Comprehensive School Improvement. Plan. Crestwood Elementary School

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1 Comprehensive School Improvement Plan Oldham County Candace McDaniel, 6500 West Highway 146 Crestwood, KY Document Generated On January 19, 2017

2 TABLE OF CONTENTS Introduction 1 Phase I - Equitable Access to Effective Educators School Diagnostic Introduction 3 Equitable Access to Effective Educators - School 4 Phase I - The Missing Piece Introduction 8 Stakeholders 9 Relationship Building 10 Communications 11 Decision Making 13 Advocacy 15 Learning Opportunities 16 Community Partnerships 17 Reflection 18 Report Summary 20 Improvement Plan Stakeholder Involvement Introduction 22 Improvement Planning Process 23

3 Phase I - Needs Assessment Introduction 25 Data Analysis 26 Areas of Strengths 27 Opportunities for Improvement 28 Conclusion Goals and Plans-Final Overview 31 Goals Summary 32 Goal 1: All students at Crestwood Elementary will increase the average combined proficiency in reading and math as evidenced by KPREP to 74.6% in Goal 2: Students within the GAP group at Crestwood Elementary will increase the average combined proficiency in reading and math as evidenced by KPREP to 65.6% in Goal 3: Collaborate to demonstrate 76% proficiency of all 3rd grade students in Reading and Math by 2020 as measured by the KPREP assessment. 37 Goal 4: Crestwood Elementary will implement a Positive Behavioral Interventions and system 39 Goal 5: Increase the percentage of proficient writers to 68.7% as evidenced by KPREP in Goal 6: To reduce the percentage of students scoring NOVICE in combined Reading and Math by 50% as measured by the KPREP assessment by Goal 7: Increase the strengths in our Review as measured by the Assessment and Accountability Update 42 Goal 8: All students at Crestwood Elementary will have equitable access to a rigorous and aligned curriculum 43 Summary by Source 45 Phase II - KDE Assurances - Schools Introduction 53 Assurances 54

4 Phase II - KDE Compliance and Accountability - Schools Introduction 60 Planning and Accountability Requirements 61 Executive Summary Introduction 74 Description of the School 75 School's Purpose 76 Notable Achievements and Areas of Improvement 77 Additional Information 78

5 Introduction The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component. Needs Assessment: Goals: Objectives: Strategies: Activities: Executive Summary: KDE encourages the use of the day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan. SY Page 1

6 Phase I - Equitable Access to Effective Educators School Diagnostic SY Page 2

7 Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky s Plan Submitted to U.S. Education Department SY Page 3

8 Equitable Access to Effective Educators - School Label Assurance Response Comment Attachment School Equity Data (1) Complete the School Equity Data tab for this I diagnostic. Include at least one other selfselected indicator for consideration. e that I have acknowledg *Self-selected data could come from a variety of uploaded sources. It should be relevant to the needs of the School the school. Examples could include: principal, Equity Data. teacher or student demographic data; percentage of National Board Certified or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below: Crestwood School Equity Diagnostic Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators. Every student at Crestwood is taught by a highly qualified educator. All teachers are certified in the content that they are teaching. While the percentage of KTIP teachers is slightly higher than the state average, over 70% have four or more years of experience. Crestwood has implemented the Crestwood Learning Project to support new teachers. Crestwood has 7 Nationally Board Certified teachers. Crestwood has committed to increasing the number of teachers that are Nationally Board Certified in order to increase the effectiveness of classroom instruction. Crestwood assures that the most struggling students are serviced by highly trained experts. All Intervention teachers have over four years of experience and have undergone extensive training in Reading Recovery, ELL services and Math Recovery. All interventions are given by certified staff. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included. Crestwood ensures that all teachers hired are highly qualified. Crestwood is continually working with new teachers (Crestwood LearningProject) to ensure that they are trained in meeting the diverse needs of all learners. Crestwood's most diverse student population are students with disabilities and LEP students. The school is working to ensure that teachers are trained to meet the diverse needs of our students with disabilities and LEP students. Crestwood is fortunate to have hundreds of teacher candidates and can appropriately select the best candidates based on the needs of the school. Additionally, the classes at Crestwood are all heterogeneously placed. Crestwood is focused on the training and additional support of new teachers within the building to ensure background knowledge and competencies in working with a diverse population of students. In addition, professional development is focused on servicing students in special populations. SY Page 4

9 Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I Crestwood School school's most recent measures in the Equity tab acknowledg Equity Goals of the School Report Card to set equitable access goals for the next three years. The measures include: Working Conditions, Overall Teacher and Leader Effectiveness, Overall Student Growth, Percentage of new and KTIP e that I have uploaded the School Equity Goal Data. teachers, and Percentage of Teacher Turnover. ***Goals should reflect an analysis of barriers, root causes and strategies. Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, jobembedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities. OR The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities. The school may choose to provide an optional narrative response to include any additional information, but this is not required. Goal 1: All students at Crestwood Elementary will have equitable access to a rigorous and aligned curriculum Measurable Objective 1: 100% of All Students will collaborate to ensure all students are taught by a highly effective educator. in Reading by 06/30/2017 as measured by TPGES. Strategy1: Retention and Recruitment - Crestwood will ensure that highly effective teachers are placed in every classroom. Category: Human Capital Management Research Cited: - Crestwood Learning Project Amount As part of the mentoring and induction plan, Crestwood will implement a cohort for teachers new to Crestwood that will focus on topics such as behavior management, instructional strategies, and support systems. Recruitment and Retention 08/01/ /30/2017 $0 - No Leadership Team SY Page 5

10 - National Board The Leadership Team at Crestwood will collaborate with district level supports in increasing the number of Nationally Board Certified teachers within the school. Professional Learning 12/01/ /01/2017 Amount $0 - No Leadership Team Strategy2: TPGES - Crestwood will implement a teacher evaluation system aligned to the standards as set forth by the state of Kentucky. Category: Teacher PGES Research Cited: Charlotte Danielson Framework - Professional Development All certified staff will participate in school-wide TPGES training modules and complete all required components of TPGES. Administrative staff will participate in the Teachscape Certification process. Recruitment and Retention 08/01/ /01/2017 Amount $0 - No Assistant Certified - Ongoing Administrator Training and Assistant will collaborate with district level administrators related to PGES training and updates regarding policies and procedures. Recruitment and Retention 08/01/ /01/2017 Amount $0 - No Assistant District SY Page 6

11 Phase I - The Missing Piece SY Page 7

12 Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions. SY Page 8

13 Stakeholders What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Multiple stakeholders were engaged in completing the Missing Piece diagnostic including: 1. Parents, through SBDM and PTA meetings. 2. Administrative (, Assistant, Literacy Coach, Library Media Specialist, Counselor) 3., through PLC team lead meetings, staff meetings and SBDM SY Page 9

14 Relationship Building Overall Rating: 3.0 Statement or Question Response Rating 2.1 Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Proficient Statement or Question Response Rating 2.2 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). School staff implements systematic steps to welcome the parents of new and ESL students (for example, using home visits, personal calls or letters, open houses, and/or other methods). Proficient Statement or Question Response Rating 2.3 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 Statement or Question Response Rating 2.4 School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. Proficient Statement or Question Response Rating 2.5 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 Statement or Question Response Rating 2.6 School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. Proficient Statement or Question Response Rating 2.7 All parents are asked for feedback on the All parents are asked for feedback on school s Proficient school's efforts to welcome and engage parents efforts to welcome and engage parents, and the and the feedback is used to improve the feedback is used to improve school s efforts. school's efforts. SY Page 10

15 Communications Overall Rating: 3.0 Statement or Question Response Rating 3.1 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 implements systematic efforts to inform parents about academic goals, class work, grades and homework for their children in their home language. (For example, using classroom contracts, student assignment books, homework websites, and online grade books.) Proficient Statement or Question Response Rating 3.2 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 to that parent can see share information with teachers about their children s learning needs. (For example, phone and contact, offering parent conferences, and making home visits). Proficient Statement or Question Response Rating 3.3 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. Proficient Statement or Question Response Rating 3.4 School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. Proficient Statement or Question Response Rating 3.5 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). 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, opportunities for student-led conferences). Proficient Statement or Question Response Rating 3.6 At least 50 percent of parents respond to annual school and/or district stakeholder surveys. At least 50% of parents respond to annual school and/or district stakeholder surveys. Proficient SY Page 11

16 Statement or Question Response Rating 3.7 Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. Proficient SY Page 12

17 Decision Making Overall Rating: 2.71 Statement or Question Response Rating 4.1 The school staff offers professional learning School staff offers professional learning Proficient community opportunities, workshops, and easily community opportunities, workshops, and accessible written information to equip parents for service on the SBDM council and accessible written information to equip parents for service on SBDM council and committees. committees. Statement or Question Response Rating 4.2 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 Statement or Question Response Rating 4.3 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 reports feedback to head of largest parent organization who then decides further dissemination methods or input. There is no provision for parent input other than as required by school law. Apprentice Statement or Question Response Rating 4.4 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 adopts measurable objectives and plans coherent strategies to build authentic parent participation, and the school council monitors the implementation and impact of that work. Proficient Statement or Question Response Rating 4.5 School council policies ensure active roles for parents on SBDM council and committees, and other groups making decisions about school improvement. School council policies ensure active roles for parents on SBDM committees, in school improvement planning, and also in decisions about the education of their individual children. Proficient Statement or Question Response Rating 4.6 Parents report that they are treated as valued partners on school leadership teams, SBDM Parents report that they are treated as valued partners on school leadership teams, SBDM Proficient council and committees, the school council, and council and committees, and other groups other groups making decisions about school making decisions about school improvement. improvement. SY Page 13

18 Statement or Question Response Rating 4.7 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 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 in committee work. Proficient SY Page 14

19 Advocacy Overall Rating: 3.0 Statement or Question Response Rating 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to advocate, or speak up for them, regarding the student's academic goals and individual needs. and/or another adult who knows how to advocate, or speak up for them, regarding the students academic goals and learning needs. Statement or Question Response Rating 5.2 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 Statement or Question Response Rating 5.3 Parents report participating actively and effectively in required planning for individual learning, for example, Individual Education Parents report participating actively and effectively in required planning for individual learning, for example, Individual Education Proficient Plans, Individual Learning Plans, Gifted Student Plans, Individual Learning Plans, Gifted Student Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). Statement or Question Response Rating 5.4 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. 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. Proficient Statement or Question Response Rating 5.5 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 Statement or Question Response Rating 5.6 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. As students are identified by school staff as having disabilities or performing at the novice level, additional intentional steps are taken to ensure that the parent has the option to use a trained advocate to assist them in speaking for their child's needs. Proficient SY Page 15

20 Learning Opportunities Overall Rating: 3.17 Statement or Question Response Rating 6.1 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 decisionmaking 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. Parents have multiple opportunities to learn about and discuss: Kentucky standards and expectations for all students. School's curriculum, instructional methods, and student services. School's decision-making process, including opportunities 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 as participation in 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. Proficient Statement or Question Response Rating 6.2 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 Statement or Question Response Rating 6.3 School staff displays proficient student work with scoring guides to demonstrate academic expectations to parents and students, and updates the displays regularly. School staff exhibits and rotates proficient and distinguished work and provides resources to achieve at higher levels. Distinguished Statement or Question Response Rating 6.4 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 parent workshops or meetings in convenient locations to help parents develop skills in supporting their children's learning and school's improvement efforts. Proficient Statement or Question Response Rating 6.5 School council has a classroom observation policy that welcomes families to visit all classrooms. School council has a classroom observation policy that welcomes families to visit all classrooms. Proficient Statement or Question Response Rating 6.6 School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. Proficient SY Page 16

21 Community Partnerships Overall Rating: 2.67 Statement or Question Response Rating 7.1 School leadership regularly shares information on student achievement and involves business and community leaders in school improvement efforts. School leadership periodically meets with some business leaders to discuss information on student achievement. Apprentice Statement or Question Response Rating 7.2 School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. Proficient Statement or Question Response Rating 7.3 School leadership collaborates with employers to support parent and volunteer participation in students' education. School leadership collaborates with employers to support parent and volunteer participation in students' education. Proficient Statement or Question Response Rating 7.4 School staff collaborates with businesses, organizations, and agencies to address individual student needs and shares that information with parents. School staff collaborates with businesses, organizations, and agencies to address individual student needs and shares that information with parents. Proficient Statement or Question Response Rating 7.5 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). Parents make active use of school 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 1 coordinators connect family with community resources and follow up). Proficient Statement or Question Response Rating 7.6 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 17

22 Reflection Reflect upon your responses to each of the Missing Piece objectives. The leadership team, staff and SBDM members consistently analyze perceptual data such as TELL survey, SACS surveys, and district and school level surveys to involve all stakeholders in continuous improvement. The areas of strength that are found throughout the review of the Missing Piece by stakeholders are: 1) increased efforts by Crestwood Elementary staff to invite parents and families to school functions such as Orientation, Open House, Family Nights, parent workshops, parent-teacher conferences, regular monthly SBDM council and committee meetings, and PTA meetings; 2) improved use of school website and One Call Now system by teachers and staff for providing parent information; 3) implementation of systems that welcome families new to Crestwood Elementary; 4) identification for students having disabilities and collaborating with parents; 5.) creating a clear system of communication with parents regarding students involved in the Response to Intervention (RTI) System; 6) school staff has ensured each child has an advocate to support their learning needs by having an advisory teacher to communicate with each day; 7) improved opportunities for parents to learn about and discuss learning standards, curriculum; and specific strategies for their child; 8.) use of written communications (for example, newsletters, websites and bulletin boards to help parents understand learning opportunities. The areas identified for needing improvement based on the Missing Piece objectives are: 1) more consistent communication with parents for academic support and resources outside of the school; 2) increase parent involvement in surveys and committees 3) provide more learning opportunities for parents to become informed about new initiatives from Department of Education, local school board, school council, available resources for student learning support, and to interpret child's achievement performance results; 4) school leadership to become more involved in creating and establishing community partnerships for enhancing student learning opportunities and academic support. In order to sustain and continue to improve our areas of strength, Crestwood Elementary administration, staff, and council are: 1) continuing efforts to improve and increase parent participation in SBDM committees and other decision making committees; 2) continuing analysis and use of school-wide data to drive instructional practices and decisions; 3) continuing efforts for providing effective communication to parents on the purpose of the many changes needing to be embraced by all stakeholders to improve each child's learning opportunities. Our school's comprehensive improvement plan outlines many activities that have been identified and are in the implementation stage for working to make improvements in the areas listed above. Crestwood staff believe high expectations for academics and behavior for all students is a must. Standards based report cards have been developed to ensure that parents understand student progress regarding specific standards.school policies are being updated to increase parent involvement. Crestwood is also partnering with the District and OVEC to increase knowledge of mathematical strategies. Crestwood is also increasing the communication with parents regarding scoring guides and academic expectations. The school is working to implement data binders for students and teachers which increase parent involvement in understanding student achievement and individual student goals. The School Climate committee is charged with including SY Page 18

23 multiple stakeholder's input through the use of a survey and evaluating stakeholder input. Crestwood Elementary is dedicated to increasing the input of all stakeholders. Phase I - The Missing Piece Page Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. survey and evaluating stakeholder input. Crestwood Elementary is dedicated to increasing the input of all stakeholders. SY Page 19

24 Report Summary Scores By Section Section Score Relationship Building 3 Communications 3 Decision Making 2.71 Advocacy 3 Learning Opportunities 3.17 Community Partnerships 2.67 Sections SY Page 20

25 Improvement Plan Stakeholder Involvement SY Page 21

26 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 22

27 Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. The Administration Team (comprised of the, Assistant, Literacy Coach, Counselor, and Library Media Specialist), PLC Leaders, SBDM Committee, teachers and staff and parents are included in developing and analyzing the school improvement plan for. The School Report Card was used to develop goals for the school improvement plan. Data from the School Report Card was discussed with staff as well as with SBDM and PLC leaders during various meetings. Feedback from these sessions were used in formulating the goals and activities for the school improvement plan. Once a draft was completed, PLC leaders, SBDM Committee members as well as PTA representatives reviewed and gave feedback on the proposed goals and activities. The SBDM Committee gave final approval to the school improvement plan. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. The Administration Team is made up of the, Assistant, Literacy Coach, Counselor and the Library Media Specialist. The Administration Team was responsible for the first breakdown of the School Report Card data and the planning of a professional development session to share/analyze data with the faculty. The school faculty met to review the data and provide feedback. The feedback was utilized to create and inform school goals and activities. CSIP goals were established based on the K-PREP data and were introduced to all stakeholders groups for input regarding activities and strategies to achieve those goals. Stakeholders offered feedback through meetings dedicated to the CSIP process, activities and strategies were drafted, revised, and set. Next, the CSIP was shared with all stakeholder groups during scheduled meetings (faculty meetings, PLC meetings, PTA meetings). Goals will be shared with all parents and guardians through multiple means of communication including the school website and school newsletter. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. The final improvement plan was communicated to stakeholders in a variety of ways. The final improvement plan is approved by the SBDM and is posted on the District and School website. Throughout the school year, the plan is reviewed during SBDM meetings and the staff reviews the implementation and impact checks during staff meetings and PLC meetings. The plan will also be presented in parent friendly language in newsletters and during family nights. Stakeholder groups are involved in the process of determining goals and activities and strategies for achievement of goals and are notified of changes at each stage of development of the school improvement plan. SY Page 23

28 Phase I - Needs Assessment SY Page 24

29 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 25

30 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? The school maintains and uses multiple assessments as outlined by the district and school to measure student learning which include KPREP, DRA, MAP and Kindergarten Brigance assessment. Common formative assessments are created in professional learning communities based on the common core standards and district transfer tasks. Through the use of multiple measures, the school leadership team and PLC grade level teams are able to plan differentiated instruction as well as Tier II and III interventions. As evidenced by the School Report Card, Crestwood Elementary is above the state average in every content area on KPREP. These areas include Reading, Math, Writing, Social Studies and Language Mechanics. With a total accountability score of 72.4, the school was only four tenths of a point from being a Distinguished school. Most notably, in the area of Reading, Crestwood has 64% of the students reaching a level of proficiency, well above the state average of 56%. Based on Brigance data, Crestwood had 67% of their incoming kindergartners ready for kindergarten. All kindergarten students participate in 30 minute W.I.N (What I Need) Intervention Block daily. During this block, teachers and instructional assistants work with students on skills and concepts not understood in Tier I instruction. Also teachers and instructional assistants work with students in small groups and one-onone to provide individualized Tier III instruction. Our intervention teachers (Reading Recovery) work in small CIMS groups and one-on-one with our students whom need the most support as evidenced by the Brigance and various formative assessments. Also Reading Recovery teachers are pushing into the classroom weekly to co-teach with classroom teachers and to provide support and observe how students are transferring the skills and concepts learning during RR in their regular classroom setting. There are three main subgroups at Crestwood that make up the GAP group including Free/Reduced, Disability and LEP. The Free and Reduced lunch students have increased their reading performance to 50% proficiency, an overall improvement of 10.4% Their math performance has also increased by 10.2%. LEP students have increased by 12.5% in reading. This demonstrates that language development instruction is working to support LEP students in gaining achievement in reading. Disability students have increased performance in Math by 8%. PLC grade level teams are utilizing K-PREP,MAP, DRA and formative assessments to identify students who need additional interventions and levels of support. The data gathered from these various assessments are reviewed regularly during weekly PLC grade level meetings determine student progress. Other forms of data including student portfolios, assessment plans, and performance information are utilized by classroom teachers to identify areas of growth and strengths. SY Page 26

31 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? The overall GAP scores of the non-duplicated GAP group has continued to demonstrate a positive trend in performance. The scores have increased consistently over the last three testing years from an index score of 39.9 to This demonstrates the fact that a focus in interventions is supporting an increase in the overall number of GAP students who are reaching proficiency.additionally, achievement in Reading and Math have both increased over the last three years. Math achievement has increased from 54.4% Proficient/Distinguished to 60.4% Proficient/Distinguished. Additionally, reading achievement has raised from 61% Proficient/Distinguished to 64.7% Proficient/Distinguished. This data demonstrates a concentration on rigor within classroom instruction that is demonstrating a positive trend in student achievement in the areas of reading and math. Moreover, the overall growth score drastically improved from 62.2 to This demonstrates that more students are showing expected growth and are meeting and exceeding growth expectations in reading and math. Social Studies is an area that has consistently rated as the overall highest performance. 70% of students are Proficient/Distinguished. Additionally, Reading has been an area that consistently has been an overall highest performance rating. For GAP students, Reading is also an area that has been the highest performance rating. This indicates that instruction and interventions completed in reading are moving more students to higher achievement levels. There are three main subgroups at Crestwood that make up the GAP group including Free/Reduced, Disability and LEP. The Free and Reduced lunch students have increased their reading performance to 50% proficiency, an overall improvement of 10.4% Their math performance has also increased by 10.2%. LEP students have increased by 12.5% in reading. This demonstrates that language development instruction is working to support LEP students in gaining achievement in reading. Disability students have increased performance in Math by 8%.The achievement gap is closing in reading for both the Free and Reduced subgroup and the LEP subgroup. The Free and reduced subgroup gap has been reduced by 5% while the LEP group gap has been reduced by 11%. The achievement gap in math for Disability students has been reduced by 8% and the Free and Reduced subgroup gap has been reduced by 4%. SY Page 27

32 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? While still above the state average, writing achievement scores decreased from the school year to the school year. This drop created an overall reduction in achievement scores despite the fact that all other areas increased in achievement. Additionally, overall growth scores, while up from the school year, still have not reached the growth scores from Crestwood continues to review methods to ensure student growth through continuous formative assessment. The area of writing showed a huge increase in but then declined in While only tested in one grade level, the school is using this data to develop writing as an area of focus. Additionally, the area of Social Studies, while remaining the highest level of achievement showed a slight decline from to The scores are an increase from the school year. In the area of math, while the overall non-duplicated gap group's performance increased, the LEP subgroup showed a decline. The gap in math achievement between overall students and students in the LEP group has widened. As such, the school is working to include mathematical vocabulary and visual representations of mathematical concepts into instruction with our LEP students. Additionally, in the area of reading, while the overall non-duplicated gap groups performance increased, the disability subgroups scores declined. This data is not necessarily a trend as they had increased the previous year. In math, the achievement gap is increasing between LEP students and all students. Additionally, in reading, the achievement gap widened between students with disabilities students and all students. are participating in learning walks to improve instructional practices based on the evidence of student work. The goal is to provide teachers and staff with the opportunity to view student learning and determine next steps in meeting the needs of all students. The school continued with Cohort III of the Crestwood Learning Project where new teachers work closely as a PLC to build their knowledge and understanding through professional development in the areas of instruction, classroom management, assessment and parent communication. The project provides a deeper understanding of the school's values and beliefs about teaching, learning, and the conditions that support a rigorous learning environment. The school has also sought and received a grant to support students struggling in the area of mathematics with a highly trained full time math intervention teacher. The Math Achievement Fund grant will allow the school to focus on early interventions in math and support students who are scoring novice in math with interventions aimed at building the conceptual understanding of mathematics. SY Page 28

33 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The school will continue its work with the implementation of professional learning communities as teachers develop and plan standards based lessons, analyze students work, offer effective feedback, identify achievement gaps and create and analyze common formative assessments. Common formative assessments will be administered and analyzed based on the development of SMART goals to determine next steps for Tier I, II and III instruction. The school will also continue to build on its background knowledge and understanding of how to effectively provide oral and written feedback. By providing consistent and purposeful oral and written feedback, students will be equipped to have a better understanding of their goals as a learner and close the achievement gap when provided additional opportunities for student's attainment of content knowledge and skills. The school will continue to closely monitor interventions based on SMART goals and analyzing common formative assessments and student work on a weekly basis as evidenced in the PLC grade level team meetings. will continue to keep and analyze data regarding students in interventions to ensure adequate progress, thereby improving learning for all students. SY Page 29

34 Goals and Plans-Final SY Page 30

35 Overview Plan Name Goals and Plans-Final Plan Description SY Page 31

36 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 Total 1 All students at Crestwood Elementary will increase the average combined proficiency in reading and math as evidenced by KPREP to 74.6% in Objectives: 1 Strategies: 2 Activities: 10 Organizational $ Students within the GAP group at Crestwood Elementary will increase the average combined proficiency in reading and math as evidenced by KPREP to 65.6% in Collaborate to demonstrate 76% proficiency of all 3rd grade students in Reading and Math by 2020 as measured by the KPREP assessment. 4 Crestwood Elementary will implement a Positive Behavioral Interventions and system 5 Increase the percentage of proficient writers to 68.7% as evidenced by KPREP in To reduce the percentage of students scoring NOVICE in combined Reading and Math by 50% as measured by the KPREP assessment by Increase the strengths in our Review as measured by the Assessment and Accountability Update 8 All students at Crestwood Elementary will have equitable access to a rigorous and aligned curriculum Objectives: 1 Strategies: 2 Activities: 10 Objectives: 1 Strategies: 1 Activities: 4 Objectives: 1 Strategies: 1 Activities: 4 Objectives: 1 Strategies: 1 Activities: 3 Objectives: 1 Strategies: 1 Activities: 3 Objectives: 1 Strategies: 1 Activities: 2 Objectives: 1 Strategies: 2 Activities: 4 Organizational $ Organizational $0 Organizational $0 $0 $50000 $0 $0 SY Page 32

37 Goal 1: All students at Crestwood Elementary will increase the average combined proficiency in reading and math as evidenced by KPREP to 74.6% in Measurable Objective 1: collaborate to increase proficiency in reading to 69% and 59.8% in Math by 07/01/2017 as measured by the KPREP assessment. Strategy 1: Curriculum and Instruction - will collaborate within their PLCs to design and implement instruction in Math and Reading. Category: Professional Learning & - Essential Standards Resource will meet weekly in grade level PLC teams to determine essential standards connected to KCAS, develop rigorous formative and summative assessments, analyze data and to plan instruction. Professional Learning Source Of 12/01/ /30/2017 $0 No - Formative Assessment-Data Analysis Protocol Resource will create on-going formative assessments to inform, modify instruction and analyze student performance and mastery of standards. Student performance will be monitored using common formative assessments which include short answer, extended response and multiple choice questions including writing to demonstrate learning and on-demand writing prompts. Source Of 12/01/ /30/2017 $0 No Leadership Team PLC Teams Instructional Coordinator Literacy Coach PLC Teams - WIN (What I Need) Resource Teams will collaborate to implement WIN (What I Need) an intervention time model in K & 1st grade focused on Tier II interventions to demonstrate knowledge and understanding of grade level standards. Each grade level will support an intervention block of time in which intervention teachers, support staff, and special education teachers push in to support interventions within the grade level. Source Of 12/01/ /30/2017 $25000 Title I Part A Assistant Literacy Coach Library Media Specialist Intervention Special Education SY Page 33

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