Robert Russa Moton 18-19 Transformation Plan Academic Culture 17-18 Challenge 18-19 Solution Intended Results -Outdated Curriculum Tier I Curriculum ● Eureka Math ● Wit and Wisdom Students are now being exposed to TIER I Curriculum as recommended by the LDOE. This curriculum addresses the major Common Core shifts: 1. Eureka Math -moving from a procedural understanding of mathematical concepts to conceptual. 2. Wit and Wisdom- understanding rich text with emphasis on understanding vocabulary in context as well as evidence-based writing. -Universal Screener i-Ready This universal screening program was selected in order to give us baseline data on whether or not our students are performing on grade level in Reading and Math. It also highlights specific areas of deficiency in both content areas and provides targeted lessons for students based on individual performance. -Technology 10 ipads per class (K-2) 1:1 devices/Chromebook(3rd8th) All students have access to technology for web based programs that assist with learning and growth. Additionally, for students in grades 5th-8th, the Chromebooks will allow them the opportunity for extra practice throughout the school year with word processing programs as well as the type of technology enhanced items that will be assessed on LEAP 2025. -Intervention Plan Daily School Wide Intervention Plan All students receive intervention daily in a variety of ways. Students in grades K-4 receive an hour of daily intervention in which they spend 30 minutes on their 1:1 device using I-ready’s adaptive learning program in both ready and math. The other 30 minutes is spent working in a small groups receiving direct instruction in skills that students are deficient in. Monday, Wednesday, and Friday are dedicated to reading. Tuesday and Thursday are dedicated to math. Absence of Extra- Curricular Activities Implementation of the following activities: Research has shown that students who participate in EC activities usually show more interest in school overall and are generally tend to fair out better both academically and socially than their less involved peers. Here at Moton, our goal is to develop the “whole child” and to tap into as many of their talents that we can find. -School PBIS Wide Behavior System Band, Visual Art, Dance, Physical Education, Computer Technology, Football Basketball, Cheerleading, Majorettes Flag Twirlers Book Club The goal of our PBIS program is to create a positive school climate, in which students learn and grow. In short, student a foster feelings of: ● Respect ● Engagement in learning ● Involvement in school life ● Shared vision ● Involvement of teachers, students, and families ● Safety Aesthetics Addition of Art/Vibrancy The intent is for all stakeholders, including students and parents to walk into the building and feel and sense of warmth and belonging. As such, bulletin boards were added, murals were painted and student work adorns the halls. Staffing Professional Development and Coaching SPED Number of teachers Staffing increased by approximately 50% for the 1819 school year All staffing decisions were made based on the need to ensure that students and teachers receive adequate and consistent support throughout the school year. No Enrichment Teachers 6 Enrichment Teachers were hired Minimal instructional support staff paras, interventionists, instructional coaches were hired Inconsistent student support staff A full time social worker, student support coordinator, and 2 full time deans of students were hired Quality Professional Development Weekly Professional Development Sessions around pedagogy and best practices These development sessions are designed to ensure that teachers receive ongoing training and opportunities to collaborate and ask clarifying questions when needed. Compass Evaluations Meetings around the Compass Rubric Teachers were provided the evaluation rubric early in the first semester so that they will proactively know and understand what their evaluators will be looking for when they visit. The goal is to ensure that all teachers are providing top quality instruction that is rigorous and relevant and that aligns with the Louisiana State Standards. Coaching Tiered Support Planned Differentiated support based on teachers areas of deficiency as observed from both formal and informal observations. ICAP State Monitor To be removed from Tier III Corrective Action and SPED Consultant Student Support Coordinator Student Assistance Team (SAT) Response to Intervention Team (RTI) continue to implement all aspects of our Special education program with fidelity.