Beauregard Parish School System – Schoolwide Program Plan

Beauregard Parish School System

Singer High School

Schoolwide Program Plan

PreK-12

153 Highway 110 East

Singer, La. 70660

Theresa Harlow - Principal

337-463-5908

SY: 2017– 2018

Table of Contents

District Assurances

2016-2017 School Data

Data Portfolio

Data Comprehensive Needs Assessment & Summary

Comprehensive Needs Assessment Summary Report for SY 2016-17 Title I Schoolwide Planning

STRENGTHS

WEAKNESSES

Action Plan

Additional Family & Community Engagement Activities (other than those included in Academic Goals)

Transition to Next Level School Programs

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of theElementary and Secondary Education Act of 1965 (ESEA). Guidelines for plan development include the following:

  • The comprehensive plan should be developed during a one-year period;
  • The plan should be developed with the involvement of parents and other members of the community to be served;
  • Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved in the development of the plan;
  • The plan should be available to the Local Educational Agency (LEA), parents, and the public;
  • Information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
  • If appropriate, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

TheEvery Student Succeeds Act of 2015 (ESSA) requires eightcomponents to be included in the schoolwide plan. The template below provides a framework that may be used to develop and/or update a schoolwide plan.Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

District Assurances

  • I hereby certify that this plan was developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school. [1008(b)(2)]
  • I assure that the plan shall be available to local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. [1008(b)(4)]
  • I hereby certify that this plan contains the eight required components to meet the requirements of Section 1116 of ESSA, 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. [1116(b-g)]:

Component / Guiding Questions
COMPONENT 1: Comprehensive Needs Assessment - 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 1111(b)(1); /
  • Has the LEA established a schoolwide planning team?
  • Has the planning team developed a collaborative working relationship among its members?
  • Does the planning team communicate with the groups it represents and the parents and communitymembers who have a stake in the success of the schoolwide program?
  • Has the planning team developed a shared vision?
  • Has the planning team completed a thorough data analysis?
  • Have the strengths and weaknesses of the current school program been determined?
  • Does evidence gathered support assumptions about strengths and weaknesses of the program andschool?
  • Have the root causes of strengths and weaknesses been determined?
  • Are data both quantitative and qualitative?
  • Does data represent all student populations in the school particularly at-risk students?
  • Did the team consider multiple data sources, including cultural, environmental, attitudinal, behaviorand academic?
  • Were key findings established for each data source?
  • Have reform priorities been identified?
  • Have the results of the needs assessment been used to develop the improvement plan?
  • Has the team ensured there is a direct alignment between needs assessment priorities and thedevelopment of the schoolwide plan goals and objectives?
  • Have the results of the needs assessment been used to set benchmarks for evaluation of theschoolwide plan?

COMPONENT 2: Schoolwide Reform Strategies - Schoolwide reform strategies that (a) 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/evidence based strategies 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; /
  • Are strategies aligned and support the needs assessment?
  • Are strategies aligned with improvement goals and objectives?
  • Does the school have the capacity to implement identified strategies?
  • Is there a plan on how implementation of strategies will be monitored and by whom?
  • Have strategies been identified to increase the quality of instruction for all students?
  • Have strategies been identified to increase the quality of instruction for students at-risk of not meetingthe state standards?
  • Have strategies been identified to increase the quality of learning for students in need of additionallearning time, intervention, or support in order to meet or exceed state standards?
  • Have strategies been identified to provide teachers with opportunities to improve effective teaching practices?

COMPONENT 3: High Quality and On-going Professional Development - Evidence of high-quality, ongoing professional development for teachers, principals, and paraprofessionals (and, if appropriate, other stakeholders) which is aligned with assessed needs; /
  • Are professional development activities aligned with the needs of the students and school?
  • Is professional development high-quality, on-going, and sustained?
  • Is professional development job-embedded?
  • Does the professional development plan include opportunities such as mentoring and coaching?
  • Are professional development activities focused on increasing student performance?
  • Do all teachers, paraprofessionals, and administrators have the opportunity to participate in professionaldevelopment activities?
  • Are professional development activities monitored and evaluated for effectiveness?

COMPONENT 4: Strategies to Increase Parental Engagement – Plans should contain strategies to involve parents, especially in helping their children do well in school. Parents must be involved in the planning, implementation, and evaluation of the schoolwide program. The plan should identify strategies which facilitate relationship building between teachers and parents and ensure communications are available in formats that are parent-friendly. /
  • Are parents involved in the planning, implementation, and evaluation of the schoolwide program?
  • Have strategies been identified to increase parental engagement in an effort to provide resources toparents of struggling students?
  • Are there measures in place to improve and sustain effective and on-going communication betweenparents and teachers?
  • Are communication materials available in alternate formats and languages that parents can easilyunderstand?

COMPONENT 5: Early Childhood Transition - Plans for assisting preschool children in the transition from early childhood programs to elementary school programs; In Beauregard Parish, we also plan for Transition to Next Level (depending on the grade configuration of the school); /
  • Does your school collaborate with preschool programs in your attendance area?
  • Have strategies been identified for effective transition from preschool to elementary school?
  • Is professional development available for preschool teachers and parents?
  • Does professional development address the skills children will need to enter kindergarten?
  • Does the plan include an evaluation component to measure the effectiveness of strategyimplementation?

COMPONENT 6: Use of Academic Assessments - Measures to include teachers in the decisions regarding the use of academicassessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program; /
  • Are teachers, administrators, and parents involved in the interpretation of assessments?
  • Do assessments align with the state standards?
  • Is student performance data used to modify and improve the selection and use of assessments?
  • Are assessments used to identify at-risk students and provide appropriate programming andinstruction?

COMPONENT 7: Effective and Timely Assistance to Struggling Students - 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 /
  • Does your school identify students experiencing difficulty mastering the state standards?
  • Does the school use multiple assessments to evaluate student progress?
  • Is additional support provided for students experiencing difficulty mastering the state standards?
  • Is the additional support regular, timely, and effective?
  • Are additional interventions designed to meet the individual needs of students?

COMPONENT 8: Coordination and Integration of Federal, State, and LocalServices and Programs. /
  • Has the school considered the integration of federal, state, and local funds to provide a more effectiveeducational program?
  • Does the school coordinate services and programs to deliver a more effective education program?

I further certify that the information in this assurance is true and correct to the best of my knowledge.

Principal’s Signature Date / Superintendent’s Signature Date

School Improvement Supervisor Date

2016-2017 School Data

Beauregard Parish School System – SY 2017-18Page 1

Beauregard Parish School System – Schoolwide Program Plan

Title I School? YES NO
Total School Enrollment / 333
Poverty Count (% of Free/Reduced Lunch) / 62.76%
Ethnic/Racial Breakdown
White / 94.3%
Black / 3.9%
Hispanic / .6%
Asian/Pacific Islander / .3%
Native American / .9%
English Learners (#) / 0
Migrant Students (#) / 0
Homeless Students (#) / 2
Student Attendance

In the Every Student Succeeds Act of 2015 (ESSA), the term “highly qualified teacher/paraprofessional” is eliminated as of August 1, 2016. However, all teachers must be properly licensed and endorsed according to state requirements. Paraprofessionalmust meet state requirements.

2016-2017 / % Core Classes Taught by HQE (School Level) / % Core Classes Taught by HQ (District Level)
Paraprofessionals / 100% / 100.0%

Based on PEP HQE Summary Report for 2016-17

Beauregard Parish School System – SY 2017-18Page 1

Beauregard Parish School System – Schoolwide Program Plan

Data Portfolio

(Title I Schoolwide Programs Component 1)

The following items should make up the Data Portfolio:

  • School Profile for Principals
  • Subgroup Component Report
  • Summary of findings of Needs Assessment Survey Data (Teachers, Parents, Students, & Administrators)
  • Cognitive Summary Data (In addition to data available in School Profile for Principals)
  • Student Data - DIBELS/iSTEEP
  • Student Discipline Data
  • Student Benchmark Assessment Data (DCAs)
  • Classroom Observations/Walkthrough Data

Data Comprehensive Needs Assessment & Summary

(Please check appropriate boxes.)

Data Type → / Cognitive / Attitudinal / Behavioral / Archival
Administrators / Compass Evaluation Report
Observations
Other______/ Administrator Survey
Other______/ Attendance Data
Other______/ Other______
Teachers / Compass Evaluation Report
% of Core Classes Taught by
HQ Educators
Other______/ Teacher Survey
Other______/ Attendance Data
Other______/ Other______
Students / ACT /WorkKeys Data
DIBELS/iSTEEP Data
DSC
TS Gold
End-of-Course Data
LEAP Data
IEP Progress Data
Cohort Graduation Rate Index
Strength of Diploma (Grad Index)
Successmaker Reports
Other______/ Student Survey
Other______/ Discipline Data
Attendance Data
Other______/ School Profile for Principals
School Performance Score Data
Demographic Data
Subgroup Component Data
Other______
Parents / Other______/ Parent Survey
Other______/ Attendance Data
(Participation in Family
Engagement functions)
Other______/ Other______

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

  • Strengths and Weaknesses are derived from cognitive student data: the “what.” Strengths and Weaknesses determine areas of focus – lead to goals objectives.
  • Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).

An eligible school operating a schoolwide program shall develop a comprehensive plan that is based on a comprehensive needs assessment of 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 Sate academic standards and any other factors as determined by the local educational agency. [1008(b)(7)] The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents.

STRENGTHS

Part Ia:Strengths - Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):

STRENGTHS / DATA SOURCE/INSTRUMENT
1. / 3rd – 5th grade ELA / Leap Scores 2016-2017
2. / 7th - 8th grade ELA / Leap Scores 2016-2017
3. / 8thgrade Math / Leap Scores 2016-2017
4.
5.

Part IIa:Contributing Factors to Strengths based on Data Triangulation(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: ELA proficiency percentages are70% at basic and above in grades 3rd-5th
Instrument(s):2016-2017 Leap Scores
Data Type: (See chart, p.5)
1. Cognitive
2.
3. / Findings
1. ELA improved from 56% proficient in 2015-2016 to 70.7% proficient in 2016-2017
2.
3.
Contributing Factor: ELA proficiency percentages are 92.0% at basic and above in grades 7th-8th.
Instrument(s):2016-2017 Leap Scores
Data Type: (See chart, p.5)
1. Cognitive
2.
3. / Findings
1. ELA improved from 77% proficient in 2015-2016 to 92% proficient in 2016-2017
2.
3.
Contributing Factor: Math proficiency percentages are 79.0% at fair and above in 8th grade.
Instrument(s):2016-2017 End of Course Tests Report
Data Type: (See chart, p.5)
1. Cognitive
2.
3. / Findings
1. Math improved from 37.5% proficiency in 2015-2016 to 79% proficiency in 2016-2017.
2.
3.

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

WEAKNESSES

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

WEAKNESSES / DATA SOURCE/INSTRUMENT
1. / Biology / End of Course Test class report
2. / 4th Grade Math / Leap Scores 2016-2017
3. / 3rd Grade Math / Leap Scores 2016-2017
4.
5.

Part IIb:Contributing Factors to Weaknesses based on Data Triangulation(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: Biology I EOC decreased from 51.8% in 2015-2016 to 32.0% in 2016-2017
Instrument(s):2016-2017 End of Course Test class report
Data Type: (See chart, p.5)
1. Cognitive
2.
3. / Findings
1. Biology I assessment index is 32.0%
2.
3.
Contributing Factor: Science proficiency in grades 3-8 is less than 65%
Instrument(s): 2016-2017 Leap Scores
Data Type: (See chart, p.5)
1. Cognitive
2.
3. / Findings
1. Science proficiency in grades 3-8 decreased from 69.7% in 2015-2016 to 63.3% in 2016-2017.
2.
3.
Contributing Factor: Proficiency is 3rd Math decreased by 13% and 4th grade Math decreased 11%
Instrument(s):2016-2017 Leap Scores
Data Type: (See chart, p.5)
1. Cognitive
2. Cognitive
3. / Findings
1. 2016-2017 Leap Scores in 3rd grade math reflected a decrease in proficiency from 78% in 2015-2016 to 65% in 2016-2017
2. 2016-2017 Leap Scores in 4th grade math reflected a decrease in proficiency from 72% to 2015-2016 to 61% in 2016-2017
3.

ACTION PLAN

(Title I Schoolwide Programs Components 1, 2, 3, 4, 6, 7, 8)

Content Area Goal #1 In the spring of 2018, the Biology I EOC scores will increase

Focus Area(s) / Early Childhood
High-Quality Classroom Instruction: Curriculum, Assessment, & Professional Development
High-Quality Classroom Instruction: Leadership developments & talent management: Believe & Prepare, principal
support, teacher leaders
High School Pathways
Research-Based Strategy (or)
Evidence-Based Strategy / Response to Intervention Data-Driven Decision Making Meaningful Engaged Learning
Curriculum Alignment Universal Design for Learning Strategic Instruction Model
Other Professional Development
Activity 1
Weakness: / Biology EOC scores on the 2016-2017 showed a need for improvement
Objective(s): / To increase Biology I End of Course proficiency scores by 10% or more
Action Steps / Persons Responsible / Target Date(s)/Timeline / Funding Source(s) and Cost / Evidence of Effectiveness
(indicate data instrument to be used, what will be measured or assessed, by whom, and frequency)
Curriculum:Implement La State Standards for Biology, / Teacher
Administration / 08/2017-05/2018 / Observations, lesson plans, unit test, pre, mid, post test
Assessments:Students take a beginning, mid, and end of the year test / Teacher, Students, Administration / 08/2017-05/2018 / Weekly grades, progress reports, report cards, EOC scores, SLT results
Instruction:Teacher will prepare and plan as it relates to the La State Standards for Biology. Teachers will use technology to effectively engage students in the curriculum. Computer based programs that will be utilized is Eagle and Plato. / Teacher, Administration / 08/2017-05/2018 / Lesson plans, observations, Lab schedule, Eagle and Plato reports
Professional/Staff Development:Teachers collaborate monthly through PLC’S to examine and discuss student data and curriculum. Teachers are required to attend monthly faculty meetings, as well as inservice days to discuss instructional strategies. Teachers will attend parish wide meetings to collaborate with other teachers to discuss concerns and to plan and review the standards. Teachers are encouraged to observe fellow teachers. Teachers are inserviced on a regular basis to assist them in classroom management in order to reduce/eliminate classroom discipline issues which cause a disruption in instruction. / Teachers, Administration / 08/2017-05/2018 / PLC Meeting notes, faculty meeting sign in sheets, Professional Leave forms/sign in sheets
Family Engagement: Purposeful / Intentional Connection to Student Learning
Identify each activity according to the Epstein Model:
Parenting Communicating
Learning at Home Decision-making
Volunteering Collaborating with Community / Teachers / 08/2017-05/2018 / School website, teacher websites, parent command, school/messenger, open house
Activity 2
Weakness: / Math proficiency scores in 4th grade on the 2016-2017 showed a need for improvement.
Objective(s): / To increase math proficiency scores in 4th grade by 15% or higher by the spring of 2018
Action Steps / Persons Responsible / Target Date(s)/Timeline / Funding Source(s) and Cost / Evidence of Effectiveness
(indicate data instrument to be used, what will be measured or assessed, by whom, and frequency)
Curriculum:Students will utilize state standards for Math. / Teachers,
Administration / 08/2017-05/2018 / Weekly lesson plans, compass observations, SLT’s, Pre, Mid, Post Test, Weekly, Chapter, Unit Tests
Assessments: Students will take a pre, mid, and post test throughout the year. Weekly, Chapter, and Unit Test will monitor mastery of skills for students / Teachers, Administration, Students / 08/2017-05/2018 / Progress reports, report cards, LEAP reports, SLT results
Instruction:Technology programs such as successmaker, study island, being used consistently to increase and improve mastery of skills. / Teachers
Administration
Supervisors / 08/2017-05/2018 / Lesson plans, observations
Professional/Staff Development:Consistent, on-going and structured collaboration with grade level teams during monthly PLC team meetings will result in improved education practices supported by several commonly referenced data sources such as literacy strategies beimg implemented across the curriculum in all subject areas, student work, constructed response item analysis, Technology programs such as Successmaker and Study Island training at the district level as well as the school level. / Teachers, Administration
Supervisors / 08/2017-05/2018 / PLC binder, Teacher In Services sign in sheets, professional leave documentation
Family Engagement: Purposeful / Intentional Connection to Student Learning
Identify each activity according to the Epstein Model:
Parenting Communicating
Learning at Home Decision-making
Volunteering Collaborating with Community / Teachers
Administration
Supervisors / 08/2017-05/2018 / School website, parent command, weekly teacher newsletters
Activity 3
Weakness: / Math proficiency scores in 3rd grade on the 2016-2017 showed a need for improvement
Objective(s): / To increase math proficiency scores in 3rd grade by 15% or higher by the spring of 2018
Action Steps / Persons Responsible / Target Date(s)/Timeline / Funding Source(s)
and Cost / Evidence of Effectiveness
(indicate data instrument to be used, what will be measured or assessed, by whom, and frequency)
Curriculum:Students will utilize state standards for Math. / Teachers,
Administration / 08/2017-05/2018 / Weekly lesson plans, compass observations, SLT’s, Pre, Mid, Post Test, Weekly, Chapter, Unit Tests
Assessments: Students will take a pre, mid, and post test throughout the year. Weekly, Chapter, and Unit Test will monitor mastery of skills for students / Teachers, Administration, Students / 08/2017-05/2018 / Progress reports, report cards, LEAP reports, SLT results
Instruction:Technology programs such as successmaker, study island, being used consistently to increase and improve mastery of skills / Teachers, Administration, Students / 08/2017-05/2018 / Lesson plans, observations
Professional/Staff Development:Consistent, on-going and structured collaboration with grade level teams during monthly PLC team meetings will result in improved education practices supported by several commonly referenced data sources such as literacy strategies beimg implemented across the curriculum in all subject areas, student work, constructed response item analysis, Technology programs such as Successmaker and Study Island training at the district level as well as the school level. / Teachers, Administration, Students / 08/2017-05/2018 / PLC binder, Teacher In Services sign in sheets, professional leave documentation
Family Engagement: Purposeful / Intentional Connection to Student Learning
Identify each activity according to the Epstein Model:
Parenting Communicating
Learning at Home Decision-making
Volunteering Collaborating with Community / Teachers
Administration
Supervisors / 08/2017-05/2018 / School website, parent command, weekly teacher newsletters

Content Area Goal #2: