kde comprehensive school improvement plan greathouse ...€¦ · elementary school will become...

KDE Comprehensive School

Improvement Plan

Greathouse Shryock Traditional

Jefferson County

Karla Davis, Principal

2700 Browns Lane Louisville, KY 40220

Document Generated On December 29, 2015

TABLE OF CONTENTS

Introduction 1

Executive Summary

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

2016 School Improvement Plan

Overview 9 Goals Summary 10

Goal 1: 92% of students at Greathouse/Shryock Traditional Elementary School will become proficient readers by June

2019 11

Goal 2: 88% of students at Greathouse/Shryock Traditonal Elementary School will become proficient in math by June

2019 12

Goal 3: By 2019, 86% of gap students (African American, Economically Disadvantaged, Hispanic/Latino, ECE-

Disability, English Learners) will demonstrate proficiency in Common Core Standards in ELA; and, 80% will

demonstrate proficiency in Mathematics. 13

Goal 4: 89.2% of students at Greathouse/Shryock Traditional Elementary School will become proficient writers by June

2019. 15

Goal 5: 96.6% of students at Greathouse/Shryock Traditional Elementary School will become proficient in social

studies/science by June 2019 15

Goal 6: Greathouse/Shryock Traditional Elementary School will develop and implement systems, routines and

procedures to ensure student proficiency (K-PREP) and staff growth (TPGES). 17

Activity Summary by Funding Source 20

KDE Needs Assessment

Introduction 26 Data Analysis 27 Areas of Strengths 28 Opportunities for Improvement 29 Conclusion 30

KDE Compliance and Accountability - Schools

Introduction 32 Planning and Accountability Requirements 33

KDE Assurances - School

Introduction 49 Assurances 50

The Missing Piece

Introduction 56 Stakeholders 57 Relationship Building 58 Communications 59 Decision Making 61 Advocacy 63 Learning Opportunities 64

Community Partnerships 65 Reflection 66 Report Summary 67

Improvement Plan Stakeholder Involvement

Introduction 69 Improvement Planning Process 70

School Safety Report

Introduction 72 School Safety Requirements 73

Equitable Access Diagnostic

Introduction 76 Needs Assessment 77 Equitable Access Strategies 78 Questions 80

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 PlanGreathouse Shryock Traditional

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

Executive Summary



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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? Greathouse/Shryock Traditional Elementary School is committed to providing a traditional learning environment where each student is

responsible for his/her own social, academic, and physical well being in order to become a contributing member of our diverse society. Our

program stresses basic skills through instruction in a highly organized and structured environment. The traditional program has stringent

academic standards, high expectations of students and parents, defined discipline and dress codes, nightly homework, meaningful parent

involvement, required daily attendance, and maximum instructional time on task while at school. Our students achieve at high levels because

of the partnership agreement between the school, student, and parent.



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. School Philosophy

The Traditional Program provides a structured educational climate for those students who perform best within those guidelines. It also

promotes the development of students' intellect, physical health, patriotism, and moral values. Students are expected to achieve the goals of

self-discipline and self-direction.

Traditional schools require acceptance of and compliance with clearly established teacher and school guidelines. Parents are expected to

agree with and actively support school expectations for good personal and academic practices. In addition, parents are expected to establish

a home environment that promotes achievement and provides models for good behavior.

The school provides a coherent, planned progression of skills, concepts, and knowledge that contribute to the student's sense of purpose,

self-confidence, and maturity.

Mission Statement

The staff of Greathouse/Shryock Traditional Elementary School is committed to providing a traditional learning environment where each

student is responsible for his/her own social, academic, and physical well-being in order to become a contributing member of our diverse

society.

Vision Statement

High Standards + High Expectations = High Achievement & Lifelong Learning



Notable Achievements and Areas of Improvement

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

improvement that the school is striving to achieve in the next three years. Greathouse/Shryock Traditional Elementary School is a U.S. Dept. of Education National Blue Ribbon of Excellence School (2007). State

assessment scores are in the "distinguished-progressing" category with an overall index of 91.6 which is the highest score for all elementary

schools (712) in the state of Kentucky.

All proficiency learning targets were met during the 2014-15 school year, and all but one gap target was met.

We continue to focus efforts on increasing student performance as well as on maintaining our long history of academic success. Efforts

include a focus on writing alignment and instruction along with refinement of our intervention-enrichment block.



Additional Information

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

sections. Greathouse/Shryock Traditional Elementary School uses multiple sources of data to determine school and student needs. Our School

Improvement Plan contains specific goals and objectives for all content areas. All students are expected to meet high expectations for

behavior and learning. Students not meeting proficiency are provided additional instruction during our intervention-enrichment block.

Students meeting proficiency are provided additional enrichment opportunities during our intervention-enrichment block.

The traditional program is an optional, magnet program within the Jefferson County Public School System. Children achieve due to the

partnership agreement between school, student, and parent. Families commit to the program, indicating support of its philosophy and

guidelines.



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 92% of students at Greathouse/Shryock Traditional

Elementary School will become proficient readersby June 2019

Objectives:1Strategies:1Activities:4

Academic $12000

2 88% of students at Greathouse/Shryock TraditonalElementary School will become proficient in mathby June 2019


Academic $6300

3 By 2019, 86% of gap students (African American,Economically Disadvantaged, Hispanic/Latino,ECE-Disability, English Learners) will demonstrateproficiency in Common Core Standards in ELA;and, 80% will demonstrate proficiency inMathematics.


Academic $16500

4 89.2% of students at Greathouse/ShryockTraditional Elementary School will becomeproficient writers by June 2019.


Academic $550

5 96.6% of students at Greathouse/ShryockTraditional Elementary School will becomeproficient in social studies/science by June 2019


Academic $61500

6 Greathouse/Shryock Traditional Elementary Schoolwill develop and implement systems, routines andprocedures to ensure student proficiency (K-PREP)and staff growth (TPGES).


Organizational $29920



Goal 1: 92% of students at Greathouse/Shryock Traditional Elementary School will become

proficient readers by June 2019

Strategy 1: Thinking Strategy Instruction - Teachers will implement reading workshop to deliver instruction through mini lessons that teach reading skills through the 7

comprehension/thinking strategies. Category: Integrated Methods for Learning Research Cited: Ellin Keene & Susan Zimmerman (comprehension strategy instruction)

Mosaic of Thought; Lucy Caulkins (reading workshop)

Measurable Objective 1:88% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in English Language Arts in Reading by 05/27/2016 asmeasured by K-PREP.

Activity - Reading Workshop Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teach and model the 7 comprehension strategies: schema-backgroundknowledge, questioning, visualizing, inferring, synthesizing, determiningimportance, monitoring for meaning. Students read at their independentreading level after a whole group mini-lesson.

Policy andProcess

08/17/2015 12/16/2016 $5000 Text Books all teachers

Activity - Family Fitiness-Literacy Night Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Families will participate in fitness and literacy activities, including visitingthe school book fair and creating healthy snacks.

ParentInvolvement

11/15/2016 11/15/2016 $500 Booster Fund mediaspecialist,practical livingteacher, PTAvolunteers

Activity - STAR Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students in grades 1-5 will complete STAR reading assessments threetimes each year. Teachers will use this data to plan instruction...wholegroup, intervention groups, and enrichment groups. STAR reading reportswill communicate student placement (grade level equivalent) and progressin reading to parents.

AcademicSupportProgram

08/17/2015 12/16/2016 $2500 Other teachers,administrativeteam,bookeeper

Activity - Independent Reading Goals (AR) Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 2: 88% of students at Greathouse/Shryock Traditonal Elementary School will become

proficient in math by June 2019

Strategy 1: Math Instruction - Teachers will use best practices to teach the KCAS mathematics standards. Instruction will be delivered in a variety of ways to meet the needs of

various learning styles. Category: Continuous Improvement Research Cited: National Council of Teachers of Mathematics; Hanover Research, 2014

Students in grades 1-5 (kindergarten beginning in January) will be given anindividualized reading goal each grading period. Reading goals will bedetermined based on each student's reading level and the expectednumber of minutes of required independent reading for the grade level. TheAccelerated Reader program will track and report progress(comprehension accuracy, points, etc.) to parents. Students who meet theirgoal will be recognized each grading period: newsletters/websites, bulletinboard, and a PTA incentive.


08/17/2015 12/16/2016 $4000 Other library mediaspecialist,teachers, PTAvolunteer

Measurable Objective 1:81% of All Students will demonstrate a proficiency in math in Mathematics by 05/27/2016 as measured by K-PREP.

Activity - Math Challenge Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will use various resources to master their grade-level goal formastering basic math facts. Names of students meeting the "mathchallenge" will be announced on the weekly newscast and displayed on thehallway "math challenge" display.

DirectInstruction

09/07/2015 05/13/2016 $200 General Fund classroommathteachers,principal,secretary

Activity - Calendar Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Kindergarten and 1st grade classrooms will provide a daily spiral review ofkey math concepts through calendar math instruction.

DirectInstruction

09/07/2015 12/16/2016 $0 No FundingRequired

kindergartenteachers, 1stgradeteachers

Activity - Online programs/resouces Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: By 2019, 86% of gap students (African American, Economically Disadvantaged,

Hispanic/Latino, ECE-Disability, English Learners) will demonstrate proficiency in Common Core

Standards in ELA; and, 80% will demonstrate proficiency in Mathematics.

(shared) Strategy 1: Small Group Instruction - Grade level teams will utilize date to create small instructional groups to meet individual needs. Category: Continuous Improvement Research Cited: small group instruction

Teachers will utilize various online math programs to support mathinstruction. Programs, including IXL, will be utilized for practice(homework), review, and enrichment of math concepts.


09/07/2015 12/16/2016 $3100 Other mathteachers,bookkeeper,goal claritycoach

Activity - STAR Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students in grades 1-5 will complete STAR math assessments three timeseach year. Teachers will use this data to plan instruction...whole group,intervention groups, and enrichment groups. STAR math reports willcommunicate student placement (grade level equivalent) and progress inmath to parents.


08/17/2015 12/16/2016 $2500 Other teachers,administrativeteam,bookkeeper

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

Source OfFunding

StaffResponsible

Families will participate in math activities, and math information will beprovided to parents. Light snacks will be provided.

ParentInvolvement

01/26/2016 01/26/2016 $500 Booster Fund teachers,administrativeteam, PTA

Measurable Objective 1:78% of Black or African-American, Economically Disadvantaged, Hispanic or Latino and Students with Disabilities students will demonstrate a proficiency in CommonCore Standards in English Language Arts in Reading by 05/27/2016 as measured by K-PREP.

Activity - Intervention-Enrichment Block Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A 30 minute block of time will be utilized to provide reading and mathinterventions to students not meeting grade-level standards. Studentsmeeting or exceeding standards will be provided with enrichmentopportunities.



classroomteachers, goalclarity coach,instructionalassistants



(shared) Strategy 1: Small Group Instruction - Grade level teams will utilize date to create small instructional groups to meet individual needs. Category: Continuous Improvement Research Cited: small group instruction

Activity - Morning Intervention Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Small group and individual assistance will be provided to students notmeeting grade-level standards in reading and/or math.


09/07/2015 05/13/2016 $11000 State Funds goal claritycoach, ESSteachers,schoolsecretary


Source OfFunding

StaffResponsible

Online programs, including but not limited to IXL (K-5th Math); Study Island(4th-5th all subjects); I-Ready (reading + math intervention groups),Learning.com (5th-technology), Enchanted Learning (K-5th) will be used tosupport student learning.


09/07/2015 12/16/2016 $5500 Other goal claritycoach, ILT,STC

Measurable Objective 2:69% of Black or African-American, Economically Disadvantaged, Hispanic or Latino and Students with Disabilities students will demonstrate a proficiency in CommonCore Standards in Mathematics by 05/27/2016 as measured by K-PREP.

Activity - Intervention-Enrichment Block Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A 30 minute block of time will be utilized to provide reading and mathinterventions to students not meeting grade-level standards. Studentsmeeting or exceeding standards will be provided with enrichmentopportunities.



classroomteachers, goalclarity coach,instructionalassistants

Activity - Morning Intervention Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Small group and individual assistance will be provided to students notmeeting grade-level standards in reading and/or math.


09/07/2015 05/13/2016 $11000 State Funds goal claritycoach, ESSteachers,schoolsecretary


Source OfFunding

StaffResponsible

Online programs, including but not limited to IXL (K-5th Math); Study Island(4th-5th all subjects); I-Ready (reading + math intervention groups),Learning.com (5th-technology), Enchanted Learning (K-5th) will be used tosupport student learning.


09/07/2015 12/16/2016 $5500 Other goal claritycoach, ILT,STC



Goal 4: 89.2% of students at Greathouse/Shryock Traditional Elementary School will become

proficient writers by June 2019.

Strategy 1: KCAS writing standards - Teachers will follow the KCAS writing standards to teach language mechanics and process writing. Category: Continuous Improvement Research Cited: Writing Workshop

Goal 5: 96.6% of students at Greathouse/Shryock Traditional Elementary School will become

proficient in social studies/science by June 2019

Measurable Objective 1:83% of Fourth and Fifth grade students will demonstrate a proficiency in writing and lanuage mechanics in English Language Arts by 05/27/2016 as measured by K-PREP.

Activity - Writing Workshop Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Writing instruction will be taught via the writing workshop model: minilesson, independent writing, sharing of writing. Students will utilize a writingnotebook to organize their learning in writing.

Policy andProcess


all staff

Activity - Writer's Toolbox Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize the "writer's toolbox" to create a common language inwriting instruction. Templates will be displayed to ensure consistency inwriting mini-lessons.


01/04/2016 05/27/2016 $200 General Fund classroomteachers,administrativestaff

Activity - Writing to Learn Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will have the opportunity to demonstrate their learning throughwriting across content areas. All students will practice writing on-demandduring designated scrimmage windows as noted on the school-wideassessment calendar.



all staff

Activity - Analysis of Writing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student writing will be shared and analyzed during vertical and horizontalteam settings.

ProfessionalLearning

10/05/2015 11/07/2016 $350 Grant Funds administrativestaff, ILT



Strategy 1: Social Studies Instruction - Students will be immersed in social studies standards using a variety of materials and resources to support teaching and learning. Category: Continuous Improvement Research Cited: n/a

Strategy 1: Science Instruction - Students will be immersed in Next Generation science standards using a variety of materials and resources to support teaching and learning. Category: Continuous Improvement Research Cited: Impact of Inquiry Science Instruction: Daphne Minner, 2008-2011

Measurable Objective 1:95% of Fifth grade students will demonstrate a proficiency in Common Core Standards in Social Studies by 05/27/2016 as measured by K-PREP.

Activity - Social Studies Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be immersed in social students content through textbooks,literature, projects, homework, technology, and field trip opportunities.

DirectInstruction

08/12/2015 05/27/2016 $1500 Other classroomteachers,special areateachers

Measurable Objective 2:96% of Fourth grade students will demonstrate a proficiency in Common Core Standards in Science by 05/27/2016 as measured by CASCADE: JCPS DistrictScience Proficiency Assessments.

Activity - Science Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be immersed in hands-on science learning through module-based activities, lessons, and experiments.



scienceteachers,science labteacher, goalclarity coach,special areateachers

Activity - Science Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will attend a weekly 50 minute science lab (special area class) tosupport classroom instruction of Next Generation science standards.

DirectInstruction

08/12/2015 05/27/2016 $60000 General Fund science labteacher,classroomscienceteachers



Goal 6: Greathouse/Shryock Traditional Elementary School will develop and implement systems,

routines and procedures to ensure student proficiency (K-PREP) and staff growth (TPGES).

Strategy 1: Use of Student Data & Curriculum - Staff will use data, including disaggregated data, from multiple sources to identify student learning needs. Curriculum and

instruction will be aligned to standards and consistent among classrooms at each grade level. Category: Professional Learning & Support

Measurable Objective 1:collaborate to ensure that students and staff reach proficiency and growth goals by 05/27/2016 as measured by PLC minutes, student growth goals, and benchmarkassessment data.

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

Source OfFunding

StaffResponsible

Student progress will be tracked in individual classroom data folders(grades 3-5). A school-wide data board will display progress in reading andmath. Data review will be a part of each teams PLC process. Data will beused to plan intervention-enrichment instruction. Data will be used toidentify possible areas for professional development.

Policy andProcess

08/12/2015 05/27/2016 $200 General Fund ILT,administrativeteam

Activity - Analysis of Student Work Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PLCs will review student work samples on a regular basis. Discussion willinclude expectations and next steps for instruction. Descriptive feedbackon student work and displaying rigorous and proficient student work willalso be areas of focus.



PLC teammembers: allgrades andlevels

Activity - District Proficiency Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reading and math proficiency assessments (grades 3-5) will be scoredand analyzed by the administrative team. Data will be shared, discussedand analyzed during PLC time.

Policy andProcess


administrativeteam, gradelevel/teamPLCs

Activity - Lesson Learning Targets Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level/team PLCs will work together to develop and identify learningtargets for each lesson. The learning target will be visually displayed forstudents during the lesson so that it is included in both the lesson openingand closing. Learning targets will be communicated to parents via weeklynewsletters/website posts.

Policy andProcess


classroomand specialarea teachers



Strategy 2: Professional Growth & Evaluation System - Continuous staff growth will result through implementation of the TPGES and OPGES systems. Category: Teacher PGES

Strategy 3: Parent Engagement - Parents will support the traditional program by playing an active role in their child's education. Category: Stakeholder Engagement

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

Source OfFunding

StaffResponsible

An SBDM standing committee will be formed with representation from allgrade levels. This committee will be responsible for data collection,documentation, and scoring of all KDE program reviews.

Policy andProcess


ProgramReviewCommittee

Activity - Policy Review Process Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The SBDM Council will adopt, revise, and write policies to ensure studentsuccess and efficient school operations. Subcommittees will periodicallyreview and update policies (including wellness) as needed to ensure thatall policies are reviewed at least every three years as directed by KDE.

Policy andProcess


SBDMCouncilmembers

Activity - Student Recognition Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be recognized for their academic success (honor rolls) andsuccess in behavior + work/study habits ("Be Your Best"). Honor rollnames will be posted: boards, newsletters/websites. PTA will recognizestudents earning "Be Your Best" each grading period.

Policy andProcess

10/05/2015 05/27/2016 $250 Booster Fund Classroomteachers,office staff,PTA

Activity - Staff Evaluation Process Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All staff will participate in an annual evaluation process to improveperformance. An annual process will be in place for non-tenured staff and a3 year cycle process will be in place for tenured staff members. Informalclassroom walk-throughs will also confirm evidence of effective and variedinstructional practices.

Policy andProcess


administrativeteam

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Professional learning opportunities will be available throughout the year toensure that staff have the knowledge and skills to sustain improvementefforts in all content areas.


09/07/2015 05/27/2016 $7670 Grant Funds ILT,administrativestaff

Activity - Parent Communication Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Materials and Resources - The PLC process will identify resources and materials needed for instruction and student learning. Category: Management Systems

Parents will receive frequent communication about learning expectationsand student progress. Communication may include: weekly newsletters,weekly website updates, phone calls, conferences, use of studentagendas, and use of Infinite Campus for grade reporting. Progress inbehavior and work/study habits will be communicated weekly via studentfolders.

Policy andProcess


all staff

Activity - School Attendance Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be recognized each grading period for perfect attendance (noabsences, no tardies). Parents of students who are habitually absent,tardy, or picked up late will be notified about school expectations forattendance. Attendance data will be communicated with the ILT and SBDMcommittees.

Policy andProcess


attendanceclerk,principal

Activity - Kindergarten Readiness Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Incoming kindergarten students will be assessed for kindergartenreadiness: entry level assessment and Brigance

ParentInvolvement

05/25/2015 08/28/2015 $800 General Fund kindergartenteachers, 1stgradeteachers,office staff

Activity - School Surveys Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents, students and staff will have opportunities to give feedback andinput: comprehensive school surveys, accreditation surveys, TELL survey,etc.

ParentInvolvement


administrativestaff, officestaff

Measurable Objective 2:collaborate to provide students and staff with materials and resources to support teaching and learning by 03/01/2016 as measured by grant and general fund budgetallocations.

Activity - Textbooks + Instructional Materials Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After a review process to determine alignment to standards and schoolneeds, the bookkeeper will purchase textbooks, programs, and materialsrecommended by the Instructional Leadership Team

Policy andProcess

08/12/2015 05/27/2016 $21000 Text Books PLC teams,ILT,bookkeeper



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

State Funds

Booster Fund

General Fund

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Morning Intervention Lab Small group and individual assistance will be provided tostudents not meeting grade-level standards in readingand/or math.


09/07/2015 05/13/2016 $11000 goal claritycoach, ESSteachers,schoolsecretary

Total $11000


StaffResponsible

Family Fitiness-LiteracyNight

Families will participate in fitness and literacy activities,including visiting the school book fair and creating healthysnacks.

ParentInvolvement

11/15/2016 11/15/2016 $500 mediaspecialist,practical livingteacher, PTAvolunteers

Family Math Night Families will participate in math activities, and mathinformation will be provided to parents. Light snacks will beprovided.

ParentInvolvement

01/26/2016 01/26/2016 $500 teachers,administrativeteam, PTA

Student Recognition Students will be recognized for their academic success(honor rolls) and success in behavior + work/study habits("Be Your Best"). Honor roll names will be posted: boards,newsletters/websites. PTA will recognize students earning"Be Your Best" each grading period.

Policy andProcess

10/05/2015 05/27/2016 $250 Classroomteachers,office staff,PTA

Total $1250


StaffResponsible

Kindergarten ReadinessAssessments

Incoming kindergarten students will be assessed forkindergarten readiness: entry level assessment andBrigance

ParentInvolvement

05/25/2015 08/28/2015 $800 kindergartenteachers, 1stgradeteachers,office staff



Text Books

Grant Funds

Writer's Toolbox Teachers will utilize the "writer's toolbox" to create acommon language in writing instruction. Templates will bedisplayed to ensure consistency in writing mini-lessons.


01/04/2016 05/27/2016 $200 classroomteachers,administrativestaff

Science Lab Students will attend a weekly 50 minute science lab (specialarea class) to support classroom instruction of NextGeneration science standards.

DirectInstruction

08/12/2015 05/27/2016 $60000 science labteacher,classroomscienceteachers

Math Challenge Students will use various resources to master their grade-level goal for mastering basic math facts. Names ofstudents meeting the "math challenge" will be announcedon the weekly newscast and displayed on the hallway "mathchallenge" display.

DirectInstruction

09/07/2015 05/13/2016 $200 classroommathteachers,principal,secretary

Student Data Folders Student progress will be tracked in individual classroomdata folders (grades 3-5). A school-wide data board willdisplay progress in reading and math. Data review will be apart of each teams PLC process. Data will be used to planintervention-enrichment instruction. Data will be used toidentify possible areas for professional development.

Policy andProcess

08/12/2015 05/27/2016 $200 ILT,administrativeteam

Total $61400


StaffResponsible

Textbooks + InstructionalMaterials

After a review process to determine alignment to standardsand school needs, the bookkeeper will purchase textbooks,programs, and materials recommended by the InstructionalLeadership Team

Policy andProcess

08/12/2015 05/27/2016 $21000 PLC teams,ILT,bookkeeper

Reading Workshop Teach and model the 7 comprehension strategies: schema-background knowledge, questioning, visualizing, inferring,synthesizing, determining importance, monitoring formeaning. Students read at their independent reading levelafter a whole group mini-lesson.

Policy andProcess

08/17/2015 12/16/2016 $5000 all teachers

Total $26000


StaffResponsible

Professional Development Professional learning opportunities will be availablethroughout the year to ensure that staff have the knowledgeand skills to sustain improvement efforts in all contentareas.


09/07/2015 05/27/2016 $7670 ILT,administrativestaff

Analysis of Writing Student writing will be shared and analyzed during verticaland horizontal team settings.


10/05/2015 11/07/2016 $350 administrativestaff, ILT



Other

No Funding Required

Total $8020


StaffResponsible

STAR Math Students in grades 1-5 will complete STAR mathassessments three times each year. Teachers will use thisdata to plan instruction...whole group, intervention groups,and enrichment groups. STAR math reports willcommunicate student placement (grade level equivalent)and progress in math to parents.


08/17/2015 12/16/2016 $2500 teachers,administrativeteam,bookkeeper

STAR Reading Students in grades 1-5 will complete STAR readingassessments three times each year. Teachers will use thisdata to plan instruction...whole group, intervention groups,and enrichment groups. STAR reading reports willcommunicate student placement (grade level equivalent)and progress in reading to parents.


08/17/2015 12/16/2016 $2500 teachers,administrativeteam,bookeeper

Online programs/resouces Online programs, including but not limited to IXL (K-5thMath); Study Island (4th-5th all subjects); I-Ready (reading+ math intervention groups), Learning.com (5th-technology), Enchanted Learning (K-5th) will be used tosupport student learning.


09/07/2015 12/16/2016 $5500 goal claritycoach, ILT,STC

Social Studies Instruction Students will be immersed in social students contentthrough textbooks, literature, projects, homework,technology, and field trip opportunities.

DirectInstruction

08/12/2015 05/27/2016 $1500 classroomteachers,special areateachers

Online programs/resouces Teachers will utilize various online math programs tosupport math instruction. Programs, including IXL, will beutilized for practice (homework), review, and enrichment ofmath concepts.


09/07/2015 12/16/2016 $3100 mathteachers,bookkeeper,goal claritycoach

Independent Reading Goals(AR)

Students in grades 1-5 (kindergarten beginning in January)will be given an individualized reading goal each gradingperiod. Reading goals will be determined based on eachstudent's reading level and the expected number of minutesof required independent reading for the grade level. TheAccelerated Reader program will track and report progress(comprehension accuracy, points, etc.) to parents. Studentswho meet their goal will be recognized each grading period:newsletters/websites, bulletin board, and a PTA incentive.


08/17/2015 12/16/2016 $4000 library mediaspecialist,teachers, PTAvolunteer

Total $19100


StaffResponsible



Writing to Learn Students will have the opportunity to demonstrate theirlearning through writing across content areas. All studentswill practice writing on-demand during designatedscrimmage windows as noted on the school-wideassessment calendar.


09/21/2015 04/29/2016 $0 all staff

School Surveys Parents, students and staff will have opportunities to givefeedback and input: comprehensive school surveys,accreditation surveys, TELL survey, etc.

ParentInvolvement

08/12/2015 05/27/2016 $0 administrativestaff, officestaff

Program Review Process An SBDM standing committee will be formed withrepresentation from all grade levels. This committee will beresponsible for data collection, documentation, and scoringof all KDE program reviews.

Policy andProcess

08/12/2015 05/27/2016 $0 ProgramReviewCommittee

Calendar Math Kindergarten and 1st grade classrooms will provide a dailyspiral review of key math concepts through calendar mathinstruction.

DirectInstruction

09/07/2015 12/16/2016 $0 kindergartenteachers, 1stgradeteachers

Parent Communication Parents will receive frequent communication about learningexpectations and student progress. Communication mayinclude: weekly newsletters, weekly website updates, phonecalls, conferences, use of student agendas, and use ofInfinite Campus for grade reporting. Progress in behaviorand work/study habits will be communicated weekly viastudent folders.

Policy andProcess

08/12/2015 05/27/2016 $0 all staff

Policy Review Process The SBDM Council will adopt, revise, and write policies toensure student success and efficient school operations.Subcommittees will periodically review and update policies(including wellness) as needed to ensure that all policiesare reviewed at least every three years as directed by KDE.

Policy andProcess

09/02/2015 05/04/2016 $0 SBDMCouncilmembers

Lesson Learning Targets Grade level/team PLCs will work together to develop andidentify learning targets for each lesson. The learning targetwill be visually displayed for students during the lesson sothat it is included in both the lesson opening and closing.Learning targets will be communicated to parents viaweekly newsletters/website posts.

Policy andProcess

08/17/2015 05/23/2016 $0 classroomand specialarea teachers

District ProficiencyAssessments

Reading and math proficiency assessments (grades 3-5)will be scored and analyzed by the administrative team.Data will be shared, discussed and analyzed during PLCtime.

Policy andProcess

10/05/2015 04/29/2016 $0 administrativeteam, gradelevel/teamPLCs

Analysis of Student Work PLCs will review student work samples on a regular basis.Discussion will include expectations and next steps forinstruction. Descriptive feedback on student work anddisplaying rigorous and proficient student work will also beareas of focus.


08/12/2015 05/27/2016 $0 PLC teammembers: allgrades andlevels

School Attendance Students will be recognized each grading period for perfectattendance (no absences, no tardies). Parents of studentswho are habitually absent, tardy, or picked up late will benotified about school expectations for attendance.Attendance data will be communicated with the ILT andSBDM committees.

Policy andProcess

08/12/2015 05/27/2016 $0 attendanceclerk,principal



Science Instruction Students will be immersed in hands-on science learningthrough module-based activities, lessons, and experiments.


09/07/2015 05/27/2016 $0 scienceteachers,science labteacher, goalclarity coach,special areateachers

Writing Workshop Writing instruction will be taught via the writing workshopmodel: mini lesson, independent writing, sharing of writing.Students will utilize a writing notebook to organize theirlearning in writing.

Policy andProcess

08/12/2015 05/27/2016 $0 all staff

Intervention-EnrichmentBlock

A 30 minute block of time will be utilized to provide readingand math interventions to students not meeting grade-levelstandards. Students meeting or exceeding standards will beprovided with enrichment opportunities.


09/07/2015 12/16/2016 $0 classroomteachers, goalclarity coach,instructionalassistants

Staff Evaluation Process All staff will participate in an annual evaluation process toimprove performance. An annual process will be in place fornon-tenured staff and a 3 year cycle process will be in placefor tenured staff members. Informal classroom walk-throughs will also confirm evidence of effective and variedinstructional practices.

Policy andProcess

08/10/2015 05/30/2016 $0 administrativeteam

Total $0



KDE Needs Assessment



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



Data Analysis

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

What does the data/information not tell you? Our data is impressive. It shows we are moving in the right direction with all students.

91.6 K-PREP (ranked #1/712 KY elementary schools)

Classified as a "distinguished-progressing" school

100/100 achievement points; 89/100 gap points; 84.6/100 growth points

All proficiency learning targets were met. 32/33 gap learning targets were met.

TELL staff data as well as JCPS Comprehensive Survey data show most areas well above the state and district averages.



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? High expectations are the norm in our building. Students are recognized for academic achievements: honor rolls, names posted in

newsletters, etc. Our school-wide approach to literacy via comprehension strategy instruction in the reading workshop format is effective in

meeting the wide range of reading levels among students. All students have an individualized reading goal (Kindergarten beginning in

January). Our grade-level intervention-enrichment block is effective in meeting individual needs, both for students below level as well as for

challenging students working above grade level. A before-school intervention lab is available for students needing additional time to meet

grade-level expectations.

There is much to celebrate; however, we prefer to focus our efforts on sustaining our success.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Even though our data is impressive and does indicate areas in need of improvement, we are committed to ensuring that all students meet

and/or exceed grade level standards. This continues to guide our instruction. PLCs closely monitor data to assign students to the appropriate

intervention/enrichment. We are working to improve the efficiency of our PLC process.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Student data folders, CASCADE assessment reports, and STAR data offer multiple data points for teachers. As we work to refine our PLC

process by "linking data to students to results" we will continue to move in the right direction. PLCs work to align their instruction to the

standards and to create formative assessments to guide their instruction. Learning goals are communicated to students at the beginning of

each lesson and to parents in the weekly newsletter/website post.

We are working hard to sustain and to refine our systems to ensure our long, rich history and tradition of success.



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:

Greathouse/Shryock Traditional Elementary School will develop and implement systems, routines and procedures to ensure student

proficiency (K-PREP) and staff growth (TPGES). Measurable Objective 1:

collaborate to ensure that students and staff reach proficiency and growth goals by 05/27/2016 as measured by PLC minutes, student growth

goals, and benchmark assessment data. Strategy1:

Stakeholder Engagement - Parents will support the traditional program by playing an active role in their child's education. Survey data will be

used to assess situations as well as to plan for improvement.

Category: Stakeholder Engagement

Research Cited:

Activity - School Attendance ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Students will be recognized each gradingperiod for perfect attendance (no absences, notardies). Parents of students who are habituallyabsent, tardy, or picked up late will be notifiedabout school expectations for attendance.Attendance data will be communicated with theILT and SBDM committees.

Policy andProcess 08/12/2015 05/27/2016 $0 - No Funding

Required attendance clerk, principal

Activity - Kindergarten ReadinessAssessments

ActivityType Begin Date End Date Funding Amount


Incoming kindergarten students will beassessed for kindergarten readiness: entry levelassessment and Brigance

ParentInvolvement 05/25/2015 08/28/2015 $800 - General

Fundkindergarten teachers, 1stgrade teachers, office staff

Activity - School Surveys ActivityType Begin Date End Date Funding Amount


Parents, students and staff will haveopportunities to give feedback and input:comprehensive school surveys, accreditationsurveys, TELL survey, etc.

ParentInvolvement 08/12/2015 05/27/2016 $0 - No Funding

Requiredadministrative staff, officestaff



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

91% of students at Greathouse/Shryock Elementary School will become proficient readers by June 2017 Measurable Objective 1:

87% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in English Language Arts by

05/28/2015 as measured by K-PREP. Strategy1:

Use research-based practices to teach the KCAS reading standards - Teachers will deliver instruction in a variety of learning styles to help

students become proficient readers.

Category: Continuous Improvement

Research Cited: Ellin Keene & Susan Zimmerman (comprehension strategy instruction) Mosaic of Thought; Lucy Caulkins (reading

workshop)

Activity - Parent Communication ActivityType Begin Date End Date Funding Amount


Parents will receive frequent communicationabout learning expectations and studentprogress. Communication may include: weeklynewsletters, weekly website updates, phonecalls, conferences, use of student agendas, anduse of Infinite Campus for grade reporting.Progress in behavior and work/study habits willbe communicated weekly via student folders.


Required all staff

Activity - Thinking Strategy Instruction viaReading Workshop



Teachers will teach and model the 7comprehension strategies (Schema-Background Knowledge, Questioning,Visualizing, Inferring, Synthesizing, DeterminingImportance, Monitoring for Meaning) via theReading Workshop instructional model.Students independently practice strategiesusing various texts that are in their zone ofproximal development.

Policy andProcess 08/18/2014 12/18/2015 $4800 - Text Books K-5th grade teachers/staff

Activity - STAR Reading Assessments ActivityType Begin Date End Date Funding Amount


Students complete computer readingassessments to track their progress in reading.Teachers use STAR results to plan instructionand intervention-enrichment groups. STARreading reports communicate student progressto parents. The Star Early Literacy Assessmentmay be used for early or non-readers.

Technology 08/18/2014 12/18/2015 $2500 - Other

classroom teachers,bookkeeper,assistant principal,goal clarity coach



Measurable Objective 2:

76% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students

will demonstrate a proficiency in Common Core Standards in English Language Arts by 05/28/2015 as measured by K-PREP. Strategy1:

Engage students in opportunities to practice and refine their reading skills - Teachers will provide time for IDR (Independent Daily Reading)

and focus on reading skills.



workshop)

Activity - Professional LearningCommunities



Teachers will work in professional learningcommunities to follow KCAS aligned standardsin reading. Activities may includediscussion/planning of instructional strategies,assessments, etc.


Required

grade-level teams,team leaders,assistant principal,goal clarity coach

Activity - Fit-Lit Family Night ActivityType Begin Date End Date Funding Amount


-Coordinated literacy activities that incorporatephysical activity-PTA dinner-Bookfair

ParentInvolvement 11/11/2014 11/11/2014 $500 - Booster

Fundmedia specialist,classroom teachers, PTA

Activity - Morning Intervention Lab ActivityType Begin Date End Date Funding Amount


Open lab opportunites for individual and smallgroup assistance. Community partnership withPTA to provide volunteers to help w/tutoringand small group instruction.


09/08/2014 12/18/2015 $0 - No FundingRequired

goal clarity coachschool clerkRTI leader

Activity - Intervention-Enrichment Block ActivityType Begin Date End Date Funding Amount


Each team will utilize a designated 30 minutedaily intervention-enrichment block that may beused for reading. Students will be assigned tosmall groups based on student data. Classifiedstaff, community partnerships, and PTA willprovide additional volunteers to assist duringthis time so that students receive additionalattention and assistance.


09/08/2014 12/18/2015 $55800 - StateFunds

grade-level teamsgoal clarity coachclassified staff (3instructional assistants,1st-5th grades)



Goal 2:

85% of students at Greathouse/Shryock Elementary School will become proficient in math by June 2017. Measurable Objective 1:

79% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/28/2015 as

measured by K-PREP. Strategy1:

Use research-based practices to teach the KCAS mathematics standards - Teachers will deliver instruction in a variety of learning styles to

help students understand math concepts to become proficient in math.

Category:

Research Cited:

Activity - IDR (Independent Daily Reading) ActivityType Begin Date End Date Funding Amount


Students will read independently in their zone ofproximal development before and during theschool day. Teachers will support students insetting individual reading goals. TheAccelerated Reader program will track andreport progress to parents. Students will berecognized for their progress each gradingperiod through recognition in classroomnewsletters/website, school newsletter, etc. ThePTA will provide an incentive to each studentwho meets his/her individual goal each gradingperiod.

Policy andProcess 08/18/2014 12/18/2015 $3000 - Booster

Fund

library media specialistclassroom teachersPTA

Activity - Calendar Math Instruction ActivityType Begin Date End Date Funding Amount


K-1 classrooms will participate in daily calendarmath activities to reinforce basic math skills andconcepts

DirectInstruction 08/18/2014 12/18/2015 $0 - No Funding

Required K-1 teachers

Activity - Math Challenge ActivityType Begin Date End Date Funding Amount


Students work to meet the grade-level goals formastering basic math facts. Teachers willsupport students in setting short term goals tomeet their grade-level math challenge. Studentsmeeting their math challenge will be recognizedin classroom newsletters/websites as well asduring the end-of-year awards program.

Other 08/18/2014 12/18/2015 $200 - GeneralFund

classroom teachers,principal, secretary

Activity - Professional LearningCommunities



Teachers will work in professional learningcommunities to follow KCAS aligned standardsin math. Activities may includediscussion/planning of instructional strategies,assessments, etc.


Required

classroom teachers, teamleader, goal clarity coach,assistant principal





will demonstrate a proficiency in Common Core Standards in Mathematics by 05/28/2015 as measured by K-PREP. Strategy1:

Student Engagement - Teachers will provide time for math practice and refinement of concepts/skills as well as for real world math

applications and problem solving.


Research Cited:

Activity - Online Resources ActivityType Begin Date End Date Funding Amount


Various online support programs will be used toassist students in meeting math standards: IXL,Study Island, etc. Teachers will communicate tostudents and parents lessons to complete foreach concept/topic. Math online resources willbe utilized for K-5 homework opportunitieswhere appropriate.


08/18/2014 12/18/2015$1500 - Other$1500 - GeneralFund

administrative team,bookkeeper, classroomteachers

Activity - STAR Math Assessments ActivityType Begin Date End Date Funding Amount


Students complete computer mathassessments to track their progress in math.Teachers use STAR results to plan instructionand intervention-enrichment groups. STARmath reports communicate student progress inmath to parents.

Technology 08/18/2014 12/18/2015 $2500 - Otherclassroom teachers,assistant principal, goalclarity coach, bookkeeper



Each team will utilize a designated 30 minutedaily intervention-enrichment block that may beused for math instruction. Students will beassigned to small groups based on studentdata. Classified staff, community partnerships,and PTA will provide additional volunteers toassist during this time so that students receiveadditional attention and assistance.


09/08/2014 12/18/2015 $55800 - GeneralFund

classroom teachers, teamleaders, goal clarity coach,classified staff (3instructional assistants)

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


Information and activities to promote studentachievement in math


Fund Goal Clarity Coach, ILT



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

Greathouse/Shryock Traditional Elementary School will develop and implement systems, routines, & procedures to ensure student proficency

and staff participation in the TPGES (teacher professional growth & evaluation system). Measurable Objective 1:

collaborate to monitor non-academic data by 06/05/2017 as measured by attendance and survey data. Strategy1:

Entry Level Assessment - Incoming kindergarten students will be assessed on kindergarten skill readiness in early June (entry level

assessment) and in August (Brigance)

Category: Stakeholder Engagement

Research Cited:

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


87% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in English Language Arts by

05/28/2015 as measured by K-PREP.



Open lab opportunities for individual and smallgroup assistance. Community partnership withPTA to provide volunteers to help w/tutoringand small group instruction.


09/08/2014 12/18/2015 $1250 - GeneralFund

goal clarity coach, schoolclerk, RTI leader

Activity - Kindergarten Assessment ActivityType Begin Date End Date Funding Amount


Incoming kindergarten students will beassessed on readiness skills (early June). Theassessing teacher will conference with theparent to communicate areas that need to beaddressed to ensure success in our program.The Brigance assessment will be given to eachkindergarten student at the beginning of theschool year.


Fund

principal, assistantprincipal, kindergartenteachers, 1st gradeteachers



Strategy1:

Use research-based practices to teach the KCAS reading standards - Teachers will deliver instruction in a variety of learning styles to help

students become proficient readers.



workshop)

Goal 2:







Research Cited:

Activity - Fit-Lit Family Night ActivityType Begin Date End Date Funding Amount


-Coordinated literacy activities that incorporatephysical activity-PTA dinner-Bookfair


Fundmedia specialist,classroom teachers, PTA

Activity - Thinking Strategy Instruction viaReading Workshop



Teachers will teach and model the 7comprehension strategies (Schema-Background Knowledge, Questioning,Visualizing, Inferring, Synthesizing, DeterminingImportance, Monitoring for Meaning) via theReading Workshop instructional model.Students independently practice strategiesusing various texts that are in their zone ofproximal development.

Policy andProcess 08/18/2014 12/18/2015 $4800 - Text Books K-5th grade teachers/staff









79% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/28/2015 as

measured by K-PREP. Strategy1:

Use research-based practices to teach the KCAS mathematics standards - Teachers will deliver instruction in a variety of learning styles to

help students understand math concepts to become proficient in math.

Category:

Research Cited:

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

scores. Goal 1:

92% of students at Greathouse/Shryock Traditional Elementary School will become proficient readers by June 2019 Measurable Objective 1:

88% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in English Language Arts in

Reading by 05/27/2016 as measured by K-PREP. Strategy1:

Thinking Strategy Instruction - Teachers will implement reading workshop to deliver instruction through mini lessons that teach reading skills

through the 7 comprehension/thinking strategies.

Category: Integrated Methods for Learning

Research Cited: Ellin Keene & Susan Zimmerman (comprehension strategy instruction)

Activity - Calendar Math Instruction ActivityType Begin Date End Date Funding Amount


K-1 classrooms will participate in daily calendarmath activities to reinforce basic math skills andconcepts


Required K-1 teachers

Activity - Math Challenge ActivityType Begin Date End Date Funding Amount


Students work to meet the grade-level goals formastering basic math facts. Teachers willsupport students in setting short term goals tomeet their grade-level math challenge. Studentsmeeting their math challenge will be recognizedin classroom newsletters/websites as well asduring the end-of-year awards program.

Other 08/18/2014 12/18/2015 $200 - GeneralFund

classroom teachers,principal, secretary



Mosaic of Thought; Lucy Caulkins (reading workshop)

Goal 2:

88% of students at Greathouse/Shryock Traditonal Elementary School will become proficient in math by June 2019 Measurable Objective 1:

81% of All Students will demonstrate a proficiency in math in Mathematics by 05/27/2016 as measured by K-PREP. Strategy1:

Math Instruction - Teachers will use best practices to teach the KCAS mathematics standards. Instruction will be delivered in a variety of

Activity - Reading Workshop ActivityType Begin Date End Date Funding Amount


Teach and model the 7 comprehensionstrategies: schema-background knowledge,questioning, visualizing, inferring, synthesizing,determining importance, monitoring formeaning. Students read at their independentreading level after a whole group mini-lesson.

Policy andProcess 08/17/2015 12/16/2016 $5000 - Text Books all teachers

Activity - Family Fitiness-Literacy Night ActivityType Begin Date End Date Funding Amount


Families will participate in fitness and literacyactivities, including visiting the school book fairand creating healthy snacks.


Fund

media specialist, practicalliving teacher, PTAvolunteers

Activity - STAR Reading ActivityType Begin Date End Date Funding Amount


Students in grades 1-5 will complete STARreading assessments three times each year.Teachers will use this data to planinstruction...whole group, intervention groups,and enrichment groups. STAR reading reportswill communicate student placement (gradelevel equivalent) and progress in reading toparents.


08/17/2015 12/16/2016 $2500 - Other teachers, administrativeteam, bookeeper

Activity - Independent Reading Goals (AR) ActivityType Begin Date End Date Funding Amount


Students in grades 1-5 (kindergarten beginningin January) will be given an individualizedreading goal each grading period. Readinggoals will be determined based on eachstudent's reading level and the expectednumber of minutes of required independentreading for the grade level. The AcceleratedReader program will track and report progress(comprehension accuracy, points, etc.) toparents. Students who meet their goal will berecognized each grading period:newsletters/websites, bulletin board, and a PTAincentive.


08/17/2015 12/16/2016 $4000 - Other library media specialist,teachers, PTA volunteer



ways to meet the needs of various learning styles.


Research Cited: National Council of Teachers of Mathematics; Hanover Research, 2014

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



will demonstrate a proficiency in Common Core Standards in English Language Arts by 05/28/2015 as measured by K-PREP. Strategy1:

Engage students in opportunities to practice and refine their reading skills - Teachers will provide time for IDR (Independent Daily Reading)

and focus on reading skills.



workshop)

Activity - STAR Math ActivityType Begin Date End Date Funding Amount


Students in grades 1-5 will complete STARmath assessments three times each year.Teachers will use this data to planinstruction...whole group, intervention groups,and enrichment groups. STAR math reports willcommunicate student placement (grade levelequivalent) and progress in math to parents.


08/17/2015 12/16/2016 $2500 - Other teachers, administrativeteam, bookkeeper



Families will participate in math activities, andmath information will be provided to parents.Light snacks will be provided.


Fundteachers, administrativeteam, PTA

Activity - Calendar Math ActivityType Begin Date End Date Funding Amount


Kindergarten and 1st grade classrooms willprovide a daily spiral review of key mathconcepts through calendar math instruction.


Requiredkindergarten teachers, 1stgrade teachers



Goal 2:







Research Cited:



Open lab opportunites for individual and smallgroup assistance. Community partnership withPTA to provide volunteers to help w/tutoringand small group instruction.



goal clarity coachschool clerkRTI leader



Each team will utilize a designated 30 minutedaily intervention-enrichment block that may beused for reading. Students will be assigned tosmall groups based on student data. Classifiedstaff, community partnerships, and PTA willprovide additional volunteers to assist duringthis time so that students receive additionalattention and assistance.


09/08/2014 12/18/2015 $55800 - StateFunds

grade-level teamsgoal clarity coachclassified staff (3instructional assistants,1st-5th grades)

Activity - IDR (Independent Daily Reading) ActivityType Begin Date End Date Funding Amount


Students will read independently in their zone ofproximal development before and during theschool day. Teachers will support students insetting individual reading goals. TheAccelerated Reader program will track andreport progress to parents. Students will berecognized for their progress each gradingperiod through recognition in classroomnewsletters/website, school newsletter, etc. ThePTA will provide an incentive to each studentwho meets his/her individual goal each gradingperiod.

Policy andProcess 08/18/2014 12/18/2015 $3000 - Booster

Fund

library media specialistclassroom teachersPTA



Open lab opportunities for individual and smallgroup assistance. Community partnership withPTA to provide volunteers to help w/tutoringand small group instruction.


09/08/2014 12/18/2015 $1250 - GeneralFund

goal clarity coach, schoolclerk, RTI leader



Goal 3:

96.9% of students at Greathouse/Shryock Elementary School will become proficient in science by June 2017. Measurable Objective 1:


will demonstrate a proficiency in Common Core Standards in Science by 05/28/2015 as measured by K-PREP. Strategy1:

Science Support - Students not meeting standards will receive additional support. The science lab teacher will collaborate to work with

individual and/or small groups of students based on student data. Collaboration time will be provided in the science lab schedule.

The media specialist will integrate science concepts into weekly library itinerant classes for all fourth grade students to reinforce science

concepts according to the science curriculum map.


Research Cited:



Each team will utilize a designated 30 minutedaily intervention-enrichment block that may beused for math instruction. Students will beassigned to small groups based on studentdata. Classified staff, community partnerships,and PTA will provide additional volunteers toassist during this time so that students receiveadditional attention and assistance.


09/08/2014 12/18/2015 $55800 - GeneralFund

classroom teachers, teamleaders, goal clarity coach,classified staff (3instructional assistants)






Activity - Science Enrichment ActivityType Begin Date End Date Funding Amount


Field trips will highlight science concepts andthemes when possible to enrich scienceinstruction and learning. Students will haveopportunities outside of the classroom tosupport science learning (science fair,research/projects, etc.). Teachers will utilizecommunity partnerships to support/enrichscience instruction.



team leaders,classroom teachers



Goal 4:

96.9% of students at Greathouse/Shryock Elementary School will become proficient in social studies by June 2017. Measurable Objective 1:


will demonstrate a proficiency in Common Core Standards in Social Studies by 05/28/2015 as measured by K-PREP. Strategy1:

Social Studies Support - Students not meeting standards will receive additional support through small group instruction.


Research Cited:

Goal 5:

87.2% of students at Greathouse/Shryock Elementary School will become proficient writers by June 2017. Measurable Objective 1:


Activity - Science Collaboration ActivityType Begin Date End Date Funding Amount


4th grade students not showing proficiency ondistrict science proficiency assessments maybe assigned to the collaboration-resource blockfor small group instruction with the science labteacher to reinforce identified sciencestandards.The media specialist will integrate scienceconcepts according to science curriculum mapsduring weekly library instruction for all fourthgrade students.Efforts will be made to provide equity acrosscontent areas when assigning homework sothat science content is represented.Opportunities for additional sciencecollaboration may include: science fair, science-related field trips, etc.



science lab teacherlibrary media specialist4th grade teachers

Activity - Social Studies Collaboration ActivityType Begin Date End Date Funding Amount


5th grade students not meeting proficiency ondistrict social studies assessments will beassigned to work in a small group to reinforceidentified social studies core content. Themedia specialist will integrate social studiesconcepts according to social studies curriculummaps during weekly library instruction for allfifth grade students. Efforts will be made toprovide equity across content areas whenassigning homework so that social studiescontent is represented. Opportunities foradditional social studies collaboration mayinclude: colonial days, social studies-relatedfield trips, etc.



classroom teachers, librarymedia specialist



will demonstrate a proficiency in Writing and Language Mechanics in English Language Arts by 05/28/2015 as measured by K-PREP. Strategy1:

Engage students in independent writing opportunities - Teachers will provide additional opportunities to support struggling writers.

Category:

Research Cited:

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:

Greathouse/Shryock Traditional Elementary School will develop and implement systems, routines, & procedures to ensure student proficency

and staff participation in the TPGES (teacher professional growth & evaluation system). Measurable Objective 1:

demonstrate a proficiency on KDE Program Reviews by 06/05/2017 as measured by receiving an overall score of 3.0 on writing, practical

living, arts & humanities, and K-3 program reviews. Strategy1:

Program Review Committee - This committee will serve as an SBDM standing committee with representation from each grade level. Staff

members will work together to meet proficiency expectations for program review activities and documentation of strategies/instruction.

Category: Professional Learning & Support

Research Cited:



Each team will have a designated 30 minutedaily implementation block that may be used tosupport writing. Students will be assigned tosmall groups based on student data.


09/08/2014 12/18/2015 $0 - No FundingRequired all staff



Activity - Policy Reviews ActivityType Begin Date End Date Funding Amount


SBDM Council and subcommittees willperiodically review policies (including wellness).


RequiredK. Davis, SBDM CouncilMembers

Activity - Data Monitoring & Collection ActivityType Begin Date End Date Funding Amount


The program review committee will complete aself-analysis of progress-to-date for all programreviews. This committee is responsible forcollecting implementation evidence each monthfrom their horizontal team. The committee willprovide lesson extensions, alignment updates,and integration ideas to support each programreview area.

Policy andProcess 08/18/2014 12/18/2015 $1000 - General

Fund

assistant principal,program review committeemembers, program reviewcoordinators



KDE Assurances - School



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

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

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes

Label Assurance Response Comment AttachmentResearch-basedStrategies

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

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

No local schools are not involved inthe teacher recruitment process

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.

N/A



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.

N/A

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

Yes

Label Assurance Response Comment AttachmentProfessionalDevelopment

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

Yes

Label Assurance Response Comment AttachmentComprehensivePlan

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

Yes

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

N/A no Title 1

Label Assurance Response Comment AttachmentInstructionalStrategies

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

Yes

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

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

Yes


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

Yes



Label Assurance Response Comment AttachmentSchoolwideActivities

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

Yes


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

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

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

N/A no paraprofessionals on staff

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.

N/A No Title 1 funding

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.

N/A

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

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

N/A


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

N/A



Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

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

Yes

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

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

Yes

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

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

N/A all teachers are highly qualified


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

Yes

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

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

N/A We are not a Title 1 school.

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.

N/A We do not have anyparaeducators on staff.

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.

N/A



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.

N/A

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.

N/A

Label Assurance Response Comment AttachmentCap SizeRequirements

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

N/A

Label Assurance Response Comment AttachmentCap SizeRequirements

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

N/A



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? Instructional Leadership Team: Karla Davis, principal; Bea Jones, goal clarity coach; Michelle Cothern, kindergarten team leader; Susan

Moore, 1st grade team leader; Marissa Wilkerson, 2nd grade team leader; Sarah Herberger, 3rd grade team leader; Dana Sanders, 4th

grade team leader; Angela Burns, 5th grade team leader



Relationship Building

Overall Rating: 3.86

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

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

Teachers and staff have developedcollaborative partnering relationships with allparents and students to improve teaching andlearning.

Distinguished

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

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

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

Distinguished

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

are actively welcomed when they visit theschool.

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

Distinguished

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

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

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

Distinguished

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

communication about their students' progressat least once a month.

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

Distinguished

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

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

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

Distinguished

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

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

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).

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

Distinguished

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

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

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

Distinguished

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

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

School 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.

At least 50% of parents respond to annualschool and/or district stakeholder surveys.

Proficient



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

plan school improvement efforts and toevaluate their effectiveness.

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

Proficient



Decision Making


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.

School staff offers professional learningcommunity opportunities, workshops, andaccessible written information to equip parentsfor service on SBDM council and committees.

Proficient

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 facilitate broadparent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials, setting convenient meetingtimes, seeking wide parent input. At least 40%of parents vote in SBDM parent election.

Proficient

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.

Parents on the SBDM council and committeesengage and mentor many other parents byreporting to multiple groups and seeking inputthrough surveys, meetings, and varied othermethods.

Proficient

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 adopts measurable objectivesand plans coherent strategies to build authenticparent participation, and the school councilmonitors the implementation and impact of thatwork.

Proficient

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 policies ensure active roles forparents on SBDM committees, in schoolimprovement planning, and also in decisionsabout the education of their individual children.

Proficient

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 treated as valuedpartners on school leadership teams, SBDMcouncil and committees, and other groupsmaking decisions about school improvement.

Proficient



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

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

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

Distinguished



Advocacy


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

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

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

Distinguished

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

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

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

Distinguished

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

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

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

Distinguished

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

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

School council has a policy and a process toresolve issues or complaints and outcomes aresometimes tracked and reported to the council.

Apprentice

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 educational advocates, or howto access a trained educational advocate whenneeded.

Distinguished

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

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

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

Distinguished



Learning Opportunities


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

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

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

Distinguished

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

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

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

Distinguished

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

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

School staff exhibits and rotates proficient anddistinguished work and provides resources toachieve at higher levels.

Distinguished

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 parent workshops ormeetings in convenient locations to helpparents develop skills in supporting theirchildren's learning and school's improvementefforts.

Proficient

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.

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

Distinguished



Community Partnerships

Overall Rating: 3.5

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

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

School leadership regularly shares informationon student achievement and involves businessand community leaders in school improvementefforts.

Proficient

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

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

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

Distinguished

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

to support parent and volunteer participation instudents' education.

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

Proficient

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

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

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

Distinguished

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

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

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

Proficient

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

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

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

Distinguished



Reflection

Reflect upon your responses to each of the Missing Piece objectives. Areas of strength include well-organized systems of communication and parent participation.

Areas for growth include continuing to promote participation: committees, classrooms, tutoring, workshops as learning events, etc.

Another area for growth might include collaboration with employer partners to support parent and volunteer participation.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.86

3.29

3.14

3.67

3.33

3.5



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. The Instructional Leadership team reviewed K-PREP data and identified delivery targets for all content areas. The previous improvement

plan was reviewed, updated, and edited. Team leaders shared updates with teams during PLC time. Team leaders brought

feedback/suggestions back to ILT to add to the school improvement plan. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Instructional Leadership team includes team leaders from each grade level, goal clarity coach, administrative representation, and

representation from the ECE department. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The final plan is posted in our staff handbook (online). A copy is shared with our SBDM Council. Highlights are shared with parent groups.



School Safety Report



Introduction In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action,

through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn.

Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and

additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the

Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by

which this reporting is accomplished.



School Safety Requirements

Label Assurance Response Comment Attachment1. Does each school have a written Emergency

Management Plan (EMP)?Yes

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

the development and adoption of an EMP?Yes SBDM Council has adopted a

school safety policy.

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes SBDM Council adopted the EMP

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 August, 2015

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

staff prior to the first instructional day of theschool year?

Yes August 11, 2015

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



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 FIre Marshal visits periodically tospot check various items.

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

follow during an earthquake?Yes

Label Assurance Response Comment Attachment11. Has each school developed and adhered to

practices designed to ensure control of accessto each school (i.e., controlling access toexterior doors, front entrance, classrooms,requiring visitor sign-in and display ofidentification badges)?

Yes

Label Assurance Response Comment Attachment12. Has each school completed all four emergency

response drills during the first 30 days of theschool year? (Fire in compliance with <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake)

Yes Fire: August 18, 2015, September23, 2015Lockdown: September 23, 2015Severe Weather: September 23,2015Earthquake: September 23, 2015

Label Assurance Response Comment Attachment13. Are processes in place to ensure all four

emergency response drills (Fire in compliancewith <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake) will occur within the first thirtyinstructional days beginning January 1?

Yes



Equitable Access Diagnostic



Introduction As part of No Child Left Behind (NCLB) each state is required to develop strategies to ensure that poor and minority children are not taught at

higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The results of this effort became a national push to

ensure all teachers were highly qualified (HQT); meaning each teacher holds the appropriate certification for the content and/or grade level

for which they are assigned. National data show that poor and minority continue to be taught by inexperienced, unqualified, or out-of-field

teachers. As a result, in 2014, the United States Department of Education (USDOE) required states to develop equity plans and use

evidence based strategies to address this issue. The focus of the plan is to move away from the concept of “highly qualified” to “high

effective”.



Needs Assessment

What are the barriers identified? Data does not indicate a barrier at this time; however, the low number of inexperienced teachers could possibly limit opportunities for

collaboration w/others in similar situations. What sources of data were used to determine the barriers? JCPS Equitable Access Diagnostic data: % teachers w/less than 3 years experience, % teachers w/Masters, % teachers NBCT What are the root causes of those identified barriers? There is limited turnover from current staff. Most staff are satisfied and do not seek to leave the profession or transfer to a new location. What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? This data is not yet available for our school/district; however, data from the pilot year, 2014-15, shows that all teachers are effective or highly

effective in their practice.

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 Multiple data sources have beenreviewed: demographic data,enrollment trends, teacher data,etc.



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. Our SBDM student placement policy addresses the need for diverse classrooms: gender, race, ability, special needs, etc. This policy applies

to all teachers, regardless of the number of years of experience. We have found that balanced classrooms are key for teachers regardless of

experience level.

We do not currently have any ineffective or out-of-field teachers, and we only have 4 teachers with less than 5 years experience. 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 feeder cards contain all student data. Students are equitably assigned to all classrooms. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? The local school is limited in its role to recruit new staff due to teacher union guidelines and the district's transfer process. Often word of

mouth is the best tool for encouraging current teachers to apply for a transfer. The local school is limited by the transfer list in that transfer

applicants must be interviewed in a specific order and only a limited number of the total applicants may be interviewed. 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? We design our interview questions to ensure that candidates have high expectations and consistent philosophical beliefs to be effective in

our school. We find that setting expectations during the interview process occasionally eliminates those who may be trying to transfer for less

ambitious reasons. Recruitment and Retention: How does the school retain effective teachers? Identify any incentives. Teachers are valued and supported as well as given the tools necessary to be effective. The incentive is that they are able to teach without

disruptions. Administrative and parent support are key to creating a highly effective learning environment.



Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,

inexperienced and out-of-field teachers. Teachers are informally supported by their grade-level team/PLC. K-tip mentoring is another support provided to 1st year teachers.

Opportunities for vertical conversations also provides support. Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? Professional learning needs of all teachers are addressed through professional development sessions/classes, peer observation

opportunities, book clubs, out of district professional development opportunities, etc. Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? TELL data is reviewed by administration and shared with staff. All issues are addressed. The principal and assistant principal growth plan

addresses area(s) of concern.



Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. Our goal is to have highly effective teachers in all classrooms. Our CSIP strategies support student achievement. Teacher and staff growth

plans are individualized to meet needs.



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