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KDE Comprehensive School

Improvement Plan

Mckell Middle School

Greenup County

Nathan Sutton, Principal

129 Bulldog Lane South Shore, KY 41175

Document Generated On February 1, 2016

TABLE OF CONTENTS

Introduction 1

Executive Summary

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

Comprehensive School Improvement Plan 2016

Overview 9 Goals Summary 10

Goal 1: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap

group at McKell Middle School from 41.7% in 2015 to 66.9% in 2019 11

Goal 2: Increase the average combined reading and math proficient KPREP scores for students at McKell Middle

School from 49.2% in 2015 to 71.5% in 2019. 14

Goal 3: Novice Reduction--The number of students scoring in the novice performance level will decrease. 19

Goal 4: All students at MMS will become College and Career Ready. 23

Activity Summary by Funding Source 27

KDE Needs Assessment

Introduction 33 Data Analysis 34 Areas of Strengths 36

Opportunities for Improvement 37 Conclusion 38

KDE Compliance and Accountability - Schools

Introduction 40 Planning and Accountability Requirements 41

KDE Assurances - School

Introduction 56 Assurances 57

The Missing Piece

Introduction 63 Stakeholders 64 Relationship Building 65 Communications 66 Decision Making 68 Advocacy 70 Learning Opportunities 71 Community Partnerships 72 Reflection 73 Report Summary 74

Improvement Plan Stakeholder Involvement

Introduction 76 Improvement Planning Process 77

School Safety Report

Introduction 79 School Safety Requirements 80

Equitable Access Diagnostic

Introduction 83 Needs Assessment 84 Equitable Access Strategies 85 Questions 87

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 PlanMckell Middle School

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

Executive Summary



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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? McKell Middle School is located in rural Greenup County, Kentucky. The school is made up of 6th, 7th, and 8th grade students with an

average yearly enrollment of 300 students. The majority of students come from unfortunate economic backgrounds. The average yearly

percentage of students receiving free and reduced lunch services is 65%. There are 16 regular education teachers, 5 special education

teachers, 1 media specialist, 1 counselor, and 2 administrators who service the students of McKell Middle School. The school is located in a

community with very limited employment opportunities. This creates obstacles for families in the area and many

MMS students. There is a lack of exposure to the arts and diverse cultural opportunities in the community. Creative and resourceful

planning is used when allocating resources and funds to meet student needs in these areas



School's Purpose

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

school embodies its purpose through its program offerings and expectations for students. The mission of McKell Middle School is to offer a rigorous, well-rounded curriculum that provides students the opportunities to grow socially,

physically, and intellectually. The purpose of the middle school is to develop each student to his/her potential by providing appropriate

experiences through the instructional program. Continuous efforts are made to improve programs, pedagogical methods, and the social and

physical well being of each child so that he/she is on track to become college and career ready. Effective collaboration between faculty,

students, and parents will result in high levels of student achievement and student success.



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. McKell Middle School has achieved success and accolades in several areas in recent years. MMS students have done outstanding work in

the classrooms and on the competitive field. Students at McKell Middle School participate in several extracurricular events and contests.

Throughout the years, our students have experienced a lot of success in these endeavors. We have had many students win district, region,

and state essay contests. Several students each year participate in the Duke Talent Search Program. Each year, approximately 45

students participate in Kentucky Youth Assembly (KYA) Conference. During this conference, many students have been awarded

Outstanding Delegate and Outstanding Speaking Awards. Recently, our KYA program was awarded the Outstanding Delegation Award at

the annual KYA Conference

Our athletic teams have experienced great amounts of success in recent years. Our girls' basketball team recently won its conference

championship. The boys' basketball teams have won several invitational tournament titles and just last year won the conference

championship. Our football teams have won regular season conference championships as well as made deep runs in state playoffs.

As a school, we have improved our overall academic index since 2012 and were labeled a Proficient School in 2014. We are currently in the

63rd Percentile among state middle schools.

In regards to testing and accountability, McKell Middle School reached Proficiency for the 2013-2014 school year. We are chipping away at

our Proficiency, GAP, and CCR goals within our CSIP and implementing strategies and activities to reduce the novice students in reading

and math. Our plan is our roadmap and we will utilize that roadmap to reach our destination. Our plan is geared toward having high levels of

students showing growth, closing the achievement gap of the "at risk" students, and getting all of our students at college ready benchmarks.



Additional Information

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

sections. With the many challenges that the students and community of McKell Middle School face, improvements in assessment scores can

sometimes seem difficult. The faculty and staff do what they can to focus on the "controllable" aspects of the students' education. It is a

constant battle, but it is a battle that is winnable. With the efforts and initiatives in place at McKell Middle, gains will be made, gaps will be

closed, proficiency maintained, and becoming a distinguished school inevitable.



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 Increase the average combined reading and math

proficiency ratings for all students in the non-duplicated gap group at McKell Middle School from41.7% in 2015 to 66.9% in 2019

Objectives:2Strategies:3Activities:9

Academic $0

2 Increase the average combined reading and mathproficient KPREP scores for students at McKellMiddle School from 49.2% in 2015 to 71.5% in2019.


Academic $0

3 Novice Reduction--The number of students scoringin the novice performance level will decrease.


Academic $0

4 All students at MMS will become College andCareer Ready.


Academic $300



Goal 1: Increase the average combined reading and math proficiency ratings for all students in

the non-duplicated gap group at McKell Middle School from 41.7% in 2015 to 66.9% in 2019

(shared) Strategy 1: Individual Student Needs - MMS staff will implement a series of activities that identify students who need additional services to reach proficiency, and provide

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

Measurable Objective 1:51% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Reading by 12/31/2016 as measured by KPREPassessments.

Activity - Data Management Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score at lower thanproficient on KPREP assessments. These students will then receiveservices to meet their individual needs.

AcademicSupportProgram

01/04/2016 12/31/2016 $0 No FundingRequired

MMS Staff

Activity - Goal Setting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Goal setting will occur at the classroom and school level. Students will setindividual goals for themselves and come up with plans for meeting theirgoals. Much of this work will take place through Data Notebook Days andwithin their ILP work.



MMS Staff

Activity - Individualized Interventions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students identified as likely to score in the novice performance level will beprovided individualized support based on multiple data point results.



MMS Staff

Activity - Name and Claim/Bulldog Buddies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Activity designed to provide assistance to students who are "at risk" ofunderachieving. The list of students is developed from assessment data,attendance data, and behavior data. MMS staff members provide uniquesupports for these students such as, but not limited to tutoring, incentivesand rewards for improvements, and counseling.

AcademicSupportProgram,Tutoring,BehavioralSupportProgram


MMS Staff



(shared) Strategy 2: Common Assessments - Common assessment will be administered to MMS students in reading and math. Category: Learning Systems Research Cited: Lazote, Haycock

(shared) Strategy 3: Cooperative Learning - Student engagement will increase through cooperative learning, thus making the students responsible for their learning through discussion and

questioning. Category: Professional Learning & Support Research Cited: Kagan, Danielson's Framework for Teaching

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

Source OfFunding

StaffResponsible

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

ProfessionalLearning


MMS Staff

Activity - Benchmark Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School staff will create and administer benchmark assessments in readingand math that are aligned to KCAS.



MMS Staff

Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School staff will analyze benchmark data and provide feedback to teacherthat include resources for next steps.



MMS Staff

Activity - Kagan Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff members trained on Kagan structures. There will be one buildinglevel expert that delivers training to staff as well as staff attending trainingsby district personnel.

ProfessionalLearning,AcademicSupportProgram


Administration, Harbour

Activity - Cooperative Learning Implementation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Cooperative learning will become "look fors" in lesson plans, walkthroughs,and observations to ensure implementation is occurring.



Administration





(shared) Strategy 2: Common Assessments - Common assessment will be administered to MMS students in reading and math. Category: Learning Systems Research Cited: Lazote, Haycock

Measurable Objective 2:43% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Mathematics by 12/31/2015 as measured byKPREP assessments.


Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score at lower thanproficient on KPREP assessments. These students will then receiveservices to meet their individual needs.



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur at the classroom and school level. Students will setindividual goals for themselves and come up with plans for meeting theirgoals. Much of this work will take place through Data Notebook Days andwithin their ILP work.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff





Goal 2: Increase the average combined reading and math proficient KPREP scores for students

at McKell Middle School from 49.2% in 2015 to 71.5% in 2019.


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




Administration





Measurable Objective 1:58% of All Students will demonstrate a proficiency rating in Reading by 12/31/2016 as measured by KPREP assessments.


Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score below theproficient level. Students will then receive services to meet their individualneeds.



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur by the students. Students will use their ownassessment data to create goals. They will then create goals based off thedata. This work will take place when students work with data notebooksand ILPs.



MMS Staff

Activity - Individualized Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff

Activity - Reading Class Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 2: Common Assessments - Common assessments will be administered to students in reading. Category: Learning Systems Research Cited: Lazote and Haycock



Targeted students will take a reading class throughout the school year.Reading comprehension strategies will be regularly taught to students.Reading instruction will be the focus for these students and classes.Students receiving these classes will be students who perform below theproficient level.



Administration, ELA Team


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible

Staff members trained on Kagan structures. There will be one buildinglevel expert that delivers training to staff. Staff members also will attendtrainings offered by district personnel.






Strategy 4: Professional Learning Communities - Staff will attend embedded professional learning throughout the school year to analyze data and learn new instructional

strategies. Category: Professional Learning & Support




Source OfFunding

StaffResponsible




Administration

Activity - Angela Hildabrant Academies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ELA team attends academies with Angela Hildabrant, learning up-to-dateinstructional practices as well as analyzing student performance data toimprove instruction.



ELA Team

Activity - PLCs at Work Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff regularly attend PLC meetings. Topics will include studentperformance, Kagan, instructional practices, questioning strategies, anddata analysis.



MMS Staff

Measurable Objective 2:51% of All Students will demonstrate a proficiency rating in Mathematics by 12/31/2016 as measured by KPREP assessments.


Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score below theproficient level. Students will then receive services to meet their individualneeds.



MMS Staff


Source OfFunding

StaffResponsible



(shared) Strategy 2: Common Assessments - Common assessments will be administered to students in reading. Category: Learning Systems Research Cited: Lazote and Haycock

Goal setting will occur by the students. Students will use their ownassessment data to create goals. They will then create goals based off thedata. This work will take place when students work with data notebooksand ILPs.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff

Activity - Reading Class Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Targeted students will take a reading class throughout the school year.Reading comprehension strategies will be regularly taught to students.Reading instruction will be the focus for these students and classes.Students receiving these classes will be students who perform below theproficient level.



Administration, ELA Team


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff





Goal 3: Novice Reduction--The number of students scoring in the novice performance level will

decrease.


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


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




Administration

Measurable Objective 1:100% of All Students will collaborate to reduce the number of students scoring in the novice performance level in Reading by 12/31/2016 as measured by KPREPassessments.



(shared) Strategy 2: Common Assessments - Common assessments will be administered for MMS students in reading and math. Category: Learning Systems Research Cited: Lazote and Haycock



Source OfFunding

StaffResponsible

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



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur at the classroom and school level. Each classroomwill set specific novice reduction goals for students based on data.Classroom goals will then inform the overall school goal.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible

School staff will create and administer benchmark assessments in readingand math aligned to KCAS.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff





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


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




Administration

Measurable Objective 2:10% of All Students will collaborate to collaborate to reduce the number of students scoring at the novice performance level in Mathematics by 12/31/2016 asmeasured by KPREP assessments.


Source OfFunding

StaffResponsible

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



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur at the classroom and school level. Each classroomwill set specific novice reduction goals for students based on data.Classroom goals will then inform the overall school goal.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff



(shared) Strategy 2: Common Assessments - Common assessments will be administered for MMS students in reading and math. Category: Learning Systems Research Cited: Lazote and Haycock




Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible

School staff will create and administer benchmark assessments in readingand math aligned to KCAS.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




Administration



Goal 4: All students at MMS will become College and Career Ready.


appropriate interventions for those students. Category: Continuous Improvement

Measurable Objective 1:10% of All Students will achieve college and career readiness in Reading by 12/31/2016 as measured by KPREP proficiency scores.


Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score below theproficient level. Students will then receive services to meet their individualneeds



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur by the students. Students will use their ownassessment data to create goals. They will then create goals based off thedata. This work will take place when students work with data notebooksand ILPs



MMS Staff


Source OfFunding

StaffResponsible


AcademicSupportProgram,Tutoring


MMS Staff


Source OfFunding

StaffResponsible


AcademicSupportProgram,BehavioralSupportProgram


MMS Staff

Activity - Study Island Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible




questioning. Category: Professional Learning & Support


appropriate interventions for those students. Category: Continuous Improvement

Students complete individualized tasks within Study Island. These tasksare individualized based on the students current progress in reading andmath.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff

Measurable Objective 2:10% of All Students will achieve college and career readiness in Mathematics by 12/31/2016 as measured by KPREP proficiency scores.


Source OfFunding

StaffResponsible

Administration and staff will track student assessment data from multiplesources to identify those students who are likely to score below theproficient level. Students will then receive services to meet their individualneeds



MMS Staff


Source OfFunding

StaffResponsible

Goal setting will occur by the students. Students will use their ownassessment data to create goals. They will then create goals based off thedata. This work will take place when students work with data notebooksand ILPs



MMS Staff




questioning. Category: Professional Learning & Support

Strategy 3: College and Career Advising - Students experience various activities that promote college and/or career awareness and opportunities. Category: Continuous Improvement


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff

Activity - Study Island Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students complete individualized tasks within Study Island. These tasksare individualized based on the students current progress in reading andmath.



MMS Staff


Source OfFunding

StaffResponsible




MMS Staff


Source OfFunding

StaffResponsible




MMS Staff



Activity - College Visits Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students meet with college advisors learning about various degree options.They get to tour the campus facility as well.

AcademicSupportProgram,Field Trip

01/04/2016 12/31/2016 $300 General Fund Cornette

Activity - ILP Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students develop an ILP that targets their interests and directs themtoward colleges that are most suitable toward their possible degreeaspirations.

AcademicSupportProgram,CareerPreparation/Orientation


Cornette,MMS Staff

Activity - Reality Store Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students are given a profession based on current academic performance.They are then in charge of developing a budget based on their income andfamily size. The activity builds motivation for students to perform better sothey can pursue the career that interests them, and one they can supportthemselves with.



MMS Staff



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Curriculum StandardAssessments

Teachers will revise the curriculum to ensure that there isalignment withlearning targets, pacing guides, resources, and plannedbenchmarkassessment dates.


01/04/2016 12/31/2016 $0 MMS Staff

Kagan Training Staff members trained on Kagan structures. There will beone buildinglevel expert that delivers training to staff. Staff membersalso will attendtrainings offered by district personnel.


01/04/2016 12/31/2016 $0 MMS Staff

Analyze Data School staff will analyze benchmark data and providefeedback to teacherthat include resources for next steps.


01/04/2016 12/31/2016 $0 MMS Staff

Benchmark Assessments School staff will create and administer benchmarkassessments in reading and math that are aligned to KCAS.


01/04/2016 12/31/2016 $0 MMS Staff

Analyze Data School staff will analyze benchmark data and providefeedback to teacher that include resources for next steps.


01/04/2016 12/31/2016 $0 MMS Staff

Data Management Administration and staff will track student assessment datafrom multiplesources to identify those students who are likely to scorebelow theproficient level. Students will then receive services to meettheir individualneeds


01/04/2016 12/31/2016 $0 MMS Staff

Name and Claim/BulldogBuddies

Activity designed to provide assistance to students who are"at risk" ofunderachieving. The list of students is developed fromassessment data,attendance data, and behavior data. MMS staff membersprovide uniquesupports for these students such as, but not limited totutoring, incentivesand rewards for improvements, and counseling.


01/04/2016 12/31/2016 $0 MMS Staff



Analyze Data School staff will analyze benchmark data and providefeedback to teacher that include resources for next steps.


01/04/2016 12/31/2016 $0 MMS Staff

Benchmark Assessments School staff will create and administer benchmarkassessments in reading and math aligned to KCAS.


01/04/2016 12/31/2016 $0 MMS Staff

Cooperative LearningImplementation

Cooperative learning will become "look fors" in lessonplans, walkthroughs,and observations to ensure implementation is occurring.


01/04/2016 12/31/2016 $0 Administration

Benchmark Assessments School staff will create and administer benchmarkassessments in readingand math that are aligned to KCAS.


01/04/2016 12/31/2016 $0 MMS Staff

Study Island Students complete individualized tasks within Study Island.These tasks are individualized based on the studentscurrent progress in reading and math.


01/04/2016 12/31/2016 $0 MMS Staff

Kagan Training Staff members trained on Kagan structures. There will beone building level expert that delivers training to staff. Staffmembers also will attend trainings offered by districtpersonnel.


01/04/2016 12/31/2016 $0 Administration, Harbour

Reality Store Students are given a profession based on current academicperformance. They are then in charge of developing abudget based on their income and family size. The activitybuilds motivation for students to perform better so they canpursue the career that interests them, and one they cansupport themselves with.


01/04/2016 12/31/2016 $0 MMS Staff

Goal Setting Goal setting will occur by the students. Students will usetheir ownassessment data to create goals. They will then creategoals based off thedata. This work will take place when students work withdata notebooksand ILPs


01/04/2016 12/31/2016 $0 MMS Staff

Individualized Interventions Students identified as likely to score in the noviceperformance level will be provided individualized supportbased on multiple data point results.


01/04/2016 12/31/2016 $0 MMS Staff

Kagan Training Staff members trained on Kagan structures. There will beone building level expert that delivers training to staff aswell as staff attending trainings by district personnel.



Kagan Training Staff members trained on Kagan structures. There will beone building level expert that delivers training to staff aswell as staff attending trainings by district personnel.



Individualized Instruction Students identified as likely to score in the noviceperformance level will beprovided individualized support based on multiple data pointresults.


01/04/2016 12/31/2016 $0 MMS Staff



ILP Students develop an ILP that targets their interests anddirects them toward colleges that are most suitable towardtheir possible degree aspirations.


01/04/2016 12/31/2016 $0 Cornette,MMS Staff

Data Management Administration and staff will track student assessment datafrom multiple sources to identify those students who arelikely to score below the proficient level. Students will thenreceive services to meet their individual needs.


01/04/2016 12/31/2016 $0 MMS Staff

Goal Setting Goal setting will occur at the classroom and school level.Each classroom will set specific novice reduction goals forstudents based on data. Classroom goals will then informthe overall school goal.


01/04/2016 12/31/2016 $0 MMS Staff

Reading Class Targeted students will take a reading class throughout theschool year. Reading comprehension strategies will beregularly taught to students. Reading instruction will be thefocus for these students and classes. Students receivingthese classes will be students who perform below theproficient level.


01/04/2016 12/31/2016 $0 Administration, ELA Team

Individualized Interventions Students identified as likely to score in the noviceperformance level will be provided individualized supportbased on multiple data point results.


01/04/2016 12/31/2016 $0 MMS Staff

Goal Setting Goal setting will occur by the students. Students will usetheir own assessment data to create goals. They will thencreate goals based off the data. This work will take placewhen students work with data notebooks and ILPs.


01/04/2016 12/31/2016 $0 MMS Staff


Cooperative learning will become "look fors" in lessonplans, walkthroughs, and observations to ensureimplementation is occurring.


01/04/2016 12/31/2016 $0 Administration

PLCs at Work Staff regularly attend PLC meetings. Topics will includestudent performance, Kagan, instructional practices,questioning strategies, and data analysis.


01/04/2016 12/31/2016 $0 MMS Staff

Data Management Administration and staff will track student assessment datafrom multiple sources to identify those students who arelikely to score at lower than proficient on KPREPassessments. These students will then receive services tomeet their individual needs.


01/04/2016 12/31/2016 $0 MMS Staff


Cooperative learning will become "look fors" in lessonplans, walkthroughs,and observations to ensure implementation is occurring.


01/04/2016 12/31/2016 $0 MMS Staff


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


01/04/2016 12/31/2016 $0 MMS Staff



General Fund


Activity designed to provide assistance to students who are"at risk" ofunderachieving. The list of students is developed fromassessment data,attendance data, and behavior data. MMS staff membersprovide uniquesupports for these students such as, but not limited totutoring, incentivesand rewards for improvements, and counseling.


01/04/2016 12/31/2016 $0 MMS Staff


Cooperative learning will become "look fors" in lessonplans, walkthroughs, and observations to ensureimplementation is occurring.


01/04/2016 12/31/2016 $0 Administration

Goal Setting Goal setting will occur at the classroom and school level.Students will set individual goals for themselves and comeup with plans for meeting their goals. Much of this work willtake place through Data Notebook Days and within their ILPwork.


01/04/2016 12/31/2016 $0 MMS Staff


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


01/04/2016 12/31/2016 $0 MMS Staff

Angela HildabrantAcademies

ELA team attends academies with Angela Hildabrant,learning up-to-date instructional practices as well asanalyzing student performance data to improve instruction.


01/04/2016 12/31/2016 $0 ELA Team

Data Management Administration and Staff will track student assessment datafrom multiple sources to identify those students who arelikely to score at the novice level. These students will thenreceive services to meet their individual needs.


01/04/2016 12/31/2016 $0 MMS Staff

Individualized Instruction Students identified as likely to score in the noviceperformance level will beprovided individualized support based on multiple data pointresults.


01/04/2016 12/31/2016 $0 MMS Staff


Activity designed to provide assistance to students who are"at risk" of underachieving. The list of students isdeveloped from assessment data, attendance data, andbehavior data. MMS staff members provide unique supportsfor these students such as, but not limited to tutoring,incentives and rewards for improvements, and counseling.


01/04/2016 12/31/2016 $0 MMS Staff

Total $0

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

College Visits Students meet with college advisors learning about variousdegree options. They get to tour the campus facility as well.

AcademicSupportProgram,Field Trip

01/04/2016 12/31/2016 $300 Cornette



Total $300



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? In examining the 2015 KPREP assessment data for our school, we wanted to determine the areas of both strength and weakness.

Specifically, we looked at the grade level and subject area of each assessed area. The faculty and staff of McKell Middle School have

worked diligently to analyze this data as a staff and in department level PLC meetings. Within these meetings we have answered the

following questions about subject area assessments and specific grade level (6th grade, 7th grade, and 8th grade) assessment data.

-What does the data tell us?

-What does the data not tell us?

-What are the causes for celebration?

-What are the opportunities for improvement?

-What are our next steps?

In addition to looking at the achievement portion of our KPREP results, we are also focusing on the areas of Gap, Growth, College & Career

Readiness, and Novice Reduction. These areas will be instrumental in making up our school's overall academic index. During the data

analysis phase, we have determined where we are and our next steps that will ensure improvement.

Assessment data indicates that our students and school are above state averages in the majority of tested areas and in the 63rd percentile

among state middle schools. In reading, 20.7% of our students are performing at the novice performance level. That is .5% lower than the

state average. In regards to the NAPD calculation, our score 66.9, which is higher than the state average. Our percentage of students

performing at the proficient/distinguished levels is 54.4% which is .6% higher than the state average. In math, our novice scores aren't as

high as those in reading. Data tells us that 13.7% of our students are performing at the novice level compared to the 16.1% state average.

In regards to the NAPD calculation, our score is 1.8 points higher than the 63.4 point state average. Our percentage of students performing

at the proficient/distinguished levels is 43.9% which is 1.1% below the state average.

Social Studies Assessment data shows that 51.6% of our students are performing at the proficient/distinguished levels. This is lower than

the state average. Our NAPD calculation is 75.3, which is only .1 points lower than state average. We have more students performing at the

distinguished level that at the novice level which resulted in an 8.8 point bonus, which is higher than the state average, 3.2 point bonus.

Writing assessment data shows us that the proficient/distinguished percentage is at 36.7%, compared to the 39.2% of students across the

state. We achieved 61.7 NAPD points compared to the 62.5 among the state middle schools

Given the data in regards to our Gap scores, our school still has the label of a Focus School. The total points our school was awarded for

this area was 38.5. The Growth data of our students in reading and math remains above the state average which is encouraging. In the

area of College & Career Readiness, our school obtained 37.7 points which is below state average.

While the assessment data does tell us that there are several areas that need attention, the data does not illustrate the specific problems

within the areas. For example, in math we currently are unable to determine if our areas of weakness are in basic computation or math

reasoning. The subject area assessment data is not divided into specific disciplines within the subject area. Also, there is no data that

illustrates how well our students performed on multiple choice, short answer, or extended response questions on the assessments. We

cannot determine if our students are performing better on different type of questions compared to the other. We know we have room to

improve, we just are uncertain in what specific areas we need to focus our efforts the most given the assessment information provided by the

Kentucky Department of Education.



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? Our school sits at the 63rd percentile among all state middle schools. This is an improvement from our 2012 32nd percentile rank. The

overall contributions that makeup are academic index created have created a positive improvement over time with our students and school.

While the assessment data did illustrate areas of concern, there were also some encouraging data trends that validate the instructional

initiatives that are taking place at McKell Middle School. In all the tested subject areas, our Novice percentages are below the state average

Novice percentages and are, for the most part, decreasing in all areas. In Math and Reading, our proficient/distinguished percentages

remain above the state average, as they do in Language Mechanics. This is very promising and a good sign that our students are moving up

instead of falling backwards. Our school received bonus points in Social Studies, as we had more distinguished students than novice.

We will continue to use Measures of Academic Progress assessments at MMS. The data we receive with these assessments will drive the

instructional decisions we make each day. We will continue to involve our students in goal setting activities that center around improvements

in not only MAP scores, but KPREP and Explore scores as well. We will continually refer to this data with our students and in PLC meetings

to improve our practices.

We continue to develop our RTI program and the programs within the program to help at risk students. Students are working in a small

group or one-on-one setting to meet their specific needs more effectively. Study Island has been a great tool for students to use as it

individualizes instruction for them.

Our teachers are heavily involved in academies and professional learning sessions. These are embedded throughout the year and help

them learn effective strategies that will build levels of engagement and with data analysis. Our staff is working to become better at

implementing Kagan structures within the classroom that will help them build those levels of student engagement.

Nearly all of our proficient/distinguished percentages are above state averages. In social studies we received bonus points for having

higher numbers of distinguished students than novice students. We are steadily making improvements in nearly all tested. We will celebrate

the fact that our novice numbers are shrinking and our proficient numbers are increasing. This is a general trend in each area of KPREP.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? As indicated by the assessment results from the Kentucky Department of Education, McKell Middle School can still improve in all areas.

Even though our novice numbers are down, there are still students performing at this level. Our "battle cry" for the upcoming year is "No

Novice". We hope to cut our number of novice scores dramatically and increase the number of distinguished scores. Hopefully by doing this,

our distinguished numbers will outweigh our novice numbers and our school can earn some bonus points that will improve our overall score.

With the implementation of MAP assessments in our school, we are utilizing the data with more fidelity. The data is driving our daily

instruction. This opens the door for more differentiation and individualized instruction. The results of these assessments also allow us to

monitor and service at risk students. Our RTI program is more focused.

We are communicating each assessment result with students like never before. We have implemented Student Data Notebooks. Students

work with these notebooks regularly to analyze their own data and set goals for upcoming assessments. Our students are buying into their

own learning and achievement. The more personal we can make their assessments, the more pride the students will take in their effort and

results.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? McKell Middle School will continue good work and make improvements on the 2016 Kentucky Performance Rating for Educational Progress

(KPREP) scores. Our students will continue to show improvements in the tested areas, our Growth numbers need to maintain their levels,

our GAP scores will continue to rise, and our novice numbers must continue to shrink. With our proficient scores from the past, it is evident

that we can be a proficient school. We want to be consistently here and ultimately do things that will allow us to become a Distinguished

school. It is within reach and with the processes in place, it is attainable.

Improved instructional practices and effective communication with students about their progress will hopefully yield positive results.

Improving our college/career ready score is imperative as well. Our teachers are working hard within department PLCs and District Level

Academies to improve themselves as educators. Our students will benefit greatly from the efforts our teachers are making. There are

effective educators in the classrooms, supportive stakeholders in our community, and most importantly, great students engaged in daily

activities within our school.



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:

Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group at McKell Middle

School from 41.7% in 2015 to 66.9% in 2019 Measurable Objective 1:

43% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Mathematics by

12/31/2015 as measured by KPREP assessments. Strategy1:

Cooperative Learning - Student engagement will increase through cooperative learning, thus making the students responsible for their

learning through discussion and questioning.

Category: Professional Learning & Support

Research Cited: Kagan, Danielson's Framework for Teaching

Strategy2:

Common Assessments - Common assessment will be administered to MMS students in reading and math.

Category: Learning Systems

Research Cited: Lazote, Haycock

Activity - Kagan Training ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Staff members trained on Kagan structures.There will be one building level expert thatdelivers training to staff as well as staffattending trainings by district personnel.

ProfessionalLearningAcademicSupportProgram

01/04/2016 12/31/2016 $0 - No FundingRequired Administration, Harbour

Activity - Cooperative LearningImplementation

ActivityType Begin Date End Date Funding Amount


Cooperative learning will become "look fors" inlesson plans, walkthroughs, and observationsto ensure implementation is occurring.


01/04/2016 12/31/2016 $0 - No FundingRequired Administration

Activity - Analyze Data ActivityType Begin Date End Date Funding Amount


School staff will analyze benchmark data andprovide feedback to teacher that includeresources for next steps.


01/04/2016 12/31/2016 $0 - No FundingRequired MMS Staff



Strategy3:

Individual Student Needs - MMS staff will implement a series of activities that identify students who need additional services to reach

proficiency, and provide appropriate interventions for those students.

Category: Continuous Improvement


Activity - Curriculum Standard Assessments ActivityType Begin Date End Date Funding Amount


Teachers will revise the curriculum to ensurethat there is alignment with learning targets,pacing guides, resources, and plannedbenchmark assessment dates.

ProfessionalLearning 01/04/2016 12/31/2016 $0 - No Funding

Required MMS Staff

Activity - Benchmark Assessments ActivityType Begin Date End Date Funding Amount


School staff will create and administerbenchmark assessments in reading and maththat are aligned to KCAS.



Activity - Data Management ActivityType Begin Date End Date Funding Amount


Administration and staff will track studentassessment data from multiple sources toidentify those students who are likely to score atlower than proficient on KPREP assessments.These students will then receive services tomeet their individual needs.



Activity - Goal Setting ActivityType Begin Date End Date Funding Amount


Goal setting will occur at the classroom andschool level. Students will set individual goalsfor themselves and come up with plans formeeting their goals. Much of this work will takeplace through Data Notebook Days and withintheir ILP work.



Activity - Name and Claim/Bulldog Buddies ActivityType Begin Date End Date Funding Amount


Activity designed to provide assistance tostudents who are "at risk" of underachieving.The list of students is developed fromassessment data, attendance data, andbehavior data. MMS staff members provideunique supports for these students such as, butnot limited to tutoring, incentives and rewardsfor improvements, and counseling.

BehavioralSupportProgramTutoringAcademicSupportProgram




Measurable Objective 2:

51% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Reading by 12/31/2016

as measured by KPREP assessments. Strategy1:





Activity - Individualized Interventions ActivityType Begin Date End Date Funding Amount


Students identified as likely to score in thenovice performance level will be providedindividualized support based on multiple datapoint results.
















BehavioralSupportProgramAcademicSupportProgramTutoring









Strategy2:




Strategy3:









Required MMS Staff
























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

Increase the average combined reading and math proficient KPREP scores for students at McKell Middle School from 49.2% in 2015 to

71.5% in 2019. Measurable Objective 1:

51% of All Students will demonstrate a proficiency rating in Mathematics by 12/31/2016 as measured by KPREP assessments. Strategy1:





Activity - Individualized Instruction ActivityType Begin Date End Date Funding Amount


Students identified as likely to score in thenovice performance level will beprovided individualized support based onmultiple data point results.



Activity - Reading Class ActivityType Begin Date End Date Funding Amount


Targeted students will take a reading classthroughout the school year. Readingcomprehension strategies will be regularlytaught to students. Reading instruction will bethe focus for these students and classes.Students receiving these classes will bestudents who perform below the proficient level.


01/04/2016 12/31/2016 $0 - No FundingRequired Administration, ELA Team



Administration and staff will track studentassessment data from multiple sources toidentify those students who are likely to scorebelow the proficient level. Students will thenreceive services to meet their individual needs.





Strategy2:





Strategy3:

Common Assessments - Common assessments will be administered to students in reading.


Research Cited: Lazote and Haycock



Activity designed to provide assistance tostudents who are "at risk" ofunderachieving. The list of students isdeveloped from assessment data,attendance data, and behavior data. MMS staffmembers provide uniquesupports for these students such as, but notlimited to tutoring, incentivesand rewards for improvements, and counseling.





Goal setting will occur by the students.Students will use their own assessment data tocreate goals. They will then create goals basedoff the data. This work will take place whenstudents work with data notebooks and ILPs.






Cooperative learning will become "look fors" inlesson plans, walkthroughs,and observations to ensure implementation isoccurring.





Staff members trained on Kagan structures.There will be one building level expert thatdelivers training to staff. Staff members alsowill attend trainings offered by districtpersonnel.

AcademicSupportProgramProfessionalLearning




School staff will analyze benchmark data andprovide feedback to teacherthat include resources for next steps.





All children-were screened for kindergarten readiness. If yes, name the assessment. N/A (this question does not apply)

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

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

scores. N/A (this question does not apply)

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

Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group at McKell Middle

School from 41.7% in 2015 to 66.9% in 2019 Measurable Objective 1:

51% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Reading by 12/31/2016

as measured by KPREP assessments. Strategy1:






Teachers will revise the curriculum to ensurethat there is alignment withlearning targets, pacing guides, resources, andplanned benchmarkassessment dates.


Required MMS Staff



School staff will create and administerbenchmark assessments in readingand math that are aligned to KCAS.






Strategy2:




Strategy3:




















Required MMS Staff













Measurable Objective 2:

43% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency rating in Mathematics by

12/31/2015 as measured by KPREP assessments. Strategy1:



























Strategy2:







BehavioralSupportProgramAcademicSupportProgramTutoring





















Required MMS Staff








Strategy3:





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:

Increase the average combined reading and math proficient KPREP scores for students at McKell Middle School from 49.2% in 2015 to

71.5% in 2019. Measurable Objective 1:















AcademicSupportProgramProfessionalLearning




58% of All Students will demonstrate a proficiency rating in Reading by 12/31/2016 as measured by KPREP assessments. Strategy1:

Common Assessments - Common assessments will be administered to students in reading.


Research Cited: Lazote and Haycock

Strategy2:







School staff will create and administerbenchmark assessments in readingand math that are aligned to KCAS.





Teachers will revise the curriculum to ensurethat there is alignment withlearning targets, pacing guides, resources, andplanned benchmarkassessment dates.


Required MMS Staff



School staff will analyze benchmark data andprovide feedback to teacherthat include resources for next steps.





Staff members trained on Kagan structures.There will be one building level expert thatdelivers training to staff. Staff members alsowill attend trainings offered by districtpersonnel.






Cooperative learning will become "look fors" inlesson plans, walkthroughs,and observations to ensure implementation isoccurring.





Strategy3:

Professional Learning Communities - Staff will attend embedded professional learning throughout the school year to analyze data and learn

new instructional strategies.


Research Cited:

Strategy4:





Activity - PLCs at Work ActivityType Begin Date End Date Funding Amount


Staff regularly attend PLC meetings. Topics willinclude student performance, Kagan,instructional practices, questioning strategies,and data analysis.



Activity - Angela Hildabrant Academies ActivityType Begin Date End Date Funding Amount


ELA team attends academies with AngelaHildabrant, learning up-to-date instructionalpractices as well as analyzing studentperformance data to improve instruction.


Required ELA Team



Administration and staff will track studentassessment data from multiple sources toidentify those students who are likely to scorebelow the proficient level. Students will thenreceive services to meet their individual needs.





Goal setting will occur by the students.Students will use their own assessment data tocreate goals. They will then create goals basedoff the data. This work will take place whenstudents work with data notebooks and ILPs.



Activity - Individualized Instruction ActivityType Begin Date End Date Funding Amount


Students identified as likely to score in thenovice performance level will beprovided individualized support based onmultiple data point results.







Activity designed to provide assistance tostudents who are "at risk" ofunderachieving. The list of students isdeveloped from assessment data,attendance data, and behavior data. MMS staffmembers provide uniquesupports for these students such as, but notlimited to tutoring, incentivesand rewards for improvements, and counseling.





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 Academic achievement data forall students is continuouslyanalyzed at PLC and Staffmeetings.

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 The staff participates in regulartrainings to develop effectivepractices utilizing Kaganstructures, which promoteimproved levels of studentengagement.

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

N/A

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 Implementing Kagan Structureswithin the classrooms to promoteimproved levels of studentengagement and ultimately highlevels of student achievement.

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes

Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

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

Yes



Label Assurance Response Comment AttachmentParentalInvolvement

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

Yes Multiple parent teacherconferences are held to discusscurrent class achievement as wellas any state level and districtlevel assessments. The schoolcouncil created and adopted aparent involvement policy.

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

No No

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 The SIP is continually monitored.

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes Conducted during staff and PLCmeetings.

Label Assurance Response Comment AttachmentInstructionalStrategies

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

Yes Instructional strategies aredeveloped to foster studentsuccess. Individualizedinstruction takes place within theregular classroom setting, duringRTI labs, and in Gifted andTalented endeavors.

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

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

Yes Numerous activities are alignedto meet the needs of variousgroups of targeted students.FRYSC activities, RTI instruction,etc.




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

Yes 21st Century, ESS, GT

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

Label Assurance Response Comment AttachmentFederal ProgramFunds

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

Yes

Label Assurance Response Comment AttachmentParentalInvolvement

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

Yes

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

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

No No




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

Yes All staff receive adequatelyappropriate professionaldevelopment opportunities thatenable them to better serve allstudents at MMS.

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 The SIP is monitored throughoutthe year by staff and schoolcouncil.

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

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

Yes http://www.greenup.kyschools.us/mckellmiddle_home.aspx

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

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

No Not Applicable. All teachers arehighly 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.

Yes

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

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

Yes Para-educators work closely withteachers to ensure that qualityinstruction is provided tostudents.



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.

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

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

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

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

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

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

Yes



The Missing Piece



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

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

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

the diagnostic content and respond to the questions.



Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Nathan Sutton, Principal

Kristy Wilcox, Assistant Principal

Sandra Cornette, Guidance Counselor

Jenifer Webster, Media Specialist

Mark Justice, Teacher

Jessica Lewis, Teacher

Kacey Carver, Teacher

Levi Dalton, Teacher



Relationship Building

Overall Rating: 2.86

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

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

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

Proficient

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

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

School staff implements systematic steps towelcome the parents of new and ESL students(for example, using home visits, personal callsor letters, open houses, and/or other methods).

Proficient

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

are actively welcomed when they visit theschool.

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

Proficient

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

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

School staff implements systematic steps toencourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

Proficient

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

communication about their students' progressat least once a month.

Administrators and school staff are available toparents by appointment only to discuss theirstudent's progress.

Apprentice

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

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

School staff completes needs assessment withall parents to determine resources necessaryfor their child's academic success.

Proficient

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

Overall Rating: 3.0

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

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

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

Proficient

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

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

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

Distinguished

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

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

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

Proficient

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

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

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

Proficient

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

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

A conference is held twice a year for allstudents and includes parent or advocate,student and teachers. School council developsways to address data that is collected.

Distinguished

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

annual school and/or district stakeholdersurveys.

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

Apprentice



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

plan school improvement efforts and toevaluate their effectiveness.

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

Apprentice



Decision Making


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

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

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

Apprentice

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

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

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

Apprentice

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

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

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

Apprentice

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

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

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

Apprentice



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

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

School staff provides opportunities for outgoingparent council members to meet with newparent council members to share knowledge ofserving on the council.

Apprentice



Advocacy


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

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

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

Proficient

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

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

Some parents are involved in informalconversation with school staff to address theirchild's individual learning needs.

Apprentice

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 an educational advocate or howto access an educational advocate whenneeded.

Proficient

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

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

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

Apprentice



Learning Opportunities


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.

Parents have multiple opportunities to learnabout and discuss: • Kentucky standards andexpectations for all students. • School'scurriculum, instructional methods, and studentservices. • School's decision-making process,including opportunities to participate on SBDMcouncils and committees. • Their children'slearning and development, along with legal andpractical options for helping their childrensucceed such as participation in IEP and/or ILPprocess. • Community resources to supportlearning. • Opportunities to participate in stateand district school improvement efforts, such asforums, committees, and surveys.

Proficient

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

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

School staff makes systematic use of writtencommunications (for example, newsletters,Web sites, bulletin boards) to help parentsunderstand their own children's academicprogress and the progress of school.

Proficient

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

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

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

Proficient

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

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

School staff offers targeted parent workshopsand meetings to help parents develop skills tosupport their child's learning.

Apprentice

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 relies on the parent organizationsto provide learning opportunities for parentleadership.

Apprentice



Community Partnerships


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

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

School leadership periodically meets with somebusiness leaders to discuss information onstudent achievement.

Apprentice

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

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

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

Apprentice

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

to support parent and volunteer participation instudents' education.

School leadership rarely invites employers tosupport adult participation in education.

Novice

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

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

School staff collaborates with businesses,organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

Proficient

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

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

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

Proficient

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

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

School staff offers and publicizes community-based learning activities, such as tutoring linkedto the curriculum, for all students and parents.

Proficient



Reflection

Reflect upon your responses to each of the Missing Piece objectives. Our areas of strength included communication and relationship building. We strive to build and maintain relationships with all stakeholders.

Our areas of growth needed were decision making and community partnerships. We plan to partner more with local businesses in order to

foster relationships with them in hopes of more involvement with our staff and students. In addition, we plan to allow more decision making

opportunities for all stakeholders.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

2.86

3

2.29

2.67

2.33

2.33



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. Representatives were chosen from various content areas, as well as from the Program Review Team. These representatives were chosen

based on their willingness to and experience in analyzing data. Meetings were scheduled around their various planning times, as well as after

school duties. Team members shared information and decision-making making with their respective team/content area and grade level team

members.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The representatives from the various content areas comprise a wide array of teachers from opposite ends of the spectrum. There are

teachers with over 20 years of experience to a teacher with only one year of teaching experience. The guidance counselor representative

has approximately 20 years of experience and was able to give expertise in the ILP portion, special education areas, and stakeholder

involvement areas. The Program Review representative is our music and humanities teacher. He is also a new teacher, so his views on

things were fresh and from a different perspective than most. All representatives were asked for input and guidance in all areas and asked to

deliver information back to their departments.

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 will be communicated to all stakeholders through a faculty meeting to all faculty members; it will be placed on our website for

all parents, community members, and other stakeholders to see; it will be digitally sent via e-mail to our central office for the central office

staff and others to review. This will be a continual process.



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 The EMP is developed and then

approved by the school councileach year.

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

the development and adoption of an EMP?Yes The Emergency Plan Policy was

adopted by the school council onOctober 24, 2013.

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes The EMP was approved on

August 27, 2015.

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 27, 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 4, 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 August 7, 2015

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 August 7, 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? Teacher pay in our district is one barrier to attracting top notch applicants for teaching positions. Our district is among the lowest in our area

in terms of teacher pay. The result: we are not a top destination for aspiring teachers. Another barrier is the geographical location of our

school district. We are situated in rural Kentucky which equates to low income families and a plethora of subpar living areas and lower than

normal educational backgrounds of our families. What sources of data were used to determine the barriers? Regional Teacher Pay Data, Applications for Employment, Census Data, Household Income Data What are the root causes of those identified barriers? Lower pay scale has been in place in the GCSD for years. What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? The teachers in the school that have been rated using the Professional Growth and Effectiveness System are rated as accomplished. PGES

has allowed teachers to put focus into areas of the profession that were not separate domains under the previous evaluation system. This

system allows teachers to develop plans to improve in areas where they may be ineffective or developing.

Label Assurance Response Comment Attachment1.1 Has a review of the data has been conducted to

determine barriers to achieve equitable accessto effective educators within the school?

Yes A thorough review of multiplesources of data was conducted toensure all students haveequitable access to effectiveeducators.



Equitable Access Strategies

Placement: Describe school policies or procedures that address the assignment of students to ensure low income and minority

students are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers who are not identified

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

screener (MAP) is analyzed and students are placed in classes according to their needs. Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient

and Exceptional Children and Youth are not assigned to inexperienced, ineffective or out-of-field teachers more often than their

peers? Student assessment data is analyzed in an effort to determine what additional supports need to be provided to students. Often these

additional supports take the form of some type of remediation or Response to Intervention services. Sometimes these services take the form

of an additional teacher that is allocated to the school. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? We have a good relationship with area universities that place teacher candidates in our school to observe and student teach. We use

student level data to determine if there are specific needs that could be addressed with improved teacher performance and in some cases,

more teaching placements. Recruitment and Retention: How does the school recruit teachers who are effective in implementing practices that are targeted to

support the diverse learning needs of minority students, low income students, Limited English Proficient and Exceptional Children

and Youth? Continuous improvement is emphasized for all teachers. This training is designed directly from teacher requests and feedback obtained via

anonymous surveys by our school district. In addition, teacher engagement is measured via anonymous surveys with plans being developed

and implemented in an effort to address teacher concerns to improve the working environment. Teacher awards are also given each year for

those teachers who obtain more than 50 hours of professional learning, and awards are given for an elementary, middle school, and high

school teacher of the year Recruitment and Retention: How does the school retain effective teachers? Identify any incentives. Providing all teachers with support is one way in which we attempt to retain our teachers. By showing support to our teachers, we feel that

trust and relationships are strengthened to levels that teachers do not want to leave our school because they are having positive experiences



working with students each day. We also provide incentives such as bus duty passes and various shout outs for teachers that exhibit high

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

inexperienced and out-of-field teachers. New teachers go through new teacher training offered by our school district. New teachers are also members of valuable academies and

PLCs that assist them in developing quality lessons, engaging instruction, and proper data analysis tools. Another important support in place

for new teachers in our school is KTIP, where they work closely with a mentor teacher throughout the year. Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? Teachers complete a self-reflection on their performance at the beginning of the school year. Based on the data, teachers then create a

growth plan targeting one low area. Professional learning is developed based on growth plans that will help teachers improve in these areas.

Our school district has been very intentional in offering trainings and professional learning opportunities focusing on student engagement and

questioning which are two components where the majority of MMS teachers scored themselves as developing. Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? TELL results are steadily improving. There are a few areas that need some attention and the administration and staff of MMS are working to

improve them.



Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. The Proficiency Goal, Gap Goal, CCR Goal, and Novice Reduction Goal all support equitable access. Within each of these goals, the

strategies and activities aligned also support equitable access. We are doing things that support the needs of our students and teachers.



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