Sabine Parish School Board

Twelve Step Improvement Plan

 

  1. Each campus will develop a school improvement plan which projects yearly gains needed to achieve a campus accountability performance level as indicated by the district goal.
  2. Each principal will submit a follow-up report after each state test administration (when scores are received).  Each campus not meeting their growth target for that year will report to the Superintendent and Director of Federal Programs regarding their plans to achieve their targeted gain in the following year.
  3. A recommendation to the Board will be made regarding a review of assignments of the following personnel based on student performance as outlined in Step 1 of this Twelve Step Plan:
    1. Superintendent
    2. Assistant Superintendent
    3. Directors
    4. Supervisors
    5. Curriculum, Instruction, & Assessment Coordinators
    6. Campus Principals
    7. Instructional/Literacy Coaches
    8. Classroom Teachers
  4. The Curriculum Department will develop a district-wide GLE focused program for reading, writing, math, science and social studies instruction that includes teacher and librarian training and a student evaluation component.
  5. Kindergarten will teach, at a minimum, math for 65 minutes and language arts for 175 minutes every day. Science and social studies should be integrated in the language arts block during centers each day.  Campuses may choose to extend these times, as they deem necessary to meet their targeted gains.  All students not scoring at least 80% mastery on GLE assessments will receive remediation on those GLEs not mastered until mastery is acquired as evidenced by reassessment. Students not attaining benchmark status on DIBELS will receive interventions on targeted skills. All campuses will document interventions during the regular school day for this purpose.
  6. Grades 1-3 will teach, at a minimum, math for 65 minutes, English language arts for 175 minutes with an emphasis on reading and writing (writing will be scheduled for 30 minutes every day as part of the 175 minutes).  Science and social studies should be taught for 50 minutes each day. Science and social studies may be alternated on a weekly basis. Campuses may choose to extend these times, as they deem necessary to meet their targeted gains.  All students not scoring at least 80% mastery on GLE assessments will receive remediation on those GLEs not mastered until mastery is acquired as evidenced by reassessment. Students not attaining benchmark status on DIBELS will receive interventions on targeted skills. All campuses will document interventions during the regular school day for this purpose.  
  7. Grades 4-6 will teach, at a minimum, math for 65 minutes, English language arts for 130 minutes with an emphasis on reading, and writing (writing will be scheduled for 30 minutes every day as part of the 130 minutes). Science and social studies should be taught daily for 50 minutes each. Campuses may choose to extend these times as they deem necessary to meet their targeted gains.  All students not scoring at least 80% mastery on GLE assessments will receive remediation on those GLEs not mastered until mastery is acquired as evidenced by reassessment. Students not attaining benchmark status on DIBELS will receive interventions on targeted skills. All campuses will document interventions during the regular school day for this purpose. 
  8. All students in grades 7-10 scoring below the Basic level on iLEAP, LEAP or GEE will enroll in classes during the school day doubling the amount of reading and math. The purpose of “double dosing” is to accelerate the achievement of low performing students, particularly those students performing well below grade level in reading. All students not scoring at least 80% mastery on GLE assessments will receive remediation on those GLEs not mastered until mastery is acquired as evidenced by reassessment.  
  9. All SPSB teachers, instructional coaches and librarians will participate in professional development sessions to improve instructional practices in the classroom. (Cadres of teachers will be trained to train other teachers).   Classroom visits will be scheduled to monitor implementation of practices.
  10. A GLE Success Profile will be developed with PLATO EduTest for every student (PreK-Exit) in order to documents strengths and weaknesses of each student and his/her progress toward the Exit Level Exams.
  1. Campus personnel and Curriculum, Instruction and Assessment Coordinators will continue to visit and study the methods of districts and campuses similar to ours across the state that have demonstrated high performance on iLEAP, LEAP, and GEE.
  2. SPSB will continue to develop and improve our technology to align curriculum and to make student assessment and progress tracking more accurate and efficient. Technology will also be used to track professional development activities CLUs for teachers and staff.

 

In addition to these twelve items, an extensive program of individual tutoring for students in danger of not passing LEAP and GEE will be implemented (or continued) on every campus.

 

Extended time for literacy instruction

a. A minimum of120 minutes per day of reading instruction in the 5 essential elements of early reading instruction at the K-3 grade levels.

b. Dependent upon the specific need of each student, approximately two to four hours of literacy instruction and practice that takes place in language arts and content area classes in grades 4-12.