Bayou Blue Elementary School

Lafourche Parish School District

Developing Life Long Learners

Title I School-wide Plan 2020-21

Bayou Blue Elementary

School Address

Tina Guidry

985-879-4378

tguidry@mylpsd.com

 

Element 1: Comprehensive Needs Assessment

The needs assessment is critical to developing a school-wide program. The needs assessment reveals the priority areas in which the program will focus. The needs assessment guides the development of the comprehensive school-wide plan, suggests benchmarks for its evaluation, and as such, is closely linked to all aspects of school-wide program implementation. The comprehensive needs assessment is based on academic information about all students in the school, including at risk students; students from diverse racial and ethnic groups; students with disabilities; English Language Learners (ELs) and migrant students.

School Leadership Team

Administrator	Tina Guidry	Parent
Administrator	Tammy Guidry	Parent
Teacher	Cassidy Dryden	Other	Denise Phillpott
Teacher	Rebecca Luke	Teacher	Andrea Rogers
Teacher	Cindy Leboeuf	Teacher	Regina Walker

 

Faculty and Staff

Name	Position (Teachers and Paras)	Grade Level and Subject
Rachelle Martin	Teacher	Pre K
Dina Gillies	Teacher	Pre K
Tonya Clause	Teacher	Pre K
Melissa Jerstad	Teacher	Pre K
Veronica Foret	Teacher	Kindergarten
Rebecca Luke	Teacher	Kindergarten- ELA
Jessica Babin	Teacher	Kindergarten- Math
Jenny Harrelson	Teacher	Kindergarten
Cassie Galland	Teacher	Kindergarten

Faculty and Staff cont.

Name	Position (Teachers and Paras)	Grade Level and Subject
Cindy Lebeouf	Teacher	First Grade-ELA
Adrianne Landry	Teacher	First Grade- Math
April Loupe	Teacher	First Grade- ELA
Heidi Pitre	Teacher	First Grade- ELA
Alice Gregory	Teacher	First Grade- Math
Tai Holacka	Teacher	First Grade- Math
Cassidy Dryden	Teacher	Second Grade
Rubylin Forbes	Teacher	Second Grade
Jessica Ledet	Teacher	Second Grade- Math
Renee Himel	Teacher	Second Grade
Rhyannon Thibodaux	Teacher	Second Grade- ELA
Danielle Adams	Teacher	Special Education
Reginia Thomas	Teacher	Special Education
Anica Madderra	Teacher	Special Education
Andrea Rogers	Teacher	Enrichment/Intervention
Carla Cartier	Teacher	French
Celine Annerose	Teacher	French
Hollie Crabtree	Teacher	Second Grade
Denise Phillpott	Counselor
Cheryl Gagneaux	Teacher	Playgroup
Shana Daigle	Teacher	Speech
Jackie Lirette	Teacher	Speech
Danielle Olivier	Nurse
Kelly Adams	Para	Kindergarten Sped.
Kelly Pellegrin	Para	First Grade Sped.
Melissa Blanchard	Para	Kindergarten Sped.
Spring Applequist	Para	Second Grade Sped.
Holly Fournier	Para	Second Grade Sped.
Kim Hoffpauir	Para	Pre K
Dorothy Plaisance	Para	Pre K
Brandy Guidry	Para	Pre K
Sunni Gaudet	Para	Pre K

 

Student Demographic Data

 

Student Information:  List the number of students in each area

Total At School	St w/ Disabilities	Gifted and Talented	504	EL	Homeless	Migrant	Indian Ed
495	27	1	25	21	34	1	41

 

Subgroups:

Gender		Ethnicity
Male	Female	White	Black	Hispanic	Am. Indian	Asian	Native Hawaiian/Pacific Islander	Two or More Races
241	254	320	30	47	34	2	1	62

 

 

Lafourche Parish Public School System District Vision Statement

Vision: Lafourche Parish Schools are committed to helping ALL students become lifelong learners, realize their full potential, appreciate the relevance of their education, and become empowered for success.

School Vision and Mission Statement

Vision: To provide all students with a quality education that will lead to academic success.

 

          Mission: Bayou Blue Elementary will prepare all students for academic success.

 

 

 

Element 4: Student Opportunities

The evaluation of postsecondary education and the workforce is noted as a consideration when developing activities for improvement in the school-wide plan. Preparation for and awareness of opportunities for postsecondary education credit while still in high school (such as advanced placement, industry based, dual or concurrent enrollment, or early college high schools), are all worthy of consideration when addressing the needs of all students, particularly at risk students.

Goals

          State of Louisiana Critical Goals:  Louisiana Students will:

                   CG1.   Enter Kindergarten ready to learn.

                   CG2.   Be literate by 3^rd grade.

                   CG3.   Arrive in 4^th grade on time.

                   CG4.   Perform adequately in the area of English Language Arts by 8^th grade.

                   CG5.   Have necessary numeracy skills by 8^th grade.

                   CG6.   Graduate on Time.

                   CG7.   Enroll in post-secondary institution or workforce ready.

                   CG8.   Achieve these goals regardless of race or class.

 

School Goals:

 

1. Kindergarten- 2^nd grade (ELA Fluency) 80% of our students will maintain an average of 75% on the K-2 High Frequency Word Unit List.
2. Kindergarten-2^nd grade (ELA Comprehension) 75% of our students will maintain an average of 75% on the ELA District Assessments.
3. Kindergarten-2^nd (Math Fluency) 80% of our students will maintain an average of 75% on the K-2 Fluency Assessments.
4. Kindergarten-2^nd (Math District Assessments) 75% of our students will maintain an average of 75% on the Kindergarten Math District Assessments.

    

5. First and Second Grade (District Math Assessments) 80% of our students will maintain an average of 75% or higher.
6. First and Second Grade (District Reading Assessments) 80% of our students will maintain an average of 75% or higher.

 

Implementing a School-wide Program as defined in the USDOE Non-Regulatory Guidance, SUPPORTING SCHOOL REFORM BY LEVERAGING FEDERAL FUNDS IN A SCHOOLWIDE PROGRAM  (pg. 3-4 and 7-8)

There are three required components of a schoolwide program that are essential to effective implementation:  conducting a comprehensive needs assessment, preparing a comprehensive schoolwide plan, and annually reviewing and revising, as necessary, the schoolwide plan.

• Conducting a comprehensive needs assessment.  To ensure that a school’s comprehensive plan best serves the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards, the school must conduct a comprehensive needs assessment.  (ESEA section 1114(b)(6)).  Through the needs assessment, a school must consult with a broad range of stakeholders, including parents, school staff, and others in the community, and examine relevant academic achievement data to understand students’ most pressing needs and other root causes.  (ESEA section 1114(b)(2); 34 C.F.R. ß 200.26(a).  Where necessary, a school should attempt to engage in interviews, focus groups, or surveys, as well as review data on students, educators, and schools to gain a better understanding of the root causes of the identified needs.
• Preparing a comprehensive schoolwide plan that describes how the school will improve academic achievement throughout the school, but particularly for the lowest-achieving students, by addressing the needs identified in the comprehensive needs assessment.  (ESEA section 1114(b)(7)).  The schoolwide plan must include a description of how the strategies the school will be implementing will provide opportunities and address the learning needs of all students in the school, particularly the needs of the lowest-achieving students (ESEA section 1114(b)(7)(A)(i), (iii)).  The plan must also contain descriptions of how the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education.  (ESEA section 1114(b)(7)(A)(ii)).  To ensure that the plan results in progress toward addressing the needs of the school, the plan should include benchmarks for the evaluation of program results.  This plan may be integrated into an existing improvement plan.
• Annually evaluating the schoolwide plan, using data from the State’s assessments, other student performance data, and perception data to determine if the schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement, particularly for the lowest-achieving students.  Schools must annually revise the plan, as necessary, based on student needs and the results of the evaluation to ensure continuous improvement.  (ESEA section 1114(b)(3); 34 C.F.R. ß 200.26(c)).

Safeguarding the Interests of Historically Underserved Populations

 

Although a school may use Title I funds to serve all students in a schoolwide program, there are protections to ensure that low-achieving students and historically underserved populations of students do not get ignored.

• The very purpose of a schoolwide program is to upgrade the entire educational program of the school in order to raise the achievement of the lowest-achieving students. (ESEA section 1114).

   

• A comprehensive schoolwide plan must include strategies for —

  meeting the educational needs of all students, including each subgroup of students defined in section 1111(c)(2) (economically disadvantaged students; students from major racial and ethnic groups; children with disabilities; and English learners). (ESEA section 1114(b)(7)(A)(i)); and

   

• addressing the needs of all students but particularly the needs of students who are failing, or are at risk of failing, to meet the challenging State academic standards. (ESEA section 1114(b)(6), (7)(A)(iii).

   

• An LEA operating a schoolwide program must comply with all Federal civil rights laws that prohibit discrimination based on race, color, national origin, sex, disability, and age. These laws include Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Title II of the Americans with Disabilities Act, the Equal Educational Opportunities Act (EEOA), Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. In addition, LEAs must comply with the requirements under the IDEA with respect to children with disabilities. (ESEA sections 1114(a)(3)(B), 8306(a)(1)).3

   

• An LEA must ensure that each schoolwide program school receives funds from non-Federal sources to provide services that are required by law for students with disabilities and English learners before using Title I funds in the school. (ESEA section 1114(a)(2)(B)).

   

• If a schoolwide program school consolidates Federal funds, it must maintain records that demonstrate that it meets the intent and purposes of each Federal program whose funds it consolidates. (ESEA section 1114(a)(3)(C)).

   

• Before a schoolwide program school may consolidate Title I, Part C Migrant Education Program (MEP) funds, it must, in consultation with migrant parents, an organization representing those parents, or both, first meet the unique educational needs of migrant students that result from the effects of their migratory lifestyle, and those other needs that are necessary to permit these students to participate effectively in school. The school also must document that these needs have been met. (ESEA section 1306(b)(4); 34 C.F.R. § 200.29(c)(1)).

   

• Before a schoolwide program school may consolidate Title VI, Part A, Subpart 1 Indian education formula funds to LEAs, the LEA’s Indian committee, composed of parents and family members of Indian children, representatives of Indian tribes on Indian lands located within 50 miles of a school that has Indian students, teachers, and if appropriate, high school students, must approve the inclusion of those funds and the LEA must identify how the consolidation of those funds will produce benefits to Indian students that would not be achieved if the funds were not used in a schoolwide program. (ESEA section 6115(c)).

 

Part A.  ESSA Required Components of A Title I School Wide Program and Plan

Program Categories	ESSA Component Requirements of Title I Schoolwide Program	Title I Documentation
Comprehensive Plan	Component 1 §1114(b)(1) An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act) that: is developed during a 1 year period unless…. The local educational agency determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program; or The school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provision of this section;	Bayou Blue Elementary Title I School wide Plan
Include All Stakeholders in development of Title I Schoolwide Plan	Component 2 §1114(b)(2) The schoolwide plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determine by the school;	Signature Page
District Monitoring of Title I Schoolwide Plan	Component 3 §1114(b)(3) The schoolwide plan remains in effect for the duration of the school’s participation under this part, except the plan and its implementation shall be regularly monitored and revised as necessary based on students’ needs to ensure that all students are provided opportunities to meet the challenging State academic standards;	Mid and EOY District Monitoring
Access to the Title I SchoolwidePlan	Component 4 §1114(b)(4) The schoolwide plan is available to the local education agency, parents and the public and the information contained in such plan shall be in an understandable and uniform format, and to the extent practicable, provided in a language that the parents can understand; and	School Website, hard copy in front, District Website
Coordination of Services	Component 5 §1114(b)(5) The schoolwide plan, if appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start Programs, adult education programs, career and technical programs and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 111(d);	Action Plan and Budgets
Comprehensive Needs Assessment	Component 6 §1114(b)(6): A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.	Principal’s Report Card, Principal Profile Sheets, District Assessment Data, STAR Benchmark, Parent and Teacher Surveys
ESS Components	ESSA Component Requirements of Title I Schoolwide Plan
Reform Strategies	Component 7 §1114(b)(7)(A)(i): The schoolwide plan activities include a description of: Schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2) to meet the challenging state academic standards.	Action Plan Goals 1 & 2
Intervention and Enrichment	·§1114(b)(7)(ii): Schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.	Action Plan Goals 1 & 2
Activities that address the needs of at risk Students     Culture and Climate         High School (N/A)                 RTI (Monitoring of Student data and performance)       Professional Development         Pre-K Transition	·§1114(b)(7)(iii): Schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include— Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas; Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools); Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.	Action Plan Goals 1, 2 & 3
Parent and Family Engagement	·§1116: Each School-wide plan must: Provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the local educational agency in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employees, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education; Coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State, and local laws and programs; Conduct, with the meaningful involvement of parents and family members, an annual evaluation for the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying – Barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background); The needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and Strategies to support successful school and family interactions; Use the findings of such evaluation in subparagraph to design evidence-based strategies for more effective parental involvement, and to revise if necessary, the parent and family engagement policies described in this section; and Involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.	Action Plan Goal 3

 

 

 

 

 

Part B. Comprehensive Needs Assessment

 

State Assessment Data: https://louisianaschools.com/schools/29001#about-our-school

 

Other Student Performance Data:

Google Sheets for 17-18 District Assessments: See Google Sheets

19-20 STAR Benchmark Report per grade level

Math STAR summary report 19-20.pdf      

Reading Summary Report 19-20.pdf

Perception Data:

                             Parent Surveys:  See Google Sheet on Google sites

 Teacher Surveys:  See Google Sheet on Google sites

 

Subgroup	Intervention Label

 

 

Part B (cont.)         State Assessment and Other Performance Data

Summary of Data Collection:

Areas of Strength
Strengths		Data Source
1	ELA.K.RL.4 Ask and answer questions about unknown words in a text	Star Early Lit
2	ELA.K.RL.5 Recognize common types of texts (e.g., storybooks, poems).	Star Early Lit
3	ELA.1.RI.2 Identify the main topic and retell key details of a text.	Star Reading
4	ELA.1.RF.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).	Star Reading
5	ELA.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	Star Reading
6	ELA.2.RL.3 Describe how characters in a story respond to major events and challenges.	Star Reading
7	1.NBT.B.2.a 10 can be thought of as a bundle of ten ones-called a "ten."	Star Math
8	1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.	Star Math
9	2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers	Star Math
10	2.NBT.A.1.a 100 can be thought of as a bundle of ten tens-called a "hundred."	Star Math
Areas of Improvement
Weaknesses		Data Source
1	ELA.K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.	Star Early Lit
2	ELA.K.RL.2 With prompting and support, retell familiar stories, including key details.	Star Early Lit
3	ELA.1.RL.2a Retell stories, including key details.	Star Reading
4	ELA.1.RL.2b Recognize and understand the central message or lesson.	Star Reading
5	ELA.2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.	Star Reading
6	ELA.2.RL.4 Describe how words and phrases supply rhythm and meaning in a poem or song; determine the meaning of words and phrases as they are used in a text.	Star Reading
7	1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem)	Star Math
8	1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.	Star Math
9	2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.	Star Math
10	2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.	Star Math

Summary of Subgroup Data:

Areas of Strength
Strengths		Data Source
1
2
3
Areas of Improvement
Weaknesses		Data Source
1
2
3

 

Part B (cont.)         Perception Data (Survey Data)

Summary of Survey Data:

Strengths
Parent Survey		Teacher Survey
1	Adults are respectful to students.	At my school, I feel safe.
2	Teachers encourage students to improve, no matter how successful they are.	Teachers clearly communicate student academic expectations.
3	My child’s school holds parent workshops which offer parents resources to improve student learning.	Administrators are respectful to teachers.
4	I feel like I am a valued part of my child’s school.	My school keeps parents well informed about school activities.
5	My child’s school uses a variety of communication methods including a school website and Facebook to keep me well informed about school activities.	Teachers believe all students can succeed.
Weaknesses
Parent Survey		Teacher Survey
1	Student behavior is not disruptive to student learning.	Student behavior is not disruptive to student learning.
2	Students are offered many opportunities for extra-curricular activities.	Students are offered many opportunities for extra-curricular activities.
3		Students are well-behaved.
4		Students are respectful to adults.
5		Communication is good between Administration and School Personnel.

 

Part B (cont.) Summary of State Assessment Data, Other Performance Data and Perception Data  

Prioritized Needs

Prioritized Student Performance Needs
Priority	Student Performance Needed	Subject Area	Grade Level Focus for __________________
1	Foundational Skills	ELA	Pre-K- 2
2	Know and apply grade level phonics	ELA	K
3	Read with sufficient accuracy and fluency to support comprehension	ELA	1-2
4	Retell stories, including key details, and demonstrate understanding of the central message or lesson	ELA	K-2
5	Understand addition and subtraction	Math	K
6	Understand place value	Math	1-2
7	Word Problems	Math	1-2

 

 

 

 

 

 

Element 5: Tiered Intervention

Implementation of a schoolwide tiered model to prevent and address behavior issues is supported in ESSA as a means of helping students achieve academic success. In addition, early intervening services, coordinated with similar activities and services under IDEA, are supported as well. Tiered behavior intervention and early intervening services are proactive ways of having procedures in place to address these topics at the school level.

Total ISS 11

Total OSS 0

Total Alt Site 0

Total of All 11

 

 

 

 

 

 

 

Element 6: Professional Development

Under ESSA, professional development activities must minimally be designed to improve instruction, provide opportunities for teachers to utilize assessment data to drive decision making, and focus on the retention and recruitment of effective teachers in high-need subject areas. Professional development activities should continue to be: high-quality, sustainable, replicable, and included opportunities for job-embedded replication at the school level.

Lafourche Parish School District embeds district wide Professional Development days in their school calendar. For 2019-20, those dates are August 5-6, September 3, October 15, and January 21. All school personnel participate in meaningful opportunities based on district/school needs. Sign in sheets and agendas are kept on file to maintain a record of Professional Development activities and participants.

Schoolwide Professional Development: Can add any additional school specific information (optional)

 

 

 

 

 

 

 

 

 

Element 7: Early Childhood Transition

Early childhood transition plans assist preschool children in the transition from early childhood programs, such as Head Start, daycare centers, or a state-run preschool program, to local elementary school programs. Plans for early childhood transition should be seamless, and without interruption. Sensitivity to cultural diversity in strategies, activities, and assessment tools should be included in the early childhood transition strategies. Also, plans for the evaluation of effective implementation should be in place.

ESSA Required Transition Activities

Select all that apply:

___x___ Pre-School to Kindergarten

_____ Elementary to Middle School

______Middle School to High School

 

Action Steps	Persons Responsible	Target Date(s) Timelines	Funding Source(s)	Documentation
Transitional Activity:   The Pre-K teachers help with the transition for the next school year by bringing their students into the Kindergarten hallway and classrooms and allowing them to see and talk to the teachers.   The 2nd grade students will take a trip to BBUES in which they will allow them to tour the school as well as give them an orientation.	Pre-K Teachers/students     2nd Grade Teachers	May       May	GF       GF	May have to do virtually     Bus trip forms

 

 

 

 

 

Element 2: Strategies for Improvement

Schoolwide strategies are essential to the schoolwide planning process. Using the information from the comprehensive needs assessment, the schoolwide plan must describe the strategies the school will implement to address its needs, including a description of how the strategies will:

1. Provide opportunities for all children including each subgroup of students, to meet state standards,
2. use effective methods and instructional strategies that strengthen the academic program,
3. increase the amount and quality of learning time and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education, and
4. include strategies to address the needs of all children in the school, but particularly the needs of children at risk of not meeting the state standards.

 

Element 3: Student Support Services

ESSA considers the integration of direct and support services as a means of helping at risk students meet state standards. Similarly, but more student specific in nature, services and supports are readily provided under the Individuals with Disabilities Education Act (IDEA) as part of receiving a free appropriate public education. Under new ESSA requirements, counseling services, mental health programs, specialized instructional support services, and mentoring services should be considered and made available to students if the need is present in the comprehensive needs assessment results.

 

Element 8: Supplement not Supplant

To demonstrate compliance, the LEA must demonstrate that the methodology used to allocate State and local funds to each Title I school ensures the school receives all of the State and local funding it would otherwise receive if it were not receiving the Title I funds. The new ESSA requirement went into effect December 15, 2017. No LEA shall be required to:

• identify individual costs or services as supplemental; or provide services through a particular instructional method or setting to demonstrate compliance. The Secretary may not prescribe the specific methodology a LEA uses to allocate State and local funds to each Title I school.

   

  Part C.  Plan of Action

  Content Area: ELA

   

  Goal 1

  80% of the students will score 75% or above on the ELA Common District Assessments

   

  Evidence Based Strategy(ies)

  ☒Initial Screening and Benchmark Assessment             ☒ RTI                  ☐ Before/After School tutoring

  ☐ Extended Learning for At-Risk During the School day                            ☐Quarterly Progress Monitoring                                ☒PLC’s/Clusters                                                             ☒Cross Curricula Collaboration

  ☒Core Content Alignment with Standards and Assessments

  ☒Literacy and Writing Across the Curriculum               ☐Summarization Strategies Across the Curriculum

  ☒Graphic Organizers in Core Content Areas                  ☐Enrichment Activities for Advanced  Learners   

  ☐Quarterly Parent Conferences                                    ☒Kagan/Engagement Strategies

  ☐Other (Specify)_______

  ☐Other(Specify) _________

  Action Steps

  Persons Responsible

  Target Date(s) Timelines

  Funding Source(s)

  Documentation

  1.

  Curriculum and Instruction:

  ·         Core Teachers

  o    Lesson Plans will include differentiation to address the individual needs of all students including subgroups of students for whole group and small group instruction.

  o    Tier I Core Classroom Instruction - will provide differentiated instruction for high, average, at-risk, subgroups of students including economically disadvantaged, EL, Migrant, Homeless, Indian Ed, Foster Care, and 504, & 1508 students based on individual needs in ELA through whole group instruction, small group instruction, guided reading, enrichment, & interventions

  ·         Title I Interventionists

  o    will provide differentiated instruction for at-risk students, including economically disadvantaged, EL, Migrant, Homeless, Indian Ed, Foster Care, and 504, & 1508 students based on individual needs in ELA through small group instruction, & interventions targeting reading comprehension & fluency

  o    Tutor/Enrichment/Intervention Teacher/Para - tutoring, intervention, and/or enrichment will be provided based on the students’ needs.  Intervention Prescription Sheets will be utilized to ensure alignment with the CORE Classroom 

  ·         Instructional Materials

  o    CKLA Skills

  o    CKLA Knowledge

  o    IReady

  ·         Instructional Programs

  o     AR

  o    Project Read

  o    Smarty Ants

  o    IReady

  o    Imagine Learning

  o    DIBELS

  Classroom Teachers and Administrators

   

   

   

  Classroom Teachers/Paras

   

   

   

   

   

   

   

   

  Interventionist

   

  ongoing

  Title I and General Fund

  Lesson Plans,

  RTI Documentation sheets, SBLC logs, Parent Communication logs, Fluency drills

   

   

   

   

   

   

   

   

   

   

   

   

   

  Observations

   

   

   

   

  2.

  Monitoring of Student Data and Performance: Students are identified through Star Testing and recent test scores. Tier II students are progressed monitored every 2 weeks with cold reads and star reading. Tier III students are progress monitored weekly with cold reads and Star Reading.

  RTI every 4 ½ and 9 weeks with parental contact on D’s and F’s in core subjects.

  SBLC as needed through the RTI process.

   

  RTI & SBLC Chair, Administrator Counselor, Interventionists, All teachers

  Aug. 2020- May 2021

   

  Lesson plans, Program Reports, RTI Documentation sheets, SBLC logs, Parent communication logs

  3.

  Programs/Technology:

   Star Reading, Accelerated Reader, Smarty Ants, IReady, Project Read, Imagine Learning

  Admin., All teachers, Title I paras, and Interventionists

  Aug. 2020-May 2021

  Title I and General Fund

  Program Reports, Lesson Plans, RTI documentation sheets, SBLC logs, Parent communication logs

  4.

  Professional/Staff Development: (PLC’s, Clusters)

  Leadership Team will provide PD on Lesson Planning, student engagement, literacy strategies, questioning, technology and classroom management to ensure that instruction is effective and programs are implemented correctly and with fidelity in order to increase student achievement during PLC’s on a weekly basis and on designated District PD days.

   

  Leadership Team and Administrators

  weekly

  Title I and General Fund

  Agendas and Sign in Sheets

  5.

  Parental and Family Engagement (Academic):

   

  ·         Annual School Report Card Meeting and Parents Guide to Understanding State Assessment Results will be held once the report card is released. 

  ·         Parents & students will participate in quarterly Title I Parental Engagement activities such as grandparent bingo, Eureka math homework help, and study tips) Parents will be provided with resources such as websites to assist them in helping their child in reading and math etc.)  

  ·         Parents will receive monthly newsletters & calendars.

  ·         Teachers will conduct parent/teacher conferences.

  ·         The school website and Facebook will have up to date information to keep parents abreast of school news.

   

  FE Contact person, Admin., Parents

  Ongoing

  Title I and General Fund

  Agendas, Sign in sheets, Website, Facebook page, Calendars

   

   

   

   

   

   

   

   

   

   

   

   

  Content Area: Math

   

  Goal 2

  80% of the students will maintain a 75% or above on Math Common District Assessments.

   

  Evidence Based Strategy(ies)

  ☒Initial Screening and Benchmark Assessment             ☒ RTI                  ☐ Before/After School tutoring

  ☐ Extended Learning for At-Risk During the School day                            ☒Quarterly Progress Monitoring                                ☒PLC’s/Clusters                                                             ☐Cross Curricula Collaboration

  ☒Core Content Alignment with Standards and Assessments

  ☐Literacy and Writing Across the Curriculum               ☐Summarization Strategies Across the Curriculum

  ☒Graphic Organizers in Core Content Areas                  ☒Enrichment Activities for Advanced  Learners  

  ☐Quarterly Parent Conferences                                    ☐Other (Specify)_______

  ☐Other(Specify) _________                                       ☒Kagan/Engagement Strategies

   

   

   

   

  Action Steps

  Persons Responsible

  Target Date(s) Timelines

  Funding Source(s)

  Documentation

  1.

  Curriculum and Instruction:

  ·         Core Teachers

  o    Lesson Plans will include differentiation to address the individual needs of all students including subgroups of students for whole group and small group instruction.

  o    Tier I Core Classroom Instruction - will provide differentiated instruction for high, average, at-risk, subgroups of students including economically disadvantaged, EL, Migrant, Homeless, Indian Ed, Foster Care, and 504, & 1508 students based on individual needs in Math through whole group instruction, small group instruction, AM, enrichment, & interventions

  ·         Title I Interventionists

  o    will provide differentiated instruction for at-risk students, including economically disadvantaged, EL, Migrant, Homeless, Indian Ed, Foster Care, and 504, & 1508 students students based on individual needs in Math through small group instruction, & interventions targeting skill defecits & fluency

  o    Tutor/Enrichment/Intervention Teacher/Para - tutoring, intervention, and/or enrichment will be provided based on the students’ needs.  Intervention Prescription Sheets will be utilized to ensure alignment with the CORE Classroom 

  ·         Instructional Materials

  o    Eureka math Materials of Instruction (Book, Workbook, Online Tools)

  o    Differentiated Lessons in the Eureka Manuals

  ·         Instructional Programs

  o    Imagine Learning

  o    IReady

  o    Zearn

  Admin., All teachers, Title I paras, Interventionists

  Ongoing

  Title I and General Fund

  Lesson Plans, RTI documentation sheets, SBLC logs, Parent communication logs

  2.

  Monitoring of Student Data and Performance:

  ·         Weekly PLC’s to analyze student performance on CDA’s

  ·         Progress monitoring of Tier 2 and Tier 3 students every other week

  ·         Math fluency

  ·         RTI every 4 ½ and 9 weeks with parental contact

  ·         SBLC as needed through RTI process

   

  RTI Chair, SBLC Chair, Admin., All teachers, Title I paras, and Interventionists

  Ongoing

  Title I and General Fund

   

  3.

  Programs/Technology:

  ·         IReady, Imagine Learning, ZEARN

  Teachers

  Ongoing

  Title I and Gen. Fund

  Reports

  4.

  Professional/Staff Development: (PLC’s, Clusters)

  Leadership Team and Administrators will provide PD on data analysis, lesson planning, aligned instruction and assessments, math strategies, classroom management, student engagement, questioning, and technology to ensure that instruction is effective and programs are implemented correctly and with fidelity in order to increase student achievement during PLC’s on a weekly basis.

  Leadership Team

   

   

  Sign in sheets

  5.

  Parental and Family Engagement (Academic):

   

  ·         Annual School Report Card Meeting and Parents Guide to Understanding State Assessment Results will be held once the report card is released. 

  ·         Parents & students will participate in Quarterly Title I Parental Engagement Activities such as make and take activities, technology support, and homework help.

  ·         Parents will receive monthly newsletters & calendars.

  ·         Teachers will conduct parent/teacher conferences.

  ·         The school website and Facebook page will have up to date information to keep parents abreast of school news.

   

  FE Contact Person, Admin., Parents

  Ongoing

  Title I and General Fund

  Agendas, Sign In sheets, calendars, and website

   

   

  Culture and Climate

   

  Goal 3

  Bayou Blue Elementary will build a positive culture and climate by creating a school environment that is positive, welcoming, friendly, safe and orderly.

  Evidence Based Strategy(ies)

  ☒ PBIS                                                 ☒Kagan/Engagement Strategies

  ☒RTI

  ☐Other (Specify)____________

  Action Steps

  Persons Responsible

  Target Date(s) Timelines

  Funding Source(s)

  Documentation

  1.

  Parent and Family Engagement Activities

  o    Virtual Open House and Teacher Meet and Greet

  o    Student of the Month Recognition

  o    Homework Assistance with Google Classroom

  o    Take and Make activities

  Administration, Staff, Parents

  Ongoing

  TI

  Virtual Attendance, Facebook and Website posts

  2.

  PBIS

  o    Classroom behavior system to manage major and minor behaviors

  o    School Counselor referral and referrals to manage major behaviors

  o    Monthly rewards with increasing criteria throughout the year

  o    Monthly meetings conducted to review discipline data and plan PBIS rewards

   

  Admin., PBIS Chair, All Staff

  Ongoing

  GF

  Meeting records, behavior calendars, reward schedules

  3.

  Strategies in the Classroom

  o    Kagan Strategies

   

  All staff

  Ongoing

  GF

  Classroom observations

   

   

  Part D. District Assurance

• I hereby certify that this plan is 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 this plan.
• I hereby certify that this plan contains the required components as mandated by the Every Student Succeeds Act.
  • Component 1 §1114(b)(1) An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act that
    • is developed during a 1 year period unless….
      • The local educational agency determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program; or
      • The school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provision of this section;
  • Component 2 §1114(b)(2) The schoolwide plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determine by the school;
  • Component 3 §1114(b)(3) The schoolwide plan remains in effect for the duration of the school’s participation under this part, except the plan and its implementation shall be regularly monitored and revised as necessary based on students needs to ensure that all students are provided opportunities to meet the challenging State academic standards;
  • Component 4 §1114(b)(4) The schoolwide plan is available to the local education agency, parents and the public and the information contained in such plan shall be in an understandable and uniform format, and to the extent practicable, provided in a language that the parents can understand; and 
  • Component 5 §1114(b)(5) The schoolwide plan, if appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start Programs, adult education programs, career and technical programs and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 111(d);
  • Component 6 §1114(b)(6):  A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.  

   

   

   

  • Component 7 §1114(b)(7)(A)(i): The schoolwide plan activities include a description of: 
    • Schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2) to meet the challenging state academic standards.
    • §§1114(b)(7)(ii):  Schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.
    • §§1114(b)(7)(iii):  Schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

• Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
• Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
• Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities  Education Act (20 U.S.C. 1400 et seq.);
• Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
• Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.

 

_________________________________________                                                                           __________________________________________

Federal Programs Supervisor’s Signature                                                                                               Principal’s Signature

_________________________________________                                                                           __________________________________________

ESSA Compliance Executive Coordinator’s Signature                                                                         School Leadership Team Chairperson’s Signature

 

 

 

Part E.  Title I and Parental and Family Engagement Budget