1. Louisiana Department of Education’s School Improvement Plan
ACTION PLAN
Louisiana Department of Education’s
School Improvement Plan

2. Critical Goals Students enter kindergarten ready to learn
Students are literate by third grade
Students will enter fourth grade on time
Students perform at or above grade level in ELA by eighth grade
Students perform at or above grade level in math by eighth grade
Students will graduate on time
Students will enroll in post-secondary education or graduate workforce-ready
Students will successfully complete at least one year of post-secondary education
Achieve all eight critical goals regardless of race or class

3. Strategies Response to Intervention (RtI) Data-Driven, Decision Making
Job-Embedded Professional Development
Curriculum Alignment
Meaningful, Engaged Learning

4. Cypress Springs Elementary School
Action Plan for
Reading/Language Arts and Math

5. Louisiana Critical Goal (CG):
Action Plan-Activities indicated should address all subgroups
GOAL 1
By , all students will reach high standards, attaining proficiency or better in reading/language arts.
GOAL 2
By , all students will reach high standards, attaining proficiency or better in mathematics.
Louisiana Critical Goal (CG):
CG2
Be literate by 3rd grade.
CG3
Arrive in 4th grade on time
Research-Based Strategies:
Procedures for Evaluating indicators of implementation:
1.1 Principal/Coordinating Teacher/Instructional Coach will use lesson plans and district walk-around observations forms bi-weekly to monitor teacher implementation of research-based instructional strategies from LACC. Data will be analyzed to evaluate degree of implementation. Curriculum mapping and literacy strategies will be implemented for all grade levels. Teachers will be given feedback on data at grade level meetings.
1.2 Principal/Coordinating Teacher/Instructional Coach will monitor levels of student engagement using weekly walk-around observation scripting form. Results will be used to determine need for further professional development on engaging students.
1.3 District Test Coordinator/Instructional Coach/Teacher/Curriculum Strategist will monitor EAGLE, Web-based Computer Software Programs, DIBELS Next Reports, Student Progress Reports, and Student Work each six weeks to determine effectiveness of instructional strategies and student progress toward mastery of GLE’s.
1.4 Principal/Coordinating Teacher will monitor intervention sessions weekly to ensure that all identified strategic and intensive students are receiving tiered interventions with reports to parents of progress toward mastery of learning objectives.
1.5 Principal/Coordinating Teacher will monitor a variety of classroom differentiated instruction activities weekly through a school summary report. Results of summary will be discussed at grade level meetings and will be used to determine effectiveness of instruction.
RtI
Response to Intervention
MEL
Meaningful Engaged Learning
CA
Curriculum Alignment

6. Objectives
1.1
To increase ELA CRT Index scores in 4th grade from 73% to 75.7% by May 2012.
1.2
To increase ELA CRT Index scores for Hispanic subgroup from 49.8% to 54.9% by May 2012.
1.3
To increase whole school DIBELS Benchmark percentage scores from 54.2% to 59.2% by
2.1
To increase Math/CRT index scores in 4th grade from 77.5% to 91.7% by
2.2
To increase Math/CRT index scores for Hispanic Subgroup from 0%-10% by
Improvement in reading and responding and read, analyze, and respond to literature
Improvement in reading and responding, reading comprehension, and conventions of language.
Improvement in phonics, phonemic awareness, vocabulary, fluency, and comprehension in grades K-3
2.1
2.2

7. Goals 1 & 2: Indicators of Implementation
1.1, 2.1
Curriculum Alignment of Instruction Strategies
1.2, 2.2
Meaningful Engaged Learning
1.3, 2.4
Benchmark Testing
1.4
RtI-Response to Intervention
1.5, 2.3
Differentiated Instruction
Procedures for Evaluating indicators of implementation:
1.1 Principal/Coordinating Teacher/Instructional Coach will use lesson plans and district walk-around observations forms bi-weekly to monitor teacher implementation of research-based instructional strategies from LACC. Data will be analyzed to evaluate degree of implementation. Curriculum mapping and literacy strategies will be implemented for all grade levels. Teachers will be given feedback on data at grade level meetings.
1.2 Principal/Coordinating Teacher/Instructional Coach will monitor levels of student engagement using weekly walk-around observation scripting form. Results will be used to determine need for further professional development on engaging students.
1.3 District Test Coordinator/Instructional Coach/Teacher/Curriculum Strategist will monitor EAGLE, Web-based Computer Software Programs, DIBELS Next Reports, Student Progress Reports, and Student Work each six weeks to determine effectiveness of instructional strategies and student progress toward mastery of GLE’s.
1.4 Principal/Coordinating Teacher will monitor intervention sessions weekly to ensure that all identified strategic and intensive students are receiving tiered interventions with reports to parents of progress toward mastery of learning objectives.
1.5 Principal/Coordinating Teacher will monitor a variety of classroom differentiated instruction activities weekly through a school summary report. Results of summary will be discussed at grade level meetings and will be used to determine effectiveness of instruction.
2.1 Principal/Coordinating Teacher/Instructional Coach will use lesson plans and district walk-around, observation forms bi-weekly to monitor teacher implementation of research based instructional strategies from the LACC. Data will be analyzed to evaluate degree of implementation. Teachers will be given feedback on data at grade level meetings.
2.2 Principal/Coordinating Teacher/Instructional Coach will monitor levels of student engagement using weekly walk-around observation scripting form. Results will be used to determine need for further professional development on engaging students.
2.3 Principal/Coordinating Teacher/Instructional Coach will monitor a variety of classroom differentiated instruction, activities weekly through a school summary report. Results of summary will be discussed at grade level meetings and will be used to determine effectiveness of instruction.
2.4 Instructional Coach/Test Prep Instructor/Teachers/Curriculum Strategist will monitor EAGLE, web-based computer software programs, parish pre and post timed tests, student progress reports, and student work each 6 weeks to determine effectiveness of instructional strategies and student progress toward mastery of GLE’s.
Parental Involvement Activities (required by Title I)

8. Ruston Elementary School
Action Plan for
Reading/Language Arts and Math

9. Louisiana Critical Goal (CG):
Action Plan-Activities indicated should address all subgroups
GOAL 1
By , all students will reach high standards, attaining proficiency or better in reading/language arts.
GOAL 2
By , all students will reach high standards, attaining proficiency or better in mathematics.
Louisiana Critical Goal (CG):
CG2
Be literate by 3rd grade.
CG3
Arrive in 4th grade on time
Research-Based Strategies:
CA
Curriculum Alignment

10. Objectives
1.1
Increase ELA CRT Index Scores Economically Disadvantaged in 3rd grade from 24% to 31.6% and 5th Grade from 58% to 62.2%
1.2
Increase Whole School African American ELA CRT Index Scores from 49.4% to 54.4%
2.1
Increase Math CRT Index Scores Economically Disadvantaged in 3rd grade from 21% to 28.9% and 5th Grade from 46% to 51.4%
2.2
Increase 4th grade Math CRT Index Scores from 65.7% to 83.8%
1.1 Improvement in 3rd/5th grade ELA Economically Disadvantaged Scores
Improvement in 3rd/4th/5th grade ELA African-American Scores
2.1 Improvement in 3rd/5th grade Math Economically Disadvantaged Scores
Improvement in 4th grade Math Scores

11. Goals 1 & 2: Indicators of Implementation
1.1, 2.1
Curriculum Alignment of Instruction Strategies
1.2
Response to Intervention
1.3, 2.2
Meaningful Engaged Learning
1.4, 2.3
Differentiated Instruction
1.5, 2.4
Data Analysis/Benchmark Testing
Procedures for Evaluating indicators of implementation:
1.1 Principal/Curriculum Strategist/Coordinating Teacher will use lesson plans and district walk-around observation forms weekly to monitor teacher implementation of research-based instructional strategies from the LACC. Data will be analyzed to evaluate degree of implementation. Teachers will be given feedback immediately through s/feedback form.
1.2 Principal/Curriculum Strategist/Coordinating Teacher will monitor intervention sessions weekly to ensure that all identified strategic and intensive students are receiving tiered interventions. Results of Benchmark Assessments and Progress Monitoring will be monitored. Data will be analyzed and feedback will be given on data at meetings.
1.3 Principal/Curriculum Strategist/Coordinating Teacher/Instructional Coach will monitor levels of student engagement using district walk-around observation forms. Results will be given at meetings. Results will be used to determine need for further professional development on engaging students.
1.4 Principal/Curriculum Strategist/Coordinating Teacher/Instructional Coach will monitor a variety of classroom differentiated instruction activities through lesson plans and classroom observations. Results will be discussed at meetings and will be used to determine effectiveness of instruction.
1.5 Principal/Curriculum Strategist/Coordinating Teacher will monitor Classworks, web-based computer software programs, DIBELS reports, student progress reports, RtI (Intervention groups), progress monitoring, and student work each six weeks to determine effectiveness of instructional strategies and student progress toward mastery of GLEs.
1.6 Principal/Curriculum Strategist/Coordinating Teacher will use suggestions from parent surveys to determine effectiveness of parental involvement activities. Suggestions for improved future activities will be discussed with teachers.
2.1 Principal/Curriculum Strategist/Coordinating Teacher will use lesson plans and district walk-around observation forms weekly to monitor teacher implementation of research-based instructional strategies from the LACC. Data will be analyzed to evaluate degree of implementation. Teachers will be given feedback immediately through s/feedback form.
2.2 Principal/Curriculum Strategist/Coordinating Teacher/Instructional Coach will monitor levels of student engagement using district walk-around observation forms. Results will be given at meetings. Results will be used to determine needs for further professional development on engaging students.
2.3 Principal/Curriculum Strategist/Coordinating Teacher/Instructional Coach will monitor a variety of classroom differentiated instruction activities through lesson plans and classroom observations. Results will be discussed at meetings and will be used to determine effectiveness of instruction.
2.4 Principal/Curriculum Strategist/Coordinating Teacher will monitor Classworks, web-based computer software programs, DIBELS reports, student progress reports, RtI (intervention groups), progress monitoring, and student work each six weeks to determine effectiveness of instructional strategies and student progress toward mastery of GLEs.
2.5 Principal/Curriculum Strategist/Coordinating Teacher will use suggestions from parent surveys to determine effectiveness of parental involvement activities. Suggestions for improved future activities will be discussed with teachers.
1.6, 2.5
Parental Involvement Activities

12. Thank you!

13. Alignment of Instruction
School formatted lesson plans that are reviewed weekly by the curriculum strategist, coordinating teacher and principal
Curriculum mapping
Grade level planning
Alignment of Instruction
RES

14. Meaningful Engaged Learning
District walk-around and observations conducted bi-weekly by coordinator, curriculum strategist and principal
Use of external supervisors: Mrs. Boyd, Mrs. Doss and Mrs. Shackelford
Review of student progress on report cards, test, progress reports and other data reports
Meaningful Engaged Learning
RES

15. Response to Intervention
Occurs daily 8:00-8:30 and 12:30-1:00
Developed lessons and plans
Use of researched based strategies: Reading A to Z, DIBELS, Sounds and Letters and LIPS
Strategies to move students from intensive to strategic and benchmark
Reflective look at a high poverty, high performing school
Faculty book study
Singapore math Professional Development
Trained community volunteers to help instruct students during RTI
Response to Intervention
RES

16. Differentiated Instruction
Documentation of DI strategies on lesson plans
Use of district resources
Grade level meetings
Differentiated Instruction
RES

17. Data Analysis/ Benchmark Testing
Documented DIBELS progress monitoring weekly and bi-weekly
Review of pupil progress every three weeks
Use of data to monitor and reorganize RTI grouping
Review and discussion of student Individual Achievement Plans to track progress
Use of Classworks data to identify and track achievement
Data Analysis/ Benchmark Testing
RES

18. Parental Involvement Activities
Monthly parent newsletter
Monthly parent-student activities: student of the month luncheons, Numbers in November Night, LEAP test preparation night…
Parental Involvement Activities
RES

19. Cypress Springs

20. Alignment of Instruction
Lesson plan monitoring
Bi-weekly Walk-arounds by Principal and Coordinating Teacher
Grade level meetings
Curriculum Mapping
Alignment of Instruction
CSE

21. Meaningful Engaged Learning
Walk-arounds (school & district personnel)
Review data through weekly student work/assessments
Report cards and Progress reports
Meaningful Engaged Learning
CSE

22. Response to Intervention
School-wide daily from 7:45-8:15 (ELA & MATH)
Reading A - Z
DIBELS
165 minutes (K-3)
120 minutes (4-5)
One-on-one community volunteers
Singapore Math (K & 1)
Accelerated Reader
“All Hands on Deck” (paras, Art, Music, PE, Computer Lab, Librarian)
Response to Intervention
CSE

23. Differentiated Instruction
Classroom observations/walk-arounds
Lesson plan documentation of strategies
Grade level meetings to discuss student progress
Visit other schools
Kidney Tables and Listening Centers in K-3 classrooms (soon to be in grades 4 and 5)
Differentiated Instruction
CSE

24. Data Analysis/ Benchmark Testing
Review DIBELS data
Progress monitoring every three weeks
Assess and revise RtI groups
Student Progress Reports
Student Work each six weeks
Parish pre and post timed tests
Data Analysis/ Benchmark Testing
CSE

25. Parental Involvement Activities
Monthly Newsletter and Calendar
Magic 1,2,3 Parent Seminar to reinforce positive student behavior
Parent-Teacher Conferences (each semester)
LEAP/iLEAP Parent Meetings
Constantly looking for new ways to improve Parental Involvement
The SIP is a living document, and will be revised as needed; ongoing data review
Parental Involvement Activities
CSE