TC Cherry Comprehensive School. Improvement Plan. T. C. Cherry Elementary School

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1 TC Cherry Comprehensive School Improvement Plan Bowling Green Independent School District Mr. Kory Twyman, Principal 1001 Liberty Avenue Bowling Green, KY Document Generated On January 16, 2013

2 TABLE OF CONTENTS Overview 1 Goals Summary 2 Goal 1: Increase achievement (proficiency rates) in all 5 content areas by Goal 2: Increase the percentage of GAP students scoring proficient by Activity Summary by Funding Source 6

3 TC Cherry Comprehensive School Improvement Plan Overview Plan Name TC Cherry Comprehensive School Improvement Plan Plan Description Page 1

4 TC Cherry Comprehensive School Improvement Plan 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 Measurable Objective Total Funding 1 Increase achievement (proficiency rates) Organizational $1000 in all 5 content areas by Increase the percentage of GAP students scoring proficient by Objectives: 2 Strategies: 3 Activities: 5 Objectives: 2 Strategies: 2 Activities: 6 Organizational Collaborate to increase the average combined reading and math proficiency scores to 53.6% by 05/31/2013 as measured by K-PREP State Assessment., Collaborate to increase the percent of students scoring proficient/distinguished in writing by 05/23/2013 as measured by being equal to or above the state average. Collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 27.3% to 34.6% by 05/13/2013 as measured by K-PREP State Assessment., Collaborate to increase the number of GAP students scoring proficient by 12/20/2013 as measured by scoring equal to or above the district average. $ Page 2

5 TC Cherry Comprehensive School Improvement Plan Goal 1: Increase achievement (proficiency rates) in all 5 content areas by Measurable Objective 1: Collaborate to increase the average combined reading and math proficiency scores to 53.6% by 05/31/2013 as measured by K-PREP State Assessment. Strategy 1: Literacy Initiative - will be trained on and implement a variety of intervention programs and strategies including but not limited to My Reading Coach, Reading Mastery, Elements of Reading, Scott-Foresman Reading Program, Lexia Reading, Inquiry Learning, Junior Great Books and learning stations/centers. Training will be offered in summer and on-going in faculty meeting professional development sessions. Activity - Professional Learning Community Activity Type Begin Date End Date Resource Professional Learning Community teams will meet monthly for data analysis meetings and curriculum development meetings. A common language and expectation for student achievement will be developed. Professional Learning Source Of Funding 01/23/ /20/2013 $0 No Funding Required Activity - Higher Level Questioning/Tasks Activity Type Begin Date End Date Resource Bloom's taxonomy, Antonetti cube, etc. will be used by staff to develop higher level reading/language arts questions and higher level reading/language arts tasks. Source Of Funding Other 01/02/ /20/2013 $0 No Funding Required All Members All Strategy 2: Math Initiative - will be trained on and implement a variety of intervention programs and strategies including but not limited to math strands, Envisions Math Program, Singapore Math Strategies, Math Whizz, IXL math website, Addvantage Math Recovery, and learning stations/centers. Training will be offered in summer and on-going in faculty meeting professional development sessions. Activity - Higher Level Questioning/Tasks Activity Type Begin Date End Date Resource Bloom's taxonomy, Antonetti cube, etc. will be used by staff to develop higher level math questions and higher level math tasks. Source Of Funding Other 01/02/ /20/2013 $0 No Funding Required Activity - Professional Learning Community Activity Type Begin Date End Date Resource Professional Learning Community teams will meet monthly for data analysis meetings and curriculum development meetings. A common language and expectation for student achievement will be developed. Professional Learning Source Of Funding 01/02/ /20/2013 $0 No Funding Required All All Measurable Objective 2: Collaborate to increase the percent of students scoring proficient/distinguished in writing by 05/23/2013 as measured by being equal to or above the state average. Page 3

6 TC Cherry Comprehensive School Improvement Plan Strategy 1: Writing Initiative - will be trained on and implement a variety of writing strategies determined by the Writing team. Training will be offered during the summer and on going in faculty meetings professional development sessions. Activity - Writing Team Activity Type Begin Date End Date Resource The WKU Writing Project and TC Cherry Elementary School will partner to develop of school wide literacy team. Activities may include, but are not limited to analyzing student work, developing a better understanding of the ELA Common Core Standards, update of school writing plan, integration of writing across contents, and implementation of school-wide constructed response process. Academic Support Program Source Of Funding 01/02/ /24/2013 $1000 School Council Funds Writing Team Goal 2: Increase the percentage of GAP students scoring proficient by Measurable Objective 1: Collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 27.3% to 34.6% by 05/13/2013 as measured by K-PREP State Assessment. Strategy 1: Data Analysis - Teachers will use student data to make informed instructional decisions. Activity - Benchmark Data Dissagregation Activity Type Begin Date End Date Resource According to the 2011 TELL Survey, 86% of teachers use assessment data to inform their instruction. District wide benchmark assessments will be given three times per year and data days will be scheduled to discuss benchmark data. All students will be placed in RTI groups based upon benchmark data and classroom performance to individualize instruction. Academic Support Program Source Of Funding 01/02/ /20/2013 $750 School Council Funds Activity - Parent/Teacher Conferences Activity Type Begin Date End Date Resource Parent/Teacher conferences will be held once per year to discuss student progress on end of year essential skills and benchmark assessment data. Additional parent/teacher conferences will be held as needed. Parent Nights will be held during the school year to help inform parents on student expectations and content to be mastered at each grade level. Title I funds will be used to provide a meal or snack for parents and students in attendance. Parent Involvement Source Of Funding 01/02/ /20/2013 $1000 School Council Funds All staff members Math vertical team and ELA vertical team Activity - Intervention Programs Activity Type Begin Date End Date Resource Source Of Funding Page 4

7 TC Cherry Comprehensive School Improvement Plan Title I funds will be used to fund a Reading Intervention Teacher, Math Intervention Teacher, ESL Teacher, and Primary Project Assistant to provide additional daily instruction for struggling learners through the RTI process. Academic Support Program 01/02/ /20/2013 $ Title I Schoolwide Reading Intervention Teacher Math Intervention Teacher ESL Teacher Measurable Objective 2: Collaborate to increase the number of GAP students scoring proficient by 12/20/2013 as measured by scoring equal to or above the district average. Strategy 1: Content and Vocabulary - Teachers will intentionally implement social studies and science content and vocabulary into instruction. Activity - Social Studies Activity Type Begin Date End Date Resource Teachers will integrate social studies content and vocabulary during theme time activities and literacy content. Academic Support Program Source Of Funding 01/02/ /20/2013 $500 General Fund Classroom Teachers Activity - Science Activity Type Begin Date End Date Resource Teachers will integrate science content and vocabulary into theme time activities and literacy content. Academic Support Program Source Of Funding 01/02/ /20/2013 $500 School Council Funds Activity - Science Partnership Activity Type Begin Date End Date Resource Partner with WKU Skyteach and Mammoth Cave to provide additional hands-on science activities for all students. Academic Support Program Source Of Funding 08/19/ /20/2013 $500 School Council Funds Teachers Kory Twyman Page 5

8 TC Cherry Comprehensive School Improvement Plan Activity Summary by Funding 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 Intervention Programs Title I funds will be used to fund a Reading Intervention Academic Teacher, Math Intervention Teacher, ESL Teacher, and Support Primary Project Assistant to provide additional daily Program instruction for struggling learners through the RTI process. General Fund School Council Funds 01/02/ /20/2013 $ Reading Intervention Teacher Math Intervention Teacher ESL Teacher Total $ Activity Name Activity Description Activity Type Begin Date End Date Resource Social Studies Teachers will integrate social studies content and vocabulary during theme time activities and literacy content. Academic Support Program 01/02/ /20/2013 $500 Classroom Teachers Total $500 Activity Name Activity Description Activity Type Begin Date End Date Resource Writing Team The WKU Writing Project and TC Cherry Elementary School will partner to develop of school wide literacy team. Activities may include, but are not limited to analyzing student work, developing a better understanding of the ELA Common Core Standards, update of school writing plan, integration of writing across contents, and implementation of school-wide constructed response process. Academic Support Program 01/02/ /24/2013 $1000 Writing Team Science Teachers will integrate science content and vocabulary into theme time activities and literacy content. Academic Support Program 01/02/ /20/2013 $500 Teachers Page 6

9 TC Cherry Comprehensive School Improvement Plan Benchmark Data Dissagregation According to the 2011 TELL Survey, 86% of teachers use assessment data to inform their instruction. District wide benchmark assessments will be given three times per year and data days will be scheduled to discuss benchmark data. All students will be placed in RTI groups based upon benchmark data and classroom performance to individualize instruction. Parent/Teacher Conferences Parent/Teacher conferences will be held once per year to discuss student progress on end of year essential skills and benchmark assessment data. Additional parent/teacher conferences will be held as needed. Parent Nights will be held during the school year to help inform parents on student expectations and content to be mastered at each grade level. Title I funds will be used to provide a meal or snack for parents and students in attendance. Science Partnership Partner with WKU Skyteach and Mammoth Cave to provide additional hands-on science activities for all students. Academic Support Program Parent Involvement Academic Support Program 01/02/ /20/2013 $750 All staff members 01/02/ /20/2013 $1000 Math vertical team and ELA vertical team 08/19/ /20/2013 $500 Kory Twyman Total $3750 No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Higher Level Questioning/Tasks Bloom's taxonomy, Antonetti cube, etc. will be used by staff to develop higher level math questions and higher level math tasks. Other 01/02/ /20/2013 $0 All Professional Learning Community Higher Level Questioning/Tasks Professional Learning Community Professional Learning Community teams will meet monthly Professional for data analysis meetings and curriculum development Learning meetings. A common language and expectation for student achievement will be developed. Bloom's taxonomy, Antonetti cube, etc. will be used by staff to develop higher level reading/language arts questions and higher level reading/language arts tasks. Professional Learning Community teams will meet monthly for data analysis meetings and curriculum development meetings. A common language and expectation for student achievement will be developed. 01/23/ /20/2013 $0 All Members Other 01/02/ /20/2013 $0 All Professional Learning 01/02/ /20/2013 $0 All Total $0 Page 7

10 Executive Summary Bowling Green Independent School District Mr. Kory Twyman, Principal 1001 Liberty Avenue Bowling Green, KY Document Generated On January 16, 2013

11 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 5

12 Executive Summary 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. Page 1

13 Executive Summary 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? serves approximately 280 students. Our staff is dedicated to meeting the needs of each individual student. As part of the Model Schools Project we provide an instructional approach to discipline. This approach encourages responsible student behavior and provides students with a school-wide knowledge of expectations. Designated as a Blue Ribbon School in 2003, we continue to strive for academic excellence for our students. Our staff closely analyzes student data using formative and summative assessments to monitor student growth and to design instruction to meet various needs of our student population. We strive to eliminate achievement gaps by developing appropriate learning experiences. Page 2

14 Executive Summary 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. Mission The T. C. Cherry family believes in the importance of learning, cooperation, responsibility, open-mindedness, and problem-solving. Our mission statement is recited and signed daily in an opening assembly program. The mission statement is displayed in hallways, classrooms, and gymnasium. Our entire program is built on the importance of knowing why and how we show these traits throughout the school day so that each trait will be embedded in our students' lives. Needs Assessment Our needs assessment process combines stakeholder input and data analysis throughout the year. This combination provides us with the knowledge to adapt and change as needed. Goals Our goals come from an on-going study of assessment results, including the KPREP state assessment, STAR Enterprise and various other assessments. Component group meetings enable stakeholders to develop appropriate goals for students. Evaluation School-wide assessment teams meet at least three times during each school year to evaluate our CSIP. We meet after each STAR Enterprise benchmark assessment and after receiving our K-PREP scores. After each meeting the information is shared with individual teachers, interventionists, and other staff to make needed changes. Stakeholders Our mission statement was developed by staff members with parent input as a foundation for our Model Schools project. Goals were developed in committees after analyzing our 2012 KPREP results and by concerns and needs expressed by stakeholders. CSIP committees will share our plan with staff and SBDM council. This information will also be shared with parents in our weekly school newsletter and PTO meetings. Page 3

15 Executive Summary 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. and students moved into a new state of the art building in During this transition, TC Cherry decided to embrace The Leader in Me beliefs because of a strong desire to focus on the whole student not just academics. All students have the opportunity to develop ownership in the school and community by being a part of many extra curricular activities. The First in Lego League robotics team has been quite successful over several years. During the school year, the team won our regional competition, and came in second place during the regional competition. Students excel in team working events because they are implementing The Leader in Me skills. T. C. Cherry is working to increase academic expectations by making students more responsible for their learning. Kindergarten through third grade classes are integrating social studies and science with reading standards in an effort to connect content areas. Fourth and fifth grade teachers are actually integrating the reading standards within writing, science and social studies contents. Grammar and writing is being explicitly taught in all grade levels and is integrated into other content areas. Teachers use hands-on math materials and supplemental web-based computer programs during intervention times. Teachers are using formative assessments and assessment data to drive instruction. T. C. Cherry takes STAR Enterprise assessments three times per year to benchmark student progress. Afterwards, staff has Data Days to help interpret data and determine changes in instructional practices to better meet student needs. Page 4

16 Executive Summary Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. School safety is of vital importance to the staff of T. C. Cherry and the Bowling Green Independent School System. members work hard to ensure student safety and develop a safe learning environment for all students. School wide procedures have been developed and implemented to provide consistency across all grade levels. Implemented procedures allow staff to concentrate on teaching rather than student behavior. TC Cherry is partnering with other community organizations to provide teachers with appropriate professional development. The Western Kentucky University Writing Project and TC Cherry have partnered to develop a stronger writing and literacy program for students. Additional teachers from each grade level are attending Green River Regional Education Cooperative's (GRREC) literacy training,"learning to Read, Reading to Learn", in an effort to provide additional literacy training to all staff members. Pivotal Leadership is a new program offered by GRREC during the school year. TC Cherry is one of five schools chosen across the GRREC region to be a part of this new, cutting edge training. The three year initiative will help our school improve how we look at data and implement Professional Learning Communities, culture assessments, and common formative assessments. Page 5

17 KDE Needs Assessment Bowling Green Independent School District Mr. Kory Twyman, Principal 1001 Liberty Avenue Bowling Green, KY Document Generated On January 16, 2013

18 TABLE OF CONTENTS Introduction 1 Data Analysis 2 Areas of Strengths 3 Opportunities for Improvement 4 Conclusion 5

19 KDE Needs Assessment Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. Page 1

20 KDE Needs Assessment 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? Questions we are trying to answer. Number of novice and apprentice compared to proficient and distinguished students in each content area. Does the data reflect issues with curriculum gaps, environmental deficit, lack of effort, or achievement? How well students did on multiple choice questions, compared to extended response questions, compared to short answer questions. Can Gap data be used to drill down to specific gap groups? What does the data/information tell you? What does the data/information not tell you? KPREP reports only provides surface level data. I do not feel as if gives enough specific information to make instructional decisions for the upcoming year. Page 2

21 KDE Needs Assessment 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? What were areas of strength you noted? Areas of strength included science and social studies. What actions are you implementing to sustain the areas of strength? Primary teachers are integrating more science and social studies content into their reading curriculum. Students are making better connections rather than a stand alone content. What is there cause to celebrate? We celebrate the collaboration among teachers to integrate content instead of teaching in isolation. Page 3

22 KDE Needs Assessment Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? What are areas in need of improvement? We need to improve the development of number sense in our primary program. We need to improve our teaching of and increase our expectation for implementation of grammar within our writing program. What plans are you making to improve the areas of need? We are implementing hands-on math programs and Singapore math strategies in all grade levels. We are using Math Whizz as a supplemental math response to intervention at the primary levels. To improve grammar, teachers have implemented Reasoning and Writing, Spelling Mastery, and use of grammar techniques in writing activities. Our school has also been involved in a grant with the Western Kentucky University Writing Project to improve our overall writing program. Page 4

23 KDE Needs Assessment Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? We focus on our school level formative assessment data to drive our instruction. More detailed reports from KPREP state testing would either validate the work we are doing or provide areas for improvement. Page 5

KDE Comprehensive School. Improvement Plan. Harlan High School

KDE Comprehensive School. Improvement Plan. Harlan High School KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive