KDE Comprehensive School Improvement Plan

Transcription

1 KDE Comprehensive School Improvement Plan Bourbon County Dana Hill, Principal 8000 Bypass Road Paris, KY Document Generated On December 19, 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 CSIP-CRES Overview 9 Goals Summary 10 Goal 1: Increase the percentage of students scoring proficent/distinguished on combined Reading and Math K-Prep score for Cane Ridge Elementary to 69.1% by Goal 2: Increase the proficiency ratings of GAP students scoring proficient to 63.7% by Goal 3: Cane Ridge will score proficient in all areas of the Program Review by Goal 4: Increase student proficiency to 59.7% in writing as measured by K-PREP assessment by Goal 5: Increase the percentage of Effective teachers from in 2015 to oin Activity Summary by Source 20 KDE Needs Assessment Introduction 26 Data Analysis 27 Areas of Strengths 31

3 Opportunities for Improvement 32 Conclusion 34 The Missing Piece Introduction 36 Stakeholders 37 Relationship Building 38 Communications 39 Decision Making 41 Advocacy 43 Learning Opportunities 44 Community Partnerships 46 Reflection 47 Report Summary 48 Improvement Plan Stakeholder Involvement Introduction 50 Improvement Planning Process 51 KDE Assurances - School Introduction 54 Assurances 55

4 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

5 Executive Summary SY Page 2

6 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

7 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? Cane Ridge Elementary, located in Bourbon County currently has 456 students enrolled. The majority of the student population comes from the rural area of our community. Over the last three years we have had an increased number of migrant students who have enrolled. Our percentage of migrant students has grown form 11% to 13% and continues to grow. Although this has brought diversity to our school community it also brings challenges to classroom instruction. The number of free and reduced students has also grown over the last two years from 65.8% to 68%. We are blessed with a highly qualified staff at CRES. There are 21 classroom teachers K-5 and each classroom teacher in kindergarten has an aide to assist with instruction throughout the day. There are 2 reading recovery teachers full time as well as a math interventionist who also has an assistant who pushes into classes for instruction. Within our building there is one primary special education teacher, two intermediate and one FMD. Within the FMD classroom there are 9 students and 3.5 instructional assistants who assist the primary and intermediate special education teacher. Other related services offered in the building are counseling, speech therapy, occupational therapy, physical therapy & music therapy. Our office is also fully staffed with an assistant principal, a school counselor and a school psychologist, three days a week. Our school offers music, arts and humanities and gym for related arts. Our staff is dedicated to providing a challenging curriculum for our students. Our teachers spend many hours training to improve their instructional strategies. Over the last three years we have incorporated Professional Learning Communities which meet on a weekly basis to plan and analyze data. Another program that teachers have had the opportunity to take part in is CRIOP. The program is a partnership grant with Georgetown College where Cane Ridge teachers meet with to discuss ways to incorporate cultural awareness within their classroom. One unique feature about Cane Ridge Elementary is that we enroll many migrant students. Due to the high number of horse farms within our area, such as Claiborne, and Adena Springs, many of their students attend our school. Although this is a unique feature it also causes a high rate of mobility as those student move often. This also creates a challenge in the classroom for those students who are ESL. Another unique feature we have is a strong group of parent officers who put together our PTA. This group of parents have a great relationship with the teachers/administrators. Their main objective is to help in whatever way they can with student success. Over the last two years they have helped purchase textbooks, manipulatives, student awards and prizes to eliminate the financial hardship that would ordinarily fall on the school. SY Page 4

8 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. The school, which was built in 1992, continues to strive for success in all areas. The mission of Cane Ridge Elementary is to provide an education, which ensures that all students become critical, creative, thinkers independent, lifelong learners, and active responsible citizens through a shared commitment of the home, community and school. Vision Statement: Our vision for *Every student will achieve a Proficient rating on the KPREP test in each academic area. *Every certified member will become proficient and knowledgeable in his/her content area. * will collaborate with each other, with staff in other schools in the district, and schools throughout the state in curriculum development, instructional strategies, and assessment techniques. * will achieve a proficient rating based on Kentucky Standards and Indicators for School Performance. BELIEFS STATEMENT; STAFF, PARENTS AND STUDENTS BELIEVE *High expectations by all staff members generate responsible behavior and optimum performance. *All students are capable of learning and are responsible and accountable for their individual performance. *Students must be assessed frequently in a variety of ways in order to improve student performance, enhance instructional programs and demonstrate student achievement. *Families, students, staff and community members should work together to facilitate student learning and foster high achievement at home, at school and in the community. *Our school should prepare our students to be lifelong learners by providing an environment that will enable them to become productive, responsible members of society. *Students learn best through active involvement; therefore, teachers should encourage and motivate students by creative challenging and engaging instruction. *Instruction should be driven by individual performance based data. We believe that our mission, vision, and beliefs are what guide our instruction at CRES. Our expectations at CRES are to meet the needs of all of our students. Our school embodies its purpose through a variety of program offerings for our students. Besides providing our students with a well rounded curriculum during the day, we also provide 21st century programs after school. Students are involved with technology, movement, Spanish, Science and Math clubs. Other opportunities that are available for students to try out for are the chorus as well as the academic team. Our district also provides a elementary sports program for K-5. The students have the opportunity to play basketball, football or cheerlead. The students within our school are offered a offered a wide variety of learning opportunities. SY Page 5

9 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. Cane Ridge prides itself on high student achievement. Over the past three years our students have shown growth across the board in student achievement on the state assessment. On the state assessment in our school had an overall score of 53.3 and was ranked in the 33rd percentile. For our school reached the 69th percentile will an overall score of The teachers and staff are working very hard to make gains in student achievement. As we created our CSIP for this year we will continue to target reading, math, and writing as well as our GAP students and increase our percentage of proficiency. Over the next three years our goal is to increase the percentage of proficient students in Math and ELA. We have embedded multiple strategies and activities to help increase the number of proficient students at Cane Ridge. This is the first year we have adopted a new reading series for our ELA instruction for quite some time and we feel this will be vital to our success as we help more students grow in reading and writing. The instruction is rigorous and presented in a manner to help teachers meet the needs of their students. As a district we also plan to work together with Central Kentucky Educational Cooperative to help strengthen our writing instruction. Writing has a been a weakness across the district and our plan is to train teachers in effective ways to produce a strong writing curriculum. Math has also been a weakness at Cane Ridge; however over the last three years are overall percentage of proficient and distinguished students has grown from 34.5 to 43. One activity that we have embedded into our school day is Moby Max. The students work independently in math centers or with an instructional leader during RTI blocks. This program allows the teachers to set assignments as well as monitor student progress weekly. Here at Cane Ridge we are very fortunate to be selected to partner with the Kentucky Center for Mathematics for the GMLT program (Growing the Mathematical Leadership Team). The center was able to select schools that might benefit from a program to help increase student centered conceptual teaching in math classrooms. We are very eager to see the results of this grant through our math performance scores. Another accomplishment that we are very proud of is our overall performance in Academic competitions. CRES has placed first and second in all 3 areas of this competition over the past 5 years. SY Page 6

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. is committed to all students reading on grade level, closing achievement gaps, and having students reach proficient and distinguished levels of academic success. SY Page 7

11 CSIP-CRES SY Page 8

12 Overview Plan Name CSIP-CRES Plan Description SY Page 9

13 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 Increase the percentage of students scoring Objectives: 2 Organizational $1200 proficent/distinguished on combined Reading and Math K-Prep score for Cane Ridge Elementary to 69.1% by Strategies: 8 Activities: 12 2 Increase the proficiency ratings of GAP students Objectives: 3 Organizational $ scoring proficient to 63.7% by 2017 Strategies: 5 Activities: 10 3 Cane Ridge will score proficient in all areas of the Objectives: 1 Organizational $0 Program Review by Strategies: 1 Activities: 1 4 Increase student proficiency to 59.7% in writing as Objectives: 1 Academic $500 measured by K-PREP assessment by Strategies: 1 Activities: 1 5 Increase the percentage of Effective teachers from in 2015 to oin Objectives: 1 Strategies: 1 Activities: 5 Organizational $0 SY Page 10

14 Goal 1: Increase the percentage of students scoring proficent/distinguished on combined Reading and Math K-Prep score for Cane Ridge Elementary to 69.1% by Measurable Objective 1: collaborate to increase proficiency in ELA to 65.7% by 05/15/2015 as measured by K-Prep results. Strategy 1: Intervention Blocks - Teachers will use intervention blocks to improve reading fluency and comprehension for ELL students. For students in grades K-5 there is an ELL component available online that coincides with the new reading series called Reading Wonders. Category: Learning Systems Research Cited: Teachers have been trained in RTI, Moby Max, CIM, Reading Recovery, MARS, Read 180, Reading Works Intervention program and LLI. These are all research based programs. Activity - Implementation of Intervention Blocks Activity Type Begin Date End Date Resource Source Of A variety of programs will be used in all grade levels to provide intervention Academic 09/02/ /01/2015 $0 School to struggling students in reading. Support Council Program Funds Strategy 2: Professional Learning Communities (PLC) - Teachers will engage in meaningful dialogue with their peers with the goal of developing rigorous assessments and disaggregate student data following the PLC protocol. Category: Professional Learning & Support Research Cited: Professional Learning Communities Research: What Are They And Why Are They Important? SEDL Activity - PLC Meetings Activity Type Begin Date End Date Resource Teachers will meet regulary with principal, intervention specialists and literacy/writing staff to discuss and evaluate implementation common core standard instruction Professional Learning Source Of 08/28/ /07/2015 $500 School Council Funds All teachers, intervention specialists and school administration Principal, Content Specialists, Assistant Principal, Instructional staff, and interventionist. SY Page 11

15 Activity - Increase Rigor and Of Instruction and Assessment Activity Type Begin Date End Date Resource Source Of All teachers and administrators will work together to increase rigor in the Professional 08/06/ /01/2015 $500 School classroom during instruction and assessments. Learning Council Funds Strategy 3: Grade Cam - Teachers will be trained routinely in how to use Grade Cam to evaluate reports and demographic data in order to incorporate instructional strategies that correlate with student needs. Category: Management Systems Activity - Grade Cam Activity Type Begin Date End Date Resource Source Of The program will enable teachers to target specific needs of students Academic 11/17/ /15/2015 $0 District through assessment data. Support Program Strategy 4: Reading Wonders - Reading Wonders is a researched based reading series that will integrate five key ELA components: phonemic awareness, vocabulary, reading fluency, reading comprehension, and writing. All students K-5 will be using the Reading Wonders series. Category: Learning Systems Activity - Weekly Assessments Activity Type Begin Date End Date Resource Source Of All students will be assessed weekly, or biweekly on their knowledge of the Academic 08/06/ /01/2015 $0 District standards taught within the Reading Wonders series. Support Program Strategy 1: Activity - Differentiation Activity Type Begin Date End Date Resource Source Of Leveled readers for small group instruction are available for teachers to Academic 08/06/ /01/2015 $0 District provided differentiated instruction. Support Program Measurable Objective 2: collaborate to increase proficiency in Math to 53% by 05/07/2015 as measured by K-Prep assessment. PLC Meetings - Teachers will meet bi-monthly in PLC settings and discuss how to incorporate problem solving, mental math and RtI strategies to improve the quality of instruction. Category: Learning Systems Research Cited: What Works Clearinghouse All All instructional staff Classroom instructors All instructional staff SY Page 12

16 Activity - Professional Learning Communities Activity Type Begin Date End Date Resource Professional Learning Community - teachers meet to discuss strategies to Professional improve instruction. Following implementation teachers meet to analysis Learning student work, identify needs and review strategies. Strategy 2: Grade Cam - Teachers will be trained routinely in how to use Grade Cam to evaluate reports and demographic data in order to incorporate instructional strategies that correlate with student needs. Category: Management Systems Source Of 08/28/ /07/2015 $0 No Required Activity - Increase Rigor and Of Instruction and Assessment Activity Type Begin Date End Date Resource Source Of All teachers and administrators will work together to increase rigor in the Professional 08/06/ /01/2015 $200 School classroom and on assessments. Learning Council Funds Principal, Assistant Principal, MIT, classroom teachers and Instructional All Activity - GMLT Grant Activity Type Begin Date End Date Resource Source Of Math leaders K-3 are assembled within the building to further develop math Professional 09/24/ /01/2015 $0 Grant Funds Bethany Neel, instruction that will enhance plans to include conceptualized instruction. Learning Nick Harris, Matt Chojnacki, Abigail Brown, Kayla Grace and Helena Kornrumpf. Activity - Grade Cam Activity Type Begin Date End Date Resource The program will enable teachers to target specific needs of students Academic through assessment data. This data will enable the teachers to pinpoint Support specific strands and standards the students are lacking and allow the Program teachers the opportunity to create lessons to meet the students needs. Source Of 10/17/ /01/2015 $0 District All instructional staff Strategy 3: Go Math - All grade K-5 will use the Go Math series to guide their classroom instruction. Category: Continuous Improvement SY Page 13

17 Activity - Systematic approach used school wide Activity Type Begin Date End Date Resource Source Of The research based math program that is aligned to the common core will be used school wide in order to meet the needs of our students in math. Direct Instruction 08/06/ /01/2015 $0 Other All instructional staff Strategy 4: Math RTI - Math intervention for those students who fall into tier 2 or tier 3 based on K-PREP data and MAP data. Category: Continuous Improvement Activity - Moby Max Activity Type Begin Date End Date Resource Source Of Students will work on assigned skills that they are show a deficit in. The teacher/interventionist will work one on one or in small groups to further instruct the student. Technology 10/01/ /01/2015 $0 Other Interventionist Goal 2: Increase the proficiency ratings of GAP students scoring proficient to 63.7% by 2017 Measurable Objective 1: collaborate to to increase the proficiency of all GAP students to 62.1% by 05/15/2015 as measured by K-Prep assessment. Strategy 1: RTI-Reading/Math - Teachers will review and analyze MAP data and classroom work to place students in RTI to receive instruction on present ability level in order improve student acheivement and decrease the gap. Students in RTI will receive additional instruction on their level depending on the tier of needed intervention. Category: Continuous Improvement Research Cited: KDE Activity - Wonder Works Activity Type Begin Date End Date Resource Source Of This is an intervention program that is aligned to our new reading series. Students missing needed skills will receive instruction on their level and be progress will be monitored a minimum of bi-weekly. Academic Support Program 09/15/ /01/2015 $4000 State Funds Interventionist Activity - Moby Max Activity Type Begin Date End Date Resource This is a program that meets students at their present level of performance in math. It is scaffolded to increases in difficulty as the student improves their achievement level. It is progressed monitored a minimum of biweekly. Academic Support Program Source Of 09/15/ /01/2015 $800 State Funds Interventionist and classroom teachers SY Page 14

18 Strategy 2: Differentiation- - Teachers will provide some instruction on the students level. Category: Continuous Improvement Research Cited: KDE Activity - Introduction of Vocabulary Activity Type Begin Date End Date Resource Source Of There will be an intentional focus on vocabulary embedded in the curriculum in all content areas. Academic Support Program 08/11/ /01/2015 $40000 Text Books Teachers Activity - Reading Centers Activity Type Begin Date End Date Resource Source Of Teachers will provide reading centers K-5. The reading centers will be leveled depending on the students current level. Academic Support Program 08/11/ /01/2015 $0 Other Teacher Activity - Moby Max Activity Type Begin Date End Date Resource All students, 1-5, will receive instruction on a computer based math Academic program, whcih is based on the individual student's level. The program is Support scaffolded to improve on students knowledge of standards and skills Program missing in order to be successful in their current grade level. Progress will be monitored a minimum of bi-weekly. Measurable Objective 2: collaborate to increase proficiency with our Hispanic students to 59.8% in reading by 05/01/2015 as measured by K-Prep results. Strategy 1: Differentiation - Teachers will provide intervention and enrichment in order to ensure the success of all students Category: Research Cited: Bloom Marzanno Source Of 08/11/ /01/2015 $800 State Funds Teachers and interventionist Activity - Small Group Activites Activity Type Begin Date End Date Resource Students will work in small groups on activities that will help reinforce those concepts being taught in the whole group instruction time. This activity will help them master concepts being taught. Academic Support Program Source Of 01/01/ /01/2014 $0 No Required all instructional staff Activity - Introduction to Vocabulary Activity Type Begin Date End Date Resource Source Of SY Page 15

19 Students will be introduced to weekly vocabulary words that are embedded in the curriculum in all content areas. Strategy 2: RTI-Reading - Teachers will use data (MAP and other student work) to place students into reading RTI groups to get extra work in skills that are not on grade level. Category: Continuous Improvement Research Cited: KDE Strategy 1: Reading on Level - Students will be using leveled readers on their level in order to improve their reading skills. Category: Continuous Improvement Research Cited: KDE, Marzano Academic Support Program 08/18/ /01/2015 $40000 Text Books classroom teachers and interventionist s Activity - Reading Wonders Activity Type Begin Date End Date Resource Source Of This a intervention program that is aligned to our new reading series which Academic 09/15/ /01/2015 $4000 State Funds Interventionist is congruent to the common core state reading standards. Students missing needed skills will receive instruction on their present ability level in Support Program order to master standards at their current grade level. Progress will be monitored a minimum of bi-weekly. Measurable Objective 3: collaborate to increase proficency for our disabiltiy population with IEP to 47.7% in reading by 05/01/2015 as measured by K-Prep results. Activity - Leveled readers Activity Type Begin Date End Date Resource Source Of Students are provided text on their reading level in order to improve fluency and reading comprehension. Academic Support Program 08/11/ /01/2015 $0 Text Books teachers Activity - Introduction to Vocabulary Activity Type Begin Date End Date Resource Source Of There will be a strong focus on vocabulary that is embedded in the curriculum Academic Support Program 08/11/ /01/2015 $40000 Text Books Teachers Goal 3: Cane Ridge will score proficient in all areas of the Program Review by Measurable Objective 1: collaborate to reach proficiency by 05/01/2015 as measured by the Program Review scoring guide. SY Page 16

20 Strategy 1: Program Review Committees - Program Committees will work together to gather data and plan strategies to met all target goals of the program review document. Category: Research Cited: Marazano Activity - Review and Develop Plan Activity Type Begin Date End Date Resource Teams will meet to gather and analyze data to ensure school is meeting all areas on program review document. Strategies will be outlined to improve areas of need. Goal 4: Increase student proficiency to 59.7% in writing as measured by K-PREP assessment by Strategy 1: Implementation of Writer' Workshop - will become proficient in the use and implemention of 6+1 Traits of Writing, Reading Wonders writing program, as well as Zaner Bloser. Category: Professional Learning & Support Source Of Other 01/18/ /01/2015 $0 No Required Measurable Objective 1: A 51% increase of All Students will demonstrate a proficiency according to the rubric in Writing by 05/22/2015 as measured by K-Prep results. Activity - Teacher Training Activity Type Begin Date End Date Resource Source Of Train K-5 teachers how to incorporate 6+1, Zaner Bloser, and Reading Professional 01/01/ /15/2015 $500 School Wonders into their writer's workshop block of ELA. Learning Council Funds Program Review Committee Principal, Assistant principal, District Writing Coach, instructional, and CKEC REP. Goal 5: Increase the percentage of Effective teachers from in 2015 to oin SY Page 17

21 Measurable Objective 1: demonstrate a proficiency Data is currently unavailable. by 05/01/2020 as measured by Goal and objective data will be set in 2015 after baseline data has been received from the first year of implementation by 5/01/2020 as measured by Professional Growth and Effectiveness System, Professional Learning and Support, and other data.. Strategy 1: Professional Growth and Effectiveness System - Principals will train staff on the new evaluation system to increase teacher effectiveness. Category: Continuous Improvement Activity - Utilize District Leadership Team Activity Type Begin Date End Date Resource The district leadership team will help develop and refine training Professional procedures for implementation. Learning *Principals meet to discuss plan for implementation within the school. *Share dates for meetings and gather support materials. *Work together to plan prior to meeting with teachers, review standards, protocols. *Prepare for professional development needs relative to strengths/weaknesses identified by school level staff. *District and school level analysis of plan. Source Of 07/01/ /29/2015 $0 No Required Activity - Training for Certified Activity Type Begin Date End Date Resource Provide yearlong training for all certified staff within the school broken Professional down by each component-teachers work together to identify current levels, Learning professional growth needs for development. *Kentucky Framework for Teaching *Evaluation Process *Student Growth Goals *Student Voice *Feedback *Each evaluation module using teach scape videos showing a level 3 teacher and utilizing rubrics. Source Of 09/01/ /15/2014 $0 No Required Activity - Peer Evaluators Activity Type Begin Date End Date Resource Provide three training sessions for peer evaluators and all participants in pilot. *Overview training, set up online training for peer evaluators. *Show staff how to use EDS *Follow-up to online training for questions, EDS training and Q&A. Professional Learning Source Of 09/01/ /29/2015 $0 No Required Principal and Central Office Principal and Central Office Principal and Central Office Activity - CIITS Training Activity Type Begin Date End Date Resource Source Of SY Page 18

22 Provide ongoing training for all staff in use of CIITS. *Continue all components of CIITS training *Educator Development Suite support training for staff involved in pilot Professional Learning 08/15/ /01/2020 $0 No Required Activity - Student Growth Goals Activity Type Begin Date End Date Resource Development of student growth goals based on student needs. Professional Teachers and administrators meet to discuss the teacher-developed Learning student growth goals. Source Of 09/01/ /29/2015 $0 No Required Principal, Central Office, and CIITS building leader. Principals SY Page 19

23 Activity Summary by Source Below is a breakdown of your activities by funding source State Funds Activity Name Activity Description Activity Type Begin Date End Date Resource Reading Wonders This a intervention program that is aligned to our new Academic 09/15/ /01/2015 $4000 Interventionist reading series which is congruent to the common core state reading standards. Students missing needed skills will receive instruction on their present ability level in order to master standards at their current grade level. Progress will be monitored a minimum of bi-weekly. Support Program Wonder Works This is an intervention program that is aligned to our new Academic 09/15/ /01/2015 $4000 Interventionist reading series. Students missing needed skills will receive instruction on their level and be progress will be monitored a minimum of bi-weekly. Support Program Moby Max All students, 1-5, will receive instruction on a computer based math program, whcih is based on the individual Academic Support 08/11/ /01/2015 $800 Teachers and interventionist student's level. The program is scaffolded to improve on students knowledge of standards and skills missing in order to be successful in their current grade level. Progress will be monitored a minimum of bi-weekly. Program Moby Max This is a program that meets students at their present level of performance in math. It is scaffolded to increases in difficulty as the student improves their achievement level. It is progressed monitored a minimum of bi-weekly. Academic Support Program 09/15/ /01/2015 $800 Interventionist and classroom teachers Total $9600 District Activity Name Activity Description Activity Type Begin Date End Date Resource Grade Cam The program will enable teachers to target specific needs of Academic students through assessment data. Support Weekly Assessments Differentiation All students will be assessed weekly, or biweekly on their knowledge of the standards taught within the Reading Wonders series. Leveled readers for small group instruction are available for teachers to provided differentiated instruction. Program Academic Support Program Academic Support Program 11/17/ /15/2015 $0 All instructional staff 08/06/ /01/2015 $0 Classroom instructors 08/06/ /01/2015 $0 All instructional staff SY Page 20

24 Grade Cam No Required The program will enable teachers to target specific needs of Academic students through assessment data. This data will enable Support the teachers to pinpoint specific strands and standards the Program students are lacking and allow the teachers the opportunity to create lessons to meet the students needs. 10/17/ /01/2015 $0 All instructional staff Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Student Growth Goals Development of student growth goals based on student Professional 09/01/ /29/2015 $0 Principals needs. Teachers and administrators meet to discuss the teacherdeveloped student growth goals. Learning Training for Certified Provide yearlong training for all certified staff within the school broken down by each component-teachers work together to identify current levels, professional growth Professional Learning 09/01/ /15/2014 $0 Principal and Central Office needs for development. *Kentucky Framework for Teaching *Evaluation Process *Student Growth Goals *Student Voice *Feedback *Each evaluation module using teach scape videos showing a level 3 teacher and utilizing rubrics. Peer Evaluators Provide three training sessions for peer evaluators and all participants in pilot. *Overview training, set up online training for peer Professional Learning 09/01/ /29/2015 $0 Principal and Central Office evaluators. *Show staff how to use EDS *Follow-up to online training for questions, EDS training and Q&A. Small Group Activites Students will work in small groups on activities that will help reinforce those concepts being taught in the whole group instruction time. This activity will help them master Academic Support Program 01/01/ /01/2014 $0 all instructional staff concepts being taught. Review and Develop Plan Teams will meet to gather and analyze data to ensure school is meeting all areas on program review document. Strategies will be outlined to improve areas of need. Other 01/18/ /01/2015 $0 Program Review Committee CIITS Training Provide ongoing training for all staff in use of CIITS. *Continue all components of CIITS training *Educator Development Suite support training for staff involved in pilot Professional Learning 08/15/ /01/2020 $0 Principal, Central Office, and CIITS building leader. SY Page 21

25 Utilize District Leadership Team Professional Learning Communities School Council Funds The district leadership team will help develop and refine training procedures for implementation. *Principals meet to discuss plan for implementation within the school. *Share dates for meetings and gather support materials. *Work together to plan prior to meeting with teachers, review standards, protocols. *Prepare for professional development needs relative to strengths/weaknesses identified by school level staff. *District and school level analysis of plan. Professional Learning Community - teachers meet to discuss strategies to improve instruction. Following implementation teachers meet to analysis student work, identify needs and review strategies. Professional Learning Professional Learning 07/01/ /29/2015 $0 Principal and Central Office 08/28/ /07/2015 $0 Principal, Assistant Principal, MIT, classroom teachers and Instructional Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Increase Rigor and Of All teachers and administrators will work together to Professional 08/06/ /01/2015 $200 All Instruction and Assessment increase rigor in the classroom and on assessments. Learning Increase Rigor and Of All teachers and administrators will work together to Professional 08/06/ /01/2015 $500 All Instruction and Assessment increase rigor in the classroom during instruction and assessments. Learning Teacher Training Train K-5 teachers how to incorporate 6+1, Zaner Bloser, and Reading Wonders into their writer's workshop block of ELA. Professional Learning 01/01/ /15/2015 $500 Principal, Assistant principal, District Writing Coach, instructional, and CKEC REP. PLC Meetings Teachers will meet regulary with principal, intervention specialists and literacy/writing staff to discuss and evaluate implementation common core standard instruction Professional Learning 08/28/ /07/2015 $500 Principal, Content Specialists, Assistant Principal, Instructional staff, and interventionist. SY Page 22

26 Implementation of Intervention Blocks Grant Funds Text Books A variety of programs will be used in all grade levels to provide intervention to struggling students in reading. Academic Support Program 09/02/ /01/2015 $0 All teachers, intervention specialists and school administration Total $1700 Activity Name Activity Description Activity Type Begin Date End Date Resource GMLT Grant Math leaders K-3 are assembled within the building to further develop math instruction that will enhance plans to include conceptualized instruction. Professional Learning 09/24/ /01/2015 $0 Bethany Neel, Nick Harris, Matt Chojnacki, Abigail Brown, Kayla Grace and Helena Kornrumpf. Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Introduction of Vocabulary There will be an intentional focus on vocabulary embedded Academic 08/11/ /01/2015 $40000 Teachers in the curriculum in all content areas. Support Program Introduction to Vocabulary There will be a strong focus on vocabulary that is Academic 08/11/ /01/2015 $40000 Teachers embedded in the curriculum Support Program Leveled readers Students are provided text on their reading level in order to Academic 08/11/ /01/2015 $0 teachers improve fluency and reading comprehension. Support Program Introduction to Vocabulary Students will be introduced to weekly vocabulary words that are embedded in the curriculum in all content areas. Academic Support Program 08/18/ /01/2015 $40000 classroom teachers and interventionist s Total $ Other Activity Name Activity Description Activity Type Begin Date End Date Resource SY Page 23

27 Reading Centers Moby Max Systematic approach used school wide Teachers will provide reading centers K-5. The reading centers will be leveled depending on the students current level. Students will work on assigned skills that they are show a deficit in. The teacher/interventionist will work one on one or in small groups to further instruct the student. The research based math program that is aligned to the common core will be used school wide in order to meet the needs of our students in math. Academic Support Program 08/11/ /01/2015 $0 Teacher Technology 10/01/ /01/2015 $0 Interventionist Direct Instruction 08/06/ /01/2015 $0 All instructional staff Total $0 SY Page 24

28 KDE Needs Assessment SY Page 25

29 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 26

30 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? Data Analysis Cane Ridge Elementary regularly visits a variety of assessment data to determine areas of strengths and weaknesses within our school. Our faculty and staff complete this analysis during data disaggregation meetings, RTI meetings, Leadership meetings and PLCs in order to improve instruction and help students succeeded in all areas. Our instructional staff members review MAP data three times a year. Teachers are able to analyze the results to determine which student are or are not projected to be proficient on the K-Prep assessment and they determine which student made their projected RIT growth. MAP is our school's universal screener for math and reading RTI. Therefore, it is one of the multiple measures used to identify students for intervention services. Teachers are also able to view the learning continuum which enables the teachers to plan instruction that will meet the student's needs. MAP data is also used during RTI meetings that are held with classroom teachers, administrators and interventionist as to the placement of students. Now that MAP has been a screener within our district for an entire school year the following data has been provided. *From Fall 2013 to Fall 2014 in Reading 1st grade Mean RTI grew from to nd grade Mean RTI grew from to rd grade Mean RTI grew from to th grade Mean RTI grew from to From Fall 2013 to Fall 2014 in Math 1st grade Mean RTI grew from to nd grade Mean RTI grew from to rd grade Mean RTI grew from to th grade Mean RTI grew from to th grade Mean RTI grew from to Also according to our MAP data we can view the projected proficiency for spring For Mathematics 29% of our students 3-5 grade are projected to be proficient. For Reading 37% of our students 3-5 are projected to be proficient. Our plan is to look at the student's individual and using the learning continuum to align the instruction for these students. We would like to target those students in the novice and apprentice cell and move them to proficient. We plan to conference with the students and have them set goals for their MAP performance throughout the year. At Cane Ridge we also analyze common assessment data to measure progress and identify areas that need improvement. Teachers submit to the principal an analysis of their classes' performance that includes a breakdown of the student scores, areas of strength, areas of concern and strategies to address the areas of concern. Now that our staff members are able to score the assessments using grade cam they are able to analyze the tests in a timely manner and even view those standards that the students are excelling in or struggling with. After the first round of Common Assessment this was the data gathered for reading : SY Page 27

31 2nd grade 3% Distinguished 21% Proficient 14% Apprentice 62% Novice 3rd Grade 4% Distinguished 18% Proficient 17% Apprentice 68% Novice 4th Grade 0% Distinguished 7% Proficient 17% Apprentice 76% Novice 5th Grade 8% Distinguished 18% Proficient 18% Apprentice 56% Novice The data obviously showed that they students didn't perform where we would have liked them to be. This year we have adopted a new reading series, Reading Wonders. The assessments are lengthy and more rigorous then our students are used to. The data did allow the teachers to see what concepts the students were missing and pull small groups to ability group those students after core instruction. Since the first round of common assessments the teachers feel that the students are becoming more comfortable with these types of assessments and will continue to use this data to monitor student progress. They also feel that the format is comparable to K-Prep and will better prepare the students for the assessment in the spring. After the first round of Common Assessment this was the data gathered for math: 2nd Grade 69% Distinguished 11 % Proficient 9% Apprentice 13% Novice 3rd Grade 27% Distinguished 25% Proficient 15 % Apprentice 28% Novice SY Page 28

32 4th Grade 4% Distinguished 17% Proficient 18% Apprentice 58% Novice 5th Grade 18% Distinguished 11% Proficient 16% Apprentice 46% Novice The data showed after the first common assessment that the majority of the population of students 2-5 grade were scoring novice in math. The instructional staff felt like the population of students that did poorly were not able to adequately answer the short answer questions. The teachers plan to offer more modeling and guidance to allow the students to become comfortable with answering those types of questions. Another piece of evidence the teachers mentioned after analyzing the data was that their questioning in class was not higher order. With more application of higher DOK level questions and rigorous problems to answer the students might have been more prepared. With math journals and math bellringers the instructional leaders plan to target those areas their students are showing weakness in. Another source of data that our school staff uses to measure our needs is the state K-Prep results. In the fall, our staff was led through the data disaggregation process by our district assessment coordinator after the results were released. According to the MAP data our school needs to focus on Math and Reading performance. Our delivery target for reading on K-PREP in was 54.3 and our actual performance score was As for math our delivery target for the K-Prep was 46.6 and our actual performance score was One piece of information that K-Prep does not inform teachers about is what area(s)the students are struggling with, such as did they do poorly on multiple choice, or extended response or what strand within the content was their weakness. These pieces of information would be helpful to instructional leaders as they plan lessons for the future. With this data we were able to determine growth strategies, achievement strategies as well as GAP strategies we hope to implement within our day. Growth Strategies *More small groups *Provide as much help in Math as in reading *More collaboration in class with TAG and Special Education *Put more time and effort into Proficient and Distinguished students *Pinpoint target areas when reviewing common assessments *Parent involvement *Teaching students with accommodations how to utilize them. *Close reading strategies GAP Strategies *Visual aids when necessary to help with content *Math journals *Focus on content vocabulary with ELL SY Page 29

33 *Restate/answer/prove *Provide benchmarks for student to see Achievement Strategies *Using pictorial representation with introducing vocabulary *Math intervention *Moby Max for reading SY Page 30

34 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? Although our school is still in needs improvement and has not quite reached proficiency, there are many things to celebrate about our student performance. Over the last three years Cane Ridge Elementary has shown growth in Social Studies, Reading, Math and Writing on the K- Prep Assessment. Although our science scores have dropped from last year, there are still 63.8% of our students scoring proficient and distinguished. Last year our K-Prep data also indicated that 54.8% of our students in 3-5 grade showed growth in reading and 70.4% in Math. One highlight that we are very proud of was that 92% of our 5th grade students grew in the area of math from 4th grade. When looking at the success within our 5th math classrooms, we were able to identify from the K-PREP data that small group instruction for all students seems to promote growth. There was clear evidence within our 5th grade population that small group instruction is beneficial based on the high percentage of students that showed growth from fourth grade to fifth grade. Due to this growth, many classrooms are now structuring their math classes with small group instruction to help meet the needs of the students. Teachers are also able to use MAP continuum data to help group the students based upon their needs. This year we have also restructured our PLC meetings. By using the new protocol the teachers are able to plan instructional activities that align to the common core, analyze data and develop an action plan to ensure student mastery. Teachers meet on a weekly basis and use this format to plan for reading and math instruction. This structure has enabled the teachers to plan rigor instruction to align with the assessments that the students will take. We celebrated the fact that our students are making improvements each year overall on reading and math MAP scores as well as K-prep. Although we are not where we want to be, the faculty and staff continue to plan during PLC meetings and leadership meetings to find ways to help students become proficient. SY Page 31

35 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? After evaluating student data from K-PREP, Common Assessments, and MAP we determined there were distinct areas that we needed to focus on in our curriculum. This year after reviewing the data the leadership team decided to narrow our focus to reading and math. Fore reading our delivery target for reading for grades 3-5 was 54.3 and we were able to reach that target by scoring Although we were able to reach this goal we would like to see a higher number of students scoring in the proficiency and distinguished category. This school year we have adopted a new reading series, Reading Wonders which also has an ELL component as well as an intervention component. We are using our PLC meetings to plan and analysis instruction in ELA in order to see great grains in that area. We will continue to offer RTI to those students who are targeted at the bottom 20% of each grade level 1-5 grade and meet routinely with the administration, interventionists and classroom instructors to monitor data on those students as well as others who show need. As for Math our delivery target was 46.6 and our actual score was 43.1, so we did not meet our goal. This school year we will continue to use the Go-Math instruction K-5 for core math time. We have also incorporated a 30 minute block for RTI for those students who fall in the bottom 20% of their class. We are fortunate at our school to have a Math Intervention teacher to help with those needs. Her responsibilities are the following: - Serve as liaison between schools and the KDE regarding professional development and program evaluation. - Provide training and ongoing support for MITs. Document training attendance for MAF compliance. - Design/deliver innovative, sustained professional development for MITs and other teachers and administrators. - Coordinate the leadership efforts of the Regional Coordinators. - Provide a membership database with details of MIT participation and interaction with the KCM. This year we have also been able to hire two AmeriCorps employees as well as ESS personnel who can work in the classroom setting to assist in the classroom as the teacher is teaching and even help lead a small group of instruction. We have learned from our K-PREP 5th grade data that small groups was very beneficial. Based on last years data for those students 90% of that population showed growth. This year we also we were fortunate to selected to partner with the Kentucky Center for Mathematics for the GMLT program (Growing the Mathematical Leadership Team), This partnership will enable us to help increase student centered conceptual teaching in our math lessons. We are looking forward to seeing the outcomes of this program. Another need for Cane Ridge is our GAP population. We would like to increase the proficiency ratings of GAP students scoring proficient to 63.7% by Last year our delivery target for our Hispanic students was 54 and the actual score was WE will continue to offer ELL services to those students who qualify for that program as well as work very closely with the migrant advocate for our county to offer tutoring in school as well as after school. Another program that we hope will help narrow the gap for these students in the CRIOP grant offered through Georgetown College. This grant enables teaches to meet together to create was to raise awareness of different cultures that are present within our school. This group reports back to the staff on a regular basis strategies or activities that would make our school more welcoming to every group. Our new reading series recognizes the need to assist this group as well. We are fortunate to have the resources that target our ELL students to offer those students extra support in ELA. Another GAP concern for CRES this year is our Disability group with IEPs. Our delivery target for this group of students was 25.2 for the school year, but we fell short scoring on 12.9% proficient and distinguished. Our plan for the year is to provide those students more opportunities to read on their level by using the reading series leveled readers to improve fluency and reading comprehension. There will also be a strong focus on vocabulary that is embedded in the curriculum. In addition to these two pieces we also are incorporating the SY Page 32