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1. COMPREHENSIVE NEEDS ASSESSMENT

STRENGTHS

|1a. Results of Comprehensive Needs Assessment | |1a. Measures used to Determine School Needs: |

|STRENGTHS | |DATA SOURCES |

|The white subgroup has been the highest performing subgroup in ELA and Math for |1 |LEAP Trend Data, Spring 2013 - Spring 2016 |

|all reported years on standardized tests. For ELA in 2012-13 the WS scored 96 | | |

|while the whole school scored 84.2, 2013-14 the WS scored 85.4 while the whole | | |

|school scored 77, 2014-15 the WS scored 75 as did the whole school score 75, but| | |

|students with disabilities scored 52.9, which is 22.1 points less than the WS, | | |

|and the black subgroup scored 10 points less, and the economically disadvantage | | |

|scored 1.5 points less than the WS, and in 2015-16 the WS scored 82. 8 while the| | |

|whole school scored 64.1. For Math in 2012-13 the WS scored 100 while the whole | | |

|school scored 87.7, for 2013-14 the WS scored 82.9 while the whole school scored| | |

|73, in 2014-15 the WS scored 65.7 while the whole school scored 60, and in | | |

|2015-16 the WS scored 82.8 while the whole school scored 71.9 . | | |

|The economically disadvantaged subgroup shows a decreasing trend in the |2 |LEAP Trend Data, Spring 2013 – Spring 2016 |

|achievement gap in Math and ELA when compared to the white subgroup with the | | |

|following differences: Math; 2013-14 -13.2 (decrease of 4.6) ELA 2013-14 -9.6 | | |

|(decrease of 2.4) , 2014 - 15 -1.5 (decrease of 8.1) | | |

|The sub-group SWD has shown a trending decline in all years in Math/ELA (Math | 3 |LEAP Trend Data, Spring 2013 – Spring 2016 |

|2012-13 66.7, 2013-14 45, 2014-15 23.5, and 2015-16 13.3/ELA 2012-13 66.7, | | |

|2013-14 45, and 2015-16 33.3) with the exception of an increase in ELA in | | |

|2013-14 with a score of 45 to a score of 52.9 in 2014-15, which increased by 7.9| | |

|points. | | |

|For the 2015-2016 school year, the whole school math score increased, with an |4 |LEAP Trend Data, Spring 2013 – Spring 2016 and LEAP 2016 |

|SPS of 88.3%, increasing 17 points. | |SPS |

|Science indicates a strength with an SPS of 88.3%, increasing by 10 points for |5 |LEAP Trend Data, Spring 2013 – Spring 2016 and LEAP 2016 |

|2015-2016. | |SPS |

CHALLENGES

|1b. Results of Comprehensive Needs Assessment | |1b. Measures used to Determine School Needs: |

|CHALLENGES | |DATA SOURCES |

|DIBELS scores reflect a weakness with 36% of first grade and 38% of second grade | |DIBELS Fall 2015 to Spring 2016 |

|students falling below benchmark indicated by 2015-2016 EOY results. | | |

|ELA is a weakness with an SPS of 73% with a loss of 11.5 points from the Spring 2016 | |LEAP Trend Data, Spring 2013 – Spring 2016 |

|Leap Test results. | | |

|Social Studies is a weakness with a loss of 23.4 points in the SPS scores from 2014 to| |iLEAP Trend Data, Spring 2014 – Spring 2015 |

|2015. | | |

|6% of K-3 children require MHP services due to social/emotional/behavioral needs and |4 |MHP Program Evaluation, 2015/16 SY |

|based on the MHP Program Evaluation, 2015/16 SY, 70 % of the students benefitted by | | |

|the services. | | |

|Parental awareness of the Title I program continues to be low with only 70% of |5 |Title I Parent Involvement Survey – Spring 2016 |

|surveyed parents agreeing they know how the Title I program works. | | |

GOALS

|1c. Goals based upon Challenges and/or Maintaining Strengths |

| By May 2017, the number of first grade students scoring Benchmark on DIBELS will increase from 64% to 75%. By May 2017, the number of second grade |

|students scoring Benchmark on DIBELS will increase from 62% to 75%. These goals are evidenced by DIBELS EOY benchmark testing. |

|2 By Spring 2017, the ELA SPS score will increase from 73% to 80% as evidenced by LEAP 2025 Testing scores for Spring 2017. |

|3 By Spring 2017, the Social Studies SPS LEAP 2025 score will increase from 63.9% (2015) to an SPS score of 75% as evidenced by spring state testing |

|results. |

|4 By Spring 2017, the SPS Math score will increase from 88.3% to 90% as evidenced by spring state testing results. |

|5 By Spring 2017, the Science SPS score will increase from 88.3% to 90% as evidenced by spring state testing results. |

|6 By May 2017, 75% of students currently working with an MHP will demonstrate reduced behavior referrals, increased attendance, and increases in |

|academic performance, increasing from 70% as evidenced by MHP Program Evaluation, 2015/16 SY. |

|7 By May 2017, the percentage of parents/families demonstrating their awareness of Title I programs at Chahta-Ima on the Title I PFE Survey will |

|increase from 70% to 90% as evidenced by the Title I PFE Survey Spring 2017. |

2. SCHOOL-WIDE REFORM STRATEGIES to be used in your SIP. Please check all that apply.

_ X__Response to Intervention

__X__Job-Embedded Professional Development

__X__Data-Driven Decision-Making

__X__Meaningful Engaged Learning

__X__Curriculum Alignment

__X__Differentiated Instruction

|3. PROFESSIONAL DEVELOPMENT: Identify planned and ongoing professional development, to address the challenges found through the Comprehensive Needs |

|Assessment. |

|PLC- |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Personnel involved: Administration, TRT, Instructional Coach, Reading |activity: |this activity: |

|Interventionist, classroom teachers, outside presenters, and substitutes. |_X_Title I | |

|Groups are organized by grade level. | |-The salary and benefits for |

|PLC goals for each group are as follows: | |substitutes to allow teachers to |

|Early Childhood group- TSW name at least 26 of the 52 upper-and/or lower-case| |attend PLC during the work day. |

|letters of the alphabet. (4.5), demonstrate understanding of different units | |-Projector |

|of sound in language (words, syllables, phonemes), with prompting and | |-Printing Supplies-toner/paper for |

|support, recognize and produce rhyming words. (4.1), with prompting and | |presentations/BURST Reports |

|support, count, pronounce, blend, and segment syllables in spoken words using| |-Post-its, markers, paper clips, chart|

|actions. (4.2), orally blend onset and rime in single syllable spoken words | |paper for presentations |

|(4.3) by the end of the year. Kindergarten - 75% of TSW achieve an EOY CORE | | |

|DIBELS score using BURST interventions and literacy stations with focus on | | |

|decoding/phonics and DIBELS green monitoring. | | |

|1st Grade -75% of TSW achieve an EOY CORE DIBELS score using BURST | | |

|interventions along with MobyMax and literacy stations with focus on | | |

|decoding/phonics and DIBLES green monitoring. 2nd Grade-75% of TSW achieve an| | |

|EOY CORE DIBELS score using BURST interventions along with MobyMax, and | | |

|literacy stations with focus on decoding/phonics, DIBLES green monitoring. | | |

|3rd Grade-75% of TSW achieve an EOY CORE DIBELS score using BURST, MobyMax, | | |

|Fast Forward, and My Reading Coach and literacy stations with focus on | | |

|decoding/phonics and DIBLES green monitoring. | | |

|Ongoing data will be drawn from the measures listed in the strengths and | | |

|weaknesses above. In order for instruction and learning to continue while | | |

|teachers participate in professional development, substitute teachers will be| | |

|hired. Title I Funds will be used to provide professional development | | |

|opportunities focusing on methods and strategies that address the needs and | | |

|goals of our School Improvement Plan. Teachers will learn about teaching | | |

|strategies such as, but not limited to DIBELS/BURST progress monitoring, | | |

|co-teaching, differentiated instruction, cooperative learning, response to | | |

|intervention, and literacy work stations focusing on reading in all subject | | |

|areas. | | |

|Schedule: PLC Groups will meet for scheduled | | |

|Bi-monthly meetings held on Thursdays, ninety minutes for each group | | |

|throughout the entire school year. | | |

|If you have an Instructional Coach, describe in detail her duties and |10. BUDGETS used to support this |Item(s) to be purchased to support |

|responsibilities |activity: |this activity: |

|Our Title I Instructional Coach, Sharon Becnel will: provide support in |_X_Title I |Salary and Benefits for this teacher. |

|curriculum and instruction in PK-3rd grade content areas; support in | |-Projector |

|analyzing data, including BURST/DIBELS progress monitoring reports to inform | |-Printing Supplies-toner/paper for |

|instruction; work with teachers to strengthen their knowledge and application| |presentations/BURST Reports |

|of curriculum and instruction topics; provide instructional techniques for | |-Post-its, markers, paper clips, chart|

|teachers; model lessons, providing necessary follow-up and one-on-one | |paper for presentations |

|assistance required to implement and sustain effective instructional | | |

|strategies grounded in research-based strategies; mentor teachers; and, | | |

|support teachers in integrating technology use across the curriculum to | | |

|support effective instruction. | | |

|Professional Development Outside of PLC |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Faculty meetings for parish and state mandated trainings |activity: |this activity: |

|Parish required PD days-Curriculum, Assessment, SPED, Advanced-ED |_X__Title I |Salary and benefits for substitute and|

|After-school, before school, and district sponsored professional development |_X__IDEA |stipend pay. If required, payment for |

|(Project Read) | |workshop fee. |

|4. PARENT/FAMILY ENGAGEMENT: What strategies/activities do you employ to increase Parent/Family Engagement? You may group strategies by type of |

|activities, time of day, purpose, or any other way your school’s design fits into 2 or 3 entries in this category. |

| Parents/families are involved in the design of the Title I SIP by being |10. BUDGETS used to support this |Item(s) to be purchased to support |

|invited to attend the SIP Committee meetings. |activity: |this activity: |

|Parents will be invited in the month of October and November to help write |_X__Title I | |

|the SIP Plan using the Data Analysis. Parents will then be invited again in |_X__GFF |Printing supplies for invitations, |

|November to help review and revise the SIP Plan based on the scored rubric | |agendas, and sign in sheets, |

|and suggested editions. Invitation(s), agendas and sign in sheets will be | |highlighters, post-its, pens/pencils |

|filed for documentation. | |for SIP review |

|Parents/families will be involved in the implementation of the 2016-2017 SIP | | |

|Plan through attendance at family PIE and meetings. Invitations, agendas, | | |

|sign in sheets, and surveys will serve as documentation for parent/family | | |

|involvement in the implementation of the SIP Plan. Parents/families also help| | |

|implement the plan through volunteering at the school and joining the PTA. | | |

|In May, the SIP is evaluated, and parents will review the evaluation prior to| | |

|dissemination to the stakeholders. Again, invitations, agendas, and sign in | | |

|sheets will be filed for documentation. | | |

|Parents/families are given the opportunity to evaluate and provide feedback | | |

|through surveys/evaluations. | | |

|Meeting dates for planning, implementation and evaluation of: |10. BUDGETS used to support this |Item(s) to be purchased to support |

|PFE Compact/Policy- Spring 2017, |activity: |this activity: |

|PFE Plan-Aug. 2016, Spring 2017, May 2017 (and as needed throughout the |_X__Title I | |

|school year). |_X__GFF |Printing supplies for invitations |

|SIP-Aug. 2016, Nov. 2016, Spring 2017 (and as needed throughout the school | |,agendas, and sign in sheets |

|year). | |highlighters, post-its, pens/pencils |

|Final Evaluation meeting-May 2017 | | |

|Invitations, Sign in sheets, and agendas, serve as documentation. | | |

|Timely Information about Title I |10. BUDGETS used to support this |Item(s) to be purchased to support |

|The Title I Parent Video is available for viewing on the school website as |activity: |this activity: |

|well as being shown at school-wide family events such as Family Literacy |_X__Title I | |

|Night and Family Math Night. The TRT will create, execute, and follow-up with|_X__GFF |Printing supplies for invitations, |

|a plan to disseminate information regarding all of the following: Title I | |agendas and sign in sheets |

|Parent Video; Title I PFE Action Plan; Title I/SIP; Title I Budget; | | |

|Parent/Family Engagement Plan: and, School & District Compacts. Parent | | |

|meetings will be held by the TRT to provide updates to families/stakeholders | | |

|regarding Title I/SIP. These meetings will also provide | | |

|parents/families/stakeholders with an opportunity to give feedback on how to | | |

|best disseminate information to them. | | |

|Each week, all classroom teachers send home a newsletter relating to | | |

|academics, school/classroom events, parent/school connections, and other | | |

|vital information that keeps families abreast of weekly educational news. | | |

|Title I related information is included in the weekly classroom newsletters. | | |

|Robocalls and Smoke Signals, the monthly newsletter also makes | | |

|parents/families aware/abreast of Title I information such as Title I field | | |

|trips, Title I programs such as BURST, MobyMax, family information meetings, | | |

|PTA meetings, and PIE dates/times. Also, the monthly Home and School | | |

|Connections provided from Title I are available on the website in both | | |

|English/Spanish. Finally, there is a Parent Bulletin board in CIE’s entry | | |

|that is filled with current, relevant information relating to Title I. Title | | |

|I events/meetings that require invitations, sign-in sheets, agendas, and | | |

|surveys are created and kept for documentation. | | |

|Curriculum, Assessments and Proficiency Levels |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Parents/families are informed of the curriculum, assessments, and proficiency|activity: |this activity: |

|levels students are expected to meet through participation in grade level |_X__Title I | |

|specific Parent/Family Information Events. Additionally, parents/families are|_X__GFF |Printing supplies for invitations, |

|invited to attend Family Literacy and Family Math/Science Nights to learn | |agendas and sign in sheets |

|strategies to support literacy and math/science through family orientated | | |

|home activities. Parents are also invited to attend monthly PBIS meetings. | | |

|Parents are also made aware of the curriculum, assessments, and proficiency | | |

|levels through classroom weekly newsletters, which outline/define specific | | |

|academic expectations/outcomes. Smoke Signals, the school’s monthly | | |

|newsletter also gives CIE families information relating to curriculum, | | |

|assessments, and proficiency levels. Additionally, the school’s website | | |

|includes weekly class newsletters, Smoke Signals, this school year’s NNPS and| | |

|SIP Plans, monthly partnership calendars, along with standardized assessment | | |

|schedules, and other assessment schedules. Title I Home and School | | |

|Connections are also included on the school’s website, which come monthly | | |

|from Title I. These are available in both English and Spanish. | | |

|The documents prepared by the state to inform parents/families of their |__X__Title I |Item(s) to be purchased to support |

|child’s academic achievement on state standardized tests are sent to the |__X__GFF |this activity: |

|parents/families via U.S. Mail. | | |

|Parents/families in need of translation services contact the school and a | |Printing supplies-GFF |

|conference is set-up to discuss results. | |Postage- |

|NNPS-The school is a member of the National Network of Partnership Schools |__X__Title I |Item(s) to be purchased to support |

|sponsored by John Hopkins University. The school has access to a wide variety| |this activity: |

|of ideas to improve Parent/Family Engagement and interest in the education of| | |

|their children. | |Membership in NNPS |

|To be in compliance with Act 436, at least three meetings will be held during|10. BUDGETS used to support this |Item(s) to be purchased to support |

|the school year to provide parents/families information on how to access the |activity: |this activity: |

|curriculum.  This information will be provided to parents/families at school |__X__Title I | |

|open house events, scheduling nights, parent meetings, and other parent |__X__GFF | |

|orientations. | | |

|Decision Making Opportunities |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Decision-making opportunities for parents/families include: SAT meetings; IEP|activity: |this activity: |

|meetings; Parent Conferences; Parent/family Committee Work; and, |__X__Title I |Binders, dividers, hole punchers, |

|surveys/evaluations for feedback gathered at school events. Parents/families|__X__GFF |pens, markers, notebooks to assist |

|are invited to attend these meetings/events through paper/electronic | |parents/families in maintaining their |

|invitations, robocalls, class and school newsletters, monthly school | |child’s academic records in an effort |

|calendars, and via the school website. | |to help the parents/families stay |

|Invitations, agendas, and sign in sheets for all events/meetings will be | |informed of progress. Printing |

|filed as documentation. | |supplies for invitations, agendas and |

| | |sign in sheets |

|Specific parent training activities include: Family Literacy Night (Dec. |10. BUDGETS used to support this |Item(s) to be purchased to support |

|2016); Chahta-Ima families are invited to attend our annual Family Literacy |activity: |this activity: |

|Night where they learn strategies to support comprehension, fluency, and |__X__Title I |Cardstock, pencils, eraser tops, dry |

|literacy at home. Attendees will participate in various hands-on activities |__X__GFF |erase boards, dry erase markers, how |

|focusing on reading/writing. |X PTA |to read difficult words book mark, |

|Family Math/Science Night (March 2017); Chahta-Ima families are invited to | |sidewalk chalk, Ziploc bags, post-its,|

|attend our annual Family Math/Science Night where they learn strategies to | |index cards, sheet protectors, number |

|support mathematical/science areas such as fluency and math/science concepts | |cubes, ten frame mats, 2-color |

|at home. Attendees will participate in various hands-on activities focusing | |counters, geoboards, rubber bands, |

|on math/science. | |mini-clocks, multiplication cards, and|

|3rd grade Parent/family meeting (April 2017) A parent information night | |magnifying glasses. |

|designed to educate and support parents/families regarding curriculum and | | |

|state testing and ways they can support their children. Parents/families are | | |

|provided take home information including website links in order to encourage | | |

|parents/families’ participation in their children’s education. | | |

|2nd grade parent/family event (February 2016); A Parent/family information | | |

|event specifically designed to educate and support parents/families regarding| | |

|2nd grade curricular expectations and ways they can support their children. | | |

|Parents/families are provided take home information including website links | | |

|in order to encourage parents/families’ participation in their children’s | | |

|education. | | |

|1st grade Parent/family event (November 2016); A Parent/family information | | |

|event specifically designed to educate and support parents/families regarding| | |

|1st grade curricular expectations and ways they can support their children. | | |

|Parents/families are provided take home information including website links | | |

|in order to encourage parents/families’ participation in their children’s | | |

|education. | | |

|Splash into Learning Pre-K/K Parent/family event (May 2017) A Parent/family | | |

|information event specifically designed to educate and support | | |

|parents/families regarding Pre-K/K curricular expectations and ways they can | | |

|support their children. Parents/families are provided take home information | | |

|including website links in order to encourage parents/families’ participation| | |

|in their children’s education. | | |

|Communication Strategies |10. BUDGETS used to support this |Item(s) to be purchased to support |

|The following communication strategies are used to involve |activity: |this strategy/activity: |

|parents/families—i.e. Robocalls, School Website/class website, Smoke Signals |__X__Title I |Printing supplies/ paper |

|(monthly) notes/flyers/invitations about events, monthly Partnership |__X__GFF | |

|calendars, weekly class overviews, Home-School Connection, faculty/staff | | |

|(monthly) phone calls and/or emails home. Materials are translated for | | |

|parents as needed. | | |

|5. TRANSITION: What activities are in planned to transition incoming and outgoing students at your school? Be sure to list at least one for incoming and |

|one for outgoing students. |

|Incoming Students |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Parents/families of pre-school students are invited to attend a Parent/family|activity: |this activity: |

|information event hosted by the kindergarten teachers (May 2017). This |__X__Title I | |

|meeting informs the parents/families on what they can expect when entering |__X__GFF |Materials for information handouts to |

|kindergarten at CIE. Children who are enrolled at the Mandeville/Lacombe | |distribute to parents/families. Paper,|

|Headstart program and live in the school district of CIE visit the | |cardstock, and printing supplies for |

|kindergarten classes and take a tour of the school. The Pre-K students will | |flyers, agendas, summer calendars, |

|work with the Kindergarten students in the classroom, participating in | |invitations, etc. |

|activities so to get acquainted with CIE. Parents/families complete a | | |

|survey/evaluation providing feedback. | | |

|Outgoing students |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Our 3rd grade students visit Bayou Lacombe Middle School towards the end of |activity: |this activity: |

|the school year. During this visit, they meet the 4th grade teachers as well |__X__Title I | |

|as the administration and other support staff and take a tour of the school. |__X__GFF |Substitute teachers (salaries and |

|During the transition visit, the 3rd grade teachers will conduct learning | |benefits) hired to provide release |

|walks, observing the 4th grade teachers to continue to develop ways to make | |time for teachers to complete the |

|the transition from elementary to middle school as easy as possible for the | |learning walk. |

|students. Students will complete | | |

|a reflection survey relating to the visit at Bayou Lacombe and 4th grade. | | |

|Incoming Transferring Students |10. BUDGETS used to support this |Printing Supplies for Invitations. |

|As new students come to Chahta-Ima they will receive an invitation to |activity: | |

|participate in a Welcome Walk”. These will take place bi-monthly. Students |__X__Title I | |

|will meet with other new students and get a tour of the school. They will |__X__GFF | |

|also have a question/answer orientation type session. The school counselor | | |

|will lead these sessions. Students in the PBIS Goldfish Club will also be a | | |

|part of the “Welcome Walk.” | | |

|6. USE OF ACADEMIC ASSESSMENTS: How does your school include teachers in decisions regarding the use of academic assessments? |

|The fundamental question is what are the teachers expected to do with the |10. BUDGETS used to support this |Item(s) to be purchased to support |

|data they have on their students: |activity: |this activity: |

|Teachers are expected to participate in Professional Learning Community |__X__Title I | |

|sessions and faculty meetings where data is discussed (bi-monthly, |__X__GFF |Substitutes and benefits for PLCs and |

|Thursdays). | |DIBELS assessments. Title I |

|Teachers are to have lists of their at-risk students and students on the cusp| |Interventionist salary and benefits. |

|of achievement levels (above or below). | |Printer ink to print rosters of data, |

|Teachers are to use the data to develop lessons and interventions for at-risk| |readiness tests and MOY & EOY mastery |

|students | |test results, cardstock for DIBELS |

|Teachers are to progress monitor these students to ensure | |benchmark cards. |

|interventions/lessons are addressing student needs. | | |

|Teachers and interventionist use data to form remediation groups and guide | | |

|instruction in those groups. | | |

|EAGLE-Teachers will use EAGLE to determine student proficiency on state |10. BUDGETS used to support this |Item(s) to be purchased to support |

|standards. This is used to guide decisions for instructional strand focus. |activity: |this activity: |

|DIBELS-Teachers use DIBELS data to determine where students are in the |__X__Title I |Updated computers/technology to access|

|process of developing literacy skills. BURST groupings and participation, |__X__GFF |and use assessments/interventions. |

|literacy and guided reading instruction decisions are based on student | | |

|reading levels. | | |

|LEAP 2025-Data is used to determine student strengths and weaknesses for | | |

|school improvement purposes, guide instruction and interventions, along with | | |

|PLC focus. | | |

|(Data Talks/ Briefing/ Summits during PLC’s ) | | |

|7. ACTIVITIES PLANNED FOR STUDENTS EXPERIENCING DIFFICULTIES: What activities are in place to ensure that students who experience difficulty are provided |

|effective, timely, additional assistance? For example: tutoring, MHP counseling services, etc. |

|Mental Health Providers-(please adjust to fit your school’s MHP plan) |10. BUDGETS used to support this |Item(s) to be purchased to support |

|MHP: To better support the social/emotional well-being of Chahta-Ima |activity: |this activity: |

|students, a Mental Health Provider will work with students. She works 20 |_X___Title I | |

|hours per week. This counselor will work to improve academic achievement, |_X___GFF |MHP Salary and Benefits |

|attendance, and reduction of out of class referrals by helping students with |_X___IDEA | |

|both social/emotional well-being. Students will be selected through a | | |

|referral process and will work with the MHP for varying amounts of time | | |

|depending on need. Gary Marlbrough will monitor implementation of the MHP | | |

|program, in addition will monitor student academic progress, the number of | | |

|behavioral referrals, and attendance, as evidenced by the MHP Program | | |

|Evaluation, 2016/17 SY. | | |

|Positive Behavior Intervention Support (PBIS) or other Social Curriculum |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Parents/families will be invited to attend monthly informational meetings |activity: |this activity: |

|covering the PBIS focus. Ideas for home support will be provided at this |_X___Title I | |

|time. Parents/families will be invited to then stay for the monthly PBIS |_X___GFF |Materials for Parent/family |

|student reward (Fish Fest). Invitations, agendas, and sign in sheets will be |_X___Other |invitations, agenda, sign-in sheets |

|filed as documentation. | | |

|Instructional Program Enhancements |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Title I Interventionist responsibilities include: participation in ongoing |activity: |this activity: |

|professional development; interpret and use student assessment data to guide |__X_Title I | |

|instruction; build lessons and interventions based on RTI models; organize an| |Title I Interventionist, Katie Nesser |

|intervention schedule; assist in screening and progress monitoring | |salary and benefits |

|assessments; assist teacher in making data driven decisions for | | |

|interventions; work with student intervention groups; assist teachers in | |Cardstock, copy paper, markers, index |

|developing instructional interventions; and, report on the progress of | |cards, printing supplies |

|intervention programs in the school to Gary Marlbrough. | | |

|Tutoring Programs-Pull out-Include names of timesheet personnel hired to do |10. BUDGETS used to support this |Item(s) to be purchased to support |

|this program. |activity: |this activity: |

|Students are identified through DIBELS scores and BURST is used as an |__X_Title I | |

|intervention. Students are progressed monitored using DIBELS/BURST. Two | |Title 1 Tutor(s) Salary and Benefits |

|certified tutors (Morvant and Bultman) work with small groups of students | | |

|implementing BURST intervention lessons. Small groups may be supported either| |BURST Kits, index cards, pencils, |

|in or out of the classroom. Intervention success is evaluated using DIBELS | |rubber bands |

|end of year benchmark scores. | | |

|After school tutoring |10. BUDGETS used to support this |Item(s) to be purchased to support |

|2nd and 3rd grade students receive after-school tutoring. Students are |activity: |this activity: |

|identified based on Common Core Progress Monitoring Assessments. The tutoring|__X_Title I | |

|program will be evaluated by Common Core Progress Monitoring Assessments and | |Tutor Stipends and benefits, progress |

|LEAP 2025 scores. | |materials purchased for the program |

|Tutoring/Helping Hands-Push-in- Include names of timesheet personnel hired to|10. BUDGETS used to support this |Item(s) to be purchased to support |

|do this program. |activity: |this activity: |

|Students are identified through DIBELS scores. Students are progress |_X__Title I | |

|monitored using DIBELS. Three non-certified tutors, Melan, Hecker and | |Helping hands stipends and benefits |

|Cusimano, work to support small groups of students allowing the classroom | | |

|teacher to implement BURST intervention lessons. Intervention success is | | |

|evaluated using DIBELS benchmark scores. | | |

|Technology Resources and Personnel: |10. BUDGETS used to support this |Item(s) to be purchased to support |

|General Technology to increase engagement: computers, printers, laptops, |activity: |this activity: |

|document cameras along with the installation, projectors. Technology para, |_X__Title I |Para salary and benefits |

|Susan Weilbaecher, hired to support EAGLE, Fast Forward, My Reading Coach, |_X__IDEA |Projector installation, document |

|and general technology use on campus as well as tutoring students based on | |cameras, toners printers, replacement |

|their performance. | |bulbs, promethean wands and pens |

|Technology Interventions/Progress Monitoring |10. BUDGETS used to support this |Item(s) to be purchased to support |

|DIBELS data is used to determine BURST groupings and specific BURST |activity: |this activity: |

|interventions where students are in the process of developing literacy |__X_Title I |Subs for DIBELs, BURST, MobyMax, |

|skills. Literacy and guided reading instruction decisions are based on |10. BUDGETS used to support this |EAGLE, My Reading Coach and Fast |

|student reading levels. Grade levels determine a day to complete benchmark |activity: |Forward Programs |

|testing within the benchmark window. Teachers create a rotation schedule on |_X__Title I | |

|that day to provide release time to complete the benchmark testing. | | |

|MobyMax -Grades 1st-3rd use this program to monitor and improve reading. | | |

|Assessments/reports are used to monitor individualized student progress. The | | |

|ability to advance within the program is based on individualized student | | |

|success. | | |

|EAGLE, Fast Forward, and My Reading Coach are also technology intervention | | |

|programs that target students who are not benefitting from other intervention| | |

|programs. Student data will reflect BOY and EOY levels. | | |

|Special Education Subgroup Data |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Students with disabilities had 66.7% proficient (achievement gap of 29.3) in |activity: |this activity: |

|ELA in 2013, 45% proficient (achievement gap of 40.4) in 2014, and 52.9% |_X__GFF | |

|proficient (achievement gap of 22.1) in 2015. Students with disabilities had |_X__IDEA | |

|66.7% proficient (achievement gap of 33.3) in math in 2013, 45% proficient | | |

|(achievement gap of 37.9) in 2014, and 23.5% proficient (achievement gap of | | |

|42.2) in 2015. Students with disabilities had 33.3% proficient (achievement | | |

|gap of 19.6) in ELA in 2016. Students with disabilities had 13.3% proficient | | |

|(achievement gap of 10.2) in math in 2016. | | |

|Special Education Program Design |10. BUDGETS used to support this |Item(s) to be purchased to support |

|The students with disabilities subgroup has had the lowest % proficient of |activity: |this activity: |

|all subgroups over the past 3 years in 3rd grade ELA and math. Our SPED |_X__GFF | |

|program is a combination of self-contained, resource, co-teaching, and full |_X__IDEA |SPED teachers and paras salaries and |

|inclusion described in a student’s IEP and based on student academic and | |benefits |

|behavioral strengths and weaknesses. | | |

|Classroom Size Reduction Teachers |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Title I- Ginny Guillory, 3rd grade class size reduction teacher, is in place |activity: |this activity: |

|to reduce class size in the state testing grade level allowing for more |_X__Title I | |

|individualized instruction. Classes would have 24 students without this | |Title I WIN Teacher salary and |

|position as opposed to the 18 to 1 student teacher ratio currently in 3rd | |benefits |

|grade. | | |

|Curriculum Enhancements. |10. BUDGETS used to support this |Item(s) to be purchased to support |

|Enhancing instruction through hands-on, real-life experiences requiring bus |activity: |this activity: |

|drivers such as field trips to theatrical productions, etc. and through |_X__Title I |Bus driver operational costs, salaries|

|visual arts and physical education experiences in school. | |and benefits. Admission fees for field|

|Standards for field trips: write informational/explanatory text, which | |trips. |

|introduces a topic, developing parts, and provide a concluding statement; | | |

|participate in writing a report about a topic; describe characters, setting, | | |

|and major events in a story; recount 2 or more sequence of events and | | |

|details; use temporal words showing order; develop an appreciation for music | | |

|and participate in music and movement activities that represent a variety of | | |

|cultures; develop the understanding that events happened in the past and how | | |

|these events relate to one’s self, family, and community; participate in | | |

|collaborative conversations with diverse partners about kindergarten topics | | |

|and texts with peers and adults in smaller and larger groups; use a | | |

|combination of drawing, dictating, and writing to narrate a single event; ask| | |

|questions about objects and events in the environment; pose questions that | | |

|can be answered by using students’ own observations and scientific knowledge;| | |

|identify what plants and animals need to grow and develop; record and share | | |

|observations of changes in developing plants; write opinion pieces on topics | | |

|or texts; write informative/explanatory texts to examine a topic and convey | | |

|ideas and information clearly; recall information from experiences or gather | | |

|information from print and digital sources; pose questions that can be | | |

|answered by using students’ own observations, scientific knowledge, and | | |

|testable scientific investigations; explain and give examples of how | | |

|scientific discoveries have affected society. | | |

|8. COORDINATION OF PROGRAMS |

|McKinney Vento-All homeless students receive all services for which they are |10. BUDGETS used to support this |Item(s) to be purchased to support |

|eligible at their school site through Title I, Title III, Food Services, LA4 |activity: |this activity: |

|and IDEA |__X_Title I |Tutoring |

|Food Services-All students whose income qualifies them for free/reduced meals|__X_GFF |Clothing |

|participate in the Federal Food Service program. |__X_LA4 |School supplies |

|Identified students with disabilities receive all services specified in their|__X_IDEA |Field trip fees |

|IEP through GFF and IDEA funding. |__X_Title III |Summer school fees |

|Identified LEP students receive services through ESL Paraprofessionals and |__X_Other |MHP services |

|LEP tutors at their school site in an inclusion (push-in) setting. These | |Community Resource Connections |

|services are paid for through GFF and Title III. | |Meals |

|Headstart children graduate into the feeder schools in the district in which | |Services of the LEP para and LEP tutor|

|they live. Receiving schools provide transition activities and services for | | |

|children and parents/families. | | |

|Students in participating schools are entitled to attend 21st Century | | |

|programs in the afternoons. | | |

|9. HOW IS THE TITLE I PROGRAM ASSESSED AT YOUR SCHOOL? |

|The Title I Committee meets and discusses all of the following: |10. BUDGETS used to support this |Item(s) to be purchased to support |

|For each section below , be sure to include: |activity: |this activity: |

|what data will be collected, |____Title I | |

|who is responsible for collecting the data, |____GFF | |

|when will it be collected, |____SRCL | |

|how will it be manipulated and |____Title II | |

|who will write the final report? |____LA4 | |

|Overall-The school’s performance on standardized test scores/ DIBELs scores. | | |

|Tutoring programs- | | |

|BURST-Katherine Nesser, Interventionist, K. Bultman, P. Morvant | | |

|-The data collected relating to BURST will be DIBELS indicating reading | | |

|levels of students | | |

|-K-3rd grade students who qualify for the BURST intervention program based on| | |

|their DIBELS scores will be included in the data population | | |

|-BURST progress monitoring will be done throughout the year by the teachers, | | |

|tutors, and interventionist. DIBELS BOY, MOY, and EOY data will be collected | | |

|according to the STPSB timeline. | | |

|-The data will be interpreted and BURST intervention populations will be | | |

|adjusted accordingly. | | |

|- DIBELS data goals with 75% of students in intervention/tutoring programs | | |

|will show at least the following growth in the following measures: | | |

|75% of students in tutoring programs will “lessen the achievement gap” BOY to| | |

|MOY or BOY to EOY. | | |

|The district developed template will be used to calculate effectiveness of | | |

|BURST. | | |

|Katherine Nesser will be responsible for completing the district developed | | |

|template for DIBELS. She will enter students in the program on the | | |

|appropriate tab at the beginning of the year | | |

|DIBELS data will be entered BOY, MOY and EOY according to written | | |

|instructions. | | |

|Student additions to the program will be entered according to written | | |

|directions. | | |

|At the end of the year, students demonstrating more than 1 year of growth | | |

|(closing of the achievement gap) will receive a 1, other will receive a 0. | | |

|The ones will be totaled and divided by the total number of students in the | | |

|program to get a percentage of student success | | |

|Percent success will be reported by grade and overall for program. | | |

|Katherine Nesser, Reading Interventionist will write the final report, which | | |

|will be submitted to Gary Marlbrough within a week after the DIBELS EOY is | | |

|established. | | |

| | | |

|EAGLE/My Reading Coach/Fast Forward | | |

|-Susan Weilbaecher will instruct/oversee/progress monitor the selected | | |

|student population within these intervention/tutoring programs | | |

|-Student population is based on BOY/MOY DIBELS scores and consists primarily | | |

|of third grade students. | | |

|-EAGLE, My Reading Coach, and Fast Forward programs will be used to provide | | |

|interventions/tutoring and BOY, MOY, and EOY DIBELS Data will be used to gage| | |

|student benchmarks/decrease in achievement gap. | | |

|DIBELS data goals with 75% of students in intervention/tutoring programs will| | |

|show at least the following growth in the following measures: | | |

|75% of students in intervention/tutoring programs will “lessen the | | |

|achievement gap” BOY to MOY or BOY to EOY. | | |

|The district developed template will be used to calculate effectiveness of | | |

|EAGLE, Fast Forward, and My Reading Coach. | | |

|Katherine Nesser/Susan Weilbaecher will be responsible for completing the | | |

|district developed template for each program. She will enter students in the | | |

|program on the appropriate tab at the beginning of the year. | | |

|DIBELS data will be entered BOY, MOY and EOY according to written | | |

|instructions. | | |

|Student additions to the program will be entered according to written | | |

|directions. | | |

|At the end of the year, students demonstrating more than 1 year of growth | | |

|(closing of the achievement gap) will receive a 1, other will receive a 0. | | |

|Susan Weilbaecher will write the summary paragraph for the evaluation draft | | |

|and submit to Gary Marlbrough. | | |

| | | |

|MobyMax- | | |

|-1st-3rd selected students will use program as an intervention/maintenance | | |

|for READING. Teachers will be monitoring the students using this program. | | |

|DIBELS data will be used to determine the effectiveness of the program. | | |

|75% of students in tutoring programs will “lessen the achievement gap” BOY to| | |

|MOY or BOY to EOY. | | |

|The district developed template will be used to calculate effectiveness of | | |

|MobyMax, which will be completed by teachers in conjunction with | | |

|Katherine Nesser who will be responsible for completing the district template| | |

|for DIBELS. She will enter students in the program on the appropriate tab at | | |

|the beginning of the year. | | |

|DIBELS data will be entered BOY, MOY and EOY according to written | | |

|instructions. | | |

|Student additions in the MobyMax program will be entered according to written| | |

|directions. | | |

|At the end of the year, students demonstrating more than 1 year of growth | | |

|(closing of the achievement gap) will receive a 1, other will receive a 0. | | |

|The ones will be totaled and divided by the total number of students in the | | |

|program to get a percentage of student success. | | |

|Percent success will be reported by grade and overall for program. | | |

|Katherine Nesser, Reading Interventionist will write the final report, which | | |

|will be submitted to Gary Marlbrough within a week after the DIBELS EOY is | | |

|established. | | |

| | | |

|Afterschool Tutoring Program | | |

|- Second and Third Grade Students are identified based on the Sadlier Common | | |

|Core Progress Monitoring Assessment Data. | | |

|-The Afterschool Tutoring Program will consist of second and third graders, | | |

|with the majority of the students being third graders. | | |

|-The tutoring program will begin in November and end in April and will be | | |

|after school two times a week. | | |

|-The tutoring program will be evaluated through the Sadlier Common Core | | |

|Progress Monitoring Assessments and LEAP 2025 scores. | | |

|-Students will be expected to achieve a proficient score at the end of the | | |

|tutoring program on the Sadlier Common Core Progress Monitoring Assessments. | | |

|-Students making the targeted growth will score a “1” and other a “0” | | |

|-Dr. Daphne Lowe will collect the data and write the final data report. | | |

|Helping Hands Program-Melan, Cusimano, Hecker | | |

|-The data collected by teachers/interventionist using Helping Hands Program | | |

|professionals will include BURST progress monitoring, DIBELS scores for BOY, | | |

|MOY, and EOY. | | |

|-The population of students and teachers benefitting by the services of the | | |

|Helping Hands professionals | | |

|75% of students in tutoring programs will “lessen the achievement gap” BOY to| | |

|MOY or BOY to EOY. | | |

|The district developed template will be used to calculate effectiveness of | | |

|Helping Hands Program. | | |

|KatherineNesser will be responsible for completing the district developed | | |

|template for DIBELS. She will enter students in the program on the | | |

|appropriate tab at the beginning of the year. | | |

|DIBELS data will be entered BOY, MOY and EOY according to written | | |

|instructions. | | |

|Student additions to the program will be entered according to written | | |

|directions. | | |

|At the end of the year, students demonstrating more than 1 year of growth | | |

|(closing of the achievement gap) will receive a 1, other will receive a 0. | | |

|The ones will be totaled and divided by the total number of students in the | | |

|program to get a percentage of student success | | |

|Percent success will be reported by grade and overall for program. | | |

|Katherine Nesser, Reading Interventionist will write the final report, which | | |

|will be submitted to Gary Marlbrough within a week after the DIBELS EOY is | | |

|established. | | |

|Parent/Family Engagement | | |

|In addition the PFE Survey will be used to determine if the school met its | | |

|goal of increasing Title I Parent/family Awareness to 90% | | |

|Partnership Committee will meet to evaluate surveys/evaluations for events | | |

|Partnership committee will evaluate attendance numbers at events to see what | | |

|time/topics draw the largest groups of parents/families and adjust plans for | | |

|next year accordingly | | |

|The Title I School Committee and/or the Title I Partnership Committee will | | |

|review the Title I Parent/family Survey results to determine strength areas | | |

|and areas for improvement in the spring of the school year. | | |

|Partnership committee will review the NNPS action plan and survey information| | |

|and Kim Pechon will write the final report. | | |

|MHP Evaluation Form | | |

|Gary Marlbrough will collect data on student discipline referrals, grades, | | |

|and attendance on students served by the MHP in April of each year. | | |

|The goal of having the MHP at our school is to decrease the number of | | |

|discipline referrals students receive thereby increasing the amount of | | |

|exposure they have to instruction resulting in improved grades. | | |

|Student can earn up to three points, 1 for improved/stable academics (ELA and| | |

|math), 1 for improved attendance and 1 for decrease in referrals as year | | |

|progresses. | | |

|The total number of points are tallied and divided by three times the number | | |

|of students to get the percent success. | | |

|Program will be considered successful if the program has a 75% success rate. | | |

|By May 2017, 50% of students currently working with an MHP will demonstrate | | |

|reduced behavior referrals, increase attendance, and increase in academic | | |

|performance. | | |

|Professional Development | | |

|-The professional development program will have data relating to the | | |

|collection/analysis of DIBELS data, teachers Professional Growth Plan, and | | |

|teacher professional development attendance. | | |

|K-3rd Grade teachers participating in the PD program will be required to | | |

|conduct BURST progress monitoring. Teachers will work in conjunction with | | |

|Interventionist, Katherine Nesser to determine student reading levels. | | |

|PK-3rd Teachers will attend 95% of all in school professional development. | | |

|Sharon Becnel, Instructional Coach will complete the district template for | | |

|professional development. | | |

|At the end of the year, teachers achieving 95% PLC attendance will receive a | | |

|1, other will receive a 0. | | |

|90% of PK-3rd Grade Teachers will achieve their ELA SLT goals. Gary | | |

|Marlbrough and Daphne Lowe will complete the district template for the SLT | | |

|data. | | |

|At the end of the year, teachers achieving their SLT goal will receive a 1, | | |

|other will receive a 0. | | |

|Gary Marlbrough will write the final report incorporating both teacher | | |

|attendance at PLC meetings and SLT data for PD effectiveness. | | |

|CSR Teacher-Guillory | | |

|Pupil/ teacher ratios will be calculated to determine effectiveness of the | | |

|program. | | |

|Field Trips | | |

|Data will indicate the number of students whose parents/families do not pay | | |

|for field trips that are not Title I sponsored. | | |

|Provide a percentage by grade level of children attending due to Title I. | | |

|This final report will be provided by Kim Pechon. | | |

|HOW are the results of the assessment REPORTED to the FACULTY? |10. BUDGETS used to support this |Item(s) to be purchased to support |

|The results of the evaluation will be reported at faculty meetings to the |activity: |this activity: |

|teachers and staff by members of the Title I/SIP Committee. Changes in the |__X_Title I | |

|Title I program after a review of data and evaluation of the program will be |__X_GFF | |

|described to teachers and staff at the opening faculty meeting. These |__X_LA4 | |

|descriptions will be presented by members of the Title I/SIP Committee. The |__X_IDEA | |

|way funds are spent for the 2017-2018 school year reflects the successes and |__X_Title III | |

|refinements needed as a result of the 2016-2017 evaluation. |__X_Other | |

|HOW are the results of the assessment REPORTED to the PARENTS/FAMILIES? |10. BUDGETS used to support this |Item(s) to be purchased to support |

|The information will be relayed to the parents/families at the first |activity: |this activity: |

|parenting event of the next year when the Title I program for the year is |__X_Title I | |

|introduced to the parents/families by members of the Partnership Committee. |__X_GFF | |

|Changes in the Title I program after a review of data and evaluation of the |__X_LA4 | |

|program will be described to parents/families at the first Parent/family |__X_IDEA | |

|information meeting and to community members and others through the school |__X_Title III | |

|website and newsletter. These descriptions will be presented by members of |__X_Other | |

|the Title I/SIP Committee. The way funds are spent for the 2017-2018 school | | |

|year reflects the successes and refinements needed as a result of the | | |

|2016-2017 evaluation. | | |

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 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:

▪ Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:

o Data Triangulation

o 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

▪ Plans for transitioning preschool children to local elementary school programs

▪ Family and community Engagement activities aligned with assessed needs

▪ Evaluation strategies that include methods to measure progress of implementation

▪ Coordination of fiscal resources and analysis of school budget

▪ 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 Date

___________________________________________ _____________

Principal’s Signature Date

___________________________________________ _____________

Chairperson, School Improvement Team Date

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