Calcasieu Parish School System
District Accreditation
Standards Assessment Report
www.cpsb.org
Standards Assessment Report
Calcasieu Parish School System
TABLE OF CONTENTS
Section 1............................................................................................................... 3 School Board Members......................................................................................................... 4 Executive Summary of School System Profile..................................................................... 5 The District Self-Study Process ............................................................................................ 8 Section 2............................................................................................................. 10 Standard 1: Vision & Purpose............................................................................................. 11 Standard 2: Governance & Leadership ............................................................................... 16 Standard 3: Teaching & Learning....................................................................................... 22 Standard 4: Documenting & Using Results ........................................................................ 45 Standard 5: Resource & Support Systems .......................................................................... 53 Standard 6: Stakeholder Communications & Relationships............................................... 67 Standard 7: Commitment to Continuous Improvement ...................................................... 73 Section 3............................................................................................................. 80 Quality Assurance............................................................................................................... 81 Peer to Peer Best Practice ................................................................................................... 85 Conclusion .......................................................................................................................... 90 Glossary of Acronyms ........................................................................................................ 93 Index of Artifacts ................................................................................................................ 99 Standards Assessment Report
Calcasieu Parish School System
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Section 1
School Board Members
Executive Summary
Self-Study Process
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Calcasieu Parish School System
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School Board Members
R.L. Webb
District 1
James Pitre
District 8
Fredman Hardy
District 2
Randall Burleigh
District 9
Clara Duhon
District 3
James Karr
District 10
Annette Ballard
District 4
Chad Guidry
District 11
Dale Bernard
District 5
Joe Andrepont
District 12
Bill Jongbloed
District 6
Billy Breaux
District 13
Mack Dellafosse
District 7
Elray Victorian
District 14
Bryan LaRocque
District 15
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Calcasieu Parish School System
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Executive Summary of School System Profile
Calcasieu Parish School System (CPSS) is a public school district located in the Southwest
corner of Louisiana, about thirty miles from the Gulf of Mexico coast and about two hours
west of the capitol city of Baton Rouge. Calcasieu Parish is the seventh largest parish and
our school district is the fifth largest school district in Louisiana. We proudly educate over
32,000 students in grades pre-kindergarten through twelve. Our student population is
comprised of 63.1% White, 34.6% Black and 2.3% other ethnicity. All schools are accredited
by the Southern Association of Colleges and Schools and approved by the Louisiana
Department of Education. For most of the last few decades, our district has enjoyed steady,
predictable growth and our communities gradually grew and prospered. With the devastating
effects of Hurricane Rita in 2005, our district has sustained small gains and losses attributed
to the mobile living arrangements of many families displaced across the parish. This sudden
mobility of students entering and exiting the district along with the movement of students
within the district continues to challenge us to find effective ways to deliver instruction
consistently to more than 32,000 students Pre-K to twelve.
The district is geographically large, encompassing more than 1,071 square miles. The
district’s total 2008-09 budget is more than $300,000,000 to operate its 32 elementary
schools, 13 middle schools, 11 high schools and 2 alternative schools. There is also an Adult
Education program, two Technical and Industrial facilities, a Sulphur High School 9th grade
campus and the Lake Charles-Boston Academy of Learning. The Calcasieu Parish School
System’s Central Office houses many of the administrative services to our schools. Other
administrative and support services offices, including the Technology Center, are housed at
the C&I Building. Support services including facilities, maintenance and transportation are
located together on another site. A separate facility houses the Special Services department.
Another facility adjacent to the Central Office is where the Federal Program services are
located, as well as the meeting room where regular and official meetings of the school board
are held. An additional facility houses the Risk Management/Health Insurance services, the
Child Welfare and Attendance offices, Title IX offices, the Media Center, Library Services,
the Credit Union, the Nursing Department and the Print Shop. There is also a building which
houses the Accountability and Assessment departments, the New Teacher Academy and the
Pre-kindergarten offices. With the continuing growth of the school district and due to the
destruction of some of the central office buildings caused by Hurricane Rita there has been a
longtime need for consolidation of central office services to all stakeholders. The CPSS will
utilize the full Community Development Building Grant funds for the consolidation of a
myriad of services to the stakeholders of the entire school system. With the purchase of a
107,000 square foot building, in January of 2009, the payroll, personnel, insurance,
accounting, auditing, accounts payable, management information, purchasing, and
administration departments will all be in one location connected to the warehouse, textbook,
fixed assets and transportation departments. In addition, a new Calcasieu Parish School
Board meeting room will be added with greater capacity for public involvement and parking,
providing public access and closer proximity to Interstates 10 and 210, both of which are
main thoroughfares within the parish. With this consolidation project, all services will be
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Calcasieu Parish School System
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centrally located making them easier to access which will benefit the public as well as
employees of the entire system.
The Calcasieu Parish School System is the parish’s largest employer. A community leader in
the business world as well as education, the district employs over 5,100 full and part-time
people, thus providing the parish with one of its largest payrolls. The system also operates
the largest transportation fleet and food service program in the area. In order to successfully
manage this large school district, our leadership is challenged to adopt effective internal
structures and processes, to adopt systems thinking, and to focus on quality improvement
throughout the organization.
The vision and mission of the CPSS is that “All Children are Important to Us” and that the
system will “provide a quality education for all students” in a system characterized by:
•
•
•
•
•
Effective communication
Continuous improvement
Visionary leadership
Respect for all
High expectations
The CPSS vision, mission and core values are communicated and disseminated from the
school board to the superintendent to administrators to school staff and to students, parents
and community. Every school and department of the CPSS develops goals that are
ultimately aligned to the district’s goals. These goals, along with the district’s core values are
communicated through the development of a dashboard. Currently, the system has
developed priority goals that are the central focus of the work in the district. These four goals
are Stakeholder Satisfaction, High Academic Achievement, Safe, Productive Environment
and Operational Efficiency. These priority goals are embedded in every planning process at
every level.
A strong focus on high academic achievement goals is yielding measurable results. The
Calcasieu Parish School System ranks 14th among 69 Louisiana districts in its District
Performance Score based on accountability measures. In Calcasieu Parish a five-year trend
shows that 31 schools or 54.39% have made gains in their School Performance Scores.
Calcasieu Parish high stakes grades – 4th, 8th, and high school GEE (Graduation Exit Exam) –
have had index growth in all these areas since we began the Louisiana Accountability
System, remaining above the state index in these high stakes grades every year since 1999.
•
•
•
Total index growth in 4th grade has grown from 80.3 in 1999 to 92.0 in 2008 – an
index growth of 11.7 points over 10 years;
In 8th grade the index growth has increased from 70.1 in 1999 to 83.4 in 2008 – an
index growth of 13.3 points over 10 years;
GEE index growth has increased from 81.8 in 2001 to 88.0 in 2008 – an index
growth of 6.2 points over 8 years.
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Calcasieu Parish School System
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We have had a significant accomplishment in mathematics at the 8th and GEE levels over the
last 8 – 10 years.
•
•
8th grade percentage of students scoring Unsatisfactory has decreased from 29% in
1999 to 9% in 2008;
GEE students scoring Unsatisfactory has decreased from 26% in 2001 to 13% in
2008.
There has been a steady and significant reduction in dropouts in Calcasieu Parish schools. A
36% reduction from 453 dropouts in 2004 to 287 dropouts in 2007 is a clear indicator of
improvement. Unofficial results indicate a continuing reduction to 213 dropouts in 2008.
Initial results from the new Graduation Index show great promise. The 2007 District
Graduation Index was 113.1, with all but two high schools having a graduation index above
100. The baseline index of 2007 takes into account that 51% of Calcasieu seniors in 2007
became college freshman. This surpasses the state average of 46%.
Calcasieu Parish School System is proud to have 23 Nationally Certified Teachers, two
employees who have been inducted into the National Teachers Hall of Fame, two teachers
who have received the Milken Educator Award, an NFL Teacher of the Year and a national
semi-finalist for Ed Tech Leader of the Year. The new Lake Charles-Boston Academy of
Learning is one of its kinds in the state and offers expanded educational opportunities for
students across the district in Career and Technical Education, Visual and Performing Arts,
Advanced Placement and Distance Learning.
The district is also proud of an award-winning technology department. This department has
been awarded the Digital School Board Award for being one of the top ten digitallyadvanced schools boards in the country and has been selected by the National School Board
Association as a 2009 Technology Leadership Network Site Visit. We have also received the
T.H.E. Journal and the International Society for Technology in Education ISTE’s Sylvia
Charp Award for Innovation with Technology, the NSBA Trailblazer Award, the NSBA
Salute District Award and the NSBA Civic Star Award. These awards are received due to
comprehensive technology planning. International technology implementations include a
partnership with the USA/British Council International Technology Connection. This
partnership was formed in 2001 and continues today. It has sparked continuous collaboration
demonstrating innovative technology and evolved into the USA/European (UK, Poland, and
Netherlands) Exchange. In February 2007, CPSS was one of nine school systems to host
Australian educators touring technology classrooms.
In an ongoing effort to support high academic achievement for our students, the CPSS Grant
Department has assisted in helping teachers, schools and departments to secure grant funds
that total more than $40,000,000. These funds are awarded through federal, state, and
national funding sources. Grant funds are secured for a variety of purposes, such as
remediation and enrichment programs, technology, and professional development
opportunities for district personnel.
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Calcasieu Parish School System
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Making these gains and achieving these accomplishments has been the efforts of hard work.
The district’s greatest challenges have been to recruit and retain highly-qualified teachers and
the attention to meeting the ever-increasing expectations that accountability has demanded.
Working to meet Louisiana’s class size requirements of 26 students in grades kindergarten
through three and the district’s requirements of 30 students in grades four through twelve
remains challenging with the ever-increasing need for highly-qualified teachers. In addition
to these challenges is the district’s ability to sustain the current status of operations while
experiencing decreases in federal funding. While the percentage of students qualifying for
the free/reduced lunch program has increased, the funding for this program has seen
decreases. Due mostly to the impact of Hurricane Rita our district has also seen significant
increases in the numbers of Homeless and Limited English Proficient students over the last
three years. With limited federal funding comes also the challenge of meeting the increasing
needs of these student populations.
Also presenting itself as a challenge to our district is the dropout rate among students.
Despite measurable gains in the reduction of dropouts, the total number of dropouts remains
a significant challenge. Particularly troublesome has been the high percentage of 16 and 17
year old students in the 9th and 10th grade who drop out. A significant contributor to this
issue is the high number of course failures in core subject areas for 9th and 10th graders. In
the 2007-2008 school term there were 2932 course failures by approximately 4500 freshmen
and sophomores as compared to 640 course failures by approximately 4100 juniors and
seniors.
One other significant challenge to high schools is the increasing demand for students to be
“work ready” upon graduation. Beyond the mission to prepare a significant number of
students for postsecondary study, our high schools must implement an ever expanding
curriculum that prepares many other students for immediate entry into the work force. The
high school diploma, while essential for the student’s economic wellbeing, is no longer
“good enough” for work force development in the 21st century. Preparing students to attain
“industrial based certifications”, “career clusters”, and “career and technical education
endorsements” has become a vital mission of Calcasieu high schools.
The District Self-Study Process
The District Self-Study Process began in fall of 2006 with the School System approving the
application for District Accreditation. The district formed a steering committee of thirty-six
members, comprised of different groups of stakeholders. This team guided the dissemination
of information and collection of input with other stakeholders throughout the district.
Standards committees were formed with a chair being a member of the subcommittee. Along
with the chair, school and district administrators, parents and board members comprised the
seven standards committees. These committees reviewed standards and gathered evidences
showing how the Calcasieu Parish School System meets the specific standards. The
information provided in the Standards Assessment Report was collected from input from the
following groups:
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Calcasieu Parish School System
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Central Office Staff Members
Principals
Assistant Principals
Superintendent
Parents
Community and Business Partners
Information in the Standards Assessment Report was then integrated by the district’s
facilitator for District Accreditation. The team followed a timeline to ensure that input and
information was compiled to complete the Standards Assessment Report. The facilitator
discussed information relating to the district accreditation process at monthly principal
meetings and other leadership meetings.
This process has led us to the Quality Assurance Review Team visit. We look forward to
having the team visit and give us feedback as to how we can make our school system even
better as we work toward meeting the needs of and providing a quality education for all
students.
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Calcasieu Parish School System
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Section 2
Standards Review
Standard 1
Vision and Purpose
Standard 2
Governance and Leadership
Standard 3
Teaching and Learning
Standard 4
Documenting and Using Results
Standard 5
Resources and Support Services
Standard 6
Stakeholder Communications and Relationships
Standard 7
Commitment to Continuous Improvement
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Calcasieu Parish School System
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Standard 1: Vision & Purpose
STANDARD: The system establishes and communicates a shared purpose and
direction for improving the performance of students and the effectiveness of the system.
1.1
1.2
1.3
1.4
1.5
1.6
Establishes a vision and purpose for the system in
collaboration with its stakeholders
Communicates the system’s vision and purpose to build
stakeholder understanding and support
Identifies system-wide goals and measures to advance the
vision
Develops and continuously maintains a profile of the system,
its students, and the community
Ensures that the system’s vision and purpose guide the
teaching and learning process and the strategic direction of
schools, departments, and services
Reviews its vision and purpose systematically and revises
them when appropriate
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Calcasieu Parish School System
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Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Operational to Highly Functional
X
X
X
X
X
X
Focus Questions
1. What is the process for establishing and building understanding of and
commitment to the vision statement among the school system and its
stakeholders?
The vision, mission, and core values are the materials needed to build a solid
foundation for a school district, and this foundation must be formed with the
assistance of all stakeholders. The Calcasieu Parish School System’s vision, mission,
and core values were developed through a collaborative process that involved input
from multiple stakeholders. Through this collaborative process, a vision that “all
children are important to us” emerged along with a mission statement to “provide a
quality education for all students.” Moreover, stakeholder input aided the district in
establishing the core values of visionary leadership, effective communication,
continuous improvement, respect for all, and high expectations.
The Calcasieu Parish School System communicates its vision, mission, and core
values in multiple ways. To communicate with stakeholders in an appealing, easy-toremember manner, Calcasieu Parish established a district dashboard. The concept of
the dashboard derived from the idea that although a vehicle has numerous
components, a vehicle’s dashboard includes what is most important to the operator of
the car. In the same way, Calcasieu’s dashboard is a visual representation that
includes the most critical gauges for the district. The gauges on Calcasieu’s
dashboard include the mission statement, core values, focus areas, and vision.
The district posted copies of the dashboard in all departments and schools, in the
board room, through local media, on the district’s web site, and in the district’s
publications like SHARE, Annual Report, and Quarterly Report. In addition, district
representatives met with all schools and district departments to assist them with
understanding the dashboard and identifying how they can become aligned with the
district’s “gauges.” All schools, district-level departments and the school board
developed a dashboard and action plan. Another method of communicating the
district’s vision and purpose includes the posting and tracking of schools’ goals that
are aligned with the district’s goals. Students’ Quality data binders and school
handbooks also include school goals and mission as well as the students’ personal
mission, goals, and action plan.
2. What is the system’s process for maintaining and using information that
describes the school system, its programs, services, and schools and their
performance?
Calcasieu Parish School System utilizes numerous methods to develop and maintain a
profile of its schools, students, and community. Through the district’s SHARE,
Annual Report, and Quarterly Report, schools and departments publish accolades.
These accomplishments are also reported in the media through newspaper articles and
inserts and on the local news stations. Moreover, the Data Processing, Child
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Calcasieu Parish School System
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Welfare/Attendance, Federal Programs, Grant, and Special Services Departments aid
Calcasieu Parish in maintaining a profile of key stakeholders. Multiple accountability
documents are also in place to maintain our stakeholder profiles; these documents
include reports from Scantron, School Improvement Plans, school report cards, the
District Report Card, students’ Quality data binders, schools’ posting and tracking of
progress on goals, and departments’ posting and tracking of progress on goals.
Another key way Calcasieu maintains stakeholder profiles is through our Partners in
Education Program. This program pairs schools with local businesses to provide
exciting opportunities for schools, businesses, and community leaders throughout
Calcasieu Parish to work together to enhance and improve the quality of education for
all students.
The district website provides a readily accessible overview of district information and
policies. All district programs have a link on the webpage to allow parents, students,
and potential patrons to look at the programs and contact information. An active link
for each school is also included on the district website. This allows the schools to
apprise parents and remind students of upcoming events, testing dates, important
speakers visiting the schools, and any other information of interest to parents. Within
the school websites a patron can go to an individual teacher’s webpage to find
information pertinent to that specific classroom. The teacher’s email address is also
included to allow electronic communication if selected by a parent as the easiest
method of contact. District policies are posted on the district webpage.
The Calcasieu Parish School Board convenes for a public meeting on the first
Tuesday of every month. Any deviation from this schedule is announced via media
services. An agenda is set each month. Any member of the audience may address the
board by signing a blue card and presenting it to the president of the board prior to the
meeting. Any citizen can place an item on the agenda by notifying the superintendent
in writing by at least ten days prior to the meeting. The newspaper media covers each
Board meeting and reports it on the following day.
3. How does the leadership ensure that the system’s vision, purpose, and goals
guide the work of the school system and its schools?
The Calcasieu Parish School System’s goals and measures were developed through a
collaborative process that involved input from multiple stakeholders. These
stakeholders established four focus areas: high academic achievement, stakeholder
satisfaction, safe/productive environment, and operational efficiency.
To measure high academic achievement in an on-going manner rather than just on a
yearly basis using the district and school report cards, the district implemented the
Scantron program for English and math in grades 3-10. This program assesses
students multiple times during the school year and generates data that can be viewed
by the teacher, principal and all curriculum-based district employees. In addition,
high academic achievement is measured through each school’s improvement plan.
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Calcasieu Parish School System
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To measure stakeholder satisfaction, the district contracted with National Study of
School Evaluation (NSSE) to create, process, and report a survey for parents,
students, teachers, community members, and district level employees. The findings of
the surveys were placed on a CD for the district and for each school. A summary of
these survey results are also posted on the district’s website.
To measure the safe, productive environment focus area, all schools and departments
participate in frequent safety meetings and drills and have a Crisis Response Action
Plan. The schools and departments report their safety concerns and incidents to the
Risk Management Department, and these are tracked and reported by the Risk
Management Department.
Calcasieu Parish strives to attain sound fiscal management in all departments and
schools. This operational efficiency focus area is measured through the financial
audits and reports generated in this process. Moreover, all schools maintain a Fixed
Assets Inventory that is reported to curriculum directors. Textbook inventory is
conducted once a year and is reported to district-level directors. Federal and state
program monies, including grants, are also monitored through district-level personnel.
Calcasieu has multiple processes in place to ensure that the system’s vision and
purpose guide teaching and learning as well as the strategic direction of the schools,
departments, and services. The district dashboard includes the district’s focus areas,
core values, mission statement, and vision. All departments and schools have the
district’s dashboard posted. In addition, all departments and schools have also created
a dashboard and action plan to align under the district. Other methods in our district
that drive the vision, purpose, and direction are monthly principals’ meetings,
Scantron, curriculum consultants, departmental meetings, school improvement plans,
NSSE survey, SACS Annual Review visits for all schools, New Teacher Academy,
Louisiana Teacher Assistance and Assessment Program (LaTAAP), Comprehensive
Curriculum, Quality/Continuous Improvement Department, and evaluations for all
employees.
4. What process is used to ensure that the vision and purpose of the school system
remain current and aligned with the system’s expectations in support of student
learning and the effectiveness of the school system and its schools?
To systematically review and revise the district’s vision and purpose, Calcasieu
Parish School System plans to revisit the dashboards and action plans for all schools
and departments annually. The revised dashboards and action plans will reflect data
gathered from the NSSE stakeholder survey as well as feedback gathered at
principals’ meetings, school SACS visits, departmental meetings, and school
improvement plans.
Annual review of the district’s, departments’ and schools’ improvement plans ensures
that the district stays focused and aligned to current board expectations, current
research and public expectations. The district reviews performance results in relation
to ever changing state requirements especially in the area of student achievement.
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Calcasieu Parish School System
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The district continues to increase student expectations as we focus on continuous
improvement. The vision and purpose of the district consistently focus on excellence
in all areas of operation.
Beginning in the 2007-08 school year, SACS CASI standards in all schools will be
monitored by a district team on a rotating basis. All schools were visited in the first
year. One-fifth of all schools will be visited each year beginning with the 2008-09
school year. The review teams will conduct interviews to determine the level of
adherence and alignment to the accreditation standards of quality schools and
districts.
Essential Artifacts:
Located on Flash Drive:
Annual Site Review Form
District Annual Report
District Composite Report
District Demographic and Community Profile Information
District Vision and Mission Statement
District Goals/Dashboard
NSSE Stakeholder Satisfaction Survey Results
Quarterly Report
School Board Goals/Dashboard
SHARE Newsletter (Archived on the web at http://www.cpsb.org/System/board/share)
Superintendent Goals/Dashboard
Located on the Web:
Department Goals/Dashboards
School Goals/Dashboards
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Calcasieu Parish School System
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Standard 2: Governance & Leadership
STANDARD: The system provides governance and leadership that promote student
performance and system effectiveness.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Establishes and communicates policies and procedures that provide
for the effective operation of the system
Recognizes and preserves the executive, administrative, and
leadership authority of the administrative head of the system
Ensures compliance with applicable local, state, and federal laws,
standards, and regulations
Implements policies and procedures that provide for the
orientation and training of the governing board
Builds public support, secures sufficient resources, and acts as a
steward of the system’s resources
Maintains access to legal counsel to advise or obtain information
about legal requirements and obligations
Maintains adequate insurance or equivalent resources to protect its
financial stability and administrative operations
X
X
X
X
X
X
X
In fulfillment of this standard, the system has leadership that:
2.8
2.9
2.10
2.11
2.12
2.13
Provides for systematic analysis and review of student performance
and school and system effectiveness
Creates and supports collaborative networks of stakeholders to
support system programs
Provides direction, assistance, and resources to align, support, and
enhance all parts of the system in meeting organizational and
student performance goals
Provides internal and external stakeholders meaningful roles in the
decision-making process that promote a culture of participation,
responsibility, and ownership
Assesses and addresses community expectations and stakeholder
satisfaction
Implements an evaluation system that provides for the professional
growth of all personnel
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Calcasieu Parish School System
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Highly
Functional
Operational
In fulfillment of this standard, the system operates under the
jurisdiction of a governing authority that:
Emerging
INDICATORS
Not Evident
District Rating: Operational
X
X
X
X
X
X
Focus Questions
1. What is the process for establishing, communicating, and implementing policies
and procedures for the effective operation of the school system and its schools?
Calcasieu Parish School System is a very complex system which understands that its
successes are dependent upon how well its policies and procedures are understood by
its various stakeholders. The Calcasieu Parish School System is dedicated to
providing all its employees, the community, and local business and industry the
information needed to continue to be a system with a commitment to continued
growth. A policy is established based upon state laws and stakeholder needs.
Policies generated from state laws or local needs are written by a committee
composed of employees and other stakeholders. These policies are presented to the
school board for approval, reviewed by an approved outside entity, and then
communicated to the system’s employees and to the community stakeholders through
the Policy Manual.
The Policy Manual is available on the Calcasieu Parish School System web site, in
the Calcasieu Parish School System offices, and all Calcasieu Parish schools. Other
means of communicating policies and procedures are provided through the Calcasieu
Parish School System Public Relations office which works closely with the media and
through dissemination of the Annual Report of the Calcasieu Parish School System.
Other policies and procedures such as the Personnel Evaluation Plan, the Pupil
Progression Plan and the Student Code of Conduct are communicated through
employee, student, and community meetings which are generally held at the
beginning of the school year. The documents are evaluated by committees of
employees and other stakeholders. Changes are communicated through workshops
held by the Human Resources Office, designated employees within the system, and
school level personnel. They are also available on the school system’s web site,
printed for distribution, and communicated through local media. When immediate
communication of policies and procedures is necessary, the superintendent can send
an immediate message to all parents and employees within the system through the
ConnectEd telephone system.
The Louisiana Revised Statute 17:52 includes the school superintendent’s authority.
The superintendent of CPSS keeps the board well-informed about the internal
organization and operations of the system reporting to them throughout the year. The
superintendent has established a board committee to write system-wide goals and
objectives based on data to drive direction for the system. These goals along with
established policies and job descriptions allow the superintendent to set direction and
implement procedures preserving his leadership authority as administrative head of
the system.
The system’s various departments and schools, under the leadership of the
superintendent, strive to work effectively and efficiently gauging their efforts by the
results generated from standardized tests, numerous surveys, and locally generated
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Calcasieu Parish School System
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assessments. Each department and every school establishes a vision for success along
with clearly defined and attainable goals. The elements for success are posted at
every site on a dashboard as daily reminders to employees and community members
of the intent to impact that department or school effectiveness through an aligned
purpose.
Educational Policies are based on the State Bulletin 741. This provides state
regulations for the education of students at all levels. The Calcasieu Parish School
Board obtains legal representation from the District Attorney’s office to ensure
compliance with federal, state, and local legislation. The attorney is on hand at
School Board meetings for questions, verification, and explanations. All policies are
reviewed by legal representatives before implementation. Internal auditors are also
on staff to monitor compliance with all laws.
At the district level, the Accountability Department provides a systematic analysis of
student cognitive data to the superintendent and all personnel in the Curriculum and
Instruction Department. School leadership teams led by the principal meet with the
Accountability Consultant several times during the year to do an analysis of student
data to prepare School Improvement Plans designed as a map for improved student
performance in individual schools.
In addition to standardized tests, the system has implemented Performance and
Achievement tests from SCANTRON. The Performance Series is used as a baseline
at the beginning of the school year and as an indicator of growth in May. Twice
during the year, the Achievement Series is administered to chart benchmark growth.
A consultant in the Assessment Department as well as consultants and curriculum
specialists in the Curriculum and Instruction Department assist schools in the analysis
of student performance based on these tools. Individual student, as well as school and
district goals are established and results monitored based on the data generated.
2. What process does the system’s leadership use to evaluate system effectiveness
and its impact on student performance?
The Calcasieu Parish School Board provides orientation for board members at the
beginning of each term. Also, yearly board retreats are held for members. Board
members also attend LSBA/NSBA conferences. Legal Counsel from the Office of
the District Attorney is available at every board meeting for questions, verification,
and clarification about local, state, and federal regulations and legislation. The State
Board of Ethics is also used as a resource when appropriate.
An emphasis on results is what drives the system’s leadership. The system’s various
departments and schools, under the leadership of the superintendent, strive to work
effectively and efficiently while gauging their efforts by the results generated from
standardized tests, numerous surveys, and locally generated assessments. All school
and department leaders have been trained in Total Quality and use various elements
as applicable to the necessary processes that will affect results. Through this
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Calcasieu Parish School System
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implementation our school district focuses on aligning processes, reducing rework,
making data-based decisions, and meeting or exceeding customer expectations. The
responsibilities of the Quality Department are to articulate the focus areas through
training for Calcasieu employees, school visits, and support for district departments.
Overall, Quality in Calcasieu is an aligned improvement initiative that extends from
the individual students to our district level. Each department and every school
establishes a vision for success along with clearly defined and attainable goals. These
elements for success are posted at every site on a dashboard as daily reminders to all
stakeholders of the intent to impact that department or school effectiveness through
an aligned purpose.
3. In what ways are stakeholders, including system and school staff, given
opportunities to provide leadership and to contribute to the decision-making
process?
The Calcasieu Parish School Board provides for public forums and meetings to
discuss and answer questions and concerns about Bond Propositions, Tax Renewals,
and other budgeting issues. Accounting and purchasing procedures are set by the
board according to the District Annual Financial Report. The financial officer
provides up-to-date budget guidelines. A Bond Issue Election Process is in place and
is followed when appropriate. The school system also provides a Sales Tax
Department for collection and appropriate handling of local sales tax funding. A
budget reserve (presently 8% of projected revenues for year) is set aside and
maintained each fiscal year.
The Financial Statement for CPSS is published in the Annual Report. The Calcasieu
Parish School Board obtains legal representation from the District Attorney’s office
to ensure compliance with federal, state, and local legislation. The counsel is
available at school board meetings for clarification. The counsel is also available for
consultation on legal matters concerning stakeholders and school activities. Calcasieu
Parish strives to attain and maintain sound fiscal management in all departments and
schools. The Calcasieu Parish School System follows a budget process which
includes district and school level monitoring by both internal and external auditors
designed to meet local, state, and federal guidelines.
The Calcasieu Parish School System holds and maintains Property and Casualty
Insurance to protect financial resources and stakeholders.
Calcasieu Parish School System believes that leadership is embedded in the
community as a whole with shared responsibility and shared decision-making. It
involves many opportunities to generate ideas, create new actions, and to reflect upon
the work of the system. Change, leading to improved results, is a collective endeavor
supported through the development of leadership skills. Every stakeholder is
regarded as a trusted colleague as the effectiveness of the system is examined in the
quest to fulfill the purpose of the system. Employees as well as members of the
community are included in the establishment of new policies through online surveys,
media information, and committee involvement. When updating documents such as
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Calcasieu Parish School System
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Job Description Guidelines, the Pupil Progression Plan, or District and School
Improvement Plans, stakeholders actively participate.
To measure stakeholder satisfaction, the district contracted with NSSE to create,
process, and report a survey for parents, students, teachers, community members, and
district level employees. The findings of the surveys were placed on a CD for the
district and for each school. The district also hosted webinars presented by NSSE
associates for all school administrators. The webinars provided guidance in analyzing
the survey results. Through the use of a Snapshot Analysis tool, administrators
organized the survey data which assisted each school in identifying strengths and
areas for improvement.
4. What policies and processes are in place to ensure equity of learning
opportunities and support for innovation?
District leadership ensures that all staff has learning opportunities available to them.
District-wide professional development is available through the Curriculum and
Instruction Department, as well as other departments, to all district staff at no charge
and offered in locations throughout the district. Training is provided both during and
after contract hours. Teachers participating in training beyond contract hours are
offered stipends. Teachers are required to develop and implement an Individual
Professional Growth Plan designed to align professional growth goals with school
improvement goals as well as to continually update them on the most current
innovative instructional strategies. Innovative strategies are also shared at school
faculty meetings, principal meetings and school department meetings. Districtoffered training supports major district goals and initiatives.
Representatives from all stakeholder groups are included in the establishment of new
policies, review of school improvement plans, updating of district guidelines, etc. All
stakeholders can go online to the school system’s web mail to express concerns, ask
questions, or make suggestions. At each meeting of the school board, the
superintendent recognizes individual and team accomplishments. These
accomplishments are also recognized through the media, SHARE Newsletter, the
Calcasieu Parish Web Page, and an Annual Report.
Each month principals are invited to participate in “Wayne’s World” where they are
given the opportunity to have a face to face open dialogue with the superintendent.
The local evaluation system was developed by a committee of stakeholders and is
reviewed each year. It is based on State Components of Effective Teaching which
includes a component for professional growth of educators. Innovative initiatives and
professional growth are encouraged and supported by a visionary superintendent,
numerous professional development opportunities for employees, the grant
department, and funding from the school board.
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Calcasieu Parish School System
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Essential Artifacts:
Located on Flash Drive:
District Annual Report
District Annual Financial Report
District Organizational Chart
Personnel Evaluation Forms/Professional Growth Plan Form
Plan A for Personnel Evaluation
Pupil Progression Plan
Located on the Web:
Bulletin 741
District Policy Manual
Student Code of Conduct
Louisiana State Board of Ethics
Louisiana Revised Statute 17:52
Components of Effective Teaching
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Calcasieu Parish School System
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Standard 3: Teaching & Learning
STANDARD: The system provides research-based curriculum and instructional
methods that facilitate achievement for all students.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Develops, articulates, and coordinates curriculum based on
clearly- defined expectations for student learning, including
essential knowledge and skills
Establishes expectations and supports student engagement in
the learning process, including opportunities for students to
explore application of higher order thinking skills and
investigate new approaches to applying their learning
Ensures that system-wide curricular and instructional decisions
are based on data and research at all levels
Supports instruction that is research-based and reflective of
best practice
Supports a curriculum that challenges and meets the needs of
each student, reflects a commitment to equity, and
demonstrates an appreciation of diversity
Allocates and protects instructional time to support student
learning
Maintains articulation among and between all levels of
schooling to monitor student performance and ensure
readiness for future schooling or employment
Supports the implementation of interventions to help students
meet expectations for student learning
Maintains a system-wide climate that supports student learning
3.10 Ensures that curriculum is reviewed and revised at regular
intervals
3.11 Coordinates and ensures ready access to instructional
technology, information and media services, and materials
needed for effective instruction
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Calcasieu Parish School System
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Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Highly Functional
X
X
X
X
X
X
X
X
X
X
X
Focus Questions
1. How does the system ensure the alignment and articulation of curriculum,
instructional strategies, and assessments in support of the expectations for
student learning?
Calcasieu Parish has been proactive in school improvement efforts and enjoys a
reputation for excellence throughout our state. The district has provided a
comprehensive curriculum that supports its mission to provide a quality education for
all students by providing academic excellence in a safe environment.
In accordance with No Child Left Behind, the Louisiana Department of Education
(LDE) introduced Reaching for Results in 1997 by providing the Louisiana State
Content Standards and Benchmarks for grades 4, 8, 10, and 11. The standards provide
descriptions of what students should know and be able to do in the areas of English
language arts, mathematics, science, and social studies at these designated grade
levels. LEAP21 criterion–referenced tests were given in 1998-1999 in grades 4 and 8
in English language arts and math only; Iowa norm-referenced tests were
administered in grades 3, 5, 6, 7 and 9. The following year social studies and science
were added to the LEAP21 tests, and LEAP21 became high stakes for grades 4 and 8.
In 2000-2001, the LEAP21 criterion-referenced testing was administered in grade 10
in English and math. The following year it was extended to include social studies and
science for grade 11 students. In accordance with federal mandates for accountability,
the Iowa tests were enhanced to become criterion-referenced tests by adding items to
increase the rigor and to match the Grade Level Expectations (GLEs) that were
implemented in 2004. These became known as the “Augmented Iowa” (or iLEAP).
Selected LEAP21 items have been released annually in printed form from the
Louisiana Department of Education since 2000 and are available online at
www.louisianaschools.net. These items support student learning as it addresses the
GLEs.
Several curriculum consultants and teachers have served and continue to serve on
LDE committees for developing LEAP/iLEAP/LAA1/LAA2 assessment items, range
finding, writing the Louisiana Comprehensive Curriculum, developing the Grade
Level Expectations, and working with EAGLE (Enhanced Assessment of GradeLevel Expectations.) These individuals provide an invaluable resource to our system
as leaders supporting the implementation processes.
The Comprehensive Curriculum was piloted in 2003-2004. It became available
online in April 2005. During the spring 2005, Calcasieu conducted district-wide
professional development dedicated to the Comprehensive Curriculum. An updated,
online version of the Comprehensive Curriculum became available May 1, 2008.
Calcasieu teachers have printed copies of the Comprehensive Curriculum guides, and
the district is in process of increasing electronic format access. BlackBoard helps
provide teachers with links for further support in the area of curriculum. Standards are
specific with clearly defined expectations, and provide suggested activities and
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Calcasieu Parish School System
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experiences. Parish adopted textbooks are correlated to the Comprehensive
Curriculum and GLEs. The curriculum helps to align expectations by providing
consistency throughout the parish and state.
Students identified for the LAA1 are in an instructional program which emphasizes
life skills and functional applications of the general curriculum.
The Pre-Kindergarten program has supported our efforts to raise the bar in primary
grades. The program’s goal is to provide a high quality early childhood education
program for three and four year old children. Early childhood programs provide
experiences that allow children to prepare socially, cognitively, and physically by
connecting home and school. The curriculum emphasizes developmentally
appropriate activities that are outlined in the National Association for Education of
Young Children, Head Start Outcomes, Grade Level Expectations for Pre-K, the
Louisiana Standards and Benchmarks for Four Year Olds, and the Comprehensive
Curriculum. In 1988 the school district started with three classes of preschool for
four-year-olds in Title I schools. In 2005, the school system became the grantees for
the Head Start program which services three-year-olds. The school system currently
has 81 classes of four-year-olds and 24 classes of three-year-olds. Results of the
iLEAP scores confirmed that the gains made in pre-kindergarten children carried over
to third grade children. Beginning with three classes in 1988, Pre-K has outperformed
in national average, allowing the district to raise the bar of expectations.
Efforts are constantly being made to align curriculum, instruction, and assessment in
order to maximize student learning. The Louisiana Department of Education, CPSS
Curriculum and Instruction Department, district schools and teachers continue to
align the GLEs, the Comprehensive Curriculum and other resources as curriculum
updates and textbook adoptions are implemented. Lessons and assessments directly
aligned with the Louisiana Comprehensive Curriculum and the GLEs have been
developed for classroom instruction and are shared via BlackBoard. Vertical Team
training was provided in 2007 for middle and high school teachers, in the four core
disciplines-English, math, science, and social studies-and was conducted by
consultants with the College Board with additional training planned for 2008 and
2009. The elementary gifted teachers are in the process of compiling a resource
binder that will combine the necessary skills, activities, strategies, and units which
will enhance the elementary gifted program.
The Calcasieu Parish School System has a strong commitment to the future of its
students. This focus on assisting with the development of the local workforce is
exhibited in a variety of ways.
•
Career and technology courses offer students opportunities to participate in
Cooperative Education Employment and business internships. This gives
students the necessary hours to get a Career and Technical endorsement on
their state diploma.
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Calcasieu Parish School System
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•
•
•
•
The Senior Project course is designed to engage students in a specific
research project that includes collecting and analyzing data, a field study
including job shadowing and apprenticeships, and a formal presentation to
summarize findings and conclusions. Senior project also provides for
students to earn an Academic Endorsement on their state diploma.
Credit Recovery offers opportunities for struggling students. All
career/technical courses are based on business and industry standards. All
courses offered must lead to certification.
Students and staff are able to use the E-Portal website sponsored by the
Louisiana Department of Education to assist with career planning and
preparation.
Ninth Grade Academies in CPSS build sustainable academic success for all
freshmen. The academies are designed to build a bridge between the eighth
and ninth grades through curriculum alignment and increased communication
between the middle and high schools. The academies offer professional and
collaboration opportunities for teachers, provide a support system for
freshmen, and create small learning communities for ninth graders. Most
learning communities are designed to become a school within a school to
allow the freshmen a more isolated, manageable learning environment. Some
schools have instituted Freshmen Advisors who oversee a small group of
students by meeting frequently to discuss students’ grades and their overall
adjustment to high school. The Classroom Clinic is another intervention that
is being utilized through the Freshmen Academy. The Classroom Clinics are
designed to serve as an early intervention program to keep all freshmen on
track to succeed in their courses. Schools who have instituted the Freshmen
Academy anticipate many positive outcomes such as: an increase in ninth
graders’ promotion rate, a decrease in ninth graders’ drop-out rate, an
increase in ELA and math iLEAP scores, a decrease in ninth graders’
discipline referrals, and an increase in ninth graders’ overall well-being in
high school.
System-wide intervention programs are being developed, expanded and implemented
at high schools to address the total number of dropouts and the excessive number of
course failures that directly impacts the dropout issue. Included is a computerized
Credit Recovery intervention that addresses both academic and attendance issues. The
district is also seeking Calcasieu teachers with exemplary academic intervention
programs within their classroom. These teachers will become models and mentors
for the development of school-wide intervention programs through out the district.
Graduation coaches have also been placed at four high schools that historically have
high dropout percentages. An “early warning system” (EWS) is being developed.
The EWS will periodically provide high schools with a list of students who are at
high risk of dropping out. This EWS will use factors such as age, GPA, discipline
and attendance to track students. The district is seeking exemplary dropout
interventions models at individual high schools. These models will assist in
establishing effective interventions district-wide.
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A growing emphasis on the “Graduation Index” component of the high school
performance score has led to Calcasieu Parish expanding curriculum in support of
scholarship qualification (TOPS and TopsTech), Academic Endorsements, Career and
Technical Education Endorsements, Industrial Based Certifications, GED programs
and Options Programs. In support of the Graduation Index, there has been targeted
growth in Advanced Placement courses, dual enrollment courses (McNeese
University and Sowela Technical College), the career/technical curriculum and the
Options curriculum.
A high school extension learning center has been established at the Lake CharlesBoston Academy of Learning site in support of filling curriculum gaps for high
school students throughout Calcasieu Parish. Specialized courses not readily
available on traditional high school campuses are provided. Advanced, CTE (Career
and Technical Education), fine arts and distance learning courses are available at the
extension learning center during the school day as well as in the evenings and
summer time. This effort will also enhance the Graduation Index and thereby grow
performance scores for high schools.
CPSS also utilizes Scantron, which is a technology-based assessment that allows
educators to find solutions to help students meet with success. Scantron measures
student progress on a continuous scale across a wide grade span. It can predict
student performance on high-stakes summative state tests, as well as provide
benchmark tests taken either online or off line. This system allows the district to
collect and report results in real time. Scantron analyzes the results according to state
standards and NCLB categories as well as custom criteria.
2. In what ways does the system promote and support the implementation of
research-based instructional strategies, innovations, and activities that facilitate
achievement for all students?
CPSS is a Quality-based school system and ensures that system-wide curricular and
instructional decisions are based on data and research at all levels. There are a variety
of programs and resources that are utilized to ensure that the decision making for
curriculum implementation and evaluation is data driven. Our district has chosen to
follow the state developed Comprehensive Curriculum. The evaluation of curriculum
implementation effectiveness is facilitated through the use of the following:
ƒ
ƒ
ƒ
Use of summative data (LEAP, iLEAP, GEE)
Use of formative data (Scantron, benchmark assessments, classroom
assessments, data, DIBELS etc.)
Use of a Quality tool PDSA (plan, do, study, act)
CPSS has implemented an assessment program offered by Scantron which includes
both a Performance and Achievement series that are directly tied to the GLE’s. The
process of implementing this parish-wide program has involved extensive
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Calcasieu Parish School System
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professional development training. In addition, Scantron provides for the district
level administrators a technology-based assessment tool to effectively help meet the
needs of teachers and principals. The elementary, middle, and high school
curriculum departments meet with principals, curriculum assistants, and teachers to
further analyze the Scantron data for their school and develop instructional strategies
for teachers to use with their students. School principals know exactly how their
school performed through the Scantron results, and they are able to direct the teachers
to address the weaknesses. Each school has a Scantron lead teacher who shares the
information with the rest of the faculty. Since teachers get immediate feedback on
student progress, teachers can change the direction of instruction as needed. Our
system has redesigned the use of in-service days to allow teachers the opportunity to
review results and plan/adjust instruction accordingly. The Special Education
program also utilizes the information obtained from Scantron to help students meet
with success.
The Accelerated Reader (AR) program has built-in assessments that are used
throughout the district. Schools may elect to utilize the STAR reading assessment to
determine reading levels for the AR program.
CPSS has an Accountability Specialist who works with administrators and
representatives from every school to review test data and trends in ELA, math,
science, social studies, attendance, and dropout rates. Many schools meet with the
Accountability Specialist up to three times a year. Schools follow the Trend Data
Analysis Template, as required by the state, which is reflected in the School
Improvement Plan. Through the use of the Trend Data Analysis template, schools
can identify strengths and weaknesses. Using that information assists schools in
creating the goals needed for making appropriate curriculum choices and guides them
in the selection of professional development focuses.
This study drives the
instructional design for the next year.
The Pupil Appraisal School Psychologists and Educational Diagnosticians use a
multidisciplinary approach to collect data to show a picture of the students’ strengths
and weaknesses. Decisions made for placement and instruction are based off of an
analysis of this data.
CPSS collects data routinely through the use of surveys completed on the parish
Blackboard site. These survey results are used to evaluate programs, strengths,
weaknesses, knowledge, and other topics. Parent and student surveys are used to help
evaluate the effectiveness of the gifted program. Student needs surveys are used with
high school students to assist in planning the direction of future Advanced Placement
(AP) courses in the schools and offered at the Lake Charles-Boston Academy of
Learning.
All Title I schools have CAI labs which offer the Successmaker Program. Some of
the aspects of this program are:
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Calcasieu Parish School System
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•
•
•
•
IPM: Initial Placement Motion diagnostic tool that determines the appropriate
instructional level for each student.
Answer Pattern Response: Analysis feature that is capable of determining
when learning has actually occurred.
Intelligent Tutor: Incorporates information from the answer pattern response
analysis to adjust the system to each learner’s needs at a particular moment
and provides multiple opportunities to master an objective through sequential
practice, prerequisite instruction, or tutorial assistance.
On demand reporting: Teachers can quickly and easily monitor student
progress with robust selection of reports available through the Results
Manager. Teachers can select a variety of reports that show student overall
performance in a course, areas in need of improvement, a global overview of
group progress, and prescriptive reports that forecast time needed by
individual students to reach instructional goals.
Some of the reports that are available to the Lab Manager as well as teachers and
principals through the Results Manager include:
•
•
•
•
•
•
Course Report: Comprehensive picture of the time spent, average level, gain
to date, areas for improvement, and performance level in key areas of mastery,
providing the data needed to drive instruction
Cumulative Gains Report: Student growth in a course
Cumulative Performance Report: Individual student progress as it relates to
the activity of a larger group
Grouping by Areas of Difficulty Report: Promotes small group instruction
Cumulative Gains Report: Up to date summary of student progress which is
great for parent involvement
Prescriptive Scheduling Report: Forecasts time needed to reach established
goals in math or reading.
CPSS continually strives to support instruction that is research-based and reflective of
best practice. Various initiatives have been used to implement research-based
programs for the purpose of improving instructional practices.
The School Improvement Plan drives the instructional strategies and activities
because it is based on the individual needs of the schools. These needs have been
identified based on a needs assessment of each school and the action plan for each
school. In order for a school to create an effective SIP, small-group workshops on
writing SIPs are provided. Schools are guided in selecting appropriate research-based
strategies of which becomes the focus of the SIP.
When designing and employing instructional strategies and activities that are
research-based, all pilots and implemented practices are carefully monitored by
departments. After much analysis, data driven decisions are made on the strength and
the effectiveness of the program.
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Calcasieu Parish School System
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The use of Scantron allows teachers to know where to begin teaching students from
the first day of school - specific information that ties directly to the Louisiana
Standards and GLEs. Teachers can easily manage the data and access real-time
results so that they can make better informed decisions about instructions.
Teachers analyze test results for their classes at end of the year in order to reflect on
the effectiveness of their instructional practices. At the beginning of the new year,
teachers analyze test data of the current students in order to plan for individual
strengths and challenges.
Aztec software is used to assist Options students with GED (Graduate Equivalency
Diploma) preparation. The software assesses student competencies and provides
student instruction and data to assist the classroom teacher with direction to help the
student meet GED requirements.
The use of job-embedded professional development with Lead Teachers, Master
Teachers, Administrative Interns, and whole-faculty study groups in many schools
helps promote curriculum which involves students in the learning process utilizing
higher order thinking skills.
Vertical teams have been introduced and are being encouraged in the school district.
A vertical team is a group of middle school and high school teachers (usually teachers
of grades 7 through 12) in a given content area who work cooperatively to develop
and implement a vertically aligned program aimed at helping students acquire the
academic skills for success in the Advanced Placement (AP) program. Students are
introduced in a consistent fashion to essential concepts, skills, and habits of mind
required for success in AP courses and in college.
In addition to understanding the concept of working as a vertical team, teachers on
the team are acquainted with the concept of Pre-AP. The Pre-AP objective is to equip
all middle and high school teachers with the strategies and tools they need to engage
their students in active, high-level learning, thereby ensuring that every middle and
high school student develops the skills, habits of mind, and concepts they need to
succeed in college.
The CPSS supports a curriculum that challenges and meets the needs of each student,
reflects a commitment to equity, and demonstrates an appreciation of diversity.
Grades K-3 provides remediation programs, early intervention programs and after
school tutoring programs. Parish-wide diversity is achieved by having the flexibility
in our system to allow attendance at other schools which can better meet the needs of
students. Individual schools implement team meetings and encourage collaboration
in order to provide equal, quality instruction. Most elementary schools have a
common planning period according the grade level. In the middle schools and high
schools, when planning is not available during the school day, time is scheduled for
afternoon collaboration in order to increase instructional effectiveness.
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Information concerning application for enrollment in the gifted program is dispersed
to all schools each year. The gifted program implements parish-wide screening
through the Kindergarten Readiness Test and Iowa Tests of Basic Skills (ITBS) in
Grades 1 and 2. In addition, CPSS has put into place a Disproportionality Committee
whose purpose is to ameliorate disproportionality in all the areas of special education,
of which gifted is a part. Special emphasis has been placed on identifying and
placing minority students in the gifted program. An action plan is in the process of
being developed by the CPSS which will address the issue of disproportionality, its
correlates and achievement gap issues.
All secondary schools are serviced by the Lake Charles-Boston Academy of
Learning. The academy has four major components: Career and Technical Education
Academy, Fine Arts Academy, Advanced Studies Academy, and Distance Learning
Academy. Through these resources, Calcasieu’s secondary schools curriculum
continues to demonstrate a commitment to equal and quality education for all. High
school students may also enroll in dual enrollment courses sponsored by McNeese
State University and SOWELA Technical Community College. Students also earn
articulated credit in a number of Career & Technical Education courses through
agreements between the CPSS and SOWELA Technical Community College.
Information programs concerning the Advanced Placement classes are held at each
high school for all college-bound students during the school day, with follow-up
meetings for the parents.
As a result of the implementation of Louisiana High School Redesign, incoming
freshmen for the 2008-2009 school year will be required to follow the Louisiana Core
4 Curriculum for a minimum of two academic years. At the conclusion of two
academic years, with a parental conference and written parental consent, the student
may leave the LA Core 4 Curriculum of the recommended graduation requirements
and enter the LA Core Curriculum with minimum requirements for graduation.
Further implementation of the elements of Louisiana High School Redesign will be
followed in the school years 2010-2011 and 2011-2012.
Our school district provides a Foreign Language program (French or Spanish) to
academically able students in fourth through eighth grades in twenty-five elementary
schools and fourteen middle schools. Foreign languages are taught thirty minutes
daily throughout the entire school year in grades four and five, and one hundred fifty
minutes per week throughout the entire school year at the middle and high school
levels. All schools offer some form of foreign language instruction to their students.
Instruction emphasizes listening and speaking in the early years and builds gradually
towards reading and writing in the middle and high school years. German via
satellite and Latin classes are also part of our language program. Students are given
the opportunity to pass foreign language credit examinations for Carnegie Units at the
end of their eighth grade year.
The CPSS sponsored Immersion programs are the oldest and most prestigious in the
state of Louisiana. These articulated partial immersion programs begin in
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kindergarten and continue through high school. The program is open to average and
above average students from different socio-economic and ethnic backgrounds. The
program is designed to produce bilingual speakers of its participants while providing
them instruction in the normal Louisiana core curriculum. There are currently three
elementary French Immersion Programs and one elementary Spanish Immersion
Program in the CPSS. The middle school immersion program consists of instruction
in two academic courses, language arts and social studies, in the French or Spanish
language in grades six, seven and eight. There are currently two middle school
French Immersion programs and one middle school Spanish Immersion program.
Two high schools continue the French and Spanish Immersion programs in the
district. These immersion students are functionally bilingual and allowed to follow or
continue their advanced education in a French or Spanish institution of higher
learning.
Calcasieu Parish is also aware of the growing number of Limited English Proficient
students in our school community. The goal of the English as a Second Language
(ESL) program is to assist these students in their academic learning. The World
Languages department works with students and teachers in providing an instructional
program and a learning environment that will enable each student in the system to
master English language skills appropriate to age, grade level, and individual
capacity. Identifying these students and keeping accurate records enables the district
to provide the necessary services regardless of native culture and language. Cluster
sites have been established for the 2008-09 school year at four school sites across the
district. These programs will offer support services to the Limited English Proficient
students at each school.
3. What processes are implemented to ensure that all staff members are wellprepared to support and implement the district’s expectations for student
learning?
Instructional time for each school is in accordance with requirements provided by the
Louisiana Department of Education as directed in Bulletin 741. Individual schools
and classroom schedules reflect minutes of instructional time in each subject area.
Administrative observations in the schools are performed in order to make sure that
there is optimal use of instruction time in the classrooms and required minutes for
each subject area are achieved. Administrators also monitor the flow of visitors into
the school, which not only acts as a safety measure, but also prevents interruption of
classroom instruction. In many schools, quality tools are used by teachers and
students to track and encourage attendance.
The Office of Child Welfare and Attendance helps support the schools in student
attendance. Our system puts a major focus on students’ attendance because learning
cannot take place when students are not present. This monitoring of attendance is
also important because student attendance is a factor in the School Performance
scores as well. Child Welfare and Attendance supervisors assist schools in making
home visits and sending correspondence to parents concerning student attendance.
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The CPSS data management system assists with this process by automatically
generating and printing reports for schools and letters to be delivered to parents of
students who are showing persistent signs of absenteeism. Our system also works
with the District Attorney’s office in addressing delinquent attendance by students.
The CPSS use of the Connect Ed service enables school administrators and selected
Central Office personnel to send voice messages to all parents and staff within
minutes. This system has proven to be an integral part of CPSS efforts to improve
student achievement and protect instructional time. It is our most effective means of
communicating important system and school information with the community.
For students with behavioral problems that require removal from the traditional
classroom setting, the CPSS has the Career Center (the middle and high school
alternative school) and the Calcasieu Alternative School for Elementary Students
(CASES). These facilities are used in order to provide instruction for students who
exhibit severe behavior problems, thus protecting instructional time for the other
students in the regular classroom. It also is a means of student discipline without the
student losing valuable instructional time.
All CPSS schools are required to develop a School Improvement Plan (SIP) using the
Trend Data Analysis Template. Aligned with the system’s mission to provide a
quality education for all students, the school-level SIP requires schools to identify and
assess strengths and weaknesses, develop and implement short-term and long-term
action plans to meet needs, and to evaluate the school’s progress in reaching
established goals and objectives. Most of the schools outline their efforts to provide
school-based intervention and remediation in their SIP, correlating funds from
various sources to meet expectations for student learning.
CPSS has a District Professional Development Plan that is based on the results of
students’ performance on state tests. The plan, which is revised annually, is premised
on high expectations for all teachers, administrators, and staff, assisting them in
developing the knowledge, skills and behaviors required to create learning
environments which enable all students to experience academic success and perform
at their own personal optimal levels.
All schools are required to have an intervention/remediation plan for all 4th/8th grade
students that scored Approaching Basic and/or Unsatisfactory on their ELA and math
LEAP tests or are repeating the 4th or 8th grade. This intervention/remediation can
occur during the school day or after school. In middle school, it occurs during the
school day. Some schools go farther by extending tutoring to other grade levels or by
having after school programs for those students who could score Mastery or
Advanced. All students unsuccessful on their 4th/8th grade Math/ELA tests are
offered a minimum of 50 hours LEAP summer school at no cost to the student.
Transportation is provided for all students, and meals are provided for all-day
students.
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Educators are trained and supported in the implementation of various
intervention/remediation programs, techniques and strategies to assist students in
overcoming educational deficits as follows:
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During the last eight years, all teachers in grades K-5 have been trained in the
use of Project Read, a multi-sensory structured language program for
instruction in the regular classroom. Teachers are trained in the use of
instructional strategies that will enable students to make abstract concepts
memorable and meaningful. Teaching to transfer is stressed so that these
concepts and skills become automatic and functional. Teachers in grades K-3
are trained in the Phonology strand, while teachers in grades four through
grade eight are trained in Report Form, Story Form, Linguistics and the
Comprehension strands. Support funding from Special Education provides
training and materials for special education teachers.
Kindergarten teachers have been trained based on highly researched
methodology from the Lindamood-Bell’s Phoneme Sequencing Program
(LiPS), adapted for the general education Pre-K through 2nd grade classroom
to prevent reading difficulties from occurring. Training thoroughly explores
the foundational skills of phonemic awareness through discrimination,
blending/segmentation and manipulation of individual sounds in words.
Teachers explore this explicit and systematic approach of developing and
connecting critical early pre-reading skills to their current phonics
programming. This intensive workshop provides a powerful preventative
supplemental tool as well as a remedial program for kindergarten teachers.
Louisiana Law for Education of Dyslexic Children (R.S.17:711) requires that
all children in K-3 be screened at least once for characteristics of Dyslexia,
ADHD (Attention Deficit Hyperactivity Disorder), and social/emotional risk
factors. Children with a qualifying disability are placed on an accommodation
plan to meet their needs. Children identified as dyslexic or demonstrating
characteristics of Dyslexia (if it is determined that the disability is affecting
classroom learning) must be provided with a multi-sensory structured
language program (Project Read, LANGUAGE) for a minimum of 30
minutes a day.
Students identified with disabilities that do not meet requirements under the
Individuals with Disabilities Education Act (IDEA) qualify for
accommodations within the classroom setting. After a thorough screening
and evaluation, the SBLC (School Building Level Committee) meets to
determine whether or not the child has a qualifying disability. An IAP
(Individual Accommodation Plan) is developed to guide the teachers in
providing accommodations on a regular basis in the regular classroom setting.
Using the trainer-of-trainers model, counselors are updated on a regular basis
on the procedures for identification and development of the IAP. School
personnel and administrators are responsible for overseeing the
implementation of the plans.
The district uses Response to Intervention (RTI), which is the practice of
providing high-quality instruction and intervention matched to student need,
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monitoring progress frequently to make decisions about change in instruction
and goals, and applying the child’s response data to important educational
decisions. RTI is a proactive tool that helps all students by reducing overidentification and examining and improving instruction. Training in
interventions is provided so that teachers are aware of how to utilize these
tools to help students.
Early Childhood Program—The program’s goal is to provide a high quality
Early Childhood Education Program for three and four year old children.
Early Childhood programs provide experiences that allow children to prepare
socially, cognitively, and physically by connecting home and school. The
curriculum emphasizes developmentally appropriate activities that are
outlined in the National Association for Education of Young Children, Head
Start Outcomes, Grade Level Expectations for Pre-K and the Louisiana
Standards and Benchmarks for Four Year Olds. All early childhood students
receive support services and specific screenings such as vision, speech and
hearing. The parish program is funded by LA4, Title I, the Board of
Elementary and Secondary Education (BESE) 8g programs and the funds.
The program offers before and after school care and transportation. The
Calcasieu Parish Early Childhood program has been recognized by the State
Department of Education with exemplary status as a pioneer district for the
LA4 preschool program. In 1988 the school district started with three classes
of preschool for four year olds at Title I schools. Since the emerging of
federal and state funds for early childhood programs the school system
currently has 81 classes of four year olds and 24 classes of three year olds.
The three year old classes are funded with Head Start funds and include five
sites. Four of the five sites are located on elementary campuses. The school
system was awarded the Head Start program in 2005.
Read 180, a reading intervention program for struggling readers, uses
adaptive instructional software, high-interest literature, and direct instruction
as the primary tools and instructional strategies. The program focuses on
enhancing skills in phonemic awareness, phonics, fluency, vocabulary, text
comprehension, spelling and writing. Read 180 is currently implemented in
two elementary, twelve middle, and four high schools.
Computer Assisted Instruction (CAI) Labs are available in most Title I
schools, providing opportunities for diagnostic, prescriptive, computer-based
instruction to support and enhance the academic program. SuccessMaker
Enterprise from Pearson Digital Learning is the software implemented in all
labs to provide students with intervention in reading and math. The program
allows students to work on skills tailored to their specific needs as learners,
and provides immediate feedback. Teachers have the ability to generate
individual worksheets, allowing them to connect CAI sessions to the
classroom.
Supplemental Remedial Instruction (SRI) assists students in overcoming
educational deficits revealed in iLEAP test scores so that he/she may be
successful in achieving required proficiency levels on the spring
administration of the LEAP tests.
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End of Course Tests--The EOCT (End of Course Tests), which are criterionreferenced and standards-based, were made available online to high school
students beginning in fall 2007. The tests are being phased in over a period of
six years, beginning with Algebra I. In the first years of administration,
district participation will be voluntary. Calcasieu has chosen to fully
participate. Policies regarding the use of EOCT results shall be determined by
the district's local Pupil Progression Plan. Currently exams are being used to
measure the effectiveness of Calcasieu courses utilizing a standardized test
model. The tests measure the knowledge and skills a student should have
mastered by the end of the course. The results of the EOCT will help ensure
that all Louisiana students have access to a rigorous curriculum that meets
high academic standards. The tests will assess student learning in high school
courses: Algebra I; Geometry; English II; English III; Biology; American
History; Civics; Free Enterprise; and Physical Science.
Credit Recovery efforts in Calcasieu Parish engage students in self-paced and
competency based programs that enable students to regain credit in
coursework that was lost as a result of poor grades or unacceptable
attendance.
Supplemental Educational Services, a program offered by the state, to
districts who have schools performing less than acceptable academically,
provides after school tutoring to students in those schools. Outside providers
offer services in reading and math. These services may be offered in the
schools, or in the homes. Tutors may visit the homes, or the students can take
advantage of courses online. Reynaud Middle is currently being serviced by
two providers: All About Education which offers math and reading for two
hours a day, and Education Station which offers reading for one hour.
Sessions are held from 3:30-5:30 p.m., Tuesday-Thursday. Each of the
providers hired staff from within the school, and also provide snacks for the
students. Transportation is provided by the district. The services are provided
for Reynaud’s 6th-8th grade students only.
Calcasieu Parish Schools, the Literacy Council of Southwest Louisiana, Inc.,
and McNeese State University have partnered with Capital One to provide the
After School Initiative in three elementary schools. The primary focus is to
provide a comprehensive after-school program for students at risk of
academic failure, and the secondary focus is to provide a community learning
center for family literacy, tutoring and adult development.
The Calcasieu Parish School System recognizes the correlation between school
climate and academic success. Providing a climate of high expectations and
opportunities for all children to learn is a major goal of the district. The climate of
each school is tailored to meet the needs of the community it serves.
The system is committed to providing safe school environments for all students, staff
members, and visitors. Our system has a Risk Management department that oversees
school safety and security. Our schools and auxiliary sites have comprehensive crisis
management plans based on best practices that address prevention/mitigation,
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preparedness, response, and recovery. District and site teams meet to review plans,
coordinate drills, and address new hazards and actual incidents that may occur. Our
system has memorandums of understanding with Community First Responders and
works with the Sheriff’s Department to employ full-time school safety officers at all
middle and high schools and part-time officers at the elementary schools. Every
school has at least one full-time counselor and has access to teams of school
psychologists and social workers who all care for the emotional safety of both
students and staff.
Connect Ed complements our emergency preparedness procedures by allowing school
and parish personnel to distribute personalized voice messages to all stakeholders
within minutes. This computer-based application provides schools with numerous
communication capabilities which include opportunities to notify parents of absences,
remind them of holidays and school closings, and invite them to school events.
Numerous uses for this program exist.
Positive Behavior Support, a state initiative, is the application of evidence-based
strategies and systems to assist schools to increase academic performance, increase
safety, decrease problem behavior, and establish positive school cultures. This statemandated discipline process reduces office referrals and therefore increases test
scores. CPSS has implemented team training in about one third of the schools and
will be on target to have full district implementation by spring 2009.
Character Links is a character building resource that links learning to life. The
program was piloted in four elementary schools during the 2006-2007 school year.
There were 23 classrooms and over 450 students that participated. The targeted grade
levels were second, third and fourth in the selected schools. Recognizing that
connecting home and school is a valuable component to the success of any program,
the program incorporates a Home School Link component. Survey results indicated
that overall, the students’ behavior in the pilot classes clearly indicated a favorable
move in the behavior rating of students. The highest complementary attribute of the
overall program identified a positive change in the climate of many classrooms. The
teachers attributed the change in climate to the results of age appropriate concepts
developed, team building and problem solving strategies. Because of the program’s
success, pilots are continuing in other schools.
Every school and department has developed a dashboard aligned to the district
dashboard, which identifies mission and goals. These dashboards include specific
measures for each of the four district goals which include high academic
achievement, safe, productive environment, operational efficiency, and stakeholder
satisfaction.
The CPSS follows Louisiana's Comprehensive Curriculum Framework. This
framework is based on Grade-Level Expectations (GLEs), statements of what all
students should know or be able to do by the end of each grade, PreK-12, in English
language arts, mathematics, science, and social studies. The Comprehensive
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Curriculum is aligned with state content standards and organized into coherent, timebound units with sample activities and classroom assessments to guide teaching and
learning. Selected teachers assisted with the aligning of the Comprehensive
Curriculum to present texts and resource materials. Recently adopted texts within all
curricular areas are aligned to Louisiana Content Standards. Assessment Guides and
LEAP Remediation Guides are utilized by teachers to ensure alignment of
curriculum, instruction, and assessment. The Vocational Education Department uses
the Louisiana Comprehensive Curriculum in both general and specific areas. This
helps align curriculum to meet needs of business and industry.
Aligned with the system’s mission to provide a quality education for all students,
CPSS has a district professional development plan that is based on the results of
students’ performance on state tests, which is revised annually. This plan was
developed by representatives from all stakeholder groups within the district. Similar
advisory groups are used in one form or another across the parish at all levels.
4. How does the system ensure that all students and staff have access to
comprehensive information, instructional technology, and media services?
The Technology Department works closely with the Curriculum Department to meet
the ongoing needs of teachers and students with the most current instructional
strategies. In 2006-2007 the target for CBT (Classroom-Based Technology) training
was first grade, second grade, art, music, librarians, and middle and high school
English language arts teachers who attended three days of face-to-face professional
development sessions with an online component all related to Differentiated
Instruction. In 2007-2008, fourth grade, kindergarten, and middle and high school
mathematics teachers attended three days of face-to-face professional development
sessions with an online component. Blackboard, a technology-based learning
management platform, used extensively by Calcasieu School District, provides a
central online hub that enhances teaching and learning. Blackboard provides the
following essential components for education: instruction delivery and curriculum
management, professional development, and communication.
Various grants have been awarded to Calcasieu which supports the curriculum by
promoting student involvement in the learning process and the application of higher
order thinking skills:
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The Advanced Placement Incentive Program is a grant whose program goal is
to increase the number of low-income high school students prepared to pursue
higher education. The three-year, $1,107,242 grant will be used for
professional development of teachers and implementation of Advanced
Placement courses in schools with 40% free and reduced lunch. The
objectives are relative to the development of the AP programs in eight high
poverty high schools and eleven middle schools. Advanced Placement
courses, which emphasize rigor and higher order thinking skills, increase
achievement for all students. With more AP teachers in the CPSS schools, the
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more rigorous and challenging the curriculum becomes in AP and non-AP
classes alike. Further, because most AP teachers only teach one or two AP
classes, and three to four non-AP classes, many non-AP students benefit from
the enhanced training that AP teachers receive.
The K-3 Reading / Math Initiative improves the reading and math skills of
public school students in kindergarten through third grade by providing
comprehensive and ongoing staff development to teachers so that they will
learn and employ effective strategies for reaching children with diverse
learning styles and special needs.
The Title I School Improvement, a grant of $ 115,855, was awarded to
Reynaud Middle and Molo Middle to provide additional academic support and
learning opportunities to help low-achieving children master challenging
curriculum and meet state standards in core academic subjects. In addition, a
Title I School Improvement Supplement was awarded to these schools to
provide additional support through technology to help low-achieving children
master challenging curriculum and meet state standards in core academic
subjects that are addressed in the School Improvement Plan.
Beginning 2001, CPSS has been awarded LA 4/Starting Points which provides
universal pre-kindergarten classes and before-and-after school childcare to
four-year-old children who are eligible to enter public kindergarten the
following year. The program components of the Early Childhood
Development Program include before-and-after care, Class “A” day care
center standards for space and facilities, and transportation. In support of this
grant there is collaboration with other governmentally funded providers of
early childhood education and care serving children residing within
jurisdiction of the Local Education Agency (LEA). The overall objectives of
the support services to children and families shall promote child health; child
development, knowledge, parenting skills, and mental health services; and
adult literacy and employment counseling. Participants must be four years old
by September 30th of the entering year. Each of the schools hosts a maximum
of eighteen students (dependency on space/facilities checklist), one teacher,
and one paraprofessional per class.
CPSS was awarded the Head Start Grant, $3,062,307, whose purpose is to
promote school readiness by enhancing the social and cognitive development
of low-income children through the provision, to low-income children and
their families of health, educational, nutritional, and social and other services.
The program is based on the premise that all children share certain needs, and
that children of low-income families, in particular, can benefit from a
comprehensive developmental program to meet those needs. The program
embodies a comprehensive approach which includes health, education,
nutrition, social services and parent involvement, and is based on the
philosophy that a child benefits from a comprehensive interdisciplinary
program which fosters optimum growth and development and which remedies
problems through a broad range of services. Involvement of the child's entire
family, as well as the community, is critical. The program recognizes that the
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family is the principal influence on the child's development. Head Start will
serve approximately 450 children and families living in Calcasieu Parish.
8(g) Student Enhancement Program was awarded in the amount of
$493,392.01 whose purpose is designed to improve the kindergarten readiness
skills of children eligible to enter kindergarten the following year and who are
at risk of being insufficiently ready for the regular school program, based on
screening results. The schools which are participating are Fairview
Elementary, J. J. Johnson Elementary, Western Heights, Henry Heights,
Clifton Elementary, J.I. Watson, and D. S. Perkins.
Inspired Kids, an award of $100,000 was given to Dolby Elementary whose
purpose is to increase student achievement in English language arts through
the use of reading comprehension strategies, the writing process, and
innovative classroom technologies. The main objectives of this program are as
follows: 1) To increase one grade level (+1.0) on the STAR Reading Test; 2)
To decrease the percentage at-risk in Accelerated Reader; 3) To increase
scores on the Comprehensive Assessment of Reading Strategies; 4) To
increase by one proficiency level on the LEAP-like writing rubric.
Go to the MAT (Renewal) was given to Moss Bluff Elementary in the amount
of $100,000. The purpose of the Mat project was to link technology and the
writing process while addressing the needs of student achievement in the area
of English language arts. The MAT Project is to accomplish the following: 1)
Improve the student performance and knowledge of the writing process
standards for at least 75% of all targeted students; 2) Broaden the reading and
writing vocabulary for at least 80% of all targeted students; 3) Increase the
access to technology resources as 80% of all targeted students collaborate to
produce creative project portfolios.
CPSS promotes higher-order thinking skills and hands-on learning for students
through parish-wide, school-based and job-embedded professional development
opportunities.
In order to provide an enhanced and enriched learning environment for gifted students
in schools, pull-out centers have been established which provide these students the
opportunity to explore and learn using higher-order thinking skills. The students in
the pull-out enrichment program participate in many curriculum-embedded field trips
which aid the learning process. Gifted teachers are required to have a master’s degree
and certification in gifted. Teachers with advanced training help to implement rigor
and higher-order thinking in the gifted classes. The pull-out enrichment gifted
program allows the opportunities for students to learn through the use of critical
thinking skills as they participate in creative and thought-provoking projects in their
classrooms.
Through the Advanced Placement Incentive Program (APIP) grant, College Board
training was begun in the area of vertical teams whose main purpose is to vertically
align the curriculum while adding rigor and higher order thinking to the four core
subject areas: math, English, social studies, mathematics. The vertical team consists
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of teachers representing grades 7 through 10, along with an AP teacher, from each of
the subject areas. The main emphasis in the training targeted the various Pre-AP
strategies and goals. Further training for the leaders of each of the vertical teams will
be held in 2008, with time scheduled for the vertical teams to meet and work toward
strengthening the implementation of strategies that will enhance the four main subject
areas.
Calcasieu Parish Schools hosted a week long Professional Development Workshop at
Saint Charles Retreat Center in Moss Bluff in the summer of 2007. All middle school
master and mentor teachers, several administrators, and many career teachers from all
grade levels attended so that they may deliver the Thinking Maps Training to their
individual schools. Thinking Maps, Inc. is an educational consulting and publishing
company specializing in providing professional staff development for K-12 schools
across the country. The primary focus is the implementation, on a school-wide and
district-wide basis, of Thinking Maps, a common visual language for learning within
and across disciplines. Thinking Maps’ visual teaching tools foster and encourage
lifelong learning. Sixteen elementary schools and two high schools participated in the
Thinking Maps training at the St. Charles Retreat Center. In 2006-07 and 2007-08,
the professional development focus for all middle school teachers has been writing
effective Constructed Response items as well as scoring the Constructed Response
items using the state rubric.
The active involvement of students in industry-based certified programs provides
students the opportunity to integrate learned skills into career pathways. This process
begins in the middle school with the Calcasieu Readying Artisans for Trades
(CRAFT) programs. Both of these areas actively engage students in the learning
process that has a desired outcome.
Mathematics problem-solving strategies have been enhanced through the use of
materials and strategies from Exemplars. Teacher in-services for upper elementary
schools began in April and May of 2002 for eleven at-risk schools. Training has been
offered annually to all schools since 2003-2004 and has been extended to include all
elementary grades K-5. Materials provided have included not only the workshop
materials, but also site licenses.
In 2006-2007 the target for CBT training was first grade, second grade, art, music,
librarians, and middle and high school English language arts teachers who attended
three days of face-to-face professional development sessions with an online
component all related to Differentiated Instruction.
During the 2007-2008, fourth grade and kindergarten, middle and high school
mathematics attended three days of face-to-face professional development sessions
with an online component all related to Differentiated Instruction.
For almost two decades, technology has been an integral part of instruction in the
Calcasieu Parish School System. The CPSS Technology Department is staffed by a
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team of well-rounded education technology professionals committed to maintaining
the highest standard of service and support to the students, employees and
community. Its mission, "Advancing Quality Education with Technology" is
represented as follows:
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Help Desk: Beginning in 2001, the department has been moving toward
having a central point for all technology questions in the district. By
centralizing this function, people can get correct information quickly. The
Help Desk serves as an information center, providing both hardware and
software assistance to CPSS employees. The Help Desk handles
troubleshooting issues so that computers with minor hardware and software
problems can be repaired by individual users without the item having to be
brought in for repair and maximizing computer up-time.
Tech Connect: In an effort to effectively communicate across the district, the
Technology department utilizes a collaborative email-based newsletter that is
sent to and received by all district employees. Contained within the newsletter
are professional article reviews, quotes about technology and its usage, quick
tips for computer users, virus updates, grant opportunities, and targeted
curriculum websites.
Tech Contacts: In 1999 a new program was initiated to increase tech support
in schools. People known as Tech Contacts were selected by each school’s
principal to help provide support to their staff before and after school. The
number of Tech Contacts at each school is determined by student enrollment
and the people are paid a yearly stipend for their after hours work. Each Tech
Contact maintains a work log, documenting assistance provided by the person
and the resolution of the problem. The Tech Support Center oversees the
program and holds meetings at which the Tech Contacts can come in for
information on current support issues and have their technical questions
answered.
TNT: For the past nine years, the Calcasieu Parish Technology Department
has hosted the Teaching and Technology Conference (TNT), the annual fall
Region V Louisiana Computer Using Educators (LACUE) Conference. This
past year in collaboration with Calcasieu Association of Educators (CAE) and
the Region V Teaching, Learning and Technology Center (TLTC), the
conference reached over 700 registrants from the combined parishes of
Calcasieu, Allen, Beauregard, Jeff Davis, and Cameron. Lake Charles Diocese
teachers and McNeese State University pre-service educators also attended.
Software and hardware vendors provided hands-on experiences with the
newest creations, while regional teachers shared their expertise and studentgenerated samples with conference participants during over 100 one-hour
concurrent sessions and hands-on workshops. These teaching, learning, and
sharing conferences support the technology initiatives at both the regional and
state levels.
Tech Camp: Tech Camp, which is designed to enhance student achievement
in technology, began in the Calcasieu Parish School System in 1985.
Throughout this time, students have been exposed to various forms of
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technology to enhance student achievement by providing them with hands-on
opportunities to explore research, create multimedia presentations and web
pages, and delve into the world of digital imagery.
Classroom-Based Technology:
The primary purpose for technology
professional development is to assist teachers in seamless technology
integration to “Advance Quality Education Through Technology-Connected
Learning.” The Classroom-Based Technology (CBT) Project is aligned with
the National Educational Technology Standards, Louisiana Comprehensive
Curriculum, standards, benchmarks, and Grade Level Expectations (GLEs) to
ensure every student has a solid foundation with which to enter the twentyfirst century workforce. Annually, the participant grade level and content area
changes to guarantee at least one new computer, software, and printer are
placed in each regular instructional classroom. For the past eight years,
district, state, and federal funding sources have enabled the Calcasieu Parish
Public Schools to implement a four to five year equipment refresh cycle.
LEADTECH: LEADTECH is a technology leadership initiative, supported in
part by the Louisiana Department of Education, which prepares school
principals, assistant principals, curriculum coordinators, and district
superintendents with an in-depth understanding of the role of instructional
technology as it relates to total school improvement and increased student
learning. The goal of the program is to provide an opportunity for all
Louisiana administrators and superintendents, from public and private
schools, to experience and capitalize on the power of technology to support
and improve teaching, learning, and leadership in Louisiana schools.
Webmasters: All Calcasieu Parish schools have a school website. To maintain
the integrity of each site, an in-house webmaster is designated by the school
principal. To support this teacher and the contributing school faculty, the
Technology department offers procedural updates and detailed handouts to
ensure web publishing success. Periodic workshops and training sessions
where the school webmasters can fine-tune their content and overall design
are also offered. Over the course of the past few years, new management
procedures, both for creating and maintaining the school website have been
implemented to ensure simplicity of website organization. School webmasters
are now training their school faculties on web publishing policies.
Customized Professional Development: The Technology Training Center
staff strives to attain the district vision of “Advancing Quality Education with
Technology” by working collaboratively with school and department
employees to design and implement customized training to meet individual
and group needs. Specialized professional development sessions are built
around results from the Southwest Educational Development Laboratory
(SEDL) technology survey, district goals, and school improvement plans.
Blackboard: Blackboard is a comprehensive and flexible course-management
system designed to allow students, faculty and staff to participate in classes
delivered online, to have access to resources anywhere, anytime and also to
collaborate with others. Blackboard allows for a very powerful learning and
instructional experience.
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Library Services ensures ready access to media services and materials. Their mission,
“to deliver leadership for school librarians by providing training and resources that
support the curricula and foster lifelong learning,” is accomplished through close
contact between the Library Consultant and all schools.
The Library
Consultant meets periodically with departments to ensure that departmental needs
regarding library materials are considered when preparing budgets. The Library
Consultant also meets with every school librarian a minimum of twice per year, with
one of the visits being an observation for the "102 evaluation form" as well as an
objective evaluation based on job descriptions and recorded on the "School
Library Program Assessment" form. In addition, the Library Consultant plans
training events for librarians, issues a bi-monthly newsletter to librarians &
administrators throughout the district, manages a monthly television program
("Celebrate Reading") in coordination with the Calcasieu Parish Police Jury's C-Gov
Channel, promotes literacy celebrations in schools throughout the district, and
monitors circulation statistics as well as test scores to ensure that reading and library
skills are showing "continuous improvement."
From a district perspective, the mission of school library media centers is "to
provide programs that integrate curriculum and foster independent learning to ensure
that all students receive the opportunity to become functional members of society and
lifelong learners." School Library Media Specialists serve as reader's advisory
leaders, support curriculum & informational expectations, teach information literacy
and research skills and manage library resources to preserve value and ensure equal
access. They collaborate with faculty when ordering materials to ensure that
curriculum needs are met, also. Orders are then coordinated by Library Services to
ensure that best prices are obtained by the bidding process, as well as appropriate
cataloging and labeling procedures are carried out to promote standardization
throughout the district.
Calcasieu uses NetTrekker, an educational search engine, which allows K-12
students, teachers, and librarians access to large number of hand-selected, educatorapproved sites. This informational access online is organized by readability levels
and is aligned with the standards. NetTrekker helps support teachers in designing
lesson plans that address the weaknesses of their students.
Destiny (the online card catalog) provides equitable access to all library materials in
the district. Destiny is accessible at any Internet-accessible computer anywhere. One
can search individual school libraries or libraries throughout the district when looking
for needed instructional materials. Librarians promote reciprocal borrowing and
request that borrowers contact their own school librarians first to communicate their
needs. If there is no local school librarian to contact (as per central office personnel),
then borrowers may feel free to contact school librarians at the site of the materials.
Standards Assessment Report – Standard 3
Calcasieu Parish School System
Page 43 of 100
Essential Artifacts:
Located on Flash Drive:
Comprehensive Calendar
District Calendar
District Technology Plan
Professional Development Plan
Pupil Progression Plan
Trend Data Analysis Template
Located on the Web:
Bulletin 741
High School Redesign
Louisiana Components of Effective Teaching
Louisiana Comprehensive Curriculum
Louisiana Standards, Benchmarks and Grade-Level Expectations
Tech Connect Newsletter
Standards Assessment Report – Standard 3
Calcasieu Parish School System
Page 44 of 100
Standard 4: Documenting & Using Results
STANDARD: The system enacts a comprehensive assessment system that monitors and
documents performance and uses these results to improve student performance and
system effectiveness.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Establishes and implements a comprehensive assessment system,
aligned with the system’s expectations for student learning, that
yields information which is reliable, valid, and bias free
Ensures that student assessment data are used to make decisions for
continuous improvement of teaching and learning
Conducts a systematic analysis of instructional and organizational
effectiveness, including support systems, and uses the results to
improve student and system performance
Provides a system of communication which uses a variety of
methods to report student performance and system effectiveness to
all stakeholders
Uses comparison and trend data from comparable school systems to
evaluate student performance and system effectiveness
Demonstrates verifiable growth in student performance that is
supported by multiple sources of evidence
Maintains a secure, accurate, and complete student record system in
accordance with state and federal regulations
Standards Assessment Report – Standard 4
Calcasieu Parish School System
Page 45 of 100
Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Highly Functional
X
X
X
X
X
X
X
Focus Questions
1. How is the assessment system currently used throughout the school system and
its schools to guide analysis of changes in student performance?
The CPSS is continually striving to provide a quality education for all students. This
goal is reflected in the efforts towards continuous improvement as measured through
a comprehensive assessment system aligned at all levels. District and school level
expectations are based on the established performance levels and key indicators of the
Louisiana Accountability System. Student achievement is assessed with both the
state required tests as well as locally adopted assessments. The chart below includes
a comprehensive list of state and district assessments administered as part of the
CPSS comprehensive assessment system. Beyond the Louisiana Accountability
System and the NCLB expectations, CPSS implements the Scantron Assessment
Tools, a system-wide assessment to ensure student progress on state standards.
Calcasieu Parish School System
System wide Testing Programs Coordinated By Department of Assessment
State or Local
Local
Local
State
State
State
Test
Grade
Iowa Test of
Basic Skills
Level 7
1
Iowa Test of
Basic Skills
Level 8
2
Scantron
Performance
Series
Scantron
Achievement
Series
3-12
3-10
iLEAP
3, 5, 6, 7,9
and students
enrolled in
Options Pre-GED
Skills Program
LEAP Science
and Social
Studies
(CRT aligned
with state
standards)
4
8
Louisiana Student
and/or School
Accountability
Measure or Other Use
Used for student,
class, school, and
district scores and to
teach students how
to take a standardized test
Online norm referenced test tied to La.
Standards used to measure growth
and show progress.
Paper/pencil criterion referenced tests
based on La. Standards designed to
show progress towards state testing.
School Accountability
School Accountability
Student Accountability:
Standards Assessment Report – Standard 4
Calcasieu Parish School System
Page 46 of 100
LEAP English
Language Arts
and Math
State
State
State
State
State
Federal
State
State
State
LEAP Science
and Social
Studies
GEE English
Language Arts
and
Math
(CRT aligned
with state
standards)
GEE Science
and Social
Studies
(CRT aligned
with state
standards)
Louisiana
Alternate
Assessment
(LAA)
(for severe or
profoundly
involved special
ed students)
ELDA
English
Language
Development
Assessment
End-of-Course
Tests
Algebra I, English
II
"Old" GEE
English
Language Arts,
Math, Written
Composition,
Science,
Social Studies
LEAP Placement
Test/ITBS Level
10 or 14 (for any
student
transferring into
grade 5 or 9 Aug
-Feb. from any
nonpublic or
home-school or
transferring La
both must be passed for
promotion to grade 9
8
School Accountability
Student Accountability
10
Student Accountability:
both must be passed to
be eligible to graduate
with state diploma
11
School Accountability
either (but only one) must
be passed to be eligible
to graduate with state
diploma beginning with
2004 graduating seniors
3 -11
Student and School Accountability
K -12
Limited English
Students
NCLB
9 -10
Results are reported but are not yet
part of School and Student
Accountability
10-12
and
out-of-school but
not graduated
because of
not passing
"old" GEE
Student Accountability
Any student who was a
first-time tenth grader
in 1999 or earlier must
pass all five parts to be
eligible to graduate with
a state diploma
5, 9
Student Accountability:
must be passed with raw
score equated to
"Basic/Approaching Basic" on
LEAP grade 4 or 8
for placement in
grade 5 or 9
Standards Assessment Report – Standard 4
Calcasieu Parish School System
Page 47 of 100
resident who
attended out ofstate school)
Used to assist students, parents, and
schools as predictors of individual ACT
performance; used to compare school
and district scores with state and
nation; used to compare longitudinal
Plan
10
growth of schools and district.
Optional for
Used as predictors of
ACT
student; local
individual
college performance;
(college entrance
system
used
to
compare
school and
tests)
purchases
10-12
district scores with state and
SAT
results of
nation; used to compare
(college
entrance
graduating
longitudinal growth of schools
tests)
seniors
and district
Curriculum and Instruction, administers state-required early childhood tests system wide.
K-3 DIBELS
PreK and K – Developing Skills Checklist
Grades 1-8 STAR Reading Assessment
Local choice;
funded by
State Board of
Regents
EXPLORE
8
CPSS demonstrates growth in student performance supported by multiple reports:
Trend data of state testing, Scantron Test Reports, District Performance Score, School
Performance Scores, Subgroup Performance Scores, Star/AR test reports, DIBELS,
and Quality Student Data Binders.
The CPSS District Improvement Plan as well as individual School Improvement
Plans utilizes results of state and district assessments to make data informed decisions
to drive improvements in teaching and learning. Analysis of the instructional and
organizational effectiveness is ongoing and there is a regular review of progress so
that it can transition into school-wide improvement results addressing the district goal
of High Academic Achievement. Review of progress is accomplished through
district and school level initiatives such as department and grade level meetings and
whole faculty study groups. System-wide school-based in-service days are scheduled
after each Scantron Assessment to analyze data.
Standards Assessment Report – Standard 4
Calcasieu Parish School System
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2. What are you doing to ensure that assessment results are timely, relevant, and
communicated in a way that can be used by the system, its schools, and
stakeholders to aid the performance of individual students?
CPSS collects, analyzes, and reports data to stakeholders on a regular basis. The
Assessment Department and the Curriculum and Instruction Department coordinate to
offer ongoing assistance to schools in evaluating test data to improve student
performance. Several system-wide in-service days are allotted each year for the
purpose of analyzing data and formulating future plans. Teachers and students utilize
Quality Processes throughout the district to record and evaluate their own
performance data on a daily basis. An Accountability Specialist works with school
administrators to review data trends in English language arts, mathematics, science,
social studies, attendance, and dropouts.
Calcasieu Parish School System employs many ways to communicate assessment
results to all stakeholders. The Superintendent reports to all stakeholders through
various means including the Louisiana District Accountability Report Card, Annual
and Quarterly Reports, news releases and media coverage, Share, and the District
Web Site. Schools report to stakeholders through the School Report Card,
newsletters, school web site, Blackboard, student report cards, parent letters, phone
Standards Assessment Report – Standard 4
Calcasieu Parish School System
Page 49 of 100
calls and School’s Open House. These reports provide stakeholders with such
information as district and school performance scores, new programs and technology
in the district, awards and recognitions as well as daily up to date school and district
event schedules and calendars.
CPSS maintains a secure, accurate, and complete student record system in accordance
with state and federal regulations through the Management Information Systems.
This system provides access to student information such as attendance, discipline,
grades, scheduling, transcripts, student exceptionalities, and free/reduced lunches.
These network services are available to all schools and central office locations.
3. How are data used to understand and improve overall effectiveness of the school
system and its schools?
Every school in Calcasieu Parish – and the state -- completes a School Data Analysis
Template and School Improvement Plan Template each year in order to meet state
and federal guidelines. The Data Analysis Template is quite comprehensive –
including student demographic data related to students with disabilities, ethnicities,
gifted and talented, 504, Option 3, Limited English Proficient, homeless, and migrant.
Summary worksheets are included on DIBELS Instructional Recommendation,
Whole School SPS for LEAP and iLEAP Trend Data, and Subgroup Percent
Proficient Trend Data. These are summarized in a Trend Data Analysis Worksheet
which leads to a Data Comprehensive Needs Assessment Summary Report. This
report identifies major weaknesses which lead to the goals for the School
Improvement Plan. Once the goals are determined, then the school analyzes the
School Performance Report Data trends to determine the reasons that these subject
goals are weak. We are able to determine content strand as well as subtest
weaknesses in each of the four subject areas tested. This becomes the heart of the
analysis – helping to steer the school toward strategies that will address the
contributing factors to these weaknesses – ultimately leading to improving student
achievement.
Calcasieu Parish School System uses the Louisiana Accountability System results to
initially determine student, school, and district progress. Additional tools exist for
curriculum, instruction, and assessment. Student expectations have been established
by the Louisiana Comprehensive Curriculum and Grade Level Expectations. CPSS,
through the Pupil Progression Plan, has established a minimum standard necessary for
mastery of GLEs and promotion of students. A variety of test results are used to
assess student progress such as norm-referenced and criterion-referenced standardized
tests and writing assignments, as well as mid-term and final exams. Teachers use
results from Scantron’s formative common assessments to monitor and adjust
instruction in the classroom. These assessments are uniform throughout the system
by subject and grade level, and are implemented in grades 3-10 (math and ELA).
Data from these assessments is analyzed to identify areas of concern in curriculum
design and instructional strategies. Schools utilize individual student data to adjust
instruction and aid in grouping and scheduling.
Standards Assessment Report – Standard 4
Calcasieu Parish School System
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Calcasieu Parish School System utilizes other instruments to provide for making
informed decisions for continuous improvement. The National Study of School
Evaluation (NSSE) Opinion Inventory for administrators, Central Office staff,
parents, students, teachers and community stakeholders as well as state and local
technology surveys are administered. The system collects data to assist in making
informed educational decisions.
4. How are staff members across the system and its schools trained to understand
and use data to impact teaching and learning in the classroom?
Data analysis is a daily ongoing process in Calcasieu Parish schools. Data Analysis
workshops are held throughout the year for district and school administrators as it
relates to the Data Analysis Template and the School Improvement Plan. This
training focuses on the accountability systems as well as interpretation of scores from
iLEAP, LEAP and GEE. Components of this training are conducted by the District
Accountability Specialist. The district and school personnel attending these training
sessions receive guidelines for interpretation of assessment data and state
accountability requirements in order to formulate and monitor their School
Improvement Plan goals. Department directors and other staff, as part of the District
Professional Development Plan process, receive guidance on various data collection
and interpretation methods.
The newly implemented Scantron Assessment Series application is currently in use
across the district in grades 3-10. This application is used to create, score and analyze
student assessments. Training is ongoing for this application. Presently, all schools in
the district have participated in the training of at least one person within their school
buildings to use the program. Personnel receiving training are expected to train
others at their location in the use of the application to create assessments, score tests
and analyze scores. Schools will be able to closely monitor individual student
achievement and growth during the school year and to assess their progress toward
meeting the Grade-level Expectations, their school improvement goals and toward
individual student goals.
District and school leaders review state and national performance data to seek out
best practices for improving student achievement. Educators throughout the district
participate in state and national conferences to network with other districts. Follow
up is accomplished through the district and school improvement process.
Essential Artifacts:
Located on Flash Drive:
District Accountability Report Card
District Annual Report
District Student Performance Data/Accountability Results
NSSE Stakeholder Satisfaction Survey Results
Pupil Progression Plan
Standards Assessment Report – Standard 4
Calcasieu Parish School System
Page 51 of 100
Quarterly Report
School Improvement Plan Template
SHARE Newsletter (Archived on the web at http://www.cpsb.org/System/board/share)
Trend Data Analysis Template
Located on the Web:
School Improvement Plans
School Report Cards
Standards Assessment Report – Standard 4
Calcasieu Parish School System
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Standard 5: Resource & Support Systems
STANDARD: The system has the resources and services necessary to support its vision
and purpose and to ensure achievement for all students.
Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Highly Functional
Human Resources
5.1
Establishes and implements processes to recruit, employ, retain,
and mentor qualified professional and support staff to fulfill
assigned roles and responsibilities
5.2 Establishes and implements a process to assign professional and
support staff based on system needs and staff qualifications as
may be required by federal and state law and regulations (i.e.,
professional preparation, ability, knowledge, and experience)
5.3 Establishes and implements a process to design, evaluate, and
improve professional development and ensures participation by
all faculty and staff
5.4 Ensures that staff are sufficient in number to meet the vision and
purpose of the school system and to meet federal and state law
and regulations, if applicable
Financial Resources
5.5 Engages in long-range budgetary planning and annually budgets
sufficient resources to support its educational programs and to
implement its plans for improvement
5.6 Ensures that all financial transactions are safeguarded through
proper budgetary procedures and audited accounting measures
Physical Resources
5.7 Maintains sites, facilities, services, and equipment to provide a
safe, orderly, and healthy environment
5.8 Establishes and implements written security and crisis
management plans with appropriate training for stakeholders
5.9 Implements processes and plans for maintaining and improving
sites, facilities, and equipment
5.10 Provides technology infrastructure and equipment that is up-todate and sufficient to accomplish the system’s goals
Support Systems
5.11 Provides and coordinates support services that meet the health,
counseling, nutrition, safety, co-curricular, transportation, and
special learning needs of all students
5.12 Provides student support services coordinated with the school,
home, and community
Standards Assessment Report – Standard 5
Calcasieu Parish School System
Page 53 of 100
X
X
X
X
X
X
X
X
X
X
X
X
Focus Questions
1. What is the school system’s process for recruitment, induction, placement,
development, evaluation, and retention of qualified professional and support
staff across the system and its schools?
Realizing the importance of all children, the Calcasieu Parish School System supports
its mission, to provide a quality education for all students, with a diversity of
resources and services that meet individual needs.
The Calcasieu Parish School System employs over 5,100 full and part-time personnel,
making it one of the largest employers in the parish. The system operates a
professionally staffed Human Resources Office, headed by an assistant
superintendent who reports to the superintendent. The assistant superintendent and
staff plan, coordinate, and supervise the operation of the office in order to enhance the
efficiency of the school system and to maximize the educational opportunities for
each student. The department recruits and assigns personnel and administers teacher
leaves, teacher certification, and payroll records for all employees, maintains
evaluation records, statistical financial reports, and Equal Employment Opportunity
Commission (EEOC) and Office of Civil Rights inquiries.
The Human Resources Department recruits perspective employees through job fairs,
newspaper, radio, and television advertising, parish and state websites, Council for
the Development of French in Louisiana (CODOFIL), and retire/rehire procedures.
The department adheres to employment policies as set forth by SACS/CASI staffing
guidelines and those prescribed by the state. The system works to retain employees
by providing mentoring through Louisiana Assistance and Assessment Program
(LaTAAP), and Quality programs. Additional support is provided to new teachers
through the New Teacher Academy and to all teachers by parish curriculum
specialists.
Financial assistance is provided to qualifying teachers and
paraprofessionals through the Tuition Exemption grant. Additional financial support
is provided to all employees by parish bonuses, stipends, technology incentives, and
scholarships.
Professional personnel are required to submit an application for employment with
documents verifying their qualifications and experience. Staff qualifications for
professional positions are dictated by Bulletin 746: Louisiana Standards for
Certification of School Personnel. In positions that apply, every attempt is made to
assign staff that is highly qualified as required by the No Child Left Behind Act of
2001. NCLB Highly Qualified Educators: A Louisiana Perspective provides
guidelines established by Louisiana educators and policymakers for achieving the
NCLB initiative. The minimum number of staff assigned is dictated by Bulletin 741:
Louisiana Handbook for School Administrators. Professional personnel participate in
an interview and are assigned to positions based upon their qualifications and
experience.
Standards Assessment Report – Standard 5
Calcasieu Parish School System
Page 54 of 100
Support personnel are required to submit an application for employment with
documents verifying their qualifications and experience. Some positions require
licensure (i.e. electricians, nurses, bus drivers, plumbers). The No Child Left Behind
Act of 2001 requires that paraprofessionals be highly qualified. Support personnel
participate in an interview and are assigned to positions based upon their
qualifications and experience.
In 2005 a District Task Force was established to align professional development with
Louisiana Curriculum Standards and National Staff Development Council Standards
by providing specific direction and assistance based on data for all appropriate
personnel. A master calendar informs personnel of professional development
opportunities that are available. There are six days designated throughout the school
year that are reserved for staff development at the school sites or system-wide.
Some professional development is offered based on data disaggregation to determine
areas of weaknesses. Other professional development is developed according to
needs assessment surveys and state mandates. Some professionals are required to get
Continuing Education or Learning Units (CEUs or CLUs) for continued licensure or
certification. Schools extensively use job-embedded staff development.
School improvement plans include professional development based on research-based
best practices and are written so that every initial professional development
opportunity has a follow-up.
All professionals are required to submit an annual Professional Growth Plan that is
reviewed with immediate supervisors. Professionals are granted professional
development leaves with the approval of the CPSS Board.
Assignment of professional staff meets and/or exceeds the minimum state
requirements as dictated by Bulletin 741: Louisiana Handbook for School
Administrators as evidenced by documentation that includes school report cards,
parish highly qualified personnel reports, and parish/state Profile of Education
Personnel (PEP) reports.
2. How does the leadership ensure that the allocation of financial resources is
supportive of the school system’s vision, programs, services, and its plans for
continuous improvement?
The system employs a Chief Financial Officer and his professional staff that oversee
all financial matters regarding a more than $300,000,000 budget. The Calcasieu
Parish School Board takes great effort in establishing that its budget is based on
sound financial principles that carry out the educational goals of the school district.
State statutes require that budgets be adopted for the General Fund (main set of
operating accounts) and for all special revenue funds (mostly individual grants) prior
to September 15th of each year. The school board financial staff usually begins the
budgeting process in March of each year by soliciting information from all
stakeholders. The final budget product is usually adopted by the school board in
Standards Assessment Report – Standard 5
Calcasieu Parish School System
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early August of each year after public hearings are held. The budgets include
proposed expenditures and the means of financing them. Several years of actual
expenditure histories are presented to the school board for review with each budget
submission. Formal budget integration into the accounting records help staff monitor
budgetary progress throughout the year with revisions typically done at least three
times during the year. Each department head closely maintains custody of funds
assigned by department with the superintendent authorized to transfer appropriations
from one area to another in amounts not exceeding $10,000 without school board
approval.
The school board has set target reserves (rainy day funds) at 8 to 9% of projected
revenues in its General Fund. Current reserves are greater than 11% at $29 million,
well within its established target rate. While most transactions run through the
General Fund on a modified accrual basis, the school board generally does all longterm capital outlay in twelve individual geographic districts known as bonding
districts. Taxes are authorized by bonding district to fund debt associated with capital
projects in each district. All twelve districts currently have outstanding debt with
eleven of the districts supported by outstanding property taxes and one by sales taxes.
Each School Board program is considered annually for continued funding, with grant
related funding usually maintained in special revenue funds on a reimbursable basis.
Grant and program administrators work with the accounting staff to ensure that all
reports and reimbursement requests are filed timely and accurately.
Essentially, the school board funds programs that can be annually supported by its
two major local funding sources, sales taxes and property taxes, or from the Louisiana
Block Funding Grant for Education, which provides almost 50% of the School
Board’s General Fund resources. All other programs are supported by dedicated
funding from federal or state entities or local donors.
The Calcasieu Parish School System, as one of the largest employers in Southwest
Louisiana, has a tremendous impact on the overall economy in the area. The more
than $300 million spent annually supports the education of over 32,000 students
through the employment of 5,100 employees providing crucial services to those
students in 59 schools and 23 auxiliary sites.
State statutes require an annual audit by independent auditors to ensure that financial
records are maintained in accordance with generally accepted accounting principles.
The school board fared very well in its last audit for the year ended June 30, 2007,
with a clean opinion from the auditors. The school board also produces an awardwinning Comprehensive Annual Financial Report which has been recognized by
national organizations for the last 24 consecutive years.
The accounting cycle of the school board runs from July 1st to June 30th, with final
state accounting reports due by the end of September each year for the period ended
on June 30th. Those state reports are used to project funding for future years with
Standards Assessment Report – Standard 5
Calcasieu Parish School System
Page 56 of 100
numbers reconciled to the annual financial statements and audit reports. School
Board accounting and human resource/payroll programs along with reporting
software allow access to crucial information by all stakeholders in the decision
making process at regular intervals.
The school system’s Finance and Accounting departments employ two certified
public accountants, including the Chief Financial Officer and the Director of
Accounting and Budgets. The system also has a number of other degreed accountants
in financial and auditing roles. Four of the degreed accountants operate in the
Internal Auditing Department, which oversees financial activities in all schools and
handles special projects assigned by the administration. The School Activity Manual
designed and supported by the Internal Auditing Department outlines procedures and
guidelines that schools use to make financially prudent decisions. The school board
has also developed other procedural outlines for things like fixed assets, payment
processes, and investments. The Louisiana Accounting and Uniform Governmental
Handbook defines the coding and expenditure classification methodology used by all
Louisiana school systems. Annual reports issued to the school board demonstrate the
results of operations for each preceding year with both positive and negative
highlights. The successes are celebrated and the areas that need improvement are
dissected and targeted for positive growth.
The Planning and Construction Department coordinates the planning of renovation
and construction projects with architects, engineers, and staff members. The
coordinator inspects projects, ensuring that plans and specifications are followed.
Architects and engineers are directed in the preparation of bid and contract
documents, plans, and specifications.
The department is responsible for
implementing the Asbestos Hazard Emergency Act program and meeting Department
of Environmental Quality standards and regulations.
The Calcasieu Parish School System Maintenance Department performs maintenance
and minor renovations to the physical plants in the system. The system is comprised
of 59 schools and 23 auxiliary facilities. A total of 194 individual buildings are
located throughout the parish. The department is based at the Chennault facility with
a satellite facility in DeQuincy. In addition to regular maintenance responsibilities
and minor renovations, the department works in conjunction with state and local
agencies on projects such as Lead in Drinking Water and Gas Pipeline Safety. The
maintenance department operates with 68 men in the field who are annually
responsible for approximately 11, 500 completed work orders.
In 2007 the staff devised and implemented more effective ways to deliver excellent
services throughout the school system. Processing of all work orders and the delivery
of system-wide services have greatly improved.
The CPSS Maintenance Department works closely with the Fire Marshal and Health
Inspectors to follow all guidelines issued by the local and state governments to ensure
the safety and cleanliness and of all schools and facilities. Such guidelines include
Standards Assessment Report – Standard 5
Calcasieu Parish School System
Page 57 of 100
contracts with companies to provide annual inspections of fire alarm, sprinkler, hood,
security systems and fire extinguishers.
For over two decades, technology has been an integral part of instruction in the
Calcasieu Parish School System. Ongoing assessment practices indicate that
technology integration has produced a significant and reliable impact on student
achievement. We realize that technology cannot be treated as a single independent
variable, and that student achievement is gauged not only by how well students
perform on standardized tests but also by students' ability to use higher-order thinking
skills, such as thinking critically, analyzing, making inferences, and solving
problems.
Our evidence indicates that when used effectively, our technology applications are
supporting higher-order thinking by engaging students in authentic, complex tasks
within collaborative learning contexts. Our educators use the accumulating
knowledge regarding the circumstances under which technology supports the broad
definition of student achievement, and are making informed choices about which
technologies will best meet the particular needs of specific learning goals. They also
ensure that teachers, parents, students, and community members understand what role
technology is playing in the school or district and how its impact is being evaluated.
Each school has a state approved technology plan that reflects the input of faculty,
parents and the community-at-large. A team of teachers, administrators, parents, and
community business representatives developed the District Technology Plan. This
plan is aligned with the state and national technology goals. We have great
confidence in the district investment being made in area of technology
implementation.
The Calcasieu Parish School System’s Network Operations Center specialists handle
support of the district’s Wide Area Network (WAN) which connects all the district
locations as well as switches and servers in the schools. The staff handles all aspects
of connectivity within schools including wireless, fiber optic & copper wiring. Today
there are approximately 150 servers on the network and over 1000 pieces of network
switching and routing gear. The network team is responsible for providing network
and Internet services to 11,000 nodes at 72 remote sites across the district. 100
Megabits of Internet services bandwidth are provided to the school district by
SuddenLink Communications. Currently, the system provides connections to all
school sites and 11 district office sites. The network infrastructure consists of a fiber
optic and wireless network provided by SuddenLink. The team currently maintains a
Windows 2003 / Active Directory network architecture which includes servers for
email services, security, filtering, and infrastructure as well as administrative and
curriculum applications.
Curriculum applications support is broad and encompasses any application which
utilizes the network or Internet, which in today’s connected world, is pervasive. Many
of these connected applications are utilized by various elementary, middle and high
schools throughout the district. The Network Department supports applications such
as the Blackboard system, the Destiny library system, the Federal Programs education
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Calcasieu Parish School System
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solution SuccessMaker, the Special Education Department program Read 180, as well
as the system-wide Accelerated Reader program. Additionally, support is provided
for the Pentamation Student Information System, and the Financial and Personnel
Systems.
Administrative applications network support is also broad and encompasses any
solution utilizing the network or Internet. These applications are used by all levels of
the administrative and support staff throughout the district. A few examples are the
Food Services program LunchBox, the document management solution Laserfiche,
the Transportation Department program EdulogNT, and the ticketing application
ACT used by the Maintenance Department.
The list of emerging technologies installed and managed by the networking
department is growing every day. Currently two important solutions, wireless and
VoIP (Voice over Internet Protocol) solutions, are in place in the district. The
wireless solution goal is to provide wireless access to network resources that teachers,
students and support staff require anywhere, on any campus in the district. The VoIP
project is a next-generation upgrade to the voice system used within the district. The
current system used by the schools and support buildings consists of complex mixes
of equipment and services supported by AT&T and CPSS. This complexity prevents
standardization and advanced feature availability for staff. This legacy system is
difficult and expensive to support and maintain. A complete replacement of the
current TDM phone system and services from the regional phone carrier with a new
VoIP system is in progress. The first phase is completed, and replaced all the systems
in the eleven district support sites where Centrex is in place. District-wide VoIP
implementation is planned in the future, which will result in significant cost savings
and standard features for all district employees as all schools are converted over to the
district VoIP system.
The large amount of technology in the district requires technical support so that
teachers may receive assistance when they encounter problems. The Technology
Support Center staff provides a help desk for answering questions and hardware
repairs when there is a physical problem with the equipment. In a typical year, the
department answers over 12,000 technical questions via the district’s help desk
system and repairs over 2,700 pieces of computer equipment.
Equipment
standardization and hard drive imaging plays a major role in allowing a limited staff
to support so many users and computers in the district.
Over 17,000 computers in the district provide access to the Internet and the ability for
students and teachers to participate in 21st century learning opportunities. The district
implements a computer refresh cycle through the Classroom-Based Technology
(CBT) project to insure that every core instructional classroom receives a minimum
of one new computer every 4-5 years. Computers and various other technologies such
as interactive white boards, LCD projectors, digital cameras (video and still),
scanners, PDAs, MP3 players, GPS devices, digital microscopes and probes support
diverse teaching and learning activities and programs that have resulted in the
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Calcasieu Parish School System
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Calcasieu Parish School System being nationally recognized as a model technology
using school district.
3. How does the school system ensure, support, and monitor the provision of
resource and support services that meet the needs of all students?
The Department of Auxiliary Services provides support that addresses the needs of
the entire school system. Two of the department’s divisions are Maintenance and
Planning and Construction. The Department of Risk Management oversees all issues
related to school safety.
The system adheres to CPSS Board, local, state, and federal policies regarding school
safety. In order to maintain clean and healthy schools, the CPSS employs a custodial
supervisor who directly oversees school-based facility support staff in their efforts to
improve the physical environment in our schools. The custodial supervisor provides
several training sessions for custodial staff on proper use of equipment and materials
and advises and encourages staff to improve their work ethic.
The maintenance staff is grouped by trades and includes state and local licensed
master tradesmen and licensed or certified technicians. The staff also includes
groundskeepers, welders and an assortment of all trades working together to provide a
safe and healthy environment. Staff members are allowed and encouraged to attend
classes to further their education and to achieve other licenses and certifications in
their fields.
The department has several contracts with licensed and bonded contractors who
adhere to state and local guidelines for education. Contractors are required to wear
picture identification to assure student safety. By contracting certain services, the
maintenance staff is more able to perform preventive maintenance.
Safety audits are completed quarterly at all schools and auxiliary sites by trained onsite personnel and maintenance requests filed when necessary repairs are identified.
All sites and school buses have two-way radios that are compatible with local
Emergency First Responders. All buses have video cameras.
The Department of Risk Management coordinates all phases of the system’s
emergency response crisis management planning and drills. Written security policies
are included in the District Policy manual.
In 2005 the system was the recipient of a federal grant that provided extensive
training and the development of improved system and individual school and auxiliary
site plans that adhere to best practices. The superintendent is the Incident Commander
for the system’s emergency response team. All school and auxiliary sites have core
teams that are trained in the National Incident Management System. Protocols for an
increased number of hazards have been addressed with plans reviewed for continuous
improvement. The number and kinds of drills have also been increased. All
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Calcasieu Parish School System
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stakeholders have been included in education and the development of plans pertaining
to safety issues. All system employees are required to participate in quarterly safety
meetings. The Calcasieu Parish School System offers extensive services and
programs to provide for the educational needs of all students. The system has
received over $43 million in local, state, and federal grants that support these needs.
The School Health program contributes significantly to the attainment of the health
and educational potential of each student. The system employs two nursing
coordinators, eleven registered nurses, and fifteen licensed practical nurses whose
duties and responsibilities are established by the school board. School nurses conduct
health screening, provide emergency first aid in conjunction with the schools,
evaluate and assess health needs, provide health counseling, and train and monitor
unlicensed school personnel regarding medication administration in the schools.
They conduct health-related classroom presentations, evaluate and monitor
communicable and nuisance diseases, serve as consultants for faculty and staff, and
perform other activities involving school, home, and community. The nurses work
closely with Pupil Appraisal teams to address health concerns on initial evaluations
and re-evaluations of medically-fragile children; obtain medication information from
physicians and clinics locally, within the state, and in adjacent states. Christus St.
Patrick Hospital has established school-based clinics in four of our schools and
several schools are participating in a federal physical education grant that focuses on
wellness of middle school students.
Every school has at least one full-time counselor who is supervised by a consultant.
Guidance counselors offer a variety of services to students, staff, and families. All
counselors in the system work closely with community mental health professionals
including the Office of Mental Health. The Department of Special Services provides
behavior facilitators and special education social workers, who assist instructors with
teaching social skills to students with intensive behavioral and/or emotional needs,
provide job-embedded training for school level staff, provide parental support, and
serve as liaisons with agencies.
The Food Service Program follows USDA and Dietary Guidelines for Americans and
a five-week cycled menu linked with the School Meals Initiative for Healthy Children
in an effort to promote wellness and prevent obesity in the system. Menus are
published in the local newspaper and on television to inform parents and boost
participation. Cafeterias serve approximately 25,600 lunches and 12,200 breakfasts
daily. The Food Service program tries to involve all students in school breakfasts
because statistics indicate a positive relationship between breakfast and increased
learning achievement.
School safety, emergency response crisis management planning and drills are
coordinated by the Risk Management department. Memorandums of understanding
were developed with Community First Responders to assure swift response in any
crisis that may occur in schools. All stakeholders are included in planning, training,
practice, and evaluation. Title IV (Safe and Drug-Free Schools) also provides funds
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Calcasieu Parish School System
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for training and support around the issue of school safety and has an Advisory
Council comprised of all stakeholders.
The system receives over $10,000,000 in Title I federal funds to support educational
needs in 33 schools. The Federal Consolidated Plan is coordinated by a director and
includes Titles I, II (staff development training), III (limited English proficiency), IV
(Safe and Drug-Free Schools and Communities), and X (McKinney-Vento-homeless) programs.
Other co-curricular services offered by the system include but are not limited to the:
•
•
•
•
•
•
•
Calcasieu Resource Center that provides instructional materials for classroom
use;
Textbook Services that obtains school textbooks and coordinates textbook
adoption by stakeholders;
Library Services that supports librarians, assures high quality library media
programs, acts as receiving, reviewing, and distribution agent for library
materials, and supports student use of the library;
Media Center that provides a workplace for the construction of learning
materials for students;
Print Shop that duplicates over two million copies of educational material per
month;
Management Information System department that provides many services
including student information and library, lunchroom, special education, and
bus routing; and
Technology Department which assists teachers in the integration of
technology to advance quality education through technology-connected
learning.
The Transportation Department transports approximately 16,000 regular education
students per day and over 700 special needs students daily with a fleet of 300 buses
classifying the system in the top 100 largest bus fleets in the United States. This fleet
travels over 5,584 one-way miles daily and provides services for 4,000 field trips
annually. There are 170 platoon routes transporting students to various sites during
the school day. An in-house bus garage staff maintains bus fleet and maintenance
vehicles. All route buses are equipped with 2-way radios capable of communicating
with the Calcasieu Parish Sheriff’s patrol channel and Southwest Louisiana Mutual
Aid channel when out of the area. Many buses are equipped with camera systems to
monitor student behavior and document control issues for students and drivers. All
regular and substitute drivers have annual mandatory in-service training on safe
driving techniques to ensure consistency throughout the system. Driver records are
checked three times per year and 50% of all drivers are randomly drug-screened with
25% of those also alcohol-tested.
The Calcasieu Parish School Board employs approximately 520 special services
teachers and 320 paraprofessionals. The Department of Special Services serves in
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Calcasieu Parish School System
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excess of 6,000 students with identified exceptionalities. Special programs are
offered for exceptional students, preschool through grade 12 who have been identified
as individuals with exceptionalities according to Louisiana Pupil Appraisal Handbook
and Individuals with Disabilities Education Act R.S. 17:1941, et. seq.
The Pupil Appraisal Department provides assessment and support services for
Calcasieu Parish public and nonpublic school children ages 3-22 based on federal,
state, and parish guidelines. Child Search and the preschool testing teams work with
transitioning children receiving services through the Early Steps program into the
public school system. Core multidisciplinary team members consisting of certified
school psychologists, educational diagnosticians, and school social workers assist
parents and teachers in determining students’ specific needs.
Other disciplines such as speech language pathologists, adaptive physical education
teachers, occupational and physical therapists, vision teachers, and school nurses
provide consultation and conduct assessments as needed. The teams assist with
interventions, curriculum-based assessments and conduct standardized testing as
needed, interpret data, assign special education classifications when appropriate, and
recommend techniques and strategies to be incorporated in the Individual Education
Program (IEP) for each exceptional student. The Pupil Appraisal Department
consists of school-based, preschool appraisal, assistive technology teams, and Child
Search to locate children and youth in need of special education services.
Homebound services are available for students who are eligible according to state and
federal guidelines. All students in special education are provided access to and
involvement in the general education curriculum by utilizing individual instruction,
small group instruction, mainstreaming, the inclusion model, and implementing the
School Improvement Plan to achieve academic excellence. In addition the
department is utilizing the use of technology with research-based programs to assist
in accomplishing these goals. Services include speech, audiology services, and
physical and occupational therapy. Adaptive physical education, nursing services,
and special transportation are provided by the district. Other support services for
students with disabilities include Very Specials Arts, Extended School Year Program,
Louisiana Alternate Assessments (1 & 2), and transition services to prepare students
for exiting the school system.
The Department of Speech and Hearing provides services to children in public
schools, non-public schools, and Head Start Centers who exhibit communication
disorders that interfere with their educational performances. Children/students ages 3
through 22 receive services from certified, licensed speech/language pathologists who
address articulation, language, fluency, and voice disorders. Speech/Language
pathologists are required to participate in continuing education activities which allow
them to implement the latest innovative techniques and strategies. Speech
pathologists actively participate in computer training sessions.
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Louisiana Act 754 mandates that special programs be provided for those students
identified as academically gifted according to state criteria. A gifted program should
serve approximately 3-5% of the school population. The state criteria used for
identification consist of IQ and achievement in math and reading. The Calcasieu
Parish School System has made a commitment to gifted education by offering
programs for gifted students from grades Pre-K – 12. Searching for gifted students is
a continual process throughout the year. Referrals for the gifted program may come
from teachers, parents, friends, or students themselves.
The purpose of gifted education is to provide a learning environment which will
inspire, motivate, and challenge children to achieve the highest possible degree of
success, happiness, and usefulness in reaching their fullest potential. The curriculum
is differentiated, compacted, accelerated, and enriched, and is designed to address the
needs of the gifted students. The program offerings vary according to the grade level.
The ultimate goal of the program shall be to develop within each individual a desire
for excellence, a sense of individual worth, and a responsibility to self and to society.
The Department of Special Services is utilizing the Louisiana web-based IEP
program which integrates with Special Education Records (SER) for state reporting.
This program provides an efficient and accurate method of recording, transferring,
and sharing data.
The Calcasieu Parish School System partners with several agencies throughout the
parish to better address the needs of all children that we serve. These partnerships are
made possible through cooperative agreements and memorandums of understanding
between the local school district, the Office of Juvenile Justice, the 14th Judicial
Court, the District Attorney’s Office, the Sheriff’s Department, Office of Mental
Health, Office of Public Health, Calcasieu Parish Police Jury, and the City of Lake
Charles. This cooperation between the partners enables the community to be made
aware of resources which are available to students and families in need.
Primary examples of these cooperative efforts are the Truancy Assessment Service
Center (TASC), Families in Need of Services (FINS), and Teen Drug Court
programs. The goal of these programs is to address the barriers that restrict an at-risk
student’s ability to succeed in school. The school system provides staff and facilities
to better ensure the efficient operation of the programs.
The Office of Child Welfare and Attendance is involved in many of these
partnerships seeking to achieve the overall goals of improved school attendance and
discipline in the schools as well as preventing and recovering dropouts. Programs
such as Credit Recovery and the NEXT STEP Academy are examples of a positive
working relationship between the local school district and the agencies whose
primary goal is to serve at-risk youth.
The Title X Homeless Liaison housed in the Parenting Center works with the Child
Welfare and Attendance Department to identify students who are homeless and in
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Calcasieu Parish School System
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need of immediate assistance. This assistance comes in the form of school supplies,
school uniforms, and transportation to the school of origin or the zoned school where
they are residing.
The Public Information Office is charged with coordinating positive, accurate
communication between the school system and the community it serves. This office
provides the community with a listing of upcoming events and information which are
of public interest.
In addition to district and school newsletters, the district maintains a website where
information is posted in a timely manner to inform the community of points of
interest, be it test scores or upcoming events. This website also includes links to all
school websites.
Representatives from the schools and the central office present educational
information at various meetings of local community organizations throughout the
district. Several staff members volunteer their time in programs such as Big
Brothers/Big Sisters and the Lunch Buddy Program.
The school district is well represented at the local, state, and national level where staff
members hold various leadership positions and serve on decision-making boards that
address the needs of children and their families.
The system has an extensive Partners-in-Education program which is a formalized
partnership between a business, industry, or community representative for the purpose
of enriching the educational process by direct involvement. This local project is an
investment in the future of children with partners sharing resources, time, talent, and
expertise. In addition, system representatives participate on the education committee
of the Chamber (of Commerce) Southwest. Many schools also have after-school
programs funded by community agencies. All these efforts focus on improved
student achievement and foster life-long learning.
Calcasieu Parish School System also offers an Extended Day program for elementary
students. The purpose of the Extended Day Program is to provide parents of
elementary age students in Calcasieu Parish Public Schools the option of before and
after school child care. This service is offered to students who are at least four years
of age and are currently enrolled in participating schools. All participation is
voluntary. The goal of the program is to provide a healthy and secure environment
before and after school for children in Calcasieu Parish. It is the intent of the program
to provide an atmosphere that affords each child an opportunity to enhance
intellectual, personal, social and physical development. Extended Day Program
facilitates successful experiences that promote positive self-concepts and generates an
attitude of mutual respect and cooperation. The Extended Day Program is available
on regular school days. All programs offer afternoon sessions that begin when school
is dismissed and extend until 6:00 p.m. Some sites also have morning and /or holiday
hours. An Extended Day Summer Program is available at some consolidated
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Calcasieu Parish School System
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locations. There are currently 23 school sites which provide the Extended Day
program and ten sites which provide both the Extended Day and Summer Programs.
Essential Artifacts:
Located on Flash Drive:
Class Size Range
District Annual Financial Report
District Level Financial Profile
District Technology Plan
School Activity Manual
School System Emergency
School Zone Book
Located on the Web:
Bulletin 741
Bulletin 746
District Policy Manual
Louisiana Accounting and Uniform Governmental Handbook
Louisiana Act 754
Louisiana Code of Ethics
Louisiana Pupil Appraisal Handbook and Individuals with Disabilities Education Act R.S.
17:1941
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Calcasieu Parish School System
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Standard 6: Stakeholder Communications & Relationships
STANDARD: The system fosters effective communications and relationships with and
among its stakeholders.
6.1 Fosters collaboration with community stakeholders to support
student learning
6.2 Uses system-wide strategies to listen to and communicate with
stakeholders
6.3 Solicits the knowledge and skills of stakeholders to enhance the
work of the system
6.4 Communicates the expectations for student learning and goals for
improvement to all stakeholders
6.5 Provides information that is meaningful and useful to
stakeholders
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Calcasieu Parish School System
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Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Highly Functional
X
X
X
X
X
Focus Questions
1. How does the school system’s leadership ensure that the system and its schools
are responsive to community expectations and stakeholder satisfaction?
The Calcasieu Parish School System (CPSS) fosters collaboration with all community
stakeholders to support student learning. School board meetings are open sessions and
public attendees are welcome to participate in dialogue with board members
regarding policies and procedures that directly affect student learning. Additionally,
schools hold parent open houses, individual parent conferences, PTO meetings,
School Improvement Team (SIT) meetings, Curriculum Nights, Louisiana
Educational Assessment Progress (LEAP) and Integrated Louisiana Educational
Assessment Program (iLEAP) activities to further engage community stakeholders in
dialogue related to student achievement. Moreover, numerous community members
serve as members of district and school committees to provide feedback about diverse
curriculum and student learning needs.
The CPSS has successfully built strong relationships with community stakeholders by
developing and implementing the nationally recognized Partners in Education
Program (PIE) whereby 220 community businesses are partnered with 59 schools in
the district. Furthermore, ABC Technical and Vocational School, area businesses and
industries, special groups such as law enforcement agencies, military representatives,
media resources (KPLC-TV and the Lake Charles American Press), and juvenile
justice entities provide technical training, job shadowing opportunities, safety
programs, and other hands-on experiences and resources to support engaged, student
learning. Representatives of various community and civic organizations such as 4-H,
Boy Scouts, Girl Scouts, Junior League, Arts and Humanities Council, League of
Women voters, etc. serve as judges for school activities such as Science Fairs, Social
Studies Fairs, Spelling Bees, Band Festival, and Chorus Festival. Numerous
community groups and organizations supply resources to support student
achievement, attendance recognitions, and scholarships such as Billy Navarre
Chevrolet sponsors the publication of Honor and Banner Roll students in the Lake
Charles American Press newspaper, the Drew Foundation provides grant funds, and
local industries fund scholarships to summer Tech Camp and Arts Camp. Other
entities collaborate with individual schools and the district to conduct fund raisers,
develop public relations brochures, videos, school T.V. stations, and purchase
achievement recognition ribbons, etc. that support student learning.
High school redesign is highly supported by community stakeholders. The
institutionalization of dual credit courses for CPSS high school students are available
through partnerships developed with the SOWELA Technical Community College,
McNeese State University (MSU), and the Louisiana Virtual School. Advanced
placement coursework is provided by MSU professors who teach at area high
schools, online, and through Compressed Video Circuits (CVC). Ongoing
partnerships with the Simon Properties, owners of the Prien Lake Mall, provide a
location for students missing high school Carnegie units to recover the credits through
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Calcasieu Parish School System
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online coursework. There are plans to expand high school course offerings during the
2008-09 school year.
District and school employees frequently collaborate with community stakeholders as
committee and team members of numerous area organizations. Specifically,
employees of curriculum and instruction, personnel, and technology along with
school-based administrators and teachers represent the district on the Chamber
Education Committee, MSU K-16 Council, Chamber Technology Council, SOWELA
just to mention a few. Furthermore, the district and school websites, email, surveys,
and Connect-Ed system are avenues for community stakeholders to be informed and
engaged in dialogue related to support of student learning.
The Calcasieu Parish School System actively initiates and maintains a wide variety of
channels to listen to and communicate with stakeholders. Board members, the
superintendent, central office staff, and school-based administrators subscribe to an
open door policy for communication with all stakeholders. The superintendent
monthly hosts “Wayne’s World” to hear from various stakeholders regarding issues,
concerns, and feedback relative to various aspects of school improvement. The Public
Information Officer (PIO) keeps internal and external stakeholders abreast of district
recognitions, concerns, and new initiatives via the website, email, Connect-Ed, news
media, SHARE, Quarterly Reports, and Annual Reports.
The district website serves as a central location to disseminate detailed information
about the total operation of the district which includes the district and school
improvement dashboards and goals. Public information on school board members,
minutes, and meetings, the crisis management plan and other approved district
policies and procedures are also located on the web site. The district webpage links to
school websites, the Blackboard web based system, and email. School web pages are
used to inform parents and the community of school activities and often include the
school calendar. Teacher web pages are an information resource for parents to learn
more about instruction and classroom activities. Some school and classroom web
pages are traditional while others are Blackboard based.
The CPSS utilizes a variety of online resources to connect with stakeholders. The
Blackboard Learning System and Community Portal are used to share internal and
external communication about various district and school programs related to student
learning. Schools and departments are using Blackboard as a tool for student and
adult learning as well as a location for communicating with parents and community
members. Online courses are readily available for student learning and professional
development for teachers, administrators, and staff. The Connect-Ed system is a web
based communication tool used to notify parents, staff, school board employees, and
community members via telephone of activities within the system and Pentamation,
the student information system, enables parents to access student grades and
attendance 24 hours per day for seven days per week. The Destiny online library
resource provides access for parents and students after school hours.
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Calcasieu Parish School System
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Surveys, online and paper based, are used to gather data about school improvement
efforts and to determine stakeholder’s interest, opinions, and feedback from parents,
faculty, students, and community members regarding district and school needs. The
district has a system-wide license for Checkbox, an online survey creator, in addition
to the survey tools within Blackboard and the NSSE survey results. These resources
enable employees to quickly gather data from make better make data-driven decisions
with stakeholder input.
Traditional types of communication are also implemented for communication with
stakeholders. Schools post messages on marquees to notify the public of school
activities including calendars, sporting events, recognitions, and awards. School
newsletters and handbooks are published by the schools and distributed to parents and
community members to inform them of activities and policies within the school.
School report cards are used to communicate the school performance scores,
attendance percentiles, student achievement levels, strengths, and areas needing
improvement. Community forums and Open Houses are conducted by the district and
schools to address community concerns. Guest speakers, such as community leaders,
law enforcement officials, fire department officials, and local politicians have talks at
different meetings to update what is being done or need to be done in the community
and at the schools to ensure a safe and productive learning environment.
The Calcasieu Parish School System regularly solicits the knowledge and skills of
stakeholders to enhance the work of the school. Community Guest Speakers (Industry
Alliances, Fire, Police, etc.) are utilized in our schools to serve as additional resources
to support the curriculum. Partners in Education (PIE) pairs local business and
industry with each school. Often Parent-Teacher Organizations (PTO) serve as the
connective link between home and school to gather stakeholder resources to support
the school. Additionally, many schools have multiple businesses as their partners. As
a partner, businesses provide support and resources that range from serving as a guest
speaker and/or lunch buddy to pizza parties for academic achievers.
Stakeholders at all levels are solicited for participation in textbook caravans. Often
parents and the community representatives are selected to review textbook selections
prior to adoption based upon their individual knowledge and skills. Various high
schools offer programs in health careers which includes community health clinics
whereby the services are provided by local doctors and school nurses to students in
need. Technical and Vocational programs are offered in our high schools and also at
SOWELA Technical College providing necessary job skills for students to compete
in the job market following high school graduation.
2. What avenues are used to communicate information to stakeholders about the
effectiveness of the school system and its schools, including the sharing of
student performance results?
The Calcasieu Parish School System communicates the expectations for student
learning and goals for improvement to all stakeholders through a variety of avenues.
The CPSS district and school websites provide students, parents, and employees with
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Calcasieu Parish School System
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information regarding parish and school policies, student expectations, procedures for
grading, and school improvement initiatives. Each school and department dashboard,
Quality goals, and progress is located on the district website along with each school
improvement plan. Survey data is accessible on the district website and the state
testing data is available through the Louisiana Department of Education
Accountability web location.
Baldrige Quality Standards, expectations, and implementation results have been
shared with the community at large through presentations on the local Government
channel. The district and mission statement, dashboard, goals, and data are posted in
strategic locations throughout the district. Additionally, schools display district and
school mission statements, dashboard, goals, data, and results throughout the school
setting, in classrooms, on the web, and through newsletters, brochures, and reports.
Assessment data and rubrics to guide student performance are often housed in student
data binders, Blackboard courses, and the web. Student data binders are shared with
appropriate stakeholders to track ongoing performance and to help students to take
ownership in the learning process.
Connect-Ed is used to inform all stakeholders about state testing and expectations for
students. Open houses, conferences, PTO meetings, and School Improvement Team
meetings provide opportunities for dialog with stakeholders about student learning
and goals and to better inform stakeholders of the testing process. Email messages,
the Blackboard system, telephone calls, school websites, and the district website offer
ways for varied communication about student expectations and improvement goals as
needed to meet individual student needs.
School report cards are used to inform parents and community members of the
school’s performance compared to district and state standards. Additionally, the
information is published in the local newspaper to reach a broader audience. Progress
reports are provided for parents more frequently than grade report cards to keep
parents informed of the ongoing progress of their child and to elicit input to meet
individual student needs. Attendance reports are distributed at the end of the six
weeks period. Stakeholders are informed when students have missed or been tardy for
more than five days through the Office of Child Welfare and Attendance in
conjunction with the school administrative office. LEAP, iLEAP, and Scantron
assessment data is shared with parents and students upon receipt of the results.
Frequently, this data is tracked in data binders and discussed during parent
conferences to assist teachers in meeting individual student needs.
The Public Information Officer (PIO) regularly communicates with the media to keep
the public informed of the district achievement performance, new initiatives, and
other data related to the system and individual school effectiveness. Television, radio,
and newspaper coverage helps to keep stakeholders informed of moments of
celebration and special accolades. The PIO maintains ongoing communication with
all stakeholders, internal and external, through publications such as the SHARE,
Quarterly Reports, Annual Reports, website updates, and email.
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Calcasieu Parish School System
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School newsletters, generally distributed at least once per quarter, keep students,
parents, and Partners-in-Education representatives, informed of academic,
community, and district involvement. Letters and memos are mailed as often as
needed to keep stakeholders informed of any information that affects student
performance. Email and the websites provide a direct link to the school and its staff
so that student performance issues can be addressed immediately.
Essential Artifacts:
Located on Flash Drive:
District Annual Report
Quarterly Report
SHARE Newsletter (Archived on the web at http://www.cpsb.org/System/board/share)
NSSE Stakeholder Satisfaction Survey Results
Located on the Web:
Child Welfare and Attendance Communication Forms
Partner-in-Education Resource Guide
School Accountability Report Cards
State Testing Policies
Standards Assessment Report – Standard 6
Calcasieu Parish School System
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Standard 7: Commitment to Continuous Improvement
STANDARD: The system establishes, implements, and monitors a continuous process
of improvement that focuses on student performance.
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
Engages in a continuous process of improvement that articulates the
vision and purpose the system is pursuing (Vision); maintains a rich and
current description of students, their performance, system effectiveness,
and the community (Profile); employs goals and interventions to
improve student performance (Plan); and documents and uses the
results to inform future improvement efforts (Results)
Engages stakeholders in the processes of continuous improvement
Ensures that each school’s plan for continuous improvement is aligned
with the system’s vision and expectations for student learning
Ensures that each school’s plan for continuous improvement includes a
focus on increasing learning for all students and closing gaps between
current and expected student performance levels
Provides research-based professional development for system and
school personnel to help them achieve improvement goals
Monitors and communicates the results of improvement efforts to
stakeholders
Evaluates and documents the effectiveness and impact of its continuous
process of improvement
Allocates and protects time for planning and engaging in continuous
improvement efforts system-wide
Provides direction and assistance to its schools and operational units to
support their continuous improvement efforts
Standards Assessment Report – Standard 7
Calcasieu Parish School System
Page 73 of 100
Highly
Functional
Operational
In fulfillment of this standard, the system:
Emerging
INDICATORS
Not Evident
District Rating: Operational
X
X
X
X
X
X
X
X
X
Focus Questions
1. Describe the process for continuous improvement used by the school system and
its schools and the impact of this process on student learning and system
effectiveness.
Continuous Improvement is one of the core values of the Calcasieu Parish School
System. CPSS uses Quality based on the Malcolm Baldrige Framework for
Performance Excellence as the key process for continuous improvement. The
framework consists of seven categories: leadership; strategic planning; student,
stakeholder, and market focus; measurement, analysis, and knowledge management;
workforce focus; process management; and results. CPSS made this commitment to
continuous improvement in 2000 with the first Quality training of four pilot schools
and the development of a Quality Leadership Team (QLT).The QLT is comprised of
the superintendent, senior leaders, lead principals, and business partners. The QLT, an
advisory board to the superintendent, has been a driving force in the implementation
of Quality and the commitment to continuous improvement in the CPSS. The QLT
meets two to three times a year and makes recommendations to further the
implementation of the Baldrige Framework within the district. The sharing of data
has been a key activity of the QLT.
Overwhelming community support for the implementation of Quality provided
affirmation to the school board for funding staff for the Quality Department. In 2004
the first Quality mentors were hired and the Quality Department was formed. Since
that time all schools and departments have received training in Quality (continuous
improvement). Every school has a staff member trained to use PDSA (Plan-DoStudy-Act), an acronym for the continuous improvement cycle. A common Quality
tool used throughout the district is the Plus-Delta. This tool affords an opportunity for
stakeholders to provide input into what’s working (plus) and what needs
improvement (delta).
As the push for continuous improvement increased, the need for real-time data
surfaced. Schools had no systematic means to measure the current level of
performance of students in an aligned, standards-based manner. In 2006 the District
contracted with Scantron to develop the Achievement Series Tests (criterionreferenced) for 3rd through 10th grade students in ELA and Math. A commitment was
also made to use the Performance Series Tests (norm-referenced) for pre and post
testing within a school year providing the opportunity to measure student growth in a
consistent manner throughout the district. Full implementation of the Performance
and Achievement Tests took place during the 2007-2008 school year. Throughout the
school year results are given to students who maintain information in their data
binders for self-monitoring and goal setting. Teachers and administrators use the data
to analyze curriculum, make instructional decisions, and ensure that students are
prepared for the LEAP and I-LEAP Tests.
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Calcasieu Parish School System
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In the fall of 2007 through a collaborative effort involving multiple stakeholders, the
District mission, vision, core values, and key goals were developed. To further align
district goals, the Quality mentors facilitated discussions that resulted in the
development of individual department and school level dashboards. The dashboard
serves as a visual representation of the continuous improvement process used
throughout the entire system. Because all dashboards reflect the same mission
statement, core values, and vision, they provide a process for aligning all department
focus areas and all school level focus areas with the district plan. Since all schools in
the system have a school improvement plan (SIP), the dashboards also provide a
process for aligning the school improvement plans with the district plan. In order to
adhere to the concept of continuous improvement, the district intends to revisit the
dashboards for all schools and departments at the beginning of each school year. The
revised dashboards will reflect data gathered from the NSSE stakeholder survey as
well as feedback gathered at principals’ meetings, school visits, departmental
meetings, and school improvement plans.
The CPSS Department of Testing and Assessment provides accountability data, help
with the Data Analysis Template, and training to interpret the data so that each
school’s improvement plan focuses on increasing learning for all students and closing
gaps in student performance levels. An accountability specialist works with each
school to ensure that correct data is provided, to assist in the interpretation and
understanding of the data, to analyze trends over time, and to make improvement
recommendations for schools to include within their School Improvement Plan. The
accountability specialist meets with senior leaders to share comparative data to guide
and assist the decision-making process.
Several schools within the district have been recognized by the Chamber Southwest
by receiving the SWLA Quality award. This award based on the Baldrige criteria
involves a school’s self-assessment as well as an external audit. Dolby Elementary
was the first K-12 school in the state to receive the prestigious “Performance
Excellence Award” from the Louisiana Quality Foundation.
The Calcasieu Parish School System is a two star district based on the Louisiana
Accountability system. The district ranks 14th among 69 school districts within the
state in its District Performance Score. A 36% reduction in dropouts since 2004 is a
strong indicator of improvement.
2. What process is used to ensure that the improvement goals reflect student
learning needs and are aligned with the vision and purpose of the school system
and its schools?
Alignment with the Board, departments, and schools drives the improvement cycle. In
order to ensure that district and school improvement goals reflect student learning
needs and are aligned with the vision and purpose of the school system, every
department and school has embraced the use of Quality for continuous improvement
of teaching and learning. Priorities focus on student achievement and systems that are
directly related to student achievement. The data are reviewed on a regular basis.
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Gaps and needs are identified based on data. This data is shared with schools and
departments to ensure that the goals in the schools and departments align with the
Board goals and priorities and address the gaps and needs identified. Schools and
departments formulate goals based on student achievement data. These goals are not
only aligned to district goals, but also to state and federal accountability measures
(AYP and state grading). Schools are supported in their Quality improvement efforts
by District Quality Mentors. Each school and department has developed a dashboard
and goals following the “Plan, Do, Study, and Act” model that aligns expectations
with the district vision of providing a quality education. Dashboards are reviewed on
an annual basis.
3. What process is used to ensure that system and school personnel are provided
professional development and technical assistance to implement interventions
and achieve improvement goals?
All schools are provided with an extensive support system for professional
development and technical assistance by the district to ensure continuous
improvement.
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The annual CPSS school calendar provides six in-service days for all teachers
on which students do not attend school. Of these six days, one is for systemwide professional development and five are for school-level professional
development under the guidance of each building level administrator. With
the advent of the Achievement and Performance Tests the calendar was
adjusted so that professional development days are scheduled to follow
assessment days.
The New Teacher Academy offers professional development opportunities
throughout the school year designed to prepare and support new teachers. The
opportunities include participation in a variety of modes, including intensive
training through modules, online discussions; seminars and instructional
coaching that are aligned to the district’s achievement goals. New teachers
are supported from the moment they are hired through the next two years with
numerous workshops and opportunities.
The Quality Mentors work with schools to understand data, implement
Quality, and strive for continuous improvement.
The Curriculum & Instruction Department provides professional development
in research-based strategies. These include training in Thinking Maps,
Cooperative Learning, Differentiating Instruction, and Exemplars to name a
few. Professional trips for district teachers and staff to attend workshops,
seminars, and conferences as part of a school or department improvement plan
are encouraged and supported by the district.
The CPSS Technology Department, which has been recognized nationally,
provides ongoing opportunities for district teachers and staff to improve their
technology schools through numerous face-to-face and online workshops. The
Classroom-Based Technology Project (CBT) is a coordinated effort between
the Technology Department and the Curriculum & Instruction Department
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which provides new computers for a targeted grade level/curriculum focus
each school year. A research-based strategy is the foundational piece provided
during the three days of CBT training. The extensive use of Blackboard
throughout the district further supports the district’s quest for continuous
improvement through “anytime, anywhere” learning. The District webpage is
an extensive communication resource for all stakeholders within the district.
The use of Connect-Ed as a means to immediately communicate information
to parents and staff is another means of technical assistance.
The School Improvement Department of Technical Assistance provides
multiple opportunities for school administrators and school improvement
teams to gain assistance in the development of their School Improvement
Plans.
The district maintains an extensive professional development training plan
focused on achieving district goals. The majority of professional development
opportunities are focused on teaching and learning in support of the overall
student achievement focus of the district. Specific training is provided to help
teachers satisfy certification requirements. This is in direct alignment with the
district’s priority to retain highly qualified teachers. A variety of training
opportunities are available for non-certified personnel in regard to efficient
operation of the district and in support of school and department goals. The
comprehensive District Professional Development Plan supports the school
improvement plans.
Human resources are provided to support the implementation of improvement
goals of the Calcasieu Parish School System. Curriculum consultants, special
education facilitators, Transition to Teaching Instructional coaches,
administrative interns, assistant principals, curriculum coordinators, Quality
mentors, district technology department, the assessment supervisor, and
reading instructional coaches all work together to implement system goals.
The superintendent meets monthly with his senior leadership team. Directors
and department leaders meet monthly with their staff to discuss issues, trends,
and current levels of performance.
All central office leaders and principals meet monthly. These monthly
Principals’ meetings involve an opportunity for principals to meet with the
superintendent, as well as in break-out sessions which follow for elementary,
middle, and high school principals to discuss curriculum issues.
Schools conduct Whole-Faculty Study Groups, Grade-Level meetings, LINCS
study groups, and specific content group meetings where teachers learn new
instructional strategies. Each process includes peer coaching, planning
collaboratively and examining student work.
Schools hold school improvement planning meetings and some have even
implemented off-campus planning retreats.
School board members meet annually in training sessions hosted by the
superintendent and the Quality Department.
An online continuous improvement course was offered to all administrators
during summer 2008 for the purpose of sharing and analyzing NSSE results,
Scantron results, and as a springboard for school improvement planning.
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•
Funding is available to schools for after-school and summer tutoring programs
to provide intervention for at-risk students. All students who fail the highstakes LEAP Test are offered the opportunity to attend summer school with
transportation provided. Training for teachers is provided by the district.
4. How does the leadership ensure that the improvement plan is implemented,
monitored, achieved, and communicated to stakeholders?
The superintendent drives the continuous improvement effort. The Quality
Department communicates and monitors alignment. All schools are required to
develop and implement a School Improvement Plan. These plans are submitted to the
appropriate director and reviewed by the Director of School Improvement and
Technical Assistance. The revision of the SIP is an ongoing process. LANA
(Louisiana Needs Assessment) assists schools in the identification of needs as
perceived by multiple stakeholders. Curriculum-based district employees use DIG
(Degree of Implementation Guide) to gauge the level at which schools are making
progress toward implementation of their SIP objectives. Schools in greatest need of
improvement are provided with greater assistance. All Title I schools are required to
submit documentation from the SIP for any expenditure of Title I funds.
The District, Department, and School Dashboards are visibly posted for all to see.
The District’s vision, mission, core values, and goals are prominent on District and
school webpages, on letterhead, in formal documents, and all forms of
communication.
The district has developed a comprehensive system-wide Professional Development
Plan that requires each department in Curriculum and Instruction, under the
leadership of the Assistant Superintendent of Curriculum and Instruction, to outline
professional development plans each spring for the upcoming school year. The
Professional Development Plan steering committee and task force committee
analyzes student achievement data to create and revise district goals and objectives.
Individual departments create professional plans based on these yearly goals and
objectives. The district also directs each department to provide a comprehensive
Professional Development Plan that addresses the needs of staff members as it relates
to student learning. Schools follow the same process for determining professional
development within the SIP. In addition, every instructional employee completes a
Professional Growth Plan, which is reviewed periodically for progress.
School and department leaders utilize the evaluation process to monitor
implementation of district goals. Job descriptions, Professional Growth Plans,
informal observations (102), formal observations (106), self-evaluations (107), and
remediation plans (108) are used for evaluating all instructional personnel. These
forms are sent to the appropriate director. More informal processes such as classroom
walk-throughs also assist leaders in monitoring improvement efforts.
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Calcasieu Parish School System
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The Louisiana School Accountability Program provides school-level and district-level
report cards which communicate progress toward growth targets based on
performance on tests and student attendance. In addition, the report card
communicates class size and teacher qualification information. The Calcasieu Parish
School System and each school maintain websites designed to provide information to
the community about the district or school. The Calcasieu Parish School System
Office of Public Information publishes a SHARE Newsletter and an Annual Report
which detail school-level and system-level accomplishments and performance. A
Quarterly Report also goes out to stakeholders providing information about current
successes. Many schools sponsor school-level parent teacher organizations which
meet several times per year. In addition, at the end of the school year, the
superintendent presents an annual report to the board. The Technical Assistance for
School Improvement Department assists and supports schools in the development of
their school improvement plans.
Essential Artifacts:
Located on Flash Drive:
School Board Goals/Dashboard
District Accountability Report Card
District Annual Report
Personnel Evaluation Forms/Professional Growth Plan Form
Professional Development Plan
Quarterly Report
SHARE Newsletter (Archived on the web at http://www.cpsb.org/System/board/share)
Superintendent Goals/Dashboard
Trend Data Analysis Template
Located on the Web:
Department Goals/Dashboards
DIG (Degree of Implementation)
LANA (Louisiana Needs Assessment)
School Accountability Report Cards
School Improvement Plans
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Calcasieu Parish School System
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Section 3
Quality Assurance
Peer to Peer Best Practice
Conclusion
Glossary of Acronyms
Index of Artifacts
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Quality Assurance
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Quality Assurance
The district ensures that the vision, mission and goals are aligned and implemented by each
school and department through their respective improvement plans. This ensures that the
vision and purpose standards are adequately met throughout the district. The district ensures
that goals are directly aligned with the district vision and goals through the School
Improvement Planning process. School Improvement Plans are reviewed by the department
for Technical Assistance for School Improvement and by Administrative Directors in each
department of Curriculum and Instruction. A review of the School and District Improvement
Plans during planning and implementation ensures that the standards for teaching and
learning are implemented. Curricular and instructional strategies written into the plans are
based on data and current research to meet the needs of each individual student.
Upon receipt of test scores from the Louisiana State Accountability System, school teams
review student achievement data along with other available data. The data are disaggregated
at the district, school, grade and teacher levels. This information is used to develop school
improvement plans and professional development activities. Annual test scores, school
performance scores and district performance scores are published in local newspapers, posted
on the district and state websites, printed in the parent report cards, and presented at board
meetings to inform all stakeholders of the achievement level of the district schools.
Reporting to the system’s strengths and weaknesses encourages community involvement and
supports the district’s mission and vision. The goals developed in School and Department
Improvement Plans are a result of a review of data. Goals in all improvement plans are
written using clear measures. Data are monitored during the school year and strategies are
adjusted as data determines is necessary. All schools and departments ensure that results are
reviewed to determine the degree of the effectiveness of the plans. These formative
assessments of the activities ensure that the standards within the Documenting and Using
Results category are sufficiently implemented.
School Improvement planning involves a variety of stakeholders within the school
community including parents, teachers, students, and business and community members
through the School Improvement Team. The School Improvement Team also approves the
School Improvement Plan for each school. During the school year updates are presented to
the stakeholders regarding data for the school improvement goals. These communication
methods ensure that stakeholder communication and relationships standards are met at each
school.
The processes within the district for development, implementation and monitoring of School
and Department Improvement Plans ensure a formal continuous improvement cycle. These
processes include communication of the vision and mission, engagement of stakeholders,
focus on student teaching and learning, monitoring of data and evaluation of improvement
efforts. These processes ensure that the commitment to continuous improvement standards is
implemented.
The Calcasieu Parish School System follows the guidelines set forth by the Louisiana State
Department of Education to provide ongoing evaluation of all certified employees. The
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Calcasieu Parish Personnel Evaluation Plan is the instrument for evaluating all employees.
Teachers are formally evaluated each year for the first three years in a position. Once
successful performance has been attained for those initial years, a formal evaluation occurs
once every three years. Every certified employee develops an individual Professional
Growth Plan which outlines specific activities to support the district and school goals.
Through this cyclical process of planning, implementation of new strategies and evaluation
of results, the Calcasieu Parish School System provides the quality assurance on a continuing
basis. The Principal and Administrator Evaluation instruments include evaluation in a
variety of areas including Instructional Leadership and Compliance, Personnel Practices,
Financial Practices, and Business Practices. These areas align with the standards within the
Governance and Leadership category. Administrators are expected to maintain specific
leadership qualities; communicate clearly to all stakeholder groups; understand,
communicate, analyze and use data; and understand and implement strategic planning.
Administrators also have leadership programs in which they are mandated to participate
during the first years of their administrative experiences. The Principal Internship Program is
implemented by the state, and new principals take part in this during the first two years of
their administrative assignment. There is also participation in monthly leadership meetings
and ongoing staff development meetings.
Additionally, each new teacher in Louisiana must participate in the Louisiana Teacher
Assistance and Assessment Program (LaTAAP). New teachers participate in this program
for a two year period in which they receive guidance from a mentoring team and go through
a comprehensive observation and evaluation process. They must successfully complete this
program in order to continue their certification and eligibility to teach in Louisiana. This is
part of the continuous certification process in this state. Teachers new to the state must
provide documentation of effective teaching practices from the previous employer for a
three-year period. Only then can they be given Louisiana certification.
Individual departments play the main role in monitoring the standards delineated in the
resources and support systems category. The Human Resources Department monitors the
recruitment and retention, certification, and staffing standards found within the Human
Resources section of this category. The Curriculum and Instruction Department also
monitors the professional and support staff training needs and monitors participation. The
Budget and Finance departments monitor fiscal resources, including budgetary planning,
auditing and accounting processes. Physical resources are monitored by the Maintenance,
Planning and Construction, and Risk Management departments. The Support System
standards are monitored by the Food Services, Transportation, Special Education, and Safe
and Drug Free Schools departments. Through this comprehensive network of supports and
monitoring the district is ensured that each school is successfully implementing the standards
within the resources and support systems category.
Internal Quality Assurance Review Teams visit schools on a cyclical basis to validate the
schools’ adherence to the standards of a quality school. These teams are comprised of central
office staff members and school administrators. Interviews are conducted with all
stakeholder groups at each school to engage them in healthy, professional dialogue about
school improvement efforts. The School’s Improvement Planning process is reviewed to
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determine the degree of effectiveness. The teams provide immediate feedback to the schools
and make recommendations concerning future efforts to improve student performance and
organizational effectiveness. Every school in the district participated in a site review during
the 2007-08 school year. One fifth of the schools will participate in a site review each
following year. The information obtained from site reviews is utilized by district and school
administrators to assist schools in identifying strengths and weaknesses in order to establish
quality practices that will lead to improved student performance.
Schools are transitioning from individual visits to District Accreditation. All schools still
have to address the quality standards and make sure that everyone on staff knows how these
are addressed. Each school is required to submit a narrative addressing each standard. By
using the same School Improvement Plan template across the district, which is based on the
state template, the school district is assured that schools are including the key components in
their plans. There is an approval process for school improvement plans at the district level
that gauges completion against a set of standards. Since we have just embarked on this
journey, there are vestiges of the belief that we are engaged in these processes because of
SACS CASI.
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Peer to Peer
Best Practice
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Peer-to-Peer Best Practice
Name of Practice:
Blackboard Online Practice
Demographics:
Public/Non-public
Beginning Grade
Ending Grade
Enrollment
Public
PK
12
35116
# Elementary Schools
# Middle Schools
# High Schools
# Unit Schools
# Other
33
12
10
2
1
Description of the practice:
Through the use of the Blackboard Content Management system we have networked all
stakeholders to support and enhance student learning. Blackboard was initially implemented
to support professional development and has evolved to be one of the main communication
and collaboration support systems for the district. Blackboard is used to enhance classroom
instruction, share best practices, provide access to resources, increase home/school
communication and provide a means of streamlining communication anytime, anywhere for
all employees and board members. Currently the Blackboard system has over 25,000 + page
views per day. Approximately 2,000 classroom teachers are utilizing Blackboard as a means
of communicating and providing parents with resources to help at home. Twenty-one of the
district’s departments have implemented blackboard to provide teachers with access to
resources.
Reason for the practice:
As a district, we firmly believe that students’ achievement will not progress without all
educators consciously improving skills as teachers and as instructional leaders (Wagner,
Kegan, Lahey, Lemons, Garnier, Helsing, Howell, Rasmussen, 2006). The Blackboard
Content Management system enables all stakeholders to network, collaborate, and focus on
continuous improvement. Calcasieu Parish School Board has been utilizing Blackboard at
different levels for the past 8 years. Blackboard was purchased to support professional
development and also gifted education. During Phase 1 administrators were trained to utilize
Blackboard as a means of communication between staff members. Phase 2 of blackboard
incorporated teacher training in the use of Blackboard as a classroom website. Phase 3
focused on allowing K-12 students to have usernames and passwords to the system providing
for engaged learning online. This phase also brought in department staff to utilize Blackboard
to communicate between teachers for curriculum resources. During this time board members
were also trained to access resources. The district technology team is continuously
investigating ways to offer efficient, productive tools to support and enhance total school
improvement.
Subject areas to which the practice applies:
Interdisciplinary
Schoolwide
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English/Language Arts
Mathematics
Science
Social Studies/History
Health/Physical Education
World/Foreign Languages
Career/Technical Education
Fine Arts
Extracurricular
Grade levels to which the practice applies:
All students at all grade levels
Student groups to which the practice applies:
All groups of students
Adult groups to which the practice applies:
Administrators and Supervisors
Classroom Teachers
Professional Support Staff
Aides
Secretarial and Clerical Staff
Parents
Community Members
Length of implementation of this practice:
More than 6 school years
Resources needed for implementation:
The CPSS Blackboard system is primarily managed by a team of 5 individuals of which the
eLearning Coordinator is the leader. Each team member possesses varying backgrounds and
skills from management/leadership to networking experience, web authoring, and curriculum
integration/collaboration expertise. Additionally, lead teachers and staff in the schools and
departments support the implementation of the Blackboard system in specified areas. A
variety of materials and resources are necessary to effectively implement a system-wide
Blackboard system for sharing information, collaboration, curriculum delivery, and
instructional enhancement. Necessary materials include a robust, internet presence with
appropriate servers and networking infrastructure to service approximately 5,000 users.
Funding is represented by a convergence of resources from the district and federally funded
grants.
Research that supports the practice:
As a district, we firmly believe that students’ achievement will not progress without all
educators consciously improving skills as teachers and as instructional leaders (Wagner,
Kegan, Lahey, Lemons, Garnier, Helsing, Howell, Rasmussen, 2006). A focus on
improvement is embedded in every aspect of the Calcasieu Parish School System since the
district subscribes to the Baldrige Quality process for continuous improvement. District
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employees recognize our product is student learning and our core business is teaching.
Furthermore, the Baldrige continuous improvement model requires all stakeholders to
collaborate for greater coherence and consistency. The Blackboard Learning, and Content,
and Community systems are the platforms for delivery of professional development, gaining
buy-in from one or more groups though systematic sharing, aligning the curriculum for
greater uniformity, sharing files and resources, enhancing student-centered learning
activities, and improving family/community support for schools and the district. Thus, the
web-based Blackboard system enables all stakeholders to communicate, collaborate and
improve skills.
Wagner, et al (2006) outlines seven disciplines for strengthening instruction and
subsequently student achievement. The Blackboard web-based system clearly supports each
of the components. The first discipline, using real data for instructional improvement, is
supported by school and district employees via the Blackboard systems. Various
stakeholders, at the school and district level, consistently examine data and collaborate
through online discussions about ways to inform instructional practice for improved
achievement. Secondly, creating a shared vision is essential for continuous improvement.
Throughout the Blackboard portal, district level administrators share goals and the means for
reaching district expectations. School-based administrators implement similar strategies
through individual school Blackboard professional learning communities that focus directly
on data and differentiated instructional practice for student-centered learning. The third
discipline, meetings about the work, is reflected through group and individual interactions
with staff and leadership via individual school and department Blackboard sites. Sharing a
vision of student results, the fourth discipline, is often the result of professional development
opportunities in which Blackboard serves as the tool for investigation, collaboration, and
consensus building in a less threatening online environment. Wagner (2006) mentions the
sixth discipline is effective supervision. Since each aspect of the Blackboard system enables
individuals to enter data and information with a time stamp, it serves as an avenue to
effortlessly document and hold students and employees accountable for completion of tasks.
Additionally, the Content Collection provides space for all employees to share files within
the school Blackboard course sites for ease in access to updated information. The Blackboard
Learning System clearly aligns with the sixth discipline, professional development. Through
the online course and organization sites, all stakeholders can easily engage in meaningful
professional learning experiences to gain necessary skill sets to meet district and school
expectations. Finally, the seventh discipline, diagnostic data with accountable collaboration,
is addressed through ongoing communication and dialogue with various shareholders in the
Blackboard Learning System.
Wagner, T., Kegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A., &
Rasmussen, T. (2006).
Change leadership: A practical guide to transforming our schools. San Francisco: John Wiley
& Sons, Inc.
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Conclusion
The CPSS Blackboard team, under the direction of the eLearning coordinator, has plans to
further expand the implementation of Blackboard for student use. Advanced Placement and
regular education coursework will be available in an online environment primarily for high
school students, but there are plans to promote its use with middle school students as well.
Furthermore, the department has set a goal of every student having access to a variety of
classroom resources via an online presence. Additionally, online professional development
opportunities will continue to broaden as the demand for 24/7 learning increases.
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Conclusion
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Conclusion
The Calcasieu Parish School System is proud of its many accomplishments, successes
and improvement efforts. We believe that these efforts have made significant impact
on teaching and learning as well as business operations within the district. The
Calcasieu Parish School System has spent considerable time and effort over the past
years working to align all of its internal practices and processes to ensure a quality
education for all students. A comprehensive curriculum has been implemented,
department goals have been aligned to support schools, and budget processes have
been aligned with departmental improvement planning so resources are directed at
district priorities.
This theme of alignment is surfacing throughout the organization, assuring that
district resources, both human and financial, are used more efficiently. Every school
and department looks for opportunities to diminish waste, minimize replication of
effort, and reconcile conflicting programs. This step to better alignment is helping to
create a more collaborative and focused work force, as employees know how and
where to focus their efforts. Stakeholders also have a more transparent view of
district operations, as they have opportunities to contribute their expertise.
The Calcasieu Parish School System’s greatest strength is its commitment to student
achievement, always believing that “all children are important”. A concentration on
efforts of alignment within the district is allowing staff to focus all resources on
supportive services to schools. This is important because our most important work
takes place at the school; student learning. Alignment and commitment to
improvement is helping our district to realize growth in student achievement. Staff
members understand the board has placed priority and are able to align their job
responsibilities to address the priorities of the district.
Also recognized as a great strength and asset is the pride we have in our system’s topquality employees. Our district is most fortunate to have honest and enthusiastic
employees who are dedicated and committed to enriching the lives of our students.
Because of their dedication and commitment, along with their high levels of expertise
and skills, and the ability to take initiative, our school system continues to achieve
excellence in all aspects of its operations. Successes have been possible and the
Calcasieu Parish School System’s goals are met efficiently because of highly
professional staff members able to communicate and work harmoniously with others.
Calcasieu’s high schools are on the cutting edge in research into and application of
high school redesign. Our high schools have been leaders in Louisiana in
implementing curriculum, instructional strategies, and academic interventions. With
rigor, relevance and relationships as guiding principles, Calcasieu high schools have
stayed ahead of new mandates and changing requirements.
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The greatest challenge to the district has and will continue to be academic growth
among our students. As the needs of students vary greatly, the challenge will be how
to address the individual needs of all students, while also meeting the expectations
that state accountability places on us. Although some significant growth has occurred
in recent years, data analysis shows that students with disabilities perform at a
considerably lower level than other students. The Students with Disabilities Subgroup
has always been the subgroup with the lowest Annual Measurable Objective, and
particularly the ELA Students with Disabilities Subgroup. This occurs at the district
level as well as almost every school in our district. Calcasieu Parish School District
ranks 13th among all 69 districts in the state of Louisiana in the number of students
with disabilities. The challenge is how to address the needs of these students.
In addition, the recruitment and retention of highly qualified teachers continues to be
a challenge that districts nation-wide have been facing. The number of teachers
graduating from colleges and universities fails to meet the needs that school districts
have. As a result of this, keeping class sizes to the optimum level places additional
burdens on our school district. We are currently focusing on alternative ways to meet
this need; such as alternative certification programs.
Despite steady improvement reflected in expanded curriculum, rising standardized
test scores, increased proficiency rates and reduction in dropouts; high schools remain
challenged to meet the demand for stronger results in both college prep and work
readiness of its graduates. Further reduction of the total number of dropouts,
particularly in the 9th and 10th grades is of great concern.
The process of this self-assessment is a continuation of our journey to providing a
quality education for all students and another step on the path to being an exemplary
school system. The comprehensive self-assessment has helped us to look at our
operations from different perspectives and has helped to identify areas of great
strength as well as opportunities for improvement. Truly quality organizations
recognize that there are areas in which improvements can be made and embrace those
opportunities as learning experiences and act upon them.
The school system of Calcasieu Parish will use the information and opportunities to
analyze operational practices and procedures to produce excellence in every area of
operation. These continuous improvement opportunities will ensure that the Calcasieu
Parish School System continues on its journey to being an exemplary school system
and uses available opportunities to evaluate progress in that direction.
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Glossary of Acronyms
ADHD – Attention Deficit Hyperactivity Disorder; attention deficit disorder in which
hyperactivity is present.
AP - Advanced Placement Program; commonly called AP, is a program that offers college
level courses at high schools.
APIP – Advanced Placement Incentive Program; program that provides grants to eligible
entities to enable them to increase the participation of low-income students in both pre-AP
and AP courses and tests.
AR – Accelerated Reader; is a computer based, reading management and motivational
system designed to complement existing classroom literacy programs for grades K-12.
BESE - The Louisiana State Board of Elementary and Secondary Education; the
administrative policy-making body for elementary-secondary schools
CAE – Calcasieu Association of Educators
CAI – Computer-assisted Instruction; provides opportunities for diagnostic, prescriptive,
computer-based instruction to support and enhance the academic program.
CASES – Calcasieu Alternative School for Elementary Students
CBT – Classroom-Based Technology; Teachers learn technology integration strategies
within specific grade level and content specific curriculum utilizing the software packages
and resources readily available to them in the classroom.
CEU/CLU – Continuing Education Unit/Continuing Learning Unit; a nationally recognized
standard unit of measurement for participation in a continuing education activity
CODOFIL – Council for the Development of French in Louisiana; was created by the state
legislature, because of the existence of this corps of native French speakers. According to
Legislative Act No. 409, CODOFIL is empowered to "do any and all things necessary to
accomplish the development, utilization, and preservation of the French language as found in
Louisiana for the cultural, economic and touristic benefit of the state".
CPSS – Calcasieu Parish School System
CRAFT - Calcasieu Readying Artisans for Trades; program designed to serve students by
motivating them through success in project based work, incorporating GLEs into “real life”
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situations, giving students an overview of vocational/technical education and providing
usable and marketable skills and experiences
CTE – Career and Technical Education; Calcasieu Parish School System
DIBELS – Dynamic Indicators of Basic Early Literacy Skills; an assessment used to assess
student reading growth in grades K-3
DIG – Degree of Implementation Guide; designed to guide the District Assistance Teams in
conducting an end-of-year evaluation of the school’s implementation of School Improvement
Plans
EAGLE - Enhanced Assessment of Grade-Level Expectations; a system designed to help
teachers and students identify learning strengths and weaknesses, modify instruction, access
targeted classroom resources, and refine learning strategies based on student assessment and
performance.
EOCT - End of Course Tests; the tests, which are criterion-referenced and standards-based,
measure the knowledge and skills a student should have mastered by the end of a course.
ESL – English as a Second Language; a student for whom English is not his/her first
language
EEOC – Equal Employment Opportunity Commission; enforces federal laws prohibiting job
discrimination. EEOC also provides oversight and coordination of all federal equal
employment opportunity regulations, practices, and policies.
FINS - Families In Need of Services; a legislatively created juvenile court proceeding
enacted into law upon passage of the Louisiana Children’s Code in 1991. The purpose of
FINS, Title VII, is to define self-destructive behaviors by the child and conduct by other
family members which contribute to the child’s harm and which warrant court intervention in
the family’s life so that appropriate services to remedy the family’s dysfunction can be
secured.
GED – Graduation Equivalency Diploma; the General Educational Development program
that represents the alternative to a High School Diploma. It requires tests verifying an
equivalency to accepted high school standards. The GED Test is comprised of 5 tests:
Mathematics, Science, Social Studies, Language Arts/Reading, and Language Arts/Writing.
GEE – Graduation Exit Exam; part of Louisiana’s criterion-referenced testing
(CRT) program that requires that high school students exhibit sufficient knowledge and
skills to be eligible for a standard high school diploma
GLE – Grade Level Expectation; a statement that defines what all students should know and
be able to do at the end of a given grade level.
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IDEA - The Individuals with Disabilities Education Act; a United States federal law that
governs how states and public agencies provide early intervention, special education, and
related services to children with disabilities
IAP – Individual Accommodation Plan; the Individual Accommodation Plan required by the
Department of Education for students receiving 504 services in the regular classroom.
IEP - Individualized Education Program; a written statement developed, reviewed, and
revised in the context of a meeting, in accordance with federal and state regulations for each
student with a disability.
iLEAP – integrated Louisiana Educational Assessment Program; The iLEAP English
Language Arts and Math tests consist of norm-referenced test (NRT) components augmented
with items specifically developed to align with the Louisiana Grade-Level Expectations
(GLEs). These additional (augmented) GLE-based items combine with The Iowa Tests items
that align with GLEs to form the criterion-referenced test (CRT) component of iLEAP.
ITBS - Iowa Tests of Basic Skills; norm-referenced achievement tests published by
Riverside Publishing that are standardized nationally, thus scores can be used to compare the
performance of students tested locally with the performance of students tested in the national
sample.
LAA1 - LEAP Alternate Assessment, Level 1; Louisiana’s assessment for students with
significant cognitive disabilities.
LAA2 - LEAP Alternate Assessment, Level 2; Louisiana’s assessment for students with
persistent academic disabilities.
LANA – Louisiana Needs Analysis; used to guide school personnel in conducting
comprehensive evaluations of schools based upon school effectiveness and productivity
research
LaTAAP – Louisiana Teacher Assistance and Assessment Program; a uniform statewide
program of assistance and assessment for new teachers entering service for the first time in a
Louisiana public school system
LEA – Local Education Agency; Calcasieu Parish School System
LINCS – Learning-Intensive Networking Communities for Success; a professional
development process which builds a foundation for whole-school implementation of quality
professional development (funded through 8(g) grant)
LiPS – Sequencing for Phonemic Awareness, Reading & Spelling; a program that teaches
students to process sounds in words and apply that phonological processing to reading,
spelling, and speech.
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LDE – Louisiana Department of Education
LACUE – Louisiana Association of Computer Using Educators
LEAP21/GEE – Louisiana Educational Assessment Program (LEAP)/Graduation Exit
Examination (GEE); composes Louisiana’s criterion-referenced testing (CRT) program.
These tests measure how well a student has mastered the state content standards. LEAP is
administered at grades 4 and 8 and the GEE to initial testers at grades 10 and 11.
LSBA – Louisiana School Board Association; a federation of the public school boards of
Louisiana
NCLB – No Child Left Behind; a United States Federal Law that reauthorized a number of
federal programs aiming to improve the performance of U.S. primary and secondary schools
by increasing the standards of accountability for states, schools and districts
NSBA – National School Board Association; not-for-profit Federation of state associations
of school boards across the United States.
NSSE – National Study of School Evaluation; a non-profit educational research and
development organization
PDSA – Plan, Do, Study, Act; a methodology to implement when making changes to
improve.
PEP – Profile of Education Personnel; an information system by which public school staff
data are collected via electronic batch files; contains staff data on public school personnel
PIE – Partner-in-Education; business-education partnerships that provide opportunities for
schools, businesses, and community leaders to work together to enhance and improve the
quality of education for all students
PIO – Public Information Officer; serves as the school system’s official representative for
marketing the district to the public and develops and directs a planned, systematic program of
communication for the school district
PTO – Parent-Teacher Organization; voluntary organization bringing together parents,
teachers, and sometimes students within a particular school, usually for fund-raising, building
parent involvement and community at school and other activities relating to the welfare of
the school
QLT – Quality Leadership Team; comprised of the superintendent, senior leaders, lead
principals, and business partners; serves as an advisory board to the superintendent and
makes recommendations to further the implementation of the Baldrige Framework within the
District
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RTI – Response to Intervention; refers to a process that emphasizes how well students
respond to changes in instruction
SACS CASI - Southern Association of Colleges and Schools Council on Accreditation and
School Improvement (SACS CASI); an accreditation division of AdvancED
SBLC – School Building Level Committee; a committee that is a problem solving, decision
making group who meet on a scheduled basis to problem solve concerns from teachers,
parents, or other professionals on individual students who are experiencing difficulty in
school due to academic and/or behavior problems. In most instances, for enrolled students, it
is only through the SBLC that a referral can be made to pupil appraisal for an individual
evaluation.
SEDL – Southwest Education Development Laboratory; a private, nonprofit education
research, development, and dissemination (RD&D) corporation
SER - Special Education Reporting System; provides for the establishment of a statewide
special education student database from which specified reports from the student record can
be generated.
SIP – School Improvement Plan; a document that results from a collaborative effort of
school stakeholders and sets forth measures to ensure change in student achievement
SIT – School Improvement Team; a school’s internal assistive team responsible for planning,
implementing, and evaluating the school’s improvement process
SPS – School Performance Score; Calculated for each school, this score ranges from 0.0 to
120.0 and beyond, with a score of 120.0 indicating a school has reached Louisiana's 2014
goal. It is determined using a weighted composite index derived from; three or four
indicators: criterion-referenced tests (CRT), norm-referenced tests (NRT), student attendance
for grades K-12, dropout rates for grades 7-12.
SRI - Supplemental Remedial Instruction; assists students in overcoming educational deficits
revealed in iLEAP test scores so that he/she may be successful in achieving required
proficiency levels on the spring administration of the LEAP tests.
STAR – test used to determine the reading level of each student
TASC – Truancy Assessment and Service Center; a program that provides assessments and
services to already identified truants and to students who are at-risk for truant tendencies, as
identified by a joint effort of OJJS (Office of Juvenile Justice System) and the Calcasieu Parish
School Board; focuses on early intervention and proactive approaches to combating truancy
problems among students in grades
TLTC – Teaching, Learning and Technology Center; located in Calcasieu Parish School
System
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Calcasieu Parish School System
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TNT - Teaching and Technology Institute; a conference geared to classroom teachers, school
administrators, Title I program coordinators, library media specialists, and others with an
interest in educational technology.
TOPS – Taylor Opportunity Program for Students; a premier merit-based scholarship
program administered by the Louisiana Office of Student Financial Assistance
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Index of Artifacts
Located on Flash Drive:
Annual Site Review Form
Class Size Range
Comprehensive Calendar
District Accountability Report Card
District Annual Financial Report
District Annual Report
District Calendar
District Composite Report
District Demographic and Community Profile Information
District Goals/Dashboard
District Level Financial Profile
District Organizational Chart
District Student Performance Data/Accountability Results
District Technology Plan
District Vision and Mission Statement
NSSE Stakeholder Satisfaction Survey Results
Personnel Evaluation Forms/Professional Growth Plan Form
Plan A for Personnel Evaluation
Professional Development Plan
Pupil Progression Plan
Quarterly Report
School Activity Manual
School Board Goals/Dashboard
School Improvement Plan Template
School System Emergency
School Zone Book
SHARE Newsletter
Superintendent Goals/Dashboard/Plan of Action
Trend Data Analysis Template
Located on the Web:
Bulletin 741
Bulletin 746
Child Welfare and Attendance Communication Forms
Components of Effective Teaching
Department Goals/Dashboards
DIG (Degree of Implementation)
District Policy Manual
High School Redesign
LANA (Louisiana Needs Assessment)
Louisiana Accounting and Uniform Governmental Handbook
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Calcasieu Parish School System
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Louisiana Act 754
Louisiana Code of Ethics
Louisiana Components of Effective Teaching
Louisiana Comprehensive Curriculum
Louisiana Pupil Appraisal Handbook and Individuals with Disabilities Education Act R.S.
17:1941
Louisiana Revised Statute 17:52
Louisiana Standards, Benchmarks and Grade-Level Expectations
Louisiana State Board of Ethics
Partner-in-Education Resource Guide
School Improvement Plans
School Accountability Report Cards
School Goals/Dashboards
State Testing Policies
Student Code of Conduct
Tech Connect Newsletter
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