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Fleming County Schools

Quarterly Report

October 2014 / December 2014

Mission: The mission of Fleming County Schools is to unite with family and community to provide an

equitable, high quality education that meets the needs of each student in a caring and safe learning

environment, which will ensure that students become successful throughout life.

Fleming County Schools…Where Kids are First and Learning Never Ends!

Vision: The vision of Fleming County Schools is to become a district of distinction.

Diagnostic Review – March 2014

The district underwent a second diagnostic review March 9-12, 2014. As part of this process, the district

completed a Self-Assessment and Executive Summary and provided a collection of documents and

artifacts to support its findings. During the on-site review, Superintendent Tom Price provided the

review team with an overview presentation which outlined current challenges, ramifications of past

decisions, competency of personnel, board operations and focus, current initiatives, and plans for the

future. Fleming County High School, the Priority School, also participated in the diagnostic review which

included classroom observations using the ELEOT document.

The Diagnostic Review process resulted in eighteen (18) improvement priorities, four (4) identified

deficiencies which had no implementation and two (2) identified deficiencies with limited or partial

implementation. Newly hired Superintendent Brian Creasman has led the district team in conversations

and planning meetings to address the improvement priorities and deficiencies. State Assistance

Monitor Jim Hamm, Education Recovery Director Julia Rawlings, Associate Commissioner Kelly Foster,

and the Fleming County High School Education Recovery staff (Lewis Willian, Felicia Bond, and Charlotte

Jones) have been involved in this process.

Below are the Improvement Priorities and Leadership Deficiencies were identified by the Diagnostic

Review Team. The district leadership is currently developing a new PDSA to fully address all

improvement priorities and deficiencies with the assistance of Jim Hamm. The following sections outline

the progress made by Fleming County Schools in addressing the improvement priorities and deficiencies:

1.1 Develop and implement a formalized process for reviewing, revising, and communicating a district purpose statement that focuses on the success of all students. Ensure that the process includes participation by representatives from all stakeholder groups.

1.2 Develop and implement policies and procedures that outline the expectations for schools regarding a systematic, inclusive, and comprehensive process for review, revision, and communication of a purpose for student success. Monitor and maintain data about each school and provide feedback for the improvement of the implementation of the process to school personnel.

Deficiency 1: There is lack of clarity in the understanding of roles and responsibilities among central office staff.

The existing district mission statement has been used in all communications and present on all district

level meeting agendas in order to serve as a reminder as to what the focus of the district and the work

of district level employees is. In the meantime, surveys have been conducted by Superintendent

Creasman of the school and district leadership, as well as the school staffs in order to ascertain the

needs and perceptions of the employees district-wide. Schools are currently administering student and

parent/community surveys as part of the district-wide internal review, scheduled for later in October.

Furthermore, weekly district level staff meetings take place each Monday (9:00 a.m.) to discuss the

direction/focus of the district and major issues or initiatives taking place in all departments. This

provides an opportunity for district level administrators and support staff to communicate and

collaborate effectively to reach goals and meet timelines. Since the introduction of these meetings,

there has been an increase in collaboration among departments and individuals to accomplish tasks.

Additionally, the district senior leadership team meets frequently to work on district goals/focus, district

diagnostic review PDSA, and discussions on a wide variety of topics including finance, teaching and

learning, and assessment.

To further define district staff roles and responsibilities, Superintendent Creasman has developed a list

of responsibilities accompanied by the appropriate district staff member(s) attached, so that it is clear

who is responsible for each area.

District and school level conversations led by Superintendent Creasman have centered around where we

are, where we want to go, and how we will get there. It is our desire to become a district of distinction

(and all schools to be schools of distinction). It is the belief among leadership that this is an achievable

goal if our team works together and focuses efforts and resources on teaching and learning.

A tentative list of district strategic goals (with elements for success) has been developed by the district

level leadership team which will be shared with the board of education for their input at the next school

board meeting. These DRAFT goals focus on 1) Teaching & Learning; 2) Fiscal Responsibility; 3)

Communication; 4) Accountability; 5) Culture.

Teaching and Learning Goal: Promote teaching that prepares students to be college/career ready who

are lifelong learners and competitive in the 21st century global economy.

a. Best instructional practices

b. Digital tools

c. Highly qualified teachers

d. Rigorous and relevant educational experiences

Fiscal Responsibilities Goal: Develop systems to ensure sound fiscal management designed to support

effective teaching and learning.

a. Budgets reflect instructional needs

b. Processes for ensuring fiscal accountability

Communication Goal: Improve content, frequency and transparency of communication with and among

stakeholders to enhance teaching and learning.

a. Seeking input from stakeholders

b. Revision of Communication Plan

c. Publish, post, and provide all communications to stakeholders

Culture Goal: Promote a culture where all stakeholders are valued and high expectations are shared.

a. Student achievement (e.g., test scores, graduation rate, college admission rate, CCR rate,

attendance rate)

b. Morale (TELL)

c. Recognitions

Accountability Goal: Develop a comprehensive district-wide assessment system/plan that ensures and

evaluates progress toward student achievement goals.

Since the October Quarterly Report, Fleming County Schools’ leadership has been hard at work to revise

and refine the strategic goals and address the priority improvements and deficiencies identified in the

March 2014 Diagnostic Review. Through surveys of stakeholders and conversations in committee

meetings and school/district level leadership team meetings, the FCS Leadership Framework

(attachment) has been developed to describe “Our Vision. Our Bridge. Our Journey. “ This is our

blueprint or roadmap to becoming a district of distinction. This document is a guide and form of

communication for all stakeholders and those outside our district so that they may understand our

journey.

Furthermore, the district senior leadership team has completed a self-assessment around all of the

standards (in ASSIST) and created a 30-45-60 day plan to address components of all standards. During

the first 30 days of this PDSA, the team accomplished a great deal related to Standard 1:

Draft of a standardized, district walkthrough process, tool, and data analysis process

Draft of a district-wide assessment and monitoring plan

Reviewed most recent TELL Survey data

During the next 15-30 days, the team will:

Collect stakeholder feedback on the strategic plan before making final revisions

Each school leadership team will develop a school-based assessment plan aligned to the district

plan

Develop a plan or PDSA to address priority areas of improvement from the 2013 TELL Survey,

which may not have already been addressed

Attend systems training and report back to full senior leadership team

Schedule time with ERL (Sam Watkins) to discuss FCS district-wide systems and make

connections

Create diagram/visual of district-wide systems as a means of organization and communication

Train principals on using the ELEOT walkthrough instrument and the district-wide walkthrough

data

School leadership to create PDSAs based on results from the Standard 3 Internal Review

conducted in October

Purchase ELEOT Walkthrough for district-wide use

2.1 Develop policies and practices that clearly support the purpose and direction for operating an effective district and its schools. Ensure policies and practices have applicable mechanisms in place for monitoring student learning, effective instruction, and assessment that produce equitable and challenging learning experiences for all students. Review and revise policies and practices requiring directions for professional growth of all staff.

2.2 Develop and implement a systematic process whereby the district: 1) evaluates decisions and actions to ensure they are in accordance with defined roles and responsibilities, 2) participates in formal professional development that includes conflict resolution, decision-making, supervision and evaluation, and fiscal responsibility.

Since the March 2014 Diagnostic Review, a number of policies have been reviewed and updated to

better address district vision/mission and improvement priorities. At the June 2014 regular board

meeting, the board approved first reading of a number of policy revisions. This included various

definitions, regular board meetings, records management, training for board members, professional

development for certified employees, bidding, financial statements, construction, meal pricing,

competitive foods, vending machines, graduation requirements, extended school/supplemental

education services, school calendar, adult/ community education, school attendance areas,

admissions/attendance, absences and excuses, student records, student fees, student medical

treatment/medication, athletics/sport activities, tobacco, student disciplinary processes/discipline code.

In addition to these policies, the board also reviewed the following procedures: professional

development, juvenile justice agency certification, emergency medical care, and grievances.

Policies and procedures for finance, hiring, SBDM, migrant, gifted and talented, student attendance,

transportation, and food/nutrition are being monitored by program managers for compliance. These

have been a part of district PDSAs and progress continues to be made.

The district’s finance officer position had been vacant for a year, while employing a part-time consultant

to assist with the district finances. In July 2014, Fleming County Schools employed Greg Conway as the

new finance officer. Support staff duties have been adjusted to ensure that adequate support and

oversight is given to the district’s finances. In addition, procedures have been reviewed, revised, and

tightened. Superintendent Creasman and Mr. Conway have met with all principals and asked them to

develop a spending plan for their instructional fund allocation based on their schools’ prioritized

instructional needs.

Stakeholder interviews from the March 2014 Diagnostic Review indicated that communication and

transparency were a major concern. The district has a formal communication plan; however, until

recently, efforts to keep stakeholders and the public informed were minimal. Currently, district team

meeting, school leadership meeting, and school board meeting minutes and artifacts are posted on the

district web page. In addition to minutes and artifacts, the district web page is being utilized as a means

to publicize events and communications from individuals and programs.

Since the progress report in October, the district has continued to address issues related to these areas

of priority improvement:

Senior leadership team participated in KSBA training on review and update of policies and

procedures

District level staff have resumed the review of existing district procedures to ensure that they

are up to date and being followed

Senior leadership team has mapped out and implemented a district level walkthrough plan

Senior leadership team has created an evaluation/effectiveness plan for classified staff and will

be presented to the board of education in December.

Senior leadership team has finalized and posted to the website the FCS organizational chart

All FCS job descriptions have been finalized and posted

In the next 15-30 days, the district will:

Finalize district policies and procedures from October/November work sessions

Create a draft of the 2015-16 professional learning plan

Develop a draft of the academic calendar for 2015-16 with the goal of maximizing professional

learning opportunities for all staff (certified and classified)

Release instructional technology survey

Develop draft of financial clinics for principals and bookkeepers

Monitor school-based data analysis and communication to stakeholders through individual

school meetings (or faculty meetings)

2.4 Ensure leadership and district staff commit to a culture whereby decisions and actions align to the system’s purpose and direction and hold as priority the continuous improvement of student learning. Establish high standards for students and hold all personnel accountable to maintain and improve academic achievement and the conditions that support student learning.

Student and staff attendance has been an area targeted for improvement over the past year. Student

attendance has been on the rise since the focus began in Fall 2013. As reported in the June 2014

Quarterly Report, student attendance had increased 1.1% district wide by the end of the school year

2013-14. The chart below summarizes student attendance per school each month to date, compared to

last year. The goal… 97% attendance.

School Month 1 Month 2 Month 3 YTD Last Year YTD

WES 97.32 97.3 96.97 97.32 96.76

EES 97.32 97.01 95.68 96.72 96.08

FCHS 96.21 95.07 94.72 95.31 94.45

FES 97.38 97.52 97.00 97.29 96.95

HES 98.44 97.32 97.59 97.78 97.26

SMS 97.57 96.94 96.66 97.04 95.88

District 96.95 96.58 96.12 96.61 95.93

District Director of Pupil Personnel has created a spreadsheet to detail absences by grade/school and to

show lost revenue and lost instructional time due to student absenteeism. This spreadsheet is attached

as an artifact.

Below is a summary of the days missed and the costs associated for substitutes for all employees in

Aesop 8-7-14 to 11-30-14. Some staff members are not in the system because they do not have a

substitute when they are absent. The costs would have been higher if we had filled all positions, but we

were unable to find substitutes for some. Other absences were covered by staff in the buildings. Bus

drivers are not in Aesop, so there is no readily available record of their absences or the associated

expenses.

Staff Category

Hours Absent

Equivalent Days

Sub Cost

Att Rate YTD

Att Rate EOY

2013-14

Cook 1,072.5 134 $3,544.20 92% 90%

Custodian 379.6 47 $2,373.31 97% 96%

Inst. Aide 624 78 $4,371.84 92% 94%

Teacher 4,612

(instr hours) 576.5 $36,230.50 94% 92%

Total Cost $46,519.85 $221,201.96

Teacher Absences by Reason (August 7, 2014 – November 30, 2014)

Reason # Days

Emergency 19

Jury Duty 10.5

Meeting 132

Non-Paid 7

Personal 22

Sick 386

To monitor the time spent in schools by central office administrators, weekly “Time in Schools” records

have been requested from certified CO staff. Not all have submitted records with duties performed.

Below is a summary of the records that are available for August 4, 2014 – November 30, 2014. Red

denotes updated activities; green denotes services/activities at FCHS.

Administrator Hours Duties/Activities Artifacts

Instructional Supervisor/DAC/GT

179.75 Delivering PD; Faculty Meetings; Student Assembly; Assisting with Supervision; Transporting GT Students; Admin/Monitoring Meetings; Individual Teacher Assistance; Corrective Action Plan Development; Delivering Tests/Planning for Testing; Peer Observer Trainings; Walkthroughs; GT Committee Meetings; Faculty Meeting (WES); PLC Meetings (FCHS); Advisory Council Meeting (FCHS) Parent Night (SMS); Lunch/Walkthrough building (SMS); Board work session/board meeting (WES); Dist Leadership Meeting/ Classroom visits/lunch (HES); Gifted/ Talented Seminars (HES; EES); Faculty Meeting (EES); PLC Meetings – student work (SMS); Open House (SMS); Principal Conference Lunch/PLC /technology training (FCHS); Open House (FES); Gifted Seminars (WES); SBDM Meeting (SMS); ELA Planning Meetings (FCHS); Admin Meeting; PLC Meetings (FCHS); Deliver benchmark tests (EES); District Team Meeting; lunch conversation with teachers – benchmark (SMS); Deliver benchmark tests; SBG Committee Meeting; ACT Boot Camp (FCHS); Walkthroughs (FES); Walkthroughs; Leadership Team Meeting (WES); Meet with Principal; 2 classroom visits (SMS); Math Planning Meeting (FCHS); Meet with Principal – Planning (FES); Meet with Principal/Counselor G/T Seminars - 3 (WES); Meet with Principal (SMS); G/T Seminars - 3 (HES); G/T Committee Meeting (SMS); Admin Team Meeting (FCHS)

Sign-in Agendas GT Seminar LP GT Student Work ELA planning meeting sign in/Agenda Admin/PLC meeting sign in/Agenda DTM Agenda/Notes SBG Agenda/Minutes Boot Camp Facilitator Notes Walkthrough Summaries GT Documentation

Director of Special Education/504/ Preschool

104.75 Delivering/Attending PD; School Support; SpEd Caseloads/ Scheduling; Structured Unit Visit; Meet with Teachers; Folder Review; ARC Meetings; Walkthroughs; Preschool Enrollment; Consultant Meeting; Sunrise Meeting; Internal Review Visit (EES); ARC Meeting (PS); CO staff mtg (SMS); Transition Fair planning (FCHS); ARC

Internal Review Meeting Notice/Conf Summary DTM Signin/Agenda/ Minutes PS Visitor Log Sign-in/ agenda/minutes walk-through summaries

mtgs – 2 (PS); Sr. Leader mtg/ T & L walk-throughs (WES); Sr. Leader mtg/ T & L Walk-throughs (FES); Work w/ SE dept. – accommodation folders for reg ed teachers; Finish work on accommodation folders (FCHS); Spent day (10-2) with FCHS SE teachers & students @ MSU Transition Fair (FCHS); ARC mtg; meet with director identify State funded PreSchool kids (PS); M. Rogers – deliver & discuss rating scales (behavior & adaptive behavior) (FES); ARC meeting re: homebound student (SMS); teacher laptop; Medicaid Health Logs (FCHS); discuss First Steps referrals & ARCs needed (PS); Staff meeting – KPREP data (EES); Diagnostic Monitoring Support & Sr. Leader mtg.(HES); ARC meetings (PS); Staff meeting – YouTube training (Engage NY) Meet w/ Applegate – Survey Data/IR prep (EES); FFRC Adv. Council mtg. ARC mtg. (FES); Field trip permission letters; transition ILP (FCHS); KEDC representative meet with C. Toller & K. Rice – Due Process, etc.; ARC mtg. – First Steps student (PS); teacher conf. (FES); Math PLC (FCHS); Teacher conf (PS)

Finished Acc Folders Agenda/Trip Request Mtg notice/conf summary Roster Conference Summary Signed Health logs Meeting notices Staff Meeting Sign-in/agenda Sign-in/agenda/ walk-through summary Visitor Log PLC Sign In

Technology Coordinator/CIO

185.5 Delivering PD; School Support; Server Maintenance; Tech Requests; MAP Setup; Wireless Network Troubleshooting; Student Databases; Phone System Maintenance; Active Directory Maintenance; Security Camera System Maintenance; Read/Write Support; Walkthroughs; Lab Inspections/Updates; Mobile Lab Troubleshooting; Tech requests, camera server updates/support, TRS data collection, faculty meetings, security camera installation; Technology requests, Board meeting, school liaison support, classroom observations, leadership meeting; Tech requests (FCHS), security video analysis (FCHS), student data collection for TRS (FCHS & EES), technology training (FCHS, EES); Technology requests, teacher technology training, database creation/updates, program management (IXL, Atriuum), network account management, PDSA &

Emails, tech ticket PP, Sign-in sheet Calendar request – SFCC, tech tickets, emails Templates, observation summary, photos Minutes, emails Observation summary, photos Sign-in sheets, PP Presentation Video

Program Review data storage setup (FCHS); Electronic sign support (EES); Technology training to support instruction (FES); Phone system maintenance, tech requests (SMS); SFCC walkthrough – construction, Tech requests/support, student disciplinary action, ScanTron/GradeCam support for benchmark assessment system, video surveillance support (FCHS); Camera server support (EES); Tech requests, school liaison visit to discuss PD 11/4/14, benchmarks, etc. (WES); Tech requests, database management for instructional programs (IXL, Aleks), Aesop support (SMS); STLP coordination, Vista workstation upgrade plan, CTE technology assistance, GradeCam support, website updates(FCHS); Template creation – bus notes/observations. Tech support for Veterans program. SLT Meeting, district walkthrough observations (FES); Board work session/meeting, ASPIRE field test tech support, wireless AP troubleshooting (HES); SLT Meeting, District walkthrough observations (WES); District Core Router replacement\wireless network planning (SMS); Teacher training – Instructional Technology, FERPA, YouTube, Bright Arrow (HES); Data room/copy room planning (SMS); Teacher training, security camera system planning updates (FCHS); Security video/school break-in (FES); Craft Academy discussions, gym AV equipment analysis, lab 230 updates (FCHS)

Safe Schools/Title I/ CTE Coordinator

18

Budgetary issues; TEDS; CTE Career Pathways; Building Safety Observations; Teacher Assignment; GSA Placement (FCHS); GSA Discussion/Planning (FCHS); Mentor principal w/discipline issue (FES); Parent Conference (HES)

GSA Agenda/Notes

2.5 Identify and implement ways to more effectively engage stakeholders in support of the district’s purpose and direction. Create opportunities for stakeholders to meaningfully engage in helping shape decisions, providing feedback to school and system leaders, working collaboratively on system and school improvement efforts, etc.

Deficiency 2. The school district and community do not have a shared understanding of the

characteristics of high performing schools.

While our teaching and administrative staff has learned much about the characteristics of high

performing schools, we have not done a good job over the past few years of communicating our district

goals to community members and other stakeholders. Our most frequent communication venue, for our

community, has been through presentations at our board meetings and resulting newspaper articles,

not all of which have been positive. Each board meeting has included both an instructional update from

one of our schools and an Unbridled Learning report from our instructional supervisor. The instructional

updates served to spotlight a successful school program or strategy that had significant results. The U L

reports have focused on the PGES pilot program and subjects like standards based report cards,

common core standards, the math and literacy collaborative initiatives, our Gates Integration work, etc.

Moving forward, school board meetings will continue to be an important means of communication to

the public. The school board meeting agendas have been changed/updated to improve and streamline

communication of school and district goals and board business. A board work session, which is open to

the public, has been added, beginning at 6:00 p.m., just prior to the board meeting, with the board

meeting following at 7:00 p.m. Regular agenda items have been updated in order to provide more focus

on teaching and learning. The school instructional update has been updated to become a teaching and

learning report where the principal of the school presents school level data and goals toward

improvement using a common template developed by the district leadership so that all the school

presentations follow the same format: Where are we? Where are we going? How will we get there?

How will we know when we have arrived? How will this be communicated to stakeholders? The

Unbridled Learning Report will continue to be presented by the instructional supervisor and will focus

on teaching and learning as well.

Superintendent Creasman has set up advisory councils made up of stakeholders to serve as a means of

collecting input and also to communicate information. The first of these advisory council meetings will

take place during the week of October 6.

Fleming County Schools has in the past, and currently, included parent and community members in

activities such as career days, district self-assessment, tutoring programs, etc., but we are often

preaching to the choir of stakeholders who are already involved and willing to become more involved in

our schools. We have been unsuccessful in reaching stakeholders who hold low expectations for our

schools and their own children’s educational success. We still have much work to do in this area;

however, plans are being made currently to meet parents in alternate locations around the county in

order to better reach parents/community members who either cannot come to the school for

meetings/presentations or who are unwilling to do so.

Furthermore, district-level committees are being formed in order to improve communication and

gathering of input in our district and help us work toward our goal of continuous improvement and

“district of distinction”. One of those committees will be the Personnel Committee. The goal of this

committee will be to discuss ways for our school district to recognize staff at regular monthly board

meetings, to recruit quality people to work in the Fleming County School District, and to retain quality

people to continue to work in the school district for years to come.

A communication committee is currently being established to focus on district-wide communication and

forming partnerships with parents and community members. Melissa James will organize and chair this

committee.

This committee has met and has begun revising the district communication plan and has also begun

exploring ways to engage the community and parents. Furthermore, the district has enlisted the

assistance of the Fleming County FRYSC to develop a community engagement plan. In this draft plan the

district outlines efforts to better engage community partners and families of school-age children both

through existing and new programs. One initiative that is being planned is the PREP (Parents

Reinforcing Educational Priorities) program which is a parent engagement piece which will strengthen

our ability to reach parents, especially those that are under-represented through current efforts. In

addition to engaging community, families/parents, the district is exploring ways to engage students over

the summer months with academies/camps. We are currently exploring partnerships with the public

library on a grant to provide a summer reading program and with Morehead State University (Rural Up!)

to provide a summer computer coding camp for grades 6-12. Plans are also underway to provide a

summer academy with diverse offerings for students.

In order to increase two-way communication to schools, senior district leadership team members will be

attending all faculty meetings and SBDM meetings and have asked to be placed on the agenda at each in

order to share information, documents, and plans from the district level.

2.6 Ensure that supervision and evaluation processes result in improved professional practice focused on student success. Ensure the plan is consistently monitored and revised as needed to adjust professional practice and ensure a high level of student learning.

3.4 Develop and implement a formal and consistent process used by system and school leaders to monitor instructional practices beyond classroom observation that ensure instruction is 1) aligned with the district’s values and beliefs about teaching and learning, 2) encompass the approved curriculum, 3) engage students in their own learning, and 4) use the content specific standards of professional practice.

The District Certified Evaluation Plan was revised through a very detailed process involving the Certified

Evaluation Committee (or 50/50 Committee), beginning in February and ending in June with its approval

by the board of education and KDE. This plan implements the requirements set by KDE for TPGES and

PPGES and will pilot the student growth components for the 2014-15 school year. Personnel decisions

will be based on the professional practice portion of the plan while the student growth component will

be implemented district-wide (as a pilot only), making this a hybrid plan.

All certified employees were to engage in self-reflection and develop a professional growth plan, which

was due to be entered into CIITS/EDS and a hard copy sent to central office to be placed in the

personnel file by September 30. Ewing Elementary, Hillsboro Elementary, and Ward Elementary have

met the deadline. There have been several issues with CIITS that have hampered the process

considerably.

All classroom teachers were to engage in the development of a student growth goal. Principals are

currently working with their teachers to finalize these goals and evaluate them against the SGG rubric

adopted by the Certified Evaluation Committee and Board of Education as part of the Certified

Evaluation Plan. This rubric is to be used to evaluate the quality of the SGG and its rigor and

comparability across the district. Principals will approve the SGGs via CIITS. While this process is in a

pilot phase, all teachers are required to participate and data will be collected and analyzed in order to

provide a rating at the end of the year. However, the rating will not be used this year to inform any

personnel decisions.

Superintendent Creasman has begun a process of district-level walkthroughs which involves the senior

leadership team meeting at the school, performing short classroom walkthroughs, discussing findings,

and reporting to the building principal. The chief goal of the walkthroughs is to look for evidence of goal

setting at the school and classroom level and evidence of teachers and students understanding and

working toward those goals. The team also collects positives and areas of concern that they may

observe. Walkthroughs have taken place in two schools to this point, using different evidence collection

documents. For this walkthrough process, the conversations about what is observed with the principal

has proved to be more beneficial than the instruments.

Principals/district leadership had discussed using the ELEOT document as a consistent walkthrough

instrument in each school in order to collect effective classroom instruction data. The document has not

been acquired at this date. There will be a fee of $400 per school to use the instrument. A final decision

will be made very soon as to whether to use this document or to develop our own instrument from the

PGES /Framework for Teaching process.

The decision has been made to purchase the ELEOT document/process to use in all Fleming County

Schools as soon as it is available in January. In order to begin using the document/process immediately

upon purchase, training will be provided (led by Lewis Willian, ERL) to school and district leadership at

the school leadership meeting scheduled for December 11. At that meeting, principals and district

leadership will also outline a schedule for principal PLC meetings to focus on the data collected from the

ELEOT walkthroughs district-wide and to finalize the data collection process.

In October, KDE assisted Fleming County Schools with an internal review of the 4 elementary schools

and middle school with reference to Standard 3. Schools have received their results and school and

district leaders have been trained in the PDSA process (by Jim Hamm). Principals are currently

developing their PDSAs in collaboration with their school leadership teams and SBDM councils.

Principals will bring and provide an overview of their PDSAs, and support needed from the district,

during the school leadership meeting on December 11.

School leaders are currently using CIITS/EDS to record their classroom observations. The following table

shows the progress of the observations, as of November 30.

School In Progress Draft Complete

Ward Elementary 0 0 0

Ewing Elementary 0 0 0

Fleming Co High School 0 0 2

Flemingsburg Elem. 1 2 2

Hillsboro Elementary 0 1 2

Simons Middle School 0 0 0

3.6 Develop, implement and monitor a district-wide instructional process that will ensure students are clearly and consistently informed about learning expectations, provided exemplars and specific and timely feedback about their learning. The process should include the use of multiple measures and formative assessments to inform the ongoing modification of instruction and curriculum revision.

3.7 Design and implement mentoring, coaching, and induction programs for all system personnel that are consistent with its values and beliefs about teaching, learning, and the conditions that support learning. Ensure that these programs set high expectations for all system personnel and include valid and reliable measures of performance.

Deficiency 3. The high school is not focused on high academic achievement for all students.

Deficiency 4. Instructional practice in the high school is not of sufficient rigor to create high academic achievement.

While much work has been done in this area, much more still needs to be done to ensure that the

instruction in all classrooms is standards-based and rigorous every day for every student. Work has

been done to develop and implement pacing guides in ELA and Math; however, recent developments

and observations have resulted in a need to revisit those pacing guides and realign/re-cluster standards

with resources that are now being implemented – Engage NY. The one “school of distinction” has been

using the Engage NY modules/resources, which appear to be very much aligned to the common core

standards and are at the appropriate level of rigor. It has been strongly suggested that all schools begin

using the Engage NY resources in order to ensure that standards are being reached. Teachers are being

asked to become familiar with the resources and to use them whenever possible, as a start.

As of November 2014, all schools have begun using resources from Engage NY (reading/math). The

district has also provided support to Fleming County High School in the exploration and planning for

using these resources in the classrooms of the priority school. The FCHS English department was given

three days’ release time in October to work collaboratively to plan for instruction using Engage NY

materials throughout the second trimester. The district instructional supervisor attended the three days

with the English department as a means of support and guidance. Two days’ release time was provided

for the FCHS math department to do the same in early November. Education Recovery Specialist, Felicia

Bond worked with the math teachers during those two days and the district instructional supervisor

visited on the second day to offer support and check progress. A similar session will be held for the

science departments from FCHS and SMS on December 9-10. During that session, FCHS principal and

district instructional supervisor will present at least 2 model lessons to demonstrate the level of

instruction expected of the science classrooms in Fleming Co. The goal of that session will be for

teachers to plan the content and activities for the remainder of the school year, following the new

science standards and for the biology teachers to plan lessons and focus on the Quality Core standards.

Improvement in student achievement in biology is an absolute must for this school year.

The district has contracted with TE21 for the 2014-15 and 2015-16 school years to provide benchmark

assessments (3 times per year) in reading and math. These benchmark assessments are closely tied to

the Common Core and the KPREP blueprint. The first round of assessments took place in early

November and the data has been delivered to the district. Principals and teachers are currently

reviewing the data and using the assessment items to plan for instructional changes in the classroom.

The ultimate goal is to use these benchmarks as models for rigorous assessments that need to be taking

place in our classrooms and to increase to this level of rigor in all classrooms at all times, as well as train

our teachers in the writing of rigorous assessment items to create our own benchmark assessments

eventually.

A data wall has been developed at the central office, outside the board room, to show where each

school stands in relation to KPREP achievement, gap, growth, overall accountability, and benchmark

assessments. This data wall will be updated after each benchmark in order to predict where the school

will be in the spring. The concept of the data wall has been suggested to the schools to use in PLC to

study their own data and to keep it in front of them as a reminder of the work that must be done to

improve.

A committee has been developed to review, evaluate, and revise the existing Fleming County Student

Intervention System. This plan has been in place for a number of years; but has not always been

followed and has totally fallen out of use. This committee, chaired by Melissa James,

DoSE/504/Preschool Coordinator, will update the procedures that need to be followed at the school

level and the documentation required.

It will be very important moving forward for our teachers to begin using exemplars to show students the

level of work that is expected. There are some resources available in the Common Core appendices that

will be suggested to our teachers by the instructional supervisor. To take this one step further, the

instructional supervisor has suggested that school PLCs receive some training on looking at student work

and using the student work to gauge the level of congruency to the standard(s) being targeted. As a

place to begin, the instructional supervisor has scheduled these sessions for the middle school during

the week of October 13 for ELA, Math, Science, and Social Studies PLCs. Resources from NISL will be

used in the training as well as other materials gathered by the instructional supervisor. Similar training

has been scheduled for Flemingsburg Elementary grade level PLCs in January.

The district continues to promote the use of tools brought to us by the Gates Integration Grant – LDC

modules, Close Reading modules, and Formative Assessment Lessons (or classroom challenges).

Requirements for the implementation of these tools are located on the district web page. Collection of

evidence of the use of these tools (which we have been working on for three years) will take place in

late fall/early winter and again in the spring. Fall collection will take place during the week of December

15.

On August 1, 2014, the instructional supervisor and personnel director collaborated to host a new

employee orientation meeting. New employees to the district were provided expectations for

performing their duties, information about district requirements, and information about school/district

resources. In addition, district office staff were available for introductions and provided an overview of

their programs and responsibilities, as well as welcoming offering assistance to the new staff members.

Beyond the orientation, school principals have been asked to provide a mentor to each new employee in

their building who can serve as a “go-to” person when there are questions or needs. This is an

expectation for all new employees, not just intern teachers who are assigned a resource teacher.

Over the next 30-60 days, the instructional supervisor and personnel director will collaborate to develop

a plan for new employee induction. This induction program will go beyond an orientation meeting and

extend at least throughout the first year of employment to help support the growth of the employee,

depending on their job description.

It is also the goal of the district to develop a teacher leader/aspiring principal academy in order to grow

our own leaders. As we look around the district for personnel to bring into leadership positions, we do

not have a pool of such people.

3.9 Design, implement and continuously evaluate a structure that ensures all students are well known by at least one adult in the school. Ensure that the structure allows for 1) the creation of long-term relationships between individual students and school employees, 2) provides school staff insight into students’ needs regarding learning, thinking, and life skills, 3) provides opportunities for the adults to serve as advocates for the students.

Fleming County High School employs a system of “lifeguards” where students determine the adult(s)

they wish to call their “go-to” people in case of need. These adults serve as mentors and a person who

will listen when a student needs someone to talk to. These adults are also those who get to know the

student the best and can be not only a resource for the student; but also an advocate.

While other schools may have some processes in place, they are informal. From the district perspective,

these processes/protocols need to be formalized across the district so that we are able to ascertain if

long-term, meaningful relationships are being built with students, and to ensure that students have

advocates within the school.

FCS guidance counselors were called upon to meet and put together a draft plan for a district-wide

formalized process for identifying these “go-to” people. They met in October and submitted a draft plan

for the senior leadership team to review. The team provided feedback and questions to direct their

work and the counselors met again in November to complete another draft. This draft has been

submitted to for review by the senior leadership team, with much more detail.

3.10 Develop, implement, and evaluate the effectiveness of district grading and reporting policies and practices used by all teachers in all schools. Define clear criteria that base academic grades on student attainment of content knowledge and skills that will be

assessed by all teachers using common grading and reporting policies.

The Standards-Based Grading Committee met 3 times in the spring of 2014 to revise the SBG guidelines

for the district and made a recommendation to the board to use SBG practices and a common scale in all

classrooms, in all subjects across the district. However, there were concerns voiced by board members

and elementary teachers/principals. The board tabled the item and asked the instructional supervisor

to meet with elementary principals to develop a plan that would be acceptable. The plan that was

approved by the board in June 2014 established a common, four point scale, but left the

implementation level at the previous year’s level. It also established the use of a pilot SBG report card

for all 5th grade math classes district-wide. Work needs to begin on all other subjects’ SBG report cards

with the goal of using SBG report cards exclusively next school year.

Instructional supervisor is in the process of scheduling SBG support sessions for teachers who wish to

attend to discuss management of an SBG system and to share best practices. It was suggested that we

find elementary level teachers from other districts who have successfully implemented SBG in their

classrooms, particularly in self-contained classrooms to provide some professional development for our

elementary teachers. Instructional supervisor has contacted two nearby districts and three individuals

from Jessamine Co. that were recommended by a local teacher with no success. Instructional supervisor

has plans to contact Rockcastle Co. next.

A committee will be formed to identify and discuss the most prevalent issues/problems with Standards-

Based Grading Practices within the district in the coming weeks. Principals will be asked to send one

teacher representative to discuss the problems being encountered in their buildings and brainstorm

ideas for removing barriers to effective implementation.

The SBG committee met in early November. The consensus of the group was that the greatest issues

were consistency in applying the guidelines for standards-based grading classroom to classroom and

school to school, the agreement/disagreement of the proper scale/score to use, and

knowledge/comfort level of the teachers with the concept of standards-based grading. There doesn’t

seem to be an issue with applying “effective grading practices”; however, the act of applying a “grade”

whether it be a letter or number or percentage, seems to be the sticking point. As soon as possible, the

district needs to develop a plan for next year’s grading practices.

4.4 Develop policies and procedures that will ensure the creation of a strategic resource management plan that includes long-range planning with regard to budget, facilities, and other strategic components in support of the district’s purpose and direction. Ensure the plan is frequently evaluated for effectiveness, and has built-in measures to monitor implementation and revise/update as needed.

There has been a great deal of attention given to the finances of Fleming County Schools over the past

two years; however, it is at this point that we begin looking at a longer range plan to provide financial

support to schools to reach our goals as a district. Principals have been asked for spending plans for

their instructional fund allocations that align spending with priority needs of the school. These plans

and the spending of the schools and the district programs need to be monitored to ensure that

expenditures align with needs.

The Finance, Technology, and Operations Committee has been developed and has met, as of November

30. This committee’s focus is the transparency of the district’s finances, the status of technology

throughout the district, and basic operations of facilities. This group will make suggestions to the district

for improvement and will assist with the dissemination and collection of information throughout the

district. Current issues/ideas being implemented or explored:

Race to Excellence school-based funding plans

Fleet cards for transportation expenses

E-check stubs

2 week pay periods (instead of monthly)

Collection of school credit cards (the only credit cards in use will be those at CO)

Standard procedures throughout the district for booster clubs and fundraising

Bus inspection schedules/documentation

Facilities inspection/work orders/documentation

Energy cost reduction (i.e., gym lights, heating unoccupied buildings, etc.)

CEP program district-wide

Bus notification system (through Bright Arrow)

In-house Preschool for 2015-16

Full-day Kindergarten (TBA)

A facilities plan is in place; however, it has not been widely communicated among staff and

stakeholders. This is an area with great potential for growth.

The FTO committee will be working toward a revised facilities plan (3, 5, and 10 year). The offer of

funding (approx. $5-7 million) for renovations at FCHS is moving forward with paperwork being

completed. A facility walkthrough took place on October 28.

4.7 Establish and implement a process to determine the physical, social and emotional needs of all students. Further, identify and use valid and reliable measures of program effectiveness to guide ongoing improvement planning in these programs and services. Ensure that improvement planning efforts are designed, implemented, and evaluated to more effectively meet the needs of all students.

Fleming County Schools employs Comprehend, Inc. to provide counseling services to students on an as-

needed, referral basis. School guidance counselors and FRYSC employees also provide a number of

services to target physical, social and emotional needs of students at all schools. The process for

identifying and addressing the needs of all students needs to be formalized and a process for ensuring

its effectiveness needs to be developed.

FCS guidance counselors have submitted a draft of the district-wide student advocacy plan which will

address some of the components of this standard.

Guidance counselors and FRYSC need to formally describe the means of identifying or referring students

for services and programs.

The Fleming County Student Intervention System is currently being revised to better meet the needs of

students throughout Fleming County. The committee is chaired by Melissa James, DoSE/504/Preschool

Coordinator.

5.1/ 5.2

Develop a comprehensive district wide assessment system that produces data about student learning from multiple assessment measures, including those locally developed. Ensure the system is regularly monitored and evaluated for reliability and effectiveness and revised as needed. Ensure that all staff regularly collect, analyze and use the data to drive decisions regarding instruction, professional practices, and the conditions that support learning.

Deficiency 5. The classroom assessments at the high school are not consistently rigorous, authentic, or aligned with current academic standards.

Fleming County Schools is in the process of designing a comprehensive district-wide assessment system

that does exactly what the standard says: produces data about student learning from multiple

measures, including locally developed measures. This new plan will include classroom level assessments

on a daily, ongoing basis (formative assessment) to drive instruction and interventions in the regular

classroom, common unit/grade level/content levels assessments, benchmark assessments, and formal

diagnostic and summative assessments. Also, an element of the plan will need to be the assessments

used to assist in identification and progress monitoring of Gifted/Talented students.

A first step in creating this plan has been to examine MAP data and the accountability data recently

released and to visit schools/classrooms to look for evidence of goal setting and work toward meeting

those goals, as well as evidence of standards-based instruction. Following these actions, it was

determined that we need a means to measure how well we are meeting the standards in our classrooms

through instruction. The benchmark assessment system would help us to do that. As a result, the

district has contracted with Case 21 to develop benchmark assessments for the district for two years.

While using these assessments, our teachers and administrators will see quality models and also receive

training to build assessments ourselves.

A key element of the plan will be the process and protocols used to ensure that staff members regularly

collect, analyze and use data to drive instruction. The school PLC structures already in place are a good

place to begin looking at the data. A component of the Curriculum Design Team “training” will be

assessment literacy, which applies directly to the issues with assessment in our district as well as our PLC

and teacher leadership purposes.

A draft of the assessment plan is now in place and will continue to be revised and additions made as we

move forward with the benchmark system and analysis of our assessment program in Fleming Co.

The district has been awarded the Instructional Transformation Grant (Year 1 – January 2015-December

2015). One of the key components of the grant is assessment literacy and the support of a quality

assessment system.

Over the next 30-60 days the district will

evaluate benchmark assessment data and develop intervention and improvement plan

develop, implement, and monitor PDSAs related to the Standard 3 Internal Review results

develop and implement a data evaluation framework

work with principals to create data walls, implement data evaluations, and to communicate the

importance of using data notebooks in the classroom

5.3 Train system professional and support staff in the interpretation and use of data. Ensure that all staff is trained in a rigorous, individualized professional development program related to the evaluation, interpretation, and use of data.

Fleming County Schools’ teachers and leaders participate in data analysis during faculty meetings and

PLC meetings regularly. There has been some training provided in the past; however, all teachers (and

even some administrators) need additional training in the analysis and interpretation of data so that

they are better equipped to made decisions at the school and classroom level. There is currently no

formal plan for providing this training to support staff.

Over the next 30-60 days, the district will develop a school calendar for 2015-16 and a professional

learning plan to address the needs for professional learning in data analysis and interpretation as well as

other identified needs. The plan will include a framework for professional learning as on-going and job-

embedded, rather than professional development as we have known it in the past as an event or a

workshop we attend. This professional learning plan will include a basic plan for professional growth

for all employees, not just teachers and administrators.

5.4 Develop policies and procedures for analyzing data to determine verifiable improvement in student learning. Systematically and consistently use results to design, implement, and evaluate the outcomes of continuous improvement action plans related to student learning, including readiness for and success at the next level.

Deficiency 6. Teachers at the high school do not routinely collaborate in a common protocol to analyze student work for the purpose of informing instruction.

Fleming County High School, the Priority School, has implemented a PLC Protocol which calls for regular

data analysis to drive instruction and conversations in PLC about instruction. Simons Middle School

Principal is in the process of implementing a similar process. The district’s instructional supervisor will

be providing training during PLC meetings to SMS teachers on the use of student work to gauge the level

of congruency between instruction and the standards. This will also be a process that can be used to

analyze student work from individual teachers’ classrooms.

While PLCs meet in all schools, it is not evident if/how teachers examine student work. The PLC

implementation plan, currently being drafted will outline a process for analyzing data in PLCs on a

regular basis and will also outline a means for looking at student work regularly to inform instruction.

5.5 Monitor comprehensive information about student learning, system and school effectiveness, and the achievement of system and school improvement goals. Regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.

KPREP Data

District and school personnel are currently analyzing data from the 2013-2014 School Report Card since

the public release on October 3. Each school has completed and submitted plans in ASSIST to address its

gap population. Between now and December each school will identify priority needs and develop an

improvement plan/30-60-90 Plan in order to address the needs. The charts below summarize the

accountability data for Fleming County Schools:

Year Overall

Score

Classification Category

2013-14 63.0 Needs Improvement

Progressing

Focus District

2012-13 61.7 N/A N/A

EES FES HES WES SMS FCHS

2013-14 61.7 66.0 78.7 68.7 54.4 66.1

2012-13 56.6 57.8 73.1 63.7 54.6 69.0

School leadership is expected to share their data with SBDM and parents. Simons Middle School will be

hosting a parent night on October 7 (6:00-7:00). Similarly, district leadership will participate in school-

level parent nights/open houses to assist with presenting/explaining data and will schedule open

meetings throughout the district (i.e., churches, fire stations, library, etc.) for the parents who are

unable (or unwilling) to come to school-level events.

Beginning in September 2014, at each board meeting, a school will present data-based goals for their

school and report on progress. Schools will use a standard template, developed by the district, with

which to report their information (September – Ewing Elem.; October – Ward Elem.; November –

Hillsboro Elem.; December – Simons Middle; January - FCHS; February - Flemingsburg Elem.).

On October 3, the date that the 2014 School Report Cards were released to the public, Fleming County

Schools’ superintendent and instructional supervisor/district assessment coordinator scheduled and met

with three media outlets to Fleming County – Flemingsburg Gazette, Fleming Shopper, Maysville Ledger

-- in order to communicate the status of Fleming County Schools in relation to the accountability data

released and improvement efforts to begin immediately. In addition, Superintendent Creasman

released a letter to parents/community via the media and the district web page.

College/Career Readiness

Fleming County High School keeps a running total on the CCR rate and updates it as assessments take

place.

Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent

TOTAL Anticipated Percent College

Ready if All Target Students Meet

College Ready Benchmark

TOTAL Number of Students Required to be College

Ready to meet Delivery Target 87 63.00%

59% 92/145 63%

Total Potential

College Ready if ALL

students recover all

benchmarks

111/153 73% 84/143

College Readiness October December March June *AdjustedJune-Baseline

College Ready based

on ACT, COMPASS, or

KYOTE data

87/153 57% 47/143 33% 52/145 36%

College Ready in 2 of

3 contents based on

ACT, COMPASS, or

KYOTE data

8/153 5% 21/143 15%

College Ready in 1 of

3 contents based on

ACT, COMPASS, or

KYOTE data

16/153 10% 16/143 11% 21/145 14%

19/145 13%

MAP Assessment

Because there are schools who are still testing, final district-wide Fall MAP data is not available at this

time.

Below are the district-wide results from MAP assessment from Fall 2014 for reading and math.

Number Percent Number Percent Number Percent Number Percent Number Percent

Comments

TOTAL Percent Career Ready IF All Target Students to left

meet Academic and Technical Component of Career

Readiness68%

JuneCareer Readiness June Baseline October December March

Academic Career

Ready based on

ASVAB or Work Keys

Technical Career

Ready based on

KOSSA or Ind. Cert.

51/153

99/153

33%

65%

3/143 2.1%

8/143 5.6%

3/145 2.07%

15/145 10.34%

14/145 9.66%

Career Ready based

on any Academic/

Technical

combination

66/153 43% 8/143 5.6%

Total on track for

KOSSA and/or

Industry Certification

66/153 43% 98+/143 68.5%

TOTAL Number of Students Career Ready if ALL students

on track to earn Ind. Certification or pass KOSSA

(Academic) also pass ASVAB or Work Keys (Technical)99/145

99/145 68.30%

140

162 170

187 195

206 212

218 219 219 216 219

135

155

175

195

215

135

155

175

195

215

K 1 2 3 4 5 6 7 8 9 10 11

FCS MAP Assessment Reading - Fall 2014

RIT Norm RIT

The information below comes from the benchmark assessment administered November 5-7 in all

schools. FCHS and SMS principals have pulled and shared their data with the district in the following

formats:

Algebra 1 Benchmark Assessment

(This chart represents how many Algebra II students scored proficient/distinguished on the first

Algebra I Benchmark Assessment)

Teacher /Period Students P/D Percentage

Teacher A/Period 1 13/27 48%




Teacher A/Period 5

(Honors)

24/26 92%

Teacher B/Period 1

(Honors)

25/27 93%

Total 96/171 56%

English 10 (Reading) Benchmark Assessment

37% is what FCHS scored on EOC last year.

Teacher/Period Students P/D Percentage




139

164 174

190 199

211 214 224 228 229 227

233

135

155

175

195

215

235

135

155

175

195

215

235

K 1 2 3 4 5 6 7 8 9 10 11

FCS MAP Assessment Math - Fall 2014

RIT Norm RIT

Teacher B/Period 4 5/30 17%

Teacher B/Period 6 22/32 69%

Teacher C/Period 1 2/21 10%

Teacher C/Period 4 21/32 66%

Total 67/181 37%

Simons Middle School Spring KPREP vs. Benchmark 1 (Nov 2014)

Math -- Current 7th Grade Students

Math -- Current 8th Grade Students

16.5 6 19.8

49.4

36.5 22.1

28.2

41.3 40.1

5.9 16.2 18

0

20

40

60

80

100

5th Grade 6th Grade Benchmark 1

D

P

A

N

13.8 14.3 32.3

55.1 55.4 43.7

29.3 28 24 1.8 2.4 0

0

20

40

60

80

100


D

P

A

N

Reading – Current 7th Grade Students

Reading – Current 8th Grade Students

24.1 12.6 21.5

30 26.9 19.8

35.9 46.1 48.8

10 14.4 9.9

0

20

40

60

80

100


D

P

A

N

25.7 20.8 30.7

32.3 29.2

24.1

31.1 44 40.4

10.8 6 4.8

0

20

40

60

80

100


D

P

A

N

Elementary Benchmark Results

First Grade Math

Second Grade Math

Third Grade Math

81.3

71.5 65.7 67.2

70.5 65.9

40.7

31.7 34.8 41.6

0

10

20

30

40

50

60

70

80

90

EES WES FES HES District

Percent Correct

Projected P/D

58 62.2

46.9 52.9 52.7 51

55.6

22.2

37.1 36.3

0

10

20

30

40

50

60

70


Percent Correct

Projected P/D

51.9

59.6 62.5

52.9 58

27

36.8

45.9

34.6 38.5

0

10

20

30

40

50

60

70


Percent Correct

Projected P/D

Fourth Grade Math

Fifth Grade Math

Sixth Grade Math

47.4 43.3

55.1 52.2 50.7

37.1

25

53.6

41.2 43

0

10

20

30

40

50

60


Percent Correct

Projected P/D

42 41.7

50.6 52.6 47.3

42.5

32

59.5

72.2

52.5

0

10

20

30

40

50

60

70

80


Percent Correct

Projected P/D

39.2 45.3 44.9 45.8 43.8 42.9

65.6 62.4

59.3 58.1

0

10

20

30

40

50

60

70


Percent Correct

Projected P/D

First Grade Reading

Second Grade Reading

Third Grade Reading

76.1 78.1 71.3

76.7 74.2

46.3 51.9

37.8

60.9

45.1

0

10

20

30

40

50

60

70

80

90


Percent Correct

Projected P/D

49.1

60.3

41.4

50.6 47.5

51

74.1

31.5

42.9

52.5

0

10

20

30

40

50

60

70

80


Percent Correct

Projected P/D

38.6

47.5 42.4 42.3 42.1

35.1

57.9

47.3 46.2 45.5

0

10

20

30

40

50

60

70


Percent Correct

Projected P/D

Fourth Grade Reading

Fifth Grade Reading

Sixth Grade Reading

49.8 45.2

49.3

43.9 48.1

57.1

39.3

56.5

41.2

51.7

0

10

20

30

40

50

60


Percent Correct

Projected P/D

51.5

42.4

54 55.6 51.7 53.8

30.8

54.4

77.8

53.1

0

10

20

30

40

50

60

70

80

90


Percent Correct

Projected P/D

42.5 45.8

41.5 46.8

43.2

59.5 65.6

51.8

74.1

59.1

0

10

20

30

40

50

60

70

80


Percent Correct

Projected P/D

December Attachments/Artifacts:

FCS Leadership Framework (Draft)

District Student Attendance Spreadsheet

FCS Assessment Plan (Draft)

FCS Walkthrough Plan (Draft)

FCS Student Advocacy Plan (Draft)

FCS Strategic Goals (Draft)

FCS Diagnostic Review Self Assessment

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