6.3.16 Vision 2020.pdf - Google Drive

2Vision 020

Together Sharing One Voice, Mind, and Vision for All

Fundamental Commitments

th

th

All children enter 4 grade on level in Reading and Math

All high school graduates are college and career ready

All students enter 9 grade proficient in ELA and Math

All children enter Kindergarten ready to learn 2014 Grad Rate 2015 ACT Comp

68.8% 20.0

2015 8th Grade ELA 72.9% 2015 math 63.6% 2015 3rd Grade ELA 63.5% 2015 math 69.0% 2015 DIBELS FSF 46.7% 2015 DSC Math 71.0%

Lafayette Parish School System will focus on college and work force readiness by enriching and improving student performance and academic excellence through prescriptive, data-driven instruction and assessments.

Lafayette Parish School System Dr. Donald Aguillard, Superintendent Copyright February 5, 2016 Revised June 1, 2016 (2nd Edition) Lafayette Parish School System

Page 2

2Vision 020


Table of Contents Contents Purpose ......................................................................................................................................................... 6 Description of an Achievement Gap ............................................................................................................. 7 Description of Lafayette Parish School System............................................................................................. 8 Vision........................................................................................................................................................... 11 Mission ........................................................................................................................................................ 11 Motto .......................................................................................................................................................... 11 Belief Statements ........................................................................................................................................ 11 Focus Area 1: Data-Driven Decision Making ............................................................................................... 12 Five Year Trend Data regarding Sub-Groups .................................................................................. 18 Focus Area 2: Curriculum and Instruction .................................................................................................. 24 Early Childhood ............................................................................................................................ 25 Curriculum and Instruction ........................................................................................................... 27 English Language Arts ......................................................................................................................... 27 Mathematics ....................................................................................................................................... 28 Science ................................................................................................................................................ 29 Social Studies ...................................................................................................................................... 30 World Language Immersion ................................................................................................................ 30 Health and Physical Education ............................................................................................................ 31 The Arts ............................................................................................................................................... 31 College and Career Readiness ....................................................................................................... 32 Academic Supports and Enrichment .............................................................................................. 34 Academic Supports ............................................................................................................................. 34 Fast ForWord ...................................................................................................................................... 35 The Leader In Me ................................................................................................................................ 35 Library Media Services ........................................................................................................................ 35 Grading and Assessments ................................................................................................................... 36 National SAMs Innovation Project (School Administration Managers) .............................................. 36 English as a Second Language (ESL) .................................................................................................... 36 Adult Education................................................................................................................................... 37

Lafayette Parish School System

Page 3


2Vision 020

Coordinated School Health ................................................................................................................. 37 Virtual Learning ................................................................................................................................... 38 Focus Area 3: Professional Development ................................................................................................... 39 Focus Area 4: Technology ........................................................................................................................... 41 APPENDICES ................................................................................................................................................ 43 5-Year Cost Estimate Report ......................................................................................................... 43 Focus Area 1: Data-Driven Decision Making ....................................................................................... 43 Focus Area 2: Curriculum and Instruction .......................................................................................... 43 Focus Area 3: Professional Development ........................................................................................... 47 Focus Area 4: Technology .................................................................................................................. 47 STAKEHOLDERS ............................................................................................................................ 48 CLOSING THE ACHIEVEMENT GAP – LPSS INITIATIVES .................................................................... 57

Art work completed by a Lafayette Parish School System high school student 2016.


Page 4

2Vision 020


Lafayette Parish School Board

(From L to R) Seated: Mary Morrison, Tommy Angelle, Donald Aguillard, Dawn Morris, Erick Knezek Standing: Tehmi Chassion, Jeremy Hidalgo, Britt Latiolais, Justin Centanni, Elroy Broussard


Page 5

2Vision 020


Purpose Vision 2020 is a PreK – 12 strategic plan. Student learning, achievement and success are the overarching goals of the plan with a focus on data-driven decision making, academics, professional development, and instructional technology. Vision 2020 was developed in collaboration with the Lafayette community, and the success of the plan is dependent on maintaining and enriching those partnerships. The plan is intended to be a living document and will be updated and reviewed regularly by staff and community partners. Ultimately, Vision 2020 is the product of a shared vision between the school system and the community to ensure that high school graduates are ready for life beyond K-12 education, whether that be in the workforce or at a post-secondary institution. In April of 2012, the Turnaround Plan – 100% In – 100% Out involved multiple stakeholders engaged in intensive committee work over several months. The Turnaround Plan represented a shared vision of educational success for Lafayette Parish, and the work done by the academic committee members is embraced in this document. Vision 2020 is built around four fundamental commitments.  All children enter kindergarten ready to learn.  All students enter 4th grade on level in reading and math.  All students enter 9th grade proficient in ELA and math.  All high school graduates are college and career ready. The plan also identifies four areas of focus to ensure that each commitment is fulfilled. Within each, there is a set of specific, measurable goals along with a list of activities required to accomplish them. The first focus area seeks to ensure that decisions regarding curriculum, instruction, and assessments are driven by student performance data. The second focus falls under the umbrella of curriculum and instruction and is comprised of the following components: early childhood, K-12 curriculum and instruction, college and career readiness, and academic support. The third focus is centered on professional development and deepening teachers’ capacity to foster high student achievement with rigorous curriculum and pedagogy. The forth focus area seeks to provide students with more integrated and authentic learning experiences using technology. Embedded in each area are strategies which address


Page 6

2Vision 020


achievement gaps among various subgroups. Identified on page 50 are specific initiatives utilized in LPSS for closing achievements gaps.

Description of an Achievement Gap An achievement gap often refers to a disparity of educational measures between the performance of groups of students as measured by factors such as standardized test scores, benchmark assessments, and graduation rates. Gaps in achievement are categorized by socioeconomic status, race/ethnicity and gender. Although the sub-group identified in this document is African-American students, it is understood that poverty is often the underlying factor. From Teaching with Poverty in Mind by Eric Jensen, 2009, research shows that the achievement gap begins well before students enter kindergarten. This gap is known as a school readiness gap. The largest gap among school readiness in children exists regarding poverty. Poverty does not only refer to financial status, but includes situational, generational, absolute, relative, urban, and rural poverty. Once a child begins school with deficiencies, the gap is difficult to close without specific interventions. According to G. J. Duncan, School Readiness and Later Achievement, 2007, research has shown that children, who score poorly on tests of cognitive skills prior to 1 st grade, are likely to be low performers throughout the school career. One strategy aimed at reducing the school readiness gap at its earliest stages is investment in early childhood education. From the Louisiana Department of Education website, www.louisianabelieves.com: Preparing for college and careers starts even before kindergarten. Louisiana Believes starts with the premise that all students can achieve high expectations and master rigorous academic standards. While all students can learn, not all students start school ready to succeed. Research shows that children who participate in a high quality early childhood program are more likely to enter school kindergarten ready, which has a lasting impact on their academic success. In Louisiana, a little more than half of students entering kindergarten – 54% – are academically and developmentally ready to succeed. While Louisiana spends millions on multiple early childhood programs, including pre-kindergarten in public schools (LA4, 8(g), Title I, IDEA), the Nonpublic School Early Childhood Development Program, Child Care Assistance Program, Head Start, Early Head Start and EarlySteps, a fragmented system is allowing our youngest learners to slip through the cracks. That is why Louisiana is developing a unified Early Childhood System of Local Networks. The networks will expand access to high quality, publicly-funded early childhood programs to families across Louisiana to ensure more children enter school kindergarten ready. The Lafayette Parish School System’s pre-kindergarten programs attempt to level the playing field for children before kindergarten instruction begins. The Early Childhood Department provides resources, coaching and professional development to all employees who service


Page 7

2Vision 020


children birth to 5 years of age. The Early Childhood Department is the Lead Agency for ACT 3 which enables them to expand these services to staff in Early Head Start, Head Start, NSECD, and Type III Early Learning Centers. In grades K- 12, the emphasis must be on building relationships between staff and children, engaging families in their child’s education, creating a school environment that is safe and conducive to learning literacy and numeracy, establishing high standards and expectations with a challenging curriculum, and professional development that supports these strategies and allows good teachers to become great teachers. District enrollment projections for fall 2016 indicate the percentage of over age students in each grade 7-12 and overall. Students a year behind increase yearly until 11th grade (18% - 23%). Those 2 years behind vary from 2% to nearly 14% in 10th grade. This continues to add to a growing achievement gap.

Over Age Students Grades 7-12 Beginning of 2016 Projections 80.0% 60.0% Age/Grade Appropriate 40.0%

1 Year Over Age

20.0%

2 or more Years Over Age

0.0% 7

8

9

10

11

12

Total

Description of Lafayette Parish School System The Lafayette Parish School System serves the city of Lafayette and smaller municipalities: Duson, Scott, Carencro, Broussard, Youngsville, and the village of Milton. According to 2014 - 15 statistics, Lafayette Parish had 221,578 residents. Of this population, 69% are white, 25% are Black or African American, 3% are Hispanic or Latino, 1% are Asian, less than 1% are American Indian, 1% identified as other race, and 1% identified as two races. As of 2015, the Lafayette Parish School System's student population is a little more than 30,500. The racial make-up of our student population is as follows: Whites 48.2%, African American 42.9%, Hispanic 6.2%, Asian 2.4%, other races 0.3%. Male students comprise 52.1% and female 47.9%. In the past five years our Hispanic population has doubled and the English as a Second Language (ESL) program has expanded to address this growing population.


Page 8


2Vision 020

Students in the Lafayette Parish School System have a wide variety of school choice. The school system is comprised of 42 public schools: one Pre-K school, 22 elementary schools (one which is K-8), 11 middle schools, five traditional high schools, one STEM Magnet middle/high school, one Early College Academy (high school/college dual enrollment), and one preparatory school (K-12) for students enrolled in alternative programs. Additionally, there is a career center for high school students.

The Lafayette Parish School System is committed to providing a variety of learning opportunities for all students with rigorous curriculum, instruction, and assessments. High expectations are established for students by administrators, faculty and staff and by offering a variety of educational opportunities. In addition to traditional education, our Schools of Choice programs offer specialized instruction by providing students with a wide variety of educational opportunities in seven high schools, five middle schools, and seven elementary schools. Academic and enrichment activities are designed to provide learning experiences for students both inside and outside of the classroom and provide students with real-world experience through coursework, internships, and community partnerships.


Page 9

2Vision 020


Choices for elementary school students include:  Arts and Technology – J. Wallace James  Environmental Sciences – L. Leo Judice  Mandarin Chinese Immersion – Plantation  Spanish Immersion – Alice Boucher  French Immersion – Myrtle Place, Prairie, and Evangeline Choices for middle school students include:  Arts – L. J. Alleman  Bio-medical – Carencro  Environmental Sciences – Lafayette  World Languages Immersion – Paul Breaux  STEM – David Thibodaux Choices for high school students include:  Academy of Business and Finance – Acadiana  Academy of Visual and Applied Arts – Comeaux  Performing Arts Academy – Lafayette  Medical Academy – Lafayette  Academy of Information Technology –Carencro  Broadcast Journalism Academy – Northside  Academy of Legal Studies – Northside  STEM Magnet Academy – David Thibodaux  Early College Academy - SLCC  Junior Reserve Officer Training Corps – Acadiana and Comeaux Instructional leadership is essential for implementing a student-centered, inquiry-based, rigorous approach to curriculum and instruction. While instructional leadership (teachers, counselors, para-educators, special education and pupil appraisal staff, school administration, district instructional administration and instructional coaches) comprise approximately 75% of our district’s staff, approximately 70% are in the classrooms. Human resources are our greatest classroom resource for addressing student learning and achievement.


Page 10

2Vision 020


The vision and mission are foundations for designing the goals, objectives, and actions with performance measures in Vision 2020.

Vision The Lafayette Parish School System will continue to provide excellence in education for all students.

Mission The Lafayette Parish School System in collaboration with stakeholders is committed to developing productive citizens prepared to compete in a global community.

Motto Together Sharing One Voice, Mind and Vision for All

Belief Statements         

All students can learn. The application of knowledge will lead to the development of functional members of society. The system is committed to continuous improvement. All stakeholders must be committed to high quality standards and expectations. Quality education is the shared responsibility of all stakeholders. Effective collaboration and communication among all stakeholders are essential to the success of our school system. Diversity enriches our school system. A safe and supportive learning environment enhances student achievement. Professional development is an integral part of continuous improvement.

In the four focus areas, SMART goals (specific, measurable, attainable, reliable, and timely) have been written with a time parameter of five years, including the current year. Implementing various learning strategies including support systems and setting SMART goals will help to increase student achievement. Vision 2020 also serves as an instrument for monitoring improvement efforts and allocating resources while ensuring that instructional initiatives are directly aligned to support high expectations and educational excellence for all students. SMART Goals address the needs of all children regardless of race or economical status. However, instructional strategies are differentiated to focus on closing achievement gaps and addressing the needs of over-age students.


Page 11


Data-Driven Decision Making

2Vision 020

• Lafayette Parish School System will utilize a comprehensive process to collect, verify, analyze, and distribute performance information to make decisions regarding curriculum, instruction, and assessments.

• Lafayette Parish School System will focus on student performance and academic excellence by enhancing curriculum and instruction. Curriculum and

Instruction

Professional Development

Technology

• Lafayette Parish School System will utilize meaningful professional development to provide an engaged and personalized learning environment to improve student learning.

• Lafayette Parish School System will provide an infrastructure that supports authentic technological learning experiences for all students.


Page 12


2Vision 020

Focus Area 1: Data-Driven Decision Making Vision Lafayette Parish School System will utilize a comprehensive process to collect, verify, analyze, and distribute performance information to make decisions regarding curriculum, instruction, and assessments.

About this Focus When making informed instructional decisions, data is a driving force. Using trend data assists district and school personnel in making predictions regarding the future. Data is reviewed on a periodic basis regarding student performance from sources that teachers regularly collect from including, but not limited to, classroom assessments, observations, assignments, and normreferenced progress monitoring tools. The Quarterly Curriculum Alignment Review allows individual schools to review their data during the school year to make informed decisions about curriculum and instruction. The interpretation and use of data to inform decisions and the ultimate effects of the decisions and impact on student achievement and other educational outcomes will be the measurement of instructional strategies. Student performance of normreferenced data assists in the development of differentiated instruction. By 2020, the Accountability, Research, and Evaluation Department will expand its comprehensive process to collect, verify, analyze, and distribute performance information that will continuously evaluate student, teacher, school, and district academic results to ensure a 15 point increase in its District Performance Score.  Create and maintain an index of data files and reports available to district and school staff to guide academic decisions related to goal setting, program evaluation, and projected needs  Fulfill district and school data needs by continuing and refining current processes in place, and by creating new processes on request and as needs are identified  Review commercially available products to select and enter into an agreement to provide a “data dashboard” system for immediate district/school/classroom access to cross-reference performance data housed in all data systems in district (current and future)  Assist schools with collection and interpretation of norm-referenced data.  Assist district and school staff in establishing growth targets and making predictions regarding set targets The following graphs tell a story of where we have been, where we are now, and where we want to be by 2020. Beginning with the end in mind, the current graduation rate is not what we aspire. Our goal of an 80% graduation rate is the focus for growth in our next five years. Much of the work must be conducted in the early years. Children entering Kindergarten take Benchmark assessments with Initial Sound Fluency and Developmental Skills Checklist for Math Concepts.


Page 13


2Vision 020

The data from the 2014 – 2015 school year shows Lafayette Parish high schools posted a growth of 7.1 points, for a graduate rate of 75.9. This surpasses the projected growth of 71.0. The result of this growth includes locating students who may have completed high school outside of LPSS and reviewing submitted data for accuracy.


Page 14


2Vision 020

Third through eighth grade state assessment indices are provided for English Language Arts and mathematics. The state assessment changed in 2015 from iLEAP / LEAP to PARCC. The aggregate is for all four subjects combined (ELA, math, science, and social studies).

Third through eighth grade state assessment indices are provided for science and social studies. The state assessment changed in 2015 from iLEAP / LEAP to PARCC. The aggregate is for all four subjects combined (ELA, math, science, and social studies).


Page 15


2Vision 020

End of Course state assessments for English II began in 2011. English III began in 2013 and US History began in 2014. The composite is for all EOC tests combined.

End of Course state assessments for algebra I, geometry, and biology began in 2011. The composite is for all EOC tests combined.


Page 16

2Vision 020


ACT Composite Trends and Goals 22.5

ACT Composite Score

22

22 21.6

21.5 21.2

21 20.5

20.8

20.8

20.5

20.4

20

20

20 19.7

19.5 19 18.5 18 2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

Year

ACT Composite Scores for the District.

The ACT Index is calculated by the Louisiana State Department of Education based on an accountability scale.


Page 17

2Vision 020


Five Year Trend Data regarding Sub-Groups (The following Sub-Group charts have been generated by LPSS staff.)

All 3rd, 4th, and 5th grade ELA and math data combined 2011 through 2015.

ELA 3-5 85.0%

Percent Proficient

80.3%

75.0% 65.0% 55.0%

69.4% 67.8%

82.9%

81.9%

83.1%

72.4% 70.8%

72.8% 71.1%

71.9% 67.1%

56.3%

56.4%

50.4%

50.5%

45.0% 2011

2012

58.2% 52.0%

2013

59.2%

48.9% 2014

81.3%

68.9%

All Black

59.5% 56.0% 51.7%

Hispanic/Latino White Black Male

2015


Page 18

2Vision 020


All 6th, 7th, and 8th grade ELA and math data combined 2011 through 2015.

ELA 6-8 85.0%

84.8%

Percent Proficient

80.2%

79.8%

80.5%

79.7%

68.6%

69.0% 68.8%

69.7%

75.0%

70.7%

72.7%

Whole School

68.3%

Black or African American

67.9%

65.0%

60.6% 59.0% 55.0%

54.8%

50.3% 45.0% 2011

61.7%

59.8%

48.7%

2012

Hispanic/Latino White

54.7% 47.7%

2013

53.7%

51.8%

Black Male

48.5%

2014

2015


Page 19

2Vision 020


High School End of Course data for English 2011 through 2015

English II EOC Percent Proficient

90.0% 83.1%

80.0% 75.3% 70.0%

60.0%

62.3% 63.7%

82.3%

80.5% 76.2%

70.9%

73.2%

46.5% 43.9% 2011

62.0% 49.5%

2013

All

63.0% 60.7%

Black Male Hispanic/Latino

53.4%

47.8%

2012

73.6%

Black or African American

51.5%

50.0%

83.9%

73.5% 63.5%

54.0%

40.0%

86.3%

2014

50.4%

White

2015


Page 20

2Vision 020


High School End of Course data for math 2011 through 2015

Algebra EOC 75.0%

Percent Proficient

65.0% 55.0%

74.1% 66.6% 63.3% 55.8% 53.0%

61.8%

72.8% 64.9% 60.7%

67.3%

54.3%

69.0%

56.2%

All Black or African American Black Male

45.0%

44.2%

44.4%

39.4%

39.3% 35.3%

35.0% 31.2%

28.8%

31.0%

42.5% 41.1%

Hispanic/Latino

White

31.3%

28.4%

25.0% 2011

2012

2013

2014

2015


Page 21

2Vision 020


The Graduation Cohort Rate According to the Louisiana Department of Education, a cohort graduation rate follows the enrollment of students who are first-time high school students in a particular year and determines the percentage that graduate within a given time frame, such as four years. For example, a four-year cohort graduation rate for the first-time ninth graders in the 2011-12 school year would represent the percentage who graduated by the end of the 2014-15 school year. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. Each cohort begins with the set of first-time 9th graders that enroll in the fall of each year. Cohorts are continually adjusted by adding in those students who transfer into a school or district during the period being measured, and by removing those students who transfer out of the school or district or become deceased. Dropouts are not removed from a school or district’s cohort. The graduation cohort rate is the number of students earning a high school diploma divided by the number of students in the adjusted cohort. Graduation Cohort Rate Louisiana State Lafayette Parish LPSS White Cohort LPSS Black Cohort Gap Between Sub-Groups

2013-2014 74.6 68.8 77.9 57.0 20.9

2014-2015 77.4 75.9 80.9 68.9 12.0

Growth Points 2.8 7.1 3.0 11.9 - 7.1

Our goal of an 80% graduation rate is the focus for growth in our next five years. Along with that goal, is the focus that no students should be left behind as we trend upwards. Although the white sub-group reached 80.9% in 2015, we will continue to focus on moving all children to 80% and beyond. Focusing on initiatives to close the achievement gap between black and white students will bring the goal to fruition. A review of the graduating class of 2015 (graph on page 23) describes how these students’ finish high school. Almost 90% of the age/grade appropriate students earn a diploma. Students who are a year behind graduate 56% of the time, and only 26% of students who arrived at 9 th grade 2 years over age earn a diploma or equivalency diploma. As a point of clarity, these students started high school a year or 2 older than the majority of their peers. Of over 600 students who re-enrolled for a 5th year of high school (and were considered dropouts in the cohort), 58 (out of 625) earned a diploma and 4 out of 221 6th year students graduated.


Page 22

2Vision 020


2015 Graduation Cohort 90.0% 80.0% 70.0% 60.0% 50.0%

Age/Grade Appropriate

40.0%

1 Year Over Age

30.0%

2 or more Years Over Age

20.0% 10.0% 0.0% Graduate

Equivalency Diploma

Dropout


Page 23


2Vision 020

Focus Area 2: Curriculum and Instruction Vision Lafayette Parish School System will focus on student performance and academic excellence by enhancing curriculum and instruction.

About this Focus The Lafayette Parish School System will implement curriculum, instruction, and assessments in early childhood, K-12 curriculum and instruction, college and career Early Childhood readiness, and academic supports that is student-centered and rigorous. For the K-12 Curriculum and Instruction District Performance Score to improve, School Performance Scores must College and Career Readiness improve which translates to student performance and learning Academic Supports and Enrichment improvements as evidenced by performance on state assessments. Curriculum and learning experiences in Lafayette Parish School System provides students with opportunities to develop their learning, thinking, and life skills. Students’ lives are enriched on a daily basis through classroom instruction and educational opportunities. To facilitate this, our greatest assets are human resources and educational interventions. District level professional development focuses on curriculum, instruction, and assessment designed to support a continuous cycle of improvement in instructional practices. The staff of the Lafayette Parish School System participates in embedded professional development activities at their schools through Professional Learning Community collaborations and SchoolBased Leadership Team meetings. This empowers staff to deliver instruction that supports high expectations for student achievement. In moving our district forward, the Lafayette Parish School System will continue to seek opportunities to provide additional support for professional staff based on best practices. Educational interventions are a key attribute to improving student performance. Early Childhood Education, Response to Intervention, and Special Education provide individual students learning experiences to meets or exceed expectations. Student Services assists students with educational decisions regarding their school choices, career pathways, graduation and post-graduation plans. Alternative education opportunities allow students to find a program of study that meet their individual learning needs.


Page 24


2Vision 020

Early Childhood The Lafayette Parish School System’s Early Childhood Department provides resources, coaching and professional development to all employees who service children birth to 5. The Early Childhood Department is the Lead Agency for ACT 3 which enables them to expand these services to staff in Early Head Start, Head Start, NSECD, and Type III Early Learning Centers. Within the department is the Lafayette Parish Child Care Resource and Referrals Agency (On Track by 5) who trains and provides technical assistance to Type III Early Learning Centers as well as school system employees. These combined efforts are to ensure that the instructional staff has the skills and resources necessary to provide a high quality learning environment for all young children birth to 5 year old. By 2020, 100% of Lafayette Parish’s at-risk children birth to 5 will be given the opportunity to attend a high quality child care or early learning center (Early Head Start, Head Start, Lafayette Parish Pre-K, NECSD, and Type III Licensed Child Care Centers).  Develop and maintain an online application process for all settings participating in the Lafayette Parish Early Childhood Community Network  Continue to provide professional development to child care providers and support to parents in finding a high quality setting through our CCR&R (Child Care Resource and Referral Agency - On Track by 5)  Continue to implement and model research-based teaching methods grounded in best practices  Assess teachers in all settings with the required Louisiana Department of Education’s assessment tool, CLASS  Continue to monitor on-going student performance with assessments that correlate with the Louisiana Department of Education’s Early Learning Standards

By 2020, 65% of students will enter Kindergarten at or above the Benchmark for Initial First Sound assessment  Increase research-based curricular resources grounded in best practices  Increase student performance by providing professional development to increase the pedagogical skill set of teachers  Continue to monitor on-going student performance with assessments that correlate with the Louisiana Department of Education’s Early Learning Standards and adult-child interactions using CLASS (Classroom Assessment Scoring System)


Page 25


2Vision 020

By 2020, increase the average district subtest score on the Pre-K Spring DSC to 85% or higher in math concepts.  Increase research-based curricular resources grounded in best practices  Increase student performance by providing professional development to increase the pedagogical skill set of teachers  Continue to monitor on-going student performance with assessments that correlate with the Louisiana Department of Education’s Early Learning Standards and adult-child interactions using CLASS (Classroom Assessment Scoring System)


Page 26


2Vision 020

Curriculum and Instruction English Language Arts The goals in regard to academics encompass entering school on time and becoming well-rounded, academically capable students who perform proficiently on high stakes exams. Through differentiated instruction and addressing a student’s diverse social and emotional needs, students are able to build self-efficacy and become engaged in the educational process. Through the Response to Intervention process research-based interventions are specifically selected to address areas of challenge to increase students’ overall skill set. This, coupled with a diverse set of graduation pathways, makes a high school diploma more accessible and relevant to students, ultimately closing the achievement gap and increasing the graduation rate.

By 2020, 80% of the K-8 students will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment in Reading and Language.  Implement research-based curricular resources grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers specific to fluency and reading comprehension  Continue to implement norm-referenced assessments that correlate with performance on high stakes assessments to measure student growth  Increase student performance by establishing teacher training cohorts to broaden pool of highly qualified Special Education teachers By 2020, the average percent proficient for End of Course exams for English I and English II will increase 7.5 percentage points, ensuring students have the reading and writing skills necessary for college and career readiness.  Implement research-based curricular resources grounded in best practice  Observe, mentor, and provide meaningful feedback to instructional staff regarding ELA and writing strategies  Continue to implement norm-referenced assessments that correlate with performance on high stakes assessments to measure student growth By 2020, increase the average district composite ACT score to 22 by achieving the correlated score in Reading on a norm-referenced assessment.  Implement research-based curricular resources grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers specific to comprehension  Continue to implement norm-referenced assessments that correlate with performance on high stakes assessments to measure student growth


Page 27


2Vision 020

Mathematics By 2020, 80% of students in grades K through 2 will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment.  Implement standards-based curricular resources that incorporate research-based learning strategies grounded in best practice  Increase student performance by providing professional development to increase the pedagogical skill set of teachers: o Curriculum, instruction, and material alignment o Explore professional development and onsite coaching for all teachers K-12 with reasoning and discourse; representation and procedural fluency; problemsolving; disposition, competence, and confidence o Customize a systemic in-school TI MathForward Program that offers professional development plan that prepares middle-grade students for success in algebra, drives proficiency in mathematics and increases test scores and graduation rates  Integrate a standards-aligned, web-based program where teachers can monitor, enrich, and remediate students based on individual performance and data By 2020, the average percent proficient for students in grades 3 through 8, will increase 7.5 percentage points on end of year state assessments, ensuring students achieve the necessary skills for success.  Implement standards-based curricular resources that incorporate research-based learning strategies grounded in best practice  Increase student performance by providing professional development to increase the pedagogical skill set of teachers: o Bill Davidson - Fluency expert o Curriculum, instruction, and resource material alignment o Explore professional development and onsite coaching for all teachers K-12 with reasoning and discourse; representation and procedural fluency; problemsolving; disposition, competence, and confidence  Continue the Math and Science Partnership (MSP) grant for middle school teachers  Increase student performance by establishing teacher training cohorts to broaden pool of highly qualified Special Education teachers By 2020, the average percent proficient for End of Course exams for Algebra I and Geometry will increase 7.5 percentage points, ensuring students have the mathematical reasoning skills necessary for college and career readiness.  Implement standards-based curricular resources that incorporate research-based learning strategies grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers regarding critical-thinking and problem-solving skills  Continue learning walks to support implementation and provide staff with feedback


Page 28


2Vision 020

By 2020, the average district composite ACT score will increase to 22 to ensure that students have the mathematical reasoning skills necessary for college and career readiness.  Implement standards-based curricular resources that incorporate research-based learning strategies grounded best practice  Provide professional development to increase the pedagogical skill set of teachers regarding critical-thinking and problem-solving skills  Continue learning walks to support implementation and provide staff with feedback Science By 2020, 80% of students in grades K through 2 will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment.  Implement research-based curricular resources grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers regarding comprehension, problem-solving, and learning through investigation By 2020, the average percent proficient for students in grades 3 through 8, will increase 7.5 percentage points on end of year state assessments, ensuring students achieve the necessary skills for success.  Implement research-based curricular resources grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers regarding learning through investigation and exploration, critical-thinking, and problemsolving skills

By 2020, the average percent proficient for End of Course exam in Biology will increase 7.5 percentage points, ensuring students have the science reasoning and problem solving skills necessary for college and career readiness.  Implement research-based curricular resources grounded in best practice  Provide professional development to increase the pedagogical skill set of teachers regarding learning through investigation and exploration, critical-thinking, and problemsolving skills By 2020, the average district composite ACT score will increase to 22 to ensure that students have the science reasoning and problem solving skills necessary for college and career readiness. Lafayette Parish School System

Page 29


 

2Vision 020

Implement standards-based curricular resources that incorporate research-based learning strategies grounded best practice Provide professional development to increase the pedagogical skill set of teachers regarding critical-thinking and problem-solving skills

Social Studies By 2020, 80% of students in grades K through 8 will perform at proficient or above on summative assessments with critical-thinking and problem-solving skills necessary for success in standards-based instruction.  Provide professional development to increase the pedagogical skill set of teachers  Provide an instructional coach to provide support for K-8 social studies teachers  Incorporate English Language Arts, reading, and writing strategies in the social studies curriculum  Adopt social studies books for grades 6 – 8 aligned with the 2011 state standards By 2020, the average percent proficient for End of Course exam in US History will increase 7.5 percentage points which will ensure students have the necessary social studies skills for college and career readiness.  Increase student performance by providing professional development to increase the pedagogical skill set of teachers  Provide an instructional coach to provide support for social studies teachers in grades 9 through 12  Align curriculum, instruction, and resource materials  Provide new social studies books for grades 9 -12 aligned to the 2001 state standards World Language Immersion By 2020, immersion pathways will offer extended experiences in the language to immersion students by 250 % in Pre K and by 40% in high school.  Increase the number of Pre-K immersion sections by a minimum of one per immersion school  Increase the number of high school content courses for immersion students by hiring certified content teachers fluent in French or Spanish By 2020, provide instructional and evaluative support to immersion pathways in order to maintain the immersion student average performance on standardized tests at each immersion school site.  Contract with the LCIS (Louisiana Consortium of Immersion Schools) and the Spanish Embassy for the administration of yearly DELF (French) and DELE (Spanish) testing at grades 5 and 8 and in high school


Page 30


2Vision 020

Health and Physical Education By 2020, 90% of all students will score in the Healthy Fitness Zone in cardiovascular endurance as measured by the Fitnessgram (Pacer).  Implement running programs during physical education classes and implement afterschool running programs such as Girls on the Run  Provide professional development to classroom teachers as well as physical education teachers on developing and improving cardiovascular endurance By 2020, 90% of all students will score in the Healthy Fitness Zone in muscular strength and endurance as measured on the Fitnessgram.  Purchase Tru-Fit Universal exercise units and implement the Tru-Fit exercise program to improve overall muscular strength and endurance  Provide professional development on the Tru-Fit equipment and how to implement a successful program on improving muscular strength and endurance The Arts By 2020, 100% of elementary schools will have implemented PACE and its associated coaching program to begin fully implementing arts instruction into the core curriculum.  Implement arts integration strategies in the core curriculum through PACE, the associated coaching program and professional development

By 2020, 85% of the LPSS schools not currently utilizing Visual Thinking Strategies (VTS) will have implemented these strategies.  Implement Visual Thinking Strategies (VTS) through on-going professional development


Page 31


2Vision 020

College and Career Readiness

The goals addressing College and Career Readiness will assist students in being prepared to make informed decisions regarding secondary course selections, career pathway selections, and credentialing choices that lead to increased graduation rates and higher post-secondary enrollment. This focus on academic and career rigor will be exemplified by higher ACT scores, increased college applications, and dual enrollment credits earned. Through internships students will gain knowledge and soft skills to be work ready. Application of skills learned will allow students to be successful in today’s highly competitive job market. By 2020, the percentage of Jump Start TOPS Tech Diploma students earning credentials in high wage, high demand areas that lead to entry level positions will increase by 75%.  Provide career readiness activities to students such as career readiness courses, job shadowing, site visitations, and teacher externships  Provide professional development to increase career awareness of teachers in grades K through 12  Increase the number of credentialed teachers  Provide industry-standard facilities and equipment as defined by industry experts By 2020, the number of Jump Start students who participate in internships will be a minimum of 25%.  Create a quality internship program  Recruit business and industry volunteers By 2020, increase the enrollment at the W.D. and Mary Baker Smith Career Center to its capacity of 600 students.  Increase recruitment efforts through promotional material and school visits  Increase course offerings to reflect high demand occupational fields as determined by the Lafayette Economic Development Authority  Increase partnerships with industry leaders to provide guidance and support  Strengthen advisory boards


Page 32


2Vision 020

By 2020, the number of students earning technical and college dual enrollment credits that articulate to postsecondary institutions will increase by 2%.  Partner with community colleges and universities to offer dual enrollment opportunities to students  Increase the number of teachers eligible to offer dual enrollment courses  Provide training to teachers in dual enrollment best practices  Promote community awareness of dual enrollment opportunities By 2020, the graduation rate for students enrolled in an academy shall increase by 5%.  Vertical alignment and seamless transition of students along the continuum of elementary to middle to high school in pathways  Strengthen the support of Schools of Choice initiatives  Review Schools of Choice policy and procedures in the district pupil progression plan and in district policy to align with national best practices By 2020, the district’s ACT index will increase by 2.5 points.  Utilize Mastery Prep materials for grades 6 through 12  All high schools will become Work Keys test sites  Increase business and industry awareness of the value of Work Keys By 2020, 70% of all seniors will complete one postsecondary application for a college or career choice.  Increase student and family awareness of college and career choices though counseling, Gear UP coordinators, and college and career coaches By 2020, 100% of all high school students will complete and update an Individualized Graduation Plan.  Increase middle school college and career awareness activities so students are informed in developing a graduation plan  Conduct a post-graduate survey to advise students on choices and high demand jobs  Conduct a post-graduation survey to track choices made by graduates


Page 33

2Vision 020


Academic Supports and Enrichment While providing academic supports and enrichment opportunities, the Lafayette Parish School System is poised to strategically improve student academic achievement and decrease the achievement gap of our subgroups. Our academic support and enrichment opportunities encompass activities ranging from virtual learning to coordinated school health services all in an effort to prescriptively target the needs of individual learners. One effective strategy for closing the achievement gap is to provide students with access to additional remediation and enrichment opportunities offered beyond the traditional school day. Success of at-risk students is best accomplished through an organized system that addresses their individual needs in the areas of academic, cognitive, and self-enhancement skills. For the students who seek non-traditional graduation tracks, opportunities exist through Virtual Learning and Adult Education. The goal is to provided services to adult students who have not earned a high school diploma and to “close the gap” in attaining a high school equivalency diploma. This will be done by increasing by targeting the population in most need, by increasing the pedagogical skill set of our teachers, and by providing interventions that will support adult learning. In addition, the gap will continue to close as we facilitate partnerships and collaboration with higher education institutions, offer dual enrollment opportunities, and partner with workforce development, the business community, and local industry. Academic Supports By 2020, 100% of the gifted teachers will implement research-based models to compact and differentiate the curriculum.  Increase knowledge of the unique social, emotional and academic needs of the gifted child through professional development  Increase faculty and student access to differentiated, rigorous resources, including technology, specifically supported by research for the gifted student By 2020, 40% of schools in the Lafayette Parish School System will be provided with supplemental resources to implement academic interventions for students below grade level as determined by applicable ELA and mathematics assessment data to improve and increase student academic achievement.  Offer extended-day learning opportunities for students in grades 5 through 8 to enhance student performance, reduce retentions, decrease dropouts, and increase graduation rates  Offer extended-year learning summer reading programs and remediation coursework for students in emerging schools in grades 1 through 5  Employ a School Improvement Administrator and an Academic Auditor to assist emerging schools with instructional leadership, remediation and intervention activities and improve instructional strategies and professional development


Page 34


2Vision 020

Fast ForWord By 2020, Lafayette Parish School System will implement and support Fast ForWord in 75% of its K-12 schools with fidelity.  Activate 16 existing perpetual licenses; purchase 5 additional perpetual licenses; purchase 21 data support licenses; employ one district Fast ForWord/Reading Facilitator (part-time) and utilize current personnel at school sites as Fast ForWord facilitators  Purchase 12 additional perpetual licenses and 12 data support licenses

By 2020, 100% of Lafayette Parish School System students identified in the lowest quartile (025th percentile) will be using Fast ForWord with fidelity to address Reading Performance.  Identify elementary and middle school low performing students and schedule Fast ForWord as an RTI intervention with a 50 minute block of time daily  Provide Fast ForWord Lab Facilitators with professional development regarding student interventions and understanding the data reports from Scientific Learning consultants The Leader In Me By 2020, 80% of the elementary and middle schools in Lafayette Parish School System will offer students The Leader In Me.  Increase The Leader In Me in six elementary and three middle schools  Continue the partnership with United Way of Acadiana Library Media Services By 2020, 85% of all students will increase their reading level by one grade level per year based on the STAR Assessment.  Increase to 100%, schools that use Accelerated Reader and STAR Assessment with fidelity and provide professional development  Provide district-wide in-service using Reading Renaissance for all staff via partial face-toface and partial facilitated online  Update school library collections to reflect current subject matter and independent reading interests in varying formats  Meet the state standards for number of books per student (15 – 20 with the average copyright of non-fiction collection less than 20 years), novel sets for classrooms, reference materials, magazines, periodical indexes, newspapers and a professional collection for teachers  Implement a district initiative to designate school-wide independent reading time


Page 35

2Vision 020


By 2020, 90% of all schools will score a school average of 80% on the TRAILS information literacy post-test in grades 3, 6 and 9.  Increase the number of databases to meet the needs of all students to include advanced placement, individual academies, and PreK through first grade  Update and / or increase library computers for student use Grading and Assessments By 2020, 100% of the Lafayette Parish School System staff will apply unified grading practices in assessing student learning.  Participate in a book study on Elements of Grading by Douglas Reeves followed by research-based professional development for all school leadership teams and district staff  Develop grade-level and subject specific formative and summative assessments  Hire professional consultants to support principals with the implementation of districtwide grading best practices National SAMs Innovation Project (School Administration Managers) By 2020, 30% of the schools in the Lafayette Parish School System will be a SAMs site.  Pursue the instructional leadership support and professional development for schools English as a Second Language (ESL) By 2020, 80% of teachers in ESL teaching positions will be ESL Certified.  Work with the Human Resources Department and local universities to recruit and hire certified ESL teachers  Provide professional development for non-ESL certified teachers through coursework for Louisiana Department of Education’s ESL endorsement  Collaborate with the local university to write grants for ESL professional development and certification By 2020, 100% of each grade level will include at least 1 ESL sheltered class.  Prepare budget requests to add 2 new sheltered ESL classes each year


Page 36


2Vision 020

Adult Education By 2020, the percentage of adult education students transitioning into post-secondary education or employment will increase by 5%.  Development of a comprehensive transition model that will advance a student from adult education to post-secondary education and/or employment  Provide students with relevant work-related field experiences by strengthening community partnerships that provide internships, education, training, and employment  Provide students with competitive employability skills through collaboration with the Louisiana Workforce and One Acadiana By 2020, the number of High School Equivalency completers will increase by 10% each year.  Align instruction with the new College and Career Readiness Standards for Adult Education (CCRS) by incorporating the essential components of reading, language, math, writing, and listening in daily lessons in preparation for the HiSET examination  Reorganize existing staff to provide social, emotional, and behavioral support for students, and to assist with referrals to community mental health and case management agencies Coordinated School Health By 2020, Coordinated School Health/504/School Building Level Committee (SBLC) Team will assist in improving each school’s achievement gain of fifteen points by identifying and removing psycho-social, physical, and or educational barriers, which impede academic success.  Establish a School Building Level Committee (SBLC) at every school in the district  Provide ongoing training in implementing an effective SBLC in order to keep the District in compliance with 504 and ADAAA guidelines  Provide training according to Bulletin 1903, in order to keep the District in compliance with the Louisiana Dyslexia Law. By 2020, the percentage of Lafayette Parish students needing academic Response to Intervention (RtI) will decrease by 5 percentage points as identified by Coordinated School Health/SBLC Teams.  Research and purchase technology-based universal screener and progress monitoring program to identify students needing academic RtI in both reading and/or math  Research and purchase intervention computer programs to address deficit skills in students identified working below benchmark in both reading and/or math  Continue to assist schools with the implementation of Academic RtI process


Page 37


2Vision 020

By 2020, the percentage of Student Discipline Referrals will decrease by 5 percentage points.  Behavior plans will be written, implemented and tracked in Review 360 for students needing Behavior RtI  SBLC will refer students to School Counselors/Social Workers as needed  Continue to assist schools with the implementation of Behavior RtI By 2020, the Health Services Department will increase student access to school health care thus decreasing students’ time home for illness by 10%.  Explore a partnership with FQHC (Federally Qualified Health Center) to expand schoolbased health center programs and the expansion of tele-medicine programs  Explore the possibility of upgrading or adding nursing stations at each school site to ensure the nursing staff can provide basic student care while guaranteeing student privacy  Employ additional full-time RNs to bring the staffing ratio to the nationally recognized ratio of 1:750  Employ a Director of Nursing and Nursing Educator Virtual Learning By 2020, eCampus K-12 Virtual Academy will serve as a leading online education provider for Louisiana students creating a comprehensive, high-quality alternative to existing virtual schools. By 2020, eCampus will function as the primary system within Lafayette Parish for both grade and credit recovery enabling students to advance academically and ultimately graduate with their cohort.  

Existing eCampus teachers will transition from their current credit recovery roles to complete management of our district’s eCampus K-12 Virtual Academy Increase courseware licenses for use at more than 20 school sites/programs within our district including eCampus K-12 Virtual Academy


Page 38

2Vision 020


Focus Area 3: Professional Development Vision Lafayette Parish School System will engage in meaningful professional development to provide an engaged and personalized learning environment to improve student learning.

About this Focus The Lafayette Parish School System provides resources and services in all schools to ensure success for all students. District level professional development is embedded in the instructional calendar while school-based professional development is embedded in a school’s master schedule and delivered through Professional Learning Communities meetings (PLC). PLCs meet both informally and formally with collaboration across grade levels and content areas. Staff members promote discussion about student learning and the conditions that support student learning. Data is often used to drive the discussions. Each school has a School Building Level Committee (SBLC) that ensures students receive the proper individual, social, emotional, physical, and academic attention. Professional development is often designed around the specific needs of students at a school site. While curriculum, instruction, and assessment preparation are essential, so are addressing behavioral and emotional concerns. Schools that are identified as Title 1 receive additional financial assistance to address the needs of their school. This includes professional and student assistance with Scientific Learning Fast ForWord and Reading Assistant site licenses; instructional leadership support from National SAMs Innovation Project; professional development for staff with The Leader In Me; and staff attendance at national institutes, conferences, and conventions. Lafayette Parish School System is also rich in providing support to teachers through school level administrators, instructional strategists, data analysts, and counselors. District level support includes social workers, pupil appraisal teams, nurses, instructional coaches, and specialists. The directors of elementary and middle/high schools support the schools’ administrative teams with instructional leadership and site-based management. To ensure that the instructional staff has the tools and skills necessary for students to perform at the required levels of achievement, professional development is essential. Whether through attendance at conferences or book studies, the following nationally recognized, research-based authors have been utilized for professional development:  Leadership development from Luis Cruz, Heidi Hayes Jacobs, Kenneth Williams, and Anthony Muhammad.  Best grading practices from Douglas Reeves, Thomas Guskey, Michael Fullan, and Robert Marzano.


Page 39


   

2Vision 020

Differentiated instruction from Carol Ann Tomlinson and Jay McTighe. Professional learning community by Richard and Rebecca DuFour, Robert Eaker, Thomas Many, and Phil Warrick. Response to intervention is supported by Mike Mattos, Austin Buffum, Chris Weber, and Luis Cruz. Cultural diversity from Ruby Payne, Eric Jensen, and David Bell.

Teachers and professional staff are afforded several professional development opportunities to enhance their expertise, gain additional certifications and credentials to provide students with College and Career Readiness. This includes Work Force Development with Career Pathways and Jump Start; WorkKeys and ACT assessments; Advanced Placement instruction; and CLEP and AP testing. Staff members also participate in summer institutes in Career and Technical Education to advance their skills.


Page 40

2Vision 020


Focus Area 4: Technology Vision Lafayette Parish School System will provide an infrastructure that supports authentic technological learning experiences for all students.

About this Focus Technology tools and resources are instrumental in preparing students for a highly competitive, communicative, and globally collaborative workforce. Therefore, the focus of the Lafayette Parish School System Technology Department is to provide the access, tools and resources, support, and training to over 34,000 end-users that will garner personalized learning experiences for all. This focus is concentrated on a comprehensive plan to achieve Future Ready Schools by addressing three key areas: infrastructure, integration, and digital responsibility. Reliable high speed connectivity and equitable internet access devices are foundational to creating engaging personalized learning environments. Lafayette Parish School System’s infrastructure is partially funded through E-Rate. Much attention, in this federally funded program, is given to connectivity and is updated on a 5-year cycle. All 42 school sites have 10G fiber connectivity and a wireless access point in every classroom through E-Rate funding. District-funded infrastructure includes 90 central office servers housing business critical, security, and instructional software. Additionally, each school site has at least 3 servers and equipped with Windows 7 devices. Chromebooks and interactive devices are increasingly being infused into learning environments at every level. Preparing high school students to graduate college and career ready requires a robust and flexible infrastructure with provisions of ubiquitous access to connected devices. Teaching with technology allows teachers to become more collaborative and empowers them to become facilitators providing authentic learning experiences for students. Well-designed preparation and training programs are pertinent to effective integration of these powerful tools and global resources. As part of Vision 2020, the adoption of technology standards to establish best practices is the primary objective to technology integration with meaningful and engaging instruction. A properly trained and empowered teaching force is imperative to realize the full benefit and power of integrating technology in our classrooms.


Page 41


2Vision 020

To render safe and productive use of technology in schools, responsible use and digital safety are key. These agreements are the cornerstone for thriving connected schools. The School Board policy, school personnel are expected to follow the rules governing responsible use and online safety and parents to acknowledge that their child agrees to the basic care and responsibilities. In the comprehensive technology plan, Vision 2020, Transformational Change through Technology, a digital safety curriculum will be implemented and required prior to assignment of logon credentials.

State of Technology for approximately 32,000 End-Users: Currently: 6,515 Desktops; 2,841 Chromebooks; 2,327 Laptops; 436 Nooks; 615 iPADS Future 1:1 Users:  PreK – 3rd Grades: 552 classrooms = 16,560 Tablets  4th – 7th Grades: 306 classrooms and 2,298 eighth grade students = 11,478 Chromebooks  9th – 12th Grades: 6,968 Laptops

There is not a more opportune time to integrate technology in the schools than now. Technology is the tool we choose to lower barriers to create more equitable access to learning experiences for all. By 2020, the goal of Lafayette Parish School System is to provide an authentic and personalized learning experience anytime, anywhere for all students. By 2020, all students, teachers, and staff will have access to a technology network that supports anytime, anywhere learning.  Build network architectures with capacity for evolving infrastructures for learning  Ensure adequate bandwidth and wireless connectivity in and out of school  Ensure every educator and student has an appropriate connected device with academic tools and resources for global learning activities By 2020, every classroom environment will offer personalized, engaging, and empowering learning experiences that foster collaborative problem solvers and innovative thinkers.  Adopt standards for digital engagement  Employ tools, resources, and applications that cater to personalized and differentiated instruction and community engagement  Provide technology learning experiences to increase digital literacy and best communication and instructional practices  Equip every classroom with hardware that permits global real-time collaboration opportunities locally and abroad


Page 42

2Vision 020


APPENDICES 5-Year Cost Estimate Report

Focus Area 1: Data-Driven Decision Making Data-Driven Decision Making 5-Year Total

$1,350,000

Accountability, Research, and Evaluation Department By 2020, the Accountability, Research, and Evaluation Department will expand its comprehensive process to collect, verify, analyze, and distribute performance information that will continuously evaluate student, teacher, school, and district academic results to ensure a 15 point increase in its District Performance Score.

$1,350,000

Focus Area 2: Curriculum and Instruction Curriculum and Instruction 5-Year Total

$43,345,469

Early Childhood Early Childhood

$6,849,400

By 2020, 100% of Lafayette Parish’s at-risk children birth to 5 will be given the opportunity to attend a high quality child care and education early learning center (Early Head Start, Head Start, Lafayette Parish Pre-K, NECSD, and Type III Licensed Child Care Centers).

$2,150,000

By 2020, 65% of students will enter Kindergarten at or above Benchmark in First Sound Fluency based on DIBELS-next.

$3,017,200

By 2020, LPSS will increase the average district subtest score on the Pre-K Spring DSC to 85% or higher in math concepts.

$1,682,200

Curriculum and Instruction English Language Arts

$7,930,000

By 2020, 80% of the K-8 students will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment in Reading and Language.

$6,730,000

By 2020, the average percent proficient for End of Course exams for English I and English II will increase 7.5 percentage points, ensuring students have the reading and writing skills necessary for college and career readiness.

$600,000


Page 43


2Vision 020

By 2020, LPSS will increase the average district composite ACT score to 22 by achieving the correlated score in Reading on a norm-referenced assessment.

Mathematics

$600,000

$3,303,300

By 2020, 80% of students in grades K through 2 will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment.

$2,470,680

By 2020, the average percent proficient for students in grades 3 through 8, will increase 7.5 percentage points on end of year state assessments, ensuring students achieve the necessary skills for success.

Included above

By 2020, the average percent proficient for End of Course exams for Algebra I and Geometry will increase 7.5 percentage points, ensuring students have the mathematical reasoning skills necessary for college and career readiness.

$832,620

By 2020, the average district composite ACT score will increase to 22 to ensure that students have the mathematical reasoning skills necessary for college and career readiness.

Included above

Science

$3,975,720

By 2020, 80% of students in grades K through 2 will meet or exceed the 50th percentile for their grade level on a norm-referenced assessment.

$2,204,240

By 2020, the average percent proficient for students in grades 3 through 8, will increase 7.5 percentage points on end of year state assessments, ensuring students achieve the necessary skills for success.

Included above

By 2020, the average percent proficient for the End of Course exam in Biology will increase 7.5 percentage points, ensuring students have the science reasoning and problem solving skills necessary for college and career readiness.

$1,771,480

By 2020, the average district composite ACT score will increase to 22 to ensure that students have the science reasoning and problem solving skills necessary for college and career readiness.

Included above

Social Studies

$2,262,705

By 2020, 80% of students in grades K through 8 will perform at proficient or above on summative assessments with critical-thinking and problem-solving skills necessary for success in standards-based instruction.

$954,318

By 2020, the average percent proficient for End of Course exam in US History will increase 7.5 percentage points which will ensure students have the necessary social studies skills for college and career readiness.

$1,308,387

World Language / Immersion

$520,000

By 2020, immersion pathways will offer extended experiences in the language to immersion students by 250 % in Pre K and by 40% in high school.

$420,000

By 2020, the LPSS will provide instructional and evaluative support to immersion pathways in order to

$100,000


Page 44

2Vision 020


maintain the immersion student average performance on standardized tests at each immersion school site.

Health and Physical Education

$110,000

By 2020, 90% of all students will score in the Healthy Fitness Zone in cardiovascular endurance as measured by the Fitnessgram (Pacer).

$45,000

By 2020, 90% of all students will score in the Healthy Fitness Zone in muscular strength and endurance as measured on the Fitnessgram.

$65,000

The Arts

$373,480

By 2020, 100% of elementary schools will have implemented PACE and its associated coaching program to begin fully implementing arts instruction into the core curriculum.

$70,480

By 2020, 85% of the LPSS schools not currently utilizing Visual Thinking Strategies (VTS) will have implemented these strategies.

$303,000

College and Career Readiness College and Career Readiness

$801,500

By 2020, the percentage of Jump Start TOPS Tech Diploma students earning credentials in high wage, high demand areas that lead to entry level positions will increase by 75%.

$394,000

By 2020, the number of Jump Start students who participate in internships will be a minimum of 25%.

$10,000

By 2020, increase the enrollment at the W.D. and Mary Baker Smith Career Center to its capacity of 600 students.

$325,000

By 2020, the number of students earning technical and college dual enrollment credits that transfer to postsecondary institutions will increase by 2%.

$12,500

By 2020, LPSS will increase the graduation rate of academy students by 5%.

$10,000

By 2020, the district’s ACT index will increase by 2.5 points.

$25,000

By 2020, 70% of all seniors will complete one postsecondary application for a college or career choice.

$10,000

By 2020, 100% of all high school students will complete and update an Individualized Graduation Plan.

$15,000

Academic Supports and Enrichment Academic Supports

$1,246,500

By 2020, 100% of teachers of the gifted will implement research-based models for the gifted to compact and differentiate the curriculum.


$50,000

Page 45

2Vision 020


By 2020, 40% of schools in the Lafayette Parish School System will be provided with supplemental resources to implement academic interventions for students below grade level as determined by applicable ELA and mathematics assessment data to improve and increase student academic achievement.

Fast ForWord

$1,196,500

$1,527,750

By 2020, Lafayette Parish School System will implement and support Fast ForWord in 75% of its K-12 schools with fidelity.

$1,527,750

th

Included above

By 2020, 100% of Lafayette Parish School System students identified in the lowest quartile (0-25 percentile) will be using Fast ForWord with fidelity to address Reading Performance.

The Leader In Me

$2,118,024

By 2020, 80% of the elementary and middle schools in Lafayette Parish School System will offer students The Leader In Me.

Library Media Services

$2,118,024

$7,189,000

By 2020, 85% of all students will increase their reading level by one grade level per year based on the STAR Assessment.

$6,279,000

By 2020, 90% of all schools will score a school average of 80% on the TRAILS information literacy post-test in grades 3, 6 and 9.

$910,000

Grading and Assessments

$32,890

By 2020, 100% of the Lafayette Parish School System staff will apply unified grading practices in assessing student learning.

SAMs

$32,890

$551,200

By 2020, 50% of the schools in Lafayette Parish School System will be a SAM site.

English as a Second Language (ESL)

$551,200

$770,000

By 2020, 80% of teachers in ESL teaching positions will be ESL Certified.

$20,000

By 2020, 100% of each grade level will include at least 1 ESL sheltered class.

$750,000

Adult Education

$25,000

By 2020, the percentage of adult education students transitioning into post-secondary education or employment will increase by 5%.

$25,000

By 2020, the number of High School Equivalency completers will increase by 10% each year.

Virtual Learning

$0

$106,000


Page 46

2Vision 020


By 2020, eCampus K-12 Virtual Academy will serve as a leading online education provider for Louisiana students creating a comprehensive, high-quality alternative to existing virtual schools.

Coordinated School Health

$106,000

$3,653,000

By 2020, Coordinated School Health/504/School Building Level Committee (SBLC) Team will assist in improving each school’s achievement gain of fifteen points by identifying and removing psychosocial, physical, and or educational barriers, which impede academic success.

$0

By 2020, the percentage of Lafayette Parish students needing academic Response to Intervention (RtI) will decrease by 5 percentage points as identified by Coordinated School Health/SBLC Teams.

$200,000

By 2020, the percentage of Student Discipline Referrals will decrease by 5 percentage points.

$480,000

By 2020, the Health Services Department will increase student access to school health care thus decreasing students’ time home for illness by 10%.

$2,973,000

Focus Area 3: Professional Development Embedded in Focus Area 2 Focus Area 4: Technology $10,246,240

Technology 5-Year Total By 2020, all students, teachers, and staff will have access to a technology network that supports anytime, anywhere learning.

$2,272,140

By 2020, every classroom environment will offer personalized, engaging, and empowering learning experiences that foster collaborative problem solvers and innovative thinkers.

$7,974,100

Vision 2020 $54,941,709

Total 5-Year Cost Estimate


Page 47

2Vision 020


STAKEHOLDERS

Data Driven Decision Making Tom Spencer

Director of Accountability, Research and Evaluation

LPSS

School Improvement Strategist

LPSS

Performance Data Specialist

LPSS

Assessment Data Coordinator

LPSS

Karen Sheppard

District Data Specialist

LPSS

Randy Bernard

ELA Academic Specialist 6-12

LPSS

Stephane Bordelon

ELA Academic Specialist K-5

LPSS

Latikka Magee

Federal Programs Director

LPSS

Annette Samec

Chief Academic Officer

LPSS

Donald Aguillard

Superintendent

LPSS

Chief Administrative Officer

LPSS

Dina Haj Wendy Baudoin Laurie Rees

Joe Craig Ken Roebuck LaShona Dickerson Brian Hebert Jeremy Hidalgo

Principal

Carencro High

Technology Director

LPSS

Director of Middle and High Schools

LPSS

Board Member

LPSS

Director of Early Childhood

LPSS

Early Childhood Christine Duay Mariette Hebert

Owner/Director

A-Bears Kids Only PreSchool

Paula Granger

Supervisor, On Track by 5 Child Care Resource and Referral Agency

LPSS

Kim Bourgeios

Early Childhood Resource Coordinator

LPSS

Jonathan Pearce

Owner


Sugar N Spice of Acadiana

Page 48

2Vision 020


Ginger Walker Stacy Rachel

Special Education Early Childhood Resource Coordinator

LPSS

Pupil Appraisal Supervisor

LPSS

Pat Williams

100 Black Men

Greg Davis

Director of the Cajundome

Mary Cobb

Assistant Director

Kathy Crowley Sebreana Dominque Alta Marks Leslie Jaubert Margarette Derise

100 Black Men SMILE Head Start

Early Childhood Resource Coordinator (Child Care Centers)

LPSS

Project Launch Coordinator

LDHH

Early Childhood Resource Coordinator

LPSS

Assessment Teacher

LPSS

Early Head Start Director & Administrative Coordinator

United Way of Acadiana

Curriculum and Instruction Annette Samec


LPSS

Director of Elementary Schools

LPSS

Bobby Badeaux

Director of Physical Education and Social Studies

LPSS

Randy Bernard

Academic Specialist

LPSS

Adrienne Bodin

Instructional Coach

LPSS

Stephane Bordelon

Academic Specialist

LPSS

Kathy Aloisio

Dr. Sally Donlon

Assistant Dean, College of Liberal Arts

UL-Lafayette

Amy Fontenot

Homeless Education Coordinator

LPSS

Verity French

Instructional Coach

LPSS

Laurie Godshall

Instructional Coach

LPSS

Denise Hebert

Instructional Strategist

Pat Hanisee

Youngsville Middle

Academic Specialist


LPSS

Page 49

2Vision 020


Paula Landry

Instructional Coach

LPSS

Claire Leger

Assistant Principal

Youngsville Middle

Ryan Martin

Teacher

Scott Middle

Monica Machno

Instructional Coach

LPSS

Miko McDaniel

Instructional Coach

LPSS

Suzanne Prince

Instructional Coach

LPSS

Virginia Rabalais

Adult Education Specialist

LPSS

Dr. Peter Sheppard

Department Chair, Department of Curriculum and Instruction

UL-Lafayette

World Language Immersion Sabrina Benazzouz

French Teacher

Sandra Billeaudeau

District Planning Administrator

LPSS

World Language Specialist

LPSS

Justin Centanni

Board member/Immersion parent

LPSS

David Cheramie

CEO

Nicole Boudreaux

Peggy Feehan

Immersion Specialist

Taylor Gmaz

Chinese Immersion Parent

Myrtle Place Elem

Vermilionville CODOFIL Plantation Elem

Philippe Gustin

Director

Centre International de Lafayette

Michelle Haj-Broussard

Professor

UL-Lafayette

Terri Hammatt

World Language Consultant

Caroline Huey

Professor

Robin Olivier

Schools of Choice Director

Steven Ortego

State Representative

Vanessa Paredes

Spanish Immersion Parent

LDOE UL-Lafayette LPSS Legislature Acadiana Council for Language Arts


Page 50

2Vision 020


Annette Samec


LPSS

Patricia Thompson

Immersion School Principal

Myrtle Place Elem

Maria Tordera

Spanish Immersion Teacher

Alice Boucher Elem

Art Paget Guidry

Art/Music Academic Specialist

Pamela Pry

Visual Art Teacher

Robin Hochkeppel Ralph Bourque

Band Director

LPSS Broussard Middle Edgar Martin Middle

Talented Visual Arts Teacher

Karen Derouen

LPSS

Gifted Supervisor

LPSS

Bree Sargent

Education Director

Acadiana Center for the Arts

Paige Krause

Outreach Director

Acadiana Center for the Arts

Hector LaSala

School of Architecture & Design

Cissy Whipp

Dance Teacher

Joe Craig

UL -Lafayette J Wallace James Elem

Chief Administrative Officer

LPSS

Thetis Cusimano

Retired Teacher

Community

Amanda Newbery

Talented Theater Teacher

LPSS

Kathy Aloisio

Director of Elementary Schools

LPSS

Traci Aucoin

Project Director – GEAR UP

LPSS

Randy Bernard

ELA Academic Specialist 6-12

LPSS

Stephanie Bordelon

ELA Academic Specialist K-5

LPSS

Academic Supports and Enrichment

Gina Cahee Christy Coffey

Owner and Operator Parent

Principal’s List Preschools Westside Elementary


Page 51

2Vision 020


Pam Dehm

504/RTI Coordinator

LPSS

Lisa Duhon

504/Dyslexia Content Instructional Coach

LPSS

Amy Fontenot

Parent Involvement/Homeless Education Coordinator

LPSS

Sharona Frances- Meche Steve Fruge

Parent

Lafayette High

Child Welfare and Attendance Supervisor

LPSS

Jamilah Hicks

Principal

Cherie Garrett

School Psychologist

LPSS

Penny Gennuso

Retired Math/Science Specialist

LPSS

Kelly Gonzalez

Parental Involvement Coordinator

LPSS

Ronald Johnnie

Assistant Principal

Latikka Magee

Director of Federal Programs

LPSS

Stacy Rachal

Pupil Appraisal Team Leader

LPSS

RN Supervisor

LPSS

Sharon Richard

JW Faulk Elementary

Lafayette High

Ken Roebuck

Principal

Carencro High

Angela Trahan

Assistant Director of Federal Programs

LPSS


LPSS

Karen Goodly

Instructional Content Coach

LPSS

Nicole Davis

Family Literacy Coordinator

LPSS

Transition Teacher

LPSS

Data

LPSS

Brandon Rousseau

Teacher

LPSS

Angella Walker

Teacher

LPSS

Adult Education Virginia L. Rabalais

Ellen Castellanos Pam Frederick

ESL


Page 52

2Vision 020


Cindy Duhon

Principal

Broadmoor Elem

Kathleen Schott-Espinoza

Professor

UL, Senior Instructor of Geography

Editor

La Revista Magazine

Frida Felix Kathy Lewis

ESL Teacher

Susana Herrera

Broadmoor Elem Bilingual Assistant

SJ Montgomery Elem. Blanca Espinosa

ESL Parent

Ridge Elem & Judice Mid

Monica Perry

ESL Curriculum Coordinator

LPSS

Janie Ellison

ESL Program Administrator

LPSS

Schools of Choice Robin Olivier

Director of Career and Technical Education

LPSS

Stephanie Bennett

Academy of Business/Hospitality Director

LPSS

Retired Administrator

LPSS

World Language Academic Specialist

LPSS

Principal

ECA

Brandi Clay

Academy of Environmental Science Director

LPSS

Jeff Debetaz

Principal

Paget Guidry

Art & Music Academic Specialist

LPSS

Brian Hebert

Director Middle/Secondary Schools

LPSS

Beverly Breaux Nicole Boudreaux Anne Castille

Tim Howat

Parent

David Thibodaux STEM

Lafayette Surgical Specialty Hospital Materials Manager


Page 53

2Vision 020


Mia Lemaire

Principal

L Leo Judice Elem

Jennifer Morrow

Academy of Health Sciences Director

Lafayette High

Jada Washington

Academy of Health Sciences Student

Lafayette High

Barbara Pippin

Enrollment/Recruitment Specialist

LPSS

Dana Schmersahl

Principal

J W James Elem

Shannon Thomas

Biomedical Academy Director

Carencro Middle

Career/Technical Education Paul Bourgeois DeWayne Bowie Beverly Breaux Cortney Boutte Breaux

College & Career Transition Coordinator

SLCC

Vice President for Enrollment Management

UL-L


LPSS

Interim WDB Executive Administrator

Lafayette Workforce Investment Board

Robbie Bush

President

Uniglobe Associated Travel

Alicia Caesar

Principal

W D Mary Baker Smith Career Center

Sherri Campbell

Teacher


Jeff Debetaz

Principal


Phyllis Dupuis


La Technical College

Dixie Guilbeau

Career Coordinator Coach

LPSS

Brian Hebert

Director Middle/Secondary Schools

LPSS

Tonya Hebert

Counselor

Nancy Kinchen

Program Coordinator

SLCC

Ryan LaGrange

Director Workforce Development

LEDA


Carencro High

Page 54

2Vision 020


Karen Martin

Retired Educator

Andre Mitchell

Schilling Distributor

Dawn Morrison

School Board Member

Tyler Oliva

Learning & Development Manager

Vincent Pierre

Parent

Francis Richard

Counselor

LPSS Human Resource Director LPSS Frank’s International La House of Representatives W D Mary Baker Smith Career Center

Technology LaShona Dickerson

Technology Director

LPSS

Joe Craig

Technology Director

LPSS

Justin Centanni

Board Member

LPSS

Erick Knezek

Board Member

LPSS

Lindsey Keely

Instructional Technology Coordinator

LPSS

Brian Butler

Information Systems Supervisor

LPSS

Tia Trahan

Principal

Kyle Bordelon Penny Gennuso Candy Kelly Claire Trouard

Milton Elem/Mid

Facilities and Operations Director

LPSS

Retired Math/Science Specialist

LPSS

Principal

Scott Middle

AOIT Academy Director

Carencro High

Doug Menefee Brian Dore Debra Billeaud

UL-L Informational Technology Manger Owner/IT

Billeaud Technology

Kade Lejeune Mary Morrison Ashton Langlinais

DST Systems Board Member

LPSS WOW Technologies


Page 55

2Vision 020


Alternative Education Diane Andrus

Exiting Pathways/Connections Coordinator

LPSS

Randy Bernard

Special Ed Academic Specialist

LPSS

Karen Goodly

Instructional Coach

LPSS

Laurie Goodshall

ELA Instructional Coach

LPSS

Virginia Rabalais


LPSS

Bart Thibodeaux

Director Special Education

LPSS

Tonya Wiltz

Assistant Principal

N P Moss Preparatory

Library Media Services Patrick Hanisee

Library Science Specialist

LPSS

Kristy Sturm

Librarian

Edgar Martin Middle

Jade Calais

Librarian

Acadiana High

Sonjie Fontenot Amy Wander

Assistant Principal Youth Services Manager, Main Branch

Edgar Martin Middle Lafayette Public Library

*Special thanks to the members of One Acadiana, United Way of Acadiana, and LaPESC for their comments and suggestions during the review process and revisions.


Page 56

2Vision 020


CLOSING THE ACHIEVEMENT GAP – LPSS INITIATIVES  Early Childhood Education – birth to 5 years of age – includes LPSS Pre-K and services provided to childcare providers resulting in equitable services for all participating children  Pre-K teacher accountability for teaching the required skills – for both LPSS Pre-K teachers and those providing services at childcare centers  Targeted Kindergarten services for students significantly behind in development with a reduced pupil/teacher ratio  Individualized/small group instruction daily – intensified during Response to Intervention  Explicit instruction in whole group setting – especially in Emerging Schools (SPS of “D or F”)  Identified best-instructional practices for children of poverty – inquiry learning (exploratory and investigative), backward design (starting with the end in mind), and cooperative learning  Fast ForWord to build cognitive skills for students in K-10  School Improvement Administrator and Academic Auditor to work extensively with administrators, teachers and staff regarding instructional strategies specifically at the three lowest performing elementary schools  Implementation of NWEA (Northwest Evaluation Association) MAP (Measure of Academic Progress) – K-10 assessments (3 times a year) that project proficiency on high stakes assessments and provides staff with individual growth targets and provides information regarding academic strengths and deficiencies for targeting differentiated instruction  Sub-group data for targeted instruction with tutors or para-professional support  Lower the pupil/teacher ratio for Emerging Schools and provide priority hiring for those schools  K-8 ELA / math Professional Development focused on standards-based instruction, research-based best practices, and differentiated instruction  Professional development based on relationship and character building strategies  The Leader in Me – improved attendance rates, decreased discipline referrals, students setting goals based on understanding their own data, character education, relationship building, and high expectations  Provide extended day and extended year learning opportunities to improve mastery of skills for promotion, thus reducing over-age retentions  Provide ESL (English as a Second Language) services to students at a young age to mainstream them into a regular classroom prior to state assessments  40% of administrators’ time is spent observing instructional practices in the classroom, providing feedback, and leading discussions  Believe and Prepare grant for providing full year student interns and providing principal instructional leadership opportunities  Special partnerships from United Way of Acadiana for Readers and The Leader In Me; Gear Up support for instructional, academic, and educational support; Foster


Page 57


 

   

2Vision 020

Grandparents for classroom support; AmeriCorp for classroom instructional support; Big Brothers / Sisters for homework support and mentoring Increased number of activities and field trips focused on college and career choices Literacy – specific methodology for teaching the complexities of reading and writing; differentiated instruction accomplished by small group instruction; writing embedded in reading assignments in all curricula areas; increased emphasis on the comprehension of non-fiction; teachers modeling reading and writing processes Mathematics – conceptual and abstract teaching strategies; use of manipulatives and art; hands-on exploratory learning; increased teacher modeling Social studies – infused with literacy-based and critical thinking skills; increased art exploration with Visual Thinking Strategies; increase exposure to historical events through the use of technology Science –inquiry based, exploratory activities; hands-on; real-world connections; and informal writing Technology – use of technology to enhance learning; building background knowledge and vocabulary through technology; virtual field trips; educational videos and visuals


Page 58


2Vision 020

Art work complete by a Lafayette Parish School System high school student 2016.


Page 59