Relations and Functions Inquiry Worksheet by gaw20335

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									SCHOOL IMPROVEMENT PLAN
     Boyet Junior High

      Gayle G. Sloan
      Superintendent

       Mitch Stubbs
        Principal

     Charles Edwards
     Assistant Principal

        < October 2004 >
DISTRICT ASSURANCE

   For schools in School Improvement, and for schools with CSRP models, I hereby certify that this plan was developed with the assistance of a District Assistance Team in
    collaboration with the School Improvement Team and/or School Support Team, as applicable.
   I hereby certify that this plan was designed to improve student achievement, with input from all stakeholders.
   I assure that the school level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan.
   I hereby certify that this plan has all of the following components as required in Bulletin 741:
   A statement of the school's beliefs, vision, and mission
   A comprehensive needs assessment, which includes the following quantitative and qualitative data:
             Student academic performances on standardized achievement tests (both CRT, NRT) and performance/authentic assessment disaggregated by grade
              vs. content vs. exceptionality
             Demographic indicators of the community and school to include socioeconomic factors
             School human and material resource summary, to include teacher demographic indicators and capital outlay factors
             Interviews with stakeholders: principals, teachers, students, parents
             Student and teacher focus groups
             Questionnaires with stakeholders (principals, teachers, students, parents) measuring conceptual domains outlined in school effectiveness/reform research
             Classroom observations
   Measurable objectives and benchmarks
   Effective scientifically-based methods and strategies
   Parental and community involvement activities
   Professional development component aligned with assessed needs
   External technical support and assistance
   Evaluation strategies
   Coordination of resources and analysis of school budget (possible redirection of funds)
   Action plan with timelines and specific activities

   I further certify that the information contained in this assurance is true and correct to the best of my knowledge.

_______________________________________                                                     _______________________________________
Superintendent's Signature                                                                            Principal's Signature
_______________________________________                                                     _______________________________________
District Assistance Team Leader                                                                   Chair, School Improvement Team

_______________________________________                                                    ________________________________________

_______________________________________                                                    ________________________________________
District Assistance Team Members
                                     ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN

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

                           NAME                              TITLE/POSITION                               SIGNATURE
                        Mitch Stubbs                              Principal
                      Charles Edwards                Assistant Principal, SIP Chairman
                        Gloria Morris                    Resource Helping Teacher
                       Eugene Rovena                             Counselor
                       Jeanne Wilson                             Librarian
                       Suzanne Abney                              Teacher
                        Nyla Barrett                              Teacher
                      Thomas Barrett                              Teacher
                         Mary Battle                              Teacher
                     Traci Beaucoudray                            Teacher
                     Marsha Blackstock                            Teacher
                         Bart Carr                                Teacher
                       Jennifer Clark                             Teacher
                       Stacey Cooper                              Teacher
                         Paul Davis                               Teacher
                      Melanie DeJong                              Teacher
                       Robert Duncan                              Teacher
                       Vicci Fairchild                            Teacher
                      Barbara Fischer                             Teacher
                       Gloria Francis                             Teacher
                       Dianne Gaines                              Teacher
                      Jasmine Gentile                             Teacher
                        Lloyd Harris                              Teacher
                      Marilyn Harsch                              Teacher
                        Roxanna Hill                              Teacher
                       Stacey LeBlue                              Teacher
                       Edgar LeTard                               Teacher
                      Nancy Lockhart                              Teacher
                       Patrick Mackin                             Teacher
                      Sherryle Mathis                             Teacher
                       Sally McKellip                             Teacher
                        Kit McLellan                              Teacher
                       Danyel Muegge                              Teacher
                       Charity Nelson                             Teacher
                        Karen Payne                               Teacher
                      Kathleen Payne                              Teacher
                       Cherie Pizzuto                             Teacher
                         David Polk                               Teacher
  LeighAnn Polk         Teacher
    Sylvia Pope         Teacher
  Jules Raymond         Teacher
  Beth Robertson        Teacher
   Misty Schmidt        Teacher
    Angela Scott        Teacher
     Lisa Selzer        Teacher
    Mark Selzer         Teacher
  Robert Shoultz        Teacher
    Susan Slater        Teacher
  Cathelia Smith        Teacher
    Rene’ Smith         Teacher
    Shelly Smith        Teacher
  Linn Standridge       Teacher
    Ann Taylor          Teacher
   Bonnie Trippe        Teacher
   Denise Urreta        Teacher
   Kathleen Will        Teacher
    Betty Bacino    Paraprofessional
    Patricia Cyr    Paraprofessional
  Joanna Duncan     Paraprofessional
    Mary Lyall      Paraprofessional
  Evelyn Manale     Paraprofessional
 Brenda Pressman    Paraprofessional
   Cindy Perkins    Paraprofessional
   Kim Cambrey      Paraprofessional
Donna VandeVoorde   Paraprofessional
     Jarrod Nix     Paraprofessional
                                                                 BELIEFS STATEMENT

                       In correlation with the philosophy and curricula of the St. Tammany Parish School Board and the State of Louisiana, the
philosophy of the faculty and staff of Boyet Junior High School is based on the vision students will come first, all students will learn, and we will
accept differences in each other.

       This school seeks to enhance an awareness of individual self-worth and to develop each student’s maximum potential. For the reason that our
philosophy encompasses the whole individual, we strive to provide learning tasks and experiences for the physical, intellectual, and social
development of each student.

        In order to execute the philosophy of Boyet Junior High School, we strive to create an environment conducive to learning, recognizing that
each student is unique and that learning styles differ. We provide diverse and complex activities that address these individual differences
emphasizing interest, creativity, and talent development. We strive to assist students to think logically, to make rational decisions, and to practice
self-control. We encourage students to be self-motivated and to respect themselves and others.

       We recognize that it is through continual and cooperative efforts involving parents, students, community, and teachers that the student will
achieve his growth potential. We strive to cultivate such cooperation and to provide positive experiences that will encourage student success and the
acceptance of responsibilities and challenges for now and in the future.


                                                                  VISION STATEMENT

The vision of Boyet Junior High School is a faculty, staff, and community cooperating in the education of all children to enable each individual to
become a productive member of the community through the development of their unique abilities.


                                                                 MISSION STATEMENT

       Our future builds upon the past and our diversity as we seek to provide opportunities that all students may learn to their utmost potential.




Reference appendices for stakeholder participant
                                                           SCHOOL DEMOGRAPHICS/CHARACTERISTICS
                                                                         # Certified             # Expected Vacancies               # in LA Principal Internship/Induction Program
 A                                           Total #                                                                                                  for SY 03-04
D
                  Principals
M                                                        2                    2                              0                                               1
                                                                                                                                            Total % in School          % Change from
                                                                    School                                                                                                 2003
                                                                                                         Title I
                                                                Non-Title I
T                                                                                          Schoolwide              Targeted Asst.

         HIGHLY QUALIFIED**                                  General       Special     General     Special       General     Special       General        Special    General     Special
E                                                              Ed            Ed          Ed          Ed            Ed          Ed            Ed             Ed         Ed          Ed
A
C                                                             37             10                                                           97.4            91
H # Highly Qualified Core Academic
  Teachers (Subtotal)
E                                                            General       Special     General     Special       General     Special       General        Special    General     Special
       NOT HIGHLY QUALIFIED
R                                                              Ed            Ed          Ed          Ed            Ed          Ed            Ed             Ed         Ed          Ed

S Non-Standard                                                  1            1                                                              2.6             9
* *** (TAT) (OFAT) (TEP) (EP)
       Other

             Subtotal Not Highly Qualified                      1            1                                                              2.6             9
TOTAL TEACHERS (Highly Qualified and                           38            11
        Not Highly Qualified)                                                                                                               100%          100%
 P       HIGHLY QUALIFIED**                                  General       Special     General     Special       General     Special       General        Special    General     Special
                                                               Ed            Ed          Ed          Ed            Ed          Ed            Ed             Ed         Ed          Ed
A
R
A      # Highly Qualified Paras                                 0            3                                                                0            60
S
       NOT HIGHLY QUALIFIED                                  General       Special     General     Special       General     Special       General        Special    General     Special
                                                               Ed            Ed          Ed          Ed            Ed          Ed            Ed             Ed         Ed          Ed

       # Not Highly Qualified Paras                             2            2                                                              100            40
Total Paraprofessionals                                         2            5                                                              100           100
      * Teachers include all teaching in core academic courses (English/Reading/Language Arts; Math; Science; Civics/Government; Economics; Arts; History; Geography)
    ** Highly Qualified: Has met all requirements as specified by the LA Board of Elementary and Secondary Education’s definition of “Highly Qualified” under NCLB adopted June 19, 2003.
    *** Temporary Authority to Teach (TAT); Out-of-Field Authorization to Teach (OFAT); Temporary Employment Permit (TEP); Emergency Permit (EP)
                                                                           School Support
Number of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker):
Speech Pathologist –1, Psychologist –1, MHP –1, Social Worker –1, Educational Consultant –1, OT –1, APE -1, Asst. Tech. –1, Talented Art –1, Talented Drama –
1, Talented Music –1, String Teachers -3
School Improvement Team Members/Position: Johnny Vitrano, Principal; Charles Edwards, AP; Gloria Morris, RHT; Marilyn Harsch, Teacher; Stacey LeBlue,
Teacher; Patrick Mackin, Teacher; Sylvia Pope, Teacher; Lisa Selzer, Teacher; Glen Walden, Teacher
District Assistance Team Leader and Contact #                                     Distinguished Educator and Contact # (if applicable):
 (if applicable):
Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further        Parish Homeless Liaison’s Contact #:
information)           Ann Presley                                                         892-2276
                  Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable)
Regional LINCS Coordinator:                                    Content Leader(s):                                   Content Area of Focus for School:

High Schools That Work (HSTW) Site Coordinator and Contact #:              Making Middle Grades Work (MMGW) Site Coordinator and Contact #:
Leadership Team Members/Position at the School: Gail Carr, ELA Teacher; Patrick Mackin, Mathematics Teacher; Nancy Lockhart, SpEd Teacher

                                                     Federal/State Instructional Programs and/or Initiatives
                                           (Place a check in the status area for each program implemented at your school)
Program List: (Include during and after school programs)                    Currently Using            Proposed Program
                                                                                                                                  Deleted Program

21st Century Community Learning Centers
Big Buddy
Career to Work                                                                       X
DARE                                                                                 X
Early Reading First
HIPPY
INTECH                                                                               X
INTECH 2 Science                                                                     X
INTECH Social Studies                                                                X
K-3 Reading/Math Initiative
La GEAR-UP
                                                     Federal/State Instructional Programs and/or Initiatives
                                           (Place a check in the status area for each program implemented at your school)
 Program List: (Include during and after school programs)                          Currently Using     Proposed Program
                                                                                                                                  Deleted Program

 LaSIP                                                                                  X
 LEAD TECH
 Learning Intensive Networking Communities for Success (LINCS)
 LINCS/High Schools That Work (HSTW)
 LINCS/Making Middle Grades Work (MMGW)
 Louisiana Virtual School
 Making Middle Grades Work
 SAGE
 School Tech
 School to Work
 School wide Positive Behavior Interventions and Support                                X
 The Louisiana Literacy Corps
 The Multisensory Structured Language Program                                           X
 The Strategic Instruction Model (SIM)                                                  X
 Other: Thinking Maps, SIMS, Graphic Organizers                                         X
 List the Supplemental Educational Services provided for your students (Title I schools, if applicable):

 List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:




SCHOOL POLICIES
                                                     Policies                                                               Yes                     No
Discipline Policy                                                                                                            X
Security Procedures (Metal detectors, etc.)                                                                                  X
Safe and Drug-Free Prevention Activities                                                                                     X
Student Code of Conduct                                                                                                      X
Crisis Management (Emergency/evacuation plan)                                                                                X
                                                 School Partnerships: (Place the name of each partner in the space provided.)
University:
Technical Institute:
Feeder School(s):                                              Cypress Cove Elementary, Honey Island Elementary, Little Oak Middle,
                                                                                              Northshore High
Community:                                                    Slidell Police Dept., Slidell Fire Dept., St. Tammany Sheriff’s Department,
                                                              City of Slidell, Slidell Art League, Slidell Junior Achievement, Slidell Elks
                                                                                       Club, PRIDE of St. Tammany
Business/Industry:                                             Coca Cola, Winn Dixie, Captain Humble’s, SAM’s Club, Dominoes Pizza,
                                                              Wendy’s, Pappa John’s, Subway, Ray’s Bullpen,Embree’s Ssupplies, New
                                                                                              Orleans Hornets
Private Grants:
Other:



                                                                            Student Information
List the number of students in each area:
Total at School # of grade 4 and        Students w/          Gifted and              504             Option III            LEP            Homeless           Migrant
                        above           Disabilities          Talented
       737               737                83                   66                  14                   0                     9            0                 0
Number of Households Served by School:
                                                                      Subgroups by Ethnicity
         American Indian                Asian/Pacific Islander                      Black                            Hispanic                        White
                2                                14                                  117                                15                            589
                                                                            Poverty Profile
# of Free/Reduced Lunch Students:     203                                                 Percent of Free/Reduced Lunch Students: 27.5%




Note 1. Additional community demographics and capital outlay data are located in the appendices.
                                                       DATA COMPREHENSIVE NEEDS ASSESSMENT
                                                                SUMMARY REPORT
Strengths and challenges were rank-ordered by evaluating the magnitude of the evidence in conjunction with its association with student achievement. Exogenous factors were
eliminated from these results; however, they were included during the analytical phase as a contextual reference.

                                   STRENGTHS                                                                               DATA SOURCE
1 Strong administrators; experienced, caring teachers and staff                          School-wide survey, community feedback, Teacher Interviews,
                                                                                         Observations
2 Collaborative Integrated Culture                                                       Teacher Interviews, Teaming Logs, School Master Schedule
3.Parental involvement                                                                   PTA Records, Volunteer Records, Administrative Feedback, Team Logs,
                                                                                         Observations

                       SUPPORTING EVIDENCE                                                                            DATA SOURCE
Strength 1. Faculty/Staff Feedback; Parent-teacher/administrative                        School survey, Conference/contact logs, SACS records/reports,
contacts; Years of teaching experience, graduate degrees, multi-certified                personnel files, Tutoring records, Daily calendar (meetings, games,
personnel; Extracurricular activities provided for students and extra                    practices), Extracurricular and team rosters, PTA membership records
educational services (before/after school tutoring and study groups)
provided for students; 100% faculty PTA membership
Strength 2. Teachers wants students to succeed, teachers team and plan                   Interviews, Teacher Focus Groups, Observations
together, desire by faculty to be at Boyet Jr. High
Strength 3. PTA membership, Volunteer hours, Fund raiser, Cultural                       PTA Records, Volunteer Logs, Monthly School Calendars, PTA
and social activities/programs for students, educational resources                       Newsletters
provided for students/teachers
                                                 DATA COMPREHENSIVE NEEDS ASSESSMENT
                                                        SUMMARY REPORT (cont.)


                            CHALLENGES                                                          DATA SOURCE
1. Applying reasoning and problem-solving skills – reading and Content Analysis, CRT, NRT, Direct observations
responding to text across academic areas
2. Addressing Patterns, Relations, and Functions in mathematics across Content Analysis, CRT, NRT, Direct observations
academic areas
3. To improve Instructional Strategies: Science                        Content Analysis, CRT, NRT, Direct observations

                        SUPPORTING EVIDENCE                                                              DATA SOURCE
1a. 17.5% of SWD are proficient in English-language arts; An                   Content Analysis, CRT, NRT, Observations, TLS – Winter 2003
achievement gap of approximately 50 percentage points exists between           *TLS data were from a previous administration.
regular and SWD.                                                               Every Child, Every Day – Longitudinal Analysis
1b. 58.1% of teachers were not observed “accommodating individual              Every Child, Every Day – Cross-sectional analysis
differences” in the classroom. This was significantly below the district-
wide average.
1c. Approximately 1/3rd of 7th graders had a lower NPR in Reading than
the prior year (6th grade)
1d. More than 1/4th of all students in Grade 7 are at-risk in Reading; thus
are now at-risk of being non-proficient on the LEAP 21 – 8th grade test
2a. 42.5% of SWD are proficient in Mathematics; An achievement gap             Content Analysis, CRT, NRT, Observations, TLS – Spring 2004
of approximately 30 percentage points exists between regular and SWD.          Every Child, Every Day – Longitudinal Analysis
2b. Approximately 2/3rds of all teachers at Boyet were not observed            Every Child, Every Day – Cross-sectional analysis
Integrating Technology into their instruction.
2c. 46.2% 7th graders had a lower NPR in mathematics than the prior year
(6th grade)
2d. More than 1/4th of all student in Grade 7 are at-risk in Math; thus are
now at-risk of being non-proficient on the LEAP 21 – 8th grade test

3. Limited effective or variety of instructional strategies in the classroom   Content Analysis, CRT, NRT, Observations, TLS
                                                              STRATEGY PLANNING WORKSHEET
GOAL 1i:                                                                                                             School SPS 2004: 112.9     School GT 2005: 115.0
To improve student proficiency in applying reasoning and problem-solving skills to their reading and responding to
text across academic areas.
OBJECTIVESii:                                                                                                        SCIENTIFICALLY BASED RESEARCH
1. [ LA Accountability] To increase, the percentage of student performances classified as “Green” as measured by     STRATEGY
the Reading Total of the norm-referenced assessment (28.5% in 2004 to 32.0% in 2005)
2. [ NCLB Accountability] To increase by no less than 10% the percentage of students scoring proficient on the          Stimulates higher order thinking at the
English-language arts component of the standards-based assessment (71.0% in 2004 to 78.1% in 2005) – Whole              appropriate grade levels (HOT)
School – included non- FAY
                                                Targeted Subgroups
Black: 53.2% to 58.5%        White: 73.7% to 81.0%          ED: 52.6% to 57.8%        SWD: 17.5% to 47.4%

                                                                             ACTION PLAN
                                                                                                                        FUN
   EXPECTED IMPACTiii                                                                           TARGETvi         DING                 IMPLEMENTATION AND
                                                                                                AUDIENCE         SOURCESvii             EFFECTIVENESSix
                                                          iv                               v
                                             ACTIVITIES                    PERSONS                 and                  OBJ                (Benchmarks)
                                                                          RESPONSIBLE           TIMELINE         ECT CODEviii
                                                                                                                        COS
                                                                                                                 T
                                                                                                                  1   2   3
Students will be able to use      HOT (Students) –Students will              Mr. Stubbs         Complete                        [Implementation] The administrative
higher order thinking             participate in activities designed to      (Principal)        Student Body                    staff (who) will review a sample of
strategies in context, apply      promote higher order thinking                                                                 lesson plans using a checklist
reasoning skills to life          through the teacher’s use of Thinking     Mr. Edwards         IMP:                            (instrument) each week (frequency) and
experience, evaluate points of    Maps, Project Read, and Brain Child,    (Assist. Principal)   Weekly                          provide written feedback to the teachers
view, and distinguish fact        GO Charts (Graphic Organizers),                               Adm/Team                        in the months of November, January,
from opinion / probability,       Cold Comprehension Drills, SSR             Ms. Morris         Meetings:                       February, March and April.
determine cause and effect,       (Sustained Silent Reading), and             (RHT)             11/17, 1/19,
generating inquiry, and           content reading strategies with                               2/23, 3/16,                     [Effectiveness] Grade-level teachers
making connections with           emphasis on increasing ability to use   Instructional Staff   4/18                            (who) will review selected students
real-life situations across       HOTS.                                                                                         responses on pre-designed, grade-
texts.                            Emphasis will be placed on:                                   EFF:                            appropriate constructed responses
Emphasis will be placed on:       ELA-7-E3 (author’s life and times                             Quarterly by                    (instrument) each quarter (frequency) in
ELA-7-E3 (author’s life and       are reflected in a text);                                     October 14th,                   planning for future instruction. Each
times are reflected in a text);   ELA-7-E2 (justify solutions to                                December 21st,                  team will report to the principal the
ELA-7-E2 (justify solutions       problems in text by verifying,                                March 10th,                     student progress each nine weeks.
to problems in text by            confirming, and supporting), and                              and May 25th
verifying, confirming, and        ELA-7-E4 (demonstrate
supporting), and                  understanding of information using a
ELA-7-E4 (demonstrate             variety of strategies)
understanding of information
using a variety of strategies)
Teachers will stimulate and       HOTS (Teachers) – Teachers will             Mr. Stubbs        Complete         [Implementation] Using the TLS
encourage the use of higher       present lessons designed to use             (Principal)       Student Body     (instrument) the administrators (who) will
order thinking strategies in      thinking maps and differentiate                                                observe all Reading and English teachers
context, apply reasoning          instruction so as to address students      Mr. Edwards        IMP:             each quarter (frequency) with emphasis
skills to life experience,        at their level of ability, need, and/or   (Asst. Principal)   Observations     on HOTS.
evaluate points of view, and      interest. Information regarding                               quarterly by
distinguish fact from opinion     student ability will be gleaned from       Team Leaders       10/14, 12/21,    [Effectiveness] - Reading and English
/ probability, determine cause    prior and ongoing formal and                                  3/10, 5/25       teachers (who) will review selected
and effect, generate inquiry,     informal assessment.                                                           students’ responses on pre-designed,
and make connections with         Content: the aforementioned lessons                           EFF:             grade level appropriate constructed
real-life situations across       will explicitly detail area and method                        Quarterly by     responses (instrument) each quarter
texts.                            of differentiation.                                           October 14th,    (frequency) in planning for future
Emphasis will be placed on:       Instruction: Instructional delivery                           December 21st,   instruction. Each team will report to the
ELA-7-E3 (author’s life and       will be differentiated so as to be                            March 10th,      principal the student progress each nine
times are reflected in a text);   developmentally appropriate for all                           and May 25th     weeks.
ELA-7-E2 (justify solutions       members of a heterogeneous class,
to problems in text by            and focused on stimulating higher
verifying, confirming, and        order thinking strategies at all levels
supporting), and                  of ability and interest by engaging
ELA-7-E4 (demonstrate             students in activities of knowledge in
understanding of information      real-life situations.
using a variety of strategies)    Assessment: Student learning will be
                                  evaluated through the use of informal
                                  teacher assessment, formal teacher
                                  assessment, and grade-level specific
                                  teacher developed rubrics.
                                  Motivation/Engagement:
                                  Student engagement on selected
                                  activities will be maximized by
                                  initiating student-selected reading
                                  topics and differentiating
                                  performance tasks.



ACTION PLAN
                                                                                                                 1 FUNDING
  EXPECTED IMPACT                                                                                TARGET          SOURCES            IMPLEMENTATION AND
                                                                                                AUDIENCE         2 OBJECT              EFFECTIVENESS
                                            ACTIVITIES                        PERSONS              and           CODE                    (Benchmarks)
                                                                            RESPONSIBLE         TIMELINE         3 COST
                                                                                                                  1   2   3
Professional development       HOT (PD) – Teachers will participate           Mr. Stubbs        Selected                      [Implementation] The administrative
(PD) for teachers will be      in in-services on differentiating              (Principal)       grade-level                   staff will require the instructional staff
focused the use of higher      instruction and content reading                                  teachers                      members to keep a record of professional
order thinking strategies in   methods with emphasis on developing           Mr. Edwards                                      development activities that they attend.
context, apply reasoning       higher order thinking strategies             (Asst. Principal)   IMP:                          The instructional staff will submit
skills to life experience,     (HOTS) in students at appropriate                                Prof. Dev.                    documentation each semester to the
evaluate points of view,       grade levels and will utilize techniques       Ms. Morris        Dates:                        administrative staff. The administration
and distinguish fact from      learned at parish workshops and school          (RHT)            11/29                         will observe focus topics of team
opinion / probability,         in-services to promote higher order                              2/28, in                      meetings held monthly and collaboration
determine cause and effect,    thinking through the use of Thinking          Team Leaders       addition to                   dates. Results will be shared with
generate inquiry, and make     Maps, Project Read, GO Charts                                    attendance                    administration following the events.
connections with real-life     (Graphic Organizers), and Brain Child.                           throughout the
situations across texts.       Teachers will plan and implement                                 year.
Emphasis will be placed        lessons to promote higher order                                                                [Effectiveness]
on:                            thinking at developmentally                                      EFF:                          Using professional development records,
ELA-7-E3 (author’s life        appropriate levels that address the skills                       Quarterly by                  the administrative staff will observe in the
and times are reflected in a   of applying reasoning to the selected                            October 14th,                 classroom and review quarterly the types
text);                         content standards.                                               December 21st,                of professional development activities
ELA-7-E2 (justify                                                                               March 10th,                   that the staff attended with feedback
solutions to problems in                                                                        and May 25th                  provided to the teacher on attendance and
text by verifying,                                                                                                            implementation.
confirming, and
supporting), and
ELA-7-E4 (demonstrate
understanding of
information using a variety
of strategies)
Parent and Community           HOT (PCO) –                                    Mr. Stubbs         Boyet Parents   Implementation – The principal will
Outreach (PCO) activities      Parents- The school will host an               (Principal)                        have a volunteer log to record and
will assist in the             evening titled, “Understanding                                                    monitor parental involvement and will
monitoring of teacher and      Instructional Accountability at Boyet.”        Mrs. Morris          Tuesday,      review PTA minutes & newsletters,
self-directed use of higher    Parents will be invited to participate in        (RHT)             March 1st,     classroom overviews & web pages, and
order thinking strategies in   a discussion concerning current                                      2005,        surveys. Results will be communicated to
context, apply reasoning       educational practices at Boyet,             Instructional Staff    @ 7:00 PM      faculty at leadership team meetings each
skills to life experience,     including graphic organizers, thinking                                            semester.
evaluate points of view,       maps, SIMS, integrating technology,
and distinguish fact from      and hands-on activities, the
opinion / probability,         accountability system in Louisiana,
                                                                                                                 Effectiveness – The principal will review
determine cause and effect,    NCLB guidelines, imposed by the
                                                                                                                 parent participation occurrences with
generate inquiry, and make     federal government, and methods to
                                                                                                                 school functions that involve the
connections with real-life     ensure that students are learning the
                                                                                                                 inclusion of reasoning and problem-
situations across texts.       Louisiana Content Standards and other
                                                                                                                 solving skills in lang. arts instruction. A
Emphasis will be placed        associated aspects of schooling.               Ms. Morris
                                                                                                                 summary will be provided to the faculty
on:                            Community Outreach- will be                     (RHT)
                                                                                                                 quarterly following the events of that
ELA-7-E3 (author’s life        promoted through periodic invitations
                                                                                                                 grading period.
and times are reflected in a   to participate and aid in special               Ms. Hill
text);                         programs as guest visitors such as Art        (Art Teacher)
ELA-7-E2 (justify              Shows and Displays, Fais-Do-Do, Drug
solutions to problems in       Free Week, and Science and Social
text by verifying,             Studies Fairs, Homework and Help
confirming, and                Program, After School Study and
supporting), and               Assistance Program, and Community
ELA-7-E4 (demonstrate          Education. Monthly PTA newsletters
understanding of               that highlight special events and
information using a variety    achievements will be sent to various
of strategies)                 community members. The school
                               website is accessible to all community
                               members and is updated weekly to keep
                               the community informed and involved
                               in Boyet’s progress.




ACTION PLAN
                                                                                                                     1
  EXPECTED IMPACT                                                                                   TARGET           FUNDING          IMPLEMENTATION AND
                                                                                                   AUDIENCE          SOURCES             EFFECTIVENESS
                                            ACTIVITIES                       PERSONS             and TIMELINE        2                     (Benchmarks)
                                                                           RESPONSIBLE                               OBJECT
                                                                                                                     CODE
                                                                                                                     3 COST
                                                                                                                     1   2  3
Technology (Tech) for          HOT (Tech) – Using selected software,          Mr. Stubbs         Selected grade-                [Implementation] The resource helping
teachers and students will     i.e., Inspiration, the students will           (Principal)        level teachers                 teacher (who) will review lesson plans
assist in developing higher    complete activities which incorporate                                                            using a checklist (instrument) each week
order thinking strategies in   HOTS.                                         Mrs. Wilson         All Students,                  (frequency) and provide feedback to the
context, apply reasoning                                                     (Librarian)         Instructional                  teachers.
skills to life experience,     < The librarian has provided a list of                            Staff
evaluate points of view,       programs currently in the school’s           Mrs. Robertson
and distinguish fact from      library focused on targeted GLEs. This       (Computer Lab)                                      [Effectiveness]
opinion / probability,         list is developed for each grade-level to                         IMP:                           Using the TLS (instrument) the
determine cause and effect,    assist teachers in planning for             Instructional Staff   Lessons                        administrators (who) will observe all
generate inquiry, and make     technology-integrated lessons.>                                   reviewed                       Reading and English teachers each nine
connections with real-life                                                                       weekly. Reports                weeks period (frequency) with emphasis
situations across texts.                                                                         at Adm/Team                    on developing higher order thinking
Emphasis will be placed                                                                          Meetings:                      skills using the computer.
on:                                                                                              11/17, 1/19,
ELA-7-E3 (author’s life                                                                          2/23, 3/16, 4/18
and times are reflected in a
text);                                                                                           EFF:
ELA-7-E2 (justify                                                                                Monthly Team
solutions to problems in                                                                         Meetings
text by verifying,                                                                               10/18, 11/29,
confirming, and                                                                                  12/6, 1/24, 2/28,
supporting), and                                                                                 3/21, 3/21, 4/18,
ELA-7-E4 (demonstrate                                                                            5/16
understanding of
information using a variety
of strategies)
School Climate -            The School-wide Positive Behavior         School           All school        IMP: The administrative staff will
Discipline Ensuring         Support program is still under          Improvement        personnel;        review a sample (of NLT 25%) of all
each student has a          development by the district. Our           Team:                             lesson plans on a bimonthly bases
learning environment        school has initiated the following     SWPBS leader        8/04 – Opening    using a school-created planning
conducive to high levels    discipline activities necessary to                         week              rubric. Feedback will be provided to
of achievement through      implement a positive, behavior          Mr. Edwards        orientation       each teacher whose lessons are
effective discipline and    support program. Each teacher will     (Asst. Principal)                     reviewed.
classroom management        develop activities to provide direct                       09/16/2004
procedures. Information     instruction on expected student        SBLC members        interims; 10/14
on classroom rules that     behaviors beginning the first day of                       grading period    EFF:
are: (a) provided to each   school. Reinforcement of positive                          1; 11/11/04       Monthly attendance and tardy reports
student and parent; (b)     behaviors will occur throughout the                        interims;         will be produced by the SWPBS
focused on student          school day along with reteaching                           12/21/2004        leader to monitor targeted discipline
attendance, arriving on     expected behaviors throughout the                          grading period    indicators as compared to the 95%
time, and completing        school year. Each classroom will                           2; 02/03/2005     SPS goal. Grade-level interim reports
homework assignments,       have no more than five (5) clearly                         interims;         will be reviewed each period to
and (c) comply with         defined rules, some of which will                          03/10/05          evaluated the number of homework
school and classroom        be student directed.                                       grading period    and other classroom behaviors being
rules.                                                                                 3; 04/14/2005     reported in comparison to the school
                                                                                       interims;         as a whole
                                                                                       05/25/2005
                                                                                       grading period
                                                                                       4
Articulation -              The administrative staff will             Mr. Stubbs        Administrative   IMP: Members of the learning
Northshore Learning         participate in the Annual                 (Principal)       staff –          community will attend all scheduled
Community will be           Administrator’s Retreat as a                                Administrative   activities so that the school is
focused on reviewing        Learning Community.                      Mr. Edwards        Retreat          represented 99% of all scheduled
student performance         Representatives of the school           (Asst. Principal)   (07/28/2005)     activities
data, implementing the      (administrator, SIP chair, and other
GLEs in lesson planning,    teacher leaders) will attend a one-                                          EFF:
preparing for the           day Data Retreat at Pearl River           Ms. Morris        8/24/2004 Data   100% of all schools in the learning
Guaranteed Curriculum,      High School. This activity is              (RHT)            retreat (Mr.     community will have an approved
exchanging instructional    design to (a) improve                                       Stubbs,          improvement plan that addresses
“best practices”, and       communication, (b) examine               Instructional      principal; Mr.   those aspects outlined in the Expected
developing teacher-made     student data, and (c) plan                   Staff          Edwards SIP      Impact. 98% of all discussion threads
(and department made)       improvement activities both within                          chair, Ms.       on Blackboard will be responded to
performance assessments     the school and across the                                   Fairchaild,      by each school’s principal.
that focus on application   community. Each month the                                   English          Discussion threads will focus on the
of knowledge at higher      principal will attend a monthly                             Department       GLEs, UbD, and performance
levels. Sharing other       meeting with the Superintendent                             Chair, Ms.       assessments.
leadership aspects          and other central office staff to                           Harsch, Math
associated with             discuss those aspects outlined in the                       Department
implementing the            “Expected Impact” column.                                   Chair
district’s Strategic Plan   Principals within the learning
and the Superintendent’s    community will have time to                                 Learning
vision of “Good to          collaborate on improvement efforts                          Community
Great”                      underway at their school and future                         meeting
                            initiatives of the community.                               (Principal or
                            Between scheduled meetings,                                 designee)
                            principals will post and collaborated                       09/01/2004
                            information on topics associated                            10/06/2004
                            with the Expected Impact using                              11/3/2004
                            Blackboard.                                                 12/1/2004
                                                                                        01/05/2005
                                                                                        02/02/2005
                                                                                        03/02/2005
                                                                                        04/06/2005
                                                                                        05/04/2005
Reducing the                 A master schedule will be modified        Mr. Stubbs        All regular and   IMP: 100% of all IEP will be in
Performance Gap –            to ensure an additional reading class     (Principal)       special           compliance with IDEA. 85% of all
SWD All teachers and         is provided for SWD whose IEP                               education staff   lesson planning will address
paraprofessionals            warrant such intervention. Staff         Mr. Edwards        teaching ELA,     accommodation and modification in
providing instruction to     teaching self-contained students        (Asst. Principal)   inclusive of      the regular classroom AND show
SWD will stimulate and       will use the Direct Instruction                             Reading           evidence of joint planning. 25% of
encourage the use of         program to address student reading                                            all targeted teachers will attend SIM
higher order thinking        deficients. This program will be          Ms. Morris        8/04 –            training.
strategies in context        aligned in scope and sequence to           (RHT)            FRAMING –
(including applying          both the individual needs of each                           adjusting         EFF:
reasoning skills to life     student and the ELA standards, with      Instructional      master            90% of all targeted students will not
experience, evaluating       emphasis on selected GLEs.                   Staff          schedule,         receive an interim or grade below “C”
points of view,              Special and regular education                               verifying IEP     in either ELA or Reading. 100% of
distinguishing               teachers will coordinate lesson and                         compliance        all SIM trained teachers will be
fact/opinion,                unit planning to address the unique                                           observed, each week, using one of the
determining cause/effect,    SWD needs in non-special                                    09/16/2004        targeted strategies.
generating inquiry, and      education settings. Unique SWD                              interims; 10/14
making connections with      needs will be partially addressed                           grading period
real-life situations)        through those modifications and                             1;
across a variety of texts.   accommodations, along with
Emphasis will be placed      differentiating instruction. The                            11/01/04 –
on:                          Strategic Instructional Model (SIM)                         SIMs
ELA-7-E3 (author’s life      strategies of: (a) Word                                     workshop-
and times are reflected in   Identification, (b) Paraphrasing, and                       Word
a text); ELA-7-E2            (c) Visual Imagery will be used by                          Identification
(Justify solutions to        all teachers throughout the school
problems in text by          year. Professional development                              11/11/04
verifying, confirming,       opportunities will be made available                        interims;
and supporting), and         through the Special Education                               12/21/2004
ELA-7-E4 (demonstrate        office.                                                     grading period
understanding of                                                                         2; 02/03/2005
information using a                                                                      interims;
variety of strategies)                                                                   03/10/05
                                                                                         grading period
                                                                                         3; 04/14/2005
                                                                                         interims;
                                                                                         05/25/2005
                                                                                         grading period
                                                                                         4
PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGY x
Student performance data will be used to evaluate each selected objective and the overall (aggregate) impact of the targeted strategy. The evaluative methods will comply with
those criteria outlined by the Joint Committee on Standards for Educational Evaluation (Reference -http://www.wmich.edu/evalctr/jc ).
                                                                    STRATEGY PLANNING WORKSHEET
GOAL 2:
To improve student proficiency in addressing patterns, relations, and functions across academic areas. School SPS 2004: 112.9            School GT 2005: 115.0

OBJECTIVES:                                                                                                  SCIENTIFICALLY BASED RESEARCH
1. [ LA Accountability] To increase, the percentage of student performances classified as “Green” as         STRATEGY:
measured by the Math Total of the norm-referenced assessment (26.5% in 2004 to 30.0% in 2005)
2. [ NCLB Accountability] To increase by no less than 10% the percentage of students scoring proficient on
the math component of the standards-based assessment (81.0% in 2004 to 90.0% in 2005) Whole School           Instruction focused on contextual based learning (CL)
                                            Targeted Subgroups
Black: 57.5% to 63.2% White: 85.2% to 90.4% ED: 68.0% to 74.8% SWD: 42.5% to 46.7%
                                                                                 ACTION PLAN
                                                                                                                        FUN
   EXPECTED IMPACTxi                                                                            TARGETxiv        DING                IMPLEMENTATION AND
                                                                                                AUDIENCE         SOURCESxv             EFFECTIVENESSxvii
                                                          xii                           xiii
                                             ACTIVITIES                    PERSONS                 and                  OBJ               (Benchmarks)
                                                                          RESPONSIBLE           TIMELINE         ECT CODExvi
                                                                                                                        COS
                                                                                                                 T
                                                                                                                  1   2   3
(Students)                        CL (Students)-Students will                Mr. Stubbs          All Students                  Implementation] The administrative
Students will engage in CL so     participate in contextual based            (Principal)                                       staff (who) will review a sample of
as to demonstrate the             learning, hands-on experiences, and                           IMP:                           lesson plans using a checklist
pervasive use of numerical/       application of learning through           Mr. Edwards         Weekly                         (instrument) each week (frequency) and
geometrical/ statistical          differentiated instruction.             (Assist. Principal)   Adm/Team                       provide written feedback to the teachers
patterns, relationships within    Emphasis will be placed on:                                   Meetings:                      in the months of November, January,
tables, rulers, graphs and        M-1-M (applying the concept of             Ms. Morris         11/17, 1/19,                   February, March and April.
simple equations, and             length, area, surface area, volume,         (RHT)             2/23, 3/16,
quantitative functions in real-   capacity, weight, mass, money, time,                          4/18                           (Effectiveness) Grade-level teachers will
life situations.                  temperature, and relate to real-world   Instructional Staff                                  review selected students responses on
Emphasis will be placed on:       experiences);                                                 EFF:                           pre-designed, grade-appropriate
M-1-M (applying the concept       M-6-M (demonstrating the                                      Quarterly by                   constructed responses each 9 weeks in
of length, area, surface area,    connection of measurement to the                              October 14th,                  planning for future instruction. Each
volume, capacity, weight,         other strands and to real-life                                December 21st,                 team will report to the principal the
mass, money, time,                situations)                                                   March 10th,                    student progress each quarter.
temperature, and relate to                                                                      and May 25th
real-world experiences);
M-6-M (demonstrating the
connection of measurement
to the other strands and to
real-life situations)
(Teachers)                        CL (Teachers)-Teachers will                  Mr. Stubbs         All Students    [Implementation] Using the TLS
Teachers will stimulate and       differentiate instruction in the areas       (Principal)                        (instrument) the administrators (who) will
encourage CL associated with      of numerical/ geometrical/ statistical                          IMP:            observe all math teachers each quarter
the use of numerical/             patterns, relationships within tables,      Mr. Edwards         Weekly          (frequency) with emphasis on CL.
geometrical/ statistical          rulers, graphs and simple equations,      (Assist. Principal)   Adm/Team        Feedback will be provided to the teachers
patterns, relationships within    and quantitative functions in real-life                         Meetings:       in the months of November, January,
tables, rulers, graphs and        situations and will use techniques          Team Leaders        11/17, 1/19,    February, March and April.
simple equations, and             such as Connected Math with                                     2/23, 3/16,
quantitative functions in real-   emphasis on increasing student                                  4/18            [Effectiveness] - Math teachers (who)
life situations.                  learning.                                                                       will review selected students’ responses
Emphasis will be placed on:       Content: The lessons will clearly                               EFF:            on pre-designed, grade level appropriate
M-1-M (applying the concept       address the content standards that are                          Monthly Team    constructed responses (instrument) each
of length, area, surface area,    noted in expected impact.                                       Meetings        nine weeks (frequency) in planning for
volume, capacity, weight,         Instruction: The student will                                   10/18, 11/29,   future instruction. Each team will report
mass, money, time,                engaged in a variety of learning                                12/6, 1/24,     to the principal the student progress each
temperature, and relate to        settings focused on mathematical                                2/28, 3/21,     quarter.
real-world experiences);          patterns, relations, and functions                              3/21, 4/18,
M-6-M (demonstrating the          across academic areas.                                          5/16
connection of measurement         Assessment: Student learning will be
to the other strands and to       evaluated through the use of informal
real-life situations)             teacher assessment, formal teacher
                                  assessment, and grade-level specific
                                  teacher developed rubrics.
                                  Motivation/Engagement:
                                  Student engagement on selected
                                  activities will be maximized by
                                  connecting more material learning to
                                  real life performance tasks.



ACTION PLAN
                                                                                                                 1 FUNDING
  EXPECTED IMPACT                                                                                TARGET          SOURCES            IMPLEMENTATION AND
                                                                                                AUDIENCE         2 OBJECT              EFFECTIVENESS
                                            ACTIVITIES                      PERSONS                and           CODE                    (Benchmarks)
                                                                          RESPONSIBLE           TIMELINE         3 COST
                                                                                                                  1   2   3
(Professional                   CL (PD) -                                    Mr. Stubbs         Selected                      [Implementation] The administrative
Development)                    Math teachers will attend two in-            (Principal)        grade-level                   staff will require the instructional staff
Professional development        services for ½ day each on CL and                               teachers                      members to keep a record of professional
for teachers will be focused    writing constructed response items, and     Mr. Edwards                                       development activities that they attend.
on using CL associated          will meet each semester to discuss how    (Assist. Principal)   IMP:                          The administration will observe focus
with the use of numerical/      they are implementing knowledge                                 Prof. Dev.                    topics of team meetings held monthly.
geometrical/ statistical        gained.                                      Mrs. Morris        Dates:                        Results will be shared with administration
patterns, relationships         Math teachers will plan and implement          (RHT)            11/29                         following the events.
within tables, rulers, graphs   lessons to promote contextual learning                          2/28
and simple equations, and       and student engagement at                     Deborah           Monthly Team
quantitative functions in       developmentally appropriate levels that      McCullum           Meetings                      [Effectiveness]
real-life situations.           address the selected content standards.   Kathy McDowell        10/18, 11/29,                 Using professional development records,
Emphasis will be placed         Team collaboration groups will meet         (Curriculum         12/6, 1/24,                   the administrative staff will observe in the
on:                             monthly to examine student work              Specialist)        2/28, 3/21,                   classroom and review quarterly the types
M-1-M (applying the             resulting from contextual based                                 3/21, 4/18,                   of professional development activities
concept of length, area,        learning.                                 Instructional staff   5/16                          that the staff attended with feedback
surface area, volume,                                                                                                         provided to the teacher on attendance and
capacity, weight, mass,                                                                                                       implementation.
money, time, temperature,                                                                       EFF:
and relate to real-world                                                                        Quarterly by
experiences);                                                                                   October 14th,
M-6-M (demonstrating the                                                                        December 21st,
connection of measurement                                                                       March 10th,
to the other strands and to                                                                     and May 25th
real-life situations)
Parent and Community           HOT (PCO) –                                    Mr. Stubbs         Boyet Parents   Implementation – The principal will
Outreach (PCO) activities      Parents- The school will host an               (Principal)                        have a volunteer log to record and
will assist in the             evening titled, “Understanding                                                    monitor parental involvement and will
monitoring of teacher and      Instructional Accountability at Boyet.”        Mrs. Morris          Tuesday,      review PTA minutes & newsletters,
self-directed use of higher    Parents will be invited to participate in        (RHT)             March 1st,     classroom overviews & web pages, and
order thinking strategies in   a discussion concerning current                                      2005,        surveys. Results will be communicated to
context, apply reasoning       educational practices at Boyet,             Instructional Staff    @ 7:00 PM      faculty at leadership team meetings each
skills to life experience,     including graphic organizers, thinking                                            semester.
evaluate points of view,       maps, SIMS, integrating technology,
and distinguish fact from      and hands-on activities, the
opinion / probability,         accountability system in Louisiana,
                                                                                                                 Effectiveness – The principal will review
determine cause and effect,    NCLB guidelines, imposed by the
                                                                                                                 parent participation occurrences with
generate inquiry, and make     federal government, and methods to
                                                                                                                 school functions that involve the
connections with real-life     ensure that students are learning the
                                                                                                                 inclusion of reasoning and problem-
situations across texts.       Louisiana Content Standards and other
                                                                                                                 solving skills in lang. arts instruction. A
Emphasis will be placed        associated aspects of schooling.
                                                                                                                 summary will be provided to the faculty
on:                            Community Outreach- will be                    Ms. Morris
                                                                                                                 quarterly following the events of that
Emphasis will be placed        promoted through periodic invitations           (RHT)
                                                                                                                 grading period.
on:                            to participate and aid in special
M-1-M (applying the            programs as guest visitors such as Art          Ms. Hill
concept of length, area,       Shows and Displays, Fais-Do-Do, Drug          (Art Teacher)
surface area, volume,          Free Week, and Science and Social
capacity, weight, mass,        Studies Fairs, Homework and Help
money, time, temperature,      Program, After School Study and
and relate to real-world       Assistance Program, and Community
experiences);                  Education. Monthly PTA newsletters
M-6-M (demonstrating the       that highlight special events and
connection of measurement      achievements will be sent to various
to the other strands and to    community members. The school
real-life situations)          website is accessible to all community
                               members and is updated weekly to keep
                               the community informed and involved
                               in Boyet’s progress.




ACTION PLAN
                                                                                                                       1
  EXPECTED IMPACT                                                                                     TARGET           FUNDING          IMPLEMENTATION AND
                                                                                                     AUDIENCE          SOURCES             EFFECTIVENESS
                                             ACTIVITIES                        PERSONS             and TIMELINE        2                     (Benchmarks)
                                                                             RESPONSIBLE                               OBJECT
                                                                                                                       CODE
                                                                                                                       3 COST
                                                                                                                       1   2  3
Technology (Tech) for           CL (Tech)-Teachers will direct                  Mr. Stubbs         Selected grade-                [Implementation] The resource helping
teachers and students will      students in the use of hand held                (Principal)        level teachers                 teacher (who) will review lesson plans
reinforce CL associated         computers and calculators in the                                                                  using a checklist (instrument) each week
with the use of numerical/      classroom as well as in the computer           Mrs. Wilson         All Students,                  (frequency) and provide feedback to the
geometrical/ statistical        lab to help students develop skill with        (Librarian)         Instructional                  teachers.
patterns, relationships         the use of numerical/ geometrical/                                 Staff
within tables, rulers, graphs   statistical patterns, relationships within    Mrs. Robertson
and simple equations, and       tables, rulers, graphs and simple             (Computer Lab)                                      [Effectiveness]
quantitative functions in       equations, and quantitative functions in                           IMP:                           Using the TLS (instrument) the
real-life situations.           real-life situations with emphasis on        Instructional Staff   Lessons                        administrators (who) will observe all
Emphasis will be placed         activity-based learning with emphasis                              reviewed                       Reading and English teachers each nine
on:                             on increased student learning.                                     weekly. Reports                weeks period (frequency) with emphasis
M-1-M (applying the             Emphasis will be placed on:                                        at Adm/Team                    on developing higher order thinking
concept of length, area,        M-1-M (applying the concept of                                     Meetings:                      skills using the computer.
surface area, volume,           length, area, surface area, volume,                                11/17, 1/19,
capacity, weight, mass,         capacity, weight, mass, money, time,                               2/23, 3/16, 4/18
money, time, temperature,       temperature, and relate to real-world
and relate to real-world        experiences);                                                      EFF:
experiences);                   M-6-M (demonstrating the connection                                Monthly Team
M-6-M (demonstrating the        of measurement to the other strands and                            Meetings
connection of measurement       to real-life situations)                                           10/18, 11/29,
to the other strands and to                                                                        12/6, 1/24, 2/28,
real-life situations)                                                                              3/21, 3/21, 4/18,
                                                                                                   5/16
School Climate -            The School-wide Positive Behavior         School           All school        IMP: The administrative staff will
Discipline Ensuring         Support program is still under          Improvement        personnel;        review a sample (of NLT 25%) of all
each student has a          development by the district. Our           Team:                             lesson plans on a bimonthly bases
learning environment        school has initiated the following     SWPBS leader        8/04 – Opening    using a school-created planning
conducive to high levels    discipline activities necessary to                         week              rubric. Feedback will be provided to
of achievement through      implement a positive, behavior          Mr. Edwards        orientation       each teacher whose lessons are
effective discipline and    support program. Each teacher will     (Asst. Principal)                     reviewed.
classroom management        develop activities to provide direct                       09/16/2004
procedures. Information     instruction on expected student        SBLC members        interims; 10/14
on classroom rules that     behaviors beginning the first day of                       grading period    EFF:
are: (a) provided to each   school. Reinforcement of positive                          1; 11/11/04       Monthly attendance and tardy reports
student and parent; (b)     behaviors will occur throughout the                        interims;         will be produced by the SWPBS
focused on student          school day along with reteaching                           12/21/2004        leader to monitor targeted discipline
attendance, arriving on     expected behaviors throughout the                          grading period    indicators as compared to the 95%
time, and completing        school year. Each classroom will                           2; 02/03/2005     SPS goal. Grade-level interim reports
homework assignments,       have no more than five (5) clearly                         interims;         will be reviewed each period to
and (c) comply with         defined rules, some of which will                          03/10/05          evaluated the number of homework
school and classroom        be student directed.                                       grading period    and other classroom behaviors being
rules.                                                                                 3; 04/14/2005     reported in comparison to the school
                                                                                       interims;         as a whole
                                                                                       05/25/2005
                                                                                       grading period
                                                                                       4
Articulation -              The administrative staff will             Mr. Stubbs        Administrative   IMP:
Northshore Learning         participate in the Annual                 (Principal)       staff –          Members of the learning community
Community will be           Administrator’s Retreat as a                                Administrative   will attend all scheduled activities so
focused on reviewing        Learning Community.                      Mr. Edwards        Retreat          that the school is represented 99% of
student performance         Representatives of the school           (Asst. Principal)   (07/28/2005)     all scheduled activities
data, implementing the      (administrator, SIP chair, and other
GLEs in lesson planning,    teacher leaders) will attend a one-                                          EFF:
preparing for the           day Data Retreat at Pearl River           Ms. Morris        8/24/2004 Data   100% of all schools in the learning
Guaranteed Curriculum,      High School. This activity is              (RHT)            retreat (Mr.     community will have an approved
exchanging instructional    design to (a) improve                                       Stubbs,          improvement plan that addresses
“best practices”, and       communication, (b) examine               Instructional      principal; Mr.   those aspects outlined in the Expected
developing teacher-made     student data, and (c) plan                   Staff          Edwards SIP      Impact. 98% of all discussion threads
(and department made)       improvement activities both within                          chair, Ms.       on Blackboard will be responded to
performance assessments     the school and across the                                   Fairchaild,      by each school’s principal.
that focus on application   community. Each month the                                   English          Discussion threads will focus on the
of knowledge at higher      principal will attend a monthly                             Department       GLEs, UbD, and performance
levels. Sharing other       meeting with the Superintendent                             Chair, Ms.       assessments.
leadership aspects          and other central office staff to                           Harsch, Math
associated with             discuss those aspects outlined in the                       Department
implementing the            “Expected Impact” column.                                   Chair
district’s Strategic Plan   Principals within the learning
and the Superintendent’s    community will have time to                                 Learning
vision of “Good to          collaborate on improvement efforts                          Community
Great”                      underway at their school and future                         meeting
                            initiatives of the community.                               (Principal or
                            Between scheduled meetings,                                 designee)
                            principals will post and collaborated                       09/01/2004
                            information on topics associated                            10/06/2004
                            with the Expected Impact using                              11/3/2004
                            Blackboard.                                                 12/1/2004
                                                                                        01/05/2005
                                                                                        02/02/2005
                                                                                        03/02/2005
                                                                                        04/06/2005
                                                                                        05/04/2005
Reducing the                 (RPG) A master schedule will be           Mr. Stubbs        All regular and   IMP: 100% of all IEP will be in
Performance Gap –            modified to ensure an additional          (Principal)       special           compliance with IDEA. 85% of all
SWD All teachers and         reading class is provided for SWD                           education staff   lesson planning will address
paraprofessionals            whose IEP warrant such                   Mr. Edwards        teaching ELA,     accommodation and modification in
providing instruction to     intervention. Staff teaching self-      (Asst. Principal)   inclusive of      the regular classroom AND show
SWD will stimulate and       contained students will use the                             Reading           evidence of joint planning. 25% of
encourage the use of         Direct Instruction program to                                                 all targeted teachers will attend SIM
higher order thinking        address student reading deficients.       Ms. Morris        8/04 –            training.
strategies in context        This program will be aligned in            (RHT)            FRAMING –
(including applying          scope and sequence to both the                              adjusting         EFF:
reasoning skills to life     individual needs of each student         Instructional      master            90% of all targeted students will not
experience, evaluating       and the ELA standards, with                  Staff          schedule,         receive an interim or grade below “C”
points of view,              emphasis on selected GLEs.                                  verifying IEP     in either ELA or Reading. 100% of
distinguishing               Special and regular education                               compliance        all SIM trained teachers will be
fact/opinion,                teachers will coordinate lesson and                                           observed, each week, using one of the
determining cause/effect,    unit planning to address the unique                         09/16/2004        targeted strategies.
generating inquiry, and      SWD needs in non-special                                    interims; 10/14
making connections with      education settings. Unique SWD                              grading period
real-life situations)        needs will be partially addressed                           1;
across a variety of texts.   through those modifications and
Emphasis will be placed      accommodations, along with                                  11/01/04 –
on:                          differentiating instruction. The                            SIMs
M-1-M (applying the          Strategic Instructional Model (SIM)                         workshop-
concept of length, area,     strategies of: (a) Word                                     Word
surface area, volume,        Identification, (b) Paraphrasing, and                       Identification
capacity, weight, mass,      (c) Visual Imagery will be used by
money, time,                 all teachers throughout the school                          11/11/04
temperature, and relate      year. Professional development                              interims;
to real-world                opportunities will be made available                        12/21/2004
experiences);                through the Special Education                               grading period
M-6-M (demonstrating         office.                                                     2; 02/03/2005
the connection of                                                                        interims;
measurement to the other                                                                 03/10/05
strands and to real-life                                                                 grading period
situations)                                                                              3; 04/14/2005
                                                                                         interims;
                                                                                         05/25/2005
                                                                                         grading period
                                                                                         4
i
    Goals state the general educational outcome for the school (Reference pgs. 9-10 of Evaluative Rubric).
ii
     Objectives express the desired, time bound outcomes (Reference pgs. 11-13).
iii
     Expected impact of the associated activities in which outcome evidence can be verified through direct observation.
iv
     Activities associated with the targeted strategy to include students, teachers, professional development, parental involvement, and technology.
v
    Individuals coordinating and implementing the targeted activity (Reference pg. 18, Guideline II.).
vi
    Targeted students in St. Tammany refers to the Every Child, Every Day system. A detailed description of this method will be provided by the Central Office.
vii
     Funding sources for schools receiving federal money (i.e. Title I) will report data from the applicable budget page(s). General funds should be estimated only.
viii
     Selected object codes are: 100 = Salaries, 200 = Benefits, 300 = Professional Services / Technical Services, 500 = Other Purchases, 600 = Supplies.
ix
    Evaluating the implementation and effectiveness of the selected activity should be considered sequentially separate functions (Reference pgs. 31-32).
x
    Evaluation of each objective and the overall strategy will be conducted by the Central Office, Supervisor for Data Analysis and Management. A detailed outline of the
methodology can be provided upon request.
xi
     Expected impact of the associated activities in which outcome evidence can be verified through direct observation.
xii
     Activities associated with the targeted strategy to include students, teachers, professional development, parental involvement, and technology.
xiii
      Individuals coordinating and implementing the targeted activity (Reference pg. 18, Guideline II.).
xiv
     Targeted students in St. Tammany refers to the Every Child, Every Day system. A detailed description of this method will be provided by the Central Office.
xv
     Funding sources for schools receiving federal money (i.e. Title I) will report data from the applicable budget page(s). General funds should be estimated only.
xvi
     Selected object codes are: 100 = Salaries, 200 = Benefits, 300 = Professional Services / Technical Services, 500 = Other Purchases, 600 = Supplies.
xvii
      Evaluating the implementation and effectiveness of the selected activity should be considered sequentially separate functions (Reference pgs. 31-32).

								
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