Type. Proficiency. Gap

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1 Type Proficiency Gap Goal By 2022 Camp Taylor Elementary will increase the percentage of students scoring proficient/distinguished on KPREP in combined reading and math to 49.7%. By 2022 Camp Taylor Elementary will increase the percentage of non-duplicated gap group scoring P/D in combined reading in math to 47%. Objective Based on 2018 KPREP data, the percentage of students scoring proficient/distinguished in math and reading will increase to 40.1%. Objective 1: By 2018 CTE will increase the percentage of non-duplicated gap group students scoring P/D in combined reading and math to 36.9%. Objective 2: By 2018, CTE will increase the percentage of ESL students scoring P/D in combined reading and math to 25.7% Growth Transition Readiness By the end of the 2022 school year, Camp Taylor Elementary will increase the percentage of students meeting their expected growth by 20% in reading and math as measured by MAP. Baseline data is currently being collected during the school year. By the end of the 2022 school year, 49.1% of fifth grade students will score P/D in combined reading and math as measured by KPREP. By the end of the school year, 75% of CTE students will meet their expected fall to spring growth target in reading and math as measured by MAP. By the end of the school year, 38.4% of fifth grade students will score P/D in combined reading and math as measured by KPREP.

2 Associated Goal(s) and Objective(s) Strategy (Vision 2020) Activity Measure of Success Progress Monitorin g (Dates & Notes) Funding Activity 1: All staff, including administrators and teachers will attend all PD opportunities related to MAP testing. Individual students will meet the expected Fall to Spring growth targets. Growth Camp Taylor will develop our capacity for utilizing MAP data to increase the effectiveness of core instruction and plan more intentional interventions for individual students. (KCWP 2 and 4) Activity 2: Camp Taylor ILT will develop school specific MAP training to address how MAP data will be used within our current assessment and instructional plan. CTE Assessment Plan will incorporate MAP with clear timeline for implementation.

3 Activity 3: MAP data will be reviewed during PLC's to plan initial core instruction and tier II interventions. CTE Assessment Plan will incorporate MAP with clear timeline for implementation. Growth, Transition, GAP, Proficiency ILT will create a schoolwide assessment plan in order to provide teachers with clarity and purpose for assessment. (KCWP 3) Activity 1: ILT will review all assessments currently administered throughout the year to evaluate the data gained and how its used. Activity 2: ILT will create a updated assessment plan that will include all required assessments, the intended purpose of each assessment, and the dates for administration. Activity 3: ILT will review and update the assessment plan to mirror any district assessment updates. Activity 4: Google Docs will be used to create a master data collection sheet. This Google Doc will be the sole place for data collection unless another format is required by JCPS or KDE. 1. CSS data regarding goal clarity and communication. 2. All assessment data will be used to improve instruction in some manner. 3. Time spent on assessment will be minimized by eliminating all unnecessary assessments.

4 Growth, GAP Growth, Proficiency GAP Camp Taylor will increase our effectiveness and efficiency clearly identifying responsibilities for every position within our school. (KCWP 5) Our school will utilize the PLC process to increase the effectiveness of core instruction, assessment analyzation, and interventions. (KCWP 6) Camp Taylor will increase our ability to serve the lowest performing students by implementing a efficient Tier III intervention program. (KCWP 5) Activity 1: Staff will be surveyed to determine current duties completed by each staff member. This survey will include the opportunity to offer opinions about duty appropriateness or needed support. Activity 2: New role verifications will be added to staff handbook. Activity 1: Camp Taylor GCC will create a PLC guidance document that outlines are four objectives of PLC's. Activity 2: A master PLC schedule will be created to ensure that PLC's meet with fidelity. This schedule will include bimonthly embedded PD days that grade level teams will use for Tier I planning. Activity 3: The principal will administer a midyear survey to gauge the effectiveness of PLC's and identify areas for improvement. Activity 1: SBDM will utilize the budget process to continue to ensure that we have a stand alone team of certified staff members focused on delivering Tier III interventions. Activity 2: The master schedule will allow for Tier III intervention to be delivered at a time of the day that does not interfere with core instruction, tier II interventions, ECE, or ESL times. Staff manual will include role verifications for all staff members. 1. Increased effectiveness of data analyzation as evidence by increased MAP and KPREP scores. 2. TELL and CSS data will reflect teachers feelings of adequate planning time. 3. Teacher turnover rate will decrease to 5% 1. Students will receive all interventions and supports without missing out on another. 2. As measured by CSS and TELL survey data, classroom teachers will indicate an

5 Growth, Proficiency, Transition, GAP The schoolwide master schedule will allow each grade level time for core instruction, tier II intervention, tier III intervention, ESL, and ECE services without impacting the others. This will insure that students receive all of the support they need without missing out on any other. (KCWP 5 and 6) Activity 1: The principal will develop a master schedule at the beginning of the year that adheres to all these requirements. Grade level teams will build their daily schedule around this master schedule. Activity 2: Support will be offered to ECE and ESL teams to create an program model within this master schedule. No student will miss out on any support service they qualify for or be pulled from core instruction to receive those services. Proficiency Classroom teachers will identify "essential standards" within the grade level common core standards to increase learning and improve proficiency rates. (KCWP 1) Activity 1: Grade level teams will identify essential standards in math and ELA for the entire year. Activity 2: Common Assessments will be developed based upon those essential standards and Tier II interventions will focus on essential standards only. Activity 3: Team leaders will meet throughout the year to ensure vertical alignment of essential standards from one grade to the next. GCC will compile a list of k-5 essential standards to reference from year to year. ESS standard list will be availbel to all staff on Google Docs.

6 Camp Taylor will host three parent/family education nights. Each night will focus on either math, science, and literacy and will include games and activities that will be enjoyable and useful for parents and other stakeholders to develop a better understanding of what their child is doing in school. 1. CSS and TELLL Survey data will indicate an improved communication from stakeholders. 2. Attendance at each family night will increase from one to the other. Transition Camp Taylor will increase our stakeholder participation and academic comprehension. (KCWP 6) Proficiency, GAP Utilizing a committee of various stakeholders, Camp Taylor will evaluate our current technology and instructional materials and determine areas of needs and a priority purchasing plan. (KCWP 1 and 2) Activity 1: Committee will review current core instructional programs and available technology. Activity 2: Survey staff to identify needs. Activity 3: Review and/or pilot new instructional programs and technology and get feedback from teachers. Increased student learning as measured by MAP and KPREP assessment data.

7 Activity 4. Developed a purchasing plan for technology and instructional materials including priority of each purchase. Growth Behavior Intervention Team will develop a schoolwide behavior management plan. (KCWP 5 and 6) Activity 1: Behavior management plan will include three tiers of instruction and intervention. Activity 2: PAWS program will be implemented to encourage desired student behavior and systemically teach behavioral expectations. Activity 3: Mental Health Counselor and Success Coach will work directly with Tier II and III students to help manage and support identified students. Decreased behavior referrals and yearly suspensions.