Lacassine High

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School Improvement Plan



Jeff Davis Parish Template







Submission Date: August 1, 2014


Lacassine High School



Learners Today- Leaders Tomorrow







Each school operating a schoolwide program must include all ten components in their plan.


Ten Components of a Schoolwide Program

Evidence of Component

1.     A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards.

1. Data Analysis template contains five years of percent proficient data including subgroup performance. Additional data includes cohort graduation index, attitudinal data from staff and students, and COMPASS evaluation results.

2. Schoolwide Reform Strategies

2. A strategy for school improvement is a method for achieving the identified objectives. (e.g., using graphic organizers, visual imagery, and summarization).


Strategies are detailed within each Focus Area mentation activities. Activities describe the delivery method of the strategy.

3. Instruction by Highly Qualified Teachers

3. Schools examine percent of teachers highly qualified to determine a course of action, if needed. All paraprofessionals in the district are highly qualified.

4. High quality and ongoing professional development for –

Ø     Teachers

Ø     Principals

Ø     Paraprofessionals

4. Professional development is outlined in the PD section of each Focus Area. Date of PD is indicated along with topic. District provides monthly District PLC meetings, monthly principal PD and two day summer institute on July 28/29.

5. Strategies to attract high-quality highly qualified teachers to high-need schools

5. District plan outlines strategies.

Page 6

6. Strategies to increase parent involvement

6. Family Involvement is denoted in each Focus Area.

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

7. District plan outlines strategies.

Page 5

8.  Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

8. Teachers are included in the School Leadership Teams and School Improvement Teams, as well as members of PLC teams that provide input on the use of academic assessments. Details are included in the PLC Implementation plan and RTI Plan.

9. Activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards are provided effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

9. Benchmarks, intervention groups and progress monitoring procedures are described in school’s RTI Plan.

10. Coordination and integration of Federal, State, and local services and programs


10. Focus Area- Alignment of Resources detail use and coordination of programs funds.




Data Types



Test scores(LEAP, iLEAP, EXPLORE, PLAN, EOC), School letter grades, ACT, Benchmark Assessments, Jeff Davis first and second grade Common Assessments, DIBELS


Classroom Observations, Expulsion/Referrals, Principal Walkthroughs, Lesson Plans, COMPASS


Instructional Staff Survey, Questionnaires (Administrator, Teacher, Student, Parent)


Archival Data (Attendance, Free/Reduced Lunch Percentage, Special Education Percentage)





Jefferson Davis Parish Preschool Transition Plan from Early Childhood Programs to Local Elementary Schools 


Jeff Davis Parish schools will ensure continuity in children’s learning from early childhood settings (Head Start, private Preschools, home, etc) by-

·     coordinating professional development activities of Early Childhood Programs and PreK/Kindergarten teachers in order to align curricula and goals or

·     arranging for early childhood and PreK/Kindergarten teachers/parents to visit each other’s classrooms or

·     having early childhood teachers provide future PreK/Kindergarten teacher with children’s portfolios or written record of their learning during preschool, including TELD-3 (Test of Early Language Development-3) data for SRCL schools.

·     provide transition materials for both Pre-K and Kindergarten to students transitioning to SRCL schools


In an effort to provide the best transition experience possible Jefferson Davis Parish recognizes and articulates the student benefits of a high quality early childhood experience that include:

·     perform better in reading and math throughout the elementary grades, less likely to be held back a grade

·     are less likely to require special education or present discipline problems

·     are more likely to be enthusiastic about school and have good school attendance.



Jefferson Davis Parish recognizes and promotes characteristics consistent among high quality educational programs that have demonstrated significant positive outcomes on measures of children’s academic and social-emotional development in early childhood programs and preschools which are:

·     Clear statement of goals and philosophy with purposeful learning activities and play

·     Coherent Curriculum

·     Instruction that is intentional and frequently direct and explicit with a balance between individual, small group and large group activities

·     Classroom environment where children feel well cared for and safe

·     Teachers frequently checking children’s progress with ongoing assessment inputted to Teaching Strategies GOLD so that instruction may be tailored to the needs of individual children

·     Staff that regularly communicate with parents and caregivers about their children’s education

·     Services that is sufficiently intensive to allow more time for children to benefit from cognitive experiences.



Jefferson Davis Parish recognizes and recommends components of a high quality early childhood education/preschool as provided in ELDS (Early Learning and Development Standards). These include:

·     Approaches to learning

·     Cognitive development and general knowledge

·     Language and literacy development

·     Physical well-being and motor development

·     Social and emotional development



Reference:   Serving Preschool Children under Title I Non-regulatory Guidance: Section B-11

Revised May 2014


Jefferson Davis Teacher Quality Strategies

Recruitment and Retention of Highly Qualified Teachers

Jefferson Davis Parish benefits from a highly stable teaching staff where the vast majority of teachers are certified and highly qualified.  In efforts to maintain low teacher turnover and continue to recruit and retain high quality teachers and paraprofessionals, several district level strategies and activities have been employed.  These district efforts include:

·     Providing a comprehensive Induction Program for beginning teachers and teachers new to the district

·     Competitive salaries to reduce teacher turnover and loss to neighboring districts

·     Central office staff visitation to universities throughout the state to recruit qualified teachers

·     Hosting an annual Job Fair for potential teachers with school administrators and central office personnel at one convenient location

·     Participation in regional activities that provide financial assistance and technical expertise to foster successful completion of the Praxis for teachers not yet fully certified

·     Providing assistance for certified teachers seeking additional add on certifications

·     Assignment of new teachers to exemplary teachers as mentors and providing support and assistance as they progress through the state teacher assessment program

·     Access to technical assistance through school administrators, peer teachers, and central office personnel, and a variety of resources through the Educational Media Center

·     Providing high quality professional development opportunities for all staff

District teachers received additional compensation for completion of an approved and specified staff development activity in addition to the state mandated professional development days.  These two days have been replaced with the opportunity to participate in activities approved by the district.  Teachers receive the stipend at the successful completion of the activity.  Two full days of professional development are made available through the banking of time in addition to two full days of professional development provided teachers during the school year. Teachers within the parish also had the opportunity to participate in high quality professional development activities through release time to attend conferences and re-delivery to peer teachers, professional learning communities and study groups at the school and district level, technology integration through formal INTECH training and informal mini-technology workshops conducted after school, school improvement efforts, and content and grade specific curriculum concepts and standards.


School Year   2013-14

School Percentage

District Percentage

State Percentage

HQ teachers




HQ paraprofessionals






2013-14 School Improvement Action Plan Evaluation- Review your goals and objectives from last year’s Action Plan to complete the evaluation below.


Achieve 80% grade level proficiency in all core subjects

2014 Percent Proficient

Percentage of proficiency above or below goal (indicate with + or -)










Social Studies




2014 Percent Proficient

Percentage of proficiency above or below objective (indicate with + or -)

1.     To increase whole school Math proficiency from 71.4 to 80%









Review the three components of your 2013-14 Action Plan and rate each component using the scale below. Describe successes/challenges.          

Rating Scale

1-     Low Implementation (did not complete activities listed)

2-     Medium Implementation (completed about 50% of activities listed)

3-     High Implementation (completed 100% of activities listed)


Action Plan Components



Professional Development


Teachers understood Compass and Common Core shifts / Understanding importance and diligence of RtI process



Technology, remediation, and interventions were all provided to increase student success / Paraprofessionals are not involved in the PLC process and sharing and analyzing data


Involvement and



Many activities at all grade levels were offered to parents and students / Increase number of families involvement in Math and Literacy Nights



Data Analysis



Step 1: Identify strongest/weakest grade for current year on DIBELS

Compare current year spring percent

·     Strength- grade with greatest % benchmark

·     Weakness- grade with greatest % at risk (intensive)

·     See if fall scores confirm results





Step 1: Strongest/Weakest Grade Level (DIBELS) forCurrent Year/Three Year Trends

2nd grade (93%) / 5th grade (13% growth over 3 year period)

1st grade (75%) / 1st grade (16% decline over 3 year period)





Step 2: Grades 1-2 Only-

Identify strongest/weakest grade level/subject area for the Parish End of Year Assessment for grades one and two.

Compare end of year scores for grades one and two

·     Strength- grade level/subject area with highest percent correct

·     Weakness- grade level/subject area with lowest percent correct

·     Note any trends as strengths or weaknesses




Step 2: Identify strongest/weakest grade level/subject area for End of Year Assessments, grades one and two

2nd grade Math (91.3% Proficient);

2nd grade ELA and Math have increased throughout the year

1st grade ELA (69.2% Proficient); 1st grade ELA and Math have declined



Step 3: Identify strongest/weakest subgroup for current year


·     “Using Whole School pages” compare current subgroups in each subject-whole school, mark highest and lowest subgroup in each subject if the number of students in a subgroup equals or exceeds 10.

·     Look for subgroups which are repeatedly low/high across whole school subject areas




Step 3: Identify strongest/weakestsubgroup for current year


Trend – White in all subject areas

Students with Disabilities and African-American

Trend – ELA Students with Disabilities



Step 4: Identify any grade level strengths/weaknesses

Using the chart below:

·     Beside each grade write the current year % proficient for the subgroup named Grade; if desired, also write the previous year’s %

·     Determine highest and lowest grade for each subject

·     Look for grades which are repeatedly high/low across the subject areas






Social Studies

3rd 82.1


3rd 84.6

3rd 76.9

3rd 64.1

4th 91.5


4th 83.0

4th 91.5

4th 80.9

5th 90.6


5th 81.1

5th 96.2

5th 88.7

6th 81.8


6th 70.5

6th 77.3

6th 81.8

7th 80.0


7th 75.6

7th 82.2

7th 77.8

8th 76.7


8th 60.5

8th 85.7

8th 73.8

HS 83.1 / 61.5


HS 62.0 / 69.6

HS 66.1

HS 56.4





Step 4: Identify any grade level strengths/weaknesses

4th ELA and Science

HS – US History



Step 5: Identify any subject area strengths/weaknesses by grade level

·     Analyze one grade at a time

·     For each subject, highlight Grade % proficient row

·     Mark the highest and lowest percentage for each year

·     Look for subjects repeatedly high/low

·     For high school only- use Table 1- Percent Proficient Trend Data- EoC to look at the differences in percentages of 2014 Excellent- Good and 2013 Excellent-Good. Also compare subject scores to determine subject area strengths and weaknesses





Step 5: Identify any subject areastrengths/weaknesses by grade level

Science (4th, 5th, 7th, 8th grades)

5th – 8th grade Math












Step 6: Compare SPS Assessment Indexes for overall grade levels.





Change from 2013 to 2014

Grades 3-8 overall




High School overall








Step 6: Identify any cohort strengths/weaknesses

2013-2014 4th grade

2013-2014 8th grade


Step 7

Graduation Data  (Grades 8-12 Only) Identify any trends in Graduation data

A. Using table 2 in the data analysis template, look at trends in your cohort graduation rate. 


EXPLORE- PLAN- ACT (Grades 8-12 schools)

B. Using tables 2-3 look for strengths and weaknesses in school EXPLORE, PLAN of ACT scores. Note any subjects of concern from data provided. Determine strengths and weaknesses and list in table below.

C. Using table 4-5, look for strengths and weaknesses in EXPLORE scores by ethnicity/subject area, grade level

D. Using Table 6, look for strengths and weaknesses in PLAN scores by ethnicity/subject area.


Step 7




A. Graduation Data

We are above the state average for Cohort Graduation Rate (72%).

Cohort Graduation Rate is dropping (14% in two years).

B. School EXPLORE-PLAN- ACT scores

PLAN scores have increased over a 4 year period.

9th grade EXPLORE has dropped.

C. EXPLORE total group scores by ethnicity, subject area and grade level


8th grade White English scores

9th grade EXPLORE in all areas

D. PLAN  total group scores by ethnicity and subject area

Science score increased.


Reading and Math scores dropped.


Step 8- Review the Teacher Professional Development Survey Results from your school and list below the top 3-5 areas of need indicated by your faculty

Teacher Professional Development Survey Areas of Need

Strategies for PARCC Achievement

Rigorous Instruction

Common Core State Standards

Writing to Common Core Standards






Step 9- Review the Compass Observation Data from your school and list below the strengths and weaknesses




Step 8: COMPASS Observation Data

Setting Instructional Outcomes

Using Questioning and Discussion





Step 10- Review the 2014 AdvancED Staff Survey and list below the strengths and weaknesses


STRENGTHS-List the questions with the 5 highest average scores

WEAKNESSES- List the questions with the 5 lowest average scores

Step 10: Staff Survey

1.     Our school provides qualified staff members to support student learning.

2.     In our schools, all stake-holders are informed of policies, processes, and procedures related to grading and reporting.

3.     Our school has a continuous improvement process based on data, goals, actions, and measuresfor growth.

4.     Our school provides instructional time and resources to support our school’s goals and priorities.

5.     Our school maintains facilities that contribute to a safe environment.

1.     Our school provides opportunities for students to participate in activities that interest them.

2.     In our school, all school personnel regularly engage families in their children’s learning process.

3.     All teachers in our school regularly use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills.

4.     All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students.

5.     In our school, staff members provide peer coaching to teachers.




Step 11- Review the 2014 AdvancED Student Survey grades 6-12 from your school and list below the strengths and weaknesses


STRENGTHS--List the questions with the 5 highest average scores


WEAKNESSES List the questions with the 5 lowest average scores

Step 11 : Student Survey (grades 6-12)

1.     My school prepares me for success in the next school year.

2.     All my teachers use tests, projects, presentations, and portfolios to check  my understanding of what was taught.

3.     In my school, the principal and teachers have high expectations of me.

4.     All of my teachers fairly grade and evaluate my work.

5.     All of my teachers explain their expectations for learning and behavior so I can be successful.

1.     In my school, students respect the property of others.

2.     In my school, students treat adults with respect.

3.     In my school, students help each other even if they are not friends.

4.     My school considers students’ opinions when planning ways to improve the school.

5.     All of my teachers change their teaching to meet my learning needs.








Step 12- Review the 2014 Title I Parent Survey from your school and list below the strengths and weaknesses




Step 12 : Title I Parent Survey

The school is welcoming.

Parents are aware of the right to know about child’s performance.

Parents are aware of the district parent involvement plan.

Parents are aware of school improvement plan.


Step 13- Review 2012-13 School Report Card to complete answers to Questions A- E. Use findings to identify strengths and weaknesses.


A.  What percent of students scored proficient (K-8 (ADVANCED + MASTERY+ BASIC))        K-8                 ___75___  %       

      What percent of students scored proficient (High School (EXCELLENT + GOOD))            High School    __64____  %



C.   What percent of students earned at least 5 credits by the end of their freshman year?  __95___%


B.   Bonus Points Earned ___8.9__   of 10         Letter Grade __B__



D.   What percent of students earned 120 points? __50___ How does this compare with the state percentage? ___+26%____

Look at top of page for answers to questions E, F

           E.    What percent of students in your school are in Special Education?           _8___ %    

           F.    What percent of students in your school qualify for Free/Reduced lunch? _42___ %

          G.    What strengths and weaknesses have you identified on your 2012-13 School Report Card?


Strengths- Students in 9th grade (95%) earn 6 or more credits. Half of graduates earn 120 points.


Weaknesses- ACT score is 5% below state average.













Step 14: Determine 3-5  major strengths/weaknesses for your school using information from steps 1-13



1.     4th grade Math and Science

1st grade DIBELS

2.     In general, school-wide Science scores are highest subject area in each grade level

School-wide Math scores were weakest among subject area in each grade level

3.     In student survey, students felt their teachers were preparing them academically, differentiating instruction, and grading fairly.

ACT score is below state average


















Action Plan: Goal: Achieve 80% grade level proficiency in all core subjects


Focus Area: Assessment and Curriculum


1.     To increase whole school Math proficiency from 76% to 80%

Align Funds


Professional Development – describe PD related to Assessment and Curriculum (Common Core, Study Island, Benchmarks, Successmaker, Writing, etc.)


·     June 3,4 Teacher Leader Summit

·     June 18 Study Island webinar (site administrators)

·     July 7-25 District Curriculum PD

·     July 14-18 Eureka and ELA state-hosted professional development- Lafayette

·     July 21 Teacher Leaders meeting to discuss redelivering Eureka and ELA state-created materials

·     August 4 (elementary), August 5 (junior high/high school) Study Island student practice training for schools

·     August 6, 7 School Level (Successmaker Training, redeliver Study Island information to faculty)

·     September 2

·     October 2

·     February 18

·     June 25, 26 SDE National Conference Reading, Writing, Math, and More

·     July SWPBIS First Tier Training for committee





Behavioral RTI Plan-All teachers and staff will incorporate SWPBIS guidelines and activities as specified in the SWPBIS Annual Specific Action Plan to improve student behavior through positive reinforcement resulting in increased instructional time for all students from August 2014 to May 2015.

The SWPBIS team will meet monthly to identify, develop, analyze and evaluate discipline data and share the results with teachers at monthly PLC meetings.

Create and implement Student SWPBIS committee.

















Title II - $1,000








Focus Area: Assessment and Curriculum

Align Funds

RTI Plan


Benchmark Instrument- Name and frequency

Intervention Delivery

 (Ex.: strategic- daily 30 minutes)

Progress monitor tool- frequency



DIBELS – 3 times per year

Strategic and intensive – daily 30 minutes

DIBELS probes – every 2 weeks




Name of program

Use of program in RTI

Study Island

6-12 during scheduled 30 minute daily RtI period


Daily 30 minutes for Kindergarten

Read Naturally


Daily 30 minutes for 1-5

How is CAI lab used as an RTI tool? Students are provided individual intervention with Successmaker 7.0, data is maintained by paraprofessionals or teachers in the lab. Classroom teachers instruct students during their lab time using the software as an instructional tool.

Tier I – Classroom instruction includes differentiated instruction, engagement strategies such as Kagan, rigorous lesson design, writing processes, literacy/numeracy strategies, small group instruction relating to Common Core Standards.

Other Activities:

List additional activities:















100 – 37,821

200 – 16,392

Parental Involvement Activities Supporting Assessment and Curriculum:

·     Open House

·     Computer Assisted Lab Open House

·     Monthly Parent Newsletter

·     School website

·     Prime Time Reading








Focus Area: School and Teacher Collaboration


1.     To provide opportunities for teachers to meet on a weekly basis

Align Funds

Professional Development- describe PD related to School and Teacher Collaboration (Engagement, Instructional Strategies, PLC)


·     May 28, 29- Kagan Structures

·     July 7-25

·     July 30-31 New Teacher Induction

·     August 6,7

·     September 2

·     October 2

·     February 18

·     June 16 - PLCs at Work

·     District PLCs













Title 2 - $300


PLC Plan-


Minimum twice monthly

Meeting Format- before, after, job-embedded

Team Types-

Grade, Content, Special, Whole faculty, K-2

Leadership Team Meetings-

Minimum monthly



Twice a month



Once a week






After school






Grade or Content depending on objective



Elaine Comeaux, Dell Deshotel, Christina Fontenot, Frances LeBlanc, Amie Matte, Lucinda Stark, Erin Thibodeaux



Reps for Monthly District PLC

Dell Deshotel, Lucinda Stark, Erin Thibodeaux, Rhoda Corkran, Meggan Marcotte, Christi Natali, Christi Fontenot, Frances LeBlanc















Focus Area: School and Teacher Collaboration


Align Funds

PLC Plan Continued:

Format of Teacher-Led Meetings

Review norms

Brief review of prior meeting’s notes to recall work completed and current purpose

Preview day’s agenda

Collaborate on task

Complete log (determine future agenda and roles for next meeting)


Types of work to be done

Create norms; determine a long-term goal and periodic short-term goals; develop a guaranteed and viable curriculum; plan units; determine, schedule, administer, and analyze common assessments to know if students are learning the curriculum and progress and goals; develop a plan of action based on assessment results


School Contact for support and monitoring



Other Activities:


Parental Involvement Activities Supporting School and Teacher Collaboration:

·     Parent Volunteers

·     Leadership/School Improvement teams

·     Parent/teacher organizations










             Leadership Team Members: Laura Boggs, Christina Fontenot, Cathy Guillory, Lisa Hebert, France LeBlanc, Cynthia LeLeaux, Monica Walker


                School Improvement Team: Christina Fontenot, Frances LeBlanc, Meggan Marcotte






Focus Area: College and Career Ready


1.     To prepare students to be successful in post-secondary college and careers



Professional Development- describe PD related to College and Career Ready (Pre-K, Vocational, Career- Tech)

·     May 30- Pre-K Class Training

·     July 7-25

·     August 6, 7

·     September 2

·     October 2

·     February 18

·     Other Professional Development



PreK- Monthly parent activities


Career Planning- Parish Career Fair for juniors and seniors, Counselor lessons, Eighth grade career exploration; Instrumentation and Pipefitting classes at SOWELA


What opportunities are Jr. High students given to earn high school credit? Intro to BCA, Journey to Careers, Health Education


Other  Activities:




Parental Involvement Activities supporting College and Career Ready:

·     Student conferences on career planning

·     Financial Aid workshops



Po Box 50