VERNON PARISH SCHOOL SYSTEM - Amazon S3 · 2018-09-07 · Olivia Clouse 2nd Grade Teacher Rebekah Harmon 2nd Grade Teacher Tina Manasco 2nd ... the design, implementation, and evaluation

VERNON PARISH SCHOOL SYSTEM

TITLE I Schoolwide Program Plan

2018–2019

West Leesville Elementary

School Name

September 7, 2018

Submission Date

TABLE OF CONTENTS

District Assurance pg. 1

School Information/School Leadership Team pg. 2

Assurance of Faculty Review pg. 3-5

School Policies and Partnerships pg. 6

Data Portfolio pg. 7

8 Components of a Schoolwide Program pg. 8-10

Data Comprehensive Needs Assessment and Summary: pg. 11

EXAMPLES OF COGNITIVE AND ATTITUDINAL

DATA

Comprehensive Needs Assessment Summary Report For pg. 12-15

2017–2018 Title I Schoolwide Planning

Action Plan pg. 16-24

District Assurance

I hereby certify this plan is designed to improve student achievement with input from all stakeholders.

I assure that school-level personnel, including subgroup representatives responsible for implementation of this plan, have

collaborated in the writing of the plan.

I hereby certify this plan contains the eight required components as mandated by No Child Left Behind Act of 2001/ESSA,

Title I, Improving the Academic Achievement of the Disadvantaged, Public Law 107-110, Section 1114, Schoolwide

Programs, (b) (1):

* (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 111(b)(1),

* (Component 2): Schoolwide reform strategies that (q) 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,

* (Component 3): Evidence of high quality and ongoing professional development for teachers, principals, and

paraprofessionals (and, if appropriate, other stakeholders) which is aligned with assessed needs.

* (Component 4): Strategies to increase parental involvement,

* (Component 5): Plans for assisting preschool children in the transition from early childhood programs to elementary

school programs,

* (Component 6): 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,

* (Component 7): 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

* (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.

__________________________________________ _________________________________________

Superintendent’s signature Principal’s signature

__________________________________________ _________________________________________

District Assistance or School Support Team Leader Chair, School Improvement Team

1

School Information

School Name: West Leesville Elementary

Address: 1200 Abe Allen Memorial Drive

Leesville, LA 71446

Grade Span: 2nd – 4th grades

School’s Mission: Students will “REACH for their BEST at WEST” to achieve academic, social, and

Statement emotional success.

Principal: Karen Robertson

Assistant Principal: Donita Poteat

School Leadership Team

Adminstrator Karen Robertson Teacher

Adminstrator Donita Poteat Teacher

Counselor Vickie Harter Parent Brenda Dowden

Teacher Vicky Dowden Other

Teacher Lisa Frederick Other

Other

Plan Review Meeting

Dates:

#1 Beginning of year August 2018

#2 Mid-Year January 2019

#3 End-of-Year May 2019

2

MUST COMPLETE AN ANNUAL REVIEW OF THE EFFECTIVENESS OF THE SCHOOLWIDE PROGRAM, REVISE THE

PLAN AS NECESSARY, AND DOCUMENT.

ASSURANCE OF FACULTY REVIEW OF SCHOOL WIDE PLAN

Total Faculty in School: 35 Date: September

The following faculty members have reviewed the Schoolwide Plan and have discussed their part in implementing it.

NAME TITLE/POSITION SIGNATURE DATE

Karen Robertson Principal

Donita Poteat Assistant Principal

Vickie Harter Counselor

Vicky Dowden Title 1 Teacher

Lisa Frederick Librarian

Shana Hunter Physical Education Teacher

Wenda Johnson Music Teacher

David Jordan Adaptive Physical Education

Teacher

Millicent Ballagh Special Education – Gifted

Teacher

Theresa Cleveland Special Education – 4th Grade

Teacher

LeeAnne DeYoung 4th Grade Teacher

Mary Ann Hagan

4th Grade Teacher

Chelon Johnson

4th Grade Teacher

Myra Midkiff

4th Grade Teacher

3


Total Faculty in School: 37 Date: September 7, 2018


Paige Price 4th Grade Teacher

Elizabeth Everidge 3rd Grade Teacher

Katie Hines

3rd Grade Teacher

Jessica Kama

3rd Grade Teacher

Rachel Martin

3rd Grade Teacher

Kiersten Nolen

3rd Grade Teacher

Fred Morris

Special Education – 3rd Grade

Teacher

Summer Boyle

2nd Grade Teacher

Olivia Clouse

2nd Grade Teacher

Rebekah Harmon

2nd Grade Teacher

Tina Manasco

2nd Grade Teacher

Debra Moise

2nd Grade Teacher

4


Total Faculty in School: 35 Date: September


Ronny Morrison 2nd Grade Teacher

Jessica Finley Special Education – 2nd Grade

Teacher

Vivian Wyatt Special Education Teacher

Beverly Craig

Paraprofessional

Renee Cunningham

Paraprofessional

Lolita Degrafenread

Paraprofessional

Alma Dowden

Paraprofessional

Dawana Smith

Paraprofessional

5

SCHOOL POLICIES AND PARTNERSHIPS

POLICY Policy #/Bulletin # Date revised Copy on file at school?

Crisis Management (emergency/evacuation

plan)

§ 339/741

( x ) Yes ( ) No

Discipline/Behavior Plan

§ 1301/741 and § 1127/741 ( x ) Yes ( ) No

Family Involvement Policy

§ 1903/741 and § 1118/Title I ( x ) Yes ( ) No

Safe and Drug-Free Prevention Activities § 1127/741 and § 2305/741

( x ) Yes ( ) No

School Partnerships (Type the name of each partner in the space provided)

University

Northwestern State University

Technical Institute

Feeder School (s)

East Leesville Elementary, Vernon Middle School

Community

Kiwanis Club, Leesville City Fire Department, Horace Mann,

Vernon Parish Sheriff Department, Jubilee Park Committee,

Barksdale Federal Credit Union Business/Industry

Sonic, McDonald's, Shop Rite, Pizza Hut, Dominos, Market

Basket, Wal-Mart, Swanson Gas, Thrifty Way Pharmacy

Private Grants

Rapides Grant

Other

Williams Memorial Trust

6

DATA PORTFOLIO

(Title I Schoolwide Programs Component 1)

The following items could make up the Data Portfolio (housed at school AS APPLICABLE)

Cognitive Student Data

LEAP Test Data – 3rd grade

LEAP Test Data – 4th grade

End-of-Course (EOC) Test Data

ACT Test Data

Graduation Rates

Student Discipline Data

Student Benchmark Assessment Data

Classroom Observation/Walkthrough Data

DIBELS Student Data

DCA

English Language Development (ELDA)

Attitudinal Data

Parental Data

Student Data

Teacher Data

7

8 Components of a Schoolwide Program

{ Schoolwide Components NCLB Section 1114 (b)(1)(A-J)}

Each School operating a schoolwide program MUST include all eight components in their plan.

Eight Components of a Schoolwide

Program

Eight Requirements of a School

Improvement Plan

Your

SWP

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.

1. An effective needs assessment

(SEE pg. 10)

12-15

2. Schoolwide Reform Strategies List the effective methods and instructional

strategies that are based on scientifically

based research that:

a. Strengthens the core academic

program;

b. Increases the amount of learning

time;

c. Includes strategies for serving

underserved populations;

d. Includes strategies to address the

needs of all children in the school,

but particularly low-achieving

children and those at risk of not

meeting state standards.

__x__Initial Screening and Benchmark

Assessment

__x__RTI __x__Extended Learning for a At-Risk Students

During the School Day

____Before/After School Tutoring __x__Grade Level Teacher Collaboration (PLCs)

__x__ Cross Curricula Collaboration

__x__Core Content Aligned with State Standards and State Assessments

__x__Literacy & Writing Across the Curriculum

__x__Graphic Organizers in Core Content Areas __x__Enrichment Activities for Advanced

Learners

__x__Parent Conferences ____Other

16-24

8

3. High quality and ongoing professional

development:

Teachers

Principals

Paraprofessionals

•List the ways professional

development needs are

determined for principals,

teachers, paraprofessionals, and

others as appropriate in the Title

I School Wide program;

List the types of high

quality and ongoing

professional

development.

4. Effective professional development

Incorporates the following:

• 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

SWP

Pages

17,20,

22,24

4. Strategies to increase parent involvement

(such as family literacy services)

•List the ways parents will be involved in

the design, implementation, and evaluation

of the School Wide program; •List the ways parents will receive timely

Information about the Title I program; how they

will be informed of the curriculum, assessments and proficiency levels students are

expected to meet; and how they will be

encouraged to participate in decision making opportunities about their child’s education;

•List specific training activities and decision

making opportunities for parents (e.g., documentation of parent/guardian outreach and

involvement policy, the school-parent/guardian

compact and school plan); •Indicate the yearly parental evaluation of the

School Wide program used to improve the plan.

6. Effective family involvement 18,20,

22,24

5. Plans for assisting preschool children in

the transition from early childhood

programs to local elementary school

programs (Such as Head Start or a State-

run preschool program)

7. Serving Preschool Children Under Title I

Non-Regulatory Guidance: Section B-11

• Professional development

• Teacher Classroom Visits

• Student Portfolios

District

Plan

9

6. 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.

•List the ways teachers

participate in decision-making

regarding the use of school-

based assessments.

Grade Level Teams,

(SIP Teams, SLTs, etc.)

•List the ways teachers

participate in student

achievement data analysis to

improve the academic

achievement of all students.

8. What processes are in place for

administrator(s) to identify teachers’

professional development needs related to

content, instructional strategies, and classroom

assessment?

The SWP 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.

SWP

Pages

16-24

7. 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.

•Indicate the process to identify

students experiencing difficulty

mastering the State’s Academic

Standards at an advanced or proficient

level.

•List the timely additional instruction

for students with difficulty mastering

State Academic Standards. This

requires a process to provide timely

additional assistance to students

functioning below the proficient level.

9. The Administration monitors the Taught

Curriculum

Teacher teams, with the School

Improvement Team and School Support

Team improves the taught curriculum

16-24

8. Coordination and integration of Federal,

State, and local services and programs

10. Effective coordination of resources 16-24

10

Data Comprehensive Needs Assessment & Summary (EXAMPLES)

Data Type Cognitive

Attitudinal Behavioral Archival

Stakeholder

Administrators

• Administrator Questionnaire

and/or Interviews

• Attendance Data • Demographic Data

Teachers • Faculty Survey

• Teacher Questionnaire and/or

Interviews

• Faculty Focus Group

• Classroom Observations

• Attendance Data

•Demographic Data

Students

• LEAP Data

• ACT Data • Benchmark Assessment

Data

• End-of-Course Data

• Graduation Rates

• DCAI

• ELDA

• Student Survey

• Student Focus Groups

• Discipline Data

• Attendance Data

• School Performance

Score Data

• Demographic Data

• Subgroup Component

Data

Parents

• Parent Survey

• Parent Focus Groups

• Attendance Data • Demographic Data

11

Comprehensive Needs Assessment Summary Report for SY 2017-18 Title I Schoolwide Planning

Strengths and Weaknesses are derived from cognitive student data: “what.” Strengths and Weaknesses determine areas of

focus – leads to goals and objectives.

Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the

“why.” Contributing Factors determine selected strategies – leads 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 d4escribed 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 la: Strengths – Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):

STRENGTHS DATA SOURCE/INSTRUMENT

1. 2nd grade grew 1.1 years from 1.9 Grade Equivalent

Level to 3.0 Grade Equivalent in Math

End of Year 2017-2018 STAR Math Growth Report

2. 80% of 3rd graders scored Basic or above on the Spring

2018 LEAP Math Assessment

Spring 2018 LEAP Math Assessment

3. 2017-2018 Fourth grade students ELA index score

improved from 68.0 to 75.9 a 7.9 increase that is 80% of

4th graders scored Basic or above on the Spring 2018

LEAP ELA Assessment

2017-2018 LEAP ELA Assessment

Part IIa: Contributing Factors to Strengths (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: Full implementation of Eureka Math, Accelerated Math, Math fluency

Instrument(s) STAR Math

Data Type: Cognitive, Attitudinal, Behavioral, Archival

1.Attitudinal

2. Attitudinal

3. Attitudinal

Findings

1. Small group Math tutoring.

2. Goal requirement in Accelerated Math.

3. Math fluency

Contributing Factor: Full implementation of Eureka Math, Accelerated Math

Instrument(s) 2017-2018 LEAP Assessment

Data Type:

1.Cognitive

2. Attitudinal

3. Attitudinal

Findings

1.3rd grade LEAP data shows 80% scored Basic or above on the Spring 2018 Math Assessment

2.Daily use of Accelerated Math

3.Lesson Plans denote daily instruction of Eureka Math

Contributing Factor: Full implementation of ELA Guide Books 2.0, Accelerated Reading

Instrument (s): 2017-2018 LEAP Assessment

Data Type

1.Attitudinal

2. Attitudinal

3. Attitudinal

Findings

1.Departmentalization of ELA instruction in 4th grade

2.Small group tutoring utilizing the UNRA(A)VEL strategy and I-Ready Reading

3.Daily independent reading – Accelerated Reading

*Must list at least three findings to justify a contributing factor.

13

WEAKNESSES

Part 1b: Weaknesses – Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES DATA SOURCE/INSTRUMENT

1. 3rd grade overall SPS declined 72.3 to 68.5 which is a -3.7

deficit

2017-2018 LEAP Assessment

2. 50% of current 4th grade students scored “weak” in written

expression

2017-2018 LEAP ELA Assessment

3. 45% of 2nd graders are below the Grade Equivalent level on

the Beginning of the Year STAR Reading Test and 64.0%

are below 2nd grade Instructional Reading Level

2018-2019 STAR Reading Assessment

Part IIb: Contributing Factors to Weaknesses (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: Full implementation of Eureka Math and follow scope and sequence

Instrument(s): 2017-2018 LEAP Assessment, STAR Reading and Math

Data Type:

1.Attitudinal

2. Attitudinal

3. Attitudinal

Findings

1. 2017-2018 beginning STAR Results showed that 52% of 3rd graders had a below grade

Instructional Reading Level.

2.Lack of tutoring enrichment program

3.Implementation of Eureka Math scope & sequence varied by class

Contributing Factor: More rigorous evidence based writing requirements on standardized test

Instrument(s): 2016-2017 LEAP Assessment

Data Type:

1. Attitudinal

2. Attitudinal

3. Attitudinal

Findings

1. Number of written response items increased on the LEAP Assessment

2. Evidence had to be provided using 2 or more resources as evidence to support written

responses.

3. Test consists of higher percentage of informational text.

14

Contributing Factor: Lack of Foundation Skills

Instrument(s): STAR Reading

Data Type:

1.Cognitive

2.Attitudinal

3. Attitudinal

Findings

1.2nd grade students entered with an overall Instructional Reading Level of 1.3 on the

Beginning of the Year STAR Reading Assessment

2. Need for consistent small group reading instruction PRIOR to 2nd grade.

3.2nd grade Basal contains more fiction than non-fiction reading selections.

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

15

Action Plan

(Title I Schoolwide Programs Components (1 – 8)

GOAL 1 By 2025, all students will increase student achievement in Reading/English Language Arts attaining proficiency or better.

Weakness(es) Reading and Responding, Reading Fluency, and Comprehension

Objective(s) 1.1 - All students will score proficient on the end-of- year ELA 2018-2019 assessment.

Each strategy should:

Be aligned and designed to achieve the objective(s)

Address underlying causes of strengths & weaknesses

Be appropriate for the needs of targeted student population

Be implemented with available fiscal and human resources

Have clear curricula, instruction, and classroom assessment

for targeted content areas

( x) Data-Driven Decision Making

( x ) Response to Intervention

( x ) Meaningful Engaged Learning

( x ) Curriculum Alignment

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

Responsible

Target

Dates(s) Timeline

Funding Source(s)

And Cost

Documentation

Curriculum : LA Standards

Instruction Teachers will utilize anchor text in

Guidebooks 2.0 and supplemental materials

addressing Louisiana English Language Arts Units.

2nd grade will continue to use basal materials and

incorporate Units. Teachers will utilize Kagan

structures to increase student engagement in all

academic areas. Title 1 Teacher provides

instructional support by providing in-class/small

group tutorial instruction, support and assistance to

meet the academic needs of at-risk students:

implementation of high-quality curricula. Teachers

and paraprofessionals will incorporate Reading

Renaissance (all grades), I Ready-Read (3rd and 4th

grade RTI), Reading Eggs(all 2nd grade classes and

3rd grade RTI groups), System 44(SPED), Moby

Max(all grades), Readsters (2nd grade RTI), and

Study Island(all grades) in the classroom in order to

continue meeting the needs of all students

2ndGradeTeachers Boyle, Clouse,

Finly, Harmon,

Manasco, Moise,

Morrison

3rdGradeTeachers Everidge, Dodson,

Hines, Kama,

Nolen, Martin,

Morris

4thGradeTeachers Cleveland, Johnson

DeYoung, Hagan,

Midkiff, Price

August 9, 2018 to

May 24, 2019

Title 1, VPSB,

General Fund,

SPED and

Shawson Gas

with an estimated

cost of

$20,000.00

Teacher lesson

plans

including: Gifted, 504, SPED & EL. These

programs are technology-based reading

comprehension programs that enable teachers to

target instruction and guide student practice on

essential comprehension reading skills that meet

Louisiana Student Standards such as phonics, sight

words, fluency, fiction and non-fiction evidence

base comprehension, spelling, vocabulary,

grammar, writing, & punctuation. In school

tutoring is provided for assigned students

addressing Louisiana Student Standards.

Paraprofessionals Craig, Lee, Smith,

Cunningham,

Degrafenread,

A.Dowden

Title 1 Teacher V.Dowden

Others: Frederick, Hunter

W. Johnson, Wyatt

Formative Assessments: Teachers will set and

monitor Accelerated Reading goals and strategies

designed to promote success. Students including

504, SPED, & EL, will participate in a minimum of

20 minutes of reading practice daily. Students will

be STAR tested 3 times a year. Teachers will

utilize STAR Reading reports to identify

weaknesses and work with students in small group

(RTI) on necessary skills. Second grade teachers

will assess struggling readers using the DIBELS

Next Benchmark as needed. Third grade teachers

will assess struggling readers using DIBELS Next

and LEAP 360 Benchmark as needed. Fourth grade

teachers will assess struggling readers using LEAP

360 Benchmark as needed.

STAR testing

2018-2019

August, December,

and May

DIBELS Next

testing 2017-2018

August, December,

and May

LEAP 360 –

district assigned

dates

STAR

Diagnostic ,

Growth, and

Summary

Reports

2nd – 3rd grade

DIBELS Next

3rd – 4th grade

LEAP 360

Professional/Staff Development: In Fall 2018, the

ELA Content Leader will provide delivery to all

Administration, Teachers, and Paraprofessionals of

ELA content. Ongoing professional development

will occur during weekly PLC meetings as needed.

Content

Leader:

C.Johnson

August 2018 Faculty meeting

agenda and sign-

in sheet

PLC logs

Parental Involvement/Instruction: Parents will

receive results of STAR Assessment at the

beginning, middle and end of year which includes

students reading level and ZPD range.

Family and community members are also

encouraged to view the school newsletter, student

planners/folders, and websites-state, parish, and

school for help to support further development of

student reading skills.

Parents of 3rd and 4th grade students will receive

student and parent reports that explain how to

interpret LEAP ELA results.

Parents and community members are encouraged to

attend “Celebrate Success” at the end of each six

weeks


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

STAR Parent

Report

August/September

2018 and

April/May 2019

2018-2019 LEAP

Assessment State

released date

End of each six

weeks

student folders

Title 1 - $998.00

Kiwanis, Shop-

Rite, Wal-Mart,

Market Basket,

Sonic

STAR Parent

Report

Progress

Reports

student folders

2018-2019

Student and

Parent LEAP

ELA Result

Report

Agenda & Sign-

in Sheets

Summative Assesments:

End of Year STAR Reading Growth Report

2nd grade District Develop Cold Read

3rd and 4th grade LEAP Assessment

Dowden-STAR

Reports

May 2019 STAR Reading

Growth Report

District Cold

Read

LEAP

Assessment

18

GOAL 1 By 2025, all students will increase student achievement in Reading/English Language Arts attaining proficiency or better.

Weakness(es) Reading and Responding, Reading Fluency, and Comprehension

Objective(s) 1.2 - All students will score proficient on the end-of- year ELA 2018-2019 assessment.








( x ) Data-Driven Decision Making


( x ) Meaningful Engaged

Learning



Responsible

Target

Dates(s) Timeline

Funding Source(s)

And Cost

Documentation

Curriculum: LA Standards

Instruction Teachers will instruct students in writing strategies

for narrative, literacy analysis, and research using

text evidence for support that meet the Louisiana

Student Standards for writing. Teacher will utilize

materials across curriculum in instructing writing

strategies.


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Title 1 Teacher

V. Dowden

Others:

Frederick

August 2018 to May

2019

VPSB Teacher Lesson Plans

Formative Assessments

Students will produce samples of each type of

writing scored by a rubric aligned to Louisiana

Student Standards.

August 2018 to May

2019

Student writing folder

Professional/Staff Development: Teachers will observe peers utilizing writing strategies

effectively in the classroom. Teachers will share

samples of student's writing during PLC's to discuss

scoring using the rubric. Teacher Leaders will present

information learned at the Teacher Leader

Conference.

2018-2019 Peer

Observation

Presenting

Teachers:

Teacher Leaders:

Adminstration: Robertson

Poteat


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Fall 2018 Teacher Leadership

Conference – VPSB

Peer observation log-

in sheet PLC meeting

logs Faculty meeting

agendas and sign-in

sheets

Parental Involvement/Instruction:

Parents will receive proficient writing samples of

narrative, literacy analysis, and research with rubric.

Parent Day in the Classroom will be provided with a

focus on writing skills.

Writing samples

throughout school

year.

Parent Day in the

Classroom –

January 2019

Copies of writing

samples sent home

Parent Day in the

Classroom sign-in

sheet

Summative Assessments:

End of Unit Reading Assessments

Samples of student’s writing

Third and Fourth Grade LEAP 360

End of each Unit

Student’s completed

writing assignments

End of Unit Reading

Assessment score

Student’s completed

writing assignments

Third and Fourth

grade LEAP 360

20

GOAL 2 By 2025, all students will reach high standards, attaining proficiency or better in mathematics.

Weakness(es) Solving Multi-Step word problems, Math fluency, and Expressing Mathematical Reasoning

Objective(s) 2.1 - All students will score proficient on the end-of-year Math 2018-2019 assessment.

Research-Based

Strategy(ies)











Learning



Responsible

Target

Dates(s) Timeline

Funding Source(s)

And Cost

Documentation

Curriculum: LA Standards and Eureka Math

Instruction: All teachers will utilize Eureka Math

strategies to provide a variety of problem-solving

methods in math instruction and have the option to

supplement using Accelerated Math (2nd – 4th),

Moby Max (2nd – 4th), ZEARN (2nd grade) and

Study Island (3rd-4th ) programs. These programs

are technology-based math programs that enable

teachers to target instruction and guide student

practice on essential math skills that meet

Louisiana Student Standards to meet the needs of

all students including: Gifted, 504, SPED & ELL.

Math tutoring is provided in school for struggling

students addressing the Louisiana Student

Standards.


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Title 1 Teacher

V. Dowden

August 2018 to May

2019

Title 1, VPSB,

General Fund

estimated cost

$4,000.00

Teacher lesson

plans

Formative Assessments: Students will be STAR Math tested 3 times a year. Teachers will utilize STAR Diagnostic reports to

identify weaknesses and work with students in small

group. Students are given the Eureka Topic, Mid

and End of Module Assessments

STAR testing 2018-

2019

August, December,

and May

STAR Diagnostic

Growth and

Summary Reports

AR Reports

Eureka Topic, Mid

and End of Module

Assessments

Professional/Staff Development:

The Math Content Leader will provide delivery of

math content to all teachers and administration

during staff development on using Eureka Math.

Math Content

Leader:

Hagan

Administration: Robertson

Poteat

Fall 2018 and revisit

in January 2019

Teacher Leadership

Conference 2017

VPSB Faculty meeting

agenda and sign-

in sheet


Fall Parent Day will be provided to showcase

Eureka Math strategies used in the classroom.

Parents will receive results from the STAR Math

assessment at the beginning and end of year which

includes student's math grade level.

Parents and community members are encouraged to

attend “Celebrate Success” at the end of each six

weeks.

Parent Testing Night will be provided to inform

parents of the LEAP testing expectations and

format.


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Other: STAR

V. Dowden

Parent Math Day

September 2018

STAR Math

Assessment

August/September

2018, May 2019

End of each six weeks

November 2018

Kiwanis, Shop-

Rite, Wal-Mart,

Market Basket,

Sonic

Parent Math Day

sign-in sheet

STAR Math

Parent Report

Student

Planners/Folders

Agenda & Sign-in

sheets

Agenda & Sign-in

sheets


End of Module Assessments

STAR Math End of Year Growth Report

3rd and 4th grade LEAP 360

End of Module

Assessment if used

STAR Math –

May 2018

Teacher lesson

plans and

assessment scores

for End of Module

if used

STAR Math

Growth Report

LEAP 360

22

GOAL 3 Reduce number of school suspensions by 10%.

Weakness(es) Behavior reports show that we have more male repeat offenders than female.

Objective(s) An objective is an expression of the desired specific and time-bound outcomes. Each should be clearly stated,

measurable, linked to the state goal, time-bound, and realistic.









( ) Response to Intervention


Learning

( ) Curriculum Alignment


Responsible

Target

Dates(s) Timeline

Funding Source(s)

And Cost

Documentation

Curriculum: PBIS 2ndGradeTeachers Boyle, Clouse,

Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Other:

Behavior Tutor

August 2018

January 2019

VPSB Teacher Lesson

Plans Instruction:

Students will participate in the schoolwide PBIS

program. Teachers will provide students with

Positive Behavior Orientation Rotation Program in

the beginning of the year and mid-year. Students

that are repeated offenders – Tier III will be tutored

in small groups.

Formative Assessments:

Discipline frequency reports will be analyzed each

six weeks. Students with an “A” each six weeks

will attend 6 week celebration. Three week mini-

rewards will be honored in the classroom.

Discipline Frequency

Report End of each

Six Weeks

Mini-rewards -

End of third week of

each six weeks

End of each six

weeks for 6 week

celebration

General budget,

VPSB

Discipline

Frequency Report

Student conduct

grades at 3 weeks

and 6 weeks

Professional/Staff Development:

Teacher and/or administration staff will attend staff

development or conferences regarding PBIS to

increase greater success of student performance and

will share information in faculty meetings or PLC's.

Teachers:


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris


DeYoung, Hagan,

Midkiff, Price

Administration: Robertson,Poteat

Other: Behavior

Consultant

2018-2019 school

year

VPSB Sign-in sheets


School will host Parent Orientation where teachers

will provide information on the PBIS schoolwide

plan. Weekly conduct grades will be provided in

student planners


Finly, Harmon,

Manasco, Moise,

Morrison


Hines, Kama,

Nolen, Martin,

Morris

4thGradeTeachers Cleveland, Johnson DeYoung, Hagan,

Midkiff, Price

Orientation – August

2018

End of each

discipline week

Planners – Title 1

Folders – Title 1

Sign-in Sheets

Student weekly

conduct grade


Discipline Frequency Reports and Six Weeks

conduct grades

End of each six

weeks Discipline

Frequency Reports

Six week student

conduct grades

Others:

Dowden,

Frederick, W.

Johnson, Jordan

Discipline

Frequency

Report: Poteat

24

VERNON PARISH SCHOOL SYSTEM - Amazon S3 · 2018-09-07 · Olivia Clouse 2nd Grade Teacher Rebekah Harmon 2nd Grade Teacher Tina Manasco 2nd ... the design, implementation, and evaluation

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