2019-20 Winburn's Executive Summary€¦ · Lexington, Kentucky, 40511 Last Modified: Status:...

2020-21 Winburn Middle School Executive Summary

Winburn Middle SchoolMike Hale

1060 Winburn DrLexington, Kentucky, 40511

United States of America

©Cognia, Inc.

2020-21 Phase Three: Executive Summary for Schools - 2020-21 Winburn Middle School Phase Three: Executive Summary for

Schools_11092020_15:48 - Generated on 01/10/2021

Winburn Middle School

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2020-21 Phase Three: Executive Summary for Schools




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2020-21 Phase Three: Executive Summary for Schools

Winburn Middle School is home to approximately 828 students from various ethnic and cultural backgrounds. Nestled at the end of Winburn Drive and adjacent to Martin Luther King Park, Winburn is the heart and soul of the neighborhood. As a Title I school, approximately 73% of our students receive free and reduced meal benefits and have access to extended transportation if they choose to participate in extracurricular activities. Winburn is also home to one of Fayette County's two middle school gifted and talented programs. Our students and our Winburn alumni celebrate the diversity in our building and truly connect with our motto: "Once a Warrior, Always a Warrior."

The mission of Winburn Middle School, through a partnership of students, families, staff, and community, is to ensure that every student has the skills to build a strong social and academic foundation in order to transition into a successful high school student and responsible member of the community. This mission is accomplished by providing a challenging, standards-based curriculum that meets the individual needs and is delivered in a safe environment by a dedicated, nurturing staff. Our Warrior Code or commitment to one another assists us in achieving our mission of respecting, protecting, and providing a college- and career-ready education for our students each day. We also offer Spanish, band, orchestra, art, computer applications, digital music, specialized Gifted Accelerated Program and accelerated classes. Winburn Middle School is working in partnership with our students, families, and community to ensure that every student has the skills to build a strong social and academic foundation in order to transition into a successful high school student and responsible member of the community. At Winburn we are dedicated to creating a school culture focused on student growth and academic achievement. We embody this purpose through program offerings that help our students reach academic and behavioral expectations. Programs such as KYA, KUNA, ESS, PBIS, Striving Readers and initiatives such as MADE, The Mitchell Foundation, are among the many strong efforts in place. These offerings are made possible through the effort of our staff, teaching faculty, and parent/community volunteers of Winburn as

. Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

. Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.




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well as through the collaboration with our Youth Service Center, PBIS grant personnel, area colleges and universities, and community organizations.

Historically our academic team and math team are top three finishers in every competition they participate in. We always have a group of students participate in KYA, KUNA, The Community Leaders Program and National Junior Historical Society. Our GTAP program has expanded in number of participants each year for the past three years. Areas of focus over the next three years include: increasing the amount of writing students do in all subjects areas, reducing the overall number of out of school suspensions, reducing the percentage of African American Male students receiving an out of school suspension and improving the overall culture of the building.

N/A

N/A

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

. CSI/TSI Schools (including ATSI) 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.

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




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Attachment Name Description Associated Item(s)

Attachment Summary

2020-21 Continuous Improvement Diagnostic




©Cognia, Inc.

2020-21 Phase One: Continuous Improvement Diagnostic for Schools - 2020-21 Phase One: Continuous Improvement Diagnostic for

Schools Winburn Middle School - Generated on 01/10/2021


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2020-21 Phase One: Continuous Improvement Diagnostic for Schools




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2020-21 Phase One: Continuous Improvement Diagnostic for Schools

. 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 2020-21 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• Professional Development Plan for Schools

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.




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Mike Hale 9/14/2020

2020-21 The Needs Assessment




©Cognia, Inc.

2020-21 Phase Two: The Needs Assessment for Schools - 2020-21 Phase Two: The Needs Assessment Winburn Middle School -

Generated on 01/10/2021


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2020-21 Phase Two: The Needs Assessment for Schools

Understanding Continuous Improvement: The Needs Assessment

Protocol

Current State

Priorities/Concerns

Trends

Potential Source of Problem

Strengths/Leverages




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2020-21 Phase Two: The Needs Assessment for Schools




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Understanding Continuous Improvement: The Needs Assessment

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 improvementprocess 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 state of the school, 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.




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Protocol

After conferring with the school leadership team, chief of schools, associate director of student achievement of FCPS, the office of SAFE Schools at the district level, the associate director of special education, and the director of special education, all KPREP, MAP, local, behavioral, and anecdotal data was analyzed to determine needs, effectiveness of current practices and next steps as it relates to academics, behavior and culture. From there, plans of various time constraints are being developed to address those needs in all the areas mentioned.

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




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Current State

Academic: High number of students scoring in Novice and Apprentice in math (72.9%) and science (84.7%). The 2019 SAI overall rating was low with an overall change of -1.0 (55.7 to 54.7). The 2019 growth rating was low. Non-academic: From 2017 to present, the student population has increased from 636 students to 825 students which is a 23% increase.

. 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 percent (34%) of students in the achievement gap scored proficient on KPREPReading.-From 2018 to 2020, the school saw an 11% increase in novice scores in reading amongstudents in the achievement gap.-Fifty-four percent (54%) of our students scored proficient in math compared to the stateaverage of 57%.

Example of Non-Academic Current State: -Teacher Attendance: Teacher attendance rate was 84% for the 2019-20 school year – adecrease from 92% in 2017-18.-The number of behavior referrals increased from 204 in 2018-19 to 288 in 2019-20.-Survey results and perception data indicated 62% of the school’s teachers receivedadequate professional development.




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Priorities/Concerns

Concern: 2019 results indicate science proficient and distinguished percentages are 2-3 times lower than all other assessed areas (Science 15.2%, Math 27.1%, Reading41.6%, Social Studies 45.7%).

. Clearly and concisely identify areas of weakness using precise numbers and percentages. NOTE: These priorities will be thoroughly addressed in the Comprehensive School Improvement Plan (CSIP) diagnostic and template.

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.




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Trends

From 2017-2018 to 2018-2019, we had an increase in novice in all subcategories in reading. The same holds true for math with the exception of students with disabilities.

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




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Potential Source of Problem

Novice reduction in Reading, Math and Writing across content areas. KCWP 1: Design and Deploy Standards: What should student know and be able to do? PLC & PDSA process KCWP 2: Design and Deliver Standards: How will they learn it? PLC & PDSA process Success Criteria Standard deconstruction and reconstruction for planning design and implementation of instruction CCI implementation of 8 steps for continuous improvement Formative feedback for faculty to improve instructional practice via walkthrough, observations and PLCs KCWP 3: Design and Delivery of Assessment Literacy: How will we know they learned it? PLC process CCI Implementation of 8 steps for continuous improvement, student self awareness KCWP 4: Review, Analyze, Apply Data Results: How will we know they learned it? MTSS Analysis Formative and Summative creation, implementation, analysis and review through PLC process MAP Analysis of norm/growth/proficiency Common Assessments KCWP 5: Design, Align, Deliver Support Processes: MTSS Behavior support system for Tier 2 and 3 KCWP 6: Establish Learning Culture and Environment PBIS Tier 1, 2, 3

. 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 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

https://education.ky.gov/school/csip/Documents/KCWP 1 Strategic Design and Deploy Standards.pdf

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

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

https://education.ky.gov/school/csip/Documents/KCWP 4 Strategic Review Analyze and Apply Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP 5 Strategic Design Align Deliver Support Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP 6 Strategic Establish Learning Culture and Environment.pdf




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Strengths/Leverages

45.8% (nearly half) of our student population scored proficient/distinguished in social studies as evidenced by 2019 KPREP data. The number of students with disabilities scoring novice in math was reduced from 70.7 to 60.6 (10.1%) as evidenced by the 2019 KPREP results.

. 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%.




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Attachment Summary

2020-21 School Assurances




©Cognia, Inc.

2020-21 Phase Two: School Assurances - 2020-21 Phase Two: School Assurances Winburn Middle School - Generated on 01/10/2021


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Table of Contents

2020-21 Phase Two: School Assurances

Introduction

Teacher Performance

Title I Schoolwide Programs

Title I Targeted Assistance School Programs

Schools Identified for Targeted Support and Improvement

All School Programs



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2020-21 Phase Two: School Assurances



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IntroductionAssurances are a required component of the improvement planning process (703 KAR 5:225). Please read each assurance carefully and indicate whether your school complies by selecting the appropriate response (Yes, No or N/A). If you wish to provide further information or clarify your response, space for comments is provided. Comments are optional. You may upload any supporting documentation as needed.

2020-21 Phase Two: School Assurances - 2020-21 Phase Two: School Assurances Winburn Middle School - Generated on 01/10/2021 Winburn Middle School

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Teacher Performance

Yes No

N/ACOMMENTS

1. The KDE focuses on promoting equitable access to effective educators for all students, including minority students, those experiencing poverty, English learners and students with disabilities. Therefore, all districts and schools are charged with ensuring equitable access to experienced and effective educators. The Every Student Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. An ineffective teacher receives a summative effectiveness rating of “ineffective” as determined through the local performance evaluation system that meets the requirement established by KRS 156.557. An ineffective teacher consistently fails to meet expectations as determined by a trained evaluator, in competencies identified as the performance criteria in the Kentucky Framework for Teaching. Due to the passage of Senate Bill 1 (2017), the measure and method for collecting teacher and leader effectiveness data was adjusted to fulfill the state law regarding district reporting and data collection. Number of students taught by ineffective teachers is self-reported by each school, in aggregate, by subpopulation. Names of ineffective teachers are not provided/collected. Responses to this assurance will be collected in the Kentucky Equitable Access to Effective Educators Survey. Responses to each survey question should be based on data from the 2019-20 school year. This survey collects data on ineffective teachers only. Data on inexperienced and out-of-field teachers is collected using the EPSB identification number provided in Infinite Campus. Please be sure all teachers have an EPSB number on file. Once you have completed the survey, return to the 2020-21 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 accurately completed the Kentucky Equitable Access to Effective Educators Survey by opening the survey link, entering all requested information, and submitting the completed survey as directed. I also certify that all certified staff members have an EPSB number entered in Infinite Campus.

https://www.surveymonkey.com/r/PNPMCCV






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Title I Schoolwide Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

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

3. If the school is implementing a schoolwide program, the school developed acomprehensive 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.

4. If the school is implementing a schoolwide program, the school developed acomprehensive 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.

5. If the school is implementing a schoolwide program, the school developed acomprehensive 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.



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N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

6. If the school is implementing a schoolwide program, the school developed acomprehensive 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.

7. If the school is implementing a schoolwide program, the school developed acomprehensive 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. The comprehensive needs assessment was developed with the participation of individuals who will carry out the schoolwide program plan, and the school documents how it conducted the needs assessment, the results it obtained, and the conclusions it drew from those results, as required by 34 Code of Federal Regulations (CFR) 200.26.

8. If the school is implementing a schoolwide program, the school developed, pursuant toSection 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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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.

9. The school regularly monitors the implementation and results achieved by theschoolwide program, using data from the State's annual assessments and other indicators of academic achievement. The school determines whether the schoolwide program has been effective in increasing the achievement of students in meeting the challenging State academic standards, particularly for those students who had been furthest from achieving the standards. The school revises the plan as necessary based on student needs and on the results of the regular monitoring, to ensure continuous improvement of students in the schoolwide program and to ensure that all students are provided opportunities to meet the challenging State academic standards, as required by Section 1114 (b)(3) of ESSA and 34 CFR 200.26.



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Title I Targeted Assistance School Programs

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

10. If the school is implementing a targeted assistance school program, participatingstudents are identified in accordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

11. If the school is implementing a targeted assistance school program, the school servesparticipating students using resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section 1115(b)(2)(A) of ESSA.

12. If the school is implementing a targeted assistance school program, the school serves,pursuant to Section 1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen the academic 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.

13. If the school is implementing a targeted assistance school program, the school servesparticipating students by coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) of ESSA.


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No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

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

15. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parents of participating students in accordance with Section 1116 of ESSA.

16. 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, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1115(b)(2)(F) of ESSA.

17. If the school is implementing a targeted assistance school program, the school serves



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Yes

No

N/ACOMMENTS

participating students by reviewing the progress of participating students on an ongoing basis and revising the targeted assistance program, if necessary, to provide additional assistance to meet challenging state academic standards as required by Section 1115(b) (2)(G) of ESSA.



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Schools Identified for Targeted Support and Improvement

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

18. If identified for targeted support and improvement, including additional targetedsupport and improvement, pursuant to Section 1111(d)(2) of ESSA, the school developed and implemented a plan to improve student outcomes that, among other items, was informed by all indicators, 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).

19. If identified for additional targeted support and improvement pursuant to Section1111(d)(2)(C), the school developed and implemented a plan to improve student outcomes that also identified resource inequities to be addressed through implementation of such plan.



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All School Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

21. The school ensures that the use of federal funding, including expenditures forcertified or classified positions (e.g. counselors, nurses, media specialists, etc.), is reasonable and necessary in compliance with 2 CFR 200.403 and 200.405.

22. The school ensures that all teachers and paraprofessionals working in a programsupported with Title I, Part A funding meet applicable state requirements as required by Section 1111(g)(2)(J) of ESSA.

23. The school distributes to parents and family members of participating children, or allchildren in a schoolwide program, a written parent and family engagement policy, which is agreed on by such parents, that describes the means for carrying out the requirements of ESSA Section 1116 (c) through (f). The school makes the policy available to the local community and updates it periodically to meet the changing needs of parents and the school. For reference, Section 1116(b) of ESSA allows existing parent and family



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

engagement policies the school may have in place to be amended to meet the requirements under Title I, Part A.

24. The school convenes an annual meeting, at a convenient time, to which all parents ofparticipating children, or all children in a schoolwide program, are invited and encouraged to attend, to inform parents of their school's participation in Title I, Part A and to explain the requirements of Title I, Part A, and the right of the parents to be involved, as required under Section 1116(c)(1).

25. The school offers a flexible number of meetings to parents, such as meetings in themorning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement (ESSA Section 1116(c)(2).

26. The school involves parents, in an organized, ongoing, and timely way, in theplanning, review, and improvement of programs under Title I, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan undersection 1114(b), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children (ESSA Section 1116 (c)(3)).


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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

27. The school provides parents of participating children, or all children in a schoolwide program— A. timely information about programs under Title I; B. a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards; and C. if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible (ESSA Section 1116 (c)(4)).

28. If the schoolwide program plan under section 1114(b) is not satisfactory to the parents of participating children, the school submits any parent comments on the plan when the school makes the plan available to the local educational agency.

29. The school jointly develops with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. The compact meets the requirements outlined in ESSA 1116(d)(1-2).



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

30. The school provides assistance to parents of children served by the school inunderstanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of Title I, and how to monitor a child's progress and work with educators to improve the achievement of their children, as required by ESSA Section 1116(e)(1).

31. The school provides materials and training to help parents to work with their childrento improve their children's achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement, as required in ESSA Section 1116(e)(2).

32. The school educates teachers, specialized instructional support personnel, principals,and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school, as required in ESSA Section 1116(e)(3).



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

33. To the extent feasible and appropriate, the school coordinates and integrates parentinvolvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducts other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children (ESSA Section 1116(e)(4)).

34. The school ensures that information related to school and parent programs,meetings, and other activities is sent to the parents of participating children, or all children in a schoolwide program, in a format and, to the extent practicable, in a language the parents can understand, as required in ESSA Section 1116(e)(5).

35. To the extent practicable, the school provides opportunities for the informedparticipation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language parents understand (ESSA Section 1116(f)).



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Attachment Summary

2020-21 Professional Development Plan




©Cognia, Inc.

2020-21 Phase Three: Professional Development Plan for Schools - 2020-21 Winburn Middle School Phase Three: Professional

Development Plan for Schools_11092020_15:43 - Generated on 01/10/2021


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Table of Contents

2020-21 Phase Three: Professional Development Plan for Schools

Attachment Summary


Development Plan for Schools_11092020_15:43 - Generated on 01/10/2021 Winburn Middle School

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2020-21 Phase Three: Professional Development Plan for SchoolsThe purpose of this diagnostic is to support the school in designing and implementing a professional development plan that aligns to the goals established in KRS 158.6451 and the local needs assessment. The basis of the professional development plan aligns to 704 KAR 3:035, which states the following: Annual Professional Development Plan: Section 2. Each local school and district shall develop a process to design a professional development plan that meets the goals established in KRS 158.6451 and in the local needs assessment. A school professional development plan shall be incorporated into the school improvement plan and shall be made public prior to the implementation of the plan. The local district professional development plan shall be incorporated into the district improvement plan and posted to the local district Web site prior to the implementation of the plan. Section 3. Each school and local district professional development plan shall contain the following elements: 1. A clear statement of the school or district mission 2. Evidence of representation of all persons affected by the professional development plan 3. A needs assessment analysis 4. Professional development objectives that are focused on the school or district mission, derived from the needs assessment, and specify changes in educator practice needed to improve student achievement; and 5. A process for evaluating impact on student learning and improving professional learning, using evaluation results

Winburn Middle School, working in partnership with our students, families, and community, shall ensure that every student has the skills to build a strong social and academic foundation in order to transition into a successful high school student and responsible member of the community.

1. What is the school's mission?

2. The needs assessment provides the framework for all schools to clearly identify their most critical areas for improvement that will be addressed in the planning process through the development of goals, objectives, strategies and activities. Based on the most critical areas for improvement identified in the completed needs assessment per 703 KAR 5:225 (3), what are the school's top two priorities for professional development that support continuous improvement?

https://apps.legislature.ky.gov/Law/kar/704/003/035.pdf

https://apps.legislature.ky.gov/law/kar/703/005/225.pdf




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1. Increase the amount of writing across all content areas. 2. Increase teacherclarity.

Increased writing across all content areas relates to Goal 4: By the close of the 2020 school year, Winburn Middle School will increase the growth indicator index from 46.8 to 51.8. Increased teacher clarity relates to Goal 1: To increase the combined proficiency from the actual current rating of 52.8 to 62.8 by the close of the 2019-2020 school year.

Increased writing in all content areas will ultimately improve students ability to read and respond to higher order questions in a variety of settings.

Increased student achievement in reading, math and all other content areas.

Student data on school designed as well as norm referenced assessments.

All staff

Students, teachers, para educators and all instructional leaders in the building.

The Writing Revolution Workbooks for staff

3. How do the identified top two priorities of professional development relate toschool goals?

4a. For the first priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

4b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)

4c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

4d. Who is the targeted audience for the professional development?

4e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)

4f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)


Development Plan for Schools_11092020_15:43 - Generated on 01/10/2021 Winburn Middle School

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Periodic mini training sessions throughout the course of the year as well as coaching sessions from our school based instructional specialists.

Classroom walk through visits, lesson plans and classroom observations.

The intention is for teachers to be able to disaggregate the content standards and develop learning intentions and success criteria that are on grade level and developed to meet the rigor of the standard(s).

Teachers will better understand the depth of the standards being taught as well as creative ways to gain student interest and engagement therefore leading to higher student achievement in all subjects.

Student performances on school defined as well as norm referenced assessments.

All classroom teachers and instructional leaders in the building.

Students, teachers and instructional staff

4g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)

4h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

5a. For the second priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

5b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)

5c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

5d. Who is the targeted audience for the professional development?

5e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)




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Embedded mini sessions throughout the year.

Coaching and continued professional learning opportunities both at the school and district level.

Walk through classroom visits, lessons on CANVAS, PLC planning minutes and classroom observations.

N/A

5f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)

5g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)

5h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

6. Optional Extension: If your school has identified additional professional developmentpriorities that you would like to include, you may upload an attachment with the answers to question 3 and a-h as seen in questions 4 and 5. If you do not wish to include an optional extension, please list N/A in the space provided below.




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Winburn Middle Professional Learning Plan 2020-2021


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Attachment Summary

2020-21 Closing the Achievement Gap




©Cognia, Inc.

2020-21 Phase Three: Closing the Achievement Gap Diagnostic - 2020-21 Winburn Middle School Phase Three: Closing the

Achievement Gap Diagnostic_11092020_15:49 - Generated on 01/10/2021


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Table of Contents

2020-21 Phase Three: Closing the Achievement Gap Diagnostic

I. Achievement Gap Group Identification

II. Achievement Gap Analysis

III. Planning the Work

Attachment Summary


Achievement Gap Diagnostic_11092020_15:49 - Generated on 01/10/2021 Winburn Middle School

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2020-21 Phase Three: Closing the Achievement Gap Diagnostic

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.




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I. Achievement Gap Group Identification

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

See attached document

ATTACHMENTS

Attachment Name

2020-2021 Winburn Middle - Closing the Achievement Gap Worksheet

2020-2021 Winburn Middle Professional Development Plan

. Complete the Achievement Gap Group spreadsheet and attach it.

https://drive.google.com/file/d/0B7A6n8V1dmUOWFNKY2dSTTFibjA/view?usp=sharing




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II. Achievement Gap Analysis

The momentum that drives Winburn Middle School's climate and culture for our gap population is reflected by our effort to grow, achieve, and recognize our student's potential, effort, and success. We are committed to providing the significant level of academic and psychosocial support through our student assistance team, ESS, Youth Service Center as well as several other programs, initiatives, and instructional practices. We use Second Steps and our PBIS tier interventions as a behavioral curriculum to foster perseverance, ownership, work ethic, empathy, and respect among our students. We also schedule intervention classes to address student skill deficits and monitor student performance to assess progress and program/instructional effectiveness.

Winburn Middle School has not 'closed' the achievement gap. Subgroups in the gap group have not met delivery targets in either reading or math.

Students with IEP's have shown improvement in overall academic indices in reading (+2.8) from 18.7 to 21.5 and math (+8.4) from 15.9 to 24.3 according to KPREP assessment results. White students also made progress in reading (89.9 to 91.1 +1.2) and math (87.1 to 88.6 +1.5).

Several of our identified gap groups regressed in reading and math on KPREP. African Americans: Reading -4.2, Math -6.5; Hispanic: Reading -1.3, Math -2.4; ELL: Reading -3, Math -5; F/R Lunch Reading - 3.9, Math -5.4

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

B. Which achievement gaps has the school successfully closed? Use specific datafrom the previous two academic years when analyzing trends.

C. Based upon the analysis of the school's achievement gap data, identify the gap groupsand content areas where the school has shown improvement. Use specific data from the previous two academic years when analyzing trends.

D. Based upon the analysis of the gap data, identify the gap groups and content areaswhere the school has lacked progression or regressed. Use specific data from the previous two academic years when analyzing trends.




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One of the largest barriers is the percentage of transient students both entering and leaving the school during the school year. Another barrier to closing the achievement gap is the sudden spike in the refugee population that come from a variety of other countries that not only do not speak English but are illiterate in their native language as well. Mental illness plays a huge role in the success of many students at WMS. Several students have spent various lengths of time in inpatient treatment programs sometimes more than one time during the school year creating gaps in their education. Generational poverty is another important factor that impacts intrinsic motivation and helps to create a sense of hopelessness. Lastly, the impact of the community in terms of violence, drugs, abuse (physical, social, emotional), murders, drive by shootings, parents incarcerated, etc. creates a level of trauma causing students to focus more on safety at home and in the community rather than on academic success.

Through collaboration with the following groups both inside and outside of the school, WMS gains important insight on strategies and resources available to promote student achievement. Teachers: PLC Process, team meetings, faculty meetings, data analysis meetings Community: One Lex, Community Action Council, MADE Group, Mitchell Foundation, KVC, Americorp, Lexington Metro Police Community Liason - Officer Brandon Marovchick, LEAD Group, Community Advisory Council Parents: Parent Engagement Nights and SBDM

E. Describe the processes, practices and/or conditions that have prevented the schoolfrom closing existing and persistent achievement gaps.

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

G. Describe in detail the school's professional development plan related to itsachievement 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.)




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Behavior management strategies, instructional strategies, student support strategies and trauma informed care training intended to improve the building’s culture and climate by reducing the number of behavior events impacting student behavior and improving academic achievement. Introduction to the learning management system, mandated by FCPS, to ensure rigor and engagement in a distance learning model. Aligned with the WMS Literacy Plan. Adopting The Writing Revolution Model implementing the Hochman Method, an explicit set of evidence- based strategies for teaching writing and improving literacy and critical thinking. Increasing teacher clarity by the development of learning intentions and success criteria that promote continuous classroom improvement through clear communication with the student, yielding high effect size growth. Discuss, at a global level, the impact of community and gun violence on youth. This powerful session will include information pertaining to researched based strategies to effect change.




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III. Planning the Work

To increase the overall proficiency rating for reading from the current score of 41.5% to 44.5% by the end of the 2020-2021 school year. To increase the overall proficiency rating for math from the current score of 27.1% to 30.0% by the end of the 2020-2021 school year.

See attached document

. List 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).

. 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.

https://drive.google.com/file/d/0B6i22i6omk4ySmUtTHZuSVRFazQ/view




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2020-2021 Winburn Middle - Closing the Achievement Gap

Worksheet

2020-2021 Winburn Middle Professional Development Plan

Winburn Achievement Gap Group


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Attachment Summary

SBDM Approval Date 1/19/2021

Comprehensive School Improvement Plan (CSIP)

Rationale School improvement efforts are a collaborative process involving multiple stakeholders. Through the improvement planning process, leaders focus on priority needs, funding, and closing achievement gaps among identified subgroups of students. When implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes student growth and achievement.

Operational Definitions Goal: Long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective: Short-term target to be attained by the end of the current academic year. There can be multiple objectives for each goal.

Strategy: An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

Key Core Work Processes: A series of processes identified by the Kentucky Department of Education 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.

● 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

Measure of Success: Criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Progress Monitoring: Process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals.

Funding: Local, state, or federal funds/grants used to support (or needed to support) the improvement initiative.

Requirements for Building an Improvement Plan ● There are six (6) required district goals: proficiency, separate academic indicator, achievement gap, graduation rate, growth, and transition readiness.● The required school goals include the following:

o For elementary/middle school, these include: proficiency, separate academic indicator, achievement gap, and, growth.o For high school, these include: proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness.

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

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



https://education.ky.gov/school/csip/Documents/KCWP%203%20Strategic%20Design%20and%20Deliver%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%205%20Strategic%20Design%20Align%20Deliver%20Support%20Processes.pdf

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


Explanations/Directions

Goal: Include long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective Strategy Activities Measure of Success Progress Monitoring Funding

Include short-term targets to be attained by the end of the current academic year. There can be multiple objectives for each goal.

An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed above or another established improvement approach (i.e. Six

Include actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

List the criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Discuss the process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals. Progress monitoring ensures that plans are being revisited and an opportunity to determine whether the plan is working.

List the funding source(s) used to support (or needed to support) the improvement initiative.


Sigma, Shipley, Baldridge, etc.).

1: Proficiency Goal

Goal 1: To increase the combined proficiency from the actual current rating of 52.8 to 62.8 by the close of the 2020-2021 school year.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 To increase the reading proficiency rating from the actual current rating of 41.6 to 44.5 by the close of the 2020-2021 school year.

Tier II instruction delivered via the Reading Plus program to identify gaps, strengths, weaknesses, and to develop individualized/small group instruction to close gaps.

Academic Enhancement class for all students implementing Reading Plus and Corrective Reading

MAP Assessment Data District Common Assessment Data Local Common Assessment Data

FAST progress monitoring, Reading Plus Reports, Corrective Reading Reports

Title I Striving Readers Grant

Tier III instruction delivered via the Corrective Reading Program to address deficits in student learning.

Academic Enhancement class for all students implementing Reading Plus and Corrective Reading


FAST progress monitoring, Reading Plus Reports, Corrective Reading Reports

Title I Striving Readers Grant


Objective 2 To increase the math proficiency rating from the actual current rating of 27.1 to 30.0 by the close of the 2020-2021 school year.

Tier II instruction delivered via the Success Maker program to identify gaps, strengths, weaknesses, and to develop individualized/small group instruction to close gaps.

Academic Enhancement class for all students implementing Success Maker and Connected Math Concepts


FAST progress monitoring, Success Maker Reports, Connected Math Concepts Reports

Title I

Tier III instruction delivered via the Connected Mathematics Program to address deficits in student learning.

Academic Enhancement class for all students implementing Success Maker and Connected Math Concepts


FAST progress monitoring, Success Maker Reports, Connected Math Concepts Reports

Title I


2: Separate Academic Indicator

Goal 2: To increase the separate academic index rating from the actual current rating of 54.7 to 64.7 by the close of the 2020-2021 school year. Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 100% of students across all content areas will increase the amount of writing tasks connected to the subject area for the 2020-2021 school year using a common strategy

CER Strategy: C-making a claim E-explain how the evidence is related or supportive of the answer R-provide reasoning as an explanation of how the evidence supports the claim.

Bell ringer, common formative assessments, common summative assessments and district designed common assessments across content areas

Bell ringer, common formative assessment, common summative assessment and district designed common assessment data

Assessment data previously listed adhering to the district provided curriculum maps

No funding needed

Objective 2 !00% of students in social studies classes will have access to a viable research-based curriculum daily

Implementation of TCI – History Alive Curriculum

Use of TCI curriculum as a base with supplementing of resources as needed

Bell ringers, common formative assessments, common summative assessments

Assessment data previously listed adhering to the district provided curriculum maps

Striving Reader’s Grant


3: Achievement Gap

Goal 3: By the conclusion of the 2020-2021 school year, Winburn Middle School will decrease the number of student groups identified as achieving significantly lower than the reference groups from 5 to 0 as evidenced by KPREP. Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 By the close of the 2020-2021 school year, Winburn Middle School will decrease the percentage of students with a disability (IEP) scoring NOVICE in math from 60.6 to 50.6 and in reading from 73.2 to 63.2

CCI Strategy Teachers will implement the CCI (Continuous Cycle of Improvement) strategy in co-taught classes

Local assessment data Local assessment data in alignment to the district provided curriculum map.

No funding needed

Objective 2 By the close of the 2020-2021 school year, Winburn Middle School will decrease the percentage of English Language Learners scoring NOVICE in math from 57.9 to 47.9 and in reading from 70.0 to 60.0

CCI Strategy Establish a condition to create a fluid and systemic functionality enabled by solid academic planning, schedule creation, and collegial participation in PLCs to enhance and promote a culture of /for learning.

By the end of the 2019-2020 school year, 60% of 6-8 grade English Learners will make positive growth as evidenced through meeting their projected MAP growth target.

Local assessment data No funding needed


4: Growth

Goal 4: By the close of the 2021 school year, Winburn Middle School will increase the growth indicator index from 46.8 to 51.8.

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1: To decrease the percentage of students scoring below the 24th percentile in both reading and math on the MAP assessment by 5% during the 2020-2021 school year.

MTSS Tier II and Tier III Instruction with supporting research-based programs. PROFESSIONAL CAPACITY of SCHOOL PERSONNEL: Effective educational leaders develop the professional capacity and practice of school personnel to promote each student's academic success and well-being. a. Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty. b. Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel. c. Develop teachers' and staff members'

Establish a condition to create a fluid and systemic functionality enabled by solid academic planning, schedule creation, and collegial participation in PLCs to enhance and promote a culture of /for learning. Using data from walk throughs, observations and needs assessments to create professional learning sessions as needed.

Master schedule will reflect a designated intervention team to support skill development. Using data from walk throughs, observations and needs assessments as well as student achievement data from in house and norm referenced assessments.

Teachers trained on FLEX Benchmarking and Progress Monitoring - 11.9.2020 Weekly walk throughs, formal observations and PLC data.

No funding needed


professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development. d. Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. e. Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers' and staff members' knowledge, skills, and practice. f. Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement. g. Develop the capacity, opportunities, and support for teacher leadership and leadership from other


members of the school community. h. Promote the personal and professional health, well-being, and work-life balance of faculty and staff. i. Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance. MTSS Tier II and Tier III Instruction with supporting research-based programs

Establish a process to develop a progress monitoring system to monitor standards mastery for each student.

By the end of the 2020-2021 school year, 80% of tier III students will meet their FAST grade-level benchmark.

FAST Progress Monitoring No funding needed


5: Transition Readiness

Goal 5 (State your transition readiness goal.):

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1

Objective 2


6: Graduation Rate

Goal 6 (State your graduation rate goal.):


Objective 2


7: Other (Optional)

Goal 7 (State your separate goal.):


Objective 2


Targeted Services Plan

Winburn Middle School Targeted Services Reopening Plan

WINBURN MIDDLE SCHOOL

As the district and schools continue providing instruction utilizing the NTI-2DL model, it may be necessary for schools to bring small groups of students into the building for short orientation periods or to provide targeted services. This document should be used to capture and communicate the districts’ targeted services model.

General Health Procedures and Protocols Masks: All students and staff are required to wear a mask at all times while in the building or on the bus, with the exception of those who have a medical exemption. Students and staff should only lower their masks while actively eating or drinking. Masks will be provided for students or staff members who do not have one.

Clean Hands: Frequent hand-washing will be encouraged, and hand-cleaning supplies including hand soap, paper towels, and hand sanitizer containing at least 60% alcohol will be readily available on buses, in classrooms and throughout the school grounds.

Temperature Check: Temperatures will be taken as students enter school busses for those that have a monitor. If a bus does not have a monitor a red sign will be placed in the window to alert school staff. These students will be screened upon entry to the building by school staff. Walkers and car finders will also be screened upon entry.

Healthy Habits: Students and staff will be encouraged to avoid touching their eyes, nose and mouth, stay home when sick and cover coughs or sneezes with a tissue, then throw the tissue in the trash.

Social Distancing: Everyone – employees, students, contractors and visitors – will be expected to maintain at least six feet of space between themselves and others at all times. This mitigation measure is known as social distancing and will be accomplished by ensuring increased spacing throughout the building and in classrooms. Classroom layouts and arrival and dismissal processes will be modified to maintain physical distancing. Floors will be marked to indicate safe distancing. Students will remain six feet apart in line, in the hallways, in common areas and as much as possible in classrooms and on school buses.


Family Assurance of Student Health

● Families who send their child to school will be asked to attest that their child does not have a fever and has not exhibited any of the symptoms of COVID-19 within the past 48 hours.

Transportation ● All families who can transport their children to school are strongly encouraged to do so to help reduce the number of students on each bus. ● Buses that have monitors will screen student temperatures as they board the bus. Students with a fever will sit in a designated section and upon verification of fever at school, family will be called to pick

up the child. If there is not a bus monitor, then students will have their temperature taken by school staff upon arrival. ● Hand sanitizer will be provided as students enter and exit the bus. ● Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus. ● Buses will be loaded from the back to the front, and unloaded from the front to the back. ● Buses will be sanitized between routes and at the end of the day.

Arrival

Staff Arrival: Staff members supporting targeted service students will arrive at the building by 1:30 pm using only the front entrance of the school. If a staff member is not able to take his or her temperature at home, he/she will utilize the thermometers located at the front check stations. Staff will initial the staff sign in sheet indicating they are in the building on that day.

If a staff member is not able to report to work, he or she should follow standard operating procedure as defined in the staff handbook. Additionally, he or she should contact one of the substitutes identified on Winburn’s preferred list.

Supervision Duty: Staff will meet students at the bus entrance and car rider/walker entrance as they arrive at school. Temperature checks will be conducted as students arrive. Students will be directed to their classroom as assigned in the communication to the individual student and be greeted by designated teachers/staff. Maps of the building will be emailed to participating students before their arrival to the school showing the classrooms being used. Each student will adhere to social distance guidelines. Administrators will monitor students from entry to the classrooms.

Student Arrival Prior to School Opening: All staff are required to be in the building by 1:30 pm on targeted service dates. No students will be allowed in the building before 2:00 pm.

Student Bus Arrival: Students being dropped off by buses (at the front of the building using the front entry doors to the school) with monitors will have already had their temperatures taken. Students with a fever will exit first and be taken to the isolation area to await a family member to pick them up.

Even though some students have had their temperature taken by a bus monitor, all students will proceed to the front entrance and will go through a temperature screening conducted at that location.

If a bus student arrives at school with a fever of 100.4 or higher or demonstrates COVID-19 like symptoms, he or she will be escorted to the sick room by a staff member to await pick up by a guardian.


Students MUST wear a mask at all times.

Car Riders and Walkers: Car riders and walkers will enter through the East doors by the cafeteria (large parking lot).

Staff members will check temperatures of incoming students keeping them 6 feet apart. If a car rider/walker arrives at school with a fever or demonstrates COVID-19 like symptoms, he or she will be escorted to the sick room by a staff member to await pick up by a guardian.

Health Screenings ● All students and staff are required to complete a daily health screening questionnaire. Staff will continue using the self-check guidance and protocols from the FCPS Health Screening Form. ● We will monitor the protocols and Guidance of the District Health and Safety Team around parent expectations for screening their children and attestation submission. ● All students and staff will have their temperature checked upon arrival. Students or staff with temperatures over 100.4 will be required to return home. ● All students and staff will have their temperature checked upon arrival.

Sick Room

● The nurse’s office will remain open for routine student needs, such as dispensing medication. ● Students who have a fever or display symptoms of COVID-19 will be supervised by an adult on the school’s stage, separate from the school health clinic or front office. Families will be contacted to come

pick-up their children as soon as possible. ● When guardians arrive at school to pick up their sick child, they will need to enter through the front security vestibule by ringing the buzzer (push the black button in the silver box) to notify front office staff

their intended purpose. Guardians will be able to enter the front office area to sign their student IF they are wearing a mask. If no mask is present, the guardian will need to wait out front on one of the benches for a staff member to bring out their student and sign out sheet.

https://docs.google.com/document/d/1VM51-sGyDxDeg_7D8ryZtD1LMUm1xyr0cEBb83ru5ZA/edit?usp=sharing


Hallway Protocols ● School hallways have been marked with floor stickers to designate social distancing requirements. ● School schedules will be adjusted to reduce hallway traffic. ● Hallways will be designated one way to lessen the number of people traveling the same pathway.

For targeted services, students will not be changing classrooms and each area housing students will have a restroom assigned to use.

Instruction Classroom: Classroom set-ups will rearrange seating to maximize space between students to be 6 feet or greater. If the physical space in the classroom does not allow for spacing students’ desks 6 feet apart, seating will be spaced as far away as possible. All desks/tables will be arranged so students’ seats face the same direction. The use of face masks is a safety expectation for all students and staff at all times, unless medically waived.

Targeted Services Delivery Plan


Who will be identified to participate in targeted services (Which students and which staff):

Any student that requires supplemental services under the NTI-2DL virtual instructional model are eligible for targeted services. Priority will be given to the following groups of students if they meet the criteria above:

● Students with IEPs ● Students receiving direct service ELL support ● Students receiving Tier II and III MTSS supports ● Students that have other barriers to their education (no internet, inadequate internet, etc.)


Why are targeted services being provided to the group selected? Describe the process, including which data was used to identify which students needed the most help:

The Office of Special Education at FCPS provided guidelines to all schools to ensure the selection process of students with IEPs is universal across the district. Attached is the guiding document that school ACC’s, case managers and administration will use to select these students. https://docs.google.com/document/d/1geOYKlhrRLeko97gFdI6aRAgSVs5b6GRIC1ELqBmrac/edit?usp=sharing The Office of English Learners at FCPS provided guidelines to all schools to ensure the selection process of students receiving direct ELL services is universal across the district. Attached is the guiding document that ELL teachers and administration will use to select these students. https://drive.google.com/file/d/1topgINY1dLlxz_EjGNlz_aWosd7QOG2j/view?usp=sharing The process for selecting all other students will be determined at MTSS academic meetings specifically looking at students receiving Tier III and Tier II support structures that are not demonstrating success in the NTI-2DL model. Data from Success Maker, Reading Plus, Impact Learning and MAP (students scoring below the 15th percentile in math and/or reading) will be factored into the decision making as well. Any student that does not have dependable internet will be invited to attend as well. Other students will be invited on a case by case basis.

When are target services being provided: FCPS transportation dependent and additional student opportunities:

https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.google.com%2Fdocument%2Fd%2F1geOYKlhrRLeko97gFdI6aRAgSVs5b6GRIC1ELqBmrac%2Fedit%3Fusp%3Dsharing&data=02%7C01%7Cmike.hale%40fayette.kyschools.us%7C9f9f9652c5124bb7413208d8698cfa9a%7C1cd28031be664a2aa9ce97358c52323e%7C0%7C0%7C637375401550156718&sdata=h0nhtXeLMdyqU8NeHvwTJaIL6uG7oR%2Fhoq58sEqVtbo%3D&reserved=0

https://drive.google.com/file/d/1topgINY1dLlxz_EjGNlz_aWosd7QOG2j/view?usp=sharing


● WMS will be offering targeted support services to selected students on Wednesdays from 2:00 - 4:00 pm in an effort to support students and not interrupt the learning taking place during NTI-2DL. ● Transportation (buses) will be provided for students that are extended an invitation to attend if needed. FCPS and WMS encourages families to walk to school or be dropped off and picked up during

targeted services if possible. ● Staff will be on duty to begin accepting invited students at 2:00 pm each Wednesday. ● Only invited students will attend targeted service meaning not all students may attend.

Where will the targeted services take place: Instructional setting- how will Safety Expectations and Best Practices for Kentucky Schools (K-12) be implemented:

All services will be provided in the least restrictive environment for the students adhering strictly to the guidelines established by the collaboration between the local health department and school system. Various classrooms around the building in the 30’s hallway, 50’s hallway, 100, 200, 300, 400 and 500 complexes will be used to deliver instruction/support. Large areas such as the gym, cafeteria and library will not be utilized due to their massive size leading to increased difficulty of sanitation. No more than 15 people will be allowed to occupy a space at one time. Students will be seated as close to 6 feet apart as possible, all participants will be required to wear a mask at all times, hand sanitizer stations will be in all areas students occupy, students will remain in one classroom/location in the building, students will be assigned to specific restrooms during the time in the building, teachers will be provided sanitizing wipes and each area will be cleaned using the Victory Sprayer disinfecting tool once the area has been cleared of individuals.


Input and Communication plan- staff, counsel, families, and stakeholders:

Input was collected from various stakeholders, including special education, EL and Gifted and Talented, Targeted Services for Special Education Students Targeted Services for EL Students Targeted Services Scheduling Ad-hoc Targeted Services Scheduling Ad-hoc Agenda Identification of Targeted Service Students 10/12/20 MTSS Targeted Services Students Mtg.

How will targeted services be provided: Service delivery model (instructional grouping etc.)

● Schools will adhere to the Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12) document, including social distancing, temperature checks, and mask requirements. ● Schools will not exceed a total capacity of 15 percent of their usual student building capacity. ● Schools will have no more than 15 individuals in a classroom at any given time, including adults. ● Targeted services are time bound meaning they may not last for more than 2 hours ● All students will get direct services provided by the person(s) responsible for the targeted instruction the student is currently unable to receive in the NTI-2DL model in small groups ● The delivery method of instruction will be determined by the types of services to be provided and the support structures needed to support the student(s). Such as small group instruction, one on one

instruction, implementation of learning stations and direct instruction.

https://docs.google.com/document/d/1geOYKlhrRLeko97gFdI6aRAgSVs5b6GRIC1ELqBmrac/edit?usp=sharing

https://drive.google.com/open?id=1F_q4Z04qMRsPlAA1mCTfV-hWX3mNsJlT&authuser=allison.marcum%40fayette.kyschools.us&usp=drive_fs

https://docs.google.com/spreadsheets/d/1GKkTI16aedX3AYHIhdII6lyZUD4lv2DP5prdtgaPLlE/edit?usp=sharing

https://docs.google.com/document/d/1-WHbNSyc16so_Qi7mZ2S9R3xZR3I8v0dQ_N5DYsfbQ0/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1_sGnh8EoKfQ34trLyxwtAXJjYJRtVI6bDiTJiSTWSHQ/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1dH9nD_CY7aGq2MhIdZxVGug_zXDTJ4Tte3tNqrvsiRw/edit?usp=sharing

https://education.ky.gov/comm/Documents/Safety%20Expectations_FINAL%20DOC.pdf


Common Area Procedures

Restrooms

● Facilities will be cleaned every 30 minutes. ● Sinks, stalls and urinals will be limited to allow for social distancing. ● Individual bathroom breaks will be allowed as needed.

Everyone must maintain a social distance of 6 feet in bathrooms. Staff members will monitor restroom breaks to ensure social distancing and proper handwashing. Proper handwashing posters will be placed in restrooms for guidance. Staff members will follow proper cleaning and disinfecting procedures and document completion.

Water Breaks

● Water fountains will not be used. Water bottle filling stations will be available. ● Students will be allowed to bring individual water bottles from home. ● Water bottles will be provided for students who do not have one. Water bottles will be labeled with each student’s name. This will reduce the number of students drinking directly from the water fountains.

Dismissal/Student Pick-up

Bus Dismissal ● All families who can transport their children from school are strongly encouraged to do so to help reduce the number of students on each bus. ● School staff will screen students and take temperatures before boarding the bus. Students with a fever will stay at school, and the family will be called to pick up the child. ● Hand sanitizer will be provided as students enter and exit the bus. ● Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus. ● Buses will be loaded from the back to the front, and unloaded from the front to the back. ● Buses will be sanitized between routes and at the end of the day.


Dismissal Procedures Parent Pick-up/Car Dismissal/Walker ● Dismissal will begin at 3:55 pm each Wednesday. Walkers and car riders will exit the building using the doors by the cafeteria (doors leading into the large parking lot on the East side of the building). ● Parents/guardians will pick their student(s) up at that location. ● Staff members will be present supervising student pick up, ensuring students that are walking are safe and ensuring social distancing is occurring.

Visitors/Student Pick-up

● To ensure the health and safety of students and staff, entry points to buildings will be restricted and access to schools will be limited to students and staff as much as possible ● When guardians arrive at school, they will need to enter through the front security vestibule by ringing the buzzer (push the black button in the silver box) to notify front office staff their intended purpose.

Guardians will be able to enter the front office area IF they are wearing a mask. If no mask is present, the guardian will need to wait out front on one of the benches for a staff member to come out to assist them with their need(s).

Cleaning Protocols ● Increased cleaning and sanitizing protocols will be implemented in all FCPS classrooms, schools, facilities and buses. ● High-touch surfaces will be cleaned frequently. ● Cleaning supplies and personal protective equipment (PPE) for staff are already in stock to ensure availability. ● Time for deep cleaning will be built into the school schedule.


Large Group Gatherings

● Assemblies, pep rallies, field trips and other group gatherings will not be permitted at this time.

Communication and Notification Procedures- 902 KAR 2:220E Emergency Administrative Regulation ● Families are required to notify FCPS if their student tests positive for COVID-19. To report a positive case, families should call 859-381-FCPS (3277), email [email protected] or visit

www.fcps.net/covid19. ● The Lexington-Fayette County Health Department will conduct contact tracing, a process of identifying and analyzing the interactions the individual who tests positive has had with others to assess the

potential risk to our school community. ● The Lexington-Fayette County Health Department will identify individuals who need to quarantine as a result of interactions with someone who tested positive for COVID-19. ● Anyone identified as a close contact of a staff or student who tests positive for COVID-19 will be notified by phone and instructed to quarantine for 14 days from the time they last interacted with the

individual. ● After close contacts have been personally notified, all families at our school will receive an email via Infinite Campus making them aware of the case. ● While committed to maintaining the confidentiality of students and staff, we will make every effort to be transparent regarding all COVID-19 related matters.

In the event that there is a confirmed case of COVID-19, the school will work with the district office, the Fayette County Health Department and transportation to conduct contact tracing. Communication to families will follow.

Appendices 10/7/20 Ad Hoc Scheduling Committee Agenda 10/7/20 Ad Hoc Scheduling Committee Meeting Minutes 10/8/20 Ad Hoc Identification of Targeted Students Agenda and Minutes 10/12/20 MTSS Targeted Services Students Mtg.

mailto:[email protected]

http://www.fcps.net/covid19



https://docs.google.com/spreadsheets/d/1_sGnh8EoKfQ34trLyxwtAXJjYJRtVI6bDiTJiSTWSHQ/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1dH9nD_CY7aGq2MhIdZxVGug_zXDTJ4Tte3tNqrvsiRw/edit?usp=sharing


Special Considerations for Targeted Support and Improvement (TSI) Schools TSI schools must embed their subgroup(s) plan for improvement within their CSIPs. TSI stakeholders, including the principal and other school leaders, teachers, and parents, should carefully consider what must be done to ensure the subgroup(s) perform(s) at high levels in the state accountability system. In addition to identifying strategies and activities within the CSIP that address the specific needs of underperforming groups, provide narrative information regarding the additional requirements for TSI schools in the following chart:

Components Of Turnaround Leadership Development And Support: Consider: How will you ensure that school leadership has or develops the skills and disposition to achieve accelerated, meaningful, and sustainable increases in student achievement for underperforming subgroups? Response:

Identification Of Critical Resources Inequities: Consider: Describe the process used to review the allocation and use of resources (people, time, and money), any resource inequities that were identified that may contribute to underperformance, and how identified resource inequities will be addressed. Response:


Targeted Subgroups and Evidence-Based Interventions: Consider: Identify the areas of need revealed by the analysis of academic and non-academic data that will be addressed through CSIP activities for your targeted subgroup(s). What evidence-based practice(s) will the school incorporate that specifically targets the subgroup(s) achievement that contributed to the TSI identification? How will we monitor the evidence-based practice to ensure it is implemented with fidelity? Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence. Response:

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies. Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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Additional Actions That Address The Causes Of Consistently Underperforming Subgroups Of Students Consider: Describe the process used to review the learning culture related to your targeted subgroup(s) and any additional actions that were determined to address the causes of underperformance. Response:


Special Considerations for Comprehensive Support and Improvement (CSI) Schools Schools identified for Comprehensive Support and Improvement (CSI) must complete the CSIP process and meet all applicable deadlines while identified for Comprehensive Support and Improvement (CSI). Following the completion of the school audit, CSI schools must revise their CSIP to account for the improvement priorities identified by the audit team. The newly revised CSIP, referred to as a Turnaround Plan, must include the following items: (1) evidence-based interventions to be utilized to increase student performance and address the critical needs identified in the school audit, (2) a comprehensive list of persons and entities involved in the turnaround efforts and the specific roles each shall play in the school’s turnaround process, and (3) a review of resource inequities, which shall include an analysis of school level budgeting to ensure resources are adequately channeled towards school improvement (703 KAR 5:280). Each of the three aforementioned requirements must be embedded throughout the CSIP document. Once the CSIP has been revised, the turnaround plan must be submitted to the LEA for approval before it is submitted to the Commissioner of Education for final approval.

Evidence-based Practices The Every Student Succeeds Act (2015) created new expectations for evidence-based decision making at school and district levels. More specific information regarding evidence-based practices and requirements can be found on the Kentucky Department of Education’s Evidence-based Practices website. While evidence documentation in the CSIP is only required for schools identified for Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI), KDE encourages all school leaders to review evidence related to new programs, practices, or interventions being implemented in the school. In addition to documenting the evidence below, TSI and CSI schools are expected to upload a description of their evidence review process, the findings of their evidence review, and a discussion of the local implications into eProve. Specific directions regarding the documentation requirements can be found in the “Documenting Evidence under ESSA” resource available on KDE’s Evidence-based Practices website. Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence.

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies. Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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https://education.ky.gov/school/evidence/Pages/default.aspx

https://education.ky.gov/school/evidence/Documents/Documenting%20Evidence%20Under%20ESSA.pdf

https://education.ky.gov/school/evidence/Pages/default.aspx

2019-20 Winburn's Executive Summary€¦ · Lexington, Kentucky, 40511 Last Modified: Status:...

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