2019-20 Phase Three: Executive Summary for SchoolsGarrett Morgan Elementary is located at 1150...

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2019-20 Phase Three: Executive Summary for Schools

Garrett Morgan ElementarySarah Woodford

1150 Passage Mound WayLexington, Kentucky, 40509

United States of America

Last Modified: Status:

2019-20 Phase Three: Executive Summary for Schools Report - Generated on 01/09/2020

Garrett Morgan Elementary


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Description of the SchoolDescribe 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?

Garrett Morgan Elementary is located at 1150 Passage Mound in Lexington, KY. Although Garrett Morgan is situated in The Home Place neighborhood, it is also within a few miles of thriving, local commerce. This location is ideal for proximity to students and families and building relationships with local businesses and churches. Just 4 years since it's opening in 2016, GME has experienced tremendous growth. With a current student population of 732 students and 47 certified teachers, the school has increased by nearly a fourth since it's inaugural year. An active PTA ensures parents have an opportunity to be involved and supports for students remain at the forefront.

School's PurposeProvide 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.

Garrett Morgan Elementary will be a positive and safe environment that:Engages students in rigorous instructionEnsures all students learn and growCelebrates and respects the unique community of learners we representGarrett Morgan Elementary exists to:Create life-long learners who value education and are encouraged to explore, make mistakes, and problem solveDevelop students’ unique interests and talents to aide in the endless possibilities of their future success.Garrett Morgan Elementary embodies our mission and vision by: 1) having high expectations for ourselves and all of our students as evidenced through teacher growth plans and student data binders, 2) providing purposeful, rigorous, and individualized instruction planned through the PLC process, and 3) creating a safe environment for our students with the implementation of PBIS and a hierarchy of behavioral support staff.

Notable Achievements and Areas of ImprovementDescribe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

The achievements of Garrett Morgan students are many and span a variety of content and extra-curricular based activities. According to the most recent K-Prep data, GME maintained placement in the top third of schools for Reading and Math and in the top 10 for Writing and Social Studies. With a quality arts education, the GME chorus has continued to include musical theatre. Students participate in local and all-state choirs, perform a spring musical and refine their skills in drama, dance, and art. The school's STLP, Robotics, and Battle of the Books Teams compete at district and state levels (when available) annually. Fourth and Fifth grade students participate and place in various categories in The Governor's Cup Academic Competition. In addition to the aforementioned extra-curricular activities, the following opportunities exist to address the unique interests held by our diverse population. These activities include: Clogging, Recycling, Energy Conservation, Girls on the Run, and MVP (Men with Valor and Purpose). School-wide, students and families have an opportunity to participate in GME Reads. This program builds the home library of every GME household twice a year by providing a package of books. Monthly incentives encourage a variety of reading activities to engage families in reading for pleasure. The Family Resource Center has expanded to offer new resources for students and families including: resume writing for parents, holiday haircuts, and community feedback sessions.






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Additional InformationCSI/TSI Schools Only: Describe the procedures used to create the school’s improvement plan and briefly state the specific efforts to address the causes of low student performance and resource inequities.

NA

Additional InformationProvide any additional information you would like to share with the public and community that were not prompted in the previous sections.

NA




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Attachment Name Description Associated Item(s)

Attachment Summary


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2019-20 Phase One: Continuous Improvement Diagnostic





2019-20 Phase One: Continuous Improvement Diagnostic for Schools Report - Generated on 01/09/2020



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The Comprehensive School Improvement Plan or CSIP is defined as a plan developed by the school council, or successor, and charter schools with the input of parents, faculty, and staff, based on a review of relevant data that includes targets, strategies, activities, and a time schedule to support student achievement and student growth, and to eliminate gaps among groups of students.

The comprehensive school and district improvement plan process is outlined in 703 KAR 5:225. The requirements included in the administrative regulation are key components of the continuous improvement process in Kentucky and ultimately fulfillment of school, district, and state goals under the Kentucky State Plan as required by the Every Student Succeeds Act (ESSA).

While the regulation outlines a timeline for compliance purposes, the plan itself is a strategic and proven approach to improve processes and to ensure students achieve. The timeline for the school's 2019-20 diagnostics is as follows:

Phase One: August 1 - October 1• Continuous Improvement Diagnostic for Schools

Phase Two: October 1 - November 1• The Needs Assessment for Schools• School Assurances• School Safety Report

Phase Three: November 1 - January 1 • Comprehensive School Improvement Plan• Executive Summary for Schools• Closing the Achievement Gap Diagnostic for Schools• Title I Annual Review* Diagnostic

Phase Four: January 1 - December 31• Progress Monitoring

As principal of the school, I hereby commit to implementing continuous improvement processes with fidelity to support student achievement and student growth and to eliminate achievement gaps among groups of students.

Please enter your name and date below to certify.Sarah Woodford 9.19.19

2019-20 Phase One: Continuous Improvement Diagnostic for Schools

2019-20 Phase One: Continuous Improvement Diagnostic for Schools


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2019-20 Phase Two: The Needs Assessment





2019-20 Phase Two: The Needs Assessment for Schools Report - Generated on 01/09/2020



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In its most basic form, continuous improvement is about understanding the current state and formulating a plan to move to the desired state. The comprehensive needs assessment is a culmination of an extensive review of multiple sources of data collected over a period of time (e.g. 2-3 years). It is to be conducted annually as an essential part of the continuous improvement process and precedes the development of strategic goals (i.e. desired state).

The needs assessment requires synthesis and analysis of multiple sources of data and should reach conclusions about the current stateof the school/district, as well as the processes, practices and conditions that contributed to that state.

The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that will be addressed later in the planning process through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as part of continuous improvement planning for schools, each school complete the needs assessment between October 1 and November 1 of each year and include: (1) a description of the data reviewed and the process used to develop the needs assessment; (2) a review of the previous plan and its implementation to inform development of the new plan; and, (3) perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I schools implementing a schoolwide program must base their Title I program on a comprehensive needs assessment.

Understanding Continuous Improvement: The Needs Assessment




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Clearly detail the process used for reviewing, analyzing and applying data results. Include names of school/district councils, leadership teams and stakeholder groups involved. How frequently does this planning team meet and how are these meetings documented?

At Garrett Morgan Elementary, the following individuals and groups play a role in the review, analysis, and application of data results:Sarah Woodford-PrincipalMary Maldonado-PGE CoachSusan Nally-Guidance CounselorTeresa Palmer-Behavior CoachCertified Faculty MembersInstructional Leadership TeamSite Based Decision Making CouncilTeams and combinations of individuals are involved at a minimum of monthly, with minutes recorded at each meeting.

Protocol




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Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used.

Example of Current Academic State:-Thirty-four (34%) of students in the achievement gap scored proficient on KPREP Reading.-From 2017 to 2019, we saw an 11% increase in novice scores in reading among students in the achievementgap.-Fifty-four (54%) of our students scored proficient in math compared to the state average of 57%.

Example of Non-Academic Current State:-Teacher Attendance: Teacher attendance rate was 84% for the 2018-19 school year – a decrease from 92% in2017-18.-The number of behavior referrals increased from 204 in 2017-18 to 288 in 2018-19.-Kentucky TELL Survey results indicated 62% of the school’s teachers received adequate professionaldevelopment.

Current Academic State:-61.6% of all students scored proficient/distinguished on the KPREP Reading Assessment (62.6% in 2017-2018).-65.4% of all students scored proficient/distinguished on the KPREP Math Assessment (63.2% in 207-2018).-The growth rate for all students on the KPREP Reading Assessment was 70.8.-The growth rate for all students on the KPREP Math Assessment was 69.-Percentiles in our students' performance on the Fall MAP Reading Assessment declined from 84.2 in 2018 to 80 in 2019-Percentiles in our students' performance on the Fall MAP Math Assessment declined slightly, from 80.4 in 2018 to 77.8 in 2019-47% of students met projected growth on the Fall MAP Reading Assessment in 2019-47.2% of students met projected growth on the Fall MAP Math Assessment-In a parent survey administered in Fall 2019, 90% of families report they feel that GME is preparing their child for the next academic year. -In the same parent survey, 95% of families say they feel the administration at GME fosters a safeenvironment focused on learning.-30.8% of African American students scored proficient/distinguished on the KPREP Reading Assessment (34.4% in 2017-2018).-36.9% of AfricanAmerican students scored proficient/distinguished on the KPREP Math Assessment (28.1% in2017-2018).-The growth rate for African American students on the KPREP Reading Assessmentwas 67.6.-The growth rate for African American students on the KPREP Math Asssessment was65.3-According to the fall MAP Reading Assessment, 46.4% of all students met their projectedRIT, while the percentage of projected growth met was 97.4.-According to the fall MAP MathAssessment, 46.8% of all students met their projected RIT, while the percentage of projectedgrowth met was 92.4.Non-Academic Current State:-The number of behavior referrals decreasedfrom 30 in 2017-2018 to 20 in 2018-2019.-The student attendance rate is 96.1%.-74.2% ofteachers have a Master's degree or higher.-38.8% of the student population is economicallydisadvantaged.

Current State




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Clearly and concisely identify areas of weakness using precise numbers and percentages.NOTE: These priorities will be thoroughly addressed in the Continuous Improvement Planning Diagnostic for Schools.

Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency on the KPREP test in reading as opposed to just 12% of non-gap learners.

-61.6% of all students scored proficient/distinguished on the KPREP Reading Assessment, while30.8% of African American students scored proficient/distinguished.-65.4% of all students scoredproficient/distinguished on the KPREP Math Assessment, while 36.9 of African American studentsscored proficient/distinguished.-42.4% of economically disadvantaged students scored proficient/distinguished on the KPREP Reading Assessment , opposed to 74.8% of non-economicallydisadvantaged students.-44.6% of economically disadvantaged students scored proficient/distinguished on the KPREP Math Assessment, opposed to 79.7% of non-economicallydisadvantaged students.-47% of students met projected growth on the Fall MAP ReadingAssessment in 2019-47.2% of students met projected growth on the Fall MAP Math Assessment

Priorities/Concerns




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Analyzing data trends from the previous two academic years, which academic, cultural and behavioral measures remain significant areas for improvement?

According to the fall 2017 MAP assessment, the median conditional growth percentile for African American students in Math was 49.4. This increased to 59.4 in the fall of 2019. However, there was a decrease in reading. According to the fall 2017 MAP assessment, the median conditional growth percentile for African American students in Reading was 61.4. This decreased to 47.8 in the fall of 2019.During the 2016-2017 school year, 32.2% of African American students scored proficient and distinguished on the K-PREP assessment. This percentage dropped to 30.8% for the 2018-2019 school year. During the 2016-2017 school year, 33.9% of African American students scored proficient or distinguished in math on the K-PREP assessment. The percentage increased to 36.9% for the 2018-2019 school year.Based on this information, the decline in reading achievement amongst our African American students is an area for improvement.

Trends




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Which processes, practices or conditions will the school focus its resources and efforts upon in order to produce the desired changes? Note that all processes, practices and conditions can be linked to the six Key Core Work Processes outlined below:

KCWP 1: Design and Deploy StandardsKCWP 2: Design and Deliver InstructionKCWP 3: Design and Deliver Assessment LiteracyKCWP 4: Review, Analyze and Apply DataKCWP 5: Design, Align and Deliver SupportKCWP 6: Establishing Learning Culture and Environment

One process our school will focus on strengthening in order to produce positive change is our teachers' participation in PLCs. The Key Work Processes and Questions related to this focus are identified below: Design and Deliver Assessment Literacy: How do school/district leadership monitor and evaluate achievement as related to the learning target and standards? Design, Align, and Deliver Support: What data is monitored and evaluated to ensure high levels of teacher effectiveness and student learning?An additional practice our school will focus on is how we involve and communicate with families. The Key Work Process and Question related to this practice is: Establish Learning Culture and Environment: What processes are in place to communicate with and supportparents/families in order to address barriers to learning?

Potential Source of Problem




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Plainly state, using precise numbers and percentages revealed by current data, the strengths and leverages of the school.

Example: Graduation rate has increased from 67% the last five years to its current rate of 98%.

-Since the 2017-2018 school year, the percentage of students scoring proficient/distinguished inmath has risen from 55.4% to 65.4%.-Since the 2017-2018 school year, the percentage ofstudents scoring proficient/distinguished in writing has risen from 44.8% to 65.4%.-2019 Fall MAPReading data indicates that students in two grade levels (1st and 3rd) are performing in the 90thpercentile.-Since the 2017-2018 school year, the number of out-of-school suspensions hasdeclined from 39 to 13.-Students have spent half the number of days in SAFE (in-schoolsuspension) as their peers in 2018.-According to the Fall 2019 Parent Survey, 96% of parentsbelieve that the staff at GME cares about their child. 94% of families are satisfied with their child'soverall school experience at GME.

Strengths/Leverages


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2019-20 Phase Three: Closing the Achievement Gap





2019-20 Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/09/2020



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The Closing the Achievement Gap Report is required by KRS 158.649, which requires the school-based decision making council, or the principal if no council exists to set the school’s targets for eliminating any achievement gap. The targets should be established with input from parents, faculty, and staff and submitted to the superintendent for consideration and the local board of education for adoption.

In addition to being a legal mandate, the Closing the Achievement Gap Report is also a vital component of the continuous improvement process. The report is designed to underscore a school's trend data (i.e. two-year window) relating to its individual gap groups. Upon completion of the Closing the Achievement Gap Report, schools will have already engaged in a significant piece of school improvement work by intentionally focusing on the gaps that exist among its underserved student populations.

2019-20 Phase Three: Closing the Achievement Gap Diagnostic

2019-20 Phase Three: Closing the Achievement Gap Diagnostic Rationale




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Schools should use a variety of measures and analysis to conduct its annual Closing the Achievement Gap Report pursuant to KRS 158.649.

Complete the Achievement Gap Group spreadsheet and attach it.

Attached

ATTACHMENTS

Attachment Name

2019-2020 Achievement Gap Group Identification

I. Achievement Gap Group Identification




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A. Describe the school's climate and culture as they relate to its achievement gap population.

Garrett Morgan Elementary has a diverse school culture, consisting of several gap populations. The gap populations with the highest percentages are African American and Economically Disadvantaged. While economically disadvantaged students comprise the largest gap population at Garrett Morgan, at 34%, the school is not eligible for Title I.

B. Which achievement gaps has the school successfully closed? Use specific data from the previous twoacademic years when analyzing trends.

Although there have been significant strides in the proficiency of gap populations, the school continues to work on closing the gap and remains committed to achieving such in the future. Improvements in proficiency are outlined below.

C. Based upon the analysis of the school’s achievement gap data, identify the gap groups and content areaswhere the school has shown improvement. Use specific data from the previous two academic years whenanalyzing trends.

Proficiency for the following gap groups has improved since the 2016-2017 school year:African American students in Math: 33.9 to 36.9Hispanic students in Math: 31.3 to 56.5Economically Disadvantaged students in Math: 40.7 to 44.6ELL students in Read: 31.4 to 43.6

D. Based upon the analysis of the gap data, identify the gap groups and content areas where the school haslacked progression or regressed. Use specific data from the previous two academic years when analyzingtrends.

Proficiency for the following gap groups has regressed since the 2016-2017 school year:African American students in Reading: 40.7 to 30.8Hispanic students in Reading: 50 to 47.8Economically Disadvantaged students in Reading: 44.4 to 42.4

E. Describe the processes, practices and/or conditions that have prevented the school from closing existing andpersistent achievement gaps.

In 2016, Garrett Morgan adopted the district approved Tier I reading program. As teachers continue to learn the program, they must identify how the curriculum meets the needs of diverse populations. In addition, the availability of a wide range of programming to address needs at the Ter II and Tier III levels needs to be addressed. The Intervention Team is currently researching programs to add to the current list of resources available to teachers.

F. Describe the process used to involve teachers, leaders, and other stakeholders in the continuousimprovement and planning process as it relates to closing the achievement gap. List the names and roles ofstrategic partners involved.

The following groups/individuals have participated in one or more processes related to closing the achievement gap. These processes/groups include: -Systematic Problem Solving Committees: purpose is to analyze the effectiveness of intervention data (Mary Maldonado, Megan Burton, Kerry Schneider, Jennifer Anjos, April Hudson, classroom teachers)-Grade Level PLCs: purpose is to analyze the effectiveness of Tier I instruction (Mary Maldonado, classroom teachers)-

II. Achievement Gap Analysis




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Instructional Leadership and PBIS Team Members: purpose is to analyze the structures and procedures governing instruction and behavior (Sarah Woodford, Mary Maldonado, Teresa Palmer, classroom teachers)-Site Based Decision Making Council

G. Describe in detail the school's professional development plan related to its achievement gaps.

(Note: School-based decision making councils, or principals in schools where no council exists, are required by KRS 158.649(8) to submit revisions to the school improvement plan describing the use of professional development funds to reduce achievement gaps for review and approval by the superintendent. Superintendents shall report, pursuant to KRS 158.649(9), to the local school board and Commissioner of Education schools failing to meet targets to reduce the gap in student achievement for any student group two years in a row, and improvement plans for those schools will be subject to review and approval by KDE.)

Since the most notable regression in GAP populations is in the area of reading, the 2019-2020 Professional Development plan includes additional training and support of the current ELA program. This training is differentiated for teachers at various grade levels and offers additional learning to increase teacher understanding of the curriculum and the use of data the program supplies for analysis.




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Closing the Achievement Gap GoalsList all measurable goals for each identified gap population and content area for the current school year. This percentage should be based on trend data identified in Section II and based on data such as universal screeners, classroom data, ACT, and Response to Intervention (RTI). Content areas should never be combined into a single goal (i.e., Combined reading and math should always be separated into two goals – one for reading and one for math – in order to explicitly focus on strategies and activities tailored to the goal).

By May 2023, increase the combined percentage of African American students scoring proficiency in:•Mathematics from 36.9% to 53.15%.•Reading from 30.8% to 47%.

Closing the Achievement Gap

Step 1: Download the Closing the Achievement Gap Summary spreadsheet. Step 2: Complete your findings and answers. Step 3: Upload the Completed Closing the Achievement Gap Plan Summary spreadsheet.

Attached

ATTACHMENTS

Attachment Name

2019-2020 Gap Goals

III. Planning the Work




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Attachment Name Description Associated Item(s)

2019-2020 Achievement Gap Group Identification

• I

2019-2020 Gap Goals • III

Attachment Summary


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2019-20 Phase Two: School Assurances





2019-20 Phase Two: School Assurances Report - Generated on 01/09/2020



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1. The Every Study Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. Anineffective teacher receives a summative effectiveness rate of “Ineffective” as determined through the localperformance evaluation system that meets the requirements established by KRS 157.557. An ineffective teacherconsistently fails to meet expectations as determined by a trained evaluator, in competencies identified as theperformance criteria in the Kentucky Framework for Teaching.

Responses to this assurance will be collected in the Kentucky Teacher Performance survey. Responses to each survey question should be based on data from the 2018-19 school year. Once you have completed the survey, return to the 2019-20 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic.

I certify this school has completed the Kentucky Teacher Performance survey.

YesNoN/A

Teacher Performance




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2. If the school is implementing a schoolwide program, the school developed a comprehensive plan during a 1-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

YesNoN/A

3. If the school is implementing a schoolwide program, the school developed a comprehensive plan with the involvement of parents and other members of the community to be served as well as individuals who will carry out such plan (e.g. teachers, administrators, classified staff, etc.) as required by Section 1114(b)(2) of ESSA.

YesNoN/A

4. If the school is implementing a schoolwide program, the school developed a comprehensive plan that will remain in effect for the duration of the school’s participation under Title I, Part A of ESSA as required by Section 1114(b)(3) of ESSA.

YesNoN/A

5. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is available to district leadership, parents, and the public and in an understandable and uniform format as required by Section 1114(b)(4) of ESSA.

YesNoN/A

6. If the school is implementing a schoolwide program, the school developed a comprehensive plan that, to the extent appropriate and applicable, coordinates with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1114(b)(5) of ESSA.

YesNoN/A

7. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is based on a comprehensive needs assessment, which included a review of academic achievement data, and includes, among other items, a description of the strategies the school will implement to address school needs as required by Section 1114(b)(6) of ESSA.

Title I Schoolwide Programs




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YesNoN/A

8. If the school is implementing a schoolwide program, the school developed, pursuant to Section 1114(b)(7), a comprehensive plan that includes a description of the strategies to be implemented to address school needs, including how such strategies: (1) provide opportunities for all children; (2) use methods and instructional strategies that strengthen the academic program in the school, increase learning time, and provide an enriched and accelerated curriculum; and, (3) address the needs of all children through, for example, the following activities: school-based mental health programs; a tiered model to prevent and address behavioral problems; professional development to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers; and/or, strategies for assisting preschool children transition to local elementary school programs.

YesNoN/A




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9. If the school is implementing a targeted assistance school program, participating students are identified inaccordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

YesNoN/A

10. If the school is implementing a targeted assistance school program, the school serves participating studentsusing resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section1115(b)(2)(A) of ESSA.

YesNoN/A

11. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen theacademic program of the school, which may include, for example, expanded learning time, summer programs,and/or a tiered model to prevent and address behavioral problems.

YesNoN/A

12. If the school is implementing a targeted assistance school program, the school serves participating studentsby coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) ofESSA.

YesNoN/A

13. If the school is implementing a targeted assistance school program, the school serves participating studentsby providing professional development to, for example, teachers, administrators, classified staff, and/or otherschool personnel who work with participating students as required by Section 1115(b)(2)(D) of ESSA.

YesNoN/A

14. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parentsof participating students in accordance with Section 1116 of ESSA.

Title I Targeted Assistance School Programs




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YesNoN/A

15. If the school is implementing a targeted assistance school program, the school serves participating students,to the extent appropriate and applicable, by coordinating with other federal, state, and local programs, includingbut not limited to the implementation of improvement activities in schools identified for comprehensive or targetedsupport and improvement, as required by Section 1115(b)(2)(F) of ESSA.

YesNoN/A

16. If the school is implementing a targeted assistance school program, the school serves participating studentsby reviewing the progress of participating students on an ongoing basis and revising the targeted assistanceprogram, if necessary, to provide additional assistance to meet challenging state academic standards as requiredby Section 1115(b)(2)(G) of ESSA.

YesNoN/A




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17. If identified for targeted support and improvement pursuant to Section 1111(d)(2) of ESSA, the schooldeveloped and implemented a plan to improve student outcomes that, among other items, was informed by allindicators, including student performance against long-term goals; included evidence-based interventions; and,approved by local leadership. For reference, “evidence-based” is defined in ESSA Section 8101(21).

YesNoN/A

Schools Identified for Targeted Support and Improvement




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18. The school provides professional development for staff that is in accordance with the purpose of Title II ofESSA; addresses the needs of all students; and, strives to ensure all students are college, career and transitionready as intended by Section 2103 of ESSA, which governs the local use of Title II funding.

YesNoN/A

19. The school collects and publicly disseminates, in compliance with Kentucky’s Consolidated State Plan and inalignment with Section 1111(g)(1)(B), data through the School Report Card that addresses students’ access toeffective/experienced teachers.

YesNoN/A

20. The school ensures that, if the Title I application includes funding for certified or classified positions (e.g.counselors, nurses, media specialists, etc.), there is documentation indicating such is needed to improve studentachievement. This ensures the use is reasonable and necessary in compliance with the Code of FederalRegulations (CFR), including 2 CFR 200.403 and 200.405.

YesNoN/A

21. The school ensures that all teachers and paraprofessionals working in a program supported with Title I, PartA funding meet applicable state certification and licensure requirements as required by Section 1111(g)(2)(J) ofESSA.

YesNoN/A

22. The school distributes to parents and family members of participating children a written parent and familyengagement policy, agreed on by such parents, that complies with Section 1116(c)-(f) of ESSA and is in anunderstandable and uniform format as required by Section 1116(b) of ESSA. For reference, Section 1116(b) ofESSA allows existing parent and family engagement policies the school may have in place to be amended tomeet the requirements under Title I, Part A.

YesNoN/A

All School Programs

Comprehensive Improvement Plan for Schools

Rationale School improvement efforts focus on student needs through a collaborative process involving all stakeholders to establish and address priority needs, district funding, and closing achievement gaps between identified subgroups of students. Additionally, schools build upon their capacity for high-quality planning by making connections between academic resources and available funding to address targeted needs.

Operational definitions of each area within the plan Goal: Long-term three to five year target based on Kentucky Board of Education required goals. Schools may supplement with individual or district goals.

Objective: Short-term target to be attained by the end of the current school year.

Strategy: Research-based approach based on the 6 Key Core Work Processes designed to systematically address the process, practice or condition that the district will focus its efforts upon in order to reach its goals/objectives.

Activity: The actionable steps used to deploy the chosen strategy.

Key Core Work Processes: A series of processes that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an organization’s success and help it prioritize areas for growth.

Measure of Success: the criteria that you believe shows the impact of our work. The measures may be quantifiable or qualitative, but they are observable in some way. Without data on what is being accomplished by our deliberate actions, we have little or no foundation for decision-making or improvement.

Progress Monitoring: is used to assess the plan performance, to quantify a rate of improvement based on goals and objectives, and to evaluate the effectiveness of the plan.

Guidelines for Building an Improvement Plan ● There are 6 required District Goals: Proficiency, Separate Academic Indicator, Achievement Gap Closure, Graduation rate, Growth, and Transition readiness. ● There are 5 required school-level goals:

For elementary/middle school: Proficiency, Separate Academic Indicator, Gap, Growth, and Transition readiness. For high school: Proficiency, Separate Academic Indicator, Gap, Graduation rate, and Transition readiness.

● There can be multiple objectives for each goal. ● There can be multiple strategies for each objective. ● There can be multiple activities for each strategy.

1: Proficiency Goal Goal 1 By May 2023 increase the combined (reading and math) percentage of students scoring proficient/distinguished from 63.5% to 72.5%.

Which Strategy will the district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

● KCWP 1: Design and Deploy Standards ● KCWP 2: Design and Deliver Instruction ● KCWP 3: Design and Deliver Assessment Literacy ● KCWP 4: Review, Analyze and Apply Data ● KCWP 5: Design, Align and Deliver Support ● KCWP 6: Establishing Learning Culture and Environment

Which Activities will the district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity.

● KCWP1: Design and Deploy Standards Classroom Activities ● KCWP2: Design and Deliver Instruction Classroom Activities ● KCWP3: Design and Deliver Assessment Literacy

Classroom Activities ● KCWP4: Review, Analyze and Apply Data Classroom Activities ● KCWP5: Design, Align and Deliver Support Classroom Activities ● KCWP6: Establishing Learning Culture and Environment

Classroom Activities

In the following chart, identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1- By May 2020 increase percentage of students score P/D from 61.6% to 62.7%.

KCWP-2: Design and Deliver Instruction

Through PLC structure, monitor delivery of content through use of district-mandated monitoring tools and review of grade level unit plans to ensure alignment to district pacing guide and inclusion of all standards. Once a month in PLCs, conduct “status check” of progress through district pacing guide. PLC minutes will reflect discussions and action on progression through standards.

In addition to the 2019-2020 K-PREP proficiency objective being reached, proficiency on unit, summative assessment data for reading and math will increase, as well.

Teachers Administration PLC Minutes Observations

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https://education.ky.gov/school/csip/Documents/KCWP%201%20Strategic%20Design%20and%20Deploy%20Standards.pdf

https://education.ky.gov/school/csip/Documents/KCWP%202%20Strategic%20Design%20and%20Deploy%20Instruction.pdf

https://education.ky.gov/school/csip/Documents/KCWP%203%20Strategic%20Design%20and%20Deploy%20Assessment%20Literacy.pdf

https://education.ky.gov/school/csip/Documents/KCWP%204%20Strategic%20Review%20Analyze%20and%20Apply%20Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP%205%20Strategic%20Design%20Align%20Deliver%20Support%20Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP%206%20Strategic%20Establish%20Learning%20Culture%20and%20Environment.pdf

https://education.ky.gov/school/csip/Documents/KCWP%201%20Design%20and%20Deploy%20Standards%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%202%20Design%20and%20Deliver%20Instruction%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%203%20Design%20and%20Deliver%20Assessment%20Literacy%20Classroom%20Activities.pdf


https://education.ky.gov/school/csip/Documents/KCWP%204%20Review%2c%20Analyze%2c%20and%20Apply%20Data%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%205%20Design%20Align%20Deliver%20Support%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%206%20Establishing%20Learning%20Culture%20and%20Environment%20Classroom%20Activities.pdf


Objective 2- By May 2020 increase math proficiency scores from 65.4% to 66.5%.

KCWP 4: Review, Analyze, and Apply Data

Use formative and summative assessment data to monitor efficacy of instruction and plan and deliver next-steps in instruction. As our school works toward a grading system which measures mastery of standards, develop a monitoring tool for each formative and summative assessment.



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Through the PLC process, teachers will work together to complete a data analysis for assessments. The analysis will include a “Plan of Action” which includes the dates, times, and strategies used for additional teaching/learning.



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KCWP 3: Design and Deliver Assessment Literacy

Provide professional development for teachers on assessments tools provided through Investigations/Envisions (in addition to unit assessments and benchmarks).

Teachers will be able to access and use all assessment tools available in Investigations/Envisions.

Teachers Administration District Math Support Observations

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2: Separate Academic Indicator Goal 2 By May 2023 will increase the percentage of all students scoring proficient/distinguished in separate academic indicators from 61.9% to 90.35% In: Science from 42.4% to 70.9% Social Studies from 75.8% to 104.3%. Writing from 67.4% to 95.9%. Which Strategy will the district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)







Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 By May 2020 increase percentage of students scoring proficient/distinguished in science from 42.4% to 49.5%.

KCWP 2: Through PLC structure, monitor delivery of content through use of grade level unit plans to ensure alignment to district pacing guide and inclusion of all standards.

Once a month in PLCs, conduct “status check” of progress through district pacing guide. PLC minutes will reflect discussions and action on progression through standards.

In addition to the 2019-2020 K-PREP proficiency objective being reached, proficiency on unit, summative assessment data for science will increase, as well.

Teachers Administration

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Grade level teams will participate in a mid-year collaboration with the STEM teacher to review and make adjustments to curriculum beyond pacing for the 2nd half of the year.


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KCWP 1: Teachers will ensure that Tier I curriculum meets the intent of the standard.

Teachers will participate in an evaluation of Science curriculum resources to use for Tier I instruction.

In addition to the 2019-2020 K-PREP proficiency objective being reached,


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proficiency on unit, summative assessment data for science will increase, as well.

The 4th grade level will pilot a program, analyze the data for effectiveness, and make a recommendation to school leadership for purchase.

4th Grade Teachers Administration

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Objective 2 By May 2020 increase percentage of students scoring proficient/distinguished in social studies from 75.8% to 82.9%.



In addition to the 2019-2020 K-PREP proficiency objective being reached, proficiency on unit, summative assessment data for social studies will increase, as well.


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Objective 3 By May 2020 increase percentage of students scoring proficient/distinguished in writing from 67.4% to 74.5%.



In addition to the 2019-2020 K-PREP proficiency objective being reached, proficiency on on-demand tasks will increase as well.


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3: Gap Goal 3 By May 2023, increase the combined percentage of African American students scoring proficiency in:

• Mathematics from 36.9% to 53.15%. • Reading from 30.8% to 47%.








Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 By May of 2020, 34.85% of African American students will score at or above proficiency in reading.

KCWP 2: Design and Deliver Instruction

Tier III Intervention Team RTI Team and grade level teachers meet regularly to determine appropriate research-based intervention strategies and assess the effectiveness of the intervention plan as evidenced by formative and summative assessment.

Tier II and Tier III plans Progress monitoring plans Formative assessments

Ongoing Regular education teachers Intervention teachers

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PLC Teams Regular education, ELL, special education, and intervention teachers to write IEP and PSP goals to align with common core standards and data to support the individual needs of students.

IEP and PSP plans Formative and Summative assessments

Ongoing Regular education Intervention ELL

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Objective 2 By May of 2019, 40.96% of African American students

KCWP 2: Design and Deliver Instruction

Teacher Professional Development Throughout the year, staff will have embedded and formal professional learning to grow their understanding

Professional Development Plans Formative Assessment

Ongoing Regular education

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will score at or above proficiency in math.

of math curriculum, to improve math instruction.

Administrations


Attendance The guidance counselor, attendance clerk, and principal will work collaboratively with parents and district personnel to remove barriers that result in chronic absences and tardies.

Student action plans Attendance reports

Teachers Guidance Counselor

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: Growth Goal 5: By May 2023 will increase the combined growth indicator score from 69.6% to 71%.








Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 By May 2020, increase (elementary/middle) school students’ reading growth indicator score from 70.8 to 71.2.


PLC teams, instructional support staff, and intervention teachers will collaborate to review formative assessment data to ensure Tier II and Tier III interventions are targeted on standards-based instruction.

Formative assessments

Ongoing Regular education Special education Intervention Leadership Team

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Objective 2 By May 2020, increase (elementary/middle) school

KCWP 5: Design, Align, and Deliver Support

Teachers will work collaboratively with the GT coordinator to develop differentiated instruction to extend student learning for students who have

Formative assessments

Ongoing Regular education Special education Intervention

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students’ math growth indicator scores from 69 to 70.2.

already mastered grade level core content, while increasing rigor and student engagement.

Leadership Team

2019-20 Phase Three: Executive Summary for SchoolsGarrett Morgan Elementary is located at 1150...

Documents

Transcript of 2019-20 Phase Three: Executive Summary for SchoolsGarrett Morgan Elementary is located at 1150...