KDE Comprehensive School. Improvement Plan. Bremen Elementary School

Transcription

1 KDE Comprehensive School Improvement Plan Muhlenberg County Robert Davis, Principal 5000 Main Street Bremen, KY Document Generated On December 15, 2014

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Plan for Comprehensive School Improvement Plan Overview 9 Goals Summary 10 Goal 1: Increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017 (state goal for achievement gaps). 11 Goal 2: By May 2017, 3rd grade proficient reading scores will increase from 33% to 50% as measured by K-Prep. 12 Goal 3: By May 2017, 3rd grade proficiency in math will increase from 44% to 50%. 13 Goal 4: Increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 33% to 66.5% in 2017 (state goal in K-Prep Combined Proficiency). 13 Goal 5: Increase the proficiency ratings on all programs reviewed by Goal 6: By 2017, school leadership will address indicators in the TELL survey that are significantly below target. 15 Goal 7: Increase the readiness for all students entering into Kindergarten to ease the transition. 15 Goal 8: Next Generation Professionals 16 Activity Summary by Funding Source 17 Progress Notes 20 KDE Needs Assessment

3 Introduction 22 Data Analysis 23 Areas of Strengths 24 Opportunities for Improvement 25 Conclusion 26 The Missing Piece Introduction 28 Stakeholders 29 Relationship Building 30 Communications 31 Decision Making 33 Advocacy 35 Learning Opportunities 36 Community Partnerships 38 Reflection 39 Report Summary 40 Improvement Plan Stakeholder Involvement Introduction 42 Improvement Planning Process 43 KDE Assurances - School

4 Introduction 45 Assurances 46 Compliance and Accountability - Elementary Schools Introduction 52 Planning and Accountability Requirements 53 School Safety Diagnostic Introduction 68 School Safety Requirements 69

5 Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY Page 1

6 Executive Summary SY Page 2

7 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 3

8 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is located on the northern end of Muhlenberg County in Bremen, Kentucky. The school serves a very rural farming community of about 92 square miles. The school is the heart of the community and support from the community is the norm. The enrollment is approximately 360 students from the Preschool level to the fifth grade. The average number of years of experience of our classroom teachers is approximately 12 years. As of October 15, 2012, has been in session in its brand new state-of-the-art building. The new building was built directly behind where the old building was on the original campus grounds. The students and staff experienced a bittersweet transition, but no matter what building school is in session, there is an established tradition of excellence. All staff truly believe it takes a village to raise a child. At Bremen Elementary, the staff genuinely care for the students as individuals by showing them love, respect, patience, and understanding while pushing them to reach their maximum potential. Continued excellence is proof of a sound education being provided by a combined effort of each staff member, parent and community member. SY Page 4

9 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Bremen Elementary Mission Statement: "Where little feet take big steps toward their future" embodies its purpose through its program offerings and expectations for students by displaying a mutual respect for individuality. High expectations are observable in daily instruction. The staff believes our purpose is to provide a productive learning environment that welcomes inquiry, academic curiosity, and in-depth study to help our students reach their maximum potential. SY Page 5

10 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Notable achievement in the past three years would include significant gains in reading proficiency as well as math proficiency. Another notable achievement is the fourth grade Science accountability test scores have been well over 100 for over three years. As of last year's accountability scores, Bremen Elementary has now scored 100 for Reading, Science and Social Studies with zero novice in Science and Social Studies. Bremen Elementary is the only school to exceed its own accomplishment of being the only school performing at the proficient level in our district for 2 consecutive years. Just this past year the accountability scores went up 6.3 points overall moving from the 83rd percentile to the 97th percentile. Bremen Elementary is now a distinguished school with the classification of School of Distinction! Not only is Bremen Elementary the highest performing school in the district, but also the highest performing school in the region. Our school is still trying to maintain proficiency and beyond. Many factors have been put into place to improve curriculum mapping and assessment to ensure rigor of the common core standards are met. Nonacademic factors that impact student achievement such as behavior and attendance are also of high importance. SY Page 6

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Bremen Elementary is the ideal school setting. The staff go above and beyond on a daily basis to ensure the students are receiving the most rewarding elementary school experience as possible. SY Page 7

12 Plan for Comprehensive School Improvement Plan SY Page 8

13 Overview Plan Name Plan for Comprehensive School Improvement Plan Plan Description SY Page 9

14 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 Increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017 (state goal for achievement gaps). Objectives: 2 Strategies: 3 Activities: 7 Organizational $0 2 By May 2017, 3rd grade proficient reading scores will increase from 33% to 50% as measured by K- Prep. 3 By May 2017, 3rd grade proficiency in math will increase from 44% to 50%. 4 Increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 33% to 66.5% in 2017 (state goal in K-Prep Combined Proficiency). 5 Increase the proficiency ratings on all programs reviewed by By 2017, school leadership will address indicators in the TELL survey that are significantly below target. 7 Increase the readiness for all students entering into Kindergarten to ease the transition. Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 2 Objectives: 1 Strategies: 1 Activities: 2 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 2 8 Next Generation Professionals Objectives: 1 Strategies: 1 Activities: 1 Organizational $0 Organizational $0 Organizational $0 Organizational $0 Organizational $0 Organizational $0 Organizational $5000 SY Page 10

15 Goal 1: Increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017 (state goal for achievement gaps). This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to increase the overall reading and math for Bremen Elementary from 61% to 68% by 05/15/2014 as measured by K-Prep. Strategy 1: Literacy Initiative - Our school will use the Balanced Literacy Framework in core reading instruction. Common core standards will be covered following this framework using data to guide instruction. Teachers will also provide interventions for students who perform below grade level and monitor progress to determine the effectiveness of the strategy used. Writing instruction will be incorporated using a school-wide writing plan to ensure the continuity of learning. Category: Research Cited: Fountas, I. & Pinnell, G. Balanced Literacy Ohio State University Activity - Review Activity Type Begin Date End Date Resource Assigned Use review process and other evidence to determine if the school literacy/wrtiting plans should be revised Source Of Funding 08/08/ /15/2014 $0 No Funding Activity - Analyze Evidence Activity Type Begin Date End Date Resource Assigned Teachers meet to analyze student evidence and learning to determine instructional improvements Source Of Funding 08/08/ /15/2014 $0 No Funding Activity - Des Cartes Skills Grouping Activity Type Begin Date End Date Resource Assigned Form skills groups using MAP data and Des Cartes. Students will be grouped for part of the core literacy instruction according to individual RIT band scores. The progress of these groups will be monitored weekly and student grouping will be adjusted accordingly. Source Of Funding 01/02/ /15/2014 $0 No Funding Staff Responsible Teachers and Specialist Staff Responsible Teachers and Specialist Staff Responsible teachers and Specialist Strategy 2: Math Initative - Teachers will participate in vertical groups to ensure the progression of learning is continuous. Teachers will apply knowledge and strategies gained from professional development. Teachers will also participate in advisory groups to discuss curriculum maps and assessments to ensure the rigor of common core standards are not compromised. Category: Research Cited: Kentucky Center for Mathematics SY Page 11

16 Activity - Mathematical Concepts Activity Type Begin Date End Date Resource Assigned Focus on mathematical concepts such as Number Operations, Algebraic Thinking, Problem Solving and related learning progressions. Source Of Funding 08/08/ /15/2014 $0 No Funding Activity - Instructional Practices Activity Type Begin Date End Date Resource Assigned and monitor instructional practices and math curriculum on these focus areas to determine effectiveness. Source Of Funding 08/08/ /15/2014 $0 No Funding Activity - Des Cartes Skills Grouping Activity Type Begin Date End Date Resource Assigned Form skills groups using MAP data and Des Cartes. Students will be grouped for part of core math instruction according to individual RIT band scores. The progress of the students in these groups will be monitored weekly. Source Of Funding 01/02/ /15/2014 $0 No Funding Staff Responsible Specialist, Principal, and teachers Staff Responsible Teachers, Specialist, and Principal Staff Responsible teachers and Specialist Measurable Objective 2: collaborate to increase Mathematics percent making typical growth or higher annual growth from 48% to 55% by 05/15/2014 as measured by KPREP. Strategy 1: Growth Initiative - Form grade level data team Professional Learning Communities (PLC) that include classroom teachers and other support staff. Category: Research Cited: Professional Learning Communities at Work by Robert and Rebecca DeFour; endorsed by ASCD and Sollution Tree Activity - Data Team PLC Activity Type Begin Date End Date Resource Assigned Data teams will analyze data, set SMART goals for improvement and plan instructional strategies to help meet the goal. Data teams will meet in 4 to 5 week intervals to analyze data. These teams will be lead by the Specialist Professional Learning Source Of Funding 09/09/ /15/2014 $0 No Funding Staff Responsible teachers, support staff, Specialist, and Principal Goal 2: By May 2017, 3rd grade proficient reading scores will increase from 33% to 50% as measured by K-Prep. This plan includes progress notes which are at the very end of this document Measurable Objective 1: SY Page 12

17 collaborate to decrease novice in reading from 27% to 15 % by 05/15/2014 as measured by K-Prep. Strategy 1: Assessment and Alignment - Teachers will use curriculum maps and assessments provided by district level supervisors. Teachers will meet periodically to discuss the effectiveness of the said documents. The principal and curriculum specialist will conduct walkthrough observations to check for fidelity and follow-up with post-observation conferences. Category: Activity - Design Activity Type Begin Date End Date Resource Assigned Identify and establish a content advisory team to analyze curriculum and critique curriculum maps and assessments for common core ELA standards to ensure less gaps throughout the early primary grades. Source Of Funding 08/08/ /15/2014 $0 No Funding Staff Responsible Specialist, teachers, and Principal Goal 3: By May 2017, 3rd grade proficiency in math will increase from 44% to 50%. This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to decrease novice in math from 22% to 10% by 05/15/2014 as measured by K-Prep. Strategy 1: Assessment & Alignment - Teachers will participate in advisory groups to analyze common core math standards. These groups will analyze and critique curriculum maps and assessments provided by district level supervisors to ensure the continuity of learning is addressing the rigor of the standard. Walkthrough observations will be conducted by the principal and curriculum specialist to check for fidelity. Category: Activity - Design Activity Type Begin Date End Date Resource Assigned Identify and establish a content advisory team to analyze the common core math curriculum and design curriculum maps and assessments to ensure less gaps throughout the early primary grades. Source Of Funding 08/08/ /15/2014 $0 No Funding Staff Responsible Principal, teachers, Specialist Goal 4: Increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 33% to 66.5% in 2017 (state goal in K-Prep Combined Proficiency). SY Page 13

18 This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 59% to 63% by 05/15/2014 as measured by K-Prep. Strategy 1: Best Practice - Teachers will differentiate instruction based upon individual data. Teachers will maintain data notebooks to ensure all evidence is provided in facilitating growth. Category: Activity - Analyze achievement Activity Type Begin Date End Date Resource Assigned Analyze student achievement by gap groups Source Of Funding 08/08/ /15/2014 $0 No Funding Activity - Analyze noncognitive data Activity Type Begin Date End Date Resource Assigned Identify and analyze noncognitve data such as attendance and behavior to determine impact on achievement Source Of Funding 08/08/ /15/2014 $0 No Funding Staff Responsible Principal, teachers, Specialist Staff Responsible Principal, Specialist, teachers Goal 5: Increase the proficiency ratings on all programs reviewed by This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to decrease the number of needs improvement or no implementation demonstrators by 50% in the area of Practical Living/Career Studies by 05/15/2014 as measured by the Review Rubric designed by the Kentucky Department of Education. Strategy 1: Review - A copy of the rubric is distributed to all faculty. Evidence is gathered throughout the year, The faculty then organizes the evidence. Team leaders conduct two formative scorings and share the findings with the entire faculty. Next steps are determined and followed as resources allow before final scoring is conducted. Category: Activity - Rubrics Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 14

19 Examine rubrics used in a program review. Consider existing sources and evidence to inform the overall program assessment. 08/08/ /15/2014 $0 No Funding Specialist, Principal, teachers Activity - Evidence Activity Type Begin Date End Date Resource Assigned review team members meet periodically to identify appropriate evidence and calibrate evidence for ratings Source Of Funding 08/08/ /15/2014 $0 No Funding Staff Responsible teachers, Principal, Specialist Goal 6: By 2017, school leadership will address indicators in the TELL survey that are significantly below target. This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to address indicators related to teacher leadership by 05/15/2015 as measured by TELL survey. Strategy 1: Organizational Structure - Committees and Advisory Groups will be conducted with various purposes such as address culture and morale, discuss curriculum and assessment, plan professional development, and improve student achievement. Category: Activity - Leadership Roles Activity Type Begin Date End Date Resource Assigned Teachers will be given a choice of leadership roles. Source Of Funding 08/08/ /15/2015 $0 No Funding Staff Responsible Specialist and Principal Goal 7: Increase the readiness for all students entering into Kindergarten to ease the transition. This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to ensure all care providers share data to help the Kindergarten students have a succesful foundation of school by 08/08/2014 as measured by Brigance. Strategy 1: Transition Data - This data will be used to understand individual student strengths and weaknessesas well as plan to differentiate instruction. Category: SY Page 15

20 Activity - Gather Evidence Activity Type Begin Date End Date Resource Assigned Gather any transition data from Early Childcare providers to get to know the incoming Kindergarten learners. Source Of Funding 08/06/ /08/2014 $0 No Funding Activity - Common Screener Activity Type Begin Date End Date Resource Assigned Assess all kindergartners at school entry with the common statewide screener (BRIGANCE) Source Of Funding 08/08/ /08/2014 $0 No Funding Staff Responsible Kindergarten Teachers, Principal, School Counselor, Specialist, and Director of Early Childhood Education Staff Responsible Kindergarten teacher, Principal, School Counselor, Specialist, Director of Early Childhood Education Goal 8: Next Generation Professionals This plan includes progress notes which are at the very end of this document Measurable Objective 1: collaborate to implement teacher effectiveness technology and support to train principals in the new effectiveness system by 07/26/2013 as measured by the number of principals certified. Strategy 1: Teachscape - We will use RTTT funding to certify principals to support teacher effectiveness Category: Research Cited: RTTT Scope-of-work Activity - Principal Certification Activity Type Begin Date End Date Resource Assigned Source Of Funding Teachscape observation certification Other 05/27/ /26/2013 $5000 Race to the Top Staff Responsible Assistant to Superintende nt SY Page 16

21 Activity Summary by Funding Source Below is a breakdown of your activities by funding source Race to the Top Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned No Funding Staff Responsible Principal Certification Teachscape observation certification Other 05/27/ /26/2013 $5000 Assistant to Superintende nt Total $5000 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Design Identify and establish a content advisory team to analyze the common core math curriculum and design curriculum maps and assessments to ensure less gaps throughout the early primary grades. Analyze Evidence Evidence Review Teachers meet to analyze student evidence and learning to determine instructional improvements review team members meet periodically to identify appropriate evidence and calibrate evidence for ratings Use review process and other evidence to determine if the school literacy/wrtiting plans should be revised Analyze achievement Analyze student achievement by gap groups Staff Responsible 08/08/ /15/2014 $0 Principal, teachers, Specialist 08/08/ /15/2014 $0 Teachers and Specialist 08/08/ /15/2014 $0 teachers, Principal, Specialist 08/08/ /15/2014 $0 Teachers and Specialist 08/08/ /15/2014 $0 Principal, teachers, Specialist SY Page 17

22 Common Screener Instructional Practices Gather Evidence Des Cartes Skills Grouping Rubrics Des Cartes Skills Grouping Mathematical Concepts Design Assess all kindergartners at school entry with the common statewide screener (BRIGANCE) and monitor instructional practices and math curriculum on these focus areas to determine effectiveness. Gather any transition data from Early Childcare providers to get to know the incoming Kindergarten learners. Form skills groups using MAP data and Des Cartes. Students will be grouped for part of the core literacy instruction according to individual RIT band scores. The progress of these groups will be monitored weekly and student grouping will be adjusted accordingly. Examine rubrics used in a program review. Consider existing sources and evidence to inform the overall program assessment. Form skills groups using MAP data and Des Cartes. Students will be grouped for part of core math instruction according to individual RIT band scores. The progress of the students in these groups will be monitored weekly. Focus on mathematical concepts such as Number Operations, Algebraic Thinking, Problem Solving and related learning progressions. Identify and establish a content advisory team to analyze curriculum and critique curriculum maps and assessments for common core ELA standards to ensure less gaps throughout the early primary grades. 08/08/ /08/2014 $0 Kindergarten teacher, Principal, School Counselor, Specialist, Director of Early Childhood Education 08/08/ /15/2014 $0 Teachers, Specialist, and Principal 08/06/ /08/2014 $0 Kindergarten Teachers, Principal, School Counselor, Specialist, and Director of Early Childhood Education 01/02/ /15/2014 $0 teachers and Specialist 08/08/ /15/2014 $0 Specialist, Principal, teachers 01/02/ /15/2014 $0 teachers and Specialist 08/08/ /15/2014 $0 Specialist, Principal, and teachers 08/08/ /15/2014 $0 Specialist, teachers, and Principal SY Page 18

23 Data Team PLC Data teams will analyze data, set SMART goals for improvement and plan instructional strategies to help meet the goal. Data teams will meet in 4 to 5 week intervals to analyze data. These teams will be lead by the Specialist Professional Learning Leadership Roles Teachers will be given a choice of leadership roles. Analyze noncognitive data Identify and analyze noncognitve data such as attendance and behavior to determine impact on achievement 09/09/ /15/2014 $0 teachers, support staff, Specialist, and Principal 08/08/ /15/2015 $0 Specialist and Principal 08/08/ /15/2014 $0 Principal, Specialist, teachers Total $0 SY Page 19

24 Progress Notes Type Name Status Comments Created On Created By Goal Increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017 (state goal for achievement gaps). Efforts to address this goal are listed as follows: -Teachers are using common curriculum timelines for each grade level aligned with the common core that includes a common assessment for each bundle of standards. Data from the common assessments is used to identify standards that are not mastered. This allows the teacher to use this data to determine the concepts needed to be included on a flashback spiral review. -PLCs have been formed in each grade level. The purpose of the PLC is to form a data team that will set a SMART goal for the year. The PLC will meet on approximately 4 week intervals to analyze data such as formative assessments, instructional data, and benchmark data to determine their strengths and areas of growth as well as decide what strategies should be done to reach the goal. -Our school is fully implementing the RtI process following the policies and procedures as determined by our district which is aligned with state and federal statutes. Students are benchmarked 3 times per year. If benchmark indicates a student is performing below grade level, the student is placed in intervention and progress monitored to determine the effectiveness of the intervention. Data is analyzed every 4 weeks to determine when the student has moved to performing on grade level. -Leadership ensures all resources (physical space, certified/classified staff, and individual expertise is used in the most effective and efficient way to ensure our students reach their maximum potential. September 30, 2013 Ms. Lori Dennis Goal Goal By May 2017, 3rd grade proficient reading scores will increase from 33% to 50% as measured by K-Prep. Increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 33% to 66.5% in 2017 (state goal in K-Prep Combined Proficiency). Core Reading instruction consists of a guided reading segment that allows for small group instruction. Each group is formed based on ability. Groups are flexible and fluid. Adjustments are made as the student masters the skill. Core math instruction will include more small ability group sessions. Teachers will continue to use formative assessments and instructional data to guide instruction September 30, 2013 September 30, 2013 Ms. Lori Dennis Ms. Lori Dennis SY Page 20

25 KDE Needs Assessment SY Page 21

26 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 22

27 Data Analysis What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you? How can our teachers maintain a proficient level of academic achievement and maintain rigor in daily instruction and assessment? How can our school use the resources provided such as certified staff, classified staff, technological equipment, physical space, written materials and individual expertise in the most effective and efficient way to ensure the best effort is made to help our students reach their maximum potential? How can our staff better understand the growth component of accountability in order to ensure maximum school improvement? The data/information does help us see what particular content areas each grade levels have as a strength or as a weakness. The data also gives us demographical information on our students so we can learn more about the culture of our student clientele which will help us better motivate students individually. The data/information does not separate specific individual performance on multiple choice questions, short answer, or extended response items. The data/information does not separate specific individual performance on the two different fifth grade writing areas. SY Page 23

28 Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? One area of strength is our teachers being dedicated to teaching the standards. All instruction and assessment is standards-based. Also common grade level planning allows each grade level to work together as a team to ensure each student has the opportunity to the same learning experiences necessary to master those grade level standards. In order to sustain this strength, each team submits minutes documenting topics discussed. These minutes are shared amongst all faculty to ensure everyone is informed what other grade levels are addressing each week. Sharing the team planning minutes is one simple technique that has helped to create an avenue of communication amongst grade levels. whereas before there seemed to be an underlying disjoint between primary grades and intermediate grades. Now they are beginning to communicate building-wide and close that gap. Teachers are also required to indicate what standards are being covered each week in their lesson plans. This helps to reinforce each activity and assessment in daily instruction is standards-based. Another strength in our school is the effective instructional leadership. There is a mutual respect and trust between the staff and the leadership within the building. Our students indirectly reap the benefits of this professionalism. Finally, our staff has made all things data a priority. Our staff is focused more on being data-driven rather than just data collecting. we are fortunate enough to have many sources of data on our individual students. The staff meet during grade level planning to discuss the most recent data and how instruction and student grouping should be adjusted. SY Page 24

29 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Even though our accountability scores prove our school is providing a successful educational experience for our students, one area in accountability we are lacking in is growth. Our teachers need to not only be aware of students performing on grade level, but also be aware of the rate of progress of each student. In addition, unit planning is an area that needs improvement. Because common core standards are fairly new and next generation science standards are now required, the teachers are somewhat lacking experience with the standards and need to work on grouping logical standards together to form lessons and design meaningful instruction. There is a plan to address this need at the school level as well as the district level is to implement common assessments that will be given according to a curriculum map. The curriculum maps and common assessments are the result of teacher representatives from all schools working together to form district documents. The teachers are to use the data from these assessments to adjust daily instruction to ensure standards are being mastered. SY Page 25

30 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The next steps will include determining possible leadership groups and the purpose of the leadership groups in order for teachers to be involved in addressing the needs of our school. Input from all stakeholders should be valued and considered in order to help make any changes deemed necessary to ensure the quality of the educational experience provided to our students. We should take the time to examine our strengths and strategically plan how to use them to overcome our weaknesses. SY Page 26

31 The Missing Piece SY Page 27

32 Introduction This Missing Piece diagnostic is a comprehensive performance assessment tool that proposes specific school-level descriptors for the six objectives of the Commissioner's Parent's Advisory Council. They include provisions that every student in Kentucky will have a parent, or another adult, who knows how to support that student's academic achievement. These objectives support Kentucky education laws as it recognizes the importance of parent involvement (KRS ) (KRS ) (KRS ) (KRS ) (KRS ) SY Page 28

33 Stakeholders School staff engaged a variety of stakeholders when completing the Missing Piece Diagnostic What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? spoke with teachers, other staff members, PTO officers and SBDM members SY Page 29

34 Relationship Building School staff builds productive, personal relationships with parents of all their students. Overall Rating: Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Parents report their relationship with school staff is about discussing student academic performance and/or behavior. Apprentice 2. School staff implements systematic steps to welcome the parents of new and English as-a- Second-Language (ESL) students (for example, using home visits, personal calls or letters, open houses and/or other methods). Relationships with parents of new and ESL students are informal, occasional or accidental, and information is provided if requested. Apprentice 3. Parents and other stakeholders report that they are actively welcomed when they visit the school. Parents and other stakeholders report that they are actively welcomed when they visit the school. Proficient 4. School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. Parents are invited to attend school activities related to their own child and are encouraged to attend parent teacher conferences. Apprentice 5. School staff involves parents in personal communication about their students' progress at least once a month. School staff involves parents in personal communication about their students' progress at least once a month. Proficient 6. School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. Teachers informally collect some student needs data and some parents are contacted to discuss those needs. Apprentice 7. All parents are asked for feedback on the Staff occasionally asks for feedback on school's Apprentice school's efforts to welcome and engage parents efforts to welcome and engage parents, in an and the feedback is used to improve the school's efforts. informal or casual way with no regular data collection. SY Page 30

35 Communications Two-way information in many forms flows regularly between school staff and parents about students' academic achievement and individual needs. Overall Rating: School staff implements systematic efforts to inform parents about academic goals, class work, grades and homework for their children in their home language. (For example, classroom contracts, student assignment books, homework websites, and online grade books). School staff relies on one-way communication in English to inform parents about academic goals, class work, grades and homework. (For example, newsletters, marquees, and agendas.) Apprentice 2. School staff offers varied ways that parents can share information with teachers about their children's learning needs. (For example, phone and contacts, offering parent conferences, making home visits, or other methods). School staff offers varied ways that parents can share information with teachers about their children's learning needs. (For example, phone and contacts, offering parent conferences, and making home visits.) Proficient 3. School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. Proficient 4. School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. Student achievement data or achievement results are communicated informally to parents by school staff. Apprentice 5. School staff implements systematic efforts to maximize parent-teacher conference participation. (For example, offering multiple locations, convenient times, follow-up with parents who do not reply to first notices, and opportunities for student-led conferences). Optional parent-teacher conferences are offered at school and parents are notified if a teacher wants to conference. Novice 6. At least 50 percent of parents respond to annual school and/or district stakeholder surveys. Parents are not encouraged to give feedback on school or student performance. Novice SY Page 31

36 7. Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. School staff develops a short survey that is distributed to parents, response rate is low and results are not shared with all stakeholders. Novice SY Page 32

37 Decision Making School staff encourages, supports and expects parents to be involved in school improvement decisions and to monitor and assist school improvement. Overall Rating: The school staff offers professional learning Parents elected to serve on school council are Novice community opportunities, workshops, and easily invited to attend basic district training. No effort accessible written information to equip parents to include other parents on SBDM committees. for service on the SBDM council and committees. 2. School council and committees facilitate broad parent participation by actively recruiting diverse membership, providing interpreters and translated materials when needed, setting convenient meeting times, and seeking wide parent input. At least 40 percent of parents vote in SBDM parent election. School council and committees have some parent members, may provide translators, meet at time and place convenient to staff. Elections are held at convenient times and are publicized, but less than 20% of the parents vote in SBDM parent election. Apprentice 3. Parents on the SBDM council and committees engage and mentor many other parents by reporting to multiple groups and seeking input through surveys, meetings, and varied other methods. School council chair sends council minutes to largest parent organization with no follow-up. Novice 4. The school council adopts measurable objectives and plans coherent strategies to build authentic parent participation, and the school council monitors the implementation and impact of that work. School council has some parent involvement components and action items that deal with specific academic areas. Little or no funding is provided. Little or no implementation and impact checking is done. Apprentice 5. School council policies ensure active roles for parents on SBDM council and committees, and other groups making decisions about school improvement. School council does not encourage parent participation on SBDM committees or school planning. Novice 6. Parents report that they are treated as valued partners on school leadership teams, SBDM council and committees, the school council, and other groups making decisions about school improvement. Staff and parents have no knowledge of authentic participation. Novice SY Page 33

38 7. School staff has a plan to identify new and experienced parent leaders who support and build capacity for parents to serve effectively on the school council and committee work. School staff provides opportunities for outgoing parent council members to meet with new parent council members to share knowledge of serving on the council. Apprentice SY Page 34

39 Advocacy For each student, school staff identifies and supports a parent or another adult who can take personal responsibility for understanding and speaking for that child's learning needs. Overall Rating: School staff ensures every student has a parent There is evidence that school staff know which Apprentice and/or another adult who knows how to advocate, or speak up for them, regarding the student's academic goals and individual needs. students have a parent or another adult who can speak up for them regarding their academic goals and learning needs. 2. Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Proficient 3. Parents report participating actively and effectively in required planning for individual learning, for example, Individual Education Parents report that they are invited to attend meetings to discuss Individual Education Plans, Individual Learning Plans, 504 plans and/or Apprentice Plans, Individual Learning Plans, Gifted Student intervention strategies. Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). 4. School staff gives parents clear, complete information on the procedures for resolving concerns and filing complaints, and the council reviews summary data on those complaints to identify needed improvements. Teachers handle parent complaints but outcomes are not tracked or reported. Novice 5. School staff ensures that parents and community members are well informed about how to become educational advocates, or how to access a trained educational advocate when needed. School staff ensures that parents and community members are well informed about how to become an educational advocate or how to access an educational advocate when needed. Proficient 6. As students are identified by school staff as having disabilities or performing at the novice level, additional intentional steps are taken to ensure that parents have the option to use a trained advocate to assist them in speaking for their child's needs. Novice level students are identified by school staff to receive targeted strategies for academic improvement. Parents are informed of the strategies but do not receive training on how to use those strategies or how progress will be measured. Apprentice SY Page 35

40 Learning Opportunities School staff ensures that families have multiple learning opportunities to understand how to support their children's learning. Overall Rating: Parents have multiple opportunities to learn about and discuss the following: - Kentucky standards and expectations for all students - The school's curriculum, instructional methods, and student services - The school's decision-making process, including opportunities for parents to participate on SBDM councils and committees - Their children's learning and development, along with legal and practical options for helping their children succeed, such the IEP and/or ILP process - Community resources to support learning - Opportunities to participate in state and district school improvement efforts, such as forums, committees, and surveys School provides open house and family nights for some parents to learn about: Kentucky standards and expectations for all students. School's curriculum, instructional methods, and student services. School's decision-making process, including opportunities for parents to participate on councils and SBDM committees. Their children's learning and development, along with legal and practical options for helping their children succeed such as participation in IEP and/or ILP process. Community resources to support learning. Apprentice 2. School staff makes systematic use of written communications (for example, newsletters, websites, and bulletin boards) to help parents understand their own children's progress and the progress of the school. School staff makes systematic use of written communications (for example, newsletters, Web sites, bulletin boards) to help parents understand their own children's academic progress and the progress of school. Proficient 3. School staff displays proficient student work with scoring guides to demonstrate academic expectations to parents and students, and updates the displays regularly. School staff displays proficient student work with scoring guides to demonstrate academic expectations to parents and students, and updates the displays regularly. Proficient 4. School staff offers parent workshops and meetings in convenient locations to help parents develop skills in supporting their children's learning and the school's improvement efforts. School staff offers some information to parents to learn how to support their child's learning. Novice 5. School council has a classroom observation policy that welcomes families to visit all classrooms. School staff allows parents to visit regular education classrooms upon request. There is no school policy. Novice SY Page 36

41 6. School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. There is little or no development of parent leaders. Novice SY Page 37

42 Community Partnerships School staff engages and partners with community members to plan and implement substantive work to improve student achievement. Overall Rating: School leadership regularly shares information on student achievement and involves business and community leaders in school improvement efforts. School leadership informs the community once a year about student achievement. (For example, letters to editor or newspaper article). Novice 2. School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. After school programs are offered to some students. Novice 3. School leadership collaborates with employers to support parent and volunteer participation in students' education. Employer-partners adopt practices to promote and support parent and volunteer participation in students' education. Apprentice 4. School staff collaborates with businesses, organizations, and agencies to address individual student needs and shares that information with parents. School staff occasionally collaborates with community agencies to address individual student needs. Information is provided to parents upon request. Apprentice 5. Parents make active use of the school's resources and community resources and report that they provide meaningful help to resolve family challenges that could interfere with student learning. (For example, FRYSC or Title I coordinators connect family with community resources and follow up.) School staff and parents have seamless integration of consistent and sustained family support services from school and the community to reduce student barriers to learning. Distinguished 6. School staff offers and publicizes communitybased learning activities aligned with the curriculum, such as tutoring linked to the curriculum and internships, for all students and parents. School staff maintains a resource directory on some agencies, programs and services that will provide services for students. Apprentice SY Page 38

43 Reflection Reflect upon your responses to each of the Missing Piece objectives. Reflect upon your responses to each of the Missing Piece objectives. Areas strength -communication between the families and the FRYC -variety of communication with the parents Areas of improvement -meaningful communication with parents more often -offer more opportunities for parent involvement in committees SY Page 39

44 Report Summary Scores By Section Section Score Relationship Building 2.29 Communications 1.86 Decision Making 1.43 Advocacy 2.17 Learning Opportunities 1.83 Community Partnerships 2 Sections SY Page 40

45 Improvement Plan Stakeholder Involvement SY Page 41

46 Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY Page 42