Carolyn Park Middle

Carolyn Park Middle

2017-2018

SCHOOL IMPROVEMENT PLAN

Carolyn Park Middle

St. Tammany Parish Public Schools

1.  COMPREHENSIVE NEEDS ASSESSMENT
·  Provide outcomes of the school’s comprehensive needs assessment, as well as a description of the data sources used in the process. Findings should include detailed analysis of all student subgroups; an examination of student, teacher, school, and community strengths and needs; and a summary of priorities that will be addressed in the schoolwide plan.
·  The Comprehensive Needs Assessment will be used to develop a comprehensive plan for the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the school and District.
STRENGTHS / WEAKNESSES
The CRT Assessment Index increased in 2013-14 by 3.9 points to a 72.2. No significant growth has occurred in the last five years. / The CRT Assessment Index dropped by 4.6 points to a 67.2 in 16-17.
4th grade ELA Index, Math and Science grew from the 2015-2016 year: ELA by 21.1, Math by 26.3 and Science by 16.2. / All 6th grade ELA, Math, Science and Social Studies Index scores dropped in 2016-2017: ELA by 25.5, Math by 36.6, Science by 9.4 and Social Studies by 19.8. Also all grade levels declined in Social Studies in 16-17 and Social Studies has had the lowest scores 3 of 5 years in 4th & 6th, and 4 of 5 years in 5th.
The 4th grade population had gains in all subject areas except Social Studies in 16-17, which shows a potential grade level strength. / 6th is potential grade level weakness. 6th grade had substantially lower indexes in ELA (62.0) and Math (45.9) and all 6th indexes declined in 16-17. The lowest subclaims in 6th were ELA Written Expression (36%), Math Additional & Supporting Content (46%) & Expressing Mathematically Reasoning (47%).
ELA & Math Indexes are typically higher than Science & Social Studies in all grades over the past 5 years. The Reading sub claim of Vocabulary in 4th and 5th grade had the highest scores. / All grade levels declined in Social Studies in 16-17 and Social Studies has had the lowest scores 3 of 5 years in 4th & 6th, and 4 of 5 years in 5th.
In ELA for 5th and 6th grade, Written Expression is the lowest subclaim in ELA, and in Math all grades are lowest in the subclaim of Modeling and Application.
The White subgroup has shown the highest proficiency for ELA and Math for the past two years. / The Limited English Proficient subgroup has shown the lowest proficiency for ELA and Math for the past two years.
The White subgroup has shown improvement in ELA and Math over the past two years. The White subgroup has improved by 8.2% in ELA and has improved by 10.2% in Math since 14-15. / The Hispanic subgroup has dropped in Math for the past two years. Overall, the Hispanic subgroup has declined by 18.3% in ELA and declined by 26.9% in Math since 14-15.The Students with Disabilities subgroup has consistently had the lowest ELA and Math scores for 4 of the past 5 years.
The Students with Disabilities subgroup has shown a decline in the achievement gap in ELA for the past two years, decreasing by 14.8% since 14-15. / The Hispanic achievement gap in Math has increased in both 15-16 and 16-17, increasing 26.9% since 14-15.
ELA is a potential subject area strength for all subgroups, with higher percent proficiency scores in ELA for all subgroups for 4 of the past 5 years. / Math is a potential subject area weakness for all subgroups, with lower percent proficiency scores in Math for all subgroups for 4 of the past 5 years.
DATA SOURCES: School Demographic Information, DIBELS Trend Data, School Performance Scores (SPS), CRT Subject Indexes Trend Data, Assessment Index Comparison for Student Growth Purposes, Trend Data, ELA and Math Claim/Subclaim Data, Subgroup Percent Proficiency, CRT Assessment Index, Dropout Credit Accumulation Index (DCAI), ACT Trend Data, WorkKeys, HISET Trend Data, EOC Trend Data, Graduation Index-Strength of Diploma, Cohort Graduation Rate, Discipline Data
GOALS
·  Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound.
·  Must Include at Least 3 Academic Goals Aligned to the Most Current School Data Analysis
1.  From spring 2017 to spring 2018 each cohort of students in grades 4-6 will increase the percentage of students achieving mastery or above by 5% in Modeling and Application sub-claim in math on LEAP 2025. 4th-51%-56%; 5th 41%-46%; 6th 25%-31%.
2.  From spring 2017 to spring 2018 each cohort of students in grades 4-6 will increase the percentage of students achieving mastery or above by 5% in Written Expression sub-claim in ELA on LEAP 2025. 4th 31%-36%; 5th 34%-39%; 6th 14%-19%.
3.  From spring 2017 to spring 2018 the sub-group of Limited English Proficiency students for the whole school will increase assessment index score by at least 5 points, from a 20.8 to a 25.8 on LEAP 2025.
4.  The Out of School Suspension Rate for all grades (4-6) will decrease by at least 2% in 2017-2018. From 11.0% to 9.0%
2.  PARENT AND FAMILY ENGAGEMENT
·  The SIP must be developed with the involvement of parents and other members of the community to be served, as well as individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals, and, if appropriate, specialized instructional support personnel, and school staff. If the plan relates to a secondary school, students may be included and other individuals determined by the school.
·  The SIP shall be available to the District, parents, and the public, and information contained in the plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
·  Each school must meet ESSA requirements, including the development and implementation of a parent and family engagement policy that includes a school-parent compact outlining shared responsibility for high student academic achievement.
PARENT/FAMILY ENGAGEMENT ACTIVITY / GOAL(S) ADDRESSED / BUDGET(S) USED TO SUPPORT ACTIVITY / ITEMS TO BE PURCHASED TO SUPPORT ACTIVITY / EFFECTIVENESS MEASURE
Describe how parents will be involved in the design, implementation, and evaluation of the SIP (include meeting dates):
·  Opportunity for parents to view SIP and offer feedback
-Comment card
-Website with email feedback opportunity
·  Hold 3 parent involvement school activities to educate the parents on how to help their child achieve goals that focus on Suspension reduction, Written Expression, and Modeling and Application that were written in the SIP. The activities will be Walk in the Park, Ride the Literacy Express, and Fall in Love with Math.
·  Share SIP evaluation on school website / Goal(s):
1,2,3, 4 / Budgets used to support this activity:
☒Title I
☒GFF
☐Title II
☐LA4
☐IDEA
☐Title III
☐Title IV
☐Perkins
☐JAG
☐Bond Money
☐Other / Items Needed:
School Website
Paper for newsletter
Cardstock for comment cards / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Describe how parents and community stakeholders are included as decision makers in a broad spectrum of school decisions:
·  Parent/Teacher conferences
·  SAT meetings for academic and discipline concerns
·  IEP meetings for academic and discipline concerns
·  Encourage to join PTA by recruitment during school activities.
Administrators attend the SAT, IEP, and PTA meetings where there is an open discussion about decisions that need to be made and get parent input before making final decisions.
Teachers and parents attend the Parent/Teacher conferences to have open discussions and make decisions on a course of action to insure academic progress for the student. / Goal(s):
1,2,3,4 / Budgets used to support this activity:
☒Title I
☒GFF
☐Title II
☐LA4
☐IDEA
☐Title III
☐Title IV
☐Perkins
☐JAG
☐Bond Money
☐Other / Items Needed:
Parent contact forms
Computers for interventions
Bulletin boards for information sharing
Bulletin Board Paper / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Describe how the school communicates information to parents regarding the SIP, curriculum, assessments, student progress, etc.:
·  Agendas
·  Teacher websites
·  School website
·  School Monthly newsletter
·  Report Cards
·  Eagle Eye Folder
·  Open House
·  Walk in the Park(Meet and Greet)
·  Student Progress Center (J-Pams)
All of these bulleted items are used to communicate a student’s progress, information about classroom curriculum, classroom assignment dates, upcoming school events and to ensure parents and the teachers are having open communication in regards with the student’s academic progress and social development. / Goal(s):
1,2,3,4 / Budgets used to support this activity:
☒Title I
☒GFF
☐Title II
☐LA4
☐IDEA
☐Title III
☐Title IV
☐Perkins
☐JAG
☐Bond Money
☐Other / Items Needed:
Student Agendas
Computers
Poster maker paper & ink
Toner cartridges for printers and copiers
Poster maker paper and ink
Paper
Colored Paper
Post cards
Website
Envelopes
Postage
Home & School Connection
Math & Science Connection
Recipes for Success
Nutrition Nuggets
Brochures & pamphlets on parenting skills / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
LA Act 436 Requirements:
·  In compliance with LA Act 436, at least three meetings will be held during the school year to provide parents with information on how to access the curriculum. This information will be provided during school Open House events, PTA meetings, and other parent orientation meetings. / Goal(s):
1,2,3,4 / Budgets used to support this activity:
☒Title I
☒GFF
☐Title II
☐LA4
☐IDEA
☐Title III
☐Title IV
☐Perkins
☐JAG
☐Bond Money
☐Other / Items Needed:
Paper
Computers
Translation materials and services / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Translation Services:
·  Schools must ensure that all staff communicate with LEP families in a language they can understand and notify LEP families of any program, service, or activity communicated to English-speaking families, to the extent practicable. (Title VI of the Civil Rights Act of 1964)
·  Parents in need of translation services to discuss student progress, assessment results, student concerns, etc. will contact the school and a conference will be arranged with a certified translator.
·  Items That May Need to Be Written & Translated include: Handbooks/Discipline policies; Disciplinary notices; Report Cards/Progress Reports; Parent Permission Forms; Testing Information; Registration Documents; Home Language Survey, etc.
·  Items that May Need to Be Verbally Interpreted include: Registration & Enrollment process; Counseling on Eligibility for LEP Program; Disciplinary Hearings; Orientation/Back to School events; Parent-Teacher Conferences; Medical Emergencies/Nurse Calls; School-Wide Announcements over intercom; Special Education meetings; etc. / Goal(s):
1,2,3,4 / Budgets used to support this activity:
☒Title I
☒GFF
☐Title II
☐LA4
☐IDEA
☐Title III
☐Title IV
☐Perkins
☐JAG
☐Bond Money
☐Other / Items Needed:
Student Agendas
Computers
Toner cartridges for printers and copiers
Paper
Colored Paper
Post cards
Website
Envelopes
Postage / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Describe specific strategies/activities to assist parents and families in understanding such topics as the challenging State academic standards, State and local assessments, and how to monitor a child’s progress. Also, describe activities that provide materials and training to help parents work with their children to improve academic achievement.
Parent Family Engagement Activity 1:
·  Walk in the Park (Meet and Greet) August 9th 2017- Meet parents and create positive environment for families and open a line of communication. Introduce PBIS plan. Inform parents of expectations of rules for students during the year. Share SIP evaluation from previous year. / Goal(s):
1,2,3,4 / 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
Poster maker paper & ink
Toner cartridges for printers and copiers
Poster maker paper and ink
Paper
Colored Paper
Post cards
Website
Envelopes
Postage
Lemonade / Kool Aide
Cups, paper products
Freezie Pops
Snoballs / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Parent Family Engagement Activity 2:
·  Ride the Literacy Express- December 12th 2017- Parents will be informed on reading and writing strategies (RAPS) Restate, Answer, Prove, Sum it up. Discuss Guidebook 2.0 Update parents on Title I plan. / Goal(s):
2,3,4 / 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
Poster maker
Toner cartridges for printers and copiers
Poster maker paper and ink
Paper
Colored Paper
Post cards
Website
Envelopes
Postage
Milk
Cookies
Cups, paper products / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
Parent Family Engagement Activity 3:
·  Fall in Love with Math (February 22nd, 2017)- Inform parents math strategies in modeling and application. / Goal(s):
1,3,4 / 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
Poster maker
Toner cartridges for printers and copiers
Poster maker paper and ink
Paper
Colored Paper
Post cards
Website
Envelopes
Postage
Lemonade / Kool Aide
Cups, paper products / Effectiveness Measure:
2018 Spring Parent Survey
Effectiveness Results:
3.  SCHOOLWIDE PLAN STRATEGIES
The schoolwide plan shall include a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will:
·  Provide opportunities for all children, including each of the subgroups of students, to meet the challenging State academic standards
·  Use methods and evidence-based instructional strategies that strengthen the core academic program in the school, increase the quantity and quality of learning time, and help provide an enriched and rigorous curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education;
·  Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards; and