SCHOOL IMPROVEMENT PLAN
Cypress Cove Elementary School
Gayle G. Sloan
Superintendent
Thais H. Wahl
October 2004
DISTRICT ASSURANCE
q For schools in School Improvement, and for schools with CSRP models, I hereby certify that this plan was developed with the assistance of a District Assistance Team in collaboration with the School Improvement Team and/or School Support Team, as applicable.
q I hereby certify that this plan was designed to improve student achievement, with input from all stakeholders.
q I assure that the school level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan.
q I hereby certify that this plan has all of the following components as required in Bulletin 741:
q A statement of the school's beliefs, vision, and mission
q A comprehensive needs assessment, which includes the following quantitative and qualitative data:
q Student academic performances on standardized achievement tests (both CRT, NRT) and performance/authentic assessment disaggregated by grade
vs. content vs. exceptionality
q Demographic indicators of the community and school to include socioeconomic factors
q School human and material resource summary, to include teacher demographic indicators and capital outlay factors
q Interviews with stakeholders: principals, teachers, students, parents
q Student and teacher focus groups
q Questionnaires with stakeholders (principals, teachers, students, parents) measuring conceptual domains outlined in school effectiveness/reform research
q Classroom observations
q Measurable objectives and benchmarks
q Effective scientifically-based methods and strategies
q Parental and community involvement activities
q Professional development component aligned with assessed needs
q External technical support and assistance
q Evaluation strategies
q Coordination of resources and analysis of school budget (possible redirection of funds)
q Action plan with timelines and specific activities
q I further certify that the information contained in this assurance is true and correct to the best of my knowledge.
______
Superintendent's signature Principal's signature
______
Chair, School Improvement Team
ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN
The following faculty members have reviewed the School Improvement Plan and have discussed their part in implementing it.
NAME / TITLE/POSITION / SIGNATUREThais H. Wahl / Principal
Lisa Dial / Assistant Principal
Patricia Bandino / Special Education Teacher
Jessica Stubbs / Resource Helping Teacher/Parent
Karen Denison / Special Education Teacher
Melanie Herring / First Grade Teacher
Nancy Kent / Paraeducator
Rhonda Kuhlmann / First Grade Teacher
Karen Lamastus / Special Education Teacher
Janie Moore / T-1st Teacher
Phyllis Vines / Special Education - Gifted
Dr. April Whitfield / First Grade Teacher
Gretchen Ballard / Community Member
Stephanie Ory / Parent
Cindy Baylor / Secretary
Mary Anne LeBreton / Bookkeeper
Nancy McIntosh / Receptionist
Michele Hingle / Counselor
Terri Cain / Kindergarten
Deborah Cartwright______
Jennifer Christiansen______
Frieda Clear / Kindergarten______
Kindergarten______
Kindergarten / ______
______
Anne Cook______
Lauri Drouant / Kindergarten______
Kindergarten / ______
Patricia Faith / Kindergarten
Erica Funck / Kindergarten
Dianne Hebert / Kindergarten
Michele Henssler / Kindergarten
Jackie Kennedy / Kindergarten
Kerry Kennedy / Kindergarten
Kim Keogh / Kindergarten
Aundrea Reidenauer / Kindergarten
Paige Smith / Kindergarten
Amy Wilkerson / Kindergarten
Joanna Brockhoff / T-1
Teresa Magruder
Joyce Tujague / T-1
T-1
Corrine Aertker
Deidra Bradley
Deanna Cantin / First Grade
First Grade
First Grade
Kim Clatterbuck / First Grade
Allison Dennis
Lauren Fulham / First Grade
First Grade
Jodi Griswold / First Grade
MeMe Leonard / First Grade
Gwen Losh
Phuong Normand / First Grade
First Grade
Linda Siebenkittel / First Grade
Jackie Smith / First Grade
Nicolle Weisdorffer / First Grade
Gina Zelden / First Grade
Francine Goar / Special Ed
Lori Humble / Special Ed
Gwen Jemison / Special Ed
Carrie Mulling / Special Ed
Roselyn Tolbert / Special Ed
Suzanne Wagstaff / Special Ed
Connie Adair
Gwen Albers / Paraeducator
Paraeducator
Michelle Coleman / Paraeducator
Pam Karraker / Paraeducator
Vicki McCann / Paraeducator
Carrie Reeves / Paraeducator
Connie Abney / Paraeducator
Becky Gough / Paraeducator
Danielle Roussell / Paraeducator
Kelly Messmer / Paraeducator
Earline Serrano / Paraeducator
Rhonda Zeller / Paraeducator
Joette Grubb / Paraeducator
Dana Lamastus / Paraeducator
Kenneth Beasley / Physical Education
Barbara Agar
Kay Hursey / Physical Education
Physical Education
Barbara Myers / A.P.E.
Lynne Ford / Librarian
Sue Stine / Library Aide
Margaret Futral / Music
Betty Brown / Speech Therapist
Terri Genard / Speech Therapist
Kristii Holmes / Speech Therapist
BELIEFS STATEMENT
We believe that:
· All students can learn.
· All students deserve a safe learning environment.
· Student learning is the chief priority for the school and should be the primary focus of all decisions impacting the work of the school.
· Students learn in different ways and should be provided with a variety of developmentally-appropriate instructional approaches to support their learning.
· Each student is a valued individual with unique social, emotional, and intellectual needs.
· Inclusion of students with special needs in the school program is beneficial to all children.
· A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff.
· The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed, lifelong learners.
VISION STATEMENT
The Cypress Cove Community
believes in educating the whole child.
It is our vision to provide inclusive programs
of positive beginning experiences
motivating all children to become
successful lifelong learners.
We strive to provide a safe environment
conducive to academic excellence.
MISSION STATEMENT
Cypress Cove Elementary School:
Caring
Creating
Educating
Successfully
Reference appendices for stakeholder participants
SCHOOL DEMOGRAPHICS/CHARACTERISTICS
A
DM / / Total # / # Certified / # Expected Vacancies / # in LA Principal Internship/Induction Program for SY 04-05
Principals
/2
/ 2 / 0 / 1T
EA
C
H
E
R
S
* / SchoolNon-Title I /
Title I
/ Total % in School / % Change from 2004Schoolwide / Targeted Asst.
HIGHLY QUALIFIED**
/ GeneralEd / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / Gen.
Ed / Special
Ed
# Highly Qualified Core Academic Teachers (Subtotal)
/ 42 / 9 / 100% / 70% / 0 / +1%NOT HIGHLY QUALIFIED
/ GeneralEd / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / Gen.
Ed / Special
Ed
Non-Standard
*** (TAT) (OFAT) (TEP) (EP) / 0 / 1 / 0 / 30% / 0 / +1%
Other / 0 / 0 / 0 / 0 / 0 / 0
Subtotal Not Highly Qualified
/0
/1
/ / / / /0
/30%
/0
/10%
TOTAL TEACHERS (Highly Qualified and Not Highly Qualified)
/ 42 / 10 / 100% / 100%P
A
R
A
S /
HIGHLY QUALIFIED**
/ GeneralEd / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / Gen.l
Ed / Special
Ed
# Highly Qualified Paras / 1 / 10 / 100% / 62.5% / 0 / +4%
NOT HIGHLY QUALIFIED / General
Ed / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / General
Ed / Special
Ed / Gen.
Ed / Special
Ed
# Not Highly Qualified Paras / 0 / 5 / 0 / 31.2%% / 0 / +4%
Total Paraprofessionals /
1
/16
/ / / / / /* Teachers include all teaching in core academic courses (English/Reading/Language Arts; Math; Science; Civics/Government; Economics; Arts; History; Geography)
** Highly Qualified: Has met all requirements as specified by the LA Board of Elementary and Secondary Education’s definition of “Highly Qualified” under NCLB adopted June 19, 2003.
*** Temporary Authority to Teach (TAT); Out-of-Field Authorization to Teach (OFAT); Temporary Employment Permit (TEP); Emergency Permit (EP)
School SupportNumber of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker): 1 Counselor, 1 Resource Helping Teacher, 3 Speech Therapists, 1 Adapted Physical Education Teacher
School Improvement Team Members/Position: Chairperson, ; R. Kuhlmann, Chairperson; Gretchen Ballard, Community; P. Bandino, Spec.Ed.Teacher; K.Denison, Spec. Ed. Teacher; L.Dial, Assistant Principl; M.Herring,Teacher; N.Kent, Paraeducator; K. Lamastus, Spec. Ed. Teacher; J.Moore,Teacher; S. Ory, Parent; P.Vines, Teacher; T.Wahl, Principal; A. Whitfield, Teacher
District Assistance Team Leader and Contact #
(if applicable): NA / Distinguished Educator and Contact # (if applicable):
Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further information) Michael Webb / Parish Homeless Liaison’s Contact #:
788-0714, 871-1380
Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable)
Regional LINCS Coordinator:
NA / Content Leader(s): NA / Content Area of Focus for School:
NA
High Schools That Work (HSTW) Site Coordinator and Contact #: NA / Making Middle Grades Work (MMGW) Site Coordinator and Contact #: NA
Leadership Team Members/Position at the School:
NA
Federal/State Instructional Programs and/or Initiatives
(Place a check in the status area for each program implemented at your school)
Program List: (Include during and after school programs) / Currently Using / Proposed Program / Deleted Program
21st Century Community Learning Centers
Big Buddy
Career to Work
DARE
Early Reading First
HIPPY
INTECH / x
INTECH 2 Science
INTECH Social Studies
K-3 Reading/Math Initiative / x
La GEAR-UP
Federal/State Instructional Programs and/or Initiatives
(Place a check in the status area for each program implemented at your school)
Program List: (Include during and after school programs) / Currently Using / Proposed Program / Deleted Program
LaSIP
LEAD TECH
Learning Intensive Networking Communities for Success (LINCS)
LINCS/High Schools That Work (HSTW)
LINCS/Making Middle Grades Work (MMGW)
Louisiana Virtual School
Making Middle Grades Work
SAGE
School Tech
School to Work
School wide Positive Behavior Interventions and Support
The Louisiana Literacy Corps
The Multisensory Structured Language Program
The Strategic Instruction Model (SIM)
Other:
List the Supplemental Educational Services provided for your students (Title I schools, if applicable):
List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students:
School Policies
Policies / Yes / No
Discipline Policy / X
Security Procedures (Metal detectors, etc.) / X
Safe and Drug-Free Prevention Activities / X
Student Code of Conduct / X
Crisis Management (Emergency/evacuation plan) / X
School Partnerships: (Place the name of each partner in the space provided.)
University: / Southeastern La. Univ., University of New Orleans
Technical Institute:
Feeder School(s): / Honey Island, Little Oak Elem., Boyet Jr. High, Northshore High
Community: / Winn Dixie, McDonald’s, Papa John’s, Wal-Mart, Wendy’s, Outback, Copeland’s, Office Depot, Target
Business/Industry: / ExxonMobil, Wal-Mart
Private Grants: / School Leadership Center of Greater New Orleans, Washington St. Tammany Electric Cooperative, Council for Exceptional Children
Other:
Student Information
List the number of students in each area:
Total at School / # of grade 4 and above / Students w/ Disabilities / Gifted and Talented / 504 / Option III / LEP / Homeless / Migrant
800 / 0 / 94 / 10 / 1 / NA / 12 / 0 / 0
Number of Households Served by School:
Subgroups by Ethnicity
American Indian / Asian/Pacific Islander / Black / Hispanic / White
5 / 20 / 98 / 24 / 653
Poverty Profile
# of Free/Reduced Lunch Students: 256 / Percent of Free/Reduced Lunch Students: 32%
Note 1. Additional community demographics and capital outlay data are located in the appendices.
DATA COMPREHENSIVE NEEDS ASSESSMENT
SUMMARY REPORT
Strengths and challenges were rank-ordered by evaluating the magnitude of the evidence in conjunction with its association with student achievement. Exogenous factors were eliminated from these results; however, they were included during the analytical phase as a contextual reference.
STRENGTHS / DATA SOURCE1. ITBS Test Scores from Honey Island / ITBS School Performance Profile 3/2004
2. School Performance Score / LA School Accountability Results Fall 2003
3. Parental and Community Support / Faculty Survey, Open House Sign-in Sheets
SUPPORTING EVIDENCE / DATA SOURCE
1. Third grade Core Total and Composite at the 80th percentile / ITBS School Performance Profile 3/2004
2. Four Star Performance Label with an SPS of 121.6 / Louisiana School Accountability Report Card 2002-2003
3. 8096 volunteer hours were recorded during the 2003-04 school year / Volunteer log and sign-in sheets
CHALLENGES / DATA SOURCE
1. Reading Comprehension / 2004 ITBS Honey Island Elementary Scores
2. Problem Solving in Patterns, Relations and Functions / 2004 ITBS Honey Island Elementary Scores
3. Integration of technology into the classroom / Teaching and Learning Snapshots Spring 2004
SUPPORTING EVIDENCE / DATA SOURCE
1. Third grade Honey Island Elementary ITBS scores in reading comprehension showed a decrease from 75% to 74%. / 2003 and 2004 Honey Island Elementary 3rd grade ITBS scores
2. The 3rd grade Honey Island Elementary students’ scored 75% in 2003 and 75% in 2004 in math problem solving on the ITBS.
3. During classroom observations, 76.5% of the teachers were not integrating technology into the classroom. / 2003 and 2004 Honey Island Elementary 3rd grade ITBS scores
Teaching and Learning Snapshots Spring 2004
Note 1. Supporting evidence included both quantitative and qualitative data using a standardized triangulation method specifically designed for District Assistance Teams and School Improvement Teams. The supporting evidence does not imply causal relationships.
STRATEGY PLANNING WORKSHEET
GOAL 1: To improve student performance in reading with emphasis on Standard 1: Reading, comprehending and responding to a range of materials. / School SPS 2004: 118.0 School GT 2005: 120.0Subgroup: ED % Proficient: 70.3%
OBJECTIVE 1:
1a. (LA Accountability) To decrease by no less than 10%, the number of students in second and third grade scoring at or below the 45% percentile as measured by the total reading component of the Iowa Test of Basic Skills (44 second grade students in 2004 to 39 students in 2005; 59 third grade students in 2004 to 53 students in 2005).
1b. (NCLB Accountability) To increase by no less than 10% the percentage of students in second and third grade scoring above the 45th percentile as measured by the total reading component of the Iowa Test of Basic Skills (86.4% of second grade students in 2004 to 87.8% in 2005; 82.8% of third grade students in 2004 to 84.5% in 2005).
Black : 2nd – 72.4% to 75.1% 3rd – 63.4% to 67.0%
White: 2nd – 90.3% to 91.3% 3rd – 87.5% to 88.7%
SWD: 2nd – 64.0% to 67.0% 3rd- 49.1% to 54.2%
ED : 2nd – 70.3% to 73.2% / SCIENTIFICALLY BASED RESEARCH STRATEGY:
Differentiated Reading Instruction (DRI)
ACTION PLAN
EXPECTED IMPACT