Comprehensive School Improvement. Plan. Lincoln Elementary Performing Arts

Transcription

1 Comprehensive School Improvement Plan Jefferson County Susan French, Principal 930 East Main Street Louisville, KY Document Generated On December 20, 2016

2 TABLE OF CONTENTS Introduction 1 Phase I - Equitable Access to Effective Educators School Diagnostic Introduction 3 Equitable Access to Effective Educators - School 4 Phase I - The Missing Piece Introduction 16 Stakeholders 17 Relationship Building 18 Communications 19 Decision Making 21 Advocacy 23 Learning Opportunities 24 Community Partnerships 25 Reflection 26 Report Summary 27 Improvement Plan Stakeholder Involvement Introduction 29 Improvement Planning Process 30

3 Phase I - Needs Assessment Introduction 32 Data Analysis 33 Areas of Strengths 34 Opportunities for Improvement 35 Conclusion Comprehensive School Improvement Plan (Revised 12/7/16) Overview 38 Goals Summary 39 Goal 1: By 2019, attain the average Review rating of Proficient in the area of Writing as demonstrated by the evidence submitted and the ratings of the Review Report. 41 Goal 2: According to KPREP data, increase the percentage of GAP students scoring proficient and distinguished in Social Studies to 74.3% by Goal 3: According to KPREP data, increase the percentage of all students scoring proficient and distinguished in reading to 67.6% by Goal 4: According to KPREP data, increase the percentage of GAP students scoring proficient and distinguished in reading to 63.2% by Goal 5: According to KPREP data, increase the percentage of all students scoring proficient and distinguished in math to 72.3% by Goal 6: According to KPREP data, increase the percentage of GAP students scoring proficient and distinguished in mathematics to 60.5% by Goal 7: According to KPREP data, increase the percentage of GAP students scoring Proficient and Distinguished in writing to 63.4% by Goal 8: School Climate: Increase parent involvement, positive feedback from parents, and non-cognitive indicators as measured by Comprehensive School Survey, and informal parent/student/community surveys 53 Goal 9: According to KPREP data, increase the percentage of students scoring proficient and distinguished in social studies to 79.6% by Goal 10: According to KPREP data, increase the percentage of students scoring proficient and distinguished in writing to 67.7% by Goal 11: According to KPREP data, increase the percentage of all students scoring proficient and distinguished for combined reading and math scores to 73.7% by Goal 12: Kindergarten Readiness Screening 59

4 Goal 13: 20% Reduction of Novice Student in Reading and Math 59 Goal 14: By 2019 Lincoln Performing Arts School will implement the Measure of Progress (MAP) in grade 2 and 3 to identify instrucitional next steps for all students in Reading, and Math Skills 60 Summary by Source 62 Phase II - KDE Assurances - Schools Introduction 75 Assurances 76 Phase II - KDE Compliance and Accountability - Schools Introduction 82 Planning and Accountability Requirements 83 Executive Summary Introduction 94 Description of the School 95 School's Purpose 96 Notable Achievements and Areas of Improvement 97 Additional Information 98

5 Introduction The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component. Needs Assessment: Goals: Objectives: Strategies: Activities: Executive Summary: KDE encourages the use of the day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan. SY Page 1

6 Phase I - Equitable Access to Effective Educators School Diagnostic SY Page 2

7 Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky s Plan Submitted to U.S. Education Department SY Page 3

8 Equitable Access to Effective Educators - School Label Assurance Response Comment Attachment School Equity Data (1) Complete the School Equity Data tab for this I diagnostic. Include at least one other selfselected indicator for consideration. e that I have acknowledg *Self-selected data could come from a variety of uploaded sources. It should be relevant to the needs of the School the school. Examples could include: principal, Equity Data. teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below: School Equity Diagnostic Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators. As a Performing Arts Magnet program Lincoln consistently attracts a diverse student body. 96% of our highly qualified teacher have four or more years of experience. We are successful at retaining teachers from year to year. The free and reduced population is consistent from year to year. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included. Since becoming a magnet school six years ago, we have addressed many of the barriers that existed in our school such as student and teacher turnover which resulted in low teacher experience. After our magnet status, 96% of our teachers have 4 or more years of experience which increased teacher retention, as well as, ESL and student population stability from K to fifth grades. Our school has been identified as proficient in JCPS and in the state of Kentucky. Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I school Equity school's most recent measures in the Equity tab acknowledg of the School Report Card to set equitable access goals for the next three years. The measures include: Working Conditions, Overall Teacher and Leader Effectiveness, Overall Student Growth, Percentage of new and KTIP e that I have uploaded the School Equity Goal Data. teachers, and Percentage of Teacher Turnover. ***Goals should reflect an analysis of barriers, root causes and strategies. SY Page 4

9 Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, jobembedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities. OR The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities. The school may choose to provide an optional narrative response to include any additional information, but this is not required. Goal 1: According to KPREP data, increase the percentage of all students scoring proficient and distinguished in reading to 67.6% by 2019 Measurable Objective 1: 55% of Third, Fourth and Fifth grade students will demonstrate a proficiency in reading in English Language Arts by 05/26/2017 as measured by Kentucky Performance Rating for Educational Progress (K-PREP) results.. Strategy1: Professional Development - Teachers will participate in PLC's and after school PD to investigate researched-based instructional practices. Category: Research Cited: Stiggins, R, Dufour, R - Professional Development Teachers will participate in research based district and school based professional development and weekly PLC sessions in horizontal and vertical teams to analyze student work and assessment data, plan instructional activities, review/revise appropriate assessments in order to differentiate instruction for all students. As evidenced by sign in sheets, team minutes and student mastery of key standards Professional Learning 08/10/ /15/2017 Amount $0 - No Principal and Goal Clarity Coach SY Page 5

10 - Monitoring Amount The principal, resource teachers, and interventionist will develop the data monitoring schedule that will be followed to review student achievement data such as: MTSS, CASCADE, and the data wall. The development of future Professional PD and PLC sessions based on this data will be Learning determined in collaboration with classroom teachers. As evidenced by PD proposals, student mastery of key standards, and PLC calendars and notes. 08/10/ /15/2017 $0 - No Principal, Counselor, Leadership Team, Instructional Coaches, GCC, ESL, ECE, Teachers - Instructional Leadership Amount The Instructional Leadership Team will meet every six weeks to monitor MTSS data which includes goals, strategies, and systems. This information will be shared with teachers in PLCs in order to review and revise the levels of implementation and individual student achievement. As evidenced by team minutes, intervention schedules and proficiency on district assessments. Professional Learning 08/10/ /15/2017 $0 - No Counselor, Teachers, and MTSS lead. - Descriptive Feedback Amount Teachers will meet in weekly PLCs and professional development sessions to develop competency in using descriptive feedback and live scoring, in order to ensure constructive feedback to all students. As evidenced by sign in sheets, graded student work and live scoring session schedules. Professional Learning 08/10/ /15/2017 $0 - No Instructional Leadership Team Goal 2: According to KPREP data, increase the percentage of all students scoring proficient and distinguished in math to 72.3% by Measurable Objective 1: 58% of Third, Fourth and Fifth grade students will demonstrate a proficiency in all subcategories in Mathematics by 05/26/2017 as measured by Kentucky Performance Rating for Educationl Progress (K-PREP) results.. Strategy1: Professional Development - Teachers will participate in PLC's, and professional development sessions, both school and district based. Category: Professional Learning & Research Cited: Marzano, R., DuFour, R. SY Page 6

11 - PLC's Teachers will work in horizontal teams during weekly PLCs and in vertical teams during faculty meetings to analyze student work and assessment data, plan instructional activities, review and revise assessments and to insure that students are making steady progress on the math continuum. As evidenced by sign in sheets, team minutes, lesson plans and student mastery of key standards. Professional Learning 08/10/ /15/2017 Amount $0 - No Principal, Assistant Principal, GCC, Intervention Teachers, Classroom Teachers - Best Practices Teachers will participate in research based professional development on best practice instruction in math, including the use of manipulatives and computers with application evidenced by lesson plans, instruction and student work. Professional Learning 08/10/ /15/2017 Amount $0 - No Principal, Assistant Principal, GCC, Intervention Teachers, Classroom Teachers, ECE and ESL Teachers Goal 3: According to KPREP data, increase the percentage of GAP students scoring Proficient and Distinguished in writing to 63.4% by Measurable Objective 1: 41% of Fifth grade Black or African-American, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students will demonstrate a proficiency in writing in English Language Arts by 12/15/2017 as measured by KPREP. Strategy1: Writing Intervention Plan - Instructional Leadership Team will create and monitor a school wide writing plan with specific goals to meet needs of GAP students. Category: Continuous Improvement Research Cited: Marzanno, R. - Intervention Writing Classroom Teachers, ELL and ECE teachers will embed writing connections in all content areas. Strategies, such as graphic organizers and sentence frames, will be implemented to ensure improved writing skills. As evidenced by lesson plans, student work and portfolios. 08/10/ /15/2017 Amount $0 - No Instructional Leadship Team SY Page 7

12 - School-Wide On-Demand Writing Plan Amount A school-wide on-demand writing plan will be created and implemented. K-5 students will write in a on-demand setting on monthly. Teachers will receive professional development in teaching on-demand writing and analyzing student work samples. Teachers will analyze student work in vertical teams in faculty meetings once per month. Professional Learning 08/10/ /15/2017 $ Grant Funds Principal, Assitant Principal, Instructional Leadership Team, Classroom Teachers Goal 4: School Climate: Increase parent involvement, positive feedback from parents, and non-cognitive indicators as measured by Comprehensive School Survey, and informal parent/student/community surveys Measurable Objective 1: collaborate to improve parent involvement and student achievement by 05/26/2017 as measured by Comprehensive School Survey results, District attendance reports and a 10% decrease in school suspensions and referrals.. Strategy1: Attendance - The school will develop a protocol to improve student attendance. Category: Stakeholder Engagement Research Cited: Cleveland, R. - Attendance Committee Amount The counselor, attendance clerk, school social worker and FRC will develop a plan to address the needs of students with poor attendance. This committee will meet biweekly to monitor problem attendance issues and develop strategies to improve school wide attendance. As evidenced by committee minutes, improved attendance of targeted students, and student mastery of key standards. (Focus School, SB 168) Behavioral 08/10/ /26/2017 $0 - No Nannette Jones Strategy2: Schoolwide Behavior Plan - Teachers and administrative staff will used the schoolwide behavior plan to improve student discipline. Category: Continuous Improvement Research Cited: SY Page 8

13 - Morning Meeting All students will attend formal morning meeting, in the gym, on Monday's and Friday's to discuss short and long term goals and expectations. As the students leave the gym they will be greeted individually by adults who are standing at the doorways, in order to access obvious physical, social or emotional needs. As evidenced by a decrease in student discipline referrals and an increase in student achievement. (Focus School, SB 168) 08/10/ /15/2017 Amount $0 - No Susan French/Mike Ice - Success Coach Students in need of additional emotional and behavior support will be referred to our Success Coaches for specific guidance and strategies in order to improve academic and behavioral success. As evidenced by student point sheets, a decrease in discipline referrals and improved student achievement. (Focus School) Behavioral 08/10/ /15/2017 Amount $0 - No Nannette Jones and Fred Parker - Behavior Plan All staff will implement the school wide behavior plan. A behavior coach will be assigned to students with significant behavior issues. As evidence by classroom behavior charts, walk throughs, a decrease in discipline referrals, and improved student achievement (Focus Schools, SB 168) Behavioral 08/10/ /15/2017 Amount $0 - No Nannette Jones and classroom teachers Strategy3: Parent Communication - will implement several strategies ( , parent newsletter, classroom web page and/or phone calls) to ensure that parents are informed of all pertinent activities. Category: Stakeholder Engagement Research Cited: Erwin, J.C. - Communication Open lines of communication will be provided for all parents and community stakeholders through, but not limited to, the following: Comprehensive School Survey, Arts Advisory Council, PTA, FRC Advisory Council, social media. Input from these sources will be used to ensure that all stakeholders have a sense of involvement. As evidenced by minutes, and improved student achievement. (Focus School, SB 168) Parent Involvement 08/10/ /15/2017 Amount $0 - No Susan French/Mike Ice SY Page 9

14 - Parent Communication School will send parent communication home on a weekly basis. This "Weekly on Wednesday" (WOW) folder will contain schoolwide information in order to keep families informed of all activities at school, content standards their children are learning, and athome activities to support their children. In order to provide an open line of communication with families there will be an area for comments and parent signatures. As evidenced by WOW folders and improved student achievement. (Focus School, SB 168) Parent Involvement 08/10/ /15/2017 Amount $250 - General Fund Principal, Assistant Principal, and Classroom Teachers - Coffee Conversations The principal will host monthly "coffee conversations" with parents to provide an opportunity to give feedback and input. These conversations will be hosted in the morning and evening in order to meet the needs of working parents. Topics will be based on parent requests. As evidenced by sign in sheets, and improved student achievement. (Focus School, SB 168) Parent Involvement 08/10/ /26/2017 Amount $0 - No Susan French and/or Mike Ice Goal 5: Lincoln Performing Arts School will use the Professional Growth and Effectiveness System (PGES) to evaluate teacher performance. Measurable Objective 1: collaborate to to increase teachers' rigor and delievery of core content to ensure differated instruction for all students. by 12/15/2017 as measured by surveys or other checks of understanding after professional development activities.. Strategy1: PGES - Teachers will participate in all components of TPGES during the school year to enhance their professional growth and improve their teaching efficiency of the Common Core Standards and classroom culture. Category: Teacher PGES Research Cited: Charlotte Danielson - PLC Teachers will participated in embedded PLC to plan instruction, analyze data and plan "WIN" intervention groups. Professional Learning 08/10/ /15/2017 Amount $0 - No Susan French, Mike Ice, classroom teachers, support staff and GCC - TPGES All teachers will complete the Professional Growth Goal and the Student Growth Goal in CIITS and update with progress reports. Policy and Process 08/10/ /15/2017 Amount $0 - No Susan French, Mike Ice SY Page 10

15 Goal 6: Increase the percentage of African American and male students scoring proficient and distriguished in writing to 56.7% by Measurable Objective 1: A 20% increase of Fifth grade Male Black or African-American students will demonstrate a proficiency in writing to 56.7% by May in Writing by 05/25/2016 as measured by the KPREP assessment data in Writing.. Strategy1: On Demand Writing Plan Prompts - The strategy will include one time per week a prompt for on-demand writing. Category: Continuous Improvement Research Cited: Gay, G and Banks, J.A. Culturally Responsive Teaching - Constructive Feedback Students will receive written, specific feedback on assessments. 3rd, 4th and 5th grade students will participate in live scoring at least three times a year in order to provide immediate feedback and coaching to produce proficient Direct work on written response questions. As Instruction evidenced by work samples and increased proficiency on assessments. (Focus School, SB 168) Amount 08/12/ /31/2016 $0 - General Fund Principal, Assistant Principal, Classroom Teachers, GCC and Intervention Teachers - Weekly On Demand Writing Amount Students will be provide a rubric to analyze the writing prompt. Students will receive targeted instruction to address the areas of need. They will complete a weekly On-Demand Writing Prompt and receive effective feedback. Direct Instruction 08/17/ /25/2016 $0 - General Fund Classroom Teachers, Intervention Teachers and GCC - School Wide Writing Plan Amount The ILT will create a school wide writing plan that will include writing across content areas, embedded technology and writing for different purposes as defined by district and state guidelines. As evidenced by lesson plans and student work. Direct Instruction 08/12/ /31/2016 $0 - General Fund Principal, Assistant Principal, GCC, Leadership Team and Classroom Teachers. Strategy2: Professional Development - Teachers will participate in PLC's and after school PD to investigate researched-based instructional practices. Category: Professional Learning & Research Cited: Dufour SY Page 11

16 - Professional Development Teachers will participate in research based district and school based professional development and weekly PLC sessions in horizontal and vertical teams to analyze student work and assessment data, plan instructional activities, review/revise appropriate assessments in order to differentiate instruction for all students. As evidenced by sign in sheets, team minutes and student mastery of key standards. (Focus School) Professional Learning 08/12/ /31/2016 Amount $0 - No Principal, Assistant Principal, GCC and Resource Teacher Goal 7: According to KPREP data, increase the percentage of all students scoring proficient and distinguished for combined reading and math scores to 73.7% by Measurable Objective 1: 58% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will demonstrate a proficiency in Reading and Math. in Reading by 05/26/2017 as measured by KPREP scores and District Proficiency. Strategy1: Performing Arts in Content Areas - This strategy will work by using performing arts to act out interpretive dance to illustrate common core standards to help with student achievement. Category: Integrated Methods for Learning Research Cited: Gay, G., Banks, J.A. and Tomlinson - Professional Development ELL staff and Performing Arts Teachers will provide embedded Professional Development during staff meeting. Professional Learning Amount 08/10/ /15/2017 $0 - General Fund Principal, Assistant Principal, ELL Teachers, Performing Arts Teachers and GCC Goal 8: 20% Reduction of Novice Student in Reading and Math Measurable Objective 1: A total of 6 Third, Fourth and Fifth grade students will increase student growth to level of apprentice or higher in Reading by 05/26/2017 as measured by Reading KPREP scores. Strategy1: SY Page 12

17 Differentiated Instruction - Teachers and interventionist will determine instructional needs of students based on student work and district/school assessment data and group students accordingly to best meet individual needs. Category: Research Cited: - Walk Throughs Amount The principal will conduct walk throughs to monitor reading instruction and provide feedback to the teachers. 08/10/ /26/2017 $0 - No Principal and Assistant Principal - Anchor Charts Amount Teachers will display reading strategies and student learning objectives for each lesson. These statements will also be reflected in exit slips and other formative assessments. 08/10/ /26/2017 $0 - No Susan French - CASCADE Amount Teachers will record Reading Assessment results on CASCADE and will analyze data to monitor student progress. 08/10/ /26/2017 $0 - No Susan French, Teachers, and GCC - Interventions Amount Tier 2 and 3 students will be identified, based on state, district and school assessments. These students will receive appropriate interventions and will be monitored using district systems. 08/10/ /26/2017 $0 - No MTSS Lead and GCC - Horizontal Planning and PLC Amount Interventionist and teachers will meet in horizontal teams to analyze Reading and Math CASCADE data to determine flexible grouping and appropriate materials to ensure student success. 08/10/ /15/2017 $0 - No Principal / Assistant Principal and GCC - Assessment Schedule Amount Instructional Leadership Team will develop and implement a school wide assessment plan that includes: frequency of multiple choice, extended response and constructed response in each content area for every grade level, an assessment folder for each student, and an assessment calendar that outlines the frequency of these assessments. 08/10/ /26/2017 $0 - No Susan French SY Page 13

18 - Implementation Strategies ESL, ECE teachers, and interventionist will collaborate with classroom teachers to assist in developing appropriate instructional strategies in order to address the needs of multiple learning styles for students. This team will analyze class work and CASCADE information to evaluate and adjust small groups as needed. 08/10/ /15/2017 Amount $0 - No Principal/Assistant Principal and GCC SY Page 14

19 Phase I - The Missing Piece SY Page 15

20 Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions. SY Page 16

21 Stakeholders What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Susan French, Principal Mike Ice, Assistant Principal Nanette Jones, School Counsel Diane Robertson, GCC Sheila Riley, Interventionist Lindsey Cain, Family Resource Grade Group Team Leaders SY Page 17

22 Relationship Building Overall Rating: 3.86 Statement or Question Response Rating 2.1 Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Teachers and staff have developed collaborative partnering relationships with all parents and students to improve teaching and learning. Distinguished Statement or Question Response Rating 2.2 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). Administrators and school staff welcome and actively seek parents of all new and ESL students to encourage early relationship building. Distinguished Statement or Question Response Rating 2.3 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 Statement or Question Response Rating 2.4 School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. Parents and community stakeholders have authentic participation, help plan and implement school and district improvement activities. Distinguished Statement or Question Response Rating 2.5 School staff involves parents in personal communication about their students' progress at least once a month. District and school staffs encourage continuous and meaningful communication with all parents about their student s academic goals and progress. Distinguished Statement or Question Response Rating 2.6 School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. District and school staff identify family interests, needs and barriers and provides services to ensure academic success. Distinguished Statement or Question Response Rating 2.7 All parents are asked for feedback on the Students/family feedback data on school Distinguished school's efforts to welcome and engage parents welcoming and engagement efforts is retained and the feedback is used to improve the school's efforts. in a usable confidential format and can be retrieved for district or school assistance to families. SY Page 18

23 Communications Overall Rating: 3.71 Statement or Question Response Rating 3.1 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). Multiple two-way communications in the home language are used to communicate academic goals, class work, and homework, and grades. (See Proficient Examples) Distinguished Statement or Question Response Rating 3.2 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). District/school staff, parents and community stakeholder s work together to learn from the use of all resources available to meet the student s and parent s learning needs. Distinguished Statement or Question Response Rating 3.3 School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. School and district staffs use several strategies to involve community leaders to assist in parent education on issues directly related to student achievement. Distinguished Statement or Question Response Rating 3.4 School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. District and school leadership ensure that student achievement is discussed each semester with all parents. Distinguished Statement or Question Response Rating 3.5 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). A conference is held twice a year for all students and includes parent or advocate, student and teachers. School council develops ways to address data that is collected. Distinguished Statement or Question Response Rating 3.6 At least 50 percent of parents respond to annual school and/or district stakeholder surveys. At least 50% of parents respond to annual school and/or district stakeholder surveys. Proficient SY Page 19

24 Statement or Question Response Rating 3.7 Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. Proficient SY Page 20

25 Decision Making Overall Rating: 3.86 Statement or Question Response Rating 4.1 The school staff offers professional learning All stakeholders are provided with multiple Distinguished community opportunities, workshops, and easily opportunities to learn about the decisionmaking accessible written information to equip parents for service on the SBDM council and committees. process and to participate at all levels including professional learning communities, school council, and its committees. Statement or Question Response Rating 4.2 School council and committees facilitate broad parent participation by actively recruiting diverse membership, providing interpreters and translated materials when needed, setting convenient meeting times, and seeking wide parent input. At least 40 percent of parents vote in SBDM parent election. School council and committees facilitate broad parent participation by actively recruiting diverse membership, providing interpreters and translated materials, setting convenient meeting times, seeking wide parent input. At least 40% of parents vote in SBDM parent election. Proficient Statement or Question Response Rating 4.3 Parents on the SBDM council and committees engage and mentor many other parents by reporting to multiple groups and seeking input through surveys, meetings, and varied other methods. School council seeks all parents' input and mentors participation through multiple sources and seeks all stakeholder groups' involvement. Distinguished Statement or Question Response Rating 4.4 The school council adopts measurable objectives and plans coherent strategies to build authentic parent participation, and the school council monitors the implementation and impact of that work. Parents and community stakeholders are trained in academic achievement planning and authentic participation, with school council regularly checking the implementation and impact of that work. Distinguished Statement or Question Response Rating 4.5 School council policies ensure active roles for parents on SBDM council and committees, and other groups making decisions about school improvement. School council actively recruits parents to serve on committees related to school improvement that review and revise objectives continuously and is informed by data. Distinguished Statement or Question Response Rating 4.6 Parents report that they are treated as valued partners on school leadership teams, SBDM Parents and stakeholders are trained to create, measure and sustain authentic participation in Distinguished council and committees, the school council, and all areas of school improvement at School and other groups making decisions about school district level. improvement. SY Page 21

26 Statement or Question Response Rating 4.7 School staff has a plan to identify new and experienced parent leaders who support and build capacity for parents to serve effectively on the school council and committee work. School staff fosters a community of stakeholders and parents who continually sustain and support each other in school council and committee work. Distinguished SY Page 22

27 Advocacy Overall Rating: 3.67 Statement or Question Response Rating 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to advocate, or speak up for them, regarding the student's academic goals and individual needs. and/or another adult who knows how to advocate, or speak up for them, regarding the students academic goals and learning needs. Statement or Question Response Rating 5.2 Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Proficient Statement or Question Response Rating 5.3 Parents report participating actively and effectively in required planning for individual learning, for example, Individual Education Parents report that district and school staff facilitates sharing of ideas and training to effectively participate in developing IEPs, ILPs, Distinguished Plans, Individual Learning Plans, Gifted Student GSPs, 504 plans and interventions for college Plans, 504 Plans, and intervention strategies to readiness. ensure college readiness (Senate Bill 130). Statement or Question Response Rating 5.4 School staff gives parents clear, complete information on the procedures for resolving concerns and filing complaints, and the council reviews summary data on those complaints to identify needed improvements. School staff collaborates with stakeholders in developing policies and procedures to resolve issues and complaints and to identify needed improvements. Distinguished Statement or Question Response Rating 5.5 School staff ensures that parents and community members are well informed about how to become educational advocates, or how to access a trained educational advocate when needed. School staff ensures that parents and community members are well informed about how to become educational advocates, or how to access a trained educational advocate when needed. Distinguished Statement or Question Response Rating 5.6 As students are identified by school staff as having disabilities or performing at the novice level, additional intentional steps are taken to ensure that parents have the option to use a trained advocate to assist them in speaking for their child's needs. District and school staff partners with advocates Distinguished of students with disabilities and/or novice level performance to improve the way school meets student learning needs. SY Page 23

28 Learning Opportunities Overall Rating: 4.0 Statement or Question Response Rating 6.1 Parents have multiple opportunities to learn about and discuss the following: - Kentucky standards and expectations for all students - The school's curriculum, instructional methods, and student services - The school's decisionmaking process, including opportunities for parents to participate on SBDM councils and committees - Their children's learning and development, along with legal and practical options for helping their children succeed, such the IEP and/or ILP process - Community resources to support learning - Opportunities to participate in state and district school improvement efforts, such as forums, committees, and surveys. District and school leadership involve all stakeholders, use many community resources and opportunities to explain standards and rights as defined under Proficient, and expects that all parents will have adequate information and understanding of these practices. Parents with barriers to learning are individually assisted. Distinguished Statement or Question Response Rating 6.2 School staff makes systematic use of written communications (for example, newsletters, websites, and bulletin boards) to help parents understand their own children's progress and the progress of the school. All stakeholders are engaged in conversation and written communication about the academic progress of all students in school and district. Distinguished Statement or Question Response Rating 6.3 School staff displays proficient student work with scoring guides to demonstrate academic expectations to parents and students, and updates the displays regularly. School staff exhibits and rotates proficient and distinguished work and provides resources to achieve at higher levels. Distinguished Statement or Question Response Rating 6.4 School staff offers parent workshops and meetings in convenient locations to help parents develop skills in supporting their children's learning and the school's improvement efforts. District and school staffs collaborate with parents and community members to provide training on how to support children's learning, district and school improvement efforts. Distinguished Statement or Question Response Rating 6.5 School council has a classroom observation policy that welcomes families to visit all classrooms. School council has a classroom observation policy that welcomes families to visit all classrooms. Distinguished Statement or Question Response Rating 6.6 School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. Distinguished SY Page 24

29 Community Partnerships Overall Rating: 3.83 Statement or Question Response Rating 7.1 School leadership regularly shares information on student achievement and involves business and community leaders in school improvement efforts. School staff networks and partners with multiple Distinguished businesses and organizations to support student achievement at a school council and a programmatic level. Statement or Question Response Rating 7.2 School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. Proficient Statement or Question Response Rating 7.3 School leadership collaborates with employers to support parent and volunteer participation in students' education. School leadership and council compacts with an employer network that promotes adult participation in education. Distinguished Statement or Question Response Rating 7.4 School staff collaborates with businesses, organizations, and agencies to address individual student needs and shares that information with parents. District and school staffs collaborate with all willing organizations to support parents and advocates in addressing individual student needs. Distinguished Statement or Question Response Rating 7.5 Parents make active use of the school's resources and community resources and report that they provide meaningful help to resolve family challenges that could interfere with student learning. (For example, FRYSC or Title I coordinators connect family with community resources and follow up). School staff and parents have seamless integration of consistent and sustained family support services from school and the community to reduce student barriers to learning. Distinguished Statement or Question Response Rating 7.6 School staff offers and publicizes communitybased learning activities aligned with the curriculum, such as tutoring linked to the curriculum and internships, for all students and parents. District staff and school leadership ensures all stakeholders are aware of community based learning opportunities that are linked to studentspecific needs. Distinguished SY Page 25

30 Reflection Reflect upon your responses to each of the Missing Piece objectives. The strengths that were noted were our relationship with parents, community leaders, and the performing arts community. The improvement areas are data collection on parents' satisfaction within school as well as satisfaction with district (i.e. Tell Survey) This year we are identified as one of the distinguished magnet school on a district level and we hosted the district school board meeting. In a partnership with the community to implement their HUG (Helping Us Grow) program. Additionally, our PTA has been nationally recognized for their involvement. SY Page 26

31 Report Summary Scores By Section Section Score Relationship Building 3.86 Communications 3.71 Decision Making 3.86 Advocacy 3.67 Learning Opportunities 4 Community Partnerships 3.83 Sections SY Page 27

32 Improvement Plan Stakeholder Involvement SY Page 28

33 Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY Page 29

34 Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. The KPREP District Diagnostic and Proficiency are analyzed to identify areas that need improvement. Our process includes a very active parent/teacher association, elected SBDM members, teachers and parents.stakeholders are selected and informed of their roles by election of SBDM, PTA, and ILT. The principal appoints the leadership to serve on committees such as CSIP, textbooks, MTSS, ESS, Comprehensive School Survey, and ad hoc committees. Meetings are held before, during, and after school to provide flexibility to stakeholders. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. The successes of all students are achieved by collaborating with family and community members and making sure the diversity of all students are achieved. And we do this by hosting school events that invite all stakeholders to our school such as Back to School Bash, Open-house, Coffee Conversations, Administration Open Door Policy for their stakeholders, International Delight Night, Grade Group Performances and social media. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. The final improvement plan was communicated during faculty meetings as well as the next SBDM meeting. It will be available online and in the LPAS handbook for review SY Page 30

35 Phase I - Needs Assessment SY Page 31

36 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 32

37 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? What we are trying to assess is: What are the areas of improvement and areas of strength in order to continuously improve student growth for all of our Lincoln students? The data is telling us that the Gap Group of students are not growing as much as other students. What we would like to know is what are the barriers to learning for Gap Group students and how can we eliminate them. SY Page 33

38 Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? Our growth numbers for our students is higher than the district and just.6 points below the state: Combined Reading and Math scores for LPAS are 60.8, Jefferson County is 58.9 and the state level is We are continuing to focus on student growth using the Measure of Progress (MAP) assessment data as formative assessments to drive instructional practices. Our students are growing at a higher rate than most students in the district. Areas of academic strength are Math at 76.4 and language mechanics We have been very successful in making sure the students are getting "What I Need (WIN)" during the grade group MTSS tier intervention time. We were successful in reduce novice in all demographic areas in math. SY Page 34

39 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? In reading we need to reduce novice students in the following demographic areas: African America's, Free and reduced, students with IEP, and the non duplicated gap group. The academic areas of improvement include Reading and Social Studies. The school plans to implement a "WIN" intervention program in reading and social studies to reduce novice students. SY Page 35

40 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? We have been working to address the lower performance of the Demographic Group students scoring in the novice and apprentice levels. We have met to discuss strategies to increase DOK levels and delievered Professional Development programs to address differentiated instruction. As a result of the PD's teachers have increased rigor in the classroom as well as making sure students are getting what they need during "WIN" time intervention. The Teachers and Success Coach will work together to help students by meeting their needs; social emotional support and increased differentiation and instructional support. SY Page 36