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HAZEL GREEN ELEMENTARY
2010-2011Comprehensive School
Improvement Plan
With October 2011 Implementation and Impact Check
MISSION STATEMENT
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“ Hazel Green Elementary will assist ALL students in reaching their potential, becoming responsible citizens, and remaining lifelong
learners.”
HAZEL GREEN ELEMENTARYCOMPREHENSIVE SCHOOL IMPROVEMENT PLAN
SCHOOL ASSURANCE REVIEWSCHOOL YEAR 2010-2011
_ Danny M. Hacker_________________ ____November 3, 2010________ Chairperson, School Council Date
Danny M. Hacker__________________ ____November 3, 2010_______ Chairperson, School Planning Committee Date
Plan Approved by the School Council:
Wednesday, November 3, 2010 Date
School Council Members:
Ryan Burgess Teacher Member Tracie Hacker Teacher Member & Secretary
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Daniel Smith Teacher Member & Vice-ChairMichelle Diaz Parent Member Annie Miller Parent Member
EXECUTIVE SUMMARYHazel Green Elementary School
2010-2011
Mission Statement for Hazel Green Elementary School
Hazel Green Elementary will assist ALL students in reaching their potential, becoming responsible citizens, and remaining lifelong learners.
Plan Summary
As a result of the Comprehensive School Improvement Planning Process, Hazel Green Elementary has targeted three areas of priority that we feel will make the largest impact on student achievement in our building during the 2010-2011 school year.
The utilization of our school-based curriculum mapping document to drive instruction with emphasis on vertical and horizontal alignment was recognized as the first priority. This focus on the Program of Studies and Core Content for Assessment will identify key transition points and assist in determining where Core Content should be introduced, where it should be continued, where it should be expected to be mastered, and where it should be reinforced. With this valuable tool in hand, unnecessary overlaps and harmful gaps in what students learn will be alleviated and higher student achievement will be realized.
A strong focus on Reading/Literacy, Math, and Students with Disabilities was a second priority. Determining that these areas presented the greatest concerns in realizing proficiency by 2014, all stakeholders embraced the idea of strengthening reading and math achievement in addition to strengthening achievement in the subgroup of students with disabilities. Embracing these core programs and utilizing every available resource along with supplementary and intervention materials/strategies will allow the instructional program to continue on the path to Proficiency by 2014.
The third area targeted as a priority was the continuation of data analysis and analysis of student work. Disaggregation of assessment data and regularly scheduled analysis of student work samples was seen as the foundation in evaluating the effectiveness of our instructional practice and in identifying and reducing achievement gaps in subgroup populations so success can be achieved by ALL.
The Planning Process3
The 2010-2011 Comprehensive School Improvement Planning Process began with a review of the school’s Mission Statement and Belief Statements to determine effectiveness and overall adherence to what the school wished to accomplish. This Mission Statement and Belief Statements were adopted and continue to be the driving force behind Hazel Green Elementary’s focus on proficiency during the 2010-2011 school year. In October 2010, the Comprehensive School Improvement Planning Committees – Academic Performance Committee, Learning Environment Committee, Efficiency Committee – with a representative number of Hazel Green’s certified staff, classified staff and parents began the process of reviewing/revising the current plan. A comprehensive data analysis of the 2009-2010 KCCT and NCLB results was conducted. As a result of this analysis, achievement gaps were identified in targeted subgroup populations and goals were established to reduce those gaps. Again, the Comprehensive School Improvement Planning Committees identified areas of need and established goals and objectives to address these concerns with a focus on reducing achievement gaps. A report was scheduled to be presented to the SBDM Council for approval on Wednesday, November 3, 2010.
Using the Planning Process and all data analysis, three areas of priority that were determined to make the largest impact on student achievement during the 2010-2011 school year were identified. The final draft of Hazel Green’s 2010-2011 Comprehensive School Improvement Plan was then completed and scheduled to be available for public viewing on Wednesday, November 3, 2010. A SBDM Council meeting was scheduled for Wednesday, November 3, 2010 for final approval and adoption.
Hazel Green’s stakeholders embrace the goal of proficiency by 2014. The implementation of the 2010-2011 Comprehensive School Improvement Plan will provide the constant focus for achievement of that goal. An increase in effective instructional practices as outlined in the plan will positively impact student achievement. Additionally, it will serve to remove barriers to learning for ALL students.
In order to ensure the planning process and school improvement, the SBDM council approved the plan and will act on recommendations set forth in the plan. The action component committees will continue to meet and complete Implementation and Impact Checks at least once per year. This information will be used to refine/revise the plan if deemed necessary.
As the implementation of the Improvement Plan occurs, it is essential that information be shared with All stakeholders. This will be accomplished by announcements of SBDM Council meetings, PTO meetings, and in newsletters sent home with students. Copies of the completed plan will be presented to each certified staff member with additional copies placed in the media center and reception area for other interested stakeholders. In addition, the 2010-2011 Comprehensive School Improvement Plan will be accessible to all stakeholders via the school’s website (c.f. http://www.laurel.kyschools.us/Schools/HazelGreenElementary/I&Icheck.htm).
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HAZEL GREEN ELEMENTARY SCHOOL
2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT: Academic Performance______________ Date Approved/Reviewed by SBDM: October 27, 2011
Priority Need
According to the 2009-2010 IPR and the 2009-2010 NCLB AYP Report: 31.58% of students scored below the proficient level on the Reading assessment 31.05% of students scored below the proficient level on the Math assessment
According to the 2009-2010 IPR: 45.46% of students scored below the proficient level on the Science assessment 42.1% of students scored below the proficient level on the Social Studies
assessment 36.85% of students scored below the proficient level on the On-Demand Writing
Assessment
Causes and/or Contributing Factors
1. Analysis of reading data evidenced the need for strengthening our reading/literacy program through early intervention program/strategies
2. The 2010 IPR evidenced that only 68.62% of all students, 64.14% of Free/Reduced Lunch, and 67.70% of Students with Disabilities scored Proficient or above in Reading with the goal being 73.64
3. The 2010 IPR evidenced that only 56.21% of Students with Disabilities scored Proficient or above in Math with the goal being 61.23
4. Appropriate DOK levels for open response and multiple choice items continued to be a concern for teachers when constructing assessments
5. Overall, according to the 2009-2010 IPR, males, students with disabilities, and students approved for free/reduced lunch did not perform as well as females, students without disabilities, or students not approved for free/reduced lunch
6. PLCs were used mainly for planning instruction/resources and did not focus enough on analysis of student work/outcomes
7. Strategies for effectively answering ORQs, MC, and On-Demand prompts were not as consistent across grade levels as desired
8. Analysis of student work indicates that students have basic knowledge but are not able to translate the information at high levels when answering ORQs
SMART Goal(s)
By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in
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Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand Writing By Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and
70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected ImpactResponsible Person for Monitoring
StartDate
Targeted Completion
DateProfessional Learning
NeedsEstimated Resources
and/or CostsA1. 4th/5th grades will continue a
90 minute reading block daily using the Scott Foresman Reading Series while K-3 students will participate in a 120 minute reading block (including reading in the content area) utilizing the SRA Imagine It Reading Series – 60 min. whole group / 60 min. workshop for differentiated instruction
A2. Teachers will implement the SRA Reading Mastery Program for targeted K-3 students for 1hr daily and the Language for Learning Program for targeted K students for 1hr daily (equity)
Lesson Plans Walkthroughs/PLCs Tracking Elgin consultant visits
and debriefing sessions
Reading Mastery Schedules/Assignments
Walkthroughs/Tracking Elgin consultant visits
and debriefing sessions
Consistent reading instruction
Strengthened reading skills
Targeted students receiving interventions
Strengthened reading skills
PrincipalSandy JohnsonElgin ConsultantDistrict Support : Jane Gabbard
PrincipalSandy JohnsonElgin ConsultantDistrict Support : Jane Gabbard
Aug. 2010
Aug.2010
May 2011
May2011
None at this time – May wish to monitor and attend follow-up PD sessions targeting reading instruction/strategies
Elgin Consultant will conduct debriefings and follow-up “booster sessions” on targeted concepts/strategies
None at this time
None
6
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A1 Implemented. Evidenced by:
Consistent Reading instruction documented in Lesson Plans / Walkthroughs (i.e. Unit Benchmark Testing, Selection Tests) SRA consultant coaching/debriefing sessions
A2 SRA Reading Mastery Implemented. Evidenced by: Schedule and staff/student assignments Reading Mastery consultant coaching/debriefing sessions**Language for Learning no longer implemented for Kindergarten students. Kindergarten students also receiving Reading Mastery instruction.
Date Reported to Council: October 27, 2011Recommendations:-continue both activities
**FOR EACH COMPONENT PAGE**-Revise Priority Needs, Contributing Factors, and Smart Goals to reflect 2011 data analysis – set new goals for 2011-2012 CSIP-Revise any staff changes / dates / needs / resources
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected ImpactResponsible Person for Monitoring
StartDate
Targeted Completion
DateProfessional Learning
NeedsEstimated Resources
and/or Costs
A3. K-3 teachers will implement a 30 minute spelling and writing component daily as part of the SRA Reading Program
A4. Teachers will use MAP data to compile a “hotlist” targeting K-3 students scoring below mastery and 4-5 students scoring below the proficient level with emphasis in Reading and Math (Equity)
Lesson Plans Walkthroughs
“Hotlist” of students in place with performance / achievement levels documented
Students identified for receiving services
PLCs to analyze data
Strengthened reading, spelling, and writing skills
Students who are reading below proficient and below mastery identified for receiving services
COMPASS learning paths on student skill level
Principal Sandy JohnsonElgin ConsultantDistrict Support : Jane Gabbard
PrincipalSandy JohnsonDistrict Support : Tharon Hurley
Aug. 2010
Sept. 2010
May 2011
October / November
2010
None at this time – Elgin consultant will provide follow-up discussions and booster sessions as needed
Curriculum Coach and Lead Teacher will provide training and follow-up sessions as needed
None at this time
None
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Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A3 Implemented. Evidenced by:
Spelling/Writing instruction documented in Lesson Plans / Walkthroughs SRA consultant coaching/debriefing sessions
A4 Implemented. Evidenced by: Teachers have completed the hotlist of students based on MAP data**Teachers are going to use additional data in targeting students – KCCT data, ITBS data, classroom assessments, etc.. Also teachers are going to include students who are struggling for reasons other than academics to ensure all struggling students are receiving assistance – students dealing with social/emotional issues that are also barriers to learning and succeeding. **A “mentoring program” will be implemented to assign mentors to struggling students
Date Reported to Council: October 27, 2011Recommendations:-continue both activities-add other available data sources as evidence in targeting students, including social/emotional barriers-implement a “mentoring program” to assign mentors to targeted students
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or CostsA5. Measurement of student
progress will be conducted on a weekly basis using KCCT-like “common” assessments: MC + ORQs focused on rigor, DOK, and CC4.1 with the Curriculum Coach acting as facilitator
A6. Teachers will attend grade level PLCs at least once per week to analyze data, instruction, student work to ensure curriculum documents are guiding instruction and assessment with a focus on POS, CC4.1, and DOK
Lesson Plans Walkthroughs Assessment Data
PLC Journals documenting purpose / minutes of meeting
Staff will stay informed about mastery and non-mastery of reading skills and can adjust instruction accordingly
Teachers focused on delivering instruction based on curriculum map, POS, CC4.1, and DOK
PrincipalSandy Johnson
Principal,Grade-level ChairsDistrictSupport : Jane Gabbard
Sept. 2010
Aug.2010
May 2011
May2011
None at this time – May wish to revisit and attend PD sessions targeting “Developing Quality Assessments”, “DOK”, and “CC4.1”
None
None
None
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Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A3 Partially Implemented. Grade-level common assessments need to be more consistent with timely feedback. This activity also needs to be implemented on a more
consistent, regular basis.A4 Partially Implemented. PLCs are not used for this purpose on a consistent basis. PLCs continue to be used more for planning. A refocus on PLCs as a tool for
analyzing student work and effective instruction is needed.**DOK is no longer in standards. Teachers will use the Kentucky Core Academic Standards terminology to address this area.
Date Reported to Council: October 27, 2011
Recommendations:-continue both activities, but be more consistent in implementation-make sure implementation is true to the inherent meaning in the activity/strategy-remove the “DOK” terminology and use the vocabulary from the new standards
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
A7. Comprehensive Learning Checks will be administered at least once per 9 week grading period to assess instructional effectiveness and student achievement
A8. The “Do What” Method will be utilized across grade levels as a uniform strategy in answering ORQs (Equity)
“Learning Check” schedule
Learning Check Data
Walkthroughs Student work samples
Reduced test-taking anxiety and students better prepared
Staff able to monitor achievement of individual students and subgroup populations
Students more prepared and more comfortable with answering ORQs
Principal Sandy Johnson, Grade-level ChairsDistrictSupport :Jane Gabbard
Sandy JohnsonGrade-level Chairs
Oct.2010
Sept.2010
March2011
May2011
None
None at this time. May want to revisit the “Do What” method of answering ORQs
None
None
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Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* A7 Partially Implemented:
Not all grade levels conducted Learning Checks each 9wksA8 Partially Implemented
Not all teachers are using the “Do What” Method for ORQs.
Date Reported to Council: October 27, 2011
Recommendations:-continue both activities-build consistency across grade levels
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
10
A9. The T-Chart will be utilized across grade levels as a uniform strategy in answering MC questions (Equity)
A10. Flexible grouping in primary and intermediate classrooms will be utilized as a strategy to meet the needs of identified students (Equity)
A11. The ESS program will be utilized to target lower-achieving students using a “hotlist” of student names (Equity)
Walkthroughs Student work samples
Lesson Plans Walkthroughs
ESS instructional schedule
Students more prepared and more comfortable with answering MC questions
More effective instruction
Lower-achieving students achieving at a higher success rate
Lower-achieving students receiving services
Reading (including in the content) and Math strengthened
PrincipalSandy JohnsonGrade-level Chairs
Principal, Grade-level Chairs
Principal,Phyllis HuffShirlene RudderDistrictSupport :Greg Smith
Sept.2010
Aug.2010
Sept.2010
May 2011
May 2011
April2011
None
None at this time – May wish to monitor and attend PD sessions regarding flexible grouping strategies
None
None
None at this time
ESS Budget:$5901 with additional from reward monies and/or Title I ARRA
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* A9 Partially Implemented:
Not all grade levels used the T-Chart strategy consistentlyA10 Implemented. Evidenced by:
Classroom schedules, lesson plans, and walkthroughsA11 Implemented. Evidenced by:
ESS schedule and data
Date Reported to Council: October 27, 2011
Recommendations:-continue all three activities-build consistency across grade levels regarding use of the T-Chart
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs11
A12. An “enrichment” program will be conducted afternoons each week to target all content areas (intermediate grades) – teachers will conduct an additional period of instruction to strengthen targeted content areas
A13. COMPASS software will be utilized as an intervention tool to strengthen instruction and achievement – Learning Paths created and dictated by MAP data/scores (Equity)
Lesson Plans Walkthroughs
COMPASS learning path assessment results
COMPASS lab schedule
Students will receive additional instruction in core content, focusing on enrichment activities to extend learning
Student strengths and areas for improvement identified and addressed
Instruction more focused
Dan SmithSandy Johnson
Grade-level Chairs,Sandy Johnson
Sept. 2010
Sept.2010
May 2011
May 2011
None
May schedule follow-up PD on COMPASS software program if needed
None
PD Budget: $25 per hr preparation; $20 per hr presentation; $15 per hr stipend
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* A12 Not implemented.
Schedule did not make it feasible for this activity. Teachers did conduct additional instructional activities but on an individual basis.A13 Implemented.
All teachers had a scheduled lab time for COMPASS activities
Date Reported to Council: October 27, 2011Recommendations:-the “enrichment program” will be replaced with “rest and review Friday”, a strategy from Leslie Robertson Assessment Training-continue COMPASS as an intervention tool
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs12
A14. Students will continue to participate in a sixty to ninety minute math block utilizing the Saxon Math Series (K-3) and the McMillan/McGraw Hill Math Series (4-5) as the foundation of the math program
A15. Fastt Math, IXL, and the EKU Automaticity Program will be utilized as intervention tools for students achieving below grade level in math and as an enrichment tool for students who need to be challenged (Equity)
Lesson Plans Walkthroughs
Lab scheduleand data
Lesson Plans PLCs
Consistent math instruction
Strengthened math skills
Students struggling in basic math skills receiving interventions
Strengthened math skills
PrincipalSandy JohnsonGrade ChairsDistrictSupport :Jane Gabbard
Sandy Johnson,Grade-Level ChairsDistrictSupport :Barney Paslick
Aug.2010
Aug. 2010
May 2011
May 2011
None at this time
Follow-up PD and/or study group sessions if needed
None
PD Budget:$25 per hr preparation; $20 per hr presentation; $15 per hr stipend
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A14 Implemented. Evidenced by:
Lesson Plans/Walkthroughs -- Students currently participating in 60-90 minute blocks on a daily basisA15 Implemented. Evidenced by:
Students currently participating in the Fastt Math program, either as an intervention tool for students performing below grade level, or as an enrichment tool to challenge students who are performing at/or above grade level. Implementation is evidenced by Fastt Math computer lab schedule, Fastt Math data collected by teachers, and lesson plans.
All classrooms are participating in the EKU Automaticity Program **The IXL Math Program was not renewed during the 2010-2011 school year. Will be considered for the 2011-2012 school year.
Date Reported to Council: October 27, 2011
Recommendations:-Continue both activities-consider renewing the IXL Math Program
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs13
A16. Analysis of student work will be conducted on a more frequent basis as part of grade-level and/or faculty PLCs
A17. Teachers, in collaboration with itinerant teachers, will develop word walls to strengthen content-specific vocabulary in order to deliver more effective instruction including the areas of A/H and PL/VS
PLC Journals documenting purpose / minutes of meeting
Faculty Meeting Agenda
Word walls in place
Strengths / weaknesses in instruction and assessment identified
Strengthened instruction in content areas
Students more empowered to use content area vocabulary in responses
Grade-Level Chairs
Grade ChairsLauri HensleyJames BurnsShayna Chasteen
Sept. 2010
Oct.2010
May 2011: Continuing
through year
May 2011
None
None
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A16 Partially Implemented.
PLC discussions did not focus on analyzing student work on a consistent basis. This activity needs to focus on analyzing student work as a priority.
A17 Partially Implemented. Word walls are in classrooms, however, they are not consistent
Date Reported to Council: October 27, 2011
Recommendations:-continue both activities-focus on regular schedule of analyzing student work as a priority-build consistency with content-specific word walls
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs14
A18. Strategies from Leslie Robertson’s “A Practical Approach to Formative Assessment: Raising Student Achievement” will be incorporated into instruction. Included will be:
Exit slips Flashbacks Group work on ORQs /
posting KCCT graphs and setting goals in each content area
Use of graph paper on math assignments
Math Journals/Science Journals
Walkthroughs Lesson Plans Student Work Samples Math Journals
Students more empowered to answer open response and multiple choice assessments
A “competitive attitude” created toward attaining 100 on content area assessments
PrincipalGrade-Level ChairsSandy Johnson
Aug. 2010
May 2011 Follow-up sessions on Leslie Robertson Strategies if needed
PD Budget:$25 per hr preparation; $20 per hr presentation; $15 per hr stipend
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A18 Partially Implemented Not all teachers implemented the strategies on a consistent basis Math and Science Journals were not purchased for the 2010-2011 school year
**The following activities will be added: Teachers will compile a notebook of Exit Slips and Flashbacks and will submit these weekly to be reviewed Math and Science Journals will be purchased for the 2011-2012 school year
Date Reported to Council: October 27, 2011
Recommendations:-continue the activities-increase the rigor of activities and build school-wide consistency
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Academic Performance Last Update/Review October 27, 2011
SMART Goal: By Fall 2011, the following increases in students scoring proficient or above on the KCCT Assessment will be evident: 11.8% increase in Reading; 2% increase in Math; 11% increase in Science; 10.5% increase in Soc. Studies; 9% increase in On-Demand WritingBy Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroups of gender, free/reduced lunch, and students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs15
A19. Instructional materials / programs will continue to be reviewed and purchased to strengthen targeted content areas
A20. Teachers will implement LCIS to target at-risk students for RTI tier interventions (Equity)
A21. Teachers will continue to compile lists of content specific resources to use with the Smart Board technology
Purchase orders Inventories
LCIS referral forms and intervention documents
Lesson Plans Instructional
Walkthroughs
Availability of varied instructional material / programs to address varied learning styles
At-risk students receiving services in math, reading, writing
Increased student motivation
Ability to address varied learning styles
PrincipalClassroom teachersSandy Johnson
LCIS Team
Grade-level Chairs
Sept. 2010
Aug. 2010
Aug.2010
May 2011 Continuing
through year as funding
permits
May 2011Ongoing with
monitoring
May 2011
None
Continuing work sessions/PLCs/PD regarding policies and procedures
May wish to attend work sessions / PLCs for training when new sites/programs are introduced
Will vary
None at this time
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*A19 Implemented.
Purchase orders evidenced a variety of materials/programs added to the instructional program. These materials/programs were used for reteaching, for interventions, for extending learning and challenging students.
A20 Implemented. Students moved through the Tiers of RTI and received interventions in identified areas.
A21 Implemented. Teachers used a wide variety of resources with the Smart Board. Teachers shared effective websites that strengthened instruction and
students seemed to be very engaged
Date Reported to Council: October 27, 2011
Recommendations:-continue all three activities
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Students with Disabilities Date Approved/Reviewed by SBDM: October 27, 2011
Priority Need
According to the 2009-2010 IPR and the 2009-2010 NCLB AYP Report: 32.3% of students with disabilities scored below the proficient level on the Reading
assessment 43.79% of students with disabilities scored below proficient on the Math assessment
Causes and/or Contributing Factors
1. Analysis of reading data evidenced the need for strengthening our reading/literacy program through early intervention programs/strategies
2. Overall, according to the 2009-2010 IPR, males did not perform as well as females3. The collaboration model to deliver services to identified students was not utilized to
16
According to the 2009-2010 IPR: 65.22% of students with disabilities scored below proficient on the Science
assessment 16.67% of students with disabilities scored below proficient on the Social Studies
assessment 66.66% of students with disabilities scored below proficient on the On-Demand
Writing Assessment
an effective degree4. PLCs were not scheduled/utilized to maximize effectiveness regarding analyzing
student work – difficult to schedule common planning time for regular education and special education teachers to meet
5. Strategies for effectively answering ORQs, MC, and On-Demand prompts were not consistent across grade levels – need to be consistent
6. Analysis of student work indicates that students have basic knowledge but are not able to translate the information at high levels when answering ORQs
SMART Goal(s)
By Fall 2011, the following increases in students with disabilities scoring proficient or above on the KCCT Assessment will be evident: 8% increase in Reading; 11% increase in Math; 16.3% increase in Science; 4% increased in Social Studies; 16.6% in On-Demand Writing
By Fall 2011, the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroup of students with disabilities
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Students with Disabilities Last Update/Review October 27, 2011 SMART Goal: By Fall 2011, the following increases in students with disabilities scoring proficient or above on the KCCT Assessment will be evident: 8% in Reading; 11% in Math; 16.3% in Science; 4% in Social Studies; 16.6% in On-Demand Writing, and the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroup of students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
17
Sw/D1. Teachers will use MAP data to compile a “hotlist” of students with disabilities scoring below mastery and below the proficient level with emphasis on Reading and Math (Equity)
Sw/D2. Collaboration models will continue to be utilized more effectively as methods to deliver services to identified students (Equity)
“Hotlist” of students with disabilities in place with performance / achievement levels documented
Students identified to receive services
Teacher Schedules IEPs Progress Monitoring
Data Walkthroughs
Performance levels of students with disabilities documented
Teachers aware of students with disabilities achieving below standards
More effective delivery of instruction to students with disabilities
Ryan BurgessAshley CollettBarbara Wells
Ryan BurgessDistrictSupport :Melissa Reynolds
Sept. 2010
Oct. 2010
October2010
May 2011
None
Follow-up study group sessions with Connie Brookins if needed
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*
SW/D1 Partially Implemented. Although a specific list was not created, Special Education teachers have a copy of each individual’s MAP scores. Special Education teachers are using a breakdown of MAP data to identify area(s) of need and to focus instruction on these areas.
SW/D2 Implemented. Teachers continue to use collaboration as a service model to deliver specially designed instruction for students with disabilities.
**Teachers also use other sources of data to identify and target students. These sources will be added to the activity.
Date Reported to Council: October 27, 2011Recommendations:-continue both activities-add the other sources of data used to identify and target students – i.e. KCCT, ITBS, Fastt Math, COMPASS, classroom assessments, etc.
**FOR EACH COMPONENT PAGE**-Revise Priority Needs, Contributing Factors, and Smart Goals to reflect 2011 data analysis – set new goals for 2011-2012 CSIP-Revise any staff changes / dates / needs / resources
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Students with Disabilities Last Update/Review October 27, 2011 SMART Goal: By Fall 2011, the following increases in students with disabilities scoring proficient or above on the KCCT Assessment will be evident: 8% in Reading; 11% in Math; 16.3% in Science; 4% in Social Studies; 16.6% in On-Demand Writing, and the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroup of students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
18
Sw/D3. Read/Write Gold will be utilized as an intervention tool to strengthen instruction in reading/language arts (Equity)
Sw/D4. SRA’s Reading Mastery and Corrective Reading Programs will be used as intervention tools for identified students (equity)
Sw/D5. The ESS program will identify and target students with disabilities to receive services (Equity)
Lesson Plans Lab Schedule Student Work Samples
Lesson Plans Walkthroughs Elgin consultant visits
and follow-up debriefings
ESS instructional schedule
Strengthened student products and increased achievement
Identified students receiving more effective instruction
Students with disabilities receiving more effective instruction
Ashley CollettRyan BurgessDistrictSupport :Barney Paslick
PrincipalSpecial Ed. Staff
PrincipalPhyllis HuffShirlene RudderDistrictSupport :Greg Smith
Oct. 2010
Nov.2010
Sept. 2010
May 2011
May2011
April2011
Follow-up PD and/or study group sessions on Read/Write Gold software program
None
None
PD Budget:$25 per hr preparation;$20 per hr presentation;$15 per hr stipend
ESS Budget:$6255 with additional from reward monies and/or Title I ARRA
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*
SW/D3 Not Implemented. This activity will be removed due to issues/glitches/price with overall implementation of software. Other programs will be implemented to service students.
SW/D4 Implemented. Students with disabilities are receiving Reading Mastery in grades K-3. Students with disabilities are receiving Corrective Reading in grades 4-5, evidenced by a collection of data kept by the Special Education teachers on a daily basis.
SW/D5 Implemented. Students with disabilities are included in the “before-school” ESS program conducted in the computer lab and implementing Fastt Math and COMPASS activities
Date Reported to Council: October 27, 2011
Recommendations:-remove SW/D3-continue SW/D4 and SW/D5
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Students with Disabilities Last Update/Review October 27, 2011 SMART Goal: By Fall 2011, the following increases in students with disabilities scoring proficient or above on the KCCT Assessment will be evident: 8% in Reading; 11% in Math; 16.3% in Science; 4% in Social Studies; 16.6% in On-Demand Writing, and the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroup of students with disabilities
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
19
Sw/D6. COMPASS software will be used to develop and complete learning paths in content areas with emphasis on Reading and Math – MAP data will dictate learning paths (Equity)
Sw/D7. Fastt Math, IXL, and the EKU Automaticity Program will be used as tools to strengthen math instruction (Equity)
COMPASS learning path assessments
COMPASS data
Lab scheduleand data
Lesson Plans
Student strengths and weaknesses identified
Focused instruction on identified content
Students receiving intervention at skill level
Students struggling in basic math skills receiving interventions
Strengthened math skills
Ryan BurgessSandy Johnson
Sandy Johnson Ryan BurgessDistrictSupport :Barney Paslick
Sept. 2010
Aug. 2010
May 2011
May 2011
Follow-up PD and/or study group sessions on COMPASS software program if needed
Follow-up PD and/or study group sessions if needed
PD Budget:$25 per hr preparation; $20 per hr presentation; $15 per hr stipend
PD Budget:$25 per hr preparation; $20 per hr presentation; $15 per hr stipend
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*
SW/D6 Implemented. Evidenced by classroom teacher reports and lab schedules.
SW/D7 Implemented. Evidenced by classroom student data and reports.
**IXL Math was not renewed for the 2010-2011 school year, but will be considered for 2011-2012
Date Reported to Council: October 27, 2011
Recommendations:-continue both activities
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Students with Disabilities Last Update/Review October 27, 2011 SMART Goal: By Fall 2011, the following increases in students with disabilities scoring proficient or above on the KCCT Assessment will be evident: 8% in Reading; 11% in Math; 16.3% in Science; 4% in Social Studies; 16.6% in On-Demand Writing, and the NCLB Adequate Yearly Progress Report will reflect the required Annual Measurable Objectives of 80.23% in Reading and 70.92% in Math for the subgroup of students with disabilities
Strategy / ActivityMonitoring Plan Expected Impact Responsible
Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
20
Sw/D8. TOUCH Math will be used as an intervention strategy to strengthen math instruction (Equity)
Sw/D9. Special Education staff will collaborate with regular classroom teachers to deliver more effective instruction with greater emphasis on core content vocabulary (Equity)
Sw/D10. Special Education staff will continue to compile lists of content specific resources to use with the Smart Board technology (Equity)
Lesson Plans Walkthroughs Student work samples
Lesson Plans PLC Journals
documenting purpose / minutes of meetings
Lesson Plans Instructional
Walkthroughs
Students with disabilities receiving intervention strategy to strengthen math skills
Students with disabilities more empowered
Increased motivation in students
Varied learning styles addressed
Barbara WellsRyan BurgessAshley Collett
Ryan BurgessAshley CollettBarbara Wells
Ryan BurgessAshley CollettBarbara Wells
Sept. 2010
Aug. 2010
Sept.2010
May 2011
May 2011
May 2011Ongoing
None
None
None
None
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI*
SW/D8 Partially Implemented. All teachers do not use the strategy. Students with disabilities who have sever deficits in math receive TOUCH math as an intervention to strengthen math skills
SW/D9 Implemented. Teachers collaborate with regular education teachers on emphasizing core content vocabulary on a consistent basis.
SW/D10 Implemented. Special Education teachers continue to compile list of resources to use with the Smart Board technology. Resources are shared with all staff.
Date Reported to Council: October 27, 2011
Recommendations:-continue all three activities
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Learning Environment Date Approved/Reviewed by SBDM: October 27, 2011
Priority Need
According to staff discussions, there is a need to refocus on KYCID and PBIS as the standardized school-wide positive behavior support system during the 2010-2011 school year.
Causes and/or Contributing Factors
1. Although guidelines for success have been established, they are not consistently communicated or implemented as a school-wide program
2. Although behaviors have been defined and categorized as major vs. minor, there remains a need to communicate to stakeholders
21
3. Although there are student expectations regarding behavior, consistent school-wide expectations have not been communicated effectively
4. Classroom Instruction continues to be compromised due to time spent managing disruptive behavior
5. Although students are rewarded for positive behavior, a consistent school-wide reward/incentives system has yet to be established
6. Although disciplinary data is gathered and filed, there is a need to summarize existing data on a consistent basis as to “where”, “when”, “what types”, and “how many” behaviors are occurring
SMART Goal(s)
By May 2011, there will be a school-wide positive behavior support system in place which follows guidelines established by the Kentucky Center for Instructional Discipline (KYCID).
By May 2011, there will be a 10-15% decrease in the number of office disciplinary referrals as evidenced by data collected and summarized by the School Wide Information System (SWIS).
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Learning Environment Last Update/Review October 27, 2011
SMART Goal: By May 2011, there will be a school-wide positive behavior support system in place which follows guidelines established by the Kentucky Center for Instructional Discipline (KYCID), and there will be a 10-15% decrease in the number of office disciplinary referrals as evidenced by data collected and summarized by the School Wide Information System (SWIS).
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
22
LE1. The KYCID Team will participate in required trainings as detailed in the Kentucky Center for Instructional Discipline program and will meet at least once per month to oversee, monitor and evaluate data
LE2. School-wide expectations regarding academics, responsibility, and safety will be established, posted, and taught to students
Training and meeting sign-in sheets
Lesson Plans Posted expectations
KYCID Team members better prepared to train/support staff in implementing the Positive Behavior Support program
Students will know what is expected of them in order to be successful
PrincipalKYCID TeamDistrictSupport :Monica Smith
Principal KYCID TeamDistrictSupport :Monica Smith
Oct. 2010
Nov. 2010
May2011
May2011
None
None
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* LE1 Implemented. Training completed. Monthly meeting schedule developed – second Tuesday of each month. Coach, April Addison, will
go for updates, new information, additional meetings as required/needed**Monthly meetings need to be completed on a more consistent basis – team did not meet every month.
LE2 Implemented. Expectations have been developed and posted. Expectations are part of “morning announcements” each morning.
Date Reported to Council: October 27, 2011Recommendations:-continue both activities-be more consistent adhering to meeting schedule
**FOR EACH COMPONENT PAGE**-Revise Priority Needs, Contributing Factors, and Smart Goals to reflect 2011 data analysis – set new goals for 2011-2012 CSIP-Revise any staff changes / dates / needs / resources
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Learning Environment Last Update/Review October 27, 2011 SMART Goal: By May 2011, there will be a school-wide positive behavior support system in place which follows guidelines established by the Kentucky Center for Instructional Discipline (KYCID), and there will be a 10-15% decrease in the number of office disciplinary referrals as evidenced by data collected and summarized by the School Wide Information System (SWIS).
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
23
LE3. Behaviors will be defined and categorized as major or minor with clearly established guidelines as to what constitutes an office referral
LE4. Discipline data will be entered into the Infinite Campus Program and SWIS to analyze / summarize according to “when”, “where”, “what types”, and “how many” behaviors are occurring
Discipline referral form Discipline referral
process established with flow chart illustrating consequences hierarchy for classroom and office managed behaviors
Data reports / analysis
Clearly defined referral process in place with distinction between problem behaviors that are staff-managed (minor) vs office-managed (major)
More reliable data
Staff better prepared to respond proactively to different situations
Staff can identify problems and generate solutions
KYCID TeamDistrictSupport :Monica Smith
PrincipalCheryl RoeJim FegerDistrictSupport :Monica Smith
Nov. 2010
Nov. 2010
May2011
May 2011
None
None
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* LE3 Partially Implemented. KYCID team has met and discussed major/minor guidelines for office referrals but the task has not been
completed and distributed/discussed with staff at this time. LE4 Partially Implemented. Discipline data was entered into SWIS and was summarized as part of the “Year End Report”, but data was not
part of Team meetings on a consistent basis.
Date Reported to Council: October 27, 2011
Recommendations:-continue both activities-include SWIS data analysis as a standing item on team meeting agenda
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Learning Environment Last Update/Review October 27, 2011 SMART Goal: By May 2011, there will be a school-wide positive behavior support system in place which follows guidelines established by the Kentucky Center for Instructional Discipline (KYCID), and there will be a 10-15% decrease in the number of office disciplinary referrals as evidenced by data collected and summarized by the School Wide Information System (SWIS).
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
24
LE5. Behavior expectations for non-classroom areas (common areas) will be developed, posted, and taught to students (Equity)
LE6. Staff will participate in follow-up sessions regarding Positive Behavior Support components (PBS)
Lesson plans Posted expectations
PLC / Faculty Mtg. Agenda
Consistency across settings
Decreased discipline referrals
Staff better prepared to implement / reinforce the positive behavior support system
KYCID Teamwith input from staff / stakeholdersDistrictSupport :Monica Smith
KYCID TeamDistrictSupport :Monica Smith
Nov. 2010
Nov. 2010
May2011
May2011
None
None
None
None
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* LE5 Partially Implemented. Behavior expectations for common areas have been discussed at KYCID Team meetings but haven’t been
distributed, discussed with staff or taught to students at this time LE6 Partially Implemented. The process of developing plan for training staff is in the process as part of scheduled KYCID Team meetings
but plan has not been implemented at this time**PBIS updates will be a standing item on faculty meetings agendas per KYCID recommendations
Date Reported to Council: October 27, 2011
Recommendations:-complete and teach “common area” lesson plans-ensure that PBIS updates are a standing item on faculty meeting agendas
HAZEL GREEN ELEMENTARY SCHOOL2010-2011 Comprehensive School Improvement Plan with October 2011 I&I
ACTION COMPONENT Learning Environment Last Update/Review October 27, 2011 SMART Goal: By May 2011, there will be a school-wide positive behavior support system in place which follows guidelines established by the Kentucky Center for Instructional Discipline (KYCID), and there will be a 10-15% decrease in the number of office disciplinary referrals as evidenced by data collected and summarized by the School Wide Information System (SWIS).
Strategy / Activity Monitoring Plan Expected Impact Responsible Person for Monitoring
StartDate
Targeted Completion
Date
Professional Learning Needs
Estimated Resources
and/or Costs
25
LE7. Plans will be developed for involving families and community (Equity)
LE8. Evaluation of PBS activities and effectiveness of program will be on-going (Equity)
LE9. A school-wide rewards system will be developed to acknowledge and reinforce positive behaviors in students and staff
Lesson Plans
Evaluation documents
Reward data
Total buy-in by all stakeholders
Decreased problem behaviors leading to increased student achievement
Proactive planning and informed decision-making
Improved school climate/culture
KYCID TeamDistrictSupport :Jane Gabbard
Principal KYCID TeamDistrictSupport :Jane Gabbard
KYCID TeamDistrictSupport :Jane Gabbard
Nov. 2010
Nov. 2010
Nov.2010
May2011
May 2011
May2011
None
None
None
None
None
Sect. 7 Reward Fund / PTO
$500 - $1000
Implementation and Impact Data: (Evidence of Implementation and Impact on teaching and learning) □ I* □ PI* □ NI* LE7 Not Implemented. Plans for involving families and the community are part of the agenda for KYCID Team meetings but have not been
completed at this time. LE8 Partially Implemented. Evaluation is on-going as part of the KYCID Team meetings. Data is being entered into Infinite Campus and
SWIS and will be a standing item on the agenda of team meetings. LE9 Not Implemented. The school-wide rewards system is a priority on the agenda for the KYCID Team meetings but has not been
developed at this time.
Date Reported to Council: October 27, 2011
Recommendations:-complete and continue all three activities
26