KDE Comprehensive School. Improvement Plan. Holmes High School

Transcription

1 KDE Comprehensive School Improvement Plan Covington Independent Scott Hornblower, Principal 25th & Madison Covington, KY Document Generated On February 3, 2016

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 Comprehensive School Improvement Plan Overview 9 Goals Summary 10 Goal 1: Increase the average combined Reading and Math proficiency ratings for all students in the non-duplicated gap group from 41.3% in 2015 to 59.6 in Goal 2: Increase the average combined Reading and Math proficiency ratings for all high school students from 42.4% in 2015 to 59.6% in Goal 3: Demonstrate an overall proficiency rating on each content area assessed through program review. 15 Goal 4: Improve the working conditions at through the use of TELL survey data. 19 Goal 5: Reduce the percentage of novice scoring students in math from 41.5% in 2015 to less than 20.75% in 2020 as measured by state and local assessments. 20 Goal 6: Reduce the percentage of novice scoring students in reading from 57% in 2015 to less than 28.5% in 2020 as measured by state and local assessments. 22 Goal 7: Increase the percentage of students who are college and career ready from 29.9% in 2015 to 65.4% in Goal 8: The graduation rate at will increase from 91.5% in 2015 to 98% in Activity Summary by Funding Source 26

3 KDE Needs Assessment Introduction 31 Data Analysis 32 Areas of Strengths 33 Opportunities for Improvement 34 Conclusion 35 KDE Compliance and Accountability - Schools Introduction 37 Planning and Accountability Requirements 38 KDE Assurances - School Introduction 52 Assurances 53 The Missing Piece Introduction 59 Stakeholders 60 Relationship Building 61 Communications 62 Decision Making 64 Advocacy 66 Learning Opportunities 67

4 Community Partnerships 68 Reflection 69 Report Summary 70 Improvement Plan Stakeholder Involvement Introduction 72 Improvement Planning Process 73 School Safety Report Introduction 75 School Safety Requirements 76 Equitable Access Diagnostic Introduction 79 Needs Assessment 80 Equitable Access Strategies 81 Questions 83

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 in Covington, Kentucky, on the south shore of the Ohio River. According to the most recent census data, the estimated median household income for Covington averages $35, % of housing units available in the city are renter occupied with 82% of the renters living below the poverty level. We serve approximately 850 students in grades % of our students are minority with a total of 87% of all students qualifying for free/reduced lunch. 10.3% of students are English Language Learners, 27.3% are identified as gifted and talented, and 17.6% are serviced through our special education program. Holmes is a comprehensive high school with a career focus. Students spend a semester of their freshman year exploring different career clusters so they will be prepared to select a focus of study to begin in their sophomore year. Counselors guide students to enroll in a minimum of three courses that align with their college and career plans as identified in their Individualized Learning Plans. Our students participate in a variety of college and career prep activities including career days, college visits, and internships. 45.7% of our students go on to college or receive vocational training after high school. 4.3% enter the military and 24.7% enter the workforce. 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. The mission statement of is to guide students to discover, pursue and connect to their post-secondary dreams. With this statement guiding us, we have set the expectation of 15x12 for all of our students. This means that students should earn 15 hours of transferrable college credit by the end of their 12th grade year. Students can achieve this through duel credit options on the Holmes campus, attending classes at Gateway Community and Technical College, Advanced Placement courses, and International Baccalaureate exams. The Chapman Career and Technical Center offers career paths including advanced manufacturing (welding), carpentry, health sciences ( allied health, pre-nursing, and Project Lead the Way Biomedical Sciences), JROTC, IT, media arts and business. There are over 30 courses offered to guide students through these paths. 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. Group achievements include 52 of the 144 seniors earned a total of 312 college credits through duel credit programs during the school year. 36 % of the seniors earned anywhere from 2 credits to 24 credits by graduation.the female gap group met and exceeded their delivery target for combined reading and mathematics proficiency. Individual student achievements include one student was selected for Kentucky's Governor's Scholars Program (first time in five years), one student was named a National Merit Semifinalist, and another student was selected as a Questbridge College Prep Scholar and a Questbridge National College Match Finalist. We also had a student who was selected for the Rotary Study Abroad program. During the school year, we will focus on increasing college and career readiness among students, increasing student performance on the on-demand writing assessment, ACT, and end of course exams, and improve the overall climate and culture of. 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. works collaboratively with a variety of community stakeholders to improve instruction. Covington Partners in Prevention works with the school and various other stakeholders, including students, families, mentors, and volunteers, to help the youth of Covington achieve success. We utilize the expertise of local business members on our Career Advisory Councils to impact the career and technical education programs. These councils provide insight on the current status and futures trends in regional and national job opportunities. They also provide information regarding job shadowing, field trip and mentoring opportunities. Courses and curricula are guided by these councils to help students be successful candidates for entry level employment after graduation, postsecondary certification programs, and degree programs. We partner with the Gateway Community and Technical College to provide students access to college courses. Students receive instruction through GEAR Up, a state funded grant program, which is designed to increase the number of low-income students who are prepared to enter and succeed in the postsecondary education. GEAR UP instructors work with the school to develop a five year plan designed to meet the specific needs of our students and to provide support to the school improvement process. SY Page 7

12 15-16 Comprehensive School Improvement Plan SY Page 8

13 Overview Plan Name 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 Academic $0 1 Increase the average combined Reading and Math proficiency ratings for all students in the nonduplicated gap group from 41.3% in 2015 to 59.6 in Increase the average combined Reading and Math proficiency ratings for all high school students from 42.4% in 2015 to 59.6% in Demonstrate an overall proficiency rating on each content area assessed through program review. 4 Improve the working conditions at Holmes High School through the use of TELL survey data. 5 Reduce the percentage of novice scoring students in math from 41.5% in 2015 to less than 20.75% in 2020 as measured by state and local assessments. 6 Reduce the percentage of novice scoring students in reading from 57% in 2015 to less than 28.5% in 2020 as measured by state and local assessments. 7 Increase the percentage of students who are college and career ready from 29.9% in 2015 to 65.4% in The graduation rate at will increase from 91.5% in 2015 to 98% in 2024 Objectives: 2 Strategies: 1 Activities: 1 Objectives: 5 Strategies: 5 Activities: 5 Objectives: 4 Strategies: 4 Activities: 9 Objectives: 1 Strategies: 3 Activities: 3 Objectives: 1 Strategies: 2 Activities: 3 Objectives: 1 Strategies: 2 Activities: 3 Objectives: 1 Strategies: 3 Activities: 3 Objectives: 1 Strategies: 1 Activities: 1 Academic $0 Organizational $0 Organizational $0 Academic $400 Academic $400 Academic $0 Organizational $4100 SY Page 10

15 Goal 1: Increase the average combined Reading and Math proficiency ratings for all students in the non-duplicated gap group from 41.3% in 2015 to 59.6 in Measurable Objective 1: A 21% increase of Students with Disabilities students will demonstrate a proficiency increase from 4.0% to 24.7% in Reading by 06/01/2016 as measured by scores on the English II EOC assessments.. (shared) Strategy 1: Collaborative Planning - Special education teachers will participate in content specific collaborative planning during PLCs. Category: Professional Learning & Support Activity - Collaboration Activity Type Begin Date End Date Resource Assigned Special education teachers will participate in a specific content area PLC to help create specially designed instruction during the unit planning process. Professional Learning Source Of Funding 10/01/ /31/2016 $0 No Funding Staff Responsible Principal, Special Education Lead, Instructional Leads Measurable Objective 2: A 24% increase of Students with Disabilities students will demonstrate a proficiency increase from 0.0% to 24.3% in Mathematics by 05/31/2016 as measured by scores on the Algebra II EOC assessments. (shared) Strategy 1: Collaborative Planning - Special education teachers will participate in content specific collaborative planning during PLCs. Category: Professional Learning & Support SY Page 11

16 Activity - Collaboration Activity Type Begin Date End Date Resource Assigned Special education teachers will participate in a specific content area PLC to help create specially designed instruction during the unit planning process. Professional Learning Source Of Funding 10/01/ /31/2016 $0 No Funding Staff Responsible Principal, Special Education Lead, Instructional Leads Goal 2: Increase the average combined Reading and Math proficiency ratings for all high school students from 42.4% in 2015 to 59.6% in Measurable Objective 1: A 9% increase of All Students will demonstrate a proficiency increase from 34.3% to 43.3% in Reading by 06/30/2016 as measured by scores on the English II EOC assessments.. Strategy 1: English II EOC - In PLCs, teachers will create common assessments using Quality Core Standards and test probes to increase proficiency. Category: Learning Systems SY Page 12

17 Activity - CERT Data Analysis and Common Assessments Activity Type Begin Date End Date Resource Assigned In content area PLCs, teachers will analyze data from the CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to determine student mastery of the focus standards. Professional Learning Source Of Funding 09/01/ /31/2016 $0 No Funding Staff Responsible Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach Measurable Objective 2: A 15% increase of All Students will demonstrate a proficiency increase from 12.3% to 27.2% in Mathematics by 06/30/2016 as measured by scores on the Algebra II EOC assessments. Strategy 1: Algebra II EOC - In PLCs, teachers will create common assessments using Quality Core Standards and test probes to increase proficiency. Category: Professional Learning & Support Activity - CERT Data Analysis and Common Assessments Activity Type Begin Date End Date Resource Assigned In content area PLCs, teachers will analyze data from the CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to assess student mastery of the focus standards. Professional Learning Source Of Funding 10/01/ /31/2016 $0 No Funding Staff Responsible Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach Measurable Objective 3: 28% of All Students will demonstrate a proficiency level that reaches the target of 27.5% in Science by 06/01/2016 as measured by scores on the Biology EOC assessment. SY Page 13

18 Strategy 1: Biology EOC - In PLCs, teachers will create common assessments using Quality Core Standards and test probes to increase proficiency. Category: Professional Learning & Support Activity - CERT Data Analysis and Common Assessment Activity Type Begin Date End Date Resource Assigned In content area PLCs, teachers will analyze data from the CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to determine student mastery of the focus standards. Professional Learning Source Of Funding 10/01/ /31/2016 $0 No Funding Staff Responsible Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach Measurable Objective 4: A 9% increase of All Students will demonstrate a proficiency increase from 35.7% to 44.4% in Social Studies by 06/01/2016 as measured by scores on the U.S. History EOC assessments. Strategy 1: Data Analysis and Common Assessments - In PLCs, teachers will create common assessments using Quality Core Standards and analyze student performance on these assessments to guide instruction to increase proficiency. Category: Professional Learning & Support Activity - U.S. History EOC Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 14

19 In content area PLCs, teachers will create common assessments based on the Quality Core Standards for U.S. History. Data from these assessments will be analyzed to identify 3 standards as a focus for instruction. Professional Learning 10/01/ /31/2016 $0 No Funding Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach Measurable Objective 5: A 6% increase of All Students will demonstrate a proficiency increase from 32.3% to 38.3% in Writing by 05/31/2016 as measured by scores on the K-Prep Ondemand Writing assessments. Strategy 1: Writing Data Analysis and Common Assessments - Common assessments and data analysis will be used to increase proficiency. Category: Professional Learning & Support Activity - On-demand Scrimmages Activity Type Begin Date End Date Resource Assigned Students will participate in on-demand scrimmages using common assessments. These assessments will be scored by all staff. Teachers will use the data to determine areas of growth. Professional Learning Source Of Funding 11/01/ /31/2016 $0 No Funding Staff Responsible Principal, Assistant Principal, Instructional Lead Goal 3: Demonstrate an overall proficiency rating on each content area assessed through program review. SY Page 15

20 Measurable Objective 1: collaborate to address identified areas of growth in the PL/CS program by 06/01/2016 as measured by ongoing monitoring using the state rubrics. Strategy 1: PL/CS school wellness - The school will utilize collection of BMI percentile data in their annual wellness policy review process. Category: Continuous Improvement Activity - BMI Collection Activity Type Begin Date End Date Resource Assigned The wellness committee will create a plan to collect data on student BMI and analyze the data during the yearly review process. Other - Data collection and analysis Source Of Funding 10/01/ /01/2016 $0 No Funding Staff Responsible Program Review Coordinator, School Nurse, Wellness Committee Lead Activity - I-team Activity Type Begin Date End Date Resource Assigned Team leads and administration will participate monthly in district hosted I- team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible District I-team coordinator, Principal, Building Lead, Team Leads Measurable Objective 2: demonstrate a proficiency in teacher membership in professional organizations by 06/01/2016 as measured by evidence collection, monitoring and review during the program review process. Strategy 1: SY Page 16

21 A&H membership in professional organizations - Arts and humanities teachers will improve their professional learning by becoming members of professional organizations. Category: Professional Learning & Support Activity - Professional organizations Activity Type Begin Date End Date Resource Assigned Arts and humanities teachers will seek out and join professional organizations to improve their professional learning opportunities. Professional Learning Source Of Funding 11/01/ /01/2016 $0 No Funding Staff Responsible Program Review Lead, Arts and Humanities Lead, Instructional Coach Activity - I-team Activity Type Begin Date End Date Resource Assigned Team leads and administration will participate monthly in district hosted I- team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible District I-team coordinator, Principal, Building Lead, Team Leads Measurable Objective 3: increase student growth in the area of writing by 06/01/2016 as measured by ongoing monitoring of the identified program using the state rubrics. Strategy 1: On-demand Writing Professional Learning - Students will engage in two on-demand writing scrimmages using common assessments during the school year. All staff will participate in scoring of student assessments. Category: Professional Learning & Support SY Page 17

22 Activity - On-demand Scrimmages Activity Type Begin Date End Date Resource Assigned Students will participate in two on-demand scrimmage events during the school year using common assessments. Other - Common Assessment Source Of Funding 11/04/ /31/2016 $0 No Funding Staff Responsible Assistant Principal, ELA Content Lead Activity - On-demand Scoring Activity Type Begin Date End Date Resource Assigned All teachers will be trained on how to score on-demand writing pieces using the state writing assessment rubric. They will participate in scoring of the on-demand scrimmage assessments. Professional Learning Source Of Funding 11/04/ /31/2016 $0 No Funding Staff Responsible Assistant Principal, ELA Content Lead Activity - I-team Activity Type Begin Date End Date Resource Assigned Team leads and administration will participate monthly in district hosted I- team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible District I-team coordinator, Principal, Building Lead, Team Leads Measurable Objective 4: collaborate to address identified areas of growth in the Global Competency/World Language program by 06/01/2016 as measured by ongoing monitoring using the state rubrics. Strategy 1: Global Competency/ World Language Growth Areas - Identify areas of growth in the Global Competency/World Language program and develop strategies to address these areas. Category: Continuous Improvement SY Page 18

23 Activity - Leadership Activity Type Begin Date End Date Resource Assigned Leadership team will create a plan to address policies and monitoring and leadership demonstrators within the Global Competency/World Language rubric. Policy and Process Source Of Funding 11/17/ /31/2016 $0 No Funding Staff Responsible Principal, Program Review Lead Activity - I-team Activity Type Begin Date End Date Resource Assigned Team leads and administration will participate monthly in district hosted I- team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible District I-team coordinator, Principal, Building Lead, Team Leads Goal 4: Improve the working conditions at through the use of TELL survey data. Measurable Objective 1: collaborate to improve the climate and culture of by 06/01/2016 as measured by increasing staff agreement to 35% in our 3 weakest areas of the TELL survey. Strategy 1: Shared decision making - A variety of shared decision making opportunities will be implemented through the use of instructional leads, SBDM committee participation, and ongoing opportunities for teachers to participate in the decision making process at. Category: Stakeholder Engagement Activity - Quarterly Survey Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 19

24 Conduct quarterly survey to determine teacher satisfaction in regard to shared decision making. Recruitment and Retention 08/19/ /01/2016 $0 No Funding Leadership Team Strategy 2: Mutual Respect and Trust - Through the use of PLCs, instructional leads, and increased involvement of teachers in the decision making process, the atmosphere of trust and mutual respect will increase at. Category: Principal PGES Activity - Quarterly Survey Activity Type Begin Date End Date Resource Assigned Teachers will be surveyed on a quarterly basis to assess the atmosphere of trust and respect at Holmes. Recruitment and Retention Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Strategy 3: Teacher Comfort to Raise Issues - By increasing the atmosphere of trust and mutual respect through the implementation of shared decision making opportunities, staff will feel comfortable raising issues and concerns that are important to them. Category: Principal PGES Activity - Quarterly Survey Activity Type Begin Date End Date Resource Assigned Teacher attitudes towards feeling comfortable when raising issues and concerns that are important to them will be assessed through a quarterly survey. Recruitment and Retention Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Goal 5: Reduce the percentage of novice scoring students in math from 41.5% in 2015 to less than 20.75% in 2020 as measured by state and local assessments. SY Page 20

25 Measurable Objective 1: 41% of All Students will increase student growth by reducing novice scores from 41.5% in 2015 to 37.35% in 2016 in Mathematics by 06/01/2016 as measured by state and local assessments. Strategy 1: College and Career Readiness Math - Students not reaching benchmark on ACT will enroll in an intervention course designed to focus on areas of deficiency. Category: Continuous Improvement Activity - Intervention Classes Activity Type Begin Date End Date Resource Assigned Students not reaching benchmark on ACT will enroll in an intervention course designed to focus on areas of deficiency. Direct Instruction Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Counselors Strategy 2: Extracurricular Opportunities - Students who need additional support will be identified and given the opportunity to attend tutoring before and after school as well as Saturday morning ACT preparation sessions. Category: Continuous Improvement Activity - Extracurricular Opportunities Activity Type Begin Date End Date Resource Assigned Students will have the opportunity to participate in before and after school tutoring as well as ACT practice sessions to help reduce the percentage of students scoring novice. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Counselors Instructional Leads SY Page 21

26 Activity - YSC Contribution Activity Type Begin Date End Date Resource Assigned YSC will support the ACT practice session by purchasing supplemental materials for students. Academic Support Program Source Of Funding Staff Responsible 07/30/ /01/2016 $400 FRYSC YSC Coordinator Instructional Coach Goal 6: Reduce the percentage of novice scoring students in reading from 57% in 2015 to less than 28.5% in 2020 as measured by state and local assessments. Measurable Objective 1: 57% of All Students will increase student growth by reducing Novice scores from 57% in 2015 to less than 28.5% in 2020 in Reading by 06/01/2016 as measured by state and local assessments. Strategy 1: Extra Curricular Interventions - Students not meeting benchmarks will be targeted for additional, outside of the school day, interventions such as ACT Bootcamp and departmental boot camps. Category: Research Cited: Torch Prep research shows an average ACT composite improvement of 3 points after a 6 week intervention. Activity - Interventions Activity Type Begin Date End Date Resource Assigned Students not meeting benchmarks will be targeted for additional, outside of the school day, interventions. They are able to attend tutoring before and after school or ACT practice on Saturday mornings. Extra Curricular Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Counselors Activity - YSC Contribution Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 22

27 YSC will support the ACT practice session by purchasing supplemental materials for students. Academic Support Program 07/30/ /01/2016 $400 FRYSC YSC coordinator Instructional Coach Strategy 2: Intervention Class - Students not reaching benchmark on the CERT assessment will be enrolled in an intervention course designed to focus on areas of deficiency. Category: Continuous Improvement Activity - EXPLORE ELA Activity Type Begin Date End Date Resource Assigned Students not reaching benchmark on the CERT assessment will be enrolled in an intervention course designed to focus on areas of deficiency. Direct Instruction Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Leadership Team Counselors Instructional Leads Goal 7: Increase the percentage of students who are college and career ready from 29.9% in 2015 to 65.4% in Measurable Objective 1: 37% of All Students will achieve college and career readiness by meeting the requirements in Career & Technical by 06/01/2016 as measured by completion of assessments and required coursework. Strategy 1: Professional Learning Communities - Teachers will collaborate in professional learning communities to identify ways to focus on KOSSA standards and to create a teacher checklist to determine which standards are being addressed. Category: Career Readiness Pathways SY Page 23

28 Activity - Career and Tech PLC Activity Type Begin Date End Date Resource Assigned Create a focus on KOSSA standards and create a checklist to monitor delivery of standards. Academic Support Program Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible CCR administrator Instructional lead Strategy 2: Scheduling document - Create a scheduling document for each student that will serve as a way to track their progress towards meeting CCR requirements. Category: Career Readiness Pathways Activity - Tracking Documnet Activity Type Begin Date End Date Resource Assigned Monitor student progress towards meeting college and career readiness by tracking assessment data and completion of coursework. Career Preparation/O rientation Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible CCR administrator Instructional lead Counselors Strategy 3: Curriculum Contracts - Each career pathway will have a curriculum contract that outlines required courses and what is expected to be taken at each grade level. Students will sign the contract when they select a career pathway to enter and will review it with their counselor each year to determine progress. Category: Career Readiness Pathways Activity - Curriculum Contracts Activity Type Begin Date End Date Resource Assigned Instructional lead will work with teachers to clearly outline grade level requirements for each pathway. Students will sign these contracts to help increase the commitment to completing the program. Career Preparation/O rientation Source Of Funding 08/19/ /01/2016 $0 No Funding Staff Responsible Instructional lead Counselors SY Page 24

29 Goal 8: The graduation rate at will increase from 91.5% in 2015 to 98% in 2024 Measurable Objective 1: improve graduation rate from 91.5% in 2015 to 92.8% by 2016 by 06/01/2016 as measured by percentage of students who have accumulated enough credits to graduate. Strategy 1: APEX Credit Recovery - Counselors will identify students who have fallen behind their required credits and provide them opportunities to use APEX Learning for credit recovery. Category: Other - Credit Recovery Activity - APEX Activity Type Begin Date End Date Resource Assigned Students will utilize the APEX online learning program for credit recovery as an intervention to remain on track with their initial cohort. Direct Instruction Source Of Funding Staff Responsible 08/19/ /01/2016 $4100 Other Counselors, Credit Recovery Teacher, Leadership Team SY Page 25

30 Activity Summary by Funding Source Below is a breakdown of your activities by funding source FRYSC Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned YSC Contribution YSC will support the ACT practice session by purchasing supplemental materials for students. YSC Contribution YSC will support the ACT practice session by purchasing supplemental materials for students. Academic Support Program Academic Support Program Staff Responsible 07/30/ /01/2016 $400 YSC Coordinator Instructional Coach 07/30/ /01/2016 $400 YSC coordinator Instructional Coach Total $800 No Funding Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Intervention Classes Students not reaching benchmark on ACT will enroll in an intervention course designed to focus on areas of deficiency. CERT Data Analysis and Common Assessments In content area PLCs, teachers will analyze data from the CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to assess student mastery of the focus standards. BMI Collection The wellness committee will create a plan to collect data on student BMI and analyze the data during the yearly review process. Leadership Leadership team will create a plan to address policies and monitoring and leadership demonstrators within the Global Competency/World Language rubric. Direct Instruction Professional Learning Other - Data collection and analysis Policy and Process Staff Responsible 08/19/ /01/2016 $0 Leadership Team Counselors 10/01/ /31/2016 $0 Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach 10/01/ /01/2016 $0 Program Review Coordinator, School Nurse, Wellness Committee Lead 11/17/ /31/2016 $0 Principal, Program Review Lead SY Page 26

31 I-team Team leads and administration will participate monthly in district hosted I-team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. U.S. History EOC In content area PLCs, teachers will create common assessments based on the Quality Core Standards for U.S. History. Data from these assessments will be analyzed to identify 3 standards as a focus for instruction. Curriculum Contracts Instructional lead will work with teachers to clearly outline grade level requirements for each pathway. Students will sign these contracts to help increase the commitment to completing the program. Tracking Documnet Monitor student progress towards meeting college and career readiness by tracking assessment data and completion of coursework. Quarterly Survey Conduct quarterly survey to determine teacher satisfaction in regard to shared decision making. On-demand Scrimmages Students will participate in two on-demand scrimmage events during the school year using common assessments. CERT Data Analysis and In content area PLCs, teachers will analyze data from the Common Assessments CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to determine student mastery of the focus standards. CERT Data Analysis and Common Assessment In content area PLCs, teachers will analyze data from the CERT test to identify 3 standards as a focus for instruction. Teachers will create common assessments to determine student mastery of the focus standards. Academic Support Program Professional Learning Career Preparation/O rientation Career Preparation/O rientation Recruitment and Retention Other - Common Assessment Professional Learning Professional Learning 08/19/ /01/2016 $0 District I-team coordinator, Principal, Building Lead, Team Leads 10/01/ /31/2016 $0 Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach 08/19/ /01/2016 $0 Instructional lead Counselors 08/19/ /01/2016 $0 CCR administrator Instructional lead Counselors 08/19/ /01/2016 $0 Leadership Team 11/04/ /31/2016 $0 Assistant Principal, ELA Content Lead 09/01/ /31/2016 $0 Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach 10/01/ /31/2016 $0 Principal, Instructional Leads, Building Assessment Coordinator, Instructional Coach SY Page 27

32 Collaboration Special education teachers will participate in a specific content area PLC to help create specially designed instruction during the unit planning process. Professional organizations Arts and humanities teachers will seek out and join professional organizations to improve their professional learning opportunities. On-demand Scoring All teachers will be trained on how to score on-demand writing pieces using the state writing assessment rubric. They will participate in scoring of the on-demand scrimmage assessments. Quarterly Survey Teachers will be surveyed on a quarterly basis to assess the atmosphere of trust and respect at Holmes. Quarterly Survey Teacher attitudes towards feeling comfortable when raising issues and concerns that are important to them will be assessed through a quarterly survey. Interventions Students not meeting benchmarks will be targeted for additional, outside of the school day, interventions. They are able to attend tutoring before and after school or ACT practice on Saturday mornings. On-demand Scrimmages Students will participate in on-demand scrimmages using common assessments. These assessments will be scored by all staff. Teachers will use the data to determine areas of growth. I-team Team leads and administration will participate monthly in district hosted I-team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. I-team Team leads and administration will participate monthly in district hosted I-team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Career and Tech PLC Create a focus on KOSSA standards and create a checklist to monitor delivery of standards. Professional Learning Professional Learning Professional Learning Recruitment and Retention Recruitment and Retention Extra Curricular Professional Learning Academic Support Program Academic Support Program Academic Support Program 10/01/ /31/2016 $0 Principal, Special Education Lead, Instructional Leads 11/01/ /01/2016 $0 Program Review Lead, Arts and Humanities Lead, Instructional Coach 11/04/ /31/2016 $0 Assistant Principal, ELA Content Lead 08/19/ /01/2016 $0 Leadership Team 08/19/ /01/2016 $0 Leadership Team 08/19/ /01/2016 $0 Leadership Team Counselors 11/01/ /31/2016 $0 Principal, Assistant Principal, Instructional Lead 08/19/ /01/2016 $0 District I-team coordinator, Principal, Building Lead, Team Leads 08/19/ /01/2016 $0 District I-team coordinator, Principal, Building Lead, Team Leads 08/19/ /01/2016 $0 CCR administrator Instructional lead SY Page 28

33 EXPLORE ELA Students not reaching benchmark on the CERT assessment will be enrolled in an intervention course designed to focus on areas of deficiency. Extracurricular Opportunities Students will have the opportunity to participate in before and after school tutoring as well as ACT practice sessions to help reduce the percentage of students scoring novice. I-team Team leads and administration will participate monthly in district hosted I-team meetings that focus on developing areas of program review. Rubrics will be reviewed three times a year to determine progress and to provide specific feedback to each school. Building leads will also meet as a PLC monthly. Direct Instruction Academic Support Program Academic Support Program 08/19/ /01/2016 $0 Leadership Team Counselors Instructional Leads 08/19/ /01/2016 $0 Leadership Team Counselors Instructional Leads 08/19/ /01/2016 $0 District I-team coordinator, Principal, Building Lead, Team Leads Total $0 Other Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned APEX Students will utilize the APEX online learning program for credit recovery as an intervention to remain on track with their initial cohort. Direct Instruction Staff Responsible 08/19/ /01/2016 $4100 Counselors, Credit Recovery Teacher, Leadership Team Total $4100 SY Page 29

34 KDE Needs Assessment SY Page 30

35 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 31

36 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? 1. How well are we closing the gaps for our students? 2. Are our students progressing in their proficiency on required tests as they go through grade levels? 3. How can we increase our college and career readiness levels? The data shows that we are below state averages in all areas except high school graduation rate. We need to focus on reduction of Novice and Apprentice students in all areas among all gap groups. To increase our overall performance,we need to review our career and technical programs to identify ways to make students more successful. We must also implement instructional strategies that will increase student performance on the ACT, KPREP, and EOC exams. We have targeted three areas of the TELL survey for growth. 13% of staff agreed that there is an atmosphere of mutual respect and trust in our building. 16% agreed that they felt comfortable raising issues that were important to them. 13% felt that there was an adequate level of teacher influence on decision making. Our goal is to increase each of these areas to 35% agreement by the end of the school year as measured by quarterly staff surveys. SY Page 32

37 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? Our graduation rate exceeds the state average at a rate of 92.8% for the school year. Program Reviews Arts and Humanities- proficient-9.2 Practical Living/Career Studies- proficient- 9.3 Writing- proficient- 8.6 ACT English- 30.5% at benchmark Math- 17.4% at benchmark Reading- 33.5% at benchmark K-Prep and EOC- Percent Proficient/Distinguished Writing Language Mechanics English II Algebra II U.S. History We will continue to provide students with credit recovery options through online learning to increase our graduation rate. Academic boot camps and tutoring will continue to be used to prepare students for assessments. Program review leads will participate in ongoing professional learning communities through the district I-team program. SY Page 33

38 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Our greatest areas of need were college and career readiness, Global Competency and World Language program review, and addressing the needs of our gap students. We are currently working on a plan to improve our career programs. The plan involves working collaboratively with the middle school to provide a career choices course in the eighth grade so that students are able to select a career path to begin during their freshman year. We are also researching the viability of expanding our health science programs. The program review lead has conducted a needs assessment for the Global Competencies and World Language program and is working with administration and staff to address these needs. In order to address the areas of growth identified in the tell survey, we are fully implementing professional learning communities, have developed SBDM committees that meet monthly, and are using content area instructional leads to guide the curriculum and instruction at. In an effort to address gap needs, all staff participated in a professional development for Culturally Responsive Teaching. Teachers are participating in PLCs in an effort to address academic and behavioral strategies. SY Page 34

39 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? 1. Effectively address needs of program review. 2. Implement PLCs to provide strategies and collaborative time for teachers. 3. Develop a plan to address and expand career and technical programs. SY Page 35

40 KDE Compliance and Accountability - Schools SY Page 36

41 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 37

42 Planning and Accountability Requirements The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1: Improve the working conditions at through the use of TELL survey data. Measurable Objective 1: collaborate to improve the climate and culture of by 06/01/2016 as measured by increasing staff agreement to 35% in our 3 weakest areas of the TELL survey. Strategy1: Shared decision making - A variety of shared decision making opportunities will be implemented through the use of instructional leads, SBDM committee participation, and ongoing opportunities for teachers to participate in the decision making process at. Category: Stakeholder Engagement Research Cited: Activity - Quarterly Survey Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Conduct quarterly survey to determine teacher satisfaction in regard to shared decision making. Recruitment and Retention 08/19/ /01/2016 $0 - No Funding Leadership Team Strategy2: Teacher Comfort to Raise Issues - By increasing the atmosphere of trust and mutual respect through the implementation of shared decision making opportunities, staff will feel comfortable raising issues and concerns that are important to them. Category: Principal PGES Research Cited: Activity - Quarterly Survey Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Teacher attitudes towards feeling comfortable when raising issues and concerns that are important to them will be assessed through a quarterly survey. Recruitment and Retention 08/19/ /01/2016 $0 - No Funding Leadership Team Strategy3: Mutual Respect and Trust - Through the use of PLCs, instructional leads, and increased involvement of teachers in the decision making process, the atmosphere of trust and mutual respect will increase at. Category: Principal PGES Research Cited: SY Page 38

43 Activity - Quarterly Survey Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Teachers will be surveyed on a quarterly basis to assess the atmosphere of trust and respect at Holmes. Recruitment and Retention 08/19/ /01/2016 $0 - No Funding Leadership Team The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. N/A (this question does not apply) All children-were screened for kindergarten readiness. If yes, name the assessment. N/A (this question does not apply) The school identified specific strategies to increase the percentage of students who are Kindergarten ready. N/A (this question does not apply) The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency scores. N/A (this question does not apply) The school identified specific strategies to address subgroup achievement gaps. Goal 1: Increase the average combined Reading and Math proficiency ratings for all students in the non-duplicated gap group from 41.3% in 2015 to 59.6 in Measurable Objective 1: A 24% increase of Students with Disabilities students will demonstrate a proficiency increase from 0.0% to 24.3% in Mathematics by 05/31/2016 as measured by scores on the Algebra II EOC assessments. Strategy1: Collaborative Planning - Special education teachers will participate in content specific collaborative planning during PLCs. Category: Professional Learning & Support Research Cited: SY Page 39

44 Activity - Collaboration Special education teachers will participate in a specific content area PLC to help create specially designed instruction during the unit planning process. Activity Type Professional Learning Begin Date End Date 10/01/ /31/2016 Funding Amount & Source $0 - No Funding Staff Responsible Principal, Special Education Lead, Instructional Leads Measurable Objective 2: A 21% increase of Students with Disabilities students will demonstrate a proficiency increase from 4.0% to 24.7% in Reading by 06/01/2016 as measured by scores on the English II EOC assessments.. Strategy1: Collaborative Planning - Special education teachers will participate in content specific collaborative planning during PLCs. Category: Professional Learning & Support Research Cited: Activity - Collaboration Special education teachers will participate in a specific content area PLC to help create specially designed instruction during the unit planning process. Activity Type Professional Learning Begin Date End Date 10/01/ /31/2016 Funding Amount & Source $0 - No Funding Staff Responsible Principal, Special Education Lead, Instructional Leads Goal 2: Increase the average combined Reading and Math proficiency ratings for all high school students from 42.4% in 2015 to 59.6% in Measurable Objective 1: A 6% increase of All Students will demonstrate a proficiency increase from 32.3% to 38.3% in Writing by 05/31/2016 as measured by scores on the K-Prep On-demand Writing assessments. Strategy1: Writing Data Analysis and Common Assessments - Common assessments and data analysis will be used to increase proficiency. Category: Professional Learning & Support Research Cited: Activity - On-demand Scrimmages Students will participate in on-demand scrimmages using common assessments. These assessments will be scored by all staff. Teachers will use the data to determine areas of growth. Activity Type Professional Learning Begin Date End Date 11/01/ /31/2016 Funding Amount & Source $0 - No Funding Staff Responsible Principal, Assistant Principal, Instructional Lead Goal 3: Demonstrate an overall proficiency rating on each content area assessed through program review. SY Page 40