kde comprehensive school improvement plan tates · pdf filereport summary 54 ... is to provide...

KDE Comprehensive School

Improvement Plan

Tates Creek Elementary School

Fayette County

Julie Wright, Principal

1113 Centre Pkwy Lexington, KY 40517

Document Generated On December 19, 2014

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

Tates Creek Elementary CSIP 2014-2015

Overview 9 Goals Summary 10

Goal 1: Inrease the averaged combined reading and math K-PREP scores for elementary school students from 44% in

2012 to 72% in 2017. 11

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

group from 33% in 2012 to 66.5% in 2017. 13

Goal 3: Achievement gaps will systematically and substantially decrease over time. 14

Goal 4: By 2020 Tates Creek Elementary School will employ professional staff that reflects the diversity of students

served by Fayette County Public Schools. 17

Goal 5: Increase the percentage of effective teachers from ____% in 2015 to ____% in 2020. 18

Goal 6: Increase the percentage of effective principals from _____% in 2015 to _______% in 2020. 19

Goal 7: We will increase our Needs Improvement Program Review areas to Proficient. 21

Goal 8: All students entering Kindergarten in the fall of 2015 at Tates Creek Elementary will be screened using the

Brigance. 22

Goal 9: PBIS will implement a positive systematic protocol to streamline Tates Creek Elementary's behavior

management system. 23

Activity Summary by Funding Source 26

KDE Needs Assessment

Introduction 36 Data Analysis 37 Areas of Strengths 38 Opportunities for Improvement 39 Conclusion 40

The Missing Piece

Introduction 42 Stakeholders 43 Relationship Building 44 Communications 45 Decision Making 47 Advocacy 49 Learning Opportunities 50 Community Partnerships 52 Reflection 53 Report Summary 54

Improvement Plan Stakeholder Involvement

Introduction 56 Improvement Planning Process 57

KDE Assurances - School

Introduction 59 Assurances 60

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 PlanTates Creek Elementary School

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

Executive Summary



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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? Tates Creek Elementary is a K-5 Elementary School located at 1113 Centre Parkway in an urban area of Lexington, Kentucky. Currently the

school is in its final phase of renovation to the building and has recently increased the square footage of the original structure by 10,000 sq.

ft. This is the second major renovation to the building since 1988, with the school originally being built in 1963. The school's current total

enrollment is 581 students which includes 54 Gifted and Talented students and 73 students who qualify for Special Education Services.

Additionally, there are currently 38 students identified as English Language Learners who speak eight different languages. The Early Start

Cluster Program was moved from Tates Creek Elementary to neighboring Millcreek Elementary in 2012 due to space. The school looks

forward to welcoming the Early Start Cluster Program back in 2014. Most students live in the direct vicinity of the school in rental property

which includes apartments, duplexes and some houses. Large populations of the families receive government assistance for housing. 72% of

the students in the school are identified as Free or Reduced Lunch recipients. Many students are from single parent home environments and

we have several students being raised by family members or foster parents. Approximately 48% of the students are Caucasian, 32% are

African American, 9% are Hispanic, 2% are Asian and 9% are other or two or more races. We require two conferences with the

parent/guardian throughout the year in regards to academic and behavioral progress. Evening events that included student performances

and hands on activities are widely attended. The school has been adopted and receives mentoring support, a food backpack program and

teacher encouragement by Southland Christian Church, which is located in Lexington, Kentucky. There are ____ certified and classified staff

working within the building. The staff is not reflective of a diverse population with only ___ of the ___ members being of a race other than

Caucasian. This is something the administration continues to focus on changing through hiring. In July of 2013, the school welcomed Julie

Wright as the new principal. She replaced retiree Dee Patrick and became the schools fifth principal in 50 years.



School's Purpose

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

school embodies its purpose through its program offerings and expectations for students. The mission of Tates Creek Elementary is for all students to be successful in school and later in life. Our school implements all of the

academic programs required by the Southern Association of Colleges and Schools for Accreditation. In addition we have a variety of other

programs in place to meet the unique needs of our students. These programs include the Band, Orchestra, Chorus, Special Education

classes, Gifted and Talented Program, SAFE (Suspension and Failure Elimination), Computer Lab, Student Work Corps, After 3 Program,

Family Resource Center, Title 1 Social Workers, School-Wide Title 1 Program, Extended School Services, Health First Bluegrass Clinic and

the Student Success Committee. Additionally, in September of 2014, Tates Creek Elementary became an IB Candidate School and is on a

mission to achieve IB accreditation status within the next two years. We also joined forces with the University of Kentucky Confucius Institute

in August of 2014 and added Chinese as a foreign language.

Tates Creek Elementary is committed to equity and addresses the issue by its continued

implementation and modification of programs for the success of ALL students to learn the academic and social skills necessary to be

successful in school and later in life. The Tates Creek Elementary School staff completes an in-depth analysis of all testing data to identify

achievement gaps and to develop appropriate interventions to ensure that all students are achieving. Discipline data is reviewed frequently in

order to facilitate equity by planning indiviual

interventions for any student who may have specific behavioral needs in order for them to be successful. Tates Creek Elementary parents

receive a weekly report from their child's teacher to facilitate effective communication between school and the home. Our Positive Behavior

Intervention System Team manages school wide behavior based upon data.



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. Tates Creek Elementary has many notable achievements over the past three years. Our choral students have a history of participating in the

Fayette County Honors Choir. They have also competed in both Central Kentucky Music Educator Association's Honors Chorus and the

Fayette County Choral Festival. Not only do our students excel vocally, but they excel in the visual arts as well. 100% of our students have

participated in the Nationwide Contest-PTA Reflections and 4 advanced and competed at the District level. Additionally, we had a student

win Reflections in the Music Composition category and an Honorable Mention for Visual Arts. Our visual art students have also participated

in the Doodle -4-Google Contest, where 4 students went on the compete at the national level. Tates Creek Elementary artists have had

ornaments exhibited at the Kentucky Horse Park, 72 pieces of art were displayed for the district at the Annual Elementary Art Show and 4

students competed in the FCPS Calendar Art Competition. Our art work has also been displayed at the University of Kentucky Ransdall

Gallery. Beyond the arts we also celebrate a variety of talented writers who have had poetry published in a Creative Communications poetry

text for our district. Each year we have a numbers of students advance to the County Science Fair and our students have participated in the

district STEM Fair. One of our students was Top-in-State in the 1st in Math Program and many of our students have received a

"Distinguished" rating on every testing section from the KCCT assessment. Lastly, we are excited to celebrate our Intermediate Academic

Team as the district champions for 2014!

Tates Creek Elementary continues to strive for academic excellence and to reduce achievement gaps. Our efforts to accomplish these

things include conducting observations across the building, using curriculum mapping and unpacking standards, analyzing student work,

providing live scoring assistance, using common standards based assessments, implementing flashbacks, daily outcomes, exit slips, IB units

of inquiry, incorporating technology into our instruction and utilizing a variety of other assessments. We are also committed to the continuing

to improve our Response to Intervention system. We continue to work diligently to identify students who have gaps in their learning. Once

identified our focus is to create research based intervention plans to provide additional to support to get students on grade level and beyond.

Our teachers are highly qualified and a number of them have obtained National Boards Certification and degrees beyond a BA.



Additional Information

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

sections. At Tates Creek Elementary we strive to meet the needs of a diverse group of learners. We teach IB units of inquiry to ensure that our

students remain engaged at all times and develop international mindedness. We dig deep into data and search for patterns to make

educational decisions that best meet our students learning styles. We have a wealth of technology and resources and spend time and

energy to stay current on educational research. At Tates Creek Elementary, we do whatever it takes to guide our students to become the

very best they can be!



Overview

Plan Name


Plan Description




Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 Inrease the averaged combined reading and math

K-PREP scores for elementary school studentsfrom 44% in 2012 to 72% in 2017.

Objectives:1Strategies:2Activities:8

Organizational $563000

2 Increase the averaged combined reading and mathproficiency rating for all students in the non-duplicated gap group from 33% in 2012 to 66.5% in2017.


Organizational $500

3 Achievement gaps will systematically andsubstantially decrease over time.


Academic $387000

4 By 2020 Tates Creek Elementary School willemploy professional staff that reflects the diversityof students served by Fayette County PublicSchools.


Organizational $0

5 Increase the percentage of effective teachers from____% in 2015 to ____% in 2020.


Organizational $0

6 Increase the percentage of effective principals from_____% in 2015 to _______% in 2020.


Organizational $0

7 We will increase our Needs Improvement ProgramReview areas to Proficient.


Organizational $0

8 All students entering Kindergarten in the fall of2015 at Tates Creek Elementary will be screenedusing the Brigance.



9 PBIS will implement a positive systematic protocolto streamline Tates Creek Elementary's behaviormanagement system.





Goal 1: Inrease the averaged combined reading and math K-PREP scores for elementary school

students from 44% in 2012 to 72% in 2017.

Strategy 1: Collaboration - Grade level team members will meet weekly for Common Planning and monthly for PLC Release Days to ensure that Common Core standards are

covered in reading and math. Category: Research Cited: www.ibo.org; 'Formative Assessment & Standards-Based Grading' by Robert J. Marzano;

Measurable Objective 1:collaborate to increase the averaged combined reading and math K-PREP scores to 63.3% by 09/01/2015 as measured by K-PREP data.

Activity - Tier 1 Units of Study Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level teams will use monthly PLC Release Time to create 3 unitsthat focus on IB themes of study. Units include Common Core standardsfor both LA and Math, as well as SS and/or NGSS. All units include realworld connections and engaging activities. The Program of Inquiry will alsobe agreed upon and posted.

Policy andProcess

11/03/2014 05/29/2015 $25000 Title ISchoolwide

PrincipalAdministrativeDeanTeamLeadersClassroomTeachers

Activity - Standards Based Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teams will work during weekly Team Meetings to create assessments thatare both scaffolded and vertically aligned and address each of the LA andMath Common Core standards for the grade level. Rubrics will be used toscore these assessments. Administration will review the assessmentsmonthly.

Policy andProcess

11/03/2014 05/29/2015 $0 No FundingRequired

PrincipalAdministrativeDeanTeam LeaderClassroomTeachers

Activity - Tier I Schedule Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Systematic Problem Solving - Students who are in the 25%ile and below on both MAP and AIMSweb will be identified and recommended for a possible SPS plans and

services. Category: Learning Systems

All students will receive the full amount of Tier I time in both Reading andMath Common Core, at all grade levels. Tier I plans will address standardsby using a core program (Math in Focus and Early Intervention for ReadingEIR.)

Policy andProcess


PrincipalAdministrativeDeanClassroomTeachersInterventionistsESL TeachersSPEDTeachersSpecialArea/SupportStaff

Activity - Tier II Small Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will create intervention plans for Tier II instruction. These planswill focus on skills pulled from MAP Descartes, MAP sub skills, CommonAssessments, AVMR, AIMSweb, BAS, etc. to address academic areas thatneed additional support outside of Tier I. Tier II can also be used to enrichthe learning of students who are exceeding the standards. Tier II smallgroups will be taught by Interventionists, Classroom Teachers, ESLTeachers, Support Staff and/or GT Teachers.

DirectInstruction

09/01/2014 05/29/2015 $176000 SchoolCouncilFunds, Readto Achieve,Title ISchoolwide

PrincipalAdministrativeDeanClassroomTeachersInterventionistsSupport StaffESL TeachersGT Teachers

Activity - Data Analysis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teams will meet weekly as grade levels to analyze collected data fromStandards Based Assessments. Tier I and Tier II instruction will bemodified based on the analysis of the data. Additionally, Administration willreview assessment data monthly, including AIMSweb.

Policy andProcess


PrincipalAdministrativeDeanTeam LeadsClassroomTeachersInterventionistsSupport Staff

Activity - Systematic Problem Solving Plans Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 2: Increase the averaged combined reading and math proficiency rating for all students in

the non-duplicated gap group from 33% in 2012 to 66.5% in 2017.

Strategy 1: Evening Parent Meetings - Parents and students in grades K - 3 will be invited to attend a 12 week series on reading strategies / phonics workshop that can be done at

home to improve reading skills (students in targeted group will receive a special invitation to attend.) Category:

Students who fall below the 25%ile on both MAP and AIMSweb will qualifyfor Tier II or Tier III services. Students data will be tracked on a biweeklybasis and monitored weekly. Students who are not making adequategrowth will be placed on an SPS plan.

AcademicSupportProgram

01/06/2014 05/29/2015 $176000 Read toAchieve, TitleI Schoolwide,SchoolCouncilFunds

PrincipalAdministrativeDeanClassroomTeachersInterventionistsSPEDSupport StaffGuidanceCounselorSchool SocialWorkerESL Teacher

Activity - Interventionists Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Interventionists will implement supplemental instruction using a variety ofresearch based programs and strategies.


09/01/2013 05/29/2015 $176000 Title ISchoolwide,SchoolCouncilFunds, Readto Achieve

Interventionists

Activity - Incorporation of Technology Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students in Tier II and Tier III will have access to a variety of technologybased intervention programs (Success Maker, Earobics, Lexia Core 5, AR,Moby Max, Reading Plus, Kahn Academy, iPad apps, etc.)


09/01/2013 05/29/2015 $10000 SchoolCouncilFunds, Title ISchoolwide

TechnologyResourceTeacherInterventionistsClassroomTeachers

Measurable Objective 1:collaborate to increase the proficiency of all non-duplicated gap students from 32.4% to 39.2% by 09/01/2013 as measured by 2012 - 2013 K-PREP .



Research Cited: "In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated

independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. The panel

determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that

these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by

reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension."

National Reading Panel, 2000

Strategy 2: Extended School Services - Students who fall into the targeted GAP group will be placed on a priority invitation list for ESS. K-3 students will be provided additional,

direct instruction in reading concepts and strategies based on their MAP Reading score. Students in grades 4-5 will utilize the Lexia Reading program to improve

reading skills. Category: Research Cited: Schools are advised to combine all available federal, state, local, and private funding to improve the quality of educational services offered at the

school level. (Legislative Research Commision, 2008)

Goal 3: Achievement gaps will systematically and substantially decrease over time.

Activity - Phonics Workshop Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Phonics Workshop will be used to increase parent's knowledge ofways to assist their child with pre-reading and reading skills as well asprovide resources to be used at home.

ParentInvolvement


Elisa Wain

Activity - Direct Instruction/Lexia Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All K-5 students below the 25th percentile on MAP Reading will have awritten intervention plan (RtI Purple folder). Targeted interventions will beprovided. Progress will be reviewed on a regular basis. Students thatcontinue to not make progress will be referred to the Student AssistanceTeam (SAT).



PrincipalAdministrativeDeanCurriculumSpecialistClassroomTeachers/Interventionists

Measurable Objective 1:40% of Black or African-American and Economically Disadvantaged students will demonstrate a proficiency in grade level in Reading by 05/29/2015 as measured byKPREP, MAP and other assessment data..



(shared) Strategy 1: Strategic Scheduling - All teaching schedules will be realigned to ensure that all students of the targeted subpopulations will have access to Tier 1 instruction. Category:

(shared) Strategy 2: Strategic Planning - All teachers will receive curriculum standards for horizontal and vertical alignment. They will take the common core standards and spend time

creating units/lesson plans that are culturally responsive. The units/lessons will incorporate levels 1 and 2 of response to intervention strategies as well as

differentiated/culturally responsive teaching techniques. Category: Learning Systems

(shared) Strategy 1: Strategic Scheduling - All teaching schedules will be realigned to ensure that all students of the targeted subpopulations will have access to Tier 1 instruction. Category:

Activity - Collaborative Scheduling Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate to develop schedules to ensure that all studentsof targeted subpopulations have access to Tier 1 instruction.

Policy andProcess


TeachersSupport StaffPrincipalAdmin Dean

Activity - Teacher Planning PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate weekly to develop common core units/lessonsthat incorporate MTSS Tiered Instruction as well as differentiated lessons.Assessment results for targeted subgroup will be monitored. Monthlyrelease days will be established for additional data review and planning.

ProfessionalLearning


TeachersSupport StaffPrincipalAdmin DeanInterventionists

Activity - Culturally Responsive Teaching Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in Professional Development to identify CulturallyResponsive and Engaging Teaching Techniques.



TeachersPrincipalAdmin Dean

Measurable Objective 2:40% of Black or African-American, Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency on grade level standards inMathematics by 05/29/2015 as measured by KPREP, MAP and other assessment data..

Activity - Collaborative Scheduling Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 2: Strategic Planning - All teachers will receive curriculum standards for horizontal and vertical alignment. They will take the common core standards and spend time

creating units/lesson plans that are culturally responsive. The units/lessons will incorporate levels 1 and 2 of response to intervention strategies as well as

differentiated/culturally responsive teaching techniques. Category: Learning Systems

Strategy 1: Multi-Tiered Support System - Teachers and support staff will implement targeted instruction in common core and basic skills to increase student achievement.

Assessment results will be monitored for targeted subgroup. Category:

Teachers will collaborate to develop schedules to ensure that all studentsof targeted subpopulations have access to Tier 1 instruction.

Policy andProcess



Activity - Teacher Planning PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate weekly to develop common core units/lessonsthat incorporate MTSS Tiered Instruction as well as differentiated lessons.Assessment results for targeted subgroup will be monitored. Monthlyrelease days will be established for additional data review and planning.



TeachersSupport StaffPrincipalAdmin DeanInterventionists

Activity - Culturally Responsive Teaching Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in Professional Development to identify CulturallyResponsive and Engaging Teaching Techniques.



TeachersPrincipalAdmin Dean

Measurable Objective 3:A 18% increase of Economically Disadvantaged students will demonstrate a proficiency on grade level standards in Reading by 05/29/2015 as measured by KPREP,MAP and other assessment data.

Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff will analyze MAP, KPREP and other assessment data to provide themost specific intervention instruction to students. An assessment binderfor each grade level will be developed to monitor progress of targetedsubgroup.




Activity - Reading Intervention Teacher Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 4: By 2020 Tates Creek Elementary School will employ professional staff that reflects the

diversity of students served by Fayette County Public Schools.

Strategy 1: Minority Hiring - To create an environment that is culturally diverse in order for our students to reach their highest potential. Category: Management Systems

Highly qualified Reading Intervention Teachers will be hired to providedirect instruction to Tier 2 and Tier 3 students who are identified as lowSES.


10/01/2013 05/29/2015 $176000 Read toAchieve,SchoolCouncilFunds, Title ISchoolwide

InterviewTeamPrincipalInterventionistsAdmin Dean

Activity - Progress Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Low SES students receiving Tier 2 or Tier 3 intervention services will beprogress monitored weekly with AimsWeb.


10/01/2013 05/29/2015 $176000 Read toAchieve, TitleI Schoolwide,SchoolCouncilFunds

InterventionistsAdmin DeanPrincipalSpecialEducationESL Teacher

Activity - MTSS Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A team of teachers and Administrators will attend professionaldevelopment to establish and refine MTSS structures for the targeted sub-population.



TeachersInterventionistsPrincipalAdmin Dean

Measurable Objective 1:collaborate to identify methods for increasing the percentage of minority professional staff that reflects the diversity of students served by Fayette County PublicSchools. by 08/01/2020 as measured by Staffing reports generated by Human Resources..

Activity - Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

SBDM and interview committee members will be trained on minority hiringpractices.

Recruitmentand Retention


Principal



Goal 5: Increase the percentage of effective teachers from ____% in 2015 to ____% in 2020.

Strategy 1: Professional Growth and Effectiveness System - The Professional Growth and Effectiveness System was created as a fair and equitable system to measure teacher

and leader effectiveness and act as a catalyst for professional growth. The PGES for teachers is comprised of: observation, peer observation, reflection, professional

growth, student growth and student voice as measures for effectiveness. A common language and understanding of effective teaching is the foundation of this system.

Kentucky has adopted the Framework for Teaching which is based on the work of Charlotte Danielson. The framework includes the following indicators of effective

teaching in five dominions of practice: planning and preparation, classroom environment, instruction, professional responsibilities and student growth. Category: Research Cited: The work of Charlotte Danielson and the MET study

Activity - Minority Representation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

TCE will ensure that minority representatives serve on SBDM and interviewcommittees.



PrincipalAdministrativeDeanInterviewCommitteeMembersSBDM

Activity - Candidate Selection Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

TCE SBDM and interview committees will ensure that minority candidatesare interviewed and considered for professional positions.



PrincipalAdministrativeDeanInterviewCommitteeSBDM

Measurable Objective 1:collaborate to Data is currently unavailable. Goal and objective data will be set in 2015 after baseline data has been received from first year of implementation. ByJune 2020…As measured by the Teacher Professional Growth and Effectiveness System. by 06/01/2020 as measured by Teacher Professional Growth andEffectiveness System..

Activity - Professional Learning and Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 6: Increase the percentage of effective principals from _____% in 2015 to _______% in 2020.

Strategy 1: Professional Growth and Effectiveness System - The Principal Professional Growth and Effectiveness System (PPGES) was developed by Dr. James Stronge. The

uniform performance standards used in this system provide a balance between structure and flexibility. The goal is to support the continuous growth and development

of each principal by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback. Category: Research Cited: Work of James Strong

Train teachers for the implementation of the 2014-2015 statewide TeacherProfessional Growth Effectiveness System (TPGES).•Present modules to explain the Kentucky Framework for Teaching (FfT)and the Teacher Professional Growth and Effectiveness System (TPGES)to teachers.•Allocate time for teachers to meet monthly for the purpose ofunderstanding the underlying themes of the FfT.•Participate in KDE PGES webcasts, Instructional Leadership SupportNetwork and Kentucky Leadership Association meetings, and Lyncsessions.



PrincipalAdministrativeDean

Activity - Professional Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Acquire knowledge of the FfT and TPGES.•Participate in support sessions for principals, led by district leaders topractice supervisor observations through the TeachScape certificationprocess.•Obtain observer certification from TeachScape in order to perform teacherobservations.




Activity - Professional Growth and Effectiveness System Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Support teachers during TPGES implementation.•Review principal/teacher responsibilities.•Provide a timeline for implementation.•Deliver differentiated support to teachers implementing TPGES.•Review peer observer responsibilities.•Ensure peer observers have been trained using the KET peer observationmodule•Train teachers in the use of CIITS, with focus on the EducatorDevelopment Suite and PD 360 resources.




Measurable Objective 1:collaborate to Data is currently unavailable. Goal and objective data will be set in 2015 after baseline data has been received from first year of implementation. by06/01/2020 as measured by Principal Professional Growth and Effectiveness System.




Source OfFunding

StaffResponsible

The principal will participate in Professional Learning opportunities forPPGES components and expectations which will cover:

•Performance Standards as drivers for Professional Growth•Student Growth Goal Development•Professional Growth Goal Setting based on Self-reflection and studentneed•Val-Ed 360 administration and results usage•TELL Kentucky Survey administration and results usage



Superintendent,AcademicChief,Directors,TLT Team,Principal


Source OfFunding

StaffResponsible

The principal will complete the PPGES PD 360 module. ProfessionalLearning


Principal


Source OfFunding

StaffResponsible

In collaboration with Superintendent Designee the principal will develop aProfessional Growth Plan:•self-reflection•student growth needs•TELL working conditions Goal and rubric to identify levels of success•Professional Growth Plan



SchoolDirectorsPrincipal

Activity - Professional Growth and Effectivness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Implement Professional Growth Plan and monitor on-going progress ofgoals.



SchoolDirectorsPrincipals


Source OfFunding

StaffResponsible

A minimum of two observations per year by the superintendent designeewill be completed for the purpose of:•Formative review of success in performance standards•Formative review of student growth goal attainment•Formative review of attainment of working conditions goal (TELL)•Formative review of PGP implementation



SchoolDirectorsPrincipals


Source OfFunding

StaffResponsible

Participation in KentuckyLeadership Academy (KLA)



Principal



Goal 7: We will increase our Needs Improvement Program Review areas to Proficient.

(shared) Strategy 1: Monthly Program Review PLC's - On the 4th Tuesday of each month, the entire TCE staff will meet in Program Review teams. Teams include staff from across the

grade levels and content areas. Category:




Source OfFunding

StaffResponsible

Participation in KDE PGES and ISLN Webcasts ProfessionalLearning


Prinicipal

Measurable Objective 1:collaborate to increase the overall Arts & Humanities Program Review score from 7.5 to 8.0 by 09/01/2015 as measured by completed and scored Program Review.

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

Source OfFunding

StaffResponsible

TCE staff will meet in Program Review teams to work vertically to plan andprovide evidence.

Policy andProcess


ProgramReviewChairsTCE staff

Measurable Objective 2:collaborate to increase the overall PLCS Program Review score from 6.3 to 8.0 by 09/01/2015 as measured by completed and score Program Review.


Source OfFunding

StaffResponsible


Policy andProcess



Measurable Objective 3:collaborate to increase the overall Writing Program Review score from 6.7 to 8.0 by 09/01/2015 as measured by completed and scored Program Review.







Goal 8: All students entering Kindergarten in the fall of 2015 at Tates Creek Elementary will be

screened using the Brigance.

Strategy 1: Communication - All parents will select a time at pre-registration for a time to attend the K-Screening. Families will be sent reminder postcards in June with the agreed

upon appointment time for the K-Screening. Kindergarten teachers, 1 SPL and 1 ESL teacher will be available for all scheduled appointments and will work to

reschedule individually with any missed students. Category:


Source OfFunding

StaffResponsible


Policy andProcess



Measurable Objective 4:collaborate to score an 8.0 on the overall K-3 Primary Program Review by 09/01/2015 as measured by completed and scored Program Review.


Source OfFunding

StaffResponsible


Policy andProcess



Measurable Objective 1:collaborate to screen all entering Kindergarteners at Tates Creek Elementary by 09/01/2013 as measured by the number of students enrolled versus the number ofstudents screened.



Goal 9: PBIS will implement a positive systematic protocol to streamline Tates Creek

Elementary's behavior management system.

Strategy 1: Student Knowledge of Conduct - All students will know the rules of conduct for Tates Creek Elementary. Category: Management Systems Research Cited: PBIS

Strategy 2: Administration Enforcement - School administrators will consistently enforce rules for student conduct.

Activity - Kindergarten Preregistration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parent will surveyed about convenient screening times. ParentInvolvement

02/01/2012 09/01/2013 $1250 DistrictFunding

KindergartenTeachers1 SLP1 ESLOffice Staff

Measurable Objective 1:collaborate to increase staff's response to managing student conduct from 35% to 50% by 06/30/2015 as measured by the TELL survey.

Activity - Essential Agreements Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students will participate in creating the schoolwide essential agreementswithin the first week of school.

BehavioralSupportProgram


AdministratorsClassroomTeachersInterventionistsSPEDTeachersPBIS TeamSupport StaffESL TeacherG/T Teachers

Activity - Essential Agreements Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All agreed upon essential agreements will be posted in common areas. BehavioralSupportProgram

09/01/2014 05/29/2015 $200 SchoolCouncilFunds

PBIS Team



Category: Management Systems Research Cited: PBIS

Strategy 3: Positive Reinforcement Systems - Schoolwide positive reinforcement systems will be created and implemented. Category: Management Systems Research Cited: PBIS.org

Activity - Administrative Involvement in PBIS Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

At least one administrator will be a member of the PBIS team and activelyparticipate in montly meetings.



PBIS TeamAdministration

Activity - Online Discipline Referral Enforcement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administration will enforce and respond to Online Discipline Referrals. BehavioralSupportProgram


PBIS TeamClassroomTeachersAdministrationSupport Staff

Activity - Levels of Behavior Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff will implement the agreed upon schoolwide Steps for Success Levelsof Behavior.



ClassroomTeachersPBIS TeamAdministrationSupport StaffESL TeacherSPEDTeachersG/T Teachers

Activity - Tiger Paws Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All staff will implement the class reward system of Tiger Paws. BehavioralSupportProgram

08/13/2014 05/29/2015 $300 SchoolCouncilFunds

PBIS teamClassroomTeachersBookkeeperAdministrationSupport StaffESL TeacherG/T TeachersSPEDTeachers



Activity - Tiger Tickets Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All staff will implement Tiger Tickets, an individual reward system. BehavioralSupportProgram


PBIS TeamAdministrationClassroomTeachersSPEDTeachersESL TeacherSupport StaffG/T Teachers

Activity - Student of the Month Tiger Tea Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All staff will implement Student of the Month Tiger Tea, individual rewardsystem, by selecting students based on International Baccalaurate LearnerProfiles.


09/01/2014 05/29/2015 $500 Other PBIS TeamAdministrationClassroomTeachersPTA



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Schoolwide

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Interventionists Interventionists will implement supplemental instructionusing a variety of research based programs and strategies.


09/01/2013 05/29/2015 $75000 Interventionists

Reading InterventionTeacher

Highly qualified Reading Intervention Teachers will be hiredto provide direct instruction to Tier 2 and Tier 3 studentswho are identified as low SES.


10/01/2013 05/29/2015 $75000 InterviewTeamPrincipalInterventionistsAdmin Dean

Tier 1 Units of Study Grade level teams will use monthly PLC Release Time tocreate 3 units that focus on IB themes of study. Unitsinclude Common Core standards for both LA and Math, aswell as SS and/or NGSS. All units include real worldconnections and engaging activities. The Program ofInquiry will also be agreed upon and posted.

Policy andProcess

11/03/2014 05/29/2015 $25000 PrincipalAdministrativeDeanTeamLeadersClassroomTeachers

MTSS Training A team of teachers and Administrators will attendprofessional development to establish and refine MTSSstructures for the targeted sub-population.


11/18/2013 05/26/2014 $5000 TeachersInterventionistsPrincipalAdmin Dean

Culturally ResponsiveTeaching ProfessionalDevelopment

Teachers will participate in Professional Development toidentify Culturally Responsive and Engaging TeachingTechniques.


08/05/2013 05/26/2014 $5000 TeachersPrincipalAdmin Dean

Teacher Planning PLC Teachers will collaborate weekly to develop common coreunits/lessons that incorporate MTSS Tiered Instruction aswell as differentiated lessons. Assessment results fortargeted subgroup will be monitored. Monthly release dayswill be established for additional data review and planning.


10/01/2013 05/29/2015 $25000 TeachersSupport StaffPrincipalAdmin DeanInterventionists



No Funding Required

Systematic Problem SolvingPlans

Students who fall below the 25%ile on both MAP andAIMSweb will qualify for Tier II or Tier III services. Studentsdata will be tracked on a biweekly basis and monitoredweekly. Students who are not making adequate growth willbe placed on an SPS plan.


01/06/2014 05/29/2015 $75000 PrincipalAdministrativeDeanClassroomTeachersInterventionistsSPEDSupport StaffGuidanceCounselorSchool SocialWorkerESL Teacher

Tier II Small Groups Teachers will create intervention plans for Tier II instruction.These plans will focus on skills pulled from MAP Descartes,MAP sub skills, Common Assessments, AVMR, AIMSweb,BAS, etc. to address academic areas that need additionalsupport outside of Tier I. Tier II can also be used to enrichthe learning of students who are exceeding the standards.Tier II small groups will be taught by Interventionists,Classroom Teachers, ESL Teachers, Support Staff and/orGT Teachers.

DirectInstruction

09/01/2014 05/29/2015 $75000 PrincipalAdministrativeDeanClassroomTeachersInterventionistsSupport StaffESL TeachersGT Teachers

Incorporation of Technology Students in Tier II and Tier III will have access to a varietyof technology based intervention programs (SuccessMaker, Earobics, Lexia Core 5, AR, Moby Max, ReadingPlus, Kahn Academy, iPad apps, etc.)


09/01/2013 05/29/2015 $5000 TechnologyResourceTeacherInterventionistsClassroomTeachers

Progress Monitoring Low SES students receiving Tier 2 or Tier 3 interventionservices will be progress monitored weekly with AimsWeb.


10/01/2013 05/29/2015 $75000 InterventionistsAdmin DeanPrincipalSpecialEducationESL Teacher

Phonics Workshop The Phonics Workshop will be used to increase parent'sknowledge of ways to assist their child with pre-reading andreading skills as well as provide resources to be used athome.

ParentInvolvement

02/04/2013 04/22/2013 $500 Elisa Wain

Total $440500


StaffResponsible



Professional Growth andEffectivness

Implement Professional Growth Plan and monitor on-goingprogress of goals.


09/01/2014 09/01/2015 $0 SchoolDirectorsPrincipals

Professional Learning Participation in KentuckyLeadership Academy (KLA)


08/01/2014 05/01/2020 $0 Principal

Tier I Schedule All students will receive the full amount of Tier I time in bothReading and Math Common Core, at all grade levels. Tier Iplans will address standards by using a core program (Mathin Focus and Early Intervention for Reading EIR.)

Policy andProcess

01/05/2015 05/29/2015 $0 PrincipalAdministrativeDeanClassroomTeachersInterventionistsESL TeachersSPEDTeachersSpecialArea/SupportStaff

Online Discipline ReferralEnforcement

Administration will enforce and respond to Online DisciplineReferrals.


08/13/2014 05/29/2015 $0 PBIS TeamClassroomTeachersAdministrationSupport Staff

Direct Instruction/LexiaReading

All K-5 students below the 25th percentile on MAP Readingwill have a written intervention plan (RtI Purple folder).Targeted interventions will be provided. Progress will bereviewed on a regular basis. Students that continue to notmake progress will be referred to the Student AssistanceTeam (SAT).


01/01/2013 05/31/2017 $0 PrincipalAdministrativeDeanCurriculumSpecialistClassroomTeachers/Interventionists

Administrative Involvement inPBIS

At least one administrator will be a member of the PBISteam and actively participate in montly meetings.


08/13/2014 05/29/2015 $0 PBIS TeamAdministration

Levels of Behavior Staff will implement the agreed upon schoolwide Steps forSuccess Levels of Behavior.


08/13/2014 05/29/2015 $0 ClassroomTeachersPBIS TeamAdministrationSupport StaffESL TeacherSPEDTeachersG/T Teachers

Candidate Selection TCE SBDM and interview committees will ensure thatminority candidates are interviewed and considered forprofessional positions.


07/01/2014 08/01/2020 $0 PrincipalAdministrativeDeanInterviewCommitteeSBDM



Data Analysis Teams will meet weekly as grade levels to analyzecollected data from Standards Based Assessments. Tier Iand Tier II instruction will be modified based on the analysisof the data. Additionally, Administration will reviewassessment data monthly, including AIMSweb.

Policy andProcess

11/03/2014 05/29/2015 $0 PrincipalAdministrativeDeanTeam LeadsClassroomTeachersInterventionistsSupport Staff

Collaborative Scheduling Teachers will collaborate to develop schedules to ensurethat all students of targeted subpopulations have access toTier 1 instruction.

Policy andProcess

10/01/2013 05/29/2015 $0 TeachersSupport StaffPrincipalAdmin Dean

Training SBDM and interview committee members will be trained onminority hiring practices.


07/07/2014 08/01/2020 $0 Principal

Program Review Teams TCE staff will meet in Program Review teams to workvertically to plan and provide evidence.

Policy andProcess

09/01/2013 05/30/2014 $0 ProgramReviewChairsTCE staff

Professional Learning Participation in KDE PGES and ISLN Webcasts ProfessionalLearning

08/01/2014 05/01/2020 $0 Prinicipal

Tiger Tickets All staff will implement Tiger Tickets, an individual rewardsystem.


09/01/2014 05/29/2015 $0 PBIS TeamAdministrationClassroomTeachersSPEDTeachersESL TeacherSupport StaffG/T Teachers

Standards BasedAssessments

Teams will work during weekly Team Meetings to createassessments that are both scaffolded and vertically alignedand address each of the LA and Math Common Corestandards for the grade level. Rubrics will be used to scorethese assessments. Administration will review theassessments monthly.

Policy andProcess

11/03/2014 05/29/2015 $0 PrincipalAdministrativeDeanTeam LeaderClassroomTeachers

Professional Growth andEffectiveness System

In collaboration with Superintendent Designee the principalwill develop a Professional Growth Plan:•self-reflection•student growth needs•TELL working conditions Goal and rubric to identify levelsof success•Professional Growth Plan


08/01/2014 09/01/2014 $0 SchoolDirectorsPrincipal



Professional Learning The principal will participate in Professional Learningopportunities for PPGES components and expectationswhich will cover:

•Performance Standards as drivers for Professional Growth•Student Growth Goal Development•Professional Growth Goal Setting based on Self-reflectionand student need•Val-Ed 360 administration and results usage•TELL Kentucky Survey administration and results usage


08/01/2013 08/01/2015 $0 Superintendent,AcademicChief,Directors,TLT Team,Principal

Professional Learning andSupport

Train teachers for the implementation of the 2014-2015statewide Teacher Professional Growth EffectivenessSystem (TPGES).•Present modules to explain the Kentucky Framework forTeaching (FfT) and the Teacher Professional Growth andEffectiveness System (TPGES) to teachers.•Allocate time for teachers to meet monthly for the purposeof understanding the underlying themes of the FfT.•Participate in KDE PGES webcasts, InstructionalLeadership Support Network and Kentucky LeadershipAssociation meetings, and Lync sessions.


08/01/2013 05/30/2014 $0 PrincipalAdministrativeDean


Support teachers during TPGES implementation.•Review principal/teacher responsibilities.•Provide a timeline for implementation.•Deliver differentiated support to teachers implementingTPGES.•Review peer observer responsibilities.•Ensure peer observers have been trained using the KETpeer observation module•Train teachers in the use of CIITS, with focus on theEducator Development Suite and PD 360 resources.




A minimum of two observations per year by thesuperintendent designee will be completed for the purposeof:•Formative review of success in performance standards•Formative review of student growth goal attainment•Formative review of attainment of working conditions goal(TELL)•Formative review of PGP implementation


09/01/2014 05/01/2015 $0 SchoolDirectorsPrincipals

Essential Agreements All students will participate in creating the schoolwideessential agreements within the first week of school.


08/13/2014 05/29/2015 $0 AdministratorsClassroomTeachersInterventionistsSPEDTeachersPBIS TeamSupport StaffESL TeacherG/T Teachers



District Funding

Read to Achieve

Professional Learning Acquire knowledge of the FfT and TPGES.•Participate in support sessions for principals, led by districtleaders to practice supervisor observations through theTeachScape certification process.•Obtain observer certification from TeachScape in order toperform teacher observations.



Professional Learning The principal will complete the PPGES PD 360 module. ProfessionalLearning

08/01/2013 07/01/2014 $0 Principal

Analyze Data Staff will analyze MAP, KPREP and other assessment datato provide the most specific intervention instruction tostudents. An assessment binder for each grade level willbe developed to monitor progress of targeted subgroup.


10/01/2013 05/29/2015 $0 TeachersSupport StaffPrincipalAdmin Dean

Minority Representation TCE will ensure that minority representatives serve onSBDM and interview committees.


07/01/2014 08/01/2020 $0 PrincipalAdministrativeDeanInterviewCommitteeMembersSBDM

Total $0


StaffResponsible

Kindergarten Preregistration Parent will surveyed about convenient screening times. ParentInvolvement

02/01/2012 09/01/2013 $1250 KindergartenTeachers1 SLP1 ESLOffice Staff

Total $1250


StaffResponsible


DirectInstruction




Other

School Council Funds















Total $240000


StaffResponsible

Student of the Month TigerTea

All staff will implement Student of the Month Tiger Tea,individual reward system, by selecting students based onInternational Baccalaurate Learner Profiles.


09/01/2014 05/29/2015 $500 PBIS TeamAdministrationClassroomTeachersPTA

Total $500


StaffResponsible










Tiger Paws All staff will implement the class reward system of TigerPaws.


08/13/2014 05/29/2015 $300 PBIS teamClassroomTeachersBookkeeperAdministrationSupport StaffESL TeacherG/T TeachersSPEDTeachers

Essential Agreements All agreed upon essential agreements will be posted incommon areas.


09/01/2014 05/29/2015 $200 PBIS Team





Incorporation of Technology Students in Tier II and Tier III will have access to a varietyof technology based intervention programs (SuccessMaker, Earobics, Lexia Core 5, AR, Moby Max, ReadingPlus, Kahn Academy, iPad apps, etc.)


09/01/2013 05/29/2015 $5000 TechnologyResourceTeacherInterventionistsClassroomTeachers







DirectInstruction


Total $270500



KDE Needs Assessment



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



Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?

What does the data/information not tell you? Tates Creek Elementary analyzes KPREP data to inform the adminstration and staff about student achievement and instructional programs

and strategies. We seek answers to the following questions:

How students performed on the KPREP assessment, and important measure of student achievement and growth.

What do our students know?

What do our students not know?

What group of students needs are being met/not met?

How student subgroups performed compared to one another in each tested academic area.

What groups of students are showing academic achievement with current teaching strategies and curriculum implementation.

What specific grade levels or areas of content that need more instructional focus.

Who are the subgroups who need more attention or different instructional delivery to achieve proficiency and beyond.



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? Tates Creek Elementary made a large gain in Reading. In order to continue this trend we have created long range plans at each grade level.

This is to ensure that we are remaining to be tightly aligned to Kentucky Common Core, as well as scaffolding our Reading instruction across

grade levels. We have also used MAP data to identify those students who are at the 25%ile and below and grouped them according to

missing reading skills. Tates Creek Elementary has adopted several research based instructional programs that have high correlation to

improving students reading abilities. Certified Intervention teachers have been recruited and hired to intervene with our primary students and

accelerate thier learning to ensure that they reach and remain on grade level. Students that fall into this category will be strategically

progress monitored on missing skills with frequent data review and program adjustments as needed.

Science also continues to be a strong subject area in our school. We attribute our success in this subject area to the deep understanding of

Science Content as well as the engaging instructional strategies utilized by our teachers. We continue to work on digging deep into content

and searching for understanding of all content standards, as well as continuing to create enging activities for our students. The addition of a

STEM teacher and STEM lab materials have also supported and enhanced student learning in this content area.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Trend data across grade levels show that our African American student perform at the Novice level or below the 25%ile at significantly higher

rates (at some grade levels 3 times greater than the majority populations) in KPREP results. For our F/R Lunch population we have students

performing at the Novice level at 2 times the rate of the majority population. We know that our African American and F/R Lunch students

struggle with the content vocabulary and articulating their thoughts in writing. This has an impact on their ability to perform proficiently across

content areas. Strengthening our Tier 1 Core Program in Reading and Math, developing a systematic, school-wide RTI process, and

improving our ability to monitor student progress in mastering the academic standards, will ensure that we have the infrastructure needed to

move our African American and F/R Lunch students to proficiency in the foundational content areas, Reading and Math.

The percentage of students achieving a typical year's worth of growth is also an area for focus. Along the plans we described above for

strengthening our Tier 1 program and implementing a school-wide RTI process, teachers are collaborating weekly to develop common

assessments that are aligned, congruent and rigorous. Student assessment results are analyzed to inform additional instruction and to

establish Tier 2 and 3 interventions.

Tates Creek Elementary SBDM Council has also adopted a new system for grading, referred to as Standards Based Grading. This system

changes the planning, teaching and assessing that takes place. It requires teachers to truly understand the standard and be able to

decompose them into achievable steps. Assessments reflect the depth of knowledge that a student has on that particular standard. No

longer are extraneous grades taken into account, such as homework, class participation, nightly reading, etc. Now the grading is strictly

based on a rubric which requires the student to show proficiency on a given standard. Students do not receive letter grades, but rather

receive a rating of Mastery, Working toward Mastery or Area of Concern. Parents receive this information as well as a narrative regarding

thier child's progress toward content mastery.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The next steps at TCE are to focus on following our long range plans to ensure that all Common Core standards are taught, as well as

continuing to create assessments and rubrics that are congruent to those standards.

Along with the planning and assessment practices that have been established, additional professional development in engagement strategies

and culturally responsive teaching techniques are planned for teachers.



The Missing Piece



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

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

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

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



Stakeholders

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

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

Carrie Paul, TPGES Coach/Administrative Dean

Katie Salyers, SBDM Member, PBIS Coach and 5th Grade Teacher

Nancy Sprague, FRC Coordinator and PBIS Member

Jill Robertson, SBDM Member and 1st Grade Teacher

Ashley Faulkner, SBDM Member, STEM Lab Teacher, School Technology Coordinator

Holly McCauley, ELL Teacher, PBIS Coach

Erika Hranicky, SBDM Parent Member

Denise Finley, Title 1 Lead Teacher and Interventionist



Relationship Building

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

Overall Rating: 3.29

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

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

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

Proficient

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

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

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.

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

Proficient

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

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

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

Proficient

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

communication about their students' progressat least once a month.

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

Distinguished

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

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

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

Distinguished

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

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

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



Communications

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

needs.

Overall Rating: 3.0

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 relies on one-way communicationin English to inform parents about academicgoals, class work, grades and homework. (Forexample, newsletters, marquees, andagendas.)

Apprentice

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

Apprentice

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

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

District and school leadership ensure thatstudent achievement is discussed eachsemester with all parents.

Distinguished

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).

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

Distinguished

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

annual school and/or district stakeholdersurveys.

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

Apprentice



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

plan school improvement efforts and toevaluate their effectiveness.

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

Proficient



Decision Making

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

improvement.


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

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

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 Rating2. School council and committees facilitate broad

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

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

Apprentice

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

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

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

Apprentice

Statement or Question Response Rating4. The school council adopts measurable

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

School council 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



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

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

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

Apprentice



Advocacy

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

speaking for that child's learning needs.


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.

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

Proficient

Statement or Question Response Rating3. Parents report participating actively and

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

Parents report that they are invited to attendmeetings to discuss Individual Education Plans,Individual Learning Plans, 504 plans and/orintervention strategies.

Apprentice

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 makes minimal effort to encourageparents to advocate for their child's academicsuccess.

Apprentice

Statement or Question Response Rating6. As students are identified by school staff as

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

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

Apprentice



Learning Opportunities

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


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

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

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

Apprentice

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

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

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



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

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

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

Proficient



Community Partnerships

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

Overall Rating: 2.5

Statement or Question Response Rating1. 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 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 collaborates with businesses,organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

Proficient

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

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

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

Distinguished

Statement or Question Response Rating6. School staff offers and publicizes community-

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

School staff maintains a resource directory onsome agencies, programs and services that willprovide services for students.

Apprentice



Reflection

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

Reflect upon your responses to each of the Missing Piece objectives. Tates Creek Elementary is proud of our data collection with the Title 1 and FRC survey results for 2013-2014. Roughly 50% of our parents

responded and provided meaningful data and suggestions. The SBDM Council, Family and Community Engagement Committee, PTA and

FRC have all reviewed and utilized the data results over a variety of settings. A series of planning meetings have occurred and follow

through has been demonstrated regarding implementation of 9 Parent Learning Nights for the 2014-2015 school year. Additionally, Tates

Creek Elementary has made great strides in communicating academic progress with parents on a regular basis through the use of Standards

Based Grading through the IC Parent Portal and Student Led Conferences.

Areas that are in need of improvement are: systematic steps for welcoming ELL families, translated phrases for the marquee, informing

community stakeholders of CSIP and academic progress results, a plan to identify parent leaders and sustain our level of PTA involvement, a

plan for empowering parents to be educational advocates for their child, creating a classroom observation policy and including community

employers in our school.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3.29

3

2.29

2.67

2.33

2.5



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

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

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

them. On October 14, 2014, the Tates Creek Elementary SBDM along with the staff, participated in a systematic data disaggregation activity. As a

results strengths and areas for growth were identified. At the regular October meeting, the SBDM Council reviewed the 2013-2014 CSIP

goals and action plans and discussed next steps. The SBDM Council scheduled an extended work session on November 3rd and developed

progress notes on that date, as well as additional goals and action plans for 2014-2015. The 2014-2015 plan will be evaluated by full staff

and additional feedback considered on December 9, 2014. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Julie Wright, Principal

Carrie Paul, Administrative Dean

Katie Salyers, SBDM Teacher

Jill Robertson, SBDM Teacher

Ashley Faulkner, SBDM Teacher

Jackie Jones, SBDM Parent Representative

Erika Hranicky, SBDM Parent Representative

TCE faculty and staff

All participants were responsible equally for reviewing data and identifying strengths and weaknesses. All participants worked in

collaborative sessions that involved vertical teams and each group summarized and presented findings.

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 2014-2015 CSIP will be posted on the TCE website on the SBDM page. Updates will be made quarterly with progress notes. Parents

will be informed of the existence of the CSIP and its location via the monthly school newsletter. Teachers will be asked to include this

information in their newsletters.



KDE Assurances - School



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

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

Yes In 2013-2014 TCE completed aneeds assessment. When newinformation was received from theFRYSC survey, Title 1 survey,KPREP and MAP scores thecomprehensive needsassessment was updated. TheTELL survey will be taken againin 2015, however the results fromthe 2013 survey continue to beutilized.

PBIS SASTELL Results 2013TELL ComparisonTitle 1 Results 13-14FRC NeedsAssessment 2013

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 Tates Creek Elementaryparticipated with district supportstaff to establish a masterschedule that ensures allstudents receive protected tieredinstruction. There are establishedtier 1 programs for ELA, Math,and behavior. The PD planreflects that staff have receivedtraining in the IB PYP curriculumwhich focuses on inquiry basedlearning and multi-disciplinarythemes. Additionally, Tates CreekElementary staff are in thesecond year of standards basedgrading and reporting.

14-15 MasterSchedule

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes During the summer of 2014 TCEESS and FRC funds were utilizedto host a "KindergartenReadiness Camp" for incomingstudents. The FRC Coordinatorhosted a series of Parent SneakPeak nights for incomingKindergarten students and theirparents. Guests were provided atour of the building, expectations,and information to assist in asmooth transition to school. APreschool unit was added in2014. To further assist intransition to school, the FRCCoordinator is assisting inimplementing the Seconds StepsCurriculum, as well as hosting a2Xmonth Tiger Playschool forstudents 2-4 years of age.



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 In 2014-2015 TCE has addedadditional Academic andBehavioral Interventionists.Research based curriculum andtraining has been purchased forELA, Math, and behavior. Data isroutinely analyzed to informinstruction.

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes

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.

Yes Title I Description

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 A Community and ParentEngagement Committee hasbeen established two address theneeds from the Title 1 survey,specifically through the 9 ParentLearning Nights. Additionally,two goals have been added to theCSIP to address attendance atthe Learning Nights, as well as tohave 80% of parents attendingtwo conferences per year.

Parent InvolvementLog 13-14Sample ofFamily/CommunityEngagementMinutes

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 PD Summary



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 Faculty Meeting 10-14-14SBDM OctoberMinutes

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 FRC NeedsAssessment 2013

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

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 Nine planned parent learningnights support the regulareducation program. These nightsinclude the following: ScienceFair Information Night, MonsterMath Night (early childhood),Literacy Night, etc.




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 CSIP 13-14 withprogress notesCSIP 14-15

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 Parent InvolvementLog 13-14Compact 14-15

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 PD Plan

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 October FacultyMeetingOctober SBDMminutes



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)

No The CSIP will be added to theschool website after SBDMapproval and district review.

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, mediaspecialist or “other” staff for the school, there isdocumentation 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 All para-educators have setschedules that reflect theirworkday under direct supervisionof a highly qualified classroomteacher and that they areproviding instruction and supportto students.

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

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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