KDE Comprehensive School. Improvement Plan. Latonia Elementary School

Transcription

1 KDE Comprehensive School Improvement Plan Covington Independent Joann James, Principal 39th & Huntington Avenue 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 7 Latonia Elementary CSIP Overview 9 Goals Summary 10 Goal 1: Increase the overall proficiency of combined reading and math K-Prep scores for Latonia Elementary 3rd, 4th, & 5th grade students from to 70.7% in Goal 2: Increase the overall proficiency of combined reading and math scores for Latonia Elementary 3rd, 4th, & 5th grade students in the non-duplicated gap group to 69.4% in Goal 3: Increase overall teacher and principal effectiveness. 13 Goal 4: Increase overall proficiency in reading to 72.9% by Goal 5: Increase the overall proficiency in math to 68.6 by Goal 6: Increase overall proficiency in Social Studies to 74.9 by Goal 7: Increase overall proficiency in writing to 69.5 by Goal 8: Reduce the percent of students scoring novice in math from 24 percent in 2015 to less than 12 percent in 2020 as measured by state and local assessments 19 Goal 9: Reduce the percent of students scoring novice in reading from 22 percent in 2015 to less than 11 percent in 2020 as measured by state and local assessments 20 Activity Summary by Funding Source 23

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 54 Assurances 55 The Missing Piece Introduction 61 Stakeholders 62 Relationship Building 63 Communications 64 Decision Making 66 Advocacy 68 Learning Opportunities 69

4 Community Partnerships 70 Reflection 71 Report Summary 72 Improvement Plan Stakeholder Involvement Introduction 74 Improvement Planning Process 75 School Safety Report Introduction 77 School Safety Requirements 78 Equitable Access Diagnostic Introduction 81 Needs Assessment 82 Equitable Access Strategies 83 Questions 85

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 an urban K-5 elementary school located in Latonia, Kentucky. We are one of five elementary schools in the Covington Independent School District. Latonia Elementary is located in the southern part of Covington, Kentucky. We serve students the community of Latonia, East Covington, as well as a portion of the City Heights community. Our school enrollment is approximately 400 students. Our enrollment frequently fluctuates due to the transient population we serve. We currently have four kindergarten classrooms, four first grade classrooms, four second grade classrooms, three third grade classrooms, three four grade classrooms, and three fifth grade classrooms. Our population of students consists of 67% white (not Hispanic), 21.1% African American, and 4.6% Hispanic, with 7.3% being two or more races. We are a Title I school with 84.4% qualifying for free and reduced lunch. Our faculty is comprised on one principal, one assistant principal, one instructional coach, one school counselor, one school psychologist, one reading interventionist, one Family Resource Center coordinator, one school secretary, one school nurse, one speech pathologist, twenty one certified classroom teachers, two certified unified arts teachers, four certified teachers of exceptional children, and eight instructional assistants.the average years of teaching experience is 7.1 years. 44.8% of our teachers have obtained a Master's Degree and 6.9% have obtained a Rank I in teaching. Unique challenges that we face on a daily basis include transient student population, student/parent transportation, Project Home population, and multiple student mental health issues. In order to assist in overcoming these challenges Latonia Elementary has extended the school day Monday through Friday for students with academic need and student/parent interest by offering the Cardinal Club. This is funded through grant monies and our school based extended school budget on a year to year basis. The Cardinal Club offers academic support along with extra curricular activities based on student interest. We have partnered with the Free Bank Food Story to provide dinner for students who attend Cardinal Club. Latonia Elementary is committed to partnering with the community and promoting family engagement activities as well as opportunities for parents/guardians and community members to volunteer in our school. We hold monthly Family Night Engagement events, Advisory Council meetings, Toyota BornLearning Academy, Junior Achievement, One to One Reading Mentors, partner with North Key Community Care, provide volunteer opportunities, and provide family engagement information as offered from the Kenton County Library as well as community sponsored events. 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. School Mission Statement - To ensure that every student reaches their full potential. School Vision Statement - We will work collaboratively to create a safe learning environment with high expectations for success by using standards based and data driven instruction with respect for individual learning styles. Motto: We're All in This Together Latonia Elementary believes first and foremost in doing what is best for students. We at Latonia work collaboratively to meet the needs of all students. Teachers meet weekly to plan instruction, create and analyze assessments, and reflect on instruction. We believe that all students can learn at high levels. Grades levels meet every six weeks to review and discuss student progress. Best practices are discussed and informed decisions are made on how to best meet the needs of students as well as ways to increase student achievement. This information is used to create flexible groups for intervention and/or enrichment. Student success is celebrated on a regular basis when students achieve and exceed expectations. Teachers and staff at Latonia Elementary set high expectations for both themselves and students. Teachers meet with students to set goals based on assessment scores. We use CHAMPS consistently throughout the school to establish and reinforce school and classroom rules and procedures. Class Dojo is used in many classrooms as a way to track behavior data as well as inform and work collaboratively with parents regarding student behavior. Students are consistently recognized for being role models for behavior with positive notes and praise from teachers and Cardinal Bucks along with positive praise from administrators. We offer students the opportunity to be involved in a variety of extra curricular activities such as 100 Mile Club, BLOCK, Art Club, Girls on the Run, Team, boys and girls basketball, co-ed soccer, cheerleading, and Drama Club. In addition our Cardinal Club serves approximately 100 students for 3 hours each day for after school and provides tutoring, activities, and dinner. At Latonia we recognize that excellent educational opportunities, extracurricular activities, manners, respect for self and others, discipline, and healthy lifestyle choices are a part of developing a well rounded student and productive member of society. 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. The goal for Latonia Elementary is to increase proficiency in the areas of reading and math for all students. We have adopted the Kentucky Core Standards and teachers deconstruct the standards prior to designing units and lessons to make certain they fully understand what students need to learn. Backward design beginning with the assessment is used when developing unit and lesson plans. We will continue to implement Core Content in science and social studies until the new standards have been approved and adopted and is assessed. We monitor and evaluate student progress through the Response to Intervention (RTI) model. Grade level teams meet every six weeks with administrators, the instructional coach, the school counselor, the school psychologist, and intervention specialist to make informed decisions regarding the best ways to provide both intervention instruction as well as enrichment instruction for students. This progress is monitored and documented for review at the next round of meetings to ensure that the approach is best meeting the needs of the student. Latonia Elementary uses a proactive approach to behavior using the CHAMPS system for classroom management. Many staff have elected to use Class Dojo as a means of tracking behavior data as well as keeping parents informed of student progress in the area of behavior. School and classroom rules and procedures are posted and explicitly taught and frequently reviewed. We at Latonia are striving to develop a culture and climate that will help recruit and retain highly qualified, certified teachers. The administrators and instructional coach will assist with the support and development of our staff. Our TELL survey results are used to assist with both teacher and administrator growth as well as the culture and climate. For the past three years Latonia Elementary has been recognized as a Proficient school in Northern Kentucky. We are focused on standards based instruction and professional learning communities that focus on student data analysis to help us achieve our goals as we continue to strive for excellence. 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. Teachers, staff, and administrators are working hard to increases student achievement. It is our belief that the staff at Latonia Elementary working collaboratively with each other, students, parents, and community partners will increase student academic success. We use data to drive effective decision making to be certain we make decisions that are in the best interest of each student. In addition we strive to educate the whole child by offering academic assistance through our Cardinal Club, individual teacher tutoring, a summer learning program designed to reduce summer learning loss, and a variety of extracurricular activities. SY Page 7

12 Latonia Elementary CSIP SY Page 8

13 Overview Plan Name Latonia Elementary CSIP Plan Description Consolidated School Improvement Plan 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 Organizational $ Increase the overall proficiency of combined reading and math K-Prep scores for Latonia Elementary 3rd, 4th, & 5th grade students from to 70.7% in Increase the overall proficiency of combined reading and math scores for Latonia Elementary 3rd, 4th, & 5th grade students in the non-duplicated gap group to 69.4% in Increase overall teacher and principal effectiveness. 4 Increase overall proficiency in reading to 72.9% by Increase the overall proficiency in math to 68.6 by Increase overall proficiency in Social Studies to 74.9 by Increase overall proficiency in writing to 69.5 by Reduce the percent of students scoring novice in math from 24 percent in 2015 to less than 12 percent in 2020 as measured by state and local assessments 9 Reduce the percent of students scoring novice in reading from 22 percent in 2015 to less than 11 percent in 2020 as measured by state and local assessments Objectives: 1 Strategies: 3 Activities: 5 Objectives: 1 Strategies: 2 Activities: 2 Objectives: 1 Strategies: 1 Activities: 3 Objectives: 1 Strategies: 1 Activities: 4 Objectives: 1 Strategies: 1 Activities: 4 Objectives: 1 Strategies: 1 Activities: 2 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 3 Activities: 3 Objectives: 1 Strategies: 3 Activities: 3 Organizational $4000 Organizational $0 $0 $0 $500 $0 Organizational $600 Organizational $600 SY Page 10

15 Goal 1: Increase the overall proficiency of combined reading and math K-Prep scores for Latonia Elementary 3rd, 4th, & 5th grade students from to 70.7% in Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students from 45.5 to 59.0 by 05/27/2016 as measured by K-Prep.. Strategy 1: Reading - All students will receive at least 75 minutes of standards based reading instruction. Students falling below benchmark will received tiered reading instruction according to individual student needs. Category: Continuous Improvement Research Cited: National Reading Panel Activity - RtI Meetings Activity Type Begin Date End Date Resource Assigned Teachers, Special Education Teachers, Interventionists, Reading Coach, Counselor, Psychologist and Administrator will meet every 6 weeks to analyze DIBELS, MAP, Think Link, RtI Performance, and discuss behavior and social concerns and determine next steps for RtI Instruction. Source Of Funding Staff Responsible 09/25/ /20/2016 $2400 Title I Part A Teachers, Special Education Teachers, Interventionist s, Reading Coach, Counselor, Psychologist, Instructional Coach, and Administrator s. Activity - Collaborative Planning Activity Type Begin Date End Date Resource Assigned Teachers from Kindergarten to 5th grade will collaborate weekly to ensure the ELA and Math lessons are aligned to the common core standards. Source Of Funding 08/21/ /27/2016 $0 No Funding Required Staff Responsible Administrator and Regular education teachers Activity - Reading & Math Instruction Monitoring Activity Type Begin Date End Date Resource Assigned Monitor the implementation and instruction of Common Core Standards through lesson plans checks, walk throughs, and assessment data. Source Of Funding 08/28/ /27/2016 $0 No Funding Required Staff Responsible Administrator s, Instructional Coach, Teachers SY Page 11

16 Strategy 2: Math - All students will receive at lest 75 minutes of standards based math instruction. Students below benchmark will receive additional/ supplemental math instruction according to individual student needs. Category: Continuous Improvement Research Cited: Best Practice Activity - RtI Meetings Activity Type Begin Date End Date Resource Assigned Teachers, Special Education Teachers, Interventionists, Counselor, Psychologist, Instructional Coach, and Administrators will meet every 6 weeks to analyze student data and determine next steps. Source Of Funding Staff Responsible 09/25/ /20/2016 $2000 Title I Part A Teachers, Special Education Teachers, Interventionist s, Instructional Coach, Counselor, Psychologist and Administrator s Strategy 3: Literacy & Math Family Nights - Each month on the third Wednesday we will host a Family night. According to the TELL Survey, teachers have indicated there is a need to increase learning at home opportunities. Category: Continuous Improvement Research Cited: Parent Involvement Activity - Family Nights Activity Type Begin Date End Date Resource Assigned Every 3rd Wednesday of the month we will host a Family Night. During each family night a grade level will each be in charge of introducing literacy and math activities and games that can be put into practice at home. Parent Involvement Source Of Funding Staff Responsible 09/16/ /06/2016 $1000 FRYSC Administrator s, FRC Coordinator, Teachers & Parents Goal 2: Increase the overall proficiency of combined reading and math scores for Latonia Elementary 3rd, 4th, & 5th grade students in the non-duplicated gap group to 69.4% in SY Page 12

17 Measurable Objective 1: collaborate to increase the averaged combined reading and math proficiency ratings for 3rd, 4th, & 5th grade students in the non-duplicated gap group from 40.1% to 51% by 05/27/2016 as measured by K-Prep. Strategy 1: Enrichment - Students who have benchmarked on their DIBELS, Think Link, STAR, and MAP assesssments will work on research based reading and math enrichment acitivites during intervention time. Category: Continuous Improvement Research Cited: Best Practice Activity - Enrichment Activity Type Begin Date End Date Resource Assigned Students will work at their reading and math instructional level using a variety of research based activities Source Of Funding Staff Responsible 09/25/ /20/2016 $2000 Title I Part A Administrator, Reading Interventionist, Math Interventionist, and Instructional Coach Strategy 2: Tutoring - Students, both below and at grade level (according to MAP scores, K-PREP scores, and teacher input), will be assigned to specific leveled group for after or before school tutoring. Category: Continuous Improvement Research Cited: Best Practice Activity - tutoring Activity Type Begin Date End Date Resource Assigned Students will be placed in specific leveled groups. The groups will meet at least weekly on those specific skills. Source Of Funding Staff Responsible 10/14/ /06/2016 $2000 Title I Part A Administrator s, Tutors, CLC Coordinator Goal 3: Increase overall teacher and principal effectiveness. Measurable Objective 1: SY Page 13

18 collaborate to increase overall teacher and principal effectiveness by 06/01/2016 as measured by performance ratings earned through the Teacher Professional Growth and Effectiveness System and the Principal Professional Growth and Effectiveness System. Strategy 1: TPGES Framework - Principal and Assistant Principal will implement the utilization of the TPGES Framework standards evaluate teachers and promote professional growth. Category: Teacher PGES Research Cited: Best Practice Activity - Walk throughs Activity Type Begin Date End Date Resource Assigned Administrators will perform walk throughs and communicate feedback and findings to the teachers. Professional Learning Source Of Funding 08/19/ /27/2016 $0 No Funding Required Staff Responsible Principal and Assistant Principal Activity - Teacher/Instructional Coach Collaboration Activity Type Begin Date End Date Resource Assigned Grade level teams will meet with the building Instructional Coach as needed to review lesson plans, deconstruct common core standards, create assessments, analyze student data, and receive training when appropriate Professional Learning Source Of Funding 06/01/ /27/2016 $0 No Funding Required Staff Responsible Administrator s, Teachers, Instructional Coach Activity - Professional Growth Goals Activity Type Begin Date End Date Resource Assigned Teachers will collaborate with principals to confirm or make adjustments to professional growth goals. Professional Learning Source Of Funding 09/30/ /27/2016 $0 No Funding Required Staff Responsible Administrator s, teachers Goal 4: Increase overall proficiency in reading to 72.9% by Measurable Objective 1: 57% of Third, Fourth and Fifth grade students will demonstrate a proficiency score in Reading by 05/27/2016 as measured by percentage of proficient and distinguished students on the K-prep assessment. Strategy 1: Reading - All students will receive at least 75 minutes of standards based reading instruction. Students falling below benchmark will receive tiered reading instruction according to individual student needs Category: Continuous Improvement Research Cited: National Reading Panel SY Page 14

19 Activity - PLC Meeting Activity Type Begin Date End Date Resource Assigned Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. Source Of Funding 09/11/ /20/2016 $0 No Funding Required Staff Responsible Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Activity - RTI Meetings Activity Type Begin Date End Date Resource Assigned Classroom teachers, special education teachers, Interventionists, Read To Achieve Teacher, Instructional Coach, School Counselor, School Psychologist, and School Administrators will meet every 6 weeks to discuss student progress and determine appropriate next steps in the RTI process Source Of Funding 09/25/ /13/2016 $0 No Funding Required Staff Responsible Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Activity - Common Planning Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 15

20 Teachers will consistently meet during common planning time to ensure that the unit plans are standards based and are at the appropriate rigor level. 08/21/ /27/2016 $0 No Funding Required Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, and School Adminstrators Activity - Monitoring Instruction Activity Type Begin Date End Date Resource Assigned Monitor the implementation and instruction of common core standards through lesson plan checks, walk throughs, PLC meeting notes, and assessment data Source Of Funding 08/28/ /27/2016 $0 No Funding Required Staff Responsible Instructional Coach and School Administrator s Goal 5: Increase the overall proficiency in math to 68.6 by Measurable Objective 1: 50% of Third, Fourth and Fifth grade students will demonstrate a proficiency score in Mathematics by 05/27/2016 as measured by proficient and distinguished students on the K-prep assessment. Strategy 1: Math - All students will receive at least 75 minutes of standards based math instruction. Students below benchmark will receive additional /supplemental math instruction according to individual student need Category: Continuous Improvement Research Cited: Best Practice Activity - PLC Meetings Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 16

21 Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. 09/11/ /20/2016 $0 No Funding Required Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Activity - RTI Meetings Activity Type Begin Date End Date Resource Assigned Classroom teachers, special education teachers, Interventionists, Read To Achieve Teacher, Instructional Coach, School Counselor, School Psychologist, and School Administrators will meet every 6 weeks to discuss student progress and determine appropriate next steps in the RTI process Source Of Funding 09/25/ /13/2016 $0 No Funding Required Staff Responsible Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Activity - Common Planning Activity Type Begin Date End Date Resource Assigned Teachers will consistently meet during common planning time to ensure that the unit plans are standards based and are at the appropriate rigor level. Source Of Funding 08/21/ /27/2016 $0 No Funding Required Staff Responsible Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, and School Adminstrators Activity - Monitor Instruction Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 17

22 Monitor the implementation and instruction of common core standards through lesson plan checks, walk throughs, PLC meeting notes, and assessment data 09/28/ /27/2016 $0 No Funding Required Instructional Coach and School Administrator s Goal 6: Increase overall proficiency in Social Studies to 74.9 by Measurable Objective 1: 67% of All Students will demonstrate a proficiency score in Social Studies by 05/27/2016 as measured by proficient and distinguished on the K-prep assessment. Strategy 1: Social Studies - All students will receive instruction in the area of social studies. Instruction will be implemented through both content based instruction and integrated instruction across the curriculum Category: Continuous Improvement Research Cited: Best Practice Activity - PLC Meetings Activity Type Begin Date End Date Resource Assigned Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. Source Of Funding 09/11/ /20/2016 $0 No Funding Required Staff Responsible Classroom teachers, special education teachers, interventionist s, Instructional Coach, School Administrator s Activity - Professional Develpment Activity Type Begin Date End Date Resource Assigned Teachers will be provided the opportunity to attend in district and out of district professional development as needed Professional Learning Source Of Funding 08/21/ /27/2016 $500 District Funding Staff Responsible Classroom teachers, District Social Studies Coach, Instructional Coach, School Administrator s SY Page 18

23 Goal 7: Increase overall proficiency in writing to 69.5 by Measurable Objective 1: 59% of All Students will demonstrate a proficiency score in Writing by 05/27/2016 as measured by proficient and distinguished on the K-prep assessment. Strategy 1: Writing Plan - Teachers will incorporate a variety of writing opportunities across the curriculum Category: Continuous Improvement Research Cited: Best Practice Activity - Writing Plan Implementation Activity Type Begin Date End Date Resource Assigned Teachers will implement the writing plan and specific strategies such as the 1.4 and 3.8 paragraph structure, common language, and common revision marks to improve student writing. Additionally teachers will utilize interactive content notebooks (ICNs), short answer practice, on demand practice, and writing prompts as a way to assist students with improvement Source Of Funding 08/21/ /27/2016 $0 No Funding Required Staff Responsible Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Goal 8: Reduce the percent of students scoring novice in math from 24 percent in 2015 to less than 12 percent in 2020 as measured by state and local assessments Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in math from 24 percent to 21.6 percent by 05/27/2016 as measured by results on the K-PREP. Strategy 1: Math Interventions - Students identified as below level from assessments that can include MAP, Think Link, 2015 KPREP, teacher created tests will be provided with math interventions during the school day SY Page 19

24 Category: Continuous Improvement Research Cited: Best Practice Activity - Math inverventions Activity Type Begin Date End Date Resource Assigned Small group to provide additional instruction Source Of Funding 01/04/ /27/2016 $0 No Funding Required Staff Responsible math interventionist, administrators, instructional coach Strategy 2: Family Nights - Stakeholders will be invited to attend evening engagement events Category: Stakeholder Engagement Research Cited: Best Practice Activity - FRC Family Nights Activity Type Begin Date End Date Resource Assigned Family literacy and math nights once a month Source Of Funding Staff Responsible 09/16/ /04/2016 $600 FRYSC Classroom teachers, FRC coordinator, Administrator s, Strategy 3: Tutoring - Targeted students will be in invited to attend after school tutoring sessions Category: Continuous Improvement Research Cited: Best Practice Activity - Tutoring Activity Type Begin Date End Date Resource Assigned Targeted students will be invited to participate in the Cardinal Club for tutoring Source Of Funding Staff Responsible 08/19/ /27/2016 $0 Other CLC coordinator, teachers, administrators, instructional coach SY Page 20

25 Goal 9: Reduce the percent of students scoring novice in reading from 22 percent in 2015 to less than 11 percent in 2020 as measured by state and local assessments Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in reading from 22 percent to 19.8 by 05/27/2016 as measured by the results on K-PREP. Strategy 1: Reading RTI - Students not achieving at grade level will be provided with additional research based instruction during the school day. Category: Continuous Improvement Research Cited: Response to Intervention Activity - Reading RTI Activity Type Begin Date End Date Resource Assigned Targeted students will be grouped and provided with additional instruction needed based on assessment data Source Of Funding 08/19/ /27/2016 $0 No Funding Required Staff Responsible RTA teacher, classroom teachers, administrators, instructional coach Strategy 2: Family Nights - Stakeholders will be invited to attend evening engagement events Category: Stakeholder Engagement Research Cited: Best Practice Activity - Family Nights Activity Type Begin Date End Date Resource Assigned Family literacy and math nights once a month Source Of Funding Staff Responsible 09/16/ /04/2016 $600 FRYSC Classroom teachers, FRC coordinator, Administrator s, Strategy 3: Tutoring - Targeted students will be in invited to attend after school tutoring sessions Category: Continuous Improvement Research Cited: Best Practice SY Page 21

26 Activity - Tutoring Activity Type Begin Date End Date Resource Assigned Targeted students will be invited to participate in the Cardinal Club for tutoring Source Of Funding Staff Responsible 08/19/ /27/2016 $0 Other CLC coordinator, teachers, administrators, instructional coach SY Page 22

27 Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I Part A Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Enrichment Students will work at their reading and math instructional level using a variety of research based activities tutoring Students will be placed in specific leveled groups. The groups will meet at least weekly on those specific skills. RtI Meetings Teachers, Special Education Teachers, Interventionists, Counselor, Psychologist, Instructional Coach, and Administrators will meet every 6 weeks to analyze student data and determine next steps. RtI Meetings Teachers, Special Education Teachers, Interventionists, Reading Coach, Counselor, Psychologist and Administrator will meet every 6 weeks to analyze DIBELS, MAP, Think Link, RtI Performance, and discuss behavior and social concerns and determine next steps for RtI Instruction. Staff Responsible 09/25/ /20/2016 $2000 Administrator, Reading Interventionist, Math Interventionist, and Instructional Coach 10/14/ /06/2016 $2000 Administrator s, Tutors, CLC Coordinator 09/25/ /20/2016 $2000 Teachers, Special Education Teachers, Interventionist s, Instructional Coach, Counselor, Psychologist and Administrator s 09/25/ /20/2016 $2400 Teachers, Special Education Teachers, Interventionist s, Reading Coach, Counselor, Psychologist, Instructional Coach, and Administrator s. SY Page 23

28 Total $8400 Other Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Tutoring Targeted students will be invited to participate in the Cardinal Club for tutoring Tutoring Targeted students will be invited to participate in the Cardinal Club for tutoring Staff Responsible 08/19/ /27/2016 $0 CLC coordinator, teachers, administrators, instructional coach 08/19/ /27/2016 $0 CLC coordinator, teachers, administrators, instructional coach Total $0 No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Teacher/Instructional Coach Collaboration Grade level teams will meet with the building Instructional Coach as needed to review lesson plans, deconstruct common core standards, create assessments, analyze student data, and receive training when appropriate Collaborative Planning Teachers from Kindergarten to 5th grade will collaborate weekly to ensure the ELA and Math lessons are aligned to the common core standards. Monitor Instruction Monitor the implementation and instruction of common core standards through lesson plan checks, walk throughs, PLC meeting notes, and assessment data Professional Learning Staff Responsible 06/01/ /27/2016 $0 Administrator s, Teachers, Instructional Coach 08/21/ /27/2016 $0 Administrator and Regular education teachers 09/28/ /27/2016 $0 Instructional Coach and School Administrator s SY Page 24

29 PLC Meeting Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. Reading RTI Targeted students will be grouped and provided with additional instruction needed based on assessment data Common Planning Teachers will consistently meet during common planning time to ensure that the unit plans are standards based and are at the appropriate rigor level. Math inverventions Small group to provide additional instruction 09/11/ /20/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators 08/19/2015, administrators 05/27/2016 $0 RTA teacher, classroom teachers, administrators, instructional coach 08/21/ /27/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, and School Adminstrators 01/04/ /27/2016 $0 math interventionist, instructional coach SY Page 25

30 RTI Meetings Classroom teachers, special education teachers, Interventionists, Read To Achieve Teacher, Instructional Coach, School Counselor, School Psychologist, and School Administrators will meet every 6 weeks to discuss student progress and determine appropriate next steps in the RTI process Walk throughs Administrators will perform walk throughs and communicate feedback and findings to the teachers. PLC Meetings Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. Reading & Math Instruction Monitoring Monitor the implementation and instruction of Common Core Standards through lesson plans checks, walk throughs, and assessment data. Professional Growth Goals Teachers will collaborate with principals to confirm or make adjustments to professional growth goals. Monitoring Instruction Monitor the implementation and instruction of common core standards through lesson plan checks, walk throughs, PLC meeting notes, and assessment data Professional Learning Professional Learning 09/25/ /13/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators 08/19/ /27/2016 $0 Principal and Assistant Principal 09/11/ /20/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators 08/28/ /27/2016 $0 Administrator s, Instructional Coach, Teachers 09/30/ /27/2016 $0 Administrator s, teachers 08/28/ /27/2016 $0 Instructional Coach and School Administrator s SY Page 26

31 PLC Meetings Teachers will meet weekly in their professional learning community to analyze student work, discuss student progress, and share best practice and successful teaching strategies in order to meet student academic needs at each individual level. RTI Meetings Classroom teachers, special education teachers, Interventionists, Read To Achieve Teacher, Instructional Coach, School Counselor, School Psychologist, and School Administrators will meet every 6 weeks to discuss student progress and determine appropriate next steps in the RTI process Common Planning Teachers will consistently meet during common planning time to ensure that the unit plans are standards based and are at the appropriate rigor level. 09/11/ /20/2016 $0 Classroom teachers, special education teachers, interventionist s, Instructional Coach, School Administrator s 09/25/ /13/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators 08/21/ /27/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, and School Adminstrators SY Page 27

32 Writing Plan Implementation Teachers will implement the writing plan and specific strategies such as the 1.4 and 3.8 paragraph structure, common language, and common revision marks to improve student writing. Additionally teachers will utilize interactive content notebooks (ICNs), short answer practice, on demand practice, and writing prompts as a way to assist students with improvement 08/21/ /27/2016 $0 Classroom teachers, Special education teachers, Interventionist s, Read to Achieve Teacher, Instructional Coach, School Counselor, School Psychologists, and School Adminstrators Total $0 FRYSC Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Family Nights Every 3rd Wednesday of the month we will host a Family Night. During each family night a grade level will each be in charge of introducing literacy and math activities and games that can be put into practice at home. Parent Involvement Family Nights Family literacy and math nights once a month FRC Family Nights Family literacy and math nights once a month Staff Responsible 09/16/ /06/2016 $1000 Administrator s, FRC Coordinator, Teachers & Parents 09/16/ /04/2016 $600 Classroom teachers, FRC coordinator, Administrator s, 09/16/ /04/2016 $600 Classroom teachers, FRC coordinator, Administrator s, Total $2200 District Funding Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Staff Responsible SY Page 28

33 Professional Develpment Teachers will be provided the opportunity to attend in district and out of district professional development as needed Professional Learning 08/21/ /27/2016 $500 Classroom teachers, District Social Studies Coach, Instructional Coach, School Administrator s Total $500 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? We are reviewing and analyzing the data and information provided in an effort to determine our strengths and weaknesses in order to make improvements in all areas. Data reviewed during the process includes KPREP, DIBELS, Think Link, and teacher made assessments. The data tells us that while we are identified as a proficient school in academic areas as well as in Review, we need to continue to focus on continued growth. In addition we review the TELL survey, Quarterly Surveys, FRC parent surveys, and request feedback from stakeholders. We continue to seek improvement and gains in all areas. 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? We are currently in the 75th percentile and are recognized as a "Proficient School". Particular strengths would include 5th grade social studies, writing, and program review. We also saw growth in our math scores. Actions to sustain this growth include implementing PLCs to analyze student work, consistently meeting to discuss student progress, interventions and extensions that can be implemented, continued integration and refinement of program review, as well as a continued focus on integrating writing across the curriculum. 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? We continue to seek improvement in all areas for all groups. For both reading and math we will implement at least 75 minutes of core instruction based on the ELA and math common core standards. Teacher will continue to deconstruct those standards to ensure they are being taught to the depth and rigor level required. Students falling below benchmark will set goals and receive additional instruction in our Response to Intervention (RTI) program in an effort to reach grade level benchmarks.students who have reached or exceeded the benchmark will set goals and recieve enrichment opportunities in an effort to strengthen and expand their knowledge. For the area of writing, both grade level teams and vertical teams will collaborate to ensure that the strategies set forth in the writing plan are implemented across the curriculum. SY Page 34

39 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Next steps to address the areas of concern are teachers continuing to deconstruct the common core standards to be certain they are teaching to the level required for students to reach proficiency, implementing backward design of lesson plans to make certain they are accurately assessing what is being taught as well as providing differentiation of instruction to meet the needs of all students, using both formative and summative assessments and then analyzing results to make informed decisions regarding instruction, strategies, interventions, and enrichment. 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: Reduce the percent of students scoring novice in reading from 22 percent in 2015 to less than 11 percent in 2020 as measured by state and local assessments Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in reading from 22 percent to 19.8 by 05/27/2016 as measured by the results on K-PREP. Strategy1: Family Nights - Stakeholders will be invited to attend evening engagement events Category: Stakeholder Engagement Research Cited: Best Practice Activity - Family Nights Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Family literacy and math nights once a month 09/16/ /04/2016 $600 - FRYSC Classroom teachers, FRC coordinator, Administrators, Goal 2: Reduce the percent of students scoring novice in math from 24 percent in 2015 to less than 12 percent in 2020 as measured by state and local assessments Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in math from 24 percent to 21.6 percent by 05/27/2016 as measured by results on the K-PREP. Strategy1: Family Nights - Stakeholders will be invited to attend evening engagement events Category: Stakeholder Engagement Research Cited: Best Practice SY Page 38

43 Activity - FRC Family Nights Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Family literacy and math nights once a month 09/16/ /04/2016 $600 - FRYSC Classroom teachers, FRC coordinator, Administrators, The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. Goal 1: Increase the overall proficiency of combined reading and math scores for Latonia Elementary 3rd, 4th, & 5th grade students in the nonduplicated gap group from 40.1 to 69.4% in Measurable Objective 1: collaborate to increase the averaged combined reading and math proficiency ratings for 3rd, 4th, & 5th grade students in the non-duplicated gap group from 40.1% to 51% by 05/27/2016 as measured by K-Prep. Strategy1: Enrichment - Students who have benchmarked on their DIBELS, Think Link, STAR, and MAP assesssments will work on research based reading and math enrichment acitivites during intervention time. Category: Continuous Improvement Research Cited: Best Practice Activity - Enrichment Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Students will work at their reading and math instructional level using a variety of research based activities 09/25/ /20/2016 $ Title I Part A Administrator, Reading Interventionist, Math Interventionist, and Instructional Coach Strategy2: Tutoring - Students, both below and at grade level (according to MAP scores, K-PREP scores, and teacher input), will be assigned to specific leveled group for after or before school tutoring. Category: Continuous Improvement Research Cited: Best Practice Activity - tutoring Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Students will be placed in specific leveled groups. The groups will meet at least weekly on those specific skills. 10/14/ /06/2016 $ Title I Part A Administrators, Tutors, CLC Coordinator SY Page 39

44 All children-were screened for kindergarten readiness. If yes, name the assessment. Goal 1: Reduce the percent of students scoring novice in reading from 22 percent in 2015 to less than 11 percent in 2020 as measured by state and local assessments Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in reading from 22 percent to 19.8 by 05/27/2016 as measured by the results on K-PREP. Strategy1: Reading RTI - Students not achieving at grade level will be provided with additional research based instruction during the school day. Category: Continuous Improvement Research Cited: Response to Intervention Activity - Reading RTI Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Targeted students will be grouped and provided with additional instruction needed based on assessment data 08/19/ /27/2016 $0 - No Funding Required RTA teacher, classroom teachers, administrators, instructional coach Strategy2: Tutoring - Targeted students will be in invited to attend after school tutoring sessions Category: Continuous Improvement Research Cited: Best Practice Activity - Tutoring Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Targeted students will be invited to participate in the Cardinal Club for tutoring 08/19/ /27/2016 $0 - Other CLC coordinator, teachers, administrators, instructional coach Strategy3: Family Nights - Stakeholders will be invited to attend evening engagement events Category: Stakeholder Engagement Research Cited: Best Practice Activity - Family Nights Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Family literacy and math nights once a month 09/16/ /04/2016 $600 - FRYSC Classroom teachers, FRC coordinator, Administrators, SY Page 40