East Baton Rouge Parish School System – Title I …schools.ebrschools.org/.../sites/77/2017/08/SWP-2017.docx · Web viewEast Baton Rouge Parish School System – Title I Schoolwide

East Baton Rouge Parish School System

Title I Schoolwide Program PlanSchool Name:

Pre K- 5575 W. Roosevelt St.

Baton Rouge, LA 70802Pamela Marshall(225) 387-2328

[email protected]

2017-2018

East Baton Rouge Parish School System – Title I Schoolwide Program Plan

Table of Contents

District Assurance……………………………………………………………………………………………………………………………………………………………………………..…………….3

Louisiana Focus Areas……………………………………………………………………………………………………………………………………………………………………………………..4

Louisiana Focus Areas:.......................................................................................................................................................................................... 3

East Baton Rouge Parish School System District Vision and Mission Statements.................................................................................................5

School Vision and Mission Statement................................................................................................................................................................... 5

The types of data in the table should make up the Data Portfolio housed at school...........................................................................................6

Action Plan.......................................................................................................................................................................................................... 11

Instruction by Certified Teachers – Certified Teacher Recruitment....................................................................................................................14

Additional Parent and Family Engagement Activities......................................................................................................................................... 14

Transition to Next Level School Programs.......................................................................................................................................................... 16

East Baton Rouge Parish School System – SY 2017-18 Revised April 2017 Page 2


District Assurance

I hereby certify that this plan is 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 this plan.

I hereby certify that this plan contains the eight required components as of a Schoolwide Plan:

o (Component 1): Comprehensive Needs Assessment

o (Component 2): Schoolwide Reform Strategies

o (Component 3): High Quality and On-going Professional Development

o (Component 4): Strategies to Increase Parental Involvement

o (Component 5):Early Childhood Transition

o (Component 6):Use of Academic Assessments

o (Component 7): Effective and Timely Assistance to Struggling Students

o (Component 8): Coordination and Integration of Federal, State, and Local Services and Programs

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

Principal Date

Executive Director Date

Superintendent or Designee Date





Louisiana Focus Areas: Early Childhood High Quality Classroom Teaching High School Pathways

GoalsDistrict Goals: The East Baton Rouge Parish School System will be a top ten Louisiana district by 2020, building an innovative and globally-competitive

educational choice for all families.

1. Early Childhood EducationThe East Baton Rouge Parish School System (EBRPSS) will provide all pre-kindergarten children equal access to high-quality options that ensure young students enter kindergarten ready to learn.

2. Academic ExpectationsAll students in the EBRPSS will complete a comprehensive and rigorous academic curriculum that builds workforce and college preparedness, and cultivates an appreciation for knowledge.

3. Governance/Accountability/EfficiencyThe EBRPSB will lead the EBRPSS to the 2020 goal of being a top ten school system by maintaining a focus on excellence and by holding accelerating student achievement as the priority focus of all governance policies, accountability mechanisms, and financial resource allocations.

4. Culture and Safety/School Climate and Human CapitalThe EBRPSS will recruit and retain only those teachers, school leaders, and administrators who provide an excellent education to all students and crate a learning environment that drives high student achievement and safety. EBRPSS will identify and confront all barriers and constraints that prevent having an excellent teacher in every classroom and excellent leader in every school.

5. Neighborhood Schooling/School ChoiceThe EBRPSS will engage in an effort to re-create true neighborhood schools while maintaining students’ right to choose to attend any magnet or other school of choice in the district provided they can meet that school’s admission requirements.

6. Community and Parental Involvement All EBRPSS schools will provide an inviting, trustworthy environment in which parents, families, and businesses can be involved in student learning and development.

School Goal: (A goal states the general education outcome for the school. Each goal should: 1) clearly state the direction for school improvement, 2) link to improving student learning, and 3) accurately address the school’s weaknesses as identified in the SPS indicators, percent proficient data, or other standardized assessments.)

Enter School Goal here.



East Baton Rouge Parish School System District Vision and Mission Statements

Mission: The East Baton Rouge Parish School System, in partnership with our community, educates all students to their maximum potential in a caring, rigorous and safe environment.

Vision: All East Baton Rouge Parish School System students will graduate with the knowledge, skills and values necessary to become active and successful members of a dynamic learning community.

School Vision and Mission Statement

Vision: All students will achieve full potential in their academic, creative, personal, physical, social, and moral development. They will develop an individual and emotional commitment to lifelong learning. They will be problem solvers who fully develop their purpose in life which enables them to embrace and reflect on all dimensions of human experience. They will become leaders who transform and reconstruct society by constantly questioning the status quo.

Mission: University Terrace Elementary School will provide authentic learning experiences which empower students to become problem solvers and lifelong learners in an ever changing society.





Data Portfolio - Title I Schoolwide Programs: Component 1

Comprehensive Needs Assessment Data

The types of data in the table should make up the Data Portfolio housed at school.

StakeholderData Types

Cognitive Attitudinal Behavioral Archival

Administrators Administrator Interview Attendance Rate Demographic Data

Teachers Teacher Focus Group Teacher Survey

Classroom Observations

Walkthroughs Attendance Rate

Demographic Data

Students

iLEAP LEAP End-of-Course (EOC) DIBELS DRA Benchmark Assessments STAR SRI Etc.

Student Survey Student Focus Group

Classroom Observations

Walkthroughs Discipline Rates Attendance Rates

School Report Card

Demographic Data Subgroup

Component Data

Parents Parent Survey Parent Focus Group

Attendance Rates (school participation)

Demographic Data



ESSA Schoolwide Plan Requirement 1: Conduct a Comprehensive Needs Assessment (CNA)

Comprehensive Needs Assessment Summary Report for SY 2017-2018 Title I Schoolwide Planning Strengths and Weaknesses are derived from cognitive student data: the “what.” Strengths and Weaknesses determine areas of focus – lead to

goals objectives. Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing

Factors determine selected strategies – lead to specific implementation activities (the Action Plan).

A schoolwide program shall include a comprehensive needs assessment of the entire school that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Public Law 107-110 - Section 1111(b)(1). The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents.

STRENGTHS

Part Ia: Strengths - Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):STRENGTHS DATA SOURCE/INSTRUMENT

1.ELA 3rd Grade(62% Basic and Above) iLEAP 2025

2. ELA 4th Grade(75% Basic and Above) LEAP 2025

3. Math 3rd Grade(67% Basic and Above) iLEAP 2025

Part IIa: Contributing Factors to Strengths based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified strengths:

Contributing Factor: Dedicated job embedded collaborative planning time and professional development.

Domain: Sub domain:

Instrument(s): Teacher interviews/surveys, PD reflections, Master Schedule



Data Type:

1. Attitudinal

2. Behavioral

3. Archival

Findings

1. Teacher surveys show that teacher appreciate the time given for planning . 2. Walkthroughs indicated that teacher used strategies that were covered in job embedded professional development. 3. Data from prior LEAP and iLEAP was used to make programmatic and instructional changes to plan job embedded professional development.

Contributing Factor: Increase use of technology.

Domain: Sub domain:

Instrument(s): Classroom Observation, Teacher SurveyData Type:

1. Archival

2. Attitudinal

3. Behavioral

Findings

1. All teachers have access to computer technology.

2. Teacher surveys indicate that teachers have a positive view of technology in the classroom.

3. Classroom walkthroughs and observations show that use technology at least 70% of the time in multiple different ways. This data also show that students use technology daily in most classrooms.

Contributing Factor: Lessons and assessments include LEAP practice skills aligned to CCSS.

Domain: Sub domain:

Instrument(s): Spring 2015 PARCC Data, Classroom WalkthroughsData Type:

1. Cognitive

2. Behavioral

3. Behavioral

Findings

1. Average score for ELA and Math was Basic/Proficient. 2. 93% of teachers use bell ringer/Daily Oral Language to practice skills; 100% of teachers use assessments aligned to Louisiana State Standards. 3. School data reviews are conducted to ensure quality, duration and regular implementation of assessments.

*Must list at least three findings to justify a Contributing Factor.





WEAKNESSES

Part Ib: Weaknesses - Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):WEAKNESSES DATA SOURCE/INSTRUMENT

1. 5th Grade ELA (50% Basic and Above) ILeap Spring 2017

2. 5th Grade Science(31% Basic and Above) Ileap Spring 2017

3.4th Grade Math (51% Basic and Above) LEAP Spring 2017

4.5.

Part IIb: Contributing Factors to Weaknesses based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the contributing factors from the cognitive, attitudinal, behavioral, and archival data of the previously identified weaknesses:

Contributing Factor: New integration of Chromebooks and Electronic Assessment

Domain: Sub domain:

Instrument(s): Technology SurveyData Type:

1. Behavioral

2. Behavioral

3. Cognitive

Findings

1. Chromebooks were implemented in November 2016.

2. Limited professional Development was offered to teachers for utilization of Chromebooks as instruction technology.

3. Student technology surveys revealed a lack of skills development

Contributing Factor: Below grade level/lexile competence reading comprehension.

Domain: Sub domain:

Instrument(s): Dibels, DRA



Data Type:

1. Cognitive

2. Cognitive

3. Cognitive

Findings

1. 3rd grade DIBELS – only 49% of students were reading at grade level,2. DRA 4th Grade- 62% reading within grade level range DRA 5th Grade- 29% reading within grade level range.

3. Grade level vocabulary and word recognition inventories showed that 40% of 4th and 5th grade knew and understood grade level Lexile appropriate words.

Contributing Factor:

Domain: Sub domain:

Instrument(s): Data Type:

1.

2.

3.

Findings

1.

2.

3.

*Must list at least three findings to justify a Contributing Factor.



Action PlanTitle I Schoolwide Program Components: 1, 2, 3, 4, 6, 7, 8ESSA Schoolwide Plan Requirements 2 and 3: Prepare a comprehensive Schoolwide Plan. Annually evaluate the Schoolwide Plan

Content Area(s): ELA, Math, Science, Social Studies

Weakness(es):

Weaknesses are the identified areas from the cognitive data (student performance). Be specific. List weaknesses for each core content area as appropriate.

ELA- Informational Text, Written ExpressionMath- Expression Mathematical Reasoning Science-Earth and Space ScienceSocial Studies- Not yet Available

Objective(s):

An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated, measurable, linked to the stated goal, time-bound, and realistic. Identify objectives for each core content area as appropriate.

ELAReading- By the end of the year, we will increase student performance growth on informational text, from 56% proficient to 70% on LEAP and iLEAP performance based assessments.Writing -By the end of the year, we will increase student performance growth on writing and written expression from 54% to 65%

Math By the end of the year, we will increase student performance growth on expressing mathematical reasoning, from 42% proficient to 60% on LEAP and iLEAP performance based assessments.

ScienceBy the end of the year, we will increase student performance growth on earth and space science, from 49% proficient to 60% on LEAP and iLEAP performance based assessments.

Research-Based Strategy(ies):

Guided Reading (Comprehension Leveled Literacy Intervention)Close Reading (Annotating Text)Read 180 (RTI)Systems 44 (RTI)Explicit Tier 3 Vocabulary InstructionIntegrated Science CurriculumRAFT Writing6 Traits

NOTE: Select additional strategies as appropriate

Core 6 Strategies Universal Design for Learning

Technology Integration Meaningful Engaged Learning

Data-Driven Decision Making Curriculum Alignment

Response to Intervention Strategic Instruction Model

Job-Embedded PD





Action Steps (aligned to the Strategy(ies) selected) Persons Responsible

Target Date(s)/Timeline

Funding Source(s) and Cost Documentation

Curriculum (what will be taught):

State standards will be implemented, as appropriate, for each core content area as outlined by the LADOE and the district. Year-long scope and sequence plans that bundle standards into units of study will be utilized.

(Provide additional information as appropriate.)

Instruction (what it will look like in the classroom):

Activities that promote academic achievement and meet the needs of students will be incorporated into daily instruction.

Weekly, in each core content area, teachers will use a variety of research-based instructional strategies including the use of Core 6 Strategies: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary’s Code.

Additional strategies that will be utilized include (Identify additional strategies as appropriate).

All SubjectsFormative Assessments ELAInterventions K-2 Leveled Literacy/ Guided ReadingRead 180Systems 44Close ReadingDaily 5Super SixWriting WorkshopLiterary

WritingRAFT6 TraitsText Dependent Writing

Principal,Administrative Dean,Instructional Specialist,& AllELA/ReadingTeachers

August 10 -May 22 Daily

Title I$53,266.50

1. Principal and Instructional Specialist will conduct weekly observations to review implementation of the CCSS for ELA/Reading. During Monthly Data Reviews results from these observations will be presented and discussed. 2. Instructional Specialist will conduct weekly planning meetings to support curriculum implementation where lesson plans that reflect an integrated balance among reading, writing, speaking and listening in all content areas will be developed.3. Teachers will complete lesson studies that create a model for high quality instructional strategies by improving teaching and learning through.



MathMathematical PracticesRDWWEureka Math as instruction l Resources

Using ongoing data, teachers will provide students with remediation, intervention, and / or enrichment opportunities. Specific core content programs will be used accordingly. (Identify core content interventions as appropriate).

Leveled Literary Intervention Read 180 Systems 44

Each month, teachers will use a different Core Values topic to engage students in Discussions based on open-ended prompts Supplemental activities such as art and journaling


teacher collaboration

Formative Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency):

The classroom teachers and instructional specialist will design and implement common formative assessments in ELA/Reading for grades K 5 that are aligned to‐ CCSS. These performance based assessments will incorporate the use of rubrics and teacher feedback to students. Progress monitoring will be an integral part of the learning and growing process. Progress monitoring will be completed weekly/biweekly by classroom teachers using DRA progress monitoring sheets. Formative Assessment will be given bi-weekly. In addition, performance assessments will be given on alternative weeks, also bi-weekly.


August 6, 2017-May 20, 2018

1. Student Performance of 70% and above on common assessments will be score as proficient. 2. Benchmark assessments will be administered according to district’s pacing schedule. Results will be analyzed during grade level meetings and school wide.3. During weekly Data Meetings the principal, Instructional Specialist and ELA/Reading teachers will review common assessment results and make adjustments for



teaching. These meetings will be documented with sign in sheets and agendas.

Professional/Staff Development (PD and Planning that is necessary to support Curriculum, Instruction, and Assessments):

Administrators, teachers, and other instructional leaders will participate in district and non-district workshops and conferences on utilizing research-based instructional strategies. The initial, follow-up and/or update trainings includes such topics / activities as

Core 6 Strategies Technology Integration (Identify additional workshops and conferences as appropriate)

During weekly team meetings, teachers will utilize student data to collaboratively develop activties and lesson plans that incorporate varied instructional strategies into the curriculum.



MONTHLYLeadership MeetingsData Team Meetings

Title I$2,500

1.During monthly data meetings with Leadership Team and ELA teachers, data from lesson study reports, common assessments, teacher reflections, and Universal Design for Learning Implementation will be reviewed and analyzed.2. Teacher complete self-assessment rubrics on a weekly basis to make connection to students’ weekly progress.

Parental and Family Engagement:Topics such as the school calendar, home-school partnerships, and the A3 + C initiative will be shared with parents in such activities as

Orientation / Back to School Bash Workshops for parents, family, and the community Newsletters and school website

Additional parent and family engagement activities include (Identify additional activities as appropriate)

Literacy Night Math Night

Principal, Instructional Specialist,Administrative Dean,All ELA/ReadingTeachers, Parents, & Students

August 8, 2017-May 20, 2018

Title I Parental & Family

Involvement$4,215.72

1. Teachers will submit evidence of testing results sent to parents with appropriate re-teaching form attached. 2. All activities will be documented via sign in sheets and sample literacy lessons.3. Student led parent conferences will be held every nine weeks with all students.

Summative Assessments: District BenchmarksLEAP



iLEAP



Instruction by Certified Teachers – Certified Teacher Recruitment(Title I Schoolwide Component 3)

District Goal(s): To maintain and attract 100% highly qualified teachers.

School Objective(s): To maintain HQ status 100% of teachers and attract 100% HQ teachers.

Action Steps Persons Responsible


Funding Source(s) and

Cost

Evidence of Effectiveness(indicate data instrument to be used,

what will be measured or assessed, by whom, and frequency)

Participation in recruiting and interviewing on campus and at district held teacher fairs to attract highly qualified staff.

Observe student teachers in other schools or districts, inviting them to perform demonstration lessons at Brownfields.

Gifted teachers will continue to work toward their Gifted Certification.

Teachers will participate in the PLC model to unpack CCSS through backward design. Throughout the year teachers will meet in PLC’s to analyze Benchmark Assessment/Common Assessment to drive instruction, remediation, and re-teaching.

Principal May 2018

1. ERO records2. Teaching Certificates3. Sign in logs4. Interview schedule5. Resumes6. Walk through observation7. Documentation towards Gifted Certification 8. Teacher transfer list



Additional Parent and Family Engagement Activities(Other than those included in Academic Goals)

(Title I Schoolwide Component 6)

District Goal(s):

The district will work to:

1. Ensure that parents have the necessary knowledge and skills to be proactive advocates for their children.

2. Provide parents with continuous feedback on the progress of their child so that they may fully participate as educational partners, and ensure that their child will attain the district goal of achieving a high school diploma and the skills and dispositions to be college and career ready.

3. Provide parents with multiple opportunities to be engaged educational partners, provide feedback to their school and the district, and create and improve district practices and protocols that address the needs of parents and families.

Action Steps Persons Responsible



Cost



Weakness(is):

Objective(s):

Parental Involvement/Instruction (Identify each activity according to the Epstein Model: (P) Parenting, (C) Communicating, (V) Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community):

Principal TeachersParentsStudents

1. Agendas and sign-in sheets for all parent meetings will be kept on file. 2. Multi-lingual meeting/workshop evaluations/surveys will be distributed and collected for every parent meeting/workshops. 3. Benchmark assessments, CFAs, and Standardized test should reflect an increase in proficiency.



Transition to Next Level School Programs(Title I Schoolwide Component 7)

Choose Appropriate Level Preschool to Elementary School Elementary School to Middle School Middle School to High School

Other: Objective(s)Action Steps Persons

ResponsibleTarget

Date(s)/Timeline


Cost



Weakness(is): Pre-K teachers need more information regarding the high level of expectations required of Kindergarten students required by CCSS.

Objective(s): To provide opportunities for Pre-K teachers to learn the Kindergarten CCSS.

Pre-Kindergarten and Kindergarten teachers will meet during grade level data meetings monthly to align pre-kindergarten and Kindergarten curricula and goals. Pre-K Teachers will observe Kindergarten classrooms quarterly and review Kindergarten work samples

Pre-K and K Teachers, Principal, Dean of Students, Instructional Specialist

1. Principal will conduct walk-throughs to ensure vertical and horizontal alignment is taking place.2. Meetings will be documented with sign-in sheets and collected by the principal. Meetings will consist of both pre-K and kindergarten teachers.3. Teachers will submit reflective statements on learning process. Qualitative data will be analyzed to assess effectiveness.





ESSA - Schoolwide Plan RequirementsESSA requires three actions that are essential for effective implementation of a schoolwide program:

Schoolwide Program Requirements1. Conduct a comprehensive needs assessment2. Prepare a comprehensive schoolwide plan3. Annually evaluate the schoolwide plan

Steps to Developing aComprehensive Schoolwide Program Plan

1. Collaboration: Develop with the involvement of parents, community and school personnel

2. Monitoring and Revising: SW plan will remain in effect for duration of school’s Title I participation

3. Accessibility: Make SW Plan available to LEA, parents and public in an understandable format and (as practicable) in a language parents understand

4. Coordination: Develop in coordination and integration with other Federal, State, and local services including ESSA programs, violence prevention programs, nutrition programs, housing programs, Head Start, adult education programs, career and technical education programs. The plan must also incorporate any Comprehensive or Targeted Support & Improvement activities required.

5. Comprehensive Needs Assessment: CNA must be based on academic achievement information about all students in the school, particularly the needs of those children failing/at-risk of failing to meet challenging state academic standards. The intent of this assessment is to help the school understand the subjects and skills for which teaching and learning need to be improved.


Documents

East Baton Rouge Parish School System – Title I …schools.ebrschools.org/.../sites/77/2017/08/SWP-2017.docx · Web viewEast Baton Rouge Parish School System – Title I Schoolwide