kde comprehensive school improvement plan wurtland elementary school 2015-2016.pdf · goal 2:...

KDE Comprehensive School

Improvement Plan

Wurtland Elementary School

Greenup County

Christopher Ailster, Principal

611 East Street Wurtland, KY 41144

Document Generated On January 21, 2016

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

Wurtland Elementary 2015-2016

Overview 9 Goals Summary 10

Goal 1: Wurtland Elementary will increase the averaged combined reading and math K-Prep scores for elementary

students from 66.29% to 68.3% in 2017. 11

Goal 2: Wurtland Elementary will increase stakeholder participation to create a conducive learning environment that

impacts student achievement. 13

Goal 3: Collaborate to increase the average combined reading and math proficiency ratings for all students in the

nonduplicated gap group from 47.1 in 2015 to 71.6 by 2019. 15

Goal 4: Wurtland Elementary will increase the overall accountability performance score from 61.8 in 2015 to 62.8 in

2016 18

Goal 5: All teachers will participate in Professional Learning Sessions as means to increase student achievement 24

Goal 6: Novice Reduction 25

Activity Summary by Funding Source 27

KDE Needs Assessment

Introduction 36

Data Analysis 37 Areas of Strengths 40 Opportunities for Improvement 41 Conclusion 42

KDE Compliance and Accountability - Schools

Introduction 44 Planning and Accountability Requirements 45

KDE Assurances - School

Introduction 61 Assurances 62

The Missing Piece

Introduction 68 Stakeholders 69 Relationship Building 70 Communications 71 Decision Making 73 Advocacy 75 Learning Opportunities 76 Community Partnerships 77 Reflection 78

Report Summary 79

Improvement Plan Stakeholder Involvement

Introduction 81 Improvement Planning Process 82

School Safety Report

Introduction 84 School Safety Requirements 85

Equitable Access Diagnostic

Introduction 88 Needs Assessment 89 Equitable Access Strategies 91 Questions 93

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 PlanWurtland Elementary School

SY 2015-2016 Page 1© 2016 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? Wurtland Elementary is a rural school located in the family-oriented community of Wurtland, along the banks of the Ohio River in Greenup

County. Wurtland Elementary has a population of 266 students with 80% determined at-risk. Our building houses preschool through grade 5,

having just added the preschool classroom to the main building for the 2015-2016 school year.

Wurtland Elementary believes in a low student/teacher ratio and we believe that this practice is essential for student success, and we make

decisions each year to continue this practice. The additional one-on-one instruction provided permits greater academic achievement to be

made by students. The staff of Wurtland Elementary is highly qualified and spends a tremendous amount of hours preparing rigorous units of

study for active student engagement.

Challenges Wurtland Elementary encounters each year include:

1. Transient family issues that include difficulty maintaining performance level with the same-age peers due to frequent moves.

2. Factors of low socio-economic family status affecting attainment of foundational learning skills students need prior to kindergarten entry.

Theses challenges are addressed through differentiated instruction and strong teacher/student relationships built on trust. Educational

strategies used to increase student achievement include technology entrenched lessons, engaging learning tasks that target various learning

styles.

Wurtland Elementary's show choir performs at community facilities and serves as a foundation aligning with extra curricular programs offered

at the middle school located next door.

The educational philosophy of Wurtland Elementary, "Students Come First," is embedded in all decisions, improvement strategies, and

actions. Creating a conducive learning environment is vital to maintaining a positive culture within the school, between the school and home,

and between the school and the community. Wurtland Elementary provides a caring learning environment, where students learn because

they know we care.



School's Purpose

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

school embodies its purpose through its program offerings and expectations for students. The mission of Wurtland Elementary is that the teachers, staff, parents, students and community at Wurtland Elementary School agree to

work together to ensure a learning community where all belong and are successful. Our vision is to inspire students to be life-long learner

while preparing them to contribute and strive to be productive citizens in their community, country and the world. Each of these statements

requires parents, staff and community working together to meet the needs of the students.

The educational program of Wurtland Elementary addresses each student's academic, social, and emotional areas of growth and

development. Highly qualified teachers deliver rigorous, engaging units of study to meet the learning in needs of all students, with support

programs to address struggling and gifted learners. Our excellent counseling program attends to each student's emotional IQ.



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. Over the past three years, Wurtland Elementary has shown continued progress on the KPREP assessments in the categories of Reading,

Social Studies and Writing. Our focus has been moving from a culture of low expectations to that of a school with the expectations that all

students can learn at high levels. For the 2014-2015 school year, Wurtland Elementary earned the title of Proficient School and was one of

three schools out of a total of seven in the district to obtain this rating. For the 2015 KPREP assessments in achievement we were above the

state average of 78.1 in Social Studies with a score of 82.2 and in Writing with the state average of 65.5 and our students scoring 78.6. We

were also able to surpass the state average of 34.5 in Writing for Gap with a score of 61.3.

Over the next three years our goal is to maintain overall Achievement scores while continuing to improve on Gap scores for all achievement

areas and improve on student growth for Reading and Math. We will also continue to improve the percentage of students scoring at the

Proficient and Distinguished levels in all subjects. The overall goal is to provide students with the skills, knowledge and tools necessary to

reach Proficiency.



Additional Information

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

sections. Creating a learning culture is a continuing goal at Wurtland Elementary. We believe that building a conducive learning environment enables

learning to take place for all students. Wurtland Elementary School wants our students to enjoy coming to school and understand that they

make a difference each day that they attend school. Weekly assemblies and other recognition programs are held to help create a learning

culture at Wurtland Elementary because of the focus on individual student accomplishments. We believe at Wurtland Elementary that every

child deserves a quality education and will take the necessary steps to ensure that this process is in place for our students.



Overview

Plan Name


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 Wurtland Elementary will increase the averaged

combined reading and math K-Prep scores forelementary students from 66.29% to 68.3% in2017.

Objectives:2Strategies:4Activities:12

Academic $11500

2 Wurtland Elementary will increase stakeholderparticipation to create a conducive learningenvironment that impacts student achievement.


Organizational $5200

3 Collaborate to increase the average combinedreading and math proficiency ratings for all studentsin the nonduplicated gap group from 47.1 in 2015 to71.6 by 2019.


Academic $11000

4 Wurtland Elementary will increase the overallaccountability performance score from 61.8 in 2015to 62.8 in 2016


Academic $16500

5 All teachers will participate in Professional LearningSessions as means to increase studentachievement


Organizational $0

6 Novice Reduction Objectives:1Strategies:2Activities:5

Organizational $0



Goal 1: Wurtland Elementary will increase the averaged combined reading and math K-Prep

scores for elementary students from 66.29% to 68.3% in 2017.

Strategy 1: Literacy Initiative - All teachers will be trained, deploy, and will be monitored for fidelity in differentiated instructional practices. Category: Research Cited: Marzano Instructional Strategies, Best Practice Instruction

Strategy 2: Intervention Instruction - Teachers will use K-Prep and MAP data to identify students not performing on level in English Language Arts.Teachers will implement RTI

services consistently and with fidelity. Teachers will measure strategy effectiveness with weekly assessment of progress toward established goals for each student. Category: Research Cited: The Power of RTI: Classroom Management Strategies; Response to Intervention: Principles and Strategies for Effective Practice

Measurable Objective 1:A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in English Language Arts by 12/30/2016 as measured by K-Prep .

Activity - Differentiated Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement learned strategies and assess for impact. Theprincipal will monitor implementation of differentiated instruction by lessonplan analysis and observation walk-thrus.

ProfessionalLearning

01/04/2016 12/30/2016 $0 Title ISchoolwide

PrincipalTeachersSIPCommitteesSBDMCouncil

Activity - Small Group Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop and implement centers to provide students time towork in small groups to solve problems which encourages higher order,risk-free thinking. Students will have time to practice and apply skillsintroduced during whole-group instruction.

DirectInstruction

01/04/2016 12/30/2016 $4500 SchoolCouncilFunds

PrincipalTeachersSBDMCouncil

Activity - Intervention Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use specific web sites, Starfall, SpellingCity, AcceleratedReader, eWord Games,grammar software, assessment probes, andteacher-made manipulatives to implement RTI instruction.. Teachers willprovide RTI instruction with consistency and fidelity assessing studentachievement weekly to determine strategy effectiveness.

DirectInstruction


TeachersPrincipal



Strategy 1: Math Initiative - Teachers will develop units of study implementing learned differentiation strategies and assess student achievement for differentiation strategy

effectiveness.Monitoring of implementation of differentiated instruction will be completed by lesson plan analysis and principal walk-thrus. Category: Research Cited: Marzano Instructional Strategies; Best Practices Instruction

Activity - Technology Integration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will access Accelerated Reader during the instructional day toallow students to complete comprehension tests of books read by studentsto determine progress toward established individual AR goals.

AcademicSupportProgram



Measurable Objective 2:A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency - in Mathematics by 12/30/2016 as measured by K-Prep.


Source OfFunding

StaffResponsible

Teachers will develop units of study implementing differentiated trainingand assess student achievement for differentiated strategy effectiveness.Monitoring of differentiated strategy implementation will be through lessonplan analysis and principal walk-thrus.



PrincipalTeachersSIPCommitteesSBDMCouncil

Activity - Automaticity Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement the Automaticity component of the EKU MathInitiative with fidelity

DirectInstruction



Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in aligned, research-based, professionaldevelopment on math practices and interventions.


01/04/2016 12/30/2016 $2000 DistrictFunding

DistrictAdministrationPrincipalsSBDMCouncil

Activity - Key Concepts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Small Group Instruction - Teachers will develop and implement centers to provide students time to work in small groups to solve problems which encourages higher

order, risk-free thinking. Students will have time to practice and apply skills introduced during whole-group instruction. Category: Research Cited: Elementary and Middle School Mathematics: Teaching Developmentally by John Van De Walle; About Teaching Mathematics by Marilyn Burns

Goal 2: Wurtland Elementary will increase stakeholder participation to create a conducive

learning environment that impacts student achievement.

The Math Curriculum Teams, SBDM Council and principal will ensure thatteachers focus on key concepts such as Number Operations(Automaticity), Algebraic Thinking, and related Learning Progressions.


01/04/2016 12/30/2016 $0 No FundingRequired

SBDMCouncilPrincipalDistrictAdministration

Activity - Alignment/Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Math Curriculum Teams, SBDM Councils, and Principals will monitor,support, and align funding for implementation of KCAS throughdevelopment of math policies and plans.

Policy andProcess


District StaffPrincipalsSBDMCouncil

Activity - Monitoring for Effectiveness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Principal will support and monitor instructional practices and mathcurriculum to determine effectiveness.

Policy andProcess


District StaffPrincipal

Activity - Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will access and implement the available resources such as mathformative assessment in CIITS, Study Island and GoMath . Teachers will in3rd, 4th and 5th grades will implement the SMEL strategy to guide studentsin completing and answering questions.

DirectInstruction


District StaffPrincipalTeachers


Source OfFunding

StaffResponsible

Teachers will embed technology when developing/implementing math unitsof study during the instructional day. Teachers will access various websites to allow students to work in small groups to solve problems whichencourages higher order, risk-free thinking. Students will have time topractice and apply skills introduced during whole-group instruction.






Strategy 1: Transition Program - A transition program will be developed that targets achievement gaps at all performance levels. Category: Research Cited: Importance of Transition Programs by Pianta

Measurable Objective 1:collaborate to increase school culture at Wurtland Elementary by 12/30/2016 as measured by Survey results from all stakeholders..

Activity - Preschool Transition Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide homework tasks aligned with kindergarten academicexpectations that preschool parents will implement during HomeworkAcademy to equip their preschool child with school readiness skills.

ParentInvolvement


PrincipalTeachersPreschoolDistrictPreschoolDirectorSBDMCouncil

Activity - Parent Involvement Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parent involvement activities will be planned throughout the school year toprovide parents opportunities to learn how the school operates, understandstudent academic expectations, and forge trusting relationships critical forstudent achievement.

ParentInvolvement


PrincipalTeachersFamilyResourcePersonnelSBDMCouncil

Activity - Assessment Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Multiple assessments will be used to measure stakeholder satisfaction witheducational program, parent involvement opportunities, and transitionprogram effectiveness, such as surveys, sign-in logs, attendance sheets,parent/teacher conferences.

ParentInvolvement

01/04/2016 12/30/2016 $500 FRYSC PrincipalPreschoolTeachersDistrictPreschoolDirectorSBDMCouncilFamilyResourcePersonnel



Strategy 2: Stakeholder Involvement - Principal, teachers and staff members will seek community leaders to participate and encourage student learning and interest. Category: Stakeholder Engagement

Goal 3: Collaborate to increase the average combined reading and math proficiency ratings for

all students in the nonduplicated gap group from 47.1 in 2015 to 71.6 by 2019.

Activity - Recognition Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Achievements and contributions of students, parents, and otherstakeholders will be recognized for the affect each has on student growthand development, encompassing academic, emotional and socialdevelopment of students.

Other 01/04/2016 12/30/2016 $3000 Title ISchoolwide

PrincipalsTeachersSBDMCouncil

Activity - Kinder camp Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students entering at the kindergarten level are encouraged to attend theorientation session and participate in readiness activities.


01/04/2016 12/30/2016 $500 FRYSC FRCPrincipalKindergartenTeachersInstructionalAssistants

Activity - Brigance Screener Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administer to all incoming kindergarten students the Brigance screener. AcademicSupportProgram


Pre SchoolCoordinatorKindergartenTeachersInstructionalAides

Activity - Community Involvement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Various community members and business partners will speak to ourstudents at all levels and teach lessons pertaining to practical living, careerstudies and pathways.

CommunityEngagement


PrincipalTeachersFRYSC

Measurable Objective 1:A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency rating for all students in the nonduplicated gap group in English LanguageArts by 12/30/2016 as measured by K-Prep.



Strategy 1: Reading Data Analysis - Teachers will analyze various sources of data, e.g.K-Prep, MAP, Automaticity, to develop units of study, identify student needs, and flexibly

group students according to needs. Category: Research Cited: Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners by R.A. McWilliam;

Ability-Grouping Research Reviews: What Do They Say About Grouping and the Gifted by Educational Leadership

Strategy 2: Math Data Analysis - Teachers will analyze various sources of data, e.g.K-Prep, MAP, Automaticity, to develop units of study, identify student needs, and flexibly group

students according to needs. Category: Research Cited: Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners by R.A. McWilliam;


Activity - Analysis Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After data analysis, teachers will use the information to guide developmentof units of study, identify groups for instructional needs to reduce thenonduplicated achievement gap in math and reading.

DirectInstruction



Activity - Accelerated Reader Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize Accelerated Reader, a research based program toincrease student reading achievement in all content areas. Teachers willmonitor student progress and determine strategy effectiveness throughdata results.




Activity - Analysis Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After data analysis, teachers will use the information to guide developmentof units of study, identify groups for instructional needs to reduce thenonduplicated achievement gap in math.

DirectInstruction



Activity - Automaticity Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 3: Math Differentiated Instruction - Teachers will differentiate instruction using various methods to increase student math achievement in nonduplicated gap group. Category: Research Cited: Differentiation Math Instruction: Strategies That Work for K-8 Classrooms by William Bender

Strategy 4: Reading Differentiated Instruction - Teachers will develop differentiated units of study to address individual learning needs of students using data from K-Prep, MAP

and other assessment sources to increase reading achievement of students in the nonduplicated gap group. Category: Research Cited: Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners by R.A.McWilliam

Teachers will implement the Automaticity component of the EKU MathInitiative with fidelity.

DirectInstruction




Source OfFunding

StaffResponsible

Teachers will access technology web sites for students to apply knowledgeattained through direct instruction, using sites such as MegaMath,ThinkCentral, Multiplication Playground. Teachers will monitor strategyeffectiveness through K-Prep analysis of nonduplicated gap group data.


01/04/2016 12/30/2016 $0 SchoolCouncilFunds


Activity - Targeted Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use specific web sites, ThinkCentral, Math-o-Matics, MathPlayground, flashcards, math games, math vocabulary foldables,assessment probes, and teacher-made manipulatives to implement RTIinstruction. Teachers will provide RTI instruction with consistency andfidelity assessing student achievement weekly to determine strategyeffectiveness.

DirectInstruction




Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible



Goal 4: Wurtland Elementary will increase the overall accountability performance score from 61.8

in 2015 to 62.8 in 2016

Teachers will access technology web sites for students to apply knowledgeattained through direct instruction, using sites such as Grammar, eWord,SpellCity, Accelerated Reader, Smart Exchange, United Streaming, andsoftware programs, such as Sight Words, Lexia Study Island. Teachers willmonitor strategy effectiveness through K-Prep analysis of nonduplicatedgap group data.





Source OfFunding

StaffResponsible

Teachers will use specific web sites, Starfall, SpellingCity, AcceleratedReader, eWord Games,grammar software, assessment probes, andteacher-made manipulatives to implement RTI instruction.. Teachers willprovide RTI instruction with consistency and fidelity assessing studentachievement weekly to determine strategy effectiveness.

DirectInstruction




Source OfFunding

StaffResponsible


DirectInstruction



Activity - Literacy Gap Identification Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will identify gaps in literacy performance to determineprofessional development needed for instructional improvements.




Activity - Literacy Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will consult available resources to support literacy planning,professional learning, and interventions such as KDE's Literacy Plan inresearch-based professional development for literacysupports/interventions across the curriculum.



District StaffPrincipals

Measurable Objective 1:A total of 240 All Students will collaborate to increase students scoring proficient by 10% and decrease the percent of students scoring novice by 10% in EnglishLanguage Arts by 12/30/2016 as measured by K-PREP and teacher-made transition assessments.



Strategy 1: Eliminate Achievement Gap - Teachers will use data analysis to develop rigorous units of study aligned with adopted district curriculum, common core standards, and

Program of Studies. Category: Research Cited: Aligning and Balancing the Standards-Based Curriculum by David Squires

Strategy 2: Highly Qualified Teachers - The Wurtland Elementary SBDM council will ensure that all teachers hired meet the requirements of the highly qualified status.


Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible

Teachers will use specific web sites, Grammar, SpellingCity, AcceleratedReader, eWord Games,grammar software, assessment probes, andteacher-made manipulatives to implement RTI instruction.. Teachers willprovide RTI instruction with consistency and fidelity assessing studentachievement weekly to determine strategy effectiveness.

DirectInstruction



Activity - Data Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will analyze data and use the information to guide developmentof units of study, identify groups for differentiated instruction to eliminateachievement gaps at all performance levels.

DirectInstruction



Activity - Writing Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop writing tasks that integrate all areas of thecurriculum, and maintain working portfolios that promotes creativity inwritten expression to increase student achievement.

DirectInstruction



Activity - Primary Program Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collect Primary Program Review evidence to demonstrate aproficiency rating on the Primary Program Review rubric, such as studentwork, and lesson plans to increase student achievement.

DirectInstruction





Category:



Activity - Employee Retention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Efforts will be made to recruit and retain highly qualified and effectiveteachers each year. When a vacancy occurs and applications are reviewedby the SBDM, only highly qualified applicants will be considered to fill thevacancy.

Recruitmentand Retention


PrincipalSBDMCouncil

Measurable Objective 2:A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to increase students scoring proficient by 10% and decreasethe percent of students scoring novice by 10% in Mathematics by 12/30/2016 as measured by K-PREP and teacher-made assessments.


Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible

Teachers will use specific web sites, ThinkCentral, Math-o-Matics, MathPlayground Reader, flashcards, math games, math vocabulary foldables,assessment probes, and teacher-made manipulatives to implement RTIinstruction.. Teachers and RTI staff will provide RTI instruction withconsistency and fidelity assessing student achievement weekly todetermine strategy effectiveness.

DirectInstruction




Source OfFunding

StaffResponsible


DirectInstruction








Program of Studies. Category:

Measurable Objective 3:A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to increase students scoring proficient by 10% and decreasethe percent of students scoring novice by 10% in Science by 12/30/2016 as measured by K-PREP and teacher-made assessments.


Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible

Teachers will use specific web sites, such as United Streaming,Encyclomedia, BBC Schools, EdHead, conduct hands-on scienceexperiements (Challenger Learning Center, Jason Project), communityresources (Ag Day, Conservation), use assessment probes, and teacher-made learning tasks to implement RTI instruction. Teachers will provideRTI instruction with consistency and fidelity assessing student achievementto determine strategy effectiveness.

DirectInstruction




Source OfFunding

StaffResponsible


DirectInstruction



Measurable Objective 4:A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to increase students scoring proficient by 10% and decreasethe percent of students scoring novice by 10% in Social Studies by 12/30/2016 as measured by K-PREP and teacher-made assessments.



Research Cited: Aligning and Balancing the Standards-Based Curriculum by David Squires; 50 Research-Based Strategies by Beverly Nichols

Strategy 1: Evidence Collection - Teachers will collect Arts & Humanities evidence, such as student work, lesson plans, student products, agendas (meetings & events) for each

area of the Arts & Humanities curriculum. Category: Research Cited: Healthier Students Are Better Learners by Charles Basch; Equity Matters: Research Review No. 6 by Columbia University


Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible

Teachers will use specific web sites, such as United Streaming,Encyclomedia,GoogleEarth, History Channel, newspapers for currentevents, Social Studies fairs, cultural field trips, guest presentations(conservation, community helpers, government officials), manipulatives(globes, atlases, maps), use assessment probes, and teacher-madelearning tasks to implement RTI instruction. Teachers will provide RTIinstruction with consistency and fidelity assessing student achievement todetermine strategy effectiveness.

DirectInstruction

01/04/2016 12/30/2016 $3000 Other PrincipalTeachersSBDMCouncil


Source OfFunding

StaffResponsible


DirectInstruction



Measurable Objective 5:A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to obtain proficiency on Program Review in Art & Humanitiesby 12/30/2016 as measured by K-PREP and Teacher-Made Assessments.


Source OfFunding

StaffResponsible

Teachers will develop and implement centers using rigorous units of studythat provide students time to work in small groups to solve problems whichencourages higher order, risk-free thinking. Students will have time topractice and apply skills introduced during whole-group instruction.

DirectInstruction





Strategy 1: Evidence Collection - Teachers will collect Practical Living evidence, such as student work, lesson plans, student products, agendas (meetings & events) for each area

of the Practical Living curriculum. Category: Research Cited: Healthier Students Are Better Learners by Charles Basch;

Equity Matters: Research Review No.6 by Columbia University

Activity - Student Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop Arts & Humanities project choices from whichstudents will select to showcase their talents in creating, performing andresponding to the arts.Student work and talents will be displayed in districtEvening with the Arts event.

Other 01/04/2016 12/30/2016 $0 No FundingRequired



Source OfFunding

StaffResponsible

Teachers and students will complete various assessment instruments tomeasure student achievement and strategy effectiveness, such asconstructed response, students products and performances, performancereflections, and teacher-made tests that encompass formative andsummative assessment measures.

DirectInstruction



Measurable Objective 6:A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to obtain proficiency on Program Review in Practical Living by12/30/2016 as measured by K-PREP and teacher-made assessments.


Source OfFunding

StaffResponsible

Teachers will develop and implement centers using rigorous units of studythat provide students time to work in small groups to solve problems whichencourages higher order, risk-free thinking. Students will have time topractice and apply skills introduced during whole-group instruction.

DirectInstruction



Activity - Student Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop Practical Living evidence choices from whichstudents will choose to complete products, such as presentations (Healthfairs, model career choice, peer teaching, role plays); evidence includesstudent interest inventories, career clusters and career days.

Other 01/04/2016 12/30/2016 $500 Other PrincipalTeachersSBDMCouncilCommunityMembers


Source OfFunding

StaffResponsible



Goal 5: All teachers will participate in Professional Learning Sessions as means to increase

student achievement

Strategy 1: Professional Learning - Teacher will participate in academies that meet once a month. During the sessions teacher will learn new teaching and assessment strategies.

Category: Professional Learning & Support

Teachers and students will complete various assessment instruments tomeasure student achievement and strategy effectiveness, such asconstructed response, students products and performances, performancereflections, and teacher-made tests that encompass formative andsummative assessment measures.

DirectInstruction



Measurable Objective 1:collaborate to learn new teaching strategies on a monthly basis by 12/30/2016 as measured by as measured by participation, discussion, lesson plans, student workand walk-through/evaluation data..

Activity - Professional Learning Communities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Central Office personnel will develop and assist schools to implementProfessional Learning Communities.

Policy andProcess


District StaffPrinicpal

Activity - Elementary Academies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All elementary teachers will participate in academies that will meet onceeach month. In these academies, teachers will analyze data, and learnnew teaching and assessment strategies.




Activity - I Do, We Do, You Do Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will participate in the "I Do, We Do, You Do" professionallearning session, and will document the use of this strategy in their lessonplans.




Activity - Rigor PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

District staff will provide for all teachers to attend a professional learningsession on rigor where teachers will learn practical ways to increase theamount of rigor present in their classroom.






Goal 6: Novice Reduction

Strategy 1: Individual Student Needs - An implementation of a series of activities that identify students who need additional services to reach proficiency, and provide

appropriate interventions for those students. Category: Continuous Improvement Research Cited: Larry Lazote, Kati Haycock

Activity - Questioning PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will receive PD on questioning strategies, and will then receivefeedback on the questioning strategies during walk-throughs andInstructional Rounds.




Activity - Plus/Deltas Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Following each professional learning session, administrators will conduct"plus/delta exercise" where teachers give feedback about the learningexperience.




Activity - KAGAN Engagement Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement KAGAN strategies into daily instruction. BehavioralSupportProgram,AcademicSupportProgram,ProfessionalLearning


PrincipalTeachersDistrict Staff

Activity - Implementing SMEL Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement the math strategy SMEL (state your answer,math/model, explain, label).

AcademicSupportProgram,ProfessionalLearning



Measurable Objective 1:collaborate to reduce the number of students scoring in the novice category by 12/30/2016 as measured by measured by KPREP assessments .



Strategy 2: Common Assessments - Common assessments will be administered for grades K-8 in reading and math and for End of Course Assessment at the high school level. Category: Learning Systems Research Cited: Larry Lazote and Kati Haycock

Activity - Data Management Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The administration will track student assessment data from multiplesources to identify those students who are likely to score at the novicelevel. These students will then receive services to meet their individualneeds.



District andschooladministration

Activity - Goal Setting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Goal setting will occur at the classroom, school and district levels. Eachclassroom will set specific novice reduction goals for students based ontheir data, these classroom goals will then inform schools goals, which willthen inform district goals for novice reduction.




Activity - Individualized Interventions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students identified as likely to score in the novice category will be providedindividualized support based on multiple data points results.




Activity - Curriculum Standard Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will revise the curriculum to ensure that there is alignment withlearning targets, pacing guides, resources, and planned benchmarkassessment dates.




Activity - Benchmark Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

District and school staff will create and administer benchmark assessmentsin K-8 for reading and math, and for End of Course Assessments at thehigh school that are aligned to Kentucky's Academic Standards.






Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Other

School Council Funds

Title I Schoolwide

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Student Activities Teachers will develop Practical Living evidence choicesfrom which students will choose to complete products, suchas presentations (Health fairs, model career choice, peerteaching, role plays); evidence includes student interestinventories, career clusters and career days.

Other 01/04/2016 12/30/2016 $500 PrincipalTeachersSBDMCouncilCommunityMembers

Targeted Instruction Teachers will use specific web sites, such as UnitedStreaming, Encyclomedia,GoogleEarth, History Channel,newspapers for current events, Social Studies fairs, culturalfield trips, guest presentations (conservation, communityhelpers, government officials), manipulatives (globes,atlases, maps), use assessment probes, and teacher-madelearning tasks to implement RTI instruction. Teachers willprovide RTI instruction with consistency and fidelityassessing student achievement to determine strategyeffectiveness.

DirectInstruction

01/04/2016 12/30/2016 $3000 PrincipalTeachersSBDMCouncil

Total $3500


StaffResponsible

Small Group Instruction Teachers will develop and implement centers to providestudents time to work in small groups to solve problemswhich encourages higher order, risk-free thinking. Studentswill have time to practice and apply skills introduced duringwhole-group instruction.

DirectInstruction


Technology Integration Teachers will access technology web sites for students toapply knowledge attained through direct instruction, usingsites such as MegaMath, ThinkCentral, MultiplicationPlayground. Teachers will monitor strategy effectivenessthrough K-Prep analysis of nonduplicated gap group data.



Total $4500




StaffResponsible


DirectInstruction


Differentiated Instruction Teachers will develop and implement centers using rigorousunits of study that provide students time to work in smallgroups to solve problems which encourages higher order,risk-free thinking. Students will have time to practice andapply skills introduced during whole-group instruction.

DirectInstruction



DirectInstruction


Targeted Instruction Teachers will use specific web sites, Grammar,SpellingCity, Accelerated Reader, eWord Games,grammarsoftware, assessment probes, and teacher-mademanipulatives to implement RTI instruction.. Teachers willprovide RTI instruction with consistency and fidelityassessing student achievement weekly to determinestrategy effectiveness.

DirectInstruction


Targeted Instruction Teachers will use specific web sites, ThinkCentral, Math-o-Matics, Math Playground Reader, flashcards, math games,math vocabulary foldables, assessment probes, andteacher-made manipulatives to implement RTI instruction..Teachers and RTI staff will provide RTI instruction withconsistency and fidelity assessing student achievementweekly to determine strategy effectiveness.

DirectInstruction


Automaticity Teachers will implement the Automaticity component of theEKU Math Initiative with fidelity

DirectInstruction


Accelerated Reader Teachers will utilize Accelerated Reader, a research basedprogram to increase student reading achievement in allcontent areas. Teachers will monitor student progress anddetermine strategy effectiveness through data results.




DirectInstruction




Assessment Teachers and students will complete various assessmentinstruments to measure student achievement and strategyeffectiveness, such as constructed response, studentsproducts and performances, performance reflections, andteacher-made tests that encompass formative andsummative assessment measures.

DirectInstruction


Targeted Instruction Teachers will use specific web sites, such as UnitedStreaming, Encyclomedia, BBC Schools, EdHead, conducthands-on science experiements (Challenger LearningCenter, Jason Project), community resources (Ag Day,Conservation), use assessment probes, and teacher-madelearning tasks to implement RTI instruction. Teachers willprovide RTI instruction with consistency and fidelityassessing student achievement to determine strategyeffectiveness.

DirectInstruction


Analysis Collaboration After data analysis, teachers will use the information toguide development of units of study, identify groups forinstructional needs to reduce the nonduplicatedachievement gap in math and reading.

DirectInstruction


Targeted Instruction Teachers will use specific web sites, ThinkCentral, Math-o-Matics, Math Playground, flashcards, math games, mathvocabulary foldables, assessment probes, and teacher-made manipulatives to implement RTI instruction. Teacherswill provide RTI instruction with consistency and fidelityassessing student achievement weekly to determinestrategy effectiveness.

DirectInstruction


Recognition Program Achievements and contributions of students, parents, andother stakeholders will be recognized for the affect eachhas on student growth and development, encompassingacademic, emotional and social development of students.

Other 01/04/2016 12/30/2016 $3000 PrincipalsTeachersSBDMCouncil

Assessment Teachers and students will complete various assessmentinstruments to measure student achievement and strategyeffectiveness, such as constructed response, studentsproducts and performances, performance reflections, andteacher-made tests that encompass formative andsummative assessment measures.

DirectInstruction



DirectInstruction


Writing Program Teachers will develop writing tasks that integrate all areasof the curriculum, and maintain working portfolios thatpromotes creativity in written expression to increase studentachievement.

DirectInstruction




Technology Integration Teachers will embed technology whendeveloping/implementing math units of study during theinstructional day. Teachers will access various web sites toallow students to work in small groups to solve problemswhich encourages higher order, risk-free thinking. Studentswill have time to practice and apply skills introduced duringwhole-group instruction.



Differentiated Instruction Teachers will implement learned strategies and assess forimpact. The principal will monitor implementation ofdifferentiated instruction by lesson plan analysis andobservation walk-thrus.


01/04/2016 12/30/2016 $0 PrincipalTeachersSIPCommitteesSBDMCouncil


DirectInstruction


Automaticity Teachers will implement the Automaticity component of theEKU Math Initiative with fidelity.

DirectInstruction


Technology Integration Teachers will access Accelerated Reader during theinstructional day to allow students to completecomprehension tests of books read by students todetermine progress toward established individual AR goals.



Analysis Collaboration After data analysis, teachers will use the information toguide development of units of study, identify groups forinstructional needs to reduce the nonduplicatedachievement gap in math.

DirectInstruction


Technology Integration Teachers will access technology web sites for students toapply knowledge attained through direct instruction, usingsites such as Grammar, eWord, SpellCity, AcceleratedReader, Smart Exchange, United Streaming, and softwareprograms, such as Sight Words, Lexia Study Island.Teachers will monitor strategy effectiveness through K-Prepanalysis of nonduplicated gap group data.




DirectInstruction


Differentiated Instruction Teachers will develop units of study implementingdifferentiated training and assess student achievement fordifferentiated strategy effectiveness. Monitoring ofdifferentiated strategy implementation will be through lessonplan analysis and principal walk-thrus.


01/04/2016 12/30/2016 $0 PrincipalTeachersSIPCommitteesSBDMCouncil



FRYSC

Primary Program Review Teachers will collect Primary Program Review evidence todemonstrate a proficiency rating on the Primary ProgramReview rubric, such as student work, and lesson plans toincrease student achievement.

DirectInstruction


Data Analysis Teachers will analyze data and use the information to guidedevelopment of units of study, identify groups fordifferentiated instruction to eliminate achievement gaps atall performance levels.

DirectInstruction


Intervention Instruction Teachers will use specific web sites, Starfall, SpellingCity,Accelerated Reader, eWord Games,grammar software,assessment probes, and teacher-made manipulatives toimplement RTI instruction.. Teachers will provide RTIinstruction with consistency and fidelity assessing studentachievement weekly to determine strategy effectiveness.

DirectInstruction

01/04/2016 12/30/2016 $0 TeachersPrincipal

Parent Involvement Activities Parent involvement activities will be planned throughout theschool year to provide parents opportunities to learn howthe school operates, understand student academicexpectations, and forge trusting relationships critical forstudent achievement.

ParentInvolvement

01/04/2016 12/30/2016 $1200 PrincipalTeachersFamilyResourcePersonnelSBDMCouncil

Targeted Instruction Teachers will use specific web sites, Starfall, SpellingCity,Accelerated Reader, eWord Games,grammar software,assessment probes, and teacher-made manipulatives toimplement RTI instruction.. Teachers will provide RTIinstruction with consistency and fidelity assessing studentachievement weekly to determine strategy effectiveness.

DirectInstruction


Differentiated Instruction Teachers will develop and implement centers using rigorousunits of study that provide students time to work in smallgroups to solve problems which encourages higher order,risk-free thinking. Students will have time to practice andapply skills introduced during whole-group instruction.

DirectInstruction


Total $33200


StaffResponsible

Assessment Multiple assessments will be used to measure stakeholdersatisfaction with educational program, parent involvementopportunities, and transition program effectiveness, such assurveys, sign-in logs, attendance sheets, parent/teacherconferences.

ParentInvolvement

01/04/2016 12/30/2016 $500 PrincipalPreschoolTeachersDistrictPreschoolDirectorSBDMCouncilFamilyResourcePersonnel



No Funding Required

Kinder camp All students entering at the kindergarten level areencouraged to attend the orientation session and participatein readiness activities.


01/04/2016 12/30/2016 $500 FRCPrincipalKindergartenTeachersInstructionalAssistants

Total $1000


StaffResponsible

Employee Retention Efforts will be made to recruit and retain highly qualified andeffective teachers each year. When a vacancy occurs andapplications are reviewed by the SBDM, only highlyqualified applicants will be considered to fill the vacancy.

Recruitmentand Retention

01/04/2016 12/30/2016 $0 PrincipalSBDMCouncil

Implementing SMEL Teachers will implement the math strategy SMEL (stateyour answer, math/model, explain, label).

AcademicSupportProgram,ProfessionalLearning

01/04/2016 12/30/2016 $0 District StaffPrincipalTeachers

Brigance Screener Administer to all incoming kindergarten students theBrigance screener.


01/04/2016 12/30/2016 $0 Pre SchoolCoordinatorKindergartenTeachersInstructionalAides

Professional LearningCommunities

Central Office personnel will develop and assist schools toimplement Professional Learning Communities.

Policy andProcess

01/04/2016 12/30/2016 $0 District StaffPrinicpal

KAGAN EngagementStrategies

Teachers will implement KAGAN strategies into dailyinstruction.

BehavioralSupportProgram,AcademicSupportProgram,ProfessionalLearning

01/04/2016 12/30/2016 $0 PrincipalTeachersDistrict Staff

Goal Setting Goal setting will occur at the classroom, school and districtlevels. Each classroom will set specific novice reductiongoals for students based on their data, these classroomgoals will then inform schools goals, which will then informdistrict goals for novice reduction.


01/04/2016 12/30/2016 $0 District andschooladministration

Rigor PD District staff will provide for all teachers to attend aprofessional learning session on rigor where teachers willlearn practical ways to increase the amount of rigor presentin their classroom.


01/04/2016 12/30/2016 $0 District StaffPrincipal



Questioning PD All teachers will receive PD on questioning strategies, andwill then receive feedback on the questioning strategiesduring walk-throughs and Instructional Rounds.



Student Activities Teachers will develop Arts & Humanities project choicesfrom which students will select to showcase their talents increating, performing and responding to the arts.Studentwork and talents will be displayed in district Evening withthe Arts event.

Other 01/04/2016 12/30/2016 $0 PrincipalTeachersSBDMCouncil


DirectInstruction


Literacy Resources Teachers will consult available resources to support literacyplanning, professional learning, and interventions such asKDE's Literacy Plan in research-based professionaldevelopment for literacy supports/interventions across thecurriculum.


01/04/2016 12/30/2016 $0 District StaffPrincipals

Benchmark Assessments District and school staff will create and administerbenchmark assessments in K-8 for reading and math, andfor End of Course Assessments at the high school that arealigned to Kentucky's Academic Standards.



Literacy Gap Identification Teachers will identify gaps in literacy performance todetermine professional development needed forinstructional improvements.



Preschool TransitionProgram

Teachers will provide homework tasks aligned withkindergarten academic expectations that preschool parentswill implement during Homework Academy to equip theirpreschool child with school readiness skills.

ParentInvolvement

01/04/2016 12/30/2016 $0 PrincipalTeachersPreschoolDistrictPreschoolDirectorSBDMCouncil

Resources Teachers will access and implement the availableresources such as math formative assessment in CIITS,Study Island and GoMath . Teachers will in 3rd, 4th and 5thgrades will implement the SMEL strategy to guide studentsin completing and answering questions.

DirectInstruction


Community Involvement Various community members and business partners willspeak to our students at all levels and teach lessonspertaining to practical living, career studies and pathways.

CommunityEngagement

01/04/2016 12/30/2016 $0 PrincipalTeachersFRYSC

Plus/Deltas Following each professional learning session,administrators will conduct "plus/delta exercise" whereteachers give feedback about the learning experience.




DirectInstruction




District Funding

I Do, We Do, You Do All teachers will participate in the "I Do, We Do, You Do"professional learning session, and will document the use ofthis strategy in their lesson plans.



Monitoring for Effectiveness The Principal will support and monitor instructional practicesand math curriculum to determine effectiveness.

Policy andProcess


Individualized Interventions Students identified as likely to score in the novice categorywill be provided individualized support based on multipledata points results.



Data Management The administration will track student assessment data frommultiple sources to identify those students who are likely toscore at the novice level. These students will then receiveservices to meet their individual needs.



Alignment/Monitoring The Math Curriculum Teams, SBDM Councils, andPrincipals will monitor, support, and align funding forimplementation of KCAS through development of mathpolicies and plans.

Policy andProcess

01/05/2015 12/31/2015 $0 District StaffPrincipalsSBDMCouncil

Curriculum StandardAssessments

Teachers will revise the curriculum to ensure that there isalignment with learning targets, pacing guides, resources,and planned benchmark assessment dates.



Elementary Academies All elementary teachers will participate in academies thatwill meet once each month. In these academies, teacherswill analyze data, and learn new teaching and assessmentstrategies.




DirectInstruction


Key Concepts The Math Curriculum Teams, SBDM Council and principalwill ensure that teachers focus on key concepts such asNumber Operations (Automaticity), Algebraic Thinking, andrelated Learning Progressions.


01/04/2016 12/30/2016 $0 SBDMCouncilPrincipalDistrictAdministration

Total $0


StaffResponsible

Professional Development Teachers will participate in aligned, research-based,professional development on math practices andinterventions.


01/04/2016 12/30/2016 $2000 DistrictAdministrationPrincipalsSBDMCouncil

Total $2000



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? How each performance level performed on KPREP compared to district and state data and what we need to do to meet and maintain the

established KPREP goals of 2017?

Overall Scores

1. The overall Annual Measurable Objective that was achieved was 61.8 placing the school with a Needs Improvement status and in the 46th

percentile.

2. Next Generation weighted scores were as follows: Achievement 21.1, Gap 13.9 and Growth 15.4.

3. Program Review Points were as follows: Arts and Humanities 8.6, PLCS, 9.0, Writing 9.8 and K-3 11.7.

Accountability

Comparing the accountability data for 2013-2014 school year to the 2014-2015 school year, our overall scored dropped from a 71.7 to a 61.8

which is a 9.9 point decrease. Percentile ranking went from the 85th to the 46th percentile.

Achievement

When analyzing a three year trend for Achievement scores they are as follows:

2012/13 - 64.2 2013/14 - 71.12014/15 - 70.4

Gap

When analyzing a three year trend for Gap scores they are as follows:

2012/13 - 38.5 2013/14 - 50.32014/15 - 46.2

Growth

When analyzing a three year trend for Growth scores they are as follows:

2012/13 - 59.52013/14 - 71.62014/15 - 46.2

Program Review

Comparing the overall Program Review data for a three year trend the scores are as follows:

2012/13 - 21.02013/14 - 23.02014/15 - 23.0

Achievement data comparison of Wurtland Elementary to the state and district data.

Reading

WES - 64.6State - 67.3District - 66.8

2.7 points lower than the state and 2.2 points lower than the district.

Math




4.8 points lower than the state and 2 points lower than the district.

Soc. Studies


4.1 points higher than the state and 12.8 points higher than the district.

Writing


13.1 points higher than the state and 15.6 points higher than the district.

Lang. Mechanics


15 points lower than the state and 8.6 points lower than the district.

The data indicates that we did well with our overall achievement data scoring just .7 points below what we did the previous year. Our biggest

downfall was our overall growth points when comparing the 2013/14 school year to the 2014/15 school year with a total decrease of 25.4

points.

Gap data comparison of Wurtland Elementary to the state and district.

Reading


1.9 points lower than the state and .4 points higher than the district.

Math


2.7 points lower than the state and 2.4 points higher than the district.

Soc. Studies


2.0 points lower than state and 14.4 points higher than the district.

Writing


26.8 points higher than the state and 25.9 higher than the district

Lang. Mechanics



In the Gap calculations Wurtland Elementary scored lower than the state in all categories except for writing which was significantly higher.

WES also scored higher than the district in all areas except for Language Mechanics.

Growth data comparison of Wurtland Elementary to the state and district.



Reading



Math


24 points lower than the state and 19.3 points lower than the district.

Reading & Math Combined



In the growth calculations Wurtland Elementary scored significantly lower than that of the state and district for both Reading and Math.



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? There was a significant increase in the area writing for both the achievement and gap categories. Our data indicates shows that we were

well above the state and district scores in both areas. For writing we decreased the number of students scoring at the novice level from 18.9

to 9.5 while increasing the proficient score from 35.1 to 57.1. For the same content area our score for novice students in the gap group

decrease from 21.4 to 12.9.

Social Studies was another area of improvement from the 2013/14 school year. In achievement our score was 3.8 higher than that of the

previous year while being 4.1 points higher than the state and 12.8 points higher than the district.

For our overall achievement score, we were able to obtain a score of 70.4 that would put us at the proficient level without factoring in gap and

growth calculations.

We were consistent with our Program Review score achieving the total amount of points possible for that area.

To maintain the strength in the area of writing we are continuing with on-going professional learning sessions and academies supported and

provided at the district level. For program review components continuing school level monitoring and self-assessments to ensure that all

components have the required documentation and evidence to sustain achieving the highest score possible.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? When examining the data, the biggest factor that embraces the most significant call for improvement is our Growth score as compared to the

previous year. The overall score was significantly lower than the previous year as well compared to state and district for the current data. A

need to concentrate on improving the growth score for reading and math is relevant.

Decreasing the number of students that score at the novice level in all content and subcategory levels in a need.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? When analyzing the data from the 2014-2015 KPREP assessments, we were pleased with our overall achievement data as we scored

closely to what we did for the 2013-2014 assessments we achieved a proficiency status. However, we came considerably short on our

growth data for the 2014-2015 assessments, which made a major impact on our overall accountability score consequently dropping our AMO

and resulting in a Needs Improvement status. We were pleased though, with the success in our Social Studies and Writing scores as we

made gains in each of these content areas, more so in the area of Writing. We still have weaknesses in Reading and Math and more

concerning in Language Mechanics in which we had a 10 point drop from the previous year's assessments. Our teachers will continue to

implement strategies that we have found most effect and will seek additional professional development that will help us regain our Proficiency

status. We will also continue to closely monitor each student's academic performance throughout the school year.



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:

Wurtland Elementary will increase stakeholder participation to create a conducive learning environment that impacts student achievement. Measurable Objective 1:

collaborate to increase school culture at Wurtland Elementary by 12/30/2016 as measured by Survey results from all stakeholders.. Strategy1:

Stakeholder Involvement - Principal, teachers and staff members will seek community leaders to participate and encourage student learning

and interest.

Category: Stakeholder Engagement

Research Cited:

Strategy2:

Transition Program - A transition program will be developed that targets achievement gaps at all performance levels.

Category:

Research Cited: Importance of Transition Programs by Pianta

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

Activity - Community Involvement ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Various community members and businesspartners will speak to our students at all levelsand teach lessons pertaining to practical living,career studies and pathways.

CommunityEngagement 01/04/2016 12/30/2016 $0 - No Funding

Required

PrincipalTeachersFRYSC

Activity - Parent Involvement Activities ActivityType Begin Date End Date Funding Amount


Parent involvement activities will be plannedthroughout the school year to provide parentsopportunities to learn how the school operates,understand student academic expectations, andforge trusting relationships critical for studentachievement.

ParentInvolvement 01/04/2016 12/30/2016 $1200 - Title I

Schoolwide

PrincipalTeachersFamily ResourcePersonnelSBDM Council



Wurtland Elementary will increase the averaged combined reading and math K-Prep scores for elementary students from 66.29% to 68.3% in

2017. Measurable Objective 1:

A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in English Language Arts by 12/30/2016 as

measured by K-Prep . Strategy1:

Literacy Initiative - All teachers will be trained, deploy, and will be monitored for fidelity in differentiated instructional practices.

Category:

Research Cited: Marzano Instructional Strategies, Best Practice Instruction

Strategy2:

Intervention Instruction - Teachers will use K-Prep and MAP data to identify students not performing on level in English Language

Arts.Teachers will implement RTI services consistently and with fidelity. Teachers will measure strategy effectiveness with weekly

assessment of progress toward established goals for each student.

Category:

Research Cited: The Power of RTI: Classroom Management Strategies; Response to Intervention: Principles and Strategies for Effective

Practice

Activity - Differentiated Instruction ActivityType Begin Date End Date Funding Amount


Teachers will implement learned strategies andassess for impact. The principal will monitorimplementation of differentiated instruction bylesson plan analysis and observation walk-thrus.

ProfessionalLearning 01/04/2016 12/30/2016 $0 - Title I

Schoolwide

PrincipalTeachersSIP CommitteesSBDM Council

Activity - Small Group Instruction ActivityType Begin Date End Date Funding Amount


Teachers will develop and implement centers toprovide students time to work in small groups tosolve problems which encourages higher order,risk-free thinking. Students will have time topractice and apply skills introduced duringwhole-group instruction.

DirectInstruction 01/04/2016 12/30/2016 $4500 - School

Council Funds

PrincipalTeachersSBDM Council

Activity - Technology Integration ActivityType Begin Date End Date Funding Amount


Teachers will access Accelerated Readerduring the instructional day to allow students tocomplete comprehension tests of books read bystudents to determine progress towardestablished individual AR goals.


01/05/2015 12/31/2015 $2000 - Title ISchoolwide




Measurable Objective 2:

A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency - in Mathematics by 12/30/2016 as measured by K-

Prep. Strategy1:

Math Initiative - Teachers will develop units of study implementing learned differentiation strategies and assess student achievement for

differentiation strategy effectiveness.Monitoring of implementation of differentiated instruction will be completed by lesson plan analysis and

principal walk-thrus.

Category:

Research Cited: Marzano Instructional Strategies; Best Practices Instruction

Activity - Intervention Instruction ActivityType Begin Date End Date Funding Amount


Teachers will use specific web sites, Starfall,SpellingCity, Accelerated Reader, eWordGames,grammar software, assessment probes,and teacher-made manipulatives to implementRTI instruction.. Teachers will provide RTIinstruction with consistency and fidelityassessing student achievement weekly todetermine strategy effectiveness.

DirectInstruction 01/04/2016 12/30/2016 $0 - Title I

SchoolwideTeachersPrincipal

Activity - Resources ActivityType Begin Date End Date Funding Amount


Teachers will access and implement theavailable resources such as math formativeassessment in CIITS, Study Island and GoMath. Teachers will in 3rd, 4th and 5th grades willimplement the SMEL strategy to guide studentsin completing and answering questions.

DirectInstruction 01/04/2016 12/30/2016 $0 - No Funding

Required


Activity - Professional Development ActivityType Begin Date End Date Funding Amount


Teachers will participate in aligned, research-based, professional development on mathpractices and interventions.

ProfessionalLearning 01/04/2016 12/30/2016 $2000 - District

Funding

District AdministrationPrincipalsSBDM Council

Activity - Alignment/Monitoring ActivityType Begin Date End Date Funding Amount


The Math Curriculum Teams, SBDM Councils,and Principals will monitor, support, and alignfunding for implementation of KCAS throughdevelopment of math policies and plans.

Policy andProcess 01/05/2015 12/31/2015 $0 - No Funding

Required

District StaffPrincipalsSBDM Council



Strategy2:

Small Group Instruction - Teachers will develop and implement centers to provide students time to work in small groups to solve problems

which encourages higher order, risk-free thinking. Students will have time to practice and apply skills introduced during whole-group

instruction.

Category:

Research Cited: Elementary and Middle School Mathematics: Teaching Developmentally by John Van De Walle; About Teaching

Mathematics by Marilyn Burns

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



Teachers will develop units of studyimplementing differentiated training and assessstudent achievement for differentiated strategyeffectiveness. Monitoring of differentiatedstrategy implementation will be through lessonplan analysis and principal walk-thrus.


Schoolwide


Activity - Monitoring for Effectiveness ActivityType Begin Date End Date Funding Amount


The Principal will support and monitorinstructional practices and math curriculum todetermine effectiveness.


RequiredDistrict StaffPrincipal

Activity - Automaticity ActivityType Begin Date End Date Funding Amount


Teachers will implement the Automaticitycomponent of the EKU Math Initiative withfidelity


Schoolwide


Activity - Key Concepts ActivityType Begin Date End Date Funding Amount


The Math Curriculum Teams, SBDM Counciland principal will ensure that teachers focus onkey concepts such as Number Operations(Automaticity), Algebraic Thinking, and relatedLearning Progressions.

ProfessionalLearning 01/04/2016 12/30/2016 $0 - No Funding

Required

SBDM CouncilPrincipalDistrict Administration



Teachers will embed technology whendeveloping/implementing math units of studyduring the instructional day. Teachers willaccess various web sites to allow students towork in small groups to solve problems whichencourages higher order, risk-free thinking.Students will have time to practice and applyskills introduced during whole-group instruction.






Goal 1:




Category:


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

Activity - Assessment ActivityType Begin Date End Date Funding Amount


Multiple assessments will be used to measurestakeholder satisfaction with educationalprogram, parent involvement opportunities, andtransition program effectiveness, such assurveys, sign-in logs, attendance sheets,parent/teacher conferences.

ParentInvolvement 01/04/2016 12/30/2016 $500 - FRYSC

PrincipalPreschool TeachersDistrict Preschool DirectorSBDM CouncilFamily ResourcePersonnel

Activity - Kinder camp ActivityType Begin Date End Date Funding Amount


All students entering at the kindergarten levelare encouraged to attend the orientationsession and participate in readiness activities.


01/04/2016 12/30/2016 $500 - FRYSC

FRCPrincipalKindergarten TeachersInstructional Assistants

Activity - Brigance Screener ActivityType Begin Date End Date Funding Amount


Administer to all incoming kindergartenstudents the Brigance screener.


01/04/2016 12/30/2016 $0 - No FundingRequired

Pre School CoordinatorKindergarten TeachersInstructional Aides

Activity - Preschool Transition Program ActivityType Begin Date End Date Funding Amount


Teachers will provide homework tasks alignedwith kindergarten academic expectations thatpreschool parents will implement duringHomework Academy to equip their preschoolchild with school readiness skills.

ParentInvolvement 01/04/2016 12/30/2016 $0 - No Funding

Required

PrincipalTeachersPreschoolDistrict Preschool DirectorSBDM Council






Category:


Activity - Preschool Transition Program ActivityType Begin Date End Date Funding Amount


Teachers will provide homework tasks alignedwith kindergarten academic expectations thatpreschool parents will implement duringHomework Academy to equip their preschoolchild with school readiness skills.

ParentInvolvement 01/04/2016 12/30/2016 $0 - No Funding

Required

PrincipalTeachersPreschoolDistrict Preschool DirectorSBDM Council

Activity - Kinder camp ActivityType Begin Date End Date Funding Amount


All students entering at the kindergarten levelare encouraged to attend the orientationsession and participate in readiness activities.


01/04/2016 12/30/2016 $500 - FRYSC

FRCPrincipalKindergarten TeachersInstructional Assistants

Activity - Parent Involvement Activities ActivityType Begin Date End Date Funding Amount


Parent involvement activities will be plannedthroughout the school year to provide parentsopportunities to learn how the school operates,understand student academic expectations, andforge trusting relationships critical for studentachievement.

ParentInvolvement 01/04/2016 12/30/2016 $1200 - Title I

Schoolwide

PrincipalTeachersFamily ResourcePersonnelSBDM Council

Activity - Recognition Program ActivityType Begin Date End Date Funding Amount


Achievements and contributions of students,parents, and other stakeholders will berecognized for the affect each has on studentgrowth and development, encompassingacademic, emotional and social development ofstudents.

Other 01/04/2016 12/30/2016 $3000 - Title ISchoolwide

PrincipalsTeachersSBDM Council

Activity - Brigance Screener ActivityType Begin Date End Date Funding Amount


Administer to all incoming kindergartenstudents the Brigance screener.



Pre School CoordinatorKindergarten TeachersInstructional Aides



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

scores. Goal 1:

Wurtland Elementary will increase the averaged combined reading and math K-Prep scores for elementary students from 66.29% to 68.3% in

2017. Measurable Objective 1:

A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency - in Mathematics by 12/30/2016 as measured by K-

Prep. Strategy1:

Small Group Instruction - Teachers will develop and implement centers to provide students time to work in small groups to solve problems

which encourages higher order, risk-free thinking. Students will have time to practice and apply skills introduced during whole-group

instruction.

Category:

Research Cited: Elementary and Middle School Mathematics: Teaching Developmentally by John Van De Walle; About Teaching

Mathematics by Marilyn Burns

Strategy2:

Math Initiative - Teachers will develop units of study implementing learned differentiation strategies and assess student achievement for

differentiation strategy effectiveness.Monitoring of implementation of differentiated instruction will be completed by lesson plan analysis and

principal walk-thrus.



Multiple assessments will be used to measurestakeholder satisfaction with educationalprogram, parent involvement opportunities, andtransition program effectiveness, such assurveys, sign-in logs, attendance sheets,parent/teacher conferences.

ParentInvolvement 01/04/2016 12/30/2016 $500 - FRYSC

PrincipalPreschool TeachersDistrict Preschool DirectorSBDM CouncilFamily ResourcePersonnel



Teachers will embed technology whendeveloping/implementing math units of studyduring the instructional day. Teachers willaccess various web sites to allow students towork in small groups to solve problems whichencourages higher order, risk-free thinking.Students will have time to practice and applyskills introduced during whole-group instruction.






Category:

Research Cited: Marzano Instructional Strategies; Best Practices Instruction



Teachers will develop units of studyimplementing differentiated training and assessstudent achievement for differentiated strategyeffectiveness. Monitoring of differentiatedstrategy implementation will be through lessonplan analysis and principal walk-thrus.


Schoolwide




Teachers will implement the Automaticitycomponent of the EKU Math Initiative withfidelity


Schoolwide


Activity - Alignment/Monitoring ActivityType Begin Date End Date Funding Amount


The Math Curriculum Teams, SBDM Councils,and Principals will monitor, support, and alignfunding for implementation of KCAS throughdevelopment of math policies and plans.


Required

District StaffPrincipalsSBDM Council

Activity - Key Concepts ActivityType Begin Date End Date Funding Amount


The Math Curriculum Teams, SBDM Counciland principal will ensure that teachers focus onkey concepts such as Number Operations(Automaticity), Algebraic Thinking, and relatedLearning Progressions.


Required

SBDM CouncilPrincipalDistrict Administration

Activity - Resources ActivityType Begin Date End Date Funding Amount


Teachers will access and implement theavailable resources such as math formativeassessment in CIITS, Study Island and GoMath. Teachers will in 3rd, 4th and 5th grades willimplement the SMEL strategy to guide studentsin completing and answering questions.

DirectInstruction 01/04/2016 12/30/2016 $0 - No Funding

Required


Activity - Professional Development ActivityType Begin Date End Date Funding Amount


Teachers will participate in aligned, research-based, professional development on mathpractices and interventions.

ProfessionalLearning 01/04/2016 12/30/2016 $2000 - District

Funding

District AdministrationPrincipalsSBDM Council



Goal 2:

Collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 47.1

in 2015 to 71.6 by 2019. Measurable Objective 1:

A 15% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency rating for all students in the nonduplicated gap

group in English Language Arts by 05/29/2015 as measured by K-Prep. Strategy1:

Math Differentiated Instruction - Teachers will differentiate instruction using various methods to increase student math achievement in

nonduplicated gap group.

Category:

Research Cited: Differentiation Math Instruction: Strategies That Work for K-8 Classrooms by William Bender

Activity - Monitoring for Effectiveness ActivityType Begin Date End Date Funding Amount


The Principal will support and monitorinstructional practices and math curriculum todetermine effectiveness.


RequiredDistrict StaffPrincipal



Teachers will access technology web sites forstudents to apply knowledge attained throughdirect instruction, using sites such asMegaMath, ThinkCentral, MultiplicationPlayground. Teachers will monitor strategyeffectiveness through K-Prep analysis ofnonduplicated gap group data.


01/05/2015 12/31/2015 $0 - School CouncilFunds






Schoolwide


Activity - Targeted Instruction ActivityType Begin Date End Date Funding Amount


Teachers will use specific web sites,ThinkCentral, Math-o-Matics, Math Playground,flashcards, math games, math vocabularyfoldables, assessment probes, and teacher-made manipulatives to implement RTIinstruction. Teachers will provide RTI instructionwith consistency and fidelity assessing studentachievement weekly to determine strategyeffectiveness.


Schoolwide




Strategy2:

Math Data Analysis - Teachers will analyze various sources of data, e.g.K-Prep, MAP, Automaticity, to develop units of study, identify student

needs, and flexibly group students according to needs.

Category:

Research Cited: Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners by R.A. McWilliam;


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

Collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 47.1

in 2015 to 71.6 by 2019. Measurable Objective 1:

A 15% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency rating for all students in the nonduplicated gap

group in English Language Arts by 05/29/2015 as measured by K-Prep. Strategy1:

Reading Differentiated Instruction - Teachers will develop differentiated units of study to address individual learning needs of students using

data from K-Prep, MAP and other assessment sources to increase reading achievement of students in the nonduplicated gap group.

Category:

Research Cited: Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners by R.A.McWilliam



Teachers will implement the Automaticitycomponent of the EKU Math Initiative withfidelity.


Schoolwide


Activity - Analysis Collaboration ActivityType Begin Date End Date Funding Amount


After data analysis, teachers will use theinformation to guide development of units ofstudy, identify groups for instructional needs toreduce the nonduplicated achievement gap inmath.


Schoolwide




Strategy2:

Reading Data Analysis - Teachers will analyze various sources of data, e.g.K-Prep, MAP, Automaticity, to develop units of study, identify

student needs, and flexibly group students according to needs.

Category:



Activity - Literacy Resources ActivityType Begin Date End Date Funding Amount


Teachers will consult available resources tosupport literacy planning, professional learning,and interventions such as KDE's Literacy Planin research-based professional development forliteracy supports/interventions across thecurriculum.


RequiredDistrict StaffPrincipals



Teachers will access technology web sites forstudents to apply knowledge attained throughdirect instruction, using sites such as Grammar,eWord, SpellCity, Accelerated Reader, SmartExchange, United Streaming, and softwareprograms, such as Sight Words. Teachers willmonitor strategy effectiveness through K-Prepanalysis of nonduplicated gap group data.






Teachers will use specific web sites, Starfall,SpellingCity, Accelerated Reader, eWordGames,grammar software, assessment probes,and teacher-made manipulatives to implementRTI instruction.. Teachers will provide RTIinstruction with consistency and fidelityassessing student achievement weekly todetermine strategy effectiveness.


Schoolwide


Activity - Literacy Gap Identification ActivityType Begin Date End Date Funding Amount


Teachers will identify gaps in literacyperformance to determine professionaldevelopment needed for instructionalimprovements.


Required






Schoolwide




Strategy3:

Math Differentiated Instruction - Teachers will differentiate instruction using various methods to increase student math achievement in

nonduplicated gap group.

Category:

Research Cited: Differentiation Math Instruction: Strategies That Work for K-8 Classrooms by William Bender

Strategy4:



After data analysis, teachers will use theinformation to guide development of units ofstudy, identify groups for instructional needs toreduce the nonduplicated achievement gap inmath and reading.


Schoolwide


Activity - Accelerated Reader ActivityType Begin Date End Date Funding Amount


Teachers will utilize Accelerated Reader, aresearch based program to increase studentreading achievement in all content areas.Teachers will monitor student progress anddetermine strategy effectiveness through dataresults.






Teachers will use specific web sites,ThinkCentral, Math-o-Matics, Math Playground,flashcards, math games, math vocabularyfoldables, assessment probes, and teacher-made manipulatives to implement RTIinstruction. Teachers will provide RTI instructionwith consistency and fidelity assessing studentachievement weekly to determine strategyeffectiveness.


Schoolwide






Schoolwide




Teachers will access technology web sites forstudents to apply knowledge attained throughdirect instruction, using sites such asMegaMath, ThinkCentral, MultiplicationPlayground. Teachers will monitor strategyeffectiveness through K-Prep analysis ofnonduplicated gap group data.


01/05/2015 12/31/2015 $0 - School CouncilFunds




Math Data Analysis - Teachers will analyze various sources of data, e.g.K-Prep, MAP, Automaticity, to develop units of study, identify student

needs, and flexibly group students according to needs.

Category:



Goal 2:

All teachers will participate in Professional Learning Sessions as means to increase student achievement Measurable Objective 1:

collaborate to learn new teaching strategies on a monthly basis by 12/30/2016 as measured by as measured by participation, discussion,

lesson plans, student work and walk-through/evaluation data.. Strategy1:

Professional Learning - Teacher will participate in academies that meet once a month. During the sessions teacher will learn new teaching

and assessment strategies.

Category: Professional Learning & Support

Research Cited:



After data analysis, teachers will use theinformation to guide development of units ofstudy, identify groups for instructional needs toreduce the nonduplicated achievement gap inmath.


Schoolwide




Teachers will implement the Automaticitycomponent of the EKU Math Initiative withfidelity.


Schoolwide


Activity - Elementary Academies ActivityType Begin Date End Date Funding Amount


All elementary teachers will participate inacademies that will meet once each month. Inthese academies, teachers will analyze data,and learn new teaching and assessmentstrategies.


Required




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:

Wurtland Elementary will increase the overall accountability performance score from 61.8 in 2015 to 62.8 in 2016 Measurable Objective 1:

A total of 240 Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to obtain proficiency on Program

Review in Practical Living by 12/30/2016 as measured by K-PREP and teacher-made assessments.

Activity - Professional LearningCommunities

ActivityType Begin Date End Date Funding Amount


Central Office personnel will develop and assistschools to implement Professional LearningCommunities.


RequiredDistrict StaffPrinicpal

Activity - Questioning PD ActivityType Begin Date End Date Funding Amount


All teachers will receive PD on questioningstrategies, and will then receive feedback onthe questioning strategies during walk-throughsand Instructional Rounds.




Activity - I Do, We Do, You Do ActivityType Begin Date End Date Funding Amount


All teachers will participate in the "I Do, We Do,You Do" professional learning session, and willdocument the use of this strategy in their lessonplans.




Activity - Rigor PD ActivityType Begin Date End Date Funding Amount


District staff will provide for all teachers toattend a professional learning session on rigorwhere teachers will learn practical ways toincrease the amount of rigor present in theirclassroom.






Strategy1:

Evidence Collection - Teachers will collect Practical Living evidence, such as student work, lesson plans, student products, agendas

(meetings & events) for each area of the Practical Living curriculum.

Category:

Research Cited: Healthier Students Are Better Learners by Charles Basch;

Equity Matters: Research Review No.6 by Columbia University

Activity - Student Activities ActivityType Begin Date End Date Funding Amount


Teachers will develop Practical Living evidencechoices from which students will choose tocomplete products, such as presentations(Health fairs, model career choice, peerteaching, role plays); evidence includes studentinterest inventories, career clusters and careerdays.

Other 01/04/2016 12/30/2016 $500 - Other

PrincipalTeachersSBDM CouncilCommunity Members



Teachers and students will complete variousassessment instruments to measure studentachievement and strategy effectiveness, suchas constructed response, students productsand performances, performance reflections,and teacher-made tests that encompassformative and summative assessmentmeasures.


Schoolwide




Teachers will develop and implement centersusing rigorous units of study that providestudents time to work in small groups to solveproblems which encourages higher order, risk-free thinking. Students will have time to practiceand apply skills introduced during whole-groupinstruction.


Schoolwide




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 Wurtland utilizes the RTI programthat included research basedinstructional strategies. MAPtesting is completed and is usedto determine student placementand needs

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes Referenced in Goal 4 to increasestakeholder participation to createa conducive learning environmentthat impacts studentachievement.

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 Professional Learning sessionsconducted at the district level andimplemented by all teachers.

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes We are in communication withlocal universities who recommendteachers for us. The SBDMcouncil considers only applicantsthat are highly qualified.

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 Documented in monthly Title Ibudget reports.



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 Each teacher is required to makeparent contacts for behavior aswell as academic progress.Emails are sent home weekly andmonthly via newsletter by schoolprincipal to inform and inviteparents to participate in schoolactivities.

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 Professional Development isoffered at staff meetings andthrough content specificProfessional Learning Academiesprovided by districtadministrators.

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 A teacher survey is completedalong with stakeholder survey atthe end of the year.

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 Needs assessment was and isongoing in grade level PLCs andstaff meetings.

Label Assurance Response Comment AttachmentInstructionalStrategies

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

Yes The school wide RTI programand researched based strategiesto focus on mathematics andliteracy.

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

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

Yes FRYSC and the McKinney grantare used to provide services tostudents who need assistancewith home issues that may effectthe learning of the student.




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

Yes Programs through our FRYSCorganization provide servicessuch as back packs, clothing,hygiene products and food forneedychildren in our school.

Label Assurance Response Comment AttachmentSchoolwideActivities

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

Yes FRYSC and McKinney Grant.


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 Data analysis system isembedded in our school, used tomake decisions regardinginstruction and programs.

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 All paraprofessionals meet therequirements of Highly Qualifiedunder ESEA.

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 Evidence by Title I budget.

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 School Compact2015-2016Parent InvolvementPolicy

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 http://www.greenup.k12.ky.us/wurtlandelementary_home.aspx

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 Documented letter home toparents.


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.

N/A

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 Documented in allocation report.

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 Each para-educator has theirindividualized schedule.

Label Assurance Response Comment AttachmentCap SizeRequirements

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

No Two certified staff positions werefilled by using Title I funding.

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? SBDM Council Members: Carma Crum - parent, Holly Groves - parent, Kelly Coldiron - teacher, Heather Lavender - teacher, Sharri

Robinson - teacher

All faculty and staff members of Wurtland Elementary

FRYSC Staff: Amy Shaffer and Jean Tharp



Relationship Building

Overall Rating: 2.86

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 their relationship with schoolstaff is about discussing student academicperformance and/or behavior.

Apprentice

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.

Parents and other stakeholders report that theyare actively welcomed when they visit theschool.

Proficient

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 are invited to attend school activitiesrelated to their own child and are encouraged toattend parent teacher conferences.

Apprentice

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.

Teachers informally collect some student needsdata and some parents are contacted todiscuss those needs.

Apprentice

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.

All parents are asked for feedback on school’sefforts to welcome and engage parents, and thefeedback is used to improve school’s efforts.

Proficient



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).

School staff implements systematic efforts toinform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, usingclassroom contracts, student assignmentbooks, homework websites, and online gradebooks.)

Proficient

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 staff partners with community leadersand organizations to build parent understandingof academic expectations, school strategies,and student achievement.

Proficient

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

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

School staff offers parents opportunities todiscuss school-wide achievement issues,including assessment data, at least once asemester.

Proficient

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.

School staff develops a survey that is sent toparents, with low response rate and results arereported in school improvement plan.

Apprentice



Decision Making


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.

Parents elected to serve on school council andsome other parents who serve on SBDMcommittees are invited to attend training offeredby school or district.

Apprentice

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 someparent members, may provide translators, meetat time and place convenient to staff. Electionsare held at convenient times and are publicized,but less than 20% of the parents vote in SBDMparent election.

Apprentice

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 chair reports feedback to headof largest parent organization who then decidesfurther dissemination methods or input. There isno provision for parent input other than asrequired by school law.

Apprentice

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.

School council has some parent involvementcomponents and action items that deal withspecific academic areas. Little or no funding isprovided. Little or no implementation andimpact checking is done.

Apprentice

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 encourages parents to serveonly on SBDM committees that deal with parentinvolvement and/or school climate.

Apprentice

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 report that they are sometimesencouraged to take part in discussions aboutschool improvement.

Apprentice



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.

Teachers share information from year to yearwith parents who serve on the school counciland/or overlaps council terms of parents.

Novice



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.

School staff ensures every student has a parentand/or another adult who knows how toadvocate, or speak up for them, regarding thestudents’ academic goals and learning needs.

Proficient

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.

Most parents participate actively in student ledconferences or other two-way communicationabout meeting their child's individual learningneeds.

Proficient

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 participating actively andeffectively 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).

Proficient

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 gives parents clear, completeinformation on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

Proficient

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.

Novice level students are identified by schoolstaff to receive targeted strategies for academicimprovement. Parents are informed of thestrategies but do not receive training on how touse those strategies or how progress will bemeasured.

Apprentice



Learning Opportunities

Overall Rating: 1.5

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.

School provides one open house a year andoffers some written materials about: • Kentuckystandards and expectations for all students. •School's decision-making process, includingopportunities for parents to participate oncouncils and SBDM committees.

Novice

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.

School staff provides parents with informationabout their child's academic progress and theprogress of the school.

Apprentice

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.

School staff offers some information to parentsto learn how to support their child's learning.

Novice

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

policy that welcomes families to visit allclassrooms.

School staff allows parents to visit regulareducation classrooms upon request. There isno school policy.

Novice

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.

There is little or no development of parentleaders.

Novice



Community Partnerships

Overall Rating: 2.0

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

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

School leadership informs the community oncea year about student achievement. (Forexample, letters to editor or newspaper article).

Novice

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.

Some teachers ensure that students participatein programs within the community that arelinked to student learning.

Apprentice

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

to support parent and volunteer participation instudents' education.

Employer-partners adopt practices to promoteand support parent and volunteer participationin students' education.

Apprentice

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

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

School staff occasionally collaborates withcommunity agencies to address individualstudent needs. Information is provided toparents upon request.

Apprentice

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.

School staff maintains a resource directory onsome agencies, programs and services that willprovide services for students.

Apprentice



Reflection

Reflect upon your responses to each of the Missing Piece objectives. Communication seems to be a area of continued strength. Teachers and parents report that there is a two-way communication between

school and the home. To ensure this success, teachers are required to make contact with parents or guardians on a regular basis. Open

house/parent conferences are held so that parents have the opportunity to discuss a student's progress in the classroom. The administration

sends out a weekly newsletter announcing upcoming events and reflection on any academic programs or projects that have taken place in

the school via email to parents/guardians.

An area that needs improvement is the Learning Opportunities and parent involvement as well Decision Making. The school recognizes that

there is a need for more workshops and opportunities for parents/guardians to learn more about Kentucky standards and expectations.

There also is a need for more parent involvement in the decision making of the school. This is a continuous barrier of the school, to have

more parent involvement when it comes to decision making and the opportunity to serve on the school's council.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

2.86

2.86

1.86

2.83

1.5

2



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. All stakeholders were invited to attend SBDM council meetings.

Input from school staff via weekly staff meetings.

Information was gathered from surveys i.e. TELL, district communication, culture assessments.

Assistance and guidance from District Administration. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. District Administrators (Superintendent, Curriculum Supervisor and Director of Federal Programs) and SBDM council members analyzed

previous year KPREP scores to determine next steps and action plans. FRYSC staff and parent volunteer provided additional information

concerning school culture.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Stakeholders receive emails concerning the improvement process and have the opportunity to participate in SBDM meetings. School

improvement plan is made available on school website.



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 WES EMRP 15-16

Label Assurance Response Comment Attachment2. Did the SBDM Council adopt a policy requiring

the development and adoption of an EMP?Yes Adoption date 10/30/13 Emergency Plan

Policy

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes EMRP approval 8/26/15

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

Label Assurance Response Comment Attachment5. Has the EMP been reviewed and revised as

needed by the SBDM council, principal, andfirst responders (annually)?

Yes 8/26/15

Label Assurance Response Comment Attachment6. Was the EMP reviewed with the faculty and

staff prior to the first instructional day of theschool year?

Yes 8/5/15

Label Assurance Response Comment Attachment7. Were local law enforcement and/or fire officials

invited to review the EMP?Yes

Label Assurance Response Comment Attachment8. Are evacuation routes posted in each room at

any doorway used for evacuation, with primaryand secondary routes indicated?

Yes Secondary Evac.RoutesPrimary Evac.Routes



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 8/7/15

Label Assurance Response Comment Attachment10. Have practices been developed for students to

follow during an earthquake?Yes Earthquake drills are practiced

twice a year as required, once inAugust and once in January.

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 All exterior doors are locked andvisitors must report to the frontentrance of the building. Visitorsmust sign in before gainingaccess to the main part of thebuilding ans are required to wearan identification badge. Allvisitors are required to sign-out atthe main entrance upon exitingthe building.

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 Fire Drill 8/13/15 & 8/20/15Severe Weather 8/13/15Earthquake 8/13/15Lockdown 8/13/15

Emergency DrillDates 15-16

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 Emergency DrillDates 15-16



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? One of the significant barriers is that our school district has a significantly lower salary scale than most of the surrounding school districts.

This creates a high turn around from year to year with many of the most effective teachers leaving for higher paying positions. Thus, we are

constantly replacing teachers.

Another barrier is that the GCSD is located in rural, eastern Kentucky and many new teachers do not want to relocate to this area. Recent

data reflects that there is a significant population shift away from eastern Kentucky. Many who attend post-secondary institutions in central

and northern Kentucky do not come back to eastern Kentucky to work. This net result is a lack of high-quality applicants for teaching

positions. So, while the GCSD may be able to fill vacant teaching positions with individuals that are certified, all too often, these individuals

are not well prepared to meet the diverse learning needs of all students. What sources of data were used to determine the barriers? Regional teacher salary

Population shift data from Morehead State University

Hiring/evaluation data What are the root causes of those identified barriers? Beginning teachers are not prepared to meet the diverse learning needs of all students.

Screeners are not used during the hiring process elimination low-quality applicants.

Leadership opportunities outside the classroom are not available for teachers.

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 A thorough review of multiplesources of data was conducted toensure all students haveequitable access to effectiveeducators. Among the sources ofdata reviewed are enrollment,free/reduced lunch numbers,average teacher salary, localsalary scales, teacherexperience, highly qualifiedstatus, teacher education levels,and teacher evaluation data. Inaddition, class sizes andscheduling methods such asgrade level teaming,departmentalization, and "needs-based placement " have beenconsidered when completing thisreport.



What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? Currently the school has a Needs Improvement status after scoring in 46th percentile for the 2014-2015 school year. However, 100% of the

teachers that were under the pilot year of PGES were rated "accomplished". This disparity is a concern at this time.

It is worth noting that the teacher ratings in TPGES are the results of using the system for the first time. During the 2014-15 school year

TPGES was used as part of a "dual system" in which the traditional evaluation system was used as the official evaluation for teachers and

TPGES was used as the unofficial evaluation instrument. So, the high teacher evaluation ratings represent a first attempt at using the

Framework for Teaching and the TPGES system.



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. Students are placed in classes based on their academic needs regardless of their income, language, or disability. Data from a universal

screener (MAP) is analyzed and students are placed in classes according to their needs. 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? Student assessment data is analyzed in an effort to determine what additional supports need to be provided to students. Often these

additional supports take the form of some type of remediation or Response to Intervention services. Each teacher is also highly qualified in

their respective grade level. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? The school maintains a solid working relationship with surrounding universities such as Morehead State University, Shawnee State

University, Kentucky Christian University, Marshall University and Ohio University. Our school host student teachers frequently in an effort to

recruit new talent and provide extra personnel to work with students. District personnel meet frequently with personnel from these universities

to nurture and sustain these relationships. 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? Continuous, high quality straining is emphasized and provided at both the school and district levels. Training is designed directly from teacher

requests and feedback obtained via anonymous surveys. In addition, teacher engagement is measured via anonymous surveys with plans

being developed and implemented in an effort to address teacher concerns to improve the working environment. At the district level, teacher

awards are given each year for those teachers who obtain more than 50 hours of professional learning, and awards are given for an

elementary, middle school, and high school teacher of the year.

Recruitment and Retention: How does the school retain effective teachers? Identify any incentives.



Teachers are acknowledged for their accomplishments and successes both as a classroom teacher and for their continuous adult education

by the administration. New teachers are assigned a "mentor" over and above what is required by KTIP. The mentor assist the new teachers

in getting acclimated to the school and faculty. the mentor also provides feedback to the new teacher on a frequent basis. Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,

inexperienced and out-of-field teachers. At the district level, a day long new teacher training is provided prior to the beginning of the school year. During this training teachers are

introduced to procedures and expectations at the district level. Teachers are also issued keys to their respective buildings and set-up

passwords for school and district level accounts. Then regular, and frequent training in conducted throughout the year in the form of

"academies" that meet to address effective teaching strategies, formative assessment, student engagement, and questioning strategies. Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? According to the 2015 TPGES data, no teacher was rated below "accomplished". Professional learning focuses on ensuring the correct

curriculum is being covered at each grade level in every subject, teaching for student engagement, (KAGAN), questioning strategies, and

assessment strategies. All teachers are provided multiple opportunities to interact with colleagues in a PLC setting to refine their skills in

these areas.

Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? TELL results for the school has improved since 2011 when it was first administered. These results are used to recruit potential applicants

demonstrating that the working conditions are excellent for WES.



Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. Goal: Wurtland Elementary will increase the overall accountability performance score from 61.8 in 2015 to 62.8 in 2016

Measurable Objective 1:

A total of 240 All Students will collaborate to increase students scoring proficient by 10% and decrease the percent of students scoring

novice by 10% in English Language Arts by 12/30/2016 as measured by K-PREP and teacher-made transition assessments.

Strategy 1:

Eliminate Achievement Gap - Teachers will use data analysis to develop rigorous units of study aligned with adopted district curriculum,

common core standards, and Program of Studies.

Activities: Small group instruction, targeted instruction, data analysis, employee retention.

Goal: All teachers will participate in Professional Learning Sessions as means to increase student achievement

Measurable Objective 1: collaborate to learn new teaching strategies on a monthly basis by 12/30/2016 as measured by as measured by

participation, discussion, lesson plans, student work and walk-through/evaluation data.

Strategy 1:

Professional Learning - Teacher will participate in academies that meet once a month. During the sessions teacher will learn new teaching

and assessment strategies.

Activities: Professional Learning Communities, Elementary Academies, Plus/Deltas



kde comprehensive school improvement plan wurtland elementary school 2015-2016.pdf · goal 2:...

Documents