School Improvement Plan
Northwestern State University Elementary Laboratory School
Submission Date: May 21, 2010
Northwestern State University Elementary Laboratory School
K-5
#1 Caldwell Drive
Natchitoches, La 71457
Caron Coleman
318-357-6973
ccoleman@nat.k12.la.us
Check where applicable:
Charter School
Alternative School
School in School Improvement
Title I School Schoolwide _____Targeted Assistance
Member of Southern Association of Colleges and Schools
Teacher Advancement Program (TAP)
Distinguished Educator
Literacy and Numeracy
Grant Application
SCHOOL IMPROVEMENT PLAN CROSSWALK
Table of Contents for SIP
[Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]
[School Improvement Plan NCLB Section 1116(b)(3)(A)(i-x)]
Each school operating a schoolwide program must include all ten components in their plan. All schoolwide schools in improvement status must include the ten requirements for schools in improvement.
|
Ten Components of a Schoolwide Program
|
"Tools"
Pages
|
Ten Requirements of a School Improvement Plan
|
Your SIP
Pages
|
|
1.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.
|
13-15
|
1. An effective needs assessment
|
|
|
2. Schoolwide Reform Strategies
|
30-35
|
2. A strategy for school improvement is a method for achieving the identified objectives. (e.g., using graphic organizers, visual imagery, and summarization).
Scientifically Based Research (ESEA; Title IX, Part A) is research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.
|
|
|
3. Instruction by Highly Qualified Teachers
|
Rubric,
Page 96
|
3. Provide an assurance that the instruction will be provided by highly qualified teachers.
In addition, job-embedded professional development will be directed to address the needs of teachers and other staff members in the school to ensure academic achievement problems are identified for improvement.
|
|
|
4. High quality and ongoing professional development for –
Ø Teachers
Ø principals
Ø Paraprofessionals
|
46-50
|
4. Effective Professional Development incorporates the following:
· Creates a learning community in which substantive professional development is linked primarily to content knowledge and instructional strategies
· Provides opportunities for job-embedded professional development
· Provides plans for follow-up and support to ensure teacher/student learning
· Focuses on student needs
· Prepares educators to demonstrate high expectations for all student learning
|
|
|
5. Strategies to attract high-quality highly qualified teachers to high-need schools
|
Attached to School Improvement Plans
|
5. Provide a District plan or policy Teacher Quality Strategies (plan for attracting high quality teachers)
Identify revision date on School Policy chart, page 15 of SIP.
|
12
|
|
6. Strategies to increase parent involvement
(Such as family literacy services)
|
52-55
|
6. Effective family involvement:
·
|
|
|
7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.
(Such as Head Start, Even Start, Early Reading First, or a State-run preschool program)
|
http://www.ed.gov/policy/elsec
/guid/preschoolguidance.pdf
|
|
|
|
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.
|
Curriculum Section,
pages 57-70
Rubric, pages 93-98
|
|
|
|
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.
|
57-70
|
|
|
|
10. Coordination and integration of federal, State, and local services and programs
|
72-74
|
10. Effective coordination of resources
|
|
Directions on What to Submit to the LDE and
How to Complete the SIP Template
q For schools in School Improvement, submit the plan with the state’s Rubric for the Evaluation of School Improvement Plans Summary Report on disk to the LEA Accountability and/or Federal Programs contact. The LEA must submit via the School Improvement eGrant system.
q Submit the District Assurance via the eGrant.
q Follow each eGrant page for appropriate number of characters.
q Insert page numbers in the Table of Contents for Word version of template to be kept on file at school and LEA.
q All plans must contain a Crosswalk that identifies page numbers of activities that align with NCLB components of School Improvement and School Wide Programs.
q For SIPs that have been revised, indicate material that has changed on the Action Plan sheets with strikethroughs (lines inserted through the changes). Place revisions in bold after the strikethroughs.
q For any completed activity, write the word completed in parenthesis following the strikethroughs.
q If any item/activity is incomplete, explain in a brief note in parenthesis why the activity was not completed.
q For grant applications, place in bold Activities and Action Steps for targeted funding should the grant be awarded. Include the title of the grant as well as the name, email address, and phone number of the contact person on the Cover Page of the School Improvement Plan Template.
q For original signatures, USE BLUE INK.
q Principal’s Signature
q Superintendent’s Signature
*Schools submit SIPs to the district for evaluation using the state’s rubric
Principal Signature: ________________________ Date: _________________________
Superintendent’s Signature: ________________________ Date: _________________________
TABLE OF CONTENTS
<The page numbers for each component will change as information is added.>
DATA PORTFOLIO ……………………………………………………………………………………………………………………………………………………
DISTRICT ASSURANCE………………………………………………………………………………………………………………………………………………
FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES…………………………………………………………………………
SCHOOL POLICIES AND PARTNERSHIPS…………………………………………………………………………………………………………………….
DATA TRIANGULATION SHEETS………………………………………………………………………………………………………………………………..
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT………………………………………………………………………….
SCHOOL PERFORMANCE SCORE CHART……………………………………………………………………………………………………………………
STRATEGY PLANNING WORKSHEET………………………………………………………………………………………………………………………….
TOTAL SCHOOL IMPROVEMENT BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS………………………………………..
DATA PORTFOLIO
The following items should make up the Data Portfolio (to be kept on file at the school):
o Subgroup Component Report and Principal’s Report Card for the last three years.
o Summary of Findings of Survey Data and all source documents. (Teachers, Parents, Students, and Principal) May be completed online. If Parent sample size is inadequate, there must be Parent Focus Group(s).
o Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional for Schools in School Improvement)
o Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional for Schools in School Improvement)
o Copy of the Data Triangulation Form
o Comprehensive Needs Assessment: Final Report
o DRA or DIBELS Reports
o Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.)
o Data Notebook (for schools participating in School Analysis Model-SAM 2000 or LANA online)
o Cognitive Summary Data (iLEAP, LEAP/GEE, ACT, PSAT, etc.)
o Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective Action Plans)
o Scholastic Audit Next Steps, if applicable.
DISTRICT ASSURANCE
q For schools in School Improvement and in the SIG Tiers, I hereby certify that this plan was developed with the assistance of a District Assistance Team and State-level School Support Team in collaboration with the School Improvement Team.
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:
- A statement of the school's mission
- Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:
Data Triangulation tables
Data Comprehensive Needs Assessment Summary Report
- Goals and measurable objectives
- Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment
- Professional Development components aligned with assessed needs and strategies to attract and keep high quality teachers
- Plans for transitioning pre-school children to local elementary school programs
- Family and community involvement activities aligned with assessed needs
- Evaluation strategies that include methods to measure progress of implementation
- Coordination of fiscal resources and analysis of school budget (possible redirection of funds)
- An action plan with timelines and specific activities for implementing the above criteria
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
|
|
__________________________________________________
District Assistance or School Support Team Leader
|
_____________________________________________________
Chair, School Improvement Team
|
FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES
(Place a check or X in the status area for each program implemented at your school)
|
Program List: (including during- and after-school programs)
|
Currently Using
|
No. of Years
|
Proposed Program
|
Deleted Program
|
|
Career to Work
|
|
_#_
|
|
|
|
Extended Day Program
|
|
_#_
|
|
|
|
HIPPY
|
|
_#_
|
|
|
|
INTECH
|
|
_#_
|
|
|
|
INTECH 2 Science
|
|
_#_
|
|
|
|
INTECH Social Studies
|
|
_#_
|
|
|
|
La GEAR-UP
|
|
_#_
|
|
|
|
LaSIP
|
|
_#_
|
|
|
|
LEAD TECH
|
|
_#_
|
|
|
|
Math/Science Partnership
|
|
_#_
|
|
|
|
Pre-School Program (s)
|
|
_#_
|
|
|
|
School-to-Work
|
|
_#_
|
|
|
|
The Strategic Instruction Model (SIM)
|
|
_#_
|
|
|
|
Other: DARE
|
|
14
|
|
|
|
Positive Behavior Support
|
|
4
|
|
|
|
List Supplemental Educational Services provided for your students (Title I schools in SI 3 and above):
•
|
|
List the Distance Learning (i.e., web-based, satellite) courses provided for your students:
•
|
|
Policy
|
Policy #/Bulletin #
|
Date revised
|
Copy on file at school?
|
|
Crisis Management (emergency/evacuation plan)
|
§ 339/741
|
May 2010
|
Yes
|
No
|
|
Discipline/Behavior Plan (Juvenile Justice Reform Act requirement)
|
§ 1301/741 and § 1127/741
|
May 2010
|
Yes
|
No
|
|
Family Involvement Policy
|
§ 1903/741 and § 1118/Title I
|
May 2010
|
Yes
|
No
|
|
Security Procedures (metal detectors, etc.)
|
§ 339/741
|
May 2010
|
Yes
|
No
|
|
Safe and Drug-Free Prevention Activities
|
§ 1127/741 and § 2305/741
|
May 2010
|
Yes
|
No
|
|
Student Code of Conduct
|
§ 1115/741
|
May 2010
|
Yes
|
No
|
|
Teacher Quality Strategies (plan for attracting high quality teachers)
|
§ 1114/Title I
|
May 2010
|
Yes
|
No
|
|
Transition Plan for Pre-School Children
|
§ 1114/Title I
|
May 2010
|
Yes
|
No
|
|
School Partnerships (Type the name of each partner in the space provided)
|
|
University
|
Northwestern State University
|
|
Technical Institute
|
|
|
Feeder School(s)
|
NSU Middle Laboratory School
|
|
Community
|
Natchitoches Nursing and Rehabilitation Center/Natchitoches Family Eye Care
|
|
Business/Industry
|
City Bank & Trust Co.
|
|
Private Grants
|
Heritage Ed; AG Superior Textbooks, NASA, Picturing America
|
|
Other
|
|
Data Triangulation – Strengths
|
Strengths
|
Contributing Factors
|
Instrument
(200 characters)
|
Data Type
(200 characters)
|
Findings*
(200 characters)
|
|
Supporting Source #1
|
Contributing Factor: Quality of Teaching and Learning
Domain: 500
Sub domain: 540
|
Walkthrough observations, LEAP/iLEAP Test Data 2009, Lucy Calkins implemented in ELA lesson plans, Kagan Cooperative Learning Strategies Training and implanted in lesson plans
|
Behavioral, Cognitive, and Attitudinal
|
Engagement of learners is 100% of instructional time.
100% of faculty/staff implemented the Lucy Calkins strategies into ELA lesson plans.
28.5% of 3rd-5th grade students scored Advanced on the LEAP/iLEAP assessment.
54/56 students passed the LEAP 4th grade assessment.
100% of teachers successfully completed Kagan Coaching in their classrooms during instructional time.
|
|
Supporting Source # 2
|
Contributing Factor: Parental Involvement is consistent and frequent
Domain: 300
Sub domain: 340
|
Rapides Foundation Teacher Survey 2010, Parent Survey 2010, Parent Teacher Conferences
|
Attitudinal, Archival
|
100% of teachers identified parental involvement as a strength of NSU Elementary Lab School.
95% of parents responding to the survey indicated that they have participated in school activities. The PALS organization hosts 4 annual events and is instrumental in the acquisition of funds for our school.
|
|
Supporting Source # 3
|
Contributing Factor: Technology implementation is evident and school-wide
Domain: 500/700
Sub domain: 510/710
|
Formal/Walkthrough Observations, Computer Lab Sign-Up Sheets, Lesson Plans, Technology Inventory
|
Behavioral, and Archival
|
100% of teachers implemented technology into their lessons as noted in Formal/Walkthrough Observations.
100% of teachers utilize the computer lab for instructional use on a regular basis.
Every grade level has a Promethean ActivBoard, 100% of classrooms have an Infocus Projector and ELMO document camera. This equipment is incorporated into instruction daily.
|
|
|
|
|
|
|
*Must list at least three findings to justify Strengths
Refer to Louisiana Needs Analysis (LANA) page 56 Table 52 Domain and Sub domain codes
Data Triangulation – Weaknesses
|
Weaknesses
|
Contributing Factors
|
Instrument
(200 characters)
|
Data Type
(200 characters)
|
Findings*
(200 characters)
|
|
Supporting Source #1
|
Contributing Factor: ELA (mechanics, grammar, and usage) is inconsistent
Domain: 500
Sub domain: 540
|
IOWA 2009 2nd grade scores, walkthrough observations, iLEAP/LEAP 2009 scores, lesson plans
|
Cognitive, Behavioral, and Archival
|
Percentile rank of average standard score for Language is 67. Reading is 80 and Math is 76.
Writer’s notebook content (mechanics and usage) inconsistent across all grade levels.
ELA proficiency scores are Basic in 3rd and 5th and Mastery in 4th.
Instruction has been inconsistent in areas of grammar and mechanics.
|
|
Supporting Source # 2
|
Contributing Factor: Math computation skills are not mastered
Domain: 500
Sub domain: 540
|
IOWA 2009 2nd grade scores, walkthrough observations, iLEAP/LEAP 2009 scores, lesson plans
|
Cognitive, Behavioral, and Archival
|
Computation standard score is 173.5 and in the 66th percentile.
4th grade computation skills are 70% mastered.
3rd and 5th grade computation skills are 64.3% mastered.
|
|
Supporting Source # 3
|
Contributing Factor:
Domain:
Sub domain:
|
|
|
|
*Must list at least three findings to justify a weakness
Refer to Louisiana Needs Analysis (LANA) page 56 Table 52 Domain and Sub domain codes
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.
Part Ia: Rank-order the identified areas of strength (3-5) from the student performance (cognitive data), behavior, attendance, dropout
data, and/or graduation index and indicate the supporting data sources:
|
STRENGTHS (100 characters per box)
|
DATA SOURCE (100 characters per box)
|
|
1. Locate, select, and synthesize information (ELA)
|
2009 iLEAP/LEAP 3rd-5th test results
|
|
2. Data analysis, probability, and discrete math
|
2009 iLEAP/LEAP 3rd-5th test results
|
|
3.
|
|
|
4.
|
|
|
5.
|
|
Part IIa. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified
strengths:
|
CONTRIBUTING FACTORS TO THE STRENGTHS
(100 characters per box)
|
DATA SOURCE (100 characters per box)
|
|
1. Instruction, Curriculum, and Assessment
|
2009 iLEAP/LEAP, walkthrough observations, lesson plans
|
|
2. Parental Involvement
|
Rapides Foundation Teacher Survey 2010, Parent Survey 2010, Parent/Teacher Conferences
|
|
3. Technology
|
Rapides Foundation Teacher Survey 2010, Parent Survey 2010, Parent/Teacher Conferences, Formal and Walkthrough observations, Technology Survey, Computer Lab sign-up sheets, Lesson Plans
|
|
4.
|
|
|
5.
|
|
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
Part Ib: Rank-order the identified areas of weakness (3-5) from the student performance (cognitive data), behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:
|
WEAKNESSES (100 characters per box)
|
DATA SOURCE (100 characters per box)
|
|
1. ELA-write competently
|
2009 iLEAP/LEAP, 2009 IOWA, walkthrough observations
|
|
2. Math-Number and Number relations
|
2009 iLEAP/LEAP, 2009 IOWA, walkthrough observations
|
|
3.
|
|
|
4.
|
|
|
5.
|
|
Part IIb. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified weaknesses:
|
CONTRIBUTING FACTORS TO THE WEAKNESSES
(100 characters per box)
|
DATA SOURCE (100 characters per box)
|
|
1. lack of vertical grammar and mechanics plan
|
Walkthrough observations, team meetings
|
|
2. lack of math computation vertical plan
|
Walkthrough observations, team meetings
|
|
3.
|
|
|
4.
|
|
|
5.
|
|
The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to the strategies.
Action Plan - Activities indicated should address all subgroups
|
GOAL 1
|
By 2013-2014 All Students will reach high standards, attaining proficiency or better, in reading language arts.
|
|
Research-Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
|
|
|
Indicator of Implementation (250 Characters): Analyze disaggregated student data to determine school improvement/professional development goals
|
|
|
Procedures for Evaluating Indicators of Implementation (250 Characters): Dr. Nagel’s monthly classroom observations/coaching, walkthrough observations, lesson plans, sign-in sheets, agendas, minutes
|
|
|
OBJECTIVES:
|
DESIRED OUTCOMES:
|
|
1.1
|
To increase ELA CRT score from 104 to 106.7 by Spring 2011.
|
Improvement in students’ ELA scores
|
|
1.2
|
|
|
Activity
(500 Characters)
|
Responsible Person
(100 Characters)
|
Start Date
|
Completion Date
|
Estimated Cost
|
Funding Source
|
|
|
During the 2010-2011 school year, teachers will continue monthly training in Kagan Cooperative Learning strategies with an emphasis in Multiple Intelligences. Teachers will receive monthly individual coaching in their classrooms.
|
Administrator, Teachers, and Kagan Presenter
|
August 2010
|
May 2011
|
$1500
|
School General Fund
|
|
|
Teachers will participate in quarterly vertical team meetings (K-5) to collaborate on ELA GLE’s and lesson plans to include specific areas of need as shown by the data analysis.
|
Administrator, Teachers
|
August 2010
|
May 2011
|
|
|
|
|
During monthly professional learning community meetings, teachers will collaborate on implementation of strategies and content discussed at Vertical Team Meetings.
|
Administrator, Teachers
|
August 2010
|
May 2011
|
|
|
|
|
Summative Evaluation (250 Characters):
|
|
|
Implementation Issues (250 Characters)
|
Date Presented
|
Resolution(s) (250 Characters)
|
Date Resolved
|
|
|
|
August 2010
|
|
date
|
|