EJHS 2024 - 2025 School Improvement Plan

Vision Statement: The St. Landry Parish School Board will promote excellence in education for all citizens.

Mission Statement: The mission of the St. Landry Parish School Board is to ensure high-quality instruction while working collaboratively with families and communities to maximize every student's potential.

core values

Priorities

Student Achievement: We will ensure every child maximizes their education and personal potential by supporting families and students from cradle to career

Exemplary Customer Service: We will provide all stakeholders with caring, responsive, and inclusive experiences with the district.

Operational Excellence: We will be responsible stewards of community resources for the achievement of district priorities.

Employee Development: We will develop and provide opportunities for all employees in ways that help them grow and feel valued.

School Vision & Mission

Vision Statement:

Eunice Junior High School will promote excellence in education for ALL students.

Mission Statement:

The mission of Eunice Junior High School is to provide a highly aligned instructional system in a safe and orderly environment to promote academic achievement and social and emotional growth for ALL students.

Insert school logo here.

District Assurance

The plan was developed with the involvement of parents and other community stakeholders.
The plan was initially developed during a one-year period, unless the LEA, in consultation with the school, determined that less time was needed to develop and implement a schoolwide plan.
The plan will remain in effect for the duration of the school’s participation in Title I, except that the school will regularly monitor and revise the plan as necessary
The plan is available to the LEA, parents, and the public in an understandable and uniform format.
Where appropriate, the plan was developed in coordination with other federal, state, and local services, resources, and programs, and where applicable, consistent with Comprehensive Intervention Required (CIR) or Urgent Intervention Required (UIR) activities.

(Component 1): Comprehensive Needs Assessment

(Component 2): Evidence-Based Strategies

(Component 3): High Quality and On-going Professional Development

(Component 4): Strategies to Increase Parent and Family Engagement

(Component 5): Early Childhood Transition

(Component 6): Teachers Participate in Decision

(Component 7): Timely Assistance and Interventions

(Component 8): Coordination and Integration of Federal, State, and Local Services and Programs

(Component 9): Teacher Recruitment and Retention

I further certify that the information in this assurance is true and correct to the best of my knowledge.

Principal	Date
Principal Supervisor	Date

CONTACT INFORMATION

School-wide School Improvement Chairperson: Westley Vidrine

School-wide School Improvement Committee Members

(Representatives should include Administrators, Parents (cannot be employees of the school), Community Members, Teachers, Students, School Staff, etc.)

It is highly recommended that more than one parent is part of the committee. This will help to ensure that at least one parent is at each meeting.

Name	Position
Casey Comeaux	Principal
Tiffany Pedigo	Assistant Principal
Trace Trosclair	Athletic Director
Misty Jones	Science Teacher
Rebecca Miller	Social Studies
Jackie Oberste	Math
Thiesha Joubert	ELA/SPED
April Collins	ELA/SPED
April Fuselier	Parent
Lainey Fuselier	Student
Logan White	Student
Tarsia White	Parent
Garrett Daville	Eunice Fire Department

School Profile

Check where applicable:

School is in School Improvement

Academically Unacceptable Schools – Year 1

Academically Unacceptable Schools – Year 2

Academically Unacceptable Schools – Year 3

Academically Unacceptable Schools – Year 4

School-wide Title I School

Non-Title I School

School Partnerships (Type the name of each partner in the spaces provided)
University	LSU-Eunice & University of Louisiana- Lafayette
Technical Institute	Eunice Career and Technical School
Feeder School(s)	Highland Early Learning, Eunice Elementary, East Elementary, Glendale Elementary, Central Middle School.
Community	Dads and Kids, New Hope Church, First Baptist Church of Eunice, Tenille Cooley
Business/Industry	Frey Outfitters, Rays Bakery, Walmart, Elevated, Kona Ice
Private Grants	Open Care Clinic
Other

FACULTY ASSURANCE

DATE	NAME	POSITION/TITLE	SIGNATURE
09/03/24	Casey Comeaux	Principal
09/03/24	Tiffany Pedigo	Assistant Principal
09/03/24	Trace Trosclair	Athletic Director/Teacher
09/03/24	Margo Randall	Secretary
09/03/24	Adrian Jack	JAG Specialist
09/03/24	April Collins	SPED Lead Teacher
09/03/24	Jada Thomas	SPED Paraprofessional
09/03/24	Misty Jones	Teacher
09/03/24	Mikayla Elkins	Teacher
09/03/24	Ondria Collins	Teacher
09/03/24	Rebecca Miller	Teacher
09/03/24	Beverly Vallere	Title I Paraprofessional
09/03/24	Michaela Frey	Teacher
09/03/24	Sarah Chapman	Teacher
09/03/24	Jackie Oberste	Teacher
09/03/24	Denese Johnson	Teacher
09/03/24	Carson Whatley	Teacher
09/03/24	Brittany Chaddick	Teacher
09/03/24	June Veillon	Teacher

FACULTY ASSURANCE

DATE	NAME	POSITION/TITLE	SIGNATURE
09/03/24	Thiesha Joubert	Teacher
09/03/24	Emily Young	Teacher
09/03/24	Michelle Guillory	Teacher
09/03/24	Samantha Ortego	Teacher
09/03/24	John Scott Deshotel	Teacher
09/03/24	Ben Bollich	Teacher
09/03/24	Claudette Castille	Teacher
09/03/24	Ryan Deshotel	Teacher
09/03/24	Judy Janice	Teacher
09/03/24	Jeanne Vidrine	Teacher
09/03/24	Adrian Pickney	SPED Para
09/03/24	Ora Godfrey	SPED Para

FACULTY ASSURANCE

DATE	NAME	POSITION/TITLE	SIGNATURE

Louisiana’s Goals and Priorities

Educational Priorities

Ensure every student is on track to a professional career, college degree, or service.
Remove barriers and create equitable, inclusive learning experiences for all children.
Provide the highest quality teaching and learning environment.
Develop and retain a diverse, highly effective educator workforce.
Cultivate high-impact systems, structures, and partnerships.

Six Critical Goals

Students enter kindergarten ready.
Students will achieve mastery on third-grade assessments and enter fourth grade prepared for grade-level content.
Students will graduate on time.
Students will graduate with a college and/or career credential.
Students will graduate eligible for a TOPS award.

Louisiana Believes:

Children are our highest priority

Families are our partners
Educators are valued professionals
Graduates must be ready
Equity matters
Choice expands opportunities
Schools are invaluable to communities
Our future is bright

Data Portfolio: Component 1

Data Types

The types of data in the table should make up the Data Portfolio housed at the school. NOTE: Examples of each data type are provided. Other data sources may be utilized.

Stakeholder	Cognitive	Attitudinal	Behavioral	Archival/Contextual
Administrators		Administrator Questionnaires Administrator Interviews		Demographics
Teachers		Teacher Focus Groups Teacher Surveys Teacher Interviews	Classroom Observations Walkthroughs Attendance Rate	Demographics
Students	LEAP 2025 ACT/WorkKeys DIBELS 8 DRDP-K iREADY Diagnostics Accelerated Reader LEAP 360 Interims ELPT ELPT Connect LEAP Connect	Student Surveys Student Focus Groups Student Interviews	Classroom Observations Walkthroughs Discipline Rates Attendance Rates	School Report Cards Demographics Subgroup Components Climate Surveys
Parents		Parent Survey Parent Focus Group Parent Interviews	Attendance Rates (school participation)	Demographics

ESSA Schoolwide Plan Requirement 1: Conduct a Comprehensive Needs Assessment (CNA)

Comprehensive Needs Assessment

SY 2024 - 2025 Schoolwide Planning

Strengths are derived from cognitive student data: the “what.” Strengths determine areas of focus – lead to goals and objectives.
Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).
The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents.

Part 1: STRENGTHS

Rank-order the identified areas of strength (3-5) from the cognitive data (student performance):

STRENGTHS	DATA SOURCE/INSTRUMENT
8th grade Math	Spring 2023 LEAP
7th grade ELA	Spring 2023 LEAP
7th grade Science	Spring 2023 LEAP
Math - Numbers and Number Operations	iReady Diagnostic 1
ELA - (7) Knowledge of Language Conventions; (8) Written Expression and Written PErformance	Spring 2023 LEAP
7th & 8th grade ELA- Literary Text	iReady Diagnostic 1

Contributing Factors to Strengths based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the contributing factors from the cognitive, attitudinal, behavioral, and archival/contextual data of the previously identified strengths:

Contributing Factor #1: Veteran teachers using HQIM, standards, and Assessment guides to provide high quality instruction.

Instrument(s): LEAP, i-Ready, Student writing on Standards based formative assessments.

Data Type:

1. LEAP scores

2. Data from Formative Assessments

3. Observational Data

Findings

1. Increase in proficiency in 8th grade math.

2. Student mastery of GL content

3. Veteran teachers implementing the HQIM and aligning learning outcomes to state standards had a higher observational score/evaluation based on the Compass Rubric.

Contributing Factor #2: CER writing

Instrument(s): LEAP and Bullseye/HCIS

Data Type:

1. LEAP scores- ELA

2. LEAP scores-Science

3. Student Work from Observational data

Findings

1. ELA strengths for 7th grade were in written performance

2. Science strengths were in Reasoning and Evaluating.

3. CER writing observed during walk-throughs and Formal observations. Teacher modeling how to cite evidence and explain reasoning.

Contributing Factor #3:

Instrument(s):

Data Type:

Findings

Comprehensive Needs Assessment

SY 2024 - 2025 Schoolwide Planning

Part 2: WEAKNESSES

Weaknesses are derived from cognitive student data: the “what.” Weaknesses determine areas of focus – lead to goals and objectives.
Contributing Factors are derived from specific cognitive student data, and all attitudinal, behavioral, and archival data: the “why.” Contributing Factors determine selected strategies – lead to specific implementation activities (the Action Plan).
The comprehensive needs assessment should present data from sources that include administrators, teachers, students, and parents.

Rank-order the identified areas of weakness (3-5) from the cognitive data (student performance):

WEAKNESSES	DATA SOURCE/INSTRUMENT
8th grade decrease in student growth in ELA and Science	Spring 2024 LEAP
ELA Informational Text (7th and 8th grade)	iReady Diagnostic 1
3. Math - 7th gr. Proportional Relationships and 8th gr. Congruence and Similarity	Spring 2024 LEAP
4. Science- Reasoning scientifically in 7th gr.	Spring 2024 LEAP
5. 7th grade overall proficiency	Spring 2024 LEAP

Contributing Factors to Weaknesses based on Data Triangulation (must list at least three findings to justify a contributing factor) - List the contributing factors from the cognitive, attitudinal, behavioral, and archival/contextual data of the previously identified strengths:

Contributing Factor #1: New teachers in 8th grade ELA

Instrument(s): LEAP

Data Type:

1. Observational Data

2. Discipline Data

Findings

1. ELA teachers have a low score in the area of engaging learners.

2. High frequency of classroom discipline concerns in 8th gr ELA and Science

Contributing Factor #2: ELA - informational Text

Instrument(s): Classroom Observations

Data Type:

1. ELA Observation Notes

Findings

1. Students lack interest in informational text and do not demonstrate perseverance when reading/analyzing informational text.

Contributing Factor #3: Lessons in 7th grade math not aligned to the standards with low student engagement

Instrument(s):

Data Type:

1. Lesson plans

2. Classroom Observations

3. e

Findings

1. Lesson plans/learning outcomes not aligned to standard, on some occasions

2. 7th grade math- decrease in rigor and student engagement

Plan to Accomplish Student Achievement Goals

As you prepare to complete your school’s Action Plan steps for each content area, keep the following in mind:

What multiple measures of assessments will be used that will provide authentic assessment of students’ achievement, skills, and competencies?
What research did you review to support the use of this strategy and action plan?
What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action?
How has the school integrated its available fiscal resources to support this strategy and action steps?
How will each activity be monitored to ensure successful implementation of this strategy/action?
How will we know that the activity has achieved its desired impact on student achievement?
How will the school involve parents in the content area to increase student achievement?

Action Plan

Title I Schoolwide Program Components: 1, 2, 3, 4, 6, 7, 8 ESSA Schoolwide Plan Requirements 2 and 3

Core Academics: ELA, Math, Science, Social Studies
Weaknesses:	Weaknesses are the identified areas from the cognitive data (student performance). Be specific. List weaknesses for each Core Academic area and the subgroups.
Objectives:	An objective is an expression of the desired specific outcome. Each should be clearly stated, measurable, linked to the stated goal, and realistic. Identify objectives for each Core Academic area and the subgroups.
Evidence-Based Strategies:	☐ Data-Driven Decision Making	☐ Response to Intervention	☐ Job-Embedded PD	☐ Technology Integration	☐ Other:

CORE ACADEMICS - ELA

Tier 1 Resources:

Grades 3 – English II: Louisiana Guidebooks through Imagine Learning

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Historical Data Trends:

School Year

2021 – 2022 LEAP 2025

2022 – 2023 LEAP 2025

2023-2024 LEAP 2025

ELA Trends

Proficiency (Basic and Above)

7th - 72%

8th - 75%

Proficiency (Basic and Above)

7th - 78%

8th - 74%

Proficiency (Basic and Above)

7th - 70%

8th - 78%

Subgroup Trends

Proficiency (Basic and Above)

7th - 40%

8th - 44%

Proficiency (Basic and Above)

7th - 36%

8th - 40%

Proficiency (Basic and Above)

7th - 43%

8th - 43%

AMBITION

Based upon your data trends, what is the area of focus?
What is the LADOE target? Link to LDOE Data Library Louisiana School Finder
Based upon the data trends, state target, and student learning needs, what is the SMARTE Goal Worksheet for this year?
Using the SMARTE Goal, what incremental progress (benchmark goals) needs to be attained each quarter to be on track to goals?

Focus Area #1:

(Content or Skill)

To improve students’ ability to analyze text and show understanding of the text when referring to details and examples in the text when supporting inferences.

LADOE Target(s)/Standard(s):

Increase student proficiency on the ELA portion of the LEAP 2025 assessment from:

7th grade: 78% proficiency to 81% proficiency

8th grade: 70% proficiency to 73% proficiency

SMARTE Goal (Specific, Measurable, Attainable, Realistic, Time-bound, and Equitable):

Students will demonstrate proficient responses on Type II questions (Prose CR) as evidenced by complete accurate responses, precision of subject-specific language/vocabulary, and justification or evaluation of error.

Benchmark Goals:

BOY Benchmark Goal

Use data from i-Ready diagnostics to identify individual students and/or groups of students who have similar instructional needs, and for each group, provide detailed instructional priorities and classroom resources to support differentiated instruction.
Use the i-Ready prescribed pathway to assist students in reaching their personalized achievement goals and emphasize areas of refinement through lessons as part of the Tier I curriculum.
Utilize Accelerated Reader (fictional and nonfictional texts) to increase students’ independent reading levels and to increase students’ reading stamina.
Teachers will successfully write learning objectives aligned to state standards.

MOY Benchmark Goal

Use i-Ready diagnostic 2 data to individualize instruction for students who scored below grade-level on any standard and emphasize areas of refinement through lessons as part of the Tier 1 curriculum.
Actualize at least a 1 pt. increase in Rubric scores and Type II questions.
Teachers will model how to clearly define the expectations for student performance on a Type II question.

EOY Benchmark Goal

Use the iReady/LEAP 2025 linking study to determine how students will score on the LEAP 2025 Spring 2024 assessment and emphasize areas of refinement through lessons as part of the Tier I curriculum.
Actualize at least a 7% increase in student growth from Diagnostic 1 to Diagnostic 3.
Teachers will provide evidence that students are progressing or demonstrating mastery of the objectives when answering a Type II question.

AFFIRMATION

Where have gains been made? What strategies were used?
Who were the key individuals in achieving these gains?
How will you leverage those individuals and strategies for continuous improvement this school year?

Areas of Progress: Gains have been made in overall proficiency in 7th grade ELA, in 8th grade with Written Expression and Written Performance, and in 7th grade with Literary Text. Gains can be attributed to content and grade-level daily planning, weekly PLCs, professional development provided by the district and by the school. PD provided by the school focused on mastery writing using exemplars and process criteria.

ANALYSIS

What is the priority?
What student learning problem needs to be addressed to attain the goal?
What is the root cause of this student learning problem? What data supports this hypothesis?
What is the student impact if you attain this goal?
What professional learning is needed for administrators, teacher leaders, and teachers?

School’s Priority: Engaging students in reading, speaking and listening, and writing in every class every day.

Student Learning Problem: Students are struggling with informational text, reading comprehension, and vocabulary across both grade levels.

Root Cause & Supporting Data: 7th grade - learning gaps from previous grades when students entered 7th grade; 7th grade- students missed parts of the curriculum due to teacher turn over.

Student Impact (Measurable Impact): Proficiency in 8th grade ELA on the LEAP 2025 has declined each year from 2020 - 2023.

Educator Professional Learning Needs: Continued job-embedded professional development on writing using CER and success criteria, job-embedded professional development on conducting successful PLCs, engaging students through rigor (questioning and discussion, and CER), analyzing student work, progress monitoring, and response to intervention.

ACTION STEPS

Actions Steps & Progress Indicators

Strategies to address Root Cause

(Choose at least one to action plan)

Specific Activities

Person(s) Responsible

Timeline

Progress Indicators

Materials/Resources

Funding Source and Cost

Instructional

Focused Instruction in both grade levels on:

Citing textual evidence
Making inferences from text
Written expression (with using online platforms to tye/grade essays)

ELA Teachers

August 2024 - May 2025

7% growth from diagnostic 1 to diagnostic 3

District Funded
Edulastic (Full License)for grading essays- Title I funding $640.50
3 new desktop CPUs to replace outdated CPUs $2425.47
Voice amplifiers for read alouds Title I - $35.99

Cultural/

Behavioral

School-wide CER in every class every day.
School-wide writing using success criteria.
School-wide Accelerated Reader

Administrators & All Teachers

August 2024 - May 2025

Student writing samples brought to PLCs, lesson plans that demonstrate planning for daily CER
AR reports to gauge comprehension levels and growth

AR licenses & ink for library printer: Title I ink: $39.99
iPads and Apple pencils for real-time modeling:Title I $299 for iPad & $19.99 for adapter for smart tv.
Variquest Replacement $6590 for anchor charts, CER writing charts, progress monitoring/reporting, iReady implementation and tracking.

Operational

Weekly PLCs focused on student engagement, formative assessment, and student work analysis.

Administrators and ELA teachers

August 2024 - May 2025

Increased student engagement during walkthroughs, student work samples demonstrating increased understanding.

Chart paper, loose leaf paper, color paper/card stock, markers, pens, whiteboards, folders: Title I $1,204.82
Ink for printing of student work $436.22
headphones (for iReady) - Title Iheadphones- $79.99

Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency):

6th -8th: Assessments Embedded in Louisiana Guidebooks (daily/weekly) and iReady Diagnostics (three times yearly), and LEAP 2025.

CORE ACADEMICS - MATH

Tier 1 Resources:

K - 8: iReady Classroom Mathematics

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Historical Data Trends:

School Year

2021 – 2022 LEAP 2025

2022 – 2023 LEAP 2025

2023 – 2024 LEAP 2025

Math Trends

Proficiency (Basic and Above)

7th - 50%

8th - 52%

Proficiency (Basic and Above)

7th - 57%

8th - 53%

Proficiency (Basic and Above)

7th - 51%

8th - 61%

Subgroup Trends

Proficiency (Basic and Above)

7th - 26%

8th - 12%

Proficiency (Basic and Above)

7th - 33%

8th - 24%

Proficiency (Basic and Above)

7th - 25%

8th - 29%

AMBITION

Based upon your data trends, what is the area of focus?
What is the LADOE target? Link to LDOE Data Library Louisiana School Finder
Based upon the data trends, state target, and student learning needs, what is the SMARTE Goal Worksheet for this year?
Using the SMARTE Goal, what incremental progress (benchmark goals) needs to be attained each quarter to be on track to goals?

Focus Area #1:

(Content or Skill)

To improve students’ ability to model and apply mathematical reasoning on selected major content in the grade level on Type II questions. (Specifically on analyzing and using proportional relationships to solve problems; and determining if two figures are congruent or similar while justifying their answers).

LADOE Target(s)/Standard(s):

Increase student proficiency on the Math portion of the LEAP 2025 assessment from:

7th grade: 36% proficiency to 39% proficiency

8th grade: 51% proficiency to 54% proficiency

SMARTE Goal (Specific, Measurable, Attainable, Realistic, Time-bound, and Equitable):

Benchmark Goals:

BOY Benchmark Goal

Use data from iReady diagnostics to identify individual students and/or groups of students who have similar instructional needs, and for each group, provide with detailed instructional priorities and classroom resources to support differentiated instruction.
Use iReady personalized instruction (MyPath) to assist students in reaching their personalized achievement goals and emphasize areas of refinement through lessons as part of the Tier I curriculum.
Utilize MyPath to assist students with meeting or exceeding their typical growth target by Diagnostic 3.
Teachers will successfully write learning objectives aligned to state standards.

MOY Benchmark Goal

Use iReady diagnostic 2 data to individualize instruction for students who scored below grade-level and emphasize areas of refinement through lessons as part of the Tier I curriculum.
Actualize greater than or equal to 50% of the typical growth target from diagnostic 1 to diagnostic 2.
Actualize an increase in rubric scores on a Type II question.
Teachers will model how to clearly define the expectations for student performance on a Type II question.

EOY Benchmark Goal

Use the iReady/LEAP 2025 linking study to predict how students might score on the LEAP 2025 Spring 2024 Assessment and emphasize areas of refinement through lessons as part of the Tier I curriculum.
Actualize 100% of the typical growth from Diagnostic 1 to Diagnostic 3.
Teachers will provide evidence that students are progressing or demonstrating mastery of the objectives when answering a Type II question.

AFFIRMATION

Where have gains been made? What strategies were used?
Who were the key individuals in achieving these gains?
How will you leverage those individuals and strategies for continuous improvement this school year?

Areas of Progress: Gains have been made instructionally and on student achievement by utilizing Math Instructional Specialists, peer-coaching, and coaching from administrators through walkthroughs and feedback/coaching sessions. Each walkthrough is focused on instructional improvements that are individualized to each teacher. In addition, student work is analyzed as an indicator of instructional improvements. In addition, gains have been made since the implementation of the Tier I curriculum as evidenced by iReady learning walks ans school-level formal and informal observations. The ILT will continue to use assessment data to monitor the success of SMARTE goals, monitor growth during walk-throughs as evidenced by bullseye, and use the data to provide focus for PLCs. iReady specialists will continue to provide school-level support and coaching at least three times a year.

ANALYSIS

What is the priority?
What student learning problem needs to be addressed to attain the goal?
What is the root cause of this student learning problem? What data supports this hypothesis?
What is the student impact if you attain this goal?
What professional learning is needed for administrators, teacher leaders, and teachers?

School’s Priority: Ensuring that students achieve at a minimum their growth target and preferably their stretch growth tarrget by the end of Diagnostic 3 so that students are ready for success when they transition to high school. Ensuring that students can produce proficient responses on Type II questions.

Student Learning Problem: LEAP data indicates that students are weak in the area of application problems of all types (I, II and III). The continued and consistent use of Three Read Protocol will assist with problem solving skills. In addition, proportional relationships are a weakness across grade levels. Teachers will reinforce these skills in Bell Ringers as well as in Learning Beyond the Bell After School Tutoring. Lastly, teachers will continue to require students to express mathematical reasoning using daily writing, mathematical discourse, and iReady discourse cards.

Root Cause & Supporting Data: 8th grade: low proficiency rates entering 8th grade indicate learning gaps. These learning gaps can be attributed to teacher turn-over/lack of teacher in 7th grade as well as at the feeder school.

7th grade: low proficiency rate entering 7th grade; first year 7th grade teacher.

Student Impact (Measurable Impact): All students will receive grade-level Tier I instruction. Additionally, interventions will be on grade-level with below grade-level scaffolds for just-in-time supports (acceleration) measured by observation and review of annotated lesson as well as improved student outcomes as noted in student work analysis.

Educator Professional Learning Needs: Job-embedded PD, support with math pacing, support from math Instructional Specialist, master schedule that provides content collaboration time and PLCs, Instructional coaching from ILT.

ACTION STEPS Actions Steps & Progress Indicators
Strategies to address Root Cause (Choose at least one to action plan)	Specific Activities	Person(s) Responsible	Timeline	Progress Indicators	Materials/Resources Funding Source and Cost
Instructional	Focused Instruction on Major Content with an emphasis on Expressions and Equations. Instructional emphasis on applying mathematical reasoning on all Type I - III problems.	Math Teachers	August 2024 - May 2025	Students reaching at least early-on grade-level on iReady Diagnostic, iReady lesson quizzes, unit tests, iReady standards mastery and scoring 70% or higher on all iReady MyPath lessons.	District Funded iReady Curriculum. Headphones - Title I quote Whiteboard replacements - Title I quote Charger for Laptops connected to Smartboards 8th grade Math- Title I 131.96 Calculators - Title I 948.76
Cultural/ Behavioral	Continuous spiral review on all math assessments (formal and informal) Rich mathematical discourse in all lessons Consistent use of three read protocol, exit tickets, and test corrections. Ongoing Communication with parents concerning iReady Diagnostics, student progress and school/classroom expectations	Math teachers & ILT members	August 2024 - May 2025	Newsletters iREady parent letters Assessment and Data Reviews during PLCs Lesson Annotations for math discourse strategies Evidence of test corrections	District Funded PLC PD provided by NIET - Title I quote Chart paper, loose leaf paper, color paper/card stock, markers, highlighters, folders: Title I quote Color Printer to replace previous printer used for newsletters, iReady parent letter, anchor charts, etc. $2,199.96 Copy Machine for assessments (Novatech Maintenance Agreement) $3,740
Operational	PLCs weekly Job-embedded PD (monthly) focused on student engagement formative assessment and student work analysis effective implementation of Tier I curriculum	ILT, Math teachers, Instructional Specialists, and iReady PD specialist	August 2024 - May 2025	Increased student engagement evidenced during walkthroughs & documented in Bullseye Student work samples that indicate increased understanding Lesson annotations District PLC tool documentation worksheet

Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency):

3rd-8 Assessments Embedded in iReady Classroom mathematics, iReady Diagnostics

CORE ACADEMICS - SCIENCE

Tier 1 Resources:

DELETE INFO THAT DOES NOT APPLY

Tier 1 Resources: K – 8: Amplify Science

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Historical Data Trends:

School Year

2021 – 2022 LEAP 2025

2022 – 2023 LEAP 2025

2024 – 2025 LEAP 2025

Science Trends

Proficiency (Basic and Above)

7th - 47%

8th - 61%

Proficiency (Basic and Above)

7th - 67%

8th - 53%

Proficiency (Basic and Above)

7th - 53%

8th - 58%

Subgroup Trends

Proficiency (Basic and Above)

7th - 34%

8th - 17%

Proficiency (Basic and Above)

7th - 41%

8th - 24%

Proficiency (Basic and Above)

7th - 33%

8th - 21%

AMBITION

Based upon your data trends, what is the area of focus?
What is the LADOE target? Link to LDOE Data Library Louisiana School Finder
Based upon the data trends, state target, and student learning needs, what is the SMARTE Goal Worksheet for this year?
Using the SMARTE Goal, what incremental progress (benchmark goals) needs to be attained each quarter to be on track to goals?

Focus Area #1:

(Content or Skill)

To improve students’ ability to reason scientifically with an emphasis on CER writing across the curriculum.

LADOE Target(s)/Standard(s):

Increase student proficiency on the Science portion of the LEAP 2025 assessment from:

7th grade: 49% proficiency to 52% proficiency

8th grade: 53% proficiency to 56% proficiency

SMARTE Goal (Specific, Measurable, Attainable, Realistic, Time-bound, and Equitable):

Benchmark Goals:

BOY Benchmark Goal

Use data from LEAP 2025 Spring 2023 Assessment, the Science Pre-test, and the 1st critical juncture to identify individual students and/or groups of students who have similar instructional needs, and for each group provide a plan for detailed instructional priorities and classroom resources to support differentiated instruction.
Use study island lessons/assessments to assist students in mastering the science standards.
Teachers will successfully write learning objectives aligned to state standards.

MOY Benchmark Goal

Use student work, formative assessment data, critical juncture writing samples, and study island data reports to individualize instruction for students who are not mastering the content through lessons as part of the Tier I curriculum.
Actualize an increase in rubric scores on a Type II question.
Teachers will model how to clearly define the expectations for student performance on a Type II question.

EOY Benchmark Goal

Students will reach their individualized goal on the Science pre-test and the Science CER writing pre-post test.
Teachers will provide evidence that students are progressing or demonstrating mastery of the objectives when answering a Type II question.

AFFIRMATION

Where have gains been made? What strategies were used?
Who were the key individuals in achieving these gains?
How will you leverage those individuals and strategies for continuous improvement this school year?

Areas of Progress: Substantial gains have been made in th grade Science by focusing on instructional coaching. We will continue to implement instructional coaching from the ILT to improve student understanding of each unit’s Key Concepts and the application of those concepts when students explain their scientific reasoning in CER writing.

ANALYSIS

What is the priority?
What student learning problem needs to be addressed to attain the goal?
What is the root cause of this student learning problem? What data supports this hypothesis?
What is the student impact if you attain this goal?
What professional learning is needed for administrators, teacher leaders, and teachers?

School’s Priority: Ensuring that students are mastering the key concepts of each unit as evidenced in formative assessments, critical juncture writing, and unit assessments.

Student Learning Problem: LEAP data indicates that students are weak in the area of Reasoning Scientifically in both 7th and 8th grade Science

Root Cause & Supporting Data: Teacher Turn-over in previous grades prior to students entering EJHS caused many of our students to be unfamiliar with reasoning scientifically as well as writing in a science class. In addition, as students are weak in informational text in ELA, this trend carries over into the science area.

Student Impact (Measurable Impact): All students will receive grade-level Tier I instruction. Additionally, interventions will be on grade-level with scaffolds for students who are identified as needing differentiated instruction. This will be measured by observation and review of annotated lessons as well as improved student outcomes as noted in student work analysis.

Educator Professional Learning Needs: ILT Coaching after walk-throughs, support with science pacing, support from science Instructional Specialists.

ACTION STEPS

Actions Steps & Progress Indicators

Strategies to address Root Cause

(Choose at least one to action plan)

Specific Activities

Person(s) Responsible

Timeline

Progress Indicators

Materials/Resources

Funding Source and Cost

Instructional

Focused Instruction on Key Concepts for each unit in the Tier I curriculum with an emphasis on explaining scientific reasoning.

Science Teachers

August 2024 - May 2025

Student improvement in writing and academic achievement as evidenced on formative assessments, critical junctures, unit assessments, pre/post tests, and study island lessons/assessments.

District funded Tier I Curriculum
Study Island - Title I $3,640
8 flat trays with an edge around the sides approximately 12x16 size- Title I $21.98
8 one-gallon buckets and 9 timers - Title I $39.99

Cultural/

Behavioral

Continuous spiral review of all key concepts as imbedded in the amplify curriculum
rich scientific discourse in all lessons
test analysis and corrections
anchor charts
ongoing communication with parents regarding student mastery of standards.

Science Teachers, ILT, Science Instructional Specialist

August 2024 - May 2025

Increased student engagement as evidenced during walk-throughs and documented in Bullseye
Student work samples that indicate increased understanding
lesson annotation
District PLC tool completion weekly

PLC PD provided by NIET - Title I quote
Chart paper, loose leaf paper, color paper/card stock, markers, highlighters, folders, ink: Title I quote
Ink for Printer for individual student modifications (SPED subgroup)for both 7th and 8th grade- Title I $25.99

Operational

PLCs (weekly) & job embedded PD (monthly) focused on student engagement, formative assessment, student work analysis, and effective implementation of the Tier I curriculum

ILT, Science Teachers, Instructional Specialist, and amplify science PD specialist

August 2024 - May 2025

Increased student engagement evidenced during walkthroughs & documented in bullseye
student work samples that indicate increased understanding
lesson annotation
district PLC tool completion

District funded school-evel Amplify Science Support

Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency):

Grades K – 8 Embedded Assessments in Amplify Science (weekly)

CORE ACADEMICS – SOCIAL STUDIES

Tier 1 Resources:

Tier 1 Resources: None

6 – 8 Savvas History Interactive

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Historical Data Trends:

School Year

2021 – 2022 LEAP 2025

2022 – 2023 LEAP 2025

2023 – 2024 LEAP 2025

Social Studies Trends

Proficiency (Basic and Above)

7th - 34%

8th - 52%

Proficiency (Basic and Above)

7th - 48%

8th - 46%

Proficiency (Basic and Above)

7th - No testing

8th - No testing

Subgroup Trends

Proficiency (Basic and Above)

7th - 16%

8th - 12%

Proficiency (Basic and Above)

7th - 16%

8th - 24%

Proficiency (Basic and Above)

7th - No testing

8th - No testing

AMBITION

Based upon your data trends, what is the area of focus?
What is the LADOE target? Link to LDOE Data Library Louisiana School Finder
Based upon the data trends, state target, and student learning needs, what is the SMARTE Goal Worksheet for this year?
Using the SMARTE Goal, what incremental progress (benchmark goals) needs to be attained each quarter to be on track to goals?

Focus Area #1:

(Content or Skill)

To improve students’ ability to use information text, primary sources, and content knowledge to cite textual evidence and write in Social Studies with an emphasis in History and Civics on Type II questions.

LADOE Target(s)/Standard(s):

Increase student proficiency on the Social Studies portion of the LEAP 2025 assessment from:

7th grade 48% proficiency to 51% proficiency

8th grade 46% proficiency to 49% proficiency

SMARTE Goal (Specific, Measurable, Attainable, Realistic, Time-bound, and Equitable):

Benchmark Goals:

BOY Benchmark Goal

Use data from LEAP 2025 Spring 2023 Assessment, the Social studies Pre-test, and the CER writing pre-test to identify individual students and/or groups of students who have similar instructional needs, and for each group provide a plan for detailed instructional priorities and classroom resources to support differentiated instruction.
Use study island lessons/assessments to assist students in mastering the social studies standards
Teachers will successfully write learning objectives aligned to state standards.

MOY Benchmark Goal

Use student work, formative assessment data, writing samples, and study island data reports to individualize instruction for students who are not mastering the content through lessons as part of the Tier I curriculum
Actualize an increase in rubric scores on a Type II question.
Teachers will model how to clearly define the expectations for student performance on a Type II question.

EOY Benchmark Goal

Students will reach their individualized goal on the Social Studies pre-test and the CER writing pre-post test
Teachers will provide evidence that students are progressing or demonstrating mastery of the objectives when answering a Type II question.

AFFIRMATION

Where have gains been made? What strategies were used?
Who were the key individuals in achieving these gains?
How will you leverage those individuals and strategies for continuous improvement this school year?

Areas of Progress: Gains have been made in 7th grade socials studies as well as our SPED subgroup in socials studies by focusing on instructional coaching. We will continue to implement instructional coaching from the ILT to improve student understanding of each unit’s Key Concepts and the application of those concepts in CER writing.

ANALYSIS

What is the priority?
What student learning problem needs to be addressed to attain the goal?
What is the root cause of this student learning problem? What data supports this hypothesis?
What is the student impact if you attain this goal?
What professional learning is needed for administrators, teacher leaders, and teachers?

School’s Priority: Ensuring that students are mastering the key concepts of each unit as evidenced in formative assessments, CER writing, and unit assessments.

Student Learning Problem: LEAP data indicates that students are weak in the area of History and Civics in both 7th and 8th grade Social Studies

Root Cause & Supporting Data: Teacher Turn-over in previous grades prior to students entering EJHS caused many of our students to be unfamiliar with writing in a social studies class. In addition, as students are weak in informational text in ELA, this trend carries over into the social studies area.

Educator Professional Learning Needs: ILT Coaching after walk-throughs, support with curriculum pacing, support from social studies Instructional Specialist.

ACTION STEPS

Actions Steps & Progress Indicators

Strategies to address Root Cause

(Choose at least one to action plan)

Specific Activities

Person(s) Responsible

Timeline

Progress Indicators

Materials/Resources

Funding Source and Cost

Instructional

Focused Instruction on the new pilot curriculum with an emphasis on CER writing, History, and Civics.

Social Studies Teachers

August 2024 - May 2025

Student improvement in writing and academic achievement as evidenced on formative assessments, CER writing, unit assessments, pre/post tests, and study island lessons/assessments.

Study Island - Title I quote

Cultural/

Behavioral

Continuous spiral review of all key concepts
rich student discourse in all lessons
test analysis and corrections
anchor charts
ongoing communication with parents regarding student mastery of standards.

Science Teachers, ILT, Science Instructional Specialist

August 2024 - May 2025

Increased student engagement as evidenced during walk-throughs and documented in Bullseye
Student work samples that indicate increased understanding
lesson annotation
District PLC tool completion weekly

PLC PD provided by NIET - Title I quote
Chart paper, loose leaf paper, color paper/card stock, markers, highlighters, folders: Title I quote

Operational

PLCs (weekly) & job embedded PD (monthly) focused on student engagement, formative assessment, student work analysis, and effective implementation of the pilot curriculum

ILT, Social Studies Teachers, Instructional Specialist

August 2024 - May 2025

Increased student engagement evidenced during walkthroughs & documented in bullseye
student work samples that indicate increased understanding
lesson annotation
district PLC tool completion

District funded pilot curriculum

Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency)::

Grades K – High School: Embedded Assessments in each curriculum (weekly)

Non-Core Academics

All CIR/UIR schools must address their identified subgroup(s) deficiency area(s) based on trend data. All other schools should select an area/areas for a non-core academic improvement area. Principal Supervisors will provide CIR and UIR with additional guidance.

Subgroups

Exceptional Student Services (SWD)
English Learners

Freshman Academy
ACT/WorkKeys
Pathways (Industry-Based Credentials, Advanced Placement, Dual Enrollment, College-Level Examination Program (CLEP))
Graduation Rate
Attendance Rate
Discipline Rate
DCAI (Dropout/Credit Accumulation Index)
Interest and Opportunities

NON-CORE ACADEMICS

Non-Core Academic Area(s) Chosen: Exceptional Student Services (SWD) Math

Resources: Tier I Curriculum (Louisiana Guidebooks)

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Historical Data Trends:

School Year

2021 – 2022

2022 – 2023

2023 – 2024

Trends

Proficiency (Basic and Above)

7th - 50%

8th - 52%

Proficiency (Basic and Above)

7th - 57%

8th - 53%

Proficiency (Basic and Above)

7th - 51%

8th - 61%

Subgroup Trends

Proficiency (Basic and Above)

7th - 26%

8th - 12%

Proficiency (Basic and Above)

7th - 33%

8th - 24%

Proficiency (Basic and Above)

7th - 25%

8th - 29%

AMBITION

Based upon your data trends, what is the area of focus?
What is the LADOE target? Link to LDOE Data Library Louisiana School Finder
Based upon the data trends, state target, and student learning needs, what is the SMARTE Goal Worksheet for this year?
Using the SMARTE Goal, what incremental progress (benchmark goals) needs to be attained each quarter to be on track to goals?

Focus Area #1:

(Content or Skill)

LADOE Target(s)/Standard(s):

Increase student proficiency on the Math portion of the LEAP 2025 assessment from:

7th grade: 36% proficiency to 39% proficiency

8th grade: 51% proficiency to 54% proficiency

SMARTE Goal (Specific, Measurable, Attainable, Realistic, Time-bound, and Equitable):

Action Steps and Audience

(Include Subgroups - Aligned to the Strategies)

Persons Responsible

Target Date(s)/Timeline

Funding Source(s) and Cost

Documentation

Instruction: Student with Disabilities

Reasoning Mathematically
Major Content Remediation
Use of Mathematical language/vocabulary

Math Teachers, SPED teachers, SPED paras

August 2024 - May 2025

Small group white boards

Headphones & Noise Canceling Headsets for LEAP Connect- Title I $32.99

DELETE INFO THAT DOES NOT APPLY.

Include assessment frequency in parenthesis behind each assessment.

Assessments (Evidence of Effectiveness - indicate data instrument to be used, what will be measured or assessed, by whom, and frequency): Embedded Assessments in Curriculum/Resources

PROFESSIONAL DEVELOPMENT

ELA, Mathematics, Science, Social Studies, and Non-Core Academics

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Action Steps and Audience

(Include Subgroups - Aligned to the Strategies)

Persons Responsible

Target Date(s)/Timeline

Funding Source(s) and Cost

Documentation

Professional Development: (Consider linking your ILT Long Range Plan)

Teachers will participate in high-quality Tier 1 professional development sessions which will be provided by

ELA
Math
Science
Social Studies

Math Lead Teachers will conduct walkthroughs and provide coaching to all math teachers, and provide NearPod PD school wide.
ELA Lead Teachers will conduct walkthroughs and provide coaching to all ELA teachers, and provide Edulastic PD
Instructional coach (if applicable) will conduct walkthroughs and provide coaching to all ELA teachers.
NIET will provide ILT and PLC PD for all core content teachers

Core Content Teachers, Instructional Specialists, NIET PD specialists, ILT

August 2024 - May 2025

NIET PD: Title I - quote

MULTI-TIERED SYSTEM OF SUPPORT

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

SEL Foundation for MTSS Success

Using the CASEL Indicators (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making Skills) for Schoolwide SEL, identifying which two areas will be the focus for the school year. For each indicator, create a SMARTIE goal and goal statement. Schools will select one indicator from each focus area outlined below:

For the 2024- 2025 school year, schools will be asked to select one component from two different focus areas that have been highlighted

SEL Instruction: Schools will select either SEL integrated into Academics or Explicit SEL instruction School teams will work with the MTSS department and their principal supervisors to select the category that best fit the needs of their campuses.

Supportive Environments: Schools will select either Supportive Discipline or Supportive School and Classroom Climates.

Smartie: Specific, Measurable, Attainable, Realistic, Time-Bound, Inclusive, Equitable

Indicator Focus Area 1: SEL instruction integrated into Academics		Indicator Focus Area 2: Supportive School and Classroom Climates (PBIS)
S	Teachers will deliver SEL lessons during physical education classes.	S	We will develop an environment conducive to learning by ensuring a strong PBIS system is in place campus wide.
M	Administrators will monitor observations of lessons during walk-throughs, formal observations, and lesson planning.	M	We will monitor success using PBIS data infraction logs and times of infraction by student and teacher in order to address identified behavioral concerns.
A	SEL will be integrated across the curriculum. The school’s master schedule and teachers' lesson plans should reflect SEL integration.	A	Target behaviors will be identified each grading period based on data trends. We will ensure that students understand and practice the expected behavior. Teachers will monitor, correct, and reward weekly/monthly.
R	This goal is relevant because SEL is a part of our school’s MTSS plan and is recognized as a key component.This goal supports maximizing the academic achievement and social and emotional growth of all students.	R	This goal will help our students to understand the importance of PBIS. Student discipline problems will decrease and student learning will increase.
T	By the end of the first nine weeks, teachers will begin the scope and sequence for SEL instruction Teachers will choose one focus area to help their students on daily lessons.	T	By the end of the first quarter all behavior expectations will have been taught and modeled to all students Prior to the start of school, all teachers will be familiar with PBIS expectations. Targeted behaviors will be identified quarterly
I	All students will be part of the SEL lessons. By focusing on SEL instruction, we hope to create an inclusive environment where all students feel welcomed.	I	All students will be part of PBIS. By focusing on PBIS, we will increase student learning and decrease major infractions.
E	Developing SEL skills in students will strengthen their leadership skills and empower them to be life-long learners on campus and beyond.	E	Developing PBIS skills in students will help them to identify situations that will empower them to be leaders on campus.
Goal Statement: During the 2024 - 2025 school year, we will focus on ensuring that every student will receive weekly SEL instruction		Goal Statement: During the 2024 - 2025 school year, the school-wide suspension/expulsion rate will decrease by 3 points.

Academic & Behavioral Tiered Supports Defined

Outline what academic and behavioral supports your school will provide. Are there any specific strategies?

Academic Systems

Behavior/Social Emotional Systems

Tier I

i-IMPACT Leadership Development for Teens Curriculum

Curricular Resources

Classroom Instructional Strategies

PBIS - School-wide Behavior Expectations

SEL Screening

Tier II

Small group (targeted assistance)

i-IMPACT Leadership Development for Teens Handbook

Check-in/Check-out

Relationship Agreements

Help/Hinder

Keep/Start/Stop

Tier III

Individual or small group to address individual needs

i-IMPACT Leadership Development for Teens Handbook

Check-ins

Referral to Counselor

Referral to Counseling (ESS)

Monitoring Interventions

How will your school make sure that interventions are taking place?

Instructional Leadership Team will monitor interventions in our weekly meetings, ILT members will facilitate in PLCs about data and interventions.

Scheduling

Mandatory:

What is the designated time for Explicit SEL Instruction?

Weekly during all PE classes

How will time be scheduled for PLCs/Grade or Content Teams?

Content level PLCs occur weekly

Planning for the Future:

How can individualized learning time (ILT) be scheduled for students throughout the school year? (ILT--a time set aside for students to work independently on learning goals, online programming, etc.)
This time is embedded in core classes. We begin the school year with students identifying learning goals that will be revisited multiple times throughout the school year.

Behavior Expectations Matrix

Enter one schoolwide behavior expectation in each section of row two. Then describe what the behavior should look like in each of the locations found in column one.

Locations	Behavior Expectations
Locations	BE SAFE	BE RESPECTFUL	BE RESPONSIBLE
Classroom	Keep hands, feet and objects to yourself	Use appropriate language	Actively listen and participate in class
Hallway	Keep hands, feet and objects to yourself	Keep your voice low	Carry a hall pass, report directly to your scheduled location
Cafeteria	Wait in line for your turn	Keep food on your plate or in your mouth and keep your voice low	Stay in designated area
Restroom	Wait in line for your turn	Keep walls and stalls free from graffiti	Stay in designated area
Bus	Enter and exit in an orderly fashion	Wait in line patiently	Walk in an orderly fashion
Arrival/ Dismissal	Arrive after 6:50 (bus) or 7:15 (car) and leave before 2:45.	Stay to the right and keep traffic moving	Move directly to breakfast or class in the morning, and go directly to your dismissal zone at dismissal.

What is your plan to explicitly teach behavior expectations at the beginning of each semester? Please list below:

We implement a PBIS Start of School Kick-off and a PBIS Winter Refresher. All faculty and staff are assigned specific topics from PBIS to teach, reteach, model, and monitor.

PARENT AND FAMILY ENGAGEMENT

ELA, Mathematics, Science, Social Studies, and Non-Core Academics

☐ Student Achievement

☐ Exemplary Customer Service

☐ Operational Excellence

☐ Employee Development

Action Steps and Audience

The plan must include a minimum of three activities that promote parent and family engagement. One activity must be held at the beginning of the year, another during the middle of the year, and another at the end of the year.

Include Subgroups - Aligned to the Strategies

Persons Responsible

Target Date(s)/Timeline

Materials/Resources

Funding Source(s) and Cost

Documentation

Parent and Family Engagement:

Parent Orientation (Virtual)
Open House
Book Fair/AR Family Night
EJHS Academic Awards Assembly
Positive Parent Communication Graphics

MTSS Parent and Family Engagement:

Book Fair/Family Night
Open Care Clinic Grand Opening

-PBIS Chairperson; August 10, 2024

-All Faculty & Staff- October 23, 2024 Color Paper/Cardstock - $568.79

- B. Vallere - March 2024 AR - quote

- ILT Members - May 2024 Cardstock, color printer, ink, medals, trophies, awards - quote Variquest Replacement $6590

-Open Care Clinic Manager and EJHS Administrators

How are you going to communicate with parents about the MTSS plan? How are you working with students this year? How are you going to increase parental involvement in MTSS?

MTSS Plan Overview	The plan will be presented at Open House and a copy will be given to parents.
Academic Programs & Interventions	The plan will be presented at Open House and a copy will be given to parents.
SEL & Behavior Interventions	The plan will be presented at Open House and a copy will be given to parents.

Community Involvement

How are you going to foster community partnerships to assist with your MTSS Plan? Please list below.

Open Care Clinic communicates with mental health programs/clinics in the area and creates an open line of communication through referrals.
Dads and Kids, area Churches, Walmart and other community partnerships contribute with PBIS incentives/rewards
DARE program is being implemented by EPD through 8th grade JAG classes

Instruction by Certified Teachers – Certified Teacher Recruitment

(Schoolwide Component 3)

District Goal(s):	To reach a goal of 100% certified teachers.
School Objective(s):	To employ teachers that are certified in their content area, and inform non-certified teachers that they will be given a date to obtain certified status.

☐ Student Achievement	☐ Exemplary Customer Service	☐ Operational Excellence		☐ Employee Development
Action Steps	Persons Responsible	Target Date(s)/Timeline	Materials/Resources Funding Source(s) and Cost	Documentation
Advertise on the District Website as well as the school’s social media outlets for open job positions Positively promote the academic, athletic, and social events/achievements/news on all social media outlets Work with the Personnel Department and individual staff members to create next-steps for certification.	Administrators & SLPSB Personnel Dept Administrators and Thrillshare Administrator (Michaela Frey) Administrators & SLPSB Personnel Dept	August 2024 - May 2025	District Funded Canva	-SLPSB Website -EJHS Website, Facebook, and JCampus communications - Teacher Certificates (LDOE website)

Transition to Next Level School Programs

(Schoolwide Component 7)

Choose Appropriate Level ☐ Preschool to Elementary School

☐ Elementary School to Middle School

☐ Middle School to High School

☐ High School to Post-Secondary/Professional Careers

☐ Student Achievement	☐ Exemplary Customer Service	☐ Operational Excellence			☐ Employee Development
Action Steps	Persons Responsible	Target Date(s)/Timeline	Funding Source(s) and Cost	Documentation
Student Orientation on promotional policy	All Teachers	August 2024		Student Signature Sheets
JAG Academic Days	Mr. A. Jack	August 2024 - May 2025		Lesson plans in OnCourse
Athletic Partnership between EJHS and EHS for facility use	Football Coaches, Volleyball Coaches, Track Coaches	August 2024 - May 2025		Gameday Schedules
8th grade Scheduling	EHS Counselor	May 2024		8th grade scheduling documents submitted to EHS

Principal Supervisor Quarterly Review

Quarter #1 Date:	Evidence and Resources Reviewed	Potential Adjustments

Quarter #2 Date:	Evidence and Resources Reviewed	Potential Adjustments

Quarter #3 Date:	Evidence and Resources Reviewed	Potential Adjustments

Quarter #4 Date:	Evidence and Resources Reviewed	Potential Adjustments

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