School Improvement Plan
Dorseyville Elementary
School Improvement Plan
Submission Date:
Revised 08-13-13
Dorseyville Elementary School
PreK – 6th Grade
White Castle, LA
Jeanne’ B. Medine
225-545-3805
Jeannemedine@ipsb.net
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
Check where applicable:
Charter School
Alternative School
School in School Improvement
Title I School
Schoolwide ___
__Targeted Assistance
Member of Southern Association of Colleges and Schools
Teacher Advancement Program (TAP)
Distinguished Educator
Literacy and Numeracy
Grant Application
Name of Grant: Enter Name of the Grant
Contact Person: Enter Contact Person’s Name
Phone: Enter Contact’s Phone Number
E-mail: Enter Contact’s Email Address
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
SCHOOL IMPROVEMENT PLAN CROSSWALK
Table of Contents for SIP
[Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]
[School Improvement Plan NCLB Section 1116(b)(3)(A)(i-x)]
Each school operating a schoolwide program must include all ten components in their plan. All schoolwide schools in improvement status
must include the ten requirements for schools in improvement.
Ten Components of a Schoolwide
Program
"Tools"
Pages
1.A comprehensive needs assessment of the
entire school based on information which
includes the achievement of children in relation
to the State academic content standards and the
State student academic achievement standards.
23 – 25
1. An effective needs assessment
32 – 39
2. A strategy for school improvement is a
method for achieving the identified objectives.
(e.g., using graphic organizers, visual imagery,
and summarization).
2. Schoolwide Reform Strategies
Ten Requirements of a School
Improvement Plan
Your
SIP
Pages
16-19
20-33
Scientifically Based Research (ESEA; Title IX,
Part A) is research that involves the
application of rigorous, systematic, and
objective procedures to obtain reliable and
valid knowledge relevant to education
activities and programs.
3. Instruction by Highly Qualified
Teachers
Rubric,
Page 80
3. Provide an assurance that the instruction
will be provided by highly qualified teachers.
In addition, job-embedded professional
development will be directed to address the
needs of teachers and other staff members in
the school to ensure academic achievement
problems are identified for improvement.
3
28-33
School Improvement Plan
4. High quality and ongoing professional
development for –

Teachers

Principals

Paraprofessionals
45 – 49
4. Effective Professional
incorporates the following:






5. Strategies to attract high-quality highly
qualified teachers to high-need schools
6. Strategies to increase parent
involvement
(Such as family literacy services)
7. Plans for assisting preschool children
in the transition from early childhood
programs to local elementary school
programs.
(Such as Head Start, Even Start, Early
Reading First, or a State-run preschool
program)
Attached to School
Improvement Plans
50 – 55
Development
28-33
Focuses on the knowledge, skills, and
attitudes required of teachers,
administrators, and other school
employees so all students can learn and
perform at high levels
Creates a learning community in which
substantive professional development is linked
primarily to content knowledge and
instructional strategies
Provides opportunities for job-embedded
professional development
Provides plans for follow-up and support to
ensure teacher/student learning
Focuses on student needs
Prepares educators to demonstrate high
expectations for all student learning
5. Provide a District plan or policy Teacher
Quality Strategies (plan for attracting high
quality teachers)
Identify revision date on School Policy chart,
page 15 of SIP.
6. Effective family involvement:
34 - 35

http://www.ed.gov/policy/elsec
/guid/preschoolguidance.pdf
4
7. Serving Preschool Children Under Title I
Non-Regulatory Guidance: Section B-11.
 Professional development
 Teacher classroom visits
 Children portfolios
28-33
35
School Improvement Plan
8. Measures to include teachers in the
decisions regarding the use of academic
assessments in order to provide information
on, and to improve, the achievement of
individual students and the overall
instructional program.
Curriculum Section,
pages 56 – 69
Rubric, pages 78 – 81
8. What processes are in place for
administrator(s) to identify teachers’
professional development needs related to
content, instructional strategies, and
classroom assessment?
20-26
The SIP must present the actual people who
will see the activities have taken place, not
only the trainer, model provider, or a group of
people, but those who will be responsible for
setting them up and ensuring they are
completed.
9. Activities to ensure that students who
experience difficulty mastering proficient
or advanced levels of academic
achievement standards are provided
effective, timely additional assistance
which shall include measures to ensure that
student difficulties are identified on a timely
basis and to provide sufficient information on
which to base effective assistance.
56 – 69
10. Coordination and integration of
Federal, State, and local services and
programs
70 – 72
9. The Administration monitors the Taught
Curriculum
20-33
Teacher teams, with the SIT and School
Support Team improves the Taught
Curriculum
10. Effective coordination of resources
5
37-40
School Improvement Plan
Directions on What to Submit to the LDE and
How to Complete the SIP Template

For schools in School Improvement, submit the plan with the state’s Rubric for the Evaluation of School Improvement Plans Summary Report on disk to
the LEA Accountability and/or Federal Programs contact. The LEA must submit via the School Improvement eGrant system.

Submit the District Assurance via the eGrant.

Follow each eGrant page for appropriate number of characters.

Insert page numbers in the Table of Contents for Word version of template to be kept on file at school and LEA.

All plans must contain a Crosswalk that identifies page numbers of activities that align with NCLB components of School Improvement and School
Wide Programs.

For SIPs that have been revised, indicate material that has changed on the Action Plan sheets with strikethroughs (lines inserted through the changes).
Place revisions in bold after the strikethroughs.

For any completed activity, write the word completed in parenthesis following the strikethroughs.

If any item/activity is incomplete, explain in a brief note in parenthesis why the activity was not completed.

For grant applications, place in bold Activities and Action Steps for targeted funding should the grant be awarded. Include the title of the grant as well
as the name, email address, and phone number of the contact person on the Cover Page of the School Improvement Plan Template.

For original signatures, USE BLUE INK.
Principal’s Signature
Superintendent’s Signature
*Schools submit SIPs to the district for evaluation using the state’s rubric


Principal Signature:
Superintendent’s Signature:
________________________
________________________
Louisiana Department of Education
Date: _________________________
Date: _________________________
School Improvement Plan
2012 - 2013
School Improvement Plan
TABLE OF CONTENTS
<The page numbers for each component will change as information is added.>
DATA PORTFOLIO ……………………………………………………………………………………… data binder
DISTRICT ASSURANCE……………………………………………………………………………………p. 11
FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES……………………………p. 10
SCHOOL POLICIES AND PARTNERSHIPS…………………………………………………………p. 11
DATA TRIANGULATION SHEETS…………………………………………………………………p. 12 - 15
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT………………………………………………………p. 16 - 19
SCHOOL PERFORMANCE SCORE CHART………………………………………………………………data binder
STRATEGY PLANNING WORKSHEET……………………………………………………………………p. 20 - 36
TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS……………………..p. 37 - 40
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
DATA PORTFOLIO
The following items should make up the Data Portfolio (to be kept on file at the school):
o Subgroup Component Report and Principal’s Report Card for the last three years.
o Summary of Findings of Survey Data and all source documents. (Teachers, Parents, Students, and Principal) May be completed
online. If Parent sample size is inadequate, there must be Parent Focus Group(s).
o Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional for
Schools in School Improvement)
o Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional for
Schools in School Improvement)
o Copy of the Data Triangulation Form
o Comprehensive Needs Assessment: Final Report
o DRA or DIBELS Reports
o Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.)
o Data Notebook (for schools participating in School Analysis Model-SAM 2000 or LANA online)
o Cognitive Summary Data (iLEAP, LEAP/GEE, ACT, PSAT, etc.)
o Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective Action
Plans)
o Scholastic Audit Next Steps, if applicable.
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
DISTRICT ASSURANCE





For schools in School Improvement and in the SIG Tiers, I hereby certify that this plan was developed with the assistance of a District Assistance Team
and State-level School Support Team in collaboration with the School Improvement Team.
I hereby certify that this plan was designed to improve student achievement with input from all stakeholders.
I assure that the school-level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the
writing of the plan.
I hereby certify that this plan has all of the following components:
 A statement of the school's mission
 Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:
- Data Triangulation tables
- Data Comprehensive Needs Assessment Summary Report
 Goals and measurable objectives
 Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment
 Professional Development components aligned with assessed needs and strategies to attract and keep high quality teachers
 Plans for transitioning pre-school children to local elementary school programs
 Family and community involvement activities aligned with assessed needs
 Evaluation strategies that include methods to measure progress of implementation
 Coordination of fiscal resources and analysis of school budget (possible redirection of funds)
 An action plan with timelines and specific activities for implementing the above criteria
I further certify that the information contained in this assurance is true and correct to the best of my knowledge.
__________________________________________________
Superintendent's signature
_____________________________________________________
Principal's signature
__________________________________________________
District Assistance or School Support Team Leader
_____________________________________________________
Chair, School Improvement Team
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES
(Place a check or X in the status area for each program implemented at your school)
Program List: (including during- and after-school programs)
Currently
Using
Career to Work
Extended Day Program
HIPPY
INTECH
INTECH 2 Science
INTECH Social Studies
La GEAR-UP
LaSIP
LEAD TECH
Math/Science Partnership
Pre-School Program (s)
School-to-Work
The Strategic Instruction Model (SIM)
Other: PBIS, Ensuring Literacy For All, Write From the Beginning, Voyager Journeys,
PCI, IXL, Accelerated Reader
No. of
Years
Proposed Program
_#_
_#_
_#_
_#_
_#_
_#_
_#_
_#_
_#_
8
_#_
_#_
6
List Supplemental Educational Services provided for your students (Title I schools in SI 3 and above):
•
List the Distance Learning (i.e., web-based, satellite) courses provided for your students:
•
Louisiana Department of Education
School Improvement Plan
2012 - 2013
Deleted Program
School Improvement Plan
SCHOOL POLICIES AND PARTNERSHIPS
Policy
Policy #/Bulletin #
Date revised
Copy on file at school?
Crisis Management (emergency/evacuation plan)
§ 339/741
July 2013
Yes
No
Discipline/Behavior Plan (Juvenile Justice Reform Act requirement)
§ 1301/741 and § 1127/741
July 2013
Yes
No
Family Involvement Policy
§ 1903/741 and § 1118/Title I
July 2013
Yes
No
Security Procedures (metal detectors, etc.)
§ 339/741
July 2013
Yes
No
Safe and Drug-Free Prevention Activities
§ 1127/741 and § 2305/741
July 2013
Yes
No
Student Code of Conduct
§ 1115/741
July 2013
Yes
No
Teacher Quality Strategies (plan for attracting high quality teachers)
§ 1114/Title I
SBO
Yes
No
Transition Plan for Pre-School Children
§ 1114/Title I
July 2013
Yes
No
School Partnerships (Type the name of each partner in the space provided)
University
LSU
Technical Institute
Feeder School(s)
South Iberville Head Start
Community
St. John Baptist Church, Iberville Parish Substance Abuse Center; Capital Area, Iberville Parish Sheriff’s Office
Business/Industry
Dow Chemical, Georgia Gulf, Coca-Cola
Private Grants
Exxon Mobile
Other
Iberville Foundation for Academic Excellence , LRCE, Dental Program
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
Data Triangulation – Strengths
Strength: ELA – According to spring 2013 iLEAP and LEAP data, 4th grade ELA was a strength with 97% of students scoring proficient or higher.
Contributing Factors
(200 characters)
Contributing Factor:
High quality teaching with
rigorous assessment, data
analysis, prescription, and
intervention on a
continuous basis.
Domains/Sub domains
Domain: 100
Sub domain: 11 & 12
Instrument
(200 characters)
iLEAP
LEAP
Data Type
Cognitive
Findings*
(500 characters)
97% of 4th grade students scored proficient or
higher on LEAP test in ELA. 1 student scored
Approaching Basic in ELA. Apply reasoning and
problem solving skills was the highest ELA area
with an average score of 76.
3rd graders scoring proficient in ELA iLEAP was
75%.
5th graders scoring proficient in ELA iLEAP was
59%.
Strength: ELA – According to spring DIBELS data, 96% of kindergarten students scored benchmark on the spring test.
Contributing Factor:
Consistent implementation
cluster strategies as well as
ongoing progress
monitoring, data analysis,
and targeted intervention.
Domain: 100
Sub domain: 11
DIBELS data
Cognitive
K 96% benchmark (highest score in 6 years)
1st grade 58% benchmark
2nd grade 55 % benchmark
3rd grade 56% benchmark
Strength: MATH – According to spring 2013 iLEAP and LEAP data, our strength was in 4th grade with 92% of 4th grade students scoring proficient
or higher.
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
Contributing Factor:
Increase in time on task
from 60 to 90 minute
classes for 4th grade math,
after school tutoring and
Saturday school.
IXL math program and
coach connected.
Domain: 100
Sub domain: 11, 12, 22
iLEAP
LEAP
Cognitive
*Must list at least three findings to justify Contributing Factors
Refer to Louisiana Needs Analysis (LANA) page 50 Table 52 Domain and Sub domain codes
13
92% of 4th grade students scored proficient or
higher on LEAP test in math. 2 students scored
approaching basic and one student scored
unsatisfactory. The unsatisfactory student retook
the test in June.
81% of 3rd graders scored proficient or higher on
iLEAP.
79% of 5th graders scored proficient or higher on
iLEAP.
School Improvement Plan
Data Triangulation – Weaknesses
Weakness: ELA – According to spring 2013 iLEAP and LEAP data, 5th grade ELA was a weakness with a proficiency rate of 56% as opposed to 79%
in spring 2012.
Contributing Factors
(200 characters)
Contributing Factor:
Lack of consistent data
analysis and prescription
with a specified
intervention to target
specific groups of students
not performing at
expectation on a daily basis.
More time on task needed
reading rigorous text and
responding to questions
based on the text so that
comprehension and writing
can be assessed and
intervention provided
continuously.
Domains/Sub domains
Domain: 100
Sub domain: 11
Instrument
(200 characters)
iLEAP and LEAP
data
Data Type
Cognitive
Findings*
(500 characters)
Proficiency rate in 5th grade ELA was 56% as
opposed to 79% in previous year.
Read, Comprehend and respond was low in 5th
grade with an average score of 49 (45% DES only)
– (3rd grade score was 62, 4th grade was 68 and 6th
grade was low as well with a score of 42).
Write competently was low in 5th grade with an
average score of 55 (3rd grade was low as well with
a score of 53, 4th grade was at 59 and 6th grade
was at 61).
Weakness: ELA – According to spring DIBELS data, there is a weakness in 2nd grade scores with only 55% of 2nd grade students reading at
benchmark in spring 2013.
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
Contributing Factor:
There was a significant
drop In the percentage of
students benchmarking
when interventionists
were cut.
Emphasis needs to be
placed on providing
students with
targeted intervention on a
daily basis.
Domain: 100
Sub domain: 11
DIBELS
Cognitive
Only 55% of second grade students benchmarked
spring 2013 DIBELS. That same group of students
scored 67% in 1st grade in spring 2012 so they
started off lower than what is expected for
beginning 2nd grade.
Only 58% of 1st grade students benchmarked in
spring 2013 which is lower than last year.
In spring 2012 only 53% of 2nd graders
benchmarked which contributed to a low score in
3rd grade this year which was 56%.
Weakness: MATH – According to spring 2013 iLEAP and LEAP data, 6th grade math was a weakness with 73% of students scoring proficient on
iLEAP as opposed to 90% scoring proficient in 6th grade on spring iLEAP in 2012.
Contributing Factor:
This group of 6th grade
students came from 5th
grade with a proficiency
Rate of only 58%.
A large number of 6thgrade
students lacked self
motivation/ desire to
participate.
Lack of intervention.
Domain: 100
Sub domain: 11
iLEAP
LEAP
Cognitive
*Must list at least three findings to justify Contributing Factors
Refer to Louisiana Needs Analysis (LANA) page 50 Table 52 Domain and Sub domain codes
15
73% of 6th grade students were at proficiency on
iLEAP. That same group of students left 5th grade
last year at only 58% proficient.
The average score in Measurement, Data, and
Geometry was 63.
The average score in Number Systems was 56 and
Ratio proportions and algebra was 62.
School Improvement Plan
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the
SIP.
Part Ia: Rank-order the identified areas of strength (3-5) from the student performance (cognitive data), behavior, attendance, dropout
data, and/or graduation index and indicate the supporting data sources:
STRENGTHS (100 characters per box)
1. According to spring 2013 iLEAP and LEAP data, 4th grade ELA was a
strength with 97% of students scoring proficient or higher. Apply
reasoning and problem solving skills was the highest ELA area with an
average score of 76.
2. According to spring DIBELS data, 96% of kindergarten students scored
benchmark on the spring test. This is the highest benchmark score in 6
years.
3. According to spring 2013 iLEAP and LEAP data, our strength was in 4th
grade math with 92% of 4th grade students scoring proficient or higher
in math.
DATA SOURCE (100 characters per box)
LEAP and iLEAP data
School Performance Reports
DIBELS data
LEAP and iLEAP data
School Performance Reports
Part IIa. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified
strengths:
CONTRIBUTING FACTORS TO THE STRENGTHS
(100 characters per box)
1. High quality teaching with rigorous assessment, data analysis,
prescription, and intervention on a continuous basis.
2. Consistent implementation cluster strategies as well as ongoing progress
monitoring, data analysis, and targeted intervention.
3. Increase in time on task from 60 to 90 minute classes for 4th grade math,
after school tutoring and Saturday school.
IXL math program and coach connected.
Louisiana Department of Education
DATA SOURCE (100 characters per box)
Weekly assessments, coach connected data, readiness data,
intervention groups, tracking charts, IGP, cluster follow ups
Progress Monitoring charts, intervention lesson plans, cluster
follow up, IGPs, small group lesson plans
Daily teaching schedule, After school tutoring attendance
sheets, Saturday school sign in sheets, IXL reports
School Improvement Plan
2012 - 2013
School Improvement Plan
17
School Improvement Plan
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
Part Ib: Rank-order the identified areas of weakness (3-5) from the student performance (cognitive data), behavior, attendance, dropout data,
and/or graduation index and indicate the supporting data sources:
WEAKNESSES (100 characters per box)
1. According to spring 2013 iLEAP and LEAP data, 5th grade ELA was a
weakness with a proficiency rate of 56% as opposed to 79% in spring
2012.
2. According to spring DIBELS data, there is a weakness in 2nd grade scores
with only 55% of 2nd grade students reading at benchmark in spring
2013.
3. According to spring 2013 iLEAP and LEAP data, 6th grade math was a
weakness with 73% of students scoring proficient on iLEAP as opposed
to 90% scoring proficient in 6th grade on spring iLEAP in 2012
DATA SOURCE (100 characters per box)
iLEAP & LEAP data
School Performance Reports
DIBELS data
LEAP and iLEAP Data
School Performance Reports
Part IIb. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified
weaknesses:
CONTRIBUTING FACTORS TO THE WEAKNESSES
(100 characters per box)
1. Lack of consistent data analysis and prescription with a specified
intervention to target specific groups of students not performing at
expectation on a daily basis.
More time on task needed reading rigorous text and responding to
questions based on the text so that comprehension and writing can be
assessed and intervention provided continuously.
2. There was a significant drop In the percentage of students
benchmarking when interventionists were cut. Emphasis needs to be
placed on providing students with targeted intervention on a daily basis.
Louisiana Department of Education
DATA SOURCE (100 characters per box)
Observation, Intervention Schedules
DIBELS reports, intervention schedules
Intervention schedules, discipline reports, iLEAP data
iLEAP data
School Improvement Plan
2012 - 2013
School Improvement Plan
3. This group of 6th grade students came from 5th grade with a proficiency rate
of only 58%. A large number of 6thgrade
students lacked self motivation/ desire to participate. Lack of
intervention.
The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to the strategies.
19
School Improvement Plan
Action Plan - Activities indicated should address all subgroups
GOAL 1
By 2013-2014, all students will reach high standards, attaining proficiency or better in mathematics
Research-Based Strategy 1:
RTI
JEPD
DDD
MEL
CA
SIM
UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6
Procedures for Evaluating Indicators of Implementation (250 Characters):
Up to 6
1.1 Early screening for all students to identify those at risk for academic
difficulties in math.
1.1 Administrators and teachers will analyze test data (iLEAP, LEAP, coach
connected pre test, BM data) to determine students in need of intervention.
1.2 Students will be identified for additional mathematics instruction during the
school day (intervention) and after school 2 days per week.
1.2 Student data will be disaggregated and used to guide teaching and
enrollment in intervention groups – evidenced through intervention data,
progress monitoring, and lesson plans.
1.3 Student performance data is collected periodically and used to identify trends
and to make adjustments to instruction and/or intervention groups if necessary.
1.4 Professional development provided to teachers on common core and ways to
transition to common core effectively
1.3 Readiness pre and post test data, progress monitoring, IXL reports, weekly
test grades, progress reports and report card grades will be tracked.
1.4 ELA and math resource guide documents will be used to ensure
implementation of common core
OBJECTIVES: Up to 3
DESIRED OUTCOMES:
1.1
3rd Grade
(_____)
In spring 2014, 3rd grade students will score at the following
achievement levels on iLEAP: unsatisfactory = ___, approaching
basic = ___, basic = ___, mastery = ___ and advanced = ____
87% of students attain proficiency or better in math on 3rd grade iLEAP.
1.2
4th Grade
( ______)
In spring 2014, 4th grade students will score at the following
achievement levels on LEAP: unsatisfactory = ____,
approaching basic = ____, basic = ____, mastery = ____,
advanced = ____.
92% of students attain proficiency or better in math on 4th grade LEAP.
Louisiana Department of Education
School Improvement Plan
2012 - 2013
School Improvement Plan
1.3
5th (_____)
6th (______)
In spring 2014, 5th grade students will score at the following
achievement levels on iLEAP: unsatisfactory = ____,
approaching basic = ____, basic = ____, mastery = ____ ,
advanced = ____.
In spring 2014, 6th grade students will score at the following
achievement levels on iLEAP: unsatisfactory = ____,
approaching basic =____, basic = ____ , mastery =____,
advanced = ____.
92% of students will attain proficiency or better in math on 5th grade iLEAP.
90% of students will attain proficiency or better in math on 6th grade iLEAP.
Activity
(500 Characters)
Responsible
Person
(100 Characters)
Start Date
Completion
Date
Benchmark assessment (Readiness) given first two weeks of school and scores
compared to iLEAP and LEAP 2013 performance. Data is used to determine student
placement for core instruction and intervention.
Teachers and
Administrator
August 2013
Retest in
January
2i014
September
2013
Post test in
Feb. 2014
Readiness will be used to reinforce and progress monitor daily instruction. Pre and
post test data will be used to guide instruction and intervention groups. Students
will receive intervention during the school day and 2 days a week after school based
on the data from pre/post assessments as well as progress monitoring data.
Teachers and
Administrators
August 2013
May 2014
IXL will be used to reinforce skills being taught on a daily basis.
Teacher and
administrator
September
2013
Professional development for My Math Lab in summer 2013
Implementation of My Math Lab for 6th grade
J. Medine
Tanya Persick
June 2013
Aug. 2013
Funding
Source
Tutor - $25
per hour
Title I
$25 per hour
for 6 hrs per
day
Title I
May 2014
Site License
Renewal
$1,800
Title I
Ongoing
May 2014
$40.00 per
student +
teacher’s
stipend
General
August 2013
F. Engolio - tutor
Estimated
Cost
May 2014
Summative Evaluation (250 Characters):
3rd, 5th, and 6th grade iLEAP math scores and 4th grade math LEAP scores will be compared from spring 2013to spring 2014. Readiness post test scores will be compared
to 2014 iLEAP and LEAP achievement levels for each student to determine the correlation of performance levels. My Math lab pre and post test scores will be compared
to iLEAP 2014 results.
21
School Improvement Plan
Date Presented
Resolution(s) (250 Characters)
Date Resolved
Implementation Issues (250 Characters)
Providing additional time for math intervention during the
Aug. 2013
school day requires instructional time to be taken from another
subject area that is tested.
Students scoring in the unsatisfactory and
Approaching basic achievement levels will receive
intervention during physical education 4 days per
week.
July 2013
After school tutoring will be available for students two
days per week for two hours per day beginning in
October 2013.
Instructional time for math will remain at 90 minutes
for 4th grade, 60 minutes for 3rd grade with an
additional 30 minutes of math lab, 5th grade will have
70 minutes of math instruction with 20 minutes of
math lab and 6th grade will have My Math Lab for 70
min a day.
Lack of personnel to provide high quality intervention.
Lack of motivation in 6th grade as well as specialized training in
curriculum.
July 2013
May 2013
Hire F. Engolio as a tutor through Title I – 5 days a
week for 6 hours per day.
July 2013
Use Title I funds to pay a teacher to provide
intervention after school for 2 days per week for 2
hours per day.
July 2013
My Math Lab Training and Implementation
22
Summer 2013
School Improvement Plan
Difficulty motivation students to complete homework and fully
participate in class.
Lack of interest and motivation on behalf of the students –
personal problems leading to academic problems that the
school cannot address without trained professionals on staff to
provide counseling when needed.
FCI-Indicates Family Community Involvement Activities
D-Indicates Discipline Support Activities
May 2013
Continue to work on increasing the teachers’
knowledge and understanding of strategies to
increase the effectiveness of lessons and to motivate
students to do their best. Increase the use of
technology within lessons in or to captivate the
interest of the students.
August 2013 – May 2014
May 2013
Guidance Counselor (Intern) began in January 2013
and will continue 2013-14 school term.
January 2013 - present
Social worker assigned to DES 2 days per week
C-Indicates Curriculum Activities
L-Indicates Literacy Activities
23
N-Indicates Numeracy Activities
Action Plan - Activities indicated should address all subgroups
GOAL 2
By 2013-2014, all students will reach high standards, attaining proficiency or better in reading/language arts.
Research-Based Strategy 1:
RTI
JEPD
DDD
MEL
CA
SIM
UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6
Procedures for Evaluating Indicators of Implementation (250 Characters):
Up to 6
2.1 Early screening of all students to identify those at risk for academic difficulties
in reading – DIBLES, Coach Connected, ELA BM.
2.1 DIBELS fall benchmark data will be analyzed to determine students who are
benchmark, strategic, and intensive so that students are assigned to intervention
based on the level of performance on DIBELS. The performance of these students
will be tracked through progress monitoring on DIBELS Next as well as on
Readiness, Easy CBM and ELA BM tests.
2.2 Students identified for tiered intervention and progress monitored regularly.
2.2 Progress monitoring data will be analyzed each monitoring period to
determine the quality and success of intervention for each student.
Student data will be disaggregated during cluster and grade group meetings and
used to guide instruction – evidenced through sign in logs, agendas and
evaluations.
2.3 Student performance data collected on a weekly basis and analyzed to
identify trend data.
2.4 Use Star reading assessment to identify SKR levels and provide students access
to books on their level so that they can be successful with Accelerated Reader.
2.3 Trends in teacher and student performance will be noted and instructional
decisions made to increase the percent of students who are reaching benchmark
status.
2.4 Star reading reports to track progress and AR reports to monitor use of program
and increase in time spent reading.
OBJECTIVES: Up to 3
DESIRED OUTCOMES:
2.1
_______ of K-3rd grade students will read at benchmark
according to DIBELS Next assessment.
In spring 2014 we expect the following percentage of students to benchmark in
each grade: K – > 90%, 1st grade >80%, 2nd grade – 70%, 3rd grade –>60%.
Improvement in comprehension, fluency, and vocabulary.
2.2
____% or ______ students will score Basic or above on the
LEAP/iLEAP assessment in 2014.
Louisiana Department of Education
All students attain proficiency or better on iLEAP and/or LEAP in ELA.
School Improvement Plan
2012 - 2013
School Improvement Plan
2.3
______% or ______ students will score Basic or above on the
LEAP/iLEAP assessment in 2014.
These students will improve and/or become proficient in reading comprehension
and vocabulary on ELA assessments.
25
School Improvement Plan
Activity
(500 Characters)
Responsible
Person
(100 Characters)
Start Date
Completion
Date
Estimated
Cost
Funding
Source
All students will participate in 90 minutes of uninterrupted reading instruction daily
that focuses on phonemic awareness, phonics, fluency, vocabulary and
comprehension (Tier I). Students will receive a minimum of 60 minutes of core
instruction and 30 minutes of small group instruction.
Classroom
teachers
Master teachers
Administrators
Aug. 2013
May 2014
none
K – 3 students not meeting benchmark (strategic students will participate in 30
minutes of supplemental reading instruction five times per week for 20 weeks for
additional support to address reading deficiencies in small group sessions (Tier II).
Intensive level students will receive 60 minutes of small group intensive reading
intervention daily for 20 weeks to address their critical reading deficiencies (Tier III).
Teachers,
administrators,
Title I tutor (F.
Engolio), para
educators,
special ed
teachers
September
2013
May 2013
6 hours a day
at $25 per
hour
Title I
LEAP remediation for targeted students will be provided during the school day to
improve and reinforce reading skills. (Students who scored unsatisfactory or
approaching basic on iLEAP in 3rd grade)
LEAP tutoring will be offered after school two days a week for 2 hours per day for
targeted students.
Administrator
F. Engolio
September
2013
May 2014
$25 per hour
Title I
Teacher
Sept/Oct
2013
April 2014
Parents will sign the parent, teacher, school compact which is an agreement
between the home and the school to read a book once per semester with their child
in a classroom or library setting.
Teachers and
administrators
August 2013
May 2014
Title I
none
Summative Evaluation (250 Characters):
DIBELS spring benchmark scores, 3rd 5th and 6th grade iLEAP ELA % proficient and 4th grade LEAP % proficient will be compared from spring 2013 to spring 2014.
26
School Improvement Plan
Date Presented
Resolution(s) (250 Characters)
Date Resolved
Implementation Issues (250 Characters)
We have a large number of students who need intervention
outside of the 90 minutes of reading instruction. We no longer
have reading interventionist to assign these students to so
classroom teaches and paras are having to provide them with
intervention. This leaves the lower level benchmark students
without intervention to keep them at benchmark. We used to
be able to progress monitor every student, even benchmark
students, to ensure that they remain at benchmark. We no
longer have the staff to progress monitor every student. We
are only able to progress monitor strategic and intensive
students.
May 2013
Several 5th and 6th grade students are in need of daily
intervention to improve reading fluency, comprehension and
vocabulary development.
June 2013
Frances Engolio will work 5 days a week for 6 hours a
day providing reading and math intervention to
students who are not proficient in grades 2, 3, and 4.
July 2013
Erica Hall will provide reading intervention to K, 1st
and 2nd grade students and will help to progress
monitor students so that we can track all studetns’
progress towards benchmark.
Kitty Kinberger will provide reading intervention to 5th
and 6th grade students using Triumph Materials –
Comprehension Matters Kits.
27
July 2013
School Improvement Plan
ACTIVITIES (no more than 20)
ACTIVITY 1 (Activities indicated should address all subgroups; 500 Characters)
Phase 1-Leadership team members will participate in a re-certification process, which will allow all team members to be classified as Certified TAP Evaluators. This session
will take place at the school-level. All Leadership Team members will be able to evaluate teachers for the 2013 – 2014 school year. This process will prepare Leadership
Team members for implementation of TAP. It will also address roles and responsibilities of teacher leaders, mentoring relationships, operation of professional development
cluster groups, use of teacher performance rubrics and appraisals and preparations for a one-day school staff workshop.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
Principal and District Coordinator
June 2013
July 2014
Estimated Cost
$8,000
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: TIF Grant
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
28
School Improvement Plan
ACTIVITY 2 (Activities indicated should address all subgroups; 500 Characters)
During a school-wide in service day, August 2013, all school instructional staff will participate in a TAP Start –Up School Workshop to prepare all teachers for participating in
TAP. The workshop will include cluster group operations, professional growth plans, test analysis, and Teacher Performance – based Compensation System. Upon
completion, teachers and staff will complete an evaluation of the effectiveness of this in-service by completing an on-line survey. These results will be used to better the TAP
initiative in Iberville Parish School System.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
School TAP Leadership Team
August 2013
August 2014
Estimated Cost
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
TIF
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
29
School Improvement Plan
ACTIVITY 3 (Activities indicated should address all subgroups; 500 Characters)
School instructional staff will participate in weekly cluster meetings during common planning periods to strengthen instructional practices that target student achievement.
Cluster meetings will take place from August 2013 – May 2014. During this time, teachers will:
 analyze test data and student work
 diagnose and prescribe instructional methodology and effective instructional strategies
 review and modify individual growth plans
Master Teachers will provide follow-up, observations and feedback to all teachers through classroom observations.
During May 2014, all teachers will complete a responsibility survey to determine the effectiveness of the TAP system.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
Principal and TAP Leadership Team
August 2013
May 2014
Estimated Cost
$20,000
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: TIF Grant
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
30
School Improvement Plan
ACTIVITY 4 (Activities indicated should address all subgroups; 500 Characters)
During release time, the leadership team comprised of Master teacher(s), Mentor teacher(s), Assistant Principals, and Principal will participate in meetings each week August
2013 – June 2014to address ongoing TAP implementation issues, and to receive training on new instructional strategies for the purpose of improving their quality as leaders
and mentors. During the school year, the use of CODE will be analyzed to determine the needs of teachers and plan for future professional development/cluster meetings.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
Principal and TAP Leadership Team
August 2013
May 2014
Estimated Cost
$20,000
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: TIF Grant
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
31
School Improvement Plan
ACTIVITY 5 (Activities indicated should address all subgroups; 500 Characters)
Through daily classroom instruction through-out the 2013- 2014 school year, all school instructional staff will apply best practices that are developed in cluster meetings to
improve student learning and increase teacher effectiveness.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
State Executive Master Teachers, Principal, District TAP Coordinator
August 2013
May 2014
Estimated Cost
$20,000
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: TIF Grant
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
32
School Improvement Plan
ACTIVITY 6 N/A – Team is trained already.
Leadership Team Members will attend the TAP Summer Institute – Training workshops that will help to guide school personnel in the implementation and facilitation of cluster
and leadership team meetings, in assisting classroom teachers in developing effective instructional strategies and in the use of CODE information to plan professional
development activities.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
TAP Coordinator
Summer 2013
Summer 2013
Estimated Cost
$4,000
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: TIF Grant
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
33
School Improvement Plan
ACTIVITY 7 (Activities indicated should address all subgroups; 500 Characters)
Back to School Night will be held on August 6 to provide parents and students with an orientation and the opportunity to meet the teachers and gain valuable information to
help prepare them for the start of the new year. Technology orientation will be held for 6th grade students and parents.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
J. Medine
Aug. 6, 2013
Aug. 6, 2013
Estimated Cost
none
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other:
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
34
School Improvement Plan
ACTIVITY 8 (Activities indicated should address all subgroups; 500 Characters)
Family Literacy and math night will be held in fall 2013 to introduce the family to activities that can be done to improve basic reading and math skills in a fun and interactive
manner.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
J. Medine and Teachers
Fall 2013
Dec. 2013
Estimated Cost
none
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other:
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
35
School Improvement Plan
ACTIVITY 9 (Activities indicated should address all subgroups; 500 Characters)
Sixth grade students will attend the Ring Ceremony at WCHS in May 2014 as well as receive a tour of the school with an orientation to the high school campus.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
J. Medine and Charlie Handy
May 2014
May 2014
Estimated Cost
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other:
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
36
School Improvement Plan
ACTIVITY 10 (Activities indicated should address all subgroups; 500 Characters)
Throughout the 2013-14 school year, sixth grade students will utilize the on-line program, My Math Lab, to access common core math practice, exercise, learning tools, and
simulation tests-quizzes that are aligned to the teachers’ weekly lessons.
INITIATIVES (check as many as apply)
Family Community Involvement Activities
Discipline Support Activities
Curriculum Activities
Literacy Activities
Numeracy Activities
K-12 Transition Activities
Responsible Person(s)
Start Date
Completion Date
6th grade math teacher (Tanya Persick), Mrs. Medine and curriculum supervisor
Aug. 8, 2013
May 22, 2014
Estimated Cost
$7,000.00
FUNDING SOURCES
TI - Part A (SW & PI)
TI – SI - 1003(a)
TI – SI - 1003(g)
TII – Teacher Quality
TII D – Technology
TIII – LEP
TIV B
TVI B - REAP
TX – Homeless
Carl Perkins
IDEA
TI – SI – 1003(g) ARRA
Other: General Fund
10 SIP COMPONENTS (check each that apply to activity)
Comprehensive Needs Assessment
School-wide Reform Strategies
Instruction by Highly Qualified Teachers
High Quality and Ongoing Professional Development
Strategies to Attract High Quality Teachers
Strategies to Increase Parent Involvement
Plans for Transition
Measures to Include Teachers in Decisions
Activities to Ensure Additional Assistance
Coordination and Integration of all Funds
37
School Improvement Plan
38