HIGHLAND ELEMENTARY SCHOOL
Comprehensive School Improvement Plan
2017-2019
Goal 1: Proficiency Increase the proficiency rate for all students in reading, math, social studies and writing by May 3, 2019. (Per delivery targets as indicated on the Kentucky Department of Education School Report Card: Reading (50.6 to 72.3 %), Math (51.7 to 70.5%), Social Studies (65.9 to 79.3%) and Writing (42.4 to 68.1%)). | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Increase the reading proficiency rating for all students from 50.6% proficiency to 66.7% by May 3, 2018. | All teachers will maintain a focus on ensuring standards (and gaps) are addressed | On-going curriculum map reviews and updates deploying standards and recording pacing and gaps. | All staff will update pacing guide/curriculum map (annotated with pacing and gaps in skills/content) | Google Drive Monthly updates. (Teachers, Principal) | 0 |
Ensure regularly scheduled content team meetings to review alignment between standards, learning targets (posted) and assessment measures. | Staff and administration meeting (agendas/minutes) regularly scheduled to address instructional improvements and post student-friendly learning targets daily | Meeting minutes in Google Drive Walk-throughs, lesson plans and Observations (Principal/Asst Principal) | 0 | ||
All teachers will maintain a focus on implementing rigorous lessons aligned to state and national standards utilizing LTF/AP/ACT resources. | Ensure application of on-going professional learning aligned with Laying the Foundation. | Staff utilization of lesson Plans (observations) of LTF lessons. | Walk-throughs and Observations (Principal/Asst Principal) | PD $1000.00 | |
Utilize curriculum with fidelity rigorous lessons to support challenge and thinking (meta-cognitive, questioning techniques, Lexile leveled documents, national standards). | Staff utilization of lesson Plans (observations) of LTF lessons. Students will ask and develop deeper, quality questions. IXL, Moby Max, Lexia Reading | Walk-throughs and Observations (Teachers) | 10000 | ||
All teachers will maintain a focus on administering assessments aligned with standards | Create and utilize formative and summative assessments that are aligned to the standards (state and national). | Teachers will develop formal formatives (comprehensive assessment of reading strategies). Student growth will be reflected in data recorded. | Content Team Meetings (minutes) Use of Google -shared drive. (Teachers) | 0 | |
MAP (Measure of Academic Progress) assessment results (three windows) monitored (RIT (Rasch Unit Scale) achievement scale scores and national percentiles) and utilized to address instructional needs/changes and communicated to students and parents | Results from MAP reports will show progress towards proficiency. | MAP reports (Teachers, Principal, Asst Principal) | 0 District Funded | ||
Objective 2: Increase the math proficiency rating for all students from 51.7 to 64.5% by May 3, 2018. | All teachers will maintain a focus on ensuring standards (and gaps) are addressed | On-going curriculum reviews deploying standards and recording pacing and gaps. | All staff will update pacing guide/curriculum map (annotated) | Google Drive Monthly updates (Teachers) | 0 |
Ensure regularly scheduled content team meetings to review alignment between standards, learning targets and assessment measures. | Staff and administration meeting regularly scheduled to address instructional improvements and post student-friendly learning targets daily | Meeting minutes in Google Drive Walk-throughs, lesson plans and Observations (Principal/Asst Principal) | 0 | ||
All teachers will maintain a focus on implementing rigorous lessons through collaborative professional teaching and learning opportunities | Ensure application of on-going professional learning aligned with Laying the Foundation. | Staff utilization of lesson Plans (observations) of LTF lessons. | Walk-throughs and Observations (Principal/Asst Principal) | PD $2000.00 | |
Utilize curriculum with fidelity and rigorous lessons to support challenge and thinking (meta-cognitive, questioning techniques, LTF, national standards) | Staff utilization of lesson Plans (observations) of LTF lessons. Students will ask and develop deeper, quality questions. | Walk-throughs and Observations (Principal/Asst Principal) | 1000 | ||
All teachers will maintain a focus on administering assessments aligned with standards | Create and utilize formative and summative assessments that are aligned to the standards (state and national). | Teachers will develop formal formatives (comprehensive assessment of reading strategies). Student growth will be reflected in data recorded. | Content Team Meetings (minutes) Use of Google -shared drive. (Teachers) | 0 | |
MAP results (three windows) monitored (RIT scale scores and national percentiles), utilized to address instructional needs/changes and communicated to students and parents | Results from MAP reports will show progress towards proficiency. | MAP reports (Teachers, Principal/Asst Principal) | 0 District Funded | ||
Objective 3: Increase the social studies proficiency rating for all students from 65.9 to 75.2% by May 3, 2018. | All teachers will maintain a focus on ensuring standards (and gaps) are addressed | On-going curriculum map reviews deploying standards and recording pacing and gaps. | Pacing guide/curriculum map (annotated) | Google Drive Monthly updates (Teachers) | 1000 Standard aligned resources |
Ensure regularly scheduled content team meetings to review alignment between standards, learning targets and assessment measures. | All staff will update pacing guide/curriculum map (annotated) and post student-friendly learning targets daily | Meeting minutes in Google Drive Walk-throughs, lesson plans and Observations (Principal/Asst Principal) | 0 | ||
All teachers will maintain a focus on administering assessments aligned with standards | Create and utilize common assessments that are aligned to the standards (state and national). | Teachers will develop formal common (comprehensive assessment of reading strategies). Student growth will be reflected in data recorded. | Content Team Meetings (minutes) Use of Google -shared drive. (Teachers) | 0 | |
Objective 4: Increase the writing proficiency rating for all students from 42.4% to 61.7% by May 3, 2018. | All teachers will maintain a focus on ensuring standards (and gaps) are addressed | On-going curriculum map/pacing guide reviews deploying standards and recording pacing and gaps. | Pacing guide/curriculum map (annotated) | Google Drive Monthly updates (Teachers) | 0 |
Ensure regularly scheduled content team meetings to review alignment between standards, learning targets and assessment measures. | All staff will update pacing guide/curriculum map (annotated) and post student-friendly learning targets daily | Meeting minutes in Google Drive Walk-throughs, lesson plans and Observations (Principal/Asst Principal) | 0 | ||
All teachers will maintain a focus on implementing research-based, writing instructional strategies to impact writing proficiency improvement | Utilize research based writing strategies for a variety of writing purposes | Student use of writing strategies taught | Student writing pieces and exit slips/surveys of writing strategies utilized (Teachers) | 500 Abell and Atherton/Other | |
Objective 5: Curriculum alignment with standards in science at all grade levels. | All teachers will maintain a focus on ensuring standards (and gaps) are addressed | On-going curriculum map/pacing guide reviews deploying standards and recording pacing and gaps. | Pacing guide/curriculum map (annotated), lesson plans, student activities and through course task assessments | Google Drive Monthly updates (Teachers) | 0 |
Objective 6: Utilization of Through Course Task Science Assessments | All teachers will maintain a focus on ensuring standards (and gaps) are addressed and assessed in science | Utilize Through Course Task continuously throughout the school year. | TCT assessment of student work, student work binder | Student work binder (Teachers) Kentucky Dept of Education Share- Point Site | 0 |
Goal 2: Gap Decrease students scoring novice in free and reduced gap group by 20% by May 3, 2019. (Per delivery targets as indicated on the Kentucky Department of Education School Report Card: Reading (32.6 to 26.08%), Math (14.7 to 11.88%), | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Create and monitor a “Watch (Cusp) List” for students performing on the bubble of next proficiency level | All teachers will maintain a focus on monitoring students progress toward proficiency by monitoring gaps in skill and content knowledge | Identify students in all gap groups (name and claim) | Spreadsheet of each grade level student’s present proficiency, gap group (as applicable) scores, target proficiency for growth. Improved Proficiency. | Spreadsheets by grade level with all information (Teachers utilize and Principal/Asst Principal monitor) | 0 |
Objective 2: Decrease the reading novice proficiency rating for free/reduced gap group students (by 10%) from 32.6% proficiency to 29.34% by May 3, 2018. | All teachers will maintain a focus on implementing research-based, high yield instructional strategies to impact instruction and novice reduction. All teachers will maintain a focus on monitoring students progress through a growth model based on 70% proficiency, 20% apprentice and 10% novice. All teachers and administrators will maintain a focus on data to provide guidance in moving students toward proficiency | On-going professional learning to target high-yield instructional strategies to focus on eliminating the gap between special populations and the regular education students. | Utilization of novice reduction strategies and processes per KDE novice reduction workshop. Decreased gaps in proficiency among gap groups | Novice reduction strategies discussed and utilized and recorded in meeting minutes (Teachers, Principal/Asst Principal) | 1000 PD |
Organization of various systems for regular monitoring the progress of students in the non-duplicated gap group for academic and non-academic progress (40% - Distinguished, 30% - Proficient, 20% - Apprentice and 10% - Novice) | Record progress on individual students (spreadsheets). Decreased gaps in proficiency among gap groups | Spreadsheet compilation of multiple data points (Teachers and monitored by Principal/Asst Principal) | 0 | ||
Utilization of interim benchmarking assessment (Measures of Academic Progress - MAP) for students K-5 to identify student academic readiness, set goals for growth, monitor progress, determine skills students are prepared to learn, and identify students needing intervention for reaching expected levels of performance | Record progress on individual students (spreadsheets) and review MAP data each window. Decreased gaps in proficiency among gap groups | Spreadsheet compilation of multiple data points (Teachers and monitored by Principal/Asst Principal) | 0 District Funded | ||
Objective 3: Decrease the math novice proficiency rating for free/reduced gap group students (by 10%) from 14.7% to 13.23% by May 3, 2018. | All teachers will maintain a focus on implementing research-based, high yield instructional strategies to impact instruction and novice reduction. All teachers will maintain a focus on monitoring students progress through a growth model and supports (RTI) All teachers and administrators will maintain a focus on data to provide guidance in moving students toward proficiency | On-going professional learning to target high-yield instructional strategies to focus on eliminating the gap between special populations and the regular education students. | Utilization of novice reduction strategies and processes per KDE novice reduction workshop, Decreased gaps in proficiency among gap groups | Novice reduction strategies discussed and utilized and recorded in meeting minutes (Teachers, Principal/Asst Principal) | 500 |
Organization of various systems for regular monitoring the progress of students in the non-duplicated gap group for academic and non-academic progress | Record progress on individual students (spreadsheets) Infinite Campus - attendance and behavior. Decreased gaps in proficiency among gap groups | Spreadsheet compilation of multiple data points (Teachers and monitored by Principal/Asst Principal) | 0 | ||
Utilization of interim benchmarking assessment (Measures of Academic Progress - MAP) for students K-5 to identify student academic readiness, set goals for growth, monitor progress, determine skills students are prepared to learn, and identify students needing intervention for reaching expected levels of performance | Record progress on individual students (spreadsheets. Decreased gaps in proficiency among gap groups | Spreadsheet compilation of multiple data points (Teachers and monitored by Principal/Asst Principal) | 0 District Funded |
Goal 3: Growth Improve strategic processes for recognizing a student’s continuous improvement toward the goal of proficiency. | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Incorporate research based strategies to provide awareness and improvement of learning goals | All teachers will maintain a focus on implementing the research-based, high yield instructional strategy of effective feedback to impact instruction and progress students learning goals | Utilize high yield strategy of effective feedback practice within lessons. | Students communicate (via exit slips or surveys) that they know where they are going, where they are currently and how they can close gaps in their learning. | Regular exit slip and/or surveys (Teachers and monitored by Principal/Asst Principal) | 0 |
Objective 2: Develop a protocol and systems for growth movement considerations | All teachers will maintain a focus on monitoring students progress through a growth model based on 70% proficiency, 20% apprentice and 10% novice. | Ensure skill and content flexible groups are occurring and providing for individual student needs (40-30-20-10) model. | Increased growth scores (KPrep and MAP) Increased proficiency. | Assignment of students (rosters), MAP growth scores and percentiles | 0 |
Objective 3: Use collection of data artifacts to inform next steps for individual and groups of students growth | All teachers and administrators will maintain a focus on data to provide guidance in moving students toward proficiency | School-wide annual review of all data (K-Prep, MAP, Internal Assessment) and individual student data (by proficiency, gap groups and growth measures) | Increases in proficiency (state and internal/school assessments) as recorded on spreadsheets in Google Drive (Skill/Content aligned) | Data Analysis Day -PD calendar/review at Admin meeting. (Teachers and monitored by Principal/Asst Principal) | 0 |
Continuous monitoring of student progress through spreadsheet tracking of proficiency and skills | Increases in proficiency as recorded on spreadsheets in Google Drive (Skill/Content aligned) | Spreadsheets constructed on tracking of multiple data points (Teachers and monitored by Principal/Asst Principal) | 0 | ||
MAP results (three windows) monitored (RIT scale scores and national percentiles), utilized to address instructional needs/changes and communicated | Results from MAP reports will show progress towards proficiency. | MAP results (Teachers, Building Assessment Coordinator and monitored by Principal/Asst Principal) | 0 District Funded |
Goal 4: Transition Readiness Improve individual student’s acquisition of the necessary knowledge, skills and dispositions to successfully move to the next level of education | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Meet a combined benchmark of 70% proficiency in reading/writing, math, science and social studies by grade 8. | All teachers and administrators will maintain a focus on data to provide guidance in moving students toward proficiency | Ensure skill and content flexible groups are occurring and providing for individual student needs based on 40-30-20-10 (NAPD) model | Students progress on content and skill as measures on various assessments and recorded on spreadsheets (growth) | Spreadsheets, reports (Teachers and monitored by Principal/Asst Principal) | 0 |
Objective 2: Provide opportunities for students to participate in transition activities for next level of education (and beyond) | Administrators and teachers will collaborate with agencies/organizations to provide transition readiness opportunities for all students | Attend move up day (grades PreK - 5). Transition to Glasgow Middle School (grade 5), Transition to Highland from Glasgow Preschool Academy and Head Start (PreK), Transition within Highland to grade above (Grades K-4) | Agenda/program, attendance to event, questions posed from students HES Family Resource Services Programming | Consult with schools on student needs. Survey students on success of event and follow up.) (Principal/Asst Principal) | 0 |
Attend Career Day to expose students to various future career options | Attendance to event, event schedule | Attendance Feedback from students and teachers concerning career representation and presentations | 0 | ||
Attend Kindergarten Readiness Camp to prepare for the upcoming school year. | Students engage in classroom and school routines. | Consult with parents on student needs. Gain knowledge of current academic progress of students. | District funded |
Goal 5: Opportunity and Access Implement School (and Culture) Supports to Ensure Opportunity and Access for All Students | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Develop school culture supports both academic and behavior to promote and support learning for all | Administrators and teachers will strengthen instructional core through addressing standards alignment and provide an intervention model to meet student needs | Response to Intervention Model to promote access for all students to the curriculum and school programs | RTI model utilized with fidelity to provide supports for access to curriculum and student growth and success MAP scores | Individual student analysis per growth and proficiency on spreadsheet and MAP scores | 500 PD or Instructional Materials |
Leader in Me process to promote school culture and to equip students with the tools to reach their highest potential | Increase in academic progress and involvement in clubs and activities. | Leadership notebooks, Lighthouse Team Ambassadors | 0 | ||
Objective 2: Develop school culture protocol to encourage student opportunity in self monitoring toward academic and personal goals | Administrators and teachers will provide a school-wide focus on self-monitoring through Work Together, Hard and with Purpose and Leader in Me activities | We all Work Together, We Work Hard, We Work Purposefully School-wide focus Leader in Me Leadership notebooks used by students to take ownership of their learning by setting goals and tracking progress. | Improvement in work completion (teacher grade reporting) | Gradebooks | 0 |
Decreases in behavior referrals | Infinite Campus Reports | 0 | |||
Increase in participation in arts-based programs, clubs, sports, activities | Rosters from various programs offered | 0 | |||
Objective 3: Staff hires to support content area goals. | School administrators will provide supports to the instructional core through hiring additional staff | Instructors hired to assist in supporting content area goals and to reduce class sizes to offer additional interventions | Teachers assigned to content areas. Master Schedule of access for students Improved MAP and state/national test scores | Master Schedule Improved proficiency scores in content areas | 184000 |
Goal 6: Communication and Collaboration Improve supports for communication and collaboration of stakeholders | |||||
Objective | Strategy | Activities to deploy strategy | Measure of Success | Progress Monitoring Date & Notes | Funding |
Objective 1: Improve communication by sharing of information with parents and students through social media sources | School leadership will maintain a focus on effective communication to stakeholders through social media | School will maintain Facebook, Twitter and Instagram social media accounts and post important dates, information and celebration of students | Increased access of social media sites by stakeholders | Review of access numbers (likes, shares, etc…) (School Admin and designated social media contact) | 0 |
Objective 2: Google (G-Suite) platform will be utilized to improve communication and increase collaboration within and among schools | School district and school leadership will maintain a focus on utilization of electronic communication resources to increase and improve collaboration within and among schools (and districts) | Google Drive will be utilized to share various resources (for collaboration), agenda and meeting minutes (for communication) and provide avenues for input and shared decision-making (collaboration) | Improvement in TELL Survey Results Increased use of Google Drive for collaboration | TELL Survey Results Shared Drives and Classrooms Resource folders (Teachers, School Admin) | 500 PD |
Google Calendar will be utilized by school administration to inform teachers of events and deadlines | Consistent and increased use of Google Drive to ensure important dates and events are transparent | Dates and events placed on Google calendar consistently (School Admin) | 0 | ||
Google Classrooms and shared drives will be utilized to improve collaboration and communication | Increased use of Google Classroom | Google Classroom creation and utilization Teachers and Administration | 0 | ||
Objective 3: School website will be updated to ensure the most up-to-date information | School leadership will maintain a focus on providing updated information to stakeholders for effective communication | Principal will assign a person (or persons) to oversee the school (and district) websites to ensure information is up-to-date for student, parent and community reference | Increased access of website by stakeholders | Review of website updates monthly. (School Principal or designee) | 1000 |
HIGHLAND ELEMENTARY SCHOOL
Executive Summary
2017-2019
Highland Elementary Description
Glasgow Independent Schools are located in Barren County, Kentucky. Barren County's estimated population according to 2010 census results was 42,269. 78.8% of Barren County's population earned a high school diploma and 14.2% have a Bachelor's degree or higher. 73.8% of our students are White, 11.9% are African American, 8.2% are Hispanic and 1.0% are Asian, or Alaska Native or Native Hawaiian/Pacific Islander. 52.1% are male and 47.9% are female.
Highland Elementary serves 565 students grades K through grade 5. Highland Elementary has a 15:1 average student to teacher ratio. Full time equivalent teachers employed in the district is 39. There are six board certified teachers. The average years of teaching experience among our staff is 12.8.
Highland Elementary has implemented several programs and outreach opportunities. Google Applications for Education, 21st Century Grant and After School Program, Celtic Academy for Gifted and Talented Math, Leader in Me (Lighthouse Status), Academic Team, Art and Choir, Jr. Beta Club, Before & After School Programs: Running Club, FCA, World Drumming Circle (4-5), Recycling, and School Productions are just a few of the numerous student opportunities within our school. Our Jr. Beta Club received a National Beta Winner award for our group talent production of Peter Pan.
The community supports Western Kentucky University Glasgow Regional Center Campus and Barren County Area Technical School. Partnerships with these institutions provide local opportunities for Highland Elementary students.
Highland Elementary’s Purpose, Offerings and Expectations
Our top priority is to provide a safe and orderly environment for all students while ensuring that they obtain the highest level of academic achievement possible. From early childhood education to bilingual and gifted programs, Highland Elementary offers programs and opportunities for every child to succeed. We dedicate our focus to reading, writing and mathematics coursework with a broad range of electives and utilize technology as an integral part of the daily learning experience.
Mission
United in service to our students, it is the mission of Highland Elementary to introduce a love of learning and discovery, to instill a sense of self-worth and respect of others, and to establish an educational foundation to ensure success in middle school, high school, college and career.
Vision
Our vision, as a district, is to inspire a passion for learning; therefore adoption of the mantra "Guide. Inspire. Succeed" is utilized as a reminder to each student, parent, teacher, staff and administrator of our district's guiding principles to support that vision.
Beliefs
All people have worth and value.
All people have individual talents, which allow them the potential to achieve and be successful.
A community is only as strong as the educational foundation it builds.
Relationships have a significant impact on learning.
The progress of learning is lifelong and unique to each individual.
Optimal learning occurs in a safe, secure, and nurturing environment.
Change is integral to growth and improvement as we strive for excellence.
People have different capacities to learning and people can be motivated and challenged to learn at high levels
Notable Achievements and Areas of Improvement
Highland Elementary has experienced proficient status within the last three years. Highland Elementary received Leader in Me Lighthouse School status. Areas of improvement will be emphasized through refinement of instructional practice in the areas of math, reading and writing. Highland Elementary administrators will provide support for growing effective teachers through professional learning experiences, school-wide vision and goals and supporting the new standards and accountability system.
Additional Information
Highland Elementary provides access to various resources to support academic development for students and professional learning experiences for staff and teachers. In addition to technology at HES presently, our district is exploring options for increasing access to technology for all students. Wireless infrastructures are in place in all schools and in the district. Professional Learning on the use of GAFE (Google Apps for Education)/Google Suite and use of in-house surveys will connect standards, electronically stored instructional resources, curriculum, formative assessments, instruction, professional learning and evaluation of teachers and principals in one place, thereby improving instructional outcomes, teacher effectiveness and leadership.
HIghland Elementary has numerous local partnerships to provide an enriching and total education for all of our students. Our active, supportive Parent-Teacher organization recognizes the importance of the partnership between the school and home is also vital in our school's success.
The Leader in Me initiative is currently being implemented at Highland Elementary School. This whole school transformation model is based on Stephen Covey's "The 7 Habits of Highly Effective People." This work is developing a foundation for student leadership skills and increasing student ownership in academic and personal choices.
HIGHLAND ELEMENTARY SCHOOL
Needs Assessment
2017-2019
Data suggests that employment of standards (instructional core) needs improvement in all subject areas (not scoring 60-70% proficiency). Teachers will be asked to review curriculum maps consistently, make notes of gaps and ensure maps are aligned with standards (state and national) and use of curriculum sources are utilized with fidelity and frequent common assessments are employed.
Data and meeting discussions suggest that curriculum needs to be implemented with fidelity and supplemented with other rigorous sources as well as spiraling curriculum to ensure students are retaining the content. In addition, a school focus must include feedback (research-based) in order to ensure adequate delivery of instruction.
Data suggests that assessments are not completely aligned with standards and assessing frequently and providing specific feedback to students is not occurring consistently in every classroom. Teachers are to work collaboratively and with grade level or vertical teams in order to ensure that assessments are high quality, rigorous and aligned with standards. In addition to MAP assessments, teachers must produce assessments (formative and summative) in order to monitor progress, meet standards and provide students with authentic assessments and those aligned with state and national standards.
4- Review, Analyze and Apply Data Results
Per discussions (administrative meetings) it is evident that data is not being utilized to its fullest to make instructional decisions. The school will provide multiple opportunities and guidance to review, analyze and apply data results (individual, MAP, K-Prep, etc….) through PLC meetings, data work days, Math Path collaboration meetings, and faculty meetings. Highland Elementary’s expectation is to determine decisions based on data and provide teachers multiple opportunities to utilize and discuss data in order to address instructional strengths and areas of improvement in a timely manner.
5- Design, Align and Deliver Support Processes with Sub-group Focus
Data suggests that sub-groups are performing below school and state averages. Highland will analyze sub-group and gap group data and provide support and professional learning opportunities. HES principal will select at least one gap group to craft at least one goal in their formal evaluation. The plan will be monitored by the superintendent. Teachers will monitor student progress towards proficiency, address skills lacking and provide multiple opportunities for success and retaining critical content.
6- Establish a Learning Culture and Environment
Conversations during administrative meetings (in minutes) suggest that culture and environment is lacking clear direction, purpose and communication. Highland will craft a vision for the instructional core (customization, personalization and communication) and will define school-wide expectations for moving students, providing opportunities and communicating with all stakeholders. HES will be expected to craft a vision and mission statement for students and staff and communicate their core values clearly.