ACTION COMPONENT / Student Achievement / X / School / District
Preliminary / X / Revised
District Name / Lewis County / Component Manager / March, 2006
School Name / Garrison Elementary / Current Date
Priority Need / Goal: Assessment data will reflect / 2006 / 2008
Garrison Elementary CATS 2005 Assessment data from KPR indicates:
·  58% of 4th grade students scored below the proficient level in Reading
·  73% of 4th grade students scored below the proficient level in Science.
·  95% of 4th grade students scored below the proficient level for on-demand writing
·  68% of 5th grade students scored below the proficient level in Math
·  63% of 5th grade students scored below the proficient level on Social Studies
·  80% of students scored below the proficient level on Arts and Humanities
·  52% of students scored below the proficient level in Practical Living/Vocational Studies
·  18% of 3rd grade students scored below the 50%.
·  33% of 6th grade students scored below the 50%
·  53 % of K-3 students reached 2005 Winter GRADE 50th percentile or above
·  55% of primary students reached the mid-year benchmarks according to December DIBELS / Academic Index / 76.9 / 82.3
Percent of 4th and 5th grade students proficient in all content areas
·  Reading / 48.4 / 61.2
·  Science / 35.1 / 51.3
·  On-Demand Writing / 15.5 / 36.0
·  Math / 39.5 / 54.5
·  Social Studies / 44 / 58
·  Arts/Humanities / 28.9 / 46.7
·  Practical Living/Vocational Studies / 53.8 / 65.4
Percent of 3rd grade students scoring 50th percentile or above / 84 / 88
Percent of 6th grade students scoring 50th percentile or above / 70.7 / 78.1
Percent of primary students reaching 50th percentile or above according to Winter 2005 GRADE assessment / 75% / 77%
Percent of primary students reaching DIBELS mid-year benchmarks / 51.1 / 63.3
Causes of the Need / Objectives For Reaching the Goal
Curriculum:
1. Curriculum standards are not sufficiently connected from level to level, allowing unnecessary overlaps and harmful gaps in what students learn as thy move from school to school/grade to grade.
2. Curriculum does not adequately reflect and support cultural diversity.
3.  Materials needed to deliver the curriculum and for effective varied instruction are not being fully utilized
4. Non- integration of subject matter in classrooms in order to teach to mastery all the content in each grade level.
Instruction:
5.  Technology is not adequately incorporated in all classrooms to enhance data collection, interpretation and communication.
6.  Instructional strategies are not adequately responsive to a student body with diverse backgrounds and learning styles, specifically students with low socio-economic backgrounds and males.
7.  Staff does not yet have the full knowledge they need for effective and varied instructional methods.
Standards and Assessment:
8. Classroom assessments of student learning are not sufficiently frequent, rigorous and aligned with Kentucky’s Core Content for Assessment.
9.  Performance standards are not clearly communicated, evident in classrooms and observable in student work.
10.  Students cannot adequately explain the academic expectations in each class and what is required to be proficient.
11.  There are doubts about whether the school values and celebrates student achievement.
12.  Teachers do not collaborate regularly on assessment tasks, including activities that reflect real-life work.
13.  Staff does not yet have the full knowledge they need to use performance standards in their work.
14.  Council policies do not clearly establish classroom assessment strategies and methods for monitoring and updating them.
15.  Teacher indicates research-based strategies to ensure high levels of student engagement are not being fully implemented in all classrooms.
16.  Staff does not yet align instruction proportionally with these areas identified in the KCCT sub domains.
Student/Community Need:
17.  Support services do not adequately support all students so they can succeed academically.
18.  There are doubts about the school’s commitment to equal access to high quality instruction as evidenced by high achievement by males and students from low socioeconomic backgrounds.
19.  Barriers to student learning for some or all students that our school could remove still exist.
20.  Staff do not yet have the full knowledge they need on ways to meet individual student needs.
21.  Council policies do not clearly establish strategies for meeting student needs and methods for monitoring and updating them.
22.  School does not adequately support students making a transition from one level to the next and then on to continuing education, life and career options.
23.  Council policies on equity, diversity, and inclusion are not adequately developed, understood, and implemented.
24.  Families/communities will be full active partners in school. / By the end of the 2007 –08 school year:
1.  Professional development sessions to address instructional methods, performance standards, ways to meet individual student needs and content will be scheduled throughout the Comprehensive School Improvement Plan time frame to refine curriculum standards to avoid unnecessary overlaps and harmful gaps in student learning during transitions from level to level. . (#1, #2, #6, #7, #13, #18)
2.  Staff will have sufficient classroom materials to deliver curriculum effectively using varied instructional practices. ( #3)
3.  A monitoring and updating system in place to ensure varied instructional strategies are implemented in all classrooms to address student achievement needs. (#4, #14, #19)
4.  Technology use during instruction will increase. (#5)
5.  Student work samples will reflect evidence of varied instructional strategies to address individual learning styles and frequent, rigorous assessment opportunities that are aligned with state standards and indicators (#9, #10)
6.  GES staff will develop a system of rewards and recognition for student achievement. (#11)
7.  GES certified staff will have collaborative planning time to examine student work, plan instructional strategies to continue and expand curriculum instructional programs, discuss assessment tasks and authentic assessment opportunities and fully implement the consolidated plan activities to reflect real-life applications and student achievement needs. . (#8, #12,#13)
8.  GES students will have access to additional assistance beyond their initial classroom instruction through Title I, ESS, Gifted/Talented, Reading First Grant, 21st Century, one-to-one reading tutors, speech therapy, occupational therapy, physical therapy, mental health therapy and services provided by the school to reduce student learning barriers. (#15, #16, #17)
9.  District wide exit criteria for each grade level in place to ensure successful student transition from level to level. (#20)
10.  Clearly stated council policy on student equity, diversity, and inclusion in place and communicated to all staff members, parents and community members. (#21)
11.  More GES parents will become involved in the development of their child’s educational plan through increased home/school communication. (#14, #22)
Evidence of Causes / Measures of Objectives (Practice and Results)
A.  According to 2005 CATS Test Data:
·  Academic Index for Reading decreased by 4.7 points
·  Academic Index for Science decreased by 8.8 points
·  Academic Index for Social Studies decreased by 4.1 points
·  Academic Index for Math decreased by 3.5 points
·  Academic Index for Writing decreased by 3.3 points
B.  Percent of difference in non-free/reduced students scoring proficient or above vs approved free/reduced students:
·  Reading – 24%
·  Math – 23%
·  Science - 35%
·  On Demand Writing-21%
·  Social Studies - 23%
·  Arts/Humanities – 12%
·  Practical Living/Vocational Studies – 22%
C.  According to 2005 CTBS data:
·  18% of 3rd grade students scored below the 50th percentile in all tested areas.
·  33% of 6th graders scored below the 50% in all tested areas.
D.  2005 CATS Desegregation data:
·  27% of students in grades 4 & 5 scored novice in one or more content areas.
·  The total Academic Index was 8.7 points below state index
E.  STAR Assessment data for RAP students Dec. 2005:
·  Average reading level at GES 2.9
·  133 students have RAP sheets
·  75% of students with RAP Sheets are reading below grade level.
F.  School policy on monitoring and updating instructional strategies reviewed periodically.
G.  According to teacher interviews, some staff needs additional professional development in using technology to enhance classroom instruction.
H. State assessment data, student work samples, assessment samples, classroom observation and lesson plans do not indicate frequent quality assessment opportunities, varied instructional practices to address student learning styles, diverse backgrounds, and performance standards.
I. Team planning logs show some lack of faculty collaboration on authentic student assessments tasks that reflect real life application.
J. CATS Desegregation data shows gaps in males and free/reduced lunch participants.
K. Documentation of student emotional, social, academic and physical problems are recorded with school administration
L. Continue working on school policy on meeting individual student needs.
M. No exit criteria at each grade level.
N. Continue updating of school wide policy to address equity, diversity and inclusion. / 1a. Garrison Elementary staff will review and refine the aligned curriculum to identify and address overlaps and reduce gaps in student achievement by 50% during the 2006-2008 biennium.
1b. Individual learning styles will be identified and addressed.
1c.. PD logs and teacher professional growth plans will reflect adequate training and support in all content areas.
1d. Staff will continue to implement and expand curriculum instructional programs, authentic assessment opportunities and reduce achievement gaps as measured by 2006-2008 CATS and PD logs.
1e. Teachers will use Grade and DIBELS assessment data to determine individual skills needed.
2a. Staff will inventory current materials/equipment and report classroom needs continuously.
2b. Use of requested materials/equipment and core content/program of studies will assist students in meeting proficiency standards.
3a. SBDM Council minutes will show approval of monitoring and updating system to ensure the implementation of varied instructional strategies.
4a. Classroom instructional staff will be trained in the implementation of technology in classroom instruction and the use of technology during instruction will increase as evidenced by lesson plans, student work samples and principal observation during the Comprehensive School Improvement Plan time frame 2006-2008.
5a. Student work samples will be analyzed by staff at the end of each 9 week grading period to reflect standards and indicators using Tuning Protocol and Standards in Practice.
6a. Roster of recognition and rewards will be registered with school administration and displayed in the school.
7a*. Staff will continue to implement and expand curriculum instructional programs, including Reading First, authentic assessment opportunities and reduce achievement gaps by 50% as measured by 2008 CATS.
7b* Standards based units, student work samples, and lesson plans will indicate full implementation of CSIP activities as monitored by the principal/assistant principal.
7c. Minutes of collaborative planning sessions will be forwarded to the principal after each session.
8a. GES students will have access to additional assistance beyond their initial classroom instruction through ESS, Gifted/Talented, one-to-one reading tutors, 21st Century, Reading First, speech therapy, occupational therapy, mental health therapy, physical therapy and services provided by school nurse to reduce student learning barriers.
8b. P1-P4 teachers will utilize assessment data from GRADE and DIBELS to group students according to benchmark, strategic or intensive reading groups to meet the individual needs of all students.
9a. Exit criteria for each grade level on file in school office, sent to parents, and communicated clearly to faculty and students.
10a. Council minutes and faculty meeting agendas will indicate that SBDM policy on equity, diversity, and inclusion has been approved and communicated clearly to staff.
11a. Parent and community involvement will increase by 5% as measured by SBDM committee and parent activity rosters.
Objective 1: Professional development sessions to address instructional methods, performance standards, ways to meet student needs and content will be scheduled throughout the CSIP time frame to refine curriculum standards to avoid unnecessary overlaps and harmful gaps in student learning during transitions from level to level.
Activity / Measure / Responsible Person / Start Date / End Date / Cost / Fund Source
Collaboration time will be provided for certified staff to review and refine the curriculum, to expand curriculum maps to include guiding questions, resources, and assessment tools, to prevent overlaps and achievement gaps, to develop standard based units as a district wide project. / CATS CTBS Lesson Plans / Principal / Fall 2005 / On-going / SEEK
PD Funds
Title
Provide PD time (1/2 days) to analyze CATS data using Nancy Love, Collaborative Inquiry Method, to identify achievement strengths and weaknesses, gaps and overlaps to make necessary adjustments to curriculum maps and instructional practices. / Sign-in Sheets / Principal
Certified Staff / Fall 2005 / On-going / PD Funds
SEEK
Reading Recovery teacher will provide embedded professional development in Reading Recovery diagnostic techniques and instructional strategies for first grade teachers and preschool teachers. / DIBELS
GRADE / Reading Recovery Teachers Principal / Fall 2005 / On going / Title I
Primary Certified staff will receive 80 hours of professional development training from Reading First Grant, Houghton Mifflin; Nation’s Choice, Earobics Literacy Launch enabling staff to better develop strategies to work with all students.
q  RF Institute (2 days)
q  HML Nation’s Choice Update
q  Earobics Literacy Launch Update
q  Literacy Centers
q  Assessment Data Analysis
q  Real Reading…..Right
q  Curriculum/Curriculum Map/Matrix review and revision
q  Differentiation of Instruction Workshop
q  National Reading Conference strategies/skills presentation
q  Monthly Technology Programs
q  Educators and Parents Workshop
q  Class Team Meetings / PD Logs / Principal Reading First Coaches / Summer 2005 / PD Funds SEEK Reading First Grant
GES certified staff will be provided embedded professional development and support to master content in various subject areas in order to provide effective “best practice” instructional strategies. Primary teachers will actively participate in embedded professional development focused around RF concepts including book studies, research, modeled lessons, core, supplemental and intervention strategies that will meet the needs of all GES students / PD Logs Schedules / Principal