KDE Comprehensive School. Improvement Plan. Montgomery County Intermediate School

Transcription

1 KDE Comprehensive School Improvement Plan Montgomery County Schools Mark Crain, Principal 37 North Maysville Mt Sterling, KY Document Generated On January 4, 2016

2 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 Overview 9 Goals Summary 10 Goal 1: Increase percentage of students who are college and career ready from the 34th percentile to the 68th percentile in Goal 2: Increase the average combined reading and math KPREP scores for elementary and middle school students from 44% to 72% in Goal 3: Increase average combined reading and math proficiency ratings for all student in the non-duplicated gap group from 33% to 66.5% by Goal 4: Ensure that all teachers and principals receive training and are provided support and guidance in the Professional Growth and Effectiveness System (PGES) 14 Goal 5: increase student growth to reduce the combined percentage of novice in reading and math by 50% by 6/30/2020 as measured by KPREP. 14 Activity Summary by Funding Source 16 KDE Needs Assessment Introduction 19

3 Data Analysis 20 Areas of Strengths 21 Opportunities for Improvement 22 Conclusion 23 KDE Compliance and Accountability - Schools Introduction 25 Planning and Accountability Requirements 26 KDE Assurances - School Introduction 36 Assurances 37 The Missing Piece Introduction 43 Stakeholders 44 Relationship Building 45 Communications 46 Decision Making 48 Advocacy 50 Learning Opportunities 51 Community Partnerships 52 Reflection 53

4 Report Summary 54 Improvement Plan Stakeholder Involvement Introduction 56 Improvement Planning Process 57 School Safety Report Introduction 59 School Safety Requirements 60 Equitable Access Diagnostic Introduction 63 Needs Assessment 64 Equitable Access Strategies 65 Questions 67

5 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 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. SY Page 1

6 Executive Summary SY Page 2

7 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. SY Page 3

8 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? has served the students of Montgomery County for the last four years, Our school hosts 725 5th and 6th grade students, pulling from three diverse elementary schools across the district. MCIS is located at 1040 Maysville Rd. in Mount Sterling, Kentucky. 1. The demographics of our school 2. Our school houses 30 regular education classrooms, 1 EBD classroom, 1 FMD classroom, 1 ASD classroom, 5 CCR classrooms Regular Education Teachers, 10 Special Education Teachers, 5 CCR Teachers. 4. Our focus is to ensure high levels of learning and achievement for all students through collaboration, differentiation, and high expectations. We have adopted a new "MCIS Way," which outlines our expectation for student behavior and performance. 5. Our school scored in the 96th percentile on the KPREP Assessment SY Page 4

9 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 MCIS is to promote the development of productive members of society, by ensuring the academic achievement of each child under our care. Our school's vision and purpose can be summarized by two words: academic achievement. As a faculty, we recognize and value the importance of academic achievement and growth, and every decision and action we take is fully rooted in the vision. We work to develop mindful, proficient, intelligent, caring, purposeful citizens of the future. Our school holds extremely high expectations for its students. Programs such as STLP, Academic Team, and student support team support our school's vision and purpose. SY Page 5

10 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 : MCIS was a School of Distinction and scoring in the 98th percentile of middle schools in the state of Kentucky based on our K-Prep data : MCIS was a Distinguished School and scoring in the 96th percentile of middle schools in the state of Kentucky based on our K-Prep data. Our goals for the future are to return to being identified as a School of Distinction, this will be accomplished through continued through high expectations, intentionality, and data driven instruction. We intend to continue to close our gap areas and better meet the needs of all students served here at MCIS. SY Page 6

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. MCIS values our community and parents as essential stakeholders and decision makers in our student's educational process. Our students continue to achieve at high levels due to this strong partnership. SY Page 7

12 Comprehensive School Improvement Plan SY Page 8

13 Overview Plan Name Comprehensive School Improvement Plan Plan Description SY Page 9

14 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 Funding 1 Increase percentage of students who are college and career ready from the 34th percentile to the 68th percentile in Objectives: 1 Strategies: 1 Activities: 3 Organizational $0 2 Increase the average combined reading and math KPREP scores for elementary and middle school students from 44% to 72% in Increase average combined reading and math proficiency ratings for all student in the nonduplicated gap group from 33% to 66.5% by Ensure that all teachers and principals receive training and are provided support and guidance in the Professional Growth and Effectiveness System (PGES) 5 increase student growth to reduce the combined percentage of novice in reading and math by 50% by 6/30/2020 as measured by KPREP. Objectives: 1 Strategies: 2 Activities: 6 Objectives: 1 Strategies: 2 Activities: 2 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 2 Activities: 2 Organizational $200 Organizational $0 Organizational $0 Organizational $0 SY Page 10

15 Goal 1: Increase percentage of students who are college and career ready from the 34th percentile to the 68th percentile in Measurable Objective 1: collaborate to develop a plan to ensure that students are college and career ready. by 05/31/2016 as measured by KPREP and Program Review. Strategy 1: Program Review - Teachers across all content areas will collaborate on a specific Program Review Committee to submit evidence of cross curricular connections being made throughout the school. Chairs of these committees have worked to improve the effectiveness of collecting evidence and supplying rationales for the instructional activities supporting the various Program Review components. Category: Continuous Improvement Activity - Writing Activity Type Begin Date End Date Resource Assigned Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of writing in every subject area and setting at MCIS. Teachers in all content areas will adhere to the school Writing Plan. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Activity - Arts and Humanities Activity Type Begin Date End Date Resource Assigned Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of arts and humanities in every subject area and setting at MCIS. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Activity - Practical Living/Career Studies Activity Type Begin Date End Date Resource Assigned Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of practical living skills and career studies in every subject area and setting at MCIS. In collaboration with our Family Resource/Youth Service Center director, students will work to develop plans and objectives to become college and career ready. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible All Staff Staff Responsible All Staff Staff Responsible All Staff Goal 2: Increase the average combined reading and math KPREP scores for elementary and middle school students from 44% to 72% in SY Page 11

16 Measurable Objective 1: collaborate to increase the overall reading and math for MCIS from 59 to 64 by 05/31/2016 as measured by KPREP. Strategy 1: Literacy Initiative - Teachers will be trained in using research-based, multi-sensory reading intervention strategies. Teachers will work to create specifically designed instruction in order to meet the needs of our students performing more than a year below their assigned grade level. Category: Continuous Improvement Activity - MISL PD Activity Type Begin Date End Date Resource Assigned A team of teachers along with the assistant principal, were selected to attend a four day multi-month professional development focusing on Multi- Sensory Reading Instruction including the areas of phonics, phonemic awareness, comprehension, fluency, and vocabulary. Professional Learning Source Of Funding Staff Responsible 07/29/ /31/2016 $200 Other Assistant Principal, 3 LBD Teachers Activity - Skills & Resource Activity Type Begin Date End Date Resource Assigned Teachers are collaborating to create specifically designed instruction during daily skills time within the classroom setting. Teachers are also collaborating to design specifically designed direct instruction during daily resource time, with a focus on basic reading strategies and skills. Professional Learning Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible All Teachers, Instructional Support Teacher, Administration Strategy 2: Curriculum Alignment and Assessment - Content area teams will collaborate to development standards-based check sheets and quality assessments which identify mastery of common core standards. Category: Continuous Improvement Activity - Standards Based Grading Activity Type Begin Date End Date Resource Assigned Continued progress in implementing standards based grading in all content areas in both 5th and 6th grade. Other - assessment strategy Source Of Funding 08/11/ /31/2016 $0 No Funding Required Activity - Curriculum Development Activity Type Begin Date End Date Resource Assigned Grade level teams will work together to improve instructional strategies based on common assessment data to address individual student needs. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Principal Staff Responsible Principal SY Page 12

17 Activity - Align and Order Assessments by Standards Activity Type Begin Date End Date Resource Assigned Teachers will edit and revise common assessments to ensure they are aligned to content specific standards. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Activity - Content Specific Data Reviews Activity Type Begin Date End Date Resource Assigned Content specific teams will meet after common assessments to discuss student data. Teachers will pinpoint areas of need, trends in the data, and create a plan to increase student achievement. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Teachers, Curriculum Coach, Administration Staff Responsible Administration and Teachers Goal 3: Increase average combined reading and math proficiency ratings for all student in the non-duplicated gap group from 33% to 66.5% by Measurable Objective 1: collaborate to increase our average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 50.5 to 53 by 05/29/2015 as measured by KPREP. Strategy 1: Schoolwide Data Analysis - Our LBD teachers are collecting weekly progress monitoring data and are sharing their data with their co-teachers as well as their fellow grade level LBD teachers at bi-weekly PLC meetings. Our content area teachers are meeting at the summation of each unit to discuss the progress of the gap area kids in comparison to our on-level students. The teachers are also working along their LBD counterparts to develop plans to meet the needs of the students currently in the gap population. Category: Continuous Improvement Activity - Gap Data Analysis Activity Type Begin Date End Date Resource Assigned Grade-level teams will analyze student achievement by gap groups relative to state testing, district common assessments, and district assessments. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Principal, curriculum team, special education staff, grade level teachers Strategy 2: Co-Teaching and Collaboration - Teachers will be provided professional development in effective co-teaching and collaborative teaching strategies to accommodate all learners. SY Page 13

18 Category: Professional Learning & Support Activity - PLC'S Activity Type Begin Date End Date Resource Assigned Plan and execute weekly learning sessions for teachers, to educate and inform them on strategies and techniques to ensure effective implementation of co-teaching strategies. This will also occur during after school professional developments and during content planning sessions. Professional Learning Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Principal, curriculum team, special education staff, grade level teachers Goal 4: Ensure that all teachers and principals receive training and are provided support and guidance in the Professional Growth and Effectiveness System (PGES) Measurable Objective 1: collaborate to ensure that all teachers are trained and coached in writing Student Growth Goals by 05/31/2016 as measured by the training and guidance provided during professional development and PLC's. Strategy 1: SGG Professional Development - Teachers will be provided with numerous professional developments and monthly work sessions to focus on developing and monitoring student growth goal and growth goal data. Category: Teacher PGES Activity - Monthly PGES PLC's Activity Type Begin Date End Date Resource Assigned Teachers meet monthly with administration to discuss student growth goals, and monitor and share student progress. Professional Learning Source Of Funding 09/10/ /26/2016 $0 No Funding Required Staff Responsible Administration Elementary Director Curriculum Team Teachers Goal 5: increase student growth to reduce the combined percentage of novice in reading and math by 50% by 6/30/2020 as measured by KPREP. Measurable Objective 1: SY Page 14

19 increase student growth to reduce the combined number of students scoring novice in reading and math from 11.55% to 10.4% by 09/30/2016 as measured by K- PREP. Strategy 1: Data Analysis - Our LBD teachers are collecting weekly progress monitoring data and are sharing their data with their co-teachers as well as their fellow grade level LBD teachers at bi-weekly PLC meetings. Our content teachers are meeting at the summation of each unit to discuss the progress of novice learners. The teachers are also working with LBD counterparts to develop plans to meet the needs of students currently scoring novice in math and reading. Category: Continuous Improvement Activity - PLC'S Activity Type Begin Date End Date Resource Assigned Grade level and content area teams will evaluate novice data relative to state testing, benchmark testing, and common assessments. Academic Support Program Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Administration, All teachers Strategy 2: Parental Involvement Strategies - Creating opportunities to communicate with parents including student achievement and progress. Category: Continuous Improvement Activity - Parent University Activity Type Begin Date End Date Resource Assigned Conduct workshops for parents once a month on different topics related to parents and student success. (K-PREP, AR and AM, the new standards, etc...) Parent Involvement Source Of Funding 08/04/ /31/2016 $0 No Funding Required Staff Responsible Administration, FRC, Teachers SY Page 15

20 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 Resource Assigned Gap Data Analysis Grade-level teams will analyze student achievement by gap Academic groups relative Support to state testing, district common assessments, and district Program assessments. Curriculum Development Arts and Humanities PLC'S Monthly PGES PLC's PLC'S Align and Order Assessments by Standards Grade level teams will work together to improve instructional strategies based on common assessment data to address individual student needs. Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of arts and humanities in every subject area and setting at MCIS. Grade level and content area teams will evaluate novice data relative to state testing, benchmark testing, and common assessments. Teachers meet monthly with administration to discuss student growth goals, and monitor and share student progress. Plan and execute weekly learning sessions for teachers, to educate and inform them on strategies and techniques to ensure effective implementation of co-teaching strategies. This will also occur during after school professional developments and during content planning sessions. Teachers will edit and revise common assessments to ensure they are aligned to content specific standards. Academic Support Program Academic Support Program Academic Support Program Professional Learning Professional Learning Academic Support Program Staff Responsible 08/04/ /31/2016 $0 Principal, curriculum team, special education staff, grade level teachers 08/04/ /31/2016 $0 Principal 08/04/ /31/2016 $0 All Staff 08/04/ /31/2016 $0 Administration, All teachers 09/10/ /26/2016 $0 Administration Elementary Director Curriculum Team Teachers 08/04/ /31/2016 $0 Principal, curriculum team, special education staff, grade level teachers 08/04/ /31/2016 $0 Teachers, Curriculum Coach, Administration SY Page 16

21 Skills & Resource Practical Living/Career Studies Parent University Content Specific Data Reviews Writing Standards Based Grading Teachers are collaborating to create specifically designed instruction during daily skills time within the classroom setting. Teachers are also collaborating to design specifically designed direct instruction during daily resource time, with a focus on basic reading strategies and skills. Professional Learning Teachers will research and execute best practices, Academic research-based instruction, and across-the-content areas Support activities to support the teaching of practical living skills and Program career studies in every subject area and setting at MCIS. In collaboration with our Family Resource/Youth Service Center director, students will work to develop plans and objectives to become college and career ready. Conduct workshops for parents once a month on different topics related to parents and student success. (K-PREP, AR and AM, the new standards, etc...) Parent Involvement Content specific teams will meet after common Academic assessments to discuss student data. Teachers will Support pinpoint areas of need, trends in the data, and create a plan Program to increase student achievement. Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of writing in every subject area and setting at MCIS. Teachers in all content areas will adhere to the school Writing Plan. Continued progress in implementing standards based grading in all content areas in both 5th and 6th grade. Academic Support Program Other - assessment strategy 08/04/ /31/2016 $0 All Teachers, Instructional Support Teacher, Administration 08/04/ /31/2016 $0 All Staff 08/04/ /31/2016 $0 Administration, FRC, Teachers 08/04/ /31/2016 $0 Administration and Teachers 08/04/ /31/2016 $0 All Staff 08/11/ /31/2016 $0 Principal Total $0 Other Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned MISL PD A team of teachers along with the assistant principal, were Professional selected to attend a four day multi-month professional Learning development focusing on Multi- Sensory Reading Instruction including the areas of phonics, phonemic awareness, comprehension, fluency, and vocabulary. Staff Responsible 07/29/ /31/2016 $200 Assistant Principal, 3 LBD Teachers Total $200 SY Page 17

22 KDE Needs Assessment SY Page 18

23 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 19

24 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? We are using the data provided to us to focus on moving not only our gap students, but to decrease the number of novice students in our building. We are focusing on those gap area students who both do and do not receive accommodations in the areas of math and reading. SY Page 20

25 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 students excelled in the area of 5th grade Social Studies with a NAPD calculation of 100. SY Page 21

26 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Areas that allow opportunities for improvement in our building include Language Mechanics and reducing the amount of students scoring Novice in both math and reading. We have implemented strategies in the ELA classrooms to allow mini lessons of grammar and other language mechanics to be integrated into each class block. We have restructured our resource and skills and enrichment time to better meet the needs of all students, the goal is to identify and reteach deficient skills to improve students achievement level in reading and math. SY Page 22

27 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? MCIS needs to maintain high expectations, continue improvement of instructional practices, and data analysis to ensure we are providing opportunities for all students to show growth. We will continue to meet as a staff through PLC's and common planning to discuss student achievement as well as new instructional practices/ resources needed to meet this goal. SY Page 23

28 KDE Compliance and Accountability - Schools SY Page 24

29 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 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. SY Page 25

30 Planning and Accountability Requirements The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1: Ensure that all teachers and principals receive training and are provided support and guidance in the Professional Growth and Effectiveness System (PGES) Measurable Objective 1: collaborate to ensure that all teachers are trained and coached in writing Student Growth Goals by 05/31/2016 as measured by the training and guidance provided during professional development and PLC's. Strategy1: SGG Professional Development - Teachers will be provided with numerous professional developments and monthly work sessions to focus on developing and monitoring student growth goal and growth goal data. Category: Teacher PGES Research Cited: Activity - Monthly PGES PLC's Teachers meet monthly with administration to discuss student growth goals, and monitor and share student progress. Activity Type Professional Learning Begin Date End Date 09/10/ /26/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible Administration Elementary Director Curriculum Team Teachers 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 KPREP scores for elementary and middle school students from 44% to 72% in Measurable Objective 1: collaborate to increase the overall reading and math for MCIS from 59 to 64 by 05/31/2016 as measured by KPREP. Strategy1: Curriculum Alignment and Assessment - Content area teams will collaborate to development standards-based check sheets and quality assessments which identify mastery of common core standards. SY Page 26

31 Category: Continuous Improvement Research Cited: Activity - Content Specific Data Reviews Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Content specific teams will meet after common assessments to discuss student data. Teachers will pinpoint areas of need, trends in the data, and create a plan to increase student achievement. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Administration and Teachers Activity - Align and Order Assessments by Standards Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Teachers will edit and revise common assessments to ensure they are aligned to content specific standards. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Teachers, Curriculum Coach, Administration Activity - Standards Based Grading Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Continued progress in implementing standards based grading in all content areas in both 5th and 6th grade. Other - assessment strategy 08/11/ /31/2016 $0 - No Funding Required Principal Activity - Curriculum Development Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Grade level teams will work together to improve instructional strategies based on common assessment data to address individual student needs. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Principal Strategy2: Literacy Initiative - Teachers will be trained in using research-based, multi-sensory reading intervention strategies. Teachers will work to create specifically designed instruction in order to meet the needs of our students performing more than a year below their assigned grade level. Category: Continuous Improvement Research Cited: Activity - MISL PD A team of teachers along with the assistant principal, were selected to attend a four day multi-month professional development focusing on Multi- Sensory Reading Instruction including the areas of phonics, phonemic awareness, comprehension, fluency, and vocabulary. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 07/29/ /31/2016 $200 - Other Staff Responsible Assistant Principal, 3 LBD Teachers SY Page 27

32 Activity - Skills & Resource Teachers are collaborating to create specifically designed instruction during daily skills time within the classroom setting. Teachers are also collaborating to design specifically designed direct instruction during daily resource time, with a focus on basic reading strategies and skills. Activity Type Professional Learning Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Teachers, Instructional Support Teacher, Administration 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 KPREP scores for elementary and middle school students from 44% to 72% in Measurable Objective 1: collaborate to increase the overall reading and math for MCIS from 59 to 64 by 05/31/2016 as measured by KPREP. Strategy1: Literacy Initiative - Teachers will be trained in using research-based, multi-sensory reading intervention strategies. Teachers will work to create specifically designed instruction in order to meet the needs of our students performing more than a year below their assigned grade level. Category: Continuous Improvement Research Cited: SY Page 28

33 Activity - MISL PD A team of teachers along with the assistant principal, were selected to attend a four day multi-month professional development focusing on Multi- Sensory Reading Instruction including the areas of phonics, phonemic awareness, comprehension, fluency, and vocabulary. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 07/29/ /31/2016 $200 - Other Staff Responsible Assistant Principal, 3 LBD Teachers Activity - Skills & Resource Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Teachers are collaborating to create specifically designed instruction during daily skills time within the classroom setting. Teachers are also collaborating to design specifically designed direct instruction during daily resource time, with a focus on basic reading strategies and skills. Professional Learning 08/04/ /31/2016 $0 - No Funding Required All Teachers, Instructional Support Teacher, Administration Strategy2: Curriculum Alignment and Assessment - Content area teams will collaborate to development standards-based check sheets and quality assessments which identify mastery of common core standards. Category: Continuous Improvement Research Cited: Activity - Align and Order Assessments by Standards Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Teachers will edit and revise common assessments to ensure they are aligned to content specific standards. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Teachers, Curriculum Coach, Administration Activity - Curriculum Development Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Grade level teams will work together to improve instructional strategies based on common assessment data to address individual student needs. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Principal Activity - Standards Based Grading Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Continued progress in implementing standards based grading in all content areas in both 5th and 6th grade. Other - assessment strategy 08/11/ /31/2016 $0 - No Funding Required Principal Activity - Content Specific Data Reviews Activity Type Begin Date End Date Funding Amount & Source Staff Responsible Content specific teams will meet after common assessments to discuss student data. Teachers will pinpoint areas of need, trends in the data, and create a plan to increase student achievement. Academic Support Program 08/04/ /31/2016 $0 - No Funding Required Administration and Teachers SY Page 29

34 Goal 2: Increase average combined reading and math proficiency ratings for all student in the non-duplicated gap group from 33% to 66.5% by Measurable Objective 1: increase student growth to reduce the combined percentage of novice in reading and math by 50% by 06/30/2020 as measured by K-Prep. Strategy1: Data Analysis - Our LBD teachers are collecting weekly progress monitoring data and are sharing their data with their co-teachers as well as their fellow grade level LBD teachers at bi-weekly PLC meetings. Our content area teachers are meeting at the summation of each unit to discuss the progress of the gap area kids in comparison to our onlevel students. The teachers are also working along with their LBD counterparts to develop plans to meet the needs of the students currently in the gap population. Category: Continuous Improvement Research Cited: Activity - Gap Data Analysis Grade level and content area teams will evaluate Gap data relative to state testing and district common assessments Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible Administration Instructional Support Teacher All Teachers Measurable Objective 2: collaborate to increase our average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 50.5 to 53 by 05/29/2015 as measured by KPREP. Strategy1: Data Analysis - Our LBD teachers are collecting weekly progress monitoring data and are sharing their data with their co-teachers as well as their fellow grade level LBD teachers at bi-weekly PLC meetings. Our content area teachers are meeting at the summation of each unit to discuss the progress of the gap area kids in comparison to our onlevel students. The teachers are also working along with their LBD counterparts to develop plans to meet the needs of the students currently in the gap population. Category: Continuous Improvement Research Cited: SY Page 30

35 Activity - Gap Data Analysis Grade level and content area teams will evaluate Gap data relative to state testing and district common assessments Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible Administration Instructional Support Teacher All Teachers Strategy2: Co-Teaching/Collaboration - Teachers will be provided professional development in effective co-teaching and collaborative teaching strategies to accommodate all learners. Category: Professional Learning & Support Research Cited: Activity - PLC's Plan and execute weekly learning sessions for teachers, to educate and inform them on strategies and techniques to ensure effective implementation of co-teaching strategies. This will also occur during after school professional developments and during content planning sessions. Activity Type Professional Learning Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible Principal Curriculum Specialist LBD Teachers Classroom Teachers The school identified specific strategies to increase the average freshman graduation rate. Goal 1: Increase the average freshman graduation rate from 76 to 90% by Measurable Objective 1: 99% of Sixth grade students will demonstrate a proficiency in on-demand writing in English Language Arts by 05/23/2013 as measured by 2013 KPREP data. Strategy1: Writing to Win! - Monthly, ELA teachers will receive professional development on on-demand writing strategies and practices. Model lessons will be taught by a curriculum specialist. On-Demand Scrimmages will be held twice before spring testing, as practice sessions for KPREP. Category: Research Cited: SY Page 31

36 Activity - Intense Instruction on On-Demand Students will receive a minimum of 40 minutes, daily, of intense on-demand instruction. Coupled with a focus on monthly professional development on on-demand instruction, all students at MCIS will score at or above the apprentice level on KPREP in Activity Type Begin Date End Date Other 01/03/ /23/2013 Funding Amount & Source $0 - No Funding Required Staff Responsible Principal, Curriculum Specialists, ELA Teachers The school identified specific strategies to increase the percentage of students who are college and career ready. Goal 1: Increase percentage of students who are college and career ready from the 34th percentile to the 68th percentile in Measurable Objective 1: collaborate to develop a plan to ensure that students are college and career ready. by 05/31/2016 as measured by KPREP and Program Review. Strategy1: Program Review - Teachers across all content areas will collaborate on a specific Program Review Committee to submit evidence of cross curricular connections being made throughout the school. Chairs of these committees have worked to improve the effectiveness of collecting evidence and supplying rationales for the instructional activities supporting the various Program Review components. Category: Continuous Improvement Research Cited: Activity - Practical Living/Career Studies Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of practical living skills and career studies in every subject area and setting at MCIS. In collaboration with our Family Resource/Youth Service Center director, students will work to develop plans and objectives to become college and career ready. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff Activity - Writing Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of writing in every subject area and setting at MCIS. Teachers in all content areas will adhere to the school Writing Plan. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff SY Page 32

37 Activity - Arts and Humanities Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of arts and humanities in every subject area and setting at MCIS. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing. Goal 1: Increase percentage of students who are college and career ready from the 34th percentile to the 68th percentile in Measurable Objective 1: collaborate to develop a plan to ensure that students are college and career ready. by 05/31/2016 as measured by KPREP and Program Review. Strategy1: Program Review - Teachers across all content areas will collaborate on a specific Program Review Committee to submit evidence of cross curricular connections being made throughout the school. Chairs of these committees have worked to improve the effectiveness of collecting evidence and supplying rationales for the instructional activities supporting the various Program Review components. Category: Continuous Improvement Research Cited: Activity - Writing Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of writing in every subject area and setting at MCIS. Teachers in all content areas will adhere to the school Writing Plan. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff Activity - Practical Living/Career Studies Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of practical living skills and career studies in every subject area and setting at MCIS. In collaboration with our Family Resource/Youth Service Center director, students will work to develop plans and objectives to become college and career ready. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff SY Page 33

38 Activity - Arts and Humanities Teachers will research and execute best practices, research-based instruction, and across-the-content areas activities to support the teaching of arts and humanities in every subject area and setting at MCIS. Activity Type Academic Support Program Begin Date End Date 08/04/ /31/2016 Funding Amount & Source $0 - No Funding Required Staff Responsible All Staff SY Page 34

39 KDE Assurances - School SY Page 35

40 Introduction KDE Assurances - School SY Page 36

41 Assurances Comprehensive Yes Needs Assessment The school conducted a comprehensive needs assessment, which included a review of academic achievement data for all students and assessed the needs of the school relative to each of the schoolwide program components. Teachers were provided with copies of the Kprep Assessment scores. We identified that our students receiving special education students were not performing on the same level as their same age peers. This is being addressed through intentional resource instruction and co-teaching. Core Academic Yes Programs The school planned and developed Schoolwide researchbased instructional reform strategies to strengthen the core academic program, increase the amount and quality of learning time, and provide additional support to all students. Yes, we have developed the MCIS Way, where teachers are trained and mentored in the areas of questioning, differentiation, coteaching, and formative assessment strategies. Preschool The school planned preschool transition N/A Transition strategies and the implementation process. Research-based Yes Strategies The school planned and developed schoolwide researchbased instructional strategies that provide additional instruction for students experiencing the greatest degree of difficulty mastering the state's academic achievement standards. We have identified our GAP area students and our students who are not demonstrating growth in the areas of reading, writing, and math. These students are receiving services through skills/enrichment, resource instruction, and co-teaching. Teachers are discussing these students weekly, and collaborating to meet needs in a cross curricular status. Highly Qualified Teachers The school planned strategies to recruit and retain highly qualified teachers. Yes Through district job fairs, word of mouth, and online services. We retain highly qualified teachers through providing a positive and transparent school culture. SY Page 37

42 Title I, Part A Schoolwide Funds The school allocated and spent Title I, Part A Schoolwide funds only on allowable programs and activities and maintained appropriate financial records in this regard on its Title I, Part A programs and activities. N/A Parental Yes Involvement The school planned or developed strategies to increase parental involvement in the design, implementation, evaluation and communication of assessment results of the Schoolwide activities, which included the development and implementation of a Parent Compact and a Parent Involvement Policy. We host monthly Parent University nights, with one specifically focused on assessment data and how to understand the students scores. We do not currently have Parent Involvement Policy. Schoolwide Yes Planning The school incorporated the ten schoolwide planning criteria into the existing school improvement planning process. Yes, we utilized the ten school wide planning criteria when developing our CSIP and creating our CSIP team. Professional Yes Development The school planned or provided appropriate professional development activities for staff members who will be serving students. MISL Chromebook Questioning Techniques Co-Teaching PGES Discovery Education Skills vs. Content New to MCIS Comprehensive Yes Plan The school an annual evaluation that addresses the implementation of the comprehensive plan and student achievement results that will inform changes when needed. Yes, we have a committee that is developing and monitoring the effectiveness of our CSIP. Comprehensive Needs Assessment The school conducted a comprehensive needs assessment, which included a review of academic achievement data, and established objective criteria for identifying eligible Title I students. N/A Instructional Yes Strategies The school planned and developed research based instructional strategies to support and assist identified students. We sent a variety of teachers to several trainings as well as providing in-house individualized pd. We also have a Student Support Team that addresses student needs via referral. SY Page 38

43 Targeted Assistance Activities The school planned targeted assistance activities for identified students that coordinated and integrate with other federal, state, and local programs. N/A Targeted Assistance Activities Yes The school planned targeted assistance activities for identified students that coordinate with and support the regular educational program so identified students have access to both. Students receive resource classes or additional assistance outside of the time allotted for the common core course. Schoolwide Activities The school planned activities to coordinate and integrate with other federal, state, and local programs. N/A Targeted Assistance Activities Yes The school planned or developed strategies to monitor and evaluate the success of targeted assistance activities with the identified students and will use the results of the evaluation to inform and improve instructional strategies and professional development activities. This has been completed via needs assessments and the development of professional growth plans for all staff. Highly Qualified The school assigned paraprofessionals who met the requirements of Highly Qualified under ESEA to work with targeted assistance programs and activities. N/A Our ESS programs are staffed with certified teachers not paraprofessionals. Federal Program Funds The school allocated and spent federal program N/A funds only on programs and activities for identified eligible students. The school maintained appropriate financial records on its Title I, Part A programs and activities. Parental No Involvement The school planned or developed strategies to increase parental involvement in the design, implementation, and evaluation of the targeted assistance activities, which included the implementation of a Parent Compact and a Parent Involvement Policy. We do not have a parent compact or a parent involvement policy at this time. SY Page 39

44 Targeted Assistance Planning The school incorporated the eight Targeted Assistance Planning components into the existing school improvement planning process. No We did not use the eight components when implementing our process. Professional Development The school planned or provided appropriate professional development activities for staff members who serve identified Title I students. N/A Comprehensive Yes Improvement Plan The school planned an annual evaluation that addressed the implementation of the comprehensive plan and student achievement results that informed changes when needed. Content Area Meetings PLC's Special Education Meetings New to MCIS Meetings Transparency The current school year Comprehensive School Improvement Plan (CSIP) is available for stakeholders to examine on our school website (provide the website link below). Yes s.us/8/home Teacher Quality The school notifies parents when their child(ren) are taught for four or more consecutive weeks by teachers who are not highly qualified. Yes Professional Yes Development The school provides professional development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready. We provide individualized professional development based on data and PGP reflections. Ranking Report The school ensures that if the Title I Ranking Report lists counselors, nurses, media, specialists or "other" staff for the school, there is documentation indicating this need in order to improve student achievement. N/A Para-educators The school ensures that all para-educators with instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work. Yes All paraprofessionals work in an instructional setting and provide instruction of previously taught materials. SY Page 40