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TRIMBLE COUNTY SCHOOL DISTRICT
COMPREHENSIVE IMPROVEMENT
PLAN 2011-2012
Mission Statement
We expect each and every student to be a proficient, productive, and contributing
member of society.
ASSURANCE CERTIFICATION SCHOOL YEAR
2011-2012
I certify that to the best of my knowledge, the information contained in this application is correct
and complete and that the agency named in this application has authorized me, as its
representative, to obligate this agency to conduct any ensuing program or activity in accordance
with all applicable Federal and State laws, regulations and specific program assurances contained
on the following link:
http://www.education.ky.gov/NR/rdonlyres/efgp7cbgltnjyfyyhqzr77s47t7oiptwzcgzaizunhciwzni
uoekowm6hgtseudoqpsr72afy4khwpqn2gisw76bh7b/DistrictAssurancesEmailInstructions.pdf SUPERINTENDENT _______________________________ BOARD CHAIRPERSON ___________________________ DATE___________________________________________
Comprehensive District Improvement Plan 2009-2010
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COMPREHENSIVE DISTRICT IMPROVEMENT PLAN
EXECUTIVE SUMMARY
Mission Statement
We expect each and every student to be a proficient, productive and contributing member of
society.
Plan Summary
The main academic focus for 2010-2012 will be in the area of Response to Intervention,
Differentiation of Instruction, District Professional Learning Teams, curriculum alignment,
Characteristics of Highly Effective Teaching and Learning, and formative assessment.
Curriculum alignment will address the New Core Standards for Mathematics and English
Language Arts. Our focus will be on the development of the curriculum and formative and
summative assessments. We will improve in these areas through the following approaches:
1. Curriculum Realignment Continuum
2007-2008: School level curriculum realignments reflect revised Core Content 4.1.
2008-2009: School level curriculum maps revised.
2009-2010: District curriculum documents realigned to reflect College Readiness
Standards. School level curriculum maps revised.
2010-2011: District realignment of curriculum documents to include the new revised
content standards and assessment – formative and summative. Program reviews in
Arts/Humanities, Practical Living & Career Studies, and Writing will be
implemented.
2011-2012: Continued alignment of curriculum documents in math and English
Language Arts; District realignment of curriculum documents to include the new
Science Common Core Content. Curriculum alignment will also be completed to
address the findings of the Program Reviews conducted in 2010-2011.
2. The 2011 Kentucky Performance and NCLB Reports will continue to reflect an 10%
decrease in the gap between the scores of the entire student group and the scores of the
students when separated into the following subgroups:
Gender
Special Education
Free/Reduced Lunch eligible students
Gifted/Talented
Career/Technical Education
Comprehensive District Improvement Plan 2009-2010
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3. Instructional Support
Individual Learning Plans (ILP) and school schedules will ensure that all students
have instruction from and access to the least restrictive environment and age-
appropriate grade level for the Kentucky Core Content for Assessment.
A “Response to Intervention” district plan will be implemented in which teachers will
provide extended instruction to include one-to-one and small group instruction to
assist students in developing concepts addressed in the Common Core Standards in
Math and English Language Arts, the revised Kentucky Core Content 4.1for other all
other content areas, Program of Studies, and College Readiness Standards.
District Professional Learning Teams will focus on the deployment of the New Core
Standards in Math and English Language Arts and conduct “in-house” pilots of the
Program Reviews in Writing, Arts/Humanities, and Practical Living/Career Studies
(2010-2011).
District Professional Learning Teams will focus on the Characteristics of Highly
Effective Teaching and Learning and utilizing formative assessment to guide
instruction in Math and English Language Arts.
Process Summary
1. How Planning and Needs Assessment Teams Were Organized and Timelines
Established:
During the 2010-2011 school year, each of the Trimble County Schools and district
personnel conducted needs assessments involving each stakeholder. The stakeholders
included the following: the superintendent, board member, program coordinators,
instructional supervisor, SBDM members, principals, parents, teachers, community
members, support personnel, and students as appropriate. These stakeholders were
involved in ensuring that appropriate tasks were undertaken and appropriate timelines
were set for training and completion of the comprehensive improvement process. Needs
Assessment Teams were organized at the school levels making sure they were comprised
of the required members, and ad hoc committees were established to carry out individual
tasks as needed. The District Improvement Planning committee established meeting
dates for reviewing progress of the plan and for its final adoption. The meeting dates and
agendas were as follows:
September – October 2010 – Individual schools completed data analysis and
submitted reports to their SBDM councils and Trimble County Board of
Education for approval.
October 2010 – Plan revised based on NCLB and KCCT data analysis
October 21, 2010 – District Planning Committee training including overview of
the planning process, member responsibilities, and timelines.
Comprehensive District Improvement Plan 2009-2010
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October – November 2010 – Each school revised their SIPs and those were
approved through their respective SBDM Councils.
November 16, 2010 – Review of School and District Mission Statements, Priority
Needs, Principal Reports on School Improvement Plans, Establish District
Priority Needs
December 6, 2010 – First Reading of the District Improvement Plan
December 9, 2010 – Public Meeting for DIP review and discussion
December 15, 2010 – Final Reading and Approval of 2011-2012 District
Improvement Plan
December 6 – December 15, 2010 – Public review of the 2011-2012 District
Improvement Plan
December 15, 2010– Board Approval of 2011-2012 District Improvement Plan
February 2011 – DIP revised to address AMAO needs
December 2011 – DIP revised to address NCLB AYP status
District Comprehensive Committee
Participants Names Stakeholder Group
Marcia Dunaway Superintendent
Joey Martin Board Member & Business Owner
Rebecca Moore Instructional Supervisor &
Director of Federal Programs
Jean Adams Director of Special Education
Rod Smothers Chief Information Officer
Denise Hall Family Resource & Youth Service
Center Coordinator
Carla Goins Gifted/Talented Specialist
Jeff Vincent Migrant Education
Tracie Heveline Community Representative & Parent
Debbie Beeles BES Principal
Mike Genton TCMS Principal
Sharon James MES Principal
Stirling Sampson TCHS Principal
Dana Will BES Teacher
Tara Isley MES Teacher
Alice Messer TCMS Teacher
Natalie Green TCHS Teacher
Misty Mills BES Parent
Greg Clifford MES Parent
Steve Consley MES Parent
Steve Kunselman TCMS Parent & Community
Representative
Sandy Ward TCHS Parent
Kassi Green TCHS Student
Comprehensive District Improvement Plan 2009-2010
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Brian Hemmer TCHS Student
2. Planning & Needs Assessment Teams:
a. School and District Planning Committees were established.
b. School level data and assessment scores were analyzed utilizing the following:
KASC Assessment Study
Student, Parent, and Staff Surveys
Round Table Discussions of the teachers and students
Implementation and Impact Reports
c. A district authorized committee prioritized the schools’ action plans and developed
the district action plans.
The Needs Assessment process incorporates data from each school and district
program. Again, the focus is on student learning. After careful review of student
data (cognitive and non-cognitive), the following Priority Needs were identified:
There is a need to ensure continuous progress toward meeting proficiency as
defined by the No Child Left Behind Act, the College Readiness Standards
and other achievement indicators.
There is a need for the continuance of the district to function as an effective
learning community.
The Perkins Act of 2006 effective July 1, 2007, requires each school district to
meet specific program indicators, to make continuous progress toward
mastery in the Kentucky Occupations Skills Standards Assessments and to
create at least one high school Career and Technical Program of Study.
Implementation is expected to result in students achieving at maximum academic
potential while optimizing utilization of all available funding; enhancing and
improving the school climate; insuring an equitable playing field for all students;
and lead to fulfillment of our mission statement.
3. Goals
(a) The Trimble County District will meet the No Child Left Behind Standards by
making AYP (Annual Yearly Progress) in 2011.
(b) Trimble County Public Schools will be a school district that provides a safe
and caring environment to promote student learning.
(c) Trimble County Public Schools will prepare students to meet the College
Readiness requirements and/or Career Standards to be productive citizens.
4. Internal Review Process
Comprehensive District Improvement Plan 2009-2010
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The District Improvement Plan is reviewed, discussed, and approved by the
Trimble County Board of Education annually.
A review of the previous DIP, analysis of state and national assessment data, and
review and analysis of student data are used for development of the Priority Needs.
Goals are developed and written based on the identified priority needs.
Individual school plans are evaluated by their School’s Planning Team/Committee.
The District Improvement Plan is evaluated by representatives from each School’s
Planning Committee.
The SBDM Councils and the District Planning Team approve the plans in a public
meeting.
The KDE Review Rubric is used to ensure that all areas have been addressed.
The District will distribute copies of the plan to the SBDM Councils and school
offices.
The plan will be available for public view and/or comment at the Central Office.
Public notification will be made through schools’ SBDM councils and Trimble
County Board Meeting.
5. External Review Process
The Trimble County Middle School Improvement Plan and Trimble County
District Improvement Plan are submitted to the Ohio Valley Educational
Consortium team for review.
The Trimble County Board of Education approves the District Improvement Plan
at a regular meeting.
5. How Comprehensive Planning will be Ensured in the Future:
The use of an Implementation and Impact Check Form on a periodic basis will ensure
effective implementation and program amendments or changes. This process will
ensure long range planning and ongoing involvement of all stakeholders.
Reports of the District Plan Implementation and progress will be provided to the
Board of Education monthly.
Quarterly school component reports will be made to the respective SBDM Councils
including a monthly budget review, and the District Planning Team Coordinator will
monitor and ensure implementation of the District Plan.
District Improvement Plan 2011-2012
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Action Component _Academic Performance_- Curriculum, Instruction, and Assessment_____ District Name _____Trimble County___ Component Manager ___Instructional Supervisor_____________ School Name _____All Schools______ Date February 2, 2011_____________________________
Priority Need
Goal (Addresses the Priority Need)
According to a comprehensive district needs assessment (using KCCT and other achievement data input from schools), there is a need to ensure continuous progress toward the standard of proficiency for all students in all subject areas on the Kentucky Core Content Test and continued progress on meeting the No Child Left Behind indicators and College Readiness Standards. In order to reach the goal of proficiency, continuous work with curriculum, instruction and assessment is needed on a long-term basis.
The Trimble County District will reach and maintain the proficiency standards set forth in the No Child Left Behind Act and continue reduction of achievement gaps by 10% between the sub-populations for the 2010-2012 biennium.
Causes and Contributing Factors
Objectives with Measures of Success
A. Per records of curriculum committee and staff meeting minutes, and staff interviews, teachers do not have the same expectations for all students.
B. Per curriculum documents, committee meeting minutes, and
staff interviews, the district has developed a curriculum document in an attempt to eliminate curriculum overlaps and gaps; however, math and reading instruction is generally based on a textbook or program, not on the combined curriculum document.
A–C. All teachers will implement an aligned curriculum that will meet the individual needs of all students and specific learning targets will be posted in every classroom on a daily basis as evidenced in walk-through data.
A 3-tiered approach to intervention will be in place and utilized at each school and provided to students as needed providing constant monitoring of student progress as evidenced in monthly school based RtI
District Improvement Plan 2011-2012
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C. Per implementation and impact checks, curriculum documents, and lesson plans, the use of formative assessment is not effectively implemented in many classrooms.
D. Per the 2010 KCCT data, current instruction does not
provide effective differentiation for the free/reduced lunch and disabilities populations.
1. 2010 KCCT Proficiency Percentages in Reading
Grade 3 4 5 6 7 8 10
% 81 72 60 58 66 76 62
2. 2010 KCCT Proficiency Percentages in Mathematics
Grade 3 4 5 6 7 8 11
% 68 64 56 57 62 58 26
3. 2010 KCCT Proficiency Percentages in Science
Grade 4 7 11
% 72 59 38
4. 2009 KCCT Proficiency Percentages in Social
Studies Grade 5 8 11
% 53 67 34
5. 2009 KCCT Proficiency Percentages in On-Demand
Writing Grade 5 8 12
% 49 48 37
minutes. The 2011 Kentucky Performance and NCLB Reports will continue to reflect a 10% decrease in the achievement gap between the scores of the entire student population and the scores of the sub-populations listed below: a. Gender b. Special Education c. Free/Reduced Lunch eligible students d. Gifted/Talented e. Career/Technical Education
D. KCCT Proficiency Percentages will increase by 10 percentage points in each content area at each grade level by 2012.
District Improvement Plan 2011-2012
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Action Component __Academic Performance – Curriculum, Instruction, and Assessment__ District Name ____Trimble County_____________ Component Manager ___Instructional Supervisor______________ School Name ____All Schools_________________ Date ____December 12, 2011_____________________________
Strategy/Activity
1. All teachers will post learning targets/goals in their classrooms and discuss these goals with their students.
2. All teachers will receive
training on the differences between formative and summative assessment and how to write high quality assessments.
3. Administrators and teachers
will attend the “Thinking Strategies” training.
Expected Impact in Terms of Progress and Success
Classroom instruction will be based on core content and Program of Studies. Evidence of clear, student friendly learning targets in written lesson plans. Teachers will use data obtained from a variety of formative and summative assessment techniques to drive PLC/faculty discussions and provide evidence of instructional modifications as a result. Submission of summative assessments to Instructional Coach/Principal/Designee with data disaggregated. Teachers attending “Thinking Strategies” training will video their classrooms and share obtained skill with staff during Instructional Faculty meetings.
Responsible Person
Principals Principals, Instructional Supervisor Superintendent & Instructional Supervisor
Start Date
Aug. 2010 Mar. 2011 March 2011
End Date
June 2012 Aug. 2012 May 2012
Estimated Resources and
Costs
$0 $0 $21000 Title I
District Improvement Plan 2011-2012
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4. The District Leadership Team will develop the schedule for implementation of “Thinking Strategies” during the 2011-2012 school year.
5. All teachers, English
Language Learners and Migrant Education staff will receive training on the Characteristics of Highly Effective Teaching and Learning and implementation of “Thinking Strategies,” which will address the needs of sub-populations: disabilities, free/reduced lunch, migrant education, ELL, gifted/talented, gender.
6. New staff (principals,
teachers, instructional assistants) will receive training in a Curriculum/Instruction Orientation as part of new staff training.
7. District Professional Learning
Teams will vertically and horizontally align the curriculum documents to include the new revised content standards.
The district walkthrough document will provide evidence of the expected instructional practices used in lessons. Higher student achievement data based on PAS scores and summative assessments.
Principals will monitor daily lessons of new staff and reflect on effectiveness in evaluations.
Complete curriculum document posted on the website for availability to all stakeholders.
.
Superintendent & Instructional Supervisor Instructional Supervisor & Principals Instructional Supervisor, Principals Instructional Supervisor & Principals
June 2011 Aug. 2011 Aug. 2011 June 2011
July 2011 Aug. 2014 Aug. 2011 Aug. 2012
$0 PD Credit for individual teachers $2000 – Title 1 PD PD Credit for individual teachers $500 - PD $2000 – Title 1 PD
District Improvement Plan 2011-2012
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8. Each school will implement a
3-tiered approach to intervention in reading and math. Assessment results, including PAS data, will be used to determine appropriate interventions for at-risk students.
9. All teachers and staff of
English Language Learners will receive professional development on scientifically-based instructional strategies specific to ELL.
10. All schools will analyze
individual student work and use the feedback to adjust instructional practices.
11. The teachers of ELL students
will complete a book study on ESL Manual for Mainstream Teachers.
12. The district will provide ELL
students access to Rosetta Stone to enhance oral communication acquisition in English.
Response to intervention plan is established to identify at-risk students who need a specific support to achieve at high levels. Evidence of student performance monitored by RTI PLC. . Higher student achievement on ACCESS and state accountability testing. PLC/faculty minutes will reflect data discussions and changes in instructional programs as a result of the data. Higher student achievement on ACCESS and state accountability testing. Higher student achievement on ACCESS and state accountability testing.
Principals Principals Principals ELL Coordinator Principals
Sept. 2010 Aug. 2011 Jan. 2011 Aug. 2011 Aug. 2011
June 2012 June 2012 June 2012 June 2011 June 2011
$2000 – Title 1 $1000 – PD, Title I $0 $200 - PD $0
District Improvement Plan 2011-2012
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13. 100% of the teaching staff in all schools will meet the definition of Highly Qualified as defined by Title 1 NCLB regulations. (Appendix A)
14. Contract with University of
Louisville to conduct leadership assessments at the district office, TCHS, TCMS and MES.
15. TCMS will utilize a reading
and math interventionist to reduce gaps in student conceptual understanding.
16. Implement a summer reading
camp to provide intervention and reading instruction for 2nd and 3rd grade students reading below grade level.
Teachers’ content knowledge and instructional pedagogy will allow them to better meet the needs of all students. Reports will provide the district a process of next steps to provide continued staff improvement resulting in higher student achievement. Higher student achievement on state and national assessments. Higher student achievement in reading on state and national assessments and gap reduction.
Assistant Superintendent & Principals Superintendent TCMS Principal, Instructional Supervisor Elementary Principals, Instructional Supervisor
June 2011 Dec. 2011 Dec. 2011 June 2012
Aug. 2012 April 2012 June 2012 July 2012
PD - $500 Title 1 - $1200 $4800 – Title I $3800 – General Fund $20000 – Title I $6000 – ESS $4000 – General Fund
District Improvement Plan 2011-2012
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Action Component __Learning Environment____________ District Name ______Trimble_____________ Component Manager _____Instructional Supervisor__________ School Name ______All Schools___________ Date ________December 12, 2011_______________________
Priority Need
Goal (Addresses the Priority Need)
Based on the district’s comprehensive needs assessments (which included non-cognitive data, Title I, Head Start/Preschool, special services, Title IV data, Extended School Services, KyCID data, and input from each school), there is a need to continue to have the district function as an effective learning community.
Trimble County Public Schools will be a school district that provides a safe and caring environment to promote student learning as measured by the Safe Schools Report and Infinite Campus data.
Causes and Contributing Factors
Objectives with Measures of Success
A. A district-wide positive disciplinary management system is
not in place. .
B. Teaching and administrative staff do not have a consistent knowledge of new research, teaching methods, learning methods, equipment, support services and available resources to meet the behavioral needs of all students.
C. A common understanding of what high expectations look
like, sound like, etc. is not consistent throughout the school district.
A. A district-wide positive disciplinary management system is
adopted and data reviewed monthly in committee to make adjustments.
B. Staff will receive professional development focused on
technology integration and positive instructional discipline and how to incorporate these practices to promote a healthier climate for instruction and social development.
C. All stakeholders will have high expectations for all
students, as measured by parent, teacher and student surveys. All district stakeholders will develop a common language/understanding for what high expectations are and will put those understandings into practice in the classroom.
District Improvement Plan 2011-2012
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Action Component ____Learning Environment__________ District Name ____Trimble County______________ Component Manager _____Instructional Supervisor____________ School Name ____All Schools__________________ Date _____December 12, 2011_____________________________ Strategies/Activities
Strategy/Activity Expected Impact in Terms of Progress and Success
Responsible Person
Start Date
End Date
Estimated Resources and Costs
1. Each school will study the
KyCID, a positive behavioral support system.
2. District staff will
facilitate/support school-based activities and programs to improve successful transition from Head Start/Preschool to Kindergarten, Elementary to Middle School, Middle School to High School, and High School to Post-Secondary.
3. Establish a Student
Transition Team that includes representation from FRYSC, the high school, elementary school, middle school and support service agencies. Determine the roles and responsibilities of the team.
Student behavior will improve.
Increase communication between teachers at various levels so that student needs can be discussed prior to the students entering the next phase of their academic career.
The drop-out and retention rate will decrease.
Principals Instructional Supervisor, Principals FRYSC coordinator; Jessica Wilcoxson, DPP
Jan. 2011 May 2011 Aug. 2011
June 2011 Aug. 2011 June 2012
$0 $5000 – Title 1 PD - $300
District Improvement Plan 2011-2012
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4. The middle and high school will explore the option of a 8th/9th grade transition course to reduce the number of retentions and drop-outs.
5. The district will support communication with families through school and district websites, teacher classroom web pages, e-mail, social networking, home visits and other personal contacts as appropriate.
6. All schools will implement
ESS after school and/or daytime waivers to address the needs of students who are not proficient in reading, math, and writing.
Students who are struggling with concepts and/or skills will be provided an intervention to enable them to function in the classroom with their peers. Increase communication between home and school in order to meet the needs of all students and increase parent involvement. ESS teachers will continue the implementation of the student’s Targeted Intervention Plan. Progress monitoring will be presented and discussed by the RTI PLC/committee.
Principals DPP, Instructional Supervisor, Principals Principals
Jan. 2011 Aug. 2010 Sept. 2010
April 2011 June 2012 June 2012
$3000 –Title 1 $6500 KETS $20000 ESS
District Improvement Plan 2011-2012
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Appendix A: Title II A, 2141(a) Improvement Plan
Name of District ____Trimble_______ Title II, A Coordinator___Rebecca Moore___________ Date__November
29, 2011______
1. List the issues that prevented the district from achieving 100% Highly Qualified Teacher (HQT) Status for 2 consecutive
years (2009-10 & 2010-2011).
The district rarely receives certified applicants in the areas of math, science, FMD, and media specialist.
Small student enrollment numbers often cause scheduling issues for one or two class periods each day resulting in
emergency certifications for those class periods.
2. What strategies will the district employ to ensure these issues are addressed to meet the 100% HQT objective?
A district leadership team will attend college, university, and educational cooperative job and recruitment fairs or events.
A member of the district staff and/or principal will contact state colleges and universities for lists of recent graduates.
Principals will search Kentucky REAP for certified applicants as soon as a vacancy is known.
The PD Coordinator will assist any teacher who may be hired on an emergency certification in enrollment in an
Alternative Certification Program.
The principals and PD Coordinator will assist teachers who do not meet the highly qualified definition in participating in
professional development activities to enhance subject matter competency.
Title 1 funds will be allocated for reimbursement for PRAXIS, course work, etc. to assist teachers in becoming highly
qualified.
District Improvement Plan 2011-2012
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Title II A – Section 2141 (c) Funding Agreement School District: ___Trimble County_______ School Year: ___2011-2012________ I. Assurances The following years (2007-2008, 2008-2009, and 2009-2010) the above named local school district has not met Adequate Yearly Progress (AYP) and Highly Qualified Teacher (HQT) requirements. As a result, the following agreement on the school district’s use of funds has been developed collaboratively between the Kentucky Department of Education and the local school district, in accordance with the No Child Left Behind (NCLB) Section 2141 (c). The following participated in the development of this agreement (teachers, principals and staff responsible for teacher quality):
Name Position Name Position
Dunaway, Marcia
Superintendent Wilcoxson, Jessica
Assistant Superintendent
Moore, Rebecca Director of Federal Programs
Beeles, Deborah BES Principal
James, Sharon MES Principal Genton, Mike TCMS Principal
Sampson, Stirling
TCHS Principal
Technical Assistance in the development of this agreement provided by:
Name Position Contact Number/E-mail
By signing and submitting this completed agreement, I, an authorized official of the local school district, certify that the information contained is true to the best of my knowledge and the agreement will be implemented as outlined in this document.
Print Name: Rebecca Moore
Signature: Date:
II. Professional Development Strategies and Activities to achieve 100 % AYP and HQT. Local school districts not making adequate yearly progress (AYP) for three consecutive years under Section 1111(b) (2) (B) of Title I, Part A and have not met 100 percent highly qualified requirements for three consecutive years for all teachers of core academic subjects under section 1119(b) (1), must provide a plan of action that will enable the local school district to meet the objectives. For each need identified, indicate the professional development strategy, activities, and source of funds, the person responsible for implementation and the timeframe for compliance. NOTE: Title II, Part A and other federal, and/or state funds may also be expended. Implementation of the plan shall not be later than the beginning of the next school year.
District Improvement Plan 2011-2012
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Identified Need
PD Strategies based on scientific
research
Activities/# of participants
Fund Source Responsible Party Timeline for compliance dates
Job-Embedded PD will be provided to certified staff in grades K -12 PEBC Thinking Strategies Classrooms Teacher Mentoring Program
Teachers will meet monthly within like content areas to address curriculum, teaching and learning, and common assessments Creating Thinking Strategies Lab classrooms throughout the district for teachers to visit as models for replication of best practice, high interest learning and 21
st
teaching and learning. New hires are partnered with experienced teachers to provide one to one support during the beginning of the school year and throughout the year.
Monthly meetings
K-5 Literacy (35)
K-5 Math (35)
3-4 Science (12)
4-5 Social Studies (12)
6-12 Literacy (10)
6-12 Math (10)
6-12 Science (10)
6-12 Social Studies (12) Thinking Strategies Institute: Implement strategies and create model lab classrooms 3-8 new hires and 3-8 mentor teachers and Instructional Coach
PD Title I Coach’s Salary (Title II) Title I General Funds
Beeles, Debby James, Sharon Genton, Mike Sampson, Stirling Moore, Rebecca Moore, Rebecca Beeles, Debby James, Sharon Genton, Mike Sampson, Stirling Moore, Rebecca
August 2010 – June 2012 March 2010 – June 2013 August 2012 – June 2014
Total amount of Title II, Part A funds used to support this effort: $__35,000__________, includes private school amount.
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