HICKMAN COUNTY ELELMENTARY
COMPREHENSIVE SCHOOL
IMPROVEMENT PLAN
SCHOOL ASSURANCE REVIEW
SCHOOL YEAR 2006-2007
The Hickman County Elementary school council and school planning committee reviewed the
Assurances in the Kentucky Comprehensive Improvement Planning School Framework (2005)
prior to approval of our plan.
Janie Shelton May 8, 2006
Chairperson, School Council
Tonya Brockwell May 8, 2006
Chairperson, School Planning Committee
Plan Approved by the School Council:
May 8, 2006
School Council Members:
Janie Shelton Ovidio Nevarez
Melinda Abernathy
Carol Byassee
Deborah Fly
Renea Cole
Note: Although the Assurance Certification is not included in the school’s improvement plan, the
assurances for the categorical programs should be reviewed by the school council and the school
planning committee prior to approval of the plan by the school council. The Assurances for 2004-
2005 are in the Comprehensive School Improvement Planning Framework (2004) and can be
downloaded from the KDE Web Page at:
http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Comprehensive
+Improvement+Planning/default.htm
School Plan Format Copyright Kentucky Department of Education, 2004
Comprehensive School Improvement Plan 2004
HICKMAN COUNTY ELEMENTARY
COMPREHENSIVE SCHOOL IMPROVEMENT PLAN
EXECUTIVE SUMMARY
MISSION STATEMENT: The Mission of Hickman County Elementary School is to
instruct all students to achieve his/her potential academically, physically, socially, and
emotionally. The staff and faculty strive to work in partnership with families and the
community to develop life-long learners who have the capacity to think, reason, and interact
successfully in a diverse society.
COMPREHENSIVE SCHOOL IMPROVEMENT PLAN
EXECUTIVE SUMMARY
PLAN SUMMARY:
Hickman County Elementary is a school that uses all of its resources to create a
learning community in which all students can reach their maximum potential and staff
members can grow professionally. A school-wide emphasis on improving academic
instruction is well under way.
Activities identified in this plan such as analyzing student work and continued
professional development for staff in areas such as Reading First, Math instructional
strategies and Poverty will enable staff to take students to the next level, academically. The
components for school improvement are in place and consistent and steady increases in each
academic area are the goals. Through completion of these activities and a renewed
commitment to academic excellence, HCES will progress toward the goal of Proficiency at a
more consistent rate in all academic areas.
2
Comprehensive School Improvement Plan 2004
PROCESS SUMMARY:
1. When and how did your school develop its mission statement?
When and how did your school community last review it? Hickman County
Elementary developed its mission statement in the fall of 2003 through its
SBDM council. Input was sought from both staff and parents. The mission
statement is reviewed periodically by the staff and SBDM council. The last
review was conducted during the September 2006 council meeting.
2. Did the council use a Needs Assessment process aligned with Kentucky’s
Standards and Indicators for School Improvement? If not, please identify the
process that was used. A combination of tools were used to determine the
priority needs of the school. SBDM committees were asked to review the
SISI document. Each certified staff member participated in a data analysis of
the Kentucky Performance Report in October, 2006. The findings of this
analysis was shared with the SBDM council during the November, 2006
council meeting. Surveys of students, staff and parents were also used to
determine needs.
3. When did the council complete each step of its Needs Assessment Work?
The SBDM council charged each committee with the task of conducting the
Needs Assessment on their assigned issues. Periodic reporting to the Council
kept the SBDM Council abreast of the progress of the work. All parts of the
Needs Assessment were completed or updated during the current (2005-
2006) school year.
4. When did the council decide on Priority needs, Causes, Goals, and
Objectives? The SBDM Council approved the Priority Needs, Causes,
Goals, and Objectives on March 13, 2006.
5. When did the council identify substantive achievement gaps, set gap targets,
and adopt its time schedule for closing the taps? The No Child Left Behind
Annual Progress Report was made and all targets had been met. The SBDM
Council reviewed this data during the November 2006 Council meeting. The
SBDM also reviewed the data from the Kentucky Performance Report at the
November 2006 Council meeting. The SBDM Council adoption of its plan
to close achievements gaps was finalized on April, 10, 2006.
6. When did the council review drafts of the components? April 10, 2006
7. When did the council review estimates for costs and drafts of Section 7
requests? The SBDM Council approved the resources/costs as a part of the
3
Comprehensive School Improvement Plan 2004
action component on April 10, 2006. Resources and costs were based on
projected activities and materials to effectively implement the plan. Estimates
were based on the previous expenditures, bid lists, and stipends, ect.
8. When was the public meeting held to present the plan to the community, and
who attended? During the regularly scheduled SBDM meeting in April
2006, the SBDM reviewed the draft plan. All parents were invited to attend.
They were notified of the meeting in the regular monthly newsletter.
9. When did the council officially adopt your revised Plan. May 8, 2006
10. When did the council officially adopt any Section 7 requests? May 8, 2006
11. When and why has the Plan been revised since that date? No revisions have
been made since the SBDM Council adopted the plan.
12. How will you evaluate your Plan, and when? The SBDM Council will
review its C-SIP periodically through Implementation and Impact Checks
during its regularly scheduled meetings.
13. For each step listed above, what other stakeholders were involved and how?
Include names and identify those who represent parents, teachers, other staff,
other stakeholders, primary parents, migrant parents, and your community’s
ethnic diversity? In an effort to include a representative group of
stakeholders, the SBDM Committee named a wide variety of parents from
various ethnic groups and staff members from all curriculum areas to each
committee. Parents of students with special needs were included as well.
The school’s diversity was a consideration when naming parents to each
committee, however, even though they were welcomed on each committee
and encouraged to participate, many did not complete the work and stopped
attending meetings. A few parents continued throughout the project and
added valuable input for the committees. Below is a list of stakeholders:
Janie Shelton, Principal
Deborah Fly, SBDM Council Member
Melinda Abernathy, SBDM Council Member
Carol Byassee, SBDM Council Member
Renea Cole, SBDM Council Member, Parent Representative
Ovidio Nevarez, SBDM Council, Parent Representative
Tonya Brockwell, Counselor
Kay Aleshire, Certified Staff
Leslie Bizzle, Certified Staff
Shane Bizzle, Certified Staff
4
Comprehensive School Improvement Plan 2004
Debbie Britt, Certified Staff
Rhonda Russleburg, Certified Staff
Sarah Davis, Certified Staff
Kathy Campbell, Certified Staff
Andrea Davis, Certified Staff
Lori Davis, Certified Staff
Dana Estes, Certified Staff
Kerry Gallimore, Certified Staff
Charlotte Goddard, Certified Staff
Rick Harrison, Certified Staff
Kim Jackson, Certified Staff
Leanna Thompson, Certified Staff
Ashley Jewell, Certified Staff
Jessica Bailey, Certified Staff
Melinda Paul, Certified Staff
Amy Pickard, Certified Staff
Paula Pruett, Certified Staff
Emily Easley, Certified Staff
Jerrianne Rozzell, Certified Staff
Donna Swallows, Certified Staff
Tracy Taylor, Certified Staff
Denise Terry, Certified Staff
Trina Fuller, Certified Staff
Tracy Tucker, Certified Staff
Mia Mingis, Certified Staff
Debby Watson, Certified Staff
Phyllis Whitlock, Certified Staff
Lori Williams, Certified Staff
Gayla Wilmurth, Certified Staff
Carol Wright, Certified Staff
Reena Van Slambrouck, Certified Staff
Melba Bruer, Classified Staff
Holly Coffey, Classified Staff
Beverly Dale, Classified Staff
Christie Batts, Classified Staff
Adele Ferrell, Classified Staff
Cathy Kimbell, Classified Staff
Deanna Luker, Classified Staff
Jill Slayden, Classified Staff
Cindy Fagan, Classified Staff
Lisa Rodgers, Classified Staff
Shannon Collins, Classified Staff
Debbie Williams, Classified Staff
5
Comprehensive School Improvement Plan 2004
Action Component -----Student Achievement
District Name -----Hickman County Component Manager -----Janie Shelton
School Name -----Hickman County Elementary Date -----May 2006
Priority Need Goal (Addresses the Priority Need)
1. According to the Kentucky Performance Report for 2004, To increase the academic index in all areas to be comparable
the combined academic index goal for this cycle has with state averages.
been met. However, when compared to the state’s
academic index, Hickman County Elementary is still
below the state’s average in all areas except Social
Studies.
2. According to the Kentucky Performance Report for 2004,
the total reading academic index decreased by 2.2
points.
3. According to the Kentucky Performance Report for 2004,
the Arts and Humanities scores dropped 3.9 points.
Comprehensive School Improvement Plan 2004
Causes and Contributing Factors Objectives with Measures of Success
In Reading, the females outscored the males 13.18 points. A 1 By May 2007, the gap between females and males will
Students not on free/reduced lunch outscored the students on be reduced by 4 points in the area of Reading based on CATS
free/reduced lunch 22.86 points. data.
In Arts and Humanities, the white students outscored the A 2 By May 2007, the gap between students not on
African/American students 20.43 points. Students not on free/reduced lunch and students on free/reduced lunch will be
free/reduced lunch outscored the students on free/reduced reduced by 5 points in the area of Reading based on CATS
14.48 points. data.
Forty percent of students reported that they spend less than 1 A 3 By the Spring 2006 testing cycle (DIBLES), the Reading
hour a week of class time on Arts and Humanities. First Program will reduce the overall percentage of students
displaying Some Risk/Deficits in each of the tested areas by
Sixty six percent of the students reported that they complete 20%.
written assignments about arts and humanities sometimes but
not every week. A 4 By the Spring 2006 testing cycle (DIBLES), the Reading
First Program will increase the overall percentage of students
with Low Risk/Established scores by 20%.
A 5 By May 2006, the national percentile gap between
Free/Reduced Lunch Program participating students and non
participating students will be reduced by 10% in the area of
Reading based on the end-of-primary Terra Nova data.
A 6 By May 2006, the national percentile gap between
students with and without disabilities will be reduced by 10%
in the area of Reading based on the end-of-primary Terra
Nova data.
Comprehensive School Improvement Plan 2004
A 7 By May 2007, the gap between white students and
Africian/American students will be reduced by 5 points in the
area of Arts and Humanities.
A 8 By May 2007, the gap between students not on
free/reduced lunch and students on free/reduced lunch will be
reduced by 4 points in the area of Arts and Humanities.
A 9 By May 2007, students will spend more that 1 hour a
week of class time on Arts and Humanities in order to lower
the % to 30%.
A 10 By May 2007, students will complete written
assignments about Arts and Humanities every week in order
to lower the percentage to 55%.
Comprehensive School Improvement Plan 2004
Action Component Student Achievement
District Name Hickman County Component Manager Janie Shelton
School Name Hickman County Elementary Date _______________________________________________
Strategies/Activities
Objective Strategy/Activity Expected Impact in Terms of Responsible Start End Estimated
Label Progress and Success Person Date Date Resources
and Costs
A1 All students in grades K-3 will Students will benefit from Gayla Wilmurth 8/05 5/07 Reading
A2 participate in Reading First. enhanced instruction and First Grant
A3 assessment thus increasing
A4 CATS scores.
A5
A6
A1 Reading teachers of grades 4-6 Instruction and assessment Gayla Wilmurth 8/05 5/07 N/A
A2 will have access to strategies will improve thus increasing
A3 used by the Reading First opportunities for student
A4 teachers. learning.
A5
A6
A1 Professional Development Teachers will have increased Gayla Wilmurth 8/05 5/07 N/A
A2 materials will be available for awareness of student
Reading teachers of grades 4-6. expectations required for
Comprehensive School Improvement Plan 2004
proficient reading scores.
A3
A4
A5
A6
A1 All Reading teachers have Teachers will gain knowledge Tracy Taylor 8/05 5/07 N/A
A2 access to the professional of instructional strategies, thus
A3 library. improving reading scores.
A4
A5
A6
A1 Offer summer school to students Students will benefit from Phyllis Whitlock 6/06 6/06 Reading
A2 with strategic/intensive plans in enhanced instruction. First Funds
A3 reading. $2860.31
A4
A5
A6
A1 An intervention specialist will Pending grant 8/06 5/07 Reading
A2 Hire an intervention specialist. provide students with various amendment First Funds
A3 strategies that will enable them to approval.
A4 (completed and continued) improve their reading ability.
A5
A6
Comprehensive School Improvement Plan 2004
A7 Purchase a new textbook series Teachers will be able to Melinda Paul 8/05 5/07 Textbook
A8 in the area of Music. effectively design instructional Funds
A9 strategies that assist lower $11,828.75
A 10 (purchased) performing students.
A7 Purchase a Drama Toolkit Teachers will be able to design Tracy Taylor 8/05 5/07 Textbook
A8 instruction that emphasizes core Funds
A9 (purchased) content and gets the students $84.55
A 10 actively involved.
A7 Purchase a Dance Toolkit Teachers will be able to design Kay Aleshire 8/05 5/07 Textbook
A8 instruction that emphasizes core Funds
A9 (purchased) content and gets the students $84.55
A10 actively involved.
A7 Purchase Theater Arts Teachers will have increased Melinda Paul, 8/05 5/07 Textbook
A8 Connections awareness of student Tracy Taylor, Funds
A9 expectations required for Kay Aleshire $294.00
A10 (purchased) proficient Arts/Humanities scores. and Rick
Harrison
A7 Professional Development A more positive learning Kenny Wilson 8/06 5/07 N/A
A8 Larry Bell Seminar environment for students and
A9 staff.
A10
Comprehensive School Improvement Plan 2004
A7 Implementation of strategies An increase in student behavior Janie Shelton 8/05 5/07 NA
A8 learned in the seminar thus increasing test scores while
A9 improving teacher and student
A10 morale.
j