ࡱ>  LN?@ABCDEFGHIJKU@ ~bjbj 7"u!  fff8" !2@ r42t2<$Re~ R*^RReeeR,^ eReefJ< N r& p2S'fWxbBI0!HY r rZ ̑nre-\ 9nnn "D&e " SCHOOL IMPROVEMENT PLAN Folsom Jr. High  Gayle G. Sloan Superintendent Sharon S. Garrett, Principal October 2004 DISTRICT ASSURANCE For schools in School Improvement, and for schools with CSRP models, I hereby certify that this plan was developed with the assistance of a District Assistance Team in collaboration with the School Improvement Team and/or School Support Team, as applicable. I hereby certify that this plan was designed to improve student achievement, with input from all stakeholders. I assure that the school level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated in the writing of the plan. I hereby certify that this plan has all of the following components as required in Bulletin 741: A statement of the school's beliefs, vision, and mission A comprehensive needs assessment, which includes the following quantitative and qualitative data: Student academic performances on standardized achievement tests (both CRT, NRT) and performance/authentic assessment disaggregated by grade vs. content vs. exceptionality Demographic indicators of the community and school to include socioeconomic factors School human and material resource summary, to include teacher demographic indicators and capital outlay factors Interviews with stakeholders: principals, teachers, students, parents Student and teacher focus groups Questionnaires with stakeholders (principals, teachers, students, parents) measuring conceptual domains outlined in school effectiveness/reform research Classroom observations Measurable objectives and benchmarks Effective scientifically-based methods and strategies Parental and community involvement activities Professional development component aligned with assessed needs External technical support and assistance Evaluation strategies Coordination of resources and analysis of school budget (possible redirection of funds) Action plan with timelines and specific activities I further certify that the information contained in this assurance is true and correct to the best of my knowledge. _______________________________________ _______________________________________ Superintendent's signature Principal's signature _______________________________________ _______________________________________ District Assistance Team Leader Chair, School Improvement Team ___________________________________ ________________________________ ___________________________________ _________________________________ District Assistance Team Members ASSURANCE OF FACULTY REVIEW OF SCHOOL IMPROVEMENT PLAN The following faculty members have reviewed the School Improvement Plan and have discussed their part in implementing it. NAMETITLE/POSITIONSIGNATUREBarnes, MaryCounselorBarry, CaraTeacherBateman, LindaLibrarianBeatty, PhyllisTeacherBrown, MarjorieTeacherBryant, Jerri AnnTeacherCore, RayTeacherDaull, SherriTeacherFortier, MurielTeacherGalloway, RebeccaTeacherDe la Garza, JenniferTeacherHano, LeslieResource Helping TeacherJoiner, LindaTeacherMcNeil, JuneTeacherMathies, IrmaTeacherNettles, JudithTeacherNordgren, CynthiaTeacherPalmisano, KimSpecial Education TeacherNewman, LindaSpecial Education TeacherGarrett, SharonPrincipalWallsten, KarenTeacherPerkins, DiedreTeacherMcClendon, PatriciaTeacherPegues, PamelaTeacher BELIEFS STATEMENT All students can succeed in learning with a variety of instructional approaches to support their learning. Administrators, teachers, staff, parents, community members, and students share in the accountability for providing a supportive learning environment within our school. The curriculum and instructional strategies are designed with clear goals and high expectations with emphasis on student performance on test scores. Students learn in different ways and should be provided an appropriate learning environment within our school to enable students to succeed. A diverse selection of assessment tools should be utilized by teachers to evaluate student performance. Our school is committed to the continuous improvement of our students so that they may become lifelong learners. VISION STATEMENT Folsom Jr. Highs vision is to see our entire learning community reach its highest potential in all areas of life. MISSION STATEMENT Folsom Jr. High is committed to education as a life-long endeavor.  HYPERLINK \l "Stakeholders" Reference appendices for stakeholder participants SCHOOL DEMOGRAPHICS/CHARACTERISTICS A D MTotal ## Certified# Expected Vacancies# in LA Principal Internship/Induction Program for SY 04-05Principals1100 T E A C H E R S * School Non-Title ITitle ITotal % in School% Change from 2003SchoolwideTargeted Asst.HIGHLY QUALIFIED**General EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial Ed# Highly Qualified Core Academic Teachers (Subtotal)12280%40%NOT HIGHLY QUALIFIEDGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdNon-Standard *** (TAT) (OFAT) (TEP) (EP)127%40%Other 2113%20%Subtotal Not Highly Qualified3320%60%TOTAL TEACHERS (Highly Qualified and Not Highly Qualified)155 100% 100%P A R A SHIGHLY QUALIFIED**General EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial Ed# Highly Qualified Paras010%50%NOT HIGHLY QUALIFIEDGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial EdGeneral EdSpecial Ed# Not Highly Qualified Paras11100%50%Total Paraprofessionals12100% 100% * Teachers include all teaching in core academic courses (English/Reading/Language Arts; Math; Science; Civics/Government; Economics; Arts; History; Geography) ** Highly Qualified: Has met all requirements as specified by the LA Board of Elementary and Secondary Educations definition of Highly Qualified under NCLB adopted June 19, 2003. *** Temporary Authority to Teach (TAT); Out-of-Field Authorization to Teach (OFAT); Temporary Employment Permit (TEP); Emergency Permit (EP) School SupportNumber of Related Service and Support Personnel and Areas (i.e., Speech Pathologist, Social Worker): Speech Therapist, Mental Health Provider, IEP Facilitator, Pupil Appraisal RepresentativeSchool Improvement Team Members/Position: Sharon Garrett, Principal; Leslie Hano, R.H.T; Rebecca Galloway, Title I; Cynthia Nordgren, Math; Judith Nettles, English; Cindy Nebe, Parent; Carolyn Brumfield, Community MemberDistrict Assistance Team Leader and Contact # (if applicable):Distinguished Educator and Contact # (if applicable):Parish Homeless Liaison: (Contact Parish Title I Supervisor to get further information) Ann PressleyParish Homeless Liaisons Contact #: 898-3360 Learning-Intensive Networking Communities for Success (LINCS) Information (if applicable)Regional LINCS Coordinator: Content Leader(s):Content Area of Focus for School: High Schools That Work (HSTW) Site Coordinator and Contact #:Making Middle Grades Work (MMGW) Site Coordinator and Contact #:Leadership Team Members/Position at the School:  Federal/State Instructional Programs and/or Initiatives (Place a check in the status area for each program implemented at your school)Program List: (Include during and after school programs) Currently UsingProposed Program Deleted Program 21st Century Community Learning CentersBig BuddyCareer to WorkDAREX Early Reading FirstHIPPYINTECHXINTECH 2 ScienceXINTECH Social StudiesXK-3 Reading/Math InitiativeLa GEAR-UP Federal/State Instructional Programs and/or Initiatives (Place a check in the status area for each program implemented at your school)Program List: (Include during and after school programs) Currently UsingProposed Program Deleted Program LaSIP LEAD TECHLearning Intensive Networking Communities for Success (LINCS)LINCS/High Schools That Work (HSTW)LINCS/Making Middle Grades Work (MMGW)Louisiana Virtual SchoolMaking Middle Grades WorkSAGE School Tech School to WorkSchool wide Positive Behavior Interventions and Support XThe Louisiana Literacy CorpsThe Multisensory Structured Language ProgramXThe Strategic Instruction Model (SIM)XOther: Accelerated ReaderXList the Supplemental Educational Services provided for your students (Title I schools, if applicable):List the Distance Learning (i.e., web-based, satellite, etc.) courses provided for your students: School PoliciesPoliciesYesNoDiscipline PolicyXSecurity Procedures (Metal detectors, etc.)XSafe and Drug-Free Prevention ActivitiesXStudent Code of ConductXCrisis Management (Emergency/evacuation plan)X School Partnerships: (Place the name of each partner in the space provided.) University:Southern University of New Orleans, Southeastern LA UniversityTechnical Institute:Feeder School(s):Folsom Elementary & Covington HighCommunity:Business/Industry:Coca Cola Bottling CompanyPrivate Grants:Kelly Cooke, WST, Brown FoundationOther: Student InformationList the number of students in each area:Total at School# of grade 4 and aboveStudents w/ DisabilitiesGifted and Talented504Option IIILEPHomelessMigrant247247241970300Number of Households Served by School:Subgroups by EthnicityAmerican IndianAsian/Pacific IslanderBlackHispanicWhite00607180Poverty Profile# of Free/Reduced Lunch Students: 124 Percent of Free/Reduced Lunch Students: 50% Note 1. Additional community demographics and capital outlay data are located in the appendices.  HYPERLINK \l "Needs" DATA COMPREHENSIVE NEEDS ASSESSMENT SUMMARY REPORT Strengths and challenges were rank-ordered by evaluating the magnitude of the evidence in conjunction with its association with student achievement. Exogenous factors were eliminated from these results; however, they were included during the analytical phase as a contextual reference. STRENGTHSDATA SOURCE1. Mathematics scores are continually improving.Longitudinal Data Analysis; Content Standard Analysis2. White, Black, and ED subgroups are continually improving.Longitudinal Data Analysis; Content Standard Analysis; NCLB3. Teachers carefully plan for instructionObservations, Teacher snapshots, Interviews, Lesson plans SUPPORTING EVIDENCEDATA SOURCEStrength 1. More students are scoring Basic and above on LEAP & 54.5% of students showed improvement in math on ITBS.LEAP test & Iowa test scores; Longitudinal Data Analysis; Content Standard AnalysisStrength 2. White subgroup improved 52 pts. in math & 20 pts. in ELA; Black subgroup improved 8 pts. in math & 1 pt. in ELA; ED subgroup improved 46 pts. in math & 40 pts. in ELALEAP test & Iowa test scores; Longitudinal Data Analysis; Content Standard Analysis; NCLBStrength 3. 100% of the teachers showed evidence of planning on lesson plans and in the classroom.Teaching and Learning Snapshots, Lesson Plans, Observations CHALLENGESDATA SOURCE1. Students lack proficiency in ELA Standard 1: read, comprehend, and respond to a range of materials.LEAP & Iowa test scores from 03-04; Teacher Observations; Content Standard Analysis; Longitudinal Data Analysis2. Students lack proficiency in Math Standard 1: Number and Number RelationsLEAP & Iowa test scores from 03-04; Longitudinal Data Analysis, Content Standard Analysis3. Integration of technology needs to be improved.Teaching and Learning Snapshots.  SUPPORTING EVIDENCEDATA SOURCE1. Vocabulary NPR 5th grade (52), 6th grade (49), 7th grade (50); Average correct on Strand 1: 61.45 Iowa test scores from 03-04; Content Standard Analysis; Longitudinal Analysis2. Average percentage on Math Standard 1: 61 Iowa test scores from 03-04; Content Standard Analysis; Longitudinal Analysis3. 83% of Classroom teachers did not have evidence of technology.Teaching and Learning Snapshots Note 1. Supporting evidence included both quantitative and qualitative data using a standardized triangulation method specifically designed for District Assistance Teams and School Improvement Teams. The supporting evidence does not imply causal relationships. STRATEGY PLANNING WORKSHEET GOAL 1: To improve the proficiency of students among ELA Content Standard #1 read, comprehend, and respond to a range of materials.School SPS 2004: 98.2 School GT 2005: 100.4 OBJECTIVE 1: 1a: (LA Accountability) To increase, by no less than 10%, the percentage of students scoring mastery or higher as measured by the ELA component of the standards-based assessment (13% in 2004 to 23% in 2005). 1b: (NCLB) To increase by no less than 10% the percentage of students scoring proficient on the ELA component of the standards-based assessment (63.8% in 2004 to 73.8% in 2005). Black 57.1 to 67.1%; White 64.8% to 74.9%; ED 61.8% to 71.8%; SWD 25% to 48.4%. HYPERLINK \l "SBRS" SCIENTIFICALLY BASED RESEARCH STRATEGY:  Stimulate higher order thinking skills at the appropriate grade level (HOTS)ACTION PLAN EXPECTED IMPACT (Observable Change) ACTIVITIES PERSONS RESPONSIBLE TARGET AUDIENCE and TIMELINEFUNDING SOURCES OBJECT CODE COST IMPLEMENTATION AND EFFECTIVENESS (Benchmarks)123Professional development (PD) and whole faculty study groups will focus on strategies to improve vocabulary and critical thinking skills across the curriculum. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and information*Teachers will attend workshops on Thinking Maps and Strategies Of Success during the months of August, September, & October 2004. (Literacy). *Teachers will participate in Whole Faculty Study Group bimonthly to discuss and implement ways to improve vocabulary instruction and critical thinking skills. Teachers will collaborate on the use of Blooms Taxonomy in order to improve questioning techniques. Principal: Sharon Garrett RHT: Leslie Hano (facilitators) All teachers: Sherri Daull Linda Joiner Judith Nettles Pamela Pegues Betty Mathies Diedre Perkins Sissie Fortier Ray Core Rebecca Galloway June McNeil Cynthia Nordgren Cara Barry Marjorie Brown Phyllis Beatty Kim Palmisano Jerri Bryant Linda Newman Patricia McClendonAll content area teachers and study skills teachers will be trained in Thinking Maps and SIMS (18) PD Aug. 04, Sept. 04, Oct. 04 WFSG twice monthly 04-05 IMP checks via WFSG: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 EFF checks week of: 10/14/04, 12/20/04, 3/10/05 Title I 100 $1,750Implementation: The principal will review monthly teacher professional development portfolios to ensure attendance at workshops and whole faculty study groups. Effectiveness: Using the TLS, the principal will observe all teachers quarterly with emphasis on #4 & #5Teachers will encourage students to use new vocabulary words across the curriculum Teachers will encourage students to use critical thinking skills to decode new vocabulary. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and informationTeachers will present standards-based lessons designed to teach strategies on improving vocabulary and critical thinking skills. Content will specifically focus on the standards being addressed, with emphasis on ELA-1-M1. Instruction will be developmentally appropriate and focus on higher order thinking strategies that aid in the acquisition of new vocabulary. Assessment: Students will be evaluated through the use of Thinking Maps and through vocabulary tests. Motivation/Engagement: Student engagement will be maximized through the use of bell-ringers at the beginning of their ELA classes. *Teachers will engage in collaborative planning of the English language arts curriculum and time lines utilizing the GLEs and benchmarks. Teachers will utilize the Blooms Taxonomy flip charts when planning standards-based lessons on stimulating critical thinking skills and will model HOTS questioning techniques daily.Principal: Sharon Garrett RHT: Leslie Hano (facilitators) All teachers Sherri Daull Linda Joiner Judith Nettles Pamela Pegues Betty Mathies Diedre Perkins Sissie Fortier Ray Core Rebecca Galloway June McNeil Cynthia Nordgren Cara Barry Marjorie Brown Phyllis Beatty Kim Palmisano Jerri Bryant Linda Newman Patricia McClendonAll 6th, 7th, & 8th grade students beginning August 2004 and ending May 2005. IMP checks week of: 10/14/04, 12/20/04, 3/10/05, 5/16/05 EFF checks via WFSG: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05General Fund 010$200Implementation: The principal will review lesson plans and observe ELA classes once per nine weeks to look for vocabulary bell ringers and HOTS questioning. Effectiveness: During bimonthly WFSG, the teachers will review students responses pertaining to vocabulary and HOTS to plan instruction and assess attainment of targeted benchmarks.Students will be able to use higher order thinking strategies to understand vocabulary across the curriculum. Students will learn and use new vocabulary words across the curriculum. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and informationAll 6th 8th grade students will create thinking maps and other hands-on graphic organizers as part of individual and group activities to help decode vocabulary words. Students will participate in a school-wide Word-A-Day program which introduces new words into their curriculum on a daily basis. Students will respond to HOTS questioning verbally and in written form daily and on weekly tests. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies.RHT (facilitator) Leslie Hano All teachers in all subjects (18) Sherri Daull Linda Joiner Judith Nettles Pamela Pegues Betty Mathies Diedre Perkins Sissie Fortier Ray Core Rebecca Galloway June McNeil Cynthia Nordgren Cara Barry Marjorie Brown Phyllis Beatty Kim Palmisano Jerri Bryant Linda Newman Patricia McClendon All 6th, 7th, and 8th grade students will participate in using thinking maps throughout the 04-05 year. Word-A-Day will take place every school day in all 7 classes. IMP: checks via student agendas weekly from September 04-May 05 EFF: checks via observations made by principal week of: 10/14/04, 12/20/04, 3/10/05.Instruc.4180$500Implementation: The RHT will e-mail all teachers the vocabulary word to be presented each day. The principal will review lesson plans for use of thinking maps. Effectiveness: Using the TLS, the principal will observe all teachers quarterly and will note use of thinking maps in classes.Parent and community outreach activities will assist in the focus of vocabulary acquisition and critical thinking skills. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and information Monthly newsletters are mailed to all parents detailing events at the school. The schools website is updated weekly to include teacher assignments and important information. **During such events as Family Learning Night, LEAP Super Saturday, and parent/teacher conferences, parents will be given activities and resources that promote the acquisition of new vocabulary words and critical thinking skills. Community outreach is promoted using the following activities: Annual PTA dinner and Social Studies/Science Fair. The dinner is open to all residents with many businesses donating products to ensure the schools success. During the Social Studies/Science Fair, community members are invited to judge the projects and choose the winners. These events are posted on the schools website.Principal: Sharon Garrett Title I Teacher: R. Galloway (facilitator) RHT: Leslie Hano Content Area Teachers listed above (12) Newsletters (monthly from September 04 to May 05) Website (weekly) Family Learning (biannually) Community Members (November 04 January 05) IMP: checks via responses to invitations. EFF: checks via attendance sign in sheets and practice sheets at all family and community events. Title I LEAP $250 $400Implementation: The principal will approve agendas and handouts for the events to ensure the inclusion of the targeted strand ELA-1-M1. Effectiveness: The principal will use a sign-in sheet to monitor the number of parents and community members attending events. Teachers will assess participation by reviewing practice sheets given during Family Math Nights and LEAP Super Saturday to determine level of parental involvement.Technology (Tech) for teachers and students will assist in the development of higher order thinking skills and vocabulary development Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and informationTeachers and students will create graphic organizers across the curriculum using the software Inspirations. Teachers and students will also use internet resources to learn about new vocabulary words. Students will use websites such as dictionary.com to look up new vocabulary words and write down definitions, language of origin, part of speech, etc. Students will create their own vocabulary lessons using Power Point. Students will use technology tools for word processing and writing, communication, and publishing.Principal Sharon Garrett Title I Teacher R. Galloway Computer Teacher: Muriel Fortier Teachers trained in Thinking Maps Cara Barry Diedre Perkins Judith Nettles June McNeilTeachers and Students throughout the 04-05 school year. IMP checks via WFSG: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 EFF checks week of: 10/14/04, 12/20/04, 3/10/05, 5/23/05 Title I Tech.600 1104$150 $8000Implementation: The teachers will review selected student thinking maps and responses to pre-designed test questions during WFSG. Effectiveness: The principal, using the TLS, will observe teachers using appropriate software and internet resources.School Climate The amount of instruction time will be maximized by ensuring that each student has a learning environment conducive to high achievement. Information on classroom rules are provided to parents and students at the beginning of the year. The rules are posted in each classroom and are in compliance with district rules. The School-Wide Positive Behavior Support Program is still under development by the district. Our school has initiated the following activities to promote a positive behavior support program. Our discipline committee met and established a plan based upon 5 general rules and appropriate consequences which apply to all students. Teachers post the rules in their classrooms and refer to them daily. Reinforcement and reteaching occur throughout the day. Students are rewarded with a treat through a monthly Discipline Reward Party & through the Hawk Hero Reward.SWPBSG: S. Garrett B. Mathies J. Nettles M. Barnes L. HanoAll teachers and students throughout the 04-05 school year beginning 08/13/04. IMP: via faculty sign-in for SWPBS plan development meeting EFF: week of 10/14/04, 12/20/04, 3/10/05, 5/23/05 General Fund010$250Implementation: The Discipline Committee will present the policy to all teachers and students. Effectiveness: The principal will examine the number of discipline referrals given during each grading period.Reducing the Performance Gap (SWD) Special education and regular education teachers will collaborate on modifications to help special education students with content standard ELA-1-M1: vocabulary and critical thinking skills. Emphasis will be placed on: ELA-1-M1: using knowledge of word meaning and developing basic and technical vocabulary using various strategies. ELA-1-M2: Interpreting story elements and literary devices ELA-1-M3: Drawing conclusions and making inferences ELA-1-M4: Interpreting ideas and informationA master schedule will be modified to ensure a Study Skills class as an elective for SWD whose IEP warrant such intervention. SWD will attend study skills classes as an elective to focus on areas of weakness as identified by their standardized test scores. Staff teaching self-contained students will use Direct Instruction program to address student reading deficiencies. This program will be aligned in scope and sequence to both the individual needs of each student and the ELA standards. Specific emphasis will be placed on ELA-1-M1. Teachers will collaborate in WFSGs on modifications to help students. Special and regular education teachers will coordinate lessons and unit planning to address the unique SWD needs in non-special education settings. Study Skills and regular education teacher will attend workshops on SIM strategies, specifically word identification and paraphrasing. Special education students will attend study skills classes as an elective to focus on weaknesses as identified by their standardized test scores. Specific emphasis will be placed on ELA-1-M1. Teachers will collaborate in WFSGs on modifications to help students. Special Education teachers will provide folders for all reg. ed. teachers detailing modifications and accomodations.Principal: Sharon Garrett Special Ed. Teachers: L. Newman K. Palmisano J. Bryant P. McClendon All regular ed teachers Sherri Daull Linda Joiner Judith Nettles Pamela Pegues Betty Mathies Diedre Perkins Sissie Fortier Ray Core Rebecca Galloway June McNeil Cynthia Nordgren Cara Barry Marjorie Brown Phyllis Beatty IEP Facilitator: Sandy OBryant Teachers and students throughout the 04-05 school year. SIM Workshops: 8/24/04, 9/29/04, 11/10/04, 12/15/04 IMP: Framing adjusting master schedule and verifying IEP compliance EFF: week of 10/14/04, 12/20/04, 3/10/05, 5/23/05Title I1001,750Implementation: 100% of all IEPs will be in compliance with IDEA. 85% of all lesson plans will address accommodations and modifications. 25% of targeted teachers will attend SIM training. Effectiveness: The principal will monitor teachers use of modifications on lesson plans and tests. 100% of SIM trained teachers will be observed using SIM strategies each nine week period.Articulation Focus The Covington Learning Community will be focused on reviewing student data, implementing the GLEs in lesson plans, preparing for the Guaranteed Curriculum, exchanging instructional best practices and developing teacher-made (and department made) performance assessments that focus on application of knowledge at higher levels. Focus will also be upon other leadership aspects associated with implementing the districts Strategic Plan and the Superintendents vision of Good to Great. The administrative staff will participate in the Annual Administrators Retreat as a Learning Community. Representatives of the school (administrator, SIP chair, and teacher leaders) will attend a one-day data retreat at the Instructional Technology Center. This activity is designed to (a) improve communication, (b) examine student data, and (c) plan improvement activities within the school and community. Each month, the principal will attend a monthly meeting with the Superintendent and other central office staff to discuss aspects outlined in the Expected Impact column. Principals within the learning community will have time to collaborate on improvement efforts underway at their schools and future initiatives within the community. Between scheduled meetings, principals will post and collaborate information associated with Expected Impact using Blackboard. Principal: Sharon Garrett SIP Chair: Leslie Hano Teacher Leaders: Cynthia Nordgren Cara Barry Kim Palmisano Learning Community Supervisor: Denise BarnesPrincipal: Administrators Retreat (7/28/05) Data Retreat: Principal, SIP Chair, Teacher Leaders (8/25/04 & 9/22/04) Learning Community Meetings: Principal 9/01/04 10/06/04 11/3/04 12/01/04 1/05/05 2/2/05 3/2/05 4/6/05 5/4/05 Implementation: Members of the Learning Community will attend all scheduled activities so that the school is represented at all activities. Effectiveness: 100% of the schools in the Learning Community will have an approved improvement plan that addresses those aspects outlined in the Expected Impact. 98% of all discussion threads on Blackboard will be responded to by each schools principal. Discussion threads will focus on the GLEs, UbD, and performance assessment.PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGY Student performance data will be used to evaluate each selected objective and overall (aggregate) impact of the targeted strategy. The evaluative methods will comply with those criteria outlined by the Joint Committee for Educational Evaluation (Reference http://www.wmich.edu/evalctr/jc).* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content & Process) STRATEGY PLANNING WORKSHEET GOAL 2: To improve the proficiency of students among Math Content Standard #1 Number and Number Relations.School SPS 2004: 98.2 School GT 2005: 100.4 OBJECTIVE 2: 1a: (LA Accountability) To increase, by no less than 10% the percentage of students scoring mastery or higher as measured by the math portion of the standards-based assessment (11.6% in 2004 to 12.6% in 2005) 1b: (NCLB) To increase by no less than 10% the percentage of students scoring proficient on the mathematics component of the standards-based assessment (81.2% in 2004 to 91.2 in 2005). Black 57.1% to 67.1%; White 87% to 97%; ED 70.6% to 80.6%; SWD 50% to 60%. HYPERLINK \l "SBRS" SCIENTIFICALLY BASED RESEARCH STRATEGY:  Stimulate higher order thinking skills at the appropriate grade level (HOTS)ACTION PLAN EXPECTED IMPACT (Observable Change) ACTIVITIES PERSONS RESPONSIBLE TARGET AUDIENCE and TIMELINEFUNDING SOURCES OBJECT CODE COST IMPLEMENTATION AND EFFECTIVENESS (Benchmarks)123 Professional Dev. through whole faculty study groups will focus on Math Standard 1 Number and Number Relations Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problemsTeachers will attend bimonthly WFSG and plan hands-on activities with manipulatives that address Math Content Standard 1 Number and Number Relations. Teachers will also plan strategies for teaching number and number. Teachers will develop grade-level appropriate bell-ringers focused on Math Content Standard 1 Number and Number Relations. Teachers will attend parish level workshops on mathematics. Principal: Sharon Garrett RHT: Leslie Hano (facilitators) 6 math teachers: S.Daull C. Nordgren R. Galloway K. Palmisano J. McNeil P. McClendon All math teachers will participate in whole faculty study groups bimonthly from September 04 to May 05. Graphing Calculator Workshop Sept.04 6 math teachers: S.Daull C. Nordgren R. Galloway K. Palmisano J. McNeil P. McClendon IMP checks via WFSG: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 EFF: week of 10/14/04, 12/20/04, 3/10/05, 5/23/05Title I100$1,750Implementation: The principal will review monthly teacher professional development portfolios to ensure attendance at workshops and whole faculty study groups. Effectiveness: Using the TLS, the principal will observe all teachers quarterly with emphasis on #1 & #4.Teachers will encourage students to use critical thinking strategies to solve problems involving numbers and number relations. Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problemsTeachers (and selected paraprofessionals) will present standards-based lessons designed to teach students strategies to improve their understanding of numbers and number relations. Content will specifically focus on Math standard 1 Number and Number Relations. Instruction will be developmentally appropriate and focus on stimulating higher order thinking strategies that require the application of knowledge in real-life situations. Assessment: Student learning will be evaluated using school-based rubrics with emphasis on Math Standard 1. Motivation/Engagement: Student engagement on selected activities will be maximized by having initiating bell-ringers and a daily problem of the day in their math classes.Principal: Sharon Garrett RHT: Leslie Hano (facilitators) 6 math teachers: S.Daull C. Nordgren R. Galloway K. Palmisano J. McNeil P. McClendonAll 6th, 7th, & 8th grade students beginning August 2004 and ending May 2005. IMP checks via WFSG: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 EFF checks: week of 10/14/04, 12/20/04, 3/10/05, 5/23/05Title I100$400Implementation: The principal will review lesson plans and WFSG logs to check for implementation of strategies to improve number and number relations. Effectiveness: Using a predesigned, grade appropriate constructed response, all math teachers will evaluate responses involving Content Standard 1 in order to plan instruction during WFSG.The Students will be able to use manipulatives to solve complex math problems associated with Content Standard 1 - Numbers and Number Relations. Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problemsThe students will use various manipulatives during math class to solve complex math problems associated with Math Content Standard 1 Number and Number Relations. The students will work in cooperative groups in math class on various assignments related to Math Content Standard #1 Number and Number Relations. The students will participate in a problem of the day assignment focusing on higher order thinking skills as related to Content Standard #1 Number and Number Relations.Principal: Sharon Garrett 6 Math Teachers: S. Daull C. Nordgren S. Galloway K. Palmisano J. McNeil P. McClendonAll students in grades 6, 7, & 8 beginning August 2004 and ending May 2005 IMP: by 10/14/04, 12/20/04, 3/10/05, 5/23/05 EFF: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 Title I600$1,750Implementation: Using the TLS, the principal will observe all math teachers each nine week period to observe the use of cooperative groups and manipulatives in the classroom. Effectiveness: Using a predesigned, grade appropriate constructed response, all math teachers will evaluate responses in order to plan instruction during WFSG.Parental and Community outreach will assist in working with students on math skills related to numbers and number relations. Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problems Community Outreach programs will provide students with opportunities to work with members of our community.Monthly newsletters are mailed to all parents detailing events at the school. The schools website is updated weekly to include teacher assignments and important information. **During such events as Family Math Night, LEAP Super Saturday, and parent/teacher conferences, parents will be given activities and resources that promote the use of manipulatives to solve complex math problems. Community outreach is promoted using the following activities: Annual PTA dinner and Social Studies/Science Fair. The dinner is open to all residents with many businesses donating products to ensure the schools success. During the Social Studies/Science Fair, community members are invited to judge the projects and choose the winners. These events are posted on the schools website.Principal: Sharon Garrett Title I Teacher: R. Galloway Math Teachers: C. Nordgren S. Daull K. Palmisano J. McNeil P. McClendon RHT: Leslie HanoNewsletters (monthly from September 04 to May 05) Website (weekly from August 04 to May 05) Family Learning November 04 January 05 February 05 Community Members (November 04 January 05) IMP: checks via responses to invitations. EFF: checks via attendance sign in sheets and practice sheets at all family and community events. Title I LEAP600 100$250 $400Implementation: The principal will approve agendas and handouts for the events to ensure the inclusion of the targeted strand (Math Standard 1). Effectiveness: The principal will use a sign-in sheet to monitor the number of parents attending events. Teachers will assess participation by reviewing practice sheets given during Family Math Nights and LEAP Super Saturday to determine level of parental involvement.Technology for teachers and students will assist in developing Content Standard 1 - Number and Number Relations. Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problemsTeachers and students will use internet resources and math software to supplement standards-based lessons and connect the lessons with real life situations. As they use these, emphasis will be placed on Math Standard -1 Number and Number relation. Software to be used: Math for the Real World, Word Problem Square Off, and Math Blaster. Technology team will provide web sources that address Math Standard -1 Number and Number Relations.Principal Sharon Garrett Title I Teacher R. Galloway Computer Teacher: Muriel Fortier Math Teachers C. Nordgren K. Palmisano S. Daull J. McNeil P. McClendonTeachers and Students throughout the 04-05 school year. IMP: 8/12/04, 9/1/04, 10/13/04, 10/27/04, 11/10/04, 12/01/04, 12/15/04, 1/12/05, 2/16/05 EFF: by 10/14/04, 12/20/04, 3/10/05, 5/23/05 Title I Tech.600 1104$150 $8000Implementation: The teachers will review selected student responses to pre-designed test questions during bimonthly WFSG meetings. . Effectiveness: The principal, using the TLS, will observe teachers using appropriate software and internet resources.School Climate The amount of instruction time will be maximized by ensuring that each student has a learning environment conducive to high achievement. Information on classroom rules are provided to parents and students at the beginning of the year. The rules are posted in each classroom and are in compliance with district rules. The School-Wide Positive Behavior Support Program is still under development by the district. Our school has initiated the following activities to promote a positive behavior support program. Our discipline committee met and established a plan based upon 5 general rules and appropriate consequences which apply to all students. Teachers post the rules in their classrooms and refer to them daily. Reinforcement and reteaching occur throughout the day.SWPBSG: S. Garrett B. Mathies J. Nettles M. Barnes L. HanoAll teachers and students throughout the 04-05 school year beginning 8/13/04. IMP: via faculty sign-in for SWPBS plan development meeting EFF: week of 10/14/04, 12/20/04, 3/10/05, 5/23/05 GF010$250Implementation: The Discipline Committee will present the policy to all teachers and students. Effectiveness: The principal will examine the number of discipline referrals given each month.Reducing the Performance Gap (SWD) Special education and regular education teachers will collaborate on modifications to help special education students with Math Content Standard 1- Number and Number relations. Emphasis will be placed on N-1-M Comparing rational numbers using symbols; N-2-M/N-6-M Estimating the answer to an operation involving rational numbers; N-3-M Read and write numbers in scientific notation with positive exponents; N-4-M Simplifying expressions; N-5-M/N-8-M Identifying missing information or suggesting a strategy for solving real-life, rational-number problemsA master schedule will be modified to ensure a Study Skills class as an elective for SWD whose IEP warrant such intervention. SWD will attend study skills classes as an elective to focus on areas of weakness as identified by their standardized test scores. Staff teaching self-contained students will use Direct Instruction program to address student math deficiencies. This program will be aligned in scope and sequence to both the individual needs of each student and the Math standards. Specific emphasis will be placed on Math Content Standard 1- Number and Number relations. Teachers will collaborate in WFSGs on modifications to help SWD. Special and regular education teachers will coordinate standards-based lessons and unit planning to address the unique SWD needs in non-special education settings. Study Skills and regular education teacher will attend workshops focusing on higher order thinking skills as related to Math Content Standard 1- Number and Number relations. Special education students will attend study skills classes as an elective to focus on areas of weakness as identified by their standardized test scores. Specific emphasis will be placed on Math Content Standard 1. Teachers will collaborate in WFSGs on modifications to help students. Special education teachers will provide folders for all regular ed. teachers detailing modifications and accommodations. Principal: Sharon Garrett Special Ed. Teachers: L. Newman K. Palmisano J. Bryant P. McClendon All regular ed teachers Sherri Daull Linda Joiner Judith Nettles Pamela Pegues Betty Mathies Diedre Perkins Sissie Fortier Ray Core Rebecca Galloway June McNeil Cynthia Nordgren Cara Barry Marjorie Brown Phyllis Beatty IEP Facilitator: Sandy OBryantTeachers and students throughout the 04-05 school year. IMP: Framing adjusting master schedule and verifying IEP compliance EFF: week of report cards: 10/14/04, 12/20/04, 3/10/05, 5/23/05 and during interimsGF010$100Implementation: 100% of all IEPs will be in compliance with IDEA. 85% of all lesson plans will address accomodations and modifications. 25% of targeted teachers will attend SIM training. Effectiveness: The principal will monitor teachers use of modifications on lesson plans and tests. 80% of the targeted students will not receive an interim or quarterly grade below a C in math.Articulation Focus The Covington Learning Community will be focused on reviewing student data, implementing the GLEs in lesson plans, preparing for the Guaranteed Curriculum, exchanging instructional best practices and developing teacher-made (and department made) performance assessments that focus on application of knowledge at higher levels. Focus will also be upon other leadership aspects associated with implementing the districts Strategic Plan and the Superintendents vision of Good to Great. The administrative staff will participate in the Annual Administrators Retreat as a Learning Community. Representatives of the school (administrator, SIP chair, and teacher leaders) will attend a one-day data retreat at the Instructional Technology Center. This activity is designed to (a) improve communication, (b) examine student data, and (c) plan improvement activities within the school and community. Each month, the principal will attend a monthly meeting with the Superintendent and other central office staff to discuss aspects outlined in the Expected Impact column. Principals within the learning community will have time to collaborate on improvement efforts underway at their schools and future initiatives within the community. Between scheduled meetings, principals will post and collaborate information associated with Expected Impact usingPrincipal: Sharon Garrett SIP Chair: Leslie Hano Teacher Leaders: Cynthia Nordgren Cara Barry Kim Palmisano Learning Community Supervisor: Denise BarnesPrincipal: Administrators Retreat (7/28/05) Data Retreat: Principal, SIP Chair, Teacher Leaders (8/25/04 & 9/22/04) Learning Community Meetings: Principal 9/01/04 10/06/04 11/3/04 12/01/04 1/05/05 2/2/05 3/2/05 4/6/05 5/4/05 Implementation: Members of the Learning Community will attend all scheduled activities so that the school is represented at all activities. Effectiveness: 100% of the schools in the Learning Community will have an approved improvement plan that addresses those aspects outlined in the Expected Impact. 98% of all discussion threads on Blackboard will be responded to by each schools principal. Discussion threads will focus on the GLEs, UbD, and performance assessment.PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGY Student performance data will be used to evaluate each selected objective and overall (aggregate) impact of the targeted strategy. The evaluative methods will comply with those criteria outlined by the Joint Committee for Educational Evaluation (Reference http://www.wmich.edu/evalctr/jc).* Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content, & Process) STRATEGY PLANNING WORKSHEET GOAL 3: To improve the proficiency of students among the Physical Science Standard.School SPS 2004: 98.2 School GT 2005: 100.4 OBJECTIVE 3: 1a: (LA Accountability) To increase, by no less than 10%, the percentage of students scoring mastery or higher on the Physical Science component of the standards-based assessment (17%in 2004 to 27% in 2005) 1b: (NCLB) To increase by no less than 10% the percent of students scoring proficient on the Physical Science component of the standards-based assessment (33% in 2004 to 43% in 2005) HYPERLINK \l "SBRS" SCIENTIFICALLY BASED RESEARCH STRATEGY:  Higher Order Thinking Skills/Thinking MapsACTION PLAN EXPECTED IMPACT (Observable Change) ACTIVITIES PERSONS RESPONSIBLE TARGET AUDIENCE and TIMELINEFUNDING SOURCES OBJECT CODE COST IMPLEMENTATION AND EFFECTIVENESS (Benchmarks)123     PROCEDURES FOR EVALUATING THE OBJECTIVE AND STRATEGY * Indicates Professional Development Learning ** Indicates Family Involvement Activities *** Indicates Safe and Drug-Free Activities Note 1. See appendices for additional information on the NSDC Standards for Staff Development (Context, Content, & Process) TOTAL SCHOOL BUDGET FOR RESTRICTED AND DISCRETIONARY FUNDS FUNDING SOURCES*totalSALARIES (100)EMPLOYEE BENEFITS (200)PURCHASED PROFESSIONAL and TECHNICAL SERVICES (300)PURCHASED PROPERTY SERVICES (400)OTHER PURCHASES SERVICES (500)  SUPPLIES (600)INDIRECT COSTS (If applicable)PROPERTY (700)OTHER OBJECTS (800)OTHER USES OF FUNDS (900)TOTAL*Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II Part A (Professional Development), Part D (Technology); Title III English Language Proficient; Title V Parental Choice and Innovative Programs; Title VII Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc. budget WORKsheet by achievement goal and funding source FUNDING SOURCES*professional developmentFAMILY INVOLVEMENTotherGoal 1Goal 2Goal 3TotalGoal 1Goal 2Goal 3TotalGoal 1Goal 2Goal 3Total1. TITLE I2. TITLE II TOTALS*Funding Sources: Title I - Part A, Part B (Even Start), Part C (Migrant), Part D (N &D), Part F (CSRP); Title II Part A (Professional Development), Part D (Technology); Title III English Language Proficient; Title V Parental Choice and Innovative Programs; Title VII Part A (Indian Education), Part B (Native Hawaiian Education), Part C (Alaska Native Education); Learn and Serve America; Stewart B. McKinney Homeless Assistance Act; State Funding; 8(g); LaSIP; Foreign Languages; IDEA; K-3 Initiatives; Early Reading First; MSL; Education Excellence Act; School Choice; miscellaneous funding sources; foundations/grants, etc. Appendix A Stakeholder Participants (Beliefs, Vision & Mission Statements) Sharon S. Garrett, Principal Leslie C. Hano, Resource Helping Teacher Mary Barnes, Counselor Rebecca Galloway, Title I Cynthia Nordgren, Math Teacher Judith Nettles, English Teacher Kim Palmisano, Special Education Teacher Phyllis Beatty, Science & Social Studies Teacher Cindy Nebe, Parent Katherine Garrett, Parent Leroy Divinity, Community Member Rev. Joseph Cyprian, Community Member Appendix B Geopolitical, Demographic and Economic Data St. Tammany Parish Geopolitical Data St. Tammany Parish, located on the north shore of Lake Pontchartrain has easy access to New Orleans via the Causeway or the I-10 Twin span. Interstates 12, 10, 55 and 59, U.S.190 and a vast array of state highways conveniently tie us to the entire country. New Orleans International Airport is less than an hour away. Our population is 144508 people in 57993 households. The land area is 854.4 square miles (546845 acres); the water area is 269.7 square miles (172583 acres). St. Tammany Parish is located at latitude 30.40 degrees North, longitude 89.96 degrees West. The fastest growing region in Louisiana, with an influx of approximately 500 people per month, St. Tammany's present population is estimated at 170,000. Named after Delaware Indian Chief Tamenand, the parish was first explored in 1699 by French-Canadian Pierre Le Moyne Iberville, the first European to sight Lake Pontchartrain in what is now Louisiana. It wasn't until 1785, that families from Georgia and the Carolinas began to settle the territory. Claims were staked along the Tchefuncte, Bogue Falaya and other rivers and bayous, and in time villages became cities, while much of the pristine rural areas of St. Tammany Parish have been kept intact. Demographic Data Urban & rural (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PopTtl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population191,268 4,468,976 281,421,906  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=UrbnP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Urban74.8%72.6%79.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=RrlFrmP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Rural (farm)0.3%0.7%1.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=RrlOthP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Rural (not a farm)24.9%26.7%19.9%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Long-term residents & newcomers (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop5Pl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 5 years and over living in the Greater New Orleans (GNO) area in 2000177,826 3,132,804 210,418,424  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SmHUP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Lived in same house in 199554.7%58.1%53.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SmMSAP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Lived in different house in the GNO area in 199530.8%-- HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=DfMSAP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Lived outside the GNO area in 199514.5%--Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.  Total Numbers (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PopTtl&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Population 191,2684,468,976281,421,906 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHTtl&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total households 69,2531,656,053105,480,101 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=FamTtl&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Family households 52,7271,156,43871,787,347Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center.  HYPERLINK "http://www.gnocdc.org" http://www.gnocdc.org Gender (2000) St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=FlP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Female 51.0%51.6%50.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MlP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Male 49.0%48.4%49.1%Age (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PopLT5P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 5 years old and under8.6%8.5%8.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop6%5F11P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 6-11 years old9.7%9.2%8.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop12%5F17P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 12-17 years old10.1%9.5%8.6% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop18%5F34P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 18-34 years old19.4%24.3%23.8% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop35%5F49P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 35-49 years old26.3%22.5%23.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop50%5F64P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 50-64 years old15.9%14.5%14.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop65%5F74P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 65-74 years old5.7%6.3%6.5% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop75%5F84P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 75-84 years old3.3%3.9%4.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop85PlP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 85 years old and older1.0%1.3%1.5%Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center.  HYPERLINK "http://www.gnocdc.org" http://www.gnocdc.org HYPERLINK "http://www.gnocdc.org/def/cnty_people.html" Racial & ethnic diversity (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=AfAP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Black or African American9.8% 32.3% 12.1%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=WhP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" White85.3%62.6%69.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=AsnP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Asian0.7%1.2%3.6% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=IndP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" American Indian0.4%0.5%0.7% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=oRcP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Other0.2%0.1%0.3% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Rc2PlP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" 2 race categories1.1%0.9%1.6% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HispP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Hispanic (any race)2.5%2.4%12.5%Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. Marital status (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop15Pl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 15 years and older146,499 3,466,380 221,148,671  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=NvrMaP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Never married21.0%28.6%27.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MaP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Married61.2%51.2%54.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SprtdP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Separated1.7%2.6%2.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=WidP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Widowed6.0%7.4%6.6%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=DivP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Divorced10.1%10.2%9.7%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Households by type (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHTtl&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total households69,2531,656,053105,480,101 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=FlChP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Female householder (no husband present) with children under 187.7%11.9%8.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MlChP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Male householder (no wife present) with children under 182.5%2.6%2.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MaChP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Married-couple family, with children under 1832.1%24.3%24.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=oChP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Nonfamily households, with children under 180.4%0.4%0.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=GT17P&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Households with no people under 18 years57.3%60.8%63.9%Children in households (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=ChHHTtl&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Population under 18 years in households54,211 1,214,204 71,970,901  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHHP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living as head of household0.1%0.1%0.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MomP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with mother only14.2%24.6%18.5% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=DadP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with father only4.2%4.8%4.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MaP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with married parents73.1%57.0%66.2%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=GrndP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with grandparents5.7%9.7%6.3% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=oRelP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with other relatives1.3%2.2%2.1%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=OthP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children living with non-relatives1.4%1.6%1.9%Elderly in households (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHEld&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Elderly in households18,176 485,182 32,998,132  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=LvgAlnP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Living alone25.5%30.7%29.5% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=LvgFamP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Living in family households72.3%67.2%68.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=LvgOthP&SourceCode=SF100b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Living in non-family households2.2%2.1%2.5%Source Citation: U.S. Census Bureau. Census 2000 Full-count Characteristics (SF1). From a compilation by the GNO Community Data Center. Children in foster care (1998)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Fstr&SourceCode=KC99','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children in foster care323 5,911 na  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=FstrCK&SourceCode=KC99','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children in foster care rate per100,000555.6440.3naSource Citation: Agenda for Children. 1999 Kids Count Data Book on Louisiana's Children. Supervision of children (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=ChLT6Fam&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total children under 6 in families and subfamilies15,498 353,949 21,833,613  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=LT6PrntWkP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children under 6 in families where both parents or the single parent works57.2%59.1%58.6% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=LT6PrntNoWkP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children under 6 in families where at least one parent does not work42.8%40.9%41.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Ch6%5F17Fam&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total children 6-17 in families and subfamilies36,294 772,612 46,049,013  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=6%5F17PrntWkP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 6-17 in families where both parents or the single parent works63.9%64.9%67.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=6%5F17PrntNoWkP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 6-17 in families where at least one parent does not work36.1%35.1%32.6%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Grandparents as caregivers (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=Pop30PlHHGc&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total grandparents living in households with grandchildren under 183,536 122,240 5,771,671  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=RspGcP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Grandparent responsible for grandchildren under 1847.1%54.9%42.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=NoRspGcP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Grandparent not responsible for own grandchildren under 1852.9%45.1%58.0%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.  HYPERLINK "http://www.gnocdc.org/st_tammany/people.html" http://www.gnocdc.org/st_tammany/people.html Economic Data Household income type (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHTtl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total households69,2811,657,107105,539,122 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=WgSlryP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Wage or salary income79.7%75.4%77.7% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SlfEmpP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Self-employment income13.6%9.8%11.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SocSecP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Social Security income22.8%25.2%25.7% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=SSIP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Supplemental security income3.5%6.1%4.4%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PuAsstP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Public assistance income1.9%3.3%3.4%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Median household income (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=MdnInc&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Median household income$47,883$32,566$41,994Average household income (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHAvgInc&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Average household income$61,565$44,833$56,644 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=AvgIncLT200K&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Average household income for households reporting less than $200,000$54,421$40,183$49,239 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=AvgInc200KPl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Average household income for households reporting more than $200,000$310,485$367,701$361,490Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Income distribution (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HHTtl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total households69,281 1,657,107 105,539,122  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT10KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Less than $10,0008.1%15.7%9.5% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT15KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $10,000-14,9995.4%8.6%6.3% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT20KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $15,000-19,9995.6%7.6%6.3% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT25KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $20,000-24,9995.8%7.4%6.6%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT30KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $25,000-29,9995.8%7.0%6.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT35KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $30,000-34,9995.5%6.5%6.4%  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT40KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $35,000-39,9995.5%5.9%5.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT45KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $40,000-44,9995.5%5.3%5.7% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT50KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $45,000-49,9994.7%4.5%5.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT60KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $50,000-59,9999.3%7.9%9.0% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT75KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $60,000-74,99910.9%8.6%10.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT100KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $75,000-99,99912.3%7.6%10.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT125KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $100,000-124,9996.8%3.4%5.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT150KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $125,000-149,9993.1%1.4%2.5% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HILT200KP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $150,000-199,9992.9%1.2%2.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=HI200KPlP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" $200,000 or more2.8%1.4%2.4%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.  Population in poverty (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPSTtl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population for whom poverty status is determined188,661 4,334,094 273,882,232  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" People living in poverty9.7%19.6%12.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=GTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" People living at or above poverty90.3%80.4%87.6%Poverty status by age (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPS0%5F5&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 0-5 for whom poverty status is determined16,024 375,393 22,636,650  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=0%5F5PvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 0-5 living in poverty13.1%29.0%18.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=0%5F5GTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 0-5 living at or above poverty86.9%71.0%81.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPS6%5F11&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 6-11 for whom poverty status is determined18,249403,61624,587,815 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=6%5F11PvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 6-11 living in poverty11.0%26.8%16.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=6%5F11GTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 6-11 living at or above poverty89.0%73.2%83.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPS12%5F17&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 12-17 for whom poverty status is determined19,297 421,352 23,700,796  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=12%5F17PvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 12-17 living in poverty12.9%24.4%14.8% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=12%5F17GTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Children 12-17 living at or above poverty87.1%75.6%85.2% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPS18%5F64&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 18-64 for whom poverty status is determined116,9562,644,159169,610,423 HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=18%5F64PvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Adults 18-64 living in poverty8.5%17.0%11.1% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=18%5F64GTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Adults 18-64 living at or above poverty91.5%83.0%88.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=tPS65Pl&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total population 65 and older for whom poverty status is determined18,135 489,574 33,346,548  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=65PlPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Adults 65 and older living in poverty (%)10.1%16.7%9.9% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=65PlGTPvrtyP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Adults 65 and older living at or above poverty (%)89.9%83.3%90.1%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center. Families in poverty (2000)St.Tammany ParishLouisianaUnited States HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=FamPvrty&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Total families below poverty level4,041 183,448 6,620,945  HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PvrtyFlChP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Female householder (no husband present) with own children under 1844.6%52.2%44.4% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PvrtyMlChP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Male householder (no wife present) with own children under 188.4%5.9%6.8% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PvrtyMaChP&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Married-couple family with children under 1824.0%19.9%26.7% HYPERLINK "javascript:%20MM_openBrWindow('http://www.gnocdc.org/tertiary/definition.cfm?IdCode=PvrtyGT17P&SourceCode=SF300b','definition','resizable=1,scrollbars=yes,menubar=yes,toolbar=yes,width=395,height=400');" Families with no children under 1823.0%22.0%22.1%Source Citation: U.S. Census Bureau. Census 2000 Sample Characteristics (SF3). From a compilation by the GNO Community Data Center.  HYPERLINK "http://www.gnocdc.org/st_tammany/income.html" http://www.gnocdc.org/st_tammany/income.html More dataNAICS codeDescription HYPERLINK "http://www.census.gov/epcd/ec97brdg/def/ESTAB.HTM" Estab- lish- ments HYPERLINK "http://www.census.gov/epcd/ec97brdg/def/ECVALUE.HTM" Sales, receipts or shipments ($1,000) HYPERLINK "http://www.census.gov/epcd/ec97brdg/def/PAY.HTM" Annual payroll ($1,000) HYPERLINK "http://www.census.gov/epcd/ec97brdg/def/EMP.HTM" Paid employees21  HYPERLINK "http://www.census.gov/epcd/ec97/def/21.HTM" Mining (not published for counties)N N N N 22  HYPERLINK "http://www.census.gov/epcd/ec97/def/22.HTM" Utilities (not published for counties)N N N N 23  HYPERLINK "http://www.census.gov/epcd/ec97/def/23.HTM" Construction (not published for counties)N N N N  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_31.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 31-33  HYPERLINK "http://www.census.gov/epcd/ec97/def/31-33.HTM" Manufacturing127 373,742 61,296 2,699  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_42.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 42  HYPERLINK "http://www.census.gov/epcd/ec97/def/42.HTM" Wholesale trade252 6,604,024 75,263 2,070  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_44.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 44-45  HYPERLINK "http://www.census.gov/epcd/ec97/def/44-45.HTM" Retail trade749 1,511,469 135,300 9,479 48-49  HYPERLINK "http://www.census.gov/epcd/ec97/def/48-49.HTM" Transportation & warehousing (not published for counties)N N N N  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_51.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 51  HYPERLINK "http://www.census.gov/epcd/ec97/def/51.HTM" Information (total not published for counties)N N N N 52  HYPERLINK "http://www.census.gov/epcd/ec97/def/52.HTM" Finance & insurance (not published for counties)N N N N  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_53.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 53  HYPERLINK "http://www.census.gov/epcd/ec97/def/53.HTM" Real estate & rental & leasing156 86,428 14,541 739  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_54.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 54  HYPERLINK "http://www.census.gov/epcd/ec97/def/54.HTM" Professional, scientific, & technical services401 125,379 45,528 1,789 55  HYPERLINK "http://www.census.gov/epcd/ec97/def/55.HTM" Management of companies & enterprises (not published for counties)N N N N  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_56.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 56  HYPERLINK "http://www.census.gov/epcd/ec97/def/56.HTM" Administrative & support & waste management &remediation services184 97,185 34,288 1,938  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_61.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 61  HYPERLINK "http://www.census.gov/epcd/ec97/def/61.HTM" Educational services32 7,857 2,175 153  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_62.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 62  HYPERLINK "http://www.census.gov/epcd/ec97/def/62.HTM" Health care & social assistance444 345,032 141,407 5,248  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_71.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 71  HYPERLINK "http://www.census.gov/epcd/ec97/def/71.HTM" Arts, entertainment, & recreation55 35,940 10,085 869  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_72.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 72  HYPERLINK "http://www.census.gov/epcd/ec97/def/72.HTM" Accommodation & foodservices345 170,691 44,825 5,415  HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103_81.HTM"  INCLUDEPICTURE "http://www.census.gov/epcd/www/img/arrowdw3.gif" \* MERGEFORMATINET 81  HYPERLINK "http://www.census.gov/epcd/ec97/def/81.HTM" Other services (except public administration)239 81,375 21,609 1,263 HYPERLINK "http://www.census.gov/epcd/ec97/la/LA103.HTM" http://www.census.gov/epcd/ec97/la/LA103.HTM Appendix C NSDC Standards for Staff Development Context Standards Staff development that improves the learning of all students: Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) Requires resources to support adult learning and collaboration. (Resources) Process Standards Staff development that improves the learning of all students: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven) Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) Prepares educators to apply research to decision making. (Research-Based) Uses learning strategies appropriate to the intended goal. (Design) Applies knowledge about human learning and change. (Learning) Provides educators with the knowledge and skills to collaborate. (Collaboration) Content Standards Staff development that improves the learning of all students: Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity) Deepens educators content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching) Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)  HYPERLINK "http://www.nsdc.org/" http://www.nsdc.org/ Appendix D Scientifically-based Research Strategies Reading  HYPERLINK "http://www.nifl.gov/partnershipforreading/publications/k-3.html" http://www.nifl.gov/partnershipforreading/publications/k-3.html Math  HYPERLINK "http://www.ed.gov/offices/OESE/SASA/ms/index.html" http://www.ed.gov/offices/OESE/SASA/ms/index.html Appendix E External Technical Support and Assistance Appendix F Comprehensive Needs Assessment PAGE  St. Tammany Parish School Board  PAGE 2 of  NUMPAGES 42 SY 2004-2005 -./013Rnop|~" O  E 3 4 S   ( 6 @ ^ /˷{{p{p{p{p{hp{p{p{hGYCJaJhwh2LCJaJhwhCJaJhwhB*CJaJph hwh5B*CJaJph hwh;B*CJaJphhK;B*CJaJph hRKCJ( hCJ( h5CJ8jhKhK5CJ8U hK5CJ8 hRK5CJ8 h``5CJ8h&./13BQR||-$ $d %d &d 'd N O P Q a$gdH* $d %d &d 'd N O P Q gdH)$$d %d &d 'd N O P Q a$gdH}~~Rop}~  F ~uiiiiii & F hgdqo?$`a$)$$d %d &d 'd N O P Q a$gdH&$d %d &d 'd N O P Q gdH-$ ,$d %d &d 'd N O P Q a$gdH 4 S  ^  /U#:;< & F hgdw & F hgdw & F hgdqo? h8^8gd2L 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