Comprehensive School Improvement. Plan. Taylor County Elementary School

Comprehensive School Improvement Plan Taylor County School District Mrs. Donna Williams, Principal 1100 Lebanon Avenue Campbellsville, KY 42718 Document Generated On December 18, 2013

TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 2013-2014 Taylor County Elementary Consolidated School Improvement Plan Overview 9 Goals Summary 10 Goal 1: will increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 33% in 2012 to 66.5% in 2017. 11 Goal 2: Taylor County Elementary will increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017. 12 Goal 3: will increase their Arts and Humanities Review and their Practical Living/Career Studies Review from the needs improvement rating in 2012-2013 to the proficient rating in 2013-2014. 14 Summary by Funding 17 KDE Needs Assessment Introduction 22 Data Analysis 23

Areas of Strengths 24 Opportunities for Improvement 25 Conclusion 26 KDE Assurances - School Introduction 28 Assurances 29 Title I Schoolwide Diagnostic Introduction 35 Component 1: Comprehensive Needs Assessment 36 Component 2: Schoolwide Reform Strategies 39 Component 3: Instruction By Highly Qualified Teachers and Paraeducators 42 Component 4: High Quality Professional Development for Principals, Teachers, and Paraprofessionals 43 Component 5: Strategies to Attract Highly Qualified Teachers 46 Component 6: Parent Involvement 47 Component 7: Transition to Kindergarten 50 Component 8: Measures to Include Teachers in Decision Making Regarding the Use of Assessments To Inform Instruction 52 Component 9: Activities to Ensure that Students Meet State Standards 56 Component 10: Coordination and Integration of s 59 Compliance and Accountability - Elementary Schools

Introduction 62 Planning and Accountability Requirements 63

Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2014. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY 2013-2014 Page 1

Executive Summary SY 2013-2014 Page 2

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY 2013-2014 Page 3

Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is the largest elementary school in Kentucky. We have approximately 1200 students ranging from preschool through fifth grade. We are located in the south central region of Kentucky, right in the center of the state. We are 80 miles from Louisivlle, Lexington, and Bowling Green. We are in a rural area of Kentucky and have limited industries in our area. This has lead to an increase in our population eligible for free and reduced lunch, raising this number to over 60%. Campbellsville University is a major part of our community and one of our largest employers. We have a lot of support from CU with student teachers and volunteers. One of our biggest challenges is the size and condition of our school. Part of our school is in a building constructed in 1939 as a high school. The building is beginning to decay and we experience moisture issues.. Many students have health problems associated with the building. Our district's plan is to begin a new primary building in February 2014 which we allow one half of our students to go to a new building. SY 2013-2014 Page 4

School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The mission of is to prepare our students to become independent learners with the desires, skills, and abilities necessary for lifelong success. This will require student-centered learning supported by educators, families, and community. Our district's and school's motto is "Every Child, Every Day". We believe every child should be able to learn at their own level and no child should be held back. We are a performance based school where students are accelerated based upon their abilities, rather than their chronological age. Students are encouraged to work to their fullest potential. Interventions are provided for those students who are not working at grade level to help them become successful. Our school values each and every child. Our goal is to provide a safe, nurturing learning environment for all children. SY 2013-2014 Page 5

Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. The Taylor County School District was chosen as one of only four Districts of Innovation in Kentucky. This has allowed us to accelerate students based on their abilities, rather than their age. We have also implemented several self-paced classrooms at Taylor County Elementary School. These are in the areas of 3rd, 4th, and 5th grade math and in the area of 3rd grade reading. These classes allow students to work at their own pace. With the new K-PREP assessment, the areas of improvement are reading and math. In both reading and math, we are working to align our curriculum with the new common core standards and between grade levels. Additionally, we have implemented an enrichment program in grades 1-3 so that all students can receive additional instruction in reading and math at their specific skill levels. SY 2013-2014 Page 6

Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. We are continually working to improve our instructional practices at. Our goal is to build relationships with our students, provide the rigor necessary for them to be successful now and in the future, and make learning relevant to their lives. SY 2013-2014 Page 7

2013-2014 Taylor County Elementary Consolidated School Improvement Plan SY 2013-2014 Page 8

Overview Plan Name 2013-2014 Taylor County Elementary Consolidated School Improvement Plan Plan Description This plan was developed with input from the Data Team, Leadership Committee, and the Site Base Council. SY 2013-2014 Page 9

Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Total Funding 1 will increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 33% in 2012 to 66.5% in 2017. Objectives: 1 Strategies: 3 Activities: 5 Organizational $465000 2 Taylor County Elementary will increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017. 3 will increase their Arts and Humanities Review and their Practical Living/Career Studies Review from the needs improvement rating in 2012-2013 to the proficient rating in 2013-2014. Objectives: 1 Strategies: 3 Activities: 11 Objectives: 1 Strategies: 3 Activities: 6 Organizational $8750 Organizational $1550 SY 2013-2014 Page 10

Goal 1: will increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 33% in 2012 to 66.5% in 2017. Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 31.6% to 46.6% by 05/30/2014 as measured by K-Prep scores. Strategy 1: Response to Intervention Plan - Students will receive additional small groups instruction in reading and math. Research Cited: RTI programs are research based and shown to advance student achievement. - STAR reading program Resource Assigned A small group of at-risk students will receive individualized reading instruction with a STAR student. A reading specialist monitors the interactions with the STAR student and the elementary student. Students are chosen based on MAP data and teacher reommendation. Of Funding 08/19/2013 05/23/2014 $60000 District Funding - Enrichment Groups Resource Assigned First through third grade teachers will divide students into groups based upon their RIT bands from the MAP assessment. This will allow teachers to meet individual students' needs. The strands in reading and math will be the focus. Enrichment groups will be placed in tiers three times each year based upon students' MAP scores. Direct Instruction Of Funding 09/02/2013 05/30/2014 $0 No Funding Required - Math and Reading Clubs Resource Assigned All students who qualify for RTI based on MAP scores will receive small group instruction through Math and Reading Club. Their progress will be monitored and progress reports will be sent home to parents. Of Funding 09/02/2013 05/30/2014 $380000 Title I Schoolwide Staff Responsible STAR Teacher, High School STAR students. Staff Responsible First - Third Grade Teachers, Interventionist s, Staff Responsible Intervention teachers and assistants Strategy 2: Curriculum Alignment - We will meet to examine core reading and math programs to ensure alignment with the Common Core Standards. Research Cited: The Common Core Standards are the minimum required in reading and math. - Name and Claim Students Resource Assigned Of Funding Staff Responsible SY 2013-2014 Page 11

PLC time will be used to allow for vertical alignment among all grade levels. During this time, ECE staff will identify all students who are working below grade level and showing no growth. They will target those students receiving no intervention services. 01/02/2014 05/30/2014 $0 No Funding Required, ECE staff, interventionist s, regular education teachers Strategy 3: The Leader in Me - We will begin to implement the Leader in Me at TCES in the 2013-2014 school year with full implementation in the 2014-2015 school year. This program is being offered through the Race to the Top Grant. Research Cited: The Leader in Me program helps build leadership skills among students to allow them to become better citizens and students. - Professional Development Resource Assigned A book study with the Leader in Me program will begin in May 2014 for teachers to become more aware of the program. Teachers will receive 4 days of Professional Development to learn about the Leader in Me and how to implement it with students. Professional Learning Of Funding 05/01/2014 07/31/2014 $25000 Race to the Top Staff Responsible Race to the Top, Leader in Me presenters, Goal 2: Taylor County Elementary will increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017. Measurable Objective 1: collaborate to increase the overall reading and math scores for from 38.4 to 52.8 by 05/30/2014 as measured by K-Prep. Strategy 1: Resource Alignment - We will use our resources more efficiently and effectively by analyzing our staffing and curriculum to determine best practice. Research Cited: Research shows that best practice strategies are more effective in allowing students to reach their potential. - Staffing Resource Assigned will meet to look at staffing and best use of certified and classified employees. Of Funding Other 03/03/2014 05/30/2014 $0 No Funding Required Staff Responsible Principal, Vice- Principal, Counselor, District administration SY 2013-2014 Page 12

- Core Resource Assigned We will examine our core programs to align them with the Common Core and supplement where needed to ensure that all students are exposed to the same curriculum. Direct Instruction Of Funding 11/08/2013 05/30/2014 $0 No Funding Required - Classified Staff Resource Assigned We will use our classified staff to monitor students in the afternoons on Fridays to allow more time for certified staff to maximize PLC time. Of Funding 12/06/2013 05/30/2014 $0 No Funding Required - Teachers Observing Teachers Resource Assigned Teachers will be given the opportunity to observe other teachers in their classrooms. They will identify at least one positive and an idea for implementation. This will give teachers an opportunity to better see the scope and sequence of the elementary Common Core standards throughout all grade levels. This will be during teachers' planning times. Of Funding 01/02/2014 05/30/2014 $0 No Funding Required Staff Responsible Teachers, Staff Responsible Classified Staff, Teachers, Staff Responsible Teachers, - Kindergarten Readiness Resource Assigned Preschool teachers will work with kindergarten teachers to look at curriculum maps and standards so all students will be ready when they leave preschool and enter kindergarten. All incoming kindergarten students will take the Brigance Early Childhood Screener to determine readiness. This will be administered by the kindergarten teachers. Direct Instruction Of Funding Staff Responsible 07/15/2013 05/30/2014 $5000 Grant Funds Preschool teachers, Kindergarten teachers,, Preschool administrator - Early Release Fridays Resource Assigned On Fridays, students will go home at 1 pm. From 1-3 pm. or later, teachers will work in their Professional Learning Communities to discuss student data and look at their instruction. This time is crucial to ensuring all students are exposed to the same curriculum. Professional Learning Of Funding 08/09/2013 05/30/2014 $0 No Funding Required Staff Responsible, District Strategy 2: Parental Involvement - We will work with parents to involve them in reading with their children. Research Cited: Parental involvement is the most instrumental element in a child's education. - Open House Resource Assigned Of Funding Staff Responsible SY 2013-2014 Page 13

We will conduct an open house night for all TCES parents and students. Parent This will be in conjunction with our literacy and math focus event. This night Involvement will show parents the importance of math and reading with their children. Books will be given away to all children who attend. Literacy and math information will be provided to parents. 01/02/2014 03/06/2014 $2500 Title I Schoolwide FRYSC, Teachers, - Supper with Santa Resource Assigned We will have a Supper with Santa night for all TCES students and their parents. There will be a parent session on using Infinite Campus, a session on using the new I-Read program at home, and a session on early literacy strategies. A free meal will be provided. Parent Involvement Of Funding Staff Responsible 11/22/2013 12/12/2013 $1000 FRYSC FRYSC, Certified and Classified Staff, - Parent Teacher Conferences Resource Assigned We will have a scheduled parent teacher conference event for all teachers and parents. This will encourage all parents to come in to discuss their children's progress. Parent Involvement Of Funding 11/15/2013 12/06/2013 $0 No Funding Required - Home & School Connection Newsletters Resource Assigned Newsletters will be sent home monthly to parents. These newletters will discuss ways parents can help their students in school with issues such as literacy, bullying, and technology. Parent Involvement Of Funding 11/01/2013 05/30/2014 $250 Title I Schoolwide Staff Responsible Teachers, Staff Responsible Guidance Counselor, Classroom teachers Strategy 3: Acceleration of students - We will continue acceleration of students based upon their ability rather than their chronological age. This is supported by being a District of Innovation. Research Cited: The needs of students is met by accelerating them if they are able to move on academically. - Acceleration Resource Assigned Students will be accelerated when they meet the district criteria for acceleration. In order for a student to be accelerated, there must be three pieces of evidence presented. Possible evidence includes MAP scores above 90 percent, teacher recommendation, K-PREP scores, and exit exam scores above 80%. A committee meets and looks at the evidence.parent input is received. Once the decision to accelerate is chosen, the information is recorded in the acceleration tab in Infinite Campus. The student's schedule is changed to reflect this acceleration. The student's progress is monitored for successful transition. Direct Instruction Of Funding 08/12/2013 05/30/2014 $0 No Funding Required Staff Responsible Classroom teachers, Gifted coordinator, SY 2013-2014 Page 14

Goal 3: will increase their Arts and Humanities Review and their Practical Living/Career Studies Review from the needs improvement rating in 2012-2013 to the proficient rating in 2013-2014. Measurable Objective 1: demonstrate a proficiency increase from needs improvment to proficient on the Arts & Humanities Review and the Practical Living/Career Studies Review by 05/30/2014 as measured by the score submitted on our reviews in ASSIST. Strategy 1: Professional Development - All teachers will receive PD in the areas of Arts and Humanities and Practical Living/Career Studies throughout the year. Research Cited: Additional professional development will allow teachers to receive more instructional strategies to help their students. - PD sessions during ERF Resource Assigned All teachers will receive Professional Development on teaching arts and humanities and practical living/career studies in their classrooms. They will be taught to incorporate these concepts into their regular instruction. Of Funding 01/02/2014 05/30/2014 $0 No Funding Required - Content Specific PD Resource Assigned Arts and Humanities and Practical Living/Career Studies will be given the opportunities to attend Professional Development with their peers. Professional Learning Of Funding 10/01/2013 05/30/2014 $1500 Title I Schoolwide Staff Responsible Arts and Humanities teachers, Practical Living/Career studies teacher and assistant, regular education teachers, administration, Staff Responsible Arts and humanities teachers,, Practical Living/Career Studies teacher Strategy 2: Communication about programs - The principal and leadership of TCES will provide communication with parents and the community about arts and humanities and SY 2013-2014 Page 15

practical living/career studies programs. This will be done through Parent Nights and Open House, as well as through website announcements, Site Base Council meetings, Board meetings, and contact with community newspapers and radio stations. Research Cited: Parental involvement is instrumental to student success at school. - Supper with Santa Resource Assigned The principal will set up a booth at the Supper with Santa Night showcasing our Arts and Humanities program and our Practical Living/Career Studies program. Parents will be given handouts about the programs. Parent Involvement Of Funding 12/02/2013 12/12/2013 $50 Title I Schoolwide - Community Newspaper, Radio, and Website Resource Assigned Events will be showcased through our local radio stations and our local newspaper, the Central Kentucky News Journal. Community Engagement Of Funding 12/02/2013 05/30/2014 $0 No Funding Required - Board Meetings/Site Base Council Meetings Resource Assigned Curriculum in the area of Arts and Humanities, Practical Living/Career Studies, and Writing will be shared monthly at the Taylor County Board meetings and the Site Base. These meetings are attended by parents, community members, and local media. Parent Involvement Of Funding 12/10/2013 05/30/2014 $0 No Funding Required Staff Responsible Principal, Vice Principal Staff Responsible Principal, Vice-Principal Staff Responsible Strategy 3: Coordinated School Health Committee - A coordinated school health committee will be formed. They will meet monthly in conjunction with the Leadership Committee. Research Cited: This committee will review the curriculum used in school health. - Health Education Curriculum Resource Assigned The health curriculum will be reviewed during the Coordinated School Health Committee meetings. Integration and collaboration will be discussed. Direct Instruction Of Funding 12/02/2013 05/30/2014 $0 No Funding Required Staff Responsible Coordinated School Health Committee, Practical Living/Career Studies teacher, SY 2013-2014 Page 16

Summary by Funding Below is a breakdown of your activities by funding source FRYSC Name Description Resource Assigned Supper with Santa We will have a Supper with Santa night for all TCES Parent students and their parents. There will be a parent session Involvement on using Infinite Campus, a session on using the new I- Read program at home, and a session on early literacy strategies. A free meal will be provided. District Funding Grant Funds Race to the Top Staff Responsible 11/22/2013 12/12/2013 $1000 FRYSC, Certified and Classified Staff, Total $1000 Name Description Resource Assigned STAR reading program A small group of at-risk students will receive individualized reading instruction with a STAR student. A reading specialist monitors the interactions with the STAR student and the elementary student. Students are chosen based on MAP data and teacher reommendation. Staff Responsible 08/19/2013 05/23/2014 $60000 STAR Teacher, High School STAR students. Total $60000 Name Description Resource Assigned Kindergarten Readiness Preschool teachers will work with kindergarten teachers to Direct look at curriculum maps and standards so all students will Instruction be ready when they leave preschool and enter kindergarten. All incoming kindergarten students will take the Brigance Early Childhood Screener to determine readiness. This will be administered by the kindergarten teachers. Staff Responsible 07/15/2013 05/30/2014 $5000 Preschool teachers, Kindergarten teachers,, Preschool administrator Total $5000 Name Description Resource Assigned Staff Responsible SY 2013-2014 Page 17

Professional Development A book study with the Leader in Me program will begin in May 2014 for teachers to become more aware of the program. Teachers will receive 4 days of Professional Development to learn about the Leader in Me and how to implement it with students. Professional Learning 05/01/2014 07/31/2014 $25000 Race to the Top, Leader in Me presenters, Total $25000 No Funding Required Name Description Resource Assigned Acceleration Students will be accelerated when they meet the district Direct criteria for acceleration. In order for a student to be Instruction accelerated, there must be three pieces of evidence presented. Possible evidence includes MAP scores above 90 percent, teacher recommendation, K-PREP scores, and exit exam scores above 80%. A committee meets and looks at the evidence.parent input is received. Once the decision to accelerate is chosen, the information is recorded in the acceleration tab in Infinite Campus. The student's schedule is changed to reflect this acceleration. The student's progress is monitored for successful transition. Enrichment Groups Classified Staff Name and Claim Students Core Staffing First through third grade teachers will divide students into groups based upon their RIT bands from the MAP assessment. This will allow teachers to meet individual students' needs. The strands in reading and math will be the focus. Enrichment groups will be placed in tiers three times each year based upon students' MAP scores. We will use our classified staff to monitor students in the afternoons on Fridays to allow more time for certified staff to maximize PLC time. PLC time will be used to allow for vertical alignment among all grade levels. During this time, ECE staff will identify all students who are working below grade level and showing no growth. They will target those students receiving no intervention services. We will examine our core programs to align them with the Common Core and supplement where needed to ensure that all students are exposed to the same curriculum. will meet to look at staffing and best use of certified and classified employees. Direct Instruction Direct Instruction Staff Responsible 08/12/2013 05/30/2014 $0 Classroom teachers, Gifted coordinator, 09/02/2013 05/30/2014 $0 First - Third Grade Teachers, Interventionist s, 12/06/2013 05/30/2014 $0 Classified Staff, Teachers, 01/02/2014 05/30/2014 $0, ECE staff, interventionist s, regular education teachers 11/08/2013 05/30/2014 $0 Teachers, Other 03/03/2014 05/30/2014 $0 Principal, Vice- Principal, Counselor, District administration SY 2013-2014 Page 18

Early Release Fridays PD sessions during ERF Community Newspaper, Radio, and Website On Fridays, students will go home at 1 pm. From 1-3 pm. or later, teachers will work in their Professional Learning Communities to discuss student data and look at their instruction. This time is crucial to ensuring all students are exposed to the same curriculum. All teachers will receive Professional Development on teaching arts and humanities and practical living/career studies in their classrooms. They will be taught to incorporate these concepts into their regular instruction. Events will be showcased through our local radio stations and our local newspaper, the Central Kentucky News Journal. Parent Teacher Conferences We will have a scheduled parent teacher conference event for all teachers and parents. This will encourage all parents to come in to discuss their children's progress. Health Education Curriculum The health curriculum will be reviewed during the Coordinated School Health Committee meetings. Integration and collaboration will be discussed. Teachers Observing Teachers Board Meetings/Site Base Council Meetings Teachers will be given the opportunity to observe other teachers in their classrooms. They will identify at least one positive and an idea for implementation. This will give teachers an opportunity to better see the scope and sequence of the elementary Common Core standards throughout all grade levels. This will be during teachers' planning times. Curriculum in the area of Arts and Humanities, Practical Living/Career Studies, and Writing will be shared monthly at the Taylor County Board meetings and the Taylor County Elementary School Site Base. These meetings are attended by parents, community members, and local media. Professional Learning Community Engagement Parent Involvement Direct Instruction Parent Involvement 08/09/2013 05/30/2014 $0, District 01/02/2014 05/30/2014 $0 Arts and Humanities teachers, Practical Living/Career studies teacher and assistant, regular education teachers, administration, 12/02/2013 05/30/2014 $0 Principal, Vice-Principal 11/15/2013 12/06/2013 $0 Teachers, 12/02/2013 05/30/2014 $0 Coordinated School Health Committee, Practical Living/Career Studies teacher, 01/02/2014 05/30/2014 $0 Teachers, 12/10/2013 05/30/2014 $0 Total $0 Title I Schoolwide SY 2013-2014 Page 19

Name Description Resource Assigned Open House We will conduct an open house night for all TCES parents Parent and students. This will be in conjunction with our literacy Involvement and math focus event. This night will show parents the importance of math and reading with their children. Books will be given away to all children who attend. Literacy and math information will be provided to parents. Home & School Connection Newsletters Supper with Santa Math and Reading Clubs Content Specific PD Newsletters will be sent home monthly to parents. These newletters will discuss ways parents can help their students in school with issues such as literacy, bullying, and technology. Parent Involvement The principal will set up a booth at the Supper with Santa Parent Night showcasing our Arts and Humanities program and our Involvement Practical Living/Career Studies program. Parents will be given handouts about the programs. All students who qualify for RTI based on MAP scores will receive small group instruction through Math and Reading Club. Their progress will be monitored and progress reports will be sent home to parents. Arts and Humanities and Practical Living/Career Studies will be given the opportunities to attend Professional Development with their peers. Professional Learning Staff Responsible 01/02/2014 03/06/2014 $2500 FRYSC, Teachers, 11/01/2013 05/30/2014 $250 Guidance Counselor, Classroom teachers 12/02/2013 12/12/2013 $50 Principal, Vice Principal 09/02/2013 05/30/2014 $380000 Intervention teachers and assistants 10/01/2013 05/30/2014 $1500 Arts and humanities teachers,, Practical Living/Career Studies teacher Total $384300 SY 2013-2014 Page 20

KDE Needs Assessment SY 2013-2014 Page 21

Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY 2013-2014 Page 22

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? From examining the data, we discovered more focus needed to be on aligning our curriculum in reading and math. With the new Common Core Standards, we realized our rigor had not increased enough to allow all students to be successful. We also see the need to provide more interventions in the primary grades in the areas of reading and math. These are the grades where we see students falling behind. SY 2013-2014 Page 23

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? One area of strength was in Science. We scored 100. Our intermediate science teachers work well together to make sure all students are being exposed to and understand the science standards. Our social studies scores also increased to 80.6. This was a 4.3 point increase over the previous year. Our language mechanics increased 2.6 points to 63.6. SY 2013-2014 Page 24

Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? The main areas in need of improvement are math and reading. One plan we have to improve these areas is in looking at our curriculum and making sure it aligns with the common core standards. We believe that we are not including enough rigor in some of our classes. In grades 1-3 we have developed a new enrichment program. This is an additional 30 minutes of math and 30 minutes of reading each day, not including their core instruction. Students are divided into groups based on their MAP RIT scores. Students who are in Tier 2 or Tier 3 of RTI will receive research based instruction in a small group. The other students will be grouped with similar ability students and receive instruction on their level. SY 2013-2014 Page 25

Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Our next steps are to use our MAP data and specifically look at those students who are working below grade level. We want to target these students and make sure they are receiving interventions that will allow them to progress toward being on grade level. SY 2013-2014 Page 26

KDE Assurances - School SY 2013-2014 Page 27

Introduction KDE Assurances - School SY 2013-2014 Page 28

Assurances Label Assurance Response Comment Attachment Comprehensive Yes Data Retreat 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. A data retreat was held to examine data and looks at the school needs. Label Assurance Response Comment Attachment Core Yes Sample of s Schedule 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. Schedules were examined to give students maximum instruction time, especially in the areas if math and reading, Label Assurance Response Comment Attachment Preschool The school planned preschool transition Yes TCES Preschool Plan Preschool Report Transition strategies and the implementation process. Label Assurance Response Comment Attachment Research-based Yes RTI Plan 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. A response to intervention plan was developed and implemented. Research based strategies are used with all students in Tier two and Tier three interventions. Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes MERR Report Teachers retain highly qualified teachers. Label Assurance Response Comment Attachment Highly Qualified The school planned instruction by Yes All paraprofessionals are qualified Highly Qualified paraprofessionals who meet the requirements of NCLB and teachers who are Highly Qualified under NCLB. and either have a two year degree beyond high school or have passed a competency test given by the adult education program. See attached Highly Qualified Report. Report SY 2013-2014 Page 29

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 Label Assurance Response Comment Attachment Parental Yes 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. The parent involvement policy was adopted by the site base council. A parent compact was completed by every student, parent, and teacher. Parent Involvement Policy 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 Yes PD Plan Development The school planned or provided appropriate professional development activities for staff members who will be serving students. The professional development committee, with input from teachers, developed the professional development activities. Teachers were offered sessions and choices throughout the days. Label Assurance Response Comment Attachment Comprehensive Yes Data Retreat Plan The school an annual evaluation that addresses the implementation of the comprehensive plan and student achievement results that will inform changes when needed. A data retreat was held to look at data and determine where changes were 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 Yes RTI Plan Strategies The school planned and developed research based instructional strategies to support and assist identified students. These strategies are research based and align with our RTI plan. SY 2013-2014 Page 30

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. No Schoolwide program 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. No School wide program Label Assurance Response Comment Attachment Schoolwide Yes Activities The school planned activities to coordinate and integrate with other federal, state, and local programs. Title I money, as well as technology money, was used to provide technology to help in the classroom. Title 3 program was used to pay for our translator. Label Assurance Response Comment Attachment Schoolwide Activities The school planned activities that coordinate with and support the regular educational program. 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. No School Wide program 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. No School wide program Label Assurance Response Comment Attachment Federal 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. SY 2013-2014 Page 31

Label Assurance Response Comment Attachment Parental Yes Parent Compact 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. A parent compact was given to all students and parents. The Title 1 parent involvement policy was approved by our site base council. Label Assurance Response Comment Attachment Targeted Assistance Planning The school incorporated the eight Targeted Assistance planning components into the existing school improvement planning process. No School Wide program Label Assurance Response Comment Attachment Professional Yes Development The school planned or provided appropriate professional development activities for staff members who serve identified Title I students. Professional development is planned with teacher input. Title 1 staff participates in the PD provided for all. Label Assurance Response Comment Attachment Comprehensive Yes Data Review Improvement Plan The school planned an annual evaluation that addressed the implementation of the comprehensive plan and student achievement results that informed changes when needed. The CSIP and student data were examined during a data analysis. They were also reviewed with the Site Base Council. Label Assurance Response Comment Attachment Transparency The current school year Comprehensive School Improvement Plan (CSIP) is available for stakeholders to examine on our school website and linked to our district website. (provide the website link below) Yes www.taylor.kyschools.us Label Assurance Response Comment Attachment Teacher Quality The school notifies parents when their child(ren) are taught for four or more consecutive weeks by teachers who are not highly qualified Yes Label Assurance Response Comment Attachment Professional Yes Development The school provides professional development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready. Professional development is planned by a group of teachers who look at the needs of the staff. SY 2013-2014 Page 32

Label Assurance Response Comment Attachment Ranking Report The school ensures that if the Title I Ranking Report lists counselors, nurses, media specialist or other staff for the school, there is documentation indicating this need in order to improve student achievement. Yes Title 1 Ranking Report Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work. Yes All paraeducators work directly with students and under the supervision of a highly qualified classroom teacher. Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with instructional duties that involve targeted students are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work. Yes Para-educators work directly with students and are under the supervision of a highly qualified classroom teacher. Label Assurance Response Comment Attachment Para-educator Non- Instructional Duties The school ensures that there is a schedule of non-instructional duties for paraeducators demonstrating that the duties are on a limited basis only Yes Label Assurance Response Comment Attachment Para-educator Non- Instructional Duties The school scheduled non-instructional duties for para-educators working with targeted students demonstrating that the duties are on a limited basis only Yes Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements Yes Requirements without using Title I funds. Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements Yes Requirements without using Title II funds. SY 2013-2014 Page 33

Title I Schoolwide Diagnostic SY 2013-2014 Page 34

Introduction This diagnostic tool is aligned to requirements for Title I schoolwide programs as outlined in Section 1114 of the Elementary and Secondary Education Act. Using this tool will allow you to certify that the required schoolwide planning components are being met by either a) documenting a direct connection to needs, goals, strategies, or activities identified within your CSIP or b) inserting a narrative. Guiding questions for each component are provided to help focus on areas that may be addressed under the component headings. However, it is not necessary to answer all guiding questions when documenting the components. SY 2013-2014 Page 35

Component 1: Comprehensive Needs Assessment Comprehensive Needs Assessment Goal 1: will increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap groups from 33% in 2012 to 66.5% in 2017. Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 31.6% to 46.6% by 05/30/2014 as measured by K-Prep scores. Strategy1: Response to Intervention Plan - Students will receive additional small groups instruction in reading and math. Research Cited: RTI programs are research based and shown to advance student achievement. - Enrichment Groups First through third grade teachers will divide students into groups based upon their RIT bands from the MAP assessment. This will allow teachers to meet individual students' needs. The strands in reading and math will be the focus. Enrichment groups will be placed in tiers three times each year based upon students' MAP scores. Direct Instruction 09/02/2013 05/30/2014 $0 - No Funding Required First - Third Grade Teachers, Interventionists, - STAR reading program A small group of at-risk students will receive individualized reading instruction with a STAR student. A reading specialist monitors the interactions with the STAR student and the elementary student. Students are chosen based on MAP data and teacher reommendation. 08/19/2013 05/23/2014 $60000 - District Funding STAR Teacher, High School STAR students. - Math and Reading Clubs All students who qualify for RTI based on MAP scores will receive small group instruction through Math and Reading Club. Their progress will be monitored and progress reports will be sent home to parents. 09/02/2013 05/30/2014 $380000 - Title I Schoolwide Intervention teachers and assistants Goal 2: SY 2013-2014 Page 36

Taylor County Elementary will increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017. Measurable Objective 1: collaborate to increase the overall reading and math scores for from 38.4 to 52.8 by 05/30/2014 as measured by K-Prep. Strategy1: Resource Alignment - We will use our resources more efficiently and effectively by analyzing our staffing and curriculum to determine best practice. Research Cited: Research shows that best practice strategies are more effective in allowing students to reach their potential. - Staffing will meet to look at staffing and best use of certified and classified employees. Other 03/03/2014 05/30/2014 $0 - No Funding Required Principal, Vice- Principal, Counselor, District administration - Teachers Observing Teachers Teachers will be given the opportunity to observe other teachers in their classrooms. They will identify at least one positive and an idea for implementation. This will give teachers an opportunity to better see the scope and sequence of the elementary Common Core standards throughout all grade levels. This will be during teachers' planning times. 01/02/2014 05/30/2014 $0 - No Funding Required Teachers, - Core We will examine our core programs to align them with the Common Core and supplement where needed to ensure that all students are exposed to the same curriculum. Direct Instruction 11/08/2013 05/30/2014 $0 - No Funding Required Teachers, - Classified Staff We will use our classified staff to monitor students in the afternoons on Fridays to allow more time for certified staff to maximize PLC time. 12/06/2013 05/30/2014 $0 - No Funding Required Classified Staff, Teachers, Narrative: K-PREP scores from 2012-2013 were used to help plan the school wide program. MAP data was also used to examine student progress and to guide instruction. The data identified a need to align the curriculum in reading and math and to insure our core curriculums were followed SY 2013-2014 Page 37

at the school. SY 2013-2014 Page 38

Component 2: Schoolwide Reform Strategies Schoolwide Reform Strategies Goal 1: will increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap groups from 33% in 2012 to 66.5% in 2017. Measurable Objective 1: collaborate to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap groups from 31.6% to 46.6% by 05/30/2014 as measured by K-Prep scores. Strategy1: Curriculum Alignment - We will meet to examine core reading and math programs to ensure alignment with the Common Core Standards. Research Cited: The Common Core Standards are the minimum required in reading and math. - Name and Claim Students PLC time will be used to allow for vertical alignment among all grade levels. During this time, ECE staff will identify all students who are working below grade level and showing no growth. They will target those students receiving no intervention services. 01/02/2014 05/30/2014 $0 - No Funding Required, ECE staff, interventionists, regular education teachers Strategy2: Response to Intervention Plan - Students will receive additional small groups instruction in reading and math. Research Cited: RTI programs are research based and shown to advance student achievement. - STAR reading program A small group of at-risk students will receive individualized reading instruction with a STAR student. A reading specialist monitors the interactions with the STAR student and the elementary student. Students are chosen based on MAP data and teacher reommendation. 08/19/2013 05/23/2014 $60000 - District Funding STAR Teacher, High School STAR students. SY 2013-2014 Page 39

- Math and Reading Clubs All students who qualify for RTI based on MAP scores will receive small group instruction through Math and Reading Club. Their progress will be monitored and progress reports will be sent home to parents. 09/02/2013 05/30/2014 $380000 - Title I Schoolwide Intervention teachers and assistants - Enrichment Groups First through third grade teachers will divide students into groups based upon their RIT bands from the MAP assessment. This will allow teachers to meet individual students' needs. The strands in reading and math will be the focus. Enrichment groups will be placed in tiers three times each year based upon students' MAP scores. Direct Instruction 09/02/2013 05/30/2014 $0 - No Funding Required First - Third Grade Teachers, Interventionists, Goal 2: Taylor County Elementary will increase the average combined reading and math K-Prep scores for elementary and middle school students from 44% to 72% in 2017. Measurable Objective 1: collaborate to increase the overall reading and math scores for from 38.4 to 52.8 by 05/30/2014 as measured by K-Prep. Strategy1: Resource Alignment - We will use our resources more efficiently and effectively by analyzing our staffing and curriculum to determine best practice. Research Cited: Research shows that best practice strategies are more effective in allowing students to reach their potential. - Staffing will meet to look at staffing and best use of certified and classified employees. Other 03/03/2014 05/30/2014 $0 - No Funding Required Principal, Vice- Principal, Counselor, District administration - Teachers Observing Teachers Teachers will be given the opportunity to observe other teachers in their classrooms. They will identify at least one positive and an idea for implementation. This will give teachers an opportunity to better see the scope and sequence of the elementary Common Core standards throughout all grade levels. This will be during teachers' planning times. 01/02/2014 05/30/2014 $0 - No Funding Required Teachers, SY 2013-2014 Page 40