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					      School Improvement Plan
            Template for

            Slidell Junior High



Division of Educational Improvement and Assistance
       Office Student and School Performance
         Louisiana Department of Education


     Submission Date:    November 2009
                                                      MISSION STATEMENT
Embracing diversity in the pursuit of excellence.




List the names and occupations of those persons who participated in developing the mission statement:

                     Name                                                  Title/Occupation
Patrick Mackin                                      Principal
Phillip Helm                                        Assistant Principal
Lou Anne Lea                                        Assistant Principal
Nicol Rabalais                                      Resource Helping Teacher
Jessica Lee                                         Counselor
Melinda Boteler                                     Teacher
Rebecca Kemp                                        Teacher
Cindy Penton                                        Parent
Mitchell Rabalais                                   Student
Pam Early                                           Community Member
                           DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT

Part 1:

For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.

This data should reflect findings on Step 10 of the Trend Data Analysis worksheet.
Rank-order the identified areas of strength (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data
sources:
                              STRENGTHS                                                                DATA SOURCES

1. ELA indexes are the highest across grades over the past four years.         Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Quality Assurance Certificate.
2. Students with disabilities index indicates a significant improving trend.   Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Quality Assurance Certificate.
3. Significant increases are indicated in all content areas.                   Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Quality Assurance Certificate, TL Snapshots.
4.

5.


Rank-order the identified areas of weakness (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data
sources:
                            WEAKNESSES                                                               DATA SOURCES

1. Seventh grade math scores are consistently lower than eighth grade.         Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Teacher Questionnaires.
2. Although significant growths are indicated SWD index remains lowest. Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Quality Assurance Certificate, IEP Data Reports
3. Among subgroups math continues to be a subject level weakness.              Student Performance Data, Classroom Observations, Accountability
                                                                               Report, Teacher Questionnaires.
4.

5.

The identified weaknesses will lead to the goals.
Part 2:

This data should reflect findings from the needs assessment as reported on the Data Triangulation sheets.
List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified strengths:

           CONTRIBUTING FACTORS TO THE STRENGTHS                                                           DATA SOURCES

1. The administration has developed assessment tools to assist in             Student Performance Data, Classroom Observations, Accountability
   monitoring implementation of district initiatives.                         Report, Quality Assurance Certificate, TL Snapshots.
2. According to the Snapshot results, 88% of classes observed showed          Student Performance Data, Classroom Observations, Accountability
   students using independent learning strategies.                            Report, Quality Assurance Certificate, TL Snapshots.
3. Based on Administrative Classroom Observation Summary sheets               Student Performance Data, Classroom Observations, Accountability
   from 2009, teacher use the guaranteed curriculum 100% of the time.         Report, Quality Assurance Certificate, TL Snapshots.
4. Teachers are observed consistently monitoring ongoing performance          Student Performance Data, Classroom Observations, Accountability
   of students with disabilities.                                             Report, Quality Assurance Certificate, TL Snapshots.
5. Teachers are observed consistently monitoring ongoing performance          Student Performance Data, Classroom Observations, Accountability
   of students.                                                               Report, Quality Assurance Certificate, TL Snapshots.


List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified weaknesses:

          CONTRIBUTING FACTORS TO THE WEAKNESSES                                                           DATA SOURCES

1. Teachers observe that students have deficits with prior computational      Student Performance Data, Classroom Observations, Teacher
     skills.                                                                  Questionnaires
2. Based on IEP data, SWD were functioning well below grade level in          Student Performance Data, Classroom Observations, Accountability
     both subjects.                                                           Report, Quality Assurance Certificate, TL Snapshots.
3. The findings are based on Observation Summaries and indicate that          Student Performance Data, Classroom Observations, Accountability
   few teachers were observed using technology.                               Report, Quality Assurance Certificate, TL Snapshots.
4. Based on Administrative Observation Summaries from 2009, math              Student Performance Data, Classroom Observations, Accountability
   teachers were often engaged in whole group instruction.                    Report, Quality Assurance Certificate, TL Snapshots.
5.                                                                            Student Performance Data, Classroom Observations, Accountability
                                                                              Report, Quality Assurance Certificate, TL Snapshots.
The contributing factors of the weaknesses will lead to the strategies.
                                       SCHOOL PERFORMANCE SCORE CHART

           New Baseline SPS                        New Growth Target                         New SPS Goal
      (Select year and enter score)             (Select year and enter target)         (Select year and enter score)
New School Baseline SPS 05-06: _______
                                 89.5     New School Growth Target 05-06: _______ New School SPS Goal 05-06: _______
                                                                              3.1                               92.6



New School Baseline SPS 06-07: _______
                               87.5       New School Growth Target 06-07: _______
                                                                          3.8       New School SPS Goal 06-07: _______
                                                                                                               91.3



New School Baseline SPS 07-08: _______
                               88.5       New School Growth Target 07-08: _______
                                                                          4.2       New School SPS Goal 07-08: _______
                                                                                                               92.7



New School Baseline SPS 08-09: _______
                               90.8       New School Growth Target 08-09: _______ New School SPS Goal 08-09: _______
                                                                          4.5                                95.3



New School Baseline SPS 09-10: _______    New School Growth Target 09-10: _______   New School SPS Goal 09-10: _______


New School Baseline SPS 10-11: _______    New School Growth Target 10-11: _______   New School SPS Goal 10-11: _______



Use Principal’s Report Card: www.louisianaschools.net/lde/pair/1989.asp
                                                   ELA STRATEGY PLANNING WORKSHEET

ELA GOAL 1:          By 2013-2014, all students will reach high standards, attaining proficiency or better, in reading/language arts.

OBJECTIVE(S):
                                                           93.2                    2010
To increase ELA CRT Index Scores in ________ grade from _________ to _________ by __________.
                                    7th                                 98.6
                                                           95.9        100.7       2010
To increase ELA CRT Index Scores in ________ grade from _________ to _________ by __________.
                                    8th




                                                                 SUBGROUP OBJECTIVES
         75.5%       77.9%
 White ________ to ________                63.7%        67.4%
                                   Black: ________ to ________             64.2%        67.8%
                                                                      ED: ________ to ________                   35.1%       41.6%
                                                                                                           SWD:________ to ________            N/A
                                                                                                                                        LEP:________ to ________
                                                                                                                                                           N/A

SCIENTIFICALLY BASED RESEARCH STRATEGY:                                      (Derived from the contributing factors)



                                                         Deep Curriculum Alignment



PROCEDURES FOR EVALUATING ELA GOAL, OBJECTIVE(S), AND STRATEGY:
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/evalcrt/ic). Further data
analysis will be compiled and reported by Research In Action personnel.
                                                    ELA STRATEGY PLANNING WORKSHEET

SCIENTIFICALLY BASED RESEARCH STRATEGY:
                                                     Deep Curriculum Alignment

Bibliographic Notation:
English (1992) considers curriculum alignment a process that improves the agreement between the written, the taught, and the tested curriculum. Many researchers
support the idea that alignment of instruction and assessment is crucial to success in improving instruction (Gorin & Blanchard, 2004; Liebling, 1997; Johnson &
Asera, 1999; Mitchell, 1998).
Most states, including Louisiana, have mandated standards-based and high stakes tests. Therefore, the question is not “Should we align curriculum, instruction, and
assessment?” Rather the question is “How can we make the alignment process teacher-directed and teacher-friendly?” (Glatthorn, 1999).
In a 1999 comparative study commissioned by the United States Department of Education of nine high-performing-high-poverty urban elementary schools, curriculum
alignment was among the strategies used to improve student academic achievement (Johnson, et al. 1999). Teacher and administrators worked together to understand
precisely what students were expected to know and be able to do. Then, they planned instruction to ensure that students would have an excellent chance to learn what
was expected of them. Likewise, a 1999 study by the Education Trust found that hundreds of poor and minority schools are succeeding with exceptional numbers of
students by teaching to assessed standards and by continuously learning and refining better ways to teach to these standards.


Brief Summary of Research:
At the majority of these schools, teachers meet with colleagues regularly to discuss standards and how to teach them (Barth et al. 1999).

A two-year longitudinal study of mathematics and reading achievement scores was conducted by Gorin (1999) to analyze the effectiveness of curriculum alignment.
Based on reports of standardized tests in both reading and math, students exposed to curriculum alignment showed improvement in their scores between the 3rd and 5th
grade.
Rationale: Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in
similar school with similar populations and needs?
 Deep curriculum alignment studies were conducted in schools similar to this school. Age level and demographics were taken into consideration in comparative
studies.




If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
This strategy addresses the needs of SWD sub-groups. Instruction will be specifically designed to address and integrate deep curriculum alignment. Emphasis will be
placed on selected benchmarks and GLEs. Collaboration by special education teachers and regular education teachers will be used in planning instruction for SWD
students in non-special education settings. Through modifications, accommodations and differentiation, student needs will be addressed.
                                      ACTION PLAN – ELA Literacy Activities

                    Activity(ies)                      Indicator of Implementation Procedures for Evaluating
                                                       (Observable Change)         Indicators of Implementation
                                                                                   (How do you know the activity is working?)
All 7th -8th grade teachers will offer opportunities   Students will focus on         Each nine weeks the administration will
for students to analyze universal themes by reading    literacy by reading,           review lesson plans based on
and responding to a variety of world and               analyzing, and responding      Guaranteed Curriculum that focuses on
multicultural texts across the curriculum on a         to literature as a record of   enduring understandings and literacy of a
monthly basis throughout the 09-10 school year         life experiences.              variety of genres and elements of
with monitoring by school level administrators.                                       literature.
                                                       Emphasis will be placed on:
ELA teacher will use a literary circles with all                                      Each nine weeks during content area
7th-8th grade students to problem solve and            ELA-6-M1                       meetings, teachers will analyze a
demonstrate enduring understandings of genres          ELA-6-M2                       sampling of student work to evaluate the
and elements of literature in relation to real life    ELA-6-M3                       % of students proficient in responding to
experiences on a weekly basis for the 2009-2010                                       a variety of multicultural texts. This will
school year with monitoring by school level                                           be used in planning for future lessons.
administration.
                                         ACTION PLAN – ELA Literacy Activities (continued)

                          Activity(ies)                                 Indicator of Implementation Procedures for Evaluating
                                                                        (Observable Change)         Indicators of Implementation
                                                                                                    (How do you know the activity is working?)
All students will utilize the library, classroom resources, and/or      Students will focus on         Each nine weeks the administration will
computer labs for reading, analyzing, and responding to
literature with their ELA teachers on a weekly basis.
                                                                        literacy by reading,           review lesson plans based on GC that
                                                                        analyzing, and responding      focus on enduring understandings and
All ELA teachers will daily incorporate lessons that require            to literature as a record of   literacy of a variety of genres and
students to demonstrate enduring understandings of universal            life experiences.              elements of literature.
themes as stated in the Guaranteed Curriculum.

All teachers will present lessons daily that encourage literacy by      Emphasis will be placed on: Through quarterly Snapshots and
reading, analyzing, and responding to a variety of world and                                        Learning Walks, administration will
multicultural texts.                                                    ELA-6-M1                    collect data on activities listed with
Quarterly collaboration between special education teachers and
                                                                        ELA-6-M2                    feedback given through department
regular education teachers will be used in planning instruction for     ELA-6-M3                    meetings and whole faculty meetings.
SWD in non-special education settings. Through modifications,
accommodations, and response to intervention (RTI), individual                                         Each nine weeks during content area
student needs will be met. Students will also have the
opportunity to attend tutoring. The parish SE department will
                                                                                                       meetings, teachers will analyze a
assist in the framing process of the SWD.                                                              sampling of student performance tasks.
                                                                                                       This will be used in planning for future
Targeted students will receive weekly additional assistance in                                         lessons.
the regular ELA classroom setting during the second and third
quarters through small groups and/or individual instruction by a
certified teacher with the principal, assistant principals, and                                        Regular and special education teachers
resource helping teacher responsible for scheduling and                                                will utilize tracking charts to collaborate
documentation.                                                                                         on student progress.
Targeted special education and YES students will participate
weekly from January to May in Achieve 3000, a differentiated                                            Teachers will analyze Achieve data
literacy program as a response to intervention.                                                        reports to monitor progress on a
                                                                                                       quarterly basis.
All ELA Literacy Activities are supported through curriculum
activities, professional development, family involvement
activities, technology, school climate activities, collaboration, and
safe & drug free school activities.
                                                  MATH STRATEGY PLANNING WORKSHEET

MATH GOAL 2: By 2013-2014, all students will reach high standards, attaining proficiency or better, in mathematics.


OBJECTIVE(S):
                                     7th                    85.9                    2010
To increase MATH CRT Index Scores in ________ grade from _________ to _________ by __________.
                                                                         92.7
                                     8th                    92.3         97.9       2010
To increase MATH CRT Index Scores in ________ grade from _________ to _________ by __________.




                                                                 SUBGROUP OBJECTIVES
         77.5%       79.8%
 White ________ to ________                50.4%        55.4%
                                   Black: ________ to ________             58.1%        62.3%
                                                                      ED: ________ to ________                   42.8%       48.5%
                                                                                                           SWD:________ to ________            N/A
                                                                                                                                        LEP:________ to ________
                                                                                                                                                           N/A

SCIENTIFICALLY BASED RESEARCH STRATEGY:                                      (Derived from the contributing factors)



                                                      Deep Curriculum Alignment


PROCEDURES FOR EVALUATING MATH GOAL, OBJECTIVE(S), AND STRATEGY:
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/evalcrt/ic). Further data
analysis will be compiled and reported by Research In Action personnel.
                                                 MATH STRATEGY PLANNING WORKSHEET

SCIENTIFICALLY BASED RESEARCH STRATEGY:
                                                      Deep Curriculum Alignment

Bibliographic Notation:
English (1992) considers curriculum alignment a process that improves the agreement between the written, the taught, and the tested curriculum. Many researchers
support the idea that alignment of instruction and assessment is crucial to success in improving instruction (Gorin & Blanchard, 2004; Liebling, 1997; Johnson &
Asera, 1999; Mitchell, 1998).
Most states, including Louisiana, have mandated standards-based and high stakes tests. Therefore, the question is not “Should we align curriculum, instruction, and
assessment?” Rather the question is “How can we make the alignment process teacher-directed and teacher-friendly?” (Glatthorn, 1999).
In a 1999 comparative study commissioned by the United States Department of Education of nine high-performing-high-poverty urban elementary schools, curriculum
alignment was among the strategies used to improve student academic achievement (Johnson, et al. 1999). Teacher and administrators worked together to understand
precisely what students were expected to know and be able to do. Then, they planned instruction to ensure that students would have an excellent chance to learn what
was expected of them. Likewise, a 1999 study by the Education Trust found that hundreds of poor and minority schools are succeeding with exceptional numbers of
students by teaching to assessed standards and by continuously learning and refining better ways to teach to these standards.


Brief Summary of Research:
A two-year longitudinal study of mathematics and reading achievement scores was conducted by Gorin (1999) to analyze the effectiveness of curriculum alignment.
Based on reports of standardized tests in both reading and math, students exposed to curriculum alignment showed improvement in their scores between the 3rd and 5th
grade.
Rationale: Describe how this strategy, in relation to the research, addresses the needs of the student population in your school. Was the research conducted in
similar school with similar populations and needs?
 Deep curriculum alignment studies were conducted in schools similar to this school. Age level and demographics were taken into consideration in comparative
studies.




If this strategy addresses the needs of any of the subgroups, indicate which subgroup and describe how it will serve their needs:
This strategy addresses the needs of SWD sub-groups. Instruction will be specifically designed to address and integrate deep curriculum alignment. Emphasis will be
placed on selected benchmarks and GLEs. Collaboration by special education teachers and regular education teachers will be used in planning instruction for SWD
students in non-special education settings. Through modifications, accommodations and differentiation, student needs will be addressed.
                                       ACTION PLAN – Math Literacy Activities

                     Activity(ies)                        Indicator of Implementation Procedures for Evaluating
                                                          (Observable Change)         Indicators of Implementation
                                                                                      (How do you know the activity is working?)
Students will synthesize mathematics skills and           Students will verbalize and      Formally, students' constructed
vocabulary learned in order to answer the                 demonstrate in writing the       responses will be assessed using a
constructed response questions. These questions           use of appropriate               standardized rubric.
will address multiple grade level expectations,           vocabulary and higher-order      Teachers will informally assess through
include higher order thinking and real life situations.   thinking skills in all content   class discussion. Through classroom
                                                          areas.                           observations and review of lesson plans,
Students will relate math vocabulary                                                       administration will monitor literacy
(words/phrases) to numerical expressions and                                               strategies used.
geometry. Students will transfer knowledge of
numerical expression, geometry, and vocabulary for                                         Each month during department
use in solving real life problems.                                                         collaboration meetings, teachers will
                                                                                           review student responses to
Students will engage in problem solving                                                    pre-designed, grade-appropriate
discussions regarding the use of multiple strategies                                       constructed response tests. This will be
to solve a common problem.                                                                 used in planning for future instruction.
                                                                                           Administration will provide feedback at
Persons responsible:                                                                       monthly department meetings regarding
Patrick Mackin                                                                             the effectiveness of literacy strategies.
L. Lea
P. Helm
D. Smith
N. Rabalais
All math teachers

August 2009 - May 2010
                                          ACTION PLAN – Math Literacy Activities (continued)

                           Activity(ies)                                Indicator of Implementation Procedures for Evaluating
                                                                        (Observable Change)         Indicators of Implementation
                                                                                                    (How do you know the activity is working?)
Students' will work in cooperative groups to complete weekly            Students will engage in        Through weekly classroom observations
hands-on/ activity based math lessons which incorporate the use of
technology as they extend their investigations of problems involving    hands-on activities so as to   and review of lesson plans,
number, number relations, and geometric concepts.                       demonstrate the pervasive      administration will provide verbal
                                                                        use of number and number       feedback on the effectiveness of
LEAP intervention tutoring -
Targeted students will receive additional assistance in the regular     relationships to use in        instruction. TLS and learning walks will
class setting through small group and/or individual instruction by a    real-life situations.          be conducted periodically throughout the
certified teacher beginning in fall of 2009 - April 9, 2010.                                           school year . Data gathered will be
Students will engage in daily activities focused on selecting and                                      collected and shared with teachers to
using appropriate computational methods and tools for a given                                          review.
situation.

Students will analyze and justify through discussion the                                               Each month during content area
reasonableness of the solutions they found.                                                            meetings, teachers will review student
                                                                                                       work samples from activity based math
Persons responsible:
Patrick Mackin                                                                                         lessons. Student performance will reflect
L. Lea                                                                                                 student progress toward the instructional
P. Helm                                                                                                goal. This information will be used to plan
D. Smith
All math teachers graders 7-8.
                                                                                                       for future instruction.
August 2009 - May 2010

Quarterly collaboration between special education teachers and
regular education teachers will be used in planning instruction for
SWD in non special education settings. Through modifications,
accommodations, and differentiation, individual student needs will be
met. In response to interventions (RTI) activities and lessons
included varied instructional strategies. The parish SE department
will assist in the framing process of the SWD.

All Math Literacy Activities are supported through curriculum
activities, professional development, family involvement activities,
technology, school climate activities, collaboration, and safe & drug
free school activities.

				
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