East Baton Rouge Parish School System – Title I …schools.ebrschools.org/villadelreyelementary/wp-content/...2014/10/01 · East Baton Rouge Parish School System Title I School-Wide

East Baton Rouge Parish School System

Title I School-Wide Program Plan Villa del Rey Elementary School

PreK-5

9765 Cuyhanga Parkway Baton Rouge, LA 70815

Joy Abernathy-Dyer, Ph.D. 225-924-1606

[email protected]

SY: 2014 - 2015

East Baton Rouge Parish School System – Title I School-wide Program Plan

Table of Contents

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

Data Portfolio .............................................................................................................................................................................................................................. 4

Comprehensive Needs Assessment Summary Report for SY 2014-15 Title I School-Wide Planning ......................................................................................... 6

Goals ......................................................................................................................................................................................................................................... 10

School Mission Statement ........................................................................................................................................................................................................ 10

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

Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment.................................................................................................................. 24

Additional Parental Involvement and Community Activities .................................................................................................................................................... 25

Transition to Next Level School Programs ................................................................................................................................................................................ 30

East Baton Rouge Parish School System – SY 2014-15 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 ten required components as mandated by No Child Left Behind Act of 2001, Title I, Improving the Academic

Achievement of the Disadvantaged, Public Law 107-110, Section 1114, School-Wide Programs, (b)(1): o (Component 1): Evidence of the use of 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 as described in Section 1111(b)(1),

o (Component 2): School-Wide reform strategies that (a) provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement as described in Section 1111(b)(1)(D), and (b) use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program in the school, increase the amount and quality of learning time, and include strategies for meeting the educational needs of historically underserved populations,

o (Component 3): Evidence of instruction highly qualified teachers, o (Component 4): Evidence of high quality and ongoing professional development for teachers, principals, and paraprofessionals (and, if appropriate, other

stakeholders) which is aligned with assessed needs. o (Component 5): Strategies to attract high-quality, highly qualified teachers to high-needs schools, o (Component 6): Strategies to increase parental involvement, o (Component 7): Plans for assisting preschool children in the transition from early childhood programs to elementary school programs, o (Component 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, o (Component 9): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards shall be provided with effective, timely additional assistance which shall include measures to ensure those students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance, and

o (Component 10): 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



Data Portfolio (Title I School-Wide Programs Component 1)

The following items should make up the Data Portfolio (housed at school):

• Cognitive Student Data o iLEAP Test Data o LEAP Test Data o End-of-Course (EOC) Test Data o ACT Test Data o Graduation Rates o Attendance Rates o DIBELS Student Data o Student Discipline Data o Student Benchmark Assessment Data o Instructional Staff Mapping o Classroom Observation/Walkthrough Data

• Attitudinal Data o Parental Data o Student Data o Teacher Data



Data Comprehensive Needs Assessment & Summary

Data Type Cognitive Attitudinal Behavioral Archival

Stakeholder

Administrators • Administrator Questionnaire and/or Interview • Attendance Data • Demographic Data

Teachers • Faculty Survey • Teacher Questionnaire and/or

Interview • Faculty Focus Group

• Classroom Observations • Attendance Data

• Demographic Data

Students

• DIBELS/DRA Data • LEAP Data • iLEAP Data • ACT Data • Benchmark Assessment

Data • End-of-Course Data • IEP Progress Data • Graduation Rates

• Student Survey • Student Focus Group

• Discipline Data • Attendance Data

• School Performance Score Data

• Demographic Data • Subgroup Component

Data

Parents • Parent Survey • Parent Focus Group

• Attendance Data (function participation) • Demographic Data



Comprehensive Needs Assessment Summary Report for SY 2014-15 Title I School-Wide 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 School-Wide 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.

4th Grade: 68% Proficient in ELA o Highest performance achieved in Language

5th Grade: 69% Proficient in ELA o Highest performance achieved in Writing

2013-14 LEAP Performance Report

2. 4th Grade: 60% Proficient in Math 5th Grade: 69% Proficient in Math 2013-14 iLEAP/LEAP Performance Report

3. 4. 5.

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: Attendance rates are high due to a positive school climate that is conducive to teaching and learning

Domain: 100 Sub domain: 130 NA

Instrument(s): 1. Parent Survey 2. PBIS Data Report 3. Student Survey



Data Type: 1. Attitudinal 2. Behavioral 3. Attitudinal

Findings 1. 96% of parents agreed or strongly agreed “My child feels safe at school.” 2. PBIS Discipline Data E School’s Report indicate a decrease in overall suspension rates for both regular and ESS students 3. 91% of students agreed or strongly agreed “I feel safe at school.”

Contributing Factor: Teachers use a variety of teaching strategies


Instrument(s): 1. iLEAP Performance Report 2. Walkthrough data 3. Student Survey

Data Type: 1. Archival 2. Behavioral 3. Behavioral

Findings 1. Students scored highest in Measurement, Data, and Geometry category on 5th grade iLEAP. 2. Increase in observance of small group instruction 3. 97% of students agreed or strongly agreed “School staff and faculty have high expectations for me.”

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


East Baton Rouge Parish School System – Title I School-wide Program Plan WEAKNESSES Part Ib: Weaknesses - Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES DATA SOURCE/INSTRUMENT

1.

3rd grade 52% Approaching Basic and/or Unsatisfactory in ELA o Lowest Performance achieved in Research to Build

Knowledge (only 43% correct); and Writing (only 43% correct) Constructed response (only 39% correct)

2013-14 iLEAP Performance Report

2.

3rd grade 60% Approaching Basic and/or Unsatisfactory in Math o Lowest performance in Number & Operations( only 47%

correct) ; Base 10 & Fractions (only 47% correct); Constructed Response (only 29% correct)

2013-14 iLEAP Performance Report

3. 4.

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: Inconsistent data analysis for the purpose of driving instructional decisions


Instrument(s): 1. Teacher Survey, 2. Walkthrough data, 3. iLEAP Performance Report

Data Type: 1. Attitudinal 2. Behavioral 3. Cognitive

Findings 1. Only 52% of teachers strongly agree “There is a clear relationship between instruction and assessment at this school.” 2. Only 25% of teachers observed used formative assessments that were directly correlated into instructional process to ensure learner understanding 3. Read, comprehend and respond reflects the weakest content standard for 5th grade

Contributing Factor: Inconsistent use of effective, researched based literacy, writing and student engagement strategies in ELA




Instrument(s): 2013-14 iLEAP/LEAP State Assessments, Student Surveys, 2013-14 iLEAP State Assessments

Data Type: 1. Behavioral 2. Attitudinal 3. Archival

Findings 1. 27% of learning tasks observed have multiple correct responses that demand higher order thinking skills 2. 31% of students strongly agree “I use computers to do my work at school.” 3. Read, analyze and respond to literature is the weakest content standard in 3rd grade.

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


East Baton Rouge Parish School System – Title I School-wide Program Plan Goals

State of Louisiana Critical Goals – Louisiana student will:

CG1. Enter kindergarten ready to learn. CG2. Be literate by 3rd grade. CG3. Arrive in 4th grade on time. CG4. Perform adequately in the area of English Language Arts by 8th grade. CG5. Have necessary numeracy skills by 8th grade. CG6. Graduate on time. CG7. Enroll in a post-secondary institution or workforce ready. CG8. Achieve these goals regardless of race or class.

School Mission Statement

The mission of Villa del Rey Elementary School is to ensure that all children will learn and achieve their maximum potential within a collaborative and continually improving learning community to become productive members of society.


East Baton Rouge Parish School System – Title I School-wide Program Plan Action Plan

(Title I School-Wide Programs Components 1, 2, 4, 6, 8, 9, 10) Content Area(s): ELA/Reading

State Goal(s): GC1 CG2 GC3 CG4 GC5 CG6 GC7 CG8

Research-Based Strategy: Data-Driven Decision Making Meaningful Engaged Learning

Response to Intervention Curriculum Alignment

Universal Design for Learning

Strategic Instruction Model

Activity 1

Weakness: Student performance in ELA is at unacceptable levels School-Wide, with 3rd Grade at 48% proficient, 4th Grade at 68% proficient and 5th Grade at 69% proficient.

Objective(s): To increase 3rd grade ELA percent proficient from 48% to 58% by 2015. To increase 4th grade ELA percent proficient from 68% to 78% by 2015. To increase 5th grade ELA percent proficient from 69% to 79% by 2015.

Action Steps Persons Responsible

Target Date(s)/Timeline

Funding Source(s) and Cost

Evidence of Effectiveness (indicate data instrument to

be used, what will be measured or assessed, by

whom, and frequency)

Curriculum: CDL Recommendation/s: Increase teacher knowledge, skills, strategies and tactics for effectively teaching and reinforcing foundational reading and mathematics skills. Increase higher level thinking, questioning and mega-cognitive strategies for all teachers. Increase focus in vocabulary development across all grade levels,

School Principal, Academic Dean, Reading Interventionist

August 10, 2014 - May 23, 2015 DAILY

Title I SW Instructional

materials and

Technology

1. Principal, Academic Dean and ED will conduct regular observations to support implementation of the CCSS for ELA.



particularly academic vocabulary. The school will effectively implement the CCSS for ELA/Reading as outlined by the LADOE and EBR Schools' Department of Academics by looking at text resources and text complexity: focusing on building student ability to read and understand grade-level complex texts and express that understanding clearly through writing and speaking. Focusing on CCSS Instructional Shifts:

1. Regular practice with COMPLEX TEXT and academic vocabulary 2. Reading and writing grounded in EVIDENCE from the complex

text. 3. Daily Enrichment and Intervention Block (8:30-9:00) 4. Library Support 5. Data and Vertical Planning

This CCSS focus will also be a major component across ALL content areas, including Science and Social Studies instruction. Cohort schools under the leadership of the Executive Director and partnership of the principals will develop Teacher Leadership Teams. These Teams will meet at key periods during the summer and school year (at least quarterly) to collaborate on “Unpacking” Common Core State Standards, developing Pacing Guides and sharing best practices for delivering the curriculum in order to benefit ALL COHORT SCHOOLS.

Principal and Selected Teacher Leaders

July 2014 Ongoing July 2014-May 2015 Quarterly

$10,994.00

Substitutes $2,000.00

Stipends $9, 874.00

During Monthly Data Reviews, results from these observations and ALL other school data will be presented, analyzed and discussed.

2. Reading Teachers will conduct weekly collaborative planning meetings to support curriculum implementation.

3. Lesson plans will reflect an integrated balance among reading, writing, speaking and listening in all content areas. These meetings will be documented with sign in sheets and notes.

4. Teacher Leadership Teams from Cohort Schools will collaborate to produce professional curriculum artifacts, guidelines and lessons for teachers. These meetings will be documented with sign in sheets and notes.

Assessments: Using the strategy of Data Drive Decision Making (DDDM), the school will design and implement a Common Formative Assessment process in ELA/Reading for grades K-5 that are aligned to CCSS, based upon the Professional Learning Community (PLC) Model of a Collaborative Culture, Common Assessments and a Systematic Intervention and Enrichment process.

School Principal, Academic Dean, Reading Interventionists Title I teacher & All ELA/Reading

September 3, 2014 - May 23, 2015 WEEKLY

T1 SW $6,000.00

Copier Rental and

Maintenance

During weekly Data Meetings the principal, Interventionist and ELA/Reading teachers will review common assessment results and make adjustments for teaching. These meetings will be documented with sign in sheets and notes.



Teachers

Instruction: CDL Recommendation: Increase teacher clarity and explicit instruction when introducing skills that are new, difficult or during correction. Teachers will differentiate instruction by modifying instructional activities to meet the needs of all students as identified by common formative assessment process, re-teaching and re-assessing as needed; as well as CDL Recommendation: increase the use and understanding of spiraling review and spaced (versus mass) practice. This applies to ALL content areas, including Science and Social Studies. On-Course Online Lesson Planner will be utilized to foster increased school-wide, cohort and system-wide lesson collaboration. The most current technology will be utilized to improve reading comprehension and enhance student engagement in the classroom. The principal, teachers, librarian, and paraprofessionals have been trained in On-Course and the implementation of Accelerated Reader (AR), Star-Fall, Achieve 3000, EAGLE and/or related software and online programs as needed. AR; journals and Star Test will be utilized to promote and increase reading levels among students. Students will be engaged with use of online programs, desk-top and lap-top computers, ACTIV Boards, Light Speed Classroom Audio, document cameras, printers and related hardware. Follow-up and support will be provided by the librarian, Instructional Coaches, school technology coordinators, system support staff and/or representatives from technology companies as needed.

School Principal, Academic Dean, Reading Interventionists, Title I teacher & All ELA/Reading Teachers

August 10, 2014 - May 23, 2015 DAILY


materials and

Technology $10,994.10 On Course

Lesson Planner

~$1,000.00 Accelerated

Reader ~$2,000.00

1. Principal, Academic Dean, and ED will conduct bi-weekly observations to ensure differentiation is taking place using the COMPASS Rubric for Teachers.

2. Principal and Dean of Students will review weekly instructional lesson plans through the On-Course Online Lesson Planner and provide written feedback to teachers to ensure use of the data from formative assessments.

Professional/Staff Development: CDL Recommendation: Increase frequency and quality of collaborative conversations in all classrooms. All ELA/Reading Teachers will attend ALL system and school sponsored PD to improve instructional delivery, data analysis and implement research based, highly effective instructional strategies and best practices, including but not limited to the following:

– EBR CCSS Summer Training Workshops – ELA Comprehensive Resources and 2014-2015 ELA

materials training – PLC-Professional Learning Community – “I Can…” Learning Targets, written in student friendly

terms!

Director of Professional Development, Executive Director, School Principal, Academic Dean, Reading Interventionist, Title I Teacher & All

July, 2014 - May 2015, PD as scheduled and/or needed.

Title I SW Substitutes

$2,000.00 Stipends

$9,874.80

During weekly Content/Grade Level Meetings at least once per month the principal, Interventionists and ELA/Reading teachers will review PD and plan for implementation. These meetings will be documented with sign in sheets and notes.



– QAR-Question-Answer-Relationships – RAT-Re-state question, Answer, Tell Why? – Reciprocal Teaching-Fab 4: Clarify, Predict, Summarize,

Question – “Write From the Beginning” School-Wide Writing

Program – “Accountable Talk” Discussion Techniques – “Text Dependent” Questioning & Answering – Whole Class Engagement Strategies – Weekly Tiger Tracks Instructional Strategy and

Academic Words focus

ELA/Reading Teachers

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. CDL Recommendation: Tighten the PLC structure and process to yield greater gains in teacher learning and effectiveness. Individualized and/or whole group activities will be developed by teaching teams for students based upon most current data from the common formative assessments and sent home with students for parents to assist students with identified skill deficiencies. (P, C, L@H)

All Reading Teachers, Parents & Students

August 10, 2014 - May 23, 2015 Weekly or more frequently as needed.

T1 PI $265.00 Postage

$3,315.00 Materials

During weekly Content/Grade Level Meetings the Interventionist and reading teachers will review student work samples, data and adjust for re-teaching and re-assessment. These meetings will be documented with sign in sheets and notes.

Activity 2

Weakness: Student performance in ELA is at unacceptable levels School-Wide, with 3rd Grade at 61% proficient, 4th Grade at 65% proficient and 5th Grade at 53% proficient.

Objective(s): To increase 3rd grade ELA percent proficient from 61% to 71% by 2015 To increase 4th grade ELA percent proficient from 65% to 75% by 2015 To increase 5th grade ELA percent proficient from 53% to 63% by 2015



Funding Source(s) and

Cost






Curriculum: CDL Recommendation: Increase the quality and quantity of individualized and specific feedback to students. The school will effectively implement the CCSS for ELA/Reading as outlined by the LADOE and EBR Schools' Department of Academics. To assist with proper curriculum delivery, a flexible, Multi-Layered and 3 Tiered, Response to Intervention (RTI) process will be implemented in order to diagnose and prescribe interventions for students with identified skill deficiencies in grades K-5.

School Principal, Academic Dean, Reading Interventionist, & All ELA/Reading Teachers

Universal Screening in August 2014, December 2014 and May 2015.

T1 SW ~ Title I teacher

$46, 000. 00 plus benefits

DIBELS and STAR Testing 3 times per year, DIBELS Progress Monitoring, Weekly Common Formative Assessment Results, Edusoft Benchmark Data, Re-Teaching/Re-Assessment Intervention Documentation Logs and Classroom RTI Records.

Assessments: Universal Screening of all students to identify academically “at risk” and on-level readers for placement in the Response to Intervention (RTI) process. DIBELS (K-3) and STAR (4-5) screenings will be administered 3 times during the year by selected teachers and interventionists. ALL other pertinent assessment data will also be considered in the RTI process to ensure that ALL students receive necessary reading interventions for Tier II and III, and/or enrichment to improve our Tier I students.

School Principal, Reading Interventionist, & All ELA/Reading Teachers

Universal Screening in August 2014, December 2014 and May 2015.

T1 SW $6,000.00

Copier Rental and

Maintenance


Instruction: CDL Recommendation: Tighten the PLC structure and process to yield greater gains in teacher learning and effectiveness. Interventionist, classroom teachers and principal will analyze DIBELS Benchmark data in order to create tiered (RTI) intervention groups. Intervention assistance will be provided by paraprofessionals and classroom teachers. Follow-up will occur with review of DIBELS results and progress monitoring data during collaborative planning meetings to plan for Re-teaching and Re-Assessment as needed. LEAP, ILEAP, Benchmark Assessment & common assessment data for grades K-5 will be collected, disaggregated and analyzed during weekly collaborative team planning based upon Professional Learning Community (PLC) Model, in order to increase student academic achievement through re-teaching, re-assessment, intervention and/or acceleration grouping. Data will be reviewed to create tiered

School Principal, Academic Dean, Reading Interventionist, All ELA/Reading Teachers and Tutors.

Universal Screening in August 2014, December 2014 and May 2015. Progress Monitoring will occur Bi-WEEKLY. Intervention and Enrichment time will be scheduled DAILY for 30-45

Title I SW

2 University Student

Interventionists $9,000.00

Plus benefits

Para-Interventionist

$18,000.00 plus benefits

After School

Tutoring and Enrichment

DIBELS and STAR Testing 3 times per year, DIBELS Progress Monitoring, Weekly Common Formative Assessment Results, Edusoft Benchmark Data, Re-Teaching/Re-Assessment Intervention Documentation Logs and Classroom RTI Records, DRA II in k-3 as needed .



intervention groups, in order to address student deficiencies as needed. In addition to in class and pullout intervention groups during the school day , data based tutorial services will be provided for selected students, before school and after school as funding and time permits. The school will employ the Developmental Reading Assessment II (DRA) in K-5 for additional assessment data and pilot as deemed necessary to help with the leveling and instructional support for students. Running Records will be used to help monitor progress and information to help with reading success.

minutes and utilized as needed based on individual student data and skills. Additional “Pullout” Interventions for Tier II and III will occur during Ancillary Time, according to prescribed frequency 2 to 5 times WEEKLY.

Program ~ Big Buddy

Professional/Staff Development: CDL Recommendation/s: 1. Revisit the current professional learning redelivery system and identify and focus in ways to increase redelivery. 2. Special education teachers will benefit from professional learning that will provide a deeper repertoire of evidence-based instructional strategies and tactics that are effective for the diverse population of struggling learners, and an understanding of when to use which strategy for which student. ALL current staff are experienced with or will be trained as needed in the DIBELS progress monitoring process, STAR Reader and Accelerated Reader, and/or ALL other system resources in order to perform interventions and/or enrichments. Principal will strengthen instructional leadership and administrative skills by attending conferences and shadowing and modeling other principals. Information will be utilized to maximize staff learning and better address the needs of students.

Director of Professional Development, Executive Director, School Principal, Reading Interventionist, Academic Dean, & All ELA/Reading Teachers

ALL current staff are already trained. Refresher courses and/or training for NEW teachers will be provided by IDEA Reading Interventionist AS NEEDED.


Parental Involvement/Instruction (Identify each activity according to the Epstein Model: (P) Parenting, (C) Communicating, (V)

School Principal,

Activities sent home WEEKLY or

T1 PI $265.00

DIBELS and STAR Testing 3 times per year, DIBELS



Volunteering, (L@H) Learning @ Home, (DM) Decision Making, (CC) Collaborating with the Community. Individualized activities will be developed by teaching teams and/or interventionists for students based upon most current reading data from DIBELS, STAR, Accelerated Reader and/or other common formative assessments and sent home with students for parents to assist students with identified skill deficiencies. (P, C, L@H)

Reading Interventionist, & All ELA/Reading Teachers

as needed. Postage $3,315.00 Materials

Progress Monitoring, Weekly Common Formative Assessment Results, Edusoft Benchmark Data, Re-Teaching/Re-Assessment Intervention Documentation Logs and Classroom RTI Records.


East Baton Rouge Parish School System – Title I School-wide Program Plan Content Area(s): Math

State Goal(s): GC1 CG2 GC3 CG4 GC5 CG6 GC7 CG8

Research-Based Strategy: Data-Driven Decision Making Meaningful Engaged Learning

Response to Intervention Curriculum Alignment

Universal Design for Learning

Strategic Instruction Model

Activity 1

Weakness: Student performance in Math is at unacceptable levels School-Wide, with 3rd Grade at 67% proficient, 4th Grade at 64% proficient and 5th Grade at 71% proficient

Objective(s): To increase 3rd grade Math percent proficient from 67% to 77% by 2015 To increase 4th grade Math percent proficient from 64% to 74% by 2015 To increase 5th grade Math percent proficient from 71% to 81% by 2015







Curriculum: CDL Recommendation/s: Increase teacher knowledge, skills, strategies and tactics for effectively teaching and reinforcing foundational reading and mathematics skills. Increase higher level thinking, questioning and mega-cognitive strategies for all teachers. Increase focus in vocabulary development across all grade levels, particularly academic vocabulary. The school will effectively implement the CCSS for Math as outlined by the LADOE and EBR Schools’ Department of academics with a focus on the CCSS Instructional Shifts in Mathematics, 1. FOCUS-more narrowly and in depth on fewer standards

School Principal, Academic Dean, Math Interventionist, & All Math Teachers

August 10, 2014 - May 23, 2015 DAILY


materials and

Technology $10,994.00

1. Principal, Academic Dean, and ED will conduct regular observations to support implementation of the CCSS for Math. During Monthly Data Reviews results from these observations and ALL other school data will be presented, analyzed and



2. COHERENCE-thinking across grades and linking topics within grades 3. RIGOR-pursue conceptual understanding, fluency and application with Equal intensity CDL Recommendation: Work to develop professional mindsets across the district. Cohort schools under the leadership of the Executive Director and partnership of the principals will develop Teacher Leadership Teams. These teams will meet at key periods during the summer and school year (at least quarterly) to collaborate on “Unpacking” Common Core State Standards, developing Pacing Guides and sharing best practices or delivering the curriculum in order to benefit ALL COHORT SCHOOLS!

Principal and Selected Teacher Leaders

July 2014-May 2015 QUARTERLY

discussed. 2. Teacher Leadership Teams

from Cohort Schools will collaborate to produce professional curriculum artifacts, guidelines and lessons for teachers. These meetings will be documented with sign in sheets and notes.

Assessments: Using the strategy of Data Drive Decision Making (DDDM), the school will design and implement a Common Formative Assessment process Math for grades K-5 that are aligned to CCSS, based upon the Professional Learning Community (PLC) Model of a Collaborative Culture, Common Assessments and a Systematic Intervention and Enrichment process.


August 10, 2014 - May 23, 2015 WEEKLY

T1 SW $6,000.00

Copier Rental and

Maintenance

During weekly Data Meetings the principal, Math Interventionist and Math teachers will review common assessment results and make adjustments for teaching. These meetings will be documented with sign in sheets and notes.

Instruction: Teacher will differentiate instruction by modifying instructional Activities to meet the needs of all students as identified by the common formative assessment process, Re-Teaching and Re-Assessing as needed. On-Course Online Lesson Planner will be utilized to foster increased school-wide, cohort and system –wide lesson collaboration. Current Technology will be utilized to improve numeracy skills and enhance student engagement in the classroom. Teachers have been trained in the use of On-Course, EAGLR, StarFall and other software and online programs as needed. Students will be engaged using online programs, desk-top and laptop computers, ACTIV Boards, Lght Speed Classroom Audio, document cameras, printers and related hardware. Follow-up


August 10, 2014 - May 23, 2015 DAILY


materials and

Technology $10,994.10 On-Course

Lesson Planner

~$1,000.00

1. Principal, Dean of Students and ED will conduct bi-weekly observations to ensure differentiation is taking place using the COMPASS Rubric for Teachers.

2. Principal and Dean of Students will review weekly instructional lesson plans through the On-Course Online Lesson



and support will be provided by the librarian, Instructional Coaches, school technology coordinators, system support staff and/or representatives from technology companies as needed.

Planner and provide written feedback to teachers to ensure use of the data from formative assessments.

Professional/Staff Development: All MATH Teachers will attend ALL System and school sponsored PD to improve instructional delivery, data analysis and implement research based, highly effective instructional strategies and best practices, including but not limited to the following:

– EBR CCSS Summer Training Workshops – PLC-Professional Learning Community – “I Can…” Learning Targets, written in student friendly

terms! – QAR-Question-Answer-Relationships – RICE-Re-state, Illustrate, Compute, Explain – “Accountable Talk” Discussion Techniques – “Text Dependent” Questioning & Answering – Whole Class Engagement Strategies – Small group differentiated/ targeted instruction –

Principal will strengthen instructional leadership and administrative skills by attending conferences and shadowing and modeling other principals. Information will be utilized to maximize staff learning and better address the needs of students.

Director of Professional Development, Executive Director, School Principal, Math Interventionist, & All Math Teachers

July 2014-May 2015

Title I SW Substitutes

$2,000.00 Stipends

$9,874.00

During weekly Content/Grade Level Meetings at least once per month the principal, Interventionists and ELA/Reading teachers will review PD and plan implementation of strategies and best practices. These meetings will be documented with sign in sheets and notes!

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. Individualized and/or whole group activities will be developed by teaching teams for students based upon most current data from the common formative assessments and sent home with students for parents to assist students with identified skill deficiencies. (C, P, L, @ H)




$3,315.00 Materials

During weekly Content/Grade Level Meetings the Interventionist and reading teachers will review student work samples, current data and adjust for re-teaching and re-assessment.



Activity 2

Weakness: Student performance in Math is at unacceptable levels School-Wide, with 3rd Grade at 67% proficient, 4th Grade at 64% proficient and 5th Grade at 71% proficient

Objective(s):

To increase 3rd grade Math percent proficient from 40% to 60% by 2015 To increase 4th grade Math percent proficient from 60% to 75% by 2015 To increase 5th grade Math percent proficient from 71% to 81% by 2015



Funding Source(s) and

Cost




Curriculum: The school will effectively implement the CCSS for MATH as outlined by the LADOE and EBR Schools' Department of Academics. To assist in curriculum delivery, a flexible, Multi-Layered and 3 Tiered, Response to Intervention (RTI) process will be implemented in order to diagnose and prescribe interventions for students with identified skill deficiencies in grades K-5.


August 10, 2014 - May 23, 2015 DAILY

Comprehensive Data Reports, Weekly Common Formative Assessment Results, Edusoft Benchmark Data and Re-Teaching/Re-Assessment Intervention Documentation Logs and Classroom RTI Records.

Assessments: : The Math Program Placement Test will be administered online as a response to Intervention (RTI) Universal Screener for MATH at ALL Grade Levels, K-5. Subsequent online student progress will be monitored by analyzing Cumulative Performance and Areas of Difficulty Reports, in conjunction with Common Formative Assessments and Edusoft data for each student.


Intervention and Enrichment time will be scheduled DAILY for 30-45 minutes and utilized as needed based on individual student data and skills. August 10, 2014

T1 SW $6,000.00

Copier Rental and

Maintenance




- May 23, 2015 WEEKLY

Instruction: CDL Recommendation: Increase focus and intensity of formative assessments and responsive instruction (RTI) for students who are performing below level in reading and math. Interventionists, classroom teachers and principal will analyze reports, EADMS (Educational Data Management Systems) and Common Formative assessment results in order to create flexible tiered (RTI) intervention groups. Intervention assistance will be provided by paraprofessionals and classroom teachers. Follow-up and progress monitoring will occur with online usage and selected teacher interventions using most current common assessment results and data during collaborative meetings to plan for Re-Teaching and Re-Assessment. Teachers and interventionists MUST ensure proper correlation and alignment with CCSS and focus on those skills being taught or already taught when utilizing Interventions with individuals and/or whole class. LEAP, ILEAP, Benchmark Assessment & common assessment data for grades K-5 will be collected, disaggregated and analyzed during weekly collaborative team planning based upon Professional Learning Community (PLC) Model, in order to increase student academic achievement through re-teaching, re-assessment, intervention and/or acceleration grouping. Data will be reviewed to create tiered intervention groups, in order to address student deficiencies as needed. In addition to in class and pullout intervention groups during the school day , data based tutorial services will be provided for selected students, before school and after school as funding and time permits.


August 10, 2014- May 23, 2015 Intervention frequency AS NEEDED by individual students based on RTI Tiers. Intervention and Enrichment time will be scheduled DAILY for 30-45 minutes and utilized as needed based on individual student data and skills.

Title I SW

2 University Student

Interventionists $9,000.00

Plus benefits

Para-Interventionist

$18,000.00 plus benefits

After School

Tutoring and Enrichment

Program ~ Big Buddy


Professional/Staff Development: ALL current staff are experienced with the Math online Program. New staff will be trained by colleagues and/or Pearson Education, Inc.

Director of Professional Development, Executive Director, School Principal, Math

ALL current staff are already trained. Refresher courses and/or training for NEW teachers will be provided by




Interventionist, & All Math Teachers

colleagues and/or Pearson Education, Inc. AS NEEDED.

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. Individualized activities will be developed by teaching teams and/or interventionists for students based upon most current Math data from common formative assessments and sent home with students for parents to assist students with identified skill deficiencies. (P, C, L@H)

School Principal, Academic Dean, Math Interventionist, & All Math teachers



$3,315.00 Materials



East Baton Rouge Parish School System – Title I School-wide Program Plan Instruction by Highly Qualified Teachers – Highly Qualified Teacher Recruitment (Title I School-Wide Component 3, 5)

District Goal(s): 100% highly qualified faculty at each school.

School Objective(s): 100% highly qualified faculty at Villa del Rey.




Evidence of Effectiveness (indicate data instrument to be used, what will be measured or

assessed, by whom, and frequency) The principal participated in Louisiana State Staffing Initiative (LSSI) in January 2011. Principal will attend district Job Fair and interview selected applicants to attract and employ Highly Qualified teaching staff to ensure high quality instruction. Teachers that are NOT Highly Qualified will be offered professional development opportunities. As additional follow-up, the principal or designee will participate in fall and spring events conducted by the Office of Human resources to attract highly qualified teachers to the school.

Principal May 2014, Job Fairs

HR Report on percentage of Highly Qualified Teachers at school site.


East Baton Rouge Parish School System – Title I School-wide Program Plan Additional Parental Involvement and Community Activities

(Other than those included in Academic Goals) (Title I School-Wide 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.





assessed, by whom, and frequency)

Weakness(es): Lack of parental involvement Objective(s): Increase parent involvement

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. 1. During the first quarter of the

school year, Parents will attend the annual Fall Carnival, Doughnuts for Dads or Muffins for Moms programs to learn helpful tips & hints for homework help, iLEAP and LEAP testing, and Parent rights and

Principal, Academic Dean, Teachers

September/October 2014

Title I P.I. Budget

$200

Artifacts will include Parent Sign-in Sheets, Program Agendas Newsletters, Connect-Ed. Message Log and other Correspondence. EBR Parent Surveys will be administered to measure overall



responsibilities. Parents will be notified prior to the event via flyers, newsletters, Connect Ed. phone call out, school marquee and webpage for these annual events. Follow up will be provided during parent/teacher conferences, tips and hints in parent newsletters, student folders and work packets and educational links on the school website. (C, CC, L@H)

2. During the second quarter of the school year, Parents will attend Annual Spring Carnival, annual Literacy Night and to acquire and practice strategies to assist students with the five areas of reading & comprehension, through the use of centers and hands on activities. Parents will be notified prior to the event via flyers, newsletters, Connect Ed. phone call out, school marquee and school webpage for this annual event. Follow up will be provided during parent/teacher conferences, tips and hints in parent newsletters, student folders and work packets and educational links on the school website. (C, V, L@H, CC)

3. During the third quarter of the school year, Parents will attend

December 2014

Title I P.I.

Budget $300

parent satisfaction with school and programs.



iLEAP and LEAP informational meetings in order to acquire test taking strategies that may assist students at home. Parents will be notified prior to the event via flyers, newsletters, Connect Ed. phone call out, school marquee and school webpage for this annual event. Follow up will be provided during parent/teacher conferences, tips and hints in parent newsletters, student folders and work packets and educational links on the school website. (C, L@H)

*Packets will be sent home for those parents who could not attend each event*.

4. During the 4th Quarter school will host Health and Wellness Night designed to promote healthy lifestyles for the whole family. Experts from the community will share information and lead individualized sessions for parents and students on exercise, diet, etc. to combat statistics that show childhood obesity, heart disease and diabetes are on the rise in our society. Parents will be notified prior to the event via flyers, newsletters, Connect Ed. phone call out, school marquee and school webpage for this annual

February 2015 May 2015

Title I P.I. Budget

$200

Title I P.I. Budget

$200



event. (C, V, L@H, CC)

5. Postage for Parent notices, correspondence, newsletters and other important information will be mailed as needed. (C, L@H)

6. Student/Parent Handbook and Planner, containing important information about the school and rules. Provided FREE of charge to each student. Allows for instant communication between students, teachers and parents for academic and/or behavioral concerns. (P, C, L@H)

7. Subscriptions to Monthly Parent Support Newsletters, such as “Home & School Connection” and “Reading Connection”, in conjunction with quarterly school newsletters “Tiger Tales” will be sent home with ALL students. These newsletters contain a wide variety of activities and suggestions for parents to become more directly involved in the educational and social progress of their child. (P, C, L@H)

8. BlackBoard Connect-Ed. Mass Call-out system is utilized whenever parent information on any important events and/or grades are sent home! (P, C,

August 2014-May 2015 August 2014-May 2015 August 2014-May 2015

Title I P.I. Budget

$265 Postage

Title I P.I. Budget $1500

Title I P.I. Budget

$300



L@H)

9. Positive Behavior Intervention and Support (PBIS) is implemented school-wide to reward positive student and adult behavior. The overall goal is to improve student academic performance and socialization skills by addressing negative behavior in a structured and systematic process that includes a Three Tiered system of Response and Interventions. A major focus of our PBIS plan is and will remain to engage parents in the disciplinary process as much as possible, in order to change negative behavior. The primary alternative to suspension will always include mandatory parent meetings with the teacher(s) and/or principal or designee to address any major Office Discipline Referrals. (P, C, DM

August 2014-May 2015 August 2014-May 2015

Decreased suspension and expulsion rates, increased parent involvement in the disciplinary process.


East Baton Rouge Parish School System – Title I School-wide Program Plan Transition to Next Level School Programs (Title I School-Wide 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 Responsible




assessed, by whom, and frequency) Weakness(es): Lack of collaboration and communication between Pre-K and Kindergarten Objective(s): Increased communication and collaboration to ease transition from Preschool to elementary

Pre-K teachers will collaborate with Kindergarten teachers to provide current record of student learning. Kindergarten and Pre-K teachers will visit each other’s classrooms and align curriculum based on the Common Core state standards and goals during quarterly vertical planning meetings to ensure a smooth transition for these students. DSC Test Developing Skills Checklist will be administered 3 times (August, December & May) to measure student progress in ALL Pre-K and Kindergarten classes. In addition, Staff will also reach out to surrounding PRE-k Schools to offer assistance to parents and teachers about the expectations of attending Kindergarten at Villa Del Rey.

Pre-K and kindergarten Teachers.

August 2014-May 2015

Developing Skills Checklist (DSC) scores will be tracked, analyzed and compared for those students remaining at VDR that moved from Pre-K to K to measure progress and compared with data of students that did NOT attend Pre-K.


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