Wolfe County School Distrct

WOLFE COUNTY SCHOOL DISTRCT

ComprehENsive DISTRICT IMprovement Plan

ASSURANCE CERTIFICATION

School Year 2010-2011

I certify that to the best of my knowledge, the information contained in this application is correct and complete and that the agency named in this application has authorized me, as its representative, to obligate this agency to conduct any ensuing program or activity in accordance with all applicable Federal and State laws, regulations and specific program assurances contained in the Kentucky Comprehensive District Improvement Planning Guidebook. District policies and procedures outline school and district processes for reviewing school alignment with each portion of the Standards and Indicators for School and District Improvement and sets a schedule for complete analysis of needs assessment data at least once every three years. It is understood that this application, once posted to our local district server for public access constitutes an offer, and if accepted by the Kentucky Department of Education or negotiated to acceptance, will form a binding agreement. It is the responsibility of the local district to keep copies of past plans on file at the school district.

Superintendent: Kenny Bell

Chairperson: Susan Cable

CATEGORICAL PROGRAMS

FEDERAL GRANT PROGRAMS 2007-2008 / LOCAL CONTACT EMAIL / LOCALTELEPHONE
NCLB, Title I: Part A (Improving Basic Programs) / Judy Carson / 606-668-8002
NCLB, Title 1: Part B (Even Start Continuation) / N/A / N/A
NCLB, Title I: Part C (Education of Migratory Children) / Gordon Hatton / 606-668-8002
NCLB, Title I: Part D (Neglected and Delinquent) / Tracy Creech / 606-668-8002
NCLB, Title II: Part A (High Quality Teachers and Principals) / Joanie Staab / 606-668-8002
NCLB, Title II: Part D (Education Technology) / Lou Brewer / 606-668-8002
NCLB, Title IV: Part A (Safe and Drug Free Schools & Communities) / Robert Scott Creech / 606-668-8002
NCLB, Title V: Part A (Innovative Programs) / Joanie Staab / 606-668-8002
NCLB, Title VI Part B, Subpart 2 (Rural and Low-Income Schools) / Judy Carson / 606-668-8002
Individuals with Disabilities Education Act (IDEA) Basic / Tracy Creech / 606-668-8002
Individuals with Disabilities Education Act (IDEA) Preschool / Tracy Creech / 606-668-8002
McKinney -Vento Homeless Education Act (NCLB Title X Part B) / Gordon Hatton / 606-668-8002
Carl D. Perkins Vocational and Technical Education Act- Basic / Greg Creech / Betty Novak / 606-668-8002
Extended School Services / Joanie Staab / 606-668-8002
Gifted and Talented Education / Jeff Stamper / 606-668-8002
State Preschool Program / Tracy Creech / 606-668-8002
Kentucky Education Technology System / Lou Brewer / 606-668-8002
Textbooks / Joanie Staab / 606-668-8002
Professional Development / Judy Carson / 606-668-8002

DISTRICT IMPROVEMENT PLAN

EXECUTIVE SUMMARY

MISSION STATEMENTS

School Board Mission Statement:

The Wolfe County School Board, working together with the community, will provide an instructional environment in which each student will learn the knowledge, skills and values to pursue his/her individual potential and be self-sufficient, productive contributors to community and society.

The mission of the Wolfe County School District is to provide all students with maximum educational opportunities to reach the state proficiency goal by 2014.

CONSOLIDATED PLANNING PROCESS

Building level teams were established to organize planning and lead building level efforts. District administrators were made available to guide and assist building level comprehensive school improvement teams. District meetings were held to review building level plans and target district initiatives. Representatives from building level teams worked collaboratively with the district team to develop the district plan.

NEEDS ASSESSMENT

The Kentucky Association of School Council’s Toolkit was utilized as the organizational document to drive the needs assessment process. Reviews of Implementation and Impact Checks, the Standards and Indicators for School Improvement Crosswalk, and School and FRYSC Surveys were analyzed to determine the status of current goals and strategies and to determine strengths and areas in need of improvement.

Building level/district conversations (formal and informal) took place over the year to identify annual priorities. District needs were determined through a disaggregated analysis of the following data: KCCT Performance Reports, No Child Left Behind Annual Yearly Progress Report, SIDI Self Study and Assessment, school surveys, non-cognitive data, CTBS, ESS, FRYSC Surveys, Equity, Safe Schools, Standards and Indicators for District Improvement, and building level comprehensive plans. Building level plans were analyzed by the district team and findings and priorities were integrated for district Comprehensive Improvement Plan development.

Three components were selected to drive the district comprehensive plan:

1. Academic Performance

2. Learning Environment

3. Leadership/Efficiency

Once the components were selected, priority needs and goals that focused on improving student academic performance were established. Strategies and activities were then developed and available funding sources identified.

Implementation of the Comprehensive Improvement Plan is expected to result in higher student achievement through innovative teaching strategies, best educational practices, greater parental/community involvement, more focused professional development, and increased capacity building. Barriers to learning are expected to be reduced and/or eliminated.

Internal Review Process

Building level plans were reviewed by building level review teams and then submitted to the district for district review. The district comprehensive improvement plan team reviewed building level plans using the Technical Review Rubric for Comprehensive School Improvement Plans. The district comprehensive plan was reviewed internally by district level administrators prior to public review and submission to the Wolfe County Board of Education.

Participant Stakeholder

Allen, Sandy Food Service Director

Brewer, Dale Board Member

Brewer, Lou Technology Director

Burgess, Lisa Youth Service Center/Parent

Bell, Kenny Superintendent

Carson, Judy Assistant Superintendent/Federal Programs

Creech, Brian Elementary Principal

Creech, Greg High School Principal

Creech Robert Scott Safety Coordinator

Creech Tracy Special Education Director/Preschool

Hatton Gordon Director of Pupil Personnel

Lacy Susan FRC/Parent

Lawson Renee Finance

Novak, Betty Counselor

Rose, Staci Teacher

Sparks, Amanda Elementary Principal

Staab, Joanie Instructional/Curriculum

Terrill, Wilma Middle School Principal

Whisman, Ernie Elementary Principal

PUBLIC NOTICE AND REVIEW PROCESS

School level meetings were held to gather input and comments on building level plans. A district wide annual meeting was held to review/revise the district plan based on current school level needs.

Existing board policy mandates that all schools review improvement plans annually and prepare progress reports addressing implementation of goals and strategies. The district CDIP planning cycle is November 1st through October 31st. Annual updates will be made prior to November 1st of each year. Progress reports are submitted to the local board by June 30 of each school year. Monthly Implementation and Impact Checklists will continue to be utilized to keep SBDM Councils and the local board abreast of plan revisions, goals and impact throughout the school year.

Copies of the district comprehensive plan will be distributed to all school councils and administrative staff members. Copies will be placed in the board of education office and school libraries. District planning committee members will be available to give an overview of the district plan to schools and the general public. Implementation and Impacts will be kept at the building and district levels and shared with stakeholders.

Parents, teachers, students and community members will be given opportunities for input at regularly scheduled SBDM meetings, PTO and board meetings, and bi-monthly curriculum improvement meetings. Scheduled review meetings will also be conducted so that all stakeholders will be given an opportunity for input.

The 2010-2011 Wolfe County District Comprehensive Improvement Plan will be posted on the district webpage. (http://www.wolfe.kyschools/.us).

ACADEMIC PERFORMANCE Draft X Final

District Name: Wolfe County

Component Managers:Judy Carson/Joanie Staab

Date: November, 2010 Public __X__ Private/Non-Profit _____

Priority Need / Goal (Addresses the Priority Need)
1. Analyses of building level comprehensive improvement plans revealed a need for professional development in the areas of mathematics, intervention strategies, differentiated instruction, analysis of student work, instructional technology, and student management.
2. Based on results from the 2010 KCCT Report there is a need to reduce the achievement gap that exists among different sub-groups while increasing the overall achievement of all students.
3. The Career and Technical Education District Profile indicates that the Academic Index of all Wolfe County High School students was 70.8 as compared to a score of 69.1 for Career/Technical Concentrators.
4. Building level administrator surveys reveal a need for a reduction in student/teacher ratios to better serve low performing students.
5. Textbook plans reveal a need for updated materials and resources for specific content mastery.
6. Disaggregation of test data (NCLB/KCCT) reveals a need to reduce/eliminate the gap between the special needs and regular education population in proficiency attainment. / A. During the 2010-2011 school year, teacher/principal/paraeducator capacities will be built through participation in professional development activities that target individual needs. As a result, teachers/principals/ paraeducators will be able to reach all student populations resulting in increased proficiency in all student populations.
B. During the 2010-2011 school year there will be a district wide increase of 10% in the number of students scoring at or above the proficient level in all content areas on the 2011 KCCT.
C. By the end of the 2011 school year the academic rigor for Vocational Concentrators will be improved so that Vocational Concentrators perform at or above the remainder of the population at Wolfe County High School.
D. During the 2010-2011 school year, efforts will be made to lower teacher/student ratios so low achieving students can be better served.
E. During the 2010-2011 school year all students will be provided with developmental/ability appropriate materials to enhance mastery of content.
F. During the 2010-2011 school year the gap between special needs students scoring at the proficient level and regular education students will be reduced by 10% as measured by NCLB/KCCT data.
Causes and Contributing Factors / Objectives with Measures of Success
Elementary CSIPs revealed:
·Teachers need training on how to address individual student needs and learning styles.
·Teachers need to be trained in how to analyze student work in order to adjust instruction to meet student needs.
·Teachers need to give students individual assistance.
·Teachers are not using recently developed curriculum documents to plan instruction.
·Teachers need to give more feedback on student class work and homework.
·Teachers do not have adequate planning time to prepare for teaching.
·Master schedules do not provide for a self contained arts and humanities teacher.
·Teachers may not be integrating the arts and humanities with other content areas
·KCCT scores in arts and humanities suggests that teachers may not be addressing the multiple intelligences of differentiating instruction.
·Teachers are becoming more proficient with basic computer skills; however, more integration of technology needs to take place.
·A high percentage of students entering kindergarten exhibit developmental delays in the areas of receptive and expressive language, readiness and motor skills.
·FOSS is not being implemented in a systematic way throughout the building contributing to a fragmentation of the program.
·PD in the appropriate use of FOSS kits and follow-up has not occurred.
· Teachers need training in differentiated instruction and analyzing student work in order to adjust instructions to meet individual student needs and learning styles.
·Teachers do not have common planning time with team members and special area teachers.
·Teachers do not have adequate time to give students adequate individual support and assistance so they can reach their potential.
·Adequate time does not exist for teachers to conference with individual and small groups in writing.
·Classroom assessments are often limited to a single format and do not provide authentic, real-life connections.
·Lesson plans reveal that more emphasis needs to be placed on writing in the primary grades.
·More technology funding is needed to purchase technology presentation equipment.
· Home visits and parent conversations reveal that many students have an at-risk home situation.
·Classroom observations and teacher interviews show that teachers are not always aware of gender biases that show up in their instruction.
· Classroom observations reveal that special education students often do not participate in classroom discussions and do not volunteer to answer questions asked by regular classroom teachers.
·Classroom observations and informal discussions with students identified as gifted and talented reveal that the school’s gifted/talented students are not being challenged at a high level on a regular basis.
·PD is needed in the area of mathematics and the mathematics program needs to be reviewed to better meet individual student needs.
Middle school CSIP revealed:
·According to the 05-06 school professional development document there was no training provided for staff that would assist them with addressing students who are disrespectful to each other.
·The amount of teacher/parent communication needs to be increased.
· According to gender surveys administered to all students, a greater number of students with disabilities lack confidence in their academic abilities than regular education students.
·The curriculum has been aligned to learner standards, core content and KY Program of Studies, state assessments, and national standards. Further refinement and appropriate PD needs to be provided to meet the needs of all stakeholders.
·Teachers believe that recognition of student’s efforts and success contributes to school pride and enhances community opinion of the school. Analysis of sign-in sheets reveal that parents participate in greater numbers in activities recognizing individual student’s in performing arts and athletic events.
·Computer labs have expanded opportunities for students. Smart board technologies will be purchased for classroom integration of technology.
·Math continues to lag behind other content areas in state assessments
High School CSIP revealed:
·PD needs to be targeted to needs identified in the CSIP and PGPs.
·The math curriculum document needs to be reviewed/revised and curriculum maps developed. Resources need to be identified and aligned.
· The school culture audit reveals a need for a healthier school culture.
· A literacy plan does not exist for Wolfe County High School. Teachers
feel that reading and literacy are a major contributing factor to low
student achievement.
· The SBDM Council needs to be more involved in school improvement.
·SBDM Committees aren’t effective.
· Consistency in leadership has been a problem resulting in lack of direction.
· Changes that support effective teaching and learning needs to be implemented (Schedule adjustments/Grade level teams)
· Improvement in instruction that is directed to all students mastering
content.
· Parent and community involvement needs to be improved upon.
·Discipline issues require too much of the principal’s time which takes away from time spent in the classroom and the monitoring and modeling of instructional practices.
· Lead teachers and/or team leaders are not in place to plan, implement,
and coordinate change.
· School schedule does not reflect common planning time for teachers.
· Schedule provides for a RTI period, but does not address additional
assistance for reading and literacy.
·School Culture Audit revealed lack of pride in school and too many students in hallways during instructional time.
· Students are not taking advantage of supplemental after school services (ESS/21st Century).
· Initiatives to improve student conduct are not in place.
· Communication processes to apprise students of what they are expected to learn and reports on progress toward attainment is not discussed or shared by teams of teachers and administrators.
·Not math or literacy specialists are employed at the school level.
·Quality control measures are not in place. Program evaluation, peer critiquing of lessons, error analyses of student testing data, monitoring of instruction by specialists and outside consultants, and regular review of lesson plans is not taking place.
· There are no measures in place to monitor delivery of instruction.
· There was no data available from school Parent/ Student/ Teacher/
Community Surveys.
· Automaticity in math has been identified as a problem. Calculator
Dependency has been identified as a contributing factor. / A1. By June 2011 built-in district capacity will exist so that needed expertise in all content area is readily available to schools and training opportunities will be provided for all teachers and administrators in identified areas of need.
B1. By September 2011 there will be a 10% overall increase in the number of students achieving proficiency or above on the 2010 KCCT.
ESS will provide the flexibility needed to serve students in greatest need.
C1. Increase test scores on KCCT, HSTW, and KOSSA assessments.
C2. C & T teachers will embed core content into their curriculum.
C3. C & T teachers will continue to collaborate and plan with academic
teachers.
C4. C & T departments will expand work-based opportunities.
C5. Students will continue to experience real life situations working in all
C/T classes and make real-life connections.
C6. Annual improvement in the number of students receiving career major
certificates.
D1. By August 2011 lower teacher/student ratios will exist so that low
achieving students can be better served.
E1. By January 2011 all students will have access to developmentally
appropriate learning materials based on individual learning needs.
F1. During the 2010-2011 school year the number of special needs
students scoring at the proficiency level will increase by 10%.

Action Component: ACADEMIC PERFORMANCE Draft X Final