kde comprehensive school improvement plan csip 2015-16.pdf · kde comprehensive schooldraft...

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Improvement Plan

McBrayer Elementary School

Rowan County

Rhonda Banks, Principal

550 Viking Drive Morehead, KY 40351

Document Generated On December 10, 2015

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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

McBrayer CSIP 2015-16

Overview 10 Goals Summary 11

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep

scores for McBrayer Elem. students from 48.3% to 73.8%.% by 2018-19 12

Goal 2: Increase program review needs improvement areas to proficient as well as sustain proficient areas on an

ongoing basis. 17

Goal 3: By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math

and reading from 40% to no less than 20% as measured by KPREP data. 19

Goal 4: Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and

math from 48.3% to 73.8% by 2018-19. 21

Activity Summary by Funding Source 23

KDE Needs Assessment

Introduction 30 Data Analysis 31

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Areas of Strengths 32 Opportunities for Improvement 33 Conclusion 34

KDE Compliance and Accountability - Schools

Introduction 36 Planning and Accountability Requirements 37

KDE Assurances - School

Introduction 75 Assurances 76

The Missing Piece

Introduction 82 Stakeholders 83 Relationship Building 84 Communications 85 Decision Making 87 Advocacy 89 Learning Opportunities 90 Community Partnerships 91 Reflection 92 Report Summary 93

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Improvement Plan Stakeholder Involvement

Introduction 95 Improvement Planning Process 96

School Safety Report

Introduction 98 School Safety Requirements 99

Equitable Access Diagnostic

Introduction 102 Needs Assessment 103 Equitable Access Strategies 104 Questions 106

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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 PlanMcBrayer Elementary School

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

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Executive Summary



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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.



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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? McBrayer Elementary student population is 528 students Kindergarten through fifth grade. McBrayer is located at 550 Viking Drive directly

across from Rowan County Senior High School. The school is also surrounded by local hardwood lumber industry as well as other

corporations, restaurants, and Maysville Community Technical College. Student Population consists of 46% females and 54% males. The

ethnicity make up of students at McBrayer Elementary consists of 91% Caucasian, 2.4% Asian, 1.8% African American, 3.0% Hispanic, and

2% other ethnicities. McBrayer has 23 homeroom teachers, 2 special education teachers, part time art and part time music teacher , 1

speech/language teacher as well as a 1.5 P.E. teachers , and .6 media specialist. The support staff consists of 3 custodians, 4 cooks, 2

secretaries, 1 full time nurse in the health unit and 13 paraprofessionals. Administrative Staff consists of a full time Guidance Counselor, a

part time Curriculum Resource Teacher, a Title 1/RTI Support Teacher, and the Family Resource Center Coordinator. McBrayer has an

outdoor classroom that teachers use to help incorporate core curriculum into the outdoor learning environment.

McBrayer is identified as a Leader In Me School and uses leadership strategies to support achievement and student involvement in

theschool community. McBrayer has a superior partnership with Rowan County Senior High School located on the same campus. McBrayer

also has a strong partnership with Morehead State University through a Professional Development School Model and a supportive Parent

Teacher Organization.

McBrayer Elementary has been identified as a focus school based on the 2014- 2015 KPREP scores. Teachers and staff consistently work

together to build a true Professional Learning Community, measuring data, and making instructional decisions by implementing research

based best practices to help McBrayer move forward with continuous progress. The goals for the 2014-2015 testing window will be to

increase the percentage for proficient/distinguished students for reading and math; increase the program review area for needs improvement

to proficient, as well as sustain proficient areas; and reduce number of students scoring at the novice level in math and reading.

McBrayer Elementary, as well as the Rowan County School District, has been faced with a decrease in funding education. This has caused

MES to face several challenges such as a decrease in services provided by a media specialist, in addition to the fact that student/teacher

ratios have increased, and support teachers caseloads have increased. Common planning has only been possible during the day for grade

level teachers and not for special area teachers. This does not allow specials teachers to collaborate with the regular education teachers.

Common planning which is used by teachers to collaboratively plan instruction, generate assessments, and evaluate student learning, is

essential in sustaining progress and increasing student achievement. Co- teaching pairs of teachers have been given one day a semester to

plan and discuss common teaching methods in the classroom to improve co- teaching strategies. Special area teachers plan and meet

together on Thursdays before school to conduct a PLC to discuss common activities that will enhance units of study across contents. This

will ensure that program reviews and student activities continue to be enhanced.

Executive Summary


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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, vision and beliefs of McBrayer Elementary is to assist all students in reaching high levels of academic performance enhanced

through an emphasis on independent thinking, physical and emotional well being and proper social skills. Combined efforts of students,

parents and community, help foster growth in those areas; thus creating and promoting productive citizens.

McBrayer's staff and Site Base Decision Making Council members continually search and discuss best practices that will support and

motivate all students to be successful. Stakeholders and the school Lighthouse Team, in addition to SBDM council, developed MES's

mission, vision and beliefs. Stakeholders hold one another accountable for keeping the mission, vision and beliefs moving forward through

self and group assessment.

McBrayer staff meets throughout the academic year and in Professional Learning Committees to review informal and formal assessment

data, develop unit plans, and discuss strategies to improve student learning. An administrative Advisory team meets three times a year with

each teacher to review student data, plan and reflect on best practices. Response To Intervention committee meetings are held to discuss

individual needs of at-risk students and develop a plan for student success.



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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. Students at McBrayer are recognized and eligible for many different types of awards. On a daily basis, all students are eligible to earn perfect

attendance and be recognized as leaders. Fifth graders are recognized, during the end of the year celebration, for Citizenship, Duke

University Talent Identification, Presidential Academic, and Conservation awards. Throughout the year students are also recognized for

theGrandparents and Veteran's Day Essay Awards. Fourth and Fifth grade students have the opportunity to participate in Academic Team

and the School Choir. Fifth grade students are nominated by homeroom teachers to participate in a school wide student service club. All

students have the opportunity to join the community Boy and Girl Scouts clubs. All elementary students in the county can join the cross-

country team which practices on the McBrayer campus. Fourth and fifth grade students who qualify for leadership identification have a

leadership luncheon each month. Three times a year, a school-wide celebration is held for students to recognize them for various

achievements: MAP tests, Dibels, art, music, PE, library, attendance, classroom leaders and school leaders.Stakeholders have developed a

plan to increase a program for other students who exhibit leadership qualities in 2015 -16.

The Leader in Me program helps to build leaders at McBrayer Elementary. The focus is to work toward a Kentucky Lighthouse School. The

National Let's Move Active School has also been awarded to McBrayer. McBrayer, also, received the Fuel Up to Play grant sponsored by the

American Dairy Association and the NFL.

The goal for the 2015- 2016 testing window will be to increase the percentage for proficient/distinguished students for reading and math;

increase the program review area for needs improvement to proficient, as well as sustain proficient areas; and reduce number of students

scoring at the novice level in math and reading. Within the next two years, the entire staff at McBrayer Elementary will work diligently to bring

school status to Distinguished and to take the Leader in Me status to a Lighthouse School.

Executive Summary


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Additional Information

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

sections. The McBrayer Elementary School Comprehensive Improvement Planning process began in the fall of 2015. In September, the school faculty

and Site Base Decision Making Group, Planning Committee and Lighthouse Team met to review the existing Comprehensive School

Improvement Plan (CSIP).

In October, the faculty met in grade level groups to analyze previous end of year data, classroom baseline assessment results, and MAP

data. The faculty participated in a two hour school-wide data review day to discuss test scores and develop strategies/activities to address

school needs. Since the beginning of the year, PLC grade level groups have met weekly during common planning to discuss assessments,

strategies and activities to help meet the various needs of students. A parent survey was conducted via AdvancEd to include stakeholder

input. In October, the Principal Advisory Leadership Team met with all teachers individually to review classroom data and discuss strategies

and activities to support improvements in reading, math, writing and school culture. The findings of the data reviews were a primary

contributing factor to the CSIP process.

In January, the SBDM Council, PTO , Lighthouse Team and Faculty will review, implement suggestions and approve the CSIP.

The following tools/information were used:

Informal and formal classroom assessments

KPREP test results

SBDM policies and procedures

MAP test results

DIBELS test results

Parent and teacher surveys

Progress Monitoring Information

School wide walkthrough data

common assessments

Implementation and Impact checks are completed by the principal and shared with stakeholders each semester to evaluate the effectiveness

of the plan and make integral changes.

Stakeholders involved in the development of the Comprehensive Improvement Plan:

School Administrator: Rhonda Banks

School Counselor: Nicole Powell

District Liaison: Carolyn Blair

District Special Education Coordinator: Carolyn Blair

Executive Summary


Pupil Support Personnel (FRC): Laura Coldiron

School Council Teacher Representatives: Katy Ingles, Elizabeth Hutchinson, Brook Issac, and Casey Hall

School Council Parent Representatives: Sandy Glover, Randa Gillliam, Michelle Bloomfield

Teachers: Katy Ingles, Niki Cornett, Martha Thompson, Kim Mullins,

Jody Caudill, Emily Stevens, Megan Collier, Amy Hunt

McKenzi May, Brenda Carter, Brook Issac, Melissa Nickell



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Carol Neeper, Nancy Brown, Joyce Marin,

Tinnah Sammons, Tiffany Elam, Denna Stamper

Kim Little, Carla Thompson, Amanda Saylor, Lydia Padula,

Kim Armstrong, Shari Clagett, Angela Lyon, Elizabeth Hutchinson,

Jami Hearberlin, Casey Hall, Brooklyn Castle

School Mission Statement

The mission of McBrayer Elementary School's students, staff, families, and community members is to challenge each learner to earn full

educational potential.

As a community of learners, staff will ensure learning takes place for all by guiding, monitoring, assessing academic achievement,

addressing individual differences, learning styles, and promoting self-assessment and reflection while nurturing respectful, Vision Statement:

We will.....Learn, Lead, Leave A Legacy

responsible citizens who value individual roles as learners.

Page 5

© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.



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Overview

Plan Name


Plan Description




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The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Increase the percentage for proficient/distinguished

students for averaged combined reading and mathK-prep scores for McBrayer Elem. students from48.3% to 73.8%.% by 2018-19

Objectives:3Strategies:8Activities:19

Organizational $96000

2 Increase program review needs improvement areasto proficient as well as sustain proficient areas onan ongoing basis.



3 By 2021, McBrayer Elementary will reduce the totalnumber of students scoring at the novice level inthe math and reading from 40% to no less than20% as measured by KPREP data.



4 Increase percentage of population in the gap areascoring proficient/distinguished in combinedreading and math from 48.3% to 73.8% by 2018-19.





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reading and math K-prep scores for McBrayer Elem. students from 48.3% to 73.8%.% by 2018-19

Strategy 1: Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and using Envisions math program

as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculm for all students in all

grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order. Category: Continuous Improvement Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary, strategies, and procedures

are built upon in a vertical foundation.

Measurable Objective 1:collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by KPREP.

Activity - Math Professional Dev. Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will plan together during PLC meetings, school work day hoursand/or summer PD to build on the importance of scaffolding the conceptsin the Common Core Math and Reading Standards from grade level tograde level.

AcademicSupportProgram

01/11/2016 11/01/2016 $0 No FundingRequired

All McBrayerTeachersAdministrationTeam

Activity - Common Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will disaggregate reading and math formative and summativeassessments during weekly PLC's discussing strategies and interventionstogether so that students close or not likely to get the instruction can betaught with research based strategies and interventions.



All McBrayerTeachersAdministration

Activity - Math KEDC Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administration and teachers will work with KEDC consultants to supportteachers understanding of standards, plan classroom instruction bymapping out standards and matching assessments with standards andmath Envisions program

ProfessionalLearning


All teachers,administration, KEDCrepresentative, CharlesRutledge

Activity - Technology Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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Strategy 2: Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have been identified as low

performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills needed in reading and math that will support

them in the regular core classroom programs. Category: Continuous Improvement

All classrooms, 2nd-5th grade will make available opportunities forstudents to use technology programs such as Moby Max, Front Row, SumDog to support reinforcement on math standards taught in the classroom.

AcademicSupportProgram,Technology

01/04/2016 11/01/2016 $1500 Other Classroomteachers,administration,parent/teacherorganization(PTO)

Activity - Small Group Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students who are identified by their MAP scores will receive 30 min ofdifferentiated instruction based on specific needs that will support the coreinstruction they are receiving in reading and math.


01/05/2015 11/01/2016 $0 No FundingRequired Jody Caudill,

RTITeacher/Coordinator ClassroomTeachersAdministration

Activity - ESS Day Time Waiver Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Small group instruction will support students who are identified as needingadditional support in math and reading


01/04/2016 06/01/2016 $11000 Other Administration, classroomteachers,ESS teacher

Activity - After School Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After school tutoring funds will be allocated for teachers who identify smallgroup instruction (2-4 students) for students with deficits in reading and/ormath.


01/04/2016 05/06/2016 $2000 Other Mrs. Banks,teachersapplying tobecome afterschool ESStutors.

Activity - RTI Tier II and III Small Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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Strategy 3: Reading Common Core -

K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as Scott Foresman Reading

Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in all grade level classrooms. Classroom teachers will

develop units together. This will allign our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and

vocabulary that matches the standards in a sequential order. Category: Continuous Improvement

RTI reading groups will be implemented by using 95% group materials.DIBELS data, classroom data and progress monitoring data will bereviewed on an ongoing basis to determine next steps to meet studentsneeds. Groups will be monitored and students regrouped often based ontheir needs and reteaching data.


01/04/2016 11/07/2016 $20000 Other RTICoordinator,Classroomteachers

Activity - Data Analysis PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will work in PLC grade level groups to disaggregate commonsummative assessments. This will guide them in determining deficit skillsthat will need to be focused on during core, small group, and during RTIgroups.



Jody Caudill-RTIcoordinator,all classroomteachers,curriculumcoach andadminsitration

Activity - Reading Co Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Special Ed. teachers and classroom teachers will work together withadministration and KEDC staff to plan and carry out co teaching strategiesin the area of reading and math in designated classrooms.


01/05/2015 05/06/2016 $52500 Title II Part A KEDC Staff,Lori DehartLiz LittletonAdministrationClassroomTeachers

Activity - Reading Instructional Teaching Time Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The master schedule will reflect a minimum of 120 minutes reading blockfor K-2 students and 90 minutes for 3-5 students.

DirectInstruction


ClassroomTeachers,Administration, PlanningComm.

Activity - Reading Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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Strategy 4: Communication - Teachers will share weekly newsletters with parents and families. Category: Stakeholder Engagement

Strategy 1: Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times a year. Each classroom will

graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance. Category: Continuous Improvement

Strategy 2: PBIS - Students will be celebrated and recognized for accomplishments. Category: Other - PBIS

All teachers will attend core reading/small group instruction, and closereading professional development to help strengthen classroom readinginstruction.

AcademicSupportProgram,ProfessionalLearning

01/04/2016 06/01/2016 $3000 Other Administration, CurriculumCoaches, AllTeachers,and DistrictProfessionalDev.Coordinator,Lucy Moore

Activity - Newsletters Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will share models of/and learning targets,classroom instructionalfocus, student accomplishments/student of the week, and school wideimportant dates and information weekly on classroom newsletters, emails,and/or webpages.

AcademicSupportProgram,BehavioralSupportProgram,ParentInvolvement

01/04/2016 11/07/2016 $2000 General Fund Classroomteachers

Measurable Objective 2:increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on benchmark assessmentsand students self reflection in leadership binders..

Activity - Goal Setting/Reflection Sheets Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each teacher will guide students in setting individual goals on personalgoal sheet three times a year in reading, math and writing. Student goalsheets will be added to student leadership binder/folder. At end of the yearstudents will reflect on growth made over time in reading, writing, andmath.


01/04/2016 11/07/2016 $500 General Fund All teachers,administration



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Strategy 1: Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional support needed and

classroom/school curriculum. Category: Continuous Improvement

Strategy 2: Professional Development - Teachers will be provided professional learning experiences identified in their individual growth plans,TPGES observations, and

Activity - School Assembly Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be celebrated during grade level assembly for theiraccomplishments towards improvements in attendance, leadership skills,achievement, MAP and DIBELS benchmark assessment growth, behaviorimprovements, music, art, physical education, and reading goals.

Other -ProgramReview,BehavioralSupportProgram

01/04/2016 11/07/2016 $500 General Fund Nicole Powell,Jody Caudill,KimArmstrong,MelissaNickell, JamiHeaberlin,Angela Lyon

Activity - CHAMPS/ Clip Up Chart Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers and support staff will use school wide behavior system andprocedures to support student engagement and decrease behaviorreferrals.

AcademicSupportProgram,BehavioralSupportProgram


All certifiedand classifiedstaff,administration

Measurable Objective 3:collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments, individual teacherdiscussions and school wide walk through feedback. .

Activity - Individual Teacher Data Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School administrative team will schedule individual data team meetingsthree times a year.



District andSchoolAdministrativeteam, allteachers

Activity - Data Sheets Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will complete submit to administration classroom data sheets 3times a year after benchmark assessments have been completed.



All teachers,administration, curriculumcoaches



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Category: Professional Learning & Support

Goal 2: Increase program review needs improvement areas to proficient as well as sustain

proficient areas on an ongoing basis.

Strategy 1: Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity. Category: Continuous Improvement

Activity - Professional Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A school professional development plan will be developed using data andinput from teachers, TPGES observations and walkthroughs to determineindividual and school professional learning needs.


02/01/2016 05/16/2016 $3000 General Fund ProfessionalDev.Committee,Administrators, and SBDM

Measurable Objective 1:collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to 8.0 or greater. by06/01/2016 as measured by program review scores.

Activity - Data Analysis of Writing in PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will administer a pre writing prompt for all forms of writing the firsttwo weeks of schools. Each form of writing will have 6- 8 weeks ofinstruction devoted to the teaching of that type of writing. A postassessment will be administered after each writing unit has been taught.Writing pieces will be reviewed and scored using the Steve Ventura Packetby each teacher and brought to grade level PLC's for discussion ofstrengths and weaknesses of writing. During PLC meetings the grade levelteam will look for strategies and interventions to help students self assessand improve their writing scores to a 4 on the Lucy Calkins rubric.



CurriculmCoachj LizPettit andMary AliceCollier, Allclassroomteachers, andadministration

Activity - Vertical Writing Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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Strategy 2: Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share strategies and activities

that can be implemented across grade level and school to support the arts and practical living programs. These PLC members will plan school and grade level

activities that increase student access to a variety of programs and activities. These PLC members will share strategies and information with all stakeholders to support

implementation of arts and practical living standards into classroom instruction. Category: Continuous Improvement

Teachers and administration will meet in vertical grade level teams toreview year long evidence of writing in each grade level. Strengths andweaknesses of school wide writing program will be determined, next stepsdeveloped, and plan for future implementation of school wide writingprogram will be developed for following school year.



All teachers,curriculumwritingsupport, MaryAlice Collier,andadministration.

Activity - Student self reflection/goal setting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After instruction of each form of writing has happened and students havecompleted each form or writing, teachers will score and give studentsfeedback on writing. Students will then set writing goals for improvement.This will occur a minimum of two times a year.



All teachers,writingcurriculumsupport, MaryAlice Collierandadministration.

Activity - Arts PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Arts teachers will share strategies to incorporate the arts into regularclassroom curriculumn on an ongoing basis through vertical school teammeetings, handouts, scheduled PLC meetings for sharing out, and facultyprogram review meetings.



GennyEtherton,RhondaBanks,Angela Lyons,JamiHeaberlin, AllClassroomTeachers,KimAlderman,MelissaNickell

Activity - Arts Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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Strategy 3: Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which will support the carryover

"the arts" curriculum in the core classroom instruction. Category: Professional Learning & Support

Goal 3: By 2021, McBrayer Elementary will reduce the total number of students scoring at the

novice level in the math and reading from 40% to no less than 20% as measured by KPREP data.

Professional development will be provided for classroom teachers tosupport arts integration into classroom instruction.



KimArmstrong,Angela Lyon,MelissaNickell, NicolePowell, andJamiHeaberlin andall classroomteachers

Activity - School Wide Programing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The "Arts" School Wide Team will develop schoolwide programs to supportart, health, consumerism, drama, dance, music, and technology integrationto be carried out at grade level and schoolwide.


01/04/2016 11/01/2016 $1500 SchoolCouncilFunds

RhondaBanks, NicolePowell, JodyCaudill,Angela Lyon,MelissaNickell, JamiHeaberlin,and KimArmstrong.

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

"Arts" Professional Learning AcademicSupportProgram,ProfessionalLearning


KimArmstrong,JamiHeaberlin,MelissaNickell,Angela Lyon

Measurable Objective 1:



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Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in reading and math. Category: Continuous Improvement Research Cited: Professional Learning Communities

Strategy 2: Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days. Category: Continuous Improvement Research Cited: Novice Reduction

Strategy 1: Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan Category: Continuous Improvement Research Cited: Novice Reduction

collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on progress monitoring,classroom assessments and district benchmark assessments..

Activity - Data Disaggregation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student progress on standard based assessments will be documented onSV packets an instructional strategies will be discussed to help supportstudent improvment

Policy andProcess


Administrationand allteachers

Activity - Teacher/RTI Coordinator Data/Plan Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

RTI Coordinator and Classroom teachers will monitor data for studentsscoring novice on KPREP every 30 days.


01/08/2016 11/30/2016 $45000 DistrictFunding

Jody Caudill,RTIcoordinator,Liz Pettit,CurriculumCoach,RhondaBanks,Principal andclassroomteachers

Measurable Objective 2:collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan County Schools novicereduction plan. .



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Goal 4: Increase percentage of population in the gap area scoring proficient/distinguished in

combined reading and math from 48.3% to 73.8% by 2018-19.

Strategy 1: Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine least restrictive environment,

and services appropriate for students achievement. All staff will give and increased effort to improve co-teaching practices and support students in the reguar classroom

setting when possible and ARC agrees that this is the LRE. Category:

(shared) Strategy 1: RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be

reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and

reteaching data. Category: Continuous Improvement

Activity - Monthly Novice Reduction Checks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

McBrayer Novice Reduction team will meet in 30, 60, 90 days to reviewimplementation of school Novice Reduction plan



SchoolNoviceReductionTeam

Measurable Objective 1:collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by 11/01/2016 as measured byKPREP data.

Activity - Co Teaching/Planning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Special Education Staff and Regular Edcuation Staff will work togetherweekly in a defined a time to discuss and plan learning targets, skills, andstrategies that are being co taught during reading instruction so that allstudents are being taught with fidelity and best practices.


11/02/2015 11/01/2016 $3000 General Fund All SpecialEducationTeachers, AllRegularEducationTeachers,Administration

Measurable Objective 2:demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS and DAZE assessment.



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(shared) Strategy 1: RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be

reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and

reteaching data. Category: Continuous Improvement

Activity - RTI Tier II Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers and support staff will teach explicit instruction to 5-7 students in askill based group on deficits that are exhibited in progress monitoringcompleted on DIBELS, 95%, or classroom data in reading or SNAP/DNK,and Classroom Math assessments.


09/15/2014 08/03/2015 $0 Title I Part A Jody Caudill,instructionalassistants,Classroomteachers

Measurable Objective 3:increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.

Activity - RTI Tier II Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers and support staff will teach explicit instruction to 5-7 students in askill based group on deficits that are exhibited in progress monitoringcompleted on DIBELS, 95%, or classroom data in reading or SNAP/DNK,and Classroom Math assessments.


09/15/2014 08/03/2015 $0 Title I Part A Jody Caudill,instructionalassistants,Classroomteachers



DR

AFTActivity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

Title I Part A

Other

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Teacher/RTI CoordinatorData/Plan Review

RTI Coordinator and Classroom teachers will monitor datafor students scoring novice on KPREP every 30 days.


01/08/2016 11/30/2016 $45000 Jody Caudill,RTIcoordinator,Liz Pettit,CurriculumCoach,RhondaBanks,Principal andclassroomteachers

Total $45000


StaffResponsible

RTI Tier II Instruction Teachers and support staff will teach explicit instruction to5-7 students in a skill based group on deficits that areexhibited in progress monitoring completed on DIBELS,95%, or classroom data in reading or SNAP/DNK, andClassroom Math assessments.


09/15/2014 08/03/2015 $0 Jody Caudill,instructionalassistants,Classroomteachers

Total $0


StaffResponsible

RTI Tier II and III SmallGroups

RTI reading groups will be implemented by using 95%group materials. DIBELS data, classroom data andprogress monitoring data will be reviewed on an ongoingbasis to determine next steps to meet students needs.Groups will be monitored and students regrouped oftenbased on their needs and reteaching data.


01/04/2016 11/07/2016 $20000 RTICoordinator,Classroomteachers



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General Fund

ESS Day Time Waiver Small group instruction will support students who areidentified as needing additional support in math and reading


01/04/2016 06/01/2016 $11000 Administration, classroomteachers,ESS teacher

Technology All classrooms, 2nd-5th grade will make availableopportunities for students to use technology programs suchas Moby Max, Front Row, Sum Dog to supportreinforcement on math standards taught in the classroom.

AcademicSupportProgram,Technology

01/04/2016 11/01/2016 $1500 Classroomteachers,administration,parent/teacherorganization(PTO)

Reading ProfessionalDevelopment

All teachers will attend core reading/small group instruction,and close reading professional development to helpstrengthen classroom reading instruction.


01/04/2016 06/01/2016 $3000 Administration, CurriculumCoaches, AllTeachers,and DistrictProfessionalDev.Coordinator,Lucy Moore

After School Tutoring After school tutoring funds will be allocated for teacherswho identify small group instruction (2-4 students) forstudents with deficits in reading and/or math.


01/04/2016 05/06/2016 $2000 Mrs. Banks,teachersapplying tobecome afterschool ESStutors.

Total $37500


StaffResponsible

Professional Learning A school professional development plan will be developedusing data and input from teachers, TPGES observationsand walkthroughs to determine individual and schoolprofessional learning needs.


02/01/2016 05/16/2016 $3000 ProfessionalDev.Committee,Administrators, and SBDM

Goal Setting/ReflectionSheets

Each teacher will guide students in setting individual goalson personal goal sheet three times a year in reading, mathand writing. Student goal sheets will be added to studentleadership binder/folder. At end of the year students willreflect on growth made over time in reading, writing, andmath.


01/04/2016 11/07/2016 $500 All teachers,administration



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School Council Funds

No Funding Required

Newsletters Teachers will share models of/and learningtargets,classroom instructional focus, studentaccomplishments/student of the week, and school wideimportant dates and information weekly on classroomnewsletters, emails, and/or webpages.

AcademicSupportProgram,BehavioralSupportProgram,ParentInvolvement

01/04/2016 11/07/2016 $2000 Classroomteachers

School Assembly Students will be celebrated during grade level assembly fortheir accomplishments towards improvements inattendance, leadership skills, achievement, MAP andDIBELS benchmark assessment growth, behaviorimprovements, music, art, physical education, and readinggoals.

Other -ProgramReview,BehavioralSupportProgram

01/04/2016 11/07/2016 $500 Nicole Powell,Jody Caudill,KimArmstrong,MelissaNickell, JamiHeaberlin,Angela Lyon

Co Teaching/Planning Special Education Staff and Regular Edcuation Staff willwork together weekly in a defined a time to discuss andplan learning targets, skills, and strategies that are being cotaught during reading instruction so that all students arebeing taught with fidelity and best practices.


11/02/2015 11/01/2016 $3000 All SpecialEducationTeachers, AllRegularEducationTeachers,Administration

Total $9000


StaffResponsible

School Wide Programing The "Arts" School Wide Team will develop schoolwideprograms to support art, health, consumerism, drama,dance, music, and technology integration to be carried outat grade level and schoolwide.


01/04/2016 11/01/2016 $1500 RhondaBanks, NicolePowell, JodyCaudill,Angela Lyon,MelissaNickell, JamiHeaberlin,and KimArmstrong.

Total $1500


StaffResponsible



DR

AFTData Sheets Teachers will complete submit to administration classroom

data sheets 3 times a year after benchmark assessmentshave been completed.


01/04/2016 11/07/2016 $0 All teachers,administration, curriculumcoaches

Reading InstructionalTeaching Time

The master schedule will reflect a minimum of 120 minutesreading block for K-2 students and 90 minutes for 3-5students.

DirectInstruction

01/05/2015 05/02/2016 $0 ClassroomTeachers,Administration, PlanningComm.

Individual Teacher DataMeetings

School administrative team will schedule individual datateam meetings three times a year.


01/04/2016 11/07/2016 $0 District andSchoolAdministrativeteam, allteachers

Professional Development "Arts" Professional Learning AcademicSupportProgram,ProfessionalLearning

05/02/2016 11/01/2016 $0 KimArmstrong,JamiHeaberlin,MelissaNickell,Angela Lyon

Common Assessments Teachers will disaggregate reading and math formative andsummative assessments during weekly PLC's discussingstrategies and interventions together so that students closeor not likely to get the instruction can be taught withresearch based strategies and interventions.


01/05/2015 11/01/2016 $0 All McBrayerTeachersAdministration

Data Disaggregation Student progress on standard based assessments will bedocumented on SV packets an instructional strategies willbe discussed to help support student improvment

Policy andProcess

01/04/2016 11/30/2016 $0 Administrationand allteachers

Arts ProfessionalDevelopment

Professional development will be provided for classroomteachers to support arts integration into classroominstruction.


06/03/2016 09/01/2016 $0 KimArmstrong,Angela Lyon,MelissaNickell, NicolePowell, andJamiHeaberlin andall classroomteachers

Student self reflection/goalsetting

After instruction of each form of writing has happened andstudents have completed each form or writing, teachers willscore and give students feedback on writing. Students willthen set writing goals for improvement. This will occur aminimum of two times a year.


01/04/2016 05/13/2016 $0 All teachers,writingcurriculumsupport, MaryAlice Collierandadministration.



DR

AFTData Analysis PLC All teachers will work in PLC grade level groups to

disaggregate common summative assessments. This willguide them in determining deficit skills that will need to befocused on during core, small group, and during RTIgroups.


01/05/2015 06/01/2016 $0 Jody Caudill-RTIcoordinator,all classroomteachers,curriculumcoach andadminsitration

Small Group Instruction Students who are identified by their MAP scores will receive30 min of differentiated instruction based on specific needsthat will support the core instruction they are receiving inreading and math.


01/05/2015 11/01/2016 $0Jody Caudill,RTITeacher/Coordinator ClassroomTeachersAdministration

Vertical Writing Review Teachers and administration will meet in vertical grade levelteams to review year long evidence of writing in each gradelevel. Strengths and weaknesses of school wide writingprogram will be determined, next steps developed, and planfor future implementation of school wide writing program willbe developed for following school year.


05/06/2016 08/05/2016 $0 All teachers,curriculumwritingsupport, MaryAlice Collier,andadministration.

Math Professional Dev. Teachers will plan together during PLC meetings, schoolwork day hours and/or summer PD to build on theimportance of scaffolding the concepts in the Common CoreMath and Reading Standards from grade level to gradelevel.


01/11/2016 11/01/2016 $0 All McBrayerTeachersAdministrationTeam

CHAMPS/ Clip Up Chart All teachers and support staff will use school wide behaviorsystem and procedures to support student engagement anddecrease behavior referrals.

AcademicSupportProgram,BehavioralSupportProgram

01/04/2016 11/07/2016 $0 All certifiedand classifiedstaff,administration

Arts PLC Arts teachers will share strategies to incorporate the artsinto regular classroom curriculumn on an ongoing basisthrough vertical school team meetings, handouts,scheduled PLC meetings for sharing out, and facultyprogram review meetings.


11/02/2015 11/01/2016 $0 GennyEtherton,RhondaBanks,Angela Lyons,JamiHeaberlin, AllClassroomTeachers,KimAlderman,MelissaNickell



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Title II Part A

Monthly Novice ReductionChecks

McBrayer Novice Reduction team will meet in 30, 60, 90days to review implementation of school Novice Reductionplan


01/01/2016 05/13/2016 $0 SchoolNoviceReductionTeam

Data Analysis of Writing inPLC

Teachers will administer a pre writing prompt for all forms ofwriting the first two weeks of schools. Each form of writingwill have 6- 8 weeks of instruction devoted to the teachingof that type of writing. A post assessment will beadministered after each writing unit has been taught.Writing pieces will be reviewed and scored using the SteveVentura Packet by each teacher and brought to grade levelPLC's for discussion of strengths and weaknesses ofwriting. During PLC meetings the grade level team will lookfor strategies and interventions to help students self assessand improve their writing scores to a 4 on the Lucy Calkinsrubric.


01/05/2015 05/02/2016 $0 CurriculmCoachj LizPettit andMary AliceCollier, Allclassroomteachers, andadministration

Math KEDC Support Administration and teachers will work with KEDCconsultants to support teachers understanding of standards,plan classroom instruction by mapping out standards andmatching assessments with standards and math Envisionsprogram


01/04/2016 08/05/2016 $0 All teachers,administration, KEDCrepresentative, CharlesRutledge

Total $0


StaffResponsible

Reading Co Teaching Special Ed. teachers and classroom teachers will worktogether with administration and KEDC staff to plan andcarry out co teaching strategies in the area of reading andmath in designated classrooms.


01/05/2015 05/06/2016 $52500 KEDC Staff,Lori DehartLiz LittletonAdministrationClassroomTeachers

Total $52500



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AFT

KDE Needs Assessment



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



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AFT

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? McBrayer Elementary has been identified as a focus school previously based on KPREP data. In 2014 McBrayer was identified as proficient

school based on the program review, student achievement and student growth data. Again in 2015 based on KPREP data McBrayer was

identified as a focus school due to not meeting all AMO goals. The data indicates weaknesses in Tier 1, classroom instruction. The

Comprehensive Improvement Plan is focused on student achievement for all students in reading, math and writing. There are goals to

support consistent programs in the areas of Arts/Humanities, Practical Living, Primary Program and Writing. Parents reported on the Missing

Piece survey that stakeholders are welcomed by the school staff and the students perceive themselves as cared for by staff. Parents

however would appreciate meetings and communication to occur in a variety of ways and on a more parent friendly schedule. Parents

presently receive information through newsletters, teacher webpages, phone systems and notes in agenda books. After disaggregating the

parent survey data it was determined that parent meeting opportunities and times need to vary to accommodate parents in order to increase

parent involvement.



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AFT

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? McBrayer has a very dedicated and hard working faculty, staff, community, parent group, and students. We are confident that being a focus

school will not be our status in the upcoming year. McBrayer was identified as a proficient school based on the 2013-2014 KPREP data.

McBrayer Elementary implements the Leader In Me Program and is dedicated to building leaders in the school and community.Teachers

disaggregate student formative and summative data and make instructional decisions by implementing research based best practices to help

McBrayer students move forward with continuous progress. The goal for 2015-2016 testing window will be to close the achievement gap in

the area of reading and math as well as improve writing mechanics. We are focused on consistent growth in the program review areas. Staff

will continue to have weekly data meetings, school wide celebrations, and teacher one on one discussions to improve student engagement

and effectiveness.

.



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AFT

Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Specific objectives for 2015- 2016 school year are to increase proficiency for all students in the areas of reading, math and writing. There is

also a need to improve specific areas in Writing, Arts and Humanities, Primary Program and Practical Living Program Reviews as well as set

a benchmark for World Language and Global Competency. There are embedded strategies and activities in the CSIP to support those areas.

In addition, the goal for the 2015-2016 is to move more students into the proficient and distinguished

categories in all academic areas. The Comprehensive Improvement Plan is focused on student achievement in all these areas. Developing

strong program reviews and teacher effectiveness through the TPGES system is also crucial.



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Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? In 2014-2015 McBrayer Elementary was named a proficient school. Goals were met in the areas of Social Studies and Math. Numerous

steps have been taken to improve instruction and academic sucess at McBrayer. Professional development on Co-Teaching for GAP

Closure, Reading Small Group Instruction, Writing, Science and the Professional Growth and Effectiveness System have all been planned

and included in the Comprehensive Improvement Plan. Students identified needs through DIBELS/PSI, DNK/SNAP, and GT enrichment

needs will be discussed in PLC and implemented in small group instruction kindergarten through fifth grade. The ESS daytime waiver will be

continued to provide students identified who need extra

support in reading and math skills. Teachers will continue to compile and analyze summative and formative assessment in weekly grade

level PLC meetings using the data team process. Teachers will Implement student goal setting and self reflection as a class and individual

activity on an ongoing basis. McBrayer will use CHAMPS, Clip Up Clip Down, and 7 Habits procedures for classroom and school wide

behavior system. The SBDM council will develop polices that will continue to support a highly collaborative, data driven, community of

learners.



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AFT

KDE Compliance and Accountability - Schools



DR

AFT

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.



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AFT

Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1:

Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.

students from 48.3% to 73.8%.% by 2018-19 Measurable Objective 1:

collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by

KPREP. Strategy1:

Reading Common Core -

K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as

Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in

all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This

will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.

Category: Continuous Improvement

Research Cited:


increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on

benchmark assessments and students self reflection in leadership binders.. Strategy1:

PBIS - Students will be celebrated and recognized for accomplishments.

Category: Other - PBIS

Research Cited:

Activity - Reading ProfessionalDevelopment

ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

All teachers will attend core reading/small groupinstruction, and close reading professionaldevelopment to help strengthen classroomreading instruction.

AcademicSupportProgramProfessionalLearning

01/04/2016 06/01/2016 $3000 - Other

Administration, CurriculumCoaches, All Teachers,and District ProfessionalDev. Coordinator, LucyMoore



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AFT


collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,

individual teacher discussions and school wide walk through feedback. . Strategy1:

Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional

support needed and classroom/school curriculum.


Research Cited:

Goal 2:

Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis. Measurable Objective 1:

collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to

8.0 or greater. by 06/01/2016 as measured by program review scores.

Activity - School Assembly ActivityType Begin Date End Date Funding Amount


Students will be celebrated during grade levelassembly for their accomplishments towardsimprovements in attendance, leadership skills,achievement, MAP and DIBELS benchmarkassessment growth, behavior improvements,music, art, physical education, and readinggoals.

BehavioralSupportProgramOther -ProgramReview

01/04/2016 11/07/2016 $500 - GeneralFund

Nicole Powell, JodyCaudill, Kim Armstrong,Melissa Nickell, JamiHeaberlin, Angela Lyon

Activity - CHAMPS/ Clip Up Chart ActivityType Begin Date End Date Funding Amount


All teachers and support staff will use schoolwide behavior system and procedures tosupport student engagement and decreasebehavior referrals.

BehavioralSupportProgramAcademicSupportProgram

01/04/2016 11/07/2016 $0 - No FundingRequired

All certified and classifiedstaff, administration

Activity - Data Sheets ActivityType Begin Date End Date Funding Amount


Teachers will complete submit to administrationclassroom data sheets 3 times a year afterbenchmark assessments have been completed.

ProfessionalLearning 01/04/2016 11/07/2016 $0 - No Funding

Required


Activity - Individual Teacher Data Meetings ActivityType Begin Date End Date Funding Amount


School administrative team will scheduleindividual data team meetings three times ayear.



District and SchoolAdministrative team, allteachers



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AFT

Strategy1:

Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share

strategies and activities that can be implemented across grade level and school to support the arts and practical living programs. These PLC

members will plan school and grade level activities that increase student access to a variety of programs and activities. These PLC members

will share strategies and information with all stakeholders to support implementation of arts and practical living standards into classroom

instruction.


Research Cited:

Strategy2:

Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.


Research Cited:

Activity - Arts Professional Development ActivityType Begin Date End Date Funding Amount


Professional development will be provided forclassroom teachers to support arts integrationinto classroom instruction.


Required

Kim Armstrong, AngelaLyon, Melissa Nickell,Nicole Powell, and JamiHeaberlin and allclassroom teachers

Activity - Arts Integration ActivityType Begin Date End Date Funding Amount


The Art teachers will work in collaboration withthe Lexington Children's Theatre, OctaviaBiggs/Drama instructor, MSU dance program,Folk Art Center, Traditional Music Program, andother community resources to bring dance,music, theatre, and art integration activities intothe school for students participation.


11/03/2014 07/01/2015 $250 - GeneralFund

Kim Armstrong, KimDehart, Shari Clagett,Anglea Lyon, NicolePowell, Rhonda Banks,Ronetta Brown, JodyCaudill, and DarindaRamey

Activity - Arts PLC ActivityType Begin Date End Date Funding Amount


Arts teachers will share strategies toincorporate the arts into regular classroomcurriculumn on an ongoing basis throughvertical school team meetings, handouts,scheduled PLC meetings for sharing out, andfaculty program review meetings.



Genny Etherton, RhondaBanks, Angela Lyons,Shari Clagett, AllClassroom Teachers, KimAlderman, Ronetta Brown



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AFT

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








Activity - Vertical Writing Review ActivityType Begin Date End Date Funding Amount


Teachers and administration will meet invertical grade level teams to review year longevidence of writing in each grade level.Strengths and weaknesses of school widewriting program will be determined, next stepsdeveloped, and plan for future implementationof school wide writing program will bedeveloped for following school year.



All teachers, curriculumwriting support, Mary AliceCollier, and administration.

Activity - Data Analysis of Writing in PLC ActivityType Begin Date End Date Funding Amount


Teachers will administer a pre writing promptfor all forms of writing the first two weeks ofschools. Each form of writing will have 6- 8weeks of instruction devoted to the teaching ofthat type of writing. A post assessment will beadministered after each writing unit has beentaught. Writing pieces will be reviewed andscored using the Steve Ventura Packet by eachteacher and brought to grade level PLC's fordiscussion of strengths and weaknesses ofwriting. During PLC meetings the grade levelteam will look for strategies and interventions tohelp students self assess and improve theirwriting scores to a 4 on the Lucy Calkins rubric.



Curriculm Coachj Liz Pettitand Mary Alice Collier, Allclassroom teachers, andadministration

Activity - Student self reflection/goal setting ActivityType Begin Date End Date Funding Amount


After instruction of each form of writing hashappened and students have completed eachform or writing, teachers will score and givestudents feedback on writing. Students will thenset writing goals for improvement. This willoccur a minimum of two times a year.



All teachers, writingcurriculum support, MaryAlice Collier andadministration.



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AFT

Research Cited:






Research Cited:

Strategy2:

Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times

a year. Each classroom will graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.


Research Cited:




ProfessionalLearningAcademicSupportProgram







Required





AcademicSupportProgramBehavioralSupportProgram







01/04/2016 11/07/2016 $500 - GeneralFund




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AFT



KPREP. Strategy1:

Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and

using Envisions math program as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units

together. This will allign our curriculm for all students in all grades. This will ensure that all students K-5 are being taught the foundational

concepts and vocabulary that matches the standards in a sequential order.


Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary,

strategies, and procedures are built upon in a vertical foundation.

Activity - Goal Setting/Reflection Sheets ActivityType Begin Date End Date Funding Amount


Each teacher will guide students in settingindividual goals on personal goal sheet threetimes a year in reading, math and writing.Student goal sheets will be added to studentleadership binder/folder. At end of the yearstudents will reflect on growth made over timein reading, writing, and math.


01/04/2016 11/07/2016 $500 - GeneralFund

All teachers,administration

Activity - Common Assessments ActivityType Begin Date End Date Funding Amount


Teachers will disaggregate reading and mathformative and summative assessments duringweekly PLC's discussing strategies andinterventions together so that students close ornot likely to get the instruction can be taughtwith research based strategies andinterventions.



All McBrayer TeachersAdministration

Activity - Data Analysis/PLC Groups ActivityType Begin Date End Date Funding Amount


Teachers will use DNK/SNAP and/orclassroom assessment data on an ongoingbasis to regroup students based on their needsand differentiation of instruction to improvestudent learning.



All Teachers / PLC GroupsAdministration

Activity - Math KEDC Support ActivityType Begin Date End Date Funding Amount


Administration and teachers will work withKEDC consultants to support teachersunderstanding of standards, plan classroominstruction by mapping out standards andmatching assessments with standards andmath Envisions program


Required




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AFT

Strategy2:







Research Cited:

Activity - Math Professional Dev. ActivityType Begin Date End Date Funding Amount


Teachers will plan together during PLCmeetings, school work day hours and/orsummer PD to build on the importance ofscaffolding the concepts in the Common CoreMath and Reading Standards from grade levelto grade level.



All McBrayer TeachersAdministration Team

Activity - Technology ActivityType Begin Date End Date Funding Amount


All classrooms, 2nd-5th grade will makeavailable opportunities for students to usetechnology programs such as Moby Max, FrontRow, Sum Dog to support reinforcement onmath standards taught in the classroom.

TechnologyAcademicSupportProgram

01/04/2016 11/01/2016 $1500 - Other

Classroom teachers,administration,parent/teacherorganization(PTO)

Activity - Data Analysis PLC ActivityType Begin Date End Date Funding Amount


All teachers will work in PLC grade level groupsto disaggregate common summativeassessments. This will guide them indetermining deficit skills that will need to befocused on during core, small group, andduring RTI groups.



Jody Caudill- RTIcoordinator, all classroomteachers, curriculum coachand adminsitration






01/04/2016 06/01/2016 $3000 - Other




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AFT

Strategy3:

Communication - Teachers will share weekly newsletters with parents and families.

Category: Stakeholder Engagement

Research Cited:

Strategy4:

Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have

been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills

needed in reading and math that will support them in the regular core classroom programs.


Research Cited:

Activity - Reading Co Teaching ActivityType Begin Date End Date Funding Amount


Special Ed. teachers and classroom teacherswill work together with administration andKEDC staff to plan and carry out co teachingstrategies in the area of reading and math indesignated classrooms.


01/05/2015 05/06/2016 $52500 - Title IIPart A

KEDC Staff, Lori DehartLiz LittletonAdministrationClassroom Teachers

Activity - Reading Instructional TeachingTime



The master schedule will reflect a minimum of120 minutes reading block for K-2 students and90 minutes for 3-5 students.

DirectInstruction 01/05/2015 05/02/2016 $0 - No Funding

Required

Classroom Teachers,Administration, PlanningComm.

Activity - Newsletters ActivityType Begin Date End Date Funding Amount


Teachers will share models of/and learningtargets,classroom instructional focus, studentaccomplishments/student of the week, andschool wide important dates and informationweekly on classroom newsletters, emails,and/or webpages.

BehavioralSupportProgramParentInvolvementAcademicSupportProgram

01/04/2016 11/07/2016 $2000 - GeneralFund Classroom teachers

Activity - ESS Day Time Waiver ActivityType Begin Date End Date Funding Amount


Small group instruction will support studentswho are identified as needing additional supportin math and reading


01/04/2016 06/01/2016 $11000 - Other Administration, classroomteachers, ESS teacher



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AFT

Goal 2:

By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no

less than 20% as measured by KPREP data. Measurable Objective 1:

collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on

progress monitoring, classroom assessments and district benchmark assessments.. Strategy1:

Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.


Research Cited: Novice Reduction

Strategy2:

Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in

Activity - RTI Tier II and III Small Groups ActivityType Begin Date End Date Funding Amount


RTI reading groups will be implemented byusing 95% group materials. DIBELS data,classroom data and progress monitoring datawill be reviewed on an ongoing basis todetermine next steps to meet students needs.Groups will be monitored and studentsregrouped often based on their needs andreteaching data.


01/04/2016 11/07/2016 $20000 - Other RTI Coordinator,Classroom teachers

Activity - Small Group Instruction ActivityType Begin Date End Date Funding Amount


Students who are identified by their MAPscores will receive 30 min of differentiatedinstruction based on specific needs that willsupport the core instruction they are receivingin reading and math.



Jody Caudill, RTITeacher/Coordinator Classroom TeachersAdministration

Activity - After School Tutoring ActivityType Begin Date End Date Funding Amount


After school tutoring funds will be allocated forteachers who identify small group instruction (2-4 students) for students with deficits in readingand/or math.


01/04/2016 05/06/2016 $2000 - OtherMrs. Banks, teachersapplying to become afterschool ESS tutors.

Activity - Teacher/RTI Coordinator Data/PlanReview



RTI Coordinator and Classroom teachers willmonitor data for students scoring novice onKPREP every 30 days.


01/08/2016 11/30/2016 $45000 - DistrictFunding

Jody Caudill, RTIcoordinator, Liz Pettit,Curriculum Coach,Rhonda Banks, Principaland classroom teachers



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AFT

reading and math.


Research Cited: Professional Learning Communities


collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan

County Schools novice reduction plan. . Strategy1:

Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan



Goal 3:

Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by

2018-19. Measurable Objective 1:

increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate. Strategy1:

RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress

monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students

regrouped often based on their needs and reteaching data.


Research Cited:

Activity - Data Disaggregation ActivityType Begin Date End Date Funding Amount


Student progress on standard basedassessments will be documented on SVpackets an instructional strategies will bediscussed to help support student improvment

Policy andProcess 01/04/2016 11/30/2016 $0 - No Funding

RequiredAdministration and allteachers

Activity - Monthly Novice Reduction Checks ActivityType Begin Date End Date Funding Amount


McBrayer Novice Reduction team will meet in30, 60, 90 days to review implementation ofschool Novice Reduction plan



School Novice ReductionTeam



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demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS

and DAZE assessment. Strategy1:





Research Cited:


collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by

11/01/2016 as measured by KPREP data. Strategy1:

Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine

least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve co-

teaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.

Category:

Research Cited:

Activity - RTI Tier II Instruction ActivityType Begin Date End Date Funding Amount


Teachers and support staff will teach explicitinstruction to 5-7 students in a skill based groupon deficits that are exhibited in progressmonitoring completed on DIBELS, 95%, orclassroom data in reading or SNAP/DNK, andClassroom Math assessments.


09/15/2014 08/03/2015 $0 - Title I Part AJody Caudill, instructionalassistants, Classroomteachers






Activity - Co Teaching/Planning ActivityType Begin Date End Date Funding Amount


Special Education Staff and Regular EdcuationStaff will work together weekly in a defined atime to discuss and plan learning targets, skills,and strategies that are being co taught duringreading instruction so that all students are beingtaught with fidelity and best practices.


11/02/2015 11/01/2016 $3000 - GeneralFund

All Special EducationTeachers, All RegularEducation Teachers,Administration



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








Research Cited:



KPREP. Strategy1:



Research Cited:





Required










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Strategy2:







Research Cited:




ParentInvolvementBehavioralSupportProgramAcademicSupportProgram







01/04/2016 06/01/2016 $3000 - Other






01/05/2015 05/06/2016 $52500 - Title IIPart A







Required










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AFT

Strategy3:





Research Cited:






Research Cited:















Other -ProgramReviewBehavioralSupportProgram

01/04/2016 11/07/2016 $500 - GeneralFund




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Goal 2:








Strategy2:


reading and math.





County Schools novice reduction plan. .




BehavioralSupportProgramAcademicSupportProgram

















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Strategy1:




Goal 3:








Category:

Research Cited:
















11/02/2015 11/01/2016 $3000 - GeneralFund




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Research Cited:








Research Cited:

Narrative:

All incoming Kindergarten students were given the Brigance Kindergarten Screener within the first 30 days of school. Data reported that

45.7% of McBrayer Elementary incoming Kindergartners were ready for Kindergarten.

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




benchmark assessments and students self reflection in leadership binders..













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Strategy1:



Research Cited:

Strategy2:




Research Cited:



KPREP. Strategy1:







01/04/2016 11/07/2016 $500 - GeneralFund












01/04/2016 11/07/2016 $500 - GeneralFund




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Strategy2:












01/04/2016 11/01/2016 $1500 - Other












Required










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Research Cited:

Strategy3:





Research Cited:











01/05/2015 05/06/2016 $52500 - Title IIPart A







01/04/2016 06/01/2016 $3000 - Other







Required




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AFT

Strategy4:



Research Cited:



individual teacher discussions and school wide walk through feedback. .

























AcademicSupportProgramBehavioralSupportProgramParentInvolvement




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Strategy1:




Research Cited:

Goal 2:



40% of All Students will increase student growth so that the total number of students scoring at the novice level in math and readingwill

decrease from 40% to no less than 36% in English Language Arts by 05/13/2016 as measured by KPREP. Strategy1:

Reading Tier 1 Instruction - Reading Block criteria will guide teachers in rigurous and differentiated reading instruction.


Research Cited: Reading Block Instruction

Strategy2:

Professional Dev. - Teachers will meet in 2 hour blocks with Leader in Me staff to continue to receive leadership training that will give them

details on how to implement leadership traits into their classroom instruction on a daily basis.











Required


Activity - Reading Non Negotiable CriteriaCheck List



Teacher representatives and administrationwho have attended reading profressionallearning sessions will develop Tier 1 readingblock checklist that will describe nonnegotiables to be implemented that will supportrigorous and differentiated reading instruction.


Required

Grade level teacherrepresentatives andadministration



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Category:

Research Cited:

Goal 3:














Activity - Smekens Reading Training ActivityType Begin Date End Date Funding Amount


Reading Professional Dev. ProfessionalLearning 01/04/2016 06/01/2016 $1500 - Title I Part

AAll teachers, Alladministration
















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Strategy2:


reading and math.



Goal 4:








Research Cited:


















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Category:

Research Cited:








Research Cited:

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

scores. Goal 1:




individual teacher discussions and school wide walk through feedback. .





11/02/2015 11/01/2016 $3000 - GeneralFund









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Strategy1:




Research Cited:



KPREP. Strategy1:





Research Cited:











Required















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Strategy2:







Research Cited:















01/05/2015 05/06/2016 $52500 - Title IIPart A







Required







01/04/2016 06/01/2016 $3000 - Other




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Strategy3:



Research Cited:

Strategy4:

















ParentInvolvementBehavioralSupportProgramAcademicSupportProgram






Required










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Research Cited:

Strategy2:






01/04/2016 11/01/2016 $1500 - Other


















01/04/2016 11/07/2016 $500 - GeneralFund




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Research Cited:

Goal 2:










progress monitoring, classroom assessments and district benchmark assessments..











01/04/2016 11/07/2016 $500 - GeneralFund










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Strategy1:


reading and math.



Strategy2:




Goal 3:









Research Cited:















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Category:

Research Cited:







Research Cited:










11/02/2015 11/01/2016 $3000 - GeneralFund









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AFT

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












reading and math.



Strategy2:














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AFT




Goal 2:









Research Cited:





















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AFT

Category:

Research Cited:







Research Cited:

The school identified specific strategies to increase the average freshman graduation rate. N/A (this question does not apply)

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

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS

and writing. Goal 1:

Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.





11/02/2015 11/01/2016 $3000 - GeneralFund









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collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to

8.0 or greater. by 06/01/2016 as measured by program review scores. Strategy1:

Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share

strategies and activities that can be implemented across grade level and school to support the arts and practical living programs. These PLC

members will plan school and grade level activities that increase student access to a variety of programs and activities. These PLC members

will share strategies and information with all stakeholders to support implementation of arts and practical living standards into classroom

instruction.


Research Cited:

Strategy2:

Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.


Research Cited:

Activity - Arts Integration ActivityType Begin Date End Date Funding Amount


The Art teachers will work in collaboration withthe Lexington Children's Theatre, OctaviaBiggs/Drama instructor, MSU dance program,Folk Art Center, Traditional Music Program, andother community resources to bring dance,music, theatre, and art integration activities intothe school for students participation.


11/03/2014 07/01/2015 $250 - GeneralFund

Kim Armstrong, KimDehart, Shari Clagett,Anglea Lyon, NicolePowell, Rhonda Banks,Ronetta Brown, JodyCaudill, and DarindaRamey

Activity - Arts Professional Development ActivityType Begin Date End Date Funding Amount


Professional development will be provided forclassroom teachers to support arts integrationinto classroom instruction.


Required

Kim Armstrong, AngelaLyon, Melissa Nickell,Nicole Powell, and JamiHeaberlin and allclassroom teachers

Activity - Arts PLC ActivityType Begin Date End Date Funding Amount


Arts teachers will share strategies toincorporate the arts into regular classroomcurriculumn on an ongoing basis throughvertical school team meetings, handouts,scheduled PLC meetings for sharing out, andfaculty program review meetings.



Genny Etherton, RhondaBanks, Angela Lyons,Shari Clagett, AllClassroom Teachers, KimAlderman, Ronetta Brown



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Activity - Student self reflection/goal setting ActivityType Begin Date End Date Funding Amount


After instruction of each form of writing hashappened and students have completed eachform or writing, teachers will score and givestudents feedback on writing. Students will thenset writing goals for improvement. This willoccur a minimum of two times a year.



All teachers, writingcurriculum support, MaryAlice Collier andadministration.

Activity - Vertical Writing Review ActivityType Begin Date End Date Funding Amount


Teachers and administration will meet invertical grade level teams to review year longevidence of writing in each grade level.Strengths and weaknesses of school widewriting program will be determined, next stepsdeveloped, and plan for future implementationof school wide writing program will bedeveloped for following school year.



All teachers, curriculumwriting support, Mary AliceCollier, and administration.

Activity - Data Analysis of Writing in PLC ActivityType Begin Date End Date Funding Amount


Teachers will administer a pre writing promptfor all forms of writing the first two weeks ofschools. Each form of writing will have 6- 8weeks of instruction devoted to the teaching ofthat type of writing. A post assessment will beadministered after each writing unit has beentaught. Writing pieces will be reviewed andscored using the Steve Ventura Packet by eachteacher and brought to grade level PLC's fordiscussion of strengths and weaknesses ofwriting. During PLC meetings the grade levelteam will look for strategies and interventions tohelp students self assess and improve theirwriting scores to a 4 on the Lucy Calkins rubric.



Curriculm Coachj Liz Pettitand Mary Alice Collier, Allclassroom teachers, andadministration



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KDE Assurances - School



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AFT

Introduction KDE Assurances - School



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Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

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

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes

Label Assurance Response Comment AttachmentResearch-basedStrategies

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

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes

Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

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

Yes



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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

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

Yes

Label Assurance Response Comment AttachmentProfessionalDevelopment

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

Yes

Label Assurance Response Comment AttachmentComprehensivePlan

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

Yes

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes

Label Assurance Response Comment AttachmentInstructionalStrategies

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

Yes

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

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

Yes


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

Yes



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AFT

Label Assurance Response Comment AttachmentSchoolwideActivities

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

Yes


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

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

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

Yes

Label Assurance Response Comment AttachmentFederal ProgramFunds

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

Yes

Label Assurance Response Comment AttachmentParentalInvolvement

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

Yes

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

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

Yes


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

Yes



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Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

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

Yes

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

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

Yes

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

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

Yes


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

Yes

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

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

Yes

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

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

Yes

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

instructional duties that involve targetedstudents are under the direct supervision of ahighly qualified classroom teacher andproviding instruction rather than clerical work.

Yes



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Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for para-educatorsdemonstrating that the duties are on a limitedbasis only.

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

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

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

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

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

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

Yes



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AFT

The Missing Piece



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AFT

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

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

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

the diagnostic content and respond to the questions.



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AFT

Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? PTO Officers; Kally Barnette, Mellissa Caudill, Kourtney Watson, and Catherine Smith

Parents: Michael Hartford, Regina Caskey, Brandi Trent, Brook Issacs, Kim Mullins, Ryan Neff, Kelly Harrod, Laura Coldiron, Wendy Pack,

Allison Slone, Pepper Slone, Tessa Thomas

MSU Professors/Administration :Dr. Kim Nettleton, Dr. Richard Borem, Dr. Edna Shack, Dean Margo Dellacaprini, Dr. Scott Davison

Community Members; Keith Kappas, Carla Dehart, Catherine Rogers, Genny Jenkins, Karen Tuerk

Teachers; Carol Neeper, Martha Thompson, Casey Hall, Emily Stevens, Joyce Marin, Kim Little Denna Stamper, Kim Armstrong,

Staff Members; Chelsey Roe; school nurse, Laura Colidron; FRC, Marsha Taylor; cafeteria manager, Mike Pack; custodian

Administrator; Rhonda Banks

PPN/student teachers; Chelsey Mays, Bethany DeMoss



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Relationship Building

Overall Rating: 3.29

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

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

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

Proficient

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

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

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

Proficient

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

are actively welcomed when they visit theschool.

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

Proficient

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

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

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

Distinguished

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

communication about their students' progressat least once a month.

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

Distinguished

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

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

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

Proficient

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

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

All parents are asked for feedback on school’sefforts to welcome and engage parents, and thefeedback is used to improve school’s efforts.

Proficient



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Communications


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

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

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

Proficient

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

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

School staff offers varied ways to that parentcan see share information with teachers abouttheir children’s learning needs. (For example,phone and email contact, offering parentconferences, and making home visits).

Proficient

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

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

School staff sometime provides communityorganizations with information about academicexpectations for parents who use their services.

Apprentice

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

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

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

Proficient

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

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

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

Proficient

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

annual school and/or district stakeholdersurveys.

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

Apprentice



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AFT

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

plan school improvement efforts and toevaluate their effectiveness.

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

Apprentice



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AFT

Decision Making


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

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

Parents elected to serve on school council andsome other parents who serve on SBDMcommittees are invited to attend training offeredby school or district.

Apprentice

Statement or Question Response Rating4.2 School council and committees facilitate broad

parent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials when needed, settingconvenient meeting times, and seeking wideparent input. At least 40 percent of parents votein SBDM parent election.

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

Apprentice

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

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

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

Proficient

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

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

School council 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 Rating4.5 School council policies ensure active roles for

parents on SBDM council and committees, andother groups making decisions about schoolimprovement.

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

Proficient

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

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

Parents report that they are treated as valuedpartners on school leadership teams, SBDMcouncil and committees, and other groupsmaking decisions about school improvement.

Proficient



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

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

Teachers share information from year to yearwith parents who serve on the school counciland/or overlaps council terms of parents.

Novice



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Advocacy

Overall Rating: 3.0

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

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

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 Rating5.2 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 Rating5.3 Parents report participating actively and

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

Parents report 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 Rating5.4 School staff gives parents clear, complete

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

School staff collaborates with stakeholders indeveloping policies and procedures to resolveissues and complaints and to identify neededimprovements.

Distinguished

Statement or Question Response Rating5.5 School staff ensures that parents and

community members are well informed abouthow to become educational advocates, or howto access a trained educational advocate whenneeded.

School staff ensures that parents andcommunity members are well informed abouthow to become an educational advocate or howto access an educational advocate whenneeded.

Proficient

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

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

As students are identified by school staff ashaving disabilities or performing at the novicelevel, additional intentional steps are taken toensure that the parent has the option to use atrained advocate to assist them in speaking fortheir child's needs.

Proficient



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AFT

Learning Opportunities


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

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

School provides open house and family nightsfor some parents to learn about: • Kentuckystandards and expectations for all students. •School's curriculum, instructional methods, andstudent services. • School's decision-makingprocess, including opportunities for parents toparticipate on councils 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 Rating6.2 School staff makes systematic use of written

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

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

Proficient

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

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

School staff exhibits some student work withscoring guide and proficient level work.

Apprentice

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

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

School staff offers some information to parentsto learn how to support their child's learning.

Novice

Statement or Question Response Rating6.5 School council has a classroom observation

policy that welcomes families to visit allclassrooms.

School council has a classroom observationpolicy that allows parents access to mostclassrooms by appointment only.

Apprentice

Statement or Question Response Rating6.6 School staff develops parent leaders who

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

There is little or no development of parentleaders.

Novice



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AFT

Community Partnerships


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

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

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

Apprentice

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

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

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

Proficient

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

to support parent and volunteer participation instudents' education.

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

Proficient

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

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

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

Proficient

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

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

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

Proficient

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

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

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

Proficient



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Reflection

Reflect upon your responses to each of the Missing Piece objectives. McBrayer Elementary sudents participate in school wide events and interact with leadership and teachers on an ongoing basis. MES's Parent

Organization and SBDM with parent participation holds monthly meetings to allow input and discussions that will support MES. This is a

strength for our school environment. A need that we need to improve is to schedule and provide specific training sessions for parents based

on needs that they may have. There is a need for a question and answer meeting to find out what trainings and support parents would like to

see held that will support them in working with their children. We plan on working with our PTO, parent leaders and FRC to help plan parent

focused events.



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Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.29

2.57

2.29

3

1.83

2.83



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Improvement Plan Stakeholder Involvement



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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.



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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. Stakeholders were sent emails by teachers and administration, a phone call was made using our district phone system and a remind 101

message was sent by the principal asking parents and stakeholders to participate in a survey listed on the AdvancED site. The school

leadership also offered stakeholders access to a computer in the school to be able to participate in a school survey. Information was provided

in the school newsletter and an email was sent also notifying parents and stakeholders that MES was seeking their input in the school's

improvement plan. Members of the planning committee and adminsitration team used information shared by stakeholders to develop the

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

responsibilities in this process. Teachers and staff members worked during planning sessions to review and help develop strategies and activities to

help address the needs of our school based on school data. SBDM and parent PTO memvers were invited to share suggestions with

leadership on suggestions for improvment. The SBDM council comprised of school administration, teachers

and parents reviewed the previous years CSIP and discussed activities and strategies that would support closing the achievement gap for

the 2015-2016 school year. After all suggestions from teacher/staffs working session and the SBDM meeting were discussed the planning

committee comprised of teachers, staff and parents developed the CSIP and leadership submitted it the PTO, school teachers and staff for

their last input. The leadership then submitted the CSIP to the SBDM council for approval. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The CSIP was shared with parents at a PTO meeting for parents to review. At a faculty meeting the teachers and staff reviewed the CSIP.

The SBDM council approved the school's CSIP before submitting it to the RCBOE for approval. After approval the school's CSIP is displayed

on the school and district website for all stakeholders to view on an ongoing basis. At each monthly SBDM meeting the council reviews any

updates made to the CSIP after completion of any strategies and activities throughout the year. Updates are made to the CSIP on an

ongoing basis through the AdvancED site.



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School Safety Report



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

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

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

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

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

which this reporting is accomplished.



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School Safety Requirements

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

Management Plan (EMP)?Yes

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

the development and adoption of an EMP?Yes Aug. 24. 2015

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes Aug. 24, 2015

Label Assurance Response Comment Attachment4. Has each school provided the local first

responders with a copy of the school's EMPand a copy of the school's floor plan?

Yes

Label Assurance Response Comment Attachment5. Has the EMP been reviewed and revised as

needed by the SBDM council, principal, andfirst responders (annually)?

Yes Sept. 16, 2015

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

staff prior to the first instructional day of theschool year?

Yes Aug. 11, 2015

Label Assurance Response Comment Attachment7. Were local law enforcement and/or fire officials

invited to review the EMP?Yes

Label Assurance Response Comment Attachment8. Are evacuation routes posted in each room at

any doorway used for evacuation, with primaryand secondary routes indicated?

Yes



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Label Assurance Response Comment Attachment9. Has the local Fire Marshal reviewed the

designated safe zones for severe weather andare they posted in each room?

Yes Nov. 11, 2015

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

follow during an earthquake?Yes

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

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

Yes

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

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

Yes Aug. 13, 2015 and Oct. 5, 2015Fire DrillAug. 13, 2015 EarthquakeAug. 14, 2015 Severe WeatherAug. 16, 2015 LockdownDec. 4, 2015 Bomb Threat

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

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

Yes



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Equitable Access Diagnostic



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

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

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

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

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

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

effective”.



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Needs Assessment

What are the barriers identified? Each grade level as inexperienced or new teachers among the group. What sources of data were used to determine the barriers? Teacher survey/TELL survey, Equity Tab (teacher turnover rate) individual teacher data meetings and administrative meetings. What are the root causes of those identified barriers? teacher retirement and teacher transfers What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? Most teachers are identified as Accomplished overall in the four domains. Areas of developing are identified as Establishing a Culture for

Learning - identifying targets and students knowledge of target for lessons as well as Using Questions and Discussion Techniques in

classroom instruction.

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

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

Yes



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Equitable Access Strategies

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

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

as low income or minority students. The SBDM has a student placement policy that ensures that all classrooms are heterogeneously grouped. Teacher input on the following

years teacher is also taken into account. Teacher requests are not taken however parents have access to a parent input survey that allows

them to share strengths, weaknesses and what type of a learner the parent feels the student is. All of this information is used to make

classroom placements. Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient

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

peers? Teachers and staff fill out student questionnaires/cards on each student at the end of the year. ELL, Special Education, Behavior, RTI, Gifted

and Talented categories are reviewed to ensure that there is an equal, heterogeneous, boy/girl ratio grouping for each teacher homeroom. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? Individual teacher data teams are held three times a year to look at student growth and classroom trend data. Strengths and weaknesses are

discussed among the administrative team and teacher placement is determined based on student, grade level and school needs.

McBrayer works closely with Morehead State University and the teacher education department to implement the Professional Partnership

Network that places teacher majors in the classrooms being mentored by highly trained mentor teachers. Recruiting these students is easily

done due to the fact that they spend many hours bonding with teachers, staff and families in the school more frequently than typical teacher

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

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

and Youth?

McBrayer works closely with Morehead State University and the teacher education department to implement the Professional Partnership

Network that places teacher majors in the classrooms being mentored by highly trained mentor teachers. Recruiting these students is easily

done due to the fact that they spend many hours bonding with teachers, staff and families in the school more frequently than typical teacher

candidates. These students often show strength in classroom management and understanding student needs due to hours they spend in

each school and classroom placement.



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Recruitment and Retention: How does the school retain effective teachers? Identify any incentives. Teachers work closely to support each other in professional learning communities. Time is allotted for teachers to meet in PLC groups

weekly in the master schedule. Teachers and administration work closely identifying student and teacher needs. Administration support and

professional development in areas identified on teacher professional growth plans are provided by region, district, and school personnel.

School committees, teachers, and administration work together to provide ongoing teacher moral boosters such as Star Awards named

weekly in Monday Messages, School Newsletters, emails, staff get togethers and PTO sponsored events. Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,

inexperienced and out-of-field teachers. Rowan County School District provides monthly new teacher meetings that support in and out of the classroom needs of a new teacher. MES

administration pairs new teachers up with mentor teachers to ensure school wide procedures and routines are known by all stakeholders.

Administration at MES provided new staff trainings prior to the school year beginning to support staff in core and Tier programs that are

available at MES to support teacher and student needs. Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? Teachers in the developing and ineffective domains are provided multiple avenues of support. Curriculum Resource Teachers and

administration provides feedback, training, and materials to support teachers who have professional learning needs. Professional

development is designed and access is given to all new teachers or teachers who are identified as needing to improve instruction, and their

classroom environment. Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? The TELL survey is reviewed with Parents, SBDM, teachers and staff on an ongoing basis to support improvement on working conditions at

MES. Teacher input on the TELL Survey is used to support identified areas in need of improvement in the school culture.



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Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. CSIP goals, objectives and strategies.

Tell Survey

Parent and Staff Surveys

PTO/Parent Meeting Discussions

Teacher individual data meetings

TPGES and walkthrough data



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