Comprehensive School Improvement Plan Madison County Abigail White 1442 Robert R. Martin Bypass Richmond, KY 40475 Document Generated On January 18, 2017
TABLE OF CONTENTS Introduction 1 Phase I - Equitable Access to Effective Educators School Diagnostic Introduction 3 Equitable Access to Effective Educators - School 4 Phase I - The Missing Piece Introduction 8 Stakeholders 9 Relationship Building 10 Communications 11 Decision Making 13 Advocacy 15 Learning Opportunities 16 Community Partnerships 17 Reflection 18 Report Summary 19 Improvement Plan Stakeholder Involvement Introduction 21 Improvement Planning Process 22
Phase I - Needs Assessment Introduction 24 Data Analysis 25 Areas of Strengths 26 Opportunities for Improvement 27 Conclusion 28 GME Comprehensive School Improvement 2016-17 Overview 30 Goals Summary 31 Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and students from 51.5% to 64.6% in 2019. 32 Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 42.0% to 57.4% in 2019. 33 Goal 3: Increase the percentage of programs that are Proficient/Distinguished from 69.0% to 82.8% by 2020. 34 Goal 4: Reduce the percentage of students scoring novice in reading and math from 24.7% in 2015 to 12.4% in 2020. 35 Activity Summary by Funding Source 37 Phase II - KDE Assurances - Schools Introduction 41 Assurances 42 Phase II - KDE Compliance and Accountability - Schools Introduction 48
Planning and Accountability Requirements 49 Executive Summary Introduction 59 Description of the School 60 School's Purpose 62 Notable Achievements and Areas of Improvement 63 Additional Information 64
Introduction The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component. Needs Assessment: http://education.ky.gov/school/csip/documents/effective%20needs%20assessment.pdf Goals: http://education.ky.gov/school/csip/documents/effective%20kbe%20goals.pdf Objectives: http://education.ky.gov/school/csip/documents/effective%20school%20objectives.pdf Strategies: http://education.ky.gov/school/csip/documents/effective%20strategies.pdf Activities: http://education.ky.gov/school/csip/documents/effective%20activities.pdf Executive Summary: http://education.ky.gov/school/csip/documents/effective%20executive%20summary.pdf KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan. SY 2016-2017 Page 1
Phase I - Equitable Access to Effective Educators School Diagnostic SY 2016-2017 Page 2
Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky s Plan Submitted to U.S. Education Department http://education.ky.gov/teachers/pges/documents/teacher%20equity%20plan.pdf SY 2016-2017 Page 3
Equitable Access to Effective Educators - School Label Assurance Response Comment Attachment School Equity Data (1) Complete the School Equity Data tab for this I diagnostic. Include at least one other selfselected indicator for consideration. e that I have acknowledg *Self-selected data could come from a variety of uploaded sources. It should be relevant to the needs of the School the school. Examples could include: principal, Equity Data. teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below: Equitable Access Diagnostic Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators. Minority, students from poverty, English Language Learners, and students with disabilities receive instruction from the same certified teachers that all students receive. Our ELL students receive additional support from ELL instructors, and our students with disabilities receive support services from special education teachers and para-professionals. Students from poverty have access to resources to assist in reducing barriers that hinder their academic success such as assistance from the Family Resource Center. The majority of teachers have more than 4 years of teaching experience. Students in the identified subgroups have the same access to highly qualified teaching staff as the rest of our student population. We have 1 teacher that is Nationally Board Certified, as identified in the self-selected indicator section, and 2 teachers are currently completing their National Board Certification. Qualified teachers are distributed across grade levels, and their area of expertise is considered when making the teaching assignment. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included. One identified barrier for our students living in poverty is attending school regularly to receive the core instruction and support services they need on a regular basis. Some of the students in this subgroup move frequently within the district and elsewhere making it difficult for access to uninterrupted and consistent instruction. Our minority and English Language Learner students do not have access to teaching staff reflective of their cultural backgrounds. Teacher and staff candidates applying for available positions at our school are not representative of our school demographics. SY 2016-2017 Page 4
Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I GME Equity Goals school's most recent measures in the Equity tab acknowledg of the School Report Card to set equitable access goals for the next three years. The measures include: Working Conditions, Overall Teacher and Leader Effectiveness, Overall Student Growth, Percentage of new and KTIP e that I have uploaded the School Equity Goal Data. teachers, and Percentage of Teacher Turnover. ***Goals should reflect an analysis of barriers, root causes and strategies. Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, jobembedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities. OR The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities. The school may choose to provide an optional narrative response to include any additional information, but this is not required. Goal 1: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 42.0% to 57.4% in 2019. Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 42.0% to 57.4% by 05/31/2017 as measured by KPREP. Strategy1: Teacher Placement - Placement of teachers will reflect access to low income, minority, LEP, and special education students. Category: Management Systems Research Cited: SY 2016-2017 Page 5
Activity - Student Placement Students for each grade level will be assigned to teachers reflecting a diverse, heterogeneously group of students in each class. Information regarding student gender, academic, special education, behavior and social needs are written on information sheets then distributed to teachers randomly yielding a diverse placement of students to each grade level teacher. Activity Type Policy and Process Begin Date End Date 01/01/2017 12/31/2017 Funding Amount & Source $0 - No Funding Required Staff Responsible Principal, Guidance Counselor, Classroom Teachers SY 2016-2017 Page 6
Phase I - The Missing Piece SY 2016-2017 Page 7
Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions. SY 2016-2017 Page 8
Stakeholders What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Certified Teachers, Classified Staff, Guidance Counselor, FRC Director and SBDM Council SY 2016-2017 Page 9
Relationship Building Overall Rating: 3.0 2.1 Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Parents report that school staff understands and demonstrates how strong relationships with parents contribute to effective teaching and learning. Proficient 2.2 School staff implements systematic steps to welcome the parents of new and English as-a- Second-Language (ESL) students (for example, using home visits, personal calls or letters, open houses and/or other methods). School staff implements systematic steps to welcome the parents of new and ESL students (for example, using home visits, personal calls or letters, open houses, and/or other methods). Proficient 2.3 Parents and other stakeholders report that they are actively welcomed when they visit the school. Parents and other stakeholders report that they are actively welcomed when they visit the school. Proficient 2.4 School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. School staff implements systematic steps to encourage parents to attend school activities and participate in decisions about their children's learning. Proficient 2.5 School staff involves parents in personal communication about their students' progress at least once a month. District and school staffs encourage continuous and meaningful communication with all parents about their student s academic goals and progress. Distinguished 2.6 School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. School staff completes needs assessment with all parents to determine resources necessary for their child's academic success. Proficient 2.7 All parents are asked for feedback on the Staff occasionally asks for feedback on school s Apprentice school's efforts to welcome and engage parents efforts to welcome and engage parents, in an and the feedback is used to improve the school's efforts. informal or casual way with no regular data collection. SY 2016-2017 Page 10
Communications Overall Rating: 2.43 3.1 School staff implements systematic efforts to inform parents about academic goals, class work, grades and homework for their children in their home language. (For example, classroom contracts, student assignment books, homework websites, and online grade books). Multiple two-way communications in the home language are used to communicate academic goals, class work, and homework, and grades. (See Proficient Examples) Distinguished 3.2 School staff offers varied ways that parents can share information with teachers about their children's learning needs. (For example, phone and e-mail contacts, offering parent conferences, making home visits, or other methods). School staff offers varied ways to that parent can see share information with teachers about their children s learning needs. (For example, phone and email contact, offering parent conferences, and making home visits). Proficient 3.3 School staff partners with community leaders and organizations to build parent understanding of academic expectations, school strategies, and student achievement results. School staff rarely provides general information to the community about academic expectations of students. Novice 3.4 School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. School staff offers parents opportunities to discuss school-wide achievement issues, including assessment data, at least once a semester. Proficient 3.5 School staff implements systematic efforts to maximize parent-teacher conference participation. (For example, offering multiple locations, convenient times, follow-up with parents who do not reply to first notices, and opportunities for student-led conferences). School staff implements systematic efforts to maximize parent-teacher conference participation. (For example, offering multiple locations, convenient times, follow-up with parents who do not reply to first notices, opportunities for student-led conferences). Proficient 3.6 At least 50 percent of parents respond to annual school and/or district stakeholder surveys. District-wide stakeholder surveys are given to parents and teachers encourage parents to respond. Apprentice SY 2016-2017 Page 11
3.7 Stakeholder survey data is consistently used to plan school improvement efforts and to evaluate their effectiveness. School staff develops a short survey that is distributed to parents, response rate is low and results are not shared with all stakeholders. Novice SY 2016-2017 Page 12
Decision Making Overall Rating: 1.57 4.1 The school staff offers professional learning Parents elected to serve on school council and Apprentice community opportunities, workshops, and easily some other parents who serve on SBDM accessible written information to equip parents for service on the SBDM council and committees are invited to attend training offered by school or district. committees. 4.2 School council and committees facilitate broad parent participation by actively recruiting diverse membership, providing interpreters and translated materials when needed, setting convenient meeting times, and seeking wide parent input. At least 40 percent of parents vote in SBDM parent election. School council has parent members as required Novice by law, parents are not asked to serve on committees, meeting time and place is determined by principal. Low voter turnout for SBDM parent election. 4.3 Parents on the SBDM council and committees engage and mentor many other parents by reporting to multiple groups and seeking input through surveys, meetings, and varied other methods. School council chair sends council minutes to largest parent organization with no follow-up. Novice 4.4 The school council adopts measurable objectives and plans coherent strategies to build authentic parent participation, and the school council monitors the implementation and impact of that work. School council has some parent involvement components and action items that deal with specific academic areas. Little or no funding is provided. Little or no implementation and impact checking is done. Apprentice 4.5 School council policies ensure active roles for parents on SBDM council and committees, and other groups making decisions about school improvement. School council does not encourage parent participation on SBDM committees or school planning. Novice 4.6 Parents report that they are treated as valued partners on school leadership teams, SBDM Parents report that they are sometimes encouraged to take part in discussions about Apprentice council and committees, the school council, and school improvement. other groups making decisions about school improvement. SY 2016-2017 Page 13
4.7 School staff has a plan to identify new and experienced parent leaders who support and build capacity for parents to serve effectively on the school council and committee work. School staff provides opportunities for outgoing parent council members to meet with new parent council members to share knowledge of serving on the council. Apprentice SY 2016-2017 Page 14
Advocacy Overall Rating: 2.33 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to advocate, or speak up for them, regarding the student's academic goals and individual needs. and/or another adult who knows how to advocate, or speak up for them, regarding the students academic goals and learning needs. 5.2 Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Most parents participate actively in student led conferences or other two-way communication about meeting their child's individual learning needs. Proficient 5.3 Parents report participating actively and effectively in required planning for individual learning, for example, Individual Education Parents report that they are invited to attend meetings to discuss Individual Education Plans, Individual Learning Plans, 504 plans and/or Apprentice Plans, Individual Learning Plans, Gifted Student intervention strategies. Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). 5.4 School staff gives parents clear, complete information on the procedures for resolving concerns and filing complaints, and the council reviews summary data on those complaints to identify needed improvements. Teachers handle parent complaints but outcomes are not tracked or reported. Novice 5.5 School staff ensures that parents and community members are well informed about how to become educational advocates, or how to access a trained educational advocate when needed. School staff ensures that parents and community members are well informed about how to become an educational advocate or how to access an educational advocate when needed. Proficient 5.6 As students are identified by school staff as having disabilities or performing at the novice level, additional intentional steps are taken to ensure that parents have the option to use a trained advocate to assist them in speaking for their child's needs. Novice level students are identified by school staff to receive targeted strategies for academic improvement. Parents are informed of the strategies but do not receive training on how to use those strategies or how progress will be measured. Apprentice SY 2016-2017 Page 15
Learning Opportunities Overall Rating: 2.0 6.1 Parents have multiple opportunities to learn about and discuss the following: - Kentucky standards and expectations for all students - The school's curriculum, instructional methods, and student services - The school's decisionmaking process, including opportunities for parents to participate on SBDM councils and committees - Their children's learning and development, along with legal and practical options for helping their children succeed, such the IEP and/or ILP process - Community resources to support learning - Opportunities to participate in state and district school improvement efforts, such as forums, committees, and surveys. School provides open house and family nights for some parents to learn about: Kentucky standards and expectations for all students. School's curriculum, instructional methods, and student services. School's decision-making process, including opportunities for parents to participate on councils and SBDM committees. Their children's learning and development, along with legal and practical options for helping their children succeed such as participation in IEP and/or ILP process. Community resources to support learning. Apprentice 6.2 School staff makes systematic use of written communications (for example, newsletters, websites, and bulletin boards) to help parents understand their own children's progress and the progress of the school. School staff makes systematic use of written communications (for example, newsletters, Web sites, bulletin boards) to help parents understand their own children's academic progress and the progress of school. Proficient 6.3 School staff displays proficient student work with scoring guides to demonstrate academic expectations to parents and students, and updates the displays regularly. School staff exhibits some student work with scoring guide and proficient level work. Apprentice 6.4 School staff offers parent workshops and meetings in convenient locations to help parents develop skills in supporting their children's learning and the school's improvement efforts. School staff offers targeted parent workshops and meetings to help parents develop skills to support their child's learning. Apprentice 6.5 School council has a classroom observation policy that welcomes families to visit all classrooms. School staff allows parents to visit regular education classrooms upon request. There is no school policy. Novice 6.6 School staff develops parent leaders who contribute regularly to other parents' understanding and who help meet other parent learning needs. School staff relies on the parent organizations to provide learning opportunities for parent leadership. Apprentice SY 2016-2017 Page 16
Community Partnerships Overall Rating: 2.5 7.1 School leadership regularly shares information on student achievement and involves business and community leaders in school improvement efforts. School leadership informs the community once a year about student achievement. (For example, letters to editor or newspaper article). Novice 7.2 School leadership develops partnerships with several businesses, organizations, and agencies to support student learning and create mentors for students and parents. District and school staff leverages all partnerships to gain maximum benefit to support all students learning from the human and financial resources available. Distinguished 7.3 School leadership collaborates with employers to support parent and volunteer participation in students' education. Employer-partners adopt practices to promote and support parent and volunteer participation in students' education. Apprentice 7.4 School staff collaborates with businesses, organizations, and agencies to address individual student needs and shares that information with parents. School staff occasionally collaborates with community agencies to address individual student needs. Information is provided to parents upon request. Apprentice 7.5 Parents make active use of the school's resources and community resources and report that they provide meaningful help to resolve family challenges that could interfere with student learning. (For example, FRYSC or Title I coordinators connect family with community resources and follow up). Parents make active use of school and community resources and report that they provide meaningful help to resolve family challenges that could interfere with student learning. (For example, FRYSC or Title 1 coordinators connect family with community resources and follow up). Proficient 7.6 School staff offers and publicizes communitybased learning activities aligned with the curriculum, such as tutoring linked to the curriculum and internships, for all students and parents. School staff offers and publicizes communitybased learning activities, such as tutoring linked to the curriculum, for all students and parents. Proficient SY 2016-2017 Page 17
Reflection Reflect upon your responses to each of the Missing Piece objectives. In answering several of the Missing Piece objectives, I realize we need to take additional steps to involve our parents/caregivers in educating their child. However, parent interest and participation has been low over the past several years. We will have to explore options to ensure parent involvement. SY 2016-2017 Page 18
Report Summary Scores By Section Section Score 1 2 3 4 Relationship Building 3 Communications 2.43 Decision Making 1.57 Advocacy 2.33 Learning Opportunities 2 Community Partnerships 2.5 Sections SY 2016-2017 Page 19
Improvement Plan Stakeholder Involvement SY 2016-2017 Page 20
Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY 2016-2017 Page 21
Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. Stakeholders were made aware of the process through email, newsletters and meetings after school. Members were assigned to committees based on their talents and areas of interests. Meetings had to be held after school to accomodate schedules. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. Teachers from various grades/departments, SBDM Council Members, Math and Reading Interventionists assisted in determining strategies and activities to be included in the planning process. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. Stakeholders received communication after each working meeting, and the final improvement plan was communicated at a faculty meeting and placed on our webpage. Every staff member received the final copy. SY 2016-2017 Page 22
Phase I - Needs Assessment SY 2016-2017 Page 23
Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY 2016-2017 Page 24
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? Our school is utilizing data from classroom formative/summative assessments, anecdotal notes, I Ready and KPREP to determine mastery of content standards. Data results from the variety of sources assist in determining differentiated student grouping and targeting individual learning needs of students. Data points are shared with the SBDM Council on a regular schedule so the members will have input in determining next steps. The 2016 KPREP student performance data tells us that we need to address students with disability obtaining proficiency. The data does not provide information for non-academic indicators such as attendance, parent involvement and student behavior/conduct. The 2015 Tell Survey indicates that teachers receive adequate resources, support from administration, and work in a positive culture and climate. The Tell Survey did indicate teachers would prefer to have more individualized professional development opportunities throughout the school year. SY 2016-2017 Page 25
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? The 2016 KPREP Achievement data indicates that we improved from the 2015 school year by 6 points. We have implemented a school-wide RTI block that gives teachers and support staff an opportunity to address skill deficits with each student. Teachers continue to analyze data results during weekly Professional Learning Communities to determine next instructional steps to take with students. The 2015 Tell Survey revealed teacher satisfaction with working conditions and environment, and school administration. SY 2016-2017 Page 26
Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Analysis of 2016 KPREP data indicates the need for improvement in writing instruction. Teacher leaders have attended training for on demand and constructed response writing. The information is being shared with the entire teaching staff during PD sessions. Additional improvement is needed in reading and math. Students are completing I Ready lessons on line to improve in these areas. The entire staff will continue to assist with our school-wide RTI Block to address specific learning needs of individual students. SY 2016-2017 Page 27
Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Continuation of processes currently in place will continue throughout the year. Data results will be discussed in weekly PLC meetings, monthly SBDM meetings and monitoring of systems and processes will occur by school administration. The processes and routines established as components of The Leader in Me will continue as positive influences on our climate/culture and addressing additional nonacademic components. SY 2016-2017 Page 28
GME Comprehensive School Improvement 2016-17 SY 2016-2017 Page 29
Overview Plan Name GME Comprehensive School Improvement 2016-17 Plan Description SY 2016-2017 Page 30
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 Funding 1 Increase the averaged combined reading and math K-PREP scores for elementary and students from 51.5% to 64.6% in 2019. Objectives: 1 Strategies: 2 Activities: 3 Organizational $20000 2 Increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 42.0% to 57.4% in 2019. 3 Increase the percentage of programs that are Proficient/Distinguished from 69.0% to 82.8% by 2020. 4 Reduce the percentage of students scoring novice in reading and math from 24.7% in 2015 to 12.4% in 2020. Objectives: 1 Strategies: 3 Activities: 3 Objectives: 1 Strategies: 1 Activities: 2 Objectives: 1 Strategies: 1 Activities: 1 Organizational $2500 Organizational $0 Organizational $0 SY 2016-2017 Page 31
Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and students from 51.5% to 64.6% in 2019. Measurable Objective 1: collaborate to increase the overall reading and math scores for Glenn Marshall Elementary School students from 51.5% to 64.6% by 05/30/2017 as measured by K- PREP. Strategy 1: Response to Intervention Plan - Teachers will identify students needing additional instruction and support for mastery of basic skills from I Ready, Fountas and Pinnell, AVMR data and classroom formative assessments. A scheduled time for response to intervention in 1st-5th grades will occur for 30 minutes four days a week. All certified and classified staff will assist students during this set time. Teachers and support staff will review data weekly during PLC meetings to determine student groupings and next instructional steps. Category: Learning Systems Research Cited: This process is a multi-tiered instructional approach to meet the students at their identified instructional level. Activity - Data Driven Instruction Activity Type Begin Date End Date Resource Assigned All instructional staff will analyze student data during weekly PLC meetings to adjust teaching to advance student learning and plan intervention lessons as needed. Flexible groups will be changed frequently based on skill, need and progress data. All staff members will work with students one-on-one or in a small group depending on the level of non-mastery by skill. Academic Support Program Source Of Funding 01/01/2017 12/31/2017 $10000 Title I Schoolwide Staff Responsible First through Fifth Grade Teachers, Related Arts Teachers, Title I Instructional Assistants, Reading and Math Intervention Teachers, Special Education Teachers, Extended School Services Teacher, Guidance Counselor and Principal. Activity - Instructional Strategies Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 32
Teachers will meet weekly during grade level Professional Learning Communities to share strategies with one another and analyze data. The teachers will use the analyzed data to flexibly group students in order to reteach skills not mastered. Flexible grouping will continue to be visible throughout the building at the Tier I and Tier II levels. Interventionists will be invited to grade level PLC meetings in order to assist with strategies for re-teaching and to assist with creating flexible groups. Academic Support Program 01/01/2017 12/31/2017 $5000 Title I Schoolwide Classroom teachers, Title I Instructional Assistants, Related Arts Teachers, Math Interventionist, Reading Recovery Teacher, Extended School Services Teacher Strategy 2: FRC Support - Collaboration with the school and parents to reduce barriers in the educational process directly impacting/impeding student learning and/or growth. Category: Continuous Improvement Activity - Collaboration with Guardians/Staff Activity Type Begin Date End Date Resource Assigned The FRC Director and Family Service Worker collaborates with the school Community to reduce social, emotional and academic barriers which may impede a Engagement child's growth at the school level. The FRC provides students and families with assistance during period of time when resources are limited. The FRC staff also communicates with families via phone, e-mail and by conducting home visits to reduce barriers to student success. Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 42.0% to 57.4% in 2019. Source Of Funding Staff Responsible 01/01/2017 12/31/2017 $5000 Other FRC Director, Family Service Worker, Principal, Guidance Counselor, Staff and Community Volunteers. Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 42.0% to 57.4% by 05/31/2017 as measured by KPREP. Strategy 1: Progress Monitoring - Teachers will use student assessment results from a variety of sources to determine the best instructional practices needed for individual students. SY 2016-2017 Page 33
Category: Continuous Improvement Activity - Analysis of Student Achievement Activity Type Begin Date End Date Resource Assigned Teachers will organize student assessment results in a data notebook for ease of reference and communication with other teachers and support staff for making ongoing modifications to instruction and development of individualized RTI instructional practices. Strategy 2: Technology Use - Increase the amount of time students spend on computer programs for reading and math instruction. Category: Learning Systems Policy and Process Source Of Funding Staff Responsible 01/31/2017 12/31/2017 $0 General Fund All certified teachers, instructional assistants, principal, guidance counselor Activity - Technology Integration Activity Type Begin Date End Date Resource Assigned Classroom teachers will follow an assigned computer lab schedule for students to complete math and reading lessons in I Ready. Source Of Funding Technology 01/01/2017 12/31/2017 $2500 Title I Schoolwide Staff Responsible Classroom Teachers, Guidance Counselor, Principal Strategy 3: Teacher Placement - Placement of teachers will reflect access to low income, minority, LEP, and special education students. Category: Management Systems Activity - Student Placement Activity Type Begin Date End Date Resource Assigned Students for each grade level will be assigned to teachers reflecting a diverse, heterogeneously group of students in each class. Information regarding student gender, academic, special education, behavior and social needs are written on information sheets then distributed to teachers randomly yielding a diverse placement of students to each grade level teacher. Policy and Process Source Of Funding 01/01/2017 12/31/2017 $0 No Funding Required Staff Responsible Principal, Guidance Counselor, Classroom Teachers Goal 3: Increase the percentage of programs that are Proficient/Distinguished from 69.0% to 82.8% by 2020. SY 2016-2017 Page 34
Measurable Objective 1: collaborate to maintain the percentage of programs that are Proficient/Distinguished at 100% by 06/01/2017 as measured by the Next-Generation Instructional Programs and Support (Program Review) formula. Strategy 1: Collaborative Support - Elementary school Physical Education teachers will meet during scheduled district professional development days to create units of study, lessons and assessments. Category: Professional Learning & Support Activity - Professional Learning Activity Type Begin Date End Date Resource Assigned Elementary school Physical Education teachers will meet during scheduled district professional development days to create units of study, lessons and assessments. Professional Learning Source Of Funding 01/01/2017 12/31/2017 $0 No Funding Required Activity - Collaboration Activity Type Begin Date End Date Resource Assigned Related arts teachers will collaborate with general education/special education teachers to provide quality instruction addressing the areas within the Program Review. Academic Support Program Source Of Funding 01/01/2017 12/31/2017 $0 No Funding Required Staff Responsible Physical Education Teacher, Principal Staff Responsible Related Arts Teachers, Classroom Teachers, Guidance Counselor, Principal Goal 4: Reduce the percentage of students scoring novice in reading and math from 24.7% in 2015 to 12.4% in 2020. Measurable Objective 1: collaborate to reduce the percentage of students scoring novice in reading and math from 22.8% to 19.9% by 05/31/2017 as measured by K-PREP. Strategy 1: Response to Intervention - Teachers will identify students needing additional instruction and support for mastery of basic skills from I Ready, Fountas and Pinnell, AVMR data and classroom formative assessments. The data results will be utilized by certified and classified staff during the school-wide Response to Intervention block to address the academic needs of all students. Teachers will also work with individual and small groups of students during classroom instruction. Category: Continuous Improvement SY 2016-2017 Page 35
Activity - Response to Intervention Activity Type Begin Date End Date Resource Assigned Individual Student Learning Needs Academic Support Program Source Of Funding 01/01/2017 12/31/2017 $0 No Funding Required Staff Responsible Teachers, Instructional Assistants, Paraeducators, Principal SY 2016-2017 Page 36
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Instructional Strategies Teachers will meet weekly during grade level Professional Academic Learning Communities to share strategies with one another Support and analyze data. The teachers will use the analyzed data Program to flexibly group students in order to re-teach skills not mastered. Flexible grouping will continue to be visible throughout the building at the Tier I and Tier II levels. Interventionists will be invited to grade level PLC meetings in order to assist with strategies for re-teaching and to assist with creating flexible groups. Data Driven Instruction All instructional staff will analyze student data during weekly PLC meetings to adjust teaching to advance student learning and plan intervention lessons as needed. Flexible groups will be changed frequently based on skill, need and progress data. All staff members will work with students one-on-one or in a small group depending on the level of non-mastery by skill. Academic Support Program Staff Responsible 01/01/2017 12/31/2017 $5000 Classroom teachers, Title I Instructional Assistants, Related Arts Teachers, Math Interventionist, Reading Recovery Teacher, Extended School Services Teacher 01/01/2017 12/31/2017 $10000 First through Fifth Grade Teachers, Related Arts Teachers, Title I Instructional Assistants, Reading and Math Intervention Teachers, Special Education Teachers, Extended School Services Teacher, Guidance Counselor and Principal. SY 2016-2017 Page 37
Technology Integration Classroom teachers will follow an assigned computer lab schedule for students to complete math and reading lessons in I Ready. Technology 01/01/2017 12/31/2017 $2500 Classroom Teachers, Guidance Counselor, Principal Total $17500 No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Professional Learning Elementary school Physical Education teachers will meet Professional during scheduled district professional development days to Learning create units of study, lessons and assessments. Collaboration Other Related arts teachers will collaborate with general education/special education teachers to provide quality instruction addressing the areas within the Program Review. Academic Support Program Student Placement Students for each grade level will be assigned to teachers reflecting a diverse, heterogeneously group of students in each class. Information regarding student gender, academic, special education, behavior and social needs are written on information sheets then distributed to teachers randomly yielding a diverse placement of students to each grade level teacher. Policy and Process Response to Intervention Individual Student Learning Needs Academic Support Program Staff Responsible 01/01/2017 12/31/2017 $0 Physical Education Teacher, Principal 01/01/2017 12/31/2017 $0 Related Arts Teachers, Classroom Teachers, Guidance Counselor, Principal 01/01/2017 12/31/2017 $0 Principal, Guidance Counselor, Classroom Teachers 01/01/2017 12/31/2017 $0 Teachers, Instructional Assistants, Paraeducators, Principal Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Staff Responsible SY 2016-2017 Page 38
Collaboration with Guardians/Staff The FRC Director and Family Service Worker collaborates with the school to reduce social, emotional and academic barriers which may impede a child's growth at the school level. The FRC provides students and families with assistance during period of time when resources are limited. The FRC staff also communicates with families via phone, e-mail and by conducting home visits to reduce barriers to student success. Community Engagement 01/01/2017 12/31/2017 $5000 FRC Director, Family Service Worker, Principal, Guidance Counselor, Staff and Community Volunteers. Total $5000 General Fund Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Analysis of Student Achievement Teachers will organize student assessment results in a data notebook for ease of reference and communication with other teachers and support staff for making ongoing modifications to instruction and development of individualized RTI instructional practices. Policy and Process Staff Responsible 01/31/2017 12/31/2017 $0 All certified teachers, instructional assistants, principal, guidance counselor Total $0 SY 2016-2017 Page 39
Phase II - KDE Assurances - Schools SY 2016-2017 Page 40
Introduction KDE Assurances - School SY 2016-2017 Page 41
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 Academic Programs 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 N/A 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 Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes Teachers retain highly qualified 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 SY 2016-2017 Page 42
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 Label Assurance Response Comment Attachment Schoolwide Planning The school incorporated the ten schoolwide planning criteria into the existing school improvement planning process. Yes Label Assurance Response Comment Attachment Professional Development The school planned or provided appropriate professional development activities for staff members who will be serving students. Yes Label Assurance Response Comment Attachment Comprehensive Plan The school an annual evaluation that addresses Yes 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 Label Assurance Response Comment Attachment Instructional Strategies The school planned and developed research based instructional strategies to support and assist identified students. Yes 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 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 SY 2016-2017 Page 43
Label Assurance Response Comment Attachment Schoolwide Activities The school planned activities to coordinate and integrate with other federal, state, and local programs. Yes 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 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 Label Assurance Response Comment Attachment Federal Program Funds The school allocated and spent federal program Yes 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 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. Yes 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 Label Assurance Response Comment Attachment Professional Development The school planned or provided appropriate professional development activities for staff members who serve identified Title I students. Yes SY 2016-2017 Page 44