Historical Data Trends

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 read and comprehend a variety of fiction and nonfiction texts, with an emphasis on literary analysis, enriching robust vocabulary, and responding accurately to a writing prompt.

LADOE Target(s)/Standard(s):

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

• 68-73% in 3rd grade cohort
• 68-73% in 4th grade cohort
• 81-84% in 5th grade cohort
• 84-87% in 6th grade cohort
• 82-87% in 7th grade cohort
• 87-90% in 8th grade cohort

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

Students will achieve greater than or equal to 100% of their typical growth target on the iReady Diagnostic Test in the Spring of 2025 based on their initial iReady Diagnostic Test in the Fall of 2024.

Benchmark Goals:

BOY Benchmark Goal

• Use data from the 2024 LEAP scores to identify the 5% of students in each academic subject who are, with additional support, close to improving from Basic to Mastery and Approaching Basic to Basic on the 2025 LEAP test.
• 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 the iReady 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.
• Utilized Accelerated Reader (fictional and nonfictional texts) to increase students’ independent reading levels and to increase students’ reading stamina.
• Utilize the website, www.commonlit.org to improve test taking strategies by responding to Part A, Part B questions after reading complex texts.

MOY Benchmark Goal

• Use iReady 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 I curriculum.
• Actualize at least a 5% increase in student growth from Diagnostic 1 to Diagnostic 2. 

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 5% increase in student growth from Diagnostic 1 to Diagnostic 3.

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: 

In Kindergarten through 4th grade, LES’s master schedule allows for common grade level planning no less than once a week; however, teachers are encouraged and often do meet more in order to plan and discuss common assessments. There are four ELA instructional specialists who visit the mentioned ELA grade level teachers.  They meet with the ELA teachers regularly in order to assist with the Tier 1 curriculum, for observations, and attending PLCs.  Furthermore, during observations, the instructional specialist uses the Bullseye Platform which allows the teachers to have self-reflection and growth.  Each 9-weeks students are given an AR goal and they are encouraged and expected to achieve their AR goal.  Students are allowed to read both nonfiction articles and books of all genres in which will expand their vocabulary and enrich comprehension skills. During Accelerate, teachers are able to work with students who pull small groups, and assign different activities for the other students to perform.  In Math, teachers allow students to work on their individualized pathway through iReady. They are expected to pass no less than 2 lessons a week.  Teachers have the ability to modify students’ personalized pathway as they see fit.  The Instructional Learning Team meets twice a month to discuss and promote current learning strategies for all subjects, share their ideas and observations on student engagement, and interaction with content. High Dosage Tutoring  will be utilized from October to April of the 2024-25 school year to extend the learning of those students identified as needing additional support.  ELA teachers will utilize LEAP test-released practice items and websites such as commonlit.org to practice LEAP-like questions, analyze fiction and nonfiction texts, and respond appropriately to writing prompts.  Gains have been made since the implementation of the Tier I curriculum (Guide Books) and with the implementation of iReady as evidenced by learning walks, and informal and formal observations.  Instructional Learning Team will use assessment data to monitor the success of SMARTE goals and monitor growth during walk-throughs as evidenced by Bullseye Education.  The Instructional Learning Team will use this data along with iReady diagnostic data to provide focus for PLCs.  The ELA Instructional Specialist will continue to provide support in Kindergarten through 4th grade throughout the school year and monitor the effective use of all teaching strategies including the CER writing strategy on Let’s Express Our Understanding checkpoints, Culminating Writing Tasks, Extension Tasks, and Cold Read Assessments. The ELA Instructional Specialists are encouraged to attend Leonville Elementary School’s PLCs, SIP meetings, and Instructional Learning Team meetings that are held.

In 5th grade through 8th grade, the master schedule allows for common grade level planning no less than once a week.  There is one ELA instructional specialist who visits ELA teachers regularly for assistance with the Tier I curriculum, and observations are made using the Bullseye Platform for self-reflection and growth by the Instructional specialist and administrators.  Students are expected to achieve their AR goal each 9-week period by reading nonfiction articles and books of all genres to expand their vocabulary and enrich comprehension skills.  Students also work on an individualized pathway through iReady each morning in Accelerate, where they are expected to pass no less than 2 lessons a week.  Teachers can modify their personalized pathway if problems arise.  The Instructional Learning Team meets twice a month to discuss and promote current learning strategies, student engagement, and interaction with content.  High Dosage Tutoringl will be utilized from October to April of the 2024-25 school year to extend the learning of those students identified as needing additional support.  ELA teachers will utilize LEAP test-released practice items and websites such as commonlit.org to practice LEAP-like questions, analyze fiction and nonfiction texts, and respond appropriately to writing prompts.  Gains have been made since the implementation of the Tier I curriculum (Guide Books) and with the implementation of iReady as evidenced by learning walks, and informal and formal observations.  ILT will use assessment data to monitor the success of SMARTE goals and monitor growth during walk-throughs as evidenced by Bullseye Education.  ILT will use this data along with iReady diagnostic data to provide focus for PLCs.  The ELA Instructional Specialist will continue to provide support in grades 5-8 throughout the school year and monitor the effective use of the CER writing strategy on Let’s Express Our Understanding checkpoints, Culminating Writing Tasks, Extension Tasks, and Cold Read Assessments.

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, listening, and writing across the curriculum daily
• Ensuring that students achieve at minimum their Growth Target and preferably their Stretch Growth Target by the end of Diagnostic 3 so that students are ready for success when they transition to upper elementary/Middle School/High School
• Instruct so that students write with elaborate details/examples in lower grades and use CER in Middle School in ELA, Science, and Social Studies
• Assist to achieve their Accelerated Reader goal every grading period

Student Learning Problem: LEAP data indicates that students have a general weakness in vocabulary.

Root Cause & Supporting Data: Students often skip over or misread unknown words and miss the meaning of the larger context.  

Student Impact (Measurable Impact): Educator Professional Learning Needs: Research now shows that direct instruction on vocabulary has a greater impact on reading comprehension than comprehension strategies; therefore, teachers will benefit the students if they teach them how to attack the meaning of an unknown vocabulary word.  Job-embedded professional development (instructional specialists) on assessment guidance, engaging students through rigor (questioning and discussion, and CER), analyzing student work, progress monitoring, and response.

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 all grade levels on:

• vocabulary development through word walls in every classroom
• assisting student to achieve their AR goal every grading period to enrich their vocabulary by helping them find books/articles on their reading level
• teach annotating skills so that students will annotate fiction/nonfiction texts & define unknown words
• Teachers will incorporate more phonics practice with Dibels measures within the classroom instruction
• Progress monitoring will be conducted every 2-3 weeks
• Tutoring specific to middle school students as an intervention to assist in LEAP performance.

ELA teachers, ELA instructional specialists, Administration

August 2024- May 2025

• Students understanding the meaning of new vocabulary from word walls and use the new words in their everyday language and academic writing/speaking
• students achieve their AR goal set by their ELA teacher
• students use highlighters and annotation marks on texts to find the meaning of unknown words and achieve success with MC and response items

• District Funded Louisiana Guidebooks through Learnzillion
• Commonlit.org (free)
• epic.org (free during the school day)
• Accelerated Reader Program purchased through Parental Engagement $3440.40
• HP Laptop (2)- 1892.60
• After school tutors- Title 1-

$1872 (4 tutors @ $39 x 12 sessions)

$2535

Cultural/

Behavioral

• Schoolwide word wall in every ELA classroom
• Schoolwide use of AR in every ELA class with the help of the library and Epic.com
• Schoolwide progression of steps to annotate fiction/nonfiction texts
• Positive Behavioral Interventions and Supports (PBIS) framework that can help create a positive and safe learning environment by improving the social, emotional, and academic outcomes for all students.
• PBIS can contribute to the classroom environment.

ELA teachers, ELA instructional specialists, Library Para,

HR teachers

August 2024- May 2025

• increased use of robust vocabulary words in academic speaking and writing
• increased motivation to read and gain AR points
• confidence in annotating unfamiliar texts across all grade levels
• Reduces problem behaviors: PBIS uses proactive strategies to address problematic behaviors and prevent them from escalating inside the classroom.
• Increases student engagement: PBIS can help increase student engagement and instructional time.
• Empowers students: PBIS can help empower students to play a central role in their education.

Operational

PLCs once a week and job-embedded professional devel

opment monthly focused on student engagement, formative assessment, student work analysis, effective implementation of Tier 1 curriculum

ILT Learning Walks bimonthly

regular visits and observations from Instructional Specialists

ILT meetings

ILT, ELA teachers, Instructional Specialists

ILT team members, admin

August 2024-

May 2025

August 2024-May 2025

Increased student engagement evidence during walkthroughs as evidenced in Bullseye, student work samples that indicate increased understanding, lesson annotation, district PLC tool completion (weekly), sign in sheets/agendas for monthly PD

Historical Data Trends:

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 student knowledge and understanding of mathematical concepts and build student capacity with mathematical practice standards with an emphasis on “Major Content” by grade level as defined by the LEAP 2025 Assessment Guidance.

LADOE Target(s)/Standard(s):

• To increase Math scores as follows: from Basic to Mastery by 5% and from

Approaching Basic to Basic by 5%.

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

• 52-60% in 3rd grade cohort
• 59-70% in 4th grade cohort
• To maintain 78-80%  in 5th grade cohort
• 65-70% in 6th grade cohort
• 48-60% in 7th grade cohort
• 70-75% in 8th grade cohort

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

Students will achieve greater than or equal to 100% of their typical growth target from iReady Diagnostic 1 (Fall 2024) to iReady Diagnostic 3 (Spring 2025).

Benchmark Goals:

BOY Benchmark Goal

• Evaluate and perfect the effectiveness of the Try/Discuss/Connect It routine (iReady Tier 1 curriculum) by using Bullseye observations, professional discussion in PLCs, and regular visits with Math Instructional Specialists
• Use data from the 2023 LEAP scores to identify the 5% of students in each academic subject who are, with additional support, close to improving from Basic to Mastery and Approaching Basic to Basic on the 2024 LEAP test.
• 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 the iReady 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  MyPath to assist students with meeting or exceeding their typical growth target by iReady Diagnostic 3.
• Utilize past LEAP-released questions in PARCC books to help prepare students for end-of-year state testing

MOY Benchmark Goal

• Use iReady 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 I curriculum.
• Actualize at least a 5% increase in student growth from Diagnostic 1 to Diagnostic 2.

EOY Benchmark Goal

• Use the iReady/LEAP 2025 linking study to determine how students will score on the LEAP 2025 Spring 2025 assessment and emphasize areas of refinement through lessons as part of the Tier I curriculum.
• Actualize at least a 5% increase in student growth from iReady Diagnostic 1 to Diagnostic 3.

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: 

In Kindergarten through 8th grade, LES’s master schedule allows for common grade level planning no less than once a week; however, teachers are encouraged and often do meet more in order to plan and discuss common assessments. There are two Math instructional specialists who visit the first grade through eighth grade.  They meet with the Math teachers regularly in order to assist with the Tier 1 curriculum, for observations, and attending PLCs.  Furthermore, during observation the instructional specialist uses the Bullseye Platform which allows the teachers to have self-reflection and growth.   In Math, teachers allow students to work on their individualized pathway through iReady and practice skills from the Tier 1 curriculum on Study Island. They are expected to pass no less than 2 lessons a week.  Teachers have the ability to modify students’ personalized pathway as they see fit.  The Instructional Learning Team meets twice a month to discuss and promote current learning strategies for all subjects, share their ideas and observations on student engagement, and interaction with content. Learning Beyond the Bell will be utilized from October to April of the 2023-24 school year to extend the learning of those students identified as needing additional support.  Math teachers will utilize LEAP test-released practice items to practice LEAP-like questions and respond appropriately to written/short answer responses.  

Teachers, especially in elementary, agree that lessons do not feel rushed and can take three to four days to master one skill, which benefits students tremendously.  With this curriculum, there is more time to pull small groups and have differentiated lessons, which are already prepared for teachers digitally.  There are also rubrics for short answer questions to assist teachers and having everything in one book is simple and convenient for teachers and students.  Gains have been made since the implementation of the Tier I curriculum (Ready Mathematics) and with the implementation of iReady as evidenced by learning walks, and informal and formal observations.  Instructional Learning Team will use assessment data to monitor the success of SMARTE goals and monitor growth during walk-throughs as evidenced by Bullseye Education.  The Instructional Learning Team will use this data along with iReady diagnostic data to provide focus for PLCs.  The Math Instructional Specialists will continue to provide support in Kindergarten through 8th grade throughout the school year and monitor the effective use of all teaching strategies such as the Try/Connect it/ Discuss It routine.  The Math Instructional Specialists are encouraged to attend Leonville Elementary School’s PLCs, SIP meetings, and Instructional Learning Team meetings that are held.

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 target growth target (on iReady) and preferably their stretch growth target by the end of Diagnostic 3 so that students are ready for success when they transition from elementary to middle school and middle school to high school.

Student Learning Problem: LEAP data indicates that students are weak in the area of application problems of all types (I, II, and II). The continued and consistent use of Three Read Protocol will assist with problem solving skills. Students also do not have their basic addition/subtraction/multiplication/division facts memorized, which poses an issue in the application of multi-step Math problems in all grades.

Root Cause & Supporting Data: Elementary and Middle School students have lingering achievement gaps set off by the Covid-19 pandemic. Changes in the Math staff have resulted in an inconsistency in teachers.

Student Impact (Measurable Impact): Educator Professional Learning Needs: All students will receive grade-level Tier 1 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.

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

fluency, solving area, measurement, estimation, math reasoning, fractions, modeling and application, volume, multiply/divide whole numbers, analyzing proportional relationships, and solving linear equations

-Monthly progress monitoring

teachers, learning center, SPED teachers, Administration

August 2024 - May 2025

iReady MOY Diagnostics

iReady EOY Diagnostics

Spring 2025 LEAP

Fluency test

Progress monitoring checked monthly

iReady

Tier 1 curriculum

HP Laptop $946.30

Cultural/

Behavioral

Positive Behavioral Interventions and Supports (PBIS) framework that can help create a positive and safe learning environment by improving the social, emotional, and academic outcomes for all students.

PBIS can contribute to the classroom environment.

teachers, learning center, SPED teachers

HR Teachers

August 2024 - May 2025

iReady MOY Diagnostics

iReady EOY Diagnostics

Spring 2025 LEAP

Reduces problem behaviors: PBIS uses proactive strategies to address problematic behaviors and prevent them from escalating inside the classroom.

Increases student engagement: PBIS can help increase student engagement and instructional time.

Empowers students: PBIS can help empower students to play a central role in their education.

iReady

Tier 1 curriculum

Operational

PLCs and ILT Walks/Meetings

Technology throughout the curriculum

teachers, learning center, SPED teachers

teachers, learning center

August 2024- May 2025

May 2025

iReady MOY Diagnostics

iReady EOY Diagnostics

Spring 2025 LEAP

iReady

Tier 1 curriculum

internal hard drives

$3499.00

Historical Data Trends:

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 student knowledge and understanding of scientific concepts and build student capacity with practice standards with an emphasis on reasoning scientifically, investigating, and evaluating by grade level as defined by the LEAP 2025 Assessment Guidance.

LADOE Target(s)/Standard(s):

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

• 62-70%in 3rd grade cohort
• 67-75%in 4th grade cohort
• 63-70%in 5th grade cohort
• 61-70%in 6th grade cohort
• 63-70%in 7th grade cohort
• Maintaining 77-80% in 8th grade cohort

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

Students will achieve greater than 75% on each of their DBQ (Document Based Questioning) Assessments at the end of each unit and achieve their individual growth goals by May 2025.

Benchmark Goals:

BOY Benchmark Goal

• Evaluate and perfect the effectiveness of the CER (Claim/Evidence/Reasoning- Tier 1 curriculum) by using rubrics, Bullseye observations, professional discussion in PLCs, and regular visits with Science Instructional Specialists
• Use data from the 2024 LEAP scores to identify the 5% of students in each academic subject who are, with additional support, close to improving from Basic to Mastery and Approaching Basic to Basic on the 2025 LEAP test.
• Use data from End of Unit Assessments 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 the online Amplify curriculum to assist students in reaching their personalized achievement goals and emphasize areas of refinement through lessons as part of the Tier I curriculum.
• Utilize Amplify online and Study Island to assist students with meeting or exceeding their typical growth target.
• Utilize past LEAP-released questions from the LDOE to help prepare students for end-of-year state testing

MOY Benchmark Goal

• Use End of Unit assessment and vocabulary 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 I curriculum.

EOY Benchmark Goal

• Use End of Unit assessment questions to determine how students will score on the LEAP 2025 Spring 2025 assessment and emphasize areas of refinement through lessons as part of the Tier I curriculum.

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: 

In 5th grade through 8th grade, the master schedule allows for common grade level planning no less than once a week.  Amplify is the curriculum for kindergarten through 8th grade.  There is one Science instructional specialist who visits Science teachers regularly for assistance in grades K-4th grade and one Science Instructional Specialist who regularly visits teachers in 5th through 8th grade. Observations are made using the Bullseye Platform for self-reflection and growth by the Instructional Specialist and administrators. Students are expected to read nonfiction articles on readworks.org to expand their vocabulary and enrich comprehension skills. Students also utilize Flocabulary during Accelerate where students are introduced to a library of songs and videos to reinforce the Tier 1 curriculum.  The Instructional Learning Team meets twice a month to discuss and promote current learning strategies, student engagement, and interaction with content. High Dosage Tutoring will be utilized from October to April of the 2024-25 school year to extend the learning of those students identified as needing additional support.  Science teachers will utilize LEAP test-released practice items and websites to practice LEAP-like questions, analyze nonfiction texts, and respond appropriately to writing prompts.  Gains have been made since the implementation of the Tier I curriculum as evidenced by learning walks, and informal and formal observations.  ILT will use assessment data to monitor the success of SMARTE goals and monitor growth during walk-throughs as evidenced by Bullseye Education.  ILT will use this data to provide focus for PLCs.  The Science Instructional Specialist will continue to provide support in grades K-8 throughout the school year and monitor the effective use of the CER writing strategy, cumulative tests, Part A, Part B multiple choice questioning, and formal writing assignments.

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 individual growth goal on the End of Unit Assessments so that students are ready for success when they transition from elementary to middle school and middle school to high school.

School’s Learning Problem  LEAP data indicates that students are weak in the areas listed:  Scientifically Reasoning, Investigating, and Evaluating.  The continued and consistent use of the Tier 1 Curriculum, Amplify will assist with bridging the gap for each of the Science Reporting Categories.

Root Cause & Supporting Data: Elementary and Middle School students have lingering achievement gaps set off by the Covid-19 pandemic.  Students are unable to complete all simulations and lab experiments due to a lack of time within the Amplify pacing guide.  

Student Impact (Measurable Impact): Educator Professional Learning Needs: All students will receive grade-level Tier 1 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.

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

End of Unit Assessments, CER (Claim/Evidence/Reasoning), Flocabulary, Readworks.org, and Tier 1 curriculum

teachers, learning center, SPED teachers

August 2024-May 2025

EOU assessment

CER rubric

Vocabulary test

Tier 1 curriculum: Amplify

Study Island $5718.90

Flocabulary (purchased by district)

Readworks.org (free)

Readworks.org (purchased by district)

Cultural/

Behavioral

increase reading of nonfiction articles, use Science stem questioning and class discussions, complete investigations and simulations with fidelity, actively demonstrate and take students through the steps of experiments

Positive Behavioral Interventions and Supports (PBIS) framework that can help create a positive and safe learning environment by improving the social, emotional, and academic outcomes for all students.

PBIS can contribute to the classroom environment.

Math teachers, learning center, SPED teachers

 HR Teachers

August 2024-May 2025

EOU assessment

CER rubric

Reduces problem behaviors: PBIS uses proactive strategies to address problematic behaviors and prevent them from escalating inside the classroom.

Increases student engagement: PBIS can help increase student engagement and instructional time.

Empowers students: PBIS can help empower students to play a central role in their education.

Tier 1 curriculum:  Amplify

Study Island (purchased by district)

Flocabulary (purchased by district)

Readworks.org (free)

Readworks.org (purchased by district)

Operational

PLCs and ILT Walks/Meeting

Teacher Observations/Teaching Coaching Plans

teachers, learning center, SPED teachers

August 2024-May 2025

Review data from PLCs and ILT walks and meetings, and share data with staff during meeting

Tier 1 curriculum:  Amplify

Science Standards from LDOE websites

Pacing Guides provided by the district

Historical Data Trends:

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 instruct all grades, 3rd-8th, with fidelity using the new piloted curriculum, Bayou Bridges, to ensure an accurate baseline data for the state.

LADOE Target(s)/Standard(s):

• The Louisiana Student Standards for Social Studies were written with the goal of producing individuals who have (1) broad and deep knowledge of U.S. and world history, (2) a firm grasp and appreciation of the civic principles that underlie our system of government, (3) a solid understanding of fundamental economic principles and the ability to make wise financial decisions, and (4) proficiency in both physical and human geography.

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

Students in grades k-8th grade will achieve greater than 70% on the end of chapter quizzes and unit assessment tasks by May 2025.

Benchmark Goals:

BOY Benchmark Goal

• Evaluate and perfect the effectiveness of the CER (Claim/Evidence/Reasoning- Tier 1 curriculum) by using rubrics, Bullseye observations, professional discussion in PLCs, and regular visits with Science Instructional Specialists .
• Use data from End of Unit Assessments and quizzes 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 Bayou Bridges (k-8 grade curriculum) to assist students in reaching their personalized achievement goals and emphasize areas of refinement through lessons as part of the Tier I curriculum.
• Utilize Bayou Bridges to assist students with meeting or exceeding their typical growth target.
• Utilize past LEAP-released questions from the LDOE to help prepare students for end-of-year state testing

MOY Benchmark Goal

• Use End of Unit Assessments and quiz 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 I curriculum.

EOY Benchmark Goal

• Use End of Unit Assessments and quizzes to determine how students will score on the LEAP 2025 Spring 2025 assessment and emphasize areas of refinement through lessons as part of the Tier I curriculum.

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:

In 5th grade through 8th grade, the master schedule allows for common grade level planning no less than once a week.   There is one Social Studies instructional specialist who visits Social Studies teachers regularly for assistance in grades K-4th grade and one Social Studies Instructional Specialist who regularly visits teachers in 5th through 8th grade. Observations are made using the Bullseye Platform for self-reflection and growth by the Instructional Specialist and administrators. Students are expected to analyze sources within the curriculum to expand their vocabulary and enrich comprehension skills. Students also utilize Study Island during Accelerate where students are introduced to a library of songs and videos to reinforce the Tier 1 curriculum.  The Instructional Learning Team meets twice a month to discuss and promote current learning strategies, student engagement, and interaction with content. High Dosage Tutoring will be utilized from October to April of the 2024-25 school year to extend the learning of those students identified as needing additional support.  Social Studies teachers will utilize LEAP test-released practice items and websites to practice LEAP-like questions, analyze nonfiction texts, and respond appropriately to writing prompts.  Gains have been made since the implementation of the Tier I curriculum as evidenced by learning walks, and informal and formal observations.  ILT will use assessment data to monitor the success of SMARTE goals and monitor growth during walk-throughs as evidenced by Bullseye Education.  ILT will use this data to provide focus for PLCs.  The Social Studies Instructional Specialist will continue to provide support in grades K-8 throughout the school year and monitor the effective use of the CER writing strategy, cumulative tests, Part A, Part B multiple choice questioning, and formal writing assignments.

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 improve on each Social Studies End of Unit Test and quizzes throughout the year so that students are ready for success when they transition from elementary to middle school and middle school to high school.

Student Learning Problem: In grades Kindergarten-2nd, students would benefit from reading and listening to more nonfiction articles and responding using writing journals, and learning the CER strategy early in their educational careers. In grades Kindergarten-2nd, students would benefit from having colored digraphs, graphs, and pictures in their Social Studies books since Chromebooks do not go home in early grades. The vocabulary in Studies Weekly is higher than students’ current knowledge. In grades 3-8, students would benefit from reading more nonfiction articles and responding to writing prompts using the writing strategy, CER (Claim/Evidence/Reasoning).

Root Cause & Supporting Data: Elementary and Middle School students have lingering achievement gaps set off by the Covid-19 pandemic.  The district is working to provide a consistent and reliable curriculum for grades 4th-8th.

Student Impact (Measurable Impact): Educator Professional Learning Needs: 

All students will receive grade-level Tier 1 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.        

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

expand content-specific use of vocabulary language through writing and classroom conversations, connect real-life current events to Civics and Economics in the classroom, increase students’ knowledge of historical events by reading nonfiction articles and historical fiction texts, and utilize virtual field trips to enhance students’ geography skills

teachers, learning center, SPED teachers

August 2024-May 2025

Consistent mastering of lesson objectives and unit goals as evidence by the passing of End of Unit Assessments, quizzes, and framing questions

purchased by the district:

• Bayou Bridges (Tier 1, grades k-8)

Readworks.org (free)

Study Island

Cultural/

Behavioral

increase reading of nonfiction articles, use framing questioning and class discussions, complete writings and reviewing of CER rubrics, actively demonstrate and take students through the writing process

Positive Behavioral Interventions and Supports (PBIS) framework that can help create a positive and safe learning environment by improving the social, emotional, and academic outcomes for all students.

PBIS can contribute to the classroom environment.

teachers, learning center, SPED teachers

HR Teachers

August 2024-May 2025

End of Unit assessment

Writings and scoring using the CER rubric

Teacher made quizzes Chapter Quizzes provided by the curriculum

Framing Questions

Reduces problem behaviors: PBIS uses proactive strategies to address problematic behaviors and prevent them from escalating inside the classroom.

Increases student engagement: PBIS can help increase student engagement and instructional time.

Empowers students: PBIS can help empower students to play a central role in their education.

Tier 1 curriculum:  Bayou Bridges K-8,

Study Island (purchased by school)

Flocabulary (purchased by district)

Readworks.org (free)

Operational

PLCs and ILT Walks/Meeting

teachers, learning center, SPED teachers

August 2024-May 2025

Review data from PLCs and ILT walks and meetings, and share data with staff during meeting

Tier 1 curriculum:  Bayou Bridges K-8 curriculum

Social Studies Standards from LDOE websites

Pacing Guides provided by the district

Review Study Island weekly and monthly reports

School Year

2021 – 2022

2022 – 2023

2023 – 2024

Trends

84.65%

84.55%

91.27%

Subgroup:  

Minority Students

Black:  38.3%

Hispanic:  3.4%

Asian:  0.5%

Native American/Alaskan Native:  .6%

Black:  35.2%

Hispanic:  1.4%

Asian:  0.3%

Native American/Alaskan Native:  .2%

Black:  32.8%

Hispanic:  2.3%

Asian:  .6%

Native American/Alaskan Native: .6%

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 increase student attendance

LADOE Target(s)/Standard(s):

90% goal for regular educated students and 95% goal for SPED

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

By the end of 2024-2025 school year, students’ daily attendance rate will average 90% in the Regular Ed and the subgroup attendance rate will average 95%.

Indicator Focus Area 1: Self-management (Code 126 and 13)

Indicator Focus Area 2: relationships with others

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

We will focus on one location per week to ensure that students

are following the rules.  We will ensure that students understand

and practice the expected behaviors.  Teachers will monitor,

correct, and reward as needed.

R

This goal is relevant because SEL is a part of our school’s MTSS plan and is recognized as a key part of it.  We will address intentionally building school system and school leaders’ foundational knowledge in SEL to create safe, welcoming environments where stakeholders’ social and emotional needs are met and students, families, and staff feel connected, valued and included resulting in acquisition of emotional competencies while improving school culture, student achievement, and discipline infractions.  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 misbehavior will decrease and student learning will

increase.

T

By the end of the first 9 weeks, teachers will begin the scope and sequence for SEL instruction.

T

By the end of the first quarter, we will have explicitly taught all

behavior expectations to all students.

By the end of August, all teachers will be familiar with PBIS rule and

procedures.

Focus areas will be identified weekly and monthly.

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 leaders 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 2024-25 school year, we will focus on ensuring that every student will receive weekly SEL instruction.  

Goal Statement:

During the 2024-25 school year, the school-wide suspension/expulsion rate will decrease 1%.

Academic Systems

Behavior/Social Emotional Systems

Tier I

Tier 1 curriculum

PBIS, counselor, SEL screening

180 days of Social Emotional Learning

Request for Reset

Tier II

Learning Center K-6, accelerate

Small group (targeted assistance)

Check in/check out PBIS

Relationship Agreements

Tier III

Partnership with PAC

Individual or small group to address individual needs

Handbook (Middle School)

Check-ins (counselors and/or administrative team)

Functional behavior analysis, BIP with PBIS

Check-ins (Counselors and/or administrative team)

Referral to Counselor

referral to counseling (ESS)

Locations

 Behavior Expectations

BE SAFE

BE RESPECTFUL

BE RESPONSIBLE

Classroom

• Walk at all times.
• Keep your hands and feet to yourself.

• Follow directions the first time they are given.
• Foster a positive environment for staff and students by acting in a respectful manner.
• Be helpful and mindful of your classmates.

• Bring all materials needed daily.
• Speak using your inside voice.
• Arrive to class on time.

Cafeteria

• Walk at all times.
• Keep your feet on the floor.

• Say “thank you” to all cafeteria workers.
• Whisper only to your neighbors.

• Get everything you want while in line.
• Only take a food item from someone if you have already eaten yours.
• Use 1 pump of soap.
• Use 1 paper towel.
• Throw all lunch materials away before leaving the cafeteria.

Hallway

• Walk at all times.
• Keep your personal belongings to yourself.
  

• Allow others to pass when waiting.
• Be courteous when entering and exiting the building.

• Move swiftly and quietly between classes.
• Stay to the right in a single file line.
• Stay on the sidewalks.

Restroom

• Keep the floor clean and dry.
• Walk at all times.
• Keep feet on the floor.

• Respect the privacy of others.
• Respect the property of everyone, including yourself.

• Quiet zone.
• Flush the toilets.
• Clean up after yourself.
• Use 1 pump of soap.
• Use 2 pulls from the paper towel dispenser.
• Put paper towels in the garbage.

Bus

• Keep your hands, feet, and objects to yourself.
• Walk at all times.
• Do not get up while the bus is moving.

• Respect school property.
• Follow directions the first time they are given.
• Foster a positive environment for staff and students by acting in a respectful manner.

• Keep the area clean.
• Stay in your bus lane.

Arrival/ Dismissal

• Keep your personal items inside your bookbag.
• Wait until the car has stopped before approaching.
• Enter on the passenger side only.
• Walk at all times.

• Respect school property.
• Follow directions the first time they are given.

• Whisper only to your neighbor.
• Remember your pick up line number.
• Look for your car and wait for directions when you see it arrive.

Parent and Family Engagement:

Persons Responsible

Target Date(s)/Timeline

Materials/Resources

Funding Source(s) and Cost

Documentation

Meet and Greet

Teachers, Admin

August 5, 2024 (K-4)

August 6, 2024 (5-8)

$0

sign in sheets

3rd Grade Parent Night

Teachers, Admin

August 21, 2024

$0

sign in sheets

AR

Teachers, Admin

August 2024

$3440.40

pictures

account

Grandparent’s Day

(Middle School)

teachers, staff committee members, admin, grandparents

September 27, 2024

school-funded

sign in sheets and pictures

Trunk or Treat

staff committee members, admin, community members

October 17, 2024

school-funded

sign in sheets and pictures

Veteran’s Day Program

staff committee members, community

November 08, 2024

school-funded

sign in sheets and pictures

Academic Night 5-8

staff committee members, community

December 11, 2024

Title 1

$871.89

sign in sheets and pictures

Grandparent’s Day (elementary school)

staff committee members, grandparents with students

Jan 14, 2025

school-funded

sign in sheets and pictures

Kindergarten Royal Wedding

staff committee members, community

Feb 3, 2025

Title 1

$88.56

sign in sheets and pictures

PreK-2nd Christmas Program

Prek, K, 1st, 2nd teachers; admin

December 17, 2024

school-funded

sign in sheets and pictures

Black History Month Program

staff committee members, admin, community

February 26, 2025

school-funded

sign in sheets and pictures

PreK Easter Egg Hunt/Picnic

PreK teachers/paras, admin, parents

April  17, 2025

school-funded

sign in sheets and pictures

Monthly PTA Meetings

PTA members, staff members, members of the community

once a month for 9 months of the school year

school-funded

sign in sheets

MTSS Plan Overview

Parents and family members are welcomed on LES campus.  They will be notified of any parent and family engagement activities through digital announcements on the school’s Facebook page, through Thrillshare, Remind 101, and JCalls.  Printed announcements and invitations will also go home by the students.

Academic Programs & Interventions

The school will host Academic nights throughout the school year.  For example, we will host an Academic Night for all subjects in lower and upper Elementary and Third Grade Night. In addition, we provide students with a Learning Center Program funded by Title 1, Beyond the Bell Tutoring, small group time during Acceleration, high-dosage tutoring, and more. In addition, the school will provide tutoring specific to middle school students as an intervention to assist in LEAP performance.

SEL & Behavior Interventions

SEL will be taught during PE by the coaches.  Students who require behavior interventions will be monitored closely and regularly on an individual basis.

Create a supportive working environment

Administration, Instructional Specialists, and Veteran Teachers

August 2024-May 2025

Professional Developments and PLCs

school-funded

sign in sheets

Start the hiring process early

Central Office Personnel Department, Administrators, Lead Teachers

early spring of the upcoming school year

Zoom Interviews

school-funded

Resume’, Calendar confirmation for Interviews

Ask for referrals

Central Office and all staff members

year-long

school-funded

Digital Announcements on District website and Facebook pages

Be active and attractive on social media

School Facebook Administrator

year-long

school-funded

Digital Announcements on Facebook page