STRENGTHS CHALLENGES GOALS
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1 1. COMPREHENSIVE NEEDS ASSESSMENT (Look at page 44 of the Data Analysis Template for 1a and 1b) STRENGTHS 1a. Results of Comprehensive Needs Assessment 1a. Measures used to Determine School Needs: STRENGTHS DATA SOURCES Math is a potential subject level strength. 1 ileap Scores, School Index Scores White and ED are highest subgroups in ELA & Math 2 ileap Scores, School Index Scores SWD gap is closing in ELA and Math as of SY 3 ileap Scores, School Index Scores 2 nd grade has highest Benchmark % on DIBELS 4 DIBELS Reports 3 rd grade has next highest Benchmark % on DIBELS with only 2% difference from 2 nd grade. 5 DIBELS Reports CHALLENGES 1b. Results of Comprehensive Needs Assessment 1b. Measures used to Determine School Needs: CHALLENGES DATA SOURCES SWD potential subgroup weakness in ELA & Math 1 ileap Scores, School Index Scores ELA is a potential subject level weakness 2 ileap Scores, School Index Scores Social Studies is a potential weakness with only 0.2% difference from ELA 3 ileap Scores, School Index Scores Kindergarten DIBELS intensive/strategic % is consistently high 4 DIBELS Reports 1 st grade DIBELS intensive/strategic % is next highest grade level 5 DIBELS Reports GOALS 1c. Goals based upon Challenges and/or Maintaining Strengths GOALS 1 Improve SWD by 10% at the close of the school year 2 Improve Kindergarten and 1 st grade DIBELS scores, lowering the % of intensive and strategic students 3 Increase ELA CRT scores school wide by at least 10% at the close of the school year 4 Increase Social Studies CRT scores school wide by at least 10% at the close of the school year 5 Increase overall CRT score by 10% at the close of the school year 2. SCHOOL-WIDE REFORM STRATEGIES to be used in your SIP. Please check all that apply. _ Response to Intervention _ Job-Embedded Professional Development _ Data Driven Decision-Making _ Meaningful Engaged Learning _ Curriculum Alignment
2 3. INSTRUCTION BY HIGHLY QUALIFIED TEACHERS: 94% of School Staff The HR department requires that all schools keep a folder on each teacher documenting their HQ status. This information is reported to HR on a spreadsheet at the beginning of each school year and Title I schools report this information to the Title I office on the Attestation Form. The parish requires that all paras meet HQ status before they can be considered for employment. 4. PROFESSIONAL DEVELOPMENT: Identify planned and ongoing professional development, to address the challenges found through the Comprehensive Needs Assessment. Whole Faculty Study Group- Teachers will Item(s) to be purchased analyze data and plan engaging lessons for to students through the use of technology integration, various software and online resources, KAGAN, Reading Strategies and an emphasis on Common Core Standards. Teachers will also *Binders for Data focus on RTI through the use of math and literacy Storage workstations. Teachers, TRT, Administration, Curriculum Specialists, Substitutes Learning Walks- Teachers will participate in learning walks at least once per school year. They will collaborate and discuss their observations upon completion in WFSG. Teachers, TRT, Administration, Substitutes provided through Title I Office Grade Level Meetings- Once a month, teachers will meet in grade levels to discuss lesson planning, unit assessments, student data and administrative notes. Teachers _ Title I _ GFF I _ Title I _ GFF I I Onsite Teacher Professional Development- *Any necessary N/A
3 Teachers will attend mandated professional development meetings in August and October. The content will be based on teacher need with input from them collected through a survey. Teachers, TRT, Administration, Curriculum Specialists EAGLE Training Teachers will be trained on how to use EAGLE for pre-assessments, creating tests that assess Common Core Standards and how to use the information as a guide to planning lessons for their students individual needs. Teachers, TRT, Administration SafeSchools Training Teachers will complete mandatory training on Bullying, Suicide Prevention, Sexual Harassment, District Policy, and Ethics. Teachers will be given the option to further their training based on a library of videos specific to their discipline or positions. Teachers, TRT, Administration Achieve 3000 Training Teachers will be trained on how to use Achieve 3000 for pre-assessments, creating tests that assess Common Core Standards and how to use the information as a guide to planning lessons for their students individual needs. Teachers, TRT, Administration I I I _ _GFF I _ Other materials per content being presented (copies, books, etc.) District Level *Computers to use during training *Presenter trained in EAGLE *SafeSchools access and computer *Achieve 3000 software and computers
4 5. STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS: See Attached District Plan. 6. PARENTAL INVOLVEMENT: What strategies/activities do you employ to increase parental involvement? You may group strategies by type of activities, time of day, purpose, or any other way your school s design fits into 2 or 3 entries in this category. Parental Decision Making, Involvement and Training with School Curriculum At least three meetings will be held during the school year to provide parents information on how to access the curriculum. This information will be provided to parents at school open house events, scheduling nights, parent meetings, and other parent orientations. Information on active curriculum links on the Internet will also be given on teacher s weekly newsletters. Parents will be included in the book adoption process through the district level and allowed to view all prospective textbooks at the school level. End of the year surveys are distributed at the end of the school year to get parent input on the quality of their child s education. Parent Workshops, Meetings and Informational Events: *Meet the Teacher Held prior to the first day of school where students are able to visit the school, drop off supplies and meet their teacher. *Open House Parents attend one night in the fall to meet their child s teacher and hear a presentation on classroom expectations and learning goals. *Family Learning Night Held in October of each year with academic activities for the whole family. *PTA Informational Meetings Held several times throughout the year in the evening where parents are given school-wide information regarding procedures, policies, curriculum and any other important issues. I BUDGETS used to _ GFF I _ Other Item(s) to be purchased to support this strategy/activity: Building Home/School/Community Connections: *Cookies & Canvas Parents and students enjoy a BUDGETS used to Printing supplies-gff Postage-
5 Saturday of painting on a pre-drawn canvas. *Trunk or Treat Halloween event held at school in a safe environment. *Fall Gala *Spring Fling *PTA/Dad s Club Bingo Night *Mom s Moments *Dining with Dad *Volunteer Tea *Grandparent s and Special Friends Week *Monthly Community Partnership Dinners *Classroom and School wide volunteer opportunities on a daily basis *Cultural Arts Day *Earth/Science Day *Field Day *PES Mardi Gras Events Home Resources *Technology resources provided to parents and students to assist in academic support Earobics, AR, STAR *School Website, Teacher Newsletters/Webpage and Monthly Newsletters will be provided as a resource to parents. *Weekly online calendar report-pete s Report *School wide call out program Title I GFF I Other 7. TRANSITION: What activities are planned to transition incoming and outgoing students at your school?. Be sure to list at least one for incoming and one for outgoing students. Incoming Student Tours - Item(s) to be purchased *During the spring of each school year, a to Kindergarten Open House will be scheduled to allow incoming students the opportunity to visit Pontchartrain in preparation to attend the following Cost of PES Brochures year. *Monthly School Tours will be given to afford prospective families the opportunity to visit Pontchartrain Elementary. Informational school GFF I
6 brochures will be given to all prospective families. Kindergarten / 1 st Grade Transition Day- *Before the school year ends, Kindergarten students are introduced to the 1 st Grade teachers and given the opportunity to visit their classroom. During this time, they complete a lesson with their Kindergarten teacher in the 1 st grade environment. Meet the Teacher Day - Parents and students will have the opportunity to meet their teachers prior to the first day of school, allowing them to bring school supplies and visit the classroom. This will be done in the beginning of the school year during teacher professional development days. Parents will be notified through the phone messaging system, school website and notices on the school doors. Outgoing Students Visit TMS - During the spring of each school year, the Pontchartrain faculty will coordinate with Tchefuncte Middle School to allow outgoing students the opportunity to visit in preparation to attend the following year. Students will meet the teachers, attend an assembly and tour the school. I I I N/A 8. USE OF ACADEMIC ASSESSMENTS: How does your school include teachers in decisions regarding the use of academic assessments? *Whole Faculty Study Group- Teachers will analyze data and plan engaging lessons for students Item(s) to be purchased to
7 through the use of technology integration, various software and online resources, KAGAN, Reading Strategies and an emphasis on Common Core Standards. Teachers will also focus on RTI through the use of math and literacy workstations. Teachers, TRT, Administration, Curriculum Specialists, Substitutes _Title I _GFF I *Binders for Data Storage *EAGLE Testing Teachers will assess students using the EAGLE online website in order to determine individual academic levels. The data gained will be analyzed and used for lesson planning. Teachers, TRT, Administration, Curriculum Specialists, Substitutes *DIBELS Assessments Teacher will assess 3 rd grade students using the DIBELS test, which will be given three times per year. Students not reaching benchmark will be progress monitored monthly to track their growth/progress and provide tiered interventions within the classroom. Teachers, TRT, Administration, Substitutes *Accelerated Reader/STAR Assessments Teachers will assess students using the Accelerated Reader/STAR tests. Students will be provided with instructional strategies and books to read according to their reading level. Teachers, Librarian, PTA, Administration *Guaranteed Curriculum Reviews Teachers will review, analyze and utilize the Guaranteed Curriculum to guide and plan their daily lessons for students according to the Common Core Standards. Teachers will also provide feedback to the district GFF I GFF I GFF I GFF
8 after each unit stating any corrections that need to be made or suggestions to improve the lessons. Teachers, TRT, Administration I *Student Assistance Team / Teacher Assistance Team will be utilized to support teachers, students and families with any student concerns and provide interventions, additional assistance, referrals, and screenings as needed to support the student and teacher s needs. Teachers, SAT Team, Administration *Special Education Data Special education teachers will collect data on students from multiple sources, such as Silveroli, DIBELS, RAPS, and CBA s. Individualized instruction will be provided as needed throughout the day and various programs like EAROBICS, Read, Write, Gold and others will be utilized to engage SWD. Teachers will be free to choose the data source they find most beneficial to their student s needs. GFF I GFF I Special Education Teachers *Kindergarten Assessments DSC At the beginning of the school year, Kindergarten teachers will assess incoming students using the DSC and begin planning instruction based on the needs of the students. Teachers, TRT, Administration GFF I 9. ACTIVITIES PLANNED FOR STUDENTS EXPERIENCING DIFFICULTIES: What activities are in place to ensure that students who experience difficulty are provided effective, timely, additional assistance? For example: tutoring, MHP counseling services, etc. Mental Health Providers (MHP)- Due to the Item(s) to be purchased
9 transient and often unstable environments that many of our students at Pontchartrain Elementary experience, a Mental Health Provider will work with students for 15 hours per week. This counseling will work to improve reading and math achievement by helping students to develop coping strategies for handling the conflicts and stresses that they face in life which in turn will allow them to focus on the academic materials being presented in the classroom. Students will be selected through a referral process and will work with the MHP for varying amounts of time depending on need. The administration at Pontchartrain Elementary will monitor implementation of the MHP program. Due to the confidential nature of student involvement in the MHP program, the on-site school counselor will also monitor student academic progress in conjunction with the classroom teacher through monitoring numbers of behavioral referrals leading to out-of-class time and/or percentage of completed assignments as is appropriate for each individual student s situation. Review of performance on classroom assessments, benchmark assessments and standardized tests such as LEAP and ileap will also occur. I to NONE Positive Behavior Intervention Support (PBIS): *Positive behavior lessons will be taught during monthly afternoon assemblies by the school counselor focusing on The 7 Habits from The Leader in Me. These expectations will be modeled and reinforced by all school personnel on a daily basis. *PBIS Student Handbooks created by our school will be taught and given to each student at the beginning of the school year. *Student Leader Program students will be given leader roles (office leader, safety leader, energy leader, etc.) in an effort to give them a voice and responsibility in the care and daily operations of the school. *Check-In/Check-Out Mentor Program for at risk students. Positive Behavior Incentives: Positive behavior incentives created by the PBIS team will be utilized throughout the year. Incentives include Good Citizen s Slips (positive behavior slips), Excellent Eagles (positive referrals), and Postcards mailed home at the end of each month. There will also be _GFF I _GFF *Copies of PBIS Handbook for all students and teachers. *School Badges for Student Leader Program *Good Citizen s Slips *Postcards for students
10 quarterly celebrations for students. I Technology Resources and Personnel: General Technology: Teachers will utilize the following technology to promote high levels of cognitive student engagement: *ActivExpressions *itouch/ ipads *Promethean Board Technology Interventions/Progress Monitoring Teachers and support staff will utilize the following Internet and software programs to assist students with instruction: *Earboics *Fast Forward *Achieve 3000 *EAGLE *Accelerated Reader / STAR / Accelerated Math Special Education Program Design: Students with Disabilities in 1 st 3 rd grade will be instructed using a Co-Teaching model. This model will benefit students by allowing them to particpate in regular education classroom learning as well as small group intensive instruction provided by the Special Education teacher. Literacy Workstations: Teachers will create workstations for students to utilize throughout the week in an effort to reinforce skills, differentiated instruction and work with struggling students in small groups. KAGAN Strategies: Teachers will integrate KAGAN structures throughout various lessons to provide cooperative activities and movement to students. GFF IDEA I Other: PTA BUDGETS used to x_idea I I GFF *Earobics Licenses *Fast Forward Licenses *Achieve 3000 Licenses *AR/STAR Program Resource Book, Co- Teaching that Works NONE *Book rings for KAGAN books created onsite for teachers
11 Writing Across the Curriculum: Teachers will be inserviced throughout the year during WFSG on Close Reading techniques and the new writing rubric. These strategies will be used to assist teachers in teaching writing across all content areas and improve student writing skills. I I NONE
4 Subgroup scores. 1 Index scores and Trend SPS indictors
1.COMPREHENSIVE NEEDS ASSESSMENT (Look at page 44 of the Data Analysis Template for 1a and 1b) STRENGTHS 1a. Results of Comprehensive Needs Assessment 1a. Measures used to Determine School Needs: STRENGTHS
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