To Read Full Plan - Lafayette Parish School System

Transcription

Lafayette Parish School System Turnaround Plan “100% In…100% Out” Presented to the School Board on April 4, 2012 by Dr. Pat Cooper, LPSS Superintendent TABLE OF CONTENTS Introduction ........................................................................................................................ 3 Task Force Subcommittee Members ........................................................................ 4 Task Force 1 – Health & Wellness ........................................................................... 13 Task Force 2 – Academics ........................................................................................... 19 Task Force 2a – Early Childhood Programming ........................................ 19 Task Force 2b – Regular Education Enhancement ................................... 26 Task Force 2c – The Arts ...................................................................................... 43 Task Force 2d – Alternative Education Programs .................................... 59 Task Force 2e – Academic Opportunity ........................................................ 64 Task Force 2f – Technology ................................................................................ 73 Task Force 2g – School to Career / Work Enhancement ....................... 82 Goal 1 – Grades 6-‐8 Career Exploration ................................................ 82 Goal 2 – Grades 9-‐12 Career Preparation ............................................. 86 Goal 3 – Early College Academy ................................................................ 89 Goal 4 – Career Academies .......................................................................... 91 Goal 5 – David Thibodaux – STEM ........................................................... 96 Goal 6 – Career Center ................................................................................ 100 Goal 7 – Rigorous Curriculum ................................................................. 103 Task Force 2h – Professional Development ............................................. 106 Task Force 3 – Facilities, Maintenance, Grounds ........................................... 112 Task Force 4 – Communication/Outreach ........................................................ 117 References ...................................................................................................................... 119 Goals and Performance Evaluation ...................................................................... 140 3
TASK FORCE MEMBERS Task Force #1: Health and Wellness Name Affiliation Bernard, Ramona LPSS, Risk Manager Billeaudeau, Sandra LPSS, Turnaround Specialist Breaux, Beverly LPSS, Director of Student Services Broussard, Nelda LPSS, Director of Census, Student Behavior, and Health Services Chamblin, Josh Acadian Ambulance Cooper, Dr. Pat LPSS, Superintendent Couvillion, Cerrisa Parent, Louisiana Lunch Money Coordinator Dahr, Dr. Nahla LPSS Medical Director Dehm, Pam LPSS, 504/Dyslexia Coordinator Friedberg, Dr. Paul LPSS, Clinical School Psychologist Friedrichs, Barbara LPSS, Coordinated School Health and Intervention Coordinator Hebert, Barbara Nursing Services, OPH Region IV Juneau, Katherine LPSS, Classroom Assistance Team LCSW Keltner, Jessica Parent, Physical Education Instructor Kincade, Dr. Dentist, Iberia Comprehensive Care Lacour, John Director of Health Services, Picard Center Meaux, Troy Manager, Coca Cola Bottling Company Richard, Scott LPSS, Instructional Supervisor (Science/Social Studies) Richard, Sharon LPSS, Supervisor of Health Services Rodriguez, Gabe CSH Consultant, Picard Center Sherville, Renee’ LPSS, Director of Child Nutrition Simmons, James LPSS, Athletic Director/H & PE 4
Stefanski, Dr. Tina Medical Director, DHH/OPH Region IV Task Force #2: Academics Subcommittee: Early Childhood Programming Name Christine Duay Melanie Wiley Leslie Jaubert Babs Dees Felise Williams Cherie Garret Lana Broussard Alta Marks Cindy Hebert Dr. Alverna Champion Penny Black Nancy Manuel Tamika Carmouche Sebreana Domingue Billy Stokes Kathy Crowley Mary Russel Cobb Katherine Prejean Greg Davis Pat Williams Margaret Trahan Affiliation Committee Chair, LPSS Early Childhood Supervisor LPSS K-‐5 ELA Supervisor LPSS Parent Child Center Supervisor LPSS Early Childhood Resource Coordinator Evangeline Elementary Principal LPSS Parent Child Center School Psychologist Live Oak Elementary Counselor LPSS Early Childhood Resource Coordinator LPSS Parent Child Center Social Worker LPSS Genesis Teacher LDOE, Early Childhood Specialist/Literacy Coordinator Picard Center, Coordinator of Best Practices Picard Center, Birth-‐5 Professional Development Picard Center, Research Associate Picard Center, Executive Director SLCC, Care & Development of Young Children SMILE Head Start Agency, Assistant Director DHH, Program Coordinator Early Childhood Support and Services 100 Black Men 100 Black Men United Way of Acadiana, President/CEO 5
Jonathon Pearce Sugar n Spice Day Care, President Task Force #2: Academics Subcommittee: Regular Education Program Enhancement Name Affiliation Babineaux, Danielle Numeracy Coach, Boucher Bartlett, L. Keith Principal, A. Boucher Fontenot, Amy Parent Inv. Coord-‐Title I Rabalais, Ginger Math Supervisor Schmersahl, Dana Principal, JWJames Vidos, Monique Principal, Woodvale Wiley, Melanie Reading Supervisor Aloisio, Kathy Principal, LJ Alleman Chargois, Louise Director, C and I Dobyns, Sally UL Prof for Gifted Educ. Harrington, Melanie Teacher, Lafayette Mid Huckabay, Judy Gifted Programs Leger, Claire AP, Carencro Middle Oubre, Amber Curriculum Coordinator, Scott Middle Williams, Keler Director of Volunteerism, United Way Bernard, Randy Math/Sci Supervisor Craig, Joe Principal, Comeaux HS Cormier, Patricia Colbert Science Lead Teacher Coutee, Jarett Director, Virtual Learning Debetaz, Jeff Principal, Thibodeaux 6
Hebert, Denise District Support Teacher Landry, Kent Teacher, Charter HS Maher, Harriet ELA Lead Teacher Richard, Scott Soc. Studies Supervisor Sampy, Shirley AP, Carencro HS Task Force #2: Academics Subcommittee: The Arts Name Affiliation Thetis Cusimano Community Member, League of Women Voters Bree Sargent Education Director, Acadiana Center for the Arts Renee Roberts Project Coordinator, Local Learning Lafayette, JFKC LA ‘93 Team Member Hector Lasala Professor of Architecture ULL, JFKC LA ‘93 Team Member Amy Waguespack Artistic Director & Founder, Acting UP! Jennifer Kreuger Executive Director, Acadiana Symphony Orchestra and Conservatory of Music Micah Collins Community Member, Parent Lynn Bustle ULL Professor of Art Education, Professional Artist Virginia Ogle Parent Representative Aletha Barras Parent representative, Arts Business Owner Judy Huckabay Supervisor of G/T – LPSS Joe Craig Principal, OCHS; Academy of Visual & Applied Arts Russell Meyer Principal, Carencro Middle Loretta Durand Principal, Charles Burke Elementary, Louisiana ICI School Cissy Whipp Teacher of Dance, Kennedy Cent. Teaching Artist Shane Guilbeau Teacher of Theater Arts, Professional Actor Jane Vidrine Teacher of Music, Professional Musician 7
Michelle Salts ELA Lead Teacher, AWP Teacher Consultant Staci Powell Teacher, G.T. Lindon Elementary School Amanda Newbery Theater Arts Talent Teacher, Professional Actress Ralph Bourque Visual Arts Teacher, Professional Artist Anne Boudreaux Visual Arts Talent Teacher, Professional Artist Jackie Lyle Community member, former Director of PASA Julie Fox Project Director, Art TIME; Professional Artist Sandy LaBry Facilitator, Instructional Supervisor Task Force #2: Academics Subcommitee: Alternative Education Programs Person Affiliation Thibodeaux, Bart Director, Special Education, LPSS Andrus, Diane Curriculum, LPSS Danos, Stacy Principal, Live Oak Elementary Dickerson, LaShona AIM Domingue, Charles W.D. and Mary Baker Smith Career Center Duhon, Jody Principal, Charter High Duper, Tammy Region IV, Louisiana Department of Education Fruge, Steve Child Welfare and Attendance, LPSS Gautreaux, Betsy Special Education, LPSS Gonzales, Brandi Child Welfare and Attendance, LPSS Kebodeaux, Suzanne Principal, Milton Elementary Kennerson, Janice Special Education, LPSS LeJeune, Burnell Director, Schools of Choice and Career and Technical Education, LPSS Martin, Karen Focus teacher, Thibodaux Tech 8
Mays, Carol Principal, W.D. and Mary Baker Smith Career Center Mooring, Jo Special Education, LPSS Reynaud, Tammy J.W. James Elementary School Samec, Bill Director, Transportation, LPSS Sciambra, Tina Special Education, LPSS Simmons, James Director, Athletics, LPSS Thayer, Herb Principal, AIM Thibodeaux, Kerry AIM Venable, Catherine Special Education, LPSS Zemichael, Shelda AIM Task Force #2: Academics Subcommittee: Academic Opportunity Name Danielle Babineaux Phyllis Bartlett Gina Cahee Sally Dobyns Edna Dugas Amy Fontenot Betsy Gautreaux Ronald Johnnie Susan Kahn Jo Mooring Affiliation Numeracy Coach, Alice Boucher Director, Federal Programs, LPSS Principal, Green T. Lindon UL, Professor for Gifted Education Assistant Principal, Acadiana High District Parent Involvement Coordinator, LPSS SPED Support Teacher, Elementary, LPSS Assistant Principal, Judice Middle Curriculum Coordinator, J. W. Faulk SPED Support Teacher, Middle/High, LPSS 9
Angela Morrison Liz Tullier Melanie Wiley Penny Gennuso Sandra LeBouef Greg Davis Chip Jackson Chief of Community Impact, United Way of Acadiana Social Studies Teacher, Northside High School Supervisor, ELA grades K-‐5, LPSS Assistant Principal, David Thibodaux Career and Tech High School Math Lead Teacher, Middle/ High Schools Director, Cajundome Registrar, University of Louisiana at Lafayette Task Force #2: Academics Subcommittee: Technology Person Affiliation Logan McDaniel CIO, LPSS Donna Denny Director, Instructional Technology, LPSS Beverly Breaux Director, Student Services, LPSS Bernard, Randy Instructional Supervisor, LPSS Tom Spencer NCLB Specialist, LPSS John Munsell Bizzuka Julia Williams LPSS Suzanne Dupuy LPSS Renee Sherville Director, Child Nutrition, LPSS Geoff Daily Executive Director, FiberCorps 10
Task Force #2: Academics Subcommittee: School to Career/Work Enhancement Name Affiliation Kit Becnel Director, Academy of Information Technology, Carencro High Angela Cring Executive Director, LAGCOE Phyllis Dupuis, PhD Retired Chancellor, ATC/SLCC Donald Begnaud Founder/Owner, Begnaud Manufacturing Geoff Daily Executive Director, FiberCorps Demetrius Glover, PhD Community Impact Director for Education, United Way of Acadiana Dr. DeWayne Bowie Vice President for Enrollment Management, UL Jeff Debetaz Principal, David Thibodaux Career & Technical High School Joel Hilbun Co-‐Director, Academy of Information Technology, Carencro High Josh Chamblin Workforce Development Supervisor, Acadian Ambulance Bobbie DeCuir, PhD Acting Dean, College of General Studies, UL Ryan LaGrange Director, Workforce Development, LEDA Shelton Cobb President, Lafayette Parish School Board Wayne Domingue Architect, Architects Southwest Steven Domingue Architect, Architects Southwest Barney LeJeune Information Technology Director, Knight Oil Tools Douglas Cochrane President, Cochrane Technologies Glen Dugas WIB Executive Director, Lafayette City-‐Parish Government Courtney Breaux WIB Planner, Lafayette City-‐Parish Government Burnell LeJeune Director, Schools of Choice and Career & Technical Education, LPSS Carol Mays Principal, W.D. and Mary Baker Smith Career Center, LPSS Stacy Thibodeaux Focus Teacher, Thibodaux Tech Suzanne Thibodeaux Project Director, GEAR UP, LPSS 11
Catherine Venable Special Education Program Supervisor, LPSS Mark Zappi, PhD Dean of Engineering, UL Task Force #2: Academics Subcommittee: Professional Development Name Affiliation Phyllis Bartlett Director of Federal Programs Yvette Brown Executive Director – Allen Celestine Foundation; Parent Louise Chargois Director of Curriculum and Instruction (Committee Facilitator) Jan Cranfield Teacher – Live Oak Elementary Ken Douet Professional Development Coordinator Penny Gennuso Asst. Principal – Thibodaux High Patrick Hanisee Instructional Supervisor/Libraries and Media Center Anne Hermann Principal – Plantation Elementary Jane Kearley Director of Human Resources Dr. Paula Montgomery ULL – Associate Dean – College of Education; LAPESC Elizabeth Nehrbass Lead Teacher – ELA Judy Roger Teacher – Career Center Shirley Strother Professional Development Coordinator Cathy Welch GEAR UP Grant – School Transition Coordinator 12
Task Force #1 Health and Wellness
Goal: Improve access to quality health/mental health care to
enhance academic achievement by removing barriers to learning.
Objectives:
a). Full implementation of nine components of Coordinated School Health Model
b). Maximize current resources
c.) Establish Health and Wellness Teams with a system of primary and preventative health
care integrated
with secondary and tertiary interventions
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Health Education:
To provide a sequential classroom-based
instructional program that teaches and assesses
functional health knowledge, basic health concepts,
and essential life skills, implement:
• Mandated K-9 curriculum
• 9 week health courses in K-8
th
• Required semester in 9 grade
• Integration of technology in health lessons
• Integrated teaching: Nurse, teacher, therapist
• Field trips to health care facilities*
• Cafeteria Menus created by students
• Health Fairs
• Student Health Summits
Director of
Health, Physical
Education and
Athletics
Physical
Education
Teachers
2012-2013
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
*Donations
*Student
Fees
*Coordination
with
Transportation
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Textbook adoption
Teacher
Observations/Evaluation
Nurse
Mental Health
Professional
13
Physical Education:
To provide students with the necessary skills,
knowledge and motivation to be physically active
today and for a lifetime, implement:
• Pre-K thru 12 curriculum with technology
• Minimum 150 minutes per week-Elem. P.E.
• 225 minutes P.E.-Middle & High Schools
• 2 years P.E.– High School
• Fitness grams in K-8
• 60 minutes of physical activity daily
• Prohibiting denial of P.E. based on behavior
and/or academic performance
Director of
Health, Physical
Education and
Athletics
School Nutrition:
Revise policies and procedures to ensure:
• Foods or beverages sold or served on
campuses meet guidelines for healthy food,
including universal water vending machines
with 24 hour access tied in with recycling
programs.
• Recesses before lunch at elementary level
• Closed campuses
• Prohibition of food rewards & fried foods
• Provisions for ample time for eating
• Nutrition Education
• Exploration of Farm to School programs
Staff Wellness:
Develop and/or maintain activities which provide
opportunities for school staff to improve their health
status through:
• Provision of staff physicals, mental health
resources, fitness rooms & case management
• Policy on healthy snacks for staff members
• Data Collection and Analysis
Director of Child
Nutrition
2012-2013
-0-
Participation records for
Professional
Development
Teacher
Observations/Evaluations
Physical
Education
Teachers
2012-2013
-0-
Approval of Board policy
revisions
Director of
Health and
Wellness
Monitoring school
schedules
School
Administrators
Risk
Management
Director
Director of
Health and
Wellness
2012-2013
TBD
Collaborative
Partner
Services
Equipment
Capital
Improvement
Health Claims costs
Prescription Drug Claims
EAP Utilization reports
Absentee Statistics
Wellness Program
Reports
Work-related injuries
Director of Child
Nutrition
14
Family and Community Involvement:
Develop and/or maintain activities to engage parents
and community members in the work of school
through:
• Health and Wellness community summits
• MOUs with community resources
• Parent Teacher Organizations, parent contact,
registration, orientation
• Transportation to school activities
• District & School Coordinated School Health
Committees
• Public relations coordination
• School Programs in community facilities
• Community Programs in school facilities
Healthy and Safe Environments:
Increase efforts to provide an environment which
provides a physical and emotional environment
which contributes to the well being of students and
staff:
• Random drug testing for 2% of students in
grades 5-12 with follow-up for positive results**
• School Resource Officers (9 additional
Resource Officers to cover middle & high and 2
elementary Turnaround schools)
• Relationship with youth courts
• PBIS
• Elimination of out of school suspensions or
expulsions
• Clean and well kept buildings and grounds
• Tobacco free campuses
Director of
Health and
Wellness
-0Collaborative
Partner
Services
Parent
Involvement
Coordinator
*Donations
Parent Surveys
*Coordination
with
Transportation
Community Surveys
Participation/Attendance Data
Public Relations
Director
Transportation
Director
Director of
Health and
Wellness
Grant Funds
Attendance Records
Risk
Management
Director
Supervisor of
Child Welfare
and Attendance
Director of
Facilities
Discipline Statistics
General Fund
**18,000.00
2012-2013
*3 officers
2013-2014
*3 officers
Contract
Services
Parent/Student
Satisfaction Surveys
~150,000.00
~150,000.00
2014-2015
*3 officers
~150,000.00
2015-2016
*3 officers
~150,000.00
15
Counseling, Psychological & Social Services:
Implement the following to provide interventions
which address barriers to learning and enhance
healthy psychosocial development of all students:
• Mental Health Professionals at a rate of 1 to
450 students supervised by a district mental
health coordinator with alignment of titles, job
descriptions and salaries to provide therapy,
counseling, mental health evaluations,
behavior plan development, transition planning,
and service coordination.*
• School counselors at a rate of 1 to 450
students with revised job descriptions
decreasing non-counseling responsibilities.
Health Services:
Maintain, increase or implement the following
services for primary health care, prevention and
control of communicable diseases and chronic
illnesses:
• School nurses at 1:450 student ratio
• Family Consulting
• Crisis Services
• Monitoring immunization compliance
• Providing treatments in safe and private areas
• Collaboration and participation in health
education curriculum
• Provision and documentation of health care
services for reimbursement purposes
• Participation on Health and Wellness Teams
• Teen parenting and nurturing education at all
high schools to replace Genesis program
• Coordinating referrals, transportation and
communication for students and families to visit
health clinics
Director of
Health and
Wellness
Coordinator of
Mental Health
2012-2013
*20 new positions
Supervisor of
Health Services
Salaries
and
Benefits
2013-2014
*20 new positions
2014-2015
*17 new positions
Director of
Health and
Wellness
1,230,756.80
2012-2013
*7 new positions
2014-2015
*13 new positions
IDEA Funds
1,230,756.80
Medicaid
Reimbursement
1,046,143.28
Partner MOUs
(i.e. Lourdes,
UMC, Laf. Gen.)
394,838.08
2013-2014
*10 new positions
General Fund
Salaries
and
Benefits
Attendance Records
Academic Performance
Special Education
Statistics
Pupil Appraisal Statistics
School Climate Surveys
General Fund
Attendance Records
IDEA Funds
Reimbursement statistics
564,054.40
Medicaid
Reimbursement
733,270.72
Partner MOUs
Women’s
Foundation, Inc.
Service statistics
Parent/student/staff
surveys
16
Academic Opportunities:
Improving achievement by removing barriers impeding
academic success through:
•
Implementing Health and Wellness Teams consisting
of: nursing staff, mental health professionals,
counselors, academic/behavior professionals,
teachers, administrators, students, parents, nutrition
representative and pupil appraisal team members for
case management of student concerns.
•
Implementing a Health and Wellness Team process
which includes: school data review, referral to health
services, mental health services and/or academic
services, referral to full H&W Team, case
management by H&W Team member with monitoring
and follow up care.
•
Employment of Director of Health and Wellness,
Coordinator or Mental Health, PBIS coordinator, RTI
Facilitators, with clerical assistance, contract services
for wrap around team consisting of pediatric nurse,
child psychiatrist, child psychologist, LCSW.
•
Teen parenting and nurturing programs at each high
school
•
Extended school year with intercession remediation
•
Positive Behavior Interventions and supports in all
schools coordinated by district PBIS coordinator
•
Relationship with juvenile court system
•
Reviewing and revising discipline policies to provide
alternatives to out of school suspensions and
expulsions
•
Alternative schools with behavior, academic,
graduation and adult education alternatives with
transportation provisions & opportunities for
participation in intramural activities
•
Inclusion as an IEP option
•
Standardized curriculum
•
School district policies that reflect an emphasis on
academic success
• School district functioning as a professional learning
community
Director of
Health and
Wellness
2012-2013
New
Positions
Salaries
and
Benefits
General Fund
IDEA Funds
Medicaid
Reimbursement
Supervisor of
Health Services
High School Graduation
Rates
Attendance records
Post graduation statistics
Partner MOUs
Coordinator of
Mental Health*
*73,972.41
School Performance
Scores
504/RTI/Dyslexia
Coordinator
Special Education
Service Statistics
Dyslexia Lead
Teacher
Discipline Statistics
5 RTI
Facilitators** and
**292,581.93
RTI
Paraprofessionals
Medicaid Reimbursement
Statistics
Pupil Appraisal
Team Leader
PBIS
Facilitator***
Pupil Appraisal
Evaluation
Statistics
***64,949.06
Supervisor of
Child Welfare
and Attendance
Academic and
Behavioral
Interventionists
GRAND TOTALS
2012-2013
2013-2014
2014-2015-
$2,075,098.28
$1,794,811.20
$1,779,414.00
17
References
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Ballard K, et al. Move More, NC’s Recommended Standards for Physical Activity in School. 2005
Castelli DM, Hillman CH, Buck SE, Erwin HE. Physical fitness and academic achievement in 3rd and 5th grade students. Journal of Sport and Exercise
Physiology. 2007; 29: 239-52.
Catalon RF, Berglund ML, Ryan JAM, Lonczak HS, Hawkins J.D. (2002). Positive youth development in the United States: Research findings on
evaluations of positive youth development programs. Prevention & Treatment. 2002; 5.
CDC, Division of Adolescent School Health. Available for download at: http://www.cdc.gov/pcd/issues/2007/oct/07 0063.htm. Accessed November 15,
2010
Epstein, J. Developing and Sustaining Research-Based Programs of School, Family, and Community Partnerships. National Network of Partnership
Schools, Johns Hopkins University. September 2005.
Frumkin H, Geller R, Rubin L, and Nodvin, J., Safe and Healthy School Environments, 2006.
Greenberg MT, et al. Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional and Academic Learning.
American Psychologist. 2003; 38 (6): 466-474.
Gutman LM, Midgley C. The Role of Protective Factors in Supporting the Academic Achievement of Poor African-American Students During the Middle
School Transition. Journal of Youth and Adolescence. 2000; 29(2).
Hawkins, JD, Kosterman R., Catalano RF, Hill, KG, Abbott, RD. Effects of social development intervention in childhood fifteen years later. Archives of
Pediatrics and Adolescent Medicine. 2008; 162: 1133- 1141.
Henderson A, Mapp K, Johnson V. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement,
2002. National Center for Family and Community Connections With Schools.
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Henderson A, Mapp K, Johnson V, Davies D. Beyond the Bake Sale; The Essential Guide to Family-School Partnerships. New York: The New Press, 2007.
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http://www2.edc.org/MakingHealthAcademic/
http://www.schoolempwell.org.
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Hurwitz L, Weston K. Using Coordinated School Health to Promote Mental Health for All Students. National Assembly on School-Based Health Care. 2010.
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Jaakkola JK, (Institute of Occupational and Industrial Medicine, Birmingham, UK) Ventilation Rate in Office Buildings and Sick Building Syndrome,
British Journal of Industrial Medicine, 1995, 52: 709-714.
Jeynes Wh. A Meta-Analysis: The Effects of Parent Involvement on Minority Children’s Academic Achievement. Education and Urban Society. 2003;
35: 202-218.
Lafayette Parish School System Policy File CPGI.. Wellness, 2011 and Policy File EE..School Nutrition Management, 2011.
Louisiana Legislature Act 331, Competitive Foods, 2005 and Act 306, Beverage Law, 2009.
National Center for Chronic Disease Prevention and Health Promotion
Pennington Biomedical Research Center, Louisiana Department of Education, School Vending List, March 2012.
Reynolds A, Clements M. Parental Involvement and Children’s School Success, 2005. In: Patrikakou E, et al., eds. School-Family Partnerships:
Promoting the Social, Emotional, and Academic Growth of Children. New York: Teachers College Press, 2005.
Roth JL. Youth Development Programs. Prevention Researcher. 2004; 11(2): 3-7.
SBESE, Bulletin 1196, Policies of Operation, July 2011
Shield, BM & Dockrell, JE, J Accoustic Society Am. 2008, Jan; 123 (1): pp.133-44.
United States Congress Act 413, Healthy, Hunger-Free Kids Act, 2010.
USDA, Healthier U.S. School Challenge Grant, 2004.
Weiss HB, Bouffard SM, Bridglall BL, Gordon EW. Reframing Family Involvement in Education: Supporting Families to Support Educational Equity.
Research Review, Teachers College, Columbia University. December 2009. http:www.equitycampaign.org.
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Revised: 4/3/12
18
Task Force #2 Academics
Subcommittee Early Childhood Programming
Subcommittee Goal: ALL children enter Kindergarten ready to learn.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Establish an Early Childhood Department that
is inclusive of all children birth to 5 years old.
(Director, Supervisors, and Resource Staff)
• Bringing all resources through one
department (Regular & Special Ed)
• Addressing the needs of all at-risk
Pre-K students
• Creating a state of the art Early
Childhood Care Model
• Include Family Reading Around
Neighborhoods
• Parent Child Center
Superintendent
2012-2013
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Director
94,000*
Salaries
Benefits
40,000*
M&S
School Board
Director
General Fund
LA4
8g
Fed Title Funds
IDEA
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND EFFECTIVENESS
OF EACH ACTIVITY
Brigance 3
Pre-K Developmental
Skills Checklist (DSC)
K DSC
Supervisors
Early Childhood
Environmental Rating
System (ECERS)
Support Staff
134,000*
Sub Total
Be an active member of an Early Childhood
Care Coalition
• Community Awareness of the
importance of early childhood
education
• High levels of coordination and
alignment between school system and
other child care providers
• Build relationships with members, other
social services networks, and
practitioners in the field
• Identification of all at- risk birth to 5
year olds not served and assists with
providing services.
Director of Early
Childhood
2012-2013
5,000*
M&S
General Fund
Surveys
Meeting- Agendas,
Minutes and Action
Plans
Supervisors and
Resource Staff
Health and
Wellness Staff
Sub Total
5,000*
19
ACTIVITIES
LPSS will collect, disaggregate and report data
on children entering Kindergarten (within the
system and all child care centers in Lafayette
Parish). The information will assist with the
development of data-driven decisions for
improvement.
• Train Kindergarten Teachers how to
assess children using the DSC
• Share the LDOE Pre-K Curriculum with
other child care providers by offering
professional development and
assistance.
(Additional Resource Coordinators)
• Collaboration efforts in the classrooms
between LPSS staff and child care
providers
PERSONS
RESPONSIBLE
Early Childhood
Department
Staff
IMPLEMENTATION
TIMELINE
March 2012July 2013
1
2
3
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING SOURCE
2
3
1
90,000*
DSC Kits
M&S
196,500*
Resource
Staff
General Fund
8g
LA4
IDEA
Salaries
Benefits
5,000*
Mileage
25,000*
M&S
PROCEDURES
FOR EVALUATING
IMPLEMENTATION
AND
EFFECTIVENESS
OF EACH
ACTIVITY
MIS Report
Pre-K DSC
K DSC
Professional
Development –
Agendas &
Evaluations
Surveys
Quality Star
Ratings
316,500*
Sub Total
Establish 8 LPSS Developmental Kindergarten
Classes
• 4 additional Teachers and 8 Teacher
Assistants
• 12 students per class with a Teacher
and Teacher Assistant
• Students determined by DSC scores
with parent approval
• Students have the opportunity to “catch
up” or moved to a Kindergarten class
the following year.
Superintendent
School Board
Early Childhood
Director
Supervisor
Early Childhood
Resource Staff
2012-2013
62,000* Per
Teacher
30,000*
Per TA
65,500*
Resource
Staff
Salary
Benefits
40,000*
M&S
General Fund
Fed Title Funds
IDEA
Lesson Plans
DSC
Dibels
Pre-K & K DSC
Student Portfolios
Curriculum and
Instruction Staff
Progress Report
Per Grading
System
School
Administrators
LPSS
Observations
Sub Total
593,500*
20
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Establish 5 additional Pre-K4 classes every year
to reach all at-risk 4yr olds within 6 yrs.
• Regular, Inclusion, ESL, and Schools of
Choice Pre-K classes
• Survey schools for available classrooms.
• Survey capacity at existing child care
centers.
• Approximate cost per year
(All at-risk 4 year olds are provided a preschool experience in a variety of settings
such as public school, non-public school,
Head Start, private day care.)
Superintendent
2012-2013
School Board
Director
Supervisors
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
525,500*
Teachers,
TAs,
Resource
Staff
Salary
Benefits
225,000*
M&S
General Fund
LA4
8g
Fed Title Funds
IDEA
Lesson Plans
DSC
ECERS
Dibels
Support Staff
School
Administrators
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND
EFFECTIVENESS OF
EACH ACTIVITY
Student Portfolios
2013-2014
750,500
2014-2015
750,500
2015-2016
750,500
Student Progress
Report per grading
period
LPSS Observation
Pre-K LEAP &
iLEAP
750,500*
Sub Total
One additional Pre-K3 class at Boucher and
Faulk for at-risk children
Superintendent
School Board
•
•
Change the ratio to 7:1 (14 students with a
teacher and assistant)
Currently serving 80 three year olds in the
District. A lower ratio and additional
classes would provide 84 available slots.
Director
Supervisors
Support Staff
2012-2013
124,000*
2 teacher
60,000*
2 TAs
65,500*
Resource
Staff
80,00*
Classes
Salary
Benefits
Fed Title Funds
Lesson Plans
Brigance 3
Student Portfolios
M&S
Progress Report per
grading period
LPSS Observations
School
Administrators
Pre-K DSC
Sub Total
329,500*
21
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide auxiliary staff at Truman Montessori
Preschool
• Music Teacher
(Music Teacher provided through a grant (ABC,
Do-Re-Me) with the Acadiana Symphony and
Symposium for the first year)
Superintendent
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND EFFECTIVENESS
OF EACH ACTIVITY
February-July
2012-2013
School Board
Lesson Plans
0
Music
Teacher
Early Childhood
Director
Grant
Portfolio of Activities
DSC
LPSS Observation
School
Administrator
Grant Evaluation
0
Sub Total
Offer certified teachers the district $20 per hour
rate for Before and After Care.
• Approximately 16 teachers
• Current pay is only $15 per hour
Superintendent
2012-2013
School Board
3,640*
per
Teacher
Salary &
Benefits
Early Childhood
Staff
General Fund
LA4
8g
Fed Title Funds
IDEA
Lesson Plans
DSC
Progress Reports per
grading period
Student Portfolios
LPSS Observations
58,240*
Sub Total
Provide age appropriate play ground equipment at
all 9 Preschool sites. (2 sets at Truman)
• Purchase 2 playground sets per year
Superintendent
2012-2013
130,000
School Board
2013-2014
130,000
Early Childhood
Director
2014-2015
130,000
2015-2016
130,000
2016-2017
130,000
Capital
Partners
Sub Total
ECERS
130,000*
22
ACTIVITIES
Establish a Teen Pregnancy/Parenting Program
Phase 1
• Identify all students who are pregnant
or a parent
• Develop a plan to offer support and
assistance
• Put the plan into action
Phase 2
• Program at each High School (9)
• Child Care assistance provided on 2 High
School campuses
Phase 3
• Child Care assistance 2 High Schools
Phase 4
• Child Care assistance 2 High Schools
Phase 5
• Child Care assistance remaining High
Schools
PERSONS
RESPONSIBLE
Superintendent
1
2
3
IMPLEMENTATION
TIMELINE
2012-2013
School Board
2013-2014
Early Childhood
Director
Health and
Wellness Director
ESTIMATED COST
CATEGORY
2
3
1
65,500*
Resource
Staff
150,00
Child Care
100,00
Set-up for
Rooms
2014-2015
250,000
2015-2016
250,000
2016-2017
250,000
Salary &
Benefits
General Fund
PROCEDURES
FOR EVALUATING
IMPLEMENTATION
AND
EFFECTIVENESS
OF EACH
ACTIVITY
Graduation Rate
Surveys
Salary &
Benefits
M&S
High School
Administrators
65,500*
Sub Total
Early Childhood Birth to 5 Model at JW Faulk
• A new facility wing to house EC
• A training center for child providers and
parents
• Community Involvement
Superintendent
2012-2013
School Board
Capital
Partners
Early Head Start
Head Start
Fed Title Funds
8g
LA4
315,000*
Classroom
Equipment
/ Supplies
LPSS Facilities
Department
Early Childhood
Department
TBA
2013-2014
756,000*
Staff
Salary &
Benefits
Facility Plans
Brigance
DSC (Pre-K & K)
Dibels
Surveys
PreK LEAP &
iLEAP
Sub Total
315,000+*
23
ACTIVITIES
PERSONS
RESPONSIBLE
4
5
6
IMPLEMENTATION
TIMELINE
1
Early Childhood Public Awareness Campaign
• Use of media to educate community and
parents about the importance of Early
Childhood education.
LPSS Marketing
Director
2012-2013
20,000*
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
M&S
General Fund
Partners
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND
EFFECTIVENESS
OF EACH ACTIVITY
Surveys
Director of Early
Childhood
20,000*
Sub Total
Parenting Program
• Parenting Skills
• Child Development
• Health & Wellness
• Importance of parent involvement
• Support and available resources
Parent
Involvement
Coordinator
2012-2013
30,000*
M&S
General Fund
Fed Title Funds
IDEA
Surveys
Early Childhood
Director
Resource Staff
Health and
Wellness Director
Sub Total
30,000*
Grand Total
7,275,240+
24
EARLY CHILDHOOD TASK FORCE
APPROXIMATE TOTAL YEAR ONE =
2,747,740 (plus Early Childhood Wing)
APPROXIMATE TOTAL YEAR TWO =
1,886,500
APPROXIMATE TOTAL YEAR THREE
=
1,130,500
APPROXIMATE TOTAL YEAR FOUR
=
1,130,500
APPROXIMATE TOTAL YEAR FIVE =
380,000
APPROXIMATE GRAND TOTAL
=
7,275,240 (plus Early Childhood Wing)
25
Subcommittee Regular Education Program Enhancement
Subcommittee Goal: The Lafayette Parish School System will implement with fidelity, quality
research-based programs/initiatives aligned to the Common Core State Standards and the Louisiana
Comprehensive Curriculum designed to meet the needs of its diverse learners as evidenced by improved
scores on state assessments.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Reformat the district calendar to have four 9-week
grading periods with 1 week intercessions for
optional inservice day and/or remediation/grade
recoupment for students. Finalization of calendar
will be developed through committee.
Academic Task
Force Members
August 2012
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
$0
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND EFFECTIVENESS
OF EACH ACTIVITY
Increased scores on
district and state
assessments.
Printing
Improved grades on
student report cards.
Sub Total
Initiate summer programming opportunities to
facilitate academic enhancement opportunities in
core content areas.
Assistant
Superintendent
Summer 2013
$0
Materials
Grants
Stipends
Partner
Program
Funding
Curriculum and
Instruction
Department
Increased scores on
district and state
assessments.
Sub Total
$0
26
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Establish school times:
•
Pre-K3 School Day: 8:30-3:30
•
Elementary School Day: 8:00-3:00
•
Middle and High School Day: 8:30-3:30
Transportation
Assistant
Superintendent
2012-2013
Curriculum and
Instruction
Recognize flexibility for special
programming/schools of choice.
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Cost
neutral or
possible
savings if
middle
and high
ride same
bus
routes
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF EACH
ACTIVITY
Decrease in student
absences
Increase in student
achievement
Increase in student
engagement as observed
in walk through
observations.
Sub Total
$0
Study and develop a new Discipline Matrix.
Assistant
Superintendent
2012-2013
Curriculum and
Instruction
$0
Completion of Discipline
Matrix and approval by
Superintendent and
School Board for
dissemination.
Transportation
Sub Total
$0
27
ACTION PLAN
ACTIVITIES
In middle schools
Implement block
scheduling in various
configurations
depending on school
scheduling for grades
6-8/ELA & Mathematics
utilizing existing staff.
PERSONS
RESPONSIBLE
School level
administrators
IMPLEMENTA
TION
TIMELINE
August 2012
1
2
3
1
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
$0
Salary/
Benefits
General Fund
PROCEDURES FOR EVALUATING
IMPLEMENTATION AND EFFECTIVENESS OF
EACH ACTIVITY
Increase in test scores for 6- 8 grade
students in ELA & MATH
District
Supervisors
Grade level
teachers
Sub Total
$0
28
ACTION PLAN
PERSONS
RESPONSIBLE
ACTIVITIES
1
ESTIMATED COST
2
CATEGORY
3 SUGGESTED
FUNDING SOURCE
2
3
IMPLEMENTATION
TIMELINE
1
Develop district-wide transition plan
which includes printed materials and
site visits for:
th
students transitioning to 5 grade on
a middle school campus;
th
5 graders transitioning to middle
school campuses;
Supervisors
July 2012 plan
complete
Administrators
Implement August 2012
$6,800**
Printing
$8,500**
Transportation
Teacher committees
School counselors
General
Funds
IMPLEMENTATION AND
ACTIVITY
Parent/student surveys
Decrease in discipline referrals
Federal
Title
Funds
Increase in attendance
Activity included in School
Improvement Plan
th
8 graders transitioning to high
school
**printing costs: $200/school X 34
schools= $6800
transportation costs: $250/school X
34 schools= $8500
Sub Total
th
District support for all 5 grade
teachers teaching on a 5-8 campus.
Develop guidelines for equitable
support.
$15,300*
Increase in test scores
Supervisors
2012-2013
Administrators
Sub Total
$0
29
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
ESTIMATED COST
CATEGORY
SUGGESTED
FUNDING SOURCE
2
3
IMPLEMENTATION AND
ACTIVITY
Superintendent
Comprehensive school/grade
configuration plan to align with LPSS
Master Facilities Plan. Plan to
address research based
configurations and school size that
benefits all students.
Meeting agendas
School board members
2012 initiate study
School based
representatives
2017 implementation
$0
Community members/
stakeholders
Sub Total
th
Place all 5 grade students on
elementary campuses .
Superintendent
2012 initiate study
$0
Meeting agendas
$0
School board members
2017 implementation
Sub Total
Conduct research/review guidelines
on student achievement across the
district in the various grade level
configurations that exist. Formulate
research-based configurations as to
departmentalization, self-contained;
etc. when grade level 5 is included on
middle school campus.
Elementary and
Secondary Supervisors
2012-2013
School based
representatives
Plan developed by
June 2013
$0
Meeting agendas
$0
Recommendations presented to
superintendent
Community members/
stakeholders
Sub Total
$0
30
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Lower Pupil/Teacher Ratio in K-5 to
20/1 implemented one grade level
per year
Department of Human
Resources
Allow principals to negotiate
individual staffing based on funds
available. Emphasis to be given
to “D” schools.
Study incentives for reduction in
teacher absences.
2012 - 13(K)
st
2013 – 14(1 )
nd
2014 –15(2 )
rd
2015 – 16(3 )
th
2016 – 17(4 )
th
2017- 18 (5 )
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salary/
Benefits
General
Fund/
Federal
Title Funds
IMPLEMENTATION AND
ACTIVITY
Meet or exceed School Growth
Target
Decrease the number of students
needing intensive support on the
Spring Universal Screening by
2% annually
½ cent
sales tax
Sub Total
$0
Sub Total
$0
Assistant
Superintendent
Dept. of Human
Resources
31
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Include a Data Department at the
district level to create, maintain, and
monitor student achievement,
attendance, behavior data collection
systems and provide
analysis/aggregation/disaggregation
to district and school level staff for
planning, program evaluation, and
accountability. The end-user product
would be a ‘virtual data room’
eventually web-based and password
protected to allow varying levels of
access appropriate to the user.
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
July, 2012-hire
NCLB Specialist
July-September Asses needs
Oct.-Jan- Creation of
district/school based
system.
Feb. – May- Pilot
system.
July 2013- Full
implementation.
$75,000**
$10,000 for high
speed computer
and statistical
and graphic
software
package.
IMPLEMENTATION AND
ACTIVITY
Salary /
Benefits
General
Fund
Monthly report to Deputy
Superintendent.
Equipment
Federal
Title Funds
Quarterly survey of end-users.
Funding
available in
current budget –
approx. $10,000
Oversight by district committee.
Quarterly report to board,
superintendent, cabinet as
assigned by superintendent
2013-14-Conversion to
web-base
Sub Total
$85,000*
**1/2 secretary salary is currently in the budget and could be used to partially fund this salary.
32
ACTION PLAN
ACTIVITIES
Add 6 Technology Facilitators for feeder
zones.
PERSONS
RESPONSIBLE
Instructional
Services, Human
Resources
1
2
3
IMPLEMENTATIO
N
TIMELINE
Phase II
2013 - 2014
$372,000*
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
Salary/
Benefits
General
Fund
Federal
Title Funds
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
•
•
•
$372,000.00*
Sub Total
Continue to support student and teacher
research with digital resources as required by
Louisiana Library Association State
Standards that states collections must have a
variety of print and non-print media including
digital resources such as World Book Online
and Gayle Database.
Instructional
Supervisor
2012 - 2013
$35,000*
Contracted
Services
General
Fund
•
Each comprehensive high school will have an
Academic Interventionist.
Instructional
Services, Human
Resources
2012-2013
$62,000*
(LHS)
Salary/
Benefits
Sub Total
Usage reports
indicating student and
teacher access.
$35,000.00*
Sub Total
Maintain 6 Academic Interventionists for high
schools
Yearly evaluations by
administrators
Increase in student
achievement
Efficacy survey
completed by schools
served
General
Fund
Federal
Title Funds
•
•
•
Yearly evaluations by
administrators
Increase in student
achievement
Efficacy survey
completed by schools
served
$62,000*
33
ACTION PLAN
ACTIVITIES
Employ certified elementary/science education
teachers to implement science labs in all
elementary schools. Two schools currently have
science labs in use. (20 teachers)
PERSONS
RESPONSIBLE
Dept. of Human
Resources
IMPLEMENTATION
TIMELINE
2015 – 16
7 schools
2016- 17
7 schools
2017 – 18
6 schools
1
ESTIMATED COST
2
CATEGORY
3 SUGGESTED FUNDING
SOURCE
1
2
3
2015 – 2016
$434,000*
2016 – 2017
$434,000*
2017 – 2018
$372,000*
Salaries/
Benefits
General
Funds
Sub Total
Purchase tables, sinks, and equipment for 20 labs.
(Does not include facility renovations and upgrades
for gas, water, etc.) $75,000/site
Elementary
Science
Supervisor
Implementation in
timeline above
$525,000*
$525,000*
$450,000*
Inst.
M&S
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND EFFECTIVENESS
OF EACH ACTIVITY
LCC lesson plans,
walk through forms,
and formal and
informal observations,
test scores, and Value
Added/COMPASS
$1,240,000*
General
Funds
Labs will be available
in all elementary
schools
$1,500,000*
34
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
$20,000*
AP training of 10 teachers (2 from each
comprehensive high school).
AP Committee
Summer,
2012
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
PD
($2000
X 10
Teachers)
General
Fund
Sub Total
AP online statistics course development available
For students in all high schools.
Gifted Supervisor
Stipend
General
Fund
Sub Total
AP specific-required materials for each of the 11
AP courses being developed
AP Committee
Gifted Supervisor
Summer order
for August, 2012
use
$4,400*
($400 X
11)
Instr.
material
AP Committee,
Dir of Virtual
Learning
August, 2012
$3,000*
Inst.
M&S
Sub Total
AP Committee will
monitor and assess
progress.
Will report to district
staff
by June, 2012
$2,000*
General
Fund
Sub Total
20 licenses for the availability of 6 AP courses
Through E-2020
Books, materials, supplies
AP Committee will
monitor
and assess progress.
Will
report to district staff
By June, 2013.
$20,000*
August, 2012
$ 2,000*
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND EFFECTIVENESS
OF EACH ACTIVITY
AP Committee will
monitor and assess
progress.
Will report to district
staff
by June, 2012
$4,400*
General
Funds
# of students
successfully earning
college credit through
AP
$3,000.00*
35
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
The district will roll out and implement the new
LCC (CCSS) over the next three years as
designed by the state and the district transition
plan in order to provide consistency across the
district.
Curriculum and
Instruction Department
Instructional
Supervisors
Instructional
Strategists
School Core Teams
2012-13
$150,000.00*
January 2012August 2014
2013-14
$150,000.00
2014-15
$150,000.00
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Materials
and
Supplies
Substitutes
Stipends
General
Fund
Federal
Title Funds
Sub Total
Develop standardized teacher expectations for
district teachers in areas of planning,
management, and instruction and the
implementation of each.
Various departments
District Committees
School Personnel
August 2012
PROCEDURES FOR
EVALUATING
IMPLEMENTATION
AND
EFFECTIVENESS
OF EACH ACTIVITY
Benchmark
Assessments
State Standardized
Assessments
COMPASS
Walk-Throughs
Talent Ed Data
Lesson Plan Data
$450,000.00
$0
Evidence of
expectations
$0
Sub Total
Develop a standardized lesson planning format
through the implementation of district-wide use
of OnCourse Lesson Planner to reflect coverage
of standards/GLEs, arts and technology
integration, and administrative monitoring.
Curriculum and
Instruction Department
District Committees
School Personnel
General
Fund
August 2012
$60,000.00
per year
Service
Contract
Technology
Funds
Tobacco
Funds
Sub Total
Benchmark
Assessments
State Standardized
Assessments
COMPASS
Walk-Throughs
Talent Ed Data
$60,000.00
36
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
S OURCE
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
2012-13
Expand Distance Learning offerings.
Expand distance learning course offerings
in the 5 High Schools and 2 middle schools
Virtual Learning
Coordinator
Pilot
5 high schools/2
middle schools
Phase I
$0-
Materials/
Supplies
Phase II
$1,200*
Utilize existing courses during pilot.
Expanded course offerings @$200-300 per
course in 2013-14 (if necessary)
Virtual Learning student
progress
Evaluate all new and
existing Virtual Learning
courses for rigor and
fidelity.
2013-14
•
•
General
Fund
Full Expansion at
all High
Schools/2+ middle
schools
Sub Total
$1,200*
37
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Elementary schools will strengthen
mathematics curriculum and instruction by
regular use of the FASTT Math program in
grades 2 – 5.
School
administrators
2012-2013
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Schools will collect data
through the program’s
data collection feature to
track student progress in
fact fluency.
$0
$0
Sub Total
Elementary schools will strengthen
mathematics curriculum and instruction by
regular use of the Every Day Counts Calendar
Math program in grades K – 5.
School
administrators
2012-2013
Schools will collect data
through the program’s
data collection feature to
track student progress in
computation and
application.
$0
$0
Sub Total
38
ACTION PLAN
ACTIVITIES
Pilot Peer- Assisted Learning Strategies
(PALS) in grades K-5 in 5 elementary
schools.
PERSONS
RESPONSIBLE
School
Administrators
IMPLEMENTATION
TIMELINE
Phase I
2012- 2013
Classroom
Teachers
Review summative test results prior to full
implementation across all elementary
schools.
1
2
3
1
ESTIMATED COST
CATEGORY
2
3
$240.00*
($40/teacher in K1[60x$40])
Materials
/Supplies
$5192.00*
($44/teacher in
grades 2-5
[118x$44]
Phase II
2013-2017
Instructional
Supervisors
Federal Title
Funds
Decrease the number of
students scoring well
below benchmark on the
Spring ELA universal
screening by 2% each
year.
$0
Sub Total
Provide initial and continuous jobembedded professional development to
teachers regarding the implementation of
PALS.
General Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
$0
2012-13
School site
instructional
Strategists
$ 5,432
Decrease the number of
students scoring well
below benchmark on the
Spring ELA universal
screening by 2% each
year.
$0
Sub Total
39
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Implement Zaner-Bloser Handwriting instruction
in K-5 classrooms.
•
Introduce cursive handwriting during the
nd
second semester of 2 grade when the
teacher determines that the students are
ready.
School
Administrators
2012-13
$136,341
Classroom
Teachers
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Materials
and
Supplies
Textbook
Funds
currently
budgeted
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Documentation of
instruction on teacher
lesson plans
Portfolio with writing
samples
$136,341.00
Sub Total
Sign-in logs
Provide initial and continuous job-embedded
professional development for teachers regarding
the implementation of Zaner-Bloser Handwriting
instruction.
District
Personnel
2012-13
$0
Documentation of
instruction on teacher
lesson plans
School
Personnel
Portfolio with writing
samples
$0
Sub Total
40
ACTION PLAN
ACTIVITIES
LPSS will seek partnerships with
community leaders, businesses,
universities, and non-profit organizations
to mobilize volunteers that will impact
student learning.
PERSONS
RESPONSIBLE
LPSS
Director of
Marketing and
Recruitment
(Community
Liaison)
1
2
3
1
IMPLEMENTATION
TIMELINE
Currently in
progress with
United Way, LEF,
and others
ESTIMATED COST
CATEGORY
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Volunteer logs indicating
number of volunteers
and hours worked.
$0
Survey of school
personnel
Test scores of students
assisted by volunteers
Sub Total
$0
Grand Total
$34,082,584.00
4/1/12
41
Regular Education Program Enhancement
Academic Year
Approximate Funding Amount
Needed
2012 – 2013
$442,132.00
2013 – 2014
$523,200.00
2014 – 2015
$150,000.00
2015 – 2016
$959,000.00
2016 – 2017
$959,000.00
2017 – 2018
$822,000.00
GRAND TOTAL
$3,855,332.00
42
Subcommittee: The Arts
Subcommittee Goal:
The LPSS will implement quality, research-based arts programs/initiatives for 100% of its K-12 students that will:
• meet the provisions of LA Legislative Act 175 and BESE requirements
• provide visual and performing arts instruction and experiences
• be aligned with state standards
• fully develop students’ creative and critical thinking abilities for broad application in their endeavors in school and life.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
TOP PRIORITY— Provide a Supervisor of the
Arts for central district leadership (consolidating
supervision of all art forms) in developing,
coordinating and supervising a comprehensive
arts-in-education program that is
commensurate with other core areas in order to
insure LPSS compliance with BESE directives
and Act 175 of the 2007 Louisiana Legislature.
Job Description:
H/R staff with
input from
Curriculum &
Instruction staff;
Recommendation
of top applicant to
Superintendent:
H/R staff in
collaboration with
a selection
committee that
includes teacher
representation
Hiring - prior to
July 1, 2012;
position effective
July 1, 2012
Estimated,
dependent
on education
and
experience
$84,000*
(Annually
thereafter)
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salary and
benefits
General Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered from LPSS
Personnel Evaluation
gives evidence of
proficient performance.
Data gathered gives
evidence of increased arts
instruction & experiences
for students of LPSS.
Sub Total Estim ated
annually
$ 84,000.
*New funds required
43
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide staff for secretarial assistance and
liaison support with artists and arts
organizations in achieving the objectives of the
Division of the Arts in the Department of
Curriculum and Instruction.
Human
Resources staff
with Supervisor
of the Arts
Hiring - prior to
July 1, 2012;
position effective
July 1, 2012
Estimated
for 15
years’
experience
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salary and
benefits
General Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered from LPSS
Personnel Evaluation
gives evidence of
$45,500*
(Annually
thereafter)
Sub Total Estimated annually
$ 45,500
*New funds required
44
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide a cost center and funds to be overseen
by the district Supervisor of the Arts for
materials and supplies for all four arts
disciplines (in order to implement the BESE
guidelines and Louisiana Legislative Act 175
through quality visual and performing arts
instruction).
Business office
staff and
Supervisor of the
Arts
For
implementation in
FY 2012-17
(Increase this
amount annually
by $5/student/year
over the next 4
years)
2012-13
$159,000*
$5/student
2013-14
$318,000*
$10/student
2014-15
$477,000*
$15/student
2015-16
$636,000*
$20/student
2016-17
$954,000*
$25/student
ESTIMATED COST
CATEGORY
SUGGESTED
FUNDING SOURCE
2
3
Instructional
materials
and
supplies
General
Fund/Tit
le I
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Purchases meet approval by
Director of Curriculum &
Instruction.
Lesson plans in music, visual
arts, theater arts/drama, and
dance show use of purchased
materials and supplies to
support instruction.
Student products and
performances evidence use of
purchased materials and
supplies.
Sub Total 2012-13
$ 159,000
*New funds required
45
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Update musical instruments/equipment through
instrument repair and purchase.
Supervisor of
the Arts with
teacher input
On-going beginning
with the 2012-13
School Year
$180,000
(Annually
thereafter)
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Musical
instruments
and
equipment
Capital
improvement
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Annual pre- and postassessments of student
performance show
improvement in quality of
performance.
Data collected shows
increase in recognitions,
awards and scholarships
earned by music students.
Sub Total 2012-13
$ 180,000
*New funds required
46
1
ACTIVITIES
PERSONS
RESPONSIBLE
IMPLEMENTATION
TIMELINE
2
3
1
Improve and increase communication systems
targeting stakeholders within the schools, the
school system and the broader community via
print, broadcast, and interactive media.
Supervisor of
the Arts
in collaboration
with Arts
Coaches and
school-based
teachers and
administrators
On-going beginning
with the 2012-13
SY
$6,000*
2012-13
ESTIMATED
COST
CATEGORY
SUGGESTED
FUNDING
SOURCE
2
3
Technology
hardware &
software
$500*
Annually
Office
Materials/
supplies
$700*
Annually
TelephoneSupervisor
$12,800*
Annually
Printing/
Copy
machine
Gene
ral
Fund
Other
(?)
IMPLEMENTATION AND
ACTIVITY
Survey of stakeholders yields
positive ratings on
communication, and data
collected shows that
communication systems are used.
Sub Total 2012-13
$ 20,000
*New funds required
47
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Hire arts-integration coaches/lead teachers to
work as arts team specialists in providing K-12
generalist educators and community teaching
artists with job-embedded PD that addresses
and assists in implementing the Louisiana
Content Standards in the Arts and Common
Core State Standards.
Phase I: 2012-14 Employ 1 arts-integration
coach in each of four arts disciplines to serve
elementary grades.
Human
Resources staff
in collaboration
with Supervisor
of the Arts and
selection
committee that
includes teacher
representation
ESTIMATED COST
CATEGORY
SUGGESTED
FUNDING SOURCE
2
3
General
Fund
Title I (?)
Other (?)
Phase I
August 2012-13
August 2013-14
Phase II: 2014-15 Employ 1 arts-integration
coach in each of four arts disciplines to serve
middle school grades. Maintain elementary arts
coaches.
Phase II
August 2014-15
Phase III: 2015-16 Employ 1 interdisciplinary
instruction/arts coach in each of four arts
disciplines to serve high school grades. Maintain
elementary and middle school arts coaches.
Phase III
August 2015-16
$248,000*
Salary &
benefits
$4,000*
Mileage
$248,000*
Salary &
benefits
$4,000*
Mileage
$496,000*
(8 coaches)
Salary &
benefits
$ 8,000*
Mileage
$744,000*
(12 coaches)
Annually
thereafter
Salary &
benefits
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered from districtdesigned personnel
evaluations give evidence of
Lesson plans by generalist
educators show increased
use of arts integration
units/lessons.
Student academic
performance shows upward
trends.
Mileage
$12,000*
(Annually
thereafter)
Sub Total
2012-13
$ 252,000
*New funds required
48
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Increase arts instruction through the use of
certified arts specialists and credentialed
community teaching artists to further the
implementation of Common Core State Standards/
LA Content Standards for the Arts via integrated
arts/literacy and arts/numeracy instruction and fine
arts study.
Phase I: 2012-14 (two years)
2012-13 – Pre-K: Pilot at no cost ASO’s ABC, DoRe-Me music instruction project with credentialed
ASO staff.
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Human
Resources staff
and Supervisor
of the Arts in
collaboration
with selection
committee that
includes teacher
representation
School self-survey
reporting instructional
minutes in visual and
performing arts shows an
increase in instruction over
the prior year.
Phase I - 2012-13
-0-
N/A
N/A
2013-14 – Pre-K: Based on positive evaluation of
the pilot ASO project, assume the cost of full
implementation
Phase I – 2013-14
$28,120*
(Annually
thereafter)
Contracted
Services
General Fund
Title I
Other (?)
2012-14 – K-4: Maintain music instruction in
elementary schools and provide instruction in
visual arts via teaching artists’ residencies using
the PACE model OR instruction by certified visual
arts specialists for all K-4 students.
Phase I – 2012-13
$591,700*
Phase I - 2013-14
$591,700*
(Annually
thereafter)
Salaries +
benefits;
Contracted
services
General Fund
Title I (?)
Other (?)
Salaries +
benefits
General Fund
Other (?)
Phase II: 2014-15
5/6-8 -- Maintain music instruction and hire
certified visual arts teachers for each middle
school campus.
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Phase II - 2014-15
$744,000*
(Annually
thereafter)
Data gathered from
teachers’ and students’
schedules documents an
increase in number of
students served.
Data gathered in
administrative walkthroughs and observations
document quality arts
instruction.
Evidence from lesson
plans, teacher-made and
district-made common
assessments, as well as
qualitative data show an
increase in arts classes
and arts-integrated
instruction/
(Continued)
*New funds required
49
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
(Continued)
Phase III: 2015-16
9-12-- Maintain current high school arts
instruction following BESE guidelines for
Teacher/Pupil ratio and add certified arts
specialists for dance/creative movement and
drama/theater arts where they are not
currently taught.
Phase IV: 2016-17
K-8-- Maintain established music and visual
arts staffing with specialists and hire arts
specialists in dance/creative movement and
drama/theater arts to serve each elementary
and middle school.
Human
Resources staff
and Supervisor
of the Arts with
selection
committee that
includes teacher
representation
Phase III 2015-16
Phase IV 2016-17
$372,000*
(Annually
thereafter)
$2,046,000*
(Annually
thereafter)
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salaries +
benefits
Salaries +
benefits
General Fund
Other (?)
General Fund
Other (?)
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
School self-survey
reporting instructional
minutes in visual and
performing arts shows an
increase in programming
over the prior year.
Data gathered from
teachers’ and students’
schedules documents an
increase in number of
students served.
Data gathered in
administrative walkthroughs document quality
arts instruction.
Evidence from lesson
plans, teacher-made and
state assessments, as well
as qualitative data show an
increase in arts classes
and arts-integrated
instruction.
Sub Total
2012-13
$591,700
*New funds required
50
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide professional development -- that is
aligned with Common Core State Standards and
Louisiana Content Standards for the Arts,
rigorous and sustainable--- for administrators,
teachers and teaching artists in arts integration
and specific arts disciplines through workshops,
summer institutes, seminars and classes.
Professional Development should be inclusive of
pedagogy and assessment.
Supervisor of the
Arts in collaboration with school
administrators
and teachers
Phase I: Orientation for administrators; summer
institute for K-2 teachers and administrators; jobembedded coaching for arts integration; sitebased and community-based workshops;
training for arts coaches
Supervisor of the
Arts and Arts
Coaches in
collaboration with
teachers
Phase II: Orientation for K-5 administrations;
summer institutes 3-5; job-embedded coaching
for arts integration; site-based and communitybased workshops; training for arts coaches
Supervisor of the
Arts and Arts
Coaches in
collaboration with
teachers
Phase III: Orientation for K-8 administrations;
summer institutes 5/6-8; job-embedded
coaching for arts integration K-8; site-based and
community-based workshops; training for arts
coaches
Supervisor of the
Arts and Arts
Coaches in
collaboration with
teachers
Phase IV: Orientation for K-12 administrators;
summer institutes 9-12; job-embedded coaching
for interdisciplinary/art instruction 9-12; sitebased and community based workshops;
training for arts coaches
Supervisor of the
Arts and Arts
Coaches in
collaboration with
teachers
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered from
district-designed
instrument give evidence
of the quality of the
professional development
event and personal
learning of participants.
Phase I
August 2012June 2013
Phase II
Phase III
August 2014 –
June 2015
Phase IV
$65,000*
$65,000*
$65,000*
$65,000*
(Annually
thereafter)
Prof’l Devt.
(Materials,
presenters,
workshop
devt., etc.)
General
Fund
Other (?)
Prof’l Devt.
(Materials,
presenters,
workshop
devt., etc.)
General
Fund
Other (?)
Prof’l Devt.
(Materials,
presenters,
workshop
devt., etc.)
General
Fund
Other (?)
Prof’l Devt.
(Materials,
presenters,
workshop
devt., etc.)
General
Fund
Other (?)
Sub Total
Data gathered from
administrative walkthroughs and observations
indicate a high degree of
carry-over of teachers’
learning in their classroom
instruction.
Students meet Student
Learning Targets in arts
classes and cumulatively
show upward trends in
student achievement on
state tests in other content
areas.
2012-13
$65,000
*New funds required
51
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Adopt and adapt a model of arts
integration/interdisciplinary instruction based on
a common definition (e.g. Kennedy Center’s)
and use in
• developing templates and rubrics for arts
integration lessons;
•
•
•
•
revising existing unit/lesson plans to meet
or exceed State Content Standards for the
Arts and the CCSS while using local
resources such as curriculum maps in core
content areas for K-8 arts integration;
developing additional model lesson/unit
plans according to a district-developed
template while using local resources such
as curriculum maps in core content areas
for K-8 arts integration;
developing interdisciplinary units of
instruction for high school according to a
district-developed template and using local
resources such as curriculum maps in core
content areas for interdisciplinary
instruction;
providing professional development on the
use of the model lessons (in an
environment that supports flexibility of
schedules and collegiality in planning and
instruction).
Supervisor of the
Arts and Arts
Coaches working
in teams with
grade level
teachers
Phase I - July 2012
– June -2013 arts
integration
curriculum
development for
elementary grades
by teams
$5,400*
Phase II - July 2013
– June 2014 arts
integration
curriculum
development for
elementary grades
by teams
$5,400*
Phase III - July 2014
– June 2015 arts
integration
curriculum
development for
middle school
grades/subjects by
teams
$7,200*
Phase IV - July
2015 –June 2016
interdisciplinary
curriculum
development for
high school
grades/subjects by
teams
$7,200*
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Stipends
Stipends
Stipends
Stipends
General
fund
Other (?)
General
fund
Other (?)
General
fund
Other (?)
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Lesson plans reflect an
increase in number of artsintegrated units/lessons
taught.
Rubrics applied to
unit/lesson plans show
that they are aligned with
standards, rigorous and
sustainable.
Data collected on
academic achievement
shows upward trends in
student performance.
Data collected gives
evidence that students are
meeting Student Learning
Targets in the arts.
General
fund
Other (?)
Sub Total 2012-13
$5,400
*New funds required
52
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Assess school programming and student learning
in the arts by
•
developing and implementing Student
Learning Targets (SLTs) for all arts
disciplines in all grade clusters (K-4, 5-8, 9-12)
• developing and implementing uniform
assessments/assessment tasks for
students in the arts
• developing and implementing a school arts
program self-assessment.
Phase I: Develop and implement Student Learning
Targets to be used in all visual and performing arts
classes by arts specialists (To fulfill requirements of
LDOE-required Compass/Value Added Assessment of
Teachers).
Develop rubric for self-assessment of school arts
programs.
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Supervisor of the
Arts, Arts Coaches
and teachers
General Fund
Title I (?)
Other (?)
2012-13
$6000*
Stipends
Supervisor of the Arts,
Arts Coaches,
principals and
teachers
2012-13
-0-
Committee
work
2013-14
$1200*
Stipends
2013-14
-0-
Committee
work
Phase III
2014-15
$600*
Stipends
2014-15
-0-
Committee
work
Phase II: Revise and implement SLTs with teacher input
and implement them in all visual and performing arts
classes by arts specialists.
Arts Coaches and
teachers
Implement the rubric for schools’ self-assessment on a
voluntary basis with support from central leadership.
Arts Coaches,
principals and
teachers
Phase III: Revise SLTs with teacher input and
implement them in all visual and performing arts classes
by arts specialists
Arts Coaches and
teachers
Implement district-wide the rubric for schools’ selfassessment with support from central leadership and
address improvement in School Improvement Plans.
Arts Coaches,
principals and
teachers
Teachers apply rubrics for
formative and summative
evaluation using the SLTs
with inter-rater reliability.
School self-assessment
rubric meets the approval
of the Director of
Curriculum & Instruction,
the Deputy Superintendent
of Instructional Services,
and the state Supervisor of
the Arts.
Phase I
Arts Coaches and
teachers
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Phase II
Sub Total
2012-13
$ 6,000
*New funds required
53
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide students with access to quality arts
experiences within the community or through
Touring Arts companies within the school by
subsidizing Touring Arts performances and field
trips to museums, arts centers’ performances, and
competitions.
Supervisor of
the Arts in
collaboration
with school
administrators
and teachers
Phase I
2012-13
(Increase annually until budget reaches $5/
student / year.)
Phase II
2013-14
Phase III
2014-15
Phase IV
2015-16
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
$63,606*
($2 per
student)
Field TripsBuses or
Admissions
OR
Contracted
services
General fund
Other (?)
$1,000*
Substitutes
General fund
Other (?)
$95,400*
($3 per
student)
Field TripsBuses,
Adm., or
Contracted
Services
General fund
Other (?)
$1,500*
Substitutes
General fund
Other (?)
$127,200*
($4 per
student)
Field TripsBuses,
Adm., or
Contracted
Services
General fund
Other (?)
$2,000*
Substitutes
General fund
Other (?)
$159,000*
($5 per
student)
Annually
thereafter
Field TripsBuses, Adm
or
Contracted
Services
General fund
Other (?)
$2,500*
(Annually
thereafter)
Substitutes
General fund
Other (?)
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered through
district-designed teacher
and student surveys give
evidence of a positive
impact on teaching and
learning.
Test data gathered shows
upward trends in students’
academic achievement.
2012-13
$64,606
*New funds required
54
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide standards-based arts experiences afterschool in schools that offer care beyond the school
day.
Coordination by
district staff
overseeing afterschool programs
in collaboration
with Content
Area and Art
Supervisors and
after-school
teachers
August 2012June 2013 –
Planning
August 2013 –
implementation
($120 $360/
month/
child)
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Personnel
&
Materials
Fee-based,
volunteerstaffed, or
grantfunded
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Data gathered from
surveys of teachers,
students and parents give
evidence of positive
experiences and student
learning.
Sub Total No cost to LPSS General
Fund
*New funds required
55
ACTIVITIES
Review and tailor specifications for elementary,
middle and high school facilities for visual and
performing arts; assess needs according to
specifications; upgrade facilities to insure health
and safety and provide adequate and appropriately
equipped and located space for arts instruction,
production and exhibitions, storage, and
performance. (Note: This is inclusive of
auditoriums for each school.)
Phase I: 2012-13
Review and tailor specifications and conduct school
inventories according to indicated specifications.
Provide an auditorium with appropriate support
rooms for instruction adjoining it at Comeaux High
as outlined in the Board-approved master facilities
plan to merge the divided Arts Academy into a
single site at Comeaux High.
Phase II: 2013-14
Follow Superintendent’s plan based on the
documented need for facilities upgrade and
furniture, fixtures and equipment in capital
improvement.
PERSONS
RESPONSIBLE
Supervisor of Arts,
Arts Coaches and
teachers and
community
volunteers review &
revise
specifications;
school staff
complete
assessment of
needs;
Superintendent
schedules
upgrades
1
2
3
IMPLEMENTATI
ON
TIMELINE
1
Fall 2012 –
construct survey;
Spring 2013 –
complete survey
-0- Committee
Construction
timeline 2013-15
Cost TBD
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
N/A
N/A
Construction
Capital
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Record of needs for
facilities, furniture, fixtures
and equipment is reduced
annually in schools as the
upgrades are completed.
Work
pending plans
with bids from
architects and
facilities
experts
Cost TBD
pending plans
with bids from
architects and
facilities
experts
Facilities,
furniture,
fixtures,
equipment
Capital
improvement
Sub Total 2012-13 Cost To Be
Determined (TBD)
*New funds required
56
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
As a turn-around strategy for self-selected, highneeds schools, study the feasibility of conducting
pilot studies that implement an arts-centered,
project- and performance-based curriculum and
that meet or exceed BESE guidelines and comply
with Bulletin 741 (LA Handbook for School
Administrators).
Supervisor of the
Arts and teams of
interested
volunteers
SY 2012-13
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
N/A
N/A
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Funders are found for
developing and
implementing pilot studies.
Sub Total
-0-
Estimated Total to Implement 2012-13
$1,473,206
+ TBD facility
upgrades
*New funds required
57
Estimated cumulative costs, exclusive of facilities work
(5 years for committee’s recommended implementation)
2012-13
$ 1,473,206.00
2013-14
$ 1,681,820.00
2014-15
$ 2,870,320.00
2015-16
$ 3,685,020.00
2016-17
$ 6,041,820.00
*New funds required
58
Subcommittee Alternative Education Programs (Opportunity School)
Subcommittee Goal:
To provide an innovative curriculum with instructional strategies, psychosocial, and wellness
support to better meet the diverse, ever-changing needs of students for whom traditional settings have been ineffective.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
To create a new combined alternative education
site that would provide academic, behavioral and
career services to students for whom a regular
school setting has been ineffective.
Alternative
Education Task
Force
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
February-August
2012
A thorough review of
implementation timelines
and designated staff
responsible at each
scheduled meeting.
Sub Total
To completely renovate the NP Moss Annex
campus to house approximately 600 students by
August 2012, including Gymnasium, Auditorium,
Buildings, Cafeteria, Parking Lot, Restrooms, and
provide Handicap Accessibility.
Director of
Facilities and
Maintenance
April- August 2012
TBD
$
facilities
Ongoing monitoring of
campus renovation progress
by Director of Facilities and
Maintenance
Key Alternative
Education Task
Force Members
Sub Total
To hire and train re-constituted administration and
staff, including Dean of Students position, for the
opening of school August 2012. Monitor staff
placement. Develop action plan for staff activities.
*Personnel slots are already in existence.
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Human
Resources
Superintendent
Select Alternative
Ed Task Force
Members
Dean of Students
Admin/Staff
April-August 2012
1,117,00
0*
*13 FT
Staff
ISS,
LCSW,
RN,AP,
SRO,Te
achers,
TAs,
Dean
Sub Total
$
General
Fund,
Federal
Funds:IDEA,
Title
Outcomes-Based District
Evaluation
COMPASS (Value-Added
Assessment Instrument)
$1,117,000
59
Continued
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
To establish operational guidelines (intake,
assessment, exit, post-exit follow-along support) for
student selection and placement.
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
April-August 2012
Review of operational
guidelines by Alternative
Education Task Force or
Subcommittee.
Intake and Exit Assessment
Data.
Administrators,
Dean of
Students,
Health and
Wellness Team
Sub Total
To establish a school name, a school logo, school
colors and other items to promote a positive school
culture.
Alternative
Education Task
Force
Student Body
April-October
2012
5000*
Public
Pride
Campaig
n
Sub Total
Embrace a Health and Wellness model to address
the multi-systemic needs of our at risk student
population.
Director of Health
and Wellness
Site Administrator
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
April-August 2012
$
Marketing
and
Recruitment
$
Existing
positions,
Partnerships
Medicaid
Mental Health
Staff
Student & parent surveys
5000
Formative and summative
assessment.
Report Cards, Behavior
Improvement Plans.
Nursing Staff
Teachers
Sub Total
$5000
60
Continued
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
To investigate and establish research-based
instruction and remediation strategies to address
academic deficits of assigned students.
Provide professional development hinged on
aforementioned research-based strategies.
Instructional Staff
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
April-August 2012
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Ongoing assessment of
implementation and student
success through
standardized assessment
and professional
development.
Lead Teachers
Site Teachers
Administrators
$
Sub Total
To establish a research based comprehensive
behavioral health component to address the at risk
behaviors of assigned students (i.e. SWPBIS,
mental health counseling, substance abuse
screening and treatment, individualized behavior
supports.) Services provided, in part, by two (2)
nurses and four (4) therapists.
Mental Health
Staff
April-August 2012
Partnerships
Supervisor of
Mental Health
SET Evaluation for School
Culture elements (SWPBIS)
Community
Agencies
$
Sub Total
To establish school bus services for the varied
student population that will likely involve a tiered
schedule and a need for mid-day transport to the
Career Center for certain students.
Self-Evaluation of process
by mental health staff
Director of
Transportation
April-August 2012
General
Fund
Punctual, fluid, and
seamless transfer of
students.
Site Administrator
IDEA
Special
Education Staff
Sub Total
$0
61
End
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
To explore expanded opportunities for students in
all programs to access extracurricular and elective
opportunities that enhance their school experience
(intramural sports, arts, music, technical education)
Administrators,
Technical
Education
Supervisor,
Arts Supervisor,
Athletic Director,
P.E. Teacher
April-August 2012
2500
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Uniforms,
supplies
Dean of Students
Evaluation of the access of
students to ancillary courses
and activities.
Student Attendance
Sub Total
To establish a vigorous plan for parent and
community engagement (mentoring, community
service projects, parent education, interagency
agreements, parent involvement)
Athletics
Technical
Education
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
August 2012-May
2013
2500
$
Parent
Involvement
IDEA
Administrators
Pre and Post performance
surveys for parents
Community surveys
Mental Health
and Counseling
Staffs
Lead Teachers
Parent
Involvement
Coordinator
Sub Total
Total
$
5,000
$ 1,127,000
Sub Total
$
62
63
Subcommittee Academic Opportunity
Subcommittee Goal: To provide quality remediation and mentoring programs to
promote growth in student achievement as evidenced by improved formative and
summative test results for all students in need of academic assistance.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Extend the school day by 60 minutes to implement
th
an 8 period for all students scoring below basic on
state testing. This extra time will be used for
rd
th
th
th
th
th
th
remediation for 3 , 4 , 5 , 6 , 7 , 8 , 9 , and 10th
grade students in need of additional academic
based strictly on diagnostic/prescriptive, skill
building, and testing deficiencies. To be piloted in
targeted “D” schools. (20 Teachers @ 16 sites x 1hour
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Teachers:
Superintendent
July – August
2012 - 2018
Board
Members
*921,600
Assistants;
*460,800
Tutor Pay
& Benefits
General
Fund
Tutor Pay
& Benefits
Federal
Title
Programs
Review and approval of
School- Level Master
Schedules by the
Deputy Superintendent
for Instructional
Services.
Tobacco
Funds
per day x$20.00 per hour x4 days a week x 36 weeks).
(20 Assistants @ 16 sites x 1hour per day x$10.00 per
hour x4 days a week x 36 weeks).
$1,382,100.00
Sub Total
Adjust the school calendar to include a 1 week
intercession after each grading period to
accommodate a mandatory Grade Recoupment
session for Middle/High School students and
intense remediation for elementary students who
are in need of additional remediation. Pilot in
targeted “D” schools (15 Teachers @ 16 sites x 5 hrs
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Superintendent
Board
Members
July – August
2012
*$480,000
Tutor pay &
Benefits
Federal
Title
Programs
Approval of District
calendar.
Tobacco
Funds
per day x$20.00 per hour x5 days a week x 4 weeks ).
Sub Total
$480,000.00
64
ACTION PLAN
PERSONS
RESPONSIBLE
ACTIVITIES
1
2
3
IMPLEMENTATION
TIMELINE
1
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
th
Study the concept to expand the 60 minute 8
period for all students scoring above Basic on state
testing to include a pilot enrichment model at 5
sites.
Academic
Opportunity Task
Force Members
August 2012
$0
Completion of protocol
document and approval by
Superintendent for
dissemination to schools.
Sub Total
$ 0.00
65
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
4
5
6
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
1
Establish a protocol (District Remediation
Handbook) for remediation/enrichment
opportunities in the district. The protocol will
include criteria for identification of students in need
of additional assistance, a Reading and
Mathematics framework for remediation in grades
K-2, 3 – 5, 6 – 8, 9 – 12, a volunteer component,
and assessment instruments to determine program
effectiveness.
Academic
Opportunity Task
Force Members
2
3
June 30, 2012
*$2,500
Printing
General
Fund
Sub Total
Provide schools with a menu from which to select
remedial and enrichment ELA and mathematics
programs that support the district framework.
Academic
Opportunity Task
Force Members
June 30, 2012
$0
N/A
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Completion of protocol
document and approval by
Superintendent for
dissemination to schools.
$ 2,500.00
N/A
Menu of research-based
programs for the
elementary, middle and
high schools.
$0
Sub Total
66
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Elementary Schools with the assistance of the
Elementary District Remediation Supervisor
(New Position) will select and implement from the
following researched-based programs:
Reading Menu
• Project Read
• My Reading Coach
• SuccessMaker
• Leveled Literacy Intervention (K-2)
• Destination Reading
• Fundations
• System 44 (3-5)
• FastForWord for sites that currently have
the product
Math Menu
• FASTT Math
• Destination Math
• Skills Tutor
• SuccessMaker
Elementary
Remediation
Supervisor
July 2012
$84,000
(to be
determined by
Reorg. Plan)
*$55,000
*$217,800
*$242,000
*$418,200
*$324,000
*$34,980
*$989,000
$37,720
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salary &
Benefits
Materials &
Supplies
(Tech &
Instruction)
Federal
Title
Programs
General
Fund
Federal
Title
Programs
SPED
Tobacco
Funds
$0
*$288,000
*$65,650
$Reflected
Above
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Elementary
Remediation Supervisor
will conduct monthly
monitoring visits utilizing
a district monitoring
walk through form at
each elementary site for
fidelity to the framework
and program choice.
Administrators,
Leadership Teams and
Academic Coaches will
review student grades
and formative testing
results on a quarterly
basis to determine
effectiveness of
services provided.
$2,756,350.00
67
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
Middle and High Schools with the assistance of the
Middle/High School District Remediation
Supervisor (New Position) will select from the
following researched-based programs:
Reading:
• Read 180 and add System 44 for lower
performing lexile levels to all middle, high
and alternative schools
• FastForWord for sites that currently have
the product
• SuccessMaker
Math:
• I Can Learn Math
• Aleks Math
• Go Solve
Middle/High
Remediation
Supervisor
July 2012
$84,000
(to be
determined
by Reorg.
Plan)
*$989,000
$28,290
Salary &
Benefits
Materials
&
Supplies
(Tech &
Instruction)
Federal
Title
Programs
Federal
Title
Programs
*$242,000
General
Fund
$60,000
$48,300
$0
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Middle/High School
Remediation Supervisor
will conduct monthly
monitoring visits utilizing a
district monitoring walk
through form at each
middle/high school site for
fidelity to the framework
and program choice.
Administrators, Leadership
Teams and Academic
Coaches will review
student grades and
formative testing results on
a quarterly basis to
determine effectiveness of
services provided.
Tobacco
Funds
SPED
$1,451,590.00
68
ACTION PLAN
ACTIVITIES
Provide Professional Development to all personnel
involved in the program on the protocol for
remediation opportunities, as well as sessions on
the selected product(s) for use within the program.
Personnel will receive initial training on the above
mentioned items with monthly follow up sessions.
PERSONS
RESPONSIBLE
IMPLEMENTATION
TIMELINE
District
Remediation
Supervisor
Initial Sessions
July-August 2012
Center for Staff
Development
Follow Up
Sessions
1
2
3
1
*$140,000
FUNDING SOURCES
CATEGORY
COST
2
3
Stipends
(depending
on #
trained)
$0
September 2012
Through
August 2013
Sub Total
Federal
Title
Programs
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
The LPSS Evaluation
Level 1 and 2 will be
utilized following each
session of training
respectively.
Site-based administrators
and Leadership Team
members will conduct
weekly walk thrus to
ensure that all remediation
and enrichment activities
are followed as outlined in
the District Remediation
Handbook.
$140,000.00
69
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
Parent training sessions in the areas of ELA and
mathematics will be conducted at once a grading
period/ 4 times a year and will focus on educating
parents about strategies and programs being
utilized in the remedial process to encourage
home-learning support and build the skills of
parents so that they become an active participant
in their child’s success. Utilize business partners
for food and transportation.
Principal
District Parent
Involvement
Coordinator
August 2012 –
May 2013
*$78,000
(39 sites @
$2,000.00
per site)
Materials
& Supplies
Federal Title
Programs
Business
Partners
may incur
costs
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
An increased number of
parents attending
training sessions, as
indicated from sign-in
sheets
Decreased number of
students needing
remediation, as indicated
from assessment data
Annually parents,
students and teachers
will be surveyed to
gather data to be utilized
in determining
effectiveness of the
program(s).
Sub Total
$78,000.00
70
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
IMPLEMENTATION
TIMELINE
1
2
3
1
LPSS will work with community partners to
develop a mentoring program to include:
*developing and defining Mentoring Categories,
*Disaggregating school level data to identify and
assign students to the mentoring program,
*Developing expectations, standards and
guidelines for mentors,
*Developing and providing an initial training
module
*Create a protocol for mentors
LPSS
Director of
Community
Collaboration
and Partnerships
2012-2013
school year
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Amount
reflected on
Communication
Action Plan
Community
mentors
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Community Resources
Coordinator will review
disaggregated data
provided by the
Research and
Evaluation Department
which produces
performance evaluations
that indicate:
• academic
improvement
• behavior that is
conducive to
learning
• attendance rates
$0.00
71
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
IMPLEMENTATION
TIMELINE
1
2
3
1
Mobilize community resources generated through
partnerships with business and community groups
that support quality remediation.
• Match schools with appropriate partners
• Coordinate volunteer opportunities that
match partners with their interest
LPSS
Director of
Community
Collaboration
and Partnerships
2012-2013
school year
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Amount
reflected on
Communication
Action Plan
Community
Partners
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Community Resources
Coordinator will provide
an annual report to the
Superintendent, Board
Members and the
community indicating the
amount of community
resources provided to
the school system in
support of remediation.
Sub Total
$0
Grand Total
$6,290,540.00
72
Task Force Two --- Technology Sub-Committee Subcommittee Goal:
Support educators and administrators in acquiring, installing, training, maintaining,
tracking, and maximizing the impact of technology on teacher effectiveness, administrative efficiency, and educational
outcomes.
ACTION PLAN
ACTIVITIES
Install a new wireless network with expanded coverage and capacity. Use E-‐rate funding to assist with purchase of new wireless network. Phase 1 will include elementary and middle schools that qualify for E-‐rate funding and all high schools. Phase 2 will include the remaining middle schools and some of the remaining elementary schools. Phase 3 will include the remaining elementary schools.
PERSONS
RESPONSIBLE
IMPLEMENTATION
TIMELINE
Chief
Information
Officer
1
2
3
1
12-13 Phase 1
13-14 Phase 2
14-15 Phase 3
IMPLEMENTATION AND
ACTIVITY
ESTIMATED COST
CATEGORY
450,000*
600,000*
450,000*
2
Equipment
3
Capital
Number of schools with
adequate wireless coverage.
Annual school base survey of
effectiveness.
Sub Total
$
450,000
73
Develop process and procedure for review and approval of all hardware and software purchases in the school district (both instructional and operational). Technology
Review
Committee
Technology
Recommend changes in policy to facilitate the use of Review
Committee
technology by students and staff. This should include both personal and district owned technology and should address use of devices such as eReaders, tablets, instructional uses of cell phones, etc. Fall 2012
Sub Total
Fall 2012
Survey district employees on
effectiveness of procedure for
technology purchases.
$
-
Evaluation of Academic
effectiveness of technology.
Sub Total
$
-
74
Develop new uses of technology to use eReader devices to replace paper textbooks. This will include the purchase of the eReader devices and the eBook versions of the text book. Phase 1 will pilot in high schools eReader replacement of text books for courses which have text books available in eBook format. Technology
Review
Committee
12-13 Phase 1
1,500,000*
Offset by
reduction in
textbook
purchases of
200,000
Cost effectiveness of program.
Capital Budget
Academic effectiveness of
program.
4,000,000*
Offset by
reduction in
textbook
purchases of
900,000
14-15 Phase 3
5,250,000*
Offset by
reduction in
textbook
purchases of
2,000,000
Phase 2 will include the remainder of the high school courses using text books available in eBook format. Phase 3 will include the middle courses using text books available in eBook format. 1,500,000*
annually
thereafter
Offset by
reduction in
textbook
purchases of
2,000,000
General Fund
Survey of Stakeholders.
13-14 Phase 2
Develop and implement electronic work flow processes (examples: Issues Logging, field trip requests, expense reimbursements, etc.). Equipment
Text book
Chief
Information
Officer
Fall 2012
25,000
Sub Total
Software
Existing
Capital Budget
Sub Total
1,300,000
User satisfaction survey.
Number of cases tracked.
$
25,000
75
Implement “Technical Support Chief
Staffing Formula” to adequately Information
Officer
support networking and end-‐
user devices. The staffing formula recommends providing a technician for every 1,000 end user devices and a network/server specialist for every 5,000 end user devices. LPSS currently has 9 technicians and 2 network/server specialist to support 18,000 end user devices. This would require an additional 9 technicians and 1 additional network/server specialist. The recommendation is to add 3 technicians in each of the next three years and 1 network/server specialist immediately. 12-13 Phase 1
13-14 Phase 2
14-15 Phase 3
175,000/yr*
240,000/yr*
360,000/yr*
Salaries
General Fund
Back log before and after.
Number of work orders process
before and after.
Note: A survey of the surrounding district revealed the no other district had a ratio greater than 800 devices to 1 technician and 3000 devices to 1 network/server specialist. Sub Total
$
175,000
76
Upgrade pay grade of network Chief
Information
technician and programmer/analyst in order to Officer
retain qualified technical staff. 5/1/2012
70,000*
per year
Salaries
General Fund
Employee turnover.
Number of qualified applicants.
Current LPSS position effected 9 network technicians would move from tech pay grade 5 to pay grade 6 and 5 programmer/analyst would move from Admin pay grade 2 to Admin pay grade 3. Director of
Provide the technology for classes to be attended virtually Instructional
within the district. (i. e. teacher Technology
at any high school can teach a class with students across the district attending class virtually) Phase 1 would include 3 high schools. Phase 2 would include the remaining 5 high schools. 12-13 Phase 1
13-14 Phase 2
100,000*
150,000*
Equipment
$
Sub Total
General Fund
Stipends
70,000
Number of credits attained via
virtual classes.
Teacher evaluation.
Student satisfaction survey.
Consultants
Sub Total
$
100,000
77
Develop and implement a technology plan that includes replacement of dated/obsolete hardware and the equitable distribution of resources. Technology
Review
Committee
Fall 2012
5,500,000*
per year
Offset by
reduction in
current
hardware
budgets approx
3,000,000
Budget estimate based on replacement of computers, laptops, printers, switches, and servers every 5 years. Manage information on LPSS website (Create Web Master Position). Chief
Information
Officer
Fall 2012
71,000*
per year
9,000*
Standardize and upgrade imaging software currently being used. Chief
Information
Officer
General Fund
Title I
Special Ed
Fall 2012
115,156*
Sub Total
Salaries
General Fund
Equipment
Sub Total
Equipment
and Software
Capital Project
Sub Total
Down time comparison.
Repair cost reductions.
$
2,500,000
Web availability of accurate and
timely information.
Referrals to Web for information
request.
User satisfaction.
$
80,000
Number for images entered and
retrieved.
Stability of system.
$
115,156
78
Study and develop electronic communication options to upgrade LPSS email capabilities. Instructional
Supervisor
Fall 2013
150,000*
30,000
per year
Software
62,000*
per Year
Salaries
Place server and software in high schools to prevent network traffic which causes problems with EOC testing. Director of
Instructional
Technology
Fall 2012
90,000*
Centralized Registration for all schools. Director of
Student
Services
Fall 2013
120,000*
per year
Management and repair/replace cameras in schools (outsource). Director of
Instructional
Technology
Fall 2012
210,000*
per year
Install cameras on all LPSS school buses. Phase 1 Pilot 50 Buses Phase 2 remainder of Buses Director of
Transportation
2012-13 Phase 1
2013-14 Phase 2
100,000*
500,000
General Fund
User Survey
Sub Total
$
Equipment
and Software
Capital Project
Sub Total
Salaries
Equipment
General Fund
Sub Total
Salaries
Equipment
Contract
Services
Sub Total
Equipment
Capital Fund
Sub Total
0
Network errors during EOC
testing.
Network capacity problems.
$
90,000
Timely input of student
information.
Coordination of additional
services at time of registration.
$
120,000
Count of camera failures per
month.
Survey of school admin using
cameras.
$
210,000
Count of camera failures per
month.
Survey of school admin using
cameras.
$
100,000
1st year Grand Total
$
5,335,156
6 year Grand Total
$
38,375,156
79
80
81
Subcommittee School To Career/Work Enhancement
Subcommittee Goal:
One hundred percent of the 6th, 7th, and 8th grade students will be proficient in applying
career exploration skills, and recognizing the relationship between their interests, abilities, and career choices.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
As mandated in Act 1124 Career Act Options Law for
th
th
th
Louisiana, every 6 , 7 , and 8 grade student will
participate in six Career Exploration activities that expose
th
them to career opportunities. Every 8 grade student will
complete an Individual Graduation Plan.
Counselors,
Teachers,
Principals
2012-2013
*$12,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Materials &
Supplies
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
~Student portfolio of career
activities
~Review of lessons
regarding career
activities
Sub Total *$12,000
th
All 8 grade students will take the state approved
“Journey to Careers” class in order to stay on track for
graduation, be exposed to career options and be
exposed to career readiness skills.
Central Office
School to Career
staff,
Principals,
Counselors,
“Journey to
Careers” Certified
Instructors
2014-1015
*$12,000
Materials &
Supplies
*$1,500
Training
Stipends
General
Fund
~Class rosters and student
transcripts
General
Fund
Sub Total *$13,500
th
Every 8 grade student will complete an Individual
Graduation Plan in their “Journey to Careers” class.
“Journey to Career”
Teachers,
Counselors
2014-2015
-0-
-0-
-0-
~Student portfolio on
Connect Ed
Sub Total $0.00
82
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
A computer lab will be dedicated and used for the
Journey to Careers classes and career exploration
activities.
Principal
2013-1014
*$120,000
2014-2015
*$120,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Technology
General
Fund
NOTE: GEAR UP labs
available in 6 middle
schools
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Principal verification
~Logs of computer use
~Schedule of classes
~Lesson plans for activities
Sub Total *$240,000
th
Every 8
grade student will complete a career
exploration unit in their English or Journey to Careers
class and this will culminate with every student having
the opportunity to participate in a job shadowing
experience (Ground Hog Day).
Principal,
English Teacher,
Counselor,
Carl Perkins Career
Coordinator
2014-2015
-0-
-0-
-0-
activities
~Review of lessons
regarding career activities
Sub Total $0.00
th
Every 8 grade student will take the ACT Explore college
readiness assessment and will be counseled on the
results of this assessment.
Central Office
Student Services,
School to Career
staff,
Counselors,
Carl Perkins Career
Coordinator
2012-2013
*$12,000
Testing
Materials
General
Fund
~Scores from the ACT
Explore will be a part of
the student portfolio
~Guidance counselors will
maintain log of activities
Sub Total *$12,000
th
Every 7 grade student will be exposed to community
business and industry speakers.
Counselors
2015-2016
-0-
-0-
-0-
activities
~Review of lessons regarding
career activities
Sub Total $0.00
83
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
All parents will have the opportunity to attend one parent
education seminar for every year that their child attends
middle school. This seminar should also be available to
parents via technology to maximize audience
participation.
Central Office
School to Career
staff,
Student Services,
Counselors,
Principals
2014-2015
-0-
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Parental sign-in sheets
Sub Total $0.00
Every teacher will attend a training seminar in business
and industry soft skills and how to integrate these skills
into the curriculum.
Central Office
School to Career
staff
2013-2014
*Component
of LPSS
In-Service
Days
-0-
-0-
~Sign-in sheets
~Coursewhere enrollment
history
~Agendas
Sub Total $0.00
A summer “Education in Business” camp will be provided
to 40 middle school teachers.
Central Office
School to Career
staff
Summer 2013
$22,000
Stipends
and
Contracts
Carl
Perkins
and
General
Fund
~Sign-in sheets
~Coursewhere enrollment
history
~Agendas
Sub Total $22,000
th
Every 6 grade student will be involved in a college tour
(on site or virtual) as one of their six required career
activities.
Central Office
School to Career
staff
2014-2015
*$11,000
Bus
Transportation
General
Fund
activities
~Review of lessons regarding
career activities
Sub Total *$11,000
84
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
The School to Career Task Force will look at the
feasibility of establishing career exploratory skill classes
in all middle schools to include: Computer Literacy,
Family and Consumer Sciences, Industrial Technology,
and Agriscience.
Central Office
School to Career
staff,
Task Force,
Middle School
Principals
2012-2013
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Report will be presented to
superintendent
Sub Total $0.00
th
Every 6 grade student will take the ACT ENGAGE
college readiness assessment and will be counseled on
the results of this assessment.
Central Office
Student Services,
School to Career
staff,
School Counselors
2012-2013
*$12,000
Testing
Materials
General
Fund
~Guidance counselors will
maintain log of activities
~Scores from the ACT
ENGAGE will be a part of
the student portfolio
Sub Total *$12,000
Grand Total $322,500
85
Subcommittee Goal:
One hundred percent of Lafayette Parish School System high school students will
graduate college and career ready as defined as ready to succeed in entry-level, credit bearing academic college
courses and in workforce training programs.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
th
Every 10 grade student will take the ACT PLAN
assessment. This assessment will be used to advise
students and to identify students that can participate in
dual enrollment and have the prerequisite skills to take
Advanced Placement courses.
Central Office
Student Services,
Counselors,
Graduation Coach
2012-2013
$10,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Testing
Materials
Board of
Regents
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Student portfolio
~Student records
~Connect ED
Sub Total $10,000
Every student will participate in a senior project or in the
state approved “Education for Careers” course.
Principal,
Counselors,
Trained “Education
for Careers”
Teachers
2014-2015
-0-
-0-
-0-
~Class rosters and student
transcripts
Sub Total $0.00
An ACT prep course will be offered at every school as an
elective during the instructional day.
Principal,
Counselors,
Trained ACT Prep
Teacher
2013-2014
*$45,000
Course
Materials
and
Books
General Fund
~Each school will submit
master schedules to Central
Office
Sub Total *$45,000
86
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Every high school will have a JAG, “Jobs for America’s
Graduates”, program in order to deliver a set of services
to prepare at-risk students to be College and Career
ready.
Ø Currently offered at Carencro High and
W. D. and Mary Baker Smith Career Center
Central Office
School to Career
staff,
JAG Specialist,
Principal
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
*$0.00
*$60,000
*$60,000
*$60,000
*$60,000
*$60,000
Salaries &
Benefits
*$6,000
Supplies
JAG
Grant &
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Each school will submit
master schedules to Central
Office
~Yearly monitoring by the
State Department of
Education
Sub Total *$366,000
Every LPSS high school student will have the opportunity
to receive advice from a high school on-site Career
Coach to assist them in planning for their educational
future.
Central Office
School to Career
staff,
Trained Career
Coach,
Principal
2012-2013
2013-2014
2014-2015
2015-2016
*$60,000
*$120,000
*$120,000
*$60,000
Salaries &
Benefits
General
Fund
~Data of student contact on
Connect Ed or portfolio
Sub Total *$360,000
th
Every 10 grade student will continue to participate in the
Career Connections program.
Central Office
School to Career
staff,
Counselors,
Civics Teachers
2012-2013
$11,000
Bus
Transportation
General
Fund
~Class student attendance
rosters
Sub Total $11,000
Every student will review their Individual Graduation Plan
yearly. Parents will be engaged in this process.
Central Office
School to Career
staff,
Counselors,
Teachers,
Graduation Coach
2012-2013
-0-
-0-
-0-
~Parental signature on IGP
Sub Total $0.00
87
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
Every school will develop and implement a “Teachers as
Advisory” program as recommended by Career Act 1124.
Central Office
School to Career
staff,
Student Services,
Counselors,
Principals,
Graduation Coach,
Teachers
2013-2014
*Component
of LPSS
In-service
-0-
-0-
*$6,000
Materials &
Supplies
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Each principal will submit
their TAA plan to the office
of School to Career
Sub Total *$6,000
The agriscience, business education, Family &
Consumer Science, and Industrial Technology programs
will continue to be offered for exploratory skills, training,
Industry Based Certification, and Dual Enrollment.
Central Office
School to Career
staff
2012-2013
(on-going)
*On-going
cost for
teachers
School staff
allocation
*Equipment
Materials
Supplies
$629,000
~School Master Schedule
~Class Rosters
In current
General
Fund
Sub Total $629,000
Grand Total $1,427,000
88
Subcommittee Goal:
Lafayette Parish School System Early College Academy will graduate 100% of their
students with a core four high school diploma, general studies Associate Degree, and ready to enter an entry level job
leading to a productive career.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Continue the official Memorandum of Understanding
(MOU) between the Lafayette Parish School System
(LPSS) and South Louisiana Community College (SLCC)
for the joint operation of the Early College Academy
(ECA).
Central Office
School to Career
staff,
SLCC
Administration,
LPSS Officials
On-Going
$500,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salaries
Supplies
Tuition
Books
Promotion
*Current
General
Fund
Budget
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~MOU will be approved by
the School Board and
maintained on file.
Sub Total $500,000
All students will complete the Louisiana Core Four
diploma and the requirements for an Associate Degree in
General Studies or in a specific area of concentration
where applicable.
Central Office
Schools of Choice
staff,
SLCC
Administration,
ECA Principal,
ECA Associate
Dean of Student
Services
On-Going
-0-
-0-
-0-
~High School and college
transcripts
Sub Total $0.00
89
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Strengthen the partnership between Lafayette Parish
School System, University of Louisiana-Lafayette (ULL),
and South Louisiana Community College allowing senior
Early College Academy students to schedule University
of Louisiana-Lafayette courses.
Ø Tuition
Ø Dual Enrollment
Ø Articulation
Central Office
Schools of Choice
staff,
SLCC
Administration,
ECA Principal,
ECA Associate
Dean of Student
Services,
ULL Enrollment staff
On-Going
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Meeting agendas
~Participant sign-in sheets
~Student transcripts
Sub Total $0.00
90
Subcommittee Goal:
Lafayette Parish School System career academies will engage students in rigorous and
relevant learning by offering a program of study aligned to Louisiana’s diploma pathways that connects challenging
academic course work with relevant career and technical coursework.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
The Academy of Business and Finance at Acadiana
High, the Academy of Information Technology at
Carencro High, the Academy of Visual and Applied Arts
at Comeaux High, the Academy of Health Careers and
Performing Arts at Lafayette High, and the Computers for
Louisiana’s Kids-Information Technology (CLK-IT)
Academy at Charter High will continue as viable career
themed high school academies. (PLEASE NOTE: The
Arts Task Force is evaluating the feasibility of merging
the Academy of Performing Arts and the Academy of
Visual and Applied Arts into one world class arts
academy to be housed on the Comeaux High School
campus.)
Central Office
School to Career
staff,
High School
Principals,
High School
Academy Directors
On-Going
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
$500,000
Salaries
Benefits
Equipment
Books
Travel
Stipends
Substitutes
Current
General
Fund
Budget
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Data from the student
information system
~Master schedule
~Independent evaluator for
effectiveness
Sub Total $500,000
The Engineering Academy and the Environmental
Science Academy at Northside High will be transferred to
David Thibodaux allowing for alignment with the schoolwide curriculum focus of S.T.E.M. (PLEASE NOTE:
Pending review of desegregation/Unitary Status
guidelines and Board approval.)
Central Office
School to Career
staff,
David Thibodaux
Principal,
Engineering
Academy Director,
Environmental
Science Director
2012-2013
Pending
Architectural
Bid
information system
~Master schedule
effectiveness
Sub Total $ (cost analysis pending)
91
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Every academy will utilize an Advisory Board to review
and revise the four-year rigorous and relevant
curriculum.
Central Office
School to Career
staff,
High School
Principals,
Academy Directors
2012-2013
$5,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Hospitality
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Advisory Board membership
enrollment
~Advisory Board agendas
~Advisory Board meeting
minutes
Sub Total $5,000
The district will appoint an independent task force to
review academy policies and guidelines to bring
recommendations to the superintendent and the School
Board members. The independent task force should
include School Board personnel, school staff, postsecondary representatives, parents, students, and
community leaders.
Central Office
School to Career
staff
2012-2013
-0-
-0-
-0-
~Independent report will be
presented to the
superintendent and the
School Board members.
Sub Total $0.00
The district will develop an official Academy Director job
description to be approved by the Lafayette Parish
School Board.
Central Office
School to Career
staff,
Academy Directors,
Principals
2012-2013
-0-
-0-
-0-
~Job description will be
presented to the School
Board for approval.
Sub Total $0.00
Every high school academy will build into their program
dual enrollment, articulation, senior projects, and
internships.
Central Office
School to Career
staff,
Academy Directors,
Principals
2012-2013
Included in
Academy
Budget
N/A
N/A
~Every academy must submit
a plan to the Schools of
Choice office on a yearly
basis.
Sub Total $0.00
92
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
All high school academies will be responsible for
graduate follow-up and data collection reporting.
Site Based
Academy Director
2012-2013
Included in
Academy
Budget
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
N/A
N/A
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Data will be submitted to the
School of Choice office.
Sub Total $0.00
All eligible high school academies will apply to become
members of the National Academy Foundation (NAF).
Central Office
School to Career
staff,
Academy Directors,
Principals
2013-2014
Included in
Academy
Budget
N/A
N/A
~The National Academy
Foundation (NAF)
application will be on file
with the Schools of Choice
Office and NAF.
Sub Total $0.00
The L. J. Alleman Performing Arts Academy, the Paul
Breaux World Languages Academy, the Lafayette Middle
Environmental Science Academy, and the Carencro
Middle Biomedical Academy will continue as viable
middle school exploratory academies.
Central Office
School to Career
staff,
Academy Directors,
Middle School
Principals
On-Going
$200,000
Current
funding
Salaries
Benefits
Equipment
Supplies
Books
Travel
Stipends
Substitutes
General
Fund
information system
~Master schedule
effectiveness
Sub Total $200,000
93
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
All elementary Schools of Choice programs will be
reviewed for effectiveness utilizing the completed
research report from the Cecil Picard Center.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Academy Directors,
Summer 2012
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~A plan based on the Picard
Center report will be
presented to the
Superintendent for review.
Elementary Principals,
Cecil Picard Center
Evaluators,
District School to
Career Advisory
Board
Sub Total $0.00
All middle and high school academies will develop a plan
for cohort integration of academic and technical courses.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Academy Directors,
Principals,
Counselors,
Advisory Boards
2013-2014
$5,000
Stipends
General
Fund
~A plan will be presented to
the district Schools of
Choice office and
curriculum staff for review
and approval.
Sub Total $5,000
94
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Develop and implement a “Legal Academy” at Northside
High School. The academy will be developed in
coordination with a community advisory board.
School to Career
staff,
NHS Principal
NHS Legal
Academy Teacher
Team,
Advisory Board
2012-2013
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
*60,000
(one time
cost)
Technology
General
Fund
*78,000
New Teacher,
Supplies,
Professional
Development,
Field Trips
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
information system
~Master schedule
effectiveness
Sub Total *$138,000
(no architect costs included)
95
Subcommittee Goal:
David Thibodaux Career and Technical High School will transform into a world-class
Science, Technology, Engineering, and Mathematics 6-12 comprehensive magnet school. The STEM school will
provide students with opportunities to participate in STEM related career pathways.
NOTE: Task Force recommends that this goal be given more time for research and analysis prior to final approval of all career pathways.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
The David Thibodaux campus will be designated as a 612 STEM magnet school. The school will house 300
middle school students and 900 high school students.
The campus will be designed to accommodate a full
STEM magnet with opportunities for students to
participate in STEM related career pathways. The
design will include the addition of the existing Northside
High Engineering Academy and Environmental Science
Academy. (PLEASE NOTE: Pending review of
desegregation/Unitary Status guidelines and Board
approval.)
Central office
School to Career
staff,
Principal
Academy Director,
School Leadership
Team
2012-2013
$500,000
(operating
budget)
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
Transfer
equipment
from NHS
to David
Thibodaux
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~The architect design will be
fully implemented
~Facilities will be available to
transfer academies
~Number of eligible students
applying for S.T.E.M.
Facilities
pending
architectural
cost
analysis
*$30,000
Sub Total $500,000 + *$30,000
96
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
th
th
th
Students in the 6 , 7 , and 8 grade will be exposed to
exploratory STEM courses and the integration of STEM
into all core subjects.
Central office
School to Career
staff,
Principal
Academy Director,
School Leadership
Team
2012-2013
Integrated
in
operating
budget
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Master schedule
Sub Total $0.00
The high school STEM Academy will focus on a rigorous
four year pathway that adheres to the Louisiana Core 4
diploma requirements, post-secondary dual enrollment,
articulated credit, and industry based certification where
applicable.
Central office
School to Career
staff,
Principal
Academy Director,
School Leadership
Team
2012-2013
Integrated
in
operating
budget
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
~Master schedule
~Advisory Board review
~Independent evaluator
review
All teachers will be required to attend professional
development activities that integrate STEM throughout
the curriculum.
Central office
School to Career
staff,
Principal
Academy Director,
School Leadership
Team
2012-2013
Integrated
in
operating
budget
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
~Teacher enrollment history
from Coursewhere
~Teacher sign-in sheets
~Teacher evaluation of
professional development
activities
Sub Total $0.00
97
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
The school will establish and utilize an active Advisory
Board with representatives of the STEM academy,
Central Office, curriculum staff, post-secondary
instructors, community leaders, and industry personnel.
Central office
School to Career
staff,
Principal
Academy Director,
School Leadership
Team
2012-2013
Integrated
in
operating
budget
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
*Advisory Board
membership roster
*Advisory Board meeting
agendas
*Advisory Board meeting
minutes
Sub Total $0.00
The faculty leadership team will develop a transition plan
to provide options for the current high school students
enrolled in the Career and Technical Education
pathways. The plan will be submitted to the
superintendent’s office for approval.
Principal,
School Leadership
Team
2012-2013
Integrated
in
operating
budget
School
operating
budget:
Equipment
Books
Travel
Stipends
Substitutes
Supplies
Current
General
Fund
Budget
~The plan will be submitted to
the Schools of Choice office
and then to the
superintendent.
Sub Total $0.00
The faculty leadership team will develop policies and
guidelines for the STEM magnet. These policies will
include areas such as entrance requirements, exit criteria
and continuation criteria.
Principal,
School Leadership
Team
2012-2013
-0-
-0-
-0-
~The plan will be submitted to
the Schools of Choice office
and then to the
superintendent.
Sub Total $0.00
98
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
The faculty leadership team in coordination with the
district Schools of Choice office will develop a
comprehensive marketing plan for student recruitment
and community outreach.
Principal,
School Leadership
Team, Central
Office School to
Career Staff
2012-2013
*$30,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Supplies,
Advertisement,
Printing
General
Fund
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Fall Enrollment
~Parent surveys
~Community surveys
Sub Total *$30,000
Grand Total $500,000 +*$60,000
99
Subcommittee Goal:
W. D. and Mary Baker Smith Career Center will provide an opportunity for 100% of their
students to earn industry based certification, articulated credit and/or dual enrollment with post-secondary
certification programs.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Consolidate course offerings to include only those
classes that offer Industry Based Certification and/or dual
enrollment/articulated credit. Course offerings to be
considered are: Culinary, Child Care, Hotel/Hospitality,
Auto Tech, Welding, Carpentry, Photography, Outdoor
Power Equipment, Marketing, Cosmetology, Fashion
Design, and Health Services.
Central Office
School to Career
staff,
Career Center
Principal,
Program Advisory
Board,
Acadiana Technical
College
Administration
2012-2013
$10,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Stipends
& Benefits
Carl Perkins
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~State Department of Ed
~Business and Industry
Advisory Board review
~Official Memorandum of
Understanding with
Acadiana Technical College
and South Louisiana
Community College
Sub Total $ 10,000
Update the lab facilities to mirror industry standards.
Central Office
School to Career
staff,
Career Center
Principal,
Program Advisory
Board,
Acadiana Technical
College
Administration,
SLCC
Administration
Pending
Architectural
Analysis
---
---
---
~Architect analysis and
recommendations
2013-2014
to
2017-2018
Sub Total $
(cost analysis pending)
100
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Develop a three-year plan for the implementation of
industry based equipment into the renovated labs.
Year I – Culinary, Child Care, Hotel/Hospitality
Year II – Auto Tech, Welding, Carpentry, Photography,
Health
Year III – Outdoor Power Equipment, Marketing,
Cosmetology, Fashion Design
Central Office
School to Career
staff,
Career Center
Principal,
Program Advisory
Board,
Acadiana Technical
College
Administration
2012-2013
Year 1
$320,000
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Equipment/
Supplies
P.R.I.D.E.
Grant
Equipment/
Supplies
General
Fund
Equipment/
Supplies
Carl Perkins
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Equipment inventory
~Equipment review by
Advisory Board
2013-2014
Year 2
*$250,000
*$100,000
2014-2015
General
Fund
Year 3
*$240,000
Sub Total $320,000 + *$590,000
(requested additional funds)
All teachers must become industry based certified and
dual enrolled credentialed within 2 years. Every program
must become site certified within 2 years where
applicable.
Central Office
School to Career
staff,
Career Center
Principal,
Individual
Classroom Teacher
2012-2013
$12,000
2013-2014
$12,000
Stipends,
Licenses,
Site
Licences
Carl Perkins
Grant
~Teacher license on file
~Program license on file
Carl Perkins
Grant
Sub Total $24,000
An active Advisory Board is mandated for each program
with a minimum of 2 advisory meetings per year.
Central Office
School to Career
staff,
Career Center
Principal,
Program teachers
2012-2013
-0-
-0-
-0-
~Advisory Board membership
roster
~Advisory Board meeting
agendas
~Advisory Board
recommendation
Sub Total $0.00
101
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
All full time alternative programs will be moved to the
new “Opportunity School”.
Central Office
School to Career
staff,
Career Center staff,
Opportunities
Principal
2012-2013
Cost
determined
by
Alternative
Ed Task
Force
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
N/A
N/A
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~All full time alternative
programs will not be housed
at the W. D. and Mary Baker
Smith Career Center
Sub Total $0.00
Grand Total $320,000 + *$590,000
102
Subcommittee Goal:
One hundred percent of students will have the opportunity to participate in a rigorous,
challenging high school curriculum that prepares them to enter and complete post-secondary education and to
become life-long learners in their chosen career field.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
Provide more students with access to intellectually
challenging career/technical studies in high demand
fields that emphasize the higher level mathematics,
science, literacy and problem solving skills needed in the
workplace and in further education.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2012-2013
-0-
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Numbers of honor courses,
AP classes, Dual
Enrollment, Advanced math
and science classes
~Number of students
completing Core 4, an area
of concentration, and
satisfactory ACT scores
Sub Total $0.00
District and school leaders will provide teachers with
professional development for implementing rigorous
curriculum, research based instructional methods, and
career soft skills needed to be successful in any career.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2013-2014
Component
of LPSS
In-service
N/A
N/A
~Coursewhere listings
~Professional development
evaluation
Sub Total $0.00
103
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
All students will complete a challenging academic core
curriculum and/or an academically demanding curriculum
with a career/technical concentration.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2012-2013
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
~Student transcripts
~Number of students
completing Core 4, an area
of concentration, and
satisfactory ACT scores
Sub Total $0.00
Every student will have the opportunity to participate in
Dual Enrollment classes and earn college credit while
being enrolled in high school.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2012-2013
ATC
$15,000
Tuition
Supplies
Books
Carl
Perkins
Grant
SLCC
$30,000
Tuition
Supplies
Books
General
Fund
ULL
$20,000
Tuition
Supplies
Books
General
Fund
~Master schedule
~Number of contact courses
with post-secondary
~Student enrollment in
classes
Sub Total $ 65,000
Career courses will include embedded, challenging
academic standards that prepare students for career and
colleges.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2012-2013
-0-
-0-
-0-
~State Department standards
for career courses
~Common core standards
embedded in Career &
technical Ed courses
~Number of cohort classes
available in each school
Sub Total $0.00
104
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Structures and partnerships will be developed to engage
students in project based learning to encourage critical
thinking and problem solving skills.
Central Office
School to Career
staff,
Central Office
Curriculum staff,
Principals,
Teachers,
Advisory Boards
2012-2013
-0-
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
-0-
-0-
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Supervised observation
~Lesson plans review
~Student surveys
Sub Total $0.00
Grand Total $65,000
105
Subcommittee - Professional Development
Subcommittee Goal: In order to build Professional Learning Communities that support cultural change
Lafayette Parish School System will provide pre-service, in-service and job embedded professional development
that is based on data for the purpose of annual sustained academic growth for the district as well as individual
schools thereby meeting the needs of state and federal student achievement requirements for all sub groups.
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
1
Gather a variety of data formatted into a
comprehensive Student Data Performance
Profile to guide instruction and improve
student achievement.
• Student Demographics
• Attendance
• Discipline
• Formative Assessments
• Benchmark Assessments
• Summative Assessments
Data Department
2012-2013
School Year
Webmaster to
integrate
technology for
district-wide
implementation
*2 positions
@ $70,000.00
each
Salaries &
Benefits
Federal Title
Funds
Annual Focus Groups
for qualitative
evaluations
General Fund
(costs are
covered in
other task
force areas)
Technology
Funds
Formative and
summative district
evaluations and
assessments
Annual review of data
gathering to determine
continuation of activity
$140,000
Sub Total
Train administrators and teachers in the
effective and efficient use of data in the
Student Data Performance Profile toward the
improvement of teaching and learning at the
district, school and individual student level.
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
NCLB Specialist
District Teams
School Teams
Awareness
sessions in the fall
of the
2012-2013 school
year
$0
District
personnel
NA
NA
Level 3 and 4
Professional
Development
Evaluation
COMPASS data
(Act 54/Value-Added)
Implementation
during the 20122013 school year
as data for
Student Data
Performance
Profile is obtained
Formative and
summative district
evaluations and
assessments
Sub Total
$0
106
Provide time for additional job-embedded
professional development by restructuring
the school calendar and developing school
schedules that allow for effective
professional development at all sites.
District Personnel
August 2012
$0
banking time
and
school
scheduling
NA
NA
Evidence of time in
School Calendar
Evidence of time in
School Schedules
School Performance
Score and District
Performance scores
COMPASS data
Formative and
summative district
evaluations and
assessments
Sub Total
Provide ongoing in-depth training on
building professional learning communities
that address culture, data and professional
collaboration to support improvement in
instructional practices and increase student
achievement to:
• Administrators;
• Instructional Strategists, and
• School Leadership Teams.
Maintain professional development
opportunities for training in building professional
learning communities and coaching.
ULL Personnel
2012-2013
School Year
TBD
TBD
Stipends
Learning Forward
(formerly
Louisiana Staff
Development
Association)
$0
General Fund
Federal Title
Funds
Grants
ULL
Partnership
District Personnel
2013-2014
2014-2015
$0
District
Personnel
School Performance
Score and District
performance scores
COMPASS data
Formative and
summative district
evaluations and
assessments
Level 3 and 4
Professional
Development
Evaluation
Sub Total
$0
107
Provide extensive, ongoing training and
collaborative opportunities on jobembedded professional development to:
• School Administrators; and
• Instructional Strategists.
Work with Instructional Supervisors and
Instructional Strategists in the development of
job-embedded professional development to
enhance the effective teaching strategies of
Lafayette Parish School System teachers.
ULL Personnel
2012-2013
School Year
TBD
TBD
Stipends
Learning Forward
(formerly
Louisiana Staff
Development
Association)
Professional
Development
Personnel
Instructional
Supervisors
General Fund
Federal Title
Funds
Grants
Summer of 2013
for implementation
in 2013-2014
ULL
Partnership
$0
District
Personnel
School Performance
Score and District
performance scores
COMPASS data
Formative and
summative district
evaluations and
assessments
Level 3 and 4
Professional
Development
Evaluation
2014-2015
Instructional
Strategists
Sub Total
Develop and implement a comprehensive
professional development training program
in partnership with ULL in the following
areas:
• Leadership Academy;
• Aspiring Leadership Academy; and
• Beginning Teacher Boot-Camp
Continue the implementation of a
comprehensive professional development
training program for the Leadership Academy,
Aspiring Leadership Academy and Beginning
Teacher Boot-Camp through the ULL
partnership.
ULL Personnel
2012-2013
School Year
District Personnel
TBD
TBD
Stipends
2013-2014
2014-2015
$0
General Fund
Federal Title
Funds
School Performance
Score and District
performance scores
Grants
COMPASS data
ULL
Partnership
Formative and
summative district
evaluations and
assessments
Level 3 and 4
Professional
Development
Evaluation
Sub Total
$0
108
Provide district wide training in the
following areas:
•
JPAMS;
•
Common Core State Standards,
transitional curriculum, new
Louisiana Comprehensive
Curriculum and PARCC
assessments (including planning
and teaching strategies);
•
District Personnel
June 2012-2013
Technology
Funds
*$150,000.00
* $90,000.00
All components of the district-wide
health and wellness programming
and processes;
•
Developmental kindergarten; and
•
Discipline/Classroom Management.
Continue to provide district wide training as
needed
Technology
Materials
and
Supplies
COMPASS data
General Fund
Stipends
Printing
Human
Resource
Funds
Act 54/COMPASS to fulfill
requirements for administrators and
teachers;
•
School Performance
Score and District
performance scores
Federal Title
Funds
Human
Resources
Formative and
summative district
evaluations and
assessments
Attendance Data
Level I Professional
Development
Evaluation
$800,000.00
Optional Day
2013-2014
$150,000.00
$800,000.00
2014-2015
$150,000.00
$800,000.00
Salaries
and
Benefits
Sub Total
2002 Tax
($240,000 new funding)
$1,040,000.00
109
Evaluate the professional development
needs of administrators, teachers, and staff
on an ongoing basis and implement
sessions as needed.
District Personnel
2012-2013
$0
District
Personnel
NA
NA
School Performance
Score and District
performance scores
COMPASS data
2013-2014
Continue to evaluate the professional
development needs of administrators, teachers,
and staff on an ongoing basis and implement
sessions as needed.
Formative and
summative district
evaluations and
assessments
2014-2015
Attendance Data
Level I Professional
Development
Evaluation
Sub Total
Provide training for administrators and teachers
on various Tier I interventions and
differentiated instruction for the classroom.
District Personnel
2013-2014
$0
District
Personnel
NA
2014-2015
$0
NA
Level 1 and 2
Professional
Development
Evaluation
COMPASS data
Sub Total
$0
Grand Total
$1,180,000.00
The Professional Development Committee feels that due to the ever-changing needs of teachers, administrators, schools, and students
it is difficult to project the Professional Development needs beyond 3 years. Professional Development needs to be fluid and ongoing
throughout the course of each year and designed to meet the current needs of the individuals and the system as a whole.
110
Task Force 2 – Academics
Subcommittee – Professional Development
Approximate Total Year One =
$ 1,180,000.00
Approximate Total Year Two =
$
950,000.00
Approximate Total Year Three = $
950,000.00
NOTE:
Additional costs will be incurred in various cost centers as schools, supervisors, grants, etc. pay stipends/substitutes for teacher attendance at Professional
Development throughout each year.
111
Task Force Three – Facilities, Maintenance, Grounds
Objective 1: To develop and implement a more effective and efficient system for maintaining,
cleaning, renovating buildings and for maintaining grounds
Objective 2: Re-visit Master Plan to develop strategy for refurbishing/re-building facilities for the
long-term
Objective 3: Increase student performance and teachers' ability to instruct
ACTION PLAN
ACTIVITIES
Develop and utilize uniform
construction standards
Implement continuation of the 12
school pilot cleaning and grounds
system throughout the school district
PERSONS
RESPONSIBLE
Director of Facilities
Director of Maintenance
Special Asst to Supt.
1 ESTIMATED COST
2 CATEGORY
3 SUGGESTED FUNDING
SOURCE
IMPLEMENTATI
ON TIMELINE
2012-2013
July 1, 2012 thru
June 30, 2013
1
2
3
n/a
Service
Contract
n/a
Sub Total
$0
$1,145,000
One-time
funds
Note: Attrition
of Head
Note: $500,000
Custodian
recurring
Positions &
savings after 6
Regular
years
Sub Total
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
Documentation and written
specifications
Capital Projects Designated Night-time
Funding
Supervisors to perform
checklists. Principal and
Teacher reports.
$1,145,000
112
ACTIVITIES
PERSONS
RESPONSIBLE
1 ESTIMATED COST
2 CATEGORY
3 SUGGESTED FUNDING
SOURCE
IMPLEMENTATI
ON TIMELINE
1
construction
standards
Develop an HVAC
Preventative
Maintenance and Replacement
System
2
2012-2013
Special Asst to Supt
2012-2013
n/a
$2,000,000
Service
Contract
Sub Total
Emergency Health and Safety
Issues
(Sanitation, Asbestos, Air Quality,
District Restrooms, etc.), Aging
Infrastructure (Electrical, Intercoms,
etc.)
2012-2013
$4,425,000
Supplies,
Equipment,
Repairs
Sub Total
Develop the Lafayette Parish
“Opportunity School” at N.P. Moss
Annex in order to better service in
one location all of the children and
youth in the district who are currently
in Alternative Placements. This will
create a more cost-effective and
enhanced service delivery model for
these students who need special
care in order to complete high
school.
Transfer District admin. and program
Asst Superintendent
2012-2013
3
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
$3,250,000
Renovation
specifications
Capital Projects Cost savings tabulated,
Funding
timeliness of repair,
equipment replacement
costs comparisons
$2,000,000
Capital Projects Checklist of repairs and
Funding
outcomes.
$4,425,000
2011-2012 Capital Building Completion and
Projects Funding Occupancy
Plus $250,000
spent in
2011-2012
Sub Total
$3,250,000
113
ACTIVITIES
PERSONS
RESPONSIBLE
1 ESTIMATED COST
2 CATEGORY
3 SUGGESTED FUNDING
SOURCE
IMPLEMENTATI
ON TIMELINE
1
2012-2013
Pilot Teen Parenting Space at
July 1, 2012 thru
Northside High School with Child
June 30, 2013
Care Space. Begin the process of
identifying and serving every teen
Health & Wellness Director
parent in Lafayette parish along with
enrolling their children in quality child
care.
Reconstitute Career Center relative
to equipment and renovated space
2012-2013
2
3
n/a
$500,000
$2,000,000
One-time funds Capital Projects
Funding
Sub Total
$500,000
Renovations,
Capital Projects
Funding
Repairs, &
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
specifications
Equipment
Develop 21st century model
school (new replacement school)
Develop a wing at selected
elementary school to house model
birth to four-year-old program and
technical assistance center
2012-2015
TBD
Sub Total
$2,000,000
New
TBD
Construction
2012-2014
TBD
Sub Total
TBD
Renovation
Sales Tax
Revenue Bond
Proceeds
Sub Total
TBD
Early Childhood Director
114
ACTIVITIES
PERSONS
RESPONSIBLE
1 ESTIMATED COST
2 CATEGORY
3 SUGGESTED FUNDING
SOURCE
IMPLEMENTATI
ON TIMELINE
1
Comeaux High School Auditorium
in order to create the Performing and
Visual Arts Academy for district to
give Comeaux a “star” program as
are in other high schools. Can be
used as rental facility for community
Re-visit Master Plan for future
development and planning
2
2012-2013
July 1, 2013 thru
June 30, 2015
n/a
TBD
One-time funds
funds
Sales Tax
Revenue Bond
Proceeds
Sub Total
TBD
Arts Director
2012-2018
3
TBD
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
EFFECTIVENESS OF
EACH ACTIVITY
specifications
Renovation and
2012-2015
new
Budget (Various
construction
Sources)
Oversight Committee
Sub Total
TOTAL:
TBD
$13,320,000
115
Task Force Three
Facilities, Maintenance, Grounds
Breakdown of Funding Sources
Fund
Estimated Amount
Available
2011 QSCB Construction
$
Self Funded Construction
6,396,000
15,127,614
Capital Improvement
6,721,688
Sub-Total:
28,245,302
Less: Anticipated Spending FY 2011-2012
(4,887,704)
Less: Transfer for Debt Service Obligation
(7,600,000)
Less: Anticipated Spending FY 2012-2013
(13,320,000)
Amount Available for Future Projects:
2,437,598
Sales Tax Revenue Bonds (Potential Bond Issue)
Total Potential Available for Projects:
30,000,000 *
$
32,437,598
* debt services provided for by allocation from estimated available capital funds
116
Task Force 4 – Communications/Outreach
*This proposal is offered as a support to all three Task Forces’ efforts.
Objective: Serve as a conduit between stakeholders and all levels of the system
ACTION PLAN
ACTIVITIES
PERSONS
RESPONSIBLE
1
2
3
IMPLEMENTATION
TIMELINE
1
Provide parents with a central location to obtain
information, access services, realize participation
opportunities. Operate the Parent Hotline. Provide
parents with training, support and encouragement
to facilitate participation. Facilitate Schools of
Choice application and placement process.
Hotline Service
Coordinator
Immediate
$50,000
(move
from
magnet
grant)
ESTIMATED COST
CATEGORY
SUGGESTED FUNDING
SOURCE
2
3
Salary &
Benefits
Sub Total
Provide external stakeholders with opportunities to
contribute to schools and student outcomes via
volunteering, business partnerships, participation
opportunities; assist schools in obtaining needed
support by pairing those who wish to help with
those who need the help. Creation and
maintenance of cohesive connections between
schools and parents, district and parents, schools
and businesses, district and businesses, district
and media, schools and media, community and
district, schools and community
Director of
Community
Collaboration and
Partnership
$84,000
Salary &
Benefits
Sub Total
General
Fund
(new
money)
PROCEDURES FOR
EVALUATING
IMPLEMENTATION AND
ACTIVITY
Parent surveys, outcome
tracking via semi-annual
reports.
$50,000
General
Fund
(existing)
Data collection from
stakeholders via surveys
and focus groups.
Outcome tracking via
request for service
software. Improved
relations among
stakeholders and
schools/district. Eventual
reduction in complaints
due to improved customer
access to solutions.
$84,000
117
Schools of Choice recruitment, applications and
placement to reduce racial isolation. Continued
oversight/production of district printed and
electronic materials. Coordinate outreach activities
as needed to engage stakeholders in district and
school initiatives. Assist media in coverage of the
school system.
Coordinator
Schools of
Choice and
Media Relations
$50,000
Salary &
Benefits
Sub Total
General
Fund
(new
money)
Online surveys, outcome
tracking via semi-annual
reports.
$50,000
118
REFERENCES – EARLY CHILDHOOD SUBCOMMITEE
ACTIVITIES: Establish an Early Childhood Department that is inclusive of all children birth to 5 years
old.
ACTIVITIES: Add 15 additional classes every year to reach universal status within 5 yrs.
RESEARCH: The vast body of evidence shows that high-quality preK is an essential catalyst for raising
school performance. It multiplies the effects of later reforms by narrowing early achievement gaps and
ensuring that children are fully prepared to learn and thrive academically, physically, socially and
emotionally (Pew Institute).
RESEARCH: Students who have a high-quality preK experience are better prepared to achieve at higher
levels. Research has shown that student who take part in these programs are:
• 30 percent less likely to repeat a grade among first-graders after one year of enrollment and 50
percent after two years
• Save school districts about $3,700 per child over the course of the K-12 years
• Results in a return of more than $7 for every dollar invested (Pre-K as a School Turnaround
Strategy, Pew Institute)
RESEARCH: High-quality early childhood education positively impacts the academic success of at-risk
children. Reports by the Picard Center have also shown improved iLEAP and LEAP test scores, reduced
kindergarten retention, lowered special education placement rates and significant gains in the academic
areas of Language, Print and Mathematics (Picard Center for Child Development LA 4 Longitudinal
Program Evaluation).
RESEARCH: PreK increases high school graduation rates. Chicago children who attended a preK
program were 29 percent more likely to graduate from high school than their peers who did not preK.
(Source: Chicago Longitudinal Study)
RESEARCH: PreK helps children do better on standardized tests. Michigan fourth graders who had
attended preK passed the state’s literacy and math assessment tests at higher rates than their peers who
had no pre-k. (Source: "State Efforts to Evaluate the Effects of Pre-Kindergarten", Yale University Child
Study Center)
RESEARCH: PreK reduces grade repetition. Maryland fifth graders who attended pre-k were 44 percent
less likely to have repeated a grade than their peers who did not attend pre-k. (Source: State Efforts to
Evaluate the Effects of Pre-Kindergarten, Yale University Child Study Center)
RESEARCH: PreK reduces the number of children placed in special education. Among Chicago
children, those who attended preK were 41 percent less likely to require special education services than
their peers who did not attend. (Source: Chicago Longitudinal Study)
ACTIVITIES: One additional Pre-K3 class at Boucher and Faulk
RESEARCH: Research has shown that three and four year olds benefit from a preK experience (Pew
Institute).
119
ACTIVITIES: LPSS will collect, disaggregate and report data on children entering Kindergarten (within
the system and all child care centers in Lafayette Parish). The information will assist with the
development of data-driven decisions for improvement.
RESEARCH: Collecting, tracking and evaluating prekindergarten data can ensure the continuation of a
district’s programs, maintain accountability requirements with No Child Left Behind and Title I reporting,
and help to ensure that professional development is meeting district goals (Picard Center for Child
Development).
Research: Effective use of data systems will help policymakers improve:
• Program quality. State and local program managers will receive timely, accurate and ongoing
feedback on the performance of programs in relation to their quality standards — and will be able
to identify and adapt strategies and practices from the highest-performing providers to improve
all programs across the state.
• Early Care Education (ECE) workforce quality. Higher education institutions, state legislators
and other leaders will have information on the supply and demand for ECE staff members; a
comprehensive picture of professional development opportunities and investments; and an
understanding of how well these supports are working to attract, retain and develop an ECE
workforce that can help parents prepare every young child for success in school and in life.
• Access to high-quality programs. Policymakers and advocates will have a detailed picture of the
distribution of the quality of services across neighborhoods, communities and regions of their
state and accessible data systems that answer questions such as those about the availability of
high-quality programs for infants and toddlers or young English language learners.
• Child outcomes. ECE educators will draw on rich, cumulative information on children’s strengths
and progress in all areas of their development and use this information to plan and adjust
curricula, learning experiences and family engagement efforts. State leaders will benefit from
identifying their critical policy questions and assessing their progress toward answering those
questions through coordinated ECE data systems. Over the next year, the ECDC will continue to
build new partnerships, conduct a 50-state survey, and develop tools and resources to support
policy change that advances the development and use of coordinated state ECE data systems
(Building and Using A Coordinated State Early Care and Education Data Systems: A Framework
for State Policymakers {August 2010} The Early Childhood Data Collaborative).
ACTIVITIES: Establish an Early Childhood Care Coalition
RESEARCH: In many states, advisory councils and taskforces represent a significant first step toward
building a stronger early childhood system. Their work and recommendations are often needed to
successfully address the broad array of issues involved in establishing effective state programs, including:
• program delivery and design
• curriculum and standards
• evaluation and quality assurance
• coordination among existing and new programs
• funding streams; and
• workforce development (PreK Now)
120
ACTIVITIES: Early Childhood Public Awareness Campaign
RESEARCH:
ACTIVITIES: Parenting Program
RESEARCH: Meaningful family engagement in children’s early learning supports school readiness and
later academic success. Parental involvement is a critical element of high-quality early care and
education. It has been mandated by the Head Start framework since Head Start’s inception in 1964, built
into model programs like Abecedarian, outlined in Developmentally Appropriate Practice (DAP), and
incorporated into NAEYC standards for programs serving young children (By Kyle Snow, Ph.D.,
NAEYC)
ACTIVITIES: Provide auxiliary staff at Truman Montessori (Preschool Health & Physical Education
Teacher & Music Teacher)
RESEARCH:
ACTIVITIES: Offer certified teachers the district $20 per hour rate for Before and After Care.
RESEARCH:
ACTIVITIES: Provide age appropriate play ground equipment at all 9 Preschool sites.
RESEARCH:
ACTIVITIES: Establish a Teen Pregnancy/Parenting Program (Program at each High School (9) &
Child Care assistance provided on each High School campus)
RESEARCH: Girls born to teen parents are almost 33% more likely to become teen parents themselves.
They are 50% more likely to repeat a grade. Only about two-thirds of children born to teen mothers earn
high school diplomas, as compared to 81% of children of later child-bearers. In fact, teen pregnancy is the
number one reason girls drop out of school, and its costs are both academic and economic. Teen
childbearing in the United States cost taxpayers (federal, state, and local) at least $10.9 billion in 2008,
but even that number doesn’t fully gauge the academic cost of teen pregnancy and who’s paying the
highest price. (Source: The National Campaign to Prevent Teen and Unplanned Pregnancy (U.S. Centers
for Disease Control and Prevention, MSNBC, National Public Radio).
RESEARCH: The Pregnant and Parenting Students Access to Education Act (PPSAE) requires school
district grantees to:
• Provide academic support services for pregnant and parenting students;
• Revise school policies and practices to remove barriers and encourage pregnant and parenting
students to continue their education;
• Assist students in finding affordable child care, early childhood education, and transportation
services;
• Engage in student outreach, recruitment, retention and mentoring;
• Provide professional development
ACTIVITIES: Early Childhood Birth to 5 Model at JW Faulk
RESEARCH: The National Association for the Education of Young Children (NAEYC) said building a
high-quality early childhood education system is important to improving child outcomes. All the elements
that support a high-quality system must be in place, according to NAEYC. To offer comprehensive
services the following should be addressed: delivery services, preparation and ongoing professional
development for all staff, program licensing and accreditation, resource and referral for families, adequate
and equitable compensation, appropriate and safe facilities, governance for planning and implementation
121
mechanisms, family engagement and education, and access to supports for children and families’ physical
and mental health needs and economic stability.
RESEARCH : The majority of Early Care and Education programs typically include:
• Child Care (birth–age 13) — Provides nonparental care for children in either centers or homebased settings.
• Early Childhood Special Education (ages 3–5) and Early Intervention Programs (birth–age 3) —
Provide special services to
• children diagnosed with developmental delays and disabilities who are eligible under the
Individual with Disabilities Education
• Act.
• Early Head Start (birth–age 3) and Head Start (ages 3–5) — Provide comprehensive services to
children and their families,
• including access to health services and parenting information, as well as high-quality care and
education.
• Prekindergarten (ages 3–5) — Offers early education programs for children one or two years
before kindergarten entry (NAEYC)
122
Arts Study Group – Research Summary Supporting the Study of the Arts in K-‐‑12 Education Cognitive Capacities (Academic and Social Skills) Motivations (Attitudes and Disposition) Multi-‐‑Arts • Empathy for others • Self-‐‑confidence • Creativity/Creative thinking • Risk taking • Reading, verbal and mathematical skills • Paying attention • Collaboration skills • Self-‐‑initiating • Leadership • Persevering • Higher-‐‑order thinking skills • Task persistence IMPACTS ON SCHOOL • Ownership of learning • Instructional practice in the school • Achievement and motivation • Professional culture of school • Cognitive engagement • School climate • Educational aspirations • Community engagement and identity • Engagement/attendance • Reduced dropout rates Drama • Understanding social relationships • Engagement • Ability to understand complex issues and emotions • General self-‐‑concept • Concentrated thought • Story comprehension (oral and written) SPECIAL POPULATIONS • Character identification • Special education students: ignoring • Character motivation distractions, courteous behavior, • Increased peer interaction acceptable use of free time • Writing proficiency and prolixity • At-‐‑risk students: self-‐‑confidence, self-‐‑
• Conflicting resolution skills image, seeking additional resources to • Skill with subsequently read, unrelated texts support writing • Problem-‐‑solving dispositions/strategies SPECIAL POPULATIONS • Lower SES Students: story understanding, story recall, conflict resolution Visual Arts • Content and organization of writing • Sophisticated reading skills/interpretation of text • Reasoning about scientific images • Reading readiness Dance • Creative thinking-‐‑fluency • Self-‐‑confidence • Originality, elaboration and flexibility • Persistence • Expressive skills • Appreciation of individual/ group social • Reading skills development • Nonverbal reasoning • Creativity in poetry • Social tolerance SPECIAL POPULATIONS • Students with learning disabilities: writing and drawing Music • Spatial temporal reasoning/ spatial reasoning • Self-‐‑efficacy • Math achievement/proficiency • Self-‐‑concept • Reading achievement • Quality of writing/ verbosity of writing • SAT verbal scores • Skills for second language learners • Cognitive development Taken from an Inventory of Arts-Related Academic and Social Outcomes Found in Critical Links: Learning in the Arts and
Student Academic and Social Development - Research Compendium by James Catterall (2002)
123
Arts Integration
Studies repeatedly show that in schools where the arts are integrated into the core curriculum:
• Students have a greater emotional investment in their classes
• Students work more diligently and learn from each other
• Cooperative learning groups turn classrooms into learning communities
• Parents become more involved
• Teachers collaborate more
• Art and music teachers become the center of multi-class projects
• Learning in all subjects becomes more attainable through the arts
• Curriculum becomes more authentic, hands-on, and project-based
• Assessment is more thoughtful and varied
• Teachers’ expectations for their students rise
• Students and teachers to rethink how they view the arts
• Arts integration generates conditions that are ideal for learning
(Rabkin & Redmond, 2004)
Interdisciplinary arts education for High School Students
Interdisciplinary arts education increases critical thinking, analytical thinking, and problem solving.
(Longley, 1999; Stevenson & Deasey, 2004)
Arts Integration vs Arts Specialists
Despite the existence of high quality arts integration programs such OMA, the A+ Schools in North Carolina,
Sound Learning, CAPE, AiM, Lincoln Center, CityLore and others, we found not one arts educator (either in
our interviews or in the literature) who believes that quality arts education can come solely from an arts
integrated curriculum. Most believe that a strong scenario in the schools is to have both an arts integrated
curriculum at least at the elementary level along with dedicated classes in discrete art forms taught by arts
specialists (Greene, 2001; Weiss & Lichtenstein, 2008).
Teaching Artists Instead of Arts Specialists
Most arts education theorists agree that partnerships with arts organizations and teaching artists can be
beneficial. But many believe that visiting artists cannot and must not replace certified arts teachers.
(Erikson, 2004; Smith, 1992).
Professional Development for Teaching Artists
Teaching artists, in addition to their deep subject matter knowledge, need a combination of pedagogical
knowledge, local knowledge, and/or support that assists them with understanding and operating within
school contexts.
(Lazarus, 2004; McKean, 2006).
Bibliography
124
Catterall, J. S. (2005). Conversation and silence: Transfer of learning through the arts. Journal for
Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 1(1), 1-12.
Erikson, K. (2004). Teaching artist interview: Working with arts organizations and schools. Teaching
Artist Journal, http://www.informaworld.com. 2, 180-185.
Greene, M. (2001). Variations on a Blue Guitar: The Lincoln Center Institute Lectures on Aesthetic
Education. New York: Teachers College.
Lazarus, J. (2004). Signs of change: New directions in secondary theatre education. Portsmouth, NH:
Heinemann Drama.
Longley, L. (1999). Gaining the arts literacy advantage. Educational Leadership, 57(2), 71-74.
McKean, B. (2006). Arts everyday: Classroom teachers’ orientation toward arts education. Arts and
Learning Research, 16(1), 177-194.
Rabkin, N., & Redmond, R. (2004). Putting the arts in the picture: Reforming
education in the 21st century. Chicago: Columbia College.
Smith, R. A. (1992). Trends and issues in policy-making for arts education. in R. Colwell (Ed.),
Handbook of research on music teaching and learning: A project of the Music Educators National
Conference (pp. 749-759). New York: Schirmer Books.
Stevenson, L. M., & Deasey, R. J. (2005). Third Space: When learning matters. Washington, DC: Arts
Education Partnership.
Weiss, C, & Lichtenstein, A. (2008). AIMprint: The Arts Integration Mentorship Project. Chicago:
Columbia College.
125
Subcommittee: Alternative Education Programs Research Cite the Research: Journal of Perinatal Education
Cite the Research: American Institutes for Research
Disciplinary Alternative Education Program Practices, Division of Accountability Research Department of
Assessment, Accountability, and Data Quality; Report Number 17, August 2007; Texas Education Agency
Alternative Schools Information for Families, by Trent Atkins, Jeff Allen, and Michele Meredith University of
Oregon
Kingsbury, Kathleen. “Four day school weeks.”Time.com. Time Magazine U.S., 14 August 2008. Web. March 6, 2012.
Abstract: Kentucky’s Webster County school district notes a remarkable decline in student and teacher
absenteeism. This has led to fewer resources being used to pay substitutes. The immediate concern for
parents is child care on the 5th day (Charter High would not have this problem because our students are all
high school age).
Muir, Mike. “The Four Day School Week.”Education Partnerships.org.
Abstract: Benefits include but are not limited to a decline in student drop-out rates, a decrease in student
disciplinary referrals, an improvement in student and teacher attendance, and improved moral. Student
achievement is generally not affected either positively or negatively. (Charter High would expect higher
achievement because a daily, uninterrupted remediation period would be scheduled for students)
Montana Office of Public Instruction. Four Day School Week Report in Montana Public Schools. By Denise
Juneau. October 2009. Web. March 6, 2012.
Abstract: 17 districts operate on a four day school schedule. All 17 districts reported a decline in student
and teacher absentee rate. 14 districts reported an increase in morale for students and teachers. In Idaho,
there are 115 school districts and 31 charter schools that have changed to a four-day school week. Schools
have seen a decrease in dropout rates and disciplinary referrals
Cite the Research: Louisiana Department of Education –Dropout prevention, Region 4 Field Service
Center: Middle and High School Curriculum Supervisors Regional Meetings- Connections Initiative and
Data, Graduation Student Profile report
126
References – Subcommittee Technology Technician Ratio http://www.districtadministration.com/article/tco-and-technology-standardization
http://www.computereconomics.com/article.cfm?id=1261
http://www.zdnet.com/videos/whiteboard/users-to-tech-support-ratio/155252
http://www.eric.ed.gov/PDFS/ED510953.pdf
http://homepage.mac.com/smkolins/summary.htm
Virtual Education http://www.districtadministration.com/article/tco-and-technology-standardization
http://www.computereconomics.com/article.cfm?id=1261
http://www.zdnet.com/videos/whiteboard/users-to-tech-support-ratio/155252
http://www.eric.ed.gov/PDFS/ED510953.pdf
http://homepage.mac.com/smkolins/summary.htm
127
GOAL 1 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: One hundred percent of the 6th, 7th, and 8th grade students will be proficient in applying career exploration skills, and recognizing the relationship between their interests, abilities, and career choices. Activity 1: “A “How To” Guide to Implement the Career Option Law (Act 1124)”, Louisiana Department of Education. Activity 2: “Making Middle Grades Work”, Southern Regional Education Board. Activity 3: “College Readiness Begins in Middle School”, ACT Policy Report. Activity 4: “Making Middle Grades Work”, Southern Regional Education Board. Activity 5: “Secondary Career and Technical Education and Comprehensive School Reform: Implications for Research and Practice”, American Educational Research Association.. Activity 6: Activity 7: Activity 8: Activity 9: “Workplace Readiness, Career Readiness”, Arkansas Department of Career Education. “College Readiness Begins in the Middle School”, ACT Policy Report. “Workplace Readiness, Career Readiness”, Arkansas Department of Career Education. “Career and Technical Education’s Role in Workforce Readiness Credentials”, (ACTE) Association for Center and Technical Education. “College Readiness Begins in the Middle School”, ACT Policy Report. “Youth in Transition, Soft Skills: The Competitive Edge”, U.S. Department of Labor. “Teaching and Assessing 21st Century Skills: Preparing Students to Succeed in Postsecondary Education, the Workplace, and the Global Community”, American Educational Research Association. 128
GOAL 2 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: One hundred percent of Lafayette Parish School System high school students will graduate college and career ready as defined as ready to succeed in entry-‐level, credit bearing academic college courses and in workforce training programs. Activity 1: “College Readiness Begins in the Middle School”, ACT Policy Report. “PLAN Predicts AP Success”, ACT Policy Report. Activity 2: “Making Middle Grades Work”, Southern Regional Education Board. Activity 3: “Creating a College-‐Going Culture Guide”, College Board. “College Readiness Begins in the Middle School”, ACT Policy Report. “PLAN Predicts AP Success”, ACT Policy Report. Activity 4: “Jobs for American Graduates (JAG)”, Louisiana Department of Education. Activity 5: “Alabama’s Graduation Coaches”, National Association of State Boards of Education. “Graduation Coach Initiatives at the State Level”, Regional Educational Laboratory. Activity 6: “Career and Technical Education’s Role in Workforce Readiness Credentials”, (ACTE) Association for Center and Technical Education. Activity 7: “A “How To” Guide to Implement the Career Option Law (Act 1124)”, Louisiana Department of Education. Activity 8: “Ready for Tomorrow: Six Proven Ideas to Graduate and Prepare More Students for College and 21st Century Careers”, Southern Regional Education Board. 129
GOAL 3 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: Lafayette Parish School System Early College Academy will graduate 100% of their students with a core four high school diploma, general studies Associate’s Degree, and ready to enter an entry level job leading to a productive career. All Activities: “The Early College Challenge: Navigating Disadvantaged Students’ Transition to College”, James E. Rosenbaum & Kelly Iwanaga Becker. American Educator. Fall 2011 “Hidalgo Sets Sail: A School District Supports All Students in Earning College Credits”, Thad R. Nodine. American Educator. Fall 2011. “Early College Academy School Performance Report Card”, Louisiana Department of Education. 130
GOAL 4 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: Lafayette Parish School System career academies will engage students in rigorous and relevant learning by offering a program of study that connects challenging academic coursework with relevant career and technical coursework. All Activities: Evaluation of Schools of Choice Academies. Study completed by: Picard Center for Child Development and Life-‐
Long Learning. University of Louisiana at Lafayette. “Statistics and Research”, National Academy Foundation, 2011. “Why Choose a NAF Academy?”, National Academy Foundation, 2011. 131
GOAL 5 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: David Thibodaux Career and Technical High School will transform into a world-‐class Science, Technology, Engineering, and Mathematics 6-‐12 comprehensive magnet school. The STEM school will provide students with opportunities to participate in STEM related career pathways. All Activities: Table 1.1 Employment by Major Occupational Group, 2010 and projected 2020. Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics. Lafayette-‐Acadiana-‐Regional Labor Market Area 4. Long Term Annual Demand for Top Occupations to 2018 by Career Cluster. State of Louisiana. Long Term Annual Demand for Top Occupations to 2018 by Career Cluster. “Effects of Integrative Approaches Among Science, Technology, Engineering, and Mathematics (STEM) Subjects on Students’ Learning: A Preliminary Meta-‐Analysis”, Kurt Becker & Kyungsuk Park. Journal of STEM Education. Volume 12, Issue 5 & 6. 2011 “Science, Technology, Engineering, and Mathematics (STEM) in the United States”, William e. Dugger, Jr. National Science Council SIG Conference, September 2011 “STEM Learning in Afterschool: An Analysis of Impact and Outcomes”, Afterschool Alliance. September 2011. “Creating the Workforce of the Future: The STEM Interest and Proficiency Challenge”, Business-‐Higher Education Forum Research Brief. August 2011. “Meeting the STEM Workforce Demand: Accelerating Math Learning Among Students Interested in STEM”, Business-‐Higher Education Forum Research Brief. October 2011. “STEM Career Pathways Plan of Study for Learners, Parents, Counselors, Teachers/Faculty”, College and Career Transitions Initiative. U.S. Department of Education. “STEM Leaders Roundtable: Part I-‐Research and the Curriculum”, National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. 2005 132
GOAL 6 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: W.D. and Mary Baker Smith Career Center will provide an opportunity for 100% of their students to earn industry based certification, articulated credit and/or dual enrollment with post-‐secondary certification programs. All Activities: “Career Development Planning: Getting Students on the Right Track”, Holland, Jacqueline. Techniques, 2011. “Top 25 Occupations that are predicted to have the most future job openings in Louisiana”, Louisiana Workforce Commission. “Total CTE Program Model Makes CTE the Answer”, Beltram, Patti. Techniques, 2010. “Employment Projections 2010-‐2020”, Bureau of Labor Statistics. U.S. Department of Labor. 2012. “Differences Between General and Talented Students’ Perceptions of their Career and Technical Education Experiences Compared to Their Traditional High School Experiences”, Gentry, Marcia. The Journal of Secondary Gifted Education JSGE. “Crosswalks and Quality: Linking Math Language and CTE Standards”, Often, Elizabeth. Techniques, 2011. “The UPS School-‐to-‐Career Curriculum: Innovations in Career and Technical Education”, Donlevy, Jim. 133
GOAL 7 Taskforce #2 Academics School to Career/Work Enhancement Subcommittee Goal: One hundred percent of students will have the opportunity to participate in a rigorous, challenging high school curriculum that prepares them to enter and complete post-‐secondary education and become life-‐long learners in their chosen career field. Activity 1: “Access to Challenging and Relevant Learning Opportunities Improves Achievement for All: A Comparison of Most-‐Improved and Non-‐Improved HSTW Schools from 2004 to 2006”, Southern Regional Education Board. Activity 2: “Teaching Teachers: Professional Development to Improve Student Achievement”, Research Points. American Educational Research Association. Activity 3: “Access to Challenging and Relevant Learning Opportunities Improves Achievement for All: A Comparison of Most-‐Improved and Non-‐Improved HSTW Schools from 2004 to 2006”, Southern Regional Education Board. Activity 4: “Louisiana Handbook for School Administrators”, Bulletin 741. “High Schools that Work: An Enhanced Design to Get All Students to Standards”, Southern Regional Education Board. Activity 5: “High Schools that Work: An Enhanced Design to Get All Students to Standards”, Southern Regional Education Board. Activity 6: “High Schools that Work: An Enhanced Design to Get All Students to Standards”, Southern Regional Education Board. Activity 7: “Secondary Career and Technical Education and Comprehensive School Reform: Implications for Research and Practice”, American Educational Research Association. 134
Subcommittee: Professional Development
Research and Resources
Books:
Bernhardt, Victoria L. (2009). Data, Data Everywhere: BRINGING ALL THE DATA
TOGETHER FOR CONTINUOUS SCHOOL IMPROVEMENT. Larchmont, New York:
Eye on Education, Inc.
Johnson, Ruth S. (2002) Using Data to Close the Achievement Gap. Thousand Oaks,
California. Corwin Press.
Hord, S. M. & Sommers, W. A. (2008), Leading Professional
Communities:Voices From Research and Practice. Corwin Press.
Learning
Kise, Jane. (2006). Differentiated Coaching: A Framework for Helping Teachers
Change. Corwin Press.
Knight, Jim (2007). Instructional Coaching:
Instruction. Thousand Oaks, CA: Corwin.
A Partnership approach to Improving
Reeves, D & Allison, E. (2009). Renewal Coaching: Sustainable Change For Individuals
and Organizations. Jossey Bass.
Reeves, Douglas. (2010) Transforming Professional Development into Student Results.
ASCD.
Journals:
Coaching: The New Leadership Skill. Educational Leadership. ASCD. Volume 69
Number 2.
This issue of Educational Leadership is totally devoted to the topic of coaching with a number of
experts such as Carol Ann Tomlinson.
Journal Articles:
Showers, J. & Bennett, (1987). “Coaching in the Context of Professional Learning
Communities”.
Sanders, W. & Rivers, J. (November, 1996). “Cumulative and Residual Effects of
Teaches on Future Student Academic Achievement”, Tennessee Value-Added
Research and Assessment Center.
Westchester Institute for Human Services Research. (n.d.) The Balanced View:
Professional
135
Development. Retrieved from
http://www.sharingsuccess.org/code/bv/pd/html.
Allen, J. Pianta, R., Gregory, A., Mikami, A., & Lu, J. (2011). An interaction-based
approach to enhancing secondary school instruction and student achievement.
Science, 333, 1034-1037.
The University of Kansas Center for Research on Learning (2004). Instructional
Coaching Research. pp. 32-34.
Semadeni, J. (May, 2010). “When Teachers Drive Their Learning”, Education
Leadership. ASCD, pp. 66-68.
McCaw, D., Watkins, S., Borgia, L., (2004). Critical Issue: Providing More Time for
Professional
Development. Retreived from
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm.
Darling-Hammond, L. & Richarson, N. (February, 2008) “Teacher Learning What
Matters”. Educational Leadership. p. 46-53.
Knight, Jim. (October, 2011). “What Good Coaches Do”, Educational Leadership. p. 1822.
Fullan, M. & Knight, J. (October, 2011). “Coaches as System Leaders”, Educational
Leadership. vol. 69 no. 2
136
References – Communications/Outreach Task Force
Carlisle, E., Stanley, L., and Kemple, K. (2005). Opening doors: Understanding school and
family influences on family involvement. Early Childhood Education Journal 33 (3),
155-162.
Hill, N. and Taylor, L. (2004) Parental school involvement and children's academic achievement.
Pragmatics and issues. Current Directions in Psychological Science, 13 (4), 161-164.
Baker, D.P., and Stevenson, D.L. (1986). Mothers' strategies for children's school achievement:
Managing the transition to high school. Sociology of Education, 59, 156-166.
Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. In A. Booth
and J.F. Dunn (Eds.), Family-school links: How do they affect educational outcomes?
(pp.57-64). Mahwah, NJ: Erlbaum.
Eccles, J.S., and Harold, R.D. (1996). Family involvement in children's and adolescents'
schooling. In A. Booth and J.F. Dunn (Eds.), Family-school links: How do they affect
educational outcomes? (pp. 3-34). Mahwah, N.J.: Erlbaum.
Howell, W. (2006) Switching schools? A closer look at parents' initial interest in and knowledge
about the choice provisions of No Child Left Behind. Peabody Journal of Education, 81
(1), 140-179.
Dauber, S. and Epstein, J. (1993). Parents' attitudes and practices of involvement in inner city
elementary and middle schools. In N.F. Chavkin (Ed.), Families and schools in a
pluralistic society (pp. 53-71). Albany: State University of New York Press.
Ames, C. (1993). Parent involvement: The relationship between school-to-home communication
and parents' perceptions and beliefs (Report No. 15). Lansing: Michigan State
University, Center on Families, Communities, Schools and Children's Learning.
137
Overstreet, S., Devine, J., Bevans, K., and Efreom, Y. Predicting parental involvement in
children's schooling within an economically disadvantaged African American sample.
Psychology in the Schools, 42 (1), 101-111.
Sheridan, S. and Gutkin, T. (2000). The ecology of school psychology: Examining and changing
our paradigm for the 21st century. School Psychology Review, 29, 485-501.
Gross, D., Julion, W., & Fogg, L. (2001). What motivates participation and dropout among lowincome urban families of color in a prevention intervention? Family Relations, 50(3),
246-254.
Search Institute. (2005). The 40 developmental assets. Retrieved February 4, 2012 from
http://www.search-institute.org/developmental-assets/lists.
Jekielek, S., Moore, K.A., & Hair, E.C. (2002). Mentoring programs and youth development: A
synthesis. Washington, D.C.: Child Trends.
Rhodes, J. E. (2005). A theoretical model of youth mentoring. In D. L. DuBois & M. J. Karcher
(Eds.), Handbook of youth mentoring (pp. 30-43). Thousand Oaks, CA: Sage
Publications, Inc.
Rhodes, J., Reddy, R., Roffman, J., & Grossman, J. B. (2005). Promoting successful youth
mentoring relationships : A preliminary screening questionnaire. The Journal of Primary
Prevention,26(2), 147-167.
Caldarella, P., Adams, M.B., Valentine, S.B., & Young, R. (2009). Evaluation of a Mentoring
Program for Elementary School Students at Risk for Emotional and Behavioral
Disorders. New Horizons in Education, 57(1).
Greenhow, C.; Walker, J.D.; & Kim, S. (2009). Millennial Learners and Net-Savvy Teens?
Examining Internet Use among
138
Low-Income Students. Journal of Computing in Teacher Education 63(26).
Wilson, C.; Flight, I.; Hart, E.; Turnbull, D.; Cole, S.; & Young, G. (2008). Internet access for
delivery of health information to South Australians older than 50. Australian and New
Zealand Journal of Public Health 32(2).
Farina, C.R.; Miller, P.; Newhart, M.J.; Cardie, C.; & Cosley, D. (2011). Rulemaking in 140
Characters or Less: Social Networking and Public Participation in Rulemaking. Pace Law
Review 31 (382).
139
140
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