SCHOOL IMPROVEMENT DATA REVIEW

LOUISIANA SCHOOL ACCOUNTABILITY DATA

PHILOSOPHY

The faculty and staff of Larose-Cut Off Junior High School realize the importance of a well thought-out philosophy for educating each student as an individual and as a member of our society. We also recognize the need to insure that each student is given every opportunity for reaching his or her intellectual potential; therefore, the emotional, intellectual, physical, civic, and social growth and development of each child is our primary concern.

The students of Larose-Cut Off Junior High School are in a period of transition from childhood to adolescence. It is the duty of the faculty and staff to recognize the importance of these formative years and to provide models of support and guidance and leadership to make this transition as smooth as possible. it is also the duty of the faculty and staff to encourage the parents/guardians to continue to promote the value of education in the home. Furthermore, it is the duty of the faculty and staff to always be aware of the constantly changing social environment and to provide appropriate and realistic educational experiences for our students so that they will have the chance to succeed in out ever-changing world.The courses that we offer are structured to meet the diversified needs of each student as he or she progresses into the 21st century. The faculty and staff are mindful of effectively presenting the subject matter so that understanding complexity, information-processing skills, conceptualizing skills, and learning from experience become the center of all courses.

The school and community accept the challenge of incorporating into the total learning experience the fundamentals of patriotism and citizenship to help students function efficiently in society. The school and community must also instill in each child respect for the rights of others and tolerance for different viewpoints and cultures.

In conclusion, the faculty and staff recognize that junior high education today consists of student obedience to the teacher, as well as self-expression; silence, as well as participation; recitation, as well as discussion; memorization of facts, as well as discovery; and competition, as well as cooperation. These seemingly contradictory skills are essential for providing a balanced education to the child who will live in a new century of technology. We believe that these experiences will allow the students of Larose-Cut Off Junior High to achieve goals that are idealistic, yet realistically within their unique capabilities.

OBJECTIVES

1. To develop in each student an analytical, critical and inquiring mind.
   
2. To develop in the student an awareness of the world of work through vocational courses and guidance.
   
3. To encourage students to develop good health habits and potential physical
   
4. To provide students and the community with facts concerning the ill effects of substance abuse.
   
5. To create an atmosphere which is conducive to good learning.
   
6. To instill a sense of responsibility within each student.
   
7. To provide guidance which will lead the student to establish good behavior patterns based upon moral and spiritual values.
   
8. To help the student develop patriotism through a better understanding of our democratic way of life.
   
9. To develop in the student skill and appreciation and appreciation for the fine arts.
   
10. To establish and encourage parent/guardian knowledge of, concern for, and participation in his/her student's education.
    
11. To identify those students not working to their academic potential and provide interventions which will allow them to succeed.
    
12. To identify those students working above the academic standards and provide them with an atmosphere of enrichment.

MISSION STATEMENT: To provide the student with a productive learning atmosphere that builds an academic and emotional bridge between elementary and high school and establishes pathways to career explorations.

VISION STATEMENT: To become a school that incorporates the best traditional teaching strategies, the best innovative curriculum ideas, modern technology, and creative teaching methods in order to produce successful, responsible life-long learners.

GUIDING PRINCIPLES:

1. All students can learn.
2. All students must succeed at something everyday either in academics, physical education, arts, or exploratory courses.
3. All students must share the responsibility for learning.
4. All students must engage in behaviors that are in their best interests and the best interests of others.
5. All parents must promote the value of education.
6. All parents must take the responsibility for their child's education.
7. All faculty and staff must share the responsibility for student learning.
8. All faculty and staff must discipline inappropriate behavior in a fair, understanding, and consistent manner.
9. All faculty and staff must be role models of support, guidance, and responsibility.
10. All members of the education community must respect the rights of others and be tolerant of different viewpoints.
11. The community must understand the needs of the school and share the responsibility for student learning.
    

INTRODUCTION

The rational behind the goals and objectives stated in this plan were developed from a multiplicity of assessment sources including our Louisiana Progress Profile (1991- 1996), the report of the Visiting Committee for Southern Association of Colleges and Schools (SACS, 1995), the Comprehensive Assessment of School Environments Information Management System (CASE-IMS, 1995), CRT and NRT test results from the Louisiana Educational Assessment Program (LEAP) and California Achievement Test (CAT), and parents, students, and teachers in year long discussions. Most of the recommendations for school goals and objectives arise directly from one of these sources, although each goal does not contain a specific needs assessment.

AREA: Community Involvement

SCHOOL GOAL 1: To Increase Scope and

Range in the Partners in Education Program

Statement of Current Conditions:

Since the inception of the Partners in Education Program began in Lafourche Parish, L.C.O. has struggled to define its role in our school's culture. With the CASE-IMS and the shareholders' discussion groups, this role has come more sharply into focus. We presently have one "named" partner and one who wishes to remain anonymous. Our efforts to develop this area will center around gaining partners who will directly contribute personnel and expertise toward building our career/occupational awareness

 Rational/Assumptions:

The faculty School Improvement Committee found a profound need in our students to experience more of the "real" world of work and its direct correlation to the learning tasks being presented in every class room. Also, the CASE-IMS study pointed directly to the need to develop and/or expand "...a program which encourages a close working relationship between the school and a business or agency partnership."

Inhibitors or Roadblocks:

Cooperation of local businesses - Release time for partner's employees to participate in "speakers" program - Funding to allow field trips to partner's business sites.

AREA: Student Achievement

SCHOOL GOAL 2: To increase student

achievement so the students at L.C.O. will compete at the

highest levels local and national tests.

Statement of Current Conditions:

Since the inception of the Louisiana Educational Assessment Test, L.C.O. students have scored above the state and district average scores. In fact, in 1996 and 1997, L.C.O. was awarded certificates from the Louisiana State Board of Elementary and Secondary Education and the Louisiana Department of Education for "Scholastic Growth." Even though L.C.O has maintained high scores, there is a segment of our population that has consistently scored below state and district averages: The SDPU and Limited English Proficiency. Furthermore, our California Achievement Test scores reflect that our average National Percentile Rank over the past four years on the total battery has been 52%. Since 1990, we have had in place a minimal program to address test taking skills. We also target specific skill areas that our testing committee deems necessary from a review from last year's tests.

Rational/Assumptions:

The LEAP scores reflect that although 97%of our regular education students pass the language and math, our SDRI special education students only attained a passing percentage of 76% in language and 60% in math. Also, our limited English proficiency students only attained a passing percentage of 67% in language. Furthermore, these same two sub-groups performed mostly at the 1st quartile in language on the NRT. Teachers, now tutoring on a limited basis because of time and no funds, believe that additional tutoring sessions, strict adherence to attendance laws, and more time and materials to Prepare students for the tests are necessary.

Inhibitors or Roadblocks:

Release time to prepare an appropriate testing program - materials and supplies - staff development - funds for after school tutors - literature for parents to understand their role in student achievement - computer lab - more tutorial software - parent involvement

AREA: Learning Environment

SCHOOL GOAL 3: Provide a learning

atmosphere conducive to teaching and learning

Statement of Current Conditions:

The present circumstances in the metaphysical milieu of L.C.O. are of an average nature for a junior high school full of transitional adolescents. Students are neither pleased nor displeased with the school's atmosphere. We have programs and events that attempt to elevate the teachers' and students' attitudes about the school climate, but they seem to fall short of expectations.

Rational/Assumptions:

The parent, student, teacher survey used to view the schools perceptions by its shareholders for the SACS Visiting Committee clearly shows that L.C.O. is on the right track in creating an atmosphere that is conducive to learning, but that we are not quite there. The need to recognize excellence in students and teachers was directly uncovered by the SACS survey and the CASE-IMS study. Furthermore, Little (1987) states that for teachers to work effectively together, "the accomplishments of individuals and groups must be recognized and celebrated" (p.514). Blase and Kirby (1992) go further to state that they found praise from administration was the most frequently cited source of good feelings, and that most teachers have unfulfilled needs for recognition and approval. In addition to teachers' needs, the students also need certain climate conditions to achieve the goals we set for them. Freeman and Arth in the September issue of School in the Middle suggest that to develop a balanced school climate a school must "...provide all students groups equal access to social recognition..." and "...promote student involvement in areas that strengthen self-concept, not just academics."

Inhibitors or Roadblocks:

Training for "Peer Mediators" - Release time for facilitation of"Peer Mediation" - Lack of survey to measure attitudes - Funding for rewards/incentives.

Area: Learning Environment

SCHOOL GOAL 4: provide a learning

atmosphere conducive to teaching and learning by a

transition to the middle school concept.

 Statement of Current Conditions:

For two years, L.C.O. has been researching the possibility of converting to the national concept for middle schools. Trips have been take to exemplary middle schools, middle school conventions have been attended, and discussions with the Superintendent and Supervisor of Middle Schools have be conducted. A schedule for putting the middles school concept has been developed for L.C.O. In-service meetings with faculty have been conducted to discuss and receive suggestions for the transition from junior high school to middle school. Community meetings have been held to discuss and receive suggestions about the transition to a middle school .

Rational/Assumptions:

According to Turning Points for Louisiana: A blueprint for quality Middle Schools, transforming our existing structure to educate young adolescents into middle level schools "...is essential if we are to prepare Louisiana's young adolescents for the 21st century." Turning Points suggests that the following be present in any restructuring toward a middle school concept: interdisciplinary team teaching, advisor/advisee program, cooperative planning for teacher teams and cooperative learning for students, a balanced academic curriculum with a wide range of exploratory activities, reducing p/t ratio to provide for team planning periods, create blocks of instructional time and eliminate fixed time constraints, and counseling services by certified staff an appropriate ratio. Turning Points concludes by stating that only when the above conditions are fully implemented "...the prob>

Transfer interrupted!

Inhibitors or Roadblocks:

Cooperation of L.E.A. - staff development for teachers in block teaching,interdisciplinary pedagogue, authentic assessment, and advisor/advisee program - extra teaching staff- teachers for exploratory curriculum - physical plant modifications.

School Action Plan

Goal: 1   To increase scope and range in the "Partners in Education" Program

Criterias for evaluation of Goal: The number of new partners will increase.   More business partners will be used as speakers and will participate more completely in vocational needs of the school.

Goal: 2  To increase student achievement so the students at L.C.O. will compete at the highest levels on state (CRT) and national (NRT) tests.

Criteria for evaluation of Goal:  The L.E.A.P. scores for regular education students will average 96% or better for both math and language.  For special sub-groups (LEP-Special Education, etc.), scores will raise to district levels for both language and math.  The scores for ITBS will be maintained at district level or above with a yearly reduction of the number of sub-groups students in the lowest quartile.

Goal 3: Provide a learning atmosphere conducive to teaching and learning.

Criteria for evaluation of Goal: L.C.O. policies, curriculum, and climate will score a satisfactory from facility and staff, students, parents,and community on a school climate survey instrument.

Goal:  4  Provide a learning atmosphere conducive to teaching and learning by implementing a transition to the middle school concept.

Criterias for evaluation of Goal:   L.C.O. will have a flexible block schedule that allows for interdisciplinary teaching, exploratory activities will be expanded, an advisor/advisee program will exist, an emphasis on the acquisition of basic skill will be reflected in NRT and CRT scores above the district level, and the school climate will be recognized by staff, students, parents, and the community as satisfactory

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