Cumberland Trace. Elementary Comprehensive School. Improvement Plan. Cumberland Trace Elementary School

Transcription

1 Cumberland Trace Elementary Comprehensive School Improvement Plan Warren County School District Dr. Mary A Evans, Principal 830 Cumberland Trace Rd Bowling Green, KY Document Generated On December 10, 2013

2 TABLE OF CONTENTS Overview 1 Goals Summary 2 Goal 1: All incoming kindergarten students will be screened for readiness using the Brigance Assessment. 3 Goal 2: The percentage of 3rd grade students scoring proficient/distinguished in reading will improve from 63 percent in 2013 to 65 percent by June Goal 3: The percentage of 3rd grade students scoring proficient/distinguished in mathematics will improve from 51 percent in 2013 to 67 percent by June Goal 4: We will increase the average combined reading and math K-PREP scores for Cumberland Trace students from 57.7% in 2013 to 67% in Goal 5: The percentage of GAP students scoring proficient/distinguished in reading/language arts and math will improve from 39.6 percent in 2013 to 49.9 percent by June Goal 6: will reach a proficient overall score of 2.5 in the Arts and Humanities, Practical Living/Career Studies, K-3 and Writing Reviews by June Goal 7: teachers will be prepared for implementation of the PGES in the school year. 12 Activity Summary by Source 14

3 Overview Plan Name Cumberland Trace Elementary Comprehensive School Improvement Plan Plan Description Page 1

4 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 All incoming kindergarten students will be screened for readiness using the Brigance Assessment. Objectives: 1 Strategies: 1 Activities: 2 $400 2 The percentage of 3rd grade students scoring proficient/distinguished in reading will improve from 63 percent in 2013 to 65 percent by June The percentage of 3rd grade students scoring proficient/distinguished in mathematics will improve from 51 percent in 2013 to 67 percent by June We will increase the average combined reading and math K-PREP scores for Cumberland Trace students from 57.7% in 2013 to 67% in The percentage of GAP students scoring proficient/distinguished in reading/language arts and math will improve from 39.6 percent in 2013 to 49.9 percent by June will reach a proficient overall score of 2.5 in the Arts and Humanities, Practical Living/Career Studies, K-3 and Writing Reviews by June teachers will be prepared for implementation of the PGES in the school year. Objectives: 1 Strategies: 2 Activities: 6 Objectives: 1 Strategies: 1 Activities: 3 Objectives: 1 Strategies: 1 Activities: 6 Objectives: 3 Strategies: 4 Activities: 10 Objectives: 1 Strategies: 1 Activities: 3 Objectives: 1 Strategies: 1 Activities: 1 $38800 $21500 $31250 $39000 $0 Organizational $0 Page 2

5 Goal 1: All incoming kindergarten students will be screened for readiness using the Brigance Assessment. Measurable Objective 1: 70% of Kindergarten grade students will demonstrate a proficiency on the kindergarten readiness screener in English Language Arts by 09/30/2014 as measured by the 2014 Brigance Assessment. Strategy 1: Family Outreach - Cumberland Trace Elementary will invite incoming kindergarteners and their parents to a "Family Outreach Night". They will tour the school, meet the kindergarten visit the kindergarten classrooms and take a ride on a school bus. A Warren County Pre-school Consultant will discuss the kindergarten readiness screener and how parents can help their child be prepared. Research Cited: All assessments in the Early Childhood Screen II have been nationally standardized producing results that are highly reliable, valid, and accurate. Activity - Family Outreach Night Activity Type Begin Date End Date Resource CTE will host a Family Outreach Night in the spring to welcome incoming kindergarteners and their families. They will tour the school, meet the kindergarten visit the kindergarten classrooms and take a ride on a school bus. A Warren County District Pre-school Consultant will discuss the Brigance Early Childhood Screener. Parent Involvement Goal 2: The percentage of 3rd grade students scoring proficient/distinguished in reading will improve from 63 percent in 2013 to 65 percent by June /14/ /23/2014 $100 FRYSC Preschool Consultant Activity - Community Outreach to families Activity Type Begin Date End Date Resource CTE will increase our community outreach to incoming kindergarten families by posting the K Readiness Brochure on our school website. CTE's Family Resource will also visit licensed childcare providers in our school community to share information and the K Readiness Brochure with these families. In addition the FRC and preschool teacher will walk through Cumberland Trace neighborhoods sharing preschool information and kindergarten readiness brochures. Parent Involvement 04/14/ /30/2014 $300 FRYSC FRC, Librarian Measurable Objective 1: 65% of Third grade students will demonstrate a proficiency on the summative assessment in English Language Arts by 06/30/2014 as measured by the 2014 K- PREP 3rd grade reading scores. Page 3

6 Strategy 1: Increased exposure to non-fiction texts - Students will utilize the RAZ-Kids Reading Computer which is based on the Fountas-Pinnell Leveled Readers system to increase reading fluency and comprehension of non-fiction texts. Research Cited: Fountas-Pinnell Activity - RAZ Kids Reading Computer Activity Type Begin Date End Date Resource Students will be placed in the RAZ Kids Reading Computer based on their STAR Reading scale score. 08/07/ /19/2014 $300 Title I Schoolwide, Library Media Specialist Activity - Use of 2013 Scott-Foresman Reading Series Activity Type Begin Date End Date Resource CTE purchased the new 2013 Scott-Foresman Reading textbooks for K-6th grade which are aligned to the English/Language Arts Common Core Standards. Teachers are utilizing the new 2013 reading textbooks to provide rigorous instruction and weekly formative assessments. Students are also utilizing the leveled readers which are 70% non-fiction text. Strategy 2: Differentiated Instruction - Students will be placed in differentiated literature circles based on their reading levels. Literature circles will meet for 30 minutes daily immediately after the 90 minute core reading block. Students will also visit the computer lab at least twice a week to work on RAZ Kids or Lexia based on individual needs. Students set quarterly reading goals which are progress monitored weekly. Weekly incentives are used to encourage student growth. ESS funds are used to hire a day-time waiver instructional assistant to work in small reading intervention groups. EL students are provided after school English enrichment and homework help twice weekly. 11/02/ /19/2014 $30000 Title I Part A, District Reading Consultant Activity - Literature Circles Activity Type Begin Date End Date Resource Differentiated literature circles will occur for 30 minutes daily. Teachers will encourage the use of higher order questions and rich discussion between the students to increase comprehension of the texts. 08/30/ /19/2014 $0 No 3rd grade Activity - ESS Day-time Waiver Instructional Assistant Activity Type Begin Date End Date Resource Page 4

7 ESS funds are used to hire a day-time waiver instructional assistant to work with students in small reading intervention groups. 12/02/ /16/2014 $3000 District, Instructional Assistant Activity - EL Enrichment and Homework Help Activity Type Begin Date End Date Resource EL students are provided after school English enrichment and homework help two days per week. 09/03/ /19/2014 $5000 Title III EL EL assistant, FRC Activity - Student Goal Setting Activity Type Begin Date End Date Resource Students set quarterly reading achievement goals which are progress monitored weekly. Weekly incentives are provided to encourage student growth. 08/07/ /19/2014 $500 District Library Media Specialist, Goal 3: The percentage of 3rd grade students scoring proficient/distinguished in mathematics will improve from 51 percent in 2013 to 67 percent by June Measurable Objective 1: 67% of Third grade students will demonstrate a proficiency on the summative assessment in Mathematics by 05/23/2014 as measured by the 2014 K-PREP 3rd grade mathematics scores. Strategy 1: Aligned and Rigorous Mathematics taught with fidelity - The third grade teachers will teach an aligned and rigorous mathematics, targeting GAP students for assistance to enable them to reach proficiency. STAR Math Assessment data will be used as well as formative and summative assessment data to place students in math intervention groups. Teachers will use the Math in Focus which has been aligned to the Common Core Math Standards during professional development. In addition to the Math in Focus teachers use various websites such as Learn Zillion and Problem-Attic. Third grade teachers have also lengthened the core mathematics class time to ninety minutes. Teachers are also utilizing mathematics computer programs such as Success Maker and Fastt Math. Research Cited: Math in Focus by the Pearson Publishing Company is a research-based mathematics program stemming from Singapore Math. Activity - Lengthening Core Math Class time Activity Type Begin Date End Date Resource Page 5

8 Third grade math teachers will continue to incorporate a lengthened core mathematics class time of ninety minutes daily. Direct Instruction 08/08/ /19/2014 $0 No Third grade Activity - Mathematics Enrichment Activity Type Begin Date End Date Resource Third grade students are participating in daily and/or weekly multiplication timed drills, Math Minutes, Success Maker and Fastt Math Computer programs. 08/13/ /19/2014 $1500 Title I Schoolwide Activity - Implementation of Math Stations Activity Type Begin Date End Date Resource In the flex math class of struggling 3rd graders, CTE has placed an interventionist in that core class to decrease the student/teacher ratio. We have also reduced the number of students in that math class. The teacher has set up three stations for students to rotate through in 15 minute intervals. The teacher gives direction instruction at one station, the students work on Fast Facts at a second station and at the third station the interventionist corrects misconceptions and assists students who are struggling to complete the assignment. An emphasis is placed on determining whether your answer is "reasonable" and math vocabulary instruction. Teachers also model correct problem solving processes and "complete" answers that include a picture/illustration, a number sentence and a one or two sentence explanation of the process used to solve the problem. 10/07/ /19/2014 $20000 Title I Part A, District computer lab aide, math interventionist s, principal and 3rd grade interventionist s,, principal Goal 4: We will increase the average combined reading and math K-PREP scores for Cumberland Trace students from 57.7% in 2013 to 67% in Measurable Objective 1: 67% of Third, Fourth, Fifth and Sixth grade students will demonstrate a proficiency on the summative assessment in Mathematics by 06/30/2014 as measured by the 2014 K-PREP English/Language Arts and Mathematics scores. Strategy 1: Aligned and Rigorous English/Language Arts and Mathematics taught with fidelity - Students will be actively engaged in an aligned and rigorous English/Language Arts and Mathematics program. Their progress will be monitored by both formative and summative assessments as well as the STAR Reading and Math Assessments. Teachers will use the progress monitoring data to differentiate instruction to meet students' needs. Family involvement will be prompted through Page 6

9 Family Reading Nights. Reading Interventionists will all receive Leveled Literacy Intervention training and receive follow-up coaching from the District Reading Consultant. Research Cited: Differentiation research based on the work by Carol Ann Thomlinson Activity - Family Reading Nights Activity Type Begin Date End Date Resource Students and their parents will be invited to participate in at least three "Family Reading Night" activities throughout the school year. Parent Involvement 09/27/ /19/2014 $100 Title I Schoolwide Activity - Differentiated Reading and Mathematics Instruction Activity Type Begin Date End Date Resource Students receive differentiated reading and math instruction in small intervention/enrichment groups based on their needs. The Leveled Literacy Intervention will be used for Tier II and Tier III reading students. Making Math Magic and Math In Focus Reteaching Lessons will be used for Tier II and Tier III math students. For enrichment students will use the Scott-Foresman Above Level Leveled Readers, above level chapter books and Math In Focus Challenge Problems. Students will also use the following computer programs to increase fluency, vocabulary and comprehension: Lexia, MEMBEAN, FASTT Math, and Success Maker. 10/29/ /19/2014 $31000 Title I Schoolwide Activity - Technology Development and Access Activity Type Begin Date End Date Resource As requested in the TELL Kentucky Survey, teachers received differentiated professional development in technology provided by the district technology resource teacher. A technology PD session was held on 8/1/13. Sessions included website tutorial, new apps for the I-pads, and various search engines for students. Another technology PD session was held on 7/29/13 on CIITS. The creation of a technology wiki site was created which enables teachers to reserve instructional technology any time during the day or night. 08/08/ /19/2014 $150 District Activity - Leveled Literacy Intervention Development Activity Type Begin Date End Date Resource Coordiantor and reading interventionists received training in the Leveled Literacy Intervention. The District Reading Consultant will provide follow-up training, coaching and feedback to ensure the program is implemented with fidelity. 09/21/ /19/2014 $0 No Librarian, principal interventionist s, ESS Daytime Waiver Teacher, Librarian, Technology Resource Teacher, Interventionist s, District Reading Consultant Activity - Increased Student Ownership of their Education Activity Type Begin Date End Date Resource Page 7

10 Teachers will assist students with setting independent reading and math goals. Students will graph their progress in the leadership notebooks. 08/30/ /19/2014 $0 No students, FRC Activity - Increased Teacher Communication/ Collaboration Activity Type Begin Date End Date Resource Teachers will meet in PLCs to analyze formative and summative reading and math assessment data, design and plan best practice instructional activities, and share progress on student mastery of the KY Core Reading and Math Standards. Teachers will also meet in monthly vertical team meetings to ensure alignment of the reading and math K- 6th grade and identify gaps in reading and math instruction and plan strategies to close these instructional gaps. 09/04/ /17/2014 $0 No Goal 5: The percentage of GAP students scoring proficient/distinguished in reading/language arts and math will improve from 39.6 percent in 2013 to 49.9 percent by June Measurable Objective 1: 48% of Black or African-American, Asian, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on the summative assessment in English Language Arts by 06/30/2014 as measured by the 2014 K-PREP English/Language Arts scores. Strategy 1: Alignment of 2013 Scott-Foresman Reading with Common Core Standards - Cumberland Trace purchased the new 2013 Scott-Foresman Reading Series (for grades K-6th). This reading series is aligned to the common core standards in reading/language arts. Nine hours of professional development was provided by the Scott-Foresman Reading Representative and the Warren County Reading Consultant. Teachers were also given release time during the school day to work on planning using the new reading series. The Warren County Reading consultant will observe and coach teachers to ensure that the new reading series is being implemented with fidelity. Teachers will also meet in both grade level PLCs and monthly vertical team meetings to discuss strategies, student formative assessment data and best practice for implementation. Research Cited: Scott-Foresman has incorporated researched-based strategies into its series. Activity - Reading/Language Arts Development Activity Type Begin Date End Date Resource Page 8

11 Nine hours of Reading/Language Arts professional development for K, 1st and 6th grade teachers provided by the Warren County District Reading Consultant. 09/03/ /19/2014 $30000 Title I Schoolwide Elementary, District Reading consultant and teachers Activity - Special Education Reading Activity Type Begin Date End Date Resource Special education resource teachers will use Reading Mastery and Corrective Reading to help students with disabilities gain competence in reading. 30 minutes of daily reading intervention is also provided by the special education teachers for all students with a disability in reading. Progress monitoring data is kept by the special education teachers. 08/07/ /19/2014 $0 No special education resource teachers Activity - EL After School English/Literacy Enrichment Activity Type Begin Date End Date Resource EL students will participate in an after school English and literacy enrichment program for one hour twice weekly. 09/03/ /19/2014 $5000 Title III EL staff, WKU volunteers, FRC Activity - Reading Progress Monitoring Activity Type Begin Date End Date Resource Teachers and interventionists will use STAR Reading Assessment data to facilitate instruction, to determine areas where reteaching is needed and to group students for intervention. Students will graph their reading progress on the STAR Reading Assessment in their Leadership notebooks. The STAR Reading Assessment is used as our district universal screener. Progress monitoring (using the STAR Reading Assessment) is conducted twice monthly for all students participating in a reading intervention group. school psychologist,, interventionists and students are analyzing individual progress data and setting goals for improvement. Diagnostic reports guide the instruction provided in intervention groups. Tier II and Tier III student data meetings are held every six to eight weeks for the purpose of reviewing student data, re-grouping of intervention students, planning instruction, and setting new student objectives. 08/14/ /19/2014 $0 No interventionist s,, school psychologist, special education speech teacher Measurable Objective 2: 52% of Third, Fourth, Fifth and Sixth grade Black or African-American, Asian, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on the summative assessment in Mathematics by 06/30/2014 as measured by the 2014 K-PREP Mathematics scores. Strategy 1: Regular Progress Monitoring - The STAR Mathematics Assessment is used as our district universal screener. Progress monitoring (using the STAR Math Page 9

12 Assessment) is conducted twice monthly for all students participating in a mathematics intervention group. school psychologist,, interventionists and students are analyzing individual progress data and setting goals for improvement. Diagnostic reports guide the instruction provided in intervention groups. Tier II and Tier III student data meetings are held every six to eight weeks for the purpose of reviewing student data, re-grouping of intervention students, planning instruction, and setting new student objectives. Research Cited: Math In Focus is based on Singapore Math which is a researched based method of teaching mathematics. Activity - Mathematics Progress Monitoring Activity Type Begin Date End Date Resource Teachers and interventionists will use STAR Mathematics Assessment data to facilitate instruction, to determine areas where reteaching is needed and to group students for intervention. 08/07/ /19/2014 $2500 District Activity - Special Education Mathematics and Intervention Activity Type Begin Date End Date Resource Special education resource teachers use Making Math Magic, Math in Focus Reteaching Activities and various other supplementary materials to help students with disabilities gain competence in mathematics. 30 minutes of daily math intervention is provided by the special education teachers for all students with a disability in mathematics. Progress monitoring data is kept by the special education teachers. 08/07/ /19/2014 $0 No interventionist s,, school psychologist, special education speech teacher Special education resource Activity - Alignment of Math In Focus to Common Core Standards All mathematics teachers will participate in grade level PLCs and monthly vertical teams for alignment of the Math in Focus to the KACS. Teachers will document standards taught on the KACS Mathematics Placemats, identified gaps in instruction from grade level to grade level, and discuss strategies for closing the gaps. Activity Type Begin Date End Date Resource 08/07/ /19/2014 $0 No curiculum Measurable Objective 3: 47% of Fifth and Sixth grade Black or African-American, Asian, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on the summative assessment in English Language Arts by 06/30/2014 as measured by the 2014 K-PREP On-Demand Writing scores. Strategy 1: Writing Development - All teachers will participate in writing professional development presented by the Literacy Team. Page 10

13 Activity - Writing Development Activity Type Begin Date End Date Resource All teachers will participate in a writing training. 01/06/ /19/2014 $0 No Activity - Literacy Team/ Communities Activity Type Begin Date End Date Resource All teachers will participate on the Literacy Team and/or Communities to focus on implementation of the English/Language Arts Common Core Standards. 08/07/ /19/2014 $0 No Strategy 2: ESS Writers Workshop - Targeted fifth and sixth grade students will attend after school ESS Writers Workshops to improve their writing skills. Certified 5th and 6th grade teachers will lead the Writing Workshops. Research Cited: Writers' Workshop Activity - ESS Writers Workshop Activity Type Begin Date End Date Resource Targeted 5th and 6th grade students will attend ESS Writers Workshop to improve their writing skills. 02/14/ /21/2014 $1500 District 5th & 6th grade principal Goal 6: will reach a proficient overall score of 2.5 in the Arts and Humanities, Practical Living/Career Studies, K-3 and Writing Reviews by June Measurable Objective 1: 100% of All Students will collaborate to achieve an overall score of 2.5 on the Arts and Humanities, Writing, K-3 and Practical Living/Career Studies Reviews in Art & Humanities by 06/01/2014 as measured by 2014 Reviews. Strategy 1: Vertical Team Planning - The CTE faculty will meet in vertical teams to plan activities and to collect and load evidence onto our wiki site to document progress toward an overall score of 2.5 in Arts and Humanities, Practical Living/Career Studies, K-3 and Writing Reviews. Strengths and areas of improvement were identified from the 2013 Review Process. Collaborative planning focuses on building on our strengths, improving areas that scored below proficiency and planning activities to take us to the distinguished level. Page 11

14 Activity - Vertical Review Team Meetings Activity Type Begin Date End Date Resource All teachers will meet in vertical program review team meetings to collaboratively plan and implement activities and to collect and document evidence on the school wiki site. 09/04/ /19/2014 $0 No Activity - Advisory Committee Meetings Activity Type Begin Date End Date Resource Conduct monthly meetings of the Health and Wellness Advisory Council to assist with student, staff and parent health and wellness. The Health and Wellness Advisory Council includes the students, special education teacher, parents and community members. The Literacy Team will meet to develop a school wide writing plan, plan literacy activities and discuss strategies and students' formative reading and writing data. The Literacy Team includes the special education teacher, and the speech teacher. The Arts and Humanities Advisory Committee will meet monthly to implement the next steps of the program review process, plan the Arts Gala, discuss strategies for improving the fine art programs at CTE and to collect evidence for the A & H program review. The Arts and Humanities Advisory Committee includes the music teacher, art teacher, library media specialist, EL teacher and the. The K-3 Primary Advisory Committee will meet to implement the next steps of the primary progress review process, develop and implement a challenging primary, discuss formative assessment data, review progress monitoring data and plan developmentally appropriate activities to improve the primary program at CTE. The K-3 Primary Advisory Committee includes the primary, special education teacher, EL teacher and the preschool teacher. 09/04/ /19/2014 $0 No Activity - Develop Guidance/Practical Living/Career Studies Activity Type Begin Date End Date Resource During the school year the PL/CS team developed a new "Guidance/Career Studies". The PL/CS team is reviewing that and adding activities to address areas of weakness. During the school year the PL/CS team is developing a Health and Wellness and emphasizing the instruction of economics in the regular classrooms. 08/07/ /19/2014 $0 No, FRC Guidance Counselor, Health and PE teacher,, Parents, FRC Goal 7: teachers will be prepared for implementation of the PGES in the school year. Page 12

15 Measurable Objective 1: demonstrate a behavior of participating in professional development about PGES by 08/01/2014 as measured by the Development Log. Strategy 1: PGES Development - CTE will collaborate with GRREC to provide professional development about the Growth Effectiveness System. Teachers will participate in professional development on Smart Goals, Peer Observations, and an Overview of the PGES. Teachers will develop an understanding of the PGES and be ready to implement the PGES during the school year. Research Cited: Dr. Charlotte Danielson has conducted a wide body of research on teacher effectiveness that is the basis for the PGES. Activity - PGES Development Activity Type Begin Date End Date Resource Teachers will participate in six hours of professional development on the PGES. 01/06/ /01/2014 $0 No, GRREC staff, teachers Page 13

16 Activity Summary by Source Below is a breakdown of your activities by funding source Title I Part A Activity Name Activity Description Activity Type Begin Date End Date Resource Implementation of Math Stations Use of 2013 Scott-Foresman Reading Series District In the flex math class of struggling 3rd graders, CTE has placed an interventionist in that core class to decrease the student/teacher ratio. We have also reduced the number of students in that math class. The teacher has set up three stations for students to rotate through in 15 minute intervals. The teacher gives direction instruction at one station, the students work on Fast Facts at a second station and at the third station the interventionist corrects misconceptions and assists students who are struggling to complete the assignment. An emphasis is placed on determining whether your answer is "reasonable" and math vocabulary instruction. Teachers also model correct problem solving processes and "complete" answers that include a picture/illustration, a number sentence and a one or two sentence explanation of the process used to solve the problem. CTE purchased the new 2013 Scott-Foresman Reading textbooks for K-6th grade which are aligned to the English/Language Arts Common Core Standards. Teachers are utilizing the new 2013 reading textbooks to provide rigorous instruction and weekly formative assessments. Students are also utilizing the leveled readers which are 70% non-fiction text. 10/07/ /19/2014 $5000 3rd grade interventionist s,, principal 11/02/ /19/2014 $30000, District Reading Consultant Total $35000 Activity Name Activity Description Activity Type Begin Date End Date Resource Page 14

17 Mathematics Progress Monitoring Student Goal Setting Technology Development and Access ESS Writers Workshop Implementation of Math Stations Teachers and interventionists will use STAR Mathematics Assessment data to facilitate instruction, to determine areas where reteaching is needed and to group students for intervention. Students set quarterly reading achievement goals which are progress monitored weekly. Weekly incentives are provided to encourage student growth. As requested in the TELL Kentucky Survey, teachers received differentiated professional development in technology provided by the district technology resource teacher. A technology PD session was held on 8/1/13. Sessions included website tutorial, new apps for the I-pads, and various search engines for students. Another technology PD session was held on 7/29/13 on CIITS. The creation of a technology wiki site was created which enables teachers to reserve instructional technology any time during the day or night. Targeted 5th and 6th grade students will attend ESS Writers Workshop to improve their writing skills. In the flex math class of struggling 3rd graders, CTE has placed an interventionist in that core class to decrease the student/teacher ratio. We have also reduced the number of students in that math class. The teacher has set up three stations for students to rotate through in 15 minute intervals. The teacher gives direction instruction at one station, the students work on Fast Facts at a second station and at the third station the interventionist corrects misconceptions and assists students who are struggling to complete the assignment. An emphasis is placed on determining whether your answer is "reasonable" and math vocabulary instruction. Teachers also model correct problem solving processes and "complete" answers that include a picture/illustration, a number sentence and a one or two sentence explanation of the process used to solve the problem. 08/07/ /19/2014 $2500 interventionist s,, school psychologist, special education speech teacher 08/07/ /19/2014 $500 Library Media Specialist, 08/08/ /19/2014 $150 Librarian, Technology Resource Teacher 02/14/ /21/2014 $1500 5th & 6th grade principal 10/07/ /19/2014 $ rd grade interventionist s,, principal Page 15

18 ESS Day-time Waiver Instructional Assistant ESS funds are used to hire a day-time waiver instructional assistant to work with students in small reading intervention groups. 12/02/ /16/2014 $3000, Instructional Assistant Total $22650 Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource Reading/Language Arts Development Family Reading Nights Differentiated Reading and Mathematics Instruction RAZ Kids Reading Computer Mathematics Enrichment Nine hours of Reading/Language Arts professional development for K, 1st and 6th grade teachers provided by the Warren County District Reading Consultant. Students and their parents will be invited to participate in at least three "Family Reading Night" activities throughout the school year. Parent Involvement Students receive differentiated reading and math instruction in small intervention/enrichment groups based on their needs. The Leveled Literacy Intervention will be used for Tier II and Tier III reading students. Making Math Magic and Math In Focus Reteaching Lessons will be used for Tier II and Tier III math students. For enrichment students will use the Scott-Foresman Above Level Leveled Readers, above level chapter books and Math In Focus Challenge Problems. Students will also use the following computer programs to increase fluency, vocabulary and comprehension: Lexia, MEMBEAN, FASTT Math, and Success Maker. Students will be placed in the RAZ Kids Reading Computer based on their STAR Reading scale score. Third grade students are participating in daily and/or weekly multiplication timed drills, Math Minutes, Success Maker and Fastt Math Computer programs. 09/03/ /19/2014 $30000 Elementary, District Reading consultant and teachers 09/27/ /19/2014 $100 Librarian, principal 10/29/ /19/2014 $31000 interventionist s, ESS Daytime Waiver Teacher, 08/07/ /19/2014 $300, Library Media Specialist 08/13/ /19/2014 $1500 computer lab aide, math interventionist s, principal and Page 16

19 Total $62900 No Activity Name Activity Description Activity Type Begin Date End Date Resource Literacy Team/ Communities Advisory Committee Meetings Vertical Review Team Meetings Lengthening Core Math Class time All teachers will participate on the Literacy Team and/or Communities to focus on implementation of the English/Language Arts Common Core Standards. Conduct monthly meetings of the Health and Wellness Advisory Council to assist with student, staff and parent health and wellness. The Health and Wellness Advisory Council includes the students, special education teacher, parents and community members. The Literacy Team will meet to develop a school wide writing plan, plan literacy activities and discuss strategies and students' formative reading and writing data. The Literacy Team includes the special education teacher, and the speech teacher. The Arts and Humanities Advisory Committee will meet monthly to implement the next steps of the program review process, plan the Arts Gala, discuss strategies for improving the fine art programs at CTE and to collect evidence for the A & H program review. The Arts and Humanities Advisory Committee includes the music teacher, art teacher, library media specialist, EL teacher and the. The K-3 Primary Advisory Committee will meet to implement the next steps of the primary progress review process, develop and implement a challenging primary, discuss formative assessment data, review progress monitoring data and plan developmentally appropriate activities to improve the primary program at CTE. The K-3 Primary Advisory Committee includes the primary, special education teacher, EL teacher and the preschool teacher. All teachers will meet in vertical program review team meetings to collaboratively plan and implement activities and to collect and document evidence on the school wiki site. Third grade math teachers will continue to incorporate a lengthened core mathematics class time of ninety minutes daily. Direct Instruction 08/07/ /19/2014 $0 09/04/ /19/2014 $0, FRC 09/04/ /19/2014 $0 08/08/ /19/2014 $0 Third grade Page 17

20 Literature Circles Leveled Literacy Intervention Development Increased Student Ownership of their Education Develop Guidance/Practical Living/Career Studies Special Education Mathematics and Intervention Writing Development PGES Development Special Education Reading Differentiated literature circles will occur for 30 minutes daily. Teachers will encourage the use of higher order questions and rich discussion between the students to increase comprehension of the texts. Coordiantor and reading interventionists received training in the Leveled Literacy Intervention. The District Reading Consultant will provide follow-up training, coaching and feedback to ensure the program is implemented with fidelity. Teachers will assist students with setting independent reading and math goals. Students will graph their progress in the leadership notebooks. During the school year the PL/CS team developed a new "Guidance/Career Studies". The PL/CS team is reviewing that and adding activities to address areas of weakness. During the school year the PL/CS team is developing a Health and Wellness and emphasizing the instruction of economics in the regular classrooms. Special education resource teachers use Making Math Magic, Math in Focus Reteaching Activities and various other supplementary materials to help students with disabilities gain competence in mathematics. 30 minutes of daily math intervention is provided by the special education teachers for all students with a disability in mathematics. Progress monitoring data is kept by the special education teachers. All teachers will participate in a writing training. Teachers will participate in six hours of professional development on the PGES. Special education resource teachers will use Reading Mastery and Corrective Reading to help students with disabilities gain competence in reading. 30 minutes of daily reading intervention is also provided by the special education teachers for all students with a disability in reading. Progress monitoring data is kept by the special education teachers. 08/30/ /19/2014 $0 3rd grade 09/21/ /19/2014 $0, Interventionist s, District Reading Consultant 08/30/ /19/2014 $0 students, FRC 08/07/ /19/2014 $0 Guidance Counselor, Health and PE teacher,, Parents, FRC 08/07/ /19/2014 $0 Special education resource 01/06/ /19/2014 $0 01/06/ /01/2014 $0, GRREC staff, teachers 08/07/ /19/2014 $0 special education resource teachers Page 18

21 Reading Progress Monitoring Teachers and interventionists will use STAR Reading Assessment data to facilitate instruction, to determine areas where reteaching is needed and to group students for intervention. Students will graph their reading progress on the STAR Reading Assessment in their Leadership notebooks. The STAR Reading Assessment is used as our district universal screener. Progress monitoring (using the STAR Reading Assessment) is conducted twice monthly for all students participating in a reading intervention group. school psychologist,, interventionists and students are analyzing individual progress data and setting goals for improvement. Diagnostic reports guide the instruction provided in intervention groups. Tier II and Tier III student data meetings are held every six to eight weeks for the purpose of reviewing student data, re-grouping of intervention students, planning instruction, and setting new student objectives. Alignment of Math In Focus to Common Core Standards Increased Teacher Communication/ Collaboration All mathematics teachers will participate in grade level PLCs and monthly vertical teams for alignment of the Math in Focus to the KACS. Teachers will document standards taught on the KACS Mathematics Placemats, identified gaps in instruction from grade level to grade level, and discuss strategies for closing the gaps. Teachers will meet in PLCs to analyze formative and summative reading and math assessment data, design and plan best practice instructional activities, and share progress on student mastery of the KY Core Reading and Math Standards. Teachers will also meet in monthly vertical team meetings to ensure alignment of the reading and math K-6th grade and identify gaps in reading and math instruction and plan strategies to close these instructional gaps. 08/14/ /19/2014 $0 interventionist s,, school psychologist, special education speech teacher 08/07/ /19/2014 $0 curiculum 09/04/ /17/2014 $0 Total $0 Title III Activity Name Activity Description Activity Type Begin Date End Date Resource EL After School English/Literacy Enrichment EL students will participate in an after school English and literacy enrichment program for one hour twice weekly. 09/03/ /19/2014 $5000 EL staff, WKU volunteers, FRC Page 19

22 EL Enrichment and Homework Help EL students are provided after school English enrichment and homework help two days per week. 09/03/ /19/2014 $5000 EL EL assistant, FRC Total $10000 FRYSC Activity Name Activity Description Activity Type Begin Date End Date Resource Family Outreach Night CTE will host a Family Outreach Night in the spring to Parent welcome incoming kindergarteners and their families. They Involvement will tour the school, meet the kindergarten visit the kindergarten classrooms and take a ride on a school bus. A Warren County District Pre-school Consultant will discuss the Brigance Early Childhood Screener. Community Outreach to families CTE will increase our community outreach to incoming kindergarten families by posting the K Readiness Brochure on our school website. CTE's Family Resource will also visit licensed childcare providers in our school community to share information and the K Readiness Brochure with these families. In addition the FRC and preschool teacher will walk through Cumberland Trace neighborhoods sharing preschool information and kindergarten readiness brochures. Parent Involvement 04/14/ /23/2014 $100 Preschool Consultant 04/14/ /30/2014 $300 FRC, Librarian Total $400 Page 20