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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).
