woodlake elementary

2020-21

School Improvement Plan Addendum

Woodlake Elementary

St. Tammany Parish Public Schools

This schoolwide plan meets the requirements as outlined in the Every Student Succeeds Act (ESSA).

**2020-21 SIP Disclaimer: Due to the Covid-19 pandemic, LEAP 2025 testing was unable to occur in Spring 2020; therefore, the school was unable to complete the SIP evaluation process. As a result, 2019-20 SIP remains in effect for the 2020-21 school year. For the 2020-21 SIP the school used data based on any assessments/measures that were able to be evaluated as well as administered beginning of the year assessments. These were all used to determine learning gaps, set goals for these gaps, and develop action plans. These additional goals and plans, along with the 2019-20 SIP, comprise the school’s 2020-21 SIP.

Woodlake Elementary 2020-21 SIP Addendum

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Woodlake Elementary 2020 DATA ANALYSIS

STRENGTHS WEAKNESSES ELPT: In the 2019-2020 school year, 13% of Kindergarten ESL students scored proficient on the ELPT which was 11% higher than the district and 9% higher than the state.

ELPT: In the 2019-2020 school year, 12% of first grade ESL students scored proficient on the ELPT which was 5% lower than the district and 2% lower than the state.

Math LEAP 360: In September 2020, 87% of third grade students were proficient in the content area of Operations and Algebraic Thinking on the Math LEAP 360 assessment in the following math standard: (2.OA.C.4)

Math LEAP 360: In September 2020, 24% of third grade students were proficient in the content area of Numbers and Base Ten on the Math LEAP 360 assessment in the following math standard: (2.NBT.A.4)

Math LEAP 360: In September 2020, 74% of third grade students were proficient in the content area of Numbers and Base Ten on the Math LEAP 360 assessment in the following math standard: (2.NBT.B.8)

Math LEAP 360: In September 2020, 28% of third grade students were proficient in the content area of Operations and Algebraic Thinking on the Math LEAP 360 assessment in the following math standard: (2.OA.A.1)

Math District Readiness: In September 2020, 64% of second grade students were proficient in the content area of Measurement on the Math District Readiness assessment in the following math standard: (1.MD.A.2)

Math District Readiness: In September 2020, 17% of second graders were proficient in the content area of Operations and Algebraic Thinking on the Math District Readiness assessment in the following math standard: (1.OA.B.4)

Math District Readiness: In September 2020, 64% of second grade students were proficient in the content area of Numbers and Base Ten on the Math District Readiness assessment in the following math standard: (1.NBT.B.2)

Math District Readiness: In September 2020, second graders scored 44% correct overall on the Grade 2, Math District Readiness assessment.

Math District Readiness: In September 2020, first graders scored 56% correct overall on the Grade 2, Math District Readiness assessment, which was higher than second grade or third grade.

Math District Readiness: In September 2020, 20% of second graders were proficient in the content area of Measurement on the Math District Readiness assessment in the following math standard: (1.MD.C.4)

Math District Readiness: In September 2020, 84% of first graders were proficient in the content area of Operations and Algebraic Thinking on the Math District Readiness assessment in the following math standard: (K.OA.A.1)

Math District Readiness: In September 2020, 32% of first graders were proficient in the content area of Counting and Cardinality on the Math District Readiness assessment in the following math standard: (K.CC.A.1)


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ELA LEAP 360: In September 2020, 74% of third graders were proficient in the content area of Reading Information on the ELA LEAP 360 assessment in the following ELA standard: (RI.2.4)

ELA LEAP 360: In September 2020, third graders attained 3 out of 15 written expression proficiency points on the ELA LEAP 360 Diagnostic Assessment.

ELA LEAP 360: In September 2020, 74% of third graders were proficient in the content area of Reading Information on the ELA LEAP 360 assessment in the following ELA standard: (RI.2.1)

ELA Baseline/Readiness: In September 2020, 7% of second graders were proficient in writing on the ELA Baseline/Readiness assessment.

ELA Baseline/Readiness: In September 2020, 84% of first graders were proficient in vocabulary on the ELA Baseline/Readiness assessment.

ELA Baseline/Readiness: In September 2020, 8% of second graders were proficient in the content area of Reading Literacy on the ELA Baseline/Readiness assessment in the following ELA standard: (RL.1.2b)

ELA Baseline/Readiness: In September 2020, 91% of first graders were proficient in the content area of Reading Literacy on the ELA Baseline/Readiness assessment in the following ELA standard: (RL.K.4)

ELA Baseline/Readiness: In September 2020, 42% of first graders were proficient in writing on the ELA Baseline/Readiness assessment.

DIBELS 8th: In September 2020, 70% of third graders scored at benchmark or above benchmark on the DIBELS 8th assessment.

DIBELS 8th: In September 2020, 20% of kindergarten students scored at benchmark or above benchmark on the DIBELS 8th assessment.

DIBELS 8th: In September 2020, 42% of third graders scored above benchmark on the DIBELS 8th assessment.

SWD: In September 2020, 26% of the students with disabilities in kindergarten, first, second, and third grade scored at benchmark or above benchmark on the DIBELS 8th assessment.

DRDP: In September 2020, kindergarteners scored an average of 21.7 points on the DRDP assessment in the DOMAIN: Language and Literacy, which is a Performance Level 3 out of 6.

DRDP: In September 2020, kindergarteners scored an average of 8.65 points on the DRDP assessment in the DOMAIN: Cognitive-Math, which is a Performance Level 2 out of 6.

TSGold: In September 2020, 69% of pre-kindergarten students were meeting or exceeding benchmark in the area of literacy according to the TSGold assessment.

TSGold: In September 2020, 79% of pre-kindergarten students were below benchmark in the area of mathematics according to the TSGold assessment.

IRLA: By the end of the first quarter (November 2020), 39% of second grade students were reading on level according to the Independent Reading Leveling Assessment (IRLA), with a percentage growth of 13% from the beginning of the school year.

IRLA: In September 2020, 26% of second grade students were reading on level according to the Independent Reading Leveling Assessment (IRLA).


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IRLA: By the end of the first quarter (November 2020), 43% of first grade students were reading on level according to the Independent Reading Leveling Assessment (IRLA), with a percentage growth of 10% from the beginning of the school year.

SWD-IRLA: In September 2020, 12% of first, second, and third grade students with disabilities were reading on level according to the Independent Reading Leveling Assessment (IRLA). By the end of the first quarter (November 2020), 15% of first, second, and third grade students with disabilities were reading on level according to the Independent Reading Leveling Assessment (IRLA) with a percentage growth of 3%.

DATA SOURCES: CLASS (PreK), TSGold (PreK), DRDP (K), IRLA (K-2), ReadyGen Baseline (K-2), Math District Readiness (K-2), DIBELS 8th (K-3), ReadyMath Diagnostic (4-6), Science Readiness (4-8), Social Studies Readiness (4-8), LEAP 360 Diagnostic (3-12), ELPT


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GOALS • Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound. • Must Include 2-3 Academic Goals Aligned to the Beginning of the Year School Data Analysis/Other Measureable Data Available • UIR/UIN Schools must have 3 goals, one of which must address area in which the school received this designation.

Goal #1: Kindergarten Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 By the end of the 2020-2021 school year, 70% of kindergarten students will score at benchmark or above benchmark on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 assessment, increasing from 20%, with a percentage growth target of 50%.

Action Plan: Parent and Family Engagement:

• Monthly PTA Executive Board Meetings • General PTA Meetings • Science Technology Engineering Art and Math (STEAM) Day • Read A Thon • JPAMS • Newsletters • Pelican Press (Monthly School PTA Newsletter) • Pelican Papers (Sent Home Weekly) • Google Classroom / Google Meet • School Website • Report Cards • Interim Reports • Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 Home Connect

Letter • Student of the Month • PTA Classroom Support • Louisiana Day • Classroom Virtual Room Parent

Core Instruction:

• Independent Reading Leveling Assessment (IRLA) • DRDP • ReadyGen • Guaranteed Curriculum • Google Classroom • Moby Max • Louisiana Day

Effectiveness Measure: • Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8

Effectiveness Results: Reflection on Results:


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Intervention Instruction:

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Amplify mClass Lessons

• Florida Center for Reading Research (FCRR) Learning Activities • Reading Tutoring • 1-1 Data Analysis Professional Learning Communities (PLCs) • School Building Leveling Committee (SBLC) • Teachers’ Assistance Team (TAT) • Moby Max • Project Read • Mental Health Provider (MHP) • Guidance Counseling Support

Special Populations (Sped, EL, etc.):

• Project Read • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Amplify mClass

Lessons • Florida Center for Reading Research (FCRR) Learning Activities • Moby Max • Inclusion Classroom Settings • English as a Second Language (ESL) Para • Mental Health Provider • Guidance Counseling Support

Professional Development:

• District Level Professional Development • Monthly Professional Learning Communities (PLCs) • 1-1 Professional Learning Communities (PLCs) • Literacy Coach Support • Technology Resource Teacher (TRT) Support • Virtual Professional Development through Guaranteed Curriculum • Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 Refresher


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Goal #2: 2nd and 3rd Grade Writing By the end of the 2020-2021 school year, 50% of 2nd students will be proficient in writing on the English Language Arts (ELA) Mastery District Assessment increasing from 7%, with a percentage growth target of 43%. On Spring 2021 LEAP 2025 Assessment, 50% of third grade students will score “Strong” on the writing subcategory, increasing from 20% proficient in written expression on the fall 2020 LEAP 360 Diagnostic Assessment, with a percentage growth target of 30%.




Core Instruction:

• Independent Reading Leveling Assessment (IRLA) • DRDP • ReadyGen • Guidebooks • Guaranteed Curriculum • Google Classroom • Writing Revolution • LEAP Mock Day • District Assessment Plan for English Language Arts • LEAP 360 • Louisiana Day

Effectiveness Measure: • ELA Mastery District Assessment • ELA LEAP 2025 Writing Subcategory

Effectiveness Results: Reflection on Results:


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• Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 Amplify mClass Lessons

• Florida Center for Reading Research (FCRR) Learning Activities • Reading Tutoring • 1-1 Data Analysis Professional Learning Communities (PLCs) • School Building Leveling Committee (SBLC) • Teachers’ Assistance Team (TAT) • Moby Max • Project Read • Mental Health Provider • Guidance Counseling Support


• Project Read • Moby Max • Inclusion Classroom Setting • English as a Second Language (ESL) Paraprofessional • Mental Health Provider • Guidance Counseling Support


• District Level Professional Development • Monthly Professional Learning Communities (PLCs) • 1-1 Professional Learning Communities (PLCs) • Literacy Coach Support • Technology Resource Teacher (TRT) Support • Writing Revolution Professional Development


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Goal #3: 2nd Grade IRLA By the end of the 2020-2021 school year, 60% of 2nd grade students will be reading on level according to the Independent Reading Leveling Assessment (IRLA) increasing from 26%, with a percentage growth target of 34%.




Core Instruction:

• Independent Reading Leveling Assessment (IRLA) • DRDP • ReadyGen • Guaranteed Curriculum • Google Classroom • 2nd Grade District Assessment Plan • Louisiana Day


• Dynamic Indicator of Basic Early Literacy Skills (DIBELS) 8 Amplify mClass Lessons

• Florida Center for Reading Research (FCRR) Learning Activities

Effectiveness Measure: • Independent Reading Leveling Assessment (IRLA)

Effectiveness Results:

Reflection on Results:


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• Reading Tutoring • 1-1 Data Analysis Professional Learning Communities (PLCs) • School Building Leveling Committee (SBLC) • Teachers’ Assistance Team (TAT) • Moby Max • Project Read • Mental Health Provider • Guidance Counseling Support


• Project Read • Moby Max • Inclusion Classroom Setting • English as a Second Language (ESL) Paraprofessional • Mental Health Provider • Guidance Counseling Support


• District Level Professional Development • Monthly Professional Learning Communities (PLCs) • 1-1 Professional Learning Communities (PLCs) • Technology Resource Teacher (TRT) Support • Literacy Coach Support • Independent Reading Leveling Assessment (IRLA) Refresher


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Goal #4: 2nd Grade Math By the end of the 2020-2021 school year, 2nd graders will score 80% correct overall on the Grade 2, Math District Mastery Assessment increasing from 44%, with a percentage growth target of 36%.




Core Instruction:

• Eureka Support Materials • DRDP • Guaranteed Curriculum • Google Classroom


• InterventionCentral.org Learning Activities • 1-1 Data Analysis Professional Learning Communities (PLCs) • School Building Leveling Committee (SBLC) • Teachers’ Assistance Team (TAT) • Moby Max

Effectiveness Measure: • Grade 2, Math District Mastery Assessment


Reflection on Results:


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• Zearn • Mental Health Provider (MHP) • Guidance Counseling Support


• Moby Max • Zearn • Inclusion Classroom Setting • English as a Second Language (ESL) Paraprofessional • Mental Health Provider (MHP) • Guidance Counseling Support


• District Level Professional Development • Monthly Professional Learning Communities (PLCs) • 1-1 Professional Learning Communities (PLCs) • Technology Resource Teacher (TRT) Support • Eureka Training


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Additional School Actions • Include new actions the school is taking to improve overall student growth

(Those actions not already included in the 2019-20 SIP or in the 2020-2021 SIP Addendum)

Additional Actions: (Discipline, Transition Activities, After-school Programs, Recruitment Efforts, Mentor Teacher, Content Leaders, Post-Secondary Education and Workforce, etc.)

• 1st and 2nd grade Amplify mClass Reading Tutor • K and 3rd grade Intervention Tutor • CHAMPS • Positive Behavior Intervention Support (PBIS) • Math Content Leader (Jayme Jones) • English Language Arts (ELA) Content Leader (Jill Green) • Buddy Teachers for New Teachers • New Teacher Orientation • Monthly Professional Learning Community (PLC) Meetings • Grade Level Leaders • Morning Announcements • Character Counts • Student of the Month • Pelican of the Week • Google Classroom • School-Wide Google Classroom • Guidance Lessons with Counselor • Mental Health Provider Support • Talented Theater, Talented Art, Talented Music • Strings • Kids in Transition (KIT) Resources • Project Read Tutoring Before School • English as a Second Language Paraprofessional • Interactive Social Studies Curriculum that Correlates with Louisiana Student Standards • LEAP Mock Day • Weekly Newsletters • PTA Newsletters • Science Technology Engineering Arts and Math (STEAM) Day • Read A Thon • CHAMPS Professional Development • School Building Leveling Committee (SLBC) Refresher • Teachers’ Assistance Team (TAT) Refresher


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• Google Classroom Professional Development • Google Classroom Refresher • Google Classroom Lesson Planning Common Format • Common Lesson Planning • Digital Citizenship Curriculum • Veterans’ Day Virtual Performance • PTA Classroom Support • Louisiana Day • Classroom Virtual Room Parent • Before Care • After Care


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2020-2021 Committee Members School Improvement Planning Committee

Responsible for the Design, Monitoring, Revision, and Evaluation of the SIP Members Include:

• Principal: Kirsty Winget • Assistant Principal: Dr. Nicole Messina, Ed.D. • Technology Resource Teacher: Dr. Stephanie M.D. Longman, Ed.D. • K Teacher: Sara Parker • 1st Grade Teacher: Jenna Bush • 2nd Grade Teacher: Cali Kennedy • 3rd Grade Teacher: Ashley Meyer • SPED Teacher: Beth Loisel • Enrichment Teacher: Nichole Dupre • Parent/Family: Mary Lou Davis

Parent/Family Engagement Committee Responsible for the Implementation of the PFE Activities in the SIP

Members Include:

• Principal: Kirsty Winget • Assistant Principal: Dr. Nicole Messina, Ed.D. • Technology Resource Teacher: Dr. Stephanie M.D. Longman, Ed.D. • K Teacher: Sara Parker • 1st Grade Teacher: Jenna Bush • 2nd Grade Teacher: Cali Kennedy • 3rd Grade Teacher: Ashley Meyer • SPED Teacher: Beth Loisel • Enrichment Teacher: Nichole Dupre • Parent/Family: Mary Lou Davis


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DISTRICT ASSURANCES

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

☐ I assure that the school-level personnel, including stakeholder 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:

Evidence of the use of a comprehensive needs assessment Measurable goals Parent and family engagement activities aligned with assessed needs Evidence-based methods, strategies, and activities that guide curriculum content, instruction, and assessment Plans for transitioning incoming and outgoing students in the school community Professional development aligned with assessed needs and strategies to attract and keep high quality teachers Coordination and integration of federal, state, and local resources, services, and programs Evaluation plan that includes methods to measure progress of implementation and effectiveness of strategies and programs A schoolwide 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 Signature Date

Principal Signature Date

Chairperson, School Improvement Team Signature Date

This schoolwide plan meets the requirements as outlined in the Every Student Succeeds Act (ESSA).

2019-2020

SCHOOL IMPROVEMENT PLAN

Woodlake Elementary

St. Tammany Parish Public Schools

Woodlake Elementary 2019-2020

2 4/16/2021

1. COMPREHENSIVE NEEDS ASSESSMENT • Provide outcomes of the school’s comprehensive needs assessment, as well as a description of the data sources used in the process. Findings

should include detailed analysis of all student subgroups; an examination of student, teacher, school, and community strengths and needs; and a summary of priorities that will be addressed in the schoolwide plan.

• The Comprehensive Needs Assessment will be used to develop a comprehensive plan for 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 State academic standards and any other factors as determined by the school and District.

STRENGTHS WEAKNESSES Kindergarten has highest % in benchmark and above in the spring -2016-17-70%, 2017-18-82%, and 2018-19-82%. This number has steadily increased over the past three years.

First Grade has had the highest percent of at risk percentages in the spring: 2016-17-26%, 2017-18-38%, and 2018-19-39%. This number has increased steadily over the past 3 years.

The Progress Index has increased on average 1.7 percentage points over the past 2 years.

The Assessment Index has decreased on average 2.4 percentage points over the last 3 years.

From 2017 - 2018 our ELA subject area has increased from 97.0 to 99.9 with an increase of 2.9% points with a slight decrease from 99.9 to 97.0 with 2.9% points from 2018 - 2019 showing a relative strength.

From 2017 - 2018 our Math subject area decreased 11.6 from 102.9 to 91.3, 2018 - 2019 it decreased 4.2 points from 91.3 to 87.1 with a total decline with a total of 15.8% points over the past 3 years.

The subject area that shows a relative strength is ELA with a 2017-2018 assessment index change of 2.9 and a 2018-2019 assessment index change of - 2.9 assessment index change.

The subject area that shows a weakness is social studies with a decrease of 9.2 assessment points from 2017 to 2018 and a decline of 12.5 assessment points from 2018 to 2019 with a total decline of 21.7 assessment points two years.

The subject area that show a relative strength is ELA with a 2017-2018 assessment index change of 2.9 and a 2018-2019 assessment index change of negative 2.9.

The subject area that shows a weakness is social studies with a decrease of 9.2 assessment points from 2017 to 2018 and a decline of 12.5 assessment points from 2018 to 2019 with a total decline of 21.7 assessment points two years.

In 2019, the white subgroup consistently had higher index scores-ELA-101.8,Math-95.4, Science-88.5, SS-71.5.

In 2019 the Black subgroup has scored the lowest among all subjects in the following index scores: Science-36.0, SS 32.0.

From 2017-2019, the SWD subgroup showed a consistent increase in ELA index scores 2017-63.8, 2018-70.8, and 2019-80.2 with a total increase of 16.4 points over the last three years.

From 2017-2019, the ED subgroup showed a consistent decline in Math-2017-90.2, 2018-67.4, 2019-63.6 with a total decrease of 26.6 points over the last three years.

Our official White and Whole School subgroups are a strength with a letter grade A.

The SPED, Hispanic, Black, and Economically Disadvantaged subgroups are a weakness with a score of C.

In 2019, the white sub-group had the highest index score in ELA with score of 101.8.

In 2019, the black sub-group had the lowest index score in Social Studies with score of 32.

DATA SOURCES: School Demographic Information, DIBELS Trend Data, School Performance Scores (SPS), CRT Subject Indexes Trend Data, Assessment Index Comparison for Student Growth Purposes, Trend Data, ELA and Math Claim/Subcategory Data, Subgroup Percent Proficiency, CRT Assessment Index, Dropout Credit Accumulation Index (DCAI), ACT Trend Data, WorkKeys, HISET Trend Data, EOC Trend Data, Graduation Index-Strength of Diploma, Cohort Graduation Rate, Discipline Data


3 4/16/2021

GOALS • Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound. • Must Include at Least 3 Academic Goals Aligned to the Most Current School Data Analysis • Must Include at Least 1 Subgroup Goal

1. From Spring 2019 to Spring 2020, the students in the subgroup black will increase their assessment index points as follows: ELA—86 index points to 96 index points

Math—54 index points to 64 index points 2. K-2nd Grade students will increase reading achievement by increasing the percentage of students scoring At or Above Benchmark on DIBELS Next by 10%

points from Fall 2019 to Spring 2020 as follows: K- 82% to 90%, 1st -82% to 90%, 2nd—60% to 70%,

3. ELA—From Spring 2019 to Spring 2020, the students will increase their Assessment Index on LEAP2025 as follows: 97 index points to 100 index points

4. MATH—From Spring 2019 to Spring 2020, the students will increase their Assessment Index on LEAP 2025 as follows 87.1 index points to 92 index points

5. From Spring 2019 to Spring 2020, the students in the subgroup students with disabilities will increase their assessment index points as follows: ELA—80.2 index points to 90.2 index points Math – 63.9 index points to 73.9 index points


4 4/16/2021

2. PARENT AND FAMILY ENGAGEMENT • The SIP must be developed with the involvement of parents and other members of the community to be served, as well as individuals who will

carry out the plan, including teachers, principals, other school leaders, paraprofessionals, and, if appropriate, specialized instructional support personnel, and school staff. If the plan relates to a secondary school, students may be included and other individuals determined by the school.

• The SIP shall be available to the District, parents, and the public, and information contained in the plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

• Each school must meet ESSA requirements, 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.

PARENT/FAMILY ENGAGEMENT ACTIVITY GOAL(S) ADDRESSED

BUDGET(S) USED TO SUPPORT ACTIVITY

ITEMS TO BE PURCHASED TO SUPPORT ACTIVITY

EFFECTIVENESS

Describe how all parents will be involved in the design and evaluation of the SIP (include the month that activity will take place): Design:

• In November, we will meet with the PTA Executive Board to get input and feedback on the SIP draft

Evaluation:

• A Rubric will be provided to the PTA Executive Board to rate the SIP draft.

Goal(s): 1, 2, 3, 4, 5

Budgets used to support this activity: ☐Title I ☒GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Items Needed: SIP Plan, Rubric, Substitutes for Members of the School Improvement Committee

Effectiveness Measure: SIP Rubric, Attendance records


Describe how parents and community stakeholders are included as decision makers in a broad spectrum of school decisions:

• The PTA Executive Board Members meet with Administration monthly to discuss programs funded by the PTA and how it correlates to our SIP Plan.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III

Items Needed: SIP Plan, PTA Budget, DIBELS data, Pre-K – Third Grade SLT data, LEAP Data, Teacher Survey

Effectiveness Measure: Kindergarten - Third Grade students will increase by 10% of students scoring At or Above Benchmark from the Fall 2019 Assessment to the Spring 2020 Assessment. 80% of the students in Pre-K through 3rd Grade will reach


5 4/16/2021

☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

their growth targets in ELA and Math in the Spring of 2020. LEAP Data –determine if the SIP Goals were met. Teacher Survey Attendance Record Effectiveness Results:

Describe how the school communicates information to parents regarding the strategies and activities in the SIP, curriculum, assessments, student progress, etc.:

• Open House Administration Presentation • Open House Curriculum Presentation • JPAMS • Newsletters • Pelican Press • Pelican Papers • General PTA Meetings • SAT • Parent Teacher Conferences • Monthly PTA Executive Board Meetings • Monthly PTA Board Meetings • Teacher Website • School Website (Links to curriculum sites) • Report Cards • Interim Reports

Goal(s): 1,2,3,4,5


Items Needed: Open House Power Point JPAMS Newsletters Pelican Press Pelican Paper Folder PTA Executive Board, Board, and General Meeting Minutes, Teacher Websites and School Websites (SAT, Report Cards, Interim Reports, and Parent Teacher Conference Notes are confidential)

Effectiveness Measure: PTA Survey, Attendance Records, Documentation from Parent/Teacher Conference Meetings, Verbal feedback between parents and teachers Effectiveness Results:


6 4/16/2021

Translation Services: • Schools must ensure that all staff communicate with LEP

families in a language they can understand and notify LEP families of any program, service, or activity communicated to English-speaking families, to the extent practicable. (Title VI of the Civil Rights Act of 1964)

• Parents in need of translation services to discuss student progress, assessment results, student concerns, etc. will contact the school and a conference will be arranged with a certified translator.

• Items That May Need to Be Written & Translated include: Handbooks/Discipline policies; Disciplinary notices; Report Cards/Progress Reports; Parent Permission Forms; Testing Information; Registration Documents; Home Language Survey, etc.

• Items that May Need to Be Verbally Interpreted include: Registration & Enrollment process; Counseling on Eligibility for EL Program; Disciplinary Hearings; Orientation/Back to School events; Parent-Teacher Conferences; Medical Emergencies/Nurse Calls; School-Wide Announcements over intercom; Special Education meetings; etc.

Goal(s):

Budgets used to support this activity: ☒Title I ☐GFF ☐Title II ☐LA4 ☒IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Items Needed:

Effectiveness Measure: Reflection


Describe specific strategies/activities to assist parents and families in understanding such topics as the challenging State academic standards, State and local assessments, and how to monitor a child’s progress. Also, describe activities that provide materials and training to help parents work with their children to improve academic achievement. Include the month that the activity will take place if applicable. In compliance with LA Act 436, at least three meetings will be held during the school year to provide parents with information on how to access the curriculum. This information will be provided during school Open House events, PTA meetings, and other parent orientation meetings. Parent Family Engagement Activity 1:

• August and September - Open House Administration and Teacher Presentations will include information on school’s scores, state standards, curriculum and how to access it.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4

Items Needed: Power Point for Principal and Teachers

Effectiveness Measure: Attendance Records Exit Ticket


7 4/16/2021

• November, January, February, March and May – General PTA Meetings. Administration will discuss the academic focus of our school.

☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other PTA Funds

Effectiveness Results: Attendance Records Exit Ticket

Parent Family Engagement Activity 2:

• December – School Wide Family Learning Night. Families will be invited to come learn with their students and participate in activities that are related to the state standards and the curriculum.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Items Needed: Materials for stations, schedule, volunteers




• Weekly Newsletters – Teachers will provide parents with a weekly newsletter with curriculum information including how to access on Moodle. They will also include the Eureka Parent Newsletter with explanations and examples.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS

Items Needed: Newsletters, Eureka Parent Newsletters,




8 4/16/2021

☐Other


• April – Third Grade LEAP night will give parents information on the State Assessment Procedures and Content Area.

Goal(s): 1,2,3,4,5


Items Needed: Teacher power point to teachers

Effectiveness Measure: Attendance records, exit ticket



• November - STEM Day – Parents are invited to volunteer and assist in STEM Day Activities. PTA and teachers work collaboratively to choose effective stations.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other PTA Funds

Items Needed: Materials for Stations, schedule, volunteers

Effectiveness Measure: Attendance records



9 4/16/2021


• February – Cultural Arts Day – students rotate to station to learn and experience their local culture from local community members sharing food, music and other cultural experiences.

Goal(s): 1,2,3,4,5


Items Needed: Schedule, Volunteers, station materials

Effectiveness Measure: Attendance Records


3. SCHOOLWIDE PLAN STRATEGIES The schoolwide plan shall include a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will:

• Provide opportunities for all children, including each of the subgroups of students, to meet the challenging State academic standards • Use methods and evidence-based instructional strategies that strengthen the core academic program in the school, increase the quantity and

quality of learning time, and help provide an enriched and rigorous curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education;

• Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards; and

• Use evidence-based strategies to improve the achievement of the lowest-achieving students. (Include a description of how and when the strategies will be implemented. Be sure strategies are aligned to areas identified in the comprehensive needs assessment.)

Core Instruction SCHOOLWIDE PLAN STRATEGY GOAL(S)

ADDRESSED BUDGET(S) USED TO SUPPORT ACTIVITY

ITEMS TO BE PURCHASED TO SUPPORT ACTIVITY:

EFFECTIVENESS


10 4/16/2021

Rigorous, Standards-Based Curriculum: • Eureka—Strategy based math curriculum • Guide Books—Tier 3 researched based ELA curriculum that

included all components such as Reading, Language and Writing skills

• Ready Gen-ELA curriculum that includes all component such as Reading, Language, Writing and Foundation Skills

• IRLA—Phonics based curriculum that supplement Ready Gen to support Reading foundational skills

• Interactive Science curriculum that provides hands on learning

• Interactive Social Studies curriculum that correlates with Louisiana State Standards

• Guaranteed Curriculum – Parish provided scope and sequence aligned with Louisiana state standards

Goal(s): 1,2,3,4,5


Items Needed: Eureka student copies, Eureka Teacher Guides, Ready Gen Teacher and Student Materials, Teacher and Student Guidebook Materials, OWL materials, Moby Max License, Student Computers, Teacher Computers, Promethean Boards in each classroom

Effectiveness Measure: LEAP 2025 Scores, St. Tammany Mastery Assessments, DIBELS Data, Student Report Cards, Moby Max Report


Use of Academic Assessments to Improve Instruction: • DIBELS—assess the reading achievement levels • SLT / LEAP 360—assess Math and ELA growth targets for

calendar school year • LEAP 2025-state wide assessment to gage achievement

level for students in third grade • DRDP—observation based assessment for PRE-K and K • Common Assessments – Standard based unit assessments

for all subjects and grade levels.

Goal(s): 1,2,3,4,5


Items Needed: Ready Gen Assessments, Eureka Assessments, LEAP 2025 Practice Tests, LEAP 2025 Companion Guide

Effectiveness Measure: LEAP 2025 Scores, St. Tammany Mastery Assessments, DIBELS Data, Student Report Cards


Strategies, Curriculum, and Assessments Specific to Students with Disabilities:

• All SPED students receive the same core curriculum as listed above

• Majority of SPED students receive ELA and Math core instruction in regular education classroom setting

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☒GFF ☐Title II ☐LA4

Items Needed: Guaranteed Curriculum, Ready Gen Materials, Eureka Materials, Common Assessments, Student Individual Education

Effectiveness Measure: LEAP 2025 Scores, St. Tammany Mastery Assessments, DIBELS Data, Student Report Cards, Progress Reports for Students with Disabilities


11 4/16/2021

• SPED instructor provides resource small group instruction to support core curriculum based on individual student need

• SPED students receive Science and Social Studies instruction in regular education classroom setting

☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Plans with Accommodation


Strategies, Curriculum, and Assessments Specific to English Learners:

• The LA Connectors for English Learners will be utilized to describe how language is used to meet the rigorous demands in each grade and grade band toward rigorous content demands. This will allow the EL student to focus on meaning and then engage in the content specific practices in ELA, math, social studies, and science.

Describe the EL program at your school, including how and what services are provided to the EL students:

• We have an ESL Paraprofessional that pushes in to the regular education classrooms to provide needed support for English Second Language students.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☒IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Items Needed:

Effectiveness Measure: LEAP 2025 Scores, St. Tammany Mastery Assessments, DIBELS data, Student Report Cards


Interventions for At-Risk Students Process for Determining Student Participation in School and Classroom Interventions:

• DIBELS, Parish Academic Evaluations in SAT process, SLTs, common assessments

• Analyzed by regular education teachers, SAT team, TAT team, SPED team, administration

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☒GFF ☐Title II ☐LA4

Items Needed: DIBELS Scores, Data from Common Assessments, Time to hold PLC meeting

Effectiveness Measure: DIBELS effectiveness chart, LEAP 2025 scaled score chart and attainment of goals, DIBELS Scores, Common Assessments, Report Card Grade


12 4/16/2021

• Students are chosen based on observation and evaluation of assessments listed above

• The selection process comes from analyzing collected data on students over a designated period of time. The SAT and TAT committee assist teachers with interventions and progress monitoring.

• New students are initially observed by teachers, records reviewed from other school and any test not already given to that student will be administered upon registration



Opportunities and Interventions for Students in Need: • Based on assessment results showing a low performance on

focused skill • Interventions:

Project Read--- received by students with low early basic literacy skills (30 minutes a day, 5 days a week)

Fast Forward—received by students with low phonemic awareness (computer based) (30 minutes, 5 days a week)

Zearn—received by students with low math scores (20 minutes a day)

Moby Max—received by students with low performing scores in various subject areas (computer based) (20 minutes a day)

Voyager – received by students with below level performance scores on DIBELS (30 minutes a day/4 days a week)

• See above for description of each interventions focus and purpose

• Interventions are led and monitored by classroom teacher and SPED teachers

• Interventions are supported by TRT, Paras, SAT committee • Interventions and progress monitoring are monitored by

administration for fidelity

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☒GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other PTA Funds

Items Needed: Fast Forward Licenses, Moby Max License, Project Read Training, Voyager Tutor, DIBELS Intervention,

Effectiveness Measure: Fast Forward Reports (Laura Loupe), Moby Max Reports (Classroom Teacher), Project Read Assessments, Voyager Assessments (Voyager Tutor) Effectiveness Results:


13 4/16/2021

Process to Identify Students Who Are Continuing to Experience Difficulty After Receiving the School and Classroom Interventions:

• Teachers will try different interventions if they are not seeing expected progress

• Regular Education teachers, SPED teachers and PARA support personnel work directly with the students in need

• Students may be recommended for full parish pupil evaluation which potentially could lead to IEP or 504 plan

Goal(s): 1,2,3,4,5


Items Needed: SAT Paperwork, Classroom Sitter, Data from Intervention

Effectiveness Measure: Fast Forward Reports (Laura Loupe), Moby Max Reports (Classroom Teacher), Project Read Assessments, Voyager Assessments (Voyager Tutor) Effectiveness Results:

Interventions Specific to Students with Disabilities: • Interventions:

Project Read--- received by students with low early basic literacy skills (30 minutes a day, 5 days a week)

Fast Forward—received by students with low phonemic awareness (computer based) (30 minutes, 5 days a week)

Zearn—received by students with low math scores (20 minutes a day)

Moby Max—received by students with low performing scores in various subject areas (computer based) (20 minutes a day)

• See above for description of each interventions focus and purpose

• Interventions are led and monitored by classroom teacher and SPED teachers

• Interventions are supported by TRT, paras, SAT committee • Interventions and progress monitoring are monitored by

administration for fidelity

Goal(s): 1,2,3,4,5


Items Needed: Fast Forward, Project Read Training, Specific DIBELS intervention

Effectiveness Measure: Fast Forward reports monitored by Laura Loupe, Brittany Buserelo will analyze the Project Read Assessments, DIBELS Score



14 4/16/2021

Interventions Specific to English Learners: • The EL para provides support for all grade levels in small

group or individualize setting • The EL para will also pull out students for additional support

when needed • Based on ELPT assessment results, EL students weakness

can be discovered then made into intervention groups

Goal(s): 2

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐Other

Items Needed: Project Read Training, Multi-Sensory Materials

Effectiveness Measure: DIBELS scores, Intervention Data monitored by ELL Para


Support and Extended Learning Support Structures and Programs that Provide Collaborative Support for Student Learning (e.g. Speech, Enrichment Classes, Accelerated Classes, Kids-In-Transition, P.E., Art, Music):

• All students in grades K-3 participate in Art (40 minutes), Music (40 minutes), and Library (35 minutes) each week.

• All students in grades K-3 participate in PE two days each week for 30 minutes each. Students qualifying for Gifted receive accelerated instruction based on the minutes documented on the Individual Education Plan.

• Students qualifying for talented art, theatre, and/or music receive instruction based on the minutes documented on the Individual Education Plan.

• Students qualifying for KIT resources are provided with tutoring services when necessary.

• Students qualifying for KIT resources are provided with the school supplies needed for their classroom, breakfast and lunch at no cost, and field trips at no cost.

Goal(s): 2

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other

Items Needed: Enrichment Schedule, IEP of students receiving services for gifted and talented programs, the completed Louisiana Residency Form

Effectiveness Measure: DIBELS scores, Intervention Data monitored by ELL Para-educator



15 4/16/2021

Extended Learning Opportunities within and beyond the School Day and the School Year (e.g. 21st Century, before or after school tutoring, field trips):

• All students in grades K-3 attend field trips at least two times per year to enrich the learning of the standards taught in the classroom.

• Students in grades 2nd and 3rd are provided with the opportunity to join the Kiwanis-Kids Club, and after school program.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☒GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other

Items Needed: Field Trip Permission Slips, A list of students receiving KIT support, Kiwanis-Kids Moderator

Effectiveness Measure: Field Trip Reflection Sheets, LEAP 2025 Scores


Other Strategies and Activities to Improve Students’ Skills Outside of the Academic Subject Areas Mental Health Provider Services:

• Due to the transient and often unstable environments that many of our school’s students experience, a full-time Mental Health Provider (MHP) will work with students. This counseling will help to improve academic achievement of students by helping them to develop coping strategies for handling conflicts and stresses they are facing in life. This will allow them to focus on their academic assignments in the classroom. Students will be selected through a referral process and will work with the MHP for varying amounts of time dependent on need. The school’s administrators will monitor implementation of the MHP program.

•

Goal(s): 1,2,3,4,and 5


Items Needed:

Effectiveness Measure:



16 4/16/2021

Counseling Services: • There is a counselor on campus at Woodlake five days per

week. She is available to help in emergency situations. • The counselor teaches Social Lessons in each class for

grades K-3 for 30 minutes once every other week. • The counselor meets with students in small groups and/or

individually based on the needs of the students.

Goal(s): 1,2,3,4,5


Items Needed:

Effectiveness Measure: Report Card Grades Decrease in Discipline Data


Implementation of a schoolwide tiered model to prevent and address problem behavior: Strategies Used to Prevent and Address Problem Behavior:

• Everyone at Woodlake follows the school-wide PBIS plan. • Expectations are discussed at our daily Morning Meeting. • Students who demonstrate appropriate behavior have the

opportunity to be chosen as the Pelican of the Week and/or the Student of the Month.

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☒Other

Items Needed: Pelican Praises, Rewards, Certificates, Breakfast, Privilege Days

Effectiveness Measure: Discipline Data



17 4/16/2021

Strategies for Assisting Students in the Transition from One School to the Next: Transition Activities for Incoming and Outgoing Students:

• All third grade students visit the school that they will be attending for middle school in May.

• A Woodlake representative visits the Head Start Center to share information about Kindergarten.

• PTA Play Dates for all parents to include new families • All new parents are invited to a New Comer Tea in August

to meet other parents and become familiar with the school.

• All students are invited to visit the school and meet their new teacher in August prior to the first day at Meet and Greet

Goal(s): 1,2,3,4,5


Items Needed: Tea and Refreshments

Effectiveness Measure: Parent Survey



18 4/16/2021

Professional Development High Quality and Ongoing Professional Development for Teachers, Paraprofessionals, and Other School Personnel to Improve Instruction, Use Data from Academic Assessments, and to Recruit and Retain Effective Teachers, Particularly in High-Needs Schools/Subjects: Professional Learning Communities (PLCs):

• All teachers in each grade level meet in PLC meetings two times per month for about two hours to develop common assessments and analyze student data.

• All Enrichment Teachers meet in PLC meetings once per month to discuss common strategies and needs of students.

Goal(s): 1,2,3,4,5


Items Needed: Common Assessments, Data, PLC Agenda and Supporting Document

Effectiveness Measure: Exit Tickets, Student Data from Common Assessments, DIBELS Scores, LEAP 2025 Score


Other Professional Development: • Support from Curriculum Specialists to provide teachers

with effective subject specific strategies and resources to enhance teaching.

• TRT will provide teachers with professional development on small group instruction and interventions at District PD Days in October and in March.

• Emily Mull, ELA Curriculum Specialist, will provide teachers with the District Word Work Training.

• Teacher Leaders in Grades K-2 will provide teachers in their grade level will updates based on the Ready Gen Curriculum.

• Teacher Leaders in Third Grade will provide teachers in their grade level with updates based on the Louisiana Guidebook Units

Goal(s): 1,2,3,4,5

Budgets used to support this activity: ☐Title I ☐GFF ☒Title II ☐LA4 ☐IDEA ☐Title III ☐Title IV ☐Perkins ☐JAG ☐Bond Money ☐DSS ☐Other

Items Needed: Substitutes, Ready Gen Materials, Guidebook Materials, Data from Common Assessments, Word Work Manual

Effectiveness Measure: LEAP 2025 Scores, St. Tammany Mastery Assessments, DIBELS Data, Student Report Cards, Exit Tickets



19 4/16/2021

Recruit Effective Teachers, Particularly in High Needs Subjects/Schools: • All school administrators attend and interview teachers at the Spring Transfer Fair and Job Fair events to fill openings at their schools. • Teacher openings are advertised through the district website. • District leaders attend local college and university teacher recruitment fairs in the fall and spring. • The fall and spring schedules for district participation in local college and university recruitment fairs are advertised on all the district’s social media sites. • The District participates in the Teacher Residency Program through Southeastern Louisiana University where college education majors are selected to

participate in 1-Year Internships in our schools. • Student Teachers from local universities are placed in schools throughout the district. • The STAR (Students Teaching and Reaching) Program in our high schools allows high school students to earn college credit or participate in teaching

internships at our schools. • District Human Resources Coordinator serves as a speaker on college campuses for different education courses. • District Human Resources Coordinator serves on various College of Education department committees at local universities.

Strategies to Prepare For and Increase Awareness of Opportunities for Post-Secondary Education and the Workforce: Career and Technical Education Programs:

• N/A Goal(s): N/A


Items Needed: N/A

Effectiveness Measure: N/A


Coursework to Earn Post-Secondary Credit: • N/A

Goal(s): N/A

Budgets used to support this activity: ☐Title I ☐GFF ☐Title II ☐LA4

Items Needed: N/A

Effectiveness Measure: N/A


20 4/16/2021



Coordination and Integration of Federal, State, and Local Resources, Services, and Programs: McKinney Vento:

• All homeless students receive all services for which they are eligible at their school site through Title I, Title III, Food Services, LA4, IDEA, and McKinney Vento funds.

Food Services: • All students whose income qualifies them for free/reduced meals participate in the federal food service program.

Special Education: • Identified students with disabilities receive all services specified on their IEP through a combination of GFF, IDEA, Title I, Title III, or DSS funding.

English Learners (EL): • Identified EL students receive services from EL teachers, paraprofessionals, and/or tutors at their school site. These services are paid for through GFF,

Title I, Title III, Title III, and DSS Immigrant Funds. 21st Century Programs:

• Students in participating schools are entitled to attend the 21st Century afterschool programs during the school year and during the summer. Headstart Preschool Programs:

• Headstart preschool children graduate into their feeder schools in the District in which they live. Receiving schools provide transition activities and services for children and parents. Preschool programs are funded through LA4, 8G grant, Title I, and GFF.


21 4/16/2021

4. Regular Monitoring and SIP Revision • The SIP remains in effect for the duration of the school year, except the plan and its implementation shall be regularly monitored and revised as

necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. • The school will annually evaluate the implementation of, and results achieved by, the schoolwide program using data from the State’s annual

assessments and other indicators of academic achievement to determine whether the plan has been effective in increasing achievement of students in meeting the State’s academic standards, particularly for those students who had been furthest from achieving the standards. The school will revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

Describe how and when the SIP is monitored during the school year using multiple types of data including diagnostic, interim, and summative assessment, in order to evaluate instructional practices, determine patterns of student achievement, and make necessary adjustments to increase student learning across grade levels, content areas, claims/subclaims, and subgroups:

• We will monitor the SIP when analyzing student data from Common Assessments in PLC Meetings. • We will monitor the SIP at our monthly Leadership Team Meetings. • The SIP Committee members will meet in May to monitor the SIP. • The SIP Committee will meet again in August once LEAP scores are reported to determine whether or not the goals have been met.

Describe how and when the SIP Committee will meet and discuss school programs implemented, as outlined in the SIP, to determine effectiveness and to assist in planning for the upcoming school year:

• We will monitor the SIP at our monthly Leadership Team Meetings. • The SIP Committee members will meet in May to monitor the SIP. • The SIP Committee will meet again in August once LEAP scores are reported to determine whether or not the goals have been met.

Describe how and when the evaluation results of the SIP are reported to the school’s stakeholders (faculty, staff, parents/families, and community members): • The results of the SIP will be reported to the faculty and staff in August, after all data is compiled. • The results of the SIP will be reported to the faculty at our Open House in August. • The results of the SIP will be posted on our school website for parents and community members to view.

2019-2020 Committee Members School Improvement Planning Committee

Responsible for the Design, Monitoring, Revision, and Evaluation of the SIP Members Include:

• Principal: Kristy Winget • AP: Tara Hernandez • Teacher: Kira Neal • Teacher: Jayme Jones

Parent/Family Engagement Committee Responsible for the Implementation of the PFE Activities in the SIP

Members Include:

• Principal: Kristy Winget • Student: Grayson Hernandez • Teacher: Kira Neal • Teacher: Jayme Jones


22 4/16/2021

• Teacher: Alicia Hesson • Parent/Family: • Parent/Family: • Parent/Family:

• Teacher: Alicia Hesson • Parent/Family: Mary Lou Davis • Parent/Family: • Parent/Family:


23 4/16/2021

DISTRICT ASSURANCES

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

☐ I assure that the school-level personnel, including stakeholder 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: Evidence of the use of a comprehensive needs assessment Measurable goals Parent and family engagement activities aligned with assessed needs Evidence-based methods, strategies, and activities that guide curriculum content, instruction, and assessment Plans for transitioning incoming and outgoing students in the school community Professional development aligned with assessed needs and strategies to attract and keep high quality teachers Coordination and integration of federal, state, and local resources, services, and programs Evaluation plan that includes methods to measure progress of implementation and effectiveness of strategies and programs A schoolwide 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 Signature Date

___________________________________________ _____________________

Principal Signature Date

___________________________________________ _____________________

Chairperson, School Improvement Team Signature Date