KDE Comprehensive School. Improvement Plan. Trigg County Middle School

Transcription

1 KDE Comprehensive School Improvement Plan Trigg County Kristi Miller, Principal 206 Lafayette Street Cadiz, KY Document Generated On December 13, 2014

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 TCMS Improvement Plan Overview 9 Goals Summary 10 Goal 1: will increase the average combined K-PREP reading and math proficiency ratings for all students in the non-duplicated gap group from 32.2% to 66.1% in Goal 2: will increase the average combined reading and math K-PREP scores for all students from 43.4% to 71.7% by Goal 3: Trigg County Middle will increase the percentage of students who are college and career ready from 16% to 50% by 2017 as measured by the EXPLORE. 15 Goal 4: TCMS will increase the percentage of students reaching proficiency in Writing, Arts/Humanities and Career/Practical Living as measured by the Program Review 18 Activity Summary by Source 22 KDE Needs Assessment Introduction 29 Data Analysis 30

3 Areas of Strengths 31 Opportunities for Improvement 32 Conclusion 33 The Missing Piece Introduction 35 Stakeholders 36 Relationship Building 37 Communications 38 Decision Making 40 Advocacy 42 Learning Opportunities 43 Community Partnerships 45 Reflection 46 Report Summary 47 Improvement Plan Stakeholder Involvement Introduction 49 Improvement Planning Process 50 KDE Assurances - School Introduction 52 Assurances 53

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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 the rural community of Cadiz, Kentucky, which is located in Western Kentucky in the area knows as Land Between the Lakes. Our school has 471 students. The majority of our students are Caucasian. We have a principal, assistant principal, 2 guidance counselors, 9 classified staff, 1 school nurse, 1 library media specialist and 30 teachers. Our school serves a community that is primarily rural. The majority of jobs in our community do not require a college degree. 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. Our school vision is "Preparing Each Student For the Future." Our mission statement is, " will be a high performing school whereby each student is provided rigorous, engaging, relevant activities every day in an atmosphere that is conducive to learning. Each student will leave TCMS prepared for the future." TCMS is constantly reviewing course offerings to enrich and meet the goal of every child being College and Career Ready. Along with the Core courses of Mathematics, Reading, English, Social Studies, Science, Arts and Humanities, and Practical Living. TCMS also offers advanced courses in Reading and Math including Pre Algebra and Algebra 1. TCMS also offers Public Speaking, Programing and Robotics, Spanish and French at the 8th grade level during enrichment to enhance that students can choose for enrichment classes. 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. TCMS has demonstrated proficiency in achievement in Reading for the and school year according to the state K-Prep assessment, but the same results were not found in Mathematics. TCMS did show gains in Writing and Social Studies but did not meet the state Delivery Targets while Science went down. Overall TCMS is still a school of improvement. 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. NA SY Page 7

12 TCMS Improvement Plan SY Page 8

13 Overview Plan Name TCMS 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 1 will increase the average combined K-PREP reading and math proficiency ratings for all students in the nonduplicated gap group from 32.2% to 66.1% in Objectives: 1 Strategies: 3 Activities: 8 Organizational $ will increase the average combined reading and math K-PREP scores for all students from 43.4% to 71.7% by Trigg County Middle will increase the percentage of students who are college and career ready from 16% to 50% by 2017 as measured by the EXPLORE. 4 TCMS will increase the percentage of students reaching proficiency in Writing, Arts/Humanities and Career/Practical Living as measured by the Program Review Objectives: 3 Strategies: 3 Activities: 8 Objectives: 1 Strategies: 5 Activities: 8 Objectives: 2 Strategies: 9 Activities: 16 Organizational $56000 Academic $30500 Organizational $2000 SY Page 10

15 Goal 1: will increase the average combined K-PREP reading and math proficiency ratings for all students in the non-duplicated gap group from 32.2% to 66.1% in Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings in the non-duplicated gap group from 38.9% to 52.5% by 05/29/2015 as measured by KPREP. Strategy 1: Curriculum Assessment and Alignment - Teachers will meet during Professional Learning Communities (PLC's) to ensure that all units of study and common assessments are congruent to to the Kentucky Core Academic Standards. Teachers and administrators will disagregate assessment data to identify individual student instructional needs at weekly meetings. Category: Continuous Improvement Activity - Common Assessments Activity Type Begin Date End Date Resource Teachers will develop and administer Common Assessments to determine level of student proficiency on the Kentucky Core Academic Standards. During Professional Learning Community meetings, teachers will dissagregate the data nad determine instructional next steps for all students. Academic Support Program 09/01/ /29/2015 $0 No Required Activity - FLEX Remediation Activity Type Begin Date End Date Resource Teachers will provide individual students added support on Flex Day to review, intervene and reassess for student mastery. During Professional Learning Communities teachers and administrators will review progress of students to determine instructional next steps. Academic Support Program 08/08/ /29/2015 $0 No Required All Teachers, Curriculum Supervisor Teachers, Administrator s, Instructional Supervisor Activity - Targeted Assistance and Growth (TAG) Activity Type Begin Date End Date Resource SY Page 11

16 Students scoring below the 25th percentile on the Measure of Academic Progress Assessment (MAP) will receive additional instructional support using a research-based intervention in reading and math. The interventions that are currently being used are ALEKS math, IXL,, Reading Plus and Lexia. TCMS will continue to research additional interventions and implement that best meet the needs of our student population. Academic Support Program 08/08/ /29/2015 $16500 Title I Schoolwide Teachers, Administrator s, Guidance Counselors and Instructional Supervisor Activity - Weekly Content Area Professional Learning Community Meetings (PLC's) Each grade level will meet weekly in Professional Learning Community Meetings. Teachers will review and revise units and will develop Common Assessments that are congruent to the Kentucky Core Academic Standards. Teachers will disaggregate the results of the Common Assessments to identify areas of instructional need for individual students. Teachers will also identify strategies and activities tat will be used during flexible grouping periods for the purpose of providing interventions to students that are not mastering identified content. Activity Type Begin Date End Date Resource Professional Learning 08/08/ /29/2015 $1200 School Council Funds Teachers, Administrative, Instructional Supervisor Activity - Blended Learning Activity Type Begin Date End Date Resource Students will receive instruction that is individualized to meet their specific needs. Teachers will utilize technology and instructional strategies to provide instruction for students at their specific level of needs. Chromebooks will be used in all classes and labs will be available as well. Teachers will utilize several computer programs i.e. Khan Academy,Aventa, ALEKS math, Reading Plus, Lexia, Achieve 3000, etc. Direct Instruction 08/08/ /29/2015 $12000 School Council Funds Teachers, Administrator s and Instructional Supervisor Activity - Problem Based Learning Activity Type Begin Date End Date Resource Teachers will develop and implement Problem Based Learning Units. The units will provide students with a real world authentic problem that needs a solution. Upon completion, the students will participate in Presentations of Learning that will allow them the work in groups to demonstrate mastery of Standards as well as move toward mastery of 21st century skills, Creativity, Critical Thinking and Problem Solving, Communication, and Collaboration. All will be measured through the use of teacher developed scoring rubrics. (shared) Strategy 2: Positive Behavior Instructional Supports (PBIS) - Positive behavior instructional supports (PBIS) will ensure that all learning environments will be productive and allow all students to learn at high levels. Category: Continuous Improvement Direct Instruction 08/08/ /29/2015 $10000 General Fund Teachers, Administrative and Instructional Supervisor Activity - Character Education Activity Type Begin Date End Date Resource SY Page 12

17 PBIS is implemented school wide and includes Character Under Construction, Life Skills, and Why Try Curriculum so students can be more successful in the learning environment. Behavioral Support Program 08/07/ /29/2015 $0 Teachers, FRYSC, Principals (shared) Strategy 3: Response To Intervention - Students not meeting benchmarks on Measures of Academic Progress (MAP) will receive daily academic support services. Category: Learning Systems Activity - Targeted Assistance and Growth (TAG) Activity Type Begin Date End Date Resource Students who score below the 25th percentile on the Measure of Academic Progress (MAP) Assessment will receive additional content instruction using a research based intervention. Academic Support Program Goal 2: will increase the average combined reading and math K- PREP scores for all students from 43.4% to 71.7% by /06/ /29/2015 $0 Principal, Guidance Counselors, Instructional Supervisor, Teachers Measurable Objective 1: collaborate to increase the overall reading and math from 49.3 to 60.4 by 05/29/2015 as measured by K-PREP. Strategy 1: Incorporate Strategies of Assessment for Learning - Utilize formative assessment and strong/weak models of work in instruction Category: Activity - Formative Assessment Activity Type Begin Date End Date Resource All teachers will formatively assess in all subjects to guide instruction daily to determine immediate remediation needs for those not mastering standards. Academic Support Program 08/06/ /29/2015 $0 No Required Activity - Strong/Weak Models of Work Activity Type Begin Date End Date Resource All teachers will use models of strong/weak work during instruction both as a form of formative assessment and to help students understand what exemplary work looks like. Academic Support Program 08/06/ /29/2015 $0 No Required All Teahers All Teachers, Instructional Supervisor SY Page 13

18 Activity - Effective Feedback Activity Type Begin Date End Date Resource Teachers will give effective feedback that directs attention to the intended learning (pointing out strengths and offering specific information to guide improvement). Academic Support Program 08/08/ /29/2015 $0 No Required TCMS Teachers Activity - Math Design Collaborative Activity Type Begin Date End Date Resource All math teachers will continue to implement at least 3 Math Formative Assessment Lessons during the school year. The data from each will be analyzed to determine instructional next steps. Direct Instruction 07/18/ /29/2015 $2000 Title II Part A Math Teachers, Instructional Supervisor Activity - Differentiate Measure of Academic Progress Data (MAP) Activity Type Begin Date End Date Resource Teachers will utilize the Measures Academic Progress data and resources to plan instruction that is differentiated for individual student needs. Academic Support Program 09/19/ /29/2015 $0 No Required Teachers, Administration and Instructional Supervisor Measurable Objective 2: collaborate to participate in KCAS professional development by 05/30/2014 as measured by professional development records.. Strategy 1: Personalized Professional Development - Each staff member will participate in at least one hour of professional development that they need in order to demonstrate teacher effectiveness. Category: Activity - Professional Development Activity Type Begin Date End Date Resource Each staff member will utilize Editopia as a source of learning on individual skills from their Individual Growth Plan and/or PLC determinations. Professional Learning 08/08/ /29/2015 $0 No Required All teachers, Administrator s, Instructional Supervisor Measurable Objective 3: collaborate to infuse Next Generation Learning into instructional units by 05/30/2014 as measured by KPREP. Strategy 1: Problem Based Learning - Teachers will utilize problem based learning to help students master the common core academic standards. Category: SY Page 14

19 Activity - Professional Development in Problem Based Learning (PBS) Activity Type Begin Date End Date Resource Teachers will continue to receive training and support to create problem based learning units for students. Academic Support Program 07/15/ /27/2016 $50000 District Teachers, Principals Activity - Successful PBL School Visit Activity Type Begin Date End Date Resource Goal 3: Trigg County Middle will increase the percentage of students who are college and career ready from 16% to 50% by 2017 as measured by the EXPLORE. Teachers will visit successful school that is effectively implementing PBL. Field Trip 01/02/ /29/2015 $4000 General Fund Principal, Teachers Measurable Objective 1: 33% of All Students will demonstrate a proficiency in Math, English, in Reading by 09/30/2015 as measured by Explore. Strategy 1: Gear Up KY The school will collaborate with the Gear UP KY 3.0 matching grant to increase the percentage of students meeting benchmark in Reading, Math, English, and Science on the Explore assessment. The school will work collaboratively to focus on soft skills (basic skills needed for employability in the work place) and academic skills to help students achieve college readiness standards. Category: Research Cited: Federal Grant Approval and ACT data Activity - Gear Up Sustainability Plan Activity Type Begin Date End Date Resource The school will continue to implement the Gear UP Sustainability Plan in conjunction with CTL (Collaborative for Teaching and Learning). The plan includes components of aspiration, rigor, expectation, accountability, and sustainability. Students will continue to receive the Gear Up to Learn curriculum that addresses soft skills and financial planning, and advising based on Explore results and students needs. Other 08/07/ /29/2015 $0 Grant Funds Principal, Assistant Principal, Guidance Counselors, Instructional Supervisor, GUK Manager and Advisors, Classroom Teachers, College Career Planner, FRYSC SY Page 15

20 Strategy 2: Problem Based Learning - Teachers will work collaboratively to design problem based learning activities for students. Instruction will involve PBL on a continuous basis - first in particular subjects and then expand to thematic PBL across a grade level. PBL will begin in August 2013 in the 8th grade and will continue to be implemented throughout all grade levels over a 3 year period of time. Category: Activity - PBL PD Activity Type Begin Date End Date Resource Teachers will learn about PBL from University of Kentucky and through personalized learning activities via PLCs. Professional Learning 07/08/ /20/2015 $25000 District Principal, Assistant Principal, Classroom Teachers, Instructional Supervisor, District Administrator s Strategy 3: Exposure to College & Careers - Students in grades 6-8 will experience a trip to either a vocational school/technical college or a 4 year college/university to explore career paths. Category: Activity - Vocational School/Technical School/College University Visit Activity Type Begin Date End Date Resource Students in grades 6-8 will experience a trip to either a vocational/technical school/college or to a 4 year college/university. Field Trip 08/07/ /29/2015 $5000 District Assistant Superintende nt of Instruction, College Career Planner, Gear Up KY, Guidance Counselors, FRYSC Activity - Operation Preparation Activity Type Begin Date End Date Resource SY Page 16

21 8th grade students will participate in Operation Preparation in March whereby community leaders/volunteers counsel one on one with students about ILP's, grades, and career aspirations. Career Preparation/O rientation 03/02/ /31/2015 $0 No Required Assistant Superintende nt of Instruction, Guidance Counselors, College Career Planner, FRYSC Activity - ILP Development and Refinement Activity Type Begin Date End Date Resource Students in grade 6 will develop their ILP with assistance from the College Career Planner. Students in grades 7-8 will refine their ILPs. Career Preparation/O rientation 08/08/ /29/2015 $0 No Required College Career Planner, Guidance Counselors Strategy 4: Study/Analyze Explore Data - PLC's will study Explore data and analyze it to see what content trends occurred and what gaps exist whereby teachers can make effective instructional changes to better prepare students for college and career readiness. Category: Activity - Explore Data Analysis Activity Type Begin Date End Date Resource Teachers will disaggregate Explore data with assistance from GUK regional manager and instructional supervisor using the item analysis form provided by ACT. Teachers will identify gaps and will make instructional changes to better prepare students for college career readiness. Career Preparation/O rientation 10/31/ /27/2015 $0 No Required Teacers, GUK regional manager, Instructional Supervisor, Guidance Counselors, PLC leaders Strategy 5: Improve Home/School Relations - More opportunities will be available for the school and the home to interact through home visits and school functions inviting family to participate in learning. Category: Activity - Transition Events Activity Type Begin Date End Date Resource SY Page 17

22 Teachers will make home visits to establish positive interactions with families and students. Parent Involvement 09/01/ /29/2015 $0 No Required Classroom Teachers, Principal, Assistant Principal, Guidance Counselors, FRYSC Activity - Transition Orientation for Students and Families Activity Type Begin Date End Date Resource Transition Day/Night will be hosted by TCMS for upcoming 6th grade students and their families so students can be more successful with middle school. Parent Involvement Goal 4: TCMS will increase the percentage of students reaching proficiency in Writing, Arts/Humanities and Career/Practical Living as measured by the Program Review 04/03/ /06/2015 $500 General Fund Principal, Assistant Principal, Guidance Counselors, Classroom Teachers, FRYSC Measurable Objective 1: collaborate to become proficient in Arts/Humanities by 05/30/2014 as measured by Program Review. Strategy 1: Instructional Strategies - Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students. Category: Activity - Collaboration with Guest Artists Activity Type Begin Date End Date Resource The arts curriculum is enhanced and strengthened with collaboration with guest artists, complementing discipline based arts instruction during the regular school day. Community Engagement 08/08/ /29/2015 $1000 General Fund Teachers Strategy 2: Formative and Summative Assessment - Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and achievement. Category: SY Page 18

23 Activity - Assessment Activity Type Begin Date End Date Resource Teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other's work. Direct Instruction 08/08/ /29/2015 $0 No Required Activity - Expectations for Student Learning Activity Type Begin Date End Date Resource Teachers will share clearly defined rubrics or scoring guides with students before creating, performing, or responding assignments or assessments appropriate to the age and grade level and students will have the opportunity to provide input into the scoring guide. Direct Instruction 08/08/ /29/2015 $0 No Required Teachers Teachers Strategy 3: Professional Development for A/H - Professional Development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning. Category: Activity - Opportunity Activity Type Begin Date End Date Resource Arts and Humanities professional development opportunities focus on research based best practices and are planned based on school and student data and teacher professional growth plans. Professional Learning 08/08/ /29/2015 $1000 General Fund Teachers, Principal Activity - Collaboration Activity Type Begin Date End Date Resource The school schedule allows for Arts and Humanities and academic core teachers to collaborate and exchange ideas. Policy and Process 08/08/ /29/2015 $0 No Required Activity - Participation in PD focused on 21st Century Skills Activity Type Begin Date End Date Resource Arts and Humanities teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on the arts. Professional Learning 08/08/ /29/2015 $0 No Required Activity - Enhance Integration of Arts and Humanities into core curriculum Activity Type Begin Date End Date Resource Teachers receive and implement professional development to enhance the integration of the Arts and Humanities content into all content areas. Policy and Process 08/08/ /29/2015 $0 No Required Teachers, Principal Teachers Teachers, Administrator s Measurable Objective 2: collaborate to become proficient in Practical Living/Career Studies by 05/30/2014 as measured by KPREP and Program Review. Strategy 1: Currriculum and Instruction Health - Students have equitable access to high quality, rigorous health education curriculum. SY Page 19

24 Category: Activity - Health Education Activity Type Begin Date End Date Resource A comprehensive health education curriculum is sequentially planned and aligns with the KCAS for practical living. Policy and Process 08/08/ /29/2015 $0 No Required Activity - Integration of health curriculum Activity Type Begin Date End Date Resource Health curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students. Policy and Process 08/08/ /29/2015 $0 No Required Teachers, FRYSC Teachers, FRYSC Strategy 2: Curriculum and Instruction PE - Students have equitable access to high quality, rigorous physical education curriculum. Category: Activity - Comprehensive School Physical Activity Program Activity Type Begin Date End Date Resource The school wellness committee utilizes the Comprehensive School Physical Activity Program (CSPAP) to increase the quality of physical education instruction as well as increase physical activity opportunities throughout the school environment. Policy and Process 08/08/ /29/2015 $0 No Required Activity - Integration of physical education curriculum Activity Type Begin Date End Date Resource The physical education curriculum is integrated and includes regular opportunities for cross -disciplinary connections to meet the physical activity needs of all students. Policy and Process 08/08/ /29/2015 $0 No Required Teachers, FRYSC Teachers, FRYSC Strategy 3: Curriculum and Instruction Consumerism - Students have equitable access to high quality, rigorous consumerism education curriculum. Category: Activity - Consumerism Curriculum Integration Activity Type Begin Date End Date Resource Consumerism curriculum is routinely integrated into the total school curriculum and is connected to business and industry, and local business and industry partners are utilized as resources. Policy and Process 08/08/ /29/2015 $0 No Required Teachers, FRYSC Strategy 4: Expectations for Student Learning PL/CS - Teachers have common and high standards for student learning in the content area. SY Page 20

25 Category: Activity - Specific Feedback to Students Activity Type Begin Date End Date Resource PLCS teachers provide consistent and timely feedback to students and parents on student's performance. Direct Instruction 08/08/ /29/2015 $0 No Required PLCS teachers Strategy 5: Professional Development PLCS - Professional Development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning. Category: Activity - Collaboration Time Activity Type Begin Date End Date Resource The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas. Policy and Process 08/08/ /29/2015 $0 No Required Activity - PD Collaboration Activity Type Begin Date End Date Resource PLCS teachers regularly collaborate with the community, professional organizations, and all teachers in the school to enhance the integration of PLCS concepts into school curriculum. Professional Learning 08/08/ /29/2015 $0 No Required Principal PLCS teachers Strategy 6: School Policies and Monitoring - School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs. Category: Activity - Wellness Policy Activity Type Begin Date End Date Resource The SBDM Council develops a school wellness policy, reviews it annually, and monitors it. Policy and Process 08/08/ /29/2015 $0 No Required SBDM Council, Principal, Wellness Committee, Teachers, FRYSC SY Page 21

26 Activity Summary by Source Below is a breakdown of your activities by funding source Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource Targeted Assistance and Growth (TAG) Title II Part A District Students scoring below the 25th percentile on the Measure of Academic Progress Assessment (MAP) will receive additional instructional support using a research-based intervention in reading and math. The interventions that are currently being used are ALEKS math, IXL,, Reading Plus and Lexia. TCMS will continue to research additional interventions and implement that best meet the needs of our student population. Academic Support Program 08/08/ /29/2015 $16500 Teachers, Administrator s, Guidance Counselors and Instructional Supervisor Total $16500 Activity Name Activity Description Activity Type Begin Date End Date Resource Math Design Collaborative All math teachers will continue to implement at least 3 Math Direct Formative Assessment Lessons during the school year. The Instruction data from each will be analyzed to determine instructional next steps. 07/18/ /29/2015 $2000 Math Teachers, Instructional Supervisor Total $2000 Activity Name Activity Description Activity Type Begin Date End Date Resource Professional Development in Problem Based Learning (PBS) Teachers will continue to receive training and support to create problem based learning units for students. Academic Support Program 07/15/ /27/2016 $50000 Teachers, Principals SY Page 22

27 Vocational School/Technical School/College University Visit PBL PD Students in grades 6-8 will experience a trip to either a vocational/technical school/college or to a 4 year college/university. Teachers will learn about PBL from University of Kentucky and through personalized learning activities via PLCs. Field Trip 08/07/ /29/2015 $5000 Assistant Superintende nt of Instruction, College Career Planner, Gear Up KY, Guidance Counselors, FRYSC Professional Learning 07/08/ /20/2015 $25000 Principal, Assistant Principal, Classroom Teachers, Instructional Supervisor, District Administrator s Total $80000 School Council Funds Activity Name Activity Description Activity Type Begin Date End Date Resource Blended Learning Students will receive instruction that is individualized to Direct meet their specific needs. Teachers will utilize technology Instruction and instructional strategies to provide instruction for students at their specific level of needs. Chromebooks will be used in all classes and labs will be available as well. Teachers will utilize several computer programs i.e. Khan Academy,Aventa, ALEKS math, Reading Plus, Lexia, Achieve 3000, etc. Weekly Content Area Professional Learning Community Meetings (PLC's) Each grade level will meet weekly in Professional Learning Community Meetings. Teachers will review and revise units and will develop Common Assessments that are congruent to the Kentucky Core Academic Standards. Teachers will disaggregate the results of the Common Assessments to identify areas of instructional need for individual students. Teachers will also identify strategies and activities tat will be used during flexible grouping periods for the purpose of providing interventions to students that are not mastering identified content. Professional Learning 08/08/ /29/2015 $12000 Teachers, Administrator s and Instructional Supervisor 08/08/ /29/2015 $1200 Teachers, Administrative, Instructional Supervisor SY Page 23

28 Total $13200 Grant Funds Activity Name Activity Description Activity Type Begin Date End Date Resource Gear Up Sustainability Plan The school will continue to implement the Gear UP Sustainability Plan in conjunction with CTL (Collaborative for Teaching and Learning). The plan includes components of aspiration, rigor, expectation, accountability, and sustainability. Students will continue to receive the Gear Up to Learn curriculum that addresses soft skills and financial planning, and advising based on Explore results and students needs. No Required Other 08/07/ /29/2015 $0 Principal, Assistant Principal, Guidance Counselors, Instructional Supervisor, GUK Manager and Advisors, Classroom Teachers, College Career Planner, FRYSC Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Formative Assessment All teachers will formatively assess in all subjects to guide instruction daily to determine immediate remediation needs for those not mastering standards. Academic Support Program 08/06/ /29/2015 $0 All Teahers Consumerism Curriculum Integration Collaboration FLEX Remediation Assessment Collaboration Time Consumerism curriculum is routinely integrated into the total school curriculum and is connected to business and industry, and local business and industry partners are utilized as resources. Policy and Process The school schedule allows for Arts and Humanities and Policy and academic core teachers to collaborate and exchange ideas. Process Teachers will provide individual students added support on Academic Flex Day to review, intervene and reassess for student Support mastery. During Professional Learning Communities Program teachers and administrators will review progress of students to determine instructional next steps. Teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other's work. The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas. Direct Instruction Policy and Process 08/08/ /29/2015 $0 Teachers, FRYSC 08/08/ /29/2015 $0 Teachers, Principal 08/08/ /29/2015 $0 Teachers, Administrator s, Instructional Supervisor 08/08/ /29/2015 $0 Teachers 08/08/ /29/2015 $0 Principal SY Page 24

29 Participation in PD focused on 21st Century Skills Wellness Policy Health Education Comprehensive School Physical Activity Program Operation Preparation Arts and Humanities teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on the arts. The SBDM Council develops a school wellness policy, reviews it annually, and monitors it. A comprehensive health education curriculum is sequentially planned and aligns with the KCAS for practical living. The school wellness committee utilizes the Comprehensive School Physical Activity Program (CSPAP) to increase the quality of physical education instruction as well as increase physical activity opportunities throughout the school environment. 8th grade students will participate in Operation Preparation in March whereby community leaders/volunteers counsel one on one with students about ILP's, grades, and career aspirations. Strong/Weak Models of Work All teachers will use models of strong/weak work during instruction both as a form of formative assessment and to help students understand what exemplary work looks like. Explore Data Analysis Teachers will disaggregate Explore data with assistance from GUK regional manager and instructional supervisor using the item analysis form provided by ACT. Teachers will identify gaps and will make instructional changes to better prepare students for college career readiness. Specific Feedback to Students PLCS teachers provide consistent and timely feedback to students and parents on student's performance. Professional Learning Policy and Process Policy and Process Policy and Process Career Preparation/O rientation Academic Support Program Career Preparation/O rientation Direct Instruction 08/08/ /29/2015 $0 Teachers 08/08/ /29/2015 $0 SBDM Council, Principal, Wellness Committee, Teachers, FRYSC 08/08/ /29/2015 $0 Teachers, FRYSC 08/08/ /29/2015 $0 Teachers, FRYSC 03/02/ /31/2015 $0 Assistant Superintende nt of Instruction, Guidance Counselors, College Career Planner, FRYSC 08/06/ /29/2015 $0 All Teachers, Instructional Supervisor 10/31/ /27/2015 $0 Teacers, GUK regional manager, Instructional Supervisor, Guidance Counselors, PLC leaders 08/08/ /29/2015 $0 PLCS teachers SY Page 25

30 Transition Events Integration of physical education curriculum Common Assessments Integration of health curriculum Professional Development Enhance Integration of Arts and Humanities into core curriculum Expectations for Student Learning Differentiate Measure of Academic Progress Data (MAP) PD Collaboration Effective Feedback Teachers will make home visits to establish positive interactions with families and students. The physical education curriculum is integrated and includes regular opportunities for cross -disciplinary connections to meet the physical activity needs of all students. Teachers will develop and administer Common Assessments to determine level of student proficiency on the Kentucky Core Academic Standards. During Professional Learning Community meetings, teachers will dissagregate the data nad determine instructional next steps for all students. Health curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students. Each staff member will utilize Editopia as a source of learning on individual skills from their Individual Growth Plan and/or PLC determinations. Teachers receive and implement professional development to enhance the integration of the Arts and Humanities content into all content areas. Parent Involvement Policy and Process Academic Support Program Policy and Process Professional Learning Policy and Process Teachers will share clearly defined rubrics or scoring guides Direct with students before creating, performing, or responding Instruction assignments or assessments appropriate to the age and grade level and students will have the opportunity to provide input into the scoring guide. Teachers will utilize the Measures Academic Progress data and resources to plan instruction that is differentiated for individual student needs. PLCS teachers regularly collaborate with the community, professional organizations, and all teachers in the school to enhance the integration of PLCS concepts into school curriculum. Teachers will give effective feedback that directs attention to the intended learning (pointing out strengths and offering specific information to guide improvement). Academic Support Program Professional Learning Academic Support Program 09/01/ /29/2015 $0 Classroom Teachers, Principal, Assistant Principal, Guidance Counselors, FRYSC 08/08/ /29/2015 $0 Teachers, FRYSC 09/01/ /29/2015 $0 All Teachers, Curriculum Supervisor 08/08/ /29/2015 $0 Teachers, FRYSC 08/08/ /29/2015 $0 All teachers, Administrator s, Instructional Supervisor 08/08/ /29/2015 $0 Teachers, Administrator s 08/08/ /29/2015 $0 Teachers 09/19/ /29/2015 $0 Teachers, Administration and Instructional Supervisor 08/08/ /29/2015 $0 PLCS teachers 08/08/ /29/2015 $0 TCMS Teachers SY Page 26

31 ILP Development and Refinement Students in grade 6 will develop their ILP with assistance from the College Career Planner. Students in grades 7-8 will refine their ILPs. Career Preparation/O rientation 08/08/ /29/2015 $0 College Career Planner, Guidance Counselors Total $0 General Fund Activity Name Activity Description Activity Type Begin Date End Date Resource Opportunity Arts and Humanities professional development Professional opportunities focus on research based best practices and Learning are planned based on school and student data and teacher professional growth plans. Transition Orientation for Students and Families Problem Based Learning Collaboration with Guest Artists Successful PBL School Visit Transition Day/Night will be hosted by TCMS for upcoming 6th grade students and their families so students can be more successful with middle school. Teachers will develop and implement Problem Based Learning Units. The units will provide students with a real world authentic problem that needs a solution. Upon completion, the students will participate in Presentations of Learning that will allow them the work in groups to demonstrate mastery of Standards as well as move toward mastery of 21st century skills, Creativity, Critical Thinking and Problem Solving, Communication, and Collaboration. All will be measured through the use of teacher developed scoring rubrics. The arts curriculum is enhanced and strengthened with collaboration with guest artists, complementing discipline based arts instruction during the regular school day. Teachers will visit successful school that is effectively implementing PBL. Parent Involvement Direct Instruction Community Engagement 08/08/ /29/2015 $1000 Teachers, Principal 04/03/ /06/2015 $500 Principal, Assistant Principal, Guidance Counselors, Classroom Teachers, FRYSC 08/08/ /29/2015 $10000 Teachers, Administrative and Instructional Supervisor 08/08/ /29/2015 $1000 Teachers Field Trip 01/02/ /29/2015 $4000 Principal, Teachers Total $16500 SY Page 27

32 KDE Needs Assessment SY Page 28

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

34 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 do we meet our achievement goals? 2. How do we close our achievement gap? 3. How do we increase our growth? The data tells us that TCMS needs to increase the number of students scoring proficient in all content areas and that we need to increase our growth. We have a substantial need for instructional growth in math and especially with our gap populations. Specifically, in Math our 7th grade group needs work in the areas of Geometry and Statistics and Probability and our 8th grade group needs work in all reporting categories. While we met our delivery target in Reading our 7th grade group needs instructional work in Craft and Structure. The data provided does not tell us how our students performed on the Extended Response items verses the Multiple Choice. We know TCMS needs to continue focusing on writing skills across all grade levels. SY Page 30

35 Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? One area of strength is Reading where all grade levels were on track in Key ideas, Integration of ideas and vocabulary and Acquisition. Both the 7th and 8th grade students were on track in all sub categories of the K-PREP. In Math, both the 6th and 8th grades were on track in the area of Number System. In Science, the 7th grade students were on track in all areas; Physical, Earth/Space and Life Science as well as Unifying ideas. TCMS is continuing to review and revise instructional units to ensure that our students are experiencing rigorous learning activities as well as common assessments that are rigorous and correlate to the Kentucky Academic Core Standards. SY Page 31

36 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Math data indicates that Statistics and Probability as well as Geometry is a need across all grade levels. Functions is also a need at the 8th grade level. Reading data indicates that Craft and Structure is a need in the 6th grade. In content level PLC's teachers will be diving into the standards to ensure that all teachers understand and are able to teach to the rigor level of the standards. PLC's will utilize numerous resources assist in this process; Edivation videos, KDE content specialists, etc. SY Page 32

37 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? TCMS content area PLC's will be meeting in half and full day sessions to begin diving deep into the standards, using the congruence model to ensure that all common assessments are at the level of rigor as well as a correct target method match. Content PLC's will also come back together to disaggregate data on the common assessments to ensure mastery of standards. SY Page 33

38 The Missing Piece SY Page 34

39 Introduction This Missing Piece diagnostic is a comprehensive performance assessment tool that proposes specific school-level descriptors for the six objectives of the Commissioner's Parent's Advisory Council. They include provisions that every student in Kentucky will have a parent, or another adult, who knows how to support that student's academic achievement. These objectives support Kentucky education laws as it recognizes the importance of parent involvement (KRS ) (KRS ) (KRS ) (KRS ) (KRS ) SY Page 35

40 Stakeholders School staff engaged a variety of stakeholders when completing the Missing Piece Diagnostic What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? The Missing Piece diagnostic was developed engaging teachers, administrators, parents, staff, and students. SY Page 36

41 Relationship Building School staff builds productive, personal relationships with parents of all their students. Overall Rating: Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Parents report their relationship with school staff is about discussing student academic performance and/or behavior. Apprentice 2. School staff implements systematic steps to welcome the parents of new and English as-a- Second-Language (ESL) students (for example, using home visits, personal calls or letters, open houses and/or other methods). School staff implements systematic steps to welcome the parents of new and ESL students (for example, using home visits, personal calls or letters, open houses, and/or other methods). Proficient 3. Parents and other stakeholders report that they are actively welcomed when they visit the school. Parents and other stakeholders report that they are actively welcomed when they visit the school. Proficient 4. School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. Parents are invited to attend school activities related to their own child and are encouraged to attend parent teacher conferences. Apprentice 5. School staff involves parents in personal communication about their students' progress at least once a month. School staff involves parents in personal communication about their students' progress at least once a month. Proficient 6. School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. Teachers informally collect some student needs data and some parents are contacted to discuss those needs. Apprentice 7. All parents are asked for feedback on the All parents are asked for feedback on school's Proficient school's efforts to welcome and engage parents efforts to welcome and engage parents, and the and the feedback is used to improve the feedback is used to improve school's efforts. school's efforts. SY Page 37

42 Communications Two-way information in many forms flows regularly between school staff and parents about students' academic achievement and individual needs. Overall Rating: School staff implements systematic efforts to inform parents about academic goals, class work, grades and homework for their children in their home language. (For example, classroom contracts, student assignment books, homework websites, and online grade books). School staff implements systematic efforts to inform parents about academic goals, class work, grades and homework for their children in their home language. (For example, using classroom contracts, student assignment books, homework websites, and online grade books.) Proficient 2. School staff offers varied ways that parents can share information with teachers about their children's learning needs. (For example, phone and contacts, offering parent conferences, making home visits, or other methods). School staff offers varied ways that parents can share information with teachers about their children's learning needs. (For example, phone and contacts, offering parent conferences, and making home visits.) Proficient 3. School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. Proficient 4. School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. Proficient 5. School staff implements systematic efforts to maximize parent-teacher conference participation. (For example, offering multiple locations, convenient times, follow-up with parents who do not reply to first notices, and opportunities for student-led conferences). Parent -teacher conferences are held twice a year on school grounds and some teachers send invitations to parents. Apprentice 6. At least 50 percent of parents respond to annual school and/or district stakeholder surveys. District-wide stakeholder surveys are given to parents and teachers encourage parents to respond. Apprentice SY Page 38