Standards Assessment Report
AdvancED District Accreditation
For NCA CASI and SACS CASI Districts
Introduction
& Purpose of the Report
Welcome to the AdvancED Standards
Assessment Report for school systems.
The Standards Assessment Report
is designed to serve as a valuable self-assessment and as a tool to help school
systems prepare for their Quality Assurance Review. The report is based on the AdvancED
standards, which serve as the foundation of the accreditation process. In order to earn and maintain accreditation,
school districts must meet the AdvancED standards, engage in a process of
continuous improvement, and demonstrate quality assurance through internal and
external review.
The Standards Assessment Report
engages the school system in an in-depth assessment of each of the seven
AdvancED standards. In completing the
report, the school systems identifies the data, information, evidence, and
documented results that validate that it is meeting each standard. This self assessment helps the school system
identify areas of strength and opportunities for improvement.
The Standards Assessment Report
also serves as the primary resource for the Quality Assurance Review Team,
which uses the report to prepare for the visit to the school system. The team uses insights gathered from the
report and information obtained during the on-site visit to provide feedback to
the school system and to make an accreditation recommendation.
Structure of the Report
The
Standards Assessment Report includes five sections: 1) executive summary of the school system
profile; 2); a review of each standard; 3) a description of the school system’s
methods for quality assurance; 4) online peer-to-peer submission; and 5) conclusion.
The
executive summary of the school system profile provides an opportunity for the
school system to give a snapshot of the system’s vision, goals, demographics,
and community characteristics. This
section helps provide the context for the standards assessment report.
The
review of each standard is divided into three components: 1) the indicators rubric; 2) focus questions;
and 3) overall assessment rubric (which is available as a separate Microsoft
Word document from the AdvancED homepage at www.advanc-ed.org – the file
appears just below this report). The
indicators rubric enables the school system to assess the degree to which
practices and/or processes are in place that indicate adherence to the standard
and indicators. For each indicator, the
school system may check if the practices and/or processes are highly
functional, operational, emerging, or not evident. The school system should use the rubric as an
opportunity to ask itself challenging questions and to respond with accurate
answers geared toward self-improvement.
After completing the rubric, the school system can quickly see areas of
strength and opportunity. The section
asks, “To what degree are the noted practices/processes in place?”
The
focus questions allow the school system to expand on and think more deeply about
the responses to the indicators rubric.
The focus questions provide an opportunity for the school system to
describe the systematic and systemic processes that are in place to support its
ability to meet the indicators. The
section asks, “How are the practices/processes implemented?”
The
overall assessment which is available as a separate document describes how well
the school system and its schools are implementing practices and/or processes
and the impact these practices and/or processes have on student results and
overall school effectiveness. The
overall assessment helps the school system judge where it is in relation to
each standard. The “operational” level
is required in order to demonstrate meeting the standard. The section asks,
“How well are we meeting the standard overall?”
The
description of the school system’s methods for quality assurance should include
an overview of the practices and methods the school system uses to monitor and document improvement, provide meaningful feedback and support
across the district, ensure that
the AdvancED standards are met
and strengthened, and regularly collect, use, and communicate
results.
The
peer-to-peer submission section asks the school system to share an effective
practice. The submission allows the
school system to highlight a practice that it feels is indicative of the
quality work occurring across the system and its schools. The review team may refer to the practice and
use it as the basis for identifying other successful practices occurring in the
school system. In addition, the practice
is included in the online AdvancED Resource Network where it can be accessed by
other AdvancED schools and school systems.
Further detail on submitting a peer-to-peer practice is provided just
prior to the conclusion section of this document.
The
conclusion provides an opportunity for the district to share final insights and
information.
Resource for Completing the Report
To
support your completion of the report, we have developed an “Examples of
Evidence for School Systems” resource that can be downloaded in conjunction
with this report. The examples allow
school system personnel to think about the practices and/or processes being
implemented and identify evidence that will support its responses to the
indicators rubric and focus questions.
The examples help the school system answer the question, “How do we know
we are doing what we say we are doing?”
Completion and Submission of the
Report
This Standards Assessment Report
is to be completed by the school system between six months and six weeks prior
to hosting a Quality Assurance Review (QAR) visit. It is strongly recommended that a wide and
broad cross-section of the school system’s community participate in completing
this report. Please e-mail the completed
report to the QAR chair with a copy to the State Office. The report will become the basis of the
Quality Assurance Review Team’s review.
Directions for
Completing the Report
Follow the instructions to
complete each section of the report. You
may type directly in this document. Be
thorough and concise in your answers, focusing on quality and depth over
quantity. Submit the online peer-to-peer practice, using the instructions
provided in this report.
Executive Summary of School System Profile
Provide an overview of the school system’s
profile. Please include:
•
The
school system’s vision and goals;
•
A
description of the programs and services (including number and type of schools)
under the jurisdiction of the system;
•
Demographic
information about school system’s community;
•
A
summary of student performance across the system;
•
An
overview of any major trends or issues impacting the school system; and
•
A
summary of the major strengths and needs of the school system.
JEFFERSON
DAVIS PARISH SCHOOLS
Jefferson
Davis Parish School System will provide all students with educational
opportunities to achieve success in a multicultural, global society.
MOTTO
Committed to
Success by Providing the Best
VISION
Jefferson
Davis Parish School System is dedicated to educating all students today,
for
tomorrow’s future.
BELIEFS
- We
believe students need the skills to think clearly and critically,
communicate effectively with others, and make logical and ethical
judgments.
- We
believe students learn when they are actively engaged and provided with a
variety of instructional experiences.
- We
believe that students achieve their full potential through self-discipline,
a great work ethic, and high expectations.
- We
believe all students will be provided with differentiated learning
activities to meet individual differences.
- We
believe in generating a staff of learners who embrace professional
development resulting in improved student achievement.
- We
believe all educators should be provided with professional development
which meets the needs of all students.
- We
believe there must be communication between school and home.
- We
believe in accountability of all stakeholders to create a productive
learning community.
- We
believe that each student is a valued individual with unique physical,
social, emotional and intellectual needs.
- We
believe that teachers, administrators, parents, and the community share
the responsibility for advancing the district’s mission.
- We
believe all students will grow through a comprehensive program of
instruction for the mental, physical, social, and emotional growth of
students.
- We
believe student learning is the chief priority for the district.
- We believe
a safe and physically comfortable environment promotes student learning.
- We
believe challenging expectations increase individual student performance.
GOALS
- Students
will have a safe, responsible and respectful learning environment
- Students
will become independent, productive citizens in our global society.
- Students
will have the cognitive and academic skills necessary for success.
- Students
will exhibit courage, integrity, compassion and honesty.
- Each
student will be recognized as a valued person with unique, intellectual,
physical, social and emotional needs.
- Students,
parents, teachers, administration, and community members are encouraged to
value literacy.
- Teachers
and administration will initiate high expectations for themselves and
their students.
PROFILE
DEMOGRAPHICS OF DISTRICT
Jefferson Davis
Parish School System has a time honored tradition of excellence, combining
community schools with high performance and high expectations. A progressive
system, JDPSS is committed to continuous improvement where stakeholders strive
to provide services to best facilitate learning for its 5,856 students.
Located along the
I-10 Corridor in southwest
Located on the
plains of south west
The city of
The School Profile is a synopsis of the current conditions of our school system. The profile articulates a summary of student performance data at the local, state, and national levels, provides an overview of trends and issues impacting the district, and describes community demographics, district characteristics and stakeholders’ perspectives on the quality of education
in the district. The collected data summarizes in chart form the district results in recent years. Data review is used as the basis for improvement.
District Schools
According to the 2000 census, Jefferson Davis Parish consists of approximately 8,614 households in the parish with a median income of $33,128. Over 18% of the residents live below the poverty level and the unemployment rate is 6.2%. The population is divided racially with 69% white residents, 27% African American residents, and 4% other minorities. Approximately 41.2 % of our residents have completed high school and over 12 % have earned an Associate Degree or higher.
Jefferson Davis
Parish School System includes 6 elementary schools, one true middle school, and
6 high schools with varied configurations. All schools with elementary grades
are identified as Title I schools. Ward
Elementary in
Lake Arthur
Elementary, ten miles south of
In the northern
most part of the parish is the town of
The parish’s only
true middle school is
Jefferson Davis
Parish has six high schools, all of which have maintained SACS accreditation. Hathaway and
Jeff Davis Parish’s
only 6-12 school is Elton High, Class A, at the extreme northern end of the
parish. The school is home to nearly 300
students, many of which belong to the local Native American Coushatta Tribe. The tribe shares a close working relationship
with the school and generously supports many of
The two remaining
parish high schools of
DESCRIPTION OF PROGRAMS, RESOURCES
I.
Dropout
Prevention Programs
a.
Options/Pre-GED
Program provides an avenue for potential dropouts age 16 or older for
achieving academically and obtaining valuable skills for the workforce. Some students are enrolled in Options at
their school sites, others attend the
b.
Graduation
Alternative Program (
c.
Accelerated
Program for Transition (
d. Diploma On-Line Track (DOT) provides for assistance for those students that do not function well in the regular school setting but are capable of earning a high school diploma. Students utilize computer-assisted programs in a modified learning structure.
e.
Adult Education
Program is a federal program that allows dropouts to pursue a Graduation
Equivalency Diploma. Students may pursue
their GED at the
f. High School Redesign Commission is a state program responsible for increasing the graduation requirements as represented in the LA Core4. Under this program, students not only will have a diploma but demonstrate additional skills and knowledge beyond the high school level. Some initiatives in use include an Early Warning System to alert schools of potential dropouts; modify GLEs and Comprehensive Curriculum; “to align with college-ready and work-ready knowledge and skills”; develop special accelerated learning programs for students who lag behind their peers; administer end-of-course exams to eventually replace the GEE; and increase offerings of college credit while in high school.
g. Credit Recovery is a program that will allow high school students to recover credit for courses previously failed due to grades or attendance. Each student must pass a comprehensive exam on that subject in order to receive credit.
h.
Alternative to
Suspension (
i.
Ninth Grade
Academy is a support system for ninth graders by pairing every student with
a staff mentor and extra counseling. The
ninth grade is targeted because of the high dropout rate at this grade
level.
j. Dropout Earning Warning System (DEWS) is a reporting system that identifies students whose behavior or performance is indicative of dropping out. These reports are sent to the school and district administrators as well as the state personnel. These indicators are attendance (five absences in the last 35 days or 10 absences year-to-date), grades (current grading period GPA falls at 1.0 or less), discipline and student’s age. Reports are emailed to administrators everyday if one of the indicators is triggered. Interventions are put into action and monitored by a designated team.
k. School-Wide Positive Behavior Support (SWPS) is a program to develop and implement effective, positive, assessment-based interventions addressing behavior problems within schools. Strategies are used school wide to build a safe and effective environment.
l. Big Brothers/Big Sisters sponsors programs at all grade levels whereby mentors are assigned to at-risk students. Campus visits are encouraged through the Breakfast or Lunch Buddy Programs or mentors provide tutoring to identified students.
m. Alternative Program provides an
opportunity to keep expelled regular education and IDEA students in school in
grades
n. Community Service Intervention (CSIP) program provides an additional effort to rehabilitate a student and keep them in school. Students assigned to the Alternative Program and continue with behavior problems, are enrolled in CSIP. Under adult supervision these students perform community services until they return back to Alternative Program.
o. Families in Need of Support (FINS) is a program sponsored by the district attorney’s office. FINS assesses the needs of families and coordinates services such as counseling and referrals to other agencies.
p.
The Opportunity
Room is an additional classroom setting to contain students with habitual
discipline problems in school and out of the expulsion/suspension cycle. There is a level of flexibility in their
schedule and in dealing with the student’s emotional challenges. The teacher with one or two aides has the
flexibility to work cooperatively with students in an inclusive setting. This classroom is housed at the
II. Curricular Programs
a.
b.
Title I
c. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures to identify the areas of weaknesses in reading. Teachers use these short (one minute) fluency measures to identify the weaknesses and regularly monitor the development of pre-reading and early reading skills.
d. Computer-Assisted Instruction (CAI) Labs have been placed in eight Title I elementary schools. These labs are maintained by a lab manager who is a para-professional or a certified elementary teacher. Students use the lab for 30 minutes in reading or math. SuccessMaker is the primary software used in the labs.
e.
Art/Music
courses are being brought back to the curriculum in the high schools. Art is being taught at Hathaway and
f.
g.
Pre-College
Credit is offered to high school seniors.
Students can get a jump on college courses by taking English 101-102 and
History 201-202 from
h.
Vocational
Courses from the
i. Common assessments are designed by the administrators to measure the proficiency of students on the GLEs and Comprehensive Curriculum.
j. Aligning Curriculum is a work in progress where the Comprehensive Curriculum is aligned with the textbooks and development of pacing charts or timelines are done by teachers and administrators.
k. Principal Walk-Throughs were merged with technology during the 2006-07 school year. Each administrator was trained on a Palm PDA on the basics technology and how to do a walk-through observation. HandiBase software is used to facilitate the process of collecting observational data. Follow-up workshops continue on how to compile and assess the data.
III. Professional Development
a. District Professional Learning Communities is comprised of representatives from each school site and district personnel. This professional development advisory group guides the schools and communicates necessary measures or suggestions for each school team.
b.
Professional
Learning Communities (
c. Summer Professional Development opportunities allow faculty members to attend college classes, workshops or online seminars to enhance their teaching skills and practices. After successfully completing the required number of hours, each faculty member receives a $500 stipend.
d. State Professional Development Days were mandated by Legislation. Two days each school session are devoted to professional development. These two days concentrate on district or individual school level concerns.
e. Banked Time is when extra minutes are added to each regular school day in order for faculty and administrators to spend the extra allotted (banked) time for professional development. Our district banks enough minutes for two extra days (or four half days) during a school year.
f. Writing Initiative strives to improve every student’s writing. Every student has a writing sample at the beginning, middle and end of year that has been reviewed by a teacher. These process writing activities are retained in a folder and kept from year to year in grades K-12 for the English/Language Arts curriculum.
g. Grade-Level Expectations (GLE) were developed from the No Child Left Behind mandate for each state to develop standards for each grade in the four core content areas. GLEs are currently being used in lesson plans and graded assignments in our electronic grade book called JGradebook. The GLEs are monitored by faculty and administration.
h. Differentiated Instruction utilizes teaching skills to assess various student learning styles on their levels of ability and assignments. Ways of teaching are then customized to meet the student’s individual needs.
i. Thinking Maps is a system of graphic organizers that encourages learning using visual teaching tools. Students draw the thinking maps to organize thoughts and to enhance their thinking skills in the writing process and other content areas. Two trainers assist teachers with this process and it is currently used in most classrooms.
IV. School Safety
a. Crisis Plans are created and maintained by every school based on a state model. They are reviewed and approved by Sandra Ezell with the state attorney office. There is a three phase security assessment within the parish. Phase one is training, two is reviewing crisis plans and three is on-site school security assessment. Every building in the parish school board system has a Crisis Plan.
b. Natural Helpers Peer Leadership Program provides training in the skills needed to help other students during stressful situations without giving advice or assuming responsibility for the problem. Because students most often turn to their peers to listen and help provide solutions to their very real issues, those “natural helpers” must be provided with resources to aid their fellow students in a productive manner. Training sessions are sponsored by the Zigler Foundation.
c. Drug Abuse Resistance Education (DARE) Program is designed to increase character education and make students aware of signs and symptoms of substance abuse. This program is sponsored by the Sheriff’s Department and the District Attorney’s office.
d. Safety Audits are conducted by the principal and custodians at each school on a daily basis. They meet weekly and bring up safety issues in the classroom, gymnasium, cafeteria, or playgrounds. Loss Control meetings are conducted weekly and bus safety drills are run twice a year. Students are instructed on lock down, shelter in place and evacuation procedures and drills are conducted several times during the year.
V. Parental Involvement
a.
b. Parent Communication Center is part of our Student Information System. Parents can access their children’s current school year records concerning attendance, discipline, grades, assignments, homework and possible fees due. For high school students transcripts are available and in the future will be able to request courses for next year’s scheduling.
c. District Advisory Committee is made up of representatives from each school (parents, faculty, and administration) to aid in the development and evaluation of parent involvement activities and policy for the district.
VI. School Committees
a.
b. School Improvement Team (SIT) is formed at each school comprised of members of that faculty and one or more parents. The team conducts a needs assessment and interprets the results. The team then plans, implements and evaluates the school’s improvement process.
VII. Collaboration of Funds
a. Title I federal funds are used for academic programs that supplement basic education programs for at risk students.
b. Title II federal funds are used for professional development activities. It provides for instructors and presenters for professional development activities. Seven classroom teachers have also been funded for class size reduction.
c.
Rural Education
Achievement Program (REAP) federal funds are distributed to help low-income
rural districts who lack personnel and/or resources. Locally funds have been used for DIBELS
training, purchase of software (HeadSprout), Shurley training, Professional
Learning Communities,
d. Pre-Kindergarten is funded by federal, state and local funds. Pre-K is for all students who are younger than the age required to enter kindergarten. Program funds include Title I, 8(g), LA 4 Program, TANF, and our own local district. Students that qualify for free or reduced lunches are funded by LA4.
e. Individuals for Disabilities Education Act (IDEA) is federally and state funded. Funds are provided for the educational needs of special needs students not normally provided to regular education students.
f. Ensuring Literacy/Numeracy For All (ENFA/ENFA) are state funded grant programs where funds are used to provide support and assistance to develop reading and math skills for Pre-K to fourth grade students.
VIII. Technology
a. INTECH (INtegrating TECHnology) is a professional development program for teachers in integrating technology in the classroom. Participants learn basic computer skills while focusing on project-based activities. There are two groups: K-6 and 7-12.
b.
INTECH II is
a content-specific professional development program for three and a half
days. INTECH II offers two main subject
contents: science and social
studies. Science focuses on inquiry-base
explorations using technology. Social
studies focus on
c. Data Driven Leadership is a training activity conducted by Region V where a team works with the participating administrators on the examination of data, test scores, evaluations and assessments to improve their school’s SPS or School Performance Score.
d.
LEADTECH
(LEADing with TECHnology) is an intense, technology-rich, leadership-driven
professional development program for
e.
Compressed Video
Conferencing (
f.
Turn On To
Learning Project (
g.
PLATO labs
are in all junior and high schools. The
PLATO software provides a series of skill-level placement tests in math,
reading and language arts. This
self-paced program determines the skills of learners in specific subject
areas. The PLATO labs are also being
used in
h. Business labs are located in all six high schools. These labs are equipped with the latest computer equipment, textbooks and software. New computers are purchased on a rotation basis every three years for three schools at a time. If the software changes, the new versions are purchased with the hardware and textbooks. These labs are funded by Carl Perkins and the district general fund.
i.
8(g) labs
were purchased in 2006-07 and 2007-08 through a competitive grant for
j. Fast Forward is an intervention program for students in reading. This computer-assisted instructional program is in all elementary and junior high schools. The software is designed to improve students’ skills in sound identification and word recognition—abilities that are the foundation of reading.
k. BlackBoard Learning System software and server was purchased for our district in 2004. Administrators and faculty members were in-serviced several times on using the system. Many schools use it within the school for communication, feedback purposes and for SACS collaboration. Correlation of ideas and instructional informational is some of the key uses of BlackBoard. It is used extensively for professional development activities, courses at high schools, special education technical assistance, etc.
l.
Jefferson Davis
Parish Website is located at http://www.jeffersondavis.org. This site provides valuable information on
our system as well as individual school web pages. Links are provided to our BlackBoard,
m. Web-Based JGradebook is the version of our electronic grade book which can be accessed through the internet. The web version does not have the full function as the desktop version yet. Teachers can input assignments, grades and lesson plans from home.
IX. Other
a. Job Fair is an opportunity for district personnel and administrators from each school to meet with prospective graduates from the area universities or other interested certified teachers who are looking for jobs in our district.
b. New Teacher Induction is an orientation for new teachers to our district. This is held two days typically a week before school begins. Topics include classroom management, payroll, insurance, electronic grade book, lesson plans, etc.
c.
SUMMARY OF STUDENT PERFORMANCE
National
Data Comparison
Student
performance at the national level includes a review of data from the EXPLORE,
The EXPLORE program is designed to help 8th and 9th graders explore a broad range of options for their future and helps prepare students for their high school coursework and their post–high school choices. Jefferson Davis Parish administers the EXPLORE to all 8th grade students and results are used as a counseling tool to assist students and parents in selection of courses and vocational opportunities.
The
The American College Test (ACT) is
designed to assess a student’s general educational development in English,
mathematics, reading, and science and a student’s ability to complete college-level
work. Each test of the ACT provides one or more scores and an ACT composite
score, which is an average score based on the scores for the English,
mathematics, reading, and science tests. The ACT composite score ranges from 1
to 36, and measures the student’s general educational development across these
four subject areas. Although district
average scores are not typically at the state or national level, two to three
or 33 - 50% of the individual schools score consistently above the state
average, and one to two or 17 – 33% of the schools consistently score at or
above the national average. (One school
has exceeded the national average for three of the last four years.)
ACT Data Summary
|
|
2002-03 |
2003-04 |
2004-05 |
2005-06 |
2006-07 |
2007-08 |
|
District Composite |
19.8 |
19.6 |
19.7 |
19.9 |
19.6 |
20.1 |
|
State Composite |
19.6 |
19.8 |
19.8 |
20.1 |
20.1 |
20.3 |
|
National Composite |
20.8 |
20.9 |
20.9 |
21.1 |
21.2 |
21.1 |
|
[ |
||||||
NRT (Norm-Referenced Test) Data Summary
From 1998 to 2005, students in grades 3,
5, 6, 7, and 9 were assessed with The Iowa Tests, which are standardized
norm-referenced achievement test batteries with items presented in a
traditional multiple-choice format. To comply with NCLB standards, The Iowa
Tests were supplemented to assess student performance on the
Jefferson Davis Parish scores are well above the national average of 50 and the state averages of 50, 49, 46, 47, and 51 for grades three, five, six, seven and nine respectively.
National Percentile Rank (NPR) ITBS/ITED/SURVEY
|
ITBS/ITED Composite |
|||||
|
|
3rd Grade |
5th Grade |
6th Grade |
7th Grade |
9th Grade |
|
2002-03 |
69 |
63 |
54 |
54 |
54 |
|
2003-04 |
66 |
61 |
55 |
57 |
55 |
|
2004-05 |
67 |
72 |
53 |
58 |
55 |
|
|
|||||
|
2005-06 |
56 |
55 |
59 |
53 |
59 |
|
2006-07 |
62 |
57 |
55 |
59 |
58 |
|
2007-08 |
64 |
58 |
57 |
57 |
58 |
|
[In
2005-06 |
|||||
State
Data Comparison
The
The
|
|
3rd GRADE – % At or Above ‘Basic’ |
4th GRADE –% At or Above ‘Basic’ |
||||||
|
|
ELA |
|
|
|
ELA |
|
|
|
|
2002-03 |
|
|
|
|
74.6 |
77.7 |
77.4 |
79.9 |
|
2003-04 |
|
|
|
|
75.3 |
72.6 |
81.9 |
83.7 |
|
2004-05 |
|
|
|
|
76 |
72 |
83 |
77 |
|
2005-06 |
67 |
70 |
65 |
68 |
71 |
71 |
76 |
79 |
|
2006-07 |
80 |
76 |
71 |
75 |
78 |
74 |
78 |
79 |
|
2007-08 |
78 |
78 |
71 |
78 |
83 |
77 |
78 |
79 |
|
|
|
|
|
|
|
|
|
|
|
|
5th GRADE – % At or Above ‘Basic’ |
6th GRADE –% At or Above ‘Basic’ |
||||||
|
|
ELA |
|
|
|
ELA |
|
|
|
|
2002-03 |
|
|
|
|
|
|
|
|
|
2003-04 |
|
|
|
|
|
|
|
|
|
2004-05 |
|
|
|
|
|
|
|
|
|
2005-06 |
75 |
71 |
70 |
66 |
79 |
76 |
74 |
70 |
|
2006-07 |
75 |
68 |
69 |
67 |
77 |
73 |
68 |
67 |
|
2007-08 |
72 |
72 |
71 |
74 |
79 |
71 |
75 |
74 |
|
|
|
|
|
|
|
|
|
|
|
|
7th GRADE – % At or Above ‘Basic’ |
8th GRADE –% At or Above ‘Basic’ |
||||||
|
|
ELA |
|
|
|
ELA |
|
|
|
|
2002-03 |
|
|
|
|
58.5 |
60.4 |
62.1 |
64.2 |
|
2003-04 |
|
|
|
|
54.4 |
68.3 |
61.5 |
67.5 |
|
2004-05 |
|
|
|
|
61 |
62 |
68 |
70 |
|
2005-06 |
69 |
65 |
61 |
62 |
62 |
66 |
65 |
64 |
|
2006-07 |
81 |
75 |
76 |
78 |
65 |
65 |
69 |
71 |
|
2007-08 |
80 |
65 |
70 |
73 |
74 |
71 |
73 |
74 |
|
|
|
|
|
|
|
|
|
|
|
|
%
At or Above ‘Basic’ |
|||||
|
|
9th GRADE |
10th
GRADE |
11th GRADE |
|||
|
|
ELA |
|
ELA |
|
|
|
|
2002-03 |
|
|
59.3 |
71.6 |
68.4 |
63.1 |
|
2003-04 |
|
|
65.7 |
73.0 |
74.3 |
73.0 |
|
2004-05 |
|
|
73 |
73 |
70 |
66 |
|
2005-06 |
73 |
74 |
70 |
74 |
68 |
68 |
|
2006-07 |
70 |
68 |
72 |
75 |
73 |
72 |
|
2007-08 |
75 |
71 |
68 |
75 |
71 |
75 |
|
|
|
|
|
|
|
|
District Accountability Results
Louisiana
District Accountability Results include the District Performance Score (DPS),
the DPS Label, the district-level Subgroup Performance Scores (
The second part
of the District Accountability System continues to be the calculation of
district-level subgroup performance scores (
Beginning with
the release of 2002-03 District Accountability results, a district passed the
subgroup component when each subgroup met certain requirements and the district
as a whole met the criteria for an additional academic indicator, which was the
non-dropout rate of the district.
Beginning in 2003-04, each district was evaluated for Subgroup AYP based
on three different grade clusters, elementary (K-5), middle (6-8), and high
school (9-12). To make AYP on the District’s Subgroup Component, each subgroup
within each grade cluster had to pass the subgroup component determined by a
certain percentage (annual measurable objective or AMO) of the subgroup scoring
proficient (Basic or above) on the
District Responsibility
In the District
Accountability results reported for 2002-03 through 2005-06 (except for
2003-04), under the third part of the District Accountability System, a school
district was to receive a District Responsibility Index (
The
Although the scoring process and labels have changed over the years, the district’s DPS rank has continued to be in the top eight of the state.
|
DPS |
Jefferson
Davis Parish |
|
|
||||||||||||||
|
District Performance Score |
Score |
Label |
DPS
Rank |
Growth
Rank (1
year) |
Score |
Label |
|
||||||||||
|
2002-2003 |
100.3 |
óóó |
6 |
18 |
80.6 |
óó |
|
||||||||||
|
2003-2004 |
101.9 |
óóó |
6 |
41 |
82.6 |
óó |
|
||||||||||
|
2004-2005 |
106.2 |
óóó |
6 |
21 |
87.4 |
óó |
|
||||||||||
|
2005-2006 |
97.2 |
óó |
8 |
~ |
85.3 |
óó |
|
||||||||||
|
2006-2007 |
99.5 |
óó |
6 |
11 |
|
óó |
|
||||||||||
|
2007-08 |
102.9 |
óóó |
5 |
|
|
|
|
||||||||||
|
DPS
Labels: 5ó=140+;
4ó=120.0-139.9;
3ó=100.0-119.9;
2ó=80.0-99.9;
1ó=60.0-79.9 ~
Data were insufficient, unavailable or not applicable |
|
||||||||||||||||
|
|
District Responsibility Index |
District Responsibility Indicators Note:
2002-03 was the only year that |
|||||||||||||||
|
|
|
|
SI Index / Label |
SI Rank |
|
|
|
Summer School Rank |
Certified Teacher Index / Label |
Cert Tchr Rank |
|||||||
|
2002-2003 |
105.1 Adequately Responsive |
10 |
93.0 Responsive |
13 |
93.8 Responsive |
29 |
94.7 Responsive |
59 |
150.0 Responsive |
1 |
|||||||
|
2003-2004 |
There were
no |
||||||||||||||||
|
2004-2005 |
~ |
|
176.0 Highly Responsive |
~ |
~ |
~ |
~ |
~ |
146.5 Highly Responsive |
5 |
|||||||
|
|
District Responsibility Index |
District Responsibility Indicators Note:
2002-03 was the only year that |
|
||||||||||||||||||||
|
Financial Risk Indicator is under BESE revision for
2005-06 and will not be used until complete. |
Financial Risk Indicator |
Fin. Risk Rank |
8th Grade Persistence |
8th Gr Pers. Index Rank |
Certified Teacher Index / Label |
Cert Tchr Index Rank |
|
||||||||||||||||
|
2005-2006 |
~ |
~ |
~ |
~ |
~ |
~ |
99.4 Exceptional |
6 |
99.9 Exceptional |
2 |
|
||||||||||||
|
2006-2007 |
~ |
~ |
~ |
~ |
~ |
~ |
99.8 Exceptional |
1 |
99.6 Exceptional |
8 |
|
||||||||||||
|
~ Data were insufficient, unavailable or not
applicable. Prior to 2005-06 After 2005-06 Teacher Certification Index
Labels: Exceptional=97.0-100.0;
Adequate=94.0-96.9; Marginal=90.0-93.9; Unacceptable=Below 90.0 8th Grade Persistence Index
Labels: Exceptional=99.0-100.0;
Adequate=98.0-98.9; Marginal=97.0-97.9; Unacceptable=Below 97.0 |
|
||||||||||||||||||||||
|
|
SUBGROUP PERFORMANCE ( |
||||||||||||||||||||||
|
|
ED or F/R Lunch |
ED Rank |
Pd Lunch |
Pd Rank |
Black |
Black Rank |
White |
White Rank |
SWD |
SWD Rank |
Reg Ed |
Reg Ed Rank |
|||||||||||
|
2002-2003 |
90.1 |
3 |
113.9 |
5 |
79.0 |
3 |
108.3 |
8 |
62.9 |
4 |
107.7 |
5 |
|||||||||||
|
2003-2004 |
92.2 |
4 |
114.0 |
8 |
83.5 |
3 |
107.8 |
16 |
58.8 |
9 |
110.4 |
5 |
|||||||||||
|
2004-2005 |
96.4 |
2 |
117.6 |
10 |
87.9 |
2 |
112.0 |
13 |
68.9 |
4 |
113.9 |
5 |
|||||||||||
|
2005-2006 |
88.7 |
6 |
107.9 |
9 |
80.0 |
6 |
102.7 |
14 |
64.9 |
8 |
103.8 |
6 |
|||||||||||
|
2006-2007 |
87.7 |
4 |
|
|
|
|
|
|
64.2 |
6 |
|
|
|||||||||||
|
2006-07 |
|||||||||||||||||||||||
STAKEHOLDER FEEDBACK
The district
schools utilized a comprehensive needs assessment as part of the school
improvement planning process. The LDE
offers the School Analysis Model (
Administrator Questionnaire Results:
|
Areas
cited as possible strengths: |
Areas
cited as potential weaknesses: |
|
Students are provided a safe learning environment / classroom discipline promotes student learning |
Parents are not involved in most school activities |
|
Staff development improves classroom practices |
Academic ability of the students at this school is not higher than students at other schools |
|
Most students will graduate on time |
|
|
This school does a good job teaching reading / teachers use a variety of teaching strategies |
|
Instructional Staff Questionnaires:
|
Areas
cited as possible strengths: |
Areas
cited as potential weaknesses: |
|
Classroom discipline promotes effective learning / teachers feel safe at school / fights are not frequent |
Parents do not help their child with school work |
|
This school does a good job teaching reading, writing, math, science |
Most parents are not involved in school activities |
|
Most students will graduate on time |
Academic ability of the students at this school is not higher than students at other schools |
|
Teachers use a variety of teaching strategies or learning activities |
Parents are not recognized or known by the teachers |
Student Questionnaires:
|
Areas
cited as possible strengths: |
Areas
cited as potential weaknesses: |
|
Parents care about what their child learns |
Rules at this school are not fairly enforced |
|
A good education is needed for success |
Parents are not involved in school activities |
|
Students will graduate on time |
Administrators do not help when students have a problem |
|
I am good in reading and writing because of my teachers |
Students do not participate in developing policies, or school improvement activities |
Parent Questionnaires:
|
Areas
cited as possible strengths: |
Areas
cited as potential weaknesses: |
|
I care about my child’s grades / want feedback |
I don’t participate in developing school policies |
|
I tell my child that a good education is needed for success |
I am not involved in school activities |
|
My child will graduate on time |
Teachers do not encourage extra work to help improve my child’s grades |
|
This school does a good job teaching reading and writing |
|
|
I often help my child with school work / my child feels safe at school |
|
Additional feedback from district committees, parent surveys, school professional learning communities, the district principals association, etc. is also reviewed. Thus the district reviews and analyzes student performance data, stakeholder feedback, and current state and federal guidelines as part of its comprehensive needs assessment.
OVERVIEW OF TRENDS
Overall review of school and district level data indicates that student attendance is a district strength, as is a very low dropout rate. Student performance data indicates that English Language Arts is positive, particularly in grades three and seven. District Performance criteria reveal that the parish consistently ranks in the top 8 of the state when reviewing the District Performance Score (5th), Eighth Grade Persistence (1st), Teacher Certification (8th), and Subgroup Performance – Economically Disadvantaged (4th) and Students with Disabilities (6th).
Areas indicated as a potential weakness include performance of Students with Disabilities in English Language Arts, and overall math performance in grades 5, 8 and 9, but particularly for African American students in these same grades. The district is addressing the ELA areas through increased professional development on the use of advanced or graphic organizers, and a district-wide Process Writing initiative. Math is being addressed through increased professional development on utilizing resources, differentiating instruction, and curricular alignment with Grade-Level Expectations (GLEs).
The
district has also implemented a “Leaders for Student Learning” Initiative that
includes a District Level Professional Learning Community that meets monthly to
increase professional development and guidance for school level leaders in
school improvement. It also works toward improvement in consistency in
curriculum implementation, interventions and monitoring; and to increase collaboration
and communication between teachers and schools regarding instruction and best
practices. District
Vision &
Purpose
STANDARD: The
system establishes and communicates a shared purpose and direction for
improving the performance of students and the effectiveness of the system.
Impact Statement: A system is successful in meeting this
standard when it commits to a purpose and direction that is shared system-wide.
The leadership establishes expectations for student learning aligned with the
system’s vision that is supported by system and school personnel and external
stakeholders. These expectations serve as the focus for assessing student
performance and district effectiveness. The system’s vision guides allocations
of time and human, material, and fiscal resources.
Indicators Rubric
Please
indicate the degree to which the noted practices/processes are in place in the
school system. The responses to the
rubric should help the school system identify areas of strength and
opportunities for improvement as well as guide and inform the school system’s
responses to the focus questions.
|
INDICATORS In fulfillment of this standard, the system: |
Not Evident |
Emerging |
Operational |
Highly Functional |
|
|
1.1 |
Establishes
a vision and purpose for the system in collaboration with its stakeholders |
|
|
|
X |
|
1.2 |
Communicates
the system’s vision and purpose to build stakeholder understanding and
support |
|
|
|
X |
|
1.3 |
Identifies system-wide goals and measures to
advance the vision |
|
|
|
X |
|
1.4 |
Develops
and continuously maintains a profile of the system, its students, and the
community |
|
|
|
X |
|
1.5 |
Ensures
that the system’s vision and purpose guide the teaching and learning process
and the strategic direction of schools, departments, and services |
|
|
|
X |
|
1.6 |
Reviews its vision and purpose systematically and
revises them when appropriate |
|
|
|
X |
Definitions
Not
Evident Little or no
evidence exists
Emerging Evidence indicates early or
preliminary stages of implementation of practice
Operational Evidence indicates practices
and procedures are actively implemented
Highly Functional Evidence
indicates practices and procedures are fully integrated and effectively and
consistently implemented
Focus Questions
Please respond to the following
questions regarding the processes that are in place to support the school
system’s implementation of the research-based practices outlined in the
indicators rubric. Responses to these questions
should support the school system’s self-assessment on the indicators
rubric. Be thorough and concise in your
answers, focusing on quality and depth over quantity.
- What is the process for establishing and
building understanding of and commitment to the vision statement among the
school system and its stakeholders?
The
Jefferson Davis Parish School System’s mission statement is
- What is the system’s process for maintaining
and using information that describes the school system, its programs,
services, and schools and their performance?
To fulfill the vision and purpose, the District Improvement
Process involves students, parents, teachers, administrators, support
personnel, and community members in developing the district-wide school
improvement plan. District committees
meet annually to analyze data, determine strengths and weaknesses and assess
student achievement to create an action plan that will ensure success for all
students.
Jefferson Davis Parish School System maintains a full and
current description of its students using the SIS database. Data sources such as iLEAP,
- How does the leadership ensure that the
system’s vision, purpose, and goals guide the work of the school system
and its schools?
Using the information in the data profile, Jefferson Davis
Parish School System develops a comprehensive plan to advance its goals and
vision. All school personnel have been informed of the Jefferson Davis Parish
School System mission statement, vision, and beliefs, through new teacher
orientation programs and professional in-services at the district and school
levels. The SACS District Planning Team
which includes members of all stakeholder groups provides guidance and feedback
in planning, analysis and assessment. The vision of Jefferson Davis Parish
School System is reflected in each school’s instructional program and
district-wide professional development.
- What process is used to ensure that the
vision and purpose of the school system remain current and aligned with
the system’s expectations in support of student learning and the
effectiveness of the school system and its schools?
Dedication
to excellence begins with the universal four-year old Pre-Kindergarten and
continues into elementary, middle and high school. The District Plan and School
Improvement Plans determine goals and objectives to improve student
performance. The school district believes in early intervention practices to
help at-risk students achieve school readiness and academic success.
Supervisors, principals and teachers monitor student progress regularly and
meet often to discuss trends, concerns and strengths of programs. The district
goal is for each student to be an active learner and productive citizen in our
multicultural, global society. Each school improvement plan incorporates the
goals and mission of the district plan, while also addressing the
individualized needs of each school site. Each school improvement plan is
submitted to district level supervisors for feedback, revision and approval.
Jefferson Davis Parish School System communicates the District Improvement Plan
and School Improvement Plans through school handbooks, school newsletters,
teacher newsletters, and the district website.
To
fulfill the vision and purpose of the Jefferson Davis Parish School System
requires many dedicated people working together to provide the best possible
education for each student who enters Jefferson Davis Schools. Jefferson Davis
Parish School System has a successful history of academic achievement as
evidenced by assessment data. All who
comprise the system continue to work toward creating active learners who will
contribute and connect to a dynamic world.
Overall
Assessment Rubric
Please complete the overall assessment for this
standard which is a separate document that can be found next to the Standards
Assessment Report on the AdvancED homepage at www.advanc-ed.org.
STANDARD: The
system provides governance and leadership that promote student performance and
system effectiveness.
Impact Statement: A system is successful in meeting this
standard when it has leaders who are advocates for the system’s vision and
improvement efforts. The leaders provide direction and allocate resources to
implement curricular and co-curricular programs that enable students to achieve
expectations for their learning. Leaders function with clearly defined
authority and responsibility and encourage collaboration and shared
responsibility for system and school improvement among stakeholders. The
system’s policies, procedures, and organizational conditions ensure equity of
learning opportunities and support for innovation.
Indicators Rubric
Please
indicate the degree to which the noted practices/processes are in place in the
school system. The responses to the
rubric should help the school system identify areas of strength and
opportunities for improvement as well as guide and inform the school system’s
responses to the focus questions.
|
INDICATORS In
fulfillment of this standard, the system operates under the jurisdiction of a
governing authority that: |
Not Evident |
Emerging |
Operational |
Highly Functional |
|
|
2.1 |
Establishes and communicates policies and
procedures that provide for the effective operation of the system |
|
|
|
X |
|
2.2 |
Recognizes and preserves the executive,
administrative, and leadership authority of the administrative head of the
system |
|
|
|
X |
|
2.3 |
Ensures compliance with applicable local, state,
and federal laws, standards, and regulations |
|
|
|
X |
|
2.4 |
Implements policies and procedures that provide
for the orientation and training of the governing board |
|
|
|
X |
|
2.5 |
Builds public support, secures sufficient
resources, and acts as a steward of the system’s resources |
|
|
|
X |
|
2.6 |
Maintains access to legal counsel to advise or
obtain information about legal requirements and obligations |
|
|
|
X |
|
2.7 |
Maintains adequate insurance or equivalent
resources to protect its financial stability and administrative operations |
|
|
|
X |
|
In
fulfillment of this standard, the system has leadership that: |
|
|
|
|
|
|
2.8 |
Provides for systematic analysis and review of
student performance and school and system effectiveness |
|
|
|
X |
|
2.9 |
Creates
and supports collaborative networks of stakeholders to support system
programs |
|
|
|
X |
|
2.10 |
Provides
direction, assistance, and resources to align, support, and enhance all parts
of the system in meeting organizational and student performance goals |
|
|
|
X |
|
2.11 |
Provides internal and external stakeholders
meaningful roles in the decision-making process that promote a culture of
participation, responsibility, and ownership |
|
|
|
X |
|
2.12 |
Assesses and addresses community expectations
and stakeholder satisfaction |
|
|
|
X |
|
2.13 |
Implements an evaluation system
that provides for the professional growth of all personnel |
|
|
|
X |
Definitions
Not
Evident Little or no
evidence exists
Emerging Evidence indicates early or
preliminary stages of implementation of practice
Operational Evidence indicates practices
and procedures are actively implemented
Highly Functional Evidence
indicates practices and procedures are fully integrated and effectively and
consistently implemented
Focus Questions
Please respond to the following
questions regarding the processes that are in place to support the school
system’s implementation of the research-based practices outlined in the
indicators rubric. Responses to these
questions should support the school system’s self-assessment on the indicators
rubric. Be thorough and concise in your
answers, focusing on quality and depth over quantity.
1. What is the process for
establishing, communicating, and implementing policies and procedures for the
effective operation of the school system and its schools?
The Jefferson Davis Parish School System operates
according to federal and state laws and local policies that have been
established by the Jefferson Davis Parish School Board with Louisiana Revised
Statute 17:52 guiding Leadership and Governance decisions. The Jefferson Davis Parish School Board acts
as the legislative body to enact policies for the control, operation,
maintenance, and improvement of the school system. The Jefferson Davis Parish School System
Policy and Procedures Manual guides the operation of the
The Jefferson Davis Parish School System is
governed by a thirteen-member board elected to represent each electoral
district for a four-year term. Newly
elected board members are provided a minimum of four hours annually of training
and instruction regarding school board powers, policies, duties, school laws of
the state, educational research and trends.
The Board establishes policies that recognize and preserve the role of
the Superintendent, Assistant Superintendent, Directors, Supervisors,
Coordinators, and Principals to perform their duties following district
policies and procedures. The Board,
Superintendent, Assistant Superintendent, Directors, Supervisors, and
Coordinators provide direction, assistance, support, and resources to meet
organizational and student performance goals of the school district. The Jefferson Davis Parish District Attorney,
the services of Hammond and Sills, and Boyer and Hebert Law Firms are all
assigned to provide legal counsel to the Board, the Superintendent, and
administrators. To ensure financial
responsibility, the Board secures sufficient funds, maintains adequate
insurance, and equitably aligns funds for meeting the needs of schools. The Jefferson Davis Parish School Board meets
in regular session at
2. What process does the system’s
leadership use to evaluate system effectiveness and its impact on student
performance?
The Jefferson Davis Parish School System has
consistently ranked as one of the top eight school systems in state-based District
Accountability Reports, with Jefferson Davis Parish most recently ranking sixth
in the 2006 – 2007 and fifth in the 2007 - 2008 Louisiana District Performance
Score rankings. Each school analyzes
student test data and performance trends to implement research-based practices
to meet the needs of our diverse population.
The Jefferson Davis Parish School System attributes its success to
certified, highly dedicated teachers who have achieved highly qualified status
based on No Child Left Behind standards.
Jefferson Davis Parish School System has a District Improvement Plan,
and each of the thirteen parish schools has a School Improvement Plan that
focuses on student performance and individual school effectiveness.
Teachers and administrators are evaluated according to the Jefferson Davis Parish Personnel Evaluation Plan based on timelines that are more stringent than those required by the Louisiana Department of Education. Administrators utilize professional growth plans, formal and informal observations, job descriptions, and self-evaluations to improve proficiency in the classroom, professional growth and school improvement. These observations and evaluations promote improvement of the teaching/learning process and strengthen job performance. Instructional and support staff are evaluated annually based on job descriptions and performance.
3. In what ways are stakeholders,
including system and school staff, given opportunities to provide leadership
and to contribute to the decision-making process?
Teachers, students, and parents are involved in
decision making at the school and district level. Teachers collaborate on various levels
including – grade-level and team meetings, school and district committees, school
and district learning communities, and professional development and leadership
opportunities on the school, district, state, and national levels. Each summer Jefferson Davis Parish teachers
are paid a stipend to attend twelve hours of teacher-selected Professional
Development opportunities to improve instructional strategies and procedures. Teachers meet regularly with their
principals to plan, implement, and assess the instructional program. Students are valuable participants in
extra-curricular activities, clubs, sports, academic competitions, special
projects, and student government. In
addition, students serve as stakeholders and committee members in the school
improvement process.
Parents, community members, and other stakeholders
are important assets to the Jefferson Davis Parish School System. Periodic surveys are given to community
members to assess the stakeholder satisfaction of our school district. A variety of parish generated surveys are
used to determine specific needs of various programs. In addition, the Jefferson Davis Parish
School System conducted a series of formal surveys of stakeholders through the
School Analysis Model (
Stakeholders are included and involved in the
“Jefferson Davis Parish School Family.”
Each school has a School Improvement or Leadership Team and a
parent-teacher organization or some other sort of specific organizational
support. Schools host open houses and
family nights and solicit volunteer, community, and business partners. Community members serve on school and
district committees. Members of the
Jefferson Davis Parish School System participate in many community and civic
organizations such as the Rotary Club, Kiwanis Club, Optimist Club, Lions Club,
Chamber of Commerce, Women’s Service League, Families in Need of Assistance,
4. What policies and processes are
in place to ensure equity of learning opportunities and support for innovation?
There are several policies and
processes in place to ensure equity of learning opportunities including:
The Jefferson Davis Parish
District Pupil Progression Plan Review Committee and the Jefferson Davis Parish
District Discipline Review Committee both meet annually to solicit parental,
teacher and administrative input to review and make required changes to these
programs deemed necessary for their continued improvement.
The DEWS (Drop Out Early Warning
System) process is in place at all high schools in the parish which utilize our
Administrative Management Systems to flag potential drop outs based upon
concerns with attendance, grades, discipline and age. Once these students have been identified, the
schools provide strategically based interventions to ensure students have
additional options/opportunities to be successful.
School Wide Positive Behavior
Support (SWPBS) is utilized in all parish schools with eight of these schools
being identified as demonstration sites for the state. The use of a positive reinforcement system
has changed the culture and atmosphere of the schools and allowed students to
be recognized and rewarded for doing what is right rather than just being
punished for doing what is wrong.
Jefferson Davis Parish allows
Attendance Zone Waivers for students to attend another school in the district
if the student is unable to receive instruction in a class that he/she feels is
necessary for continued career or education preparation. Transportation from all parish high schools
to the
The Jefferson Davis Parish School
System also has several policies and processes in place to support innovation
including:
Jefferson Davis Parish spends
over a million dollars per year on technology and technological improvements
including: Jefferson Davis Parish and individual school websites, a compressed
video center at each area high school and an Administrative Management System
that includes a Parent Command Center which allows parents to access student
grades, lesson plans, attendance and discipline records in real time and at any
time for their children. This system
also provides a
The Jefferson Davis Parish School System has been
very involved in developing District and School Learning Communities which are
implementing the program of “Learning Places” formulated by Dr. Clif St.
Germain and Dr. Michael Fullan. District
PLCs meet every month with innovative topics such as Differentiated
Instruction, Response to Intervention, Comprehensive Curriculum, Literacy Strategies and Constructed Response
Strategies being discussed and then the members from each school redeliver this
information in their individual School Learning Communities.
Jefferson Davis Parish has also been at the
forefront of providing early childhood education free of charge to all of the
Pre-Kindergarten children in the parish that want to attend. Pre-K classes funded through LA 4, Education
Excellence Funds (EEF -Tobacco Settlement Funds), Title I and the Jefferson
Davis Parish General Fund are being utilized to provide ECERS-R standards based
Pre-K classes at all of the elementary schools.
A contingency of supervisors, administrators, and
teachers attended the Model Schools Conference sponsored by the ICLE this past
summer in
Jeff Davis Parish has been
fortunate to receive
Overall Assessment Rubric
Please complete the overall assessment for this
standard which is a separate document that can be found next to the Standards
Assessment Report on the AdvancED homepage at www.advanc-ed.org.
STANDARD: The
system provides research-based curriculum and instructional methods that
facilitate achievement for all students.
Impact Statement: A system is successful in meeting this
standard when it implements a curriculum based on clear and measurable
expectations for student learning that provides opportunities for all students
to acquire requisite knowledge, skills, and attitudes. The system ensures that
teachers use proven instructional practices that actively engage students in
the learning process; provide opportunities for students to apply their
knowledge and skills to real world
situations; and give students
feedback to improve their performance.
Indicators Rubric
Please
indicate the degree to which the noted practices/processes are in place in the
school system. The responses to the
rubric should help the school system identify areas of strength and
opportunities for improvement as well as guide and inform the school system’s
responses to the focus questions.
|
INDICATORS In fulfillment of this standard, the system: |
Not Evident |
Emerging |
Operational |
Highly Functional |
|
|
3.1 |
Develops, articulates, and coordinates curriculum
based on clearly- defined expectations for student learning, including
essential knowledge and skills |
|
|
|
X |
|
3.2 |
Establishes expectations and supports student
engagement in the learning process, including opportunities for students to
explore application of higher order thinking skills and investigate new
approaches to applying their learning |
|
|
X |
|
|
3.3 |
Ensures that system-wide curricular and
instructional decisions are based on data and research at all levels |
|
|
|
X |
|
3.4 |
Supports instruction that is research-based and
reflective of best practice |
|
|
|
X |
|
3.5 |
Supports a curriculum that challenges and meets
the needs of each student, reflects a commitment to equity, and demonstrates
an appreciation of diversity |
|
|
|
X |
|
3.6 |
Allocates and
protects instructional time to support student learning |
|
|
|
X |
|
3.7 |
Maintains
articulation among and between all levels of schooling to monitor student
performance and ensure readiness for future schooling or employment |
|
|
|
X |
|
3.8 |
Supports the
implementation of interventions to help students meet expectations for
student learning |
|
|
|
X |
|
3.9 |
Maintains a
system-wide climate that supports student learning |
|
|
|
X |
|
3.10 |
Ensures that
curriculum is reviewed and revised at regular intervals |
|
|
|
X |
|
3.11 |
Coordinates and ensures
ready access to instructional technology, information and media services, and
materials needed for effective instruction |
|
|
|
X |
Definitions
Not
Evident Little or no
evidence exists
Emerging Evidence indicates early or
preliminary stages of implementation of practice
Operational Evidence indicates practices
and procedures are actively implemented
Highly Functional Evidence
indicates practices and procedures are fully integrated and effectively and
consistently implemented
Focus Questions
Please respond to the following
questions regarding the processes that are in place to support the school
system’s implementation of the research-based practices outlined in the
indicators rubric. Responses to these
questions should support the school system’s self-assessment on the indicators
rubric. Be thorough and concise in your
answers, focusing on quality and depth over quantity.
- How does the system ensure the alignment and
articulation of curriculum, instructional strategies, and assessments in
support of the expectations for student learning?
In 2005
the State Department of Education mandated that school systems either implement
the Louisiana Comprehensive Curriculum or develop their own local curriculum
approved by the state. Jefferson Davis
Parish chose to adopt the state-developed Louisiana Comprehensive Curriculum
which aligns content, instruction, and assessment to the Louisiana Content
Standards and Benchmarks in the core subjects.
The
- In what ways does the system promote and
support the implementation of research-based instructional strategies,
innovations, and activities that facilitate achievement for all students?
Jefferson
Davis Parish Schools expect students to achieve at their highest level and
provide a variety of teaching strategies to assist students in reaching their
potentials. Computer based instruction
is provided from kindergarten to twelfth grade through CAI Labs, “Success Maker”, PLATO, Accelerated
Reader/Math, Fast ForWord, Head Sprout, Contemporary Pre-GED, Brain Child, and
Novel Stars. These programs provide
remediation and enrichment for students at all levels in the system. Teachers use Promethean ActivBoard and Smart
Boards,
Jefferson
Davis Parish School System supports inclusion for diverse needs students and
provides the Gifted and Talented for Exceptional Students (GATES) Program for
advanced students. The district
developed a literacy plan and employed Response To Intervention coaches to keep
students performing and progressing at the same level as their peers. The district offers several alternative
programs that provide for students with various challenges. The Alternative
School is a program
that provides those students recommended for expulsion the opportunity to
continue their schooling in a more restricted environment. The Accelerated
Program for Transition (
Articulation/Dual
Credit Agreements were developed with the
The
district supports many interventions to help students meet expectations for
student learning. We begin by offering
Universal Pre-K to all students. We
utilize DIBELS for early identification of reading difficulties in
students. A variety of interventions
assist students identified with reading difficulties to keep up with their
peers. Title I programs provide
supplemental activities that helps provide academic assistance in keeping
students on track.
- What processes are implemented to ensure that
all staff members are well-prepared to support and implement the
district’s expectations for student learning?
Jefferson
Davis Parish School System’s analysis of yearly assessments (iLEAP,
The
District Professional Learning Community functions in analyzing district data,
providing direction for professional development and direction for schools’
Professional Learning Communities. The
district retains Dr. Cliff St. Germain as a consultant to analyze district and
school data to ensure research based strategies are integrated into the
instructional process. The district
modified its Personnel Evaluation Plan to add principal and supervisor
walk-throughs (mini-observations) to ensure the research based strategies were
incorporated into the instructional process.
Collecting data from the walk-throughs enable the district to analyze
the district and school improvement efforts.
A balance of educational
experiences is provided through the use of the Louisiana Comprehensive
Curriculum and teacher-generated activities.
The Louisiana Comprehensive Curriculum provides developmentally
appropriate activities, and teachers are encouraged to use “best practices” to
guide instruction. The 18 Literacy
Strategies are woven through the Louisiana Comprehensive Curriculum activities,
and teachers are expected to incorporate these into their instruction. They will be in-serviced on SPAWN (Special
Powers Problem Solving Alternative
Viewpoints What If?, Next) Writing, RAFT (Role Audience
Form Topic) Writing, Word Grid, Student Questions for Purposeful
Learning, Anticipation Guide, and Split-page Note-taking. Process Writing Portfolios for all students
was a district focus for the 2007-2008 school year.
Instructional
time is allocated according to the requirements in Bulletin 741, the state
guide for education. The district schedules five minutes extra each day per
school to provide “Bank Days” for in-service activities. Harry Wong procedures are encouraged and instruction
in establishing procedures is provided to all new teachers at the parish
induction program.
- How does the system ensure that all students
and staff have access to comprehensive information, instructional
technology, and media services?
The district supports student
learning as evidenced in their Pupil Progression Plan¸ parish website, parish
monitoring plan, Blackboard usage, School Wide Positive Behavior System,
Dropout Early Warning System, and Parent Command Center. The multiple programs for “At Risk” students
indicate that Jefferson Davis Parish is committed to “No Child Left Behind.”
Jefferson
Davis Parish School System is committed to making sure that the curriculum is
reviewed and revised continually. The
Louisiana Comprehensive Curriculum is mandated by the state; therefore, the
only altering of the curriculum is through alignment of our textbooks and the
curriculum. Analysis of test data each
year helps to identify problem areas where our students are not learning
particular skills. The district
establishes textbook adoption committees to review textbooks before adoption to
ensure that they are the best suited for our district. Grade Level Expectation timelines are studied
to make sure critical skills are taught in an appropriate sequence. Jefferson
Davis Parish School System maintains Articulation Agreements with McNeese State
University and
The
district has a technology committee that develops a technology plan and
coordinates the budget to make sure that both hardware and software are as
current as possible. The committee meets
annually and includes representatives from all stakeholders. Needs assessments
provide input from all stakeholders and help in district technology
planning. Workshops are provided for
teachers and administrators to ensure that the technology purchased is put to
optimum use. The “Parent Command
Center” provides parents with up-to-date attendance, grades, and discipline for
their children and calls/emails them when there is a concern.
Jefferson
Davis Parish utilizes Blackboard to disseminate important information to
various groups, such as Louisiana Teacher Assistance and Assessment
Program, Special Education, and School Wide Positive Behavior Support
(SWPBS). Each individual school also utilizes the blackboard to disseminate
information and gather input from its faculty.
Questionnaires are incorporated and faculty input is used in a variety
of ways. Weekly announcements and
upcoming trainings are announced using these technologies. Additionally, Blackboard is used for classes
such as Calculus in the parish. New
video-conferencing stations in all high schools allow classes across the district
to interact and therefore enhance instruction.
There are plans to provide classes to smaller schools using
Overall
Assessment Rubric
Please complete the overall assessment for this
standard which is a separate document that can be found next to the Standards
Assessment Report on the AdvancED homepage at www.advanc-ed.org.
Documenting & Using Results
STANDARD: The system enacts a comprehensive assessment system
that monitors and documents performance and uses these results to improve
student performance and system effectiveness.
Impact Statement: A school system is successful in meeting this standard when it uses a comprehensive assessment system based on clearly-defined performance measures. The assessment system is used to assess student performance on expectations for student learning, identify gaps between expectations for student learning and student performance, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts.
Indicators Rubric
Please
indicate the degree to which the noted practices/processes are in place in the
school system. The responses to the
rubric should help the school system identify areas of strength and
opportunities for improvement as well as guide and inform the school system’s
responses to the focus questions.
|
INDICATORS In fulfillment of this standard, the system: |
Not Evident |
Emerging |
Operational |
Highly Functional |
|
|
4.1 |
Establishes
and implements a comprehensive assessment system, aligned with the system’s
expectations for student learning, that yields information which is reliable,
valid, and bias free |
|
|
|
X |
|
4.2 |
Ensures
that student assessment data are used to make decisions for continuous
improvement of teaching and learning |
|
|
X |
|
|
4.3 |
Conducts
a systematic analysis of instructional and organizational effectiveness,
including support systems, and uses the results to improve student and system
performance |
|
|
|
X |
|
4.4 |
Provides
a system of communication which uses a variety of methods to report student
performance and system effectiveness to all stakeholders |
|
|
|
X |
|
4.5 |
Uses
comparison and trend data from comparable school systems to evaluate student
performance and system effectiveness |
|
|
X |
|
|
4.6 |
Demonstrates
verifiable growth in student performance that is supported by multiple
sources of evidence |
|
|
|
X |
|
4.7 |
Maintains
a secure, accurate, and complete student record system in accordance with
state and federal regulations |
|
|
|
X |
Definitions
Not
Evident Little or no
evidence exists
Emerging Evidence indicates early or
preliminary stages of implementation of practice
Operational Evidence indicates practices
and procedures are actively implemented
Highly Functional Evidence
indicates practices and procedures are fully integrated and effectively and
consistently implemented
Focus Questions
Please respond to the following
questions regarding the processes that are in place to support the school
system’s implementation of the research-based practices outlined in the
indicators rubric. Responses to these
questions should support the school system’s self-assessment on the indicators
rubric. Be thorough and concise in your
answers, focusing on quality and depth over quantity.
- How is the assessment system currently used
throughout the school system and its schools to guide analysis of changes
in student performance?
The
Jefferson Davis Parish School System uses the accountability system that has
been established by the Louisiana Department of Education and complies with the
requirements of the United States Department of Education to manage and measure
student performance. This system is based on clear expectations of student
learning as stated in the Grade Level Expectations or GLEs. Indicators of
student performance in all grades have been established. They include both
norm-referenced and criterion-referenced tests, iLEAP/
Jefferson Davis Parish
administrators, counselors, and teachers analyze student test scores and use
the results to analyze changes in student performance, set goals, develop
intervention strategies, and plan instruction. New and innovative strategies
and techniques are research-based and deemed “best practices” in pedagogy.
Jefferson Davis Parish schools are committed to utilizing and adhering to the
established Grade Level Expectations and the Comprehensive Curriculum as
designed by the state of Louisiana. This is the basis on which each school
measures its student performance and progress and makes sound instructional
decisions. A comprehensive system of student assessment has been implemented
and is effectively used as a management tool of student performance and a
measure of academic progress. The system’s assessments program is compromised
of the following:
·
DIBELS –
Dynamic Indicators of Basic Early Literacy (Grades K-5)
·
·
iLEAP –
Norm-referenced and criterion-referenced (Grades 3, 5, 6, 7, 9)
·
EXPLORE –
Eighth grade ACT with interest inventory (Grade 8)
·
·
ACT – College
placement/entrance exam and TOPS qualifier (Grades 11 & 12)
·
We are
currently working towards review of the 2008-2009 Reading Subtest for grades
3-10.
The
State Department of Education combines the academic indicators from GEE and
iLEAP with attendance, dropout, and a graduation index (2007) to calculate a
School Performance Score (SPS) and the District Performance Score (DPS). This
summative score is used to measure each school’s progress as well as that of
the district. The academic progress of
each sub-group is also reported through Annual Measurable Objectives
(AMO). Subgroups include: All students,
Ethnicity (American Indian/Native Alaskan, African American/Black,
Asian/Pacific Islander, Hispanic, and White), Economically Disadvantaged,
Students with Disabilities and Limited English Proficient (LEP). In 2006-07
The Jefferson Davis School
Board is committed to ensuring that the rights and privacy of each student are
protected. Student records are kept in a
secure location at each school and are made available in accordance with state
and federal regulations. Designated
school personnel collect, organize, and maintain a cumulative folder on each
student. Teachers and administrators are
often included in the process of data collection. All school-wide assessment data is organized
and filed by academic year. Individual
student assessment data is placed in the student’s cumulative folder. The District Test Coordinator accurately and
securely maintains all district records at the Central Office.
- What are you doing to ensure that assessment
results are timely, relevant, and communicated in a way that can be used
by the system, its schools, and stakeholders to aid the performance of
individual students?
The Jefferson Davis School System
uses multiple data sources and processes to assist staff, students and
stakeholders in working toward improvement and success for each and every
student. The district communicates
assessment results to our stakeholders on a continuous basis. This is done
through community meetings, local newspapers, district website, school board
meetings, school-level faculty meetings, professional development days and
district staff meetings. Schools communicate with stakeholders via email,
newsletters, parent conferences, orientation meetings, school websites,
Parent’s
School
principals also attend local and/or regional training in data analysis and
school improvement. The school district
utilizes a systemic approach of collaboration and communication to ensure that
all personnel are well informed and have support to implement and evaluate
recommended practices. These activities
include weekly central office staff meetings, monthly principal meetings,
monthly school counselor association meetings, monthly district professional
learning communities, etc.
- How are data used to understand and improve
overall effectiveness of the school system and its schools?
The Jefferson Davis School
System uses a variety of data sources and processes to analyze instructional
and organizational effectiveness.
Individual school and district level student performance data, classroom
observational data, dropout and attendance data are all analyzed, communicated,
and discussed to determine effectiveness of current practices. District monitoring teams visit schools on a
rotating basis to review instruction, school climate, and internal procedures
for compliance with existing policies. These visits include two-way
communication and feedback between school and district level personnel that can
be used to improve system effectiveness.
External monitoring results by Louisiana Department of Education or
other regional, state, or federal agencies are reviewed for information that
can be used toward district improvement.
District and school level administrators routinely conduct formal and
informal classroom observations to provide data that is used to monitor
implementation of the comprehensive curriculum and improvement strategies. This
observational data can be used to determine if modifications or adjustments are
needed to improve student performance.
Additional processes for systematic improvement include comprehensive
District Assistance Team (DAT) training for all school principals, assistant
principals, and counselors.
The
district also compares its data to the state average and other regional
districts or those with similar demographics as an additional means for
evaluating student performances and system effectiveness. District Performance Score ranks and School
Performance Scores for each school site are reviewed as well as district
averages on other nationally-normed tests such as the
- How are staff members across the system and
its schools trained to understand and use data to impact teaching and learning
in the classroom?
District training is provided
and on-going communication is evident regarding data analysis. Jefferson Davis
Parish uses data analysis to alter or improve services and implement
district-wide initiatives. The school district studies its data grade-to-grade
by comparing a particular grade level this year to that same grade level last
year and by analyzing each student’s growth compared to the previous year. These two comparisons are used to reveal
trends and are used in conjunction with other school and subgroup scores to
evaluate effectiveness of programs and make improvements in the
teaching-learning process. District personnel and school administrators attend
any available regional and state training or workshops on current accountability
issues and data analysis. Meetings and
data training sessions are held periodically each year for district and school
administrators, counselors, teachers, etc. to review data that is relevant to
the district, school and individual.
These sessions assist schools in developing specific instructional
strategies. Documentation of review of subgroup performance and assistance in
implementing effective strategies such as case studies, brain-based strategies,
motivation, poverty awareness, etc. is also maintained. School Improvement Team (SIT) and
Professional Learning Communities’ agendas and minutes reflect analysis of
student performance data, results of student response to school improvement
strategies and progress toward achievement of School Improvement Plan (SIP)
goals.
The district Student Information
System, JPAMS, also provides data for making decisions for continuous
improvement. Classroom teachers document
instruction of the GLEs in graded assignments and lesson plans that are entered
into the electronic grade book, JGradebook, within our student information
system. GLEs can be assessed by both
teachers and administrators using the Curriculum GLEs Monitor and the
Curriculum Checklist features of the system.
Test scores from iLEAP/
Overall
Assessment Rubric
Please complete the overall assessment for this
standard which is a separate document that can be found next to the Standards
Assessment Report on the AdvancED homepage at www.advanc-ed.org.
Resource &
Support Systems
STANDARD: The
school has the resources and services necessary to support its vision and
purpose and to ensure achievement for all students.
Impact Statement: A school is successful in meeting this
standard when it has sufficient human, material, and fiscal resources to
implement a curriculum that enables students to achieve expectations for
student learning, to meet special needs, and to comply with applicable
regulations. The school employs and
allocates staff that are well qualified for their assignments. The school provides ongoing learning
opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable
local, state, and federal regulations.
Indicators Rubric
Please indicate the degree to
which the noted practices/processes are in place in the school. The responses to the rubric should help the
school identify areas of strength and opportunities for improvement as well as
guide and inform the school’s responses to the focus questions and examples of
evidence.
|
INDICATORS In
fulfillment of this standard, the school: |
Not Evident |
Emerging |
Operational |
Highly Functional |
|
|
5.1 |
Recruits, employs, and
mentors qualified professional staff that are capable of fulfilling assigned
roles and responsibilities |
|
|
|
X |
|
5.2 |
Assigns professional
staff responsibilities based on their qualifications (i.e., professional
preparation, ability, knowledge, and experience) |
|
|
|
X |
|
5.3 |
Ensures that all staff
participate in a continuous program of professional development |
|
|
|
X |
|
5.4 |
Provides and assigns
staff that are sufficient in number to meet the vision and purpose of the
school |
|
|
|
X |
|
5.5 |
Budgets sufficient resources to support its educational programs and to
implement its plans for improvement |
|
|
|
X |
|
5.6 |
Monitors all financial
transactions through a recognized, regularly audited accounting system |
|
|
|
X |
|
5.7 |
Maintains the site, facilities, services, and
equipment to provide an environment that is safe and orderly for all
occupants |
|
|
|
X |
|
5.8 |
Possesses
a written security and crisis management plan with appropriate training for
stakeholders |
|
|
|
X |
|
5.9 |
Ensures that each
student has access to guidance
services that include, but are not limited to, counseling, appraisal,
mentoring, staff consulting, referral, and educational and career planning |
|
|
|
X |
|
5.10 |
Provides appropriate support for students with
special needs |
|
|
|
X |
Focus Questions
Please respond to the following
questions regarding the processes that are in place to support the school
system’s implementation of the research-based practices outlined in the
indicators rubric. Responses to these
questions should support the school system’s self-assessment on the indicators
rubric. Be thorough and concise in your
answers, focusing on quality and depth over quantity.
1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?
The Jefferson Davis Parish School Board has
continually committed itself to recruiting the most qualified personnel,
placing them in an environment conducive to work and learning, and providing
them with the necessary materials to perform the job that they were hired to
do. The Superintendent and Assistant
Superintendent, along with curriculum supervisors, attend recruitment days at
all of the colleges with educational programs in the state of
The
Jefferson Davis Parish School Board feels that professional development and
continuing education are necessary for the constant professional growth and
improvement of their employees; therefore, they mandate that all professional
personnel participate in professional development activities in their
respective areas. The District provides two full days of staff development
during the school year, as well as four one-half days of job embedded staff
development. The District also offers a
five hundred dollar stipend to teachers who pursue professional development on
their own time.
All teachers,
administrators and staff are evaluated twice annually by their immediate
supervisors. These observations are
formal, but walkthrough observations are also conducted on a regular
unannounced schedule.
The
Jefferson Davis Parish School Board has always maintained a high retention rate
among employees. Several factors are
attributed to this retention. The school
board strives to provide attractive salary schedules to compete with
surrounding parishes, pleasant working conditions, and adequate
facilities. The school board pays a
substantial supplement above the state’s minimum salary requirements and is in
fact, above the Southern Regional Educational average in teacher pay. National Board Certified teachers are also
compensated for their achievements.
Jefferson Davis Parish School Board, through the Louisiana Teacher
Assistance and Assessment Program (LaTAAP), pairs new teachers with mentors for
the first two years to provide them with support and assistance. Other faculty members also provide support
during transitions and inductions that generates a team or “school family” that
has proven to be effective in accomplishing the mission of the school board.
2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement?
It has always been a goal of the Jefferson Davis
Parish School Board to use its financial resources in a wise manner. They realize that it is the Board’s duty to
use these resources provided by the taxpayers of the district in a manner that
will provide for the ultimate benefit of the constituents served, the children of the parish that attend our
schools. The mission statement confirms
that the system will provide educational opportunities for all students to
succeed. The school board realizes the
costs involved in maintaining buildings that are conducive to learning,
purchasing textbooks, supplies, and materials necessary for teachers to teach,
and providing salaries for the many individuals needed to make the system work
and the vision come to life. Teachers,
administrators, supervisors of programs, and the public all have the
opportunity to request funding for programs that will provide the opportunities
for all students to achieve success in a multicultural, global society based
upon the data driven needs found in the school improvement plans. They do recognize that the District will
always need continual improvement which will mean additional costs. The District has always been willing to pilot
programs that merit use or have been proven elsewhere. Annual budgets are created by the director of
finance and the school board administration, with input from site administrators. These proposed budgets and any revisions made
are subjected to a public hearing before being adopted by the Board. Input from the public is welcomed. Once voted upon by the Board, the budgets are
then sent to the Louisiana Department of Education for final approval.
3. How does the leadership ensure a safe and orderly environment for students and staff?
The
Jefferson Davis Parish School Board is committed to providing a safe and
orderly environment for every student and employee. Crisis management training and updates are provided
annually to school administrators and personnel by the State Department of
Education in conjunction with the Attorney General’s office.
Intra-agency and interagency emergency planning is conducted. Crisis plans are submitted annually by each
school. School emergency plans are
coordinated with district emergency plans and have been developed in
cooperation with law enforcement and other response agencies. Lockdown, evacuation and shelter-in-place
drills are conducted on a regular basis to test the effectiveness and
efficiency of safety plans and procedures.
Security assessments of the buildings and grounds are routinely
conducted and used to develop or modify prevention strategies to ensure school
safety.
Using a
variety of resources, Jefferson Davis Parish School Board provides eight hours
of drug and violence prevention and character education to students in grades
10-12, and 16 hours of the same to students in grades K-9. A minimum one hour inservice is provided
annually for all school employees on substance abuse prevention. This prevention campaign is an integral
strategy to provide a safe and secure place for students to learn.
The
Jefferson Davis Parish School Board through the assistance of its maintenance
department strives to remain in compliance with the Office of the State Fire
Marshal, the Department of Health and Hospitals, Department of Environmental
Quality, and all other local, state, and federal agencies. The guidelines for each agency are always
utilized and respected in order to remain in compliance.
4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student?
The
School Based Intervention Team (
The
process is described below:
- Initiation
of Process: The
referral process can be initiated by teacher, parent, guardian, doctor, or
other interested persons. The referral
can be initiated in regard to any problem including, but not limited
to: academic, social, behavioral,
medical, cognitive, communication, or other needs. If the teacher makes the referral, it
can be based upon universal screening results or it can be based upon
difficulties the child exhibits within the classroom even if universal
screening results do not show significant deficits.
- Meeting: Determine if child is at risk for
learning, behavior, social, etc. problems.
Specifically define problem and basis for referral. The specifically defined problem will be
used for progress monitoring.
If a student has or is suspected of having a
severe or low incidence impairment, or is likely to injure him/herself, an
immediate referral to Pupil Appraisal and Supervisor of Special Education will
be made.
If a student is identified with a handicapping
condition and not identified as IDEIA eligible, a 504 meeting will be
conducted.
- Student
at risk based on class performance only: This is the child who is not at-risk on
universal screening but is having significant academic, behavioral,
social, etc. difficulties within the classroom setting. The team specifically defines the
problem, reviews baseline data and decides on accommodations that can be
made within Tier 1 intervention as defined in the Response to Intervention
(
- Student
at risk based upon universal screening results: An
- Committee
changes Tier II interventions: The committee will review all data
collected during interventions and discuss possible reasons for failure of
interventions. The committee will
then decide on a different intervention that may address the need
differently. The teacher will
monitor progress for 6 weeks. If
this intervention is successful, the intervention can stop or go back to
Tier I. If the intervention is unsuccessful,
another
- Committee
sets up Tier
- School
Wide Positive Behavior Support (SWPBS): The
