School Improvement Plan s7
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SCHOOL IMPROVEMENT PLAN
Gayle G. Sloan Superintendent
Elaine Motte Principal October 2004 DISTRICT ASSURANCE
1 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. 2 I hereby certify that this plan was designed to improve student achievement, with input from all stakeholders. 3 I assure that the school level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan. 4 I hereby certify that this plan has all of the following components as required in Bulletin 741: 5 A statement of the school's beliefs, vision, and mission 6 A comprehensive needs assessment, which includes the following quantitative and qualitative data: 7 Student academic performances on standardized achievement tests (both CRT, NRT) and performance/authentic assessment disaggregated by grade vs. content vs. exceptionality 8 Demographic indicators of the community and school to include socioeconomic factors 9 School human and material resource summary, to include teacher demographic indicators and capital outlay factors 10 Interviews with stakeholders: principals, teachers, students, parents 11 Student and teacher focus groups 12 Questionnaires with stakeholders (principals, teachers, students, parents) measuring conceptual domains outlined in school effectiveness/reform research 13 Classroom observations 14 Measurable objectives and benchmarks 15 Effective scientifically-based methods and strategies 16 Parental and community involvement activities 17 Professional development component aligned with assessed needs 18 External technical support and assistance 19 Evaluation strategies 20 Coordination of resources and analysis of school budget (possible redirection of funds 21 Action plan with timelines and specific activities 22 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
2 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 Alberstadt, Rebekah Teacher Arroyo, Tashia Librarian Aupied, Rachel Teacher Blache, Rebecca Teacher Blaisdell, Carla Teacher Bolian, Linda Paraprofessional Bounds, Kelli Teacher Bourgeois, Margaret Paraprofessional Brewer, Jennifer Teacher Brinson, Tiffany Paraprofessional Charlot, Adine Paraprofessional Clatterbuck, Barbara Title 1 Tutor Collier, Kathy Paraprofessional Compagno, Cheryl Speech Teacher DeQuay, Jeanne Paraprofessional Dragon, Elizabeth Math Lead Teacher Folse, Robin Teacher Franklin, Mary Paraprofessional Gaines, Nancy Paraprofessional Gleason, Rhonda Title 1 Tutor Glockner, Terry Teacher Gomez, Margaret Teacher Goynes, Leslie Teacher Green, Deborah Teacher Haaga, Elaine Paraprofessional Harrison, Cheryl Parent Hicks, Denise Teacher Highfield, Loretta ELA Lead Teacher Holman, Denise Teacher Huff, Elaine Teacher Huffman, Phyllis Teacher Jennings, Lisa Paraprofessional Jordan, Esther Teacher Knowles, Mattie Teacher Krause, Ginger Teacher 3 Kreider, Elizabeth Paraprofessional Lamarque, Justine Title 1 Tutor/Library Aide Lestremau, Jill Teacher McGee, Angie Teacher McGee, Sharon Teacher McGinnis, Lisa Paraprofessional Melhado, Suzanne Paraprofessional Meyer, Mary Beth Teacher Meyer, Paula Special Education Lead Teacher Mooney, Susan Teacher Motte, Sylvia Principal Murley, Sue Teacher Musser, Phyllis Teacher Nata, Allison Teacher Ouder, Linda Community Member Powell, Linda Paraprofessional Rebennack, Shirley Teacher Richard, Lorene Paraprofessional Roy, Wendy Parent Sansalone, Peggy Teacher Smith, Mary Jane Resource Helping Teacher Tarleton, Lynn Teacher Thomas, Willie Assistant Principal Thornhill, Maryann Teacher Twillie, Alice Community Member Walcott, Kevin Teacher Ward, Kathy Counselor Weaver, Lisa Speech Teacher West, Nancy Teacher Willis, Margie Teacher Wood, Christy Teacher Giglio, Brandy Paraprofessional
4 BELIEFS STATEMENT
We, the faculty and staff of Florida Avenue Elementary, believe in helping each child grow academically, physically, emotionally, and socially.
VISION STATEMENT
Florida Avenue Elementary will strive to educate each child and encourage responsible behavior and citizenship while instilling independence and an appreciation for education and life long learning.
MISSION STATEMENT
Guiding Students Along the Avenue of Learning!
5 Reference appendices for stakeholder participants
SCHOOL DEMOGRAPHICS/CHARACTERISTICS Total # # Certified # Expected Vacancies # in LA Principal Internship/Induction Program for SY 03-04 Principals 2 2 3 0
Title I Schoolwide Targeted Asst. HIGHLY QUALIFIED** General Special General Special General Special General Special General Special Ed Ed Ed Ed Ed Ed Ed Ed Ed Ed # Highly Qualified Core Academic 100% Teachers (Subtotal) 25 8 89% NOT HIGHLY QUALIFIED General Special General Special General Special General Special General Special Ed Ed Ed Ed Ed Ed Ed Ed Ed Ed Non-Standard *** (TAT) (OFAT) (TEP) (EP) 1 11% Other Subtotal Not Highly Qualified 1 0% 11% TOTAL TEACHERS (Highly Qualified and Not Highly Qualified) 25 9 100% 100% HIGHLY QUALIFIED** General Special General Special General Special General Special General Special Ed Ed Ed Ed Ed Ed Ed Ed Ed Ed # Highly Qualified Paras 4 11 80% 79% 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 1 3 20% 21% Total Paraprofessionals 5 14 * 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)
6 School Support Number of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker): 2 Speech Pathologists, 1 Mental Health Provider, 1 Guidance Counselor, 1 Librarian, 1 PE Teacher, 3 Music Teachers (Music, Violin, & Band), 1 Part Time Librarian Aide, 2 Title 1 Tutors, 1 Part Time Title 1 Tutor, 2 Office Staff, 1 Resource Helping Teacher, 19 Paraprofessionals, 6 Kitchen Technicians, & 5 Custodians School Improvement Team Members/Position: Elaine Motte – Principal, Beth Dragon – Math Lead Teacher, Loretta Highfield – ELA Lead Teacher, Paula Meyer – Special Education Lead Teacher, Kathy Ward – Counselor, Barbara Clatterbuck – Title 1 Tutor, Wendy Roy – Parent, Kathy Seawright – PTA President/Parent, Linda Ouder – Community Member, Alice Twillie – Community Member, Kathy Arbaugh - Parent, DAT Members – Marian Arrowsmith, Beth Laine, Sandy Scott District Assistance Team Leader and Contact # Distinguished Educator and Contact # (if applicable): (if applicable): Mrs. Marian Arrowsmith 985 - 892 - 2276 N/A Parish Homeless Liaison: (Contact Parish Title I Supervisor to get Parish Homeless Liaison’s Contact #: further information) Mrs. Ann Pressley 985 – 898- 3360 Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable) Regional LINCS Coordinator: Julie Nall, Danna Content Leader(s): Content Area of Focus for School: Bouey, and Cathy St. Romain Sandy Scott Math High Schools That Work (HSTW) Site Coordinator and Contact# Making Middle Grades Work (MMGW) Site Coordinator and Contact #: N/A Leadership Team Members/Position at the School: Elaine Motte – Principal, Mary Jane Smith, Resource Helping Teacher, Cheryl Compagno – Speech Pathologist, Esther Jordan – T-1 Teacher, and Loretta Highfield – Fifth Grade 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 DARE X Early Reading First HIPPY INTECH X INTECH 2 Science X INTECH Social Studies X K-3 Reading/Math Initiative X La GEAR-UP
7 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 Proposed Program Deleted Program Using LaSIP LEAD TECH Learning Intensive Networking Communities for Success X (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 Voyager Passport Program X Other: Every Day Counts X Math Solutions X Developmental Reading Assessment X Pre-School Early Intervention X Title 1 Pre-K Classes X Transitional First Grade X WIN Program X Management in Alternatives in Education (MAE) X Scholastic Reading Counts X Inclusion (Special Education) X List the Supplemental Educational Services provided for your students (Title I schools, if applicable): Title 1 Tutors for grades Kindergarten and First Grade, Leap Intervention, Leap Acceleration, Leap Remediation, Voyager Passport (1st grade) List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:
8 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: Southeastern La. University & University of Southern Mississippi (Student Teaching) Technical Institute: Feeder School(s): Slidell Junior High, Slidell High School – Teaching And Broadcasting Intern Academies Community: Kiwanis – Terrific Kid B.U.G. Program Business/Industry: Outback McDonald’s Copeland’s Coca-Cola Private Grants: Other:
Student Information List the number of students in each area: Total at # of grade 4 Students w/ Gifted and 504 Option III LEP Homeless Migrant School and above Disabilities Talented 498 148 123 4 2 0 7 7 0 Number of Households Served by School: Subgroups by Ethnicity American Indian Asian/Pacific Islander Black Hispanic White 0 0 208 27 263 Poverty Profile # of Free/Reduced Lunch Students: 346 Percent of Free/Reduced Lunch Students: 68% 304 Free + 42 Reduced = 346
Note 1. Additional community demographics and capital outlay data are located in the appendices.
9 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. Student performance in Geometry 2004 CRT and NRT Summary (Data Notebook) 2. School Culture in regards to teacher work ethnic and staff 2003-2004 School Faculty Survey, Administrative and Instructional collaboration Staff Questionnaires 3. Multitudes of resources for students and teachers to enhance FNA, Classroom Observations, Teacher and Student Focus Groups, curriculum and instruction Instructional Staff Interviews, and 2003-2004 School Faculty Survey
SUPPORTING EVIDENCE DATA SOURCE Strength 1. 2003 data shows 73% Proficient Data Notebook
Strength 2. Teachers collaborating in LINCS meetings 2003-2004 School Faculty Survey, Instructional Staff & Administrative Questionnaires Strength 3. Abundance of materials/resources observed in classrooms in FNA, Classroom Observations, Teacher and Student Focus Groups, use during observations Instructional Staff Interviews, and 2003-2004 School Faculty Survey
CHALLENGES DATA SOURCE 1. Student performance in Measurement 2003 & 2004 CRT and NRT Summary of academic performance 2. Student performance in Reading and Responding 2003 & 2004 CRT and NRT Summary of academic performance 3. Attendance below district level Accountability Reports, School Report Card for Parents
SUPPORTING EVIDENCE DATA SOURCE 1. A two-year comparison demonstrates a loss. (60.75% in 2003 to 2003 & 2004 CRT and NRT Analysis 55.75% in 2004) 2. A two-year comparison shows a decline and little or no growth. 2003 & 2004 CRT and NRT Analysis 3. Attendance below the district level signifies a prevention of learning Accountability Reports, School Report Card for Parents from taking place.
Note 1. Supporting evidence included both quantitative and qualitative data using a standardized triangulation method specifically designed for District Assistance Teams and School Improvement Teams. The supporting evidence does not imply causal relationships. 10 STRATEGY PLANNING WORKSHEET Goal 1 – To improve student proficiency in addressing measurement across academic School SPS 2004: 92.4 School SPS 2005: 94.4 areas. Objectives: SCIENTIFICALLY BASED RESEARCH STRATEGY: 1. [ LA Accountability] To increase , by no less than 10%, the percentage of students scoring Basic or higher as measured by the math component of the standards-based assessment (48 Instruction focused on activity-based learning and % in 2004 to 52.8% in 2005) cyclical review 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 (60.75 % in 2004 to 66.82% in 2005) – Whole School Targeted Subgroups – Black: 49.6% to 54.56% White: 80.8% to 88.88% ED: 60.1% to 66.11% SWD: 39.1% to 43.01% ACTION PLAN 1 FUNDING SOURCES Expected Impact Persons Target Audience and 2 OBJECT CODE Procedures for Evaluating (Observable Change) Activities Responsible Timeline 3 COST Implementation and 1 2 3 Effectiveness of Each Activity Students will engage in During specific academic E. Motte- Pre-K-5 Students; Title I 100 77000 IMP. The Principal will periodic activity-based instruction, students will actively Principal 10/04-5/05, review a sample of lesson learning in order to engage in analyzing data, seeing bi-weekly plans using a checklist and develop and apply patterns, exploring math th provide written feedback on a measurement concepts All Pre-K-5 LEAP 100 8000 relationships, constructing a math Effectiveness checks monthly basis. (length, area, volume, Grade 21 capacity, weight, mass, understanding, and communicating Teachers via examination of time, money, and their thinking in everyday student work on a EFF. Kindergarten – Fifth temperature), select situations using activity based- monthly basis, grade teachers will review appropriate units and tools strategies. 10/04-5/05 selected students responses on for measuring, and Emphasis will be placed on: monthly assessments in Read demonstrate the M-1-E (use vocabulary to identify) Implementation It! Draw It! Solve It! each connectedness of M-2-E (select and use appropriate checks scheduled for month in planning for future measurement to the other tools and units to measure) 10/28/04, 11/10/04, instruction. strands and to real-life situations. M-5-E (use measurement to solve 12/1/04, 1/13/05, real-life problems) 2/17/05, 3/3/05, Emphasis will be placed 4/14/05, 5/12/05 on: M-1-E (use vocabulary to identify) M-2-E (select and use appropriate tools and units to measure) M-5-E (use measurement to solve real-life problems) Teachers will stimulate Using student performance and E. Motte- Pre-K-5 Students; Title I 100 77000 IMP. Using the TLS Report, 11 and encourage activity- observational data, teachers will Principal 10/04-5/05, no less the Principal and/or Asst. based learning associated review this targeted content than three days a Principal will observe each with developing and standard, develop lesson plans, W. Thomas- week class at least three times per applying measurement deliver instruction, and assess Asst. Principal year in order to see teachers’ concepts (length, area, student learning with the Read It, Effectiveness checks presentation of content, volume, capacity, weight, Grade-Level LINCS mass, time, money, and Draw It, and Solve It method using Chairpersons- during bi-monthly 100 3500 delivery of instruction, temperature), selecting activity-based learning activities A. McGee, LINCS meetings, 200 development of assessment appropriate units and tools such as the Everyday Counts Lestremau, 10/04-5/05 techniques, and evidence of for measuring, and Partner games and cyclical review Bounds, student engagement using demonstrating the such as the calendar lesson in Thornhill, Implementation activity-based learning connectedness of Everyday Counts no less than three McGee, Hicks, checks will include activities focusing on the measurement to the other times per week. Content: The Holman, Krause classroom strand of measurement. strands and to real-life aforementioned lesson will observations, situations. explicitly detail those content 10/04-5/05 EFF. During bi-monthly LINCS meetings, Pre-K – Emphasis will be placed standards being addressed, with Fifth grade teachers will on: emphasis to those GLEs outlined in review student work in M-1-E (use vocabulary the Expected Impact. Instruction: relation to the strands of to identify) Instructional delivery will be measurement using the M-2-E (select and use developmentally appropriate and WOWs and WONDERS appropriate tools and will focus on activity-based learning protocol. units to measure) by engaging students in activities M-5-E (use requiring application of knowledge measurement to solve in real-life situations. Assessment: real-life problems) Student learning will be evaluated through the use of Read It, Draw It, Solve It open constructed problems and the response to problems will be based on a school developed rubric. Motivation/Engagement: Student engagement on selected activities will be maximized by having students’ work displayed.
*Job-embedded Teachers will deepen their content E. Motte – All teachers of LINCS 100 3500 IMP. During LINCS 12 professional development knowledge by meeting periodically Principal Grades Pre-K – 5 meetings, grade-level groups for teachers will be in grade level groups to analyze One and one-half will complete a study log that focused on the use of student data, review student work, S. Scott-LINCS hour sessions twice reflects the embedded activity-based learning in prioritize student needs, and plan Liaison monthly from Sept. development of content, order for teachers to develop and apply future instruction based on those 2004 – May 2005 instruction, assessment, and measurement concepts needs. M.J. Smith- student engagement. (length, area, volume, RHT capacity, weight, mass, Articulation with 5th grade teachers Articulation - Jan. time, money, and and 6th grade teachers from Slidell T. Arroyo- 2005 temperature), select Junior High will take place once a Librarian appropriate units and tools year. for measuring, and Visiting other schools GF 100 1000 EFF. Using a LINCS th demonstrate the Teachers will visit other schools in 5 Grade - 1/2 day visit one checklist, the LINCS Liaison connectedness of the district to obtain teaching ideas Teachers- time a year and the Principal will review measurement to the other Brewer, strands and to real-life and observe Everyday Counts. the articulation (study) logs Highfield, situations. PSS 100 1000 from the school’s public Teachers will explore the math web Holman Math Site - Monthly binder once a month. Emphasis will be placed site of the monthly to gather a th on: resource bank of ideas from which All Pre-K-5 Effectiveness checks M-1-E (use vocabulary to choose effective math strategies grade Teachers will take place during to identify) for activity-based learning. bi-monthly LINCS M-2-E (select and use meetings, appropriate tools and 10/04-5/05 units to measure) M-5-E (use Implementation measurement to solve checks via study log real-life problems) completion, bi- monthly, 10/04-5/05
**Parent Involvement and To address the need of better E. Motte- All parents, students, Title I 600 300 IMP. To determine activity 13 Community Outreach will communication between the home Principal and instructional staff effectiveness, 1) Attendance assist in the monitoring of and school, the following will be members of grades sign in sheets will be used to teacher and self-directed done: Pre-K – 5th determine the effectiveness use of developing and of Math Night each year applying measurement concepts (length, area, To solicit the help of parents on B. Clatterbuck 2) Comment/Suggestion tear- volume, capacity, weight, how to help their child, the Home & & R. Gleason Home & School No Cost offs will be viewed monthly School Connection will go home. -Title 1 Connection – 3) Field trips will be mass, time, money, and (Title I) temperature), selecting 9/04-5/05,monthly monitored.monthly by the appropriate units and tools A monthly PTA newsletter will go M.J.Smith- administration. for measuring, and home that features school news and RHT PTA Newsletter, demonstrating the important dates, a comment tear-off 10/04-5/05, monthly EFF. The Principal connectedness of section and a “Math Corner” that and RHT will record and measurement to the other 500 will focus on the connectedness of Family Math Night – GF 600 review parent response to strands and to real-life measurement to the other strands and to situations. October 20, 2004 measure impact of parent real-life situations. support for academic learning Emphasis will be placed Field Trips – ongoing and to organize future A Family Math Night will feature th on: All Pre-K-5 10/04-5/05 activities. hands-on measurement activities to M-1-E (use vocabulary Grade Teachers demonstrate the ways that the Every to identify) Effectiveness checks Day Counts and the Read It, Draw LA4 500 M-2-E (select and use via parent comments/ 2500 It, Solve It programs address the appropriate tools and suggestions collected; strand of measurement. units to measure) parent attendance M-5-E (use sign-in sheets – on- Community Outreach is promoted measurement to solve T. Arroyo – going; 10/20/04 through field trips to area businesses real-life problems) Librarian where students can see and apply the Implementation connectedness of measurement to the J. Lamarque- checks scheduled for other strands and to real-life situations. Tech. Liaison on a monthly basis – A photo gallery of such trips will be 10/04-5/05 posted on the school’s website.
FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE and COST EFFECTIVENESS Change) TIMELINE (Benchmarks) 14 Technology (Tech) for During specific academic classes, E. Motte- All teachers and IMP. The Principal will teachers and students will students will use age appropriate Principal students of Pre-K – 5; review a sample of lesson reinforce ability-based software and technology to conduct Bi-weekly – 11/04- plans using a checklist bi- learning associated with research, to solve problems, and to T. Arroyo – 5/05 weekly and student work developing and applying measurement concepts analyze data involving measurement Librarian samples. (length, area, volume, concepts. Students will compile a Technology Project Portfolio with at J. Lamarque- EFF. The Principal will capacity, weight, mass, Title I 100 4750 time, money, and least one piece per nine weeks. Title I Effectiveness checks review continuity of lesson temperature), selecting Technology via lesson plans bi- plans bi-weekly and monitor appropriate units and tools Liaison weekly, 10/04-5/05 student performance by for measuring, and viewing portfolios each nine demonstrating the Pre-K-5th Grade Implementation weeks. connectedness of Teachers checks scheduled for: measurement to the other strands and to real-life 11/16, 1/18, 3/1 situations.
Emphasis will be placed on: M-1-E (use vocabulary to identify) M-2-E (select and use appropriate tools and units to measure) M-5-E (use measurement to solve real-life problems)
15 School Climate - Teachers will consistently enforce E. Motte- All students in Pre-K Discipline. Ensuring the School-Wide Discipline Plan to Principal – Fifth Grade No N/A N/A IMP. The Assistant Principal each student has a promote an effective learning Cost will keep track of the number learning environment environment and higher W. Thomas- Everyday of white slips each day being conducive to high levels engagement rate providing Asst. Principal Sept. 2004 – May given to students and hold of achievement through optimum learning time. All faculty 2005 conferences with those repeat effective discipline and and staff will model and encourage All Faculty & offenders. classroom management students to demonstrate the four Staff members Effectiveness checks procedures. Information “Fish Philosophy” principles: via documentation of EFF. Conferences with on classroom rules that Choose Your Attitude, Be There, the number of Assistant Principal will are: (a) provided to each Make Their Day, and Play. The discipline referrals, improve the behavior of student and parent; (b) common language of the “Fish in-school students and less white slips focused on student Philosophy” will be used in all suspensions, and will be issued. attendance, arriving on areas of the campus and will be Saturday detentions time, and completing visually represented in hallways on a monthly basis- homework assignments, and classrooms. 9/04-5/05 and (c) comply with school and classroom Implementation rules. checks via documentation of a decrease in the number of discipline referrals on a monthly basis- 9/04-5/05.
Attendance – Student Teachers will consistently Y. Bolancier - Certificates and GF 600 1500 IMP. The Attendance attendance will increase encourage students' attendance by Attendance Incentives - Once Secretary will keep track of resulting in better student rewarding perfect attendance. Secretary every nine week the number of absentees each performance across period day of students. academic areas. EFF. The Attendance Secretary will run a monthly Report to determine the effectiveness for future planning.
16 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE and COST EFFECTIVENESS Change) TIMELINE (Benchmarks) Articulation – Slidell The administrative staff will Patty Witte- Administrative IMP: Members of the Learning Community participate in the Annual Slidell staff – learning community will will be focused on Administrator’s Retreat as a Learning Administrative attend all scheduled reviewing student Learning Community. Community Retreat activities so that the school performance data, Representatives of the school (SLC) (07/28/2005) is represented 99% of all implementing the (administrator, SIP chair, and Facilitator scheduled activities GLEs in lesson other teacher leaders) will attend planning, preparing a one-day Data Retreat at Slidell Principals of 9/9/2004 Data EFF: 100% of all schools for the Guaranteed High School. This activity is SLC schools Retreat (E. Motte, in the learning community Curriculum, designed to (a) improve Principal; Mary will have an approved exchanging communication, (b) examine Elaine Motte, Jane Smith, RHT; improvement plan that instructional “best student data, and (c) plan FAE Principal Kathy Ward, addresses those aspects practices”, and improvement activities both Counselor) outlined in the Expected developing teacher- within the school and across the Mary Jane Impact. 98% of all made (and community. Each month the Smith, RHT Learning discussion threads on department made) principal will attend a monthly Community Blackboard will be performance meeting with the Superintendent Kathy Ward, meeting (Principal responded to by each assessments that and other central office staff to Counselor or designee) school’s principal. focus on application discuss those aspects outlined in 09/01/2004 Discussion threads will of knowledge at the “Expected Impact” column. Tashia 10/06/2004 focus on the GLEs, UbD, higher levels. Principals within the learning Arroyo, 11/3/2004 and performance Sharing other community will have time to Librarian 12/1/2004 assessments. leadership aspects collaborate on improvement 01/05/2005 associated with efforts underway at their school 02/02/2005 implementing the and future initiatives of the 03/02/2005 district’s Strategic community. Between scheduled 04/06/2005 Plan and the meetings, principals will post 05/04/2005 Superintendent’s and collaborate information on vision of “Good to topics associated with the Great” Expected Impact using Blackboard.
17 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE and COST EFFECTIVENESS Change) TIMELINE (Benchmarks) Reducing the Staff teaching self-contained and E. Motte- All regular and IMP. 100% of all IEPs will be Performance Gap – SWD resource students will use the Math Principal special education in compliance with IDEA. All teachers and Investigations program to address staff teaching 85% of all lesson planning paraprofessionals student mathematics deficits. This G. Krause- Mathematics will address accommodations providing instruction to program will be aligned in scope and Special Ed. and modifications in the SWD will stimulate and sequence to both the individual needs Department Once a month regular classroom AND show encourage the of each student and the Mathematics Chair conferencing with evidence of joint planning. development and standards, with emphasis on selected LINCS Content application of GLEs. Special and regular education E. Huff, Leader to align EFF. 90% of all targeted measurement concepts teachers will coordinate lesson and L. Goynes, Math students will not receive an (length, area, volume, unit planning to address the unique P. Sansalone, Investigations interim or grade below “C” in capacity, weight, mass, SWD needs in non-special education N. West, program with Math. time, money, and settings. Unique SWD needs will be P. Meyer- GLEs temperature), select partially addressed through those Sp. Ed. Teachers appropriate units and modifications and accommodations, Once a month tools for measuring, and along with differentiating instruction. conferencing demonstrate the N. Gaines, special ed. connectedness of L. Powell- Teachers with measurement to the other Special Ed. Paras regular ed. strands and to real-life teachers situations. Emphasis will be placed Sandy Scott- Grading Reports: on: LINCS Content 11/11/04 M-1-E (use vocabulary Leader 12/21/04 to identify) 2/3/05 M-2-E (select and use 3/10/05 appropriate tools and 4/14/05 units to measure) 5/25/05 M-5-E (use measurement to solve real-life problems)
PROCEDURES FOR EVALUATING THE OBJECTIVE 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/evalctr/jc).
* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content & Process)
18 STRATEGY PLANNING WORKSHEET GOAL 2: To improve student proficiency in applying reasoning and problem solving skills to their School SPS 2004: 92.4 School SPS 2005: 94.4 reading, writing, speaking, listening, viewing, and visual representation (ELA Standard 7).
Objectives: SCIENTIFICALLY BASED RESEARCH STRATEGY: 1. [LA Accountability] To increase, by no less than 20%, the percentage of students scoring Basic or higher as measured by the English-Language Arts component of the standards- Stimulates higher order thinking at the appropriate based assessment ( 29% in 2004 to 34.8% in 2005) grade levels 2. [NCLB Accountability] To increase, by no less than 20%, the percentage of students scoring Basic on the English-Language Arts component of the standards-based assessment (63.3% in 2004 to 75.96% in 2005) – Whole School Targeted Subgroups – Black: 31.6% to 34.76% White: 77% to 76.9% ED: 50% to 55 % SWD: 21.4% to 23.54%
4 FUNDING SOURCES Expected Impact Persons Target Audience and 5 OBJECT CODE Procedures for Evaluating (Observable Change) Activities Responsible Timeline 6 COST Implementation and 1 2 3 Effectiveness of Each Activity
Students will be able to K-5 students will create thinking E. Motte- K-5th grade students; Title I 100 20000 IMP. The Principal will use higher order maps both as part of group activities Principal Bi-weekly; 10/04- review a sample of lesson thinking strategies in and independently to demonstrate 5/05 plans using a checklist context, apply reasoning the ability to use higher order Instructional monthly and provide skills to life experience, thinking skills in context, apply Personnel Everyday across LEAP 100 8000 written feedback. evaluate points of view, reasoning skills to life experience, academic areas 21 and distinguish fact evaluate point of view, distinguish EFF. Second – Fifth grade from opinion, determine fact from opinion, determine cause Effectiveness checks teachers will review cause and effect, and effect, generate inquiry, and via examination of selected students’ responses generate inquiry, and relate to real life situations across a student work 2 times on the selection make connections with variety of texts. per nine weeks: comprehension question real-life situations Emphasis will be placed on: 11/10/04; 12/8/04; test, two times per 9 weeks across texts. ELA-7-E4 (apply reasoning skills 1/12/05; 2/16/05; in planning for future Emphasis will be placed on: when formulating questions and 3/9/05; 4/13/05 instruction. ELA-7-E4 (apply reasoning responses to who, what, when, skills when formulating questions and responses to where, and why about texts read) Implementation who, what, when, where, and ELA-1-E6 (make statements about checks scheduled for why about texts read) readings and their connection with 10/26/04; 11/16/04; ELA-1-E6 (make statements life experiences) 1/18/05; 3/1/05; about readings and their connection with life ELA-7E2 ( explain chosen solutions 4/12/05; 5/3/05 experiences) to problems in text) ELA-7E2 ( explain chosen solutions to problems in text)
19 Teachers will stimulate Teachers (and selected E. Motte- K-5 students; Title I 100 20000 IMP. Using a Thinking & encourage the use of paraprofessionals) will present Principal Initial training: Map implementation higher order thinking lessons designed to teach students M.J. Smith- October 6, 8, &13, checklist, the principal strategies in context the processes needed to organize RHT 2004 and/or RHT will observe (including applying information and to personally K-5th grade each class at least 3 times reasoning skills to life respond to text using 1 of 8 Teachers Follow Up Training: per year in order to see experience, evaluating Thinking Maps, as well as to assist December 1, 2004 LINCS 100 3500 teachers’ presentation of points of view, them in independently developing content, delivery of distinguishing the ability to create their own Effectiveness checks instruction, development of fact/opinion, Thinking Maps. Content: The via reviewing student assessment techniques, and determining aforementioned lessons will work quarterly, evidence of student cause/effect, generating explicitly detail those content 10/04-5/05 engagement while using inquiry, and making standards being addressed, with Thinking Map strategies. connections with real- emphasis to those benchmarks Implementation life situations) across a outlined in the Expect Impact. checks include variety of texts. Instruction: Instructional delivery classroom will be developmentally appropriate observation, 10/04- EFF. At grade level Emphasis will be placed and focused on stimulating higher 5/05 meetings, teachers will on: order thinking strategies by review using the WOWs ELA-7-E4 (apply engaging students in activities and WONDERs protocol, reasoning skills when requiring the application of on a quarterly basis, formulating questions knowledge in real-life situations. selected student Thinking and responses to who, Assessment: Student learning will Maps pertaining to reading what, when, where, and be evaluated through the use of content material to plan for why about texts read) Thinking Maps and the response to future instruction, and to ELA-1-E6 (make text will be based on a school based assess student statements about rubric. Motivation/Engagement: comprehension and readings and their Student engagement on selected response to text. connection with life activities will be maximized by experiences) having students select reading topics ELA-7E2 ( explain and differentiating performance chosen solutions to tasks. problems in text)
20 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE and COST EFFECTIVENESS Change) TIMELINE (Benchmarks) *Job-embedded Teachers (and selected Barbara Henry Instructional IMP. Teachers will apply professional paraprofessionals) will attend a 6 personnel; knowledge gained and development for hour workshop on the rationale of E. Motte- October 6, 8, & 13, reflect upon the teachers will focus on “Thinking Maps” including Principal 2004 (Initial development of content, order for teachers to strategies for implementing this Training) instruction, assessment, and develop and apply the process in the classroom using M.J.Smith- student engagement in the use of higher order higher order thinking skills in RHT Follow up Training: use of Thinking Maps and thinking strategies in context including applying December 1, 2004 LINCS 100 7000 document in lesson plans to context (including reasoning skills to life experience, be monitored by the applying reasoning evaluating points of view, Instructional Effectiveness checks principal each quarter. skills to life experience, distinguishing fact from opinion, Personnel during grade group evaluating points of determining cause and effect, meetings on a EFF. At grade level view, distinguishing generating inquiry, and relating to quarterly basis, meetings, teachers will fact/opinion, real life situations across text. including review, on a quarterly basis, determining Materials will be provided for troubleshooting selected student Thinking cause/effect, generating implementing the program, and Maps pertaining to reading inquiry, and making follow up, with parish level staff, Implementation checks content material to plan for connections with real- will occur at the school. Additional via lesson plans future instruction, and to life situations) across a professional development scheduled for assess student variety of texts. opportunities will be available to 11/16/04, comprehension and assist teachers: (a) in developing 1/18/05, response to text. Emphasis will be placed content-rich lesson plans focused on .3/1/05 on: the content standards, with ELA-7-E4 (apply emphasis to those benchmarks reasoning skills when outlined in the Expect Impact, (b) formulating questions delivering instruction at and responses to who, developmentally appropriate levels what, when, where, and that focus on stimulating higher why about texts read) order thinking strategies, and (c) ELA-1-E6 (make assessing student through the use of statements about a school-based rubric readings and their connection with life experiences) ELA-7E2 ( explain chosen solutions to problems in text)
21 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE COST EFFECTIVENESS and (Benchmarks) Change) TIMELINE **Parental Involvement To address the needs of better E. Motte- All parents, IMP. To determine activity and Community communication between the home Principal students, and effectiveness, 1) Attendance sign in outreach activities will and school, the following will be instructional sheets will be used to determine the assist in the monitoring sent home: Title I compacts, staff members effectiveness of Literacy Night of student use of higher monthly activities calendar, and B.Clatterbuck of grades K- each year order thinking strategies handbooks. & R. Gleason- 5th 2) Comment/Suggestion tear-offs in context (including Title I will be viewed monthly applying reasoning To aide with ideas on how to help Home & 3) Field trips will be monitored.by skills to life experience, their child, the Home & School School by the administration on a monthly evaluating points of Connection will go home. Connection – basis. view, distinguishing M.J.Smith- Sept. 2004- fact/opinion, A monthly PTA newsletter will go RHT May 2005 EFF. The Principal and RHT will determining home that features school news and monthly record and review parent response cause/effect, generating important dates, a comment tear-off Instructional to measure impact of parent support inquiry, and making section and a “Reading Corner” that Personnel PTA for academic learning and to connections with real- will focus on applying reasoning Newsletter, organize future activities. life situations) across a skills to life experience and making T. Arroyo- 10/04-5/05, GF 600 500 variety of texts. connections with real-life situations Librarian monthly across a variety of texts. Emphasis will be placed J. Lamarque Family Title I 600 300 on: A Family Literacy Night will Tech. Liaison Literacy Night ELA-7-E4 (apply provide activities for responding to – April 20, reasoning skills when text using Thinking Maps. 2005 formulating questions LA4 500 2500 and responses to who, Community outreach is promoted Field Trips – what, when, where, and through field trips to area businesses ongoing – why about texts read) where students can see and apply 10/04-5/05 ELA-1-E6 (make reasoning skills to life experience, statements about and making connections with real- readings and their life situations across a variety of connection with life texts. A photo gallery of such trips experiences) will be posted on the school’s ELA-7E2 ( explain website. chosen solutions to problems in text)
22 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE COST EFFECTIVENESS and (Benchmarks) Change) TIMELINE Technology for teachers Teachers and students will create E. Motte All teachers Title I 100 4750 IMP. Using the Teacher and and students will assist concept maps related to their Principal and students of Learning Snapshot, the in developing higher reading using a variety of computer Pre-K – 5; administration will observe each order thinking strategies activities such as the Thinking Maps T. Arroyo Bi-weekly – class quarterly emphasizing in context (including software, Kidspiration and/or Librarian 11/04-5/05 Integration of Technology. The applying reasoning Inspiration, and various internet administration will also note the skills to life experience, resources to supplement and J. Lamarque display of computer produced evaluating points of augment classroom instruction and Tech. Liaison thinking maps in the classroom. view, distinguishing to provide opportunities to connect Effectiveness fact/opinion, student learning to real life K-5t Grade checks via EFF. Each grade level teacher will determining situations. Teachers grade level review selected student thinking cause/effect, generating meetings on a maps pertaining to reading content inquiry, and making The librarian will provide a list of quarterly basis material generated through the use connections with real- programs currently in the school’s of the selected computer programs life situations) across a library focused on targeted GLEs. Implementatio or internet resources on a quarterly variety of texts. This list will be developed for each n checks basis to plan for future instruction. grade-level to assist teachers in scheduled for: Emphasis will be placed planning for technology-integrated 11/16, 1/18, on: lessons. 3/1 ELA-7-E4 (apply reasoning skills when formulating questions and responses to who, what, when, where, and why about texts read) ELA-1-E6 (make statements about readings and their connection with life experiences) ELA-7E2 ( explain chosen solutions to problems in text)
23 School Climate - Teachers will consistently enforce E. Motte- All students in Pre-K IMP. The Assistant Principal Discipline. Ensuring the School-Wide Discipline Plan to Principal – Fifth Grade No N/A N/A will keep track of the number each student has a promote an effective learning Cost of white slips each day being learning environment environment and higher W. Thomas Everyday given to students and hold conducive to high levels engagement rate providing Asst. Principal Sept. 2004 – May conferences with those repeat of achievement through optimum learning time. All faculty 2005 offenders. effective discipline and and staff will model and encourage All Faculty & classroom management students to demonstrate the four Staff members Effectiveness checks EFF. Conferences with procedures. Information “Fish Philosophy” principles: via documentation of Assistant Principal will on classroom rules that Choose Your Attitude, Be There, the number of improve the behavior of are: (a) provided to each Make Their Day, and Play. The discipline referrals, students and less white slips student and parent; (b) common language of the “Fish in-school will be issued. focused on student Philosophy” will be used in all suspensions, and attendance, arriving on areas of the campus and will be Saturday detentions time, and completing visually represented in hallways on a monthly basis- homework assignments, and classrooms. 9/04-5/05 and (c) comply with school and classroom Implementation rules. checks via documentation of a decrease in the number of discipline referrals on a monthly basis- 9/04-5/05.
Attendance – Student Teachers will consistently Y. Bolancier - Certificates and GF 600 1500 IMP. The Attendance attendance will increase encourage students' attendance by Attendance Incentives - Once Secretary will keep track of resulting in better student rewarding perfect attendance. Secretary every nine week the number of absentees each performance across period day of students. academic areas. EFF. The Attendance Secretary will run a monthly Report to determine the effectiveness for future planning.
24 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE and COST EFFECTIVENESS TIMELINE (Benchmarks) Change) Articulation – Slidell The administrative staff will Patty Witte- Administrative staff – IMP: Members of the learning Learning Community participate in the Annual Slidell Learning Administrative community will attend all will be focused on Administrator’s Retreat as a Community Retreat (07/28/2005) scheduled activities so that reviewing student Learning Community. (SLC) the school is represented 99% performance data, Representatives of the school Facilitator of all scheduled activities implementing the GLEs (administrator, SIP chair, and other 9/9/2004 Data in lesson planning, teacher leaders) will attend a one- Principals of Retreat (Slidell EFF: 100% of all schools in preparing for the day Data Retreat at Slidell High SLC schools Learning the learning community will Guaranteed Curriculum, School. This activity is designed to Communities’ have an approved exchanging (a) improve communication, (b) Elaine Motte, Representatives – improvement plan that instructional “best examine student data, and (c) plan FAE Principal Principals, RHTs, & addresses those aspects practices”, and improvement activities both within Teacher Leaders) outlined in the Expected developing teacher- the school and across the Mary Jane Impact. 98% of all discussion made (and department community. Each month the Smith, RHT Learning Community threads on Blackboard will be made) performance principal will attend a monthly meetings (Principal responded to by each school’s assessments that focus meeting with the Superintendent Kathy Ward, or designee) principal. Discussion threads on application of and other central office staff to Counselor 09/01/2004 will focus on the GLEs, UbD, knowledge at higher discuss those aspects outlined in the 10/06/2004 and performance assessments. levels. Sharing other “Expected Impact” column. Tashia Arroyo, 11/3/2004 leadership aspects Principals within the learning Librarian 12/1/2004 associated with community will have time to 01/05/2005 implementing the collaborate on improvement efforts 02/02/2005 district’s Strategic Plan underway at their school and future 03/02/2005 and the initiatives of the community. 04/06/2005 Superintendent’s vision Between scheduled meetings, 05/04/2005 of “Good to Great” principals will post and collaborate information on topics associated with the Expected Impact using Blackboard.
25 EXPECTED IMPACT FUNDING SOURCES (Observable ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND RESPONSIBLE AUDIENCE and COST EFFECTIVENESS Change) TIMELINE (Benchmarks) Reducing the Staff teaching self-contained students E. Motte- All regular and IMP: 100% of all IEPs will Performance Gap – SWD will use the Direct Instruction Principal special education be in compliance with IDEA. All teachers and program to address student reading staff teaching 85% of all lesson planning paraprofessionals deficits. This program will be G. Krause- ELA, inclusive of will address accommodations providing instruction to aligned in scope and sequence to Special Ed. Reading and modifications in the SWD will stimulate and both the individual needs of each Department regular classroom AND show encourage the use of student and the ELA standards, with Chair 11/01/04 – SIM evidence of joint planning. higher order thinking emphasis on selected GLEs. Special workshop- Word 25% of all targeted teachers strategies in context and regular education teachers will E. Huff, Identification will attend SIM training. (including applying coordinate lesson and unit planning L. Goynes, & other follow up reasoning skills to life to address the unique SWD needs in P. Sansalone, workshops EFF: experience, evaluating non-special education settings. N. West, provided by the 90% of all targeted students points of view, Unique SWD needs will be partially P. Meyer- Special Education will not receive an interim or distinguishing addressed through those Sp. Ed. Teachers Department grade below “C” in either fact/opinion, determining modifications and accommodations, ELA or Reading. 100% of all cause/effect, generating along with differentiating instruction. Once a month SIM trained teachers will be inquiry, and making The Strategic Instructional Model N. Gaines, conferencing observed, each week, using connections with real-life (SIM) strategies of: (a) Word L. Powell- special ed. one of the targeted strategies. situations) across a Identification, and (b) Paraphrasing Special Ed. Paras teachers with variety of texts. will be used by 4th & 5th grade regular ed. Emphasis will be placed Special Education teachers teachers on: throughout the school year. ELA-7-E4 (apply Professional development Grading Reports: reasoning skills when opportunities will be made available 11/11/04 formulating questions through the Special Education office. 12/21/04 and responses to who, 2/3/05 what, when, where, and 3/10/05 why about texts read) 4/14/05 ELA-1-E6 (make 5/25/05 statements about readings and their connection with life experiences) ELA-7E2 ( explain chosen solutions to problems in text)
26 PROCEDURES FOR EVALUATING THE OBJECTIVE 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/evalctr/jc) .
* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content, & Process)
27 STRATEGY PLANNING WORKSHEET GOAL 3: To improve student proficiency in doing and understanding scientific inquiry. School SPS 2004: 92.4 School SPS 2005: 94.4
Objectives: SCIENTIFICALLY BASED RESEARCH STRATEGY: 1. [LA Accountability] To increase, by no less than 10%, the percentage of students scoring Basic or higher as measured by the Science component of the standards-based assessment Stimulates higher order thinking at the appropriate (51% in 2004 to 56% in 2005) grade levels 2. [NCLB Accountability] To increase, by no less than 10%, the percentage of students scoring Basic on the Science component of the standards-based assessment (51% in 2004 to 56%% in 2005) – Whole School
4 FUNDING SOURCES Expected Impact Persons Target Audience and 5 OBJECT CODE Procedures for Evaluating (Observable Change) Activities Responsible Timeline 6 COST Implementation and 1 2 3 Effectiveness of Each Activity
Students will be able to K-5 students will be involved in E. Motte- K-5th grade Students; IMP. The Principal will use higher order hands-on science activities that will Principal monthly review a sample of lesson thinking strategies in allow them to “do” science by plans using a checklist context to do and engaging in partial and full inquiries Instructional Effectiveness checks monthly and provide understand scientific that are within their developmental Personnel via Lesson Plans written feedback. inquiry. capabilities. Students will make reports on inquiries using a variety EFF. Each grade level of oral and written explanations. Implementation teacher will review selected checks scheduled for student work pertaining to Emphasis will be placed on: 10/28/04, 11/10/04, understanding science SI-E-B1 (Identifying questions that 12/1/04, 1/13/05, inquiry on a monthly basis need to be explained through further 2/17/05, 3/3/05, to plan for future inquiry) 4/14/05, 5/12/05 instruction. SI-E-A2 (Predict and anticipate possible outcomes) SI-E-A5 & SI-E-B4 (Express data is a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate)
28 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE COST EFFECTIVENESS and (Benchmarks) Change) TIMELINE Teachers will stimulate Teachers will present lessons E. Motte- K-5th Grade IMP. Using the Teacher and & encourage the use of designed to teach students the Principal Teachers, Learning Snapshot, the higher order thinking processes needed to do and Monthly administration will observe selected strategies in context so understand scientific inquiry. W. Thomas- teachers giving feedback on the that students will do and Content: Lessons will explicitly Ass’t. Principal standard understand scientific detail those content standards being Effectivenes inquiry. addressed, with emphasis to those Instructional checks via EFF. At grade level meetings, GLEs outlined in the Expect Impact. Personnel lesson plans teachers will review selected Emphasis will be placed Instruction: Instructional delivery and classroom student work pertaining to on: will be developmentally appropriate monitoring understanding science inquiry to SI-E-B1 (Identifying and focused on stimulating higher plan for future instruction. questions that need to order thinking strategies by Implementatio be explained through engaging students in activities n checks to further inquiry) requiring the application of include SI-E-A2 (Predict and knowledge in real-life situations. examination of anticipate possible Assessment: Student learning will student work outcomes) be evaluated through the use of 10/04-5/05 SI-E-A5 & SI-E-B4 constructive response tasks. (Express data is a Motivation/Engagement: Student variety of ways by engagement on selected activities constructing will be maximized by engaging illustrations, graphs, students in the learning process. charts, tables, concept maps, and oral and written explanations as appropriate)
29 FUNDING SOURCES EXPECTED IMPACT ACTIVITIES PERSONS TARGET OBJECT CODE IMPLEMENTATION AND (Observable RESPONSIBLE AUDIENCE COST EFFECTIVENESS and (Benchmarks) Change) TIMELINE Job-embedded Teachers will deepen their content E. Motte- K-5th grade IMP. Teachers will apply professional knowledge be meeting periodically Principal Teachers knowledge gained to develop development will be in grade level groups to analyze science as inquiry lessons. focused on the use of student data, review student work, M.J.Smith- Monthly grade activity-based learning prioritize student needs, and plan for RHT group EFF. At grade level meetings, in order for teachers to future instruction based on those meetings teachers will review, on a monthly stimulate and encourage needs. Additional professional Christy Pausell- 10/04-5/05 basis, selected student work to plan the use of higher order development opportunities will be Science . for future instruction, and to assess thinking strategies in available to assist teachers: (a) in Curriculum student ability to understand context so that students developing content-rich lesson plans Specialist scientific inquiry. will do and understand focused on the content standards, scientific inquiry. with emphasis to those benchmarks Instructional outlined in the Expect Impact, and Personnel Emphasis will be placed (b) delivering instruction at on: developmentally appropriate levels SI-E-B1 (Identifying that focus on stimulating higher questions that need to order thinking strategies. be explained through further inquiry) SI-E-A2 (Predict and anticipate possible outcomes) SI-E-A5 & SI-E-B4 (Express data is a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate)
30 Technology for teachers During specific academic classes, E. Motte Teachers and IMP. The Principal will and students will assist students will use age appropriate Principal students in grades review a sample of lesson in developing higher software and technology to conduct Pre-K – 5 plans using a checklist order thinking strategies research, to solve problems, and to T. Arroyo monthly and student work in context so that analyze data involving scientific Librarian Bi-weekly, samples. students will do and inquiry concepts. 11/04-5/05 understand scientific J. Lamarque EFF. The Principal will inquiry. Tech. Liaison review continuity of lesson plans and monitor student Emphasis will be placed performance. on: SI-E-B1 (Identifying questions that need to be explained through further inquiry) SI-E-A2 (Predict and anticipate possible outcomes) SI-E-A5 & SI-E-B4 (Express data is a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate)
31 TOTAL SCHOOL BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS FUNDING TITLE 1 K-3 K-3 TEACHER 4-9 TEACHER LEAP 21 TARGETED PLAN FOR LINCS TOTAL INITIATIVE LEADER BUDGETS ASSIST. STUDENT SOURCES* BUDGETS BUDGETS PROGRAM SUCCESS SALARIES (100) 109,062.96 16,082.00 733.00 10,000.00 135,877.96
EMPLOYEE 38,497.13 183.00 1,193.50 39,873.63 BENEFITS (200)
PURCHASED 300.00 300.00 PROFESSIONAL and TECHNICAL SERVICES (300) PURCHASED PROPERTY SERVICES (400) OTHER 460.00 460.00 PURCHASES SERVICES (500)
SUPPLIES (600) 5,492.70 1,636.50 7,129.20
INDIRECT COSTS 8,037.68 8.037.68 (If applicable)
PROPERTY (700)
OTHER OBJECTS (800)
OTHER USES OF FUNDS (900)
TOTAL 161,390.47 16,082.00 1376.00 12,830.00 191,678.47
*Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II – Part A (Professional Development), Part D (Technology); Title III –English Language Proficient; Title V – Parental Choice and Innovative Programs; Title VII – Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc.
32 BUDGET WORKSHEET BY ACHIEVEMENT GOAL AND FUNDING SOURCE PROFESSIONAL DEVELOPMENT FAMILY INVOLVEMENT OTHER
Goal 1 Goal 2 Goal 3 Total Goal 1 Goal 2 Goal 3 Total Goal 1 Goal 2 Goal 3 Total
1. TITLE I 300.00 300.00 600.00 82050.00 25050.00 107100.00
2. TITLE II
3.K-3
4. LINCS 3500.00 3500.00 7000.00
5. General 1000.00 1000.00 2000.00 500.00 500.00 1000.00 750.00 750.00 1500.00 Fund
4500.00 4500.00 9000.00 800.00 800.00 1600.00 82800.00 25800.00 108600.00
TOTALS *Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II – Part A (Professional Development), Part D (Technology); Title III –English Language Proficient; Title V – Parental Choice and Innovative Programs; Title VII – Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc.
33 Appendix A Stakeholder Participants (Beliefs, Vision & Mission Statements)
Suggestions for the school’s mission, vision, and beliefs statements were discussed by the participating members of the School Improvement Team. These suggestions were presented to the faculty and staff at a faculty meeting. The community members and parents on the team were present at the meeting. Additional suggestions were added as a result. All suggestions were voted on resulting in our new mission, vision, and beliefs statement.
Teachers Staff Parents Students Community______Christy Wood Barbara Clatterbuck Wendy Roy Trevor Roy Linda Ouder Terry Glockner Cheryl Harrison Ian Harrison Alice Twillie Kathy Arbaugh
34 Appendix B Geopolitical, Demographic and Economic Data St. Tammany Parish Geopolitical Data
St. Tammany Parish, located on the north shore of Lake Pontchartrain has easy access to New Orleans via the Causeway or the I-10 Twin span. Interstates 12, 10, 55 and 59, U.S.190 and a vast array of state highways conveniently tie us to the entire country. New Orleans International Airport is less than an hour away. Our population is 144508 people in 57993 households. The land area is 854.4 square miles (546845 acres); the water area is 269.7 square miles (172583 acres). St. Tammany Parish is located at latitude 30.40 degrees North, longitude 89.96 degrees West. The fastest growing region in Louisiana, with an influx of approximately 500 people per month, St. Tammany's present population is estimated at 170,000. Named after Delaware Indian Chief Tamenand, the parish was first explored in 1699 by French-Canadian Pierre Le Moyne Iberville, the first European to sight Lake Pontchartrain in what is now Louisiana. It wasn't until 1785, that families from Georgia and the Carolinas began to settle the territory. Claims were staked along the Tchefuncte, Bogue Falaya and other rivers and bayous, and in time villages became cities, while much of the pristine rural areas of St. Tammany Parish have been kept intact.
Demographic Data
St. Tammany United Urban & rural (2000) Parish Louisiana States Total population 191,268 4,468,976 281,421,906 Urban 74.8% 72.6% 79.0% Rural (farm) 0.3% 0.7% 1.1% Rural (not a farm) 24.9% 26.7% 19.9%
Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.
St. Tammany United Total Numbers (2000) Parish Louisiana States Population 191,268 4,468,976 281,421,906 Total households 69,253 1,656,053 105,480,101 35 Family households 52,727 1,156,438 71,787,347 Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. http://www.gnocdc.org St. Tammany United Gender (2000) Parish Louisiana States Female 51.0% 51.6% 50.9% Male 49.0% 48.4% 49.1% St. Tammany United Age (2000) Parish Louisiana States 5 years old and under 8.6% 8.5% 8.2% 6-11 years old 9.7% 9.2% 8.9% 12-17 years old 10.1% 9.5% 8.6% 18-34 years old 19.4% 24.3% 23.8% 35-49 years old 26.3% 22.5% 23.2% 50-64 years old 15.9% 14.5% 14.9% 65-74 years old 5.7% 6.3% 6.5% 75-84 years old 3.3% 3.9% 4.4% 85 years old and older 1.0% 1.3% 1.5% Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. http://www.gnocdc.org St. Tammany United Racial & ethnic diversity (2000) Parish Louisiana States Black or African American 9.8% 32.3% 12.1% White 85.3% 62.6% 69.2% Asian 0.7% 1.2% 3.6% American Indian 0.4% 0.5% 0.7% Other 0.2% 0.1% 0.3% 2 race categories 1.1% 0.9% 1.6% Hispanic (any race) 2.5% 2.4% 12.5%
Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center.
Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a 36 compilation by the GNO Community Data Center.
Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center.
Source Citation: Agenda for Children. 1999 Kids Count Data Book on Louisiana's Children. St. Tammany United Supervision of children (2000) Parish Louisiana States Total children under 6 in families and subfamilies 15,498 353,949 21,833,613
37 Children under 6 in families where both parents or the single parent works 57.2% 59.1% 58.6% Children under 6 in families where at least one parent does not work 42.8% 40.9% 41.4% Total children 6-17 in families and subfamilies 36,294 772,612 46,049,013 Children 6-17 in families where both parents or the single parent works 63.9% 64.9% 67.4% Children 6-17 in families where at least one parent does not work 36.1% 35.1% 32.6%
Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.
Economic Data
St. Tammany United Household income type (2000) Parish Louisiana States Total households 69,281 1,657,107 105,539,122 Wage or salary income 79.7% 75.4% 77.7% Self-employment income 13.6% 9.8% 11.9% Social Security income 22.8% 25.2% 25.7% Supplemental security income 3.5% 6.1% 4.4% Public assistance income 1.9% 3.3% 3.4%
Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.
38 St. Tammany United Average household income (2000) Parish Louisiana States Average household income $61,565 $44,833 $56,644 Average household income for households reporting less than $200,000 $54,421 $40,183 $49,239 Average household income for households reporting more than $200,000 $310,485 $367,701 $361,490 Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.
St. Tammany United Population in poverty (2000) Parish Louisiana States Total population for whom poverty status is determined 188,661 4,334,094 273,882,232 People living in poverty 9.7% 19.6% 12.4% People living at or above poverty 90.3% 80.4% 87.6% St. Tammany United Poverty status by age (2000) Parish Louisiana States 39 Total population 0-5 for whom poverty status is determined 16,024 375,393 22,636,650 Children 0-5 living in poverty 13.1% 29.0% 18.1% Children 0-5 living at or above poverty 86.9% 71.0% 81.9% Total population 6-11 for whom poverty status is determined 18,249 403,616 24,587,815 Children 6-11 living in poverty 11.0% 26.8% 16.9% Children 6-11 living at or above poverty 89.0% 73.2% 83.1% Total population 12-17 for whom poverty status is determined 19,297 421,352 23,700,796 Children 12-17 living in poverty 12.9% 24.4% 14.8% Children 12-17 living at or above poverty 87.1% 75.6% 85.2% Total population 18-64 for whom poverty status is determined 116,956 2,644,159 169,610,423 Adults 18-64 living in poverty 8.5% 17.0% 11.1% Adults 18-64 living at or above poverty 91.5% 83.0% 88.9% Total population 65 and older for whom poverty status is determined 18,135 489,574 33,346,548 Adults 65 and older living in poverty (%) 10.1% 16.7% 9.9% Adults 65 and older living at or above poverty (%) 89.9% 83.3% 90.1% Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.
40 Sales, receipts Estab- Annual More NAICS Paid Description lish- payroll data code or shipments employees ments ($1,000) ($1,000) 21 Mining (not published for counties) N N N N 22 Utilities (not published for counties) N N N N 23 Construction (not published for counties) N N N N 31-33 Manufacturing 127 373,742 61,296 2,699 42 Wholesale trade 252 6,604,024 75,263 2,070 44-45 Retail trade 749 1,511,469 135,300 9,479 48-49 Transportation & warehousing (not published for counties) N N N N 51 Information (total not published for counties) N N N N 52 Finance & insurance (not published for counties) N N N N 53 Real estate & rental & leasing 156 86,428 14,541 739 54 Professional, scientific, & technical services 401 125,379 45,528 1,789 55 Management of companies & enterprises (not published for counties) N N N N 56 Administrative & support & waste management &remediation services 184 97,185 34,288 1,938 61 Educational services 32 7,857 2,175 153 62 Health care & social assistance 444 345,032 141,407 5,248 71 Arts, entertainment, & recreation 55 35,940 10,085 869 72 Accommodation & foodservices 345 170,691 44,825 5,415 81 Other services (except public administration) 239 81,375 21,609 1,263 http://www.census.gov/epcd/ec97/la/LA103.HTM
41 Appendix C NSDC Standards for Staff Development Context Standards
1 Staff development that improves the learning of all students:
• Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
• Requires resources to support adult learning and collaboration. (Resources)
Process Standards
Staff development that improves the learning of all students:
1 •Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data- Driven)
2 • Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)
3 • Prepares educators to apply research to decision making. (Research-Based)
4 • Uses learning strategies appropriate to the intended goal. (Design)
5 • Applies knowledge about human learning and change. (Learning)
6 • Provides educators with the knowledge and skills to collaborate. (Collaboration)
Content Standards
Staff development that improves the learning of all students:
1 • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
2 • Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
3 • Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)
http://www.nsdc.org/
42 Appendix D Scientifically-based Research Strategies
Reading http://www.nifl.gov/partnershipforreading/publications/k-3.html
Math http://www.ed.gov/offices/OESE/SASA/ms/index.html
Goal 1 – To improve the student performance in geometry, number, and number relations. Objective 1 – To increase, by no less than 10%, the percentage of students scoring Mastery or higher as measured by the math component of the standards-based assessment Objective 2 – To increase, by no less than 10%, the percentage of students scoring Proficient on the math component of the standards-based assessment
Strategy – Instruction focused on activity-based learning
Summary of Research: Studies have found that student achievement and understanding increases when teachers are aware of how students construct knowledge and solution methods that students use to problem solve. Additionally, allowing interaction when problem-solving increased achievement. Research has also shown that activity-based learning raises the motivational level of students which results in increased student achievement. Rationale: At Florida Avenue, test data reveals that progress needs to be made in the strands of geometry, number, and number sense. Therefore, we will encourage opportunities for students to interact to find their own solutions and compare methods and answers.
Roychoudhury, A. (1994). Is it minds-off? A concern for the elementary grades. Journal of Science Teacher Education, 5, 3:87-96. Triadafillidis, T. (1996). Math and the human body: Sharing the experiences of an activity-based learning situation. Journal of Mathematical Behavior, 15, 2:155-159.
Strategy – Professional Development
Summary of Research: Professional Development provides teachers with the knowledge, experience, and skills to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom. It is what the teachers do when the study groups meet that will impact student performance.
43 Rationale: Florida Avenue’s teachers have learned the importance of the following question: “What are students learning and achieving as a result of what we are learning and doing in our study groups?” The answer is found during our LINCS Whole-Faculty Study Groups.
44 Huffman, J. & Hipp, K. (2001). Professional learning communities: leadership, purposeful decision making, and job-embedded staff development. Journal of School Leadership, 11, 5:448-463. Murphy, Carlene & Lick, D. (2001) Whole-Faculty Study Groups: Creating Student-Based Professional Development (2nd ed). CA. Corwin Press Sather, S. & Henze, R. (2001). Building relationships. Journal of Staff Development, 22, 2:28-31.
Strategy: Parent Involvement
Summary of Research: Numerous studies have related parental involvement with improved academic performances. Findings indicate that involving parents in their children’s schooling has a significant impact on both parents and children’s attitudes toward the school resulting in student success. Rationale: The more involved the parent is with their child’s education, the more successful that child can be in school. Providing structured learning activities for both parent and child to interact together contributes significantly to academic performance and a feeling of community. Our goal is to provide parents with practical ideas to promote school success, parent involvement, and more effective parenting.
Johnson, D. & Kaim, C. (1998). Improving student reading achievement through parent training and involvement. (Report No. 143). (ERIC Document Reproduction Service No. ED 420 838) Melnick, S. & Fiene, R. (1990). Assessing parent’s attitudes toward school effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
Strategy: Technology
Summary of Research: Findings suggest that computer-based instruction increases student interest in school and learning. Students describe an increase in satisfaction of learning with immediate responses. It is important to remember that technology can raise student achievement if properly used. Rationale: Florida Avenue is striving to improve student proficiency in mathematics and the overall learning environment of the school through the proper use of technology.
Grant, J. (1998). Does integrating technology into the curriculum increase student learning? (Report No. 143). (ERIC Document Reproduction Service No. ED 431 006) Wenglinsky, H. (1998). Does it compute? The relationship between technology and student achievement in mathematics. (Report No. 143) (ERIC Document Reproduction Service No. 425 191)
Strategy: Enforcing a School-Wide Discipline Plan
Summary of Research: Findings indicate that proper transitions between academic classes effectively minimize student behavior problems. A management plan that includes positive reinforcement will increase time on task. Rationale: Florida Avenue wants to maintain our secure, safe environment. The discipline plan will be enforced to provide preventive, proactive 45 support for all of our students.
Dawson-Rodriques, K. & Lavay, B. (1997). A plan to reduce transition time in physical education. Journal of Physical Education, 68, 9:30-34. Layne, D. & Grossnickle, D. (1990). Real school safety depends upon safe-oriented discipline policies. Paper presented at the Annual Meeting of the Illinois Principals Association, Chicago, IL Newcomer, L., Lewis, T. & Powers, L. (2002). Policies and procedures to develop effective school-wide discipline practices at the elementary school level.
Goal 2: To improve student proficiency in applying reasoning and problem-solving skills to their reading and responding to text across academic areas. Objective 1: To increase, by no less than 10%, the percentage of students scoring Mastery or higher as measured by the English-Language Arts component of the standards-based assessment Objective 2: To increase, by no less than 10%, the percentage of students scoring Proficient on the English-Language Arts component of the standards-based assessment
Strategy: Stimulating higher-order thinking at the appropriate grade levels
Summary of Research: Research findings indicate that every day thinking is ordinary just like walking. Good thinking or higher order thinking can be taught and includes much practice. The best way to teach thinking is to teach it as part of all our core academic classes. Rationale: Florida Avenue wants to make sure that all of our students enter and exit our classrooms with more understanding than they entered with. Therefore, our teachers will implement higher order activities such as cooperative learning, critiques of other’s process, etc.
Beyer, B. (1988). Developing A Thinking Skills Program. Boston: Allyn and Bacon. Court, D. (1991). Teaching critical thinking: what do we know? Social Studies, 82, 3:115-199.
Strategy – Professional Development
Summary of Research: Professional Development provides teachers with the knowledge, experience, and skills to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom. It is what the teachers do when the study groups meet that will impact student performance. Rationale: Florida Avenue’s teachers have learned the importance of the following question: “What are students learning and achieving as a result of what we are learning and doing in our study groups?” The answer is found during our LINCS Whole-Faculty Study Groups.
Huffman, J. & Hipp, K. (2001). Professional learning communities: leadership, purposeful decision making, and job-embedded staff development. Journal of School Leadership, 11, %:448-463. Murphy, Carlene & Lick, D. (2001) Whole-Faculty Study Groups: Creating Student-Based Professional Development (2nd ed). CA. Corwin Press 46 Sather, S. & Henze, R. (2001). Building relationships. Journal of Staff Development, 22, 2:28-31.
Strategy: Parent Involvement
Summary of Research: Numerous studies have related parental involvement with improved academic performances. Findings indicate that involving parents in their children’s schooling has a significant impact on both parents and children’s attitudes toward the school resulting in student success. Rationale: The more involved the parent is with their child’s education, the more successful that child can be in school. Providing structured learning activities for both parent and child to interact together contributes significantly to academic performance and a feeling of community. Our goal is to provide parents with practical ideas to promote school success, parent involvement, and more effective parenting.
Johnson, d. & Kaim, C. (1998). Improving student reading achievement through parent training and involvement. (Report No. 143). (ERIC Document Reproduction Service No. ED 420 838) Melnick, S. & Fiene, R. (1990). Assessing parent’s attitudes toward school effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
Strategy: Technology
Summary of Research: Findings suggest that computer-based instruction increases student interest in school and learning. Students describe an increase in satisfaction of learning with immediate responses. It is important to remember that technology can raise student achievement if properly used. Rationale: Florida Avenue is striving to improve student proficiency in mathematics and the overall learning environment of the school through the proper use of technology.
Grant, J. (1998). Does integrating technology into the curriculum increase student learning? (Report No. 143). (ERIC Document Reproduction Service No. ED 431 006) Wenglinsky, H. (1998). Does it compute? The relationship between technology and student achievement in mathematics. (Report No. 143) (ERIC Document Reproduction Service No. 425 191)
47 Strategy: Enforcing a School-Wide Discipline Plan
Summary of Research: Findings indicate that proper transitions between academic classes effectively minimize student behavior problems. A management plan that includes positive reinforcement will increase time on task. Rationale: Florida Avenue wants to maintain our secure, safe environment. The discipline plan will be enforced to provide preventive, proactive support for all of our students.
Dawson-Rodriques, K. & Lavay, B. (1997). A plan to reduce transition time in physical education. Journal of Physical Education, 68, 9:30-34. Layne, D. & Grossnickle, D. (1990). Real school safety depends upun safe-oriented discipline policies. Paper presented at the Annual Meeting of the Illinois Principals Association, Chicago, IL Newcomer, L., Lewis, T. & Powers, L. (2002). Policies and procedures to develop effective school-wide discipline practices at the elementary school level.
48 Appendix E External Technical Support and Assistance
Florida Avenue Elementary’s District Assistance Team is composed of the following members: Marian Arrowsmith, DAT Leader and Supervisor of Instruction, Beth Laine, Early Childhood Coordinator, and Sandy Scott, LINCS Content Leader and Instructional Technology Trainer. The DAT completed a thorough evaluation of Florida Avenue Elementary in 2003 according to the School Analysis Model (SAM 2000). The DAT provides on-going support to assist in the implementation of needed changes.
Mrs. Arrowsmith’s expertise is in the delivery of instruction and administrative leadership, while Mrs. Laine’s experience assists the lower elementary teachers in guided reading. Mrs. Scott assists in integrating technology and disseminating content knowledge with best practices.
49 Appendix F Comprehensive Needs Assessment
50