targeted interventions in reading daily.                                       needed skills.
     In August during pre-planning,
       administration will establish school-
       wide scheduling of reading
       interventions utilizing all available
       personnel. Every child will have a
       30-minute scheduled period of either
       intensive, strategic or enrichment
       activities based on individual needs.
     In August during pre-planning,                                           Teachers will
       teachers will be trained on how                                         effectively           DIBELS Benchmark Testing and
       interventions will operate for the                                      conduct DIBELS        Progress Monitoring results
       2007-2008 by administration, Title I                                    intervention
       teacher and Teacher Coach.                                              groups.
     Teachers will begin interventions
       during the first week of school based
       on 06-07 DIBELS test results for 1st
       and 2nd graders. Kindergarteners will
       be pre-assessed by the Title I
       teacher and school personnel and
       interventions will begin based on test
       results.
     After fall Benchmark testing,
       teachers will meet with Title I
       personnel and Teacher Coach to
       analyze test data and establish
       intervention groups at each grade
    level. After each 3 week progress
    monitoring cycle, individual
    interventions will be revised and
    provided daily to students at the
    appropriate level.
   Teachers will administer a diagnostic                                Specific/focused    Diagnostic screen results
    screener to 2nd grade students who                                   interventions
    did not reach benchmark to
    determine individual interventions.
   Beginning in August, the Teacher
    Coach will meet with grade levels to     Title I   600   $1,000.00   Teachers are
                                                                         implementing        Agendas, handouts and evaluation
    provide teachers with professional
                                                                         effective           forms, a review of teachers’ lesson
    development in the implementation
                                                                         strategies that     plans and process folios, as well as
    of effective strategies to use for all
                                                                         increase student    5 minute walk-throughs/observations
    students in Tier 1, 2, and 3, to
                                                                         engagement,         will be used as indicators of
    practice reading for fluency and
                                                                         critical thinking   implementation of effective literacy
    higher order thinking (Effective
                                                                         and reading         strategies.
    Literacy Centers, Browsing Boxes,
    Take-Home Literacy Bags, Higher                                      fluency.
    Order Thinking Strategies (H.O.T.).
   Beginning in September, teachers
    will implement at least one strategy
    per month.
   Administration, Teachers and
    Teacher Coach will collaborate
    monthly during grade level meetings
    to evaluate effectiveness of strategy
    as well as sharing of best practices
    for teaching fluency.
   Beginning in August 2007,
    administrators will divide K, 1st and
                                             Title I   100   $87,926.00 Students grouped     Review of teachers’ DIBELS Logs
    2nd grade classes into groups of 3 or
                                                                        according to         and lesson plans, DIBELS
    4. Benchmark and progress                                                                Benchmark and Progress Monitoring
    monitoring results will be used to                                  needed skills
                                                                                             Results will be analyzed to
    group students into intervention                                                         determine students’ progress toward
    groups including below, on, and                                                          reading on grade level.
    above level students. Groups will be
    established based on data and
    revised, as needed, after each
       progress monitoring cycle and
       Benchmark testing. Classroom
       teachers, Title I and Resource
       personnel will provide interventions
       for all students everyday. PE
       teachers will be trained by the
       Teacher Coach to assist in providing
       intervention activities to all
       Kindergarten students daily.
      Tier 1 students will be provided
       enrichment activities that will be
       either student-led or teacher-
       directed in small groups.
      Tier 2 students will receive strategic
       interventions using APSB DIBELS
       Intervention Binders and/or
       supplemental activities.
      Tier 3 students will receive intensive
       interventions using SRA, Project
       Read or pull-out tutorial sessions.
      By August 2007, administration will
       develop a schedule so that each
       class will have a scheduled
       computer lab time once a week for
       30-minutes, as well as have access
       to the mobile labs, so that teachers
       can utilize technology programs
       including PLATO to strengthen ELA.

Teachers will improve writing across all
subject areas.
    Beginning in September 2007,               A revised          Administrators’ review of completed
       Administrators, Teacher Coach, and       iLEAPLEAP-like     Writing Rubrics
       teachers will meet in grade levels to    writing rubric
       revisit and revise the Writers           tailored to each
       Checklist to correlate to iLEAP and      grade level that
       LEAP rubrics and to measure              measures writing
       mastery of writing grade level           skills.
       expectations
   Teachers and Teacher Coach will         A list of writing     Review of writing prompts by
    develop a writing prompt for the        prompts at each       administrators, review of teachers’
    beginning of the school year, at mid-   grade level           process folios and lesson plans
    term and then again during the 4th
    nine weeks to be used by the
    students for evaluating personal
    progress toward proficient writing.
   By October 2007, teachers will
    obtain writing samples from each
    student using the beginning of the
    school year grade level writing
    prompt.
   Teachers will score the student’s
    writing sample using the writing        Teachers              Administrators’ review of teacher
    rubric that was developed.              collaborative         lesson plans and process folios,
   Teachers will peer edit the writings    scoring and peer      grade level meeting agendas and
    of each other’s students to establish   editing of            sign in forms
    a school-wide definition for            student’s writing
    proficient.                             samples to
   By November 2007, the Teacher           determine school-
    Coach will provide professional         wide definition of
    development to teachers at grade        proficient and
    level meetings in using the Writing     teachers will
    Process. The teachers will              implement the
    implement the Writing Process in        Writing Process,
    classrooms.                             according to the
   At mid-term and during the 4th nine     needs of the          Results from writing rubrics will be
    weeks, teachers will obtain writing     students, in their    analyzed, comparisons made and
    samples from each student using the     classrooms so         baseline data will be compiled and
    mid-term and 4th nine-weeks grade       that students’ will   kept in students’ writing portfolios
    level writing prompt, score them        become proficient
    using the writing rubric and make       writers.
    comparisons. Results will be used to
    focus writing instruction.
   Administration, teachers and
    Teacher Coach will meet monthly at
    grade level meetings to evaluate the
    implementation of The Writing
    Process and its effectiveness.
Teachers will improve Math Computation
Fluency through the implementation of
Rocket Math in 1st and 2nd grades.
    In August 2007, provide training for      Title 1   600   $9,000.00   Increase        Review of teachers’ lesson plans
       teachers, presented by a trained                  600   $3,000.00   emphasis on     and process folios; assessments will
       teacher, in the use of Rocket Math.               700   $2,000.00   student         be analyzed to determine student’s
    In September, implement Rocket                                        engagement to   progress toward math fluency.
       Math computation practice program                                   improve Math
       from Otter Creek Institute in 1st and                               Fluency
       2nd grade classes 6-10 minutes
       daily.
    Administration, Teacher Coach and
       teachers will collaborate by grade
       level once a week to evaluate use of
       the program to make adjustments as
       needed.
                                                   Strategy Planning Worksheet

Goal 2: To improve student behavior and increase student achievement in ELA and MATH

Objective 1: To decrease the number of behavior referrals accumulated by 10% and decrease the number of tardies per day by 50% by
spring 2008.

Scientifically Based Research Strategy: (Derived from the contributing factors) –
Data Driven Decision/Response to Intervention/School-wide 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.

Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York:
Guilford.

Sugai, G., & Horner, R.H., Dunlap, G., Heneman, M., Turnbull, H.R., Wickman, D., Wilcon, B., & Reuf, M. (2000). Applying positive behavior
support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.

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? The school-wide positive behavior support system is a
collaborative, assessment-based approach to developing effective interventions for problem behavior. It emphasizes the use of proactive,
educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes and is aimed to build
effective environments in which positive behavior is more effective than problem behavior.


If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs: l
District level reports show that there is a disproportionate number of behavior referrals between African American students and their white
counterparts. By having a school-wide positive behavior support plan in place, all learners will benefit from the PBS plan.
                                                          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


Teachers and Administration will improve                                 Percentage of         Attendance Logs will be analyzed,
communication with parents about                                         students tardy per    completion of Class Incentive Charts
curriculum and attendance policies to                                    day will decrease     will be observed, Monthly Calendars
increase parental participation in student                               and attendance        sent home to parents, weekly
education.                                                               percentage will       newsletters will be reviewed by
     Administrators will include the                                    increase              administrators, and documentation of
        Attendance Policy in the Student                                                       handouts/agendas of Open House.
        Handbook and review this policy at
        Open House and through monthly
        calendars and weekly newsletters.
     Teachers will record attendance daily
        through e-attendance and indicate
        perfect attendance on classroom
        incentive charts.
     Administrators and the Guidance
        Counselor will organize and provide
        incentives for classes upon the
        completion of the incentive chart.
     Administrators and school personnel
        will conduct activities (Grade Level
        Open House, Honors/Attendance
        Assemblies, Parent/Teacher
        Conferences, Summer Packets) to
        provide information to parents
        regarding school policies on
        attendance and tardies and also
        placed on monthly school calendar
A school-wide positive behavior plan will be       Behavior referrals   Utilize PBS data generated at the
consistently utilized by teachers to decrease      will decrease.       school to determine the effectiveness
discipline referrals and provide more                                   of the policy.
instructional time on task for students.
     During pre-planning, the Positive
         Behavior Support (PBS) team will
         train the faculty and staff regarding
         school-wide expectations and rules.
     School-wide rules and expectations
         will be posted in specific locations of
         the school, such as bathrooms,
         cafeteria, buses, hallways,
         classrooms, etc. to reinforce the rules
         and expectations.
     The PBS team will inservice
         homeroom teachers regarding
         procedure for discipline logs and
         behavior modification plans
     Administrators and school personnel
         will conduct activities (Grade Level
         Open House, Honors/Attendance
         Assemblies, Parent/Teacher
         Conferences, Summer Packets) to
         provide information to parents
         regarding school rules and
         procedures, curriculum, and
         homework/study skills




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