2020-21 School Improvement Plan Addendum

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Mandeville Junior High School

St. Tammany Parish Public Schools

**2020-21 SIP Disclaimer: Due to the Covid-19 pandemic, LEAP 2025 testing was unable to occur in Spring 2020; therefore, the school was unable to complete the SIP evaluation process. As a result, 2019-20 SIP remains in effect for the 2020-21 school year. For the 2020-21 SIP the school used data based on any assessments/measures that were able to be evaluated as well as administered beginning of the year assessments. These were all used to determine learning gaps, set goals for these gaps, and develop action plans. These additional goals and plans, along with the 2019-20 SIP, comprise the school’s 2020-21 SIP.

This schoolwide plan meets the requirements as outlined in the Every Student Succeeds Act (ESSA). Mandeville Junior High School 2020-21 SIP Addendum

Mandeville Junior High School 2020 DATA ANALYSIS

STRENGTHS WEAKNESSES OVERALL STRENGTH - LEAP 360 DIAGNOSTIC FROM FALL OVERALL WEAKNESS - DISTRICT READINESS FROM FALL 2020 IN 2020 IN ELA GRADE 8: THE OVERALL AVERAGE WAS 56% SCIENCE GRADE 7: THE OVERALL PERCENT CORRECT WAS 31 % COMPARED TO DISTRICT AVERAGE OF 46% COMPARED TO THE DISTRICT AVERAGE OF 28%.

THE LEAP 360 DIAGNOSTIC FROM FALL 2020 IN MATH GRADE THE DISTRICT READINESS FROM FALL 2020 IN SCIENCE GRADE 7 7 – 75 % OF OUR STUDENTS CORRECTLY ANSWERED – 0 % OF OUR STUDENTS CORRECTLY ANSWERED QUESTIONS QUESTIONS FROM STANDARD 6.NS.B3 AS COMPARED TO THE FROM THE 6-PS2-3 STANDARD AS COMPARED TO THE DISTRICT DISTRICT AT 58 %. AT 1%.

THE DISTRICT READINESS FROM FALL 2020 IN SOCIAL STUDIES THE DISTRICT READINESS FROM FALL 2020 IN SOCIAL STUDIES GRADE 7 – 88 % OF OUR STUDENTS CORRECTLY ANSWERED GRADE 7 – 17 % OF OUR STUDENTS CORRECTLY ANSWERED QUESTIONS FROM THE 6.2.10 STANDARD AS COMPARED TO QUESTIONS FROM THE 6.2.1 STANDARD AS COMPARED TO THE THE DISTRICT AT 67 %. DISTRICT AT 26%.

THE DISTRICT READINESS FROM FALL 2020 IN SCIENCE GRADE THE DISTRICT READINESS FROM FALL 2020 IN SOCIAL STUDIES 8 – 92 % OF OUR STUDENTS CORRECTLY ANSWERED GRADE 8 – 10 % OF OUR STUDENTS CORRECTLY ANSWERED QUESTIONS FROM THE 7-LS3-2 STANDARD AS COMPARED TO QUESTIONS FROM STANDARD 7.8.6 AS COMPARED TO THE THE DISTRICT AT 81%. DISTRICT AT 17%.

DATA SOURCES: CLASS (PreK), TSGold (PreK), DRDP (K), IRLA (K-2), ReadyGen Baseline (K-2), Math District Readiness (K-2), DIBELS 8th (K-3), ReadyMath Diagnostic (4-6), Science Readiness (4-8), Social Studies Readiness (4-8), LEAP 360 Diagnostic (3-12), ELPT

2 Mandeville Junior High School 2020-21 SIP Addendum GOALS • Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound. • Must Include 2-3 Academic Goals Aligned to the Beginning of the Year School Data Analysis/Other Measureable Data Available • UIR/UIN Schools must have 3 goals, one of which must address area in which the school received this designation. Goal #1: In alignment with our results from the 7th Grade Social Studies District Readiness Assessment, our goal for 7th grade Social Studies will be to score a minimum of 101.3 or higher on the SPS Assessment Index by Grade Level on the LEAP 2025.

Action Plan: Effectiveness Measure: • LEAP 2025 Parent and Family Engagement: • Using Technology with the Chromebook and accessing Google Classroom and Google Meet. • Accessing and using resources for families available on our school website which are posted and updated on a regular basis.

Core Instruction: Effectiveness Results: • In-person learning teacher facilitated, student led traditional delivery of core standards.

Intervention Instruction: • With district-wide implementation of Chromebooks, students on all levels will be able to receive intervention style instruction with use of technology through Google Classroom, Google Meet, Read Write, Achieve, and other resources utilized. Reflection on Results: Special Populations (Sped, EL, etc.): • Repeated directions, copies of notes, Google Translate for EL students, recorded lessons to allow for repeated instruction, provides an interactive tool for learning, test read aloud via Read Write, and support for visual learners.

Professional Development: Professional Development has been provided in the following areas: • Google Classroom • Achieve • Google Meet

3 Mandeville Junior High School 2020-21 SIP Addendum Goal #2: In 2019, 7th grade Percent Proficiency by category/subcategory Trend Data, 7th grade Math is a relative weakness of 43% in “Expressing Mathematical Reasoning.” In 2020, 7th grade students correctly answered 47% of the EMR questions on the LEAP 360 Diagnostic test. Therefore, our goal for 2020-2021 will be to increase our 7th grade Percent Proficiency in the area of “Expressing Mathematical Reasoning” to 47% on the LEAP 2025.

Core Instruction: Effectiveness Results: • In-person learning teacher facilitated, student led traditional delivery of core standards. • Use of i-Ready My Path and Teacher Assigned lessons.

Intervention Instruction: • With district-wide implementation of Chromebooks, students on all levels will be able to receive intervention style instruction with use of technology through Google Classroom, Google Meet, Read Write, and other resources utilized. Reflection on Results: • i-Ready Diagnostic tests will be administered throughout the school year to monitor progress and identify gaps in learning. My Path will address these deficiencies, and teachers will be able to assign prerequisite lessons to lay the foundation for learning.

Special Populations (Sped, EL, etc.): • Repeated directions, copies of notes, Google Translate for EL students, recorded lessons to allow for repeated instruction, provides an interactive tool for learning, test read aloud via Read Write, i-Ready, calculators, and support for visual learners.

Professional Development: Professional Development has been provided in the following areas: • Google Classroom • i-Ready • Google Meet

4 Mandeville Junior High School 2020-21 SIP Addendum Additional School Actions • Include new actions the school is taking to improve overall student growth (Those actions not already included in the 2019-20 SIP or in the 2020-2021 SIP Addendum) Additional Actions: (Discipline, Transition Activities, After-school Programs, Recruitment Efforts, Mentor Teacher, Content Leaders, Post-Secondary Education and Workforce, etc.)

• NJHS tutoring after school every other Wednesday. This is open to all students.

6 Mandeville Junior High School 2020-21 SIP Addendum

2020-2021 Committee Members School Improvement Planning Committee Parent/Family Engagement Committee Responsible for the Design, Monitoring, Revision, and Evaluation of the SIP Responsible for the Implementation of the PFE Activities in the SIP

Members Include: Members Include: • Principal: Gina Cruz • Principal: Gina Cruz • Assistant Principal: Katie Turner • Assistant Principal: Katie Turner • TRT: Lauren Vogel • TRT: Lauren Vogel • Student: Hannah Bradley • Student: Hannah Bradley • Teacher: Henry Motty • Teacher: Henry Motty • Parent/Family: Leslie Kyle • Parent/Family: Leslie Kyle • Parent/Family: Amy Berger • Parent/Family: Amy Berger

7 Mandeville Junior High School 2020-21 SIP Addendum

DISTRICT ASSURANCES

☐ I certify that this school improvement plan was designed to improve student achievement with input from all stakeholders.

☐ I assure that the school-level personnel, including stakeholder representatives responsible for implementation of this plan, have collaborated in the writing of the plan.

☐ I hereby certify that this plan has all of the following components:

. Evidence of the use of a comprehensive needs assessment . Measurable goals . Parent and family engagement activities aligned with assessed needs . Evidence-based methods, strategies, and activities that guide curriculum content, instruction, and assessment . Plans for transitioning incoming and outgoing students in the school community . Professional development aligned with assessed needs and strategies to attract and keep high quality teachers . Coordination and integration of federal, state, and local resources, services, and programs . Evaluation plan that includes methods to measure progress of implementation and effectiveness of strategies and programs . A schoolwide action plan with timelines and specific activities for implementing the above criteria

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

Superintendent Signature Date

Principal Signature Date

Chairperson, School Improvement Team Signature Date

8 2019-2020 SCHOOL IMPROVEMENT PLAN

Mandeville Junior High

St. Tammany Parish Public Schools

This schoolwide plan meets the requirements as outlined in the Every Student Succeeds Act (ESSA).

Mandeville Junior High 2019-2020 1. COMPREHENSIVE NEEDS ASSESSMENT • Provide outcomes of the school’s comprehensive needs assessment, as well as a description of the data sources used in the process. Findings should include detailed analysis of all student subgroups; an examination of student, teacher, school, and community strengths and needs; and a summary of priorities that will be addressed in the schoolwide plan. • The Comprehensive Needs Assessment will be used to develop a comprehensive plan for the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the school and District.

STRENGTHS WEAKNESSES The Assessment Index has increased over the last 3 years and is our potential The Dropout Credit Accumulation Index is a relative weakness (although it is a strength. Since 2017, the Assessment Index has increased 1.8 points. In 2019, high score) because it has trended down slightly over the last two years. From our score was 95.0. 2016 to 2019, it has increased then decreased. From 2018 to 2019 it had decreased by 1.9 points.

Our overall SPS score is our potential strength. It has steadily increased since The largest decline has been in Algebra 1. In comparing relative data, it has new testing criteria implemented by the state. Our SPS projection is to decreased by 7.5 points. The score in 2018 was 136.0 and decreased in 2019 to increase by 1.3 points from 2018 to 2019. Our goal is to show an increase of 128.5. The goal will be to increase by at least 3.5 over the next two years. at least 1.1 in our overall score for 2019 (due out in Oct. of 2019).

8th grade math is our highest grade-level Assessment index increase from 7th grade Social Studies is a potential weakness with a 6.4 decrease from the 2018 to 2019 (increase 18.2) and by student group (diagonally) from 7th previous year in SPS Assessment Index by grade levels (Trend Data/colored grade year to 8th grade year (increase 5.2). In 2018 it was 73.9 and increased coded chart). In 2018 the scores went from 107.7 to 101.3 in 2019 in 2019 to 92.1. The diagonal increase went from 86.9 in 2018 to 92.1 in 2019.

In 2019, 8th grade Percent Proficient by category/subcategory Trend Data, 8th In 2019, 7th grade Percent Proficient by category/subcategory Trend Data, 7th grade ELA "Reading Performance" is a relative strength with a score of 78%. grade Math is a relative weakness of 43% in "Expressing Mathematical It increased from 67% in 2018 to 78% in 2019. This was a strong group of Reasoning". This was a decrease from 58% in 2018 to 43% in 2019. A potential students with 76% at Advanced and Mastery. justification for 2019 in 7th grade math is the on-level 7th grade math teacher was out sick for the first half of the school year.

The White subgroup is consistently high each year. In English from 2016 to The Students with Disabilities has been a weakness each year. In English and 2019 the scores were steady and consistently higher than other subgroups. Math from 2016 to 2019 this was consistently the lowest subgroup. In 2019, In 2019, the score was 101.5. In Math, the score was consistent. The 2017 the English score was 47.2. Math, the score was 40.2. In Science 2019 the score was 94.1 and in 2019 the score was 94.0. In Science, 2017 was 90.5 and score was 41.9. Social Studies 2019 the score was 52.2. 2 4/16/2021 Mandeville Junior High 2019-2020 in 2019 the score was 90.1. Social Studies steadily increased each year. In 2017 the score was 99.0, 2018 was 106.0 and 2019 was 107.9. The ELA Hispanic subgroup grew substantially over the course of 3 years. Economically Disadvantaged students consistently trended down each year in It went from 74.8 in 2018 to 84.7 in 2019. almost all subjects: English – 2019, 73.7 Science – 2019, 65.8 Math – 2019, 65.1 Social Studies – 2019, 81.1

The Hispanic subgroup narrowed the achievement gaps from 2018 to 2019 on The Students with Disabilities subgroup has remained the largest achievement the ELA and Math indexes. ELA reduced it by 8.4 points, and the Math gap over the last 3 years averaging 54.9 points for ELA and 52.1 for Math. reduced it by 17.1 points.

White subgroup is consistently high each year. In English from 2016 to 2019 The Students with Disabilities has been a weakness each year. the scores were steady and consistently higher than other subgroups. In In English and Math from 2016 to 2019 this was consistently the lowest 2019, the score was 101.5. In Math, the score was consistent. The 2017 subgroup. In 2019, the English score was 47.2. Math, the score was 40.2. In score was 94.1 and in 2019 the score was 94.0. In Science, 2017 was 90.5 and Science 2019 the score was 41.9. Social Studies 2019 the score was 52.2. in 2019 the score was 90.1. Social Studies steadily increased each year. In 2017 the score was 99.0, 2018 was 106.0 and 2019 was 107.9.

DATA SOURCES: School Demographic Information, DIBELS Trend Data, School Performance Scores (SPS), CRT Subject Indexes Trend Data, Assessment Index Comparison for Student Growth Purposes, Trend Data, ELA and Math Claim/Subcategory Data, Subgroup Percent Proficiency, CRT Assessment Index, Dropout Credit Accumulation Index (DCAI), ACT Trend Data, WorkKeys, HISET Trend Data, EOC Trend Data, Graduation Index-Strength of Diploma, Cohort Graduation Rate, Discipline Data

GOALS • Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound. • Must Include at Least 3 Academic Goals Aligned to the Most Current School Data Analysis • Must Include at Least 1 Subgroup Goal 1. All 7th and 8th grade ELA students will increase on the LEAP 2025 from Spring 2019 to Spring 2020. The goal is as follows: 7th will go from 64% proficient to 67% proficient. The 8th grade will go from 76% proficient to 77%.

2. All 7th and 8th grade Math students will increase on the LEAP 2025 from Spring 2019 to Spring 2020. The goal is as follows: 7th grade will increase from 55% proficient to 58% proficient. The 8th grade will increase from 58% to 60% proficient.

3. All 7th and 8th grade Students with Disabilities in ELA will increase on the LEAP 2025 from Spring 2019 to Spring 2020. The goal is for the score to increase from 47.2 to at least 48.0. 3 4/16/2021 Mandeville Junior High 2019-2020 2. PARENT AND FAMILY ENGAGEMENT • The SIP must be developed with the involvement of parents and other members of the community to be served, as well as individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals, and, if appropriate, specialized instructional support personnel, and school staff. If the plan relates to a secondary school, students may be included and other individuals determined by the school. • The SIP shall be available to the District, parents, and the public, and information contained in the plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. • Each school must meet ESSA requirements, including the development and implementation of a parent and family engagement policy that includes a school-parent compact outlining shared responsibility for high student academic achievement.

PARENT/FAMILY ENGAGEMENT ACTIVITY GOAL(S) BUDGET(S) USED TO ITEMS TO BE EFFECTIVENESS ADDRESSED SUPPORT ACTIVITY PURCHASED TO SUPPORT ACTIVITY Describe how all parents will be involved in the design and Goal(s): Budgets used to Items Needed: Effectiveness Measure: evaluation of the SIP (include the month that activity will take 1,2, & 3 support this activity: Computers The effectiveness of place): ☐Title I Internet access/Wi-fi parental involvement in the ☒GFF Website/Webmaster SIP process can be Design: Paper copies of SIP measured by attendance at ☐Title • Discussion at the November PTA meeting regarding the SIP LA4 meetings and parental Plan. ☐ input. IDEA • SIP Plan will also be made available and accessible to all ☐ Effectiveness Results: Title III parents via the school website. ☐ ☐Title IV Evaluation: ☐Perkins • Participation from the feedback button will be used to ☐JAG evaluate effectiveness. ☐Bond Money ☐DSS ☐Other

4 4/16/2021 Mandeville Junior High 2019-2020 Describe how parents and community stakeholders are Goal(s): Budgets used to Items Needed: Effectiveness Measure: included as decision makers in a broad spectrum of school 1, 2, & 3 support this activity: Computers The effectiveness of decisions: ☐Title I ☒GFF Internet access/Wi-fi parental involvement in the • The SIP will be placed on the school’s website with a ☐Title II ☐LA4 Website/Webmaster SIP process can be feedback button. ☐Title III ☐IDEA Paper copies of SIP measured by attendance at ☐Title IV ☐JAG meetings and parental ☐Bond Money ☐DSS input. ☐Perkins ☐Other Effectiveness Results:

Describe how the school communicates information to Goal(s): Budgets used to Items Needed: Effectiveness Measure: parents regarding the strategies and activities in the SIP, 1, 2, & 3 support this activity: Computers Parent feedback. curriculum, assessments, student progress, etc.: ☐Title I Internet access/Wi-fi • Electronic Communication- The school will provide ☒GFF Website/Webmaster information to parents through various mediums including the ☐Title II Paper copies of SIP Effectiveness Results: school’s Website, Robocalls and PTA Social Media sites and ☐LA4 newsletters. ☐IDEA • IEP and IAP meetings- Annual meetings will be held for ☐Title III students with special education, LEP and 504 services. Students ☐Title IV with IEPs will receive quarterly progress reports. ☐Perkins • Student Progress Center- Teachers will improve ☐JAG communication with parents via the Student Progress Center. ☐Bond Money All teachers will have an online grade book and enter grades in ☐DSS a timely manner, as well as update their webpages. ☐Other • The PTA newsletter and periodic electronic announcements. • Report cards- Report cards are sent home quarterly. • Parent conferences- Teachers will hold parent conferences as necessary. • Patriots on Parade, a schoolwide celebration of student success, will be held in the spring. This will allow all stakeholders to see student successes.

5 4/16/2021 Mandeville Junior High 2019-2020 Translation Services: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Schools must ensure that all staff communicate with LEP 1, 2, & 3 support this activity: Computers Parent feedback. families in a language they can understand and notify LEP ☒Title I Internet access/Wi-fi families of any program, service, or activity communicated to Website ☐GFF English-speaking families, to the extent practicable. (Title VI of Paper copies ☐Title II the Civil Rights Act of 1964) LA4 Flyers sent home • ☐ School mail Parents in need of translation services to discuss student ☒IDEA progress, assessment results, student concerns, etc. will contact Robocalls Effectiveness Results: Title III the school and a conference will be arranged with a certified ☐ Translator Title IV translator. ☐ • Items That May Need to Be Written & Translated include: ☐Perkins Handbooks/Discipline policies; Disciplinary notices; Report ☐JAG

Cards/Progress Reports; Parent Permission Forms; Testing ☐Bond Money Information; Registration Documents; Home Language Survey, ☐DSS etc. ☐Other • Items that May Need to Be Verbally Interpreted include: Registration & Enrollment process; Counseling on Eligibility for EL Program; Disciplinary Hearings; Orientation/Back to School events; Parent-Teacher Conferences; Medical Emergencies/Nurse Calls; School-Wide Announcements over intercom; Special Education meetings; etc. • E-mails- Teachers and school personnel will communicate electronically with parents as necessary. • Patriots On Parade, a schoolwide celebration of student success, will be held in the spring. This will allow all stakeholders to see student successes.

Describe specific strategies/activities to assist parents and families in understanding such topics as the challenging State academic standards, State and local assessments, and how to monitor a child’s progress. Also, describe activities that provide materials and training to help parents work with their children to improve academic achievement. Include the month that the activity will take place if applicable.

In compliance with LA Act 436, at least three meetings will be held during the school year to provide parents with information on how to access the curriculum. This information will be provided during school Open House events, PTA meetings, and other parent orientation meetings.

6 4/16/2021 Mandeville Junior High 2019-2020 Parent Family Engagement Activity 1: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • 6th Grade Parent Night in March 2020. 1, 2, & 3 support this activity: Flyers sent home Parent and student The parents of students from our feeder schools are invited to ☐Title I ☒GFF Robocalls feedback and attendance Mandeville Junior High to meet teachers of electives and clubs. ☐Title II ☐LA4 Teacher participation The parents are given descriptions of electives offered and the ☐Title III ☐IDEA parents are given the opportunity to meet the teachers and ask ☐Title IV ☐JAG questions about the classes offered to 7th grade students. ☐Bond Money ☐DSS Effectiveness Results: ☐Perkins ☐Other

Parent Family Engagement Activity 2: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • New Parent Welcome to Junior High Meeting August 2020 1, 2, & 3 support this activity: Flyers to advertise Parent feedback and to share our school goals and objectives with parents. ☐Title I ☒GFF Robocalls attendance ☐Title II ☐LA4 Teacher participation ☐Title III ☐IDEA ☐Title IV ☐JAG ☐Bond Money ☐DSS Effectiveness Results: ☐Perkins ☐Other

Parent Family Engagement Activity 3: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Open House (August 2020) parents receive information 1, 2, & 3 support this activity: Flyers sent home Parent feedback and regarding how to access student’s grades (via JPAMS), how to ☐Title I ☒GFF Robocalls attendance access the school’s website for information regarding lesson ☐Title II ☐LA4 Teacher participation plans, information regarding student’s using Moodle as a ☐Title III ☐IDEA student/teacher portal. ☐Title IV ☐JAG ☐Bond Money ☐DSS Effectiveness Results: ☐Perkins ☐Other

7 4/16/2021 Mandeville Junior High 2019-2020 Parent Family Engagement Activity 4: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Patriots on Parade – March 2020 Patriots on Parade (POP) Our 1, 2, &3 support this activity: Computers Parent, student and schoolwide student showcase gives parents and community ☐Title I ☒GFF Internet access/Wi-fi community members members the opportunity to see what the students have learned ☐Title II ☐LA4 Website feedback and to see what our school has to offer. ☐Title III ☐IDEA Paper copies ☐Title IV ☐JAG Flyers sent home ☐Bond Money ☐DSS Signs in carline Effectiveness Results: ☐Perkins ☒Other Robocalls

Parent Family Engagement Activity 5: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • High School Special Education Coordinator visits the junior 1, 2, & 3 support this activity: Computers Parent feedback high for a parent meeting in the evening to speak to parents of ☐Title I ☒GFF Internet access/Wi-fi special needs students about Act 833 and the transition to high ☐Title II ☐LA4 Website /Webmaster school. ☐Title III ☐IDEA Paper copies ☐Title IV ☐JAG available ☐Bond Money ☐DSS Effectiveness Results: ☐Perkins ☐Other

8 4/16/2021 Mandeville Junior High 2019-2020 3. SCHOOLWIDE PLAN STRATEGIES The schoolwide plan shall include a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will: • Provide opportunities for all children, including each of the subgroups of students, to meet the challenging State academic standards • Use methods and evidence-based instructional strategies that strengthen the core academic program in the school, increase the quantity and quality of learning time, and help provide an enriched and rigorous curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; • Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards; and • Use evidence-based strategies to improve the achievement of the lowest-achieving students. (Include a description of how and when the strategies will be implemented. Be sure strategies are aligned to areas identified in the comprehensive needs assessment.

Core Instruction SCHOOLWIDE PLAN STRATEGY GOAL(S) BUDGET(S) USED TO ITEMS TO BE EFFECTIVENESS ADDRESSED SUPPORT ACTIVITY PURCHASED TO SUPPORT ACTIVITY: Rigorous, Standards-Based Curriculum: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • STPPS Guaranteed Curriculum- The Guaranteed Curriculum is 1, 2, & 3 support this activity: Student materials Effectiveness measure will provided by the STPPS via Moodle and is the curriculum that all ☐Title I come from data from teachers are expected to follow. ☒GFF LEAP360 Diagnostic/ • Guidebooks 2.0- Guidebooks 2.0 is a curriculum for whole class ☐Title II Readiness test, Interim, and instruction. Made by teachers for teachers, the guidebook units ☐LA4 state assessments. ensure all students can read, understand, and express their ☐IDEA Effectiveness Results: understanding of complex grade-level texts. ☐Title III

• ATA- ATA is an accelerated math class that prepares students in ☐Title IV the 7th grade to take Algebra I in 8th grade. The first half of the ☐Perkins year is the 7th grade curriculum, and the 2nd half of the year is the ☐JAG 8th grade curriculum. ☐Bond Money • Carnegie Unit Classes- 10 classes for Carnegie Units are offered ☐DSS such as Algebra I, Art I, Band I, Chorus I, Family and Consumer ☐Other Sciences, French I, Basic Career Readiness, Keyboard and Apps, Piano Keyboarding, and Spanish I.

9 4/16/2021 Mandeville Junior High 2019-2020 Use of Academic Assessments to Improve Instruction: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Weekly classroom assessments- Weekly classroom assessments 1, 2, & 3 support this activity: Access to data of Effectiveness measure will will gauge student progress. ☐Title I enrolled students come from data from LEAP • LEAP 2025-All core subject teachers have access to a complete ☒GFF 360 Diagnostic/ Readiness roster of test scores broken down by strand so that they may ☐Title II tests, Interim, and state analyze test scores and be able to focus on student weaknesses. ☐LA4 assessments This information is also available on JPAMS. ☐IDEA Effectiveness Results: • LEAP 360 Diagnostics - Teachers will use their Diagnostic test ☐Title III results to design effective classroom instruction. ☐Title IV • Department Meetings and PLCs- Departments will meet monthly ☐Perkins and include the discussion of the use of academic assessments. A ☐JAG STPSB curriculum specialist will be in attendance for at least one ☐Bond Money meeting to aid in the discussion. Department chairs will meet ☐DSS monthly with the Assistant Principal and TRT to discuss the monthly ☐Other meetings. Strategies, Curriculum, and Assessments Specific to Students with Goal(s): Budgets used to Items Needed: Effectiveness Measure: Disabilities: 1, 2, & 3 support this activity: Access to data of Effectiveness measure will • Project Read- This multi-sensory program is used with students ☐Title I enrolled students come from data from with Dyslexia. The program is delivered during Study Skills. ☒GFF Diagnostic/ Readiness tests, • Resource Classes- Students with disabilities may qualify for ☐Title II checkpoints, classroom Resource Classes in ELA and Math. ☐LA4 assessments and state • Paraprofessionals- Students with disabilities may require the ☒IDEA assessments. support of a paraprofessional. ☐Title III

• TLC- Students with small group and/or test read aloud may utilize ☐Title IV Effectiveness Results: “The Learning Center” as a resource. ☐Perkins

• Achieve 3000 – support in reading comprehension which ☐JAG promotes individualized growth in student achievement. ☐Bond Money • Unique Learning- This is the curriculum used with the Connect ☐DSS students in the Moderate setting. ☐Other • Fast Forward- This computer-based literacy program is used with students with severe language needs. • Adaptive Novels- Adaptive novels are used with students who are reading well below grade level. • Applied Classes- Connect students enrolled in regular classes may use the applied standards to help them meet their standards.

10 4/16/2021 Mandeville Junior High 2019-2020 Strategies, Curriculum, and Assessments Specific to English Goal(s): Budgets used to Items Needed: Effectiveness Measure: Learners: 1, 2, & 3 support this activity: Computer access and The effectiveness measure • The LA Connectors for English Learners will be utilized to ☐Title I License for Achieve will be based on progress describe how language is used to meet the rigorous demands in ☒GFF monitored by the ESL each grade and grade band toward rigorous content demands. This ☐Title II teacher based on data from will allow the EL student to focus on meaning and then engage in ☐LA4 Achieve and the results from the content specific practices in ELA, math, social studies, and ☒IDEA the ELPT. science. ☒Title III • The ELPT is used to measure the performance of ELs as they ☐Title IV Effectiveness Results: progress through K-12 education and achieve college and career ☐Perkins readiness. Results are used to determine a student’s level of ☐JAG English proficiency and to decide which language services and ☐Bond Money supports the student will need to fully participate in core content ☐DSS classes. ☐ Other Describe the EL program at your school, including how and what services are provided to the EL students: • There is a part-time ESL teacher and a part time tutor to work with the LA Connectors. • LA Connectors utilize Achieve Boost to help with reading comprehension.

Interventions for At-Risk Students Process for Determining Student Participation in School and Goal(s): Budgets used to Items Needed: Effectiveness Measure: Classroom Interventions: 1, 2, & 3 support this activity: Failure rate • Student Assistance Team (SAT) - When a parent or teacher is ☐Title I LEAP 2025 results concerned about a student’s progress, the SAT process is begun. ☒GFF The teacher begins with a parent conference. The teacher tries ☐Title II various interventions and some paperwork to track progress. The ☐LA4

11 4/16/2021 Mandeville Junior High 2019-2020 SAT Committee (which meets weekly) contacts the parents and ☐IDEA Effectiveness Results: places some RTIs in place that are appropriate for that student. ☐Title III Several meetings are dedicated to meeting about the student, some ☐Title IV with the parents present. A diagnostician completes academic ☐Perkins testing. These results are shared with the parent and a ☐JAG determination of eligibility for services is made. ☐Bond Money ☐DSS ☐Other Opportunities and Interventions for Students in Need: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Fast Forward- This computer-based literacy program is used with 1, 2, & 3 support this activity: Effectiveness measure will students with severe language needs. ☐Title I come from data provided by • Achieve 3000- The ACHIEVE 3000 software program is designed ☒GFF programs such as Achieve, to support struggling readers. Students identified by standardized ☐Title II ALEKS, Fast Forward, Reflex test scores from the previous year showing Below Basic in Reading ☐LA4 Math, etc. or Below Basic in ELA are invited to use the online based program ☐IDEA Effectiveness Results: during or after school. There are teachers who are trained in ☐Title III

Achieve 3000 who monitor their progress in the program. Students ☐Title IV who participate in Achieve 3000 receive data on student progress ☐Perkins through the program. Progress is monitored by a teacher. ☐JAG • ALEKS- The ALEKs software program is designed to support ☐Bond Money students with gaps in knowledge. Students identified by ☐DSS standardized test scores from the previous year showing Below ☐ Basic in math are invited to use the online based program during or Other after school. Students who participate in ALEKs receive extensive data on student progress through the program. • Test Prep Elective and Study Skills- Test Prep Elective is an elective class offered to students identified with low scores on standardized tests. Basic skills are addressed in this class. Mandeville Junior High 7th and 8th grades who are enrolled in Test Prep participate in Achieve 3000 and ALEKs. • YES Class- The YES class is a self-contained regular education class for 8th students who are struggling, but do not qualify for special education services. The class size is limited to 15 students. Students are identified through teacher and SAT recommendation based on student need.

12 4/16/2021 Mandeville Junior High 2019-2020 • Read & Write Gold- This is a computer-based program that offers text to speech functions and includes a customizable toolbar that integrates reading, writing, studying, and research support tools with common applications. This program is available to all students as part as a district wide initiative.

Process to Identify Students Who Are Continuing to Experience Goal(s): Budgets used to Items Needed: Effectiveness Measure: Difficulty After Receiving the School and Classroom Interventions: 1, 2, & 3 support this activity: Effectiveness measure will • SAT- When a parent or teacher is concerned about a student’s ☐Title I come from data provided by progress, the SAT process is begun. The teacher begins with a ☒GFF programs such as Achieve, parent conference. The teacher tries various interventions and ☐Title II ALEKS, Fast Forward, Reflex some paperwork to track progress. The SAT Committee (which ☐LA4 Math , etc. meets weekly) contacts the parents and places some RTIs in place ☒IDEA Effectiveness Results: that are appropriate for that student. Several meetings are ☐Title III dedicated to meeting about the student some with the parents ☐Title IV present. A diagnostician completes academic testing. These results ☐Perkins are shared with the parent and a determination of eligibility for ☐JAG services is made. ☐Bond Money • Possible 504 plan established ☐DSS • Possibility of full evaluation through Pupil appraisal ☐Other Interventions Specific to Students with Disabilities: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Project Read- This multi-sensory program is used with students 1, 2, & 3 support this activity: Effectiveness measure will Dyslexia. The program is delivered during Study Skills. ☐Title I come from data from • Assistive Technology- A school-based AT team assesses the need ☒GFF Diagnostic/ Readiness tests, for students who requires AT as part of their IEP or IAP. ☐Title II checkpoints, classroom • Unique Learning- This is the curriculum used with the Connect ☐LA4 assessments and state students in the Moderate setting. ☒IDEA assessments. ☐Title III

13 4/16/2021 Mandeville Junior High 2019-2020 • Adaptive Novels- Adaptive novels are used with students who ☐Title IV Effectiveness Results: are reading well below grade level. ☐Perkins • Applied Classes- Connect students enrolled in regular classes ☐JAG may use the applied standards to help them meet their standards. ☐Bond Money • Reflex Math-The Reflex Math is an online program is designed to ☐DSS support students with math fluency. The program focuses on basic ☐Other math computation. Students who have calculator as an accommodation are required to participate as an RTI. Interventions Specific to English Learners: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • LA Connectors utilize Achieve Boost to help with reading 1, 2, & 3 support this activity: The effectiveness measure comprehension. ☐Title I will be based in progress • There is a part-time ESL teacher and a part time tutor to work ☒GFF monitored by the ESL with the LA Connectors. ☐Title II teacher based on data from ☐LA4 Achieve and the results from ☐IDEA the ELPT. ☒Title III ☐Title IV Effectiveness Results:

☐Perkins ☐JAG ☐Bond Money ☐Other

Support and Extended Learning Support Structures and Programs that Provide Collaborative Goal(s): Budgets used to Items Needed: Effectiveness Measure: Support for Student Learning (e.g. Speech, Enrichment Classes, 1, 2, & 3 support this activity: Effectiveness measure will Accelerated Classes, Kids-In-Transition, P.E., Art, Music): ☐Title I come from data from ☒GFF Diagnostic/ Readiness tests, • Gifted Program- Students with a classification of Gifted may take ☐Title II checkpoints, classroom classes to achieve their IEP goals. Gifted classes are offered in ELA, ☐LA4 assessments, state Math, Science, and Social Studies. ☐IDEA assessments, and ☐Title III performance tasks

14 4/16/2021 Mandeville Junior High 2019-2020 • Talented Program- Students with a classification of Talented may ☐Title IV Effectiveness Results: take classes to achieve their IEP goals. Talented classes are offered ☐Perkins in Art, Music, and Drama. ☐JAG • Speech Services- Students with a classification of Speech may ☐Bond Money receive services with the Speech Pathologist to achieve their IEP ☐DSS goals. ☐Other • Study Skills- Test Prep Elective is an elective class offered to students identified with low scores on standardized tests. Basic skills are addressed in this class. Students Mandeville Junior High 7th and 8th grades who are enrolled in Test Prep participate in Achieve 3000 and ALEKs. • ATA- ATA is an accelerated math class that prepares students in the 7th grade to take Algebra I in 8th grade. • KIT tutors are offered to students who are homeless and have academic needs.

Extended Learning Opportunities within and beyond the School Goal(s): Budgets used to Items Needed: Effectiveness Measure: Day and the School Year (e.g. 21st Century, before or after school 1, 2, & 3 support this activity: Effectiveness measure will tutoring, field trips): ☐Title I come from data from • Community Based Learning opportunities for students in the ☒GFF Diagnostic/ Readiness tests, Mild/Moderate and Moderate Severe classes. These weekly trips ☐Title II checkpoints, classroom help students with life skills with the real-world setting. ☐LA4 assessments and state • Before school tutoring offered weekly by Math department. ☐IDEA assessments. ☐Title III ☐Title IV Effectiveness Results:

☐Perkins

☐JAG

☐Bond Money

☐ DSS ☐ Other

15 4/16/2021 Mandeville Junior High 2019-2020 Other Strategies and Activities to Improve Students’ Skills Outside of the Academic Subject Areas

Mental Health Provider Services: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Due to the transient and often unstable environments that many 1, 2, & 3 support this activity: Data from the Outcomes of our school’s students experience, a full-time Mental Health ☐Title I Measurement tool will be Provider (MHP) will work with students. This counseling will help to ☒GFF used to measure the improve academic achievement of students by helping them to ☐Title II effectiveness. develop coping strategies for handling conflicts and stresses they ☐LA4 are facing in life. This will allow them to focus on their academic ☒IDEA assignments in the classroom. Students will be selected through a ☐Title III Effectiveness Results: referral process and will work with the MHP for varying amounts of ☐Title IV time dependent on need. The school’s administrators will monitor ☐Perkins implementation of the MHP program. ☐JAG

☒Bond Money ☐DSS ☐Other

Counseling Services: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • A full time Guidance Counselor is present on campus each day. 1, 2, & 3 support this activity: Data from the Counselor’s The Guidance Counselor is available to assist students with ☐Title I SLT will be used to measure scheduling, counseling, Gifted and Talented screenings. This person ☐GFF the effectiveness. also serves as SAT Chairperson and is trained in school safety. ☐Title II ☐LA4 ☐IDEA ☐Title III Effectiveness Results: ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

16 4/16/2021 Mandeville Junior High 2019-2020 Implementation of a schoolwide tiered model to prevent and address problem behavior:

Strategies Used to Prevent and Address Problem Behavior: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • PBIS- The PBIS Committee meets monthly and reviews trends in 1, 2, & 3 support this activity: Printed materials such The effective measure will student discipline data. The committee chooses target behaviors ☐Title I as Patriot Bucks be based on data collected based on the data and create and action plan to address those ☒GFF PBIS rewards at the PBIS meeting issues. Some programs to target specific areas are the following: ☐Title II regarding major and minor Tier 1- TOT and EXCEL – ☐LA4 infractions. • The TOT and EXCEL programs are both designed to reduce ☐IDEA Effectiveness Results: student absenteeism. The TOT program is for Teens On Time and ☐Title III promotes being at school on time by rewarding students with zero ☐Title IV to-school tardies. The EXCEL program rewards students with zero ☐Perkins missed instructional minutes. ☐JAG • Patriot Bucks – Patriot Bucks are the school’s token reward ☐Bond Money system to reward good behavior. The students earn Patriot Bucks ☐DSS by displaying good behavior and the students redeem the bucks for ☐Other tangible rewards. • Positive Behavior Referral- Teachers can recognize students who go above and beyond and should be recognized for outstanding behavior using the Positive Behavior Referral. • Prepared Patriots - Struggling students who are recommended by teachers or have parents request assistance can be placed in the Prepared Patriots Program, which is the PBIS Check In/Check Out Program. • PBIS events • Saturday Support • In School Support

17 4/16/2021 Mandeville Junior High 2019-2020 Strategies for Assisting Students in the Transition from One School to the Next:

Transition Activities for Incoming and Outgoing Students: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • 6th grade student visit and parent night- The parents of students support this activity: Teacher participation The effectiveness will be from our feeder schools are invited to Mandeville Junior High to ☐Title I measured by parent and meet teachers of electives and clubs. The parents are given ☒GFF student input. descriptions of electives offered and the parents are given the ☐Title II opportunity to meet the teachers and ask questions about the ☐LA4 classes offered to 7th grade students. ☐IDEA Effectiveness Results: • High school visit- The 8th grade students take an annual trip to ☐Title III the high school to receive a presentation by students and ☐Title IV administration. The students then tour the school. The following ☐Perkins school day, students and parents go to the high school and ☐JAG complete a scheduling card. ☐Bond Money • Special Education visits- The teachers of mild/moderate and ☐DSS moderate/severe populations bring those students on a series of ☐Other visits to acclimate the students to their future environment.

Professional Development High Quality and Ongoing Professional Development for Teachers, Paraprofessionals, and other School Personnel to Improve Instruction, Use Data from Academic Assessments, and to Recruit and Retain Effective Teachers, Particularly in High-Needs Schools/Subjects:

Professional Learning Communities (PLCs): Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Departmental PLCs are held monthly and are facilitated by the 1, 2, & 3 support this activity: Printed materials LEAP 2025 scores department chairs. ☐Title I • Teacher leaders attend district PD such as Summer Institute and ☒GFF share what they learn with their departments. ☐Title II ☐LA4

18 4/16/2021 Mandeville Junior High 2019-2020 • Math and ELA Content Leader trainings and information will be ☐IDEA Effectiveness Results: redelivered by Teacher Leaders over the course of the year. ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other Other Professional Development: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • August/October Whole Faculty Professional Developments- 1, 2, & 3 support this activity: Printed Materials The effectiveness can be There are two major professional development days. The focus of ☐Title I measured by attendance theses professional development days varies on faculty needs. ☒GFF certificates for professional There are always updates to curriculum, COMPASS and a ☐Title II development experiences, technology component. ☐LA4 data from assessments, and • Math and ELA Content Leader Trainings and Administrators will ☒IDEA classroom observations by attend the School level trainings. ☐Title III administrators. • Math teachers will attend Purposeful Planning in Math PD ☐Title IV Effectiveness Results: opportunities to collaborate and plan with teachers across the ☐Perkins district on Tier 1 Curriculum. ☐JAG • Achieve 3000 training- Teachers utilizing the Achieve program ☐Bond Money will have district training with follow up sessions provided by ☐DSS Achieve. ☐Other • JPAMS website Training- The teachers will receive onsite training for JPAMS teacher websites. Additional training and support will be provided throughout the year as needed. Video Tutorials are provided by the district on Moodle. • Project Read trainings – Teachers will attend different strands based on needs in the classroom. • Guidebook Training- Lead teachers will be sent to various trainings provided by the district. • District Training Opportunities- Various training opportunities throughout the year will be provided by the district. Summer Institute provides numerous opportunities for professional development.

19 4/16/2021 Mandeville Junior High 2019-2020 Recruit Effective Teachers, Particularly in High Needs Subjects/Schools:

• All school administrators attend and interview teachers at the Spring Transfer Fair and Job Fair events to fill openings at their schools. • Teacher openings are advertised through the district website. • District leaders attend local college and university teacher recruitment fairs in the fall and spring. • The fall and spring schedules for district participation in local college and university recruitment fairs are advertised on all the district’s social media sites. • The District participates in the Teacher Residency Program through Southeastern Louisiana University where college education majors are selected to participate in 1-Year Internships in our schools. • Student Teachers from local universities are placed in schools throughout the district. • The STAR (Students Teaching and Reaching) Program in our high schools allows high school students to earn college credit or participate in teaching internships at our schools. • District Human Resources Coordinator serves as a speaker on college campuses for different education courses. • District Human Resources Coordinator serves on various College of Education department committees at local universities.

Strategies to Prepare For and Increase Awareness of Opportunities for Post-Secondary Education and the Workforce: Career and Technical Education Programs: Goal(s): Budgets used to Items Needed: Effectiveness Measure: • Career and technical electives are available for students to support this activity: Printed Materials Student feedback choose from including Home Economics, Quest for Success, ☐Title I Gateway to Technology, Keyboarding, Keyboarding Application, and ☒GFF various expressive arts. ☐Title II • Annual Career Day provides exposure for students to a wide ☐LA4 variety of career opportunities. ☐IDEA Effectiveness Results: ☐Title III

☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

20 4/16/2021 Mandeville Junior High 2019-2020 Coordination and Integration of Federal, State, and Local Resources, Services, and Programs: McKinney Vento: • All homeless students receive all services for which they are eligible at their school site through Title I, Title III, Food Services, LA4, IDEA, and McKinney Vento funds. Food Services: • All students whose income qualifies them for free/reduced meals participate in the federal food service program. Special Education: • Identified students with disabilities receive all services specified on their IEP through a combination of GFF, IDEA, Title I, Title III, or DSS funding. English Learners (EL): • Identified EL students receive services from EL teachers, paraprofessionals, and/or tutors at their school site. These services are paid for through GFF, Title I, Title III, Title III, and DSS Immigrant Funds. 21st Century Programs: • Students in participating schools are entitled to attend the 21st Century afterschool programs during the school year and during the summer. Headstart Preschool Programs: • Headstart preschool children graduate into their feeder schools in the District in which they live. Receiving schools provide transition activities and services for children and parents. Preschool programs are funded through LA4, 8G grant, Title I, and GFF.

4. Regular Monitoring and SIP Revision • The SIP remains in effect for the duration of the school year, except the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. • The school will annually evaluate the implementation of, and results achieved by, the schoolwide program using data from the State’s annual assessments and other indicators of academic achievement to determine whether the plan has been effective in increasing achievement of students in meeting the State’s academic standards, particularly for those students who had been furthest from achieving the standards. The school will revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program. Describe how and when the SIP is monitored during the school year using multiple types of data including diagnostic, interim, and summative assessment, in order to evaluate instructional practices, determine patterns of student achievement, and make necessary adjustments to increase student learning across grade levels, content areas, claims/subclaims, and subgroups: • The School Improvement plan is revisited several times throughout the year. As data is available from various assessments such as LEAP 360 diagnostic and Interims, the needs are addressed as necessary. Describe how and when the SIP Committee will meet and discuss school programs implemented, as outlined in the SIP, to determine effectiveness and to assist in planning for the upcoming school year: • The School Improvement Committee will meet as necessary to determine effectiveness of the plan. At the minimum, the committee meets each quarter. Describe how and when the evaluation results of the SIP are reported to the school’s stakeholders (faculty, staff, parents/families, and community members): • The School Improvement Plan is included on a link on the school and district’s website. The PTA Newsletter communicates how the plan can be accessed. 21 4/16/2021 Mandeville Junior High 2019-2020 2019-2020 Committee Members School Improvement Planning Committee Parent/Family Engagement Committee Responsible for the Design, Monitoring, Revision, and Evaluation of the SIP Responsible for the Implementation of the PFE Activities in the SIP

Members Include: Members Include: • Principal: Mary Ann Cucchiara • Principal: Mary Ann Cucchiara • Assistant Principal: Gina DuRapau • Assistant Principal: Gina DuRapau • TRT: Katie Turner • TRT: Katie Turner • Student: Ceil Arceneaux • Student: Ceil Arceneaux • Teacher: James Waguespack • Teacher: James Waguespack • Parent/Family: Leslie Kyle • Parent/Family: Leslie Kyle • Parent/Family: Noelle Wager • Parent/Family: Noelle Wager

22 4/16/2021 Mandeville Junior High 2019-2020 DISTRICT ASSURANCES

☒ I certify that this school improvement plan was designed to improve student achievement with input from all stakeholders.

☒ I assure that the school-level personnel, including stakeholder representatives responsible for implementation of this plan, have collaborated in the writing of the plan.

☒ I hereby certify that this plan has all of the following components:

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

______Superintendent Signature Date

______

Principal Signature Date

______

Chairperson, School Improvement Team Signature Date

23 4/16/2021