kde comprehensive school improvement plan elementary sip 2014...report summary 42 improvement plan...

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AFTKDE Comprehensive School

Improvement Plan

John W. Reiley Elementary School

Campbell County

Susan Rath, Principal 4930 South U.s. 27

Alexandria, KY 41001

Document Generated On December 30, 2014

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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

2014-2015 Reiley Elementary Goals and Plans

Overview 9 Goals Summary 10

Goal 1: Increase the averaged combined reading and math K-PREP scores for John W. Reiley Elementary students

from 67.9% to 84% in 2017. 11

Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap

group from 50.8% to 75.4% in 2017. 15

Goal 3: Ensure that all teachers receive training and are provided support and guidance for the Teacher Professional

Growth and Effectiveness System (TPGES). 16

Goal 4: Ensure that the principal receives training and is provided support and guidance of the Principal Professional

Growth and Effectiveness System (PPGES). 17

Activity Summary by Funding Source 19

KDE Needs Assessment

Introduction 24 Data Analysis 25

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Areas of Strengths 26 Opportunities for Improvement 27 Conclusion 28

The Missing Piece

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

Improvement Plan Stakeholder Involvement

Introduction 44 Improvement Planning Process 45

KDE Assurances - School

Introduction 47 Assurances 48

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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 PlanJohn W. Reiley Elementary School

SY 2014-2015 Page 1© 2014 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? John W. Reiley Elementary is located in Alexandria, Kentucky, and consists of 410 students in grades preschool-5. Our school is located in a

suburban community. Our student body comes from rural and suburban areas. Our at-risk population is currently at 44% while we have less

than 1% minority and ELL populations. We have 17 homeroom classes. We have 5 classrooms to meet the needs of our special education

students. We have a full-time counselor, two speech therapists, a school psychologist, occupational therapist, physical therapist, and a full

time school nurse. 100 % of our staff is highly qualified. We have one teacher who is Nationally Board Certified. Our staff receives on-going

PD in sound instructional practices and our teachers align the core content to their daily instruction. Our teachers also use 21st century

skills, creativity, communication, critical thinking, and collaboration to make all students college and career ready. Reiley Elementary is

dedicated to the belief that all students can learn. We believe that each child is important in our school and we strive to make sure that we

meet the educational needs of each student. Reiley offers programs that meet the needs of the students, regardless of their ability, race,

gender, or socio-economic status. Each student is assigned to a class to meet his or her individual needs and receives additional instruction

in his or her areas of weakness. RIT band instruction is utilized based on data from various assessments and sources. We offer services

for those students who are identified as gifted/talented. Our students receive instruction in music, library skills, art, and physical education.

Extra-curricular activities such as cup stacking, marathon club, academic team, eukelele club, student and honor choir, technology club, etc.

are accessible to all students. Reiley Elementary has shown to be academically successful. Our state test scores have increased annually,

and Reiley is a distinguished school in the state of Kentucky. Reiley is in the top 10 percent of all Kentucky elementary schools. Our

challenge is to continue with high expectations while meeting the needs of the increasing population of at-risk students.



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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. Our joint mission for Reiley Elementary School is to creating growth mindsets for lifelong learning. Our vision is that all students will be

prepared for college, career, and life, using 21st century skills. In conjunction with Campbell County Schools, we believe in doing "Whatever

it Takes" to ensure our students' success.

Our students follow the Reiley Guidelines for Success:

R - Respect Yourself and Others

E - Engaged in Learning

I - Increase Your Knowledge

L - Look, Listen, and Learn

E - Effort Leads to Success

Y - You are Responsible for Yourself and Your Actions

Students are provided a background that is diverse in education, field trips and experiences to enhance the education curriculum at Reiley.

In conjunction with our Parent Teacher Association, we bring in several Arts and Humanities experiences, along with science and math

programs like COSI and the KY Agriculture Mobile Science Center. We encourage guest speakers from the region to provide background

experiences for our students, including Chatutaugua and Art Reach. We focus on College and Career Readiness throughout the year with

our Student Success Skills. We host a Health and Safety fair annually for all students and include many community stakeholders in

presentations and volunteering. We focus on character building daily using the Leader in Me program, on our live morning show. Our

schoolwide management system follows the CHAMPS Behavior expectations. We also focus on positive behavior reinforcement with our

"caught being good" tickets and weekly reward buckets. A variety of evening events for our students and their families are focused on

literacy, in conjunction with our PTA.

Our staff has high expectations for all students. Student progress is monitored and analyzed through MAP, KPREP, Brigance, Compass,

RTI monitoring, and formative and summative assessments from teachers. Our instructional decisions are data-driven. We offer peer

tutors, small groups, RTI intervention and RBI instructional groups to meet the needs of our students. We have clear learning targets aligned

with KCAS and give meaningful feedback to students through assessments, self-reflection, and goal setting. Reiley Elementary is focused

on growth and we work hard to instill a growth mindset in each and every student.



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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. John W. Reiley Elementary School is in the top ten percent of all elementary schools in the state, according to our KPREP scores. Our

KPREP scores categorized Reiley as a distinguished school in 2011-2012 and a distinguished and progressing school for 2012-2014. Reiley

has continuously made progress over the past 4 years, including meeting the needs of our students in our gap group of disabilities. We have

a strong parent support base and work diligently to meet the needs of each student.

Reiley utilizes a variety of research based programs for instruction. Our core reading program is Scott Foresman reading and our core

mathematics program is Everyday Math. We focus on research based interventions like Sidewalks and VMath to meet the needs of our RTI

students. Our Reading Intervention position allows us the opportunity to teach reading interventions in small groups. Our instruction is

based on Marzano strategies and we enhance our management using the CHAMPS procedures.

Reiley was also recognized for our community outreach programs. Reiley was named a Children's Inc. Mayerson Service Learning School of

Contribution for our service learning projects and contributions to the community. We were also named by the Leukemia and Lymphoma

society as a School or Youth Program Champion for Change.

Reiley's afterschool programs have also been successful. Students have been chosen to participate in the Northern Kentucky Honor choir

and Reflections program. We have had several students reach the state competition for Reflections and one went on to tthe national finals.

Students from our athletic programs have placed at state and national tournaments and hold state records. The academic team received the

Hume Award for best sportsmanship.

The next three years we will focus on writing within the content areas, constructed response, on-demand, and short answer. We will

continue to use goal setting and student reflection to push ourselves forward with our growth mindset. We will work towards achieving a

smaller gap between our students with and without individual education plans.

We will continue to increase our community and global involvement through service learning and expand our community outreach with our

business partners. We have developed a relationship with Northern Kentucky University and will continue to further that partnership by

mentoring student teachers.

Reiley will focus on student success skills through collaboration with the school counselor. Students will participate in a program aimed to

increase success and prepare students for college and career readiness.



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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 mission of the Campbell County School District, in

partnership with students, staff, parents, and community,

is to do, "Whatever It Takes", to ensure our students'

success in career, and life.

As stakeholders in this mission, students, parents, and staff at Reiley Elementary work together to ensure success for our students.

Students are provided opportunities to participate in activities which enhance their academic, social and emotional growth.

-Junior Achievement

-EXCEL (Gifted and Talented)

-Academic Team

-Cupstacking

-Turn Of the T.V. Week

-Mirror, Mirror Club

-Marathon Club

-Health and Safety Fair

-Science Week (COSI)

-Conservation (In cooperation with NKY Cooperative Extension Service)

Parents are involved in a variety of ways.

-Watch Dog Dad Program

-Volunteer Programs

-Fall Festival

-Dances (Back to School, Monster Mash, Valentine's Dance)

-Family Fun Nights

Teachers share curriculum and instructional strategies.

-PLC's

-Collaboration

Teachers work in partnership with Campbell High School students in the Vocational Programs and with NKU to support teacher candidates.



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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 averaged combined reading and math

K-PREP scores for John W. Reiley Elementarystudents from 67.9% to 84% in 2017.

Objectives:1Strategies:5Activities:17

Organizational $34100

2 Increase the average combined reading and mathproficiency ratings for all students in the non-duplicated gap group from 50.8% to 75.4% in 2017.


Organizational $0

3 Ensure that all teachers receive training and areprovided support and guidance for the TeacherProfessional Growth and Effectiveness System(TPGES).


Organizational $0

4 Ensure that the principal receives training and isprovided support and guidance of the PrincipalProfessional Growth and Effectiveness System(PPGES).


Academic $0



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Elementary students from 67.9% to 84% in 2017.

Strategy 1: Best Practices - Ensure best practices - Disseminate CIITS training opportunities that currently exist and monitor participation to increase usage by teachers with lesson

planning and assessment. Provide staff with training in best practices in writing. Category: Research Cited: State Research

Strategy 2: Literacy Initiative - Access and disseminate resources to support literacy planning in schools. Category: Research Cited: Research based programs

Measurable Objective 1:collaborate to increase the averaged combined reading and math K-PREP scores from 64.1 to 74.3% by 05/31/2014 as measured by K-PREP scores.

Activity - Customer Service Initiative Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Develop, disseminate, and collect surverys from families, students, and theschool staff, including TELL, Gallup, and Survey Monkey. Analyze theresults at leadership and staff levels.

ParentInvolvement

01/01/2013 05/31/2015 $0 No FundingRequired

Principal,StaffDeveloper,Counselor,SBDM

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide continuous training for all certified teachers on the ProfessionalGrowth and Effectiveness System. This includes the teacher reflection,PGP, Student Growth Goals, and the evaluation procedure, rubrics, anddocuments.

AcademicSupportProgram


Principal,StaffDevelopers,DistrictTrainers

Activity - Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The part-time Intervention Teacher will work daily with identified studentswho are at-risk in the area of reading. She will utilize the Scott ForesmanSidewalks program and other programs when applicable.


10/01/2014 05/31/2015 $26000 DistrictFunding

Principal,InterventionTeacher



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Strategy 3: Intervention Team - Utilize the Persistence to Graduation Tool in Infinite Campus to identify gap/at-risk student groups. Cross reference PtGT results with other forms

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

Source OfFunding

StaffResponsible

The Reiley Program Review Teams will meet quarterly to analyze theimplementation processes of the Program Reviews and implementation ofprocedures and plans. All teachers will be on a program review committeeto gather and document evidence.



Principal,StaffDeveloper,Literacy Lead,Counselor,Arts andHumanitiesteacher,PhysicalEducationteacher

Activity - Data Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Leaders and teacher teams meet monthly to determine instructionalimprovements based on student level evidence and assessment data.



Principal,StaffDeveloper,counselor,teachers

Activity - Literacy Nights Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reiley will host Literacy Nights each school year. One of the events isSoup with Seuss. Families will come eat dinner, play games, read bookswith their child, listen to stories, make crafts, and have their picture takenwith the Cat in the Hat. Other nights may include an informational night onDyslexia, family Book Exchange events, or other informational nights.

ParentInvolvement

08/15/2012 05/31/2015 $300 Other Principal,StaffDeveloper,FRCCoordinator,Counselor

Activity - Watch Dog Dads Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reiley utilizes this national program to engage fathers in the education oftheir children. Fathers of the students are asked to donate one day a yearto volunteer in our school. They work with reading and math literacythrough working with students one on one or in small groups.

ParentInvolvement

08/15/2012 05/31/2015 $500 Other Principal,FRCCoordinator

Activity - Gifted and Talented Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students identified for Gifted and Talented services and Primary TalentPool will have opportunities to be challenged within the regular classroomas well as events designated for their attendance like the Bookfest andGreat Gate.


11/03/2014 05/31/2015 $1000 SchoolCouncilFunds

Principal,Counselor,StaffDeveloper,Teachers



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AFTof data (academic and non-academic) to determine which students are at immediate risk for failure and require intensive intervention and supports.

Category: Research Cited: State provided tool, RTI

Strategy 4: School Readiness - Identify early childhood providers, families, and community members to ensure all children experience effective transitions to school entry. Category:

Activity - Student Assistance Team Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student Assistance Team will meet monthly to review PtGT and academicdata, including RTI progress monitoring, to create/update plans forstudents identified at-risk. All barriers are discussed includingattendance/truancy concerns.



Principal,Counselor,FRCCoordinator,StaffDeveloper,ReadingInterventionTeacher

Activity - Brigance Assessment/AEPS Assessment Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Assess all kindergarteners at school entry with the common statewidescreener - Brigance. AEPS - Assess all preschool students at entranceand exit each year to assess progress with statewide standards. Analyzethis data to plan for interventions and extensions.

Policy andProcess


Principal,KindergartenTeachers,PreschoolTeacher,InterventionTeacher

Activity - Data Analysis of Kindergarten and Preschool Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Analyze data from the screener and multiple assessments, includingresults from prior settings, and classroom observations/formativeassessments.

Policy andProcess


Principal,StaffDeveloper,RTA Teacher,KindergartenTeachers

Activity - ABCs of Parenting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ABCs of Parenting is a six week parenting program focused on familyengagement, discipline, and development issues. Parents come with theirchildren once a week and they are provided dinner and babysitting for theevent.

ParentInvolvement

02/19/2013 05/31/2015 $300 Other FRCCoordinator,Principal



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Strategy 5: RTI - Response to Intervention (RTI) - Establish an Advisory Team that looks at academic and behavioral data for the school. We will look at the data in building level

meetings and add additional intervention services both during the day and after school. Category: Research Cited: RTI

Activity - Kindergarten Readiness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reiley will participate in a districtwide Kindergarten Information event in thespring called Ready, Set, Grow. In addition, we will offer a kindergartencamp to all incoming students for the week before school begins each yearto help prepare students for new procedures and routines.


08/05/2014 08/14/2015 $500 SchoolCouncilFunds

Principal,FRCCoordinator,KindergartenTeachers

Activity - RTI Building Level Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

RTI team meetings will take place monthly to review school interventionresources that are available and to develop a plan for Tier 2 and Tier 3intervention services for individual students.

Policy andProcess


Principal,Counselor,RTISpecialist,InterventionTeacher, FRCCoordinator

Activity - Advisory Team Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Consider large areas of student needs (Tier 1) and meet with grade level,content level departments or PLCs to develop plans to address gaps ininstructional planning or learner needs based on standards.

Policy andProcess


Principal,Counselor,RTISpecialist,teachers

Activity - Extended School Services Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students identified below grade level in math and reading in grades 3-5receive interventions. During the school day a peer tutor is utilized inprimary with the daytime waiver. The after school program is ran bycertified teachers.

DirectInstruction


Principal,ESSCoordinator,Teachers

Activity - Student Success Skills Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Student Success Skills are fully implemented at Reiley with 6 weeks ofdirect instruction from the school Counselor. After the 6 weeks, everystudent receives direct instruction bi-weekly and small groups are formedafter analyzing student data to determine students at risk.



Counselor,Principal



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AFTGoal 2: Increase the average combined reading and math proficiency ratings for all students in

the non-duplicated gap group from 50.8% to 75.4% in 2017.

Strategy 1: Curriculum and Alignment - All students will be assessed with a comprehensive assessment system that is aligned to the Kentucky Core Academic Standards, the

Program of Studies, and the district curriculum and assessment guidelines. The assessment system will allow for early and ongoing identification of students not

meeting proficiency so that interventions can be provided so that students reach proficiency in reading and math. Category:

Strategy 2: Professional Development - Staff will be trained on best practices to use with all students in the area of writing, that will support differentiation and the gap population. Category:

Measurable Objective 1:demonstrate a proficiency with math and reading instruction to decrease the overall achievement gap 5% by 05/24/2013 as measured by K-PREP scores.

Activity - Progress Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students in the non-duplicated gap group not scoring proficient in readingand math will be identified and targeted for intervention. In addition, allstudents with IEP goals in math and/or reading will be included in targetedand intensive intervention instruction as needed. Reiley will ensure that alltargeted students are receiving interventions that are research based,systematic, and are progress monitored.

Policy andProcess


Principal,SpecialEducationTeachers,StaffDeveloper

Activity - Best Practices Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Ensure that teachers are implementing Everyday Math, Sidewalks, andScott Foresman Reading by monitoring the instruction throughwalkthroughs, assessments, and lesson plans.

DirectInstruction


Principal,StaffDeveloper

Activity - Intervention Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff will receive participate in district-wide vertical PLCs to plan fordifferentiation and instructional strategies to meet the needs of all students.

ProfessionalLearning


Principal,StaffDeveloper,Teachers



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Goal 3: Ensure that all teachers receive training and are provided support and guidance for the

Teacher Professional Growth and Effectiveness System (TPGES).

Strategy 1: Instruction on Writing Professional Growth Plans - Provide instructional sessions for all teachers on the PGES multiple measure for writing an effective and measurable

Professional Growth Plan. Category:

Strategy 2: CIITS Educator Development Suite - Develop and complete a plan of training for teachers in the use of CIITS with the intentional focus on Educator Development Suite

and PD360.

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in continuous training throughout the year on thePGES system, NGSS standards, CIITS technology, and instructionalstrategies. Several teachers will also participate in STEM opportunities ina partnership with CINSAM.




Activity - Learning Walks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Learning Walks will review program fidelity, classroom management andeffective use of assessment data.




Measurable Objective 1:collaborate to ensure that all teachers are trained and coached in writing Professional Growth Plans by 08/29/2014 as measured by the training and guidance providedduring the preparatory pilot phase. by 05/24/2013 as measured by K-Prep scores.

Activity - Professional Growth Planning Guidance and Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide teachers with exemplars for PGPs and provide guidance on how touse data and observation resources as guidance for writing measurableprofessional growth plans.




Activity - Development of Student Growth Goals Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Professional Development on how to write Student Growth Goals based onstudent need. Teacher and principal meet to discuss the teacherdeveloped student growth goal, review them mid-year, and evaluate at theend of the school year.



Principal,Teacher



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Goal 4: Ensure that the principal receives training and is provided support and guidance of the

Principal Professional Growth and Effectiveness System (PPGES).

Strategy 1: Professional Development - Professional Development for PPGES will be completed by the principal. Category:

Strategy 2: TELL Survey - Development of Working Conditions Goal based on the most recent TELL Kentucky Survey. Category:

Activity - CIITS Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Develop and complete a plan of training for teachers in the use of CIITSEducator Development Suite and Edivation. Train teachers on effectivePLCs and utilizing Edivation for documentation.




Measurable Objective 1:A total of 1 All Students will collaborate to ensure that all principals are trained and coached in the components of PPGES components and expectations in Readingby 06/30/2014 as measured by training and guidance provided during the preparatory pilot phase..

Activity - PPGES Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The principal will participate in ongoing PLC administration training on thePPGES system and will apply what is learned through the evaluationsystem being utilized throughout the district.



Principal,Teaching andLearning StaffDeveloper

Activity - Professional Growth Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Principal will be trained and develop a PGP based on student growthneeds in reflection of state assessment data.



Principal,Teaching andLearning StaffDeveloper

Activity - TELL Working Conditions Goal Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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AFTDevelopment of Working Conditions Goal based on most recent TELL

Kentucky Survey data with a corresponding rubric to identify level ofsuccess in achieving intermediate goals towards long-range targets.

Other 08/14/2013 05/31/2015 $0 No FundingRequired

Principal



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Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Advisory Team Meetings Consider large areas of student needs (Tier 1) and meetwith grade level, content level departments or PLCs todevelop plans to address gaps in instructional planning orlearner needs based on standards.

Policy andProcess

09/01/2012 05/31/2015 $0 Principal,Counselor,RTISpecialist,teachers

Professional Growth Plan Principal will be trained and develop a PGP based onstudent growth needs in reflection of state assessmentdata.


08/14/2013 05/31/2015 $0 Principal,Teaching andLearning StaffDeveloper

Development of StudentGrowth Goals

Professional Development on how to write Student GrowthGoals based on student need. Teacher and principal meetto discuss the teacher developed student growth goal,review them mid-year, and evaluate at the end of the schoolyear.


08/01/2014 05/31/2015 $0 Principal,Teacher

Student Assistance TeamMeetings

Student Assistance Team will meet monthly to review PtGTand academic data, including RTI progress monitoring, tocreate/update plans for students identified at-risk. Allbarriers are discussed including attendance/truancyconcerns.


09/01/2012 05/31/2015 $0 Principal,Counselor,FRCCoordinator,StaffDeveloper,ReadingInterventionTeacher

Program Review Analysis The Reiley Program Review Teams will meet quarterly toanalyze the implementation processes of the ProgramReviews and implementation of procedures and plans. Allteachers will be on a program review committee to gatherand document evidence.


10/01/2012 05/31/2015 $0 Principal,StaffDeveloper,Literacy Lead,Counselor,Arts andHumanitiesteacher,PhysicalEducationteacher



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AFTData Analysis Leaders and teacher teams meet monthly to determine

instructional improvements based on student level evidenceand assessment data.


09/01/2012 05/31/2015 $0 Principal,StaffDeveloper,counselor,teachers

Progress Monitoring Students in the non-duplicated gap group not scoringproficient in reading and math will be identified and targetedfor intervention. In addition, all students with IEP goals inmath and/or reading will be included in targeted andintensive intervention instruction as needed. Reiley willensure that all targeted students are receiving interventionsthat are research based, systematic, and are progressmonitored.

Policy andProcess

09/01/2012 05/31/2015 $0 Principal,SpecialEducationTeachers,StaffDeveloper

TELL Working ConditionsGoal

Development of Working Conditions Goal based on mostrecent TELL Kentucky Survey data with a correspondingrubric to identify level of success in achieving intermediategoals towards long-range targets.

Other 08/14/2013 05/31/2015 $0 Principal

CIITS Training Develop and complete a plan of training for teachers in theuse of CIITS Educator Development Suite and Edivation.Train teachers on effective PLCs and utilizing Edivation fordocumentation.


01/01/2014 05/31/2015 $0 Principal,StaffDeveloper,Teachers

Professional Development Provide continuous training for all certified teachers on theProfessional Growth and Effectiveness System. Thisincludes the teacher reflection, PGP, Student GrowthGoals, and the evaluation procedure, rubrics, anddocuments.


08/07/2014 05/31/2015 $0 Principal,StaffDevelopers,DistrictTrainers

Professional Development Teachers will participate in continuous training throughoutthe year on the PGES system, NGSS standards, CIITStechnology, and instructional strategies. Several teacherswill also participate in STEM opportunities in a partnershipwith CINSAM.



Best Practices Monitoring Ensure that teachers are implementing Everyday Math,Sidewalks, and Scott Foresman Reading by monitoring theinstruction through walkthroughs, assessments, and lessonplans.

DirectInstruction

10/15/2012 05/31/2015 $0 Principal,StaffDeveloper

Professional GrowthPlanning Guidance andSupport

Provide teachers with exemplars for PGPs and provideguidance on how to use data and observation resources asguidance for writing measurable professional growth plans.



Intervention Training Staff will receive participate in district-wide vertical PLCs toplan for differentiation and instructional strategies to meetthe needs of all students.



Customer Service Initiative Develop, disseminate, and collect surverys from families,students, and the school staff, including TELL, Gallup, andSurvey Monkey. Analyze the results at leadership and stafflevels.

ParentInvolvement

01/01/2013 05/31/2015 $0 Principal,StaffDeveloper,Counselor,SBDM



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District Funding

Student Success Skills The Student Success Skills are fully implemented at Reileywith 6 weeks of direct instruction from the schoolCounselor. After the 6 weeks, every student receives directinstruction bi-weekly and small groups are formed afteranalyzing student data to determine students at risk.


08/13/2014 05/31/2015 $0 Counselor,Principal

PPGES Training The principal will participate in ongoing PLC administrationtraining on the PPGES system and will apply what islearned through the evaluation system being utilizedthroughout the district.


08/14/2013 05/31/2015 $0 Principal,Teaching andLearning StaffDeveloper

Learning Walks Learning Walks will review program fidelity, classroommanagement and effective use of assessment data.



Data Analysis ofKindergarten and PreschoolAssessments

Analyze data from the screener and multiple assessments,including results from prior settings, and classroomobservations/formative assessments.

Policy andProcess

09/01/2012 05/31/2015 $0 Principal,StaffDeveloper,RTA Teacher,KindergartenTeachers

Brigance Assessment/AEPSAssessment

Assess all kindergarteners at school entry with the commonstatewide screener - Brigance. AEPS - Assess allpreschool students at entrance and exit each year toassess progress with statewide standards. Analyze thisdata to plan for interventions and extensions.

Policy andProcess

08/01/2013 05/31/2015 $0 Principal,KindergartenTeachers,PreschoolTeacher,InterventionTeacher

Total $0


StaffResponsible

Extended School ServicesProgram

Students identified below grade level in math and reading ingrades 3-5 receive interventions. During the school day apeer tutor is utilized in primary with the daytime waiver. Theafter school program is ran by certified teachers.

DirectInstruction

10/15/2012 05/31/2015 $4500 Principal,ESSCoordinator,Teachers

RTI Building Level Meetings RTI team meetings will take place monthly to review schoolintervention resources that are available and to develop aplan for Tier 2 and Tier 3 intervention services for individualstudents.

Policy andProcess

09/01/2012 05/31/2015 $1000 Principal,Counselor,RTISpecialist,InterventionTeacher, FRCCoordinator

Intervention The part-time Intervention Teacher will work daily withidentified students who are at-risk in the area of reading.She will utilize the Scott Foresman Sidewalks program andother programs when applicable.


10/01/2014 05/31/2015 $26000 Principal,InterventionTeacher

Total $31500



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AFTOther

School Council Funds


StaffResponsible

Watch Dog Dads Reiley utilizes this national program to engage fathers in theeducation of their children. Fathers of the students areasked to donate one day a year to volunteer in our school.They work with reading and math literacy through workingwith students one on one or in small groups.

ParentInvolvement

08/15/2012 05/31/2015 $500 Principal,FRCCoordinator

Literacy Nights Reiley will host Literacy Nights each school year. One ofthe events is Soup with Seuss. Families will come eatdinner, play games, read books with their child, listen tostories, make crafts, and have their picture taken with theCat in the Hat. Other nights may include an informationalnight on Dyslexia, family Book Exchange events, or otherinformational nights.

ParentInvolvement

08/15/2012 05/31/2015 $300 Principal,StaffDeveloper,FRCCoordinator,Counselor

ABCs of Parenting ABCs of Parenting is a six week parenting program focusedon family engagement, discipline, and development issues.Parents come with their children once a week and they areprovided dinner and babysitting for the event.

ParentInvolvement

02/19/2013 05/31/2015 $300 FRCCoordinator,Principal

Total $1100


StaffResponsible

Kindergarten Readiness Reiley will participate in a districtwide KindergartenInformation event in the spring called Ready, Set, Grow. Inaddition, we will offer a kindergarten camp to all incomingstudents for the week before school begins each year tohelp prepare students for new procedures and routines.


08/05/2014 08/14/2015 $500 Principal,FRCCoordinator,KindergartenTeachers

Gifted and Talented Students identified for Gifted and Talented services andPrimary Talent Pool will have opportunities to be challengedwithin the regular classroom as well as events designatedfor their attendance like the Bookfest and Great Gate.


11/03/2014 05/31/2015 $1000 Principal,Counselor,StaffDeveloper,Teachers

Total $1500



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AFT

KDE Needs Assessment



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AFT

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? Reiley Elementary is striving to work on the following areas:

What barriers are there to learning?

Which students have barriers?

What interventions do we have to meet the needs of those students and help them overcome the barriers to learning?

What resources are we using to meet the needs of the students in the gap population?

Are those resources effective?

How can we continue to increase scores?

From the data we have we know that we need to increase our writing profiency across the content areas. We need to increase student

application of their science and math knowledge. We also need to provide them with more background experiences in science and math and

connect it to daily writing. Our students with disabilities continue to have a significantly lower score than other students.



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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? Our strengths include teaching district curriculum with fidelity, especially in the areas of reading and math. We excel in Social Studies by

incorporating many engaging activities within the curriculum. Our writing scores have continuously shown growth and we will continue to

work in this area. Our school maintains high expectations and that has resulted in scoring in the top ten percent of the state. While we

celebrate that distinguished and progressing category, we continue to look for ways to further our instructional practices, hence our growth

mindset at Reiley Elementary.



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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? With the help of DeCartes and NWEA reports we are targeting specific student populations to see growth within all areas.



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AFT

Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Our next steps for addressing areas of concern are to analyze student groups during PLCs, and ensure that research based interventions are

being implemented with fidelity.



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AFT

The Missing Piece



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AFT

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

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

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

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



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AFT

Stakeholders

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

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? Susan Rath - Principal

Lauren Bitter - SBDM Teacher Representative

Donna Schneider - SBDM Teacher Representative

Megan Norman - SBDM Teacher Representative

Kelly Heisler - SBDM Parent Representative

Erin Melcher Beam - SBDM Parent Representative

Andrea Sebastian - SIP School Committee/Guidance Counselor

Kelly Jones - SIP School Committee/Teacher

Elaine Randall - SIP School Committee/Teacher

Pam Rice - SIP School Committee/Teacher



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AFT

Relationship Building

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

Overall Rating: 3.57

Statement or Question Response Rating1. Parents report that school staff understands

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

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

Distinguished

Statement or Question Response Rating2. 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).

Relationships with parents of new and ESLstudents are informal, occasional or accidental,and information is provided if requested.

Apprentice

Statement or Question Response Rating3. Parents and other stakeholders report that they

are actively welcomed when they visit theschool.

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

Distinguished

Statement or Question Response Rating4. School staff implements systematic steps to

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

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

Proficient

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

communication about their students' progressat least once a month.

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

Distinguished

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

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

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

Distinguished

Statement or Question Response Rating7. All parents are asked for feedback on the

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

Student/family feedback data on schoolwelcoming and engagement efforts is retainedin a useable confidential format and can beretrieved for district or school assistance tofamilies.

Distinguished



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AFT

Communications

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

needs.


Statement or Question Response Rating1. School staff implements systematic efforts to

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

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

Proficient

Statement or Question Response Rating2. School staff offers varied ways that parents can

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

District/school staff, parents and communitystakeholders work together to learn from anduse all resources available to meet thestudent's and parent's learning needs.

Distinguished

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

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

School and district staffs use several strategiesto involve community leaders to assist in parenteducation on issues directly related to studentachievement.

Distinguished

Statement or Question Response Rating4. School staff offers parents opportunities to

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

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

Proficient

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

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

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

Proficient

Statement or Question Response Rating6. At least 50 percent of parents respond to

annual school and/or district stakeholdersurveys.

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

Proficient



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AFT

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

plan school improvement efforts and toevaluate their effectiveness.

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

Proficient



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AFT

Decision Making

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

improvement.


Statement or Question Response Rating1. The school staff offers professional learning

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

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

Proficient

Statement or Question Response Rating2. School council and committees facilitate broad

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

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

Apprentice

Statement or Question Response Rating3. Parents on the SBDM council and committees

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

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. The school council adopts measurable

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

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

Proficient

Statement or Question Response Rating5. 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 Rating6. Parents report that they are treated as valued

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

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

Apprentice



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AFT

Statement or Question Response Rating7. School staff has a plan to identify new and

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

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

Apprentice



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AFT

Advocacy

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

speaking for that child's learning needs.

Overall Rating: 3.5

Statement or Question Response Rating1. School staff ensures every student has a parent

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

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

Proficient

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

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

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

Distinguished

Statement or Question Response Rating3. Parents report participating actively and

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

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

Proficient

Statement or Question Response Rating4. School staff gives parents clear, complete

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

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

Distinguished

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

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

School staff 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 Rating6. As students are identified by school staff as

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

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

Distinguished



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AFT

Learning Opportunities

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

Overall Rating: 2.5

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

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

Parents have multiple opportunities to learnabout and discuss:• Kentucky standards and expectations for allstudents.• School's curriculum, instructional methods,and student services.• School's decision-making process, includingopportunities to participate on SBDM councilsand 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.• Opportunities to participate in state and districtschool improvement efforts, such as forums,committees, and surveys.

Proficient

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

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

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 Rating3. 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 Rating4. School staff offers parent workshops and

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

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

Proficient

Statement or Question Response Rating5. School council has a classroom observation

policy that welcomes families to visit allclassrooms.

School staff allows parents to visit regulareducation classrooms upon request. There isno school policy.

Novice



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AFT

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

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

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

Proficient



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AFT

Community Partnerships

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


Statement or Question Response Rating1. School leadership regularly shares information

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

School leadership informs the community oncea year about student achievement. (Forexample, letters to editor or newspaper article).

Novice

Statement or Question Response Rating2. School leadership develops partnerships with

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

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

Proficient

Statement or Question Response Rating3. School leadership collaborates with employers

to support parent and volunteer participation instudents' education.

School leadership rarely invites employers tosupport adult participation in education.

Novice

Statement or Question Response Rating4. School staff collaborates with businesses,

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

School staff occasionally collaborates withcommunity agencies to address individualstudent needs. Information is provided toparents upon request.

Apprentice

Statement or Question Response Rating5. Parents make active use of the school's

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

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 Rating6. School staff offers and publicizes community-

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

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

Distinguished



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AFT

Reflection

Reflect upon your responses to each of the Missing Piece objectives.

Reflect upon your responses to each of the Missing Piece objectives. We have a strong parent support system for volunteers. We have no BEST partner from an area business. We will continue to work towards

improving our community partnerships.



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AFT

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.57

3.29

2.57

3.5

2.5

2.33



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AFT

Improvement Plan Stakeholder Involvement



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AFT

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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AFT

Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. The Site Base Decision Making Committee meets monthly to discuss school programs and areas of strengths and weaknesses. They work

together to come up with goals for the school. In addition, the school has several committees made up of teachers and parents to create

goals for the school. These committees include Climate and Safety, Curriculum and Assessment, and School Improvement. An effort to

increase the external stakeholders on those committees was made through the monthly newsletter the Roadrunner Report. Parents and

community members were encouraged to join the committees. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. We have 28 staff members serving on the committees. In addition we have 6 parents serving. There are no community business members

on the committees. All members work collaboratively to create the goals for improvement. 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 draft of the improvement plan was emailed to all stakeholders involved in the planning. Feedback was taken to make improvements.

The final draft was then approved by the SBDM Committee.



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KDE Assurances - School



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AFT

Introduction KDE Assurances - School



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AFT

Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

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

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes

Label Assurance Response Comment AttachmentResearch-basedStrategies

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

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

No N/A

Label Assurance Response Comment AttachmentHighly Qualified The school planned instruction by

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

Yes

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.

No N/A



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AFT

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.

No N/A

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

No N/A

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.

No N/A

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.

No N/A



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AFT


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

No N/A

Label Assurance Response Comment AttachmentSchoolwideActivities

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

Yes

Label Assurance Response Comment AttachmentSchoolwideActivities

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

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.

No N/A

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.

No N/A

Label Assurance Response Comment AttachmentFederal ProgramFunds

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

No N/A

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.

No N/A

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

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

No N/A



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AFT


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

No N/A

Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

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

Yes All certified teachers were part ofthe SIP committee and analyzedthe effectiveness of the plan inrelation to assessment results.Feedback was given and SBDMmade appropriate adjustments tothe plan.

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

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

Yes www.campbell.kyschools.us

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

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

No N/A


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

No N/A

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



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AFT

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

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for paraeducatorsdemonstrating 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

No N/A

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.

No District receives approx. 100,000for Title IIA which is used forCurriculum and Instructionsupport/positions of Teaching andLearning Leaders



kde comprehensive school improvement plan elementary sip 2014...report summary 42 improvement plan...

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