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

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

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

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

Louisiana Critical Goal (CG): Action Plan-Activities indicated should address all subgroups GOAL 1 By 2013-2014, all students will reach high standards, attaining proficiency or better in reading/language arts. GOAL 2 By 2013-2014, 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

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 2011-12. 2.1 To increase Math/CRT index scores in 4th grade from 77.5% to 91.7% by 2011-2012. 2.2 To increase Math/CRT index scores for Hispanic Subgroup from 0%-10% by 2011-12. 1.1 Improvement in reading and responding and read, analyze, and respond to literature 1.2 Improvement in reading and responding, reading comprehension, and conventions of language. 1.3 Improvement in phonics, phonemic awareness, vocabulary, fluency, and comprehension in grades K-3 2.1 2.2

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)

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

Louisiana Critical Goal (CG): Action Plan-Activities indicated should address all subgroups GOAL 1 By 2013-2014, all students will reach high standards, attaining proficiency or better in reading/language arts. GOAL 2 By 2013-2014, 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

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 1.2 Improvement in 3rd/4th/5th grade ELA African-American Scores 2.1 Improvement in 3rd/5th grade Math Economically Disadvantaged Scores 2.2 Improvement in 4th grade Math Scores

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 emails/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 emails/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

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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

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

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

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

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

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

Cypress Springs

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

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

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

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

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

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