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$: Kimper Elementary - PC\|MACimages.pcmac.org/Uploads/PikeCountyKY/PikeCountyKY… · Web viewThe Kimper Elementary School Council and school planning committee reviewed the Assurances$
Lisa Hess, Principal8151 State Hwy 194 EastKimper, KY 41539(606) 631-1509

Comprehensive School Improvement Plan

Kimper Elementary: The Best of the Best

School Name

Comprehensive School Improvement PlanSchool Assurance Review

2011The Kimper Elementary School Council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework prior to the approval of our plan.

_Lisa Hess____________________ __December 16, 2011_____________ Chairperson, School Council Date

_Crystal Mullins_________________ __December 16, 2011______________ Chairperson, School Planning Committee Date

Plan Approved by the School CouncilDate

Lisa Hess PrincipalCrystal Mullins TeacherKatherine Reid TeacherPamela Walton Teacher

DeWayne Abshire ParentTerry Thacker Parent

Kimper ElementaryComprehensive School Improvement Plan

Executive Summary

Mission Statement:

Both the mission and vision statements were revisited and completely revised in 2003 with Dr. Larry Allen and a group of stakeholders that included parents, teachers, support staff, and community members. Thereafter, stakeholders in committee meetings review the mission/vision statements annually during the opening professional development day each year (August 8, 2011). Any revisions needed are made at that time. The current mission statement is: Kimper Elementary, where the best teachers, support staff, students, parents, and community members collaborate to provide a safe, respectful learning environment in which every student experiences success on the road to proficiency.

Vision Statement:

“The Best of the Best”

Beliefs/Values:

At Kimper Elementary, we believe that all students are unique individuals who can achieve at high levels. We believe that if students are to achieve at high levels, the education community must meet their diverse needs in a risk safe and orderly environment. We believe that quality education requires a deep commitment from all those involved, and that all participants in the education process deserve to be treated fairly and with respect. We believe in a rigorous curriculum that will allow our students to become proficient and be productive members of society.

Process of Developing The Consolidated PlanHow Planning and Needs Assessment Teams Were Organized:

The Planning and Needs Assessment Teams were formed during our after school faculty meeting. The three committees are: Academic Performance, Learning Environment, and Efficiency. These committees were established to ensure the implementation of the SISI document indicators for successful schools.

Members/Representative/Groups Who Served on Planning and Needs Assessment Teams: Administrators, Teachers, Classified Staff, Parents, and Community Members were all active participants of the teams.

Academic Performance Learning Environment EfficiencyChase Haley, Teacher Erica Powers, Teacher Erica Powers, TeacherDixie Justice, Teacher Kim Canterbury, Teacher Kim Canterbury, TeacherLisa Hess, Principal Kathy Reid, SBDM Teacher Chase Haley, Teacher

Misty Reed, Media Specialist Terry Thacker, SBDM Parent Dixie Justice, TeacherTerry Thacker, SBDM Parent Jean Slone, Parent Jean Slone, Parent

Sharon Varney, Teacher Sharon Varney, Teacher Dewayne Abshire, SBDM ParentSuzanne Preece, Teacher Crystal Mullins, SBDM Teacher Crystal Mullins, SBDM Teacher

Pam Walton, SBDM Teacher Suzanne Preece, Teacher Lisa Hess, PrincipalVivian Carter, FRYSC Coordinator Lisa Hess, Principal Debbie King, Teacher

Kathy Reid, SBDM Teacher Vivian Carter, FRYSC Coordinator Pam Walton, SBDM TeacherLinda Chapman, Classified staff Debbie King, Teacher Linda Chapman, Classified staff

After receiving NCLB, ITBS, EXPLORE, and KCCT assessment data in the fall of 2011, analysis began with teachers meeting during collaborative planning times on October 17, 26, and 27, 2011. The entire faculty (due to the small size) and interested

stakeholders including the SBDM members met during a faculty meeting on November 3, 2011 to further analyze the test data. During these meetings, activities from the 2010-2011 Plan were reviewed and revisions began based on the needs of the students. Priority needs, goals and objectives were also determined during this meeting.Gap information including Special Education data was reviewed at this time. No substantive achievement gaps was found in any sub-population for Reading and Mathematics; however, all stakeholders realize the importance of including activities to ensure meeting the needs of gap populations including special education students. Therefore, specific activities to ensure equity and the success of all students are included in the new 2011-2012 Plan.

As the faculty continued to review assessment data and research activities to meet the needs of the students, the following resources were used to formulate activities that were researched based:

Common Core State Standards Cleveland, Kathleen Pamer: Teaching Boys Who Struggle in School Danielson, Charlotte, Enhancing Student Achievement: A Framework for School Improvement Glaes, Janet, What Works and Doesn’t, with At-Risk Students Jensen, Eric, Teaching with the Brain in Mind Kentucky Department of Education: Characteristics of Highly Effective Teaching and Learning~ Common to All Content

Areas Kentucky Department of Education: How can you close the Achievement Gap – The School’s Role Kentucky Department of Education: Guidelines for closing the Gaps for All Students Marzano, Robert: Classroom Instruction That Works Marzano, Robert: A Handbook for Classroom Instruction That Works Marzano, Robert: What Works In Schools: Translating Research into Action Silver, Harry; Strong, Richard; Perini, Matthew: Tools for Promoting Active, In-Depth Learning Standards and Indicators for School Improvement Stiggins, Rick: Classroom Assessment for Student Learning

After the initial Needs Assessment was completed, research was conducted. The school staff met on December 14, 2011 to finalize the goals and activities for the 2011-2012 Plan. The SBDM reviewed and approved the final draft on December 16, 2011 for 2011-2012 school years.

How the Needs of the School Were Determined:The entire staff in committees along with stakeholders met before, during, and after school in faculty meetings. The committees reviewed the following data:

1. NCLB Assessment Data2. KCCT Assessment Data3. KCCT Desegregation Data4. ITBS Assessment/Analysis Data5. EXPLORE Assessment/Analysis Data6. Dibels Assessment Data7. GRADE Assessment Data8. Parent Surveys9. Informal teacher surveys

How Goals and Strategies Were Decided Upon:

1. KCCT Assessment2. EXPLORE Assessment3. ITBS Assessment4. NCLB Assessment5. Faculty Surveys6. Parent Surveys7. Data Analysis8. Professional Growth Plans

What Implementation of the Plan is Expected to Achieve:

It is the expectation of all stakeholders involved in the planning process that through the implementation of this plan all students at Kimper Elementary will perform to their best ability. It is the expectation that students will receive instruction that is explicit, systematic, and includes research based practices and a rigorous curriculum. The goal of all stakeholders is proficiency.

What Process was used for Internal Review of the Plan?

The suggested Internal Review Checklist was utilized for internal review.

How Public Comment was secured:

Parents and Community member were given the opportunity to review and approve the plan through notification of Public Meeting by the principal. The initial meeting for review and input was conducted during the SBDM meeting on November 30, 2011. A final review meeting was conducted during a Special Called SBDM meeting on December 16, 2011 with a final evaluation and approval of the plan. Notice of both meetings was given through calls/notes home and posting on the school marquee.

How consolidated Planning will be Ensured in the Future:

To ensure the implementation of the plan, teachers will complete monthly Implementation & Impact reports electronically. The Component managers along with the Principal will review the results. This information will be presented to the SBDM on a rotation basis monthly with a mid and year-end report being completed and sent the Pike County Board of Education. Review and Revisions will be on going through this monthly accountability process to ensure the plan meets the ever-changing needs of the students. The CSIP will also be monitored through evaluation of formative and summative classroom assessment data, classroom observations, and lesson plan review.

Communication Plan

How will the Consolidated Plan and Other Important Information Be Shared with Stakeholders:

The principal, Lisa Hess, will distribute the plan to the faculty either electronically or through paper hard copy. Copies will be placed in the Schools media center and one in the principal’s office to ensure that the Plan is available to parents and community members. Monthly reports will be given concerning the plan’s progress at each SBDM Council Meeting. The plan will also be posted on both the Pike County Schools and specifically the Kimper Elementary Website for public viewing.

How will Input Continue to be Gathered from Stakeholders:

Input will be solicited on a constant basis from Kimper Elementary staff, students, and community members. A discussion will be held at staff meetings and at each SBDM meeting concerning the progress of the Plan. Questions will be addressed as they arise and revisions will be made when deemed necessary.

According to the 2011 NCLB, EXPLORE, and KCCT results, the following areas have been identified as Priority Needs:

Goal: By December 2012, our NCLB, EXPLORE, and K-PREP results will be:

Component: Curriculum and Instruction Manager: Crystal Mullins Content Area: Reading

100% of Elementary students scored at or above the proficient level in Reading on the KCCT.

79.16% of Middle School students scored at or above the proficient level in Reading on the KCCT.

NCLB Reading Annual Measurable Objective (AMO) for 2010-2011 was 79.92. Kimper Elementary Reading Annual Measurable Objective for 2010-2011 was 90.48.

47% of the 8th grade students scored at or above benchmark on the EXPORE Reading assessment.

100% of Elementary students will score at or above the proficient level in Reading on the K-PREP.

87.00% of Middle School students will score at or above proficient level in Reading on the K-PREP.

NCLB Reading Annual Measurable Objective (AMO) for 2010-2011 was 86.61%. Kimper Elementary Reading Annual Measurable Objective for 201-2012 will be 92.00.

60% of the 8th grade students will score at or above benchmark on the EXPORE Reading assessment.

% of students scoring at or above proficiency in ReadingGrade Students with

DisabilitiesStudents without

DisabilitiesMale Female Approved for

Free LunchNot Approved

for Free Lunch3 100% 100% 100% 100% 100% 100%4 100% 100% 100% 100% 100% 100%5 100% 100% 100% 100% 100% 100%6 100% 87% 100% 100% 83% 100%7 100% 77% 70% 75% 71% 71%8 100% 75% 64% 100% 75% 100%

Content Area: On-Demand Writing

42.11% of Elementary students scored at or above the proficient level in On-Demand Writing on the KCCT.

50% of the Middle School students scored at or above the proficient level in On-Demand Writing on the KCCT.

65% of the Elementary students will score at or above the proficient level in On-Demand Writing on the K-PREP.

65% of the Middle School students will score at or above the proficient level in On-Demand Writing on the K-PREP.

According to the 2011 NCLB, EXPLORE, and KCCT results, the following areas have been identified as Priority Needs:

Goal: By December 2012, our NCLB, EXPLORE, and K-PREP results will be:

Content Area: Math 98.25% of Elementary students scored at or above the proficient

level in Mathematics on the KCCT. 85.97% of Middle School students scored at or above the

proficient level in Mathematics on the KCCT. NCLB Mathematics Annual Measurable Objective (AMO) for

2010-2011 was 79.87. Kimper Elementary Mathematics Annual Measurable Objective (AMO) for 2010-2011 was 93.33.

13% of the 8th grade students scored at or above benchmark on the EXPLORE Mathematics assessment.

98.25% of Elementary students will score at or above the proficient level in Mathematics on the KCCT.

90.00% of Middle School students will score at or above the proficient level in Mathematics on the KCCT.

NCLB Mathematics Annual Measurable Objective (AMO) for 2011-2012 is 89.93. Kimper Elementary Mathematics Annual Measurable Objective (AMO) for 2011-2012 will be 94.00.

50% of the 8th grade students scored at or above benchmark on the EXPLORE Mathematics assessment.

% of students scoring at or above proficiency in MathGrade Students with

DisabilitiesStudents without

DisabilitiesMale Female Approved for

Free LunchNot Approved for

Free Lunch3 100% 100% 100% 100% 100% 100%4 100% 100% 100% 100% 100% 100%5 83% 100% 100% 88% 94% 100%6 100% 100% 71% 100% 100% 100%7 0% (1 student) 69% 60% 75% 57% 71%8 100% 94% 100% 86% 94% 100%

District: Pike County Date: December 14, 2011Component: Academic Performance Component Manager: Crystal Mullins

Priority Need 1: Causes/Contributing Factors: Priority Need 1: Objectives with Measures of Success:

According to 2011 Assessment Analysis Teachers reported/found: A need to continue utilizing explicit instruction (10 step

process) in all content areas A need to focus on fluency in both reading and mathematics A need to incorporate strategies that allow the students to

make reading/writing connections A need to continue implementing a K-8 curriculum in Process

Writing A need to focus on writing in the areas of revision, voice,

word choice, and voice to improve On-Demand writing in the Middle School

A need to focus on the use of technology in all content areas A need to continue to provide at least 1 hour and 15 minutes

or more per day of Math instruction at all grade levels A need to continue to incorporate the use of manipulatives

and hands-on activities to introduce, reinforce, and master skills concept, and relationships in mathematics

A need to incorporate college readiness activities to improve students ability to benchmark in all content areas on the EXPLORE assessment

A.1 By December 2012, all students will have received instruction that is researched based, explicit, systematic, and aligned with the district and state standards and is data driven to meet the individual needs of students in all content areas as measured by an increase in assessment scores and teacher lesson plans.

Priority Need 1: Causes/Contributing Factors: Priority Need 1: Objectives with Measures of Success:According to principal review of teacher lesson plans, classroom observations and informal teacher interviews:

Teachers need to continue to plan and implement instruction that is research based, explicit and systematic that utilizes formative and summative data to focus on individual student needs.

Teachers need to implement a comprehensive writing curriculum in grades K-8 that incorporates the 3 modes of writing: Narrative, Informational/Explanatory, and Opinion (K-5)/Argumentation (6-8)

Teachers need to implement all aspects of the State Unbridled Learning Initiative and Assessment requirements.

Label Standards Strategy/Activity Expected Impact Responsible

Person

Start Date

End Date ResourcesFunding

Component: Academic PerformanceA1.1 Academic

Performance: Standard 3 Instruction

All students will be actively engaged in State/District and research based explicit instruction in all content areas with areas that include the following guidelines: Lesson Objective is Presented (what,

how, why, when) Activation/connection made to prior

knowledge New skills are thoroughly explained Multiple examples and non-examples are

provided Tasks are broken into manageable steps Guided practice with specific feedback Instruction is scaffolded to meet the

needs of all learners Lesson requires active participation by

all students (i.e. response cards, white boards, magnetic letters, think-pair-share)

Ample practice opportunities are provided

Lesson conclusions, summarizations with a focus on how/why the skill/strategy applies to real reading and writing

Student’s will increase achievement in all content areas through receiving instruction that is based on State/District standards that is explicit and meets their learning needs as evidenced by assessment data and teacher lesson plans of explicit lessons.

Erica Powers January 2012

Dec. 2012 NA

A1.2 Academic Performance:

Standard 3 Instruction

Students will receive grade appropriate instruction that incorporates reading and understanding the use of literacy terms and also incorporates comparing and contrasting the impact of the literary features.

Students will be able to comprehend text to analyze and respond in writing by comparing and contrasting passages read as evidenced by student work samples and teacher lesson plans.

Pam Walton January 2012

Dec. 2012 NA


Person

Start Date

End Date ResourcesFunding



Students will receive instruction that utilizes strategies to create connections to text including author’s purpose, conflict, and main idea.

Students will be able to identify and explain the author’s purpose, conflict, and main ideas as evidenced by student work samples, teacher lesson plans, and observation.


Dec. 2012 NA



Students will participate in activities that integrate cross-curricular collaboration to produce projects including service based projects, school arts program projects, etc. incorporating all content areas between various grade levels as developmentally appropriate.

Students will be able to apply skills learned in authentic settings as evidenced by student project products, teacher lesson plans, and program review data collection.

Suzanne PreeceVivian Carter,

FRYSC Director

January 2012

Dec. 2012 NA



Students in grades K-8 will have learning opportunities other than direct classroom instruction in all content areas, such as field trips, guest speakers, etc.

Students will be given an opportunity to learn from direct experience and expert guests, etc. to increase comprehension and achievement as evidenced by travel forms, sign-in sheets, and teacher lesson plans.

Lisa Hess January 2012

Dec. 2012 Transportation funds/Title I

Funds, Instructional Funds, PTA

Funds


Person

Start Date

End Date

Resources



K-5 Students will read widely and deeply from among a broad range of high-quality increasingly challenging literary (i.e... stories, dramas, poems, and myths form diverse cultures and different time periods) and informational text (Social Studies, Science, other discipline).

Students will build a foundation for college and career readiness and gain literary and cultural knowledge as well as familiarity with various text structures and elements as evidenced by teacher lesson plans, school and classroom library reading collection, and principal observation

Dixie Justice January 2012

Dec. 2012 NA



Students in grades 6-8 will read and derive meaning by referring to what is explicitly stated and reasoning to determine implied meanings in passages that include Prose Fiction, Humanities, and Social Sciences.

Students will be able to make references and reason to determine main ideas; sequences of events; make comparisons; comprehend context-dependent words, phrases, and statements; draw generalizations; and analyze the author’s or narrator’s voice and method as evidenced by formative assessment and teacher lesson plans.


Dec. 2012 Multiple Reading Passages/Resources



Students will receive instruction that allows them to gain knowledge from challenging content area text that utilizes elaborate diagrams and data to convey information and convey concepts.

Students will be able to read complex informational text in all content areas with independence to prepare for college and career readiness as evidenced by increase in EXPLORE/K-PREP assessment data and lesson plans.

Suzanne Preece January 2012

Dec. 2012 Multiple Reading Passages/Resources


Person

Start Date

End Date

ResourcesFunding


Performance:Standard 3 Instruction

Math teachers at all levels will incorporate the Eight Best Practices of Mathematics in their instruction according to KCAS and deconstructed standards.

Students’ math skills will improve, as evidenced by individual automaticity data sheets, formative and summative assessments, K-PREP results, and student work samples.

Kim Canterbury January2012

Dec. 2012

KCASMath Resources as

needed



Students in grades 1-8 will complete a “Problem of the Day” from the “Problem Solver Series” where available to reinforce problem-solving strategies on a daily basis.

Student ability to implement problem-solving strategies will improve, as evidenced by student assessments.

Chase Haley January 2012

Dec. 2012

Problem Solver Resources/ Title I, Instructional Funds


Standard 2 Assessment

Students in grades K-8 will participate in timed addition, subtraction, multiplication, and division assessment on a weekly basis as developmentally appropriate.

Students will achieve automaticity with addition, subtraction, multiplication, and division facts as evidenced by EKU timed diagnostic assessment data and student assessment data.

Crystal Mullins January 2012

Dec. 2012

EKU Diagnostic Assessment/Timed

Worksheets

A1.12Achievement Gap/Equity

Academic Performance Standard 2 Assessment

Students will be exposed to Proficient and Distinguished work samples in all content areas prior to unit assessments – a focus will be placed on using content area vocabulary to improve student responses.

Students will be able to develop an understanding of what proficient and distinguished work/answers look like as evidenced by rubrics/scoring guides.


Dec. 2012

NA


Person

Start Date

End Date

ResourcesFunding



Students will receive instruction that presents scientific information in one of the following three formats: data representation (graphs, tables, and other schematic forms), research summaries (descriptions of several related experiments), or conflicting viewpoints (expressions of several related hypotheses or views that are inconsistent with one another).

Students will be able to recognize and understand the basic features of, and concepts related to, the provided information; to examine critically the relationships between the information provided and the conclusions drawn or hypotheses developed; and to generalize from given information to gain new information, draw conclusions, or make predictions as evidenced by teacher lesson plans, EXPLORE assessment data, and observation

Debbie KingDixie Justice

January 2012

Dec.2012

Science Materials, Resources



Students will participate in activities that are based on Interpretation of data, scientific investigation, and evaluation of models, inferences, and experimental results.

Students will be able to interpret and analyze data as well as understand a complex experiment design as measured by lesson plans, student participation in hands-on activities, and EXPLORE assessment data.

Debbie King January 2012

Dec.2012

Science Materials, Resources


Person

Start Date

End Date

ResourcesFunding



Students will be provided opportunities to experience authentic, meaningful writing for a variety of purposes: opinion or argumentative writing to support claims, informative or explanatory writing, and narrative writing to develop real or imagined experiences.

Students’ writing skills will improve, as evidenced by K-PREP results and student writing samples.


Dec. 2012

NA

A1.16Technology

Academic Performance:


Students will be provided with opportunities to engage in writing to learn, writing to demonstrate learning to the teacher, and writing for publication with a variety of authentic means by which to publish/share.

Students’ writing skills will improve, as evidenced by K-PREP results, Program Review date, and student writing samples.

Erica Powers January 2012

Dec. 2012

NA


Standard 1 Curriculum

All teachers will implement a comprehensive writing curriculum that includes the development of a communication portfolio to show growth over time which is based on KCAS that intentionally integrates the 4 strands of literacy across all content areas.

Students will develop communication skills, including building a communication portfolio to demonstrate skill development over time in writing and communication as evidenced by student writing portfolios, improved assessment data, and teacher lesson plans.


Dec. 2012

NA


Person

Start Date

End Date

ResourcesFunding



K-8 teachers will include learning activities that help students understand how time, place, and society influence languages and history through social studies, literature, and the arts and humanities.

All students will receive instruction that integrates social studies, reading, and arts & humanities as evidenced by lesson plans, student work samples, Program Review data, and classroom observations.


Dec. 2012 Resource Materials as needed/Title I,

Instructional Supply Funds


Standard 1 Curriculum

All teachers will implement an intentional, rigorous curriculum aligned with KCAS, Deconstructed District Standards, and EXPLORE College Readiness Standards through the development of pacing guides, and units of study.

Students will receive instruction that meets State and Local standards as measured by Summative Assessment data, pacing guides, and lesson plans.


Dec. 2012

Standards Documents, Professional

Development as needed

A1.20 Academic Performance Standard 2 Instruction

All teachers will incorporate the Characteristics of Highly Effective Teaching and Learning (CHETL) in all Tier I, II, and III instruction.

Student performance will improve as evidenced by lesson plans, classroom observations, and K-PREP assessment data.


Dec. 2012

CHETL Document and KDE online

resources


Person

Start Date

End Date

ResourcesFunding

Component: Academic PerformanceA1.21

TechnologyAchievemen

t Gap/Equity



All students will receive instruction that utilizes technology based learning devices and strategies that may include but is not limited to the following:*Active Votes/CPS Learning System*PowerPoint Presentations*United Streaming*RiverDeep*Internet Research, Activities*Network Programs*Technology Related Games*A+ Assessment Software*Interactive Board*DORA, DOMATeachers will choose at least two to implement each semester.

Students will be provided with instruction that is motivational and differentiated for specific needs as evidenced by student participation and performance on assessments.

Kathy Reid January 2012

Dec. 2012

Technology Resources/Title I,

Instructional Funds



All teachers will incorporate test taking strategies and timed tasks so that students will become more familiar with timed assessments.

Student achievement levels will improve as per student work samples, EXPLORE and K-PREP assessment results.

Sharon Varney January 2012

Dec. 2012

Timers



All teachers will implement the strategy of “Do What” journals daily to answer short answer and extended response items including instruction on the basic power verb meaning in student friendly terms.

Students will be able to use the “Do What “process to focus on answering short answer and extended response questions to achieve a proficient or distinguished answer as evidenced by assessment data analysis.

Chase Haley January 2012

Dec. 2012

Journals for each student/Instructional

funds, FRYSC materials , Title I

funds


Person

Start Date

End Date

ResourcesFunding


Performance:Standard 2 Assessment

All teachers will use multiple formative and summative assessments to guide, inform, develop, and revise instructional strategies as well as monitor and evaluate student achievement. Assessment strategies should include but are not limited to the following: multiple choice, short answer, extended response, observation, questioning, entrance/exit slips, etc.

Student achievement will improve based on receiving instruction that meets their educational needs as evidenced by K-PREP, NCLB, and EXPLORE assessment data.

Kim Canterbury January 2012

Dec. 2012

NA



K-8 students will participate in authentic assessment (K-PREP, EXPLORE) after each major unit of instruction. Each test will include review multiple choice and short answer, and extended response questions from previous unit assessments.

Students will have an opportunity to be assessed in the same way that they will be tested at the end of the year. This will better prepare them to excel on the K-PREP test as evidenced by teacher made test andK-PREP assessment scores.


Dec. 2012

NA

A1. 26 Academic Performance:


All teachers will participate in the Program Review process including maintaining data to document instruction required by Program Reviews in Arts & Humanities, Practical Living/Career Studies, and Writing.

Teachers will meet curriculum requirements for Program Reviews and provide improved instruction to increase student achievement as evidenced by Program Review rubric and evidence.


Dec. 2012

Data Collection process and

supplies, Program Review materials

District: Pike County Date: December 14, 2011Component: Intervention-Removing Barriers to Learning Component Manager: Sharon Varney

According the 2011 NCLB and KCCT results, Title I Annual Parent Survey, and FRYSC Parent Questionnaire the following areas have been identified as Priority Needs:

Goal: By Dec. 2012, our NCLB and K-PREP results, Title I Annual Parent Survey, and FRYSC Parent Questionnaire will be:

Priority Need 2: Intervention-Removing Barriers to LearningNCLB: 10 out of 10 Target Goals were met

Achievement Gaps: 100% of identified Special Needs students scored proficient or

distinguished in Reading 83% of identified Special Needs students scored proficient or

distinguished in Mathematics for grade 5 32% achievement gap exists between male and female

subpopulations in Reading for grade 8

Title I Parent Survey Data: 99% of parents believe their child has been provided with a

variety of learning opportunities 83% of the parents feel comfortable volunteering at the school 86% of the parents stated they were invited to attend training

to help their child succeed in school

NCLB: 10 out to 10 Target Goals were met

Achievement Gaps: 100% of identified Special Needs students will score

proficient or distinguished in Reading Reduce achievement gap between subpopulation of students

with and without disability by 10% based on computational possibilities

Reduce achievement gap between males and females in grades 6-8 by 10% based on computational possibility

Title I Parent Survey Data: 99% of parents will continue to believe their child has been

provided with a variety of learning opportunities 90% of the parents will feel comfortable volunteering at the

school 92% of the parents stated they were invited to attend training

to help their child succeed in school

According the 2011 NCLB and KCCT results, Title I Annual Parent Survey, and FRYSC Parent Questionnaire the following areas have been identified as Priority Needs:

Goal: By Dec. 2012, our NCLB and K-PREP results, Title I Annual Parent Survey, and FRYSC Parent Questionnaire will be:

Priority Need 2: Intervention-Removing Barriers to LearningFRYSC Parent Questionnaire:

38% of the parents felt that learning to help their child with homework was an area of concern

30% of the parents felt that drug/alcohol prevention was an area of concern

FRYSC Parent Questionnaire:

30% of the parents will feel that learning to help their child with homework was an area of concern

25% of the parents will feel that drug/alcohol prevention was an area of concern

District: Pike County Date: DecemberComponent: Intervention-Removing Barriers to Learning Component Manager: Sharon Varney

Priority Need 2: Causes/Contributing Factors: Priority Need 2: Objectives with Measures of Success:According to Professional Development Sign In Sheets and Professional Development funds:

Teachers need to participate in professional development to implement the KY Common Core Standards

Teachers need to participate in professional development to implement the new Program Review standards for Arts & Humanities, Practical Living/Career Studies, and Writing.

Teachers need to participate in professional development to write the 5 types of Learning Targets: Knowledge, Reasoning, Skills, Products, and Dispositions

According to informal teacher survey, teachers reported that the following strategies contribute to student achievement:

Student Incentives Close Relationships among faculty and students Scheduling for maximum instruction High Expectations/KCCT goals Instructional Planning Time

According to sign-in sheets, agendas: Parent attendance has increased at after-school functions Parent attendance is small at PTSO meetings Parent volunteer hours has increased

B1. By Dec. 2012, all students will receive instruction based on formative and summative assessment data that is multi-tiered in reading and mathematics and ensures equity in all content areas as evidenced by teacher lesson plans, school schedules, and teacher assessment analysis.

B2. Student achievement will be recognized, high expectations will be maintained, and communication with parents will be increased, as evidenced by student recognition programs, incentives, etc., sign in sheets, and parent teacher conferences.


Person

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB1.1 Academic

Performance:Standard 3Instruction

Students will receive multi-tiered instruction in Reading and Math that is based on student need identified by diagnostic, formative and summative assessments.

Teachers will provide high quality instruction and intervention matched to student needs, monitoring progress frequently to make changes in instructions as evidenced by teacher lesson plans.


Dec. 2012

NA

B1.2 Academic Performance:

Standard 3Instruction

All Students will receive Tier I (CORE) instruction in all content areas that includes flexible grouping, ongoing assessment, targets specific skills, integrates technology and is data driven.

According to research, Tier I instruction will meet the needs of 80% of students as evidenced by teacher lesson plans and student assessment data.

Kathy Reid January 2012

Dec. 2012

NA

B1.3 Academic Performance:

Standard 3Instruction

All primary-4th students will receive reading instruction that incorporates reading strategies that include the five essential components of reading (comprehension, vocabulary, fluency, phonemic awareness, and phonics).

Students reading skills and achievement will improve as evidenced by progress monitoring, theme assessments, Dibels assessment, GRADE assessment, and K-PREP.

Kim Canterbury January 2012

Dec. 2012

NA

B1.4Achievemen

t Gap/Equity



Students who have significantly lower levels of performance according to assessment data in Reading and Math (based on RTI plan) will receive Tier II instruction.

Tier II instruction will support individual student in the general education classroom who have not met benchmarks through the whole class model of Tier I as evidenced by teacher lesson plans, student schedules, and assessment data.


Dec. 2012

NA


Person

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB1.5 Academic

Performance: Standard 2 Assessment

All teachers will post student friendly clear learning targets focused on the most essential instructional learning goals.

Students will clearly understand with the learning focus and expectations as evidenced by lesson plans, and observations.


Dec. 2012

NA

B1.6 Learning Environment:

Standard 6 Professional Development

Teachers will participate in professional development that focuses on the following topics identified by school needs assessment and teacher surveys:

KY Common Core Standards Developing Learning Targets Program Review

Implementation in Arts & Humanities, Practical Living Career Studies, and Writing

Teachers will be able to utilize strategies to meet student needs, assess, and monitor student progress to inform instructional decisions as evidenced by professional development logs, sign-ins, and lesson plans.


Dec. 2012

Professional Development/Title I materials, funds (as

available

B1.7 Learning environment:

Standard 6 Professional Development

All teachers will participate in book studies based on the needs for student achievement.

Teachers will continue to grow professionally based on identified school and personal needs assessments. This will enable them to better prepare the students as evidenced by teacher lesson plans integrating new strategies, etc.


Dec. 2012

Professional Development

Resources/ Title I, Reading First, Instructional

Supply, PD Funds


Person

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB1.8

Achievement

Gap



All teachers will incorporate activities from the book study, Teaching Boys Who Struggle in School.

The achievement gap between the sub-population males/female will reduces as evidenced by assessment data analysis.

Lisa Hess February 2012

Dec. 2012

Materials for Book Study, Professional Development funds

B1.9Achievemen

t Gap

Learning Environment:

Standard 4 School Culture

All Teachers will use all or some of the following strategies to engage students emotionally: Ask students how they feel about

what is being taught Use humor in the presentation Demonstrate a passion for teaching

and learning Use quotes from great people Ask students to memorize quotes

from great people Read or recite poetry about

overcoming adversity Use positive examples of students’

past successes to generate an “I can do” feeling

Include in curriculum people, events, experiences, and perspectives that reflect the cultures of your students

Incorporate students’ experiences into their assignments

Student’s best learning takes place when teachers model a passion about the topics being taught. Effective teachers use these methods to engage students actively and emotionally. Evidence will include principal observation, and teacher lesson plans.

Debbie King January 2012

Dec. 2012

NA


Person

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB1.10 Learning

Environment: Standard 6 Professional DevelopmentStandard 7 Leadership

The school principal will attend professional development workshops as they become available to assist in the successful implementation of research based strategies.

The principal will lead the teachers in implementing research-based strategies as evidenced by agenda from faculty meetings, book studies, etc.


Dec. 2012

Professional Development

Resources/ Title I, Reading First, Instructional

Supply, PD Funds


Standard 5 Student, Parent,

Community Support

The FRYSC will collaborate with school staff to provide educational programs targeting areas identified based on student needs and Program Review requirements.

All students will actively participate in the programs to help increase their understanding of the arts & humanities content as evidenced by FRYSC records and assessment analysis.

Vivian Carter January 2012

Dec. 2012

Outside Programs/FRYSC,

Title I, and Instructional Funds

B2.2 LearningEnvironment:

Standard 5 Parent

Support

The FRYSC Coordinator and Title I Teachers will work collaboratively to train parents on effective reading strategies, math strategies, volunteer guidelines, other instructional needs and establish community partnerships in education.

All parents will receive valuable educational information to improve student progress and community members become active members within the school as evidenced by sign-in sheets.

Kathy Reid

Vivian Carter

January 2012

Dec. 2012

Food, parent resources/ materials, etc./ Title I, Reading First, Instructional

Funds

B2.3 LearningEnvironment:

Standard 5 Parent

Support

A Volunteer Appreciation banquet will be held yearly to recognize the parents/ community members who have served at the school

Parents and community members will be recognized for their commitment to education and the school as evidenced by attendance records.

Vivian Carter April 2012

April 2012

Food, parent rewards, incentives/

Title I, Reading First, Instructional

Funds


Person

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB2.4 Efficiency:

Standard 9 School

Planning

The School Health Index will be used as an assessment tool to plan and develop policies and instructional strategies that focus on wellness.

The strengths and weaknesses of the school in the area of wellness will be identified and addressed, as evidenced by SHI results, policies, and strategies.


Dec. 2012

School Health Index/NA



A school culture of recognition for student achievements will be established including but not limited to the following: Awards Displays of student work within the

school Public recognition of student

achievement Proficient/Distinguished recognition

medals G. Faith Effort Reward Student incentives Accelerated Reader recognition Attendance Incentives Student of the Month

Positive reinforcement will motivate students to put forth their best effort when they know that it is valued and celebrated as evidenced by student work samples and records of celebrations.


Dec. 2012

Awards, medals, student incentives,

etc./Title I, Instructional Supply

Funds

B2.6 Efficiency: Standard 7 Leadership Standard 9

School Planning

The SBDM will analyze test results based on stakeholder annual needs assessment and the I & I monitoring process to make modifications to instruction, revise CSIP activities, and plan/evaluate professional development needs.

This analysis allows for review and revision of the curriculum with standards to determine strengths and weaknesses to ensure that students are receiving the state curriculum as evidenced by test score data analysis.

Lisa Hess After each

testing cycle

Dec. 2012

NA

Label Standards Strategy/Activity Expected Impact ResponsiblePerson

Start Date

End Date

ResourcesFunding

Component: Intervention-Removing Barriers to LearningB2.4 Efficiency:

Standard 9 School

Planning

The School Health Index will be used as an assessment tool to plan and develop policies and instructional strategies that focus on wellness.

The strengths and weaknesses of the school in the area of wellness will be identified and addressed, as evidenced by SHI results, policies, and strategies.


Dec. 2012

School Health Index/NA



A school culture of recognition for student achievements will be established including but not limited to the following: Awards Displays of student work within the

school Public recognition of student

achievement Proficient/Distinguished recognition

medals G. Faith Effort Reward Student incentives Accelerated Reader recognition Attendance Incentives Student of the Month

Positive reinforcement will motivate students to put forth their best effort when they know that it is valued and celebrated as evidenced by student work samples and records of celebrations.


Dec. 2012

Awards, medals, student incentives,

etc./Title I, Instructional Supply

Funds

B2.6 Efficiency: Standard 7 Leadership Standard 9

School Planning

The SBDM will analyze test results based on stakeholder annual needs assessment and the I & I monitoring process to make modifications to instruction, revise CSIP activities, and plan/evaluate professional development needs.

This analysis allows for review and revision of the curriculum with standards to determine strengths and weaknesses to ensure that students are receiving the state curriculum as evidenced by test score data analysis.

Lisa Hess After each

testing cycle

Dec. 2012

NA