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School Improvement Plan

2011-2012

North Central High School

Submission Date

North Central High

9^th—12th

P.O. Box 10

Lebeau, La. 71345

Jerome Robinson

Jr5566@slp.k12.la.us

Check where applicable:

Charter School

Alternative School

School in School Improvement

xTitle I School Schoolwide _____Targeted Assistance

Member of Southern Association of Colleges and Schools

Teacher Advancement Program (TAP)

Distinguished Educator

Literacy and Numeracy

Grant Application

Name of Grant:

Contact Person:

Phone:

E-mail:

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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.	23 – 25	1. An effective needs assessment
2. Schoolwide Reform Strategies	32 – 39	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 80	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 – Teachers principals Paraprofessionals	45 – 49	4. Effective Professional Development incorporates the following: Focuses on the knowledge, skills, and attitudes required of teachers, administrators, and other school employees so all students can learn and perform at high levels 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.
6. Strategies to increase parent involvement (Such as family literacy services)	50 – 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	7. Serving Preschool Children Under Title I Non-Regulatory Guidance: Section B-11. Professional development Teacher classroom visits Children portfolios
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 56 – 69 Rubric, pages 78 – 81	8. What processes are in place for administrator(s) to identify teachers’ professional development needs related to content, instructional strategies, and classroom assessment? The SIP must present the actual people who will see the activities have taken place, not only the trainer, model provider, or a group of people, but those who will be responsible for setting them up and ensuring they are completed.
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.	56 – 69	9. The Administration monitors the Taught Curriculum Teacher teams, with the SIT and School Support Team improves the Taught Curriculum
10. Coordination and integration of federal, State, and local services and programs	70 – 72	10. Effective coordination of resources

Directions on What to Submit to the LDE and

How to Complete the SIP Template

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.
Submit the District Assurance via the eGrant.

Follow each eGrant page for appropriate number of characters.

Insert page numbers in the Table of Contents for Word version of template to be kept on file at school and LEA.
All plans must contain a Crosswalk that identifies page numbers of activities that align with NCLB components of School Improvement and School Wide Programs.

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.

For any completed activity, write the word completed in parenthesis following the strikethroughs.

If any item/activity is incomplete, explain in a brief note in parenthesis why the activity was not completed.

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.

For original signatures, USE BLUE INK.

Principal’s Signature
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

DATA PORTFOLIO ……………………………………………………………………………………………………………………………………………………

DISTRICT ASSURANCE………………………………………………………………………………………………………………………………………………

FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES…………………………………………………………………………

SCHOOL POLICIES AND PARTNERSHIPS…………………………………………………………………………………………………………………….

DATA TRIANGULATION SHEETS………………………………………………………………………………………………………………………………..

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT………………………………………………………………………….

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):

Subgroup Component Report and Principal’s Report Card for the last three years.
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).
Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional for Schools in School Improvement)
Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional for Schools in School Improvement)
Copy of the Data Triangulation Form
Comprehensive Needs Assessment: Final Report
DRA or DIBELS Reports
Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.)
Data Notebook (for schools participating in School Analysis Model-SAM 2000 or LANA online)
Cognitive Summary Data (iLEAP, LEAP/GEE, ACT, PSAT, etc.)
Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective Action Plans)
Scholastic Audit Next Steps, if applicable.

DISTRICT ASSURANCE

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.

I hereby certify that this plan was designed to improve student achievement with input from all stakeholders.

I assure that the school-level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan.

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

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	x
Extended Day Program	x
HIPPY	n/a
INTECH	x	6
INTECH 2 Science
INTECH Social Studies
La GEAR-UP
LaSIP
LEAD TECH
Math/Science Partnership
Pre-School Program (s)	n/a
School-to-Work	x	4
The Strategic Instruction Model (SIM)
Other: Plato Learning System	x	5

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:

Correspondence Course through Louisiana University/Louisiana Virtual School/Ellender Medical

SCHOOL POLICIES AND PARTNERSHIPS

Policy	Policy #/Bulletin #	Date revised	Copy on file at school?
Crisis Management (emergency/evacuation plan)	§ 339/741	09-29-10	x Yes	No
Discipline/Behavior Plan (Juvenile Justice Reform Act requirement)	§ 1301/741 and § 1127/741	06/20/08	x Yes	No
Family Involvement Policy	§ 1903/741 and § 1118/Title I	09/02/08	x Yes	No
Security Procedures (metal detectors, etc.)	§ 339/741	08/20/08	x Yes	No
Safe and Drug-Free Prevention Activities	§ 1127/741 and § 2305/741	10/20/08	x Yes	No
Student Code of Conduct	§ 1115/741	08/09/10	x Yes	No
Teacher Quality Strategies (plan for attracting high quality teachers)	§ 1114/Title I		Yes	No
Transition Plan for Pre-School Children	§ 1114/Title I		Yes	No

School Partnerships (Type the name of each partner in the space provided)
University	Northwestern University , ULL
Technical Institute	T.H. Harris
Feeder School(s)	Palmetto Elementary
Community	Palmetto, Morrow, Melville, Morrow, Lebeau, Beggs ,and Washington.
Business/Industry	Stelly’s Store, Budden’s Store, Cannatella’s, LA. Hardwood Production
Private Grants	QSM,DonorsChoose.org
Other

Data Triangulation – Strengths :

Strength: Math73.2 Index Score
Contributing Factors (200 characters)	Domains/Sub domains	Instrument (200 characters)	Data Type	Findings* (500 characters)
Contributing Factor: Highly qualified instructors. .Differentiated instructions.	Domain: 500 Sub domain: 510 210	Academic Review, CRT Analysis		1. Teacher was highly qualified and motivated. 2. More technology introduced into the classroom 3. Teacher had high expectations of students 4. Students were motivated to "learn".
Strength: 10^th Math 58.3 % African American
Contributing Factor: Differentiated instructions. 8^th period Remediation Program. Job embedded collaborative planning time is dedicated.	Domain: 200 Sub domain: 220 510	CRT Analysis, Classroom Observations		1. Different instructional strategies. 2. Attendance higher in this group. 3. Teachers working together at this level. 4. Teachers using data information.
Strength: 10^th grade ED scored 55.6%
Contributing Factor: Differentiated instructions 8^th period Remediation Program. Job embedded Collaborative planning time is dedicated.	Domain: 200 Sub domain: 220 510	Classroom Observations, Academic Review		1. Different instructional strategies. 2. Better than average attendance rate. 3. Teachers working together to achieve success. 4. Teachers using data information.

*Must list at least three findings to justify Contributing Factors

Refer to Louisiana Needs Analysis (LANA) page 50 Table 52 Domain and Sub domain codes

Data Triangulation – Weaknesses

Weakness: 67.9 Index ELA 10^th Grade
Contributing Factors (200 characters)	Domains/Sub domains	Instrument (200 characters)	Data Type	Findings* (500 characters)
Contributing Factor: Lowest performing group in 9^th Grade I Leap. ED subgroup scored below 50% proficiency.Highest disciplinary problems.	Domain: 100 Sub domain: 130 140	Faculty Need Assessment, Contextual observation	Behavior	1. Lack of writing skills. 2. School attendance rate lowest in this grade level. 3. Students had highly motivated. 4. Lack of parental support.
Weakness: 48% 10^th Grade ELA African American
Contributing Factor: Weak writing skills. Lack of motivation among students. Students have highest absentees.	Domain: Sub domain: 130 140 810	State attendance index, LANA( lack of family support	Behavior	1. School attendance lowest in this subgroup. 2. Lack of parental support. 3. .Highest dropout rate. 4. Least motivated.
Weakness: 46.4 %Proficiency ELA
Contributing Fact : Lack of motivation L ow expectation from students. Lack of Technology.	Domain: 100 Sub domain: 130 140 810	LANA(lack of family support) State attendance index.	Behavior	1. Lack of parental support. 2. Staffing issues. 3. High absentees across these levels. 4. Economic conditions a factor in low expectations of students

*Must list at least three findings to justify Contributing Factors

Refer to Louisiana Needs Analysis (LANA) page 50 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)
10^th grade Math 73.2 Index	Trend data Calculator (CRT Scores)
African American Students Math 58.3% Proficiency	Trend data Calculator (CRT Scores)
Economically Disadvantaged Students 10^th 55.6% Proficiency	Cognitive Data
4. Highly qualified Instructor	Faculty Needs Assessment
5. Highly Motivated students,	Cognitive Data

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 Black student scored higher which reflected in the index score.	Trend Data Calculator (CRT Scores)
2. Ed Subgroup scored over 50% Proficiency	Trend Data Calculator (CRT Score)
3 Students were more motivated.	Faculty Needs Assessment.
4 ED Subgroup scored over 50 % Proficiency.	Faculty Needs Assessment
5. More technology introduced into classroom.	Faculty Needs Assessment

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)
67.9 lowest index score ELA	Trend Data Calculator ( CRT)
45.8 % Proficiency African Am	Trend Data Calculator (CRT)
Low scores from ILeap 9^th Grade	Cognitive Data
Highest Absentee Rate.	Attendance Report
5. Highest Dropout rate	Dropout Data

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. Writing Skills reflect weaknesses.	Cognitive Data
2 Low Scores from I Leap 9^th Grade.	Cognitive Data
3. High Referrals	Behavioral Records
4. Lack of Motivation /	Behavioral Report.
5. Lack of Parental Involvement	Archival Data

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 students will reach higher standards , attaining proficiency or better in reading /language arts .
Research-Based Strategy 1: RTI JEPD DDD xMEL CA SIM UDL
Provide an explanation for not selecting one of the three recommended strategies:based on present test results and students need MEL is best suited to achieve our goals and objectives.
Indicator of Implementation (250 Characters): (250 Characters) : Up to 6				Procedures for Evaluating Indicators of Implementation (250 Characters): Up to 6
1.1 Vision of Engaged Learning				1.1 Students are self regulated , able to define learning goals and evaluate their learning in a collaborative setting.
1.2 Students role for Engaged Learning				1.2 Apprenticeship takes place when students observe and apply the thinking processes used by practitioners.
1.3 Grouping for Engaged Learning				1.3 Students should become more motivated. Evaluation will be based on test results and changes in learning behavior.
OBJECTIVES: Up to 3					DESIRED OUTCOMES:
1.1	Increase index from 67.9 to 85.7 by year 2012 for the 10th.grade				To improve students performances .To rise the School performance test score. To enhance the students probability of graduating.
1.2	Increase Proficiency score for African Am from 45.8 to 51.3 by year 2012 10^th Grade ELA				By achieving the desired outcome it would the rise expectation level , motivate lowest achieving subgroup . Positive outcome could self motivate students to buy into MEL.
1.3	Increase Proficiency score for ED from 48.1 to 53.3 by year 2012.				Enhance the graduation rate for subgroup that has the highest dropout rate. Outcome would rise School Performance Scores.
Activity (500 Characters)					Responsible Person (100 Characters)	Start Date	Completion Date		Estimated Cost	Funding Source
Initial : Teachers will implement " Writing Across the Curriculum" in all subject areas as means of improving Writing Skills and proper noun/verb usage.					Ms. Bob ELA Instructor	Aug-15-11	May-22-12		0	Title One
Follow up: Teachers will follow up with "Frame Routine" which will enhance writing skills and promote better organization with the thought and writing process.					Ms Bob ELA Instructor	2^nd six week Sept 23-11	May -22 2012		-0-
Job Embedded:Teachers will do a Cross Visit to several schools in the District that has exhibited higher test scores. Teacher will gather information from observation and present to faculty.					Ms Bob Lavergne ELA Instructor	Dec 7-11	Dec 7-11		100.00	Title One
Implementation: Teachers will implement the knowledge and skill gained in MEL and actively engaged students in learning activities and project that results in students more energized in the learning and higher achievement.					Faculty	Aug -15-11	May 22,12		0	Title One
Implementation: 10thGrade Subgroup will receive interventions through 8^th period remediation.					ELA Department Ms. Lavergne / Ms Bob	Jan/10/12	Apr 4^th-2012		0	Title
Family Involvement Four Come and Learns Sessions that involve Parents Learning. 2 Math’s and 2 ELA..Meeting dates Sept 26, Jan.09^th 2012					Trend Chambers Linda Haynes	Sept 26,2011	Jan 09^th 2012		0	Title one
Family Involvement ( Communication) Two way communication Newsletters, phone calls. Parents not in attendance will receive same material and guidance to help their children.					Mrs. Trenda Chambers /	Nov-10-11	Apr-13-12		0	Title one
Summative Evaluation (250 Characters): The student’s performance results of the 2011 state assessments. (EOC, GEE) as well as their exit outcome will be compared to the same outcome of the 2010 the state assessments to determine students academic growth and overall improvement.
Implementation Issues (250 Characters)		Date Presented	Resolution(s) (250 Characters)					Date Resolved
NCHS has been experiencing a high dropout rate. Absentees among failing students.		8/ 12/11	The Administration will need to address the issues and concerns that are generating these factors.					On going

FCI-Indicates Family Community Involvement Activities

D-Indicates Discipline Support Activities

C-Indicates Curriculum Activities

L-Indicates Literacy Activities

N-Indicates Numeracy Activities

Action Plan - Activities indicated should address all subgroups

GOAL 2	2013-14 Students will reach higher standards attaining proficiency in Math.
Research-Based Strategy 1: RTI JEPD DDD xMEL CA SIM UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6				Procedures for Evaluating Indicators of Implementation (250 Characters): Up to 6
2.1 Vision of Engaged Learning.				1.1 Students are self regulated, able to define learning goals and evaluate their learning in a collaborative setting.
2.2 Students role for Engaged Learning.				1.2 Apprenticeship takes place when students observe and apply the thinking processes used by practitioners.
2.3 Grouping for Engaged Learning.				1.3 Students should become more motivated. Evaluation will be based on test results and changes in learning behavior.
OBJECTIVES: Up to 3					DESIRED OUTCOMES:
2.1	Increase index 73.2 to 88.8 by year 2012 10^th grade				To improve students performances .To rise the School performance test score. To enhance the students probability of graduating.
2.2	Increase ED Proficiency 55.6 to 60.0 % by year 2012 10^th grade.				By achieving the desired outcome it would the rise expectation level , motivate lowest achieving subgroup . Positive outcome could self motivate students to buy into MEL.
2.3	Increase Proficiency Score 54.2 to 58.8 % for African Am by year 2012 10 th grade.				Enhance graduation rate for lowest achieving subgroup in Math. Desired Outcome will evaluate the Schools Performance Scores.
OBJECTIVES: Up to 3					DESIRED OUTCOMES:
Activity (500 Characters)					Responsible Person (100 Characters)	Start Date	Completion Date		Estimated Cost	Funding Source
Initial : Instructor will use skills and methods acquired at teacher academy. Program is designed to teach discipline and strategies that can used to implement strategies in School Improvement Plan.					Math Instructor Brandon Castania	Aug 29,2011	May 2,2012		0	Title One
Follow up: Instructionalist : Teacher will also implement Writing Across the Curriculum , to improve written responses on EOC test.					Math Instructor Brandon Castania	Nov 4^th 2010	May 10^th 2011		0
Job Embedded:Teachers will do a Cross Visit to several schools in the District that has exhibited higher test scores. Teacher will gather information from observation and present to faculty.					Math Instructor Brandon Castania	Nov 12,2011	Nov 12 2011		0	Title One
Implementation: Teachers will implement the knowledge and skill gained in MEL and actively engaged students in learning activities and project that results in students more energized in the learning and higher achievement,					Faculty	Aug 15-2011	May 23,2012		0	Title One
Implementation: 9^th Grade ED subgroup will receive interventions through 8^th period remediation.					Math Department	Nov 4^th 2010	Apr 11^th 2011		0	Title One
Family Involvement: Two Come and Learn Sessions that involve Parents Learning 3 Math’s and 1 ELA. Meeting dates 11-8-10 , Jan 10, 2011 , Feb 21,2011 and April 11,2011					Trenda Chamber Linda Haynes	Sept 26-2011	Jan09-2012		0	Title One
Family Involvement ( Communication) Two way communication Newsletter,phone call. Parents not in attendance will receive same material and guidance to help their children.					Trenda Chambers Linda Haynes	Nov.10-2011	Apr13-2012		0	Title One
Summative Evaluation (250 Characters):
Implementation Issues (250 Characters)		Date Presented	Resolution(s) (250 Characters)					Date Resolved
NCHS has been experience a high teacher turnover in the Math Dept over the last several years		08/12/11	The Administration must address the concerns and issues that are generating those turnovers.					On going

FCI-Indicates Family Community Involvement Activities C-Indicates Curriculum Activities N-Indicates Numeracy Activities

D-Indicates Discipline Support Activities L-Indicates Literacy Activities