2019-20 phase three: executive summary for schools · technologies, professional learning,...

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01/25/2020 Locked

2019-20 Phase Three: Executive Summary for Schools


Lexington Trad Magnet SchoolLarry Caudill

350 N Limestone StLexington, Kentucky, 40508

Last Modified: Status:

2019-20 Phase Three: Executive Summary for Schools Report - Generated on 03/09/2020

Lexington Trad Magnet School


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Description of the SchoolDescribe 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?

Lexington Traditional Magnet School is centrally located in the heart of downtown Lexington. As Fayette County Public School’s first specialized program, our school has evolved to reflect the core values and needs of the surrounding community. Over the past five years, LTMS has become a school in transition redefining our vision, mission, and programming to meet the needs of our community and today’s 21st Century Learner. Lexington Traditional Magnet School has an enrollment of around 411 students with a diverse population: 27% white, 51% African-American, 16.7% Hispanic, 4% Two or More, 81.5% Free and Reduced meal qualifiers and 12% Special Education. Our faculty demographics are 77% White, 17% African American, and 2% Hispanic. The primary zip code area for our school neighborhood has the lowest median household income, average household income, and income per capita of all zip code areas in the county. The average household income here is less than half the average for the county (https://www.incomebyzipcode.com). Approximately 35% of residents live below the poverty level (Census) in this zip code area, nearly twice the percentage of the county (19%). 20.5% of adults over 25 here do not have a high school diploma/GED, compared to 10% for the county. The unemployment rate in the area is almost twice that of the whole county ww.city-data.com).

School's PurposeProvide 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.

UCLA professor, Pedro Noguera states it well, “You don’t have to change the student population to get results, you have to change the conditions under which they learn”. In an effort to move our student achievement, we are embracing change in our programming and pedagogy. The LTMS professional community is striving to improve the quality of teaching, have a rich and balanced curriculum, and have supportive, informative systems of assessment. Through our 1:1 student technologies, professional learning, innovative project-based curriculum, and student choice, our students will experience education as never before at LTMS. Every LTMS student will begin their discovery process. Our goal as LTMS educators is to enable our students to craft a vision of their future, find a passion and along the way, make some pretty amazing changes in their lives through our Pathways Programming.Our vision statement is “High-Interest Content Meets Personalized Learning”. Our student’s discovery process will occur through the programming and pedagogy we have adopted. We’ve taken strategic and faithful steps toward personalizing education with our Pathways of Study. It means:Recognizing that intelligence is diverse and multifacetedEnabling students to pursue their particular interests and strengthsAdapting the schedule to the different rates at which students learnAssessing students in ways that support their personal progress and achievement (Robinson 2015)Ken Robinson writes in his book, Creative Schools, “This process of personalization seems to be everywhere, but it has yet to take root in education. This is ironic because it is in education that personalization is most urgently needed.” Our Pathways of Study, most pronounced in Summit Learning, set us apart from all other schools in our community. Pathways of Study at LTMS are:Summit Learning- Blended, Project Based, Goal Setting, and PresentationsVisual Performing Arts- Performances, Drama, IndividualizedSTEM- Math applications, Cooperative, PLTW, LEGO Robotics, and TSA Liberal Arts- Media Arts, Civics and PresentationIn order to fulfill our upcoming year of commitment to “personalized learning”, we must






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address the gaps in our understanding of 21st Century pedagogy. It has become increasingly clear to education researchers blended classrooms of technology, direct instruction, and project-based learning is our future. “Personalizing education might sound revolutionary, but this revolution is not new”. (Robinson 2015) It is a revolution that will take time, it is one that we should strive to achieve for all students.LTMS Technology for Learning Pillar is one that aligns perfectly with 21st Century Pedagogy. We must find creative means to infuse 1:1 and applied technology in the following: Delivery of instructionOpportunities for students to demonstrate learning Assessment of learningIt’s time to rethink our purpose and our mission as educators. Somewhere along the line in the history of education, educators became the disseminators of knowledge existing to impart wisdom. Usher in the era of technology and instant communication, the holder of all things knowledge is obsolete. Our previous purpose has moved, shifted and simply no longer exists. Albert Einstein states our purpose perfectly. “Education is not learning of facts, but training the mind to think.” We must move away from the front of the classroom and shift our teaching along the side of the students, facilitating. Learning should be interesting and challenging. School should be described as fun, not in the silly sense, but rather in the sense that the learning activity or objective is so interesting and engaging “fun” is the bi-product descriptor. One of LTMS professional learning goals is to improve our routines which place students into situations which thinking-is-mandatory. Today, learning breaks down all too often due to the simple fact students aren’t provided opportunities to do enough mentally with the information presented. Unfortunately, today’s patterns in instruction often present information bit by bit. In the coming school years, LTMS will require students to become active processors of information and control their learning objectives. While working with team, department and common area partners, through rigorous professional learning plans, LTMS will develop a mindset that considers routines, practice and effects on student thinking~ pedagogy. Robinson writes, “Education is a living process that can best be compared to agriculture. Gardeners know that they don’t make plants grow. They don’t attach the roots, glue the leaves, and paint the petals. Plants grow themselves. The job of the gardener is to create the conditions for that to happen. Good gardeners create those conditions, and poor ones don’t. It’s the same with teaching. Good teachers create the condition for learning, and poor ones don’t. Good teachers also know that they are not always in control of these conditions.” LTMS Professional Learning Community mission remains the same, to enhance student performance through examining work samples, reflecting upon our standards-based assessments and developing priorities for remediation, intervention, and enrichment. If there ever was a silver bullet in education; it is creating a culture of staff members focused on learning and all matters related to learning.

Notable Achievements and Areas of ImprovementDescribe 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.

Band- 2017 Distinguished RatingOrchestra- 2017 Distinguished RatingChorus- 2017 Distinguished RatingAthletics- 2017 Women’s Lacrosse Champions Team MembersVisual Arts- 4 Students recognized during the 2017 “I Am Me” Art Contest2017 TSA State Competition AchievementsDragster 2nd Place StudentFlight 2nd Place StudentJunior Solar Sprint 2nd Place Team Structural Engineering 2nd Place Team Systems Control Technology 1st Place Team Tech Bowl 2nd Place Team Video Game Design 1st Place TeamStudentTwo students participating in the 2018 State Science Fair CompetitionTeacher RecognitionsJennifer Williams TSA Educator of the Year 2017School Improvement MilestonesAchieved the 3-year plan to implement 1:1 Student Technology and overall Technology for Learning Pillar for SuccessImproved Overall Attendance- 2017-18 FCPS Most Improved Attendance Award (August, September, October, November, December, January)Improved Overall School Discipline Data Academic Achievement1 student accepted into Dunbar’s MSTC Program1 student accepted into Henry Clay Liberal Arts




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Additional InformationCSI/TSI Schools Only: Describe the procedures used to create the school’s improvement plan and briefly state the specific efforts to address the causes of low student performance and resource inequities.

NA

Additional InformationProvide any additional information you would like to share with the public and community that were not prompted in the previous sections.

Striving Toward In The Next 3 YearsThe Pathways at LTMS include Summit Learning Academy, Visual & Performing Arts, STEM and Liberal Arts. Our students will develop strong critical thinking, collaboration, communication, creativity, technology, and researching skills. Summit Learning- The Summit Learning Platform is an online tool that helps students track progress toward their short and long-term goals, learn content at their own pace and reflect on their learning with mentors. In addition to accelerated core content courses, STEM Pathway students will benefit from the Gateway curriculum offered through Project Lead The Way, LEGO Robotics and CODE.orgIn addition to accelerated core content courses, Liberal Arts Pathway features gifted & talented curriculum from William and Mary, The Great Books Foundation and History AliveVisual & Performing Arts students experience specialty classes tailored toward the development and expansion of the skills and knowledge necessary for growth in their area of talent and passion.



09/19/2019 Locked

2019-20 Phase One: Continuous Improvement Diagnostic

2019-20 Phase One: Continuous Improvement Diagnostic for Schools




2019-20 Phase One: Continuous Improvement Diagnostic for Schools Report - Generated on 01/10/2020



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The Comprehensive School Improvement Plan or CSIP is defined as a plan developed by the school council, or successor, and charter schools with the input of parents, faculty, and staff, based on a review of relevant data that includes targets, strategies, activities, and a time schedule to support student achievement and student growth, and to eliminate gaps among groups of students.

The comprehensive school and district improvement plan process is outlined in 703 KAR 5:225. The requirements included in the administrative regulation are key components of the continuous improvement process in Kentucky and ultimately fulfillment of school, district, and state goals under the Kentucky State Plan as required by the Every Student Succeeds Act (ESSA).

While the regulation outlines a timeline for compliance purposes, the plan itself is a strategic and proven approach to improve processes and to ensure students achieve. The timeline for the school's 2019-20 diagnostics is as follows:

Phase One: August 1 - October 1• Continuous Improvement Diagnostic for Schools

Phase Two: October 1 - November 1• The Needs Assessment for Schools• School Assurances• School Safety Report

Phase Three: November 1 - January 1 • Comprehensive School Improvement Plan• Executive Summary for Schools• Closing the Achievement Gap Diagnostic for Schools• Title I Annual Review* Diagnostic

Phase Four: January 1 - December 31• Progress Monitoring

As principal of the school, I hereby commit to implementing continuous improvement processes with fidelity to support student achievement and student growth and to eliminate achievement gaps among groups of students.

Please enter your name and date below to certify.Larry W. Caudill 9/19/19





11/05/2019 Locked

2019-20 Phase Two: The Needs Assessment for Schools

2019-20 Phase Two: The Needs Assessment for Schools




2019-20 Phase Two: The Needs Assessment for Schools Report - Generated on 01/10/2020



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In its most basic form, continuous improvement is about understanding the current state and formulating a plan to move to the desired state. The comprehensive needs assessment is a culmination of an extensive review of multiple sources of data collected over a period of time (e.g. 2-3 years). It is to be conducted annually as an essential part of the continuous improvement process and precedes the development of strategic goals (i.e. desired state).

The needs assessment requires synthesis and analysis of multiple sources of data and should reach conclusions about the current stateof the school/district, as well as the processes, practices and conditions that contributed to that state.

The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that will be addressed later in the planning process through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as part of continuous improvement planning for schools, each school complete the needs assessment between October 1 and November 1 of each year and include: (1) a description of the data reviewed and the process used to develop the needs assessment; (2) a review of the previous plan and its implementation to inform development of the new plan; and, (3) perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I schools implementing a schoolwide program must base their Title I program on a comprehensive needs assessment.

Understanding Continuous Improvement: The Needs Assessment




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Clearly detail the process used for reviewing, analyzing and applying data results. Include names of school/district councils, leadership teams and stakeholder groups involved. How frequently does this planning team meet and how are these meetings documented?

LTMS involves each department leader, team leader, and administrator during the Comprehensive Needs Assessment process. Our teachers and administrators complete disaggregation of data sets for each of our district’s content assessments, benchmark assessments in Reading Plus and our MAP universal screening results. Utilizing the Data Wise questioning process, our School Improvement Team reviews and analyzes each result, preparing the next steps for instruction which are delivered by the lead member of each area to their respective colleagues. Data wise questions include: What does the data tell us? What does the data not tell us? What are the causes for celebration? What are the causes for concern? What are the next steps for school/district improvement? Results and analysis contribute to the needs assessment, budget development, and professional development planning.

Protocol




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Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used.

Example of Current Academic State:-Thirty-four (34%) of students in the achievement gap scored proficient on KPREP Reading.-From 2017 to 2019, we saw an 11% increase in novice scores in reading among students in the achievementgap.-Fifty-four (54%) of our students scored proficient in math compared to the state average of 57%.

Example of Non-Academic Current State:-Teacher Attendance: Teacher attendance rate was 84% for the 2018-19 school year – a decrease from 92% in2017-18.-The number of behavior referrals increased from 204 in 2017-18 to 288 in 2018-19.-Kentucky TELL Survey results indicated 62% of the school’s teachers received adequate professionaldevelopment.

2019 KPREP- 36.4% of all students scored novice level in Writing. 40% of all students scored a novice level in science. 41.3% of African American students scored novice in math. 40.4% of African American students scored novice in reading. 43.4 % of African American students scored novice in writing. 50% of African American students scored novice in science. 31% of Hispanic students scored novice in writing. 37% of Hispanic students scored novice in science. 41.7% of English Learners Plus Monitored students scored novice in math. 62.5 % of English Learners Plus Monitored scored novice in reading. 36.4% of Economically Disadvantaged students scored novice in math. 36.1%of Economically Disadvantaged students scored novice in reading. 45.6% of Economically Disadvantaged students scored novice writing. 46.3% of Economically Disadvantaged students scored novice Science. 63.2% of students of disabilities IEP scored novice level in Math. 66.7% of students of disabilities scored novice level in Reading. 81.8% of students of disabilities IEP scored novice level in writing. 66.7% of students of disabilities IEP scored novice level in Science. 54.5% of students of disability IEP scored novice level in social studies. From 2018 to 2019 the total number of office discipline referrals decreased from 743 to 385.

Current State




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Clearly and concisely identify areas of weakness using precise numbers and percentages.NOTE: These priorities will be thoroughly addressed in the Continuous Improvement Planning Diagnostic for Schools.

Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency on the KPREP test in reading as opposed to just 12% of non-gap learners.

Spring 2018 to Spring 2019 MAP reading comparison, we've witnessed a decrease in our lowest-performing students, while simultaneously growing the overall proficiency of our student body from 45.8% to 55% proficiency. Unfortunately what we're not experiencing is the growth of the overall proficiency or distinguished student population. This growth and novice reduction is in part a result of an increase in expectations within the Summit Learning curriculum. With that said, we've increased the number of instructional minutes for ELA instruction, reading specifically. Spring reading results for African American students Spring 2018 compared to Spring 2019 illustrate novice reductions to nearly 30%. Fall 2019 MAP results for math report 33.2% of African American students are novice performing. Fall 2019 MAP results for reading report 35.8% of African American students are novice performing. Fall 2019 MAP results for reading report 26.5% of Hispanic students are novice performing. Fall 2019 MAP report 28.6% of Economically Disadvantaged students scored novice in math and 31.3% scored novice in reading. . Fall 2019 MAP report 98% of Disabilities students scored novice in math and 95.8% score novice in reading Overall Fall 2019 MAP results for math report 27.9% of students are novice performing. Overall Fall 2019 MAP results for reading report 30.4% are novice performing.

Priorities/Concerns




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Analyzing data trends from the previous two academic years, which academic, cultural and behavioral measures remain significant areas for improvement?

Our state testing results continue to highlight our gap population novice percentages are higher than the district and the state percentages. This is supported during MAP comparison exercises examing math and reading trends. Gap population novice percentage comparisons remain higher than non-gap student populations. Behavior and discipline data is trending positively, however, the majority of office discipline offenders are gap student populations: African American and Disabilities. According to MAP, math proficiency is lower today than compared to prior years' performance. KPREP proficiency trends for Math, Writing, Science and Social Studies are currently lower than the previous years' performance. African American, Economically Disadvantage and Disabilities are three gap population trends of concern for MAP reading and math, as well as, overall KPREP progress.

Trends




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Which processes, practices or conditions will the school focus its resources and efforts upon in order to produce the desired changes? Note that all processes, practices and conditions can be linked to the six Key Core Work Processes outlined below:

KCWP 1: Design and Deploy StandardsKCWP 2: Design and Deliver InstructionKCWP 3: Design and Deliver Assessment LiteracyKCWP 4: Review, Analyze and Apply DataKCWP 5: Design, Align and Deliver SupportKCWP 6: Establishing Learning Culture and Environment

KCWP 2, 4, 5, 6

Potential Source of Problem




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Plainly state, using precise numbers and percentages revealed by current data, the strengths and leverages of the school.

Example: Graduation rate has increased from 67% the last five years to its current rate of 98%.

Discipline referral rates have improved over the past 3 years, decreasing by 358 referrals when comparing the prior two school years. Medium growth in 2019, 51.6. Proficiency increase from 2018, 58.1 to 2019, 58.4.

Strengths/Leverages



02/02/2020 Locked

2019-20 Phase Three: Closing the Achievement Gap Diagnostic





2019-20 Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 03/09/2020



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The Closing the Achievement Gap Report is required by KRS 158.649, which requires the school-based decision making council, or the principal if no council exists to set the school’s targets for eliminating any achievement gap. The targets should be established with input from parents, faculty, and staff and submitted to the superintendent for consideration and the local board of education for adoption.

In addition to being a legal mandate, the Closing the Achievement Gap Report is also a vital component of the continuous improvement process. The report is designed to underscore a school's trend data (i.e. two-year window) relating to its individual gap groups. Upon completion of the Closing the Achievement Gap Report, schools will have already engaged in a significant piece of school improvement work by intentionally focusing on the gaps that exist among its underserved student populations.


2019-20 Phase Three: Closing the Achievement Gap Diagnostic Rationale




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Schools should use a variety of measures and analysis to conduct its annual Closing the Achievement Gap Report pursuant to KRS 158.649.

Complete the Achievement Gap Group spreadsheet and attach it.

See Attachment

ATTACHMENTS

Attachment Name

Gap Group Identification

I. Achievement Gap Group Identification

https://drive.google.com/file/d/0B7A6n8V1dmUOWFNKY2dSTTFibjA/view?usp=sharing




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A. Describe the school's climate and culture as they relate to its achievement gap population.

The culture and climate of support for the gap population at LTMS is an designed to increaseinstructional minutes, grounded in restorative justice practices and trauma informed training. LTMSInstructional and Leadership Teams focused on these areas of professional growth during thesummer and throughout the previous school year. The initiative is to assist our staff in making dailydecisions, based upon principles of trauma-informed care and to create a classroom setting of trustsupporting students in restorative justice. The number of behavior events were at 1,153 in2016-17 to 765 in 2017-18 to 433 events in 2018-19. The vision forLTMS is high interest, personalized learning. LTMS has implemented a blended learning programcalled Summit Learning. Summit Learning is an online learning platform which activities aredesigned from the pedagogical research that enhances how students learn best. The threecomponents of Mentoring, Project-based learning, and Self-Directed learning empower students todemonstrate proficiency in cognitive skills, content knowledge, and habits of success.

B. Which achievement gaps has the school successfully closed? Use specific data from the previous two academic years when analyzing trends.

Hispanic/Latino state achievement proficiency in 17-18 is reported at 34.36% compared to 18-19 reporting at 44.34%. Whites state achievement proficiency in 18-19 is reported at 45.51%.

C. Based upon the analysis of the school’s achievement gap data, identify the gap groups and content areas where the school has shown improvement. Use specific data from the previous two academic years when analyzing trends.

As mentioned prior, the Hispanic/Latino proficiency has improved. In addition, a slight improvement for students with disabilities., which led to an improved status, no longer TSI, 7% proficiency in reading in 2018 to 12.3% in 2019. Students with disabilities in Math in 2018 was reported at 7.9% and 12.3% in 2019. African American reading proficiency in 2018 was reported at 31%, while in 2019 35.3 percent of students were reported proficient.

D. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has lacked progression or regressed. Use specific data from the previous two academic years when analyzing trends.

African American math proficiency in 2018 was reported at 18% and reported as 18.9%. Economically Disadvantage students reported 27% math proficiency in 2018 and 24.3% in 2019. Economically Disadvantage students reported 41% reading proficiency in 2018 and 40.5% in 2019.

E. Describe the processes, practices and/or conditions that have prevented the school from closing existing and persistent achievement gaps.

The primary zip code area for our school neighborhood has the lowest median household income,average household income, and income per capita of all zip code areas in the county. The averagehousehold income here is less than half the average for the county (https://www.incomebyzipcode.com). Approximately 35% of residents live below the poverty level(Census) in this zip code area, nearly twice the percentage of the county (19%). 20.5% of adultsover 25 here do not have a high school diploma/GED, compared to 10% for the county. Theunemployment rate

II. Achievement Gap Analysis




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in the area is almost twice that of the whole county (www.city-data.com). Theprimary concern for addressing the achievement gap involve KCWP 1 and 2, establishing andimplementing a core Tier I curriculum . Prior to the 2018-19 school year, LTMS continued toprovide inconsistent Tier I resources preventing our educators from instituting key principles of aneffective professional learning community. In 2017, FCPS curriculum and instruction supportoffices provided LTMS an opportunity to pilot a trial math program and implement a widely adopteddistrict support ELA resource. By coordinating a school-wide math resource, along with the pilot ofSummit Learning, LTMS began review assessment results, collaborating efforts for instruction andsetting goals for grade level students. Today, LTMS implements a guaranteed and viablecurriculum for all Tier I instruction. Our second critical area for improvement is KCWP 5,implementing a Multi-Tiered System of Support. Our past efforts did not meet the full standards ofan effective MTSS program. Our present needs for improvement include Integration andSustainability, Data based decision making and Leadership and Empowerment. Theimplementation of a clear, concise data on a formal basis will improve the school's opportunities toselect meaningful and powerful evidence based practices to positively influence the gap reductiongoals. Our third area of growth is the consistent and meaningful implementation of specialeducation services. Recent co-teaching efforts are designed to promote inclusion and maximizethe support of teams of teachers to impact learning for all students, especially students withdisabilities. Current efforts and future goals will be supported by implementing co-teachingprinciples and practices with fidelity, monitoring goals for implementation, execute progressmonitoring and direct data-based decision making.

F. Describe the process used to involve teachers, leaders, and other stakeholders in the continuous improvement and planning process as it relates to closing the achievement gap. List the names and roles of strategic partners involved.

The Administrative Team, School Improvement Team, and SBDM implement a regular schedule ofplanning meetings to review student achievement results, discussing the Data Wise protocol: Whatdoes the data tell us? What does the data not tell us? What are causes for celebration? What arecauses for concern? What are the next steps for school/district improvement? Regular assessmentresults are shared during faculty and department meetings. The LTMS curriculum coach reviewsLexington Trad Magnet School unit and project results with grade level teams and teams of teachers. The School ImprovementTeam conducts planning and review meetings to assess the effectiveness of annual goals andactivities, including: Title I Schoolwide Plan, 21st CCLC I and I, CSIP I and I, Summit LearningData Platform, Professional Development I and I and MTSS programming goals. Strategic partnersinclude: SBDM Parent representatives: Stephanie Bird-Pollan, Christina Watson, Shauntel BrownSBDM Teacher representatives: Lance Patton, Shelby Kelly, Traci Sanford, Jennifer Williams,Tomma Huguely, Corey Canter SBDM Administrator- Larry Caudill, Chad Luhman Administrative Lead Team Members- Leigh Nahra Curriculum Coach, Tomma Huguely Dean of Students,Brittany Mauck Lead Counselor, Associate Principal Chad LuhmanSchool Improvement Team Teacher Members-Julie Adler, Jamie Giger, Keric Seals, Tambra Wooldridge, Cheryl Diamond, Maggie Payne, Brittany Mauck, Chad Luhman, Tomma Huguely, Leigh Nahra and Larry Caudill Title I Advisory Council- Tambra Wooldridge Teacher, Larry Caudill, Tomma Huguely, Ushanda Starks

G. Describe in detail the school's professional development plan related to its achievement gaps.

(Note: School-based decision making councils, or principals in schools where no council exists, are required by KRS 158.649(8) to submit revisions to the school improvement plan describing the use of professional development funds to reduce achievement gaps for review and approval by the superintendent. Superintendents shall report, pursuant to KRS 158.649(9), to the local school board and Commissioner of Education schools failing to meet targets to reduce the gap in student achievement for any student group two years in a row, and




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improvement plans for those schools will be subject to review and approval by KDE.)

Our current plans include and will include the following events for our teams of teachers:Professional growth is personal growth. Just as we must tailor our learning tasks to our studentspersonal interests and strengths, LTMS is committed to creating and approving outlets for oureducators. If you have an event or idea for growth, please let me know. Restorative Practices and Justice, Summit Academy - trainingfor all new teachers to Summit Learning to help facilitate the necessary pedagogy, Shared Inquirythrough Great Books- formalized student discourse, Special Education Co-Teacher Cadre- FCPS -to develop procedures and processes to meet our needs, Teacher and Department Release Days -Instructional Model development and design, ISTE and KYSTE - digital literacy and fluency, KAGE -exceptional student development, William & Mary - curriculum for gifted and talented students.




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Closing the Achievement Gap GoalsList all measurable goals for each identified gap population and content area for the current school year. This percentage should be based on trend data identified in Section II and based on data such as universal screeners, classroom data, ACT, and Response to Intervention (RTI). Content areas should never be combined into a single goal (i.e., Combined reading and math should always be separated into two goals – one for reading and one for math – in order to explicitly focus on strategies and activities tailored to the goal).

Goal 3 (State your achievement gap goal.): By May 2022 will increase the percent of disabilities students scoring proficiency in:Mathematics from 12.3% to 30.53%.Reading from 12.3% to 30.53%.

Closing the Achievement Gap

Step 1: Download the Closing the Achievement Gap Summary spreadsheet. Step 2: Complete your findings and answers. Step 3: Upload the Completed Closing the Achievement Gap Plan Summary spreadsheet.

Attached Doc

III. Planning the Work

https://drive.google.com/file/d/0B6i22i6omk4ySmUtTHZuSVRFazQ/view




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Attachment Name Description Associated Item(s)

Gap Goal Spreadsheet NA •

Gap Group Identification Gap Group Identificaton • I

Attachment Summary



11/14/2019 Locked

2019-20 Phase Two: School Assurances

2019-20 Phase Two: School Assurances




2019-20 Phase Two: School Assurances Report - Generated on 01/10/2020



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1. The Every Study Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. Anineffective teacher receives a summative effectiveness rate of “Ineffective” as determined through the localperformance evaluation system that meets the requirements established by KRS 157.557. An ineffective teacherconsistently fails to meet expectations as determined by a trained evaluator, in competencies identified as theperformance criteria in the Kentucky Framework for Teaching.

Responses to this assurance will be collected in the Kentucky Teacher Performance survey. Responses to each survey question should be based on data from the 2018-19 school year. Once you have completed the survey, return to the 2019-20 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic.

I certify this school has completed the Kentucky Teacher Performance survey.

YesNoN/A

Teacher Performance




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2. If the school is implementing a schoolwide program, the school developed a comprehensive plan during a 1-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

YesNoN/A

3. If the school is implementing a schoolwide program, the school developed a comprehensive plan with theinvolvement of parents and other members of the community to be served as well as individuals who will carryout such plan (e.g. teachers, administrators, classified staff, etc.) as required by Section 1114(b)(2) of ESSA.

YesNoN/A

4. If the school is implementing a schoolwide program, the school developed a comprehensive plan that willremain in effect for the duration of the school’s participation under Title I, Part A of ESSA as required by Section1114(b)(3) of ESSA.

YesNoN/A

5. If the school is implementing a schoolwide program, the school developed a comprehensive plan that isavailable to district leadership, parents, and the public and in an understandable and uniform format as requiredby Section 1114(b)(4) of ESSA.

YesNoN/A

6. If the school is implementing a schoolwide program, the school developed a comprehensive plan that, to theextent appropriate and applicable, coordinates with other federal, state, and local programs, including but notlimited to the implementation of improvement activities in schools identified for comprehensive or targetedsupport and improvement, as required by Section 1114(b)(5) of ESSA.

YesNoN/A

7. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is basedon a comprehensive needs assessment, which included a review of academic achievement data, and includes,among other items, a description of the strategies the school will implement to address school needs as requiredby Section 1114(b)(6) of ESSA.

Title I Schoolwide Programs




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YesNoN/A

8. If the school is implementing a schoolwide program, the school developed, pursuant to Section 1114(b)(7), acomprehensive plan that includes a description of the strategies to be implemented to address school needs,including how such strategies: (1) provide opportunities for all children; (2) use methods and instructionalstrategies that strengthen the academic program in the school, increase learning time, and provide an enrichedand accelerated curriculum; and, (3) address the needs of all children through, for example, the followingactivities: school-based mental health programs; a tiered model to prevent and address behavioral problems;professional development to improve instruction and use of data from academic assessments, and to recruit andretain effective teachers; and/or, strategies for assisting preschool children transition to local elementary schoolprograms.

YesNoN/A




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9. If the school is implementing a targeted assistance school program, participating students are identified inaccordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

YesNoN/A

10. If the school is implementing a targeted assistance school program, the school serves participating studentsusing resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section1115(b)(2)(A) of ESSA.

YesNoN/A

11. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen theacademic program of the school, which may include, for example, expanded learning time, summer programs,and/or a tiered model to prevent and address behavioral problems.

YesNoN/A

12. If the school is implementing a targeted assistance school program, the school serves participating studentsby coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) ofESSA.

YesNoN/A

13. If the school is implementing a targeted assistance school program, the school serves participating studentsby providing professional development to, for example, teachers, administrators, classified staff, and/or otherschool personnel who work with participating students as required by Section 1115(b)(2)(D) of ESSA.

YesNoN/A

14. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parentsof participating students in accordance with Section 1116 of ESSA.

Title I Targeted Assistance School Programs




Page 9 of 12

YesNoN/A

15. If the school is implementing a targeted assistance school program, the school serves participating students,to the extent appropriate and applicable, by coordinating with other federal, state, and local programs, includingbut not limited to the implementation of improvement activities in schools identified for comprehensive or targetedsupport and improvement, as required by Section 1115(b)(2)(F) of ESSA.

YesNoN/A

16. If the school is implementing a targeted assistance school program, the school serves participating studentsby reviewing the progress of participating students on an ongoing basis and revising the targeted assistanceprogram, if necessary, to provide additional assistance to meet challenging state academic standards as requiredby Section 1115(b)(2)(G) of ESSA.

YesNoN/A




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17. If identified for targeted support and improvement pursuant to Section 1111(d)(2) of ESSA, the schooldeveloped and implemented a plan to improve student outcomes that, among other items, was informed by allindicators, including student performance against long-term goals; included evidence-based interventions; and,approved by local leadership. For reference, “evidence-based” is defined in ESSA Section 8101(21).

YesNoN/A

Schools Identified for Targeted Support and Improvement




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18. The school provides professional development for staff that is in accordance with the purpose of Title II ofESSA; addresses the needs of all students; and, strives to ensure all students are college, career and transitionready as intended by Section 2103 of ESSA, which governs the local use of Title II funding.

YesNoN/A

19. The school collects and publicly disseminates, in compliance with Kentucky’s Consolidated State Plan and inalignment with Section 1111(g)(1)(B), data through the School Report Card that addresses students’ access toeffective/experienced teachers.

YesNoN/A

20. The school ensures that, if the Title I application includes funding for certified or classified positions (e.g.counselors, nurses, media specialists, etc.), there is documentation indicating such is needed to improve studentachievement. This ensures the use is reasonable and necessary in compliance with the Code of FederalRegulations (CFR), including 2 CFR 200.403 and 200.405.

YesNoN/A

21. The school ensures that all teachers and paraprofessionals working in a program supported with Title I, PartA funding meet applicable state certification and licensure requirements as required by Section 1111(g)(2)(J) ofESSA.

YesNoN/A

22. The school distributes to parents and family members of participating children a written parent and familyengagement policy, agreed on by such parents, that complies with Section 1116(c)-(f) of ESSA and is in anunderstandable and uniform format as required by Section 1116(b) of ESSA. For reference, Section 1116(b) ofESSA allows existing parent and family engagement policies the school may have in place to be amended tomeet the requirements under Title I, Part A.

YesNoN/A

All School Programs

LTMS Comprehensive School Improvement Plan (CSIP)

Rationale School improvement efforts are a collaborative process involving multiple stakeholders. Through the improvement planning process, leaders focus on priority needs, funding, and closing achievement gaps among identified subgroups of students. When implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes student growth and achievement.

Operational Definitions Goal: Long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective : Short-term target to be attained by the end of the current academic year. There can be multiple objectives for each goal.

Strategy: An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

Key Core Work Processes : A series of processes identified by the Kentucky Department of Education that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an organization’s success and help it prioritize areas for growth.

● KCWP 1: Design and Deploy Standards● KCWP 2: Design and Deliver Instruction● KCWP 3: Design and Deliver Assessment Literacy

● KCWP 4: Review, Analyze and Apply Data● KCWP 5: Design, Align and Deliver Support● KCWP 6: Establishing Learning Culture and Environment

Measure of Success : Criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Progress Monitoring: Process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals.

Funding: Local, state, or federal funds/grants used to support (or needed to support) the improvement initiative.

Requirements for Building an Improvement Plan ● There are six (6) required district goals: proficiency, separate academic indicator, achievement gap, graduation rate, growth, and transition readiness.

● The required school goals include the following:

o For elementary/middle school, these include: proficiency, separate academic indicator, achievement gap, and, growth.

o For high school, these include: proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness.

Explanations/Directions

Goal: Include long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective Strategy Activities Measure of

Success Progress Monitoring Funding

Include short-term targets to be attained by the end of the current academic year. There can be multiple objectives for each goal.

An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed above or another established improvement approach (i.e. Six

Include actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

List the criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Discuss the process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals. Progress monitoring ensures that plans are being revisited and an opportunity to determine whether the plan is working.

List the funding source(s) used to support (or needed to support) the improvement initiative.

Sigma, Shipley, Baldridge, etc.).

1: Proficiency Goal Goal 1 (State your proficiency goal.): By May 2022 increase combined (reading and math) percentages of students scoring proficient/distinguished from 40.3 to 43.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1- Increase the reading proficiency rating from 48.6 to 50.9 by 2020.

KCWP 4: Review, Analyze and Apply Data

Establish a process to ensure that formative, interim and summative assessment results, as well as universal screener data, are used appropriately to determine tiered intervention needs.

Summit progress and assessment results analysis meetings. Data analysis committee will utilize Data Wise questions.

Monthly MTSS/RTI data, grade level and admin review.

Establish a process to utilize data wise questions to evaluate “as is” state at a minimum of every 30 days. (Data wise questions include: What does the data tell us? What does the data not tell us? What are causes for celebration? What are causes for concern? What are the next steps for school/district improvement?)

Review of monthly Data Wise analysis protocols .

MAP Assessment, Reading and Math- Fall, Winter, Spring KPREP- Fall Unit Assessments/Project/Focus Areas Monthly Power Focus Area Progress monthly review with grade levels Monthly Project progress review with grade level teams

KWCP 5: Design, Align and Deliver Support

Establish a process to develop a clearly defined RtI school/district-wide process with applicable checklist(s) and documentation tools, including such information as service frequency, intervention programs/strategies, SMART goal measurement, and progress monitoring checks.

Complete the the LTMS MTSS handbook. Monthly review of listing of approved RtI programs success. Weekly usage of progress monitoring tool. Screening instrument usage and

LTMS MTSS Handbook due in August 2020. Program assessment complete monthly. Bi-weekly screening meeting results.

results following each MAP session.

MTSS Screening results review- Fall, Winter, Spring

KWCP 6: Establishing Learning Culture and Environment

Establish a process to ensure that classrooms operate within the school’s guidelines of cultural responsiveness and hold students to high expectations for appreciating and accepting diversity.

Review of the walkthrough data collection form. Development and implementation of Culturally Responsive Teaching and Learning (CRTL) professional learning plan.

Administration review of CRTL walkthrough data and culture surveys each semester

Establish a process to ensure that classrooms operate within the school’s guidelines of Restorative Justice and Practice holding faculty and students to high expectations for restorative practices.

Development and implementation of Restorative Justice and Practices professional learning plan. Tiered supports for highest discipline referral teachers and students.

Administration, Special Education Lead Teacher walkthrough data and culture surveys each semester Discipline data review during PBIS, Faculty and SBDM meetings

Objective 2: Increase the math proficiency rating from 32 to 35.1 by 2020.

2: Separate Academic Indicator Goal 2 (State your separate academic indicator goal.):By May 2022 will increase the percentage of all students scoring proficient/distinguished from 46.7 to 60.71.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1- By May 2020 increase all Science proficiency rating from 16.3 to 20.1.

KCWP: 1 Design and Deploy Standards

Develop a process to ensure regularly-scheduled curriculum meetings to review the alignment of standards, learning targets, and assessment measures.

Review weekly team meeting documents.

Administration and ILT weekly monitoring discussions.

Develop a process to ensure monitoring measures are in place to support high fidelity in teaching to the standards, by way of peer observations, formal and informal observations, classroom data/running records, and standards mastery checks.

Review reflections from lead teacher peer observations.

Monthly ILT walkthrough data review and goal setting. Monthly department meeting progress on walkthrough updates. New Teacher Project

KCWP: 2 Design and Deliver Instruction

Develop a process to ensure item analysis methods are occurring within PLCs to evaluate instructional effectiveness and determine if instructional adjustments are needed, and if so, what those adjustments.

Implementation of the Summit Project and FCPS Instructional Planning document.

Develop a process to ensure that formative assessment practices allow students to understand where they are going, where they currently are, and how they can close the gap.

Implementation of student data folders- hard copy and e-copy. Review Summit mentoring data.

Monthly SIT lead teacher presentations Weekly Mentoring meetings Weekly Admin team updates Weekly SIT team updates Team Leader weekly team meeting

KCWP 3: Design and Deliver Assessment Literacy

Develop a progress monitoring system to monitor standards mastery

Review and record cognitive skills rubrics,

Weekly Content Team Meetings

for each student. Spiraling curriculum planning and implementation will be utilized to maintain students' understanding of core content.

power focus areas and project results.

Monthly power focus area review with administration and SIT Team Leader weekly team meeting

Objective 2- By May 2020 increase all Social Studies proficiency rating from 39.4 to 51.22 .

Objective 3- By May 2020 increase all Writing proficiency rating from 14.5to 18.4.

According to the writing policy, writing in other content areas will be instituted universally, results oriented, reviewed to determine appropriate next steps.

Department meeting analysis.

Curriculum coach will determine the tasks and measures to report. Department leaders will manage each assessment trial.

Institute unit or project science writing prompts requiring students to cite Claim, Evidence and Reasoning.

Review student writing scores and averages.

Curriculum coach will determine the tasks and measures to report. Department leaders will manage each assessment trial.

3: Achievement Gap Goal 3 (State your achievement gap goal.):By May 2022 will increase the percent of disabilities students scoring proficiency in:

● Mathematics from 12.3% to 30.53%. ● Reading from 12.3% to 30.53%.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1By May 2020, increase the percent of disabilities mathematics students scoring proficiency from 12.3% to 20.53%.

KCWP 4: Design, Align and Deliver Support

Utilize the Co-Teaching process to ensure that effective communication regarding assessments and student performance are shared with appropriate stakeholders to guide instructional planning, student grouping, etc.

Weekly review of co-teaching implementation document.

Monthly department meetings Weekly Administrative Team Review

Ensure proper data collection efforts are implemented in Running Record documentation (i.e. ELA – fluency, comprehension, articulation; Math numeracy).

IEP Progress monitoring checks Success Maker, Reading Plus

Administration and Department Chair- Monthly department meeting

KCWP 2: Design and Deliver Instruction

Ensure that curricular delivery and assessment measures provide for all pertinent information needs for students.

Summit program fidelity checks Reading Plus, Success Maker

Monthly department meeting review

Ensure ongoing professional development in the area of best practice/high yield instructional strategies to aid in curricular adjustments when students fail to meet mastery.

Co-teaching strategies training Summit Learning professional development

District Leadership, FCPS co-teaching professional development plan Spring and Summer Summit professional learning plan

Utilizing the Data Wise process to determine a problem of practice to focus on improvement practices as indicated by the defined student centered learning problem.

Montly department meeting review of the Data Wise steps.

Objective 2- By May 2020, increase the percent of disabilities Reading students

scoring proficiency from 12.3 to 20.53.

4: Growth

Goal 4 (State your growth goal.):By May 2022 will increase the growth indicator score from 51.6 to 67.08.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1- By May 2020 will increase the growth indicator score from 51.6 to 56.76.

KCWP 6: Establishing Learning Culture and Environment

Ensure that student conferencing occurs on a regular basis and such discussions support a culture for learning.

Summit Learning Mentoring and goal setting data.

Monthly Admin and School Improvement Team Meeting and Minutes

KCWP 4: Review, Analyze and Apply Data

Use collection of assessment artifacts to inform next steps for individual students and groups of students.

Data Wise analysis of sub-group analysis

Monthly team, department and SBDM committee meetings

KCWP 5: Design, Align and Deliver

Develop and deploy a PLC protocol with an effective cyclical process for standards deconstruction, designing of assessment measures, resource sharing and collaborative lesson creation, and analysis of data.

Content planning meeting minutes and planning documents

Review weekly planning documents. Monthly assessment and progress updates

Objective 2- KCWP 2: Design and Deliver

Instruction

5: Transition Readiness

Goal 5 (State your transition readiness goal.):

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1

Objective 2

6: Graduation Rate

Goal 6 (State your graduation rate goal.):


Objective 2

7: Other (Optional) Goal 7 (State your separate goal.):


Objective 2

Special Considerations for Targeted Support and Improvement (TSI) Schools

TSI schools must embed their subgroup(s) plan for improvement within their CSIPs. TSI stakeholders, including the principal and other school leaders, teachers, and parents, should carefully consider what must be done to ensure the subgroup(s) perform(s) at high levels in the state accountability system. In addition to identifying strategies and activities within the CSIP that address the specific needs of underperforming groups, provide narrative information regarding the additional requirements for TSI schools in the following chart:

Components Of Turnaround Leadership Development And Support: Consider: How will you ensure that school leadership has or develops the skills and disposition to achieve accelerated, meaningful, and sustainable increases in student achievement for underperforming subgroups? Response:

Identification Of Critical Resources Inequities: Consider: Describe the process used to review the allocation and use of resources (people, time, and money), any resource inequities that were identified that may contribute to underperformance, and how identified resource inequities will be addressed. Response:

Targeted Subgroups and Evidence-Based Interventions: Consider: Identify the areas of need revealed by the analysis of academic and non-academic data that will be addressed through CSIP activities for your targeted subgroup(s). What evidence-based practice(s) will the school incorporate that specifically targets the subgroup(s) achievement that contributed to the TSI identification? How will we monitor the evidence-based practice to ensure it is implemented with fidelity? Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence. Response:

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies.

Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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Additional Actions That Address The Causes Of Consistently Underperforming Subgroups Of Students Consider: Describe the process used to review the learning culture related to your targeted subgroup(s) and any additional actions that were determined to address the causes of underperformance. Response:

Special Considerations for Comprehensive Support and Improvement (CSI) Schools Schools identified for Comprehensive Support and Improvement (CSI) must complete the CSIP process and meet all applicable deadlines while identified for Comprehensive Support and Improvement (CSI). Following the completion of the school audit, CSI schools must revise their CSIP to account for the improvement priorities identified by the audit team. The newly revised CSIP, referred to as a Turnaround Plan, must include the following items: (1) evidence-based interventions to be utilized to increase student performance and address the critical needs identified in the school audit, (2) a comprehensive list of persons and entities involved in the turnaround efforts and the specific roles each shall play in the school’s turnaround process, and (3) a review of resource inequities, which shall include an analysis of school level budgeting to ensure resources are adequately channeled towards school improvement (703 KAR 5:280). Each of the three aforementioned requirements must be embedded throughout the CSIP document. Once the CSIP has been revised, the turnaround plan must be submitted to the LEA for approval before it is submitted to the Commissioner of Education for final approval.

Evidence-based Practices The Every Student Succeeds Act (2015) created new expectations for evidence-based decision making at school and district levels. More specific information regarding evidence-based practices and requirements can be found on the Kentucky Department of Education’s Evidence-based Practices website. While evidence documentation in the CSIP is only required for schools identified for Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI), KDE encourages all school leaders to review evidence related to new programs, practices, or interventions being implemented in the school. In addition to documenting the evidence below, TSI and CSI schools are expected to upload a description of their evidence review process, the findings of their evidence review, and a discussion of the local implications into eProve. Specific directions regarding the documentation requirements can be found in the “Documenting Evidence under ESSA ” resource available on KDE’s Evidence-based Practices website. Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence.

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies.

Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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2019-20 phase three: executive summary for schools · technologies, professional learning,...

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