James Ward Elementary School Improvement Plan
SCHOOL IMPROVEMENT PLAN
Each school operating a schoolwide program must include all ten components in their plan.
Ten Components of a Schoolwide Program / Evidence of Component- A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards.
2. Schoolwide Reform Strategies / 2. A strategy for school improvement is a method for achieving the identified objectives. (e.g., using graphic organizers, differentiated instruction, and summarization).
Strategies are detailed within each focus area section. Activities describe the delivery method of the strategy.
3. Instruction by Highly Qualified Teachers / 3. Schools examine percent of teachers highly qualified to determine a course of action, if needed. All paraprofessionals in the district are highly qualified.
4. High quality and ongoing professional development for –
Teachers
principals
Paraprofessionals / 4. Professional development details are outlined within each focus area. The district provides monthly District PLC meetings, monthly administrator PD,a July Jeff Davis Teacher Summit, and an August New Teacher Induction. An additional PD dayisscheduled in August, September, October, and March.
5. Strategies to attract high-quality highly qualified teachers to high-need schools / 5. District plan outlines strategies (p.5).
6. Strategies to increase parent involvement / 6. Family Involvement is addressed as a focus area.
7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. / 7. District plan outlines strategies (p.4).
8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. / 8. Teachers are included in the School Leadership Teams and School Improvement Teams, as well as members of PLC teams that provide input on the use of academic assessments. Details are included in the PLC Implementation plan and RTI Plan.
9. Activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards are provided effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. / 9. Screeners, benchmarks, intervention groups and progress monitoring procedures are described in school’s RTI Plan.
10. Coordination and integration of federal, State, and local services and programs / 10. The funding sources column in each area detailsthe use and coordination of programs.
Data Types / Instrument
Cognitive / Test scores(School Letter Grades, Benchmark Assessments, Success-Maker, DIBELS)
Behavioral / Classroom Observations, Expulsion/Referrals, Principal Walkthroughs, Lesson Plans, COMPASS
Attitudinal / Instructional Staff Survey, Questionnaires (Administrator, Teacher, Student, Parent)
Contextual / Archival Data (Attendance, Poverty Percentage, Special Education Percentage, HQ)
Jefferson Davis Parish Preschool Transition Plan from Early Childhood Programs to Local Elementary Schools
Jeff Davis Parish schools will ensure continuity in children’s learning from early childhood settings (Head Start, private Preschools, home, etc) by-
- coordinating professional development activities of Early Childhood Programs and PreK/Kindergarten teachers in order to align curricula and goals or
- arrangingfor early childhood and PreK/Kindergarten teachers/parents to visit each other’s classrooms or
- having early childhood teachers provide future PreK/Kindergarten teacher with children’s portfolios or written record of their learning during preschool, including TELD-3 (Test of Early Language Development-3) data for SRCL schools.
- provide transition materials for both Pre-K and Kindergarten to students transitioning to SRCL schools
In an effort to provide the best transition experience possible Jefferson Davis Parish recognizes and articulates the student benefits of a high quality early childhood experience that include:
- perform better in reading and math throughout the elementary grades, less likely to be held back a grade
- are less likely to require special education or present discipline problems
- are more likely to be enthusiastic about school and have good school attendance.
Jefferson Davis Parish recognizes and promotes characteristics consistent among high quality educational programs that have demonstrated significant positive outcomes on measures of children’s academic and social-emotional development in early childhood programs and preschools which are:
- Clear statement of goals and philosophy with purposeful learning activities and play
- Coherent Curriculum
- Instruction that is intentional and frequently direct and explicit with a balance between individual, small group and large group activities
- Classroom environment where children feel well cared for and safe
- Teachers frequently checking children’s progress with ongoing assessment inputted to Teaching Strategies GOLD so that instruction may be tailored to the needs of individual children
- Staff that regularly communicate with parents and caregivers about their children’s education
- Services that is sufficiently intensive to allow more time for children to benefit from cognitive experiences.
Jefferson Davis Parish recognizes and recommends components of a high quality early childhood education/preschool as provided in ELDS (Early Learning and Development Standards). These include:
- Approaches to learning
- Cognitive development and general knowledge
- Language and literacy development
- Physical well-being and motor development
- Social and emotional development
Reference: Serving Preschool Children under Title I Non-regulatory Guidance: Section B-11
Revised May 2014
Jefferson Davis Teacher Quality Strategies
Recruitment and Retention of Highly Qualified Teachers
Jefferson Davis Parish benefits from a highly stable teaching staff where the vast majority of teachers are certified and highly qualified. In efforts to maintain low teacher turnover and continue to recruit and retain high quality teachers and paraprofessionals, several district level strategies and activities have been employed. These district efforts include:
- Providing a comprehensive Induction Program for beginning teachers and teachers new to the district
- Competitive salaries to reduce teacher turnover and loss to neighboring districts
- Central office staff visitation to universities throughout the state to recruit qualified teachers
- Hosting an annual Job Fair for potential teachers with school administrators and central office personnel at one convenient location
- Participation in regional activities that provide financial assistance and technical expertise to foster successful completion of the Praxis for teachers not yet fully certified
- Providing assistance for certified teachers seeking additional add on certifications
- Assignment of new teachers to exemplary teachers as mentors and providing support and assistance as they progress through the state teacher assessment program
- Access to technical assistance through school administrators, peer teachers, and central office personnel, and a variety of resources through the Educational Media Center
- Providing high quality professional development opportunities for all staff
District teachers received additional compensation for completion of an approved and specified staff development activity in addition to the state mandated professional development days. These two days have been replaced with the opportunity to participate in activities approved by the district. Teachers receive the stipend at the successful completion of the activity. Two full days of professional development for teachers and paras are made available through the banking of time in addition to two full days of professional development provided teachers during the school year. Teachers within the parish also had the opportunity to participate in high quality professional development activities through release time to attend conferences and re-delivery to peer teachers, professional learning communities and study groups at the school and district level, technology integration through formal training and informal mini-technology workshops conducted after school, school improvement efforts, and content and grade specific curriculum concepts and standards.
School Year 2015-16 / School Percentage / District Percentage / State PercentageHQ teachers / 100 / 77.6 / 73.0
HQ paraprofessionals / 100 / 100 / 91.2
RevisedMay2016
EVALUATION OF PREVIOUS YEAR’S SIP ACTION PLAN
Long-Term Goal:Achieve 80% grade level proficiency in all core subjects / 2016 Percent Proficient / Amount above or below long-term goal
(indicate with + or -)
ELA (Kindergarten to Grade 2) (K to 2 overall was 80% proficient in 2015.) / 70% / 10% below long-term goal
(PreK ELA was 84% proficient on 75% benchmark goal.)
Math (Kindergarten to Grade 2) (K to 2 overall was 85% proficient in 2015.) / 81% / 1% above long-term goal
(PreK Math 87% proficient on 75% benchmark) / (All students included in data.)
Science / Not Assessed
Social Studies / Not Assessed
2015-2016Objectives (Goals based on 80% proficiency for K to 2) / 2016 Results / Amount above or below goal (indicate with + or -)
ELA Pre-Kindergarten: 89% were at benchmark in 2015 (75% proficiency) / 84% / - 5
ELA Kindergarten: 97% were at benchmark in 2015; newgoal for 2016was 97% / 91% / - 6
ELA First Grade: 74% were at benchmark in 2015; new goal for 2016 was 80% / 77% / - 3%
ELA Second Grade: 74% were at benchmark in 2015: new goal for 2016 was 80% / 47% / - 33% *
Math Pre-Kindergarten: 94% were at benchmark in 2015 / 87% / - 7%
Math Kindergarten: 95% at benchmark in 2015; new goal for 2016 was 97% / 93% / - 4%
Math First Grade: 83% at benchmark in 2015; new goal for 2016 was 85% / 91% / +6%
Math Second Grade: 81% at benchmark in 2015; new goal for 2016 was 83% / 63% / -20% *
*Rationale: Four of eight teachers were new to second grade last year. SLTs were based on SuccessMaker data not district common assessments; therefore, less emphasis was placed on the DCAs. In addition, this class included 20 SPED students and 20 repeaters.
Reviewed 10/20/16
Action Plan Review Rate each focus area using the scale below. Describe successes/challenges.
Implementation Rating Scale 1 = Low (completed few activities listed) 2 = Medium (completed half or more) 3 = High (completed 100% or nearly all activities)
ACTION PLAN AREAS / RATING / SUCCESSES/CHALLENGESAssessment & Curriculum, Early Childhood, High Schools
includes RTI / 3 / Strengths: Initial and benchmark screenings for reading were provided through the year to facilitate enrichment and remediation programs. Math screenings and remediation took place in the CAI lab and through STEEP assessments in grades 1-2. Additional assistance was provided in math workshops twice a week. District common assessments were given three times a year for ELA and Math. Three-week interim assessments were given for kindergarten. Teachers began working on formative assessments through district teams.
Challenges: Gathering and using multiple sources of data to inform all stakeholders and quickly guide instructional decisions, improving SPED student achievement in grades 1-2, and ensuring that effective core instruction and interventions are occurring on a daily basis (increase WTs by administration and increase teacher coaching support).
School & Teacher Collaboration and Instructional Leadership
includes PLCs / 3 / Strengths: PLC teams meet weekly in grade-level PLC meetings. During these meetings teachers discuss recent test results or student work as well as curriculum planning and activities for the next week.
Challenges: Provide more training for team leaders to be instructional leaders and guides for PLC / RTI 2.0 process. Offer more support to newer teachers on each hall. Give greater focus in PLCs on essential standards and review of student work to improve core instruction and RTI / workshop.
Parent & Community Involvement / 3 / Strengths: Teachers and staff provided a variety of opportunities for family involvement including open houses, parent conference nights, Awards Days, Synergy Assemblies, and family nights. Communication occurs through many channels including school website, homeroom newsletters, school newsletters, School Messenger, School Info App, handbooks, report cards, progress reports, phone calls home, Parent Command Center, weekly folders, District Parent Center, etc. Parent Lighthouse Team had two well-attended meetings.
Challenges: Increasing parent / family attendance at these events, providing tools and training for parents to support literacy and numeracy instruction, and providing programs to improve parenting skills.
DATA ANALYSIS
SCHOOL PERFORMANCE SCORE ANALYSIS To determine SPS objective and component of SPS objective and action plan activities
TREND ANALYSIS OF SPS COMPONENTS: Note changes in each component over time (Elementary has only one component.)Greatest growth: We do not administer state assessments in PreK to 2. / Greatest decline:
COMPARISON OF SPS COMPONENTS TO A OR B SCHOOLS: Note the positive or negative difference between school's SPS components and those of average A or B schools--whichever is more appropriate
(mark which)
Difference compared to A or B schools: / K8 Assessment Index / Dropout/Credit (DCAI) Index / EoC Assessment Index / ACT Index / Cohort Grad Rate Index / Strength of Diploma (Grad Index)
66.3
-19.5 points from average B School (85.8)
SCHOOL PERFORMANCE SCORE SUMMARY
Summarize overall SPS, component(s) of strength,and component(s) to target. DevelopSMART objectives. Strategic and specific, Measurable, Attainable, Results oriented, and Time bound
Jennings Elementary School
- Plan collaboration opportunities for grade two and three teachers to reduce the learning gap between grades two and three.
DRILL-DOWN ANALYSIS
Step 1 DIBELS: Identify strongest & weakest gradeAnalyze endresults
- Strength is grade with greatest % Benchmark/Low Risk, also can look for grade with greatest gain from beginning to end
- Weakness is grade greatest % Intensive/At Risk
- Look for trends over three or more years
Strengths / Weaknesses
Current Year / Kindergarten is at 82% (parish 80%) with greatest gain from August to May. / Second grade is at 62% (down from74% last year)
first grade is at 74% (up from 68% last year)
Three Year Trend / Kindergarten is the highest overall at 82% (80% and 84% benchmarked in previous two years) / First and second grade were affected by an extremely weak class in the last two years (20 SPED and 20 repeaters.). Second grade is lower than first grade historically as skills progress in difficulty.
Step 2 DISTRICT COMMON ASSESSMENTS GRADES 1 & 2: Identify stronger & weaker grade level/subject area
Analyze EOY results (Data based on 80% proficiency for each student.)
- Strength is grade and/or subject with higher percent proficient
- Weakness is grade and/or subject with lowest percent proficient
- Look for trends over three or more years
Strengths / Weaknesses
Current Year / Kindergarten is at 91% proficiency in ELA and 93% proficiency in math.First grade is at 91% in math. Pre-Kindergarten results are 84% reading and 87% on math. / Second grade had the lowest test scores on both ELA (47%) and math (63%). First grade was at 77% for ELA.
Three Year Trend / Kindergarten historically has the highest end of year test scores and averages 95% each year including special education inclusion students. / First and second grade were affected by an extremely weak class in the last two years (20 SPED and 20 repeaters.). Second grade data is historically the weaker grade of the two grades.
Step 3 SUCCESSMAKER READING & MATH EOY DATA:
Analyze EOY results for each subject
- Strengths are grade and subjects with a year’s growth and Current Course Level showing next grade (i.e. 1st grade Current Course 2.0 or higher)
- Weakness is grade and subject that did not reach 20 hours as Total Time Spent AND did not show a year's growth for Current Course Level
- Look at Percent Students with AP (Acceptable Performance) to determine subject consistently high/low percent of students achieving AP
Strengths / Weaknesses
Current Year / Reading and math -- First grade had greatest gain and percent skills mastered. Percentage of skills mastered is at the parish average for all grades and areas except Grade 2 reading (4 points below). / Reading is significantly lower than math forstudents with acceptable progress. Kindergarten did not meet 20 hours due to their delayed start.
Step 4 SUBGROUPS: Identify strongest & weakest subgroup *****An alternate subgroup analysis can be found on Step 12 parts I and III*****
Analyze Whole School data results (use data on pages with Whole School headings)
- On Whole School pages for each subject, mark the highest and lowest subgroup in each subject (can exclude subgroups with fewer than 10 students)
- For Whole School data look for subgroups which are repeatedly high and low across subjects
- Look for trends over three or more years
Strengths / Weaknesses
Current Year / Data is not disaggregated.
General education students in all grades / SPED / RTI students in grades one and two
Economically disadvantaged students
Three Year Trend / General education students in all grades / SPED / RTI students in grades one and two
Economically disadvantaged students
Step 5 GRADE LEVELS: Identify strongest & weakest grade levels
Analyze Grade data results using the chart below
- Beside each grade in the chart below, write the percent proficient for the subgroup labeled Grade(or write the index from Chart 1/Chart 2)
- Determine the highest and lowest grade for each subject
- Look for grades which are repeatedly high/low across subject areas
ELA / Reading / Math / Science / Social Studies
3rd / 3rd / 3rd / 3rd / 3rd
4th / 4th / 4th / 4th / 4th
5th / 5th / 5th / 5th / 5th
6th / 6th / 6th / 6th / 6th
7th / 7th / 7th / 7th / 7th
8th / 8th / 8th / 8th / 8th
EngII / AlgI / Bio / US HIst
EngIII / Geom
Data not available
For James Ward Elem.
Strengths / Weaknesses
Current Year / James Ward does not administer these assessments.
Step 6 SUBJECT AREAS: Identify strongest & weakest subject areas for each grade
Take one grade at a time and analyze Gradepercent proficient(or indexes on Chart 1)
- For each subject on % proficient pages highlight the data on the row labeled Grade(oruse Chart 1 assessment indexes)
- Mark the highest and lowest for each year
- Look for subjects repeatedly high/low for each grade
- High School---onTable 1EoC Percent Proficient(or Chart 2 EoC Index) compare for the last three years