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Tilden Hogge Elementary

COMPREHENSIVE IMPROVEMENT PLAN

SCHOOL ASSURANCE REVIEW

School Year 2011-2012

The Tilden Hogge Elementary Council and School Planning Committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework prior to approval of our plan.

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Chairperson, School Council Date

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Chairperson, School Planning Committee Date

Plan Approved by the School Council

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Date

School Council Members:

Larry Tapp, Principal/Chairperson Raven Ford, Parent

Tori Earlywine, Parent Lydia Grahan, Teacher

Tiffanie Helterbrand, Teacher Steve Dowdy, Teacher

Comprehensive Improvement Plan Executive Summary

Plan Summary

The CSIP for the 2011-2012 School year contains two components. Both components address student achievement in math and reading. The first component addresses strategies to increase student achievement in math and reading. The second component addresses strategies to close the achievement gaps in reading and math between students who receive free and reduced lunch and those who do not.

Process Summary

MISSION STATEMENT

The mission of Tilden Hogge Elementary is to provide our students with instruction based upon the most current content standards and research based instructional strategies and methodology. Assessment of student learning shall be frequent and on going. Assessment data shall be used to provide information for development and directing of resources toward appropriate intervention or enhancement opportunities for every student.

Needs Assessment

During September and October of 2011, faculty and staff met for analysis of the NCLB testing data for third through fifth grade. Map testing data and DIBELS testing data were also analyzed for grades kindergarten through fifth grade. A book study on the Seven Strategies of Assessment for Learning was completed by all certified faculty in order for teachers to better understand classroom assessment and how to get students involved in self-assessment. All parents, staff, and teachers are surveyed to gain ideas in the areas of professional development training, instructional supplies, and additional staff.

Priority Needs

Achievement Gaps

After completing data analysis, achievement gaps were identified in the areas of reading and math for free reduced lunch students compared with those students who do not receive free/reduced lunch.

Committee Members

Plan Review And Evaluation

The Comprehensive School Improvement Plan will be evaluated semi-annually by the faculty to determine the effectiveness and the implementation of strategies. The plan will be used as a tool to guide instruction. The plan will be available for viewing on the district website

Tilden Hogge Elementary School

2011-2012 Comprehensive School Improvement Planning

Title I SWP Component Report

This report describes the school wide Title I program at Tilden Hogge Elementary School. While all 10 may not be written into the Comprehensive School Improvement Plan’s Action Components, they are part of the school wide program. Title I does not pay for all of the components because federal, state and local resources are consolidated in this school wide program.

1.  Needs assessment covers whole school.

·  Data sources include: the Kentucky Performance Report, NCLB data , MAP data, DIBELS assessments, STAR Reading, STAR Math, DIAL-3, CAT 5, Matrix Analagies, informal school assessments, attendance reports, discipline reports, information gathered from Preschool, the Gifted and Talented program, IDEA B reports, and perceptive data such as focus groups and surveys.

·  Needs identified were: Reading, Math, and closing the achievement gap between free & reduced lunch and non-free and reduced lunch students and special needs and regular education students.

2.  School wide reform strategies.

·  All teachers use the following research-based strategies: direct instruction, flexible large- and small-groups, cooperative groups, and collaboration. We have established “Professional Learning Communities” at the school and district levels. We have also established a RTI (Response to Intervention) Team at the school and district levels. Blueprint for Intervention (95% Group Activities) are being embedded into reading instruction. “Walk to forInterventions” is being used 2 times per week for 45 minutes to address deficit areas. These are flexible groups based on DIBELS scores. Students may enter or exit these flexible groups based on their progress.

·  The Title I program is designed to be an integral part of the school wide services provided to students. Title I-funded teachers will provide an additional half day instruction to kindergarten students who are currently receiving half day instruction through the Rowan County School System in order to help students become developmentally ready for academic success. Other Title I-funded personnel at this school include: one full time Title I Resource teachers. The Title I teacher provides interventions and progress monitoring in the area of reading. Any additional staffing will address prioritized academic concerns of students in grades P2 through 5th grade.

·  Tutoring assistance during the regular school day is provided by qualified instructional paraprofessionals. Several supplemental research-based programs are in place including: ESS, Saxon Phonics (K-3), IXL Math, Math Investigations, RAZ Kids (K-2), Education City (K-5), Accelerated Reader (K-5), and Accelerated Math (K-5).

·  Learning time is increased for struggling students in core areas through a combination of in-school supplemental services, and school day tutoring (ESS). DIBELS Reading Assessment is being used to track student progress and Saxon Phonics is being used in the primary as an intervention for struggling readers. IXL Math, Reflex Math, and Touch Math are being used as intervention strategies for math. MAP Descartes will be used to guide instruction for students. Students are put in flexible groups based on their RIT scores using MAP data. All supplemental services are provided by certified teachers or by paraprofessionals, volunteers, and/or mentors who have been trained to provide services.

·  Achievement gaps have been identified using the Kentucky Performance Report and specific plans have been developed for addressing those gaps. See the attached Comprehensive Improvement Plan’s “Student Achievement 2” component.

·  Special needs of low-achieving students will be addressed by their identification for services from the Special Education program, appropriate health services matched to needs, through Extended School Services (ESS), by the Family Resource Youth Service Centers, and by either the Migrant and/or Homeless Programs.

3. Instruction by highly qualified teachers.

·  All elementary teachers (kindergarten-5th) are certified in their teaching fields.

·  All teachers are currently highly qualified according to the NCLB requirements.

·  All instructional assistants hired after January 8, 2002 have met the requirements of NCLB. All assistants who were already employed at that time, held high school diplomas or GEDs. Since that date, all those assistants have received—and will continue to receive—job-specific professional development. Additionally, all of these employees have been certified using the Kentucky Para-educator Assessment.

4. Strategies to attract highly qualified teachers.

All job openings are advertised using NCLB requirements and when filling positions, the most highly qualified individual is hired.

5. Professional development.

·  Scheduled PD is listed on the PD Plan.

·  PD needs were assessed by reviewing data sources related to student achievement and by reviewing individual needs related to teacher/paraprofessional quality.

·  Strategies and activities in the Comprehensive Improvement Plan serve as a guide for the PD planned for the future. Additionally, any needs for attaining or maintaining highly qualified status for teachers and paraprofessionals are also addressed by the school’s PD plan.

·  Planned PD will improve instruction by targeting teaching and learning research and by improving teacher knowledge and instructional methods.

·  PD is considered high quality based on the following attributes: all PD is presented by highly qualified practitioners and is based on best practices; all PD is long-term, i.e., with follow up being job embedded.

·  PD is planned in collaboration with school-level and district-level administrators; principals receive information related to implementation and monitoring; resource and support personnel are included in trainings along with faculty or in job-specific PD; School-Based Decision-Making (SBDM) Councils, including parent members, review and approve PD plans.

·  Implementation and impact checks of the school’s Comprehensive Plan, including PD, are done quarterly to track effectiveness. Continuous classroom assessment and student performance on annual state standards tests will provide qualitative data on the impact of teachers’ appropriate use of methods and strategies learned in PD.

6.  Parent involvement.

Encouraging parent participation begins with home visits and family events held in the summer prior to the opening of school, including open house events. Special programs aimed at family literacy are held throughout the school year as part of the combined efforts of Title I, Community Education, and Family Resource Center. When appropriate, referrals are made to Rowan County/Morehead State University’s Adult Basic Education program, the Family Literacy Interactive Program (FLIP) and/or the Morehead Preschool Center.

An Ice Cream social is scheduled at the beginning of the school year in order to provide student and parent orientation for the new year. Child care is provided for students and younger siblings during parent/teacher conferences in order to encourage more parent involvement. Derby Day Celebration and fundraiser is scheduled to correspond with parent site-based elections. Other activities to encourage parent involvement include: Grandparent’s Day, Book Fair, and monthly PTO meetings. The School also takes 2 school wide field trips each year. Parents are invited to attend the spring trip.

All classes are using parent involvement communication notebooks. These are to help assist with home/school communication.

7.  Assists transition.

There is communication with all teachers involved. Teachers do home visits during the summer. Parents and students attend kindergarten orientation. Students visit next year’s classrooms to meet the teacher and participate in orientation activities.

Fifth grade students participate in transition visits to Rowan County Middle School. The Rowan County Middle School counselors also provide a transition seminar for all fifth grade students.

8.  Teachers included in planning.

Two days of data analysis is mandatory for all faculty. Additionally, all teachers serve on SBDM committees which develop and monitor the school’s Comprehensive Improvement Plan. School-level representatives serve on the following district committees: PD Committee, Curriculum Committee, Textbook Committee, Parents’ Advisory Committee, and the Superintendent’s Advisory Committee.

9.  Activities to ensure that students meet state standards.

Continuous progress is assessed by classroom teachers who routinely refer students for special education services, and for extended school services (ESS tutoring). Materials and methods used are designed for individual or small-group usage and target specific skills which need to be improved. Measures of Academic Progress (MAP) Testing is used to assess students learning and direct teaching in areas of need. DIBELS Reading Assessment is being used to monitor student reading progress. Teachers are using RTI (Response to Intervention) to track and monitor student progress. Students receiving Tier II or Tier III interventions are monitored on a weekly basis. An RTI Team meets weekly to assess student progress and provide alternative interventions.

10.  Coordination and integration of Federal, State, and local services and programs

All school programs and services are utilized to meet individual student needs. At the district level, program directors collaboratively plan budgets and services to assure that integrated services are available to all students. The Comprehensive Improvement Plan is used as a vehicle to coordinate services within the school.

Action Component: Student Achievement I School: Tilden Hogge Elementary

Date: 11-12-11

II. Causes and Contributing Factors

Objectives with Measures of Success

Action Component: Student Achievement I School: Tilden Hogge Elementary 11-12-11