Comprehensive School Improvement. Plan. Ballard County Elementary School

Transcription

1 Comprehensive School Improvement Plan Ballard County Schools Mrs. Vicki Gough, Principal 3383 Paducah Rd Barlow, KY Document Generated On January 7, 2014

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 CSIP Overview 9 Goals Summary 10 Goal 1: Governance and Leadership 11 Goal 2: Proficiency 11 Goal 3: Purpose and Direction 14 Summary by Funding 15 KDE Needs Assessment Introduction 17 Data Analysis 18 Areas of Strengths 19 Opportunities for Improvement 20

3 Conclusion 21 KDE Assurances - School Introduction 23 Assurances 24 Title I Schoolwide Diagnostic Introduction 30 Component 1: Comprehensive Needs Assessment 31 Component 2: Schoolwide Reform Strategies 38 Component 3: Instruction By Highly Qualified and Paraeducators 45 Component 4: High Quality Development for Principals,, and Paraprofessionals 53 Component 5: Strategies to Attract Highly Qualified 61 Component 6: Parent Involvement 68 Component 7: Transition to Kindergarten 74 Component 8: Measures to Include in Decision Making Regarding the Use of Assessments To Inform Instruction 76 Component 9: Activities to Ensure that Students Meet State Standards 84 Component 10: Coordination and Integration of s 91 Compliance and Accountability - Elementary Schools Introduction 100 Planning and Accountability Requirements 101

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. <br><br> 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? is an entry-5th grade school. It serves as the only elementary school in Ballard County, a rural community with a population of 8,333 residents located in far western Kentucky. Currently BCES has a membership of 563 students and is a Title I School-wide school with a minority population of 6% and a free/reduced lunch rate of 53%. Economic conditions challenge the Ballard County community at this time. There has been a steady decline in job opportunities over the past three years. 70% of Ballard County's workforce commute to other counties for employment. Layoffs by the largest nearby employer, USEC, have resulted in an unemployment rate of 8.5% is a transitional year for BCES. Upon the resignation of the building principal in March, 2013, the assistant principal was assigned as interim principal. In June, 2014 the interim was selected by the SBDM Council to serve as building principal, and is now the fourth principal in the school's 20 years of existence. Along with a new principal and assistant principal, BCES also has four new teachers and six returning teachers who are instructing at a new grade level. Despite all these changes, BCES is filled with staff who take pride in developing a close knit culture for faculty/students and motivated to deliver academic excellence. Our school consists of 25 homerooms and rotations of exploratory classes consisting of Health/PE, Art, Music, Keyboarding, Library, and Guidance. Students who need additional help or extensions can choose to take part in our after school tutoring. BCES has established professional learning teams that allow teachers to share instructional strategies, develop students' higher order thinking skills, formulate upper-level questioning techniques and analyze student work across grade levels. 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. Our vision: "Excellence is expected, inspired and achieved." The BCES mission statement is "Every student ready for the next level." BCES faculty and staff are committed to excellence in guiding every student toward proficiency in college and career readiness. expect no less than one year's academic growth for each student each year. Having students ready for the next level includes academically, socially and emotionally. A newly acquired after-school tutoring program provides academic reinforcement for students in KG through 2nd grade. The program runs four days per week and provides a snack and transportation home. Our Extended School Services program also provides after school academic support for students in grades 3-5. BCES has developed a model for academic intervention/acceleration built into the daily schedule that allows highly qualified teachers to provide research-based instructional strategies designed to meet individual students' academics needs. Our school counselor supports school-wide instruction related to practical living and monitors a student assistance program designed to help all students make good choices. The Ballard County School District works in partnership with Four-Rivers Behavioral Health to provide a licensed therapist who works with students and families at school. Family Focus is the district's family resource and youth services center. It's director works tirelessly to help families overcome barriers to student learning, be it basic living needs, transportation, parenting classes or assistance with forms and applications. 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. continues to score above state averages in reading, science, social studies and language mechanics based on K-PREP data. BCES also remains above the state attendance average with 96.3% for the school year. BCES has set lofty goals to make a rapid increase in K-PREP reading and math proficiency scores in order to rank in the Top 5 regionally. 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. 's team was 1st runner up in District competition and 4th place in Regional competition. In addition to our Team, students have the opportunity to participate in Boy and Girl Scouts, chorus, 4-H Clubs, science fair, speech festival, student council, talent show, and Little League basketball, football and cheerleading. BCES has a wonderful Facebook page that provides our community with a daily look at our students and their achievements Parents can visit BCES on the web at our new district website BCES is utilizing the One Call System for phone calls and s to keep parents and community on top of everything that is happening. We provide a weekly school newsletter that has numerous schedules, announcements, and other important communication for the parents to read. Each grade level also provides a weekly newsletter specific to their students. We also provide a weekly progress report for students in Grades 3-5 which enables parents to monitor students' grades and progress. Parents are able to review those reports every Thursday and students return them signed on Friday. Finally, we encourage every parent to monitor their students' academic progress, attendance, and other important school information by utilizing the mobile or internet based Infinite Campus. Despite the financial hardships of many in our community, BCES's annual collection for the Lions' Club Telethon for special needs children totaled $3, Our Math-a-thon raised $1, for St. Jude Children's Research Hospital. Our generous families also provided a large canned food collection for the local food pantry during the holiday season. SY Page 7

11 CSIP SY Page 8

12 Overview Plan Name CSIP 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 Total Funding 1 Governance and Leadership Objectives: 1 Organizational $0 Strategies: 1 Activities: 1 2 Proficiency Objectives: 4 $3000 Strategies: 1 Activities: 4 3 Purpose and Direction Objectives: 1 Strategies: 1 Activities: 1 Organizational $0 SY Page 10

14 Goal 1: Governance and Leadership collaborate to review all SBDM bylaws and policies by 06/09/2014 as measured by using KASC rubric of quality SBDM policies. Strategy 1: SBDM training - SBDM members will complete training on SBDM required policies. - SBDM Policy Review Resource Assigned SBDM Policy review Of Funding 08/06/ /09/2014 $0 No Funding Required Staff Responsible Principal Goal 2: Proficiency 90% of Third, Fourth and Fifth grade students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by K-PREP. (shared) Strategy 1: Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - PLCs Resource Assigned will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. Of Funding 08/21/ /09/2014 $0 No Funding Required - Student Plan Resource Assigned Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. Of Funding 08/21/ /20/2014 $0 No Funding Required - RTI Resource Assigned Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. Of Funding 09/25/ /20/2014 $0 No Funding Required Staff Responsible Principal Staff Responsible Homeroom Staff Responsible Homeroom Teacher SY Page 11

15 - Development Resource Assigned Training on the use of Renaissance Of Funding 08/06/ /06/2013 $3000 School Council Funds Staff Responsible Principal Measurable Objective 2: 90% of All Students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by STAR reading. (shared) Strategy 1: Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - PLCs Resource Assigned will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. Of Funding 08/21/ /09/2014 $0 No Funding Required - Student Plan Resource Assigned Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. Of Funding 08/21/ /20/2014 $0 No Funding Required - RTI Resource Assigned Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. Of Funding 09/25/ /20/2014 $0 No Funding Required - Development Resource Assigned Training on the use of Renaissance Of Funding 08/06/ /06/2013 $3000 School Council Funds Staff Responsible Principal Staff Responsible Homeroom Staff Responsible Homeroom Teacher Staff Responsible Principal Measurable Objective 3: 90% of Third, Fourth and Fifth grade students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by K-PREP. (shared) Strategy 1: Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. SY Page 12

16 - PLCs Resource Assigned will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. Of Funding 08/21/ /09/2014 $0 No Funding Required - Student Plan Resource Assigned Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. Of Funding 08/21/ /20/2014 $0 No Funding Required - RTI Resource Assigned Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. Of Funding 09/25/ /20/2014 $0 No Funding Required - Development Resource Assigned Training on the use of Renaissance Of Funding 08/06/ /06/2013 $3000 School Council Funds Staff Responsible Principal Staff Responsible Homeroom Staff Responsible Homeroom Teacher Staff Responsible Principal Measurable Objective 4: 90% of All Students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by STAR math. (shared) Strategy 1: Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - PLCs Resource Assigned will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. Of Funding 08/21/ /09/2014 $0 No Funding Required - Student Plan Resource Assigned Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. Of Funding 08/21/ /20/2014 $0 No Funding Required Staff Responsible Principal Staff Responsible Homeroom - RTI Resource Assigned Of Funding Staff Responsible SY Page 13

17 Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 No Funding Required Homeroom Teacher - Development Resource Assigned Training on the use of Renaissance Of Funding 08/06/ /06/2013 $3000 School Council Funds Staff Responsible Principal Goal 3: Purpose and Direction collaborate to review vision and mission statements and develop belief statements by 07/31/2014 as measured by approval of SBDM Council. Strategy 1: Vision Committee - Dr. Larry Allen will lead a committee comprised for BCES parents, certified staff, classified staff, district office staff, students and community members in collaborative work sessions to draft BCES vision and mission statements. Dr. Allen will also lead BCES staff in collaborative work sessions to draft school belief statements. - BCES vision and missions Resource Assigned BCES Council will review work from committee and approve a final draft of BCES vision, mission and belief statements. Policy and Process Of Funding 08/01/ /01/2013 $0 No Funding Required Staff Responsible Principal SY Page 14

18 Summary by Funding Below is a breakdown of your activities by funding source School Council Funds Name Description Resource Assigned Staff Responsible Development Training on the use of Renaissance 08/06/ /06/2013 $3000 Principal Total $3000 No Funding Required Name Description Resource Assigned Staff Responsible BCES vision and missions BCES Council will review work from committee and approve Policy and 08/01/ /01/2013 $0 Principal a final draft of BCES vision, mission and belief statements. Process Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 Homeroom PLCs RTI will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. SBDM Policy Review SBDM Policy review 08/21/ /09/2014 $0 Principal 09/25/ /20/2014 $0 Homeroom Teacher 08/06/ /09/2014 $0 Principal Total $0 SY Page 15

19 KDE Needs Assessment SY Page 16

20 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 17

21 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? BCES was a NEEDS IMPROVEMENT school in 2012 and we are working hard to be PROFICIENT. In the area of Achievement, BCES is at 74.9 and looking to take that above 85 over the next 2 years. Our biggest challenge is in the area of Gap. How does instruction look different to close the achievement gap with our Free/Reduce and Disability? Questions on Gap: 1. Are we individualizing instruction to fit our gap students? 2. How do we motivate students more to take ownership of their learning and thinking? 3. Do the teachers know who these students are personally in classes to personalize the instruction? 4. Are we utilizing collaboration effectively to reach the students? Are we preparing them to take the test - test strategies? The data does not tell us item analysis on Common Core content. In the past that was very beneficial to see if the teachers were teaching the content to mastery, what the teachers weak areas (for PD opportunities), and other analysis reasons. SY Page 18

22 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? Strength areas were in Social Studies and Science. These areas score 95.2% and 91.7% achievement score. We believe the PLC process and alignment of curriculum from 3-5 grades was the reason for success. The overall most influential factor is teachers developing hands on units that actively involve our students on a daily basis. Students enjoy these classes and their performance proves it. Another area of celebration was our 3rd Grade Reading and Math scores. Both subjects had over 10 percent higher P's and D's than the state average. SY Page 19

23 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Our 4th Grade Reading and Math are areas that need improvement. Only 38.5% (Reading) and 28.6 (Math) of the students at BCES were Proficient/Distinguished. Therefore, teachers received Development on writing Constructed Response questions. Our students scoring below grade level receive additional instruction on comprehension. Students are receiving individualized instruction in math by using Moby Math and Accelerated Math. This allows our teachers to progress their students every two weeks. SY Page 20

24 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? being intentional and purposefully in planning and assessments of student work. and students both have to take ownership of the learning and teaching. need to ensure their formative and summative assessments are align with the standard and require higher level of thinking. will utilize PLC and planning time to reflect, modify, and utilize assessments and lessons. Students must utilize their high order of reasoning to answer questions and figure out possible misconceptions. SY Page 21

25 KDE Assurances - School SY Page 22

26 Introduction KDE Assurances - School SY Page 23

27 Assurances Label Assurance Response Comment Attachment Comprehensive Needs Assessment The school conducted a comprehensive needs assessment, which included a review of academic achievement data for all students and assessed the needs of the school relative to each of the schoolwide program components. Yes Label Assurance Response Comment Attachment Core s The school planned and developed Schoolwide researchbased instructional reform strategies to strengthen the core academic program, increase the amount and quality of learning time, and provide additional support to all students. Yes Label Assurance Response Comment Attachment Preschool The school planned preschool transition Yes Transition strategies and the implementation process. Label Assurance Response Comment Attachment Research-based Strategies The school planned and developed schoolwide researchbased instructional strategies that provide additional instruction for students experiencing the greatest degree of difficulty mastering the state's academic achievement standards. Yes BCES PD Plan Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes According to LEAD report, all retain highly qualified teachers. teachers are highly qualified. Label Assurance Response Comment Attachment Highly Qualified The school planned instruction by paraprofessionals who meet the requirements of NCLB and teachers who are Highly Qualified under NCLB. Yes Staff currently serving in paraprofessional roles are certified teachers. Label Assurance Response Comment Attachment Title I, Part A Schoolwide Funds The school allocated and spent Title I, Part A Schoolwide funds only on allowable programs and activities and maintained appropriate financial records in this regard on its Title I, Part A programs and activities. Yes Information available from Mrs. Perkins SY Page 24

28 Label Assurance Response Comment Attachment Parental Involvement The school planned or developed strategies to increase parental involvement in the design, implementation, evaluation and communication of assessment results of the Schoolwide activities, which included the development and implementation of a Parent Compact and a Parent Involvement Policy. Yes Parent Compact is located in Behavioral Code of Expectations Label Assurance Response Comment Attachment Schoolwide Planning The school incorporated the ten schoolwide planning criteria into the existing school improvement planning process. Yes CSIP Label Assurance Response Comment Attachment Development The school planned or provided appropriate professional development activities for staff members who will be serving students. Yes BCES PD Plan Label Assurance Response Comment Attachment Comprehensive The school an annual evaluation that addresses Yes SBDM minutes Plan the implementation of the comprehensive plan and student achievement results that will inform changes when needed. Label Assurance Response Comment Attachment Comprehensive Needs Assessment The school conducted a comprehensive needs assessment, which included a review of academic achievement data, and established objective criteria for identifying eligible Title I students. Yes All students are eligible for Title 1. SBDM minutes Label Assurance Response Comment Attachment Instructional Strategies The school planned and developed research based instructional strategies to support and assist identified students. Yes RTI plan Label Assurance Response Comment Attachment Targeted Assistance Activities The school planned targeted assistance activities for identified students that coordinated and integrate with other federal, state, and local programs. Yes 21st Century Grant, ESS after school tutoring SY Page 25

29 Label Assurance Response Comment Attachment Targeted Assistance Activities The school planned targeted assistance activities for identified students that coordinate with and support the regular educational program so identified students have access to both. Yes School schedule allows for daily intervention activities for identified students. Label Assurance Response Comment Attachment Schoolwide Activities The school planned activities to coordinate and integrate with other federal, state, and local programs. Yes ESS, GT, Read to Achieve, Sp Ed Label Assurance Response Comment Attachment Schoolwide Activities The school planned activities that coordinate with and support the regular educational program. Yes RTI Label Assurance Response Comment Attachment Targeted Assistance Activities The school planned or developed strategies to monitor and evaluate the success of targeted assistance activities with the identified students and will use the results of the evaluation to inform and improve instructional strategies and professional development activities. Yes Monthly monitoring meetings. Label Assurance Response Comment Attachment Highly Qualified The school assigned paraprofessionals who met the requirements of Highly Qualified under ESEA to work with targeted assistance programs and activities. Yes Staff schedules Label Assurance Response Comment Attachment Federal The school allocated and spent federal program Yes Information from Mrs. Perkins. Funds funds only on programs and activities for identified eligible students. The school maintained appropriate financial records on its Title I, Part A programs and activities. Label Assurance Response Comment Attachment Parental Yes Involvement The school planned or developed strategies to increase parental involvement in the design, implementation, and evaluation of the targeted assistance activities, which included the implementation of a Parent Compact and a Parent Involvement Policy. KG Family Fun Night, Science Night. Parent Compact printed in Behavior Code of Expectations. Label Assurance Response Comment Attachment Targeted Assistance Planning The school incorporated the eight Targeted Assistance planning components into the existing school improvement planning process. Yes CSIP SY Page 26

30 Label Assurance Response Comment Attachment Development The school planned or provided appropriate professional development activities for staff members who serve identified Title I students. Yes BCES PD Plan Label Assurance Response Comment Attachment Comprehensive Yes SBDM Improvement Planning Improvement Plan policy The school planned an annual evaluation that addressed the implementation of the comprehensive plan and student achievement results that informed changes when needed. SBDM Improvement Planning policy Label Assurance Response Comment Attachment Transparency The current school year Comprehensive School Improvement Plan (CSIP) is available for stakeholders to examine on our school website and linked to our district website. (provide the website link below) Yes Label Assurance Response Comment Attachment Teacher Quality The school notifies parents when their child(ren) are taught for four or more consecutive weeks by teachers who are not highly qualified Yes Label Assurance Response Comment Attachment Development The school provides professional development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready. Yes BCES PD Plan Label Assurance Response Comment Attachment Ranking Report The school ensures that if the Title I Ranking Report lists counselors, nurses, media specialist or other staff for the school, there is documentation indicating this need in order to improve student achievement. Yes Communication with Mrs. Perkins Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work. Yes BCES Staff schedules SY Page 27

31 Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with instructional duties that involve targeted students are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work. Yes BCES staff schedules Label Assurance Response Comment Attachment Para-educator Non- Instructional Duties The school ensures that there is a schedule of non-instructional duties for paraeducators demonstrating that the duties are on a limited basis only Yes BCES staff schedules Label Assurance Response Comment Attachment Para-educator Non- Instructional Duties The school scheduled non-instructional duties for para-educators working with targeted students demonstrating that the duties are on a limited basis only Yes BCES staff schedules Label Assurance Response Comment Attachment Cap Size Requirements The school met its cap size requirements without using Title I funds. Yes Staffing requirements met with state and local funds. Title I funding provided supplemental. Label Assurance Response Comment Attachment Cap Size Requirements The school met its cap size requirements without using Title II funds. Yes Staffing requirements was met using state and local funds. Title II funds provided supplemental. SY Page 28

32 Title I Schoolwide Diagnostic SY Page 29

33 Introduction This diagnostic tool is aligned to requirements for Title I schoolwide programs as outlined in Section 1114 of the Elementary and Secondary Education Act. Using this tool will allow you to certify that the required schoolwide planning components are being met by either a) documenting a direct connection to needs, goals, strategies, or activities identified within your CSIP or b) inserting a narrative. Guiding questions for each component are provided to help focus on areas that may be addressed under the component headings. However, it is not necessary to answer all guiding questions when documenting the components. SY Page 30

34 Component 1: Comprehensive Needs Assessment Comprehensive Needs Assessment Goal 1: Increase the average combined reading and math K-PREP scores for BCES students from 46% to 90% in collaborate to increase the overall Reading and Math Proficiency from 46.8% to 57.4% by 05/20/2014 as measured by K-PREP. Development - will attend trainings and PLC's to improve their understanding and knowledge on a variety of teaching methods and strategies. - Constructed Response and On- Demand Writing Training attended a Kentucky Association of School Council's training on how to improve writing and presenting K-PREP questions and prompts in all content areas. 08/09/ /20/2014 $400 - Other ELA and Math - PLC's and District Leadership Teams Elementary teachers will collabrate with each other in PLC's and and Grade 6-12 teachers in meetings to align standards and Vett assessments to ensure quality formative and summative assessments. 08/09/ /20/2014 $0 - Other Mrs. Abanatha, Ms. Kimbro, Mrs. Taylor, Mrs. Feezor, Mrs. Bray Measurable Objective 2: demonstrate a proficiency on a variety of assessments in Reading and Math by 05/20/2014 as measured by K-PREP. Moby Max - All BCES students will receive individualized instruction in reading and/or math using Moby Max software. SY Page 31

35 - Differentiated Instruction Computer based programs that assesses each student and provides them with individualized instruction Direct Instruction 08/09/ /20/2014 $ Other Regular and Special Education Strategy2: Benchmark Assessments - All BCES students will complete five reading and math benchmark assessments to check for current level achievement. - STAR Tiered Intervention groups will receive targeted instruction to improve student's knowledge and understanding based on three benchmarks and every two weeks progress monitoring assessments. Direct Instruction 08/09/ /20/2014 $ Other Principal and Goal 2: Ensure that 90% of our 3rd grade students will be proficient on the K-PREP in Reading and Math by collaborate to provide specific K-3 strategies to increase the average 3rd grade Math and Reading combined K-PREP proficiency scores by 05/20/2014 as measured by K-PREP. Aligning Assessments and Standards - All teachers will meet twice a month to review, vett, and create assessments that are aligned to the CCS or CC 4.1 at their grade level and/or content area. - Development Through grade level and content area meetings, teachers will share and review the latest strategies and research on aligning their assessments with the CCS and/or CC /09/ /20/2014 $0 - No Funding Required All instructional staff at BCES Strategy2: Monitoring Meetings - will meet with administration and support staff to discuss individual student's strengths and weaknesses to provide individualized and/or small group instruction strategies. SY Page 32

36 - Tier Interventions Students are grouped with similiar weaknesses and will receive minutes of additional daily instruction Direct Instruction 08/09/ /20/2014 $0 - No Funding Required Assistant Regular and Special Education and Staff Goal 3: Identify specific strategies to address nonduplicated subgroup achievement gaps. collaborate to identify strategies to reduce non duplicated achievment gaps (Free/Reduced) from 35.4% to.50.2% by 05/20/2014 as measured by K-PREP. Best Practices - Continue to explore and refine instructional practices to ensure students are engaged and retaining material presented. - Check and Connect Students that are struggling academically and/or behaviorally may be recommended to this program. Each student is assigned three goals to achieve daily. They are monitored by the teachers and a report is sent home daily for the parent to sign. The goals are specific to each student and are determined by the teachers and parent. Behavioral 08/09/ /20/2014 $ School Council Funds Mrs. Fowler and BCES teachers - School Visits will visit regional elementary schools to look for strategies and/or programs that help reduce the nonduplicated gap scores. 01/02/ /20/2014 $ Title I Schoolwide Asst - Monitoring Meetings will meet monthly to discuss intervention strategies and programs that are being used during core and intervention time 08/09/ /20/2014 $0 - No Funding Required Asst Principal and Strategy2: Technology - Students will use a variety of computers and programs to target specific areas of weakness. SY Page 33

37 - IPads Students will utilize handheld devices to work on targeted areas of weakness Direct Instruction 08/09/ /20/2014 $ Other Reading and Math - Moby Max Students will complete tasks to ensure they are mastering each strand or standard in Reading and/or Math. Direct Instruction 08/09/ /20/2014 $ Title I Schoolwide Goal 4: Proficiency 90% of All Students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by STAR math. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher SY Page 34

38 - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal Measurable Objective 2: 90% of All Students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by K-PREP. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom Measurable Objective 3: 90% of All Students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by K-PREP. SY Page 35

39 Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom Measurable Objective 4: 90% of All Students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by STAR reading. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher SY Page 36

40 - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal Narrative: Strength in science, social studies and reading. Weakest scores are in math. SY Page 37

41 Component 2: Schoolwide Reform Strategies Schoolwide Reform Strategies Goal 1: Increase the average combined reading and math K-PREP scores for BCES students from 46% to 90% in demonstrate a proficiency on a variety of assessments in Reading and Math by 05/20/2014 as measured by K-PREP. Moby Max - All BCES students will receive individualized instruction in reading and/or math using Moby Max software. - Differentiated Instruction Computer based programs that assesses each student and provides them with individualized instruction Direct Instruction 08/09/ /20/2014 $ Other Regular and Special Education Strategy2: Benchmark Assessments - All BCES students will complete five reading and math benchmark assessments to check for current level achievement. - STAR Tiered Intervention groups will receive targeted instruction to improve student's knowledge and understanding based on three benchmarks and every two weeks progress monitoring assessments. Direct Instruction 08/09/ /20/2014 $ Other Principal and Measurable Objective 2: collaborate to increase the overall Reading and Math Proficiency from 46.8% to 57.4% by 05/20/2014 as measured by K-PREP. Development - will attend trainings and PLC's to improve their understanding and knowledge on a variety of teaching methods and strategies. SY Page 38

42 - PLC's and District Leadership Teams Elementary teachers will collabrate with each other in PLC's and and Grade 6-12 teachers in meetings to align standards and Vett assessments to ensure quality formative and summative assessments. 08/09/ /20/2014 $0 - Other Mrs. Abanatha, Ms. Kimbro, Mrs. Taylor, Mrs. Feezor, Mrs. Bray - Constructed Response and On- Demand Writing Training attended a Kentucky Association of School Council's training on how to improve writing and presenting K-PREP questions and prompts in all content areas. 08/09/ /20/2014 $400 - Other ELA and Math Goal 2: Ensure that 90% of our 3rd grade students will be proficient on the K-PREP in Reading and Math by collaborate to provide specific K-3 strategies to increase the average 3rd grade Math and Reading combined K-PREP proficiency scores by 05/20/2014 as measured by K-PREP. Aligning Assessments and Standards - All teachers will meet twice a month to review, vett, and create assessments that are aligned to the CCS or CC 4.1 at their grade level and/or content area. - Development Through grade level and content area meetings, teachers will share and review the latest strategies and research on aligning their assessments with the CCS and/or CC /09/ /20/2014 $0 - No Funding Required All instructional staff at BCES Strategy2: Monitoring Meetings - will meet with administration and support staff to discuss individual student's strengths and weaknesses to provide individualized and/or small group instruction strategies. SY Page 39

43 - Tier Interventions Students are grouped with similiar weaknesses and will receive minutes of additional daily instruction Direct Instruction 08/09/ /20/2014 $0 - No Funding Required Assistant Regular and Special Education and Staff Goal 3: Identify specific strategies to address nonduplicated subgroup achievement gaps. collaborate to identify strategies to reduce non duplicated achievment gaps (Free/Reduced) from 35.4% to.50.2% by 05/20/2014 as measured by K-PREP. Technology - Students will use a variety of computers and programs to target specific areas of weakness. - IPads Students will utilize handheld devices to work on targeted areas of weakness Direct Instruction 08/09/ /20/2014 $ Other Reading and Math - Moby Max Students will complete tasks to ensure they are mastering each strand or standard in Reading and/or Math. Direct Instruction 08/09/ /20/2014 $ Title I Schoolwide Strategy2: Best Practices - Continue to explore and refine instructional practices to ensure students are engaged and retaining material presented. - School Visits will visit regional elementary schools to look for strategies and/or programs that help reduce the nonduplicated gap scores. 01/02/ /20/2014 $ Title I Schoolwide Asst SY Page 40

44 - Check and Connect Students that are struggling academically and/or behaviorally may be recommended to this program. Each student is assigned three goals to achieve daily. They are monitored by the teachers and a report is sent home daily for the parent to sign. The goals are specific to each student and are determined by the teachers and parent. Behavioral 08/09/ /20/2014 $ School Council Funds Mrs. Fowler and BCES teachers - Monitoring Meetings will meet monthly to discuss intervention strategies and programs that are being used during core and intervention time 08/09/ /20/2014 $0 - No Funding Required Asst Principal and Goal 4: Proficiency 90% of All Students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by K-PREP. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal SY Page 41

45 - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal Measurable Objective 2: 90% of All Students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by K-PREP. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal SY Page 42

46 Measurable Objective 3: 90% of All Students will demonstrate a proficiency in math in Mathematics by 05/20/2014 as measured by STAR math. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. - Development Training on the use of Renaissance 08/06/ /06/2013 $ School Council Funds Principal - RTI Students not making progress toward academic goals will be enrolled in RTI. Students will receive research based interventions with certified staff member and will be monitored using STAR. 09/25/ /20/2014 $0 - No Funding Required Homeroom Teacher - Student Plan Each student's teacher will identify the current instructional level by using STAR data, academic goals will be set and instructional strategies determined. Research based programming will be assigned to each child in order to increase performance level toward goal. 08/21/ /20/2014 $0 - No Funding Required Homeroom - PLCs will attend PLCs twice a month after school that focus on best practice strategies for teaching and assessing. 08/21/ /09/2014 $0 - No Funding Required Principal Measurable Objective 4: 90% of All Students will demonstrate a proficiency in reading in English Language Arts by 05/20/2014 as measured by STAR reading. Communities - will participate in monthly professional learning communities that address both best practice teaching strategies and assessments. SY Page 43