TYPE OF GOAL Proficiency Goal GOAL: Goal 1: By the end of the 2021-22 school year, Sanders Elementary will increase the percentage of students scoring at the Proficient/Distinguished level to 60.3% in Reading and 55.7% in Math and will decrease novice by 25%. GAP Goal Goal 2: By the end of the 2021-22 school year, Sanders Elementary will increase the percentage of GAP group non-duplicated students scoring at the Proficient/Distinguished level to 57.1% in Reading and 53.3% in Math and will decrease novice by 25%. Growth Goal Transition Goal Goal 3: By the end of the 2021-22 school year, Sanders Elementary will increase the percentage of students meeting their expected growth by 5% in Reading and Math, as measured by MAP. (Baseline data being collected in 2017-18) Goal 4: By the end of the 2021-22 school year, Sanders Elementary will increase the percentage of students scoring at the Proficient/Distinguished level in Language Mechanics to 64.2%, Writing to 50.5%, and Social Studies to 61.8%. Sanders 2017-18 Goal Builder OBJECTIVE: Objective 1: By the end of the 2017-18 school year, our school will increase the percentage of students scoring at the Proficient/Distinguished level to 52.7% in Reading and will decrease novice by 5%. Objective 2: By the end of the 2017-18 school year, our school will increase the percentage of students scoring at the Proficient/Distinguished level to 47.2% in Math and will decrease novice by 5%. Objective 1: By the end of the 2017-18 school year, our school will increase the percentage of Gap group non-duplicated students scoring at the Proficient/Distinguished level to 48.9% in Reading and 44.4% in Math and decrease novice by 5%. Objective 2: By the end of the 2017-18 school year, our school will increase the percentage of African American students scoring at the Proficient/Distinguished level to 26% in Reading and 24.3% in Math and will decrease novice by 5%. Objective 3: By the end of the 2017-18 school year, our school will increase the percentage of Disability students with an IEP scoring at the Proficient/Distinguished level to 26.3% in Reading and 16.6% in Math and will decrease novice by 5%. Objective 1: By the end of the 2017-18 school year, 85% of students will meet their expected Fall to Spring growth in Reading and Math as measured by MAP. By the end of the 2017-18 school year, our school will increase the percentage of students scoring at the Proficient/Distinguished level to 57.4% in Language Mechanics and will decrease novice by 5%. By the end of the 2017-18 school year, our school will increase the percentage of students scoring at the Proficient/Distinguished level to 41.1% in Writing and will decrease novice by 5%. By the end of the 2017-18 school year, our school will increase the percentage of students scoring at the Proficient/Distinguished level to 54.5% in Social Studies will decrease novice by 5%.
GOALS ASSOCIATED: STRATEGY: ACTIVITIES: MEASURE OF SUCCESS 1A: UK Next Generation training to identify critical attributes of next gen schools, apply design thinking as we listen to our students, learn about how deeper learning leads to equity, dive deep into key core work processes, learn about the graduate profile, identify the most essential skills for success. STRATEGY 1: Develop educator leaders in deeper learning strategies through standards-based teaching and differentiation. (KCWP 1, 2, 3, 4, 5, 6) 1B: Buck Institute Cohort PBL-101- To develop deeper learning competencies required for success in college, career, and civic life. Educate their hearts and minds, and provide real-world relevance for learning. Students will understand content more deeply, remember what they learn and retain it longer. -Develop a graduate profile -Continue to refine student exhibitions of learning -Making sure ALL students are developing these skills -Relationship between inquiry & deeper learning -Create plans for new Project Based Learning Opportunities for our students -Refine or re-think our current plan for grade level PBL -Active, not passive, student engagement -Real-world activities PROGRESS MONITORING level Professional Development training -Gold day and faculty collaboration PD sessions -Demonstrations of learning -Passion Projects level Professional Development training -Gold day and faculty collaboration PD sessions -Successful family nights with more student choice in exhibitions - Students are better able to apply what they know and can do to new situations RESPONSIBLE classroom teachers, ILT PBL teacher leaders, ILT FUNDING: STRATEGY 2: Develop a teacher support/professional development system that improves instruction and teacher satisfaction. (KCWP 5 & 6) 1C: Math Design Collaborative participation to use evidence of learning to adapt teaching and learning to meet immediate learning needs minute-to-minute and day by day. 2A: The coaches will participate in district ELA and Math cycle professional development, as well as differentiated instruction, and assessment literacy. -Design and implement formative assessment lessons & tasks -Students are engaged in a productive struggle with mathematics The coaches will share new learning with staff during embedded PLC, faculty meetings, gold day, and other PD opportunities level Professional development -Participation in district walkthroughs -Walkthrough reflections -GCC walkthroughs -Participation in walkthroughs level PD -Gold day & faculty collaboration agendas -Survey of staff -PD plans with survey results used in planning GCC, 4 th Grade Coaches, Admin 2B: We will match newer teachers with experienced teachers to provide instructional and teacher support for developing best practices across the school. Teacher turnover rate reduction -Ongoing -Reflective Practices ILT
2C: Survey the staff to help plan for faculty collaboration and professional development needs. 2D: Primary & a number of intermediate teachers will participate in the Bellarmine Literacy Academy to increase their knowledge of research-based culturally responsive literacy instruction. Each teacher will receive 6-12 graduate level credit hours as they build background knowledge in five important areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. 2E: Participate in professional development sessions regarding culturally responsive practices and novice reduction strategies to implement during their daily interactions with students to decrease the number of students scoring novice. These strategies include, but are not limited to: effective feedback, guided notetaking, mind frames, data notebooks, zone of proximal development, direct instruction, gradual release of responsibility, metacognitive strategies, front-loading, etc. 2F: Conduct staff PD, during faculty collaboration and embedded PLC, on utilizing the MAP student profile to differentiate learning for all students. -Survey results used to plan PD -Evidence of the five important areas of literacy instruction -Guided Reading Groups -Vocabulary Use -Intentional, explicit strategy instruction -Decrease in novice -Intentional use of strategies in the classroom -PLCs examine MAP data for assessment discussion, flexible grouping students, & differentiated instruction level PD -Gold day & faculty collaboration agendas -Survey of staff -PD plans with survey results used in planning Kagan Strategy PD -PLC, Faculty Collaboration, and Gold Day Agendas & Minute -Data points throughout the year -Walkthroughs -Observations level PD -Faculty Agendas -Walkthroughs -Teacher attendance at faculty collaboration & embedded PLC -Teacher use of student profile to plan differentiated learning Coaches, Admin RTI Lead,, Literacy Coach ILT,
STRATEGY 3: Develop our capacity in utilizing MAP and formative assessment data for personalizing instructional strategies and interventions. (KCWP 2, 4, 5) 2G: Provide teachers with cooperative learning strategies professional development on learning styles and lesson delivery methods during faculty collaboration, PLCs and/or Gold Day. 2H: Members of ILT will attend district Kagan strategy PD on learning styles and lesson delivery methods. 2I: Principal and coaches will attend Area 1 training and along with other coaches, they will create upcoming PD for staff. 3A: Monitor student assessment results, including MAP results, during PLCs and embedded PLC. Assessment results will be used to identify gaps in student learning and determine appropriate interventions & enrichments. WIN (What I need) groups will be planned during grade level PLC's using data analysis results and will be used to help move students based on their needs. 3B: The principal and a number of certified staff will attend district provided MAP training. 3C: Create MAP Summary with Quadrant Chart reports for each testing window to examine MAP growth and set new goals with students. 3D: Disaggregate assessment data for all student sub-groups to ensure achievement gaps close in reading and math. Use this data to progress monitor students, determine the need for re-teaching focus groups and provide interventions to ensure a decrease in novice in both reading and math -Use of personal learning strategies in classrooms to help students meet their growth goals -Cooperative learning strategies PD -Use of a variety of cooperative learning and purposeful talk strategies -Create plans for staff trainings -Design & implement PowerPoint presentations & information to present to staff -Differentiated lessons based on data -Personalized learning in classrooms -Analysis of MAP data during PLCs and embedded PLC -WIN groups -Use of PD knowledge to plan school-based PD -Increased knowledge of how to use MAP data -Students know where they score & what the goal is -% of students meeting Fall to Winter goal -% of students meeting Winter to Spring goal -Evidence of re-teaching focus groups -Intervention groups -Decrease in Novice numbers in both reading and math -Walk-throughs and lesson observations -Faculty Agenda -PLC Agenda & Minutes -Gold Day Agenda -Walk-throughs & lesson observations Kagan Strategy PD -Area 1 Coaches PD training dates -PowerPoint and training materials for use in PD -PLC, Faculty Collaboration, and Gold Day Agendas & Minute Ongoing PD dates -Attendance at level PD -Goal setting with each student after all testing windows -Fall, Winter, Spring MAP reports -PLC minutes -Students in individualized groups based on assessment data ILT ILT Admin RTI Lead, Admin Admin
STRATEGY 4: Implement components of Fundamental 5 to improve the effectiveness of classroom instruction. (KCWP 1 & 6) 3E: Bellarmine teachers will administer and analyze specific assessments to assess the ability levels of their students in order to strategically plan purposeful literacy strategies that meet the needs of their students. 3F: Participate in a school wide ondemand scrimmage. The literacy coach will provide (narrative, opinion, or informational) prompts for teachers to use each month. will analyze student writing based on common PLC scoring guides and the co-created checklist specific to each genre. Exemplar writing wall is in the hallway. 3F: Exceptional Child Education (ECE) will collaborate with classroom teachers during PLCs to analyze data and intentionally plan differentiated instruction to help meet the needs of our students with disabilities. 4A: Conduct a book study on Fundamental 5 book and provide PD on the five components. (Framing the Lesson, Work in the Power Zone, Frequent, small-group, purposeful talk about the learning, Recognize and Reinforce, and Write Critically) 4B: Conduct weekly Power Walks to ensure implementation of Fundamental 5 and to increase the amount of highly effective instruction in each classroom. -Increase in the number of students reading on grade level -More flexible grouping based on student individual needs -Work samples analyzed during PLCs -On-demand writing wall -Use of research-based culturally responsive teaching practice learned to ensure a decrease in the number of novice readers -Participation in walkthroughs -Use of lesson frames is evident throughout lessons & in plans -Intent of learning target is evident -Frequent small-group purposeful talk -Critical Writing in classrooms -Increased use of highyield strategies -Participation in walkthroughs -Use of lesson frames is evident throughout lessons & in plans -Intent of learning target is evident -Frequent small-group purposeful talk -Critical Writing in classrooms -Fall, Winter and Spring Assessment windows -Running Records -DSA, CCSS Fluency Passage, PAT for Kindergarten -Lesson Observations -Sanders on-demand schedule/protocol -Data collection -PLC minutes -PLC minutes -Training Dates, Faculty collaboration, embedded PLC -Power Walks results (whole school and individual) -Coaching conversations based on data-power Walks results (whole school and individual) -Coaching conversations based on data -Training Dates, Faculty collaboration, embedded PLC -Power Walks results (whole school and individual) -Coaching conversations based on data-power Walks results (whole school and individual) Literacy Coach, Literacy Coach,, ECE Admin Admin ECE, ECE Funds Title
STRATEGY 5: Ensure that standards-based, rigorous instruction is provided to ALL STUDENTS and equitable access for all students to additional resources for intervention and small group support to target the achievement of students in identified GAP groups. (KCWP 1, 2, 3, 4, 5) 5A: Students who are eligible for instructional and assessment accommodations will continue to receive one on one support from their assigned accommodators during district assessments using the SMART sheet in order to effectively use their accommodations to access learning and assessment materials and demonstrate what they know. 5B: Exceptional Child Education (ECE) will collaborate with to ensure full implementation of Individualized Education Plans (IEPs) and/or Behavior Intervention Plans (BIPs) of students with disabilities and there is progress in performance. 5C: teachers will use online resources such as Reflex Math, DreamBox, Lexia, Brain Pop, Brain Pop Jr., Smart Exchange, Flocabulary, pearsonsuccessnet.com, and others to enhance core instruction with multimedia presentations. 5D: Admin team will monitor delivery of instruction to insure lesson differentiation and personalized learning. 5E: During Professional Learning Communities (PLC's), grade level teams will decompose Kentucky Core academic standards and analyze assessment data to design differentiated instruction. 5F: Utilize a variety of instructional resources to differentiate learning experiences. Some of these experiences include History Alive Program, Social Studies texts, -Increased use of highyield strategies -Collaboration during classroom instruction, grade level PLCs, Embedded PLC, and Faculty Collaboration -Collaboration during classroom instruction, grade level PLCs, Embedded PLC, and Faculty Collaboration - ECE teachers will provide classroom support for the implementation of small group interventions for students with disabilities based upon the analysis of data collected during those meetings -Data from programs -Assigned lessons based on need -Differentiated lessons based on data -Personalized learning in classrooms & WIN -Student engagement -Personalized learning -Differentiation evident throughout the day -Field trip alignment with standards and reflection activities -Preparation activities -Student engagement -Coaching conversations based on data - Minutes - Minutes -ECE Data -Decrease in number of interventions needed -Formative Assessment data results -Data collection -PLC Minutes -Usage Data from programs -PLC minutes -WIN groups -Embedded PLC agenda and minutes -Walk-throughs -Field trip list -Guest speaker schedule -PLC team minutes -Walkthroughs ECE,, ECE ILT, Admin ILT, ILT,, Admin ECE Funds ECE Funds Textbook,,
Studies Weekly Magazines, Flocabulary, visits from Abraham Lincoln look alike and presentation, field trips such as the Frazier Museum, JA Biztown, Zoo Field Trip, 4 th Grade Zoo Collaboration, Underground Railroad Museum, Stage One Presentations, and JA in a Day for second-fifth grades. 5G: All K-5 students have the opportunity to engage in lessons and activities focused on Next Generation Science standards through STEM lab, in addition to classroom instruction. Students visit the STEM lab on a rotational basis. 5H: Provide K-5 classrooms with information and implement Culturally Responsive Practices. will implement Care For Kids components including Morning and Closing Meeting, Class meetings, buddy activities, and/or Home Side Activities to ensure that the classroom environment is conducive for learning. 5I: Implement differentiated instruction through a workshop framework that includes an intentionally planned standardsbased mini-lesson; one-on-one conferences, small groups (guided and focused), meaningful activities that are standards based and relate back to the mini-lesson, and a time for students to reflect and evaluate their thinking. 5J: The Reading Recovery Program will be utilized to provide individualized instruction for selected first grade students who are performing in the lowest 20% of first graders and struggling to master the reading content. Comprehensive Intervention Model groups will be utilized to assist first grade students who need additional assistance to read on-grade level. -Exhibitions of learning -Engaging science lessons -Science Modules -Through Course Tasks -Buddy class activities monthly -Evidence of morning meetings and class meetings in classrooms -Effective classroom environments -Monthly school-wide meetings -differentiated instruction -Evidence of daily workshop approach for Reading and Math -Coaches support -Use of whole group, small group, and independent work time -Individual lessons -Small group lessons -Performance in classroom -STEM lesson plans and schedule - Common Formative Assessment Results -Walk -Walkthroughs -Observations -Morning Meeting visits -PD Agendas -PBIS data -Decrease in referrals -Increase in principal passes -Lesson plans -Walkthroughs -Observations Data results -Lesson plans -Observations -Data checks-running Records, Hearing and recording sounds, letter identification, STEM/Computer teacher teachers, Admin, Coaches Reading Recovery Teacher
5K: Two certified daytime ESS teachers will provide reading interventions to our lowest readers in second, third, fourth, and fifth grade. They will work with students in small groups three days a week to decrease the number of novice readers and increase the number of students reading on grade level content. 5L: To increase the number of students scoring proficient and decrease the number of students scoring novice in reading and math, identified students will participate in various after school programs, including but not limited to the After School Scholars Program, throughout the school year. Programs will include small focused reading groups, Lexia, DreamBox, Reflex, Study Island, and homework support. 5M: A full-time MTSS lead will insure that we implement a multitiered instructional framework to ensure all students are screened, provided interventions as needed, and that progress in reading is monitored. The RTI lead will collaborate with classroom teachers and other interventionist as needed to monitor and discuss student progress. 5N: The practical living teacher will collaborate with the guidance counselor and classroom teachers to enhance student knowledge of career education. This includes goal setting, critical thinking, decisionmaking, 21st century skills, realworld entrepreneurial experiences, leadership skills, and service learning projects. Students will participate in a career day experience where they will dress as -Small group lessons -Increase in number of Readers -Scholars List -Data to help with identification of need -Increased time on programs -Increase in number of students earning certificates -Increase in number of students receiving blue ribbons on Study Island - meeting -Interventions daily -Number of students moving through tiers -The RTI interventionist will provide daily interventions to our Tier III students. -The RTI team will meet monthly to discuss the progress of Tier II and Tier III students and determine possible next steps. -Career Day work in classrooms -Students working on leadership - Community members are encouraged to speak to the students about particular careers at various times throughout the school year -Lesson plans -Reading data-increase in number of students reading and writing on grade level based on Running record and DSA data -Scholars list and dates -Percentage of time on Lexia, DreamBox and Study Island -Bi-Monthly meeting notes -School data -Decrease in number of Tier III students -Increase in number of students on grade level (Tier I) -Career Day Dates -Community Member Dates RTI Lead, ESS Assistant Principal, teachers RTI Lead Practical Living Teacher, Counselor, ESS funds & Title Rollover, Title Rollover Add-on Reduction
a chosen career and present information about their career. STRATEGY 6: School Culture: Provide students with engaging instruction and a warm/inviting environment for all, to encourage appropriate behavior. Increase Parent and Community Involvement in school activities (KCWP 6) 5O: The school will establish and implement a Student Response (SRT) to provide behavioral interventions/supports in classrooms in order to reduce the number of disruptions to learning across the building. 5P: The school will adopt and implement the five school-wide expectations adapted from Jimmy Meadows. These expectations will be the same expectations throughout the building and will be posted in each room and common areas. 6A: Host a variety of Family Nights where parents and students participate in activities and receive information/resources regarding skill development. During Family Night Events, students will participate in Exhibitions of Learning. 6B: Recognize students who achieve individual academic and/or behavior goals at an honor roll celebration. There is also a student of the month celebration to celebrate those identified by the classroom teacher and/or students as student of the month. 6C: Sanders staff will deliver a sign to the yard of every student who scores proficient or distinguished on the K-PREP assessment to show the community how Sanders students are performing academically and to give students a chance to share their success. Student recognition takes place during a medal ceremony in the spring. 6D: Administrative staff will meet with classroom teachers within five days of a formal observation to provide feedback that will influence instructional practices. The teacher and principal will make a plan, if -Interventions provided -Reduction in number of disruptions -School-wide expectations introduced, posted & utilized -Dates set at ILT Retreat -Student products for exhibitions -Parent Involvement -Honor Roll Celebrations -Student of the month celebrations -Sign delivery -Celebration -Medal Ceremony -Pre- and post-reflection conferences held - - School behavior data Assistant Principal, SRT -Students know expectations -School behavior data -Family Night dates -Sign in sheets from events -Pictures -Visits to classrooms for celebrations -Scheduled student of the month celebrations and celebration board outside counselor s office -Completion of sign delivery -Celebration pictures -Date of ceremony -Observation dates and data -Written evaluation or follow-up e-mail -Copy of plan Principal, All teachers & staff ILT, Coaches Principal, Counselor ILT, Principal, Assistant Principal
needed, in order to increase teacher effectiveness and push students to proficiency. 6E: The leadership team or administrative team conduct various surveys throughout the school year to help guide and improve the school environment, teacher effectiveness, and student achievement. These surveys include: Survey, Comprehensive School Survey, accreditation school survey, PBIS Staff Survey, Parent Survey, Student Voice Survey, TELLKY Survey, etc. Results will be shared with the SBDM council and will be used to plan activities for success. 6F: Sanders staff will participate in district mandated PBIS training before the start of school. The PBIS leadership team has and will attend any other district level PD in order to bring new learning back to the staff. The Sanders PBIS will meet monthly and provide any necessary PD in order to support teachers in their efforts to enhance current systems and practices. The Sanders attendance clerk prints and sends out a daily attendance report. School-wide attendance days are congruent with the report cycles. A bi-weekly attendance meeting is held to analyze attendance data for interventions. Once data is analyzed, interventions include, but are not limited to: phone calls, letters home, home visits, etc. There is a lice prevention plan in place and there are meetings. All of this is in collaboration with the Family Resource Coordinator and School Social Worker. -Accreditation survey -Comprehensive survey -Leadership survey -Enhancement of current systems and practices based on PBIS feedback -PBIS walkthroughs and coaching visits - Health checks occur as needed for immunizations, physicals, hearing exam, and vision exam. -Data Analysis -Bi-weekly meeting -Survey deadlines -Faculty Agenda -Use of data in school planning -PBIS Agenda -PBIS Minutes -PBIS data analysis - There is a daily classroom attendance recognition, bulletin board, and there are classroom celebrations. Admin Assistant Principal, PBIS team Attendance Clerk, School Social Worker, FRC
STRATEGY 7: Develop, implement, and monitor and coordinated system of leadership activities to ensure that all students achieve at high levels and strong professional learning communities are established among staff. (KCWP 4, 5, 6) 7A: Students and families are invited to a Back to School Ready Fest before school begins where they get to meet their teacher, arrange for transportation, get to know the school, etc. Kindergarten students and families also attend a kindergarten orientation in order to prepare them for the first day of school. 7B: Communicate effectively with parents/guardians through a variety of sources to keep them as an active part of the school process and keeps them informed about learning targets, homework, behavior, and special events throughout the year to ensure all students are successful. 7C: The school will have an Instructional Leadership made up of the Principal, Counselor, Resource,, RTI Lead, and Family Resource Center Coordinator who will meet regularly to monitor the deep implementation of all academic/cultural strategies in place to ensure the school achieves its established goals. 7D: The Counselor will plan, implement, and monitor a comprehensive system of guidance/counseling supports to address the social, physical, and academic needs of students as they arise during the school year. -Ready Fest Date -Kindergarten Camp -Ready packets handed out -Weekly newsletters -Class Dojo -School website -Email -Remind 101 -Summer retreat -Monthly scheduled meetings -Guidance lessons -7 habits of highly effective students -Agendas -Sign-in sheets -Communication checks ILT, teachers, ILT -ILT minutes and agenda Admin and ILT -Monthly schedule Counselor, Title