Comprehensive School Improvement Plan

Comprehensive School Improvement Plan

LBJ Elementary School, 2008-2009

LBJ Elementary

Comprehensive School Plan

2012-13

Date Approved by the School Council:

School Council Member Signatures:

Chairperson(Principal)
Parent-Member
Parent-Member
Teacher-Member
Teacher-Member
Teacher-Member

2

Comprehensive School Improvement Plan

LBJ Elementary School, 2008-2009

Table of Contents

Content

Cover Page

Table of Contents

Executive Summary

School Communication Plan

READING

MATH

SOCIAL STUDIES COMMUNITY

EQUITY

SCIENCE

TECHNOLOGY

PD Plan

EXECUTIVE SUMMARY

District: Breathitt County

MISSION STATEMENT

We the staff of L.B.J. Elementary School accept the shared responsibility to ensure that all students will learn and be given the opportunity to grow to higher levels of achievement in all areas of development.

PROCESS OF DEVELOPING THE COMPREHENSIVE SCHOOL PLAN

The needs assessment team was organized by teachers voting to select members, which represented teachers, school administrators, parents, employees, community members, and family resource center personnel. The committee assigned subcommittees that collected, analyzed, and reported data and concerns back to the needs assessment committee for their approval.

See the attached list for the committee members and their assigned committees.

The needs of the school were determined by analyzing CATS and CTBS assessments reports, SFA reports, primary grade reports, input from preschool, teacher observations, teacher assessments, parent surveys, and family resource center data.

With the implementation of this plan, we expect continued growth as a school, and we expect to meet our CATS assessment requirements. We also expect to have continual support of the parents and the community. Our highest expectation will be that LBJ elementary will reach its fullest potential as a learning institution.

The entire faculty and staff, Family Resource Center, parents, SBDM, and community people reviewed the plan at the committee levels. Public comment was made through the use of parent surveys, parent conferences, open house, and community events. This Comprehensive School Improvement Plan will be ensured through continued review and revisions to address needed changes and occurring needs.

School Communication Plan

The Comprehensive School Improvement Plan and other important information will be shared with stakeholders throughout the year. This will be done primarily through faculty meetings with the faculty, Open House, newsletters, and parent-teacher conferences. Also, a copy of the Comprehensive School Improvement Plan will be available for review in the principal’s office.

Input will be continuously gathered from stakeholders through the use of the Snapshot Survey of School Effectiveness Factors, parent-teacher conferences, and parent and teacher representatives on the SBDM council.

Action Component Reading XX- School  District

District Name Breathitt

 Preliminary  Revised

School Name LBJ Elementary School Component Managers: Michelle Robinson, Jennifer Hays

Date: March 2012

Priority Need:
According to the 2010—2011No Child Left Behind Adequate Yearly Progress Report, LBJ met 10 out of 10 goals scoring 100 %. The NCLB goal was set at 80.23 for the 2010-2011 academic years. The following are the scores on the Performance Report:
-5% of 3rd graders, 2% of fourth graders, and 2% of fifth graders scored on the Novice level
-21% of 3rd graders, 7% of fourth graders, and 33% of fifth graders scored on the Apprentice level / Goal:
-Decrease Level 1 scores by 3 % for 3rd grade and by 1 % for grades 4 and 5
-Increase Levels 3and 4 by decreasing Level 2 scores by 10% for grades 3 and 5 and decreasing by 3% for grade 4.
Causes of the Need:
-Lack of performance of students with disabilities. 30% of students with disabilities scored at the novice level.
-There was a significant gap in 3rd and 4th grade between the female and male population in the area of reading. For third grade, in the apprentice level, there is a 12% difference with the females scoring 27% and the males 15%. For those scoring apprentice in the fourth grade there is an 8% difference with females scoring 3% apprentice level and males scoring 11%.
- There is no significant gap between free/reduced and Non-free/reduced. / Objectives For Reaching the Goal:
-Incorporate research based reading intervention strategies to better accommodate students with disabilities.
-Continue full implementation of Project Read and other supporting programs such as
RTI, RR, RTA, STC, Great Leaps and Reading Eggs as applicable.
-Continue improvement on the quality of weekly reading assessments.
-Flexible grouping for Reading
-Professional Development
-Identify targeted students for GEAR UP and UNITE Reading tutoring/assistance
Evidence of Causes:
-Lesson plans & walk-throughs
-Teacher daily schedules/lesson plans/Accelerated Reading
Participation
-Assessment Notebooks
-KCCT Data
-Gap Analysis Report
-Thinklink Benchmark Assessment Data / Measures of Objectives (Practice and Results)
-Professional Development on continuous implementation of Project Read
and supporting programs.
-Formal Observations/Walk-throughs/lesson plans
-Continuous Assessment (RTI, RTA, STC)
-Assessment Notebooks
-Logs from GEAR UP and UNITE teachers showing tutoring for targeted students
Objective: Full Implementation of Project Read/Supporting Programs
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
*Teachers teach Reading at least 40 minutes utilizing Project Read and/or Harcourt curriculums.
*Reading Recovery/Literacy Groups/Reading Resource (RTI)
*Continuous participation in Accelerated Reading Program.
-Students will participate in Pizza Hut Book-It
Program.
In an effort to encourage a successful transition to the
Middle school, all 7th grade students will be required to read one book on their reading level per grading period. The grading system used will be at the discretion of the 7th grade teachers and Mr. Combs.
(8th grade students must read 1 per grading period at SMS)
*Save the Children-Children referred to STC for additional reading help.
*Utilize available technology in teaching reading
*Utilize GEAR UP and UNITE teachers to assist in closing reading gaps with targeted students. / Lesson Plans/Data from Walk-through observations
Lesson Plans/Exiting Criteria
Renaissance Reports
Accelerated
Reading Reports
Renaissance Reports
Schedules/Lesson
Plans
Lesson Plans
GEAR UP/UNITE Logs / Principal/Teachers/
Facilitator
Principal/Teachers
Principal/Teachers/Library
Teachers/Mrs. Robinson/Reading Facilitator
Teachers/Mrs. Watts
Principal/Billie Oaks
Principal/Teachers
GEAR UP Academic Specialists/ UNITE teacher / O8/12
O8/12
O8/12
O8/12
08/12
O8/12
O8/12 / 5/13
5/13
5/13
5/13
05/13
5/13
5/13 / Replacement Guides
$60-$70
each if needed
Objective: Flexible Grouping For Reading
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
* RTI—Think Link Testing for Beg/Mid/End
Baselines for grades K-1. Progress Monitoring
(Every 2 weeks)
*Read To Achieve—Grade Assessment: Beginning, Middle and End of
year. (Think Link)
*Monitoring Lesson Plans
*Classroom observations/Walkthroughs
*Individual Grade Level Reading Block provided for grouping
*Great Leaps and Reading Eggs Programs for students in pullout/ resource settings to reinforce reading skills. / Continuous Progress
Progress Made
Successful
Completion
Schedules
Progress made / Michelle Robinson; RTI Teacher/Curriculum Coordinators
Teachers/Michelle Robinson
Teachers/Principal
Principal/Facilitator/
Teachers
Teachers/Resource Teachers / 8/12
8/12
8/12
8/12
8/12 / 5/13
5/13
5/13
5/13
5/13
Objective: Improve quality of weekly reading assessments
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
*Use multiple choice assessment questions relating to DOK Level
on Core Content.
*Write Extended and short answer questions relating to DOK Level on Core Content.
*Teach at least one extended response question on a bi-weekly basis.
*Each class will schedule sessions in the IMAC Lab
*Think-Link Assessment and other formative assessments will be given 3-4 times to K-7th grades and lessons will correspond to need shown on assessment.
*Use CIITS to create reading assessments and generate data
* Teachers will use the data provided by Think-Link and other formative assessments to inform instruction. / Lesson Plans
Lesson Plans
Lesson Plans
Schedules and Lesson Plans
Schedules and Lesson Plans
CIITS Data
Think Link Data / Teachers/Principal/
Curriculum Coordinator / 8/12
8/12
8/12
8/12
8/12
8/12
8/12 / 5/13
5/13
5/13
5/13
5/13
5/13
5/13
Objective: Professional Development
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
*Professional Development as needed in Project Read and other research based programs.
*Professional Development as needed in writing questions (multiple choice and extended response) related to the DOK Levels.
*Professional Development as needed in using the IMAC Lab and Think-Link
*Professional Development as needed with Promethean Board
*Reading Professional Development as needed to address reading gaps and training teachers in new strategies to address those gaps / Professional Development
Requests/Attendance / Principal/Curriculum Coordinators
Teachers / 8/12
8/12
8/12
8/12
8/12 / 5/13
5/13
5/13
5/13
5/13

Action Component: Mathematics

Component Manager: Lisa McKnight

District Name: Breathitt County

School Name: LBJ Elementary

Date: March 2012

X School Preliminary X Revised

Priority Need:
In our 2011 NCLB Math results, we had
· An index of 77.19%
· 75.12% of free/reduced students were proficient / Goal:
In our 2012-2013 NCLB math results, we will have:
· An Index of at least 81%
· 77% of free/reduced students will be proficient
Causes of the Need:
A. Students have knowledge of core content but are unable to express it in writing open-response as seen in the CATS test data.
B. We do not have a document for adequate tracking of core content taught throughout the year.
C. Students are not proficient in basic math computation. / Objectives For Reaching the Goal:
A. Teachers will show in lesson plans use of open-response/short answer/essay questioning in instruction (modeling) and testing.
B. Teachers will have input toward the creation of a curriculum map.
C. Teachers in specific grade levels (K-5) will focus on respective computation skills of addition subtraction, multiplication and division.
Evidence of Causes:
A1. According to the 2011 CATS data, students scored relatively better on multiple-choice than open response.
B1. Core Content is being used by teachers to avoid gaps in math across the grade levels.
C1-C3. Teacher’s observations show that students are too reliant on calculators for basic math skills. / Measures of Objectives (Practice and Results)
A1. Teachers will plan their instruction using the district curriculum guide as evidenced in lesson plans.
A2. All teachers of the same level will teach open-response/short answer/essay questioning (modeling and in testing).
B1. Teachers will show that appropriate time is being spent in each area.
C1. Specific grade levels will focus on specific basic math skills.
C2. Second and third grades will continue using ST Math. ST Math records will show students growth in Math skills as funding allows.
C3. Sixth and seventh grade students will continue using
Education City as funding allows.
Objective A: Teachers will show in lesson plans the use of open-response, short answer and multiple choice questioning in instruction (modeling) and testing.
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
1.  Teachers will use current KY core standards for math when designing their open-response /short answer/essay questions to use in class (modeling) and with assessment, stressing the importance of using critical vocabulary and giving examples in their answer.
2.  By incorporating at least one open response /short answer/essay weekly either as assessment or instruction students will be given practice answering open response questions to a proficient level.
3.  Teachers will use Think Link and current core KY math standards when designing their multiple choice questions to use in class and assessment. / A1 – A2
A1 – A2
A1-A2 / Principal, teacher
Principal, teacher
Principal, teacher / 08/12
08/12
08/12 / 05/13
05/13
05/13
Objective B: LBJ teachers will implement a system that ensures appropriate time is being spent in all mathematical areas (curriculum map).
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
1.  Pursue the possibility of additional Math resources such as Real World Math, Everyday Math, Singapore Math, etc.
2.  Continue the use of available resources such as Math Facts in a Flash and web based Math programs.
3.  Differentiated instruction will be used in all classrooms. / B1
B1
B1 / Principal
Principal
Teachers/Principal / 07/12
07/12
8/12 / 05/13
05/13
5/13 / Title 1, ESS, SBDM
Objective C: LBJ Teachers (K-5) will implement a system of basic math focus skills.
Activity / Measure / Responsible
Person(s) / Start
Date / End
Date / Cost / Fund Source
1.  Grades K-5 will respectively focus
on memorizing the basic math facts of
addition, subtraction, multiplication and
division. (K-1) All addition facts,
(Grade 2) All subtraction facts,
(Grade 3) Multiplication facts,
(Grade 4) Division facts and,
(Grade 5) Review multiplication and
division facts.
2.  Grades 2 and 3 will continue use of ST Math as funding allows
3.  Grades 6 and 7 will continue use of Education City, as funding allows. / C1
C2 / Principal, teachers
Principal, teachers (2/3)
Teachers (6,7) / 07/12
07/12 / 05/13
05/13

Action Component Social Studies x School  District

District Name Breathitt County X Preliminary Revised

School Name LBJ Elementary Component Manager: Melissa Smith

Date: March 19, 2012

Priority Need:
2010-2011 KPR indicated
·  5.26% students scored Novice in Social Studies
·  24.57% students scored Apprentice in Social Studies
·  Significant gap in male (75.86%) and female (62.50%) scoring Proficient and Distinguished / Goal:
2011-2012 KPR will indicate
·  0% novice
·  Decrease in Apprentice by at least 10%
·  Significant reduction in the male/female gap
Causes of the Need:
A.  Social Studies Core Content isn’t being adequately taught or assessed at all grade levels. / Objectives For Reaching the Goal:
A.  Teachers at all grade levels will teach and assess Social Studies Core Content.
Evidence of Causes:
A. Lesson plans and walk-throughs
B. Teacher daily schedules
C. Assessment notebooks / Measures of Objectives (Practice and Results)
A. Formal observations/walk-throughs
B. All teachers will document Social Studies instruction in lesson plans.
C. Assessment notebooks
Objective: Social Studies Core Content will be taught and assessed at all grade levels.
Activity
1.  Core content check sheets will be kept by teachers at all grade levels documenting Social Studies instruction. These check sheets will be checked at least two times per year.
2.  All students in grades 2-6 will take a Think Link test in Social Studies 3 times per year (August, December, May) / Measure
A / Responsible
Person(s)
Classroom teachers, principal, curriculum coordinator / Start
Date
08/12 / End
Date
05/13 / Cost
0 / Fund Source

Action Component : Community x School  District