On November 2, 2017 parents will be invited to a meeting in which the Parent evaluation from the previous school years, data analysis, and SIP will be evaluated and amended based on parent feedback. Mid November the SIP team will meet and discuss any input that came from the parents (previous meetings) and revise SIP as needed. November faculty will review the SIP and provide feedback. Describe how parents and community stakeholders are included as decision makers in a broad spectrum of school decisions: Parents/families are encouraged to join and participate in PTA. parental involvement event parents are asked to complete a survey about the event and what they feel was successful and not successful. We ask for suggestions for the upcoming events. At the end of the school year we ask parents to provide feedback on the entire year and parental involvement events for the upcoming year. Throughout the year we ask parents to communicate about their child’s strengths and weaknesses and how we can help them to help their child master these skills (parent conferences, parent surveys, phone calls home, SAT, IEP). SAT meetings are held every Wednesday from pm. This allows parents to give specific feedback on their child’s academic improvement, behavior improvement, and how they can be involved as a parent. IEP meetings are held throughout the week. This allows parents to give specific feedback on child’s academic improvement, behavior Goal(s): 1,2,3,4,5 Budgets used to support this activity: Title I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bond Other Needed: Paper Ink Effectiveness Measure: Parent Surveys Effectiveness Results:
SLTs (Student Learning Target administered 3 times a year to measure student growth in ELA and Math in and Kindergarten. Fountas & Pinnell Reading System (Leveled Literacy Intervention) – Guided Reading DRDP-K (Desired Result Developmental Profile – Kindergarten 3 times a year to measure language and literacy along with math. This is a teacher observational tool) Get Ready Read and Math SLT (Given 3 times a year to PreK students to measure ELA and Math proficiency). Quarterly Report Card (Given to Kindergarten students 4 times a year to reflect academic growth in all areas) DRA (Developmental Reading Assessment given on a as needed bases depending on student progress to measure Kindergarten students reading levels) Title III Title IV Perkins JAG Bond Money Other Paper Dividers Labels Sheet Protectors Pens Pencils Tablets BURST Software and KITS LLI Kits Effectiveness Results: Process for Determining Student Participation in School and Classroom Interventions: Benchmark Assessments are given throughout the year to determine achievement levels; below level, on level, and above level. SLTs are throughout the year to determine achievement levels; below level, on level, and above level. DIBELS below benchmark or well below benchmark are placed in an intervention group. Classroom observations are done by the teacher to determine students struggling academically and socially. These classroom observations are also used to score student progress on DRDP. SAT, IEP, Parent Teacher Conferences are used to voice parent and teacher concerns about students’ academic progress or lack of progress. Goal(s): 1,2,3,4,5 Budgets used to support this activity: I GFF Title II LA4 IDEA III Title IV Perkins JAG Bond Other Items Needed: Benchmark Assessments SLTs Binders Sheet protectors Dividers Labels BURST Software and KITS LLI Kids Sentence Strips Effectiveness Measure: DIBELS SLT DRDP Effectiveness Results:
Opportunities and Interventions for Students in Need: – Literacy interventions for kindergarten students for reading failure. Daily intervention with progress monitoring assessment every 10th day to measure effectiveness. Tutoring Small Groups – works with kindergarten students in 6 classroom who are functioning below academic level in both ELA and Math Teacher Led differentiated small groups Goal(s): 1,2,3,4,5 Budgets used to support this activity: Title I GFF Title II LA4 IDEA III Title IV Perkins JAG Bond Money Other Items Needed: BURST Software and KITS Effectiveness Measure: Progress Monitoring Tutor Logs Effectiveness Results: Process to Identify Students Who Are Continuing to Experience Difficulty After Receiving the School and Classroom Interventions: SAT – meets weekly on Wednesday for 3 hours; administrator, teacher, parent, TRT, speech therapist, pupil appraisal, counselor. Involve community members like CHOICES in the process of supporting students with continued needs. Goal(s): 1,2,3,4 Budgets used to support this activity: I GFF Title II LA4 IDEA Title III IV Perkins JAG Bond Money Other Needed: none Effectiveness Measure: Progress Monitoring SLTs Effectiveness Results: Comprehensive and Coherent Approach to Meet of LEP Students: The LA Connectors for English Learners will be utilized to describe how language is used to meet the rigorous demands in each grade and grade band toward rigorous content demands. This will allow the LEP student to focus Goal(s): 1,2,3,4 Effectiveness Measure: Progress Monitoring Benchmark Data
on meaning and then engage in the content specific practices in ELA, math, social studies, and science. ESL para assist ESL students a week but communicates with teachers daily to monitor student progress in kindergarten. IDEA Title III Title IV Perkins JAG Bond Money Other Effectiveness Results: Support Structures and Programs (e.g., Title I, ESL, Sp Ed) that Provide Collaborative Support for Student Learning: Title 1 ESL Inclusion and K-blended Co-teaching Helping Hands Tutors PLCs Goal(s): 1,2,3,4,5 Budgets used to support this activity: Title I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bond Money Other Items Needed: Computers Tablets Dry Erase Boards Papers Manipulatives Pens Pencils Crayons Literacy Materials Ink Color Paper Glue Markers Chart Paper Salaries and Benefits for Tutors Salaries and Benefits for subs Clip boards Cards Velco Laminating Film Effectiveness Measure: SLTs DIBELS Progress Monitoring Effectiveness Results: Extended Learning Opportunities (within and beyond the school day and the school year): Field trips – two per year both pre-k and kindergarten. Pre-K – Sugar Roots Farm & Aquarium Kindergarten – Pumpkin Patch & Zoo Goal(s): 3,4 Effectiveness Measure: SLTs
cards Other Professional Development: Learning Walks Early Childhood Coaches Faculty Meetings Individual Conferences Goal(s): 1,2,3,4,5 Budgets used to support this activity: I GFF II LA4 IDEA Title III IV Perkins JAG Bond Money Other Items Needed: Paper Pens Tablets Effectiveness Measure: SLTs DIBELS Effectiveness Results: Recruit Effective Teachers, Particularly in High Needs Subjects/Schools: All school administrators attend and interview teachers at the Spring Transfer Fair and Job Fair events to fill openings at their schools. Teacher openings are advertised through the district website. District leaders attend local college and university teacher recruitment fairs in the fall and spring. The fall and spring schedules for district participation in local college and university recruitment fairs are advertised on all the district’s social media sites. Participation in the Teacher Residency Pilot Program through Southeastern Louisiana University where college education majors are selected to participate in 1-Year Internships in our schools. Goal(s): Budgets used to support this activity: Title I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bond Money Other Needed: Effectiveness Measure: Effectiveness Results:
IDEA Title III Title IV Perkins JAG Bond Money Effectiveness Results: Coordination and Integration of Federal, State, and Local Resources, Services, and Programs: McKinney Vento: All homeless students receive all services for which they are eligible at their school site through Title I, Title III, Food Services, LA4, IDEA, and McKinney Vento funds. Food Services: All students whose income qualifies them for free/reduced meals participate in the federal food service program. Special Education: Identified students with disabilities receive all services specified on their IEP through a combination of GFF, IDEA, Title I, or Title III funding. English as a Second Language (ESL): Identified LEP students receive services from ESL teachers, paraprofessionals, and/or tutors at their school site. These services are paid for through GFF, Title I, Title III, and Title III Immigrant Funds. 21st Century Programs: Students in participating schools are entitled to attend the 21st Century afterschool programs during the school year and during the summer. Headstart Preschool Programs: Headstart preschool children graduate into their feeder schools in the District in which they live. Receiving schools provide transition activities and services for children and parents. Preschool programs are funded through LA4, 8G grant, Title I, and GFF. Regular Monitoring and SIP Revision The SIP remains in effect for the duration of the school year, except the plan and its implementation be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. The school will annually evaluate the implementation of, and results achieved by, the schoolwide program using data from the State’s annual assessments and other indicators of academic achievement to determine whether the plan has been effective in increasing achievement of students in meeting the State’s academic standards, particularly for those students who had been furthest from achieving the standards. The