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KDE Comprehensive School

Improvement Plan

Coleridge-Taylor Elementary

Jefferson County

Ms. Meg Thomas, Principal 1115 West Chestnut Street

Louisville, KY 40203

Document Generated On December 29, 2015

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

2015-2016 Coleridge-Taylor Montessori CSIP Plan

Overview 9 Goals Summary 10

Goal 1: Increase achievement proficiency in the core content areas by 2019 11

Goal 2: All Coleridge-Taylor Montessori students will attend school daily to learn in a safe, nurturing and healthy

learning environment. 18

Goal 3: In 2015-2016, Coleridge-Taylor Montessori will fully implement the Professional Growth and Effectiveness

System (PGES). 21

Goal 4: Coleridge-Taylor will use 100% of the Instructional Resources (textbook) within two years to support student

access to high quality resources. 22

Goal 5: Coleridge-Taylor Montessori will reduce the achievement gap in reading, math and writing by 5 to 7% 23

Goal 6: The students at Coleridge-Taylor Montessori will demonstrate yearly percentage growth in grade level reading

and reading scores. 24

Goal 7: All students at Coleridge-Taylor Montessori will maximize their instructional learning with regular daily

attendance. 25

Goal 8: All students at Coleridge Taylor Montessori will become proficient writers. 26

Goal 9: All students at Coleridge-Taylor Montessori will increase their math levels to grade level or above. 26

Goal 10: Coleridge-Taylor Montessori will be proficient in all content areas of Program Review. 27

Goal 11: Teachers and Administration will prepare lessons and learning environments based on the PGES domains of

teaching 28

Activity Summary by Funding Source 30

KDE Needs Assessment

Introduction 41 Data Analysis 42 Areas of Strengths 44 Opportunities for Improvement 45 Conclusion 46

KDE Compliance and Accountability - Schools

Introduction 48 Planning and Accountability Requirements 49

KDE Assurances - School

Introduction 67 Assurances 68

The Missing Piece

Introduction 74 Stakeholders 75 Relationship Building 76 Communications 77 Decision Making 79

Advocacy 81 Learning Opportunities 82 Community Partnerships 83 Reflection 84 Report Summary 85

Improvement Plan Stakeholder Involvement

Introduction 87 Improvement Planning Process 88

School Safety Report

Introduction 90 School Safety Requirements 91

Equitable Access Diagnostic

Introduction 94 Needs Assessment 95 Equitable Access Strategies 97 Questions 100

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to

ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on

student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and

closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality

planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your

school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly

address gaps in student achievement.

KDE Comprehensive School Improvement PlanColeridge-Taylor Elementary

SY 2015-2016 Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Coleridge-Taylor Montessori Elementary (CTM) is located in the west end area of downtown Louisville. The present site was built in 1946

and was designated a Montessori magnet program in 1999. As a Montessori program instruction is delivered in a Montessori manner using

hands-on learning materials. Coleridge-Taylor Montessori draws students specifically for the Montessori program from the eastern and

central areas of the city. The Montessori philosophy enhances demographic, socio-economic and cultural differences by emphasizing the

value of differences and respect for diverse cultures. Our school population includes 3 and 4 year old students who are enrolled in a school-

based Montessori preschool, two early childhood classrooms which include Headstart and PreK and grades K-5. Our enrollment averages

600 students, including early childhood. Our school provides services to 15% of Students with Disabilities which includes two FMD

(Functionally Mental Disabled) classrooms. CTM is a Title One school with approximately 71% of Free and Reduced population of the total

student population. Reflecting our Montessori values, the classroom communities are each multi-age combining two to three grade levels to

provide the opportunity for children to build a strong relationship with their teacher and learn from each other at an own individualized pace.

Hands-on Montessori materials, use of individualized student work plans, certified Montessori teachers and an Instructional Assistant in

every classroom are the foundation of our Montessori program. Dr. Maria Montessori's vision was an educational philosophy and method

aimed to develop "the whole child".



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The Coleridge-Taylor Montessori Elementary mission is "to provide culturally integrated quality education for each child using Dr. Maria

Montessori's of 'Education for Life.' "We are committed to the development of the whole child including his/her intellectual, social, emotional

and physical needs." The success of our mission is strengthened by the establishment of a educational partnership with the student and

family. It is our ultimate goal to prepare each child to become a citizen of the world. Montessori methodology of delivering instruction with

specially designed hands-on materials teaches content and concepts in an impressionistic manner. Additionally, the Montessori philosophy

of education instills students with respect, critical problem solving skills and self-reliance. CTM's mission and purpose is aligned with the

District's Strategic plan as every student progresses. Our stakeholders enrich our students' educational experience. Our school is staffed,

resourced and equipped to support our individual students' needs. As a Montessori public school, Coleridge-Taylor is committed to teaching

the Kentucky Common Core standards and Kentucky Core Content 4.1 . Student work is individualized using independent work plans and

small group differentiated instruction based on the results of student assessment data, district curriculum map expectations and the

Montessori curriculum sequence. Our Montessori-prepared classroom environments are led by certified Montessori teachers and

Instructional Assistants who are utilized as instructional guides within the classroom communities. Respect for others, the learning materials

and the school as well as the student's understanding of his/her role as a contributor to the learning community are all Montessori key

philosophical concepts that permeate ever aspect of learning.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. This 2015 school year, Coleridge-Taylor Montessori marks its 25th year in the district as a Montessori program. In January 2015, a new

principal was hired at Coleridge-Taylor Montessori School who holds certification and experience as a Montessori certified teacher and

administrator. This provided the stakeholders including teachers, staff, parents and the community to review the mission and core values as

a Montessori school. All classrooms have completed inventories of Montessori learning tools or materials. Additionally, all classes have

returned to multi-age grades. The Board of Education and SBDM approved a Montessori curriculum coach who is works directly with

teachers to align standards with the Montessori sequence and materials. The coach models Montessori lessons for teachers and students

as well as working with small differentiated groups of students both accelerated learners as well as students needing multi-tiered learning

support. Coleridge-Taylor has remained committed to its Montessori philosophy by using the school's budget to provide Montessori

professional development and Montessori certificated training for teachers. The school has continued to provide an Instructional Assistant

for every classroom in order to offer the individualized and differentiated learning expected in a Montessori program.

The Montessori magnet enrollment has continued to increase because of the school's reputation in the community of providing an authentic

Montessori learning experience at all grade levels. Through this re-adjusted focus on the Montessori method and a direct core subject

emphasis on reading and math using skill based differentiated small groupings, Coleridge-Taylor will meet the 2015-2016 KPREP delivery

targets. This impact will increase each core subject area of Reading and Math and further enhance achievement of the gap group of

students by increasing proficiency 6%.

Remedial skill tutoring and coaching is provided by primary and intermediate reading and math tutors who meet with identified students 2-3

times a week. Dedicated computer use of Lexia and Reflex Math in every classrooms continues to provide additional efficient interventions

and practice for students. Also, teacher Interventionists and a Reading Recovery teacher are available at every grade level during the

school day to provide small group instruction in identified standards.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Our school draws from very diverse demographical areas. Families seeking a Montessori public education for their children results in a

student enrollment that pulls from many parts of the city. Additionally, Coleridge-Taylor Montessori serves the population in the surrounding

neighborhoods of its western Louisville downtown location.

Dr Montessori founded her educational philosophy working with a disabled and or low socio-economic students from a variety of

backgrounds and cultures. Coleridge-Taylor Montessori welcomes the accessibility of its educational methodology to a wide diversity of

students. This provides increased opportunities to positively affect student lives from varied backgrounds. However, this does increase the

depth of our academic challenges. Students enter Coleridge-Taylor Montessori at very different academic, emotional and social levels. This

is apparent in the extreme pendulum of our academic achievement. Many of sub groups require additional time and resources to meet

grade level standards. As a school, we are committed to meeting the diverse needs of our school population as both a Montessori magnet

choice as well as a community school.



2015-2016 Coleridge-Taylor Montessori CSIP

Plan



Overview

Plan Name

2015-2016 Coleridge-Taylor Montessori CSIP Plan

Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Increase achievement proficiency in the core

content areas by 2019Objectives:3Strategies:9Activities:21

Academic $139800

2 All Coleridge-Taylor Montessori students will attendschool daily to learn in a safe, nurturing and healthylearning environment.

Objectives:2Strategies:4Activities:13

Organizational $32000

3 In 2015-2016, Coleridge-Taylor Montessori will fullyimplement the Professional Growth andEffectiveness System (PGES).


Organizational $0

4 Coleridge-Taylor will use 100% of the InstructionalResources (textbook) within two years to supportstudent access to high quality resources.



5 Coleridge-Taylor Montessori will reduce theachievement gap in reading, math and writing by 5to 7%


Academic $1000

6 The students at Coleridge-Taylor Montessori willdemonstrate yearly percentage growth in gradelevel reading and reading scores.


Academic $0

7 All students at Coleridge-Taylor Montessori willmaximize their instructional learning with regulardaily attendance.


Organizational $0

8 All students at Coleridge Taylor Montessori willbecome proficient writers.


Academic $0

9 All students at Coleridge-Taylor Montessori willincrease their math levels to grade level or above.


Academic $5000

10 Coleridge-Taylor Montessori will be proficient in allcontent areas of Program Review.



11 Teachers and Administration will prepare lessonsand learning environments based on the PGESdomains of teaching


Academic $0



Goal 1: Increase achievement proficiency in the core content areas by 2019

Strategy 1: PLC Teams - Professional Learning Communities (PLCs) will meet 2-3 times monthly by team and content areas to deconstruct foundational standards and analyze

cycle assessment data, identifying instructional strengths, identifying areas of challenge and planning common assessments to address needs. Category: Continuous Improvement Research Cited: Solution Tree - Design by 5, Rick DuFour, JCPS curriculum maps and assessments as aligned to K-CAS.

Measurable Objective 1:58% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino and Students with Disabilities studentswill demonstrate a proficiency in Common Core Standards in English Language Arts by 05/26/2016 as measured by KPREP.

Activity - Deconstruction of Standards/Assessment Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will deconstruct foundational standards and review curriculummaps as aligned to K-CAS.They will analyze cycle district diagnostic and proficiency assessments todetermine patterns of student strengths and errors. This data will be usedto determine instructional needs for reteaching, planning rigorous lessonsas well as identifying best practices in teaching.

Students will review their performance and set goals to become astakeholder in their own learning. Evidence: Student groupings, workplans, walkthrough data, and increase in student achievement asmeasured by district preformance assessments and K-PREP. (FocusSchool Requirement)

DirectInstruction,AcademicSupportProgram,ProfessionalLearning

08/10/2015 06/03/2016 $0 No FundingRequired

PrincipalTeachersMontessoriCurriculumCoachGoal ClarityCoachReadingRecoveryTeacher andInterventionistsItinerantTeachers

Activity - Guided Reading Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate during Staff/PLC team meetings to review andpractice effective instructional strategies for teaching reading and plandifferentiated guided reading groups based on skill levels.Bellarmine Literacy Project, Montessori Language Sequence, OrtonGillingham, Dibels.

ProfessionalLearning


PrincipalAsst PrincipalTeachersInstructorAssistantsMontessoriCurriculumCoachGoal ClarityCoachReadingRecoveryTeacher



Strategy 2: Reading Continuum, Assessment and Progress Check - Teachers will collective review different forms of reading assessments including K-CAS aligned methods such

as: Brigance, Running record, Bellarmine Literacy Project assessments, DIBELS, RDA, LEXIA to provide all students with challenging and equitable opportunities to

develop learning, thinking and life skills. Teachers will meet at level and in vertical teams to ensure that rigor of learning experiences and curriculum horizontally and

vertically aligned to prepare students for next level success. Category: Learning Systems Research Cited: Solution Tree - DuFour, Classroom Assessment for Student Learning, Stiggins, Chappuis

Journey of Words, Power of Words.

Strategy 3: Multi-Tiered Systems of Support - A variety of interventions will be available and utilized to meet the needs of Tier 2 and tier 3 students who are not meeting reading

standards including the use of Lexia Core5, Journey Reading Textbooks. Category: Continuous Improvement Research Cited: Classroom Assessment for Student Learning, Stiggins & Chappuis, MTSS District materials and manual, KY Dept of Ed.

Activity - Differentiated Skill groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use 4-6 week data and review continuum of reading skills asoutlined in the District mappings, BLP scope and sequence, curriculumbenchmarks and District RPAs as based on K-CAS to create andreconfigure progressive small differentiated reading groups to meetindividual student needs.Groups will be identified in lessons plans and on work plans.

DirectInstruction,AcademicSupportProgram

08/17/2015 06/03/2016 $0 General Fund TeachersReadingRecoveryteacherMontessoriCurriculumCoachGoal ClarityCoach

Activity - Reading Recovery Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Identified first graders will receive intensive reading instruction individuallyor in small groups daily from Reading Recovery teacher. RR teacher willcommunicate with classroom teacher to ensure a smooth classroomtransition. Evidence: RR schedule, increase in student reading levels asmeasured by Running Records and Bellarmine Literacy Projectassessments and DRA. (Focus School Requirement)

AcademicSupportProgram

08/17/2015 05/26/2016 $70000 State Funds,Grant Funds

PrincipalReadingRecoveryTeacherTeachers

Activity - Interventionists/Coaches Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 4: Parental Communication & Involvement - Through regular school and classroom communication, with a strong emphasis on the home/school partnership, parents will

feel more involved in their children's education. They will develop an understanding of the grade level skills and learning targets with ways to support continued

learning and practice at home. Category: Stakeholder Engagement Research Cited: Developmental Studies, Robert Marzano

Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Diverse Families

The Essential Conversation: What Parents and Teachers Can Learn from Each Other

Reading Interventionists/coaches will work with students in P1-P4 gradestwo-three times weekly to target subgroups and specific low performingstudents. Interventionists use skill level benchmarks, timely feedback fromteachers, test data to determine instructional focus needs and collaboratewith classroom teachers to monitor continued student progress.Evidence: Interventionists schedule, increase in student proficiency asmeasured by district Performance Assessments. (Focus SchoolRequirement)


09/01/2015 05/26/2016 $20000 General Fund PrincipalInterventionistsMontessoriCoachTeachers

Activity - Assistant Lesson Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Montessori classroom Instructional Assistants will receive Montessoritraining as well as District PD to facilitate monitoring and support of smallgroups and individual instruction to students who have been identified asnot meeting specific ELA/Reading Common Core Standards as evidencedby regular monitoring and evaluation, review of test data, walkthroughs andstudent work plans. (Focus School requirement)


08/17/2015 05/26/2016 $5000 General Fund PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachTeachersInstructorAssistants

Activity - Monday Memos and Class News Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Administration will generate a weekly electronic and printed newsletter"Monday Memo" to provide timely information to parents that support thehome/school partnership, parents as primary educators in their children'slives and other resources to support continued learning within the familyunit. Teachers will share class news, learning targets, homeworkexpectations, learning progress and helpful resources though emails, dailyagendas, conference, and phone calls home. (Focus Schoolrecommendation)



PrincipalAssistantPrincipalClassroomTeachers

Activity - Curriculum Nights and Literacy Week Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 5: Continuous Professional Development - Teachers will be given a "voice" through the Instructional Leadership Team (ILT) and staff meetings to determine the

professional development direction for the school year. They will use their professional growth goals, student growth goals as well as data collected and tracked from

the District and KPREP as vehicles to determine areas of focus, the specific needs of the school and students to support academic growth and achievement as well as

teachers' and instructor assistants continued professional growth as educators. Category: Professional Learning & Support Research Cited: Marie Clay, Observation Survey

Care for Kids, Ruby Payne

Solution Tree - DuFour

Parents will be invited to attend 2 curriculum nights to understand thelessons and skills in the core subjects of Reading and Math. They will alsobe invited to participate in Literacy week activities such as Book Fair,Read-a-thon, book making, storyteller, and after school events during thisweek that highlight literacy. Evidence: increased student proficiency asmeasured by district Performance Assessments and skill levels. (FocusSchool recommendation)

CommunityEngagement

09/01/2015 05/26/2016 $500 General Fund AdministrationMontessoriCurriculumCoachLiteracycommitteeMathcommitteeTeachers

Activity - Administrative Conversations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents will be invited to participate in a series of school parent interactiveconversations with administrators, "Muffins with Meg" to provide andopportunity to discuss topics that support the home/school partnership,parent engagement in learning, school policy and parental questions orconcerns. Conversations will be held when parents drop off students in themorning. All sessions will occur in the Family Resource Center to providefamilies with "need to know regular information" about the FRC as aresource for families to support lifting barriers that may impact successfullearning. (Focus School recommendation)

CommunityEngagement

09/01/2015 05/26/2016 $100 Other PrincipalAssistantPrincipalFamilyResourceCenterCoordinatorGuidanceCounselorTeachers

Activity - Parent Engagement and Volunteerism Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents will be invited to be active members of their school community.This will provide them with an inside knowledge of the learning program.Opportunities include participation in the SBDM, PTA, library volunteering,Watchdog dads, classroom support, special projects such as beautificationof the campus, community gardening, enrichment classes, career day andfield trip chaperoning.

CommunityEngagement,ParentInvolvement,AcademicSupportProgram

08/12/2015 05/26/2016 $3000 General Fund PrincipalAsst PrincipalTeachersInstructorAssistantsGuidanceCounselorFamilyResourceCoordinator



Strategy 1: PLC Teams - Professional Learning Communities (PLCs) will meet 2-3 times monthly by team and content areas to deconstruct foundational standards and analyze

cycle assessment data, identifying instructional strengths, identifying areas of challenge and planning common assessments to address needs in Math.

Category: Professional Learning & Support Research Cited: Data tracking from District assessments, curriculum maps and K-CAS resources.

Activity - Equity and Diversity in the School Community Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Professional development will be offered on understanding diversity,development of a cultural identity and teaching to diverse culturalperspectives by speakers offered by the district and community resources.Evidence: Teacher understanding and involvement in student assignmentof muti-age classroom communities. Decrease in student behaviorreferrals, increase in student proficiency in all content areas as measuredby Performance Assessments. (Focus School Requirememt)


01/04/2016 05/26/2016 $1200 General Fund PrincipalAssistantPrincipalsTeachersinstructorAssistants

Activity - Student Data Conferences Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers, including ECE teachers, coaches and interventionists will meetwith the Guidance Counselor, ECE Resource teacher and administration todiscuss non-progressing students, Tier III students as well as "bubble"students. Data collection and tracking will be reviewed, student growth andcollaboration about effectiveness of instruction and student interventionsand next steps monitored and set in motion. Evidence: student data,increase in student proficiency as measured by assessments,consultations, District Proficiency Assessments and student skill levels.(Focus School requirement)



GuidanceCounselorECEResourceTeacherTeachersCoaches andInterventionistsAdministrators

Activity - Cycle Alignment Sessions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will work with the Montessori Curriculum Coach and the GoalClarity Coach to align District curriculum maps and K-CAS across allcontent areas with the Montessori curriculum. Lessons and strategies willbe discussed and determined to optimize learning and critical need areasof learning for all students.



AdministrationMontessoriCurriculumCoachGoal ClarityCoachTeachers

Measurable Objective 2:51% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino and Students with Disabilities studentswill demonstrate a proficiency in the Common Core Standards in Mathematics by 05/26/2016 as measured by KPREP.

Activity - Deconstruction of Standards/Assessment Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Math Interventions - A variety of interventions will be available and utilized to meet the needs of Tier 2 and Tier 3 students who are not meeting Math standards

including the use of Reflex Math and other District or KY Dept. of Ed resources. Category: Continuous Improvement Research Cited: Stiggens

Teachers will deconstruct foundational standards and review curriculummaps as aligned to K-CAS. Teachers will utilize the CascadeDASHBOARD system to identify students who are not meeting mathCommon Core Standards. Assessment data will be analyzed to determinepatterns of student strengths and errors. This data will be used todetermine instructional needs for reteaching, planning rigorous lessons.

Evidence: Student groupings, work plans, walkthrough data, and increasein student achievement as measured by district performance assessmentsand K-PREP. (Focus School Requirement)



PrincipalAssistantPrincipalMath LeadMontessoriCurriculumCoachGoal ClarityCoachResourceTeacherTeachers

Activity - Math WIN Blocks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will organize small instructional differentiated groups to meet theneeds of non-proficient students as monitored by PLC agendas, studentwork plans, classroom walkthroughs and data conferences. Teachers willcontinue to monitor growth and progress by using exit slips ofunderstanding, formal and informal assessments.(Focus SchoolRequirement)



PrincipalAsst PrincipalMontessoriCurriculumCoachGoal ClarityCoachTeachers

Activity - Interventionists/Coaches Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math Interventionists/coaches will work with students in 3rd-5th gradestwo-three times weekly to sharpen math sense and fluency skills.Targeted subgroups and specific low performing students will be identified.Interventionists using skill level benchmarks, timely feedback fromteachers, test data to determine instructional focus needs will collaboratewith classroom teachers to monitor continued student progress.

Evidence: Interventionists schedule, increase in student proficiency asmeasured by District Performance Assessments. (Focus SchoolRequirement)


09/01/2015 05/26/2016 $40000 General Fund PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachMathInterventionist/CoachTeachers

Activity - Assistant Lesson Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 3: Home/School Partnership - Parents will be invited to be directly involved in their students' math learning through class news, homework and Math curriculum nights

and parent/child work nights with the student guides the parent in math lessons and materials. Category: Continuous Improvement Research Cited: Home/School Partnership

Strategy 1: Professional Learning Community - .Intermediate Science PLC will analyze science data to drive small group instruction. Category: Research Cited: DuFours

Montessori classroom Instructional Assistants will receive Montessoritraining as well as District PD to facilitate monitoring and support of smallgroups and individual instruction to students who have been identified asnot meeting specific Math Common Core Standards as evidenced byregular monitoring and evaluation, review of test data, walkthroughs andstudent work plans. (Focus School requirement)


08/10/2015 05/26/2016 $0 General Fund PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachInstructorAssistants

Activity - Parent/Child Work Demonstrations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Before each Parent/Teacher conference, parents will have the opportunityto spend an evening at school with their children who will guide themthrough their current math lessons, materials and assignments.


10/05/2015 03/25/2016 $0 General Fund TeachersMontessoriCurriculumCoach

Activity - Math Curriculum Night Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents and family members will have an opportunity to learn about theMath curriculum and the materials, sequence of math learning targetspresented by the students, faculty and coaches. Parents will have anopportunity to make Math games to take home.


03/08/2016 03/08/2016 $0 General Fund TeachersMontessoriCurriculumCoach

Measurable Objective 3:48% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino and Students with Disabilities studentswill demonstrate a proficiency that will reduce the gap and increase proficiency in Reading by 05/26/2016 as measured by KPREP.



Goal 2: All Coleridge-Taylor Montessori students will attend school daily to learn in a safe,

nurturing and healthy learning environment.

Strategy 1: Parent Awareness - Parents will better understand school policies and procedures relating to attendance requirements. Category:

Activity - Cascade/Dashboard Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize the Cascade DASHBOARD system to identify studentswho are not meeting standards in specific gap subgroups of reading.Teachers will designing specific practice lessons and implement smallgroup/individual instruction that will result in student proficiency asmonitored by classroom walkthroughs, data conferences, PLC agendasand student work plans. (Focus School Requirement)



PrincipalAssistantPrincipalTeachersGoal ClarityCoachMontessoriCurriculumCoach

Activity - Data Conference for Gap students Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers including ECE teachers will meet with Guidance Counselor, ECEResource teacher, Interventionists/Coaches, administration after eachinstructional cycle to analyze data of gap subgroup students who are notmeeting standards. Appropriate data such as RTI, Running Records,District Performance assessments, Intervention reports will be utilized todevelop individual student action plans to reach continued growth andproficiency. Evidence: Increased student proficiency as measured bydistrict Proficiency Assessments. (Focus School requirement)



AdministrationTeachersECE teachersGuidanceCounselorInterventionists/Coaches

Measurable Objective 1:collaborate to increase student attendance by 05/25/2016 as measured by an increase in average daily attendance from 95.6% to 95.8%..

Activity - Muffins with Meg Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Monthly morning conversations with administrators.will provideopportunities for parents to discuss distric and school policy and to sharesuggestions and ideas for school improvement.Evidence: Increased daily student attendance. (Focus SchoolRequirement)

ParentInvolvement


Principal,AssistantPrincipal,FamilyResourceCoordinator,Counselor



Strategy 2: Attendance Committee - Attendance Committe will collaborate to improve student attendance. Category:

Strategy 1: School and Community Supports - School will provide behavioral supports and collaborate with community agences to meet the need of students behaviorally. Category:

Activity - Family Resource Assistance Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Holiday assistance programming will be tied to student attendance, parentattendance at school conferences, and other factors. Evidence: Increaseddaily attendance and parent involvment (Focus School Requirement)

ParentInvolvement


FamilyResourceCoordinator

Activity - Weekly meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The attendance committee will meet bi-monthly to analyze attendancedata, identify students with excessive absences/tardies, make referrals toschool social worker, and follow district attendance policies. Evidence:Increased daily student attendance. (Focus School Requirement)

Policy andProcess


AttendanceCommitteeFRCCoordinator

Activity - Student Work Force Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be nominated and interviewed by the attendance committeeto perform various jobs before/after school. These jobs are designed toprovide motivation to come to school. Evidence: Increased student dailyattendance. (Focus School Requirement)

ExtraCurricular


AttendanceCommittee,FRCCoordinatorSecurityGuard

Measurable Objective 2:collaborate to improve student behaviors by 12/01/2015 as measured by reducing suspensions from 22 to 20.

Activity - Social Skills Classes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will recommend students who will participate in social skillsclasses during the school day conducted by the PAC room staff. Evidence:decrease in student referrals and increase in student instructional time.(Focus School Requirement)

BehavioralSupportProgram


AssistantPrincipalSecurityGuard

Activity - Counselor Guidance lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Counselor will collaborate with teachers to provide counseling services tostudents and classes. on topics such as bullying and relationship buildingusing programs such as Second Steps. . (Focus School requirement)



CounselorTeachers



Strategy 2: Classroom/school community - School will collaborate with various groups to maintain a safe, orderly, and healthy learning environment in classrooms. Category: Research Cited: Care for Kids

Activity - Communication Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School will use various means such as Friday Facts, classroomnewsletters, FRC newsletter, Coffee and Conversations, Parent tours andschool and classroom websites to communicate with parents aboutinstruction, school events and policies. (Focus School Recommendation)

ParentInvolvement


PrincipalFRCCoordinatorTeachers

Activity - Student advocacy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be supported by caring adults through community building(Morning meeting, Check in meetings, closing meetings),. EveryOneReads volunteers, social skills groups, and CT Buddy mentoring program,Student Leadership Team and school pledge. (Focus School Requirement)



PrincipalAssistantPrincipalCounselorFRC DirectorTeachers

Activity - PBIS Cohort Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

CTM has a team of teacher representatives, the success coach andadministrator participating in the District's PBIS training. This is inresponse to data to continue to develop systematic measures to reducebehavior referrals and create a positive culture and academic achievement.


09/01/2015 05/26/2017 $0 General Fund Teacherrepresentatives from eachlevelSuccesscoachSRT teamAdministrators

Activity - SRT/PAC Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School and district Student Response Team is on call to respond todisruptive classroom situations to deescalate situation so that studentsmay continue to learn. (Focus School requirement)



PrincipalAssistantPrincipalCounselorSRT Team

Activity - School-Based Therapy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: In 2015-2016, Coleridge-Taylor Montessori will fully implement the Professional Growth

and Effectiveness System (PGES).

Strategy 1: PGES Professional Development - Professional Development modules will be offered during faculty meetings and Gold Days to deliver information to teachers about

the implementation of Professional Growth and Effectiveness System (PGES). Category: Teacher PGES Research Cited: Danielson Framework of Teaching and Evaluation

The Family Resource Center will collect referrals and will coordinateservices for students in need of mental/behavioral health counseling.(Focus School requirement)



FRCCoordinatorCounselorAssistantPrincipalsTeachersPrincipal

Activity - School Nurse Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School nurse provides many valuable services such as dispensingmedication, treating minor health issues, monitoring immunization records,facilitating vision/hearing screenings and providing health educationservices to school families. (Focus School Requirement)

Recruitmentand Retention

08/12/2015 05/25/2016 $32000 General Fund PrincipalNurse

Activity - Program Reviews--Wellness Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Program Review committee will meet monthly to review needsimprovement areas in Arts & Humanities, Practical Living which includesschool wellness policy, Primary Program and Writing to makerecommendations for appropriate curricular adjustments to meet ProgramReview standards. Agendas will be shared with faculty. (Focus SchoolRequirement)



AssistantPrincipalFRCCoordinatorCounselor

Measurable Objective 1:collaborate to ensure that 100% of participating teachers will implement PGES componenents. by 05/26/2016 as measured by all PGES documentation submitted tothe Labor Relations. .

Activity - TeachScape Certification Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Principal and Assistant Principal will complete TeachScape review andupdated certification to become proficient in conducting classroomobservations using the adapted Danielson framework.



PrincipalAsst Principal



Strategy 2: PLC Student Growth Goals - PLCs will collaborate to develop rubrics, collect data and analyze student results as they work with student growth goals. Category: Professional Learning & Support Research Cited: District PD and Ky Dept. of Ed.State and local requirements

Goal 4: Coleridge-Taylor will use 100% of the Instructional Resources (textbook) within two years

to support student access to high quality resources.

Strategy 1: Resource Identification and Alignment - A committee will use a rubric to be able to compare available resources to support instructional practices. Category: Management Systems

Activity - PGES Domains/Elements and Components Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Professional Development will be provided on PGES domains: Growthplan, Student growth Goals, peer observations, student voice, andFramework for Teaching (observation rubric).

Policy andProcess


PrincipalAsst PrincipalPeerObservers

Activity - Peer Observation Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Identified Peer observers will attended District PGES professionaldevelopment sessions and take on-line certificated training required for allpeer observers.


10/05/2015 05/26/2016 $0 General Fund Teacherobservers -PGES Team

Activity - Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

In PLCs, teachers will collaborate to design rubrics, collect relevant data,and analyze results for student growth goals.

Other 08/10/2015 06/03/2016 $0 No FundingRequired

PrincipalAsst. PrincipalGoal ClarityCoachTeachers

Measurable Objective 1:collaborate to determine which textbooks and instructional materials align to Kentucky Core Academic Standards based classroom practice. by 05/31/2016 asmeasured by 100% of the funds allocated for Instructional Materials (textbooks) are being used to improve student access to high quality standards aligned resources..

Activity - Instructional Resource Committee Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 5: Coleridge-Taylor Montessori will reduce the achievement gap in reading, math and

writing by 5 to 7%

Strategy 1: Prerequisite Skills Practice - WIN intervention blocks are provided for students to increase knowledge. Category: Integrated Methods for Learning

Strategy 1: Essential Skills for reading - The students will learn essential skills needed for reading. Category: Integrated Methods for Learning

A Instructional Resource Committee will meet when needed to evaluateschool textbook and instructional needs and will report recommendationsto SBDM Committee. They will report textbook funding recommendationsto SBDM Committee.

Policy andProcess

08/20/2014 05/31/2016 $20000 Text Books Principal,AcademicResourceCommittee

Measurable Objective 1:7% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indianor Alaska Native and Native Hawaiian or Other Pacific Islander students will increase student growth in language by 7% in English Language Arts by 06/01/2019 asmeasured by the percent proficient on delivery targets.

Activity - WIN Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Interventions will occur in the classroom or with coaches three times aweek.



Principal, AP,Goal ClarityCoach

Measurable Objective 2:100% of All Students will demonstrate a proficiency in reading on grade level in English Language Arts by 06/01/2019 as measured by using a variety ofassessments to determine reading level and comprehension levels..

Activity - Reading Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers and assistants will attend a teaching reading professionaldevelopment.

Teachers will attend a guided reading group professional developmentsession



Principal,Teachers

Activity - Intentional Groupings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 6: The students at Coleridge-Taylor Montessori will demonstrate yearly percentage growth

in grade level reading and reading scores.

Strategy 1: Professional Learning Community - Grade level Professional Learning Communities will analyze data from various sources to identify students who are not meeting

standards and use data to design small group lessons based on standards not met. Category: Research Cited: Learning by Doing, Rick and Rebecca DuFour

Guided differentiated reading groups will be implemented at all levels.

Benchmark assessments in reading will determine continuous fluiddifferentiated grouping.

DirectInstruction


Principal, AP,GCC,Teachers

Activity - Reading Materials Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reading materials will be purchased to support beginning and emergingreaders.


10/01/2015 06/01/2019 $1000 Text Books Principal, APGCC

Measurable Objective 1:A 6% increase of Third, Fourth and Fifth grade Male Black or African-American, Economically Disadvantaged and Two or More Races students will increase studentgrowth and increased proficiency in Reading by 05/31/2019 as measured by Benchmarks in reading assessments that measure WPM and grade level, districtproficiencies and KPREP scores..

Activity - Assessment--Patterns Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will analyze district Performance assessments to determinepatterns of student errors as well as success patterns of growth. This datawill be used to determine interventions and instructional needs asmeasured by data conferences and PLC agendas. Students will reviewtheir performance and set goals to become a stakeholder in their ownlearning. Evidence: Student groupings, work plans, walkthrough data, andincrease in student achievement as measured by district preformanceassessments and K-PREP. (Focus School Requirement)

Policy andProcess


AdministrationTeachersInterventionists andCoaches

Activity - Assessment--Dashboard Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize Dashboard to determine students who are not meetingstandards and to implement timely instruction in specific standards not metas measured by PLC agendas, work plans and walkthroughs. (Focusschool requirement)

Policy andProcess


PrincipalResourceTeacherTeachers



Goal 7: All students at Coleridge-Taylor Montessori will maximize their instructional learning with

regular daily attendance.

Strategy 1: Attendance Committee meetings - The attendance committee will meet weekly to review students with tardy or attendance concerns. Category: Stakeholder Engagement

Strategy 2: Classroom Incentives - Incentives will be given to classes with perfect attendance 10 days in a row. Category: Stakeholder Engagement

Strategy 1: Parent Participation - Parents will be required to sign in students who are late to school.

Measurable Objective 1:collaborate to increase the daily attendance rate by 06/01/2019 as measured by the pupil month reports for attendance increasing to 95.8%.

Activity - Attendance Committee Follow-up Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Home visits; letters home and phone calls will be follow-up methods forconcerns chronic attendance concerns.

Policy andProcess


Principal,AttendanceClerk,Counselor,FamilyResource,School SocialWorker,Nurse,AssistantPrincipal

Activity - Mystery motivators Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Incentives will be given to classes with perfect attendance 10 days in arow.

CommunityEngagement


FamilyResourceCoordinator

Measurable Objective 2:demonstrate a proficiency in Parents stating the hours of the instructional day and the specific reasons for having their child present for a full day of school by06/01/2019 as measured by decreasing in the number of tardies by 5%..



Parents will not be able to sign out students after 3:30pm daily.

Category: Stakeholder Engagement

Goal 8: All students at Coleridge Taylor Montessori will become proficient writers.

Strategy 1: Writing Instruction - The school will commit to a school-wide writing strategies of 4 square method and R.A.C.E. strategies.

The teachers will attend a best practices of writing session

Category: Integrated Methods for Learning

Goal 9: All students at Coleridge-Taylor Montessori will increase their math levels to grade level

or above.

Activity - Parent Requirements Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents will be required to sign in students who are late to school.

Parents will not be able to sign out students after 3:30pm daily.

ParentInvolvement


Principal, AP,counselor

Measurable Objective 1:100% of All Students will demonstrate a proficiency on state and district writing assessments. in Writing by 06/01/2019 as measured by using state and districtassessments to determine writing ability on a predetermined writing rubric..

Activity - Best Practice and PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will practice session with writing strategies.Common assessments will be developed in PLCs using the writingmethods.

Policy andProcess


Principal, AP,GCC

Measurable Objective 1:100% of All Students will demonstrate a proficiency in essential skills needed for math and problem solving. in Mathematics by 06/01/2019 as measured by using thedistrict, state, and formative assessments to determine math levels..



Strategy 1: Professional Development in Math - Teachers and assistants will attend a teaching problem solving professional development session.

Teachers will attend a math materials professional development session

Category: Professional Learning & Support

Strategy 2: Cubing - The school will commit to a school-wide problem solving strategy of cubing Category: Integrated Methods for Learning

Strategy 3: ESS for math - Extended school services will be offered to further support all students in math instruction. Category: Learning Systems

Goal 10: Coleridge-Taylor Montessori will be proficient in all content areas of Program Review.

Activity - Professional Development for Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will attend district and school embedded math PD's to gainstrategies in teaching the essential skills.



Principal, AP,GCC,Teachers

Activity - Cubing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Practices session with math materials and problem solving strategy ofcubing.

Common assessments will be developed in PLCs using the cubingmethod.



Principal, AP,GCC

Activity - ESS for Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Afterschool ESS will focus on 3rd and 4th grade students who wouldbenefit from Math Lab skill practice.

ExtraCurricular

10/01/2015 04/29/2016 $5000 State Funds Principal, AP,

Measurable Objective 1:demonstrate a proficiency on the KDE Program Review by 06/01/2016 as measured by a score of 21 in all content areas listed under Program Review.



Strategy 1: Student Exposure to Program review areas - All students at Coleridge-Taylor will receive instruction in all areas listed under Program Review. This strategy will be

implemented into the daily instructional schedule of all students. Category: Continuous Improvement Research Cited: Centers for Disease Control and Prevention. The association between school based physical activity, including physical education, and academic

performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.

Goal 11: Teachers and Administration will prepare lessons and learning environments based on

the PGES domains of teaching

Activity - Scheduling Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each day students will participate in 50 minutes of either Art/Music,Physical Education, Computer, Library or Spanish. The teachers in theseclasses have their certification in the content area.


08/12/2015 05/25/2016 $280000 General Fund PrincipalSBDMCommittee

Activity - Fund for the Arts 5x5 Grant Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The PTA has secured the funds to bring in members of the community toexpose the students to the different genres of the Arts. During the schoolyear, the students will be able to participate in different musicalperformances, theatre productions, and artist in residence programs.


08/12/2015 05/25/2016 $4000 Grant Funds FamilyResourceCoordinator

Activity - After School Clubs Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Coleridge-Taylor students have the opportunity to participate in activitiesoutside of the school day. Coleridge-Taylor has a chess team and club,running club, and before school wellness/exercise clubs.

ExtraCurricular


PhysicalEducationTeacherChess CoachPrincipal

Measurable Objective 1:A 6% increase of All Students will demonstrate a proficiency across all curriculum areas due to enhanced teaching and learning in Reading by 05/26/2016 asmeasured by The PGES rubric in the Framework of Teaching and outcomes in KPREP..



Strategy 1: Framework for Teaching Best Practices - Teachers will utilize research based teaching strategies and best practices in teaching and learning as identified in Charlotte

Danielson's framework for teaching. Category: Teacher PGES Research Cited: Charlotte Danielson

Robert Marzano

Activity - Review of PGES Domain 1-4 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will review the Domains of the PGES framework of teaching tofurther enhance their classroom learning environment, overall instruction,lesson preparation for individual students, higher levels of questioning, andgrowth evoking feedback.


08/18/2015 05/26/2016 $0 General Fund AdministrationTeachers



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

State Funds

Other

Text Books

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Reading Recovery Identified first graders will receive intensive readinginstruction individually or in small groups daily from ReadingRecovery teacher. RR teacher will communicate withclassroom teacher to ensure a smooth classroom transition.Evidence: RR schedule, increase in student reading levelsas measured by Running Records and Bellarmine LiteracyProject assessments and DRA. (Focus SchoolRequirement)


08/17/2015 05/26/2016 $60000 PrincipalReadingRecoveryTeacherTeachers

ESS for Math Afterschool ESS will focus on 3rd and 4th grade studentswho would benefit from Math Lab skill practice.

ExtraCurricular

10/01/2015 04/29/2016 $5000 Principal, AP,

Total $65000


StaffResponsible

Administrative Conversations Parents will be invited to participate in a series of schoolparent interactive conversations with administrators,"Muffins with Meg" to provide and opportunity to discusstopics that support the home/school partnership, parentengagement in learning, school policy and parentalquestions or concerns. Conversations will be held whenparents drop off students in the morning. All sessions willoccur in the Family Resource Center to provide familieswith "need to know regular information" about the FRC as aresource for families to support lifting barriers that mayimpact successful learning. (Focus Schoolrecommendation)

CommunityEngagement

09/01/2015 05/26/2016 $100 PrincipalAssistantPrincipalFamilyResourceCenterCoordinatorGuidanceCounselorTeachers

Total $100


StaffResponsible



Grant Funds

General Fund

Instructional ResourceCommittee

A Instructional Resource Committee will meet when neededto evaluate school textbook and instructional needs and willreport recommendations to SBDM Committee. They willreport textbook funding recommendations to SBDMCommittee.

Policy andProcess

08/20/2014 05/31/2016 $20000 Principal,AcademicResourceCommittee

Reading Materials Reading materials will be purchased to support beginningand emerging readers.


10/01/2015 06/01/2019 $1000 Principal, APGCC

Total $21000


StaffResponsible

Fund for the Arts 5x5 Grant The PTA has secured the funds to bring in members of thecommunity to expose the students to the different genres ofthe Arts. During the school year, the students will be ableto participate in different musical performances, theatreproductions, and artist in residence programs.


08/12/2015 05/25/2016 $4000 FamilyResourceCoordinator

Reading Recovery Identified first graders will receive intensive readinginstruction individually or in small groups daily from ReadingRecovery teacher. RR teacher will communicate withclassroom teacher to ensure a smooth classroom transition.Evidence: RR schedule, increase in student reading levelsas measured by Running Records and Bellarmine LiteracyProject assessments and DRA. (Focus SchoolRequirement)


08/17/2015 05/26/2016 $10000 PrincipalReadingRecoveryTeacherTeachers

Total $14000


StaffResponsible

Peer Observation Training Identified Peer observers will attended District PGESprofessional development sessions and take on-linecertificated training required for all peer observers.


10/05/2015 05/26/2016 $0 Teacherobservers -PGES Team

Curriculum Nights andLiteracy Week

Parents will be invited to attend 2 curriculum nights tounderstand the lessons and skills in the core subjects ofReading and Math. They will also be invited to participatein Literacy week activities such as Book Fair, Read-a-thon,book making, storyteller, and after school events during thisweek that highlight literacy. Evidence: increased studentproficiency as measured by district PerformanceAssessments and skill levels. (Focus Schoolrecommendation)

CommunityEngagement

09/01/2015 05/26/2016 $500 AdministrationMontessoriCurriculumCoachLiteracycommitteeMathcommitteeTeachers



Assistant Lesson Training Montessori classroom Instructional Assistants will receiveMontessori training as well as District PD to facilitatemonitoring and support of small groups and individualinstruction to students who have been identified as notmeeting specific Math Common Core Standards asevidenced by regular monitoring and evaluation, review oftest data, walkthroughs and student work plans. (FocusSchool requirement)


08/10/2015 05/26/2016 $0 PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachInstructorAssistants

Interventionists/Coaches Reading Interventionists/coaches will work with students inP1-P4 grades two-three times weekly to target subgroupsand specific low performing students. Interventionists useskill level benchmarks, timely feedback from teachers, testdata to determine instructional focus needs and collaboratewith classroom teachers to monitor continued studentprogress.Evidence: Interventionists schedule, increase in studentproficiency as measured by district PerformanceAssessments. (Focus School Requirement)


09/01/2015 05/26/2016 $20000 PrincipalInterventionistsMontessoriCoachTeachers

Equity and Diversity in theSchool Community

Professional development will be offered on understandingdiversity, development of a cultural identity and teaching todiverse cultural perspectives by speakers offered by thedistrict and community resources. Evidence: Teacherunderstanding and involvement in student assignment ofmuti-age classroom communities. Decrease in studentbehavior referrals, increase in student proficiency in allcontent areas as measured by Performance Assessments.(Focus School Requirememt)


01/04/2016 05/26/2016 $1200 PrincipalAssistantPrincipalsTeachersinstructorAssistants

PBIS Cohort CTM has a team of teacher representatives, the successcoach and administrator participating in the District's PBIStraining. This is in response to data to continue to developsystematic measures to reduce behavior referrals andcreate a positive culture and academic achievement.


09/01/2015 05/26/2017 $0 Teacherrepresentatives from eachlevelSuccesscoachSRT teamAdministrators

Parent/Child WorkDemonstrations

Before each Parent/Teacher conference, parents will havethe opportunity to spend an evening at school with theirchildren who will guide them through their current mathlessons, materials and assignments.


10/05/2015 03/25/2016 $0 TeachersMontessoriCurriculumCoach



Parent Engagement andVolunteerism

Parents will be invited to be active members of their schoolcommunity. This will provide them with an insideknowledge of the learning program. Opportunities includeparticipation in the SBDM, PTA, library volunteering,Watchdog dads, classroom support, special projects suchas beautification of the campus, community gardening,enrichment classes, career day and field trip chaperoning.


08/12/2015 05/26/2016 $3000 PrincipalAsst PrincipalTeachersInstructorAssistantsGuidanceCounselorFamilyResourceCoordinator

Math Curriculum Night Parents and family members will have an opportunity tolearn about the Math curriculum and the materials,sequence of math learning targets presented by thestudents, faculty and coaches. Parents will have anopportunity to make Math games to take home.


03/08/2016 03/08/2016 $0 TeachersMontessoriCurriculumCoach

School Nurse School nurse provides many valuable services such asdispensing medication, treating minor health issues,monitoring immunization records, facilitating vision/hearingscreenings and providing health education services toschool families. (Focus School Requirement)

Recruitmentand Retention

08/12/2015 05/25/2016 $32000 PrincipalNurse

Differentiated Skill groups Teachers will use 4-6 week data and review continuum ofreading skills as outlined in the District mappings, BLPscope and sequence, curriculum benchmarks and DistrictRPAs as based on K-CAS to create and reconfigureprogressive small differentiated reading groups to meetindividual student needs.Groups will be identified in lessons plans and on workplans.


08/17/2015 06/03/2016 $0 TeachersReadingRecoveryteacherMontessoriCurriculumCoachGoal ClarityCoach

Interventionists/Coaches Math Interventionists/coaches will work with students in 3rd-5th grades two-three times weekly to sharpen math senseand fluency skills. Targeted subgroups and specific lowperforming students will be identified. Interventionists usingskill level benchmarks, timely feedback from teachers, testdata to determine instructional focus needs will collaboratewith classroom teachers to monitor continued studentprogress.

Evidence: Interventionists schedule, increase in studentproficiency as measured by District PerformanceAssessments. (Focus School Requirement)


09/01/2015 05/26/2016 $40000 PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachMathInterventionist/CoachTeachers

Review of PGES Domain 1-4 Teachers will review the Domains of the PGES frameworkof teaching to further enhance their classroom learningenvironment, overall instruction, lesson preparation forindividual students, higher levels of questioning, and growthevoking feedback.


08/18/2015 05/26/2016 $0 AdministrationTeachers



No Funding Required

Assistant Lesson Training Montessori classroom Instructional Assistants will receiveMontessori training as well as District PD to facilitatemonitoring and support of small groups and individualinstruction to students who have been identified as notmeeting specific ELA/Reading Common Core Standards asevidenced by regular monitoring and evaluation, review oftest data, walkthroughs and student work plans. (FocusSchool requirement)


08/17/2015 05/26/2016 $5000 PrincipalAssistantPrincipalMontessoriCurriculumCoachGoal ClarityCoachTeachersInstructorAssistants

Scheduling Each day students will participate in 50 minutes of eitherArt/Music, Physical Education, Computer, Library orSpanish. The teachers in these classes have theircertification in the content area.


08/12/2015 05/25/2016 $280000 PrincipalSBDMCommittee

Total $381700


StaffResponsible

Deconstruction ofStandards/AssessmentAnalysis

Teachers will deconstruct foundational standards andreview curriculum maps as aligned to K-CAS. Teachers willutilize the Cascade DASHBOARD system to identifystudents who are not meeting math Common CoreStandards. Assessment data will be analyzed to determinepatterns of student strengths and errors. This data will beused to determine instructional needs for reteaching,planning rigorous lessons.

Evidence: Student groupings, work plans, walkthrough data,and increase in student achievement as measured bydistrict performance assessments and K-PREP. (FocusSchool Requirement)


08/10/2015 05/26/2016 $0 PrincipalAssistantPrincipalMath LeadMontessoriCurriculumCoachGoal ClarityCoachResourceTeacherTeachers

Intentional Groupings Guided differentiated reading groups will be implemented atall levels.

Benchmark assessments in reading will determinecontinuous fluid differentiated grouping.

DirectInstruction

10/01/2015 06/01/2019 $0 Principal, AP,GCC,Teachers

School-Based Therapy The Family Resource Center will collect referrals and willcoordinate services for students in need ofmental/behavioral health counseling. (Focus Schoolrequirement)


08/12/2015 05/25/2016 $0 FRCCoordinatorCounselorAssistantPrincipalsTeachersPrincipal



Data Conference for Gapstudents

Teachers including ECE teachers will meet with GuidanceCounselor, ECE Resource teacher,Interventionists/Coaches, administration after eachinstructional cycle to analyze data of gap subgroup studentswho are not meeting standards. Appropriate data such asRTI, Running Records, District Performance assessments,Intervention reports will be utilized to develop individualstudent action plans to reach continued growth andproficiency. Evidence: Increased student proficiency asmeasured by district Proficiency Assessments. (FocusSchool requirement)


10/05/2015 06/10/2016 $0 AdministrationTeachersECE teachersGuidanceCounselorInterventionists/Coaches

Cubing Practices session with math materials and problem solvingstrategy of cubing.

Common assessments will be developed in PLCs using thecubing method.


10/01/2015 06/01/2019 $0 Principal, AP,GCC

Student Work Force Students will be nominated and interviewed by theattendance committee to perform various jobs before/afterschool. These jobs are designed to provide motivation tocome to school. Evidence: Increased student dailyattendance. (Focus School Requirement)

ExtraCurricular

08/12/2015 05/25/2016 $0 AttendanceCommittee,FRCCoordinatorSecurityGuard

Cycle Alignment Sessions Teachers will work with the Montessori Curriculum Coachand the Goal Clarity Coach to align District curriculum mapsand K-CAS across all content areas with the Montessoricurriculum. Lessons and strategies will be discussed anddetermined to optimize learning and critical need areas oflearning for all students.


08/10/2015 06/10/2016 $0 AdministrationMontessoriCurriculumCoachGoal ClarityCoachTeachers

Muffins with Meg Monthly morning conversations with administrators.willprovide opportunities for parents to discuss distric andschool policy and to share suggestions and ideas for schoolimprovement.Evidence: Increased daily student attendance. (FocusSchool Requirement)

ParentInvolvement

08/12/2015 05/25/2016 $0 Principal,AssistantPrincipal,FamilyResourceCoordinator,Counselor

Program Reviews--WellnessPlan

Program Review committee will meet monthly to reviewneeds improvement areas in Arts & Humanities, PracticalLiving which includes school wellness policy, PrimaryProgram and Writing to make recommendations forappropriate curricular adjustments to meet ProgramReview standards. Agendas will be shared with faculty.(Focus School Requirement)


08/12/2015 05/25/2016 $0 AssistantPrincipalFRCCoordinatorCounselor

Best Practice and PLC Teachers will practice session with writing strategies.Common assessments will be developed in PLCs using thewriting methods.

Policy andProcess

10/01/2015 06/01/2019 $0 Principal, AP,GCC



Assessment--Dashboard Teachers will utilize Dashboard to determine students whoare not meeting standards and to implement timelyinstruction in specific standards not met as measured byPLC agendas, work plans and walkthroughs. (Focus schoolrequirement)

Policy andProcess

08/12/2014 05/27/2016 $0 PrincipalResourceTeacherTeachers

Communication School will use various means such as Friday Facts,classroom newsletters, FRC newsletter, Coffee andConversations, Parent tours and school and classroomwebsites to communicate with parents about instruction,school events and policies. (Focus SchoolRecommendation)

ParentInvolvement

08/12/2015 05/25/2016 $0 PrincipalFRCCoordinatorTeachers

Counselor Guidance lessons Counselor will collaborate with teachers to providecounseling services to students and classes. on topics suchas bullying and relationship building using programs suchas Second Steps. . (Focus School requirement)


08/12/2015 05/25/2016 $0 CounselorTeachers

Mystery motivators Incentives will be given to classes with perfect attendance10 days in a row.

CommunityEngagement


Student advocacy Students will be supported by caring adults throughcommunity building (Morning meeting, Check in meetings,closing meetings),. EveryOne Reads volunteers, socialskills groups, and CT Buddy mentoring program, StudentLeadership Team and school pledge. (Focus SchoolRequirement)


08/12/2015 05/25/2016 $0 PrincipalAssistantPrincipalCounselorFRC DirectorTeachers

TeachScape Certification Principal and Assistant Principal will complete TeachScapereview and updated certification to become proficient inconducting classroom observations using the adaptedDanielson framework.


12/05/2013 09/01/2015 $0 PrincipalAsst Principal

WIN Groups Interventions will occur in the classroom or with coachesthree times a week.


10/01/2015 06/01/2019 $0 Principal, AP,Goal ClarityCoach

Social Skills Classes Teachers will recommend students who will participate insocial skills classes during the school day conducted by thePAC room staff. Evidence: decrease in student referralsand increase in student instructional time. (Focus SchoolRequirement)


08/12/2015 05/25/2016 $0 AssistantPrincipalSecurityGuard

Cascade/Dashboard Teachers will utilize the Cascade DASHBOARD system toidentify students who are not meeting standards in specificgap subgroups of reading. Teachers will designing specificpractice lessons and implement small group/individualinstruction that will result in student proficiency asmonitored by classroom walkthroughs, data conferences,PLC agendas and student work plans. (Focus SchoolRequirement)


10/05/2015 06/10/2016 $0 PrincipalAssistantPrincipalTeachersGoal ClarityCoachMontessoriCurriculumCoach



Attendance CommitteeFollow-up

Home visits; letters home and phone calls will be follow-upmethods for concerns chronic attendance concerns.

Policy andProcess

10/01/2015 06/01/2019 $0 Principal,AttendanceClerk,Counselor,FamilyResource,School SocialWorker,Nurse,AssistantPrincipal

Monday Memos and ClassNews

The Administration will generate a weekly electronic andprinted newsletter "Monday Memo" to provide timelyinformation to parents that support the home/schoolpartnership, parents as primary educators in their children'slives and other resources to support continued learningwithin the family unit. Teachers will share class news,learning targets, homework expectations, learning progressand helpful resources though emails, daily agendas,conference, and phone calls home. (Focus Schoolrecommendation)


08/12/2015 05/26/2016 $0 PrincipalAssistantPrincipalClassroomTeachers

Family Resource Assistance Holiday assistance programming will be tied to studentattendance, parent attendance at school conferences, andother factors. Evidence: Increased daily attendance andparent involvment (Focus School Requirement)

ParentInvolvement


Assessment--Patterns Teachers will analyze district Performance assessments todetermine patterns of student errors as well as successpatterns of growth. This data will be used to determineinterventions and instructional needs as measured by dataconferences and PLC agendas. Students will review theirperformance and set goals to become a stakeholder in theirown learning. Evidence: Student groupings, work plans,walkthrough data, and increase in student achievement asmeasured by district preformance assessments and K-PREP. (Focus School Requirement)

Policy andProcess

08/12/2015 06/10/2016 $0 AdministrationTeachersInterventionists andCoaches

Parent Requirements Parents will be required to sign in students who are late toschool.

Parents will not be able to sign out students after 3:30pmdaily.

ParentInvolvement

10/01/2015 06/01/2019 $0 Principal, AP,counselor



Deconstruction ofStandards/AssessmentAnalysis

Teachers will deconstruct foundational standards andreview curriculum maps as aligned to K-CAS.They will analyze cycle district diagnostic and proficiencyassessments to determine patterns of student strengths anderrors. This data will be used to determine instructionalneeds for reteaching, planning rigorous lessons as well asidentifying best practices in teaching.

Students will review their performance and set goals tobecome a stakeholder in their own learning. Evidence:Student groupings, work plans, walkthrough data, andincrease in student achievement as measured by districtpreformance assessments and K-PREP. (Focus SchoolRequirement)


08/10/2015 06/03/2016 $0 PrincipalTeachersMontessoriCurriculumCoachGoal ClarityCoachReadingRecoveryTeacher andInterventionistsItinerantTeachers

PGES Domains/Elementsand Components

Professional Development will be provided on PGESdomains: Growth plan, Student growth Goals, peerobservations, student voice, and Framework for Teaching(observation rubric).

Policy andProcess

08/18/2015 05/26/2016 $0 PrincipalAsst PrincipalPeerObservers

Math WIN Blocks Teachers will organize small instructional differentiatedgroups to meet the needs of non-proficient students asmonitored by PLC agendas, student work plans, classroomwalkthroughs and data conferences. Teachers willcontinue to monitor growth and progress by using exit slipsof understanding, formal and informal assessments.(FocusSchool Requirement)


08/10/2015 05/26/2016 $0 PrincipalAsst PrincipalMontessoriCurriculumCoachGoal ClarityCoachTeachers

Weekly meetings The attendance committee will meet bi-monthly to analyzeattendance data, identify students with excessiveabsences/tardies, make referrals to school social worker,and follow district attendance policies. Evidence: Increaseddaily student attendance. (Focus School Requirement)

Policy andProcess

08/12/2015 05/25/2016 $0 AttendanceCommitteeFRCCoordinator

Student Data Conferences Teachers, including ECE teachers, coaches andinterventionists will meet with the Guidance Counselor, ECEResource teacher and administration to discuss non-progressing students, Tier III students as well as "bubble"students. Data collection and tracking will be reviewed,student growth and collaboration about effectiveness ofinstruction and student interventions and next stepsmonitored and set in motion. Evidence: student data,increase in student proficiency as measured byassessments, consultations, District ProficiencyAssessments and student skill levels. (Focus Schoolrequirement)


11/09/2015 06/03/2016 $0 GuidanceCounselorECEResourceTeacherTeachersCoaches andInterventionistsAdministrators

SRT/PAC Team School and district Student Response Team is on call torespond to disruptive classroom situations to deescalatesituation so that students may continue to learn. (FocusSchool requirement)


08/12/2015 05/25/2016 $0 PrincipalAssistantPrincipalCounselorSRT Team



Guided Reading Groups Teachers will collaborate during Staff/PLC team meetings toreview and practice effective instructional strategies forteaching reading and plan differentiated guided readinggroups based on skill levels.Bellarmine Literacy Project, Montessori LanguageSequence, Orton Gillingham, Dibels.


08/10/2015 06/03/2016 $0 PrincipalAsst PrincipalTeachersInstructorAssistantsMontessoriCurriculumCoachGoal ClarityCoachReadingRecoveryTeacher

Collaboration In PLCs, teachers will collaborate to design rubrics, collectrelevant data, and analyze results for student growth goals.

Other 08/10/2015 06/03/2016 $0 PrincipalAsst. PrincipalGoal ClarityCoachTeachers

Professional Developmentfor Math

Teachers will attend district and school embedded mathPD's to gain strategies in teaching the essential skills.


10/01/2015 06/01/2019 $0 Principal, AP,GCC,Teachers

Reading ProfessionalDevelopment

Teachers and assistants will attend a teaching readingprofessional development.

Teachers will attend a guided reading group professionaldevelopment session


10/01/2015 06/01/2019 $0 Principal,Teachers

After School Clubs Coleridge-Taylor students have the opportunity toparticipate in activities outside of the school day. Coleridge-Taylor has a chess team and club, running club, and beforeschool wellness/exercise clubs.

ExtraCurricular

11/02/2015 05/25/2016 $0 PhysicalEducationTeacherChess CoachPrincipal

Total $0



KDE Needs Assessment



Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.



Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?

What does the data/information not tell you? The 2015 KREP results indicate a percentage of proficiency in the following areas:

Reading 52.8% with a 2016 delivery target of 58.1

Math 44.3% with a 2016 delivery target of 50.5

Social Studies 62.2% with a 2016 delivery target of 66.4

The Gap group of 226 students needs to increase proficiency and decrease students performing at the novice level.

Gap group proficiency in 2015:

Reading 41.2% with a 2016 delivery target of 47.8

Math 33.4% with a 2016 delivery target of 40.8

Social Studies 51.4% with a 2016 delivery target of 56.8.

Our novice reduction goals would result in Math: Not more than 74.6% of our students will perform in the novice category.

(2015 KPREP scores indicated 134 students performed at the novice level in Math.)

Reading: Not more than 96.7% of our students will perform in the novice category. (2015 KPrep scores indicated that 97 students

performed at the novice level in Reading.)

How do we increase our effectiveness to address the learning needs of gap sub groups at our school?

Is a laser focus on the core curriculum areas of reading and math sufficient with intentional differentiated guided blocks of skill level

instruction in these areas?

Increasing proficiency and reducing novice in the math area is critical. Is NOT reading or not being able to read instructions, or word

problems impacting assessment results? Math Novice 3rd 24.7%, 4th 23.9%, 5th 13.3%. Overall, 29.8%, Gap 36.1%.

Will we be able to achieve our novice reduction goal in Math by reducing the percentage of students to not more than 74.6% in this category?

What actual percentage of "bubble kids IDENTIFIED for extra tutoring and coaching in math and reading can we move forward into the

proficient/distinguished categories or out of novice?

Math Apprentice: 3rd 24.7%, 4th 27.3%, 5th 42.2%, Gap 33.5%

Reading Apprentice: 3rd 17.5%, 4th 27.3%, 5th 21.1, Gap 24.7%

Are we able to "NAME them, CLAIM them with each cycle as well as other assessment tools such as DIBELS, Reading record, BLP

assessments, RDA to calculate continued progress or plateaus?



Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there

cause to celebrate? The current teaching staff under the direction of a new administrator to the JCPS school district is committed to multi-age communities of

students consistent with the Montessori principle of a three year grade cycle. Each learning community has the guidance of a teacher and an

instructor assistant. CTM's "one rule of respect" permeates all areas of the school. Additionally the motto of "At work we talk about work, At

work we do our BEST work" continues to build student capacity and sustainability in skill sets.

Teaching and learning occurs in a nurturing, safe environment that focuses on the child's academic, social and emotional well-being.

Eight teachers and administrator including the Reading Recovery teacher as a coach are participating in the Bellarmine Literacy Project

through Bellarimine University.

The school has universally embraced school-wide strategies for K-5th grade guided reading groups, math skill level instructional blocks, for

problem solving and writing across the curriculum using the scientifically researched method:

- CUBE for problem solving (Circle the numbers, Underline important words, Box in the question, Eliminate unnecessary words.)

- Four Square Method to organize thoughts prior to writing,

- R.A.C.E. Writing Method (Restate the Question, Answer all part of the Question, Cite the Evidence, Explain the Evidence.)

The school's SBDM and ultimately the Board of Education has approved the consultation with a Montessori Curriculum Coach to align

common core foundational standards, curriculum maps with Montessori lessons and materials, model lessons for teaching staff and work

with Tier II and Tier III students. Reading and Math coaches continue to work with identified Tier II and Tier III students in these core areas.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Areas in need of improvement are specifically addressing the reduction of novice level performers as well as gap subgroups in reading and

math. These subgroups include African American students and free and reduced lunch students.

Plans to improve these areas of need are intentional instructional blocks in math and guided reading groups as well as reviewing in PLCs

best practices, deconstruction of foundational standards, and cycle assessment data will further enhance instruction, increase academic skill

capacity of students, and raise overall proficiency performance.

Professional development for all staff teachers and assistants that best practices in teaching/monitoring reading instruction including the

Bellarmine Literacy Project and Montessori material lessons are consistently planned and offered.

The school has committed to participation in the 2015 PBIS District Cohort training to provide consistent responses to learning barriers such

as acting out, avoidance and attention seeking impacting educational success for many of our subgroups.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The next steps in addressing our areas of concern include:

Planning and monitoring of PLCs meetings constructive discussions, cycle assessment data disaggregation, best practice lesson examples

that are shared out at Staff meetings.

Consistent use of Staff meetings dedicated to ten minutes of PBIS for "all on the same page" direction.

Consistent monitoring of lesson plans, instruction block use using classroom walk throughs, random plan checks and observations.

Instructional Leader Team (ILT) to inform administration and team of needed plan enhancements or changes to further achievement.



KDE Compliance and Accountability - Schools



Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that

students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing

together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between

subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds

that flow into the district and the priority needs in schools.

Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address

gaps in student achievement.



Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1:

All Coleridge-Taylor Montessori students will attend school daily to learn in a safe, nurturing and healthy learning environment. Measurable Objective 1:

collaborate to increase student attendance by 05/25/2016 as measured by an increase in average daily attendance from 95.6% to 95.8%.. Strategy1:

Parent Awareness - Parents will better understand school policies and procedures relating to attendance requirements.

Category:

Research Cited:

Strategy2:

Attendance Committee - Attendance Committe will collaborate to improve student attendance.

Category:

Research Cited:

Activity - Family Resource Assistance ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Holiday assistance programming will be tied tostudent attendance, parent attendance atschool conferences, and other factors.Evidence: Increased daily attendance andparent involvment (Focus School Requirement)

ParentInvolvement 08/12/2015 12/18/2015 $0 - No Funding

RequiredFamily ResourceCoordinator

Activity - Muffins with Meg ActivityType Begin Date End Date Funding Amount


Monthly morning conversations withadministrators.will provide opportunities forparents to discuss distric and school policy andto share suggestions and ideas for schoolimprovement.Evidence: Increased daily student attendance.(Focus School Requirement)


Required

Principal, AssistantPrincipal, Family ResourceCoordinator, Counselor



Measurable Objective 2:

collaborate to improve student behaviors by 12/01/2015 as measured by reducing suspensions from 22 to 20. Strategy1:

Classroom/school community - School will collaborate with various groups to maintain a safe, orderly, and healthy learning environment in

classrooms.

Category:

Research Cited: Care for Kids

Activity - Weekly meetings ActivityType Begin Date End Date Funding Amount


The attendance committee will meet bi-monthlyto analyze attendance data, identify studentswith excessive absences/tardies, make referralsto school social worker, and follow districtattendance policies. Evidence: Increased dailystudent attendance. (Focus SchoolRequirement)

Policy andProcess 08/12/2015 05/25/2016 $0 - No Funding

RequiredAttendance CommitteeFRC Coordinator

Activity - Student Work Force ActivityType Begin Date End Date Funding Amount


Students will be nominated and interviewed bythe attendance committee to perform variousjobs before/after school. These jobs aredesigned to provide motivation to come toschool. Evidence: Increased student dailyattendance. (Focus School Requirement)

ExtraCurricular 08/12/2015 05/25/2016 $0 - No Funding

Required

Attendance Committee,FRC CoordinatorSecurity Guard

Activity - SRT/PAC Team ActivityType Begin Date End Date Funding Amount


School and district Student Response Team ison call to respond to disruptive classroomsituations to deescalate situation so thatstudents may continue to learn. (Focus Schoolrequirement)


08/12/2015 05/25/2016 $0 - No FundingRequired

Assistant PrincipalCounselorSRT Team

Activity - School-Based Therapy ActivityType Begin Date End Date Funding Amount


The Family Resource Center will collectreferrals and will coordinate services forstudents in need of mental/behavioral healthcounseling. (Focus School requirement)



FRC CoordinatorCounselorAssistant PrincipalsTeachersPrincipal



Strategy2:

School and Community Supports - School will provide behavioral supports and collaborate with community agences to meet the need of

students behaviorally.

Category:

Research Cited:

Activity - Program Reviews--Wellness Plan ActivityType Begin Date End Date Funding Amount


Program Review committee will meet monthlyto review needs improvement areas in Arts &Humanities, Practical Living which includesschool wellness policy, Primary Program andWriting to make recommendations forappropriate curricular adjustments to meetProgram Review standards. Agendas will beshared with faculty. (Focus SchoolRequirement)



Assistant PrincipalFRC CoordinatorCounselor

Activity - School Nurse ActivityType Begin Date End Date Funding Amount


School nurse provides many valuable servicessuch as dispensing medication, treating minorhealth issues, monitoring immunization records,facilitating vision/hearing screenings andproviding health education services to schoolfamilies. (Focus School Requirement)

RecruitmentandRetention

08/12/2015 05/25/2016 $32000 - GeneralFund

PrincipalNurse

Activity - Social Skills Classes ActivityType Begin Date End Date Funding Amount


Teachers will recommend students who willparticipate in social skills classes during theschool day conducted by the PAC room staff.Evidence: decrease in student referrals andincrease in student instructional time. (FocusSchool Requirement)



Assistant PrincipalSecurity Guard

Activity - Student advocacy ActivityType Begin Date End Date Funding Amount


Students will be supported by caring adultsthrough community building (Morning meeting,Check in meetings, closing meetings),.EveryOne Reads volunteers, social skillsgroups, and CT Buddy mentoring program,Student Leadership Team and school pledge.(Focus School Requirement)



PrincipalAssistant PrincipalCounselorFRC DirectorTeachers

Activity - Counselor Guidance lessons ActivityType Begin Date End Date Funding Amount


Counselor will collaborate with teachers toprovide counseling services to students andclasses. on topics such as bullying andrelationship building using programs such asSecond Steps. . (Focus School requirement)



CounselorTeachers



The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. Goal 1:

Coleridge-Taylor Montessori will reduce the achievement gap in reading, math and writing by 5 to 7% Measurable Objective 1:

100% of All Students will demonstrate a proficiency in reading on grade level in English Language Arts by 06/01/2019 as measured by

using a variety of assessments to determine reading level and comprehension levels.. Strategy1:

Essential Skills for reading - The students will learn essential skills needed for reading.


Research Cited:

Activity - Communication ActivityType Begin Date End Date Funding Amount


School will use various means such as FridayFacts, classroom newsletters, FRC newsletter,Coffee and Conversations, Parent tours andschool and classroom websites to communicatewith parents about instruction, school eventsand policies. (Focus School Recommendation)


Required

PrincipalFRC CoordinatorTeachers

Activity - Reading Materials ActivityType Begin Date End Date Funding Amount


Reading materials will be purchased to supportbeginning and emerging readers.


10/01/2015 06/01/2019 $1000 - Text Books Principal, AP GCC

Activity - Reading ProfessionalDevelopment

ActivityType Begin Date End Date Funding Amount


Teachers and assistants will attend a teachingreading professional development.

Teachers will attend a guided reading groupprofessional development session

ProfessionalLearning 10/01/2015 06/01/2019 $0 - No Funding

Required Principal, Teachers

Activity - Intentional Groupings ActivityType Begin Date End Date Funding Amount


Guided differentiated reading groups will beimplemented at all levels.

Benchmark assessments in reading willdetermine continuous fluid differentiatedgrouping.

DirectInstruction 10/01/2015 06/01/2019 $0 - No Funding

RequiredPrincipal, AP, GCC,Teachers




7% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners, Two or More

Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will increase student growth in language

by 7% in English Language Arts by 06/01/2019 as measured by the percent proficient on delivery targets. Strategy1:

Prerequisite Skills Practice - WIN intervention blocks are provided for students to increase knowledge.


Research Cited:

Goal 2:

The students at Coleridge-Taylor Montessori will demonstrate yearly percentage growth in grade level reading and reading scores. Measurable Objective 1:

A 6% increase of Third, Fourth and Fifth grade Male Black or African-American, Economically Disadvantaged and Two or More Races

students will increase student growth and increased proficiency in Reading by 05/31/2019 as measured by Benchmarks in reading

assessments that measure WPM and grade level, district proficiencies and KPREP scores.. Strategy1:

Professional Learning Community - Grade level Professional Learning Communities will analyze data from various sources to identify

students who are not meeting standards and use data to design small group lessons based on standards not met.

Category:

Research Cited: Learning by Doing, Rick and Rebecca DuFour

Activity - WIN Groups ActivityType Begin Date End Date Funding Amount


Interventions will occur in the classroom or withcoaches three times a week.



Principal, AP, Goal ClarityCoach

Activity - Assessment--Patterns ActivityType Begin Date End Date Funding Amount


Teachers will analyze district Performanceassessments to determine patterns of studenterrors as well as success patterns of growth.This data will be used to determineinterventions and instructional needs asmeasured by data conferences and PLCagendas. Students will review theirperformance and set goals to become astakeholder in their own learning. Evidence:Student groupings, work plans, walkthroughdata, and increase in student achievement asmeasured by district preformance assessmentsand K-PREP. (Focus School Requirement)


Required

AdministrationTeachersInterventionists andCoaches



Goal 3:

All students at Coleridge-Taylor Montessori will increase their math levels to grade level or above. Measurable Objective 1:

100% of All Students will demonstrate a proficiency in essential skills needed for math and problem solving. in Mathematics by 06/01/2019

as measured by using the district, state, and formative assessments to determine math levels.. Strategy1:

Cubing - The school will commit to a school-wide problem solving strategy of cubing


Research Cited:

Strategy2:

ESS for math - Extended school services will be offered to further support all students in math instruction.

Category: Learning Systems

Research Cited:

Strategy3:

Professional Development in Math - Teachers and assistants will attend a teaching problem solving professional development session.

Teachers will attend a math materials professional development session

Activity - Assessment--Dashboard ActivityType Begin Date End Date Funding Amount


Teachers will utilize Dashboard to determinestudents who are not meeting standards and toimplement timely instruction in specificstandards not met as measured by PLCagendas, work plans and walkthroughs. (Focusschool requirement)


Required

PrincipalResource TeacherTeachers

Activity - Cubing ActivityType Begin Date End Date Funding Amount


Practices session with math materials andproblem solving strategy of cubing.

Common assessments will be developed inPLCs using the cubing method.


10/01/2015 06/01/2019 $0 - No FundingRequired Principal, AP, GCC

Activity - ESS for Math ActivityType Begin Date End Date Funding Amount


Afterschool ESS will focus on 3rd and 4th gradestudents who would benefit from Math Lab skillpractice.

ExtraCurricular 10/01/2015 04/29/2016 $5000 - State

Funds Principal, AP,




Research Cited:

All children-were screened for kindergarten readiness. If yes, name the assessment. Goal 1:

Increase achievement proficiency in all 5 content areas by 2019 Measurable Objective 1:

58% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in Reading by 05/26/2016 as

measured by KPREP. Strategy1:

Formative Assessments - Teachers will complete professional development in the administration of running records and how to plan specific

reading instruction as a result of RR data.

Category:

Research Cited: Marie Clay, Observation Surveys

Dufours, Formative Assessments

The school identified specific strategies to increase the percentage of students who are Kindergarten ready. Goal 1:

Increase achievement proficiency in all 5 content areas by 2019

Activity - Professional Development forMath



Teachers will attend district and schoolembedded math PD's to gain strategies inteaching the essential skills.


RequiredPrincipal, AP, GCC,Teachers

Activity - Brigance Assessment ActivityType Begin Date End Date Funding Amount


All entering five year olds will be given theBrigance Readiness assessment either beforeschool begins or during the first months ofschool. The data will be used to planinstruction for entering students.


08/13/2014 05/28/2015 $1000 - GeneralFund

PrincipalKindergarten Teachers




58% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in Reading by 05/26/2016 as


Formative Assessments - Teachers will complete professional development in the administration of running records and how to plan specific

reading instruction as a result of RR data.

Category:

Research Cited: Marie Clay, Observation Surveys

Dufours, Formative Assessments

The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency

scores. Goal 1:

Increase achievement proficiency in the core content areas by 2019 Measurable Objective 1:

58% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino and Students

with Disabilities students will demonstrate a proficiency in Common Core Standards in English Language Arts by 05/26/2016 as measured

by KPREP. Strategy1:

Reading Continuum, Assessment and Progress Check - Teachers will collective review different forms of reading assessments including K-

CAS aligned methods such as: Brigance, Running record, Bellarmine Literacy Project assessments, DIBELS, RDA, LEXIA to provide all

students with challenging and equitable opportunities to develop learning, thinking and life skills. Teachers will meet at level and in vertical

teams to ensure that rigor of learning experiences and curriculum horizontally and vertically aligned to prepare students for next level

success.

Category: Learning Systems

Research Cited: Solution Tree - DuFour, Classroom Assessment for Student Learning, Stiggins, Chappuis

Journey of Words, Power of Words.

Activity - Brigance Assessment ActivityType Begin Date End Date Funding Amount


All entering five year olds will be given theBrigance Readiness assessment either beforeschool begins or during the first months ofschool. The data will be used to planinstruction for entering students.


08/13/2014 05/28/2015 $1000 - GeneralFund

PrincipalKindergarten Teachers



Strategy2:

Multi-Tiered Systems of Support - A variety of interventions will be available and utilized to meet the needs of Tier 2 and tier 3 students who

are not meeting reading standards including the use of Lexia Core5, Journey Reading Textbooks.

Category: Continuous Improvement

Research Cited: Classroom Assessment for Student Learning, Stiggins & Chappuis, MTSS District materials and manual, KY Dept of Ed.

Activity - Differentiated Skill groups ActivityType Begin Date End Date Funding Amount


Teachers will use 4-6 week data and reviewcontinuum of reading skills as outlined in theDistrict mappings, BLP scope and sequence,curriculum benchmarks and District RPAs asbased on K-CAS to create and reconfigureprogressive small differentiated reading groupsto meet individual student needs.Groups will be identified in lessons plans andon work plans.

DirectInstructionAcademicSupportProgram

08/17/2015 06/03/2016 $0 - General Fund

TeachersReading Recovery teacherMontessori CurriculumCoachGoal Clarity Coach

Activity - Interventionists/Coaches ActivityType Begin Date End Date Funding Amount


Reading Interventionists/coaches will work withstudents in P1-P4 grades two-three timesweekly to target subgroups and specific lowperforming students. Interventionists use skilllevel benchmarks, timely feedback fromteachers, test data to determine instructionalfocus needs and collaborate with classroomteachers to monitor continued student progress.Evidence: Interventionists schedule, increasein student proficiency as measured by districtPerformance Assessments. (Focus SchoolRequirement)


09/01/2015 05/26/2016 $20000 - GeneralFund

PrincipalInterventionistsMontessori CoachTeachers

Activity - Assistant Lesson Training ActivityType Begin Date End Date Funding Amount


Montessori classroom Instructional Assistantswill receive Montessori training as well asDistrict PD to facilitate monitoring and supportof small groups and individual instruction tostudents who have been identified as notmeeting specific ELA/Reading Common CoreStandards as evidenced by regular monitoringand evaluation, review of test data,walkthroughs and student work plans. (FocusSchool requirement)


08/17/2015 05/26/2016 $5000 - GeneralFund

PrincipalAssistant PrincipalMontessori CurriculumCoachGoal Clarity CoachTeachersInstructor Assistants

Activity - Reading Recovery ActivityType Begin Date End Date Funding Amount


Identified first graders will receive intensivereading instruction individually or in smallgroups daily from Reading Recovery teacher.RR teacher will communicate with classroomteacher to ensure a smooth classroomtransition. Evidence: RR schedule, increase instudent reading levels as measured by RunningRecords and Bellarmine Literacy Projectassessments and DRA. (Focus SchoolRequirement)


08/17/2015 05/26/2016

$60000 - StateFunds$10000 - GrantFunds

PrincipalReading RecoveryTeacherTeachers



Strategy3:

PLC Teams - Professional Learning Communities (PLCs) will meet 2-3 times monthly by team and content areas to deconstruct foundational

standards and analyze cycle assessment data, identifying instructional strengths, identifying areas of challenge and planning common

assessments to address needs.


Research Cited: Solution Tree - Design by 5, Rick DuFour, JCPS curriculum maps and assessments as aligned to K-CAS.

Strategy4:

Parental Communication & Involvement - Through regular school and classroom communication, with a strong emphasis on the home/school

partnership, parents will feel more involved in their children's education. They will develop an understanding of the grade level skills and

learning targets with ways to support continued learning and practice at home.

Category: Stakeholder Engagement

Research Cited: Developmental Studies, Robert Marzano

Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Diverse Families

The Essential Conversation: What Parents and Teachers Can Learn from Each Other

Activity - Deconstruction ofStandards/Assessment Analysis



Teachers will deconstruct foundationalstandards and review curriculum maps asaligned to K-CAS.They will analyze cycle district diagnostic andproficiency assessments to determine patternsof student strengths and errors. This data willbe used to determine instructional needs forreteaching, planning rigorous lessons as well asidentifying best practices in teaching.

Students will review their performance and setgoals to become a stakeholder in their ownlearning. Evidence: Student groupings, workplans, walkthrough data, and increase instudent achievement as measured by districtpreformance assessments and K-PREP.(Focus School Requirement)

ProfessionalLearningDirectInstructionAcademicSupportProgram


PrincipalTeachersMontessori CurriculumCoachGoal Clarity CoachReading RecoveryTeacher andInterventionistsItinerant Teachers

Activity - Guided Reading Groups ActivityType Begin Date End Date Funding Amount


Teachers will collaborate during Staff/PLC teammeetings to review and practice effectiveinstructional strategies for teaching reading andplan differentiated guided reading groups basedon skill levels.Bellarmine Literacy Project, MontessoriLanguage Sequence, Orton Gillingham, Dibels.


Required

PrincipalAsst PrincipalTeachersInstructor AssistantsMontessori CurriculumCoachGoal Clarity CoachReading RecoveryTeacher



Strategy5:

Continuous Professional Development - Teachers will be given a "voice" through the Instructional Leadership Team (ILT) and staff meetings

to determine the professional development direction for the school year. They will use their professional growth goals, student growth goals

as well as data collected and tracked from the District and KPREP as vehicles to determine areas of focus, the specific needs of the school

Activity - Monday Memos and Class News ActivityType Begin Date End Date Funding Amount


The Administration will generate a weeklyelectronic and printed newsletter "MondayMemo" to provide timely information to parentsthat support the home/school partnership,parents as primary educators in their children'slives and other resources to support continuedlearning within the family unit. Teachers willshare class news, learning targets, homeworkexpectations, learning progress and helpfulresources though emails, daily agendas,conference, and phone calls home. (FocusSchool recommendation)



PrincipalAssistant PrincipalClassroom Teachers

Activity - Administrative Conversations ActivityType Begin Date End Date Funding Amount


Parents will be invited to participate in a seriesof school parent interactive conversations withadministrators, "Muffins with Meg" to provideand opportunity to discuss topics that supportthe home/school partnership, parentengagement in learning, school policy andparental questions or concerns. Conversationswill be held when parents drop off students inthe morning. All sessions will occur in theFamily Resource Center to provide families with"need to know regular information" about theFRC as a resource for families to support liftingbarriers that may impact successful learning.(Focus School recommendation)

CommunityEngagement 09/01/2015 05/26/2016 $100 - Other

PrincipalAssistant PrincipalFamily Resource CenterCoordinatorGuidance CounselorTeachers

Activity - Parent Engagement andVolunteerism



Parents will be invited to be active members oftheir school community. This will provide themwith an inside knowledge of the learningprogram. Opportunities include participation inthe SBDM, PTA, library volunteering, Watchdogdads, classroom support, special projects suchas beautification of the campus, communitygardening, enrichment classes, career day andfield trip chaperoning.

AcademicSupportProgramParentInvolvementCommunityEngagement

08/12/2015 05/26/2016 $3000 - GeneralFund

PrincipalAsst PrincipalTeachersInstructor AssistantsGuidance CounselorFamily ResourceCoordinator

Activity - Curriculum Nights and LiteracyWeek



Parents will be invited to attend 2 curriculumnights to understand the lessons and skills inthe core subjects of Reading and Math. Theywill also be invited to participate in Literacyweek activities such as Book Fair, Read-a-thon,book making, storyteller, and after schoolevents during this week that highlight literacy.Evidence: increased student proficiency asmeasured by district Performance Assessmentsand skill levels. (Focus Schoolrecommendation)

CommunityEngagement 09/01/2015 05/26/2016 $500 - General

Fund

AdministrationMontessori CurriculumCoachLiteracy committeeMath committeeTeachers



and students to support academic growth and achievement as well as teachers' and instructor assistants continued professional growth as

educators.


Research Cited: Marie Clay, Observation Survey

Care for Kids, Ruby Payne

Solution Tree - DuFour



with Disabilities students will demonstrate a proficiency in the Common Core Standards in Mathematics by 05/26/2016 as measured by

KPREP.

Activity - Equity and Diversity in the SchoolCommunity



Professional development will be offered onunderstanding diversity, development of acultural identity and teaching to diverse culturalperspectives by speakers offered by the districtand community resources. Evidence: Teacherunderstanding and involvement in studentassignment of muti-age classroomcommunities. Decrease in student behaviorreferrals, increase in student proficiency in allcontent areas as measured by PerformanceAssessments. (Focus School Requirememt)

ProfessionalLearning 01/04/2016 05/26/2016 $1200 - General

Fund

PrincipalAssistant PrincipalsTeachersinstructor Assistants

Activity - Cycle Alignment Sessions ActivityType Begin Date End Date Funding Amount


Teachers will work with the MontessoriCurriculum Coach and the Goal Clarity Coachto align District curriculum maps and K-CASacross all content areas with the Montessoricurriculum. Lessons and strategies will bediscussed and determined to optimize learningand critical need areas of learning for allstudents.

DirectInstructionProfessionalLearningAcademicSupportProgram


AdministrationMontessori CurriculumCoachGoal Clarity CoachTeachers

Activity - Student Data Conferences ActivityType Begin Date End Date Funding Amount


Teachers, including ECE teachers, coachesand interventionists will meet with the GuidanceCounselor, ECE Resource teacher andadministration to discuss non-progressingstudents, Tier III students as well as "bubble"students. Data collection and tracking will bereviewed, student growth and collaborationabout effectiveness of instruction and studentinterventions and next steps monitored and setin motion. Evidence: student data, increase instudent proficiency as measured byassessments, consultations, District ProficiencyAssessments and student skill levels. (FocusSchool requirement)


Required

Guidance CounselorECE Resource TeacherTeachersCoaches andInterventionistsAdministrators



Strategy1:

Home/School Partnership - Parents will be invited to be directly involved in their students' math learning through class news, homework and

Math curriculum nights and parent/child work nights with the student guides the parent in math lessons and materials.


Research Cited: Home/School Partnership

Strategy2:

PLC Teams - Professional Learning Communities (PLCs) will meet 2-3 times monthly by team and content areas to deconstruct foundational

standards and analyze cycle assessment data, identifying instructional strengths, identifying areas of challenge and planning common

assessments to address needs in Math.


Research Cited: Data tracking from District assessments, curriculum maps and K-CAS resources.

Activity - Parent/Child Work Demonstrations ActivityType Begin Date End Date Funding Amount


Before each Parent/Teacher conference,parents will have the opportunity to spend anevening at school with their children who willguide them through their current math lessons,materials and assignments.

AcademicSupportProgramDirectInstruction

10/05/2015 03/25/2016 $0 - General FundTeachersMontessori CurriculumCoach

Activity - Math Curriculum Night ActivityType Begin Date End Date Funding Amount


Parents and family members will have anopportunity to learn about the Math curriculumand the materials, sequence of math learningtargets presented by the students, faculty andcoaches. Parents will have an opportunity tomake Math games to take home.

AcademicSupportProgramParentInvolvementCommunityEngagement

03/08/2016 03/08/2016 $0 - General FundTeachersMontessori CurriculumCoach

Activity - Math WIN Blocks ActivityType Begin Date End Date Funding Amount


Teachers will organize small instructionaldifferentiated groups to meet the needs of non-proficient students as monitored by PLCagendas, student work plans, classroomwalkthroughs and data conferences. Teacherswill continue to monitor growth and progress byusing exit slips of understanding, formal andinformal assessments.(Focus SchoolRequirement)



PrincipalAsst PrincipalMontessori CurriculumCoachGoal Clarity CoachTeachers



Strategy3:

Math Interventions - A variety of interventions will be available and utilized to meet the needs of Tier 2 and Tier 3 students who are not

meeting Math standards including the use of Reflex Math and other District or KY Dept. of Ed resources.


Research Cited: Stiggens



with Disabilities students will demonstrate a proficiency that will reduce the gap and increase proficiency in Reading by 05/26/2016 as

Activity - Deconstruction ofStandards/Assessment Analysis



Teachers will deconstruct foundationalstandards and review curriculum maps asaligned to K-CAS. Teachers will utilize theCascade DASHBOARD system to identifystudents who are not meeting math CommonCore Standards. Assessment data will beanalyzed to determine patterns of studentstrengths and errors. This data will be used todetermine instructional needs for reteaching,planning rigorous lessons.

Evidence: Student groupings, work plans,walkthrough data, and increase in studentachievement as measured by districtperformance assessments and K-PREP.(Focus School Requirement)

ProfessionalLearningAcademicSupportProgramDirectInstruction


PrincipalAssistant PrincipalMath LeadMontessori CurriculumCoachGoal Clarity CoachResource TeacherTeachers

Activity - Interventionists/Coaches ActivityType Begin Date End Date Funding Amount


Math Interventionists/coaches will work withstudents in 3rd-5th grades two-three timesweekly to sharpen math sense and fluencyskills. Targeted subgroups and specific lowperforming students will be identified.Interventionists using skill level benchmarks,timely feedback from teachers, test data todetermine instructional focus needs willcollaborate with classroom teachers to monitorcontinued student progress.

Evidence: Interventionists schedule, increasein student proficiency as measured by DistrictPerformance Assessments. (Focus SchoolRequirement)


09/01/2015 05/26/2016 $40000 - GeneralFund

PrincipalAssistant PrincipalMontessori CurriculumCoachGoal Clarity CoachMath Interventionist/CoachTeachers

Activity - Assistant Lesson Training ActivityType Begin Date End Date Funding Amount


Montessori classroom Instructional Assistantswill receive Montessori training as well asDistrict PD to facilitate monitoring and supportof small groups and individual instruction tostudents who have been identified as notmeeting specific Math Common CoreStandards as evidenced by regular monitoringand evaluation, review of test data,walkthroughs and student work plans. (FocusSchool requirement)


08/10/2015 05/26/2016 $0 - General Fund

PrincipalAssistant PrincipalMontessori CurriculumCoachGoal Clarity CoachInstructor Assistants




Professional Learning Community - .Intermediate Science PLC will analyze science data to drive small group instruction.

Category:

Research Cited: DuFours

The school identified specific strategies to address subgroup achievement gaps. Goal 1:

Increase achievement proficiency in the core content areas by 2019 Measurable Objective 1:


with Disabilities students will demonstrate a proficiency that will reduce the gap and increase proficiency in Reading by 05/26/2016 as


Professional Learning Community - .Intermediate Science PLC will analyze science data to drive small group instruction.

Activity - Cascade/Dashboard ActivityType Begin Date End Date Funding Amount


Teachers will utilize the Cascade DASHBOARDsystem to identify students who are not meetingstandards in specific gap subgroups of reading.Teachers will designing specific practicelessons and implement small group/individualinstruction that will result in student proficiencyas monitored by classroom walkthroughs, dataconferences, PLC agendas and student workplans. (Focus School Requirement)



PrincipalAssistant PrincipalTeachersGoal Clarity CoachMontessori CurriculumCoach

Activity - Data Conference for Gap students ActivityType Begin Date End Date Funding Amount


Teachers including ECE teachers will meet withGuidance Counselor, ECE Resource teacher,Interventionists/Coaches, administration aftereach instructional cycle to analyze data of gapsubgroup students who are not meetingstandards. Appropriate data such as RTI,Running Records, District Performanceassessments, Intervention reports will beutilized to develop individual student actionplans to reach continued growth andproficiency. Evidence: Increased studentproficiency as measured by district ProficiencyAssessments. (Focus School requirement)



AdministrationTeachersECE teachersGuidance CounselorInterventionists/Coaches



Category:

Research Cited: DuFours

The school identified specific strategies to increase the average freshman graduation rate. N/A (this question does not apply)

The school identified specific strategies to increase the percentage of students who are college and career ready. N/A (this question does not apply)

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS

and writing. Goal 1:

All students at Coleridge Taylor Montessori will become proficient writers. Measurable Objective 1:

100% of All Students will demonstrate a proficiency on state and district writing assessments. in Writing by 06/01/2019 as measured by

using state and district assessments to determine writing ability on a predetermined writing rubric..

Activity - Cascade/Dashboard ActivityType Begin Date End Date Funding Amount


Teachers will utilize the Cascade DASHBOARDsystem to identify students who are not meetingstandards in specific gap subgroups of reading.Teachers will designing specific practicelessons and implement small group/individualinstruction that will result in student proficiencyas monitored by classroom walkthroughs, dataconferences, PLC agendas and student workplans. (Focus School Requirement)



PrincipalAssistant PrincipalTeachersGoal Clarity CoachMontessori CurriculumCoach

Activity - Data Conference for Gap students ActivityType Begin Date End Date Funding Amount


Teachers including ECE teachers will meet withGuidance Counselor, ECE Resource teacher,Interventionists/Coaches, administration aftereach instructional cycle to analyze data of gapsubgroup students who are not meetingstandards. Appropriate data such as RTI,Running Records, District Performanceassessments, Intervention reports will beutilized to develop individual student actionplans to reach continued growth andproficiency. Evidence: Increased studentproficiency as measured by district ProficiencyAssessments. (Focus School requirement)



AdministrationTeachersECE teachersGuidance CounselorInterventionists/Coaches



Strategy1:

Writing Instruction - The school will commit to a school-wide writing strategies of 4 square method and R.A.C.E. strategies.

The teachers will attend a best practices of writing session


Research Cited:

Activity - Best Practice and PLC ActivityType Begin Date End Date Funding Amount


Teachers will practice session with writingstrategies.Common assessments will be developed inPLCs using the writing methods.


Required Principal, AP, GCC



KDE Assurances - School



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data for all students andassessed the needs of the school relative toeach of the schoolwide program components.

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

The school planned and developed Schoolwideresearchbased instructional reform strategies tostrengthen the core academic program,increase the amount and quality of learningtime, and provide additional support to allstudents.

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes

Label Assurance Response Comment AttachmentResearch-basedStrategies

The school planned and developed schoolwideresearchbased instructional strategies thatprovide additional instruction for studentsexperiencing the greatest degree of difficultymastering the state's academic achievementstandards.

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes

Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

The school allocated and spent Title I, Part ASchoolwide funds only on allowable programsand activities and maintained appropriatefinancial records in this regard on its Title I,Part A programs and activities.

Yes



Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, evaluation and communicationof assessment results of the Schoolwideactivities, which included the development andimplementation of a Parent Compact and aParent Involvement Policy.

Yes

Label Assurance Response Comment AttachmentSchoolwidePlanning

The school incorporated the ten schoolwideplanning criteria into the existing schoolimprovement planning process.

Yes

Label Assurance Response Comment AttachmentProfessionalDevelopment

The school planned or provided appropriateprofessional development activities for staffmembers who will be serving students.

Yes

Label Assurance Response Comment AttachmentComprehensivePlan

The school an annual evaluation that addressesthe implementation of the comprehensive planand student achievement results that will informchanges when needed.

Yes

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data, and establishedobjective criteria for identifying eligible Title Istudents.

Yes

Label Assurance Response Comment AttachmentInstructionalStrategies

The school planned and developed researchbased instructional strategies to support andassist identified students.

Yes

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

The school planned targeted assistanceactivities for identified students that coordinatedand integrate with other federal, state, and localprograms.

Yes


The school planned targeted assistanceactivities for identified students that coordinatewith and support the regular educationalprogram so identified students have access toboth.

Yes



Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities to coordinate andintegrate with other federal, state, and localprograms.

Yes


The school planned or developed strategies tomonitor and evaluate the success of targetedassistance activities with the identified studentsand will use the results of the evaluation toinform and improve instructional strategies andprofessional development activities.

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

met the requirements of Highly Qualified underESEA to work with targeted assistanceprograms and activities.

Yes

Label Assurance Response Comment AttachmentFederal ProgramFunds

The school allocated and spent federal programfunds only on programs and activities foridentified eligible students. The schoolmaintained appropriate financial records on itsTitle I, Part A programs and activities.

Yes

Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, and evaluation of the targetedassistance activities, which included theimplementation of a Parent Compact and aParent Involvement Policy.

Yes

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

The school incorporated the eight TargetedAssistance Planning components into theexisting school improvement planning process.

Yes


The school planned or provided appropriateprofessional development activities for staffmembers who serve identified Title I students.

Yes



Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

The school planned an annual evaluation thataddressed the implementation of thecomprehensive plan and student achievementresults that informed changes when needed.

Yes

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

Improvement Plan (CSIP) is available forstakeholders to examine on our school website(provide the website link below).

Yes

Label Assurance Response Comment AttachmentTeacher Quality The school notifies parents when their

child(ren) are taught for four or moreconsecutive weeks by teachers who are nothighly qualified.

Yes


The school provides professional developmentfor staff based on a comprehensive needsassessment, which included a review ofacademic achievement data and additionalcriteria, to ensure all students are college andcareer ready.

Yes

Label Assurance Response Comment AttachmentRanking Report The school ensures that if the Title I Ranking

Report lists counselors, nurses, media,specialists or "other" staff for the school, thereis documentation indicating this need in order toimprove student achievement.

Yes

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties are under the directsupervision of a highly qualified classroomteacher and providing instruction rather thanclerical work.

Yes

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties that involve targetedstudents are under the direct supervision of ahighly qualified classroom teacher andproviding instruction rather than clerical work.

Yes



Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for para-educatorsdemonstrating that the duties are on a limitedbasis only.

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school scheduled non-instructional dutiesfor para-educators working with targetedstudents demonstrating that the duties are on alimited basis only.

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title I funds.

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title II funds.

Yes



The Missing Piece



Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory

Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to

build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate

the diagnostic content and respond to the questions.



Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Consultation with the school PTA Board, SBDM Council,as well as staff members was considered and addressed in this diagnostic. On a

regular basis, in the monthly meetings with each group the overall plan was designed and reviewed for the school year with specific needs

identified and met with a continuum of events.



Relationship Building

Overall Rating: 3.86

Statement or Question Response Rating2.1 Parents report that school staff understands

and demonstrates how strong relationships withparents contribute to effective teaching andlearning.

Parents report that school staff understandsand demonstrates how strong relationships withparents contribute to effective teaching andlearning.

Proficient

Statement or Question Response Rating2.2 School staff implements systematic steps to

welcome the parents of new and English as-a-Second-Language (ESL) students (for example,using home visits, personal calls or letters,open houses and/or other methods).

Administrators and school staff welcome andactively seek parents of all new and ESLstudents to encourage early relationshipbuilding.

Distinguished

Statement or Question Response Rating2.3 Parents and other stakeholders report that they

are actively welcomed when they visit theschool.

District and school staff provide training toinvolve all stakeholders in the process ofimproving the interaction between school, homeand community.

Distinguished

Statement or Question Response Rating2.4 School staff implements systematic steps to

encourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

Parents and community stakeholders haveauthentic participation, help plan and implementschool and district improvement activities.

Distinguished

Statement or Question Response Rating2.5 School staff involves parents in personal

communication about their students' progressat least once a month.

District and school staffs encourage continuousand meaningful communication with all parentsabout their student’s academic goals andprogress.

Distinguished

Statement or Question Response Rating2.6 School staff completes needs assessment with

all parents to determine resources necessaryfor their child's academic success.

District and school staff identify family interests,needs and barriers and provides services toensure academic success.

Distinguished

Statement or Question Response Rating2.7 All parents are asked for feedback on the

school's efforts to welcome and engage parentsand the feedback is used to improve theschool's efforts.

Students/family feedback data on schoolwelcoming and engagement efforts is retainedin a usable confidential format and can beretrieved for district or school assistance tofamilies.

Distinguished



Communications


Statement or Question Response Rating3.1 School staff implements systematic efforts to

inform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, classroomcontracts, student assignment books,homework websites, and online grade books).

Multiple two-way communications in the homelanguage are used to communicate academicgoals, class work, and homework, and grades.(See Proficient Examples)

Distinguished

Statement or Question Response Rating3.2 School staff offers varied ways that parents can

share information with teachers about theirchildren's learning needs. (For example, phoneand e-mail contacts, offering parentconferences, making home visits, or othermethods).

District/school staff, parents and communitystakeholder’s work together to learn from theuse of all resources available to meet thestudent’s and parent’s learning needs.

Distinguished

Statement or Question Response Rating3.3 School staff partners with community leaders

and organizations to build parent understandingof academic expectations, school strategies,and student achievement results.

School and district staffs use several strategiesto involve community leaders to assist in parenteducation on issues directly related to studentachievement.

Distinguished

Statement or Question Response Rating3.4 School staff offers parents opportunities to

discuss school-wide achievement issues,including assessment data, at least once asemester.

District and school leadership ensure thatstudent achievement is discussed eachsemester with all parents.

Distinguished

Statement or Question Response Rating3.5 School staff implements systematic efforts to

maximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices, andopportunities for student-led conferences).

School staff implements systematic efforts tomaximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices,opportunities for student-led conferences).

Proficient

Statement or Question Response Rating3.6 At least 50 percent of parents respond to

annual school and/or district stakeholdersurveys.

District-wide stakeholder surveys are given toparents and teachers encourage parents torespond.

Apprentice



Statement or Question Response Rating3.7 Stakeholder survey data is consistently used to

plan school improvement efforts and toevaluate their effectiveness.

Stakeholder survey data is consistently used toplan school improvement efforts and toevaluate their effectiveness.

Proficient



Decision Making

Overall Rating: 4.0

Statement or Question Response Rating4.1 The school staff offers professional learning

community opportunities, workshops, and easilyaccessible written information to equip parentsfor service on the SBDM council andcommittees.

All stakeholders are provided with multipleopportunities to learn about the decision-making process and to participate at all levelsincluding professional learning communities,school council, and its committees.

Distinguished

Statement or Question Response Rating4.2 School council and committees facilitate broad

parent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials when needed, settingconvenient meeting times, and seeking wideparent input. At least 40 percent of parents votein SBDM parent election.

School council and committees have allstakeholder groups represented, provideinterpreters and translated materials, meetingsare well publicized and convenient. At least60% of parents vote in SBDM parent election.

Distinguished

Statement or Question Response Rating4.3 Parents on the SBDM council and committees

engage and mentor many other parents byreporting to multiple groups and seeking inputthrough surveys, meetings, and varied othermethods.

School council seeks all parents' input andmentors participation through multiple sourcesand seeks all stakeholder groups' involvement.

Distinguished

Statement or Question Response Rating4.4 The school council adopts measurable

objectives and plans coherent strategies tobuild authentic parent participation, and theschool council monitors the implementation andimpact of that work.

Parents and community stakeholders aretrained in academic achievement planning andauthentic participation, with school councilregularly checking the implementation andimpact of that work.

Distinguished

Statement or Question Response Rating4.5 School council policies ensure active roles for

parents on SBDM council and committees, andother groups making decisions about schoolimprovement.

School council actively recruits parents to serveon committees related to school improvementthat review and revise objectives continuouslyand is informed by data.

Distinguished

Statement or Question Response Rating4.6 Parents report that they are treated as valued

partners on school leadership teams, SBDMcouncil and committees, the school council, andother groups making decisions about schoolimprovement.

Parents and stakeholders are trained to create,measure and sustain authentic participation inall areas of school improvement at School anddistrict level.

Distinguished



Statement or Question Response Rating4.7 School staff has a plan to identify new and

experienced parent leaders who support andbuild capacity for parents to serve effectively onthe school council and committee work.

School staff fosters a community ofstakeholders and parents who continuallysustain and support each other in schoolcouncil and committee work.

Distinguished



Advocacy


Statement or Question Response Rating5.1 School staff ensures every student has a parent

and/or another adult who knows how toadvocate, or speak up for them, regarding thestudent's academic goals and individual needs.

District and school staff supports a communityof trained parents and advocates who worktogether to ensure all students are meeting theiracademic goals and learning needs.

Distinguished

Statement or Question Response Rating5.2 Most parents participate actively in student led

conferences or other two-way communicationabout meeting their child's individual learningneeds.

District and school staff partners with all parentsand advocates to discuss, monitor and sharesuccessful strategies for meeting individuallearning needs.

Distinguished

Statement or Question Response Rating5.3 Parents report participating actively and

effectively in required planning for individuallearning, for example, Individual EducationPlans, Individual Learning Plans, Gifted StudentPlans, 504 Plans, and intervention strategies toensure college readiness (Senate Bill 130).

Parents report that district and school stafffacilitates sharing of ideas and training toeffectively participate in developing IEPs, ILPs,GSPs, 504 plans and interventions for collegereadiness.

Distinguished

Statement or Question Response Rating5.4 School staff gives parents clear, complete

information on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

School staff collaborates with stakeholders indeveloping policies and procedures to resolveissues and complaints and to identify neededimprovements.

Distinguished

Statement or Question Response Rating5.5 School staff ensures that parents and

community members are well informed abouthow to become educational advocates, or howto access a trained educational advocate whenneeded.

School staff ensures that parents andcommunity members are well informed abouthow to become an educational advocate or howto access an educational advocate whenneeded.

Proficient

Statement or Question Response Rating5.6 As students are identified by school staff as

having disabilities or performing at the novicelevel, additional intentional steps are taken toensure that parents have the option to use atrained advocate to assist them in speaking fortheir child's needs.

District and school staff partners with advocatesof students with disabilities and/or novice levelperformance to improve the way school meetsstudent learning needs.

Distinguished



Learning Opportunities


Statement or Question Response Rating6.1 Parents have multiple opportunities to learn

about and discuss the following: - Kentuckystandards and expectations for all students -The school's curriculum, instructional methods,and student services - The school's decision-making process, including opportunities forparents to participate on SBDM councils andcommittees - Their children's learning anddevelopment, along with legal and practicaloptions for helping their children succeed, suchthe IEP and/or ILP process - Communityresources to support learning - Opportunities toparticipate in state and district schoolimprovement efforts, such as forums,committees, and surveys.

District and school leadership involve allstakeholders, use many community resourcesand opportunities to explain standards andrights as defined under Proficient, and expectsthat all parents will have adequate informationand understanding of these practices. Parentswith barriers to learning are individuallyassisted.

Distinguished

Statement or Question Response Rating6.2 School staff makes systematic use of written

communications (for example, newsletters,websites, and bulletin boards) to help parentsunderstand their own children's progress andthe progress of the school.

All stakeholders are engaged in conversationand written communication about the academicprogress of all students in school and district.

Distinguished

Statement or Question Response Rating6.3 School staff displays proficient student work

with scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

School staff displays proficient student workwith scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

Proficient

Statement or Question Response Rating6.4 School staff offers parent workshops and

meetings in convenient locations to helpparents develop skills in supporting theirchildren's learning and the school'simprovement efforts.

District and school staffs collaborate withparents and community members to providetraining on how to support children's learning,district and school improvement efforts.

Distinguished

Statement or Question Response Rating6.5 School council has a classroom observation

policy that welcomes families to visit allclassrooms.

School council has a classroom observationpolicy that welcomes families to visit allclassrooms.

Distinguished

Statement or Question Response Rating6.6 School staff develops parent leaders who

contribute regularly to other parents'understanding and who help meet other parentlearning needs.

School staff develops parent leaders whocontribute regularly to other parents'understanding and who help meet other parentlearning needs.

Distinguished



Community Partnerships


Statement or Question Response Rating7.1 School leadership regularly shares information

on student achievement and involves businessand community leaders in school improvementefforts.

School staff networks and partners with multiplebusinesses and organizations to supportstudent achievement at a school council and aprogrammatic level.

Distinguished

Statement or Question Response Rating7.2 School leadership develops partnerships with

several businesses, organizations, andagencies to support student learning and creatementors for students and parents.

District and school staff leverages allpartnerships to gain maximum benefit tosupport all students learning from the humanand financial resources available.

Distinguished

Statement or Question Response Rating7.3 School leadership collaborates with employers

to support parent and volunteer participation instudents' education.

School leadership collaborates with employersto support parent and volunteer participation instudents' education.

Proficient

Statement or Question Response Rating7.4 School staff collaborates with businesses,

organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

District and school staffs collaborate with allwilling organizations to support parents andadvocates in addressing individual studentneeds.

Distinguished

Statement or Question Response Rating7.5 Parents make active use of the school's

resources and community resources and reportthat they provide meaningful help to resolvefamily challenges that could interfere withstudent learning. (For example, FRYSC or TitleI coordinators connect family with communityresources and follow up).

Parents make active use of school andcommunity resources and report that theyprovide meaningful help to resolve familychallenges that could interfere with studentlearning. (For example, FRYSC or Title 1coordinators connect family with communityresources and follow up).

Proficient

Statement or Question Response Rating7.6 School staff offers and publicizes community-

based learning activities aligned with thecurriculum, such as tutoring linked to thecurriculum and internships, for all students andparents.

District staff and school leadership ensures allstakeholders are aware of community basedlearning opportunities that are linked to student-specific needs.

Distinguished



Reflection

Reflect upon your responses to each of the Missing Piece objectives. CTM is a rich tapestry of families seeking the Montessori method of education and families from the surrounding reside neighborhoods. CTM

plans family events at various times and use wide variety of vehicles to meet the needs and keep families informed. From sandwich

boards visible for walking families and car riders, to electronic newsletters and printed copies, we want parents to feel informed and involved

in their students' learning and school community. Parents are always welcome to observe, share a meal with the child and volunteer in the

classroom or library as well as participate in school events and projects. At CTM, students write invitations to their parents or guardians and

are often involved in presenting or participating in family events to encourage parents and guardians to come. These events range from

community building activities to educational informational sessions.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.86

3.43

4

3.83

3.83

3.67



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Our PLCs have been meeting weekly during the school year reviewing district assessment data on key standards to improve student

learning. Our Instructional Leadership team, faculty and SBDM have reviewed 2013-14 KPREP scores and have discussed instructional

implications. Our faculty met in vertical teams on PD Gold days to analyze both Social Studies, Writing and Language instructions. A faculty

survey was distributed to evaluate our Social Studies program which included instructional minutes, resources and compliance with district

curriculum maps and assessments. Social Studies goals were reflective of survey responses. The school literacy committee reviewed the

School Writing Plan and updated it to reflect changes in our writing program and was then shared with SBDM Council in November, 2014.

The Tell Survey and Comprehensive Student Survey were reviewed as a tool to measure parent and staff perception of our school learning

climate. Meetings were conducted during afternoon faculty meetings, district Professional Development days and scheduled SBDM Council

meetings. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Certified and classified staff, SBDM parents, and surveyed parents were involved iin the 2014-15 CSIP process. Certified staff, through

Professional Learning Communities, faculty meetings and district Gold Days, reviewed the past CSIP and made recommendations for

revision, deletions and additions of new CSIP objectives and strategies. Use of Tell Survey and Comprehensive School Survey results was

another way to recieve input from families about their perception of our school and its learning environment. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. SBDM Council met in November and approved a draft of the plan. Recommendations were added and the plan was finally approved at the

December meeting. At a faculty meeting in December, the approved plan was presented to the faculty. After approval, 2014-15 CSIP will

be published on our school website for all parents to view and comment. Regularly during the year, progress notes are shared with the

SBDM Council to inform them of implementation of CSIP strategies.



School Safety Report



Introduction In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action,

through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn.

Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and

additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the

Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by

which this reporting is accomplished.



School Safety Requirements

Label Assurance Response Comment Attachment1. Does each school have a written Emergency

Management Plan (EMP)?Yes

Label Assurance Response Comment Attachment2. Did the SBDM Council adopt a policy requiring

the development and adoption of an EMP?Yes 08/2013

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes 8/2013

Label Assurance Response Comment Attachment4. Has each school provided the local first

responders with a copy of the school's EMPand a copy of the school's floor plan?

Yes 7/2015

Label Assurance Response Comment Attachment5. Has the EMP been reviewed and revised as

needed by the SBDM council, principal, andfirst responders (annually)?

Yes 8/2015

Label Assurance Response Comment Attachment6. Was the EMP reviewed with the faculty and

staff prior to the first instructional day of theschool year?

Yes 8/11/2015

Label Assurance Response Comment Attachment7. Were local law enforcement and/or fire officials

invited to review the EMP?Yes 7/30/2015

Label Assurance Response Comment Attachment8. Are evacuation routes posted in each room at

any doorway used for evacuation, with primaryand secondary routes indicated?

Yes



Label Assurance Response Comment Attachment9. Has the local Fire Marshal reviewed the

designated safe zones for severe weather andare they posted in each room?

Yes 10/2014

Label Assurance Response Comment Attachment10. Have practices been developed for students to

follow during an earthquake?Yes

Label Assurance Response Comment Attachment11. Has each school developed and adhered to

practices designed to ensure control of accessto each school (i.e., controlling access toexterior doors, front entrance, classrooms,requiring visitor sign-in and display ofidentification badges)?

Yes

Label Assurance Response Comment Attachment12. Has each school completed all four emergency

response drills during the first 30 days of theschool year? (Fire in compliance with <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake)

Yes 8/18/2015-Fire8/19-2015-Severe Weather8/20/2015-Earthquake8/21/2015-Lockdown

Label Assurance Response Comment Attachment13. Are processes in place to ensure all four

emergency response drills (Fire in compliancewith <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake) will occur within the first thirtyinstructional days beginning January 1?

Yes



Equitable Access Diagnostic



Introduction As part of No Child Left Behind (NCLB) each state is required to develop strategies to ensure that poor and minority children are not taught at

higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The results of this effort became a national push to

ensure all teachers were highly qualified (HQT); meaning each teacher holds the appropriate certification for the content and/or grade level

for which they are assigned. National data show that poor and minority continue to be taught by inexperienced, unqualified, or out-of-field

teachers. As a result, in 2014, the United States Department of Education (USDOE) required states to develop equity plans and use

evidence based strategies to address this issue. The focus of the plan is to move away from the concept of “highly qualified” to “high

effective”.



Needs Assessment

What are the barriers identified? Poverty

Homelessness

Basic needs such as food, clothing, sleep

Social and Emotional challenges

Lack of parent participation or presences due to work schedules or incarceration or not a priority

Lack of resources to support continued learning What sources of data were used to determine the barriers? Free and Reduce Lunch Data - Title One School 2015-2016 school year 71%

Family Resource Coordinator - reports and determined need assessment

Attendance and Tardy records

PBIS behavior logs and discipline referrals

KPREP resting data

Immunization records and need for in-school dental and medical follow-up What are the root causes of those identified barriers? Poverty

Lack of education as a family priority

Lack of resources financial or other

Lack of parental involvement in specific learning targets What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? This is the first full year of implementation of the PGES evaluation system within the JCPS District. As the new principal at Coleridge-Taylor

Montessori, having just completing my first full year, I believe future years will determine the effectiveness of teaching and learning.

Label Assurance Response Comment Attachment1.1 Has a review of the data has been conducted to

determine barriers to achieve equitable accessto effective educators within the school?

Yes Poverty, social and emotionalneeds, homelessness, lack ofbasic needs including sleep, foodetc...Lack of parent or guardiansupport due to various reasonsincluding incarceration or workschedules.



Equitable Access Strategies

Placement: Describe school policies or procedures that address the assignment of students to ensure low income and minority

students are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers who are not identified

as low income or minority students. The SBDM Council has a student placement policy to ensure that all classes are as equal as possible in race, gender and abilities in each

HQ teacher directed classroom. In spring, teachers at each level participate in the placement of students in a card systematic manner.

Names are not revealed until all placement has occurred to create complete confidentiality for each student. The itinerant teaching team and

the ECE interventionists then review all placement to assure students placement needs are meet and equity exists in each classroom. Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient

and Exceptional Children and Youth are not assigned to inexperienced, ineffective or out-of-field teachers more often than their

peers? Data assessment for readiness and skill levels provides the placement team with information about each students' needs and strengths to

make sure that there is no classroom community unbalanced with a high number of challenges in behavior or academic needs. Teachers

are all HQ in their field and grade level. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? Teachers are recruited from local universities who have experience with common core standards alignment and curriculum mapping.

Additionally, CTM works with local universities to provide field experience and student teaching opportunities for future teachers during their

college course work.

The District and CTM work closely with Xavier University Montessori Institute due to the critical program need as a Montessori magnet

program. Teachers receive ongoing professional development and initial certificated training in the Montessori method of teaching and

learning. Recruitment and Retention: How does the school recruit teachers who are effective in implementing practices that are targeted to

support the diverse learning needs of minority students, low income students, Limited English Proficient and Exceptional Children

and Youth? Teachers and staff hiring is set forth by the JCPS District and SBDM policy and procedures. A Teacher selection committee as well as

SBDM member consultation participates with the administration to interview teaching and staff candidates. Human Relations policies are the

framework for questioning in interviews. Student needs and overall school culture is central to the questioning and hiring considerations.



Recruitment and Retention: How does the school retain effective teachers? Identify any incentives. Teachers are recognized as teacher leaders, team leaders and are affirmed regularly for their effectiveness in the classroom. Teachers are

publicly recognized for successes and given the opportunity to share out with colleagues success stories, successful techniques and lessons.

Local and District resources are available as well as continued professional development opportunities to allow continued enhancement of

their profession and skills.

Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,

inexperienced and out-of-field teachers. KTIP teachers in their first or second year of teaching are provided with a triad of support form a resource teacher, University consulting

teacher at the appropriate level and an administrator. The KTIP process takes into account the effective domains of the PGES framework

for teaching.

Teachers beyond their first two years of teaching are in team "pods" of four to provide planning, teaching and support. Common planning

time and professional learning communities (PLCs) give all teachers the support they need daily in their instruction.

Additionally, administration, guidance counselor and the curriculum coach support modeled lessons, as well as SRT Team and PBIS cohort

provide positive behavior supports to increase student capacity and learning and reduce interruptions to instruction.

Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? This is the first year of full implementation of the PGES system in the JCPS district. Teachers with any below accomplished ratings meet

with administration to reflect on lessons, planning and lesson effectiveness. Teachers are given additional observation times as well as

sources to support their specific deficiencies or needs. Resources are provided in the school through peer observers and District personnel

to provide intense support when required. Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? Recruitment is conducted by the Human Resource Department in the District. TELL results are reviewed and considered when identifying

administrator principal and assistant principal goals. TELL results and well as other data is reviewed and considered when planning school

specific and district professional development opportunities.



Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. Data from the TELL survey and the comprehensive school survey as well as staff/parent input was gathered and reviewed to determine the

need for PBIS cohort training. PBIS training this school year has furthered the development of a positive culture, reduced the number of

interruptions to instruction and put into place consistent expectations and accountability measures for all stakeholders. Examples of this

include: universal strategies for learning and behavior. It has also provided teachers and students with additional tools such as a behavior

map and strategies to support learning in a positive manner. This has provided support to teachers, staff and students equally.



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