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

1- Deployment of Standards 

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.

 

2- Delivery of Instruction 

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.

 

3- Assessment Literacy 

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.