KDE Comprehensive School Improvement Plan Mckell Elementary … Improvement Plan.pdf · 2015. 2. 27. · School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional

KDE Comprehensive School

Improvement Plan

Mckell Elementary School

Greenup County

Michael Collier, Principal

28978 Us 23 Hwy. South Shore, KY 41175

Document Generated On January 26, 2015

TABLE OF CONTENTS

Introduction 1

Executive Summary

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

MES GOALS & PLANS 14-15

Overview 9 Goals Summary 10

Goal 1: McKell Elementary will increase the number of students scoring proficient and above, in the areas of reading,

math & writing and lower the number of students scoring novice in reading, math & writing. 11

Goal 2: Increase the percentage of GAP students scoring proficient in reading and math. 14

Goal 3: All teachers will participate in professional learning as a means to improve classroom instruction. 15

Goal 4: Implement PGES 17

Activity Summary by Funding Source 19

KDE Needs Assessment

Introduction 24 Data Analysis 25 Areas of Strengths 26

Opportunities for Improvement 27 Conclusion 28

The Missing Piece

Introduction 30 Stakeholders 31 Relationship Building 32 Communications 33 Decision Making 35 Advocacy 37 Learning Opportunities 38 Community Partnerships 40 Reflection 41 Report Summary 42

Improvement Plan Stakeholder Involvement

Introduction 44 Improvement Planning Process 45

KDE Assurances - School

Introduction 47 Assurances 48

Compliance and Accountability - Elementary Schools

Introduction 55 Planning and Accountability Requirements 56

School Safety Diagnostic

Introduction 83 School Safety Requirements 84

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 Elementary School

SY 2014-2015 Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? McKell Elementary School has approximately 500+ students. That number fluctuates frequently due to our location which borders the state

of Ohio. We have many students who transfer from state to state multiple times throughout the school year. McKell Elementary is located on

U.S. 23 highway in South Shore, Kentucky, which is part of the Greenup County School District. In the past three years, the biggest change

we have faced has been in the areas of state testing and the new Kentucky Core Academic Standards. South Shore and the surrounding

area has few economic advantages. As a result the majority of our students are enrolled in the free or reduced lunch program.



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 Elementary is to prepare each student for a successful life by: 1) Partnering with stakeholders, 2) Creating an optimal

learning environment that is based on sound instructional practices, and 3) adhering to a set of policies and procedures that will support our

vision, "Together we accomplish more." Our school is used for a variety of activities. Many sporting and club groups (ie., girl and boy scouts,

4-H clubs, cheerleaders, basketball teams, and the academic team) use the building outside of the instructional day. To emphasize college

and career readiness we organize an annual career day. Participants represent numerous career clusters and educate students about the

necessary skills to be successful. In an effort to assist parents with evening childcare, the school also offers Kid's Place and 21st Century

services. Both programs offer homework assistance for students as well as enrichment activities. This is especially beneficial for parents

who work beyond the school day. We offer response to intervention (RTI) services for academics and behavior. Our PASS program is

dedicated to teaching appropriate replacement behaviors for students who are not progressing in tier 1. Academically we use multiple data

points to identify students with specific deficits in reading and math. Research based interventions are provided by our specially trained staff

and progress is monitored to determine the effectiveness of our efforts.



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. The McKell Elementary Academic Team earned district runner up with several students placing individually and advancing to regional

competition. We have formed a new journalism club. McKell Elementary students participate in the students, technology, leadership,

partners (STLP) program. These students compete at the regional level each school year and may advance to state competition with

various individual and group projects. Our PAWS program assigns 4th and 5th graders as a mentor to help primary students with our

Accelerated Reader intitiative. Our music teacher has established a dance and drama club.



Additional Information

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

sections. At McKell Elementary we are goal oriented. Each grade level team teacher has an opportunity to earn a MES banner. Banners are awarded

for 1) the best monthly attendance, 2) The class with the highest percent of students meeting their growth goal on the MAP test, and 3) the

highest percentage of students meeting their accelerated reader goal.



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 McKell Elementary will increase the number of

students scoring proficient and above, in the areasof reading, math & writing and lower the number ofstudents scoring novice in reading, math & writing.

Objectives:3Strategies:8Activities:12

Academic $5240

2 Increase the percentage of GAP students scoringproficient in reading and math.


Academic $140000

3 All teachers will participate in professional learningas a means to improve classroom instruction.


Organizational $3240

4 Implement PGES Objectives:1Strategies:1Activities:4

Organizational $0



Goal 1: McKell Elementary will increase the number of students scoring proficient and above, in

the areas of reading, math & writing and lower the number of students scoring novice in reading,

math & writing.

Strategy 1: Math instruction will be aligned vertically and implemented with fidelity at each grade level. - Teachers and administration will monitor implemention of pacing guides,

analysis of common assessments and lesson plans. Thirty percent of all walkthrough observations will be conducted during math instruction. Category: Management Systems Research Cited: Anghileri, J (2006) Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. Baxter, J. A.,

Woodward, J., & Olson, D (2005). Brooks, M. (2009). Drawing, visualization, and young children's exploration of "big ideas," International Journal of Science Education,

3(1). Writing in mathematics: An alternative form of cummunication for academically low-achieving students. Learning Disabilities Research & Practice, 20(2), 119-135,

(shared) Strategy 2: Use common assessments to drive instruction - The strategy will allow teachers to identify specific academic strengths and weaknesses that exist in the class. Data will

inform instruction and provide an opportunity for self-reflection. Category: Continuous Improvement

Strategy 3: Monitor, Support, Fund & Implement Math Initiatives - Teachers will evaluate the pacing guides against KCAS. Pacing guides will be used to monitor progress within

the curriculum. Pacing guides will be posted in each room and teachers will highlight the curriculum that has been covered. The budget committee will align funding for

Measurable Objective 1:A 30% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency level or higher in Mathematics by 05/08/2015 as measured by 2015 K-PREPtesting.

Activity - Walk Through Observations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administrators will conduct walk throughs and review lesson plans.Teachers will receive post observation feedback. The observationsinstrument is based on the PGES framework.

AcademicSupportProgram

12/19/2014 05/08/2015 $0 No FundingRequired

Administration

Activity - Data Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level teams will disaggregate data from common assessments inreading and math.

Policy andProcess


Principal andTeachers



the implementation of KCAS. Allocation of funds will be dispersed in accordance with SBDM by-laws and Title One guidelines. Math policies and plans will reflect

research based best practices. Category: Learning Systems

Strategy 4: Professional Learning Community - Teachers will attend monthly learning academies. The focus will be on research based math interventions. Interventions will be

implemented in the classrooms and student samples will be displayed at the successive meeting. Teachers will discuss the interventions effectiveness, share ideas

and tweak strategies to meet student needs. Category: Professional Learning & Support

Activity - Alignment/Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Math Curriculum Teams, SBDM Councils, and Principals will monitor,support, and align funding for implementation of KCAS throughdevelopment of math policies and plans.

Policy andProcess


Teachers,Administration& SBDM

Activity - Monitoring for Effectivemess Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Principal will support and monitor instructional practices and mathcurriculum to determine effectiveness.

Policy andProcess


ScoolAdministration

Activity - Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will access and implement the available resources such as theMath Formative Assessment in CIITS.

Technology 12/19/2014 12/18/2015 $0 No FundingRequired

Schooladministrationand teachers

Activity - Automaticity Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement the Automaticity component of the EKU Mathinitiative with fidelity.

DirectInstruction

12/19/2014 12/18/2015 $1000 DistrictFunding

Teachers andSchoolAdministration

Activity - Key Concepts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will focus on key concepts such as Number Operations(Automaticity), Algabraic Thinking, and related Learning Progressions.

DirectInstruction


MathCurriculumTeam, SBDM&Administration

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Literacy Education - MES teachers will attend monthly learning academies hosted by GCSD. Category: Professional Learning & Support Research Cited: KEDC literacy expert best practices

Strategy 1: Leveled Instruction - Students are ability grouped based on MAP, K-Prep and teacher observations for reading instruction. Category: Learning Systems

(shared) Strategy 2: Use common assessments to drive instruction - The strategy will allow teachers to identify specific academic strengths and weaknesses that exist in the class. Data will

inform instruction and provide an opportunity for self-reflection. Category: Continuous Improvement

Teachers will participate in aligned, research-based professionaldevelopment on math practices and interventions.

ProfessionalLearning

01/05/2015 12/18/2015 $2000 General Fund Teacher,SchoolAdministrationand DistrictStaff

Measurable Objective 2:35% of Fifth grade students will demonstrate a proficiency level or higher in Writing by 05/08/2015 as measured by 2015 K-PREP.

Activity - Literacy Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will consult available resources to support literacy planning,professional learning, and interventions such as KDE's Literacy Plan inresearch-based professional development for literacysupports/interventions across the curriculum.



McKellElementaryTeachers willimplementstrategiesfrom gradespecificprofessionallearning intotheir writinginstruction.

Measurable Objective 3:50% of Third, Fourth and Fifth grade students will demonstrate a proficiency level or higher in Reading by 05/08/2015 as measured by 2015 K-PREP test scores..

Activity - Team Time Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

We have a block of 30 minutes of the day when every teacher in thebuilding has a reading group according to the needs of the student basedon MAP scores and classroom data.



principal andall teachingstaff



Strategy 3: Reading Professional Development - Teachers will receive a 3 hour professional development over the "Journeys" curriculum. Category: Professional Learning & Support

Strategy 4: Reading instruction will be aligned vertically and implemented with fidelity at each grade level. - Forty percent of walkthrough observations will be conducted during

reading instruction. The observation instrument is aligned with the PGES framework. A post observation data will be provided to teachers. Category: Teacher PGES

Goal 2: Increase the percentage of GAP students scoring proficient in reading and math.

Strategy 1: Identify students scoring at or below the 10%ile in reading - Students who do not meet MAP benchmarks in reading will have a specially designed plan to address

individual learning needs. Category: Learning Systems Research Cited: Differentiated Instruction Guide for Inclusive Teaching by Anne M. Moll, Ed.D., IDEAS that Work, U.S. Office of Special Education Programs

Activity - Data Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level teams will disaggregate data from common assessments inreading and math.

Policy andProcess


Principal andTeachers

Activity - Professional Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will attend a three hour professional development on the readingseries, "Journeys".


04/27/2015 05/08/2015 $2240 General Fund SchoolAdministrationand Teachers

Activity - Walk Through Observations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administrators will conduct walk throughs. The observations instrument isbased on the PGES framework. Post observation feedback will be providedfor each teacher. 40% of all observations will be scheduled during readinginstruction.



Administrators

Measurable Objective 1:100% of All Students will collaborate to increase the percent proficient/distinguished from 32.7% to 50% in English Language Arts by 05/08/2015 as measured bystudent achievement on the 2015 K-PREP test.



Strategy 1: Identify students scoring at or below the10%ile in math - Students who do not meet MAP benchmarks in math will have a specially designed plan to address individual

learning needs. Category: Research Cited: Differentiated Instruction Guide for Inclusive Teaching by Anne M. Moll, Ed.D., IDEAS that Work, U.S. Office of Special Education Programs

Goal 3: All teachers will participate in professional learning as a means to improve classroom

instruction.

Activity - RTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A team of interventionists will service the bottom 10% in reading at eachgrade level as identified by MAP testing.


08/07/2014 05/08/2015 $70000 Title ISchoolwide

RTI Staff


Source OfFunding

StaffResponsible

Students are ability grouped according to MAP reading scores.Differentiated instruction is delivered by regular and special educationteachers. Instruction is provided daily in a 30 minute block that we callTeam Time. MAP is our universal screening tool that is administered 3times a year.



MES teachingstaff,administrationand RTI staff

Measurable Objective 2:100% of All Students will collaborate to increase the percent proficient/distinguished from 27.9% to 50% in Mathematics by 05/31/2013 as measured by studentachievement on the 2015 K-PREP test..

Activity - RTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A team of interventionists will service the bottom 10% of each grade levelin math as identified by MAP testing and teacher/parent input.


08/07/2014 05/08/2015 $70000 Title ISchoolwide

RTI staff


Source OfFunding

StaffResponsible

Students are ability grouped according to MAP math scores. Differentiatedinstruction is delivered by regular and special education teachers.Instruction is provided daily in a 30 minute block that we call Team Time.MAP is our universal screening tool that is administered 3 times a year.



SchoolAdministration, Teacher andRTI Staff

Measurable Objective 1:



Strategy 1: Professional Learning - Teachers will participate in academies that meet once a month. In these academies teachers will learn new teaching and assessment

strategies Category: Professional Learning & Support

collaborate to learn new teaching and assessment strategies on a monthly basis by 12/18/2015 as measured by participation, discussions, lesson plans, student workand walk through data..

Activity - Identifying Critical Attributes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

During staff/department meetings teachers will score pre-recoreded videotaped classroom sessions for domain 2 and 3. They will use the criticalattributes found in the framework rubrics as a guide to justify their scores.



Administrationand Teachers

Activity - Plus/Deltas Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Following each professional learning session, administrators will conduct a"plus/delta exercise" where teachers give feedback about the learningexperience.



SchoolAdministrationand teachers

Activity - I Do, We Do, You Do Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will participate in the, "I Do, We Do, You Do" professionallearning session, and will document the use of this strategy in their lessonplans in CIITS.



Teachers

Activity - Questioning PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will receive PD on questioning strategies, and will then receivefeedback on the questioning strategies during the walk-throughs andInstruction Rounds processes.



Teachers,School andDistrictAdministration

Activity - Implementation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in a 3 hour professional development on ourreading series, "Journeys". Training will occur during the month of May.


05/01/2015 05/08/2015 $2240 Title I Part A SchoolAdministration

Activity - Techspert Cadre Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teacher volunteers will participate in "Operation Techspert" where they willreceive training on how to successfully integrate technology into their dailyinstruction.



MESTeachers.Implementedat the districtlevel



Strategy 1: Data Analysis - Teachers will analyze achievement data for the purpose of: determining the effectiveness of and the need for new instructional interventions. The

following sources of data will be evaluated: MAP, STAR, KPREP and Common Assessments. Category: Continuous Improvement

Goal 4: Implement PGES

Activity - Rigor PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will attend a professional learning session of rigor whereteachers will learn practical ways to increase the amount of rigor present intheir classroom.



SchoolAdministration, Teachersand DistrictStaff

Measurable Objective 2:collaborate to analyze achievement data for the purpose of informing instruction by 12/18/2015 as measured by lesson plans, walk-throughs, MAP growth scores andKPREP Data..

Activity - Instructional Improvements Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet to determine instructional improvements based onstudent level evidence data.



Schooladministrationand Teachers

Activity - Monitoring for Effectivemess Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The principal will ensure that the teachers meet to analyze studentperformance data to determine instructional improvements.



Schooladministrationand teachers

Activity - Data Analysis/Goal Setting Process Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The principal will participate in a data analysis learning session, and willthen make predictions about assessment scores for next year with postersto display in the school.



Principal andDistrict Staff

Measurable Objective 1:collaborate to achieve full implementation of PGES by 12/18/2015 as measured by classroom observations, grade level/staff meeting minutes and participation inprofessional learning opportunities..



Strategy 1: Professional Learning & Implementation - The principal and teachers will engage in professional learning opportunities and implement the PGES framework via teacher

observations, feedback to teachers regarding walk through data, Category: Professional Learning & Support

Activity - Kentucky Framework for Teaching Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Principals will attend numerous training opportunities in the use ofKentucky's Framework for Teaching.



Principals andDistrict Staff

Activity - Teachscape Calibration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

MES administration will attend the district held teacher evaluation trainingand learn with other principals to pass Teachscape calibration.



MESadministrationand DistrictStaff

Activity - Kentucky Framework for Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

MES administrators will attend multiple professional learning sessionsprovided by the district that relate to the Kentucky Framework for teaching.Information gathered will be shared with teachers in grade level and staffmeetings.



Schooladministratorsand districtstaff

Activity - Monitoring aligned to the Kentucky Framework for Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

MES administrators will use multiple processes aligned to the KentuckyFramework for Teaching to monitor instructional effectiveness.



MESadministrators



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Team Time Students are ability grouped according to MAP mathscores. Differentiated instruction is delivered by regular andspecial education teachers. Instruction is provided daily ina 30 minute block that we call Team Time. MAP is ouruniversal screening tool that is administered 3 times a year.


08/08/2014 05/08/2015 $0 SchoolAdministration, Teacher andRTI Staff

Techspert Cadre Teacher volunteers will participate in "Operation Techspert"where they will receive training on how to successfullyintegrate technology into their daily instruction.


09/15/2014 12/19/2014 $1000 MESTeachers.Implementedat the districtlevel

Automaticity Teachers will implement the Automaticity component of theEKU Math initiative with fidelity.

DirectInstruction

12/19/2014 12/18/2015 $1000 Teachers andSchoolAdministration

Total $2000


StaffResponsible

Monitoring aligned to theKentucky Framework forTeaching

MES administrators will use multiple processes aligned tothe Kentucky Framework for Teaching to monitorinstructional effectiveness.


12/18/2014 12/18/2015 $0 MESadministrators

Walk Through Observations Administrators will conduct walk throughs and review lessonplans. Teachers will receive post observation feedback.The observations instrument is based on the PGESframework.


12/19/2014 05/08/2015 $0 Administration

Teachscape Calibration MES administration will attend the district held teacherevaluation training and learn with other principals to passTeachscape calibration.


01/05/2015 12/18/2015 $0 MESadministrationand DistrictStaff

Key Concepts Teachers will focus on key concepts such as NumberOperations (Automaticity), Algabraic Thinking, and relatedLearning Progressions.

DirectInstruction

12/19/2014 12/18/2015 $0 MathCurriculumTeam, SBDM&Administration



Literacy Resources Teachers will consult available resources to support literacyplanning, professional learning, and interventions such asKDE's Literacy Plan in research-based professionaldevelopment for literacy supports/interventions across thecurriculum.


12/18/2014 12/18/2015 $0 McKellElementaryTeachers willimplementstrategiesfrom gradespecificprofessionallearning intotheir writinginstruction.

Data Analysis/Goal SettingProcess

The principal will participate in a data analysis learningsession, and will then make predictions about assessmentscores for next year with posters to display in the school.


12/19/2014 05/08/2015 $0 Principal andDistrict Staff

Rigor PD Teachers will attend a professional learning session of rigorwhere teachers will learn practical ways to increase theamount of rigor present in their classroom.


11/11/2014 11/11/2014 $0 SchoolAdministration, Teachersand DistrictStaff

Monitoring for Effectivemess The Principal will support and monitor instructional practicesand math curriculum to determine effectiveness.

Policy andProcess

12/19/2014 12/18/2015 $0 ScoolAdministration

Team Time Students are ability grouped according to MAP readingscores. Differentiated instruction is delivered by regular andspecial education teachers. Instruction is provided daily in a30 minute block that we call Team Time. MAP is ouruniversal screening tool that is administered 3 times a year.


08/08/2014 05/08/2015 $0 MES teachingstaff,administrationand RTI staff

Identifying Critical Attributes During staff/department meetings teachers will score pre-recoreded video taped classroom sessions for domain 2and 3. They will use the critical attributes found in theframework rubrics as a guide to justify their scores.


12/19/2014 12/18/2015 $0 Administrationand Teachers

Plus/Deltas Following each professional learning session,administrators will conduct a "plus/delta exercise" whereteachers give feedback about the learning experience.


12/19/2014 12/18/2015 $0 SchoolAdministrationand teachers

Resources Teachers will access and implement the availableresources such as the Math Formative Assessment inCIITS.

Technology 12/19/2014 12/18/2015 $0 Schooladministrationand teachers

Instructional Improvements Teachers will meet to determine instructional improvementsbased on student level evidence data.


12/19/2014 12/18/2015 $0 Schooladministrationand Teachers

Team Time We have a block of 30 minutes of the day when everyteacher in the building has a reading group according to theneeds of the student based on MAP scores and classroomdata.


08/08/2014 05/08/2015 $0 principal andall teachingstaff

Questioning PD All teachers will receive PD on questioning strategies, andwill then receive feedback on the questioning strategiesduring the walk-throughs and Instruction Roundsprocesses.


12/19/2014 12/18/2015 $0 Teachers,School andDistrictAdministration



General Fund

Title I Part A

Kentucky Framework forTeaching Training

Principals will attend numerous training opportunities in theuse of Kentucky's Framework for Teaching.


01/05/2015 12/31/2015 $0 Principals andDistrict Staff

Monitoring for Effectivemess The principal will ensure that the teachers meet to analyzestudent performance data to determine instructionalimprovements.


12/18/2014 12/18/2015 $0 Schooladministrationand teachers

Alignment/Monitoring The Math Curriculum Teams, SBDM Councils, andPrincipals will monitor, support, and align funding forimplementation of KCAS through development of mathpolicies and plans.

Policy andProcess

12/19/2014 12/18/2015 $0 Teachers,Administration& SBDM

I Do, We Do, You Do All teachers will participate in the, "I Do, We Do, You Do"professional learning session, and will document the use ofthis strategy in their lesson plans in CIITS.


12/19/2014 12/18/2015 $0 Teachers

Data Analysis Grade level teams will disaggregate data from commonassessments in reading and math.

Policy andProcess

12/19/2014 05/08/2015 $0 Principal andTeachers

Walk Through Observations Administrators will conduct walk throughs. The observationsinstrument is based on the PGES framework. Postobservation feedback will be provided for each teacher.40% of all observations will be scheduled during readinginstruction.


12/19/2014 11/20/2015 $0 Administrators

Kentucky Framework forTeaching

MES administrators will attend multiple professionallearning sessions provided by the district that relate to theKentucky Framework for teaching. Information gatheredwill be shared with teachers in grade level and staffmeetings.


12/19/2014 12/18/2015 $0 Schooladministratorsand districtstaff

Total $0


StaffResponsible

Professional Development Teachers will participate in aligned, research-basedprofessional development on math practices andinterventions.


01/05/2015 12/18/2015 $2000 Teacher,SchoolAdministrationand DistrictStaff

Professional Learning Teachers will attend a three hour professional developmenton the reading series, "Journeys".


04/27/2015 05/08/2015 $2240 SchoolAdministrationand Teachers

Total $4240


StaffResponsible



Title I Schoolwide

Implementation Teachers will participate in a 3 hour professionaldevelopment on our reading series, "Journeys". Trainingwill occur during the month of May.


05/01/2015 05/08/2015 $2240 SchoolAdministration

Total $2240


StaffResponsible

RTI A team of interventionists will service the bottom 10% ofeach grade level in math as identified by MAP testing andteacher/parent input.


08/07/2014 05/08/2015 $70000 RTI staff

RTI A team of interventionists will service the bottom 10% inreading at each grade level as identified by MAP testing.


08/07/2014 05/08/2015 $70000 RTI Staff

Total $140000



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? The data/information that we are analyzing is the 2012 Kentucky Performance Rating for Educational Progress (K-PREP) test for McKell

Elementary School in the District of Greenup County. The K-PREP is a blended assessment with norm-referenced and criterion-referenced

test items. This data/information tells us the Performance Level of each student tested in Reading and Mathematics in grade 3, Reading,

Mathematics, Science, and Language Mechanics in grade 4, and Reading, Mathematics, Social Studies, and On-Demand Writing in grade 5.

Questions that we are trying to answer with the data/ information provided is: how well do the students know the information taught during

the school year, where do we rank compared to other schools in our district, state, and nation, what are our areas of strength and what areas

do we need improvement, what steps need to be taken to sustain our areas of strength and improve our areas of need?



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? 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?

In 3rd grade some notable areas of strength are: 62.8% of students tested scored at or above the Mean Scale Score in the Reporting

Category of craft and structure for Reading and 70.5% of students tested are at or above the Mean Scale Score in the Reporting Category of

measurement and data in Math.

For 4th grade, out of 67 students tested 17 scored Distinguished, 29 scored Proficient, and only 1 scored Novice in Science. The percentage

of students tested that scored Proficient in Reading was 5% higher than that of the State Performance Level. Only 16% of 4th graders tested

fell into the Novice category in Reading compared to 31.5% in the District and 21.5% in the State.

64.9 % of 5th grade students tested at or above the mean scale score for Writing compared to 48.1% for the District and State. In the Key

Ideas Reporting Category in Reading, 62.3% of 5th graders scored at or above the Mean Scale Score. 67.5% of our 5th graders scored at or

above the Mean Scale Score in the Reporting Category of Measurement and Data, Geometry in Mathematics.

We plan to sustain these areas of strength through professional development and Team Time. Team Time provides differentiation for

specific common core standards in Math and Reading. Collaborate with team members to analyze MAP testing data and classroom data.

Also we will be reviewing programs to build upon what works and improve on what isn't working. Assessment is used to drive instruction.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? There are several opportunities for improvement according the data/information analyzed. Our overall score on the assessment was 54.7

and our State Rank was 38 that will classify as a Needs Improvement School. The Annual Measurable Objective (AMO) is 55.7. Overall, the

Novice to Distinguished ratio in Reading and Mathematics was very high. For all students tested only 13% scored Distinguished in Reading

and only 5% scored Distinguished in Mathematics. Writing seems to be a glaring problem for the entire state and we are no exception.

Although we did well compared to the District and State, 27 students fell into the Novice category with only 1 student scoring Distinguished.

There are several ways we are planning to improve in the areas of Mathematics, Writing, and Reading. One is the creation of writing policy

and meetings to review the policy and implementation across grade levels. Program Review teams created per Senate Bill 1 to assess how

ELA standards are being implemented in each grade level. Another is to offer Professional Development based on faculty need. Our

teachers recently attended PD involving the components of Higher Order Thinking and how to incorporate this process in the classroom. We

are adopting GO math and teachers will be receiving training soon. Third grade teachers are looking at strategies to improve vocabulary in

Sharon Taberski's Comprehension from the Ground Up. .



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? While analyzing the data provided we found there are some reasons to celebrate, but our school has many opportunities for improvement.

We will begin looking very closely at the areas of Reading and Math. Our next steps for addressing areas of concern are to get teachers

trained on GO math, assess teacher needs to provide relevant and useful Professional Development, and select a date for our next Writing

Program Review meeting.



The Missing Piece



Introduction This Missing Piece diagnostic is a comprehensive performance assessment tool that proposes specific school-level descriptors for the six

objectives of the Commissioner's Parent's Advisory Council. They include provisions that every student in Kentucky will have a parent, or

another adult, who knows how to support that student's academic achievement. These objectives support Kentucky education laws as it

recognizes the importance of parent involvement (KRS 158.645) (KRS.160.345) (KRS 156.497) (KRS 158-031) (KRS 157.3175)



Stakeholders

School staff engaged a variety of stakeholders when completing the Missing Piece Diagnostic

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? PTA President: Sarah Maddix

SBDM members: Dodi Noble, Crystal Bautista, Tiffanie Underwood, Christina Scaggs and April Spradlin

Program Review Parents: Leighann Grayson, Mike Ratliff

District Staff: Traysea Moresea, Matt Baker

FRYSC staff: Gaila Brown



Relationship Building

School staff builds productive, personal relationships with parents of all their students.

Overall Rating: 3.29

Statement or Question Response Rating1. 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. 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 Rating3. 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 Rating4. 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 Rating5. School staff involves parents in personal

communication about their students' progressat least once a month.

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

Distinguished

Statement or Question Response Rating6. School staff completes needs assessment with

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

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

Distinguished

Statement or Question Response Rating7. 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

Two-way information in many forms flows regularly between school staff and parents about students' academic achievement and individual

needs.


Statement or Question Response Rating1. 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 Rating2. 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).

School staff offers varied ways that parents canshare information with teachers about theirchildren's learning needs. (For example, phoneand e-mail contacts, offering parentconferences, and making home visits.)

Proficient

Statement or Question Response Rating3. 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 results.

Proficient

Statement or Question Response Rating4. 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 Rating5. School staff implements systematic efforts to

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

School staff implements systematic efforts tomaximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices,opportunities for student-led conferences.)

Proficient

Statement or Question Response Rating6. 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 Rating7. Stakeholder survey data is consistently used to

plan school improvement efforts and toevaluate their effectiveness.

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

Proficient



Decision Making

School staff encourages, supports and expects parents to be involved in school improvement decisions and to monitor and assist school

improvement.


Statement or Question Response Rating1. 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 Rating2. 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 Rating3. 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. 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 has some parent involvementcomponents and action items that deal withspecific academic areas. Little or no funding isprovided. Little or no implementation andimpact checking is done.

Apprentice

Statement or Question Response Rating5. 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 Rating6. 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 Rating7. 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

For each student, school staff identifies and supports a parent or another adult who can take personal responsibility for understanding and

speaking for that child's learning needs.

Overall Rating: 2.5

Statement or Question Response Rating1. 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.

There is evidence that school staff know whichstudents have a parent or another adult whocan speak up for them regarding their academicgoals and learning needs.

Apprentice

Statement or Question Response Rating2. Most parents participate actively in student led

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

Most parents participate actively in student ledconferences or other two-way communicationabout meeting their child's individual learningneeds.

Proficient

Statement or Question Response Rating3. 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 participating actively andeffectively 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.)

Proficient

Statement or Question Response Rating4. 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 staff gives parents clear, completeinformation on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

Proficient

Statement or Question Response Rating5. 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 makes minimal effort to encourageparents to advocate for their child's academicsuccess.

Apprentice

Statement or Question Response Rating6. 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

School staff ensures that families have multiple learning opportunities to understand how to support their children's learning.


Statement or Question Response Rating1. Parents have multiple opportunities to learn

about and discuss the following:- Kentucky standards and expectations for allstudents- The school's curriculum, instructionalmethods, and student services- The school's decision-making process,including opportunities for parents to participateon SBDM councils and committees- Their children's learning and development,along with legal and practical options forhelping their children succeed, such the IEPand/or ILP process- Community resources to support learning- Opportunities to participate in state and districtschool improvement efforts, such as forums,committees, and surveys

School provides open house and family nightsfor some parents to learn about:• Kentucky standards and expectations for allstudents.• School's curriculum, instructional methods,and student services.• School's decision-making process, includingopportunities for parents to participate oncouncils and SBDM committees.• Their children's learning and development,along with legal and practical options forhelping their children succeed such asparticipation in IEP and/or ILP process.• Community resources to support learning.

Apprentice

Statement or Question Response Rating2. School staff makes systematic use of written

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

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

Distinguished

Statement or Question Response Rating3. School staff displays proficient student work

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

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

Distinguished

Statement or Question Response Rating4. 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 Rating5. 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. School staff develops parent leaders who

contribute regularly to other parents'understanding and who help meet other parentlearning needs.

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

Proficient



Community Partnerships

School staff engages and partners with community members to plan and implement substantive work to improve student achievement.


Statement or Question Response Rating1. School leadership regularly shares information

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

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

Proficient

Statement or Question Response Rating2. School leadership develops partnerships with

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

School leadership develops partnerships withseveral businesses, organizations, andagencies to support student learning and creatementors for students and parents.

Proficient

Statement or Question Response Rating3. School leadership collaborates with employers

to support parent and volunteer participation instudents' education.

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

Proficient

Statement or Question Response Rating4. 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 Rating5. 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.)

School staff and parents have seamlessintegration of consistent and sustained familysupport services from school and thecommunity to reduce student barriers tolearning.

Distinguished

Statement or Question Response Rating6. 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.

Reflect upon your responses to each of the Missing Piece objectives. Data indicates that parent communication is a strength. To sustain improvement we will implement steps to welcome all students with: home

visits, personal calls, letters, open house and parent teacher conferences. After school academic activities such as family reading night will

be expanded. Parents meetings will be flexible to accommodate work schedules. We will attempt to reach all parents with multiple modes of

communication: Schoolcast, principal e-mails to parents, Daily Dog newspaper, specials newsletters, marquee, our outside bulletin board,

the school website, remind 101, phone conferences and weekly newsletters. Our family youth service center will locate parents in need and

communicate available services in an effort to remove barriers.

Decision making is an area identified for improvement. Our SBDM will develop a classroom observation policy. We will develop strategies to

rectify low voter turnout for parent site based elections. For example, AR reading night will be hosted during the election window. As parent

sign in they will be provided with information about the candidates and encouraged to cast a vote. We must develop an annual stakeholder

survey to better understand and develop ways to improve our services.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.29

2.86

2.14

2.5

2.67

3.17



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. Parents are invited to attend site base council meetings each month. Data is taken from questionnaire such as: TELL, principal survey,

communication survey and culture assessment. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Groups of teachers and parents were involved and had the opportunity to provide feedback in the process. McKell Elementary staff and the

SBDM guided the process with the 30-60-90 plan. KPREP data was evaluated by staff and SBDM to determine next steps and action plans.

FRYSC staff and parent volunteers provided addtional input regarding school culture. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Stakeholder receive e-mails regarding the improvement process and have the opportunity to participate in site based meetings. Site Based

minutes are posted on the school web page and the improvement plan is available on the district website.



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 A comprehensive needsassessment was developed usingmultiple data points. Teachers onthe site based council identifiedneeds in a 6 hour professionaldevelopment titled, "StudyingYour Scores" and hosted byKASC. The entire facultyidentified strengths andweaknesses in grade levelmeetings and at a 3 hourprofessional development. Theinformation was used as aspringboard to identify areas ofneed and to develop our 30-60-90 day plan.

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 master schedule isdeveloped to maximizeinstructional time. Staff membersattend monthly academies tolearn and implement researchbased instructional strategies tostrengthen our core academicprogram Instructional rounds,walk-throughs, PLC forms andthe review of lesson plans insureimplementation in the classroom.

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes All preschool children and theirparents/guardians were invited toattend our transition tokindergarten activity known askindercamp. All incomingstudents were administered theBrigance to determinekindergarten readiness.

Label Assurance Response Comment AttachmentResearch-basedStrategies

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

Yes



Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes We have established apartnership with Shawnee Stateand Morehead State University.We facilitate those needingobservation hours, practicumstudents and student teachers.Our collaborative arrangementwith Morehead and Shawneeprovides administration anopportunity to observe potentialcandidates for future hire.

Label Assurance Response Comment AttachmentHighly Qualified The school planned instruction by

paraprofessionals who meet the requirementsof NCLB and teachers who are Highly Qualifiedunder NCLB.

Yes Credentials are checked viaEPSB and the lead report.

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 Records are maintained asevidence to support compliancewith Title 1 regulations.

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 Strategies for increasing parentalinvolvement include parentvolunteer training, We use ofvolunteers in the library, to helpprepare for schoolwide activities,to assist our FRYSC, and asmentors. Parents are remindedof our SBDM meetings in e-mails.MAP assessment results are senthome with progress reports. Wecommunicate assessment resultsto parents for students whoreceive tier 2 and 3 academicinterventions.

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

Yes



Label Assurance Response Comment AttachmentProfessionalDevelopment

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

Yes Professional developmentactivities are generated from avariety of sources such as theneeds assessment, teacher input.Monthly academies are hosted atthe district level. Theseprofessional learningopportunities focus on bestpractices in language arts andmath. Strategies areimplemented in the classroomand monitored via walk-throughobservations, lesson plans andinstructional rounds. Monthlygrade specific professionallearning is offered for writing onthe Empowering Writers website.Teachers have evaluated K-PREP data with a KASC trainerand in grade level meetings.

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 We have evaluated academicdata as a means of informingchange. Strategies and activitiesare documented in 30-60-90 dayplans. The 30-60-90 day plansdirectly relate to ourcomprehensive plan.

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 Refer to our school improvementplan in the needs assessmentcategory.

Label Assurance Response Comment AttachmentInstructionalStrategies

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

Yes Teachers attend monthlyacademies that focus onresearch-based instructionalstrategies. Research-basedinstructional strategies areimplemented in our RTI programto assist identified students.

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

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

Yes Targeted assistance activities areadministered through our familyyouth service center (FRYSC).Clothing, food, holiday and utilityassistance is provided.




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

Yes Gear Up, 21 Century, FRYSCand McKinney Vento

Label Assurance Response Comment AttachmentSchoolwideActivities

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

Yes Gear Up, FRYSC, and McKinneyVento

Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities that coordinatewith and support the regular educationalprogram.

Yes Students at each grade levelhave an opportunity to paricipatein a minimum of one educationalfield trip per school year.Examples of activities to supportthe regular education programinclude: career day, veteran's dayprogram, Christmas Program,artists in residence and CincinnatiShakespeare Theater.


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 MAP scores are used to evaluatethe effectiveness of our targetedinterventions. Progressmonitoring reports are used as abasis for improving instructionalstrategies. We monitor andreport progress on all students inRTI and those receiving specialeducation services. We providetier 2 assistance for studentsidentified with behavioral issuesin our PASS program. Monitoringis conducted approximately every15 minutes and weekly progressreports are sent home.

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.

Yes All paraprofessionals at MEShave fulfilled the requirements ofHQ under ESEA.

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 Funds are allocated inaccordance with federalguidelines and financial recordsare maintained as evidence.



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.

Yes Refer to CSIP


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

Yes Activities include: monthlyprofessional learning activities inreading and math. grade specificprofessional learning for writingon a monthly basis, evaluatingtest scores and extensive reviewof the KPREP blueprint.

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 site based council conductedan annual evaluation thataddresses the implementation ofthe CSIP. The strategies andobjectives are re-visited duringthe 30-60-90 day process.

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

Improvement Plan (CSIP) is available forstakeholders to examine on our school websiteand linked to our district website. (provide thewebsite link below)

Yes http://www.greenup.k12.ky.us/

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

Yes NCLB Worksheet


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 Professional development isoffered for program reviews andevaluating achievement data.



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

Report lists counselors, nurses, mediaspecialist or “other” staff for the school, there isdocumentation indicating this need in order toimprove student achievement.

Yes Documentation is evidenced inMcKell's allocation report.

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 All para-educators have dailyschedules that makes provisionsfor them to provide instruction.Highly qualified teachers act in asupervisory capacity to insurethat the curriculum is beingimplemented in an effectivemanner and with fidelity.

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

Documents

KDE Comprehensive School Improvement Plan Mckell Elementary … Improvement Plan.pdf · 2015. 2. 27. · School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional