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COMPREHENSIVE SCHOOL IMPROVEMENT PLAN - SCHOOL IMPROVEMENT PLAN

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									             SCHOOL IMPROVEMENT PLAN – COLLINS ELEMENTARY SCHOOL

                                                 EXECUTIVE SUMMARY
Principal             Carol M. Elliott
Principal Email       carol.elliott@boone.kyschools.us
School Website        collins@boone.kyschools.us
School Address        9000 Spruce Drive, Florence, Kentucky 41042
School Phone          (859)282-2350


Plan Revised and Approved by Council on 1/2010

Principal               Carol M. Elliott
Teacher                 Karen Woodward
Teacher                 Geena Johns
Parent                  Joyce Ellis
Parent                  Minnie White
Teacher                 Connie Norberg
Minority Parent         Vacant



School Mission Statement
The mission of the staff and community of Collins Elementary School is

*      To foster academic growth for all students
*      To nurture a respect for others and an acceptance of differences in people
*      To develop the ability to accept responsibility for their own actions
*      To peacefully solve problems




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                                                      Planning Process
                  Reviewed/Revised 10/2009 based on Needs Analysis Fall 2009 and Data Release Fall 2009
                                   Activity                                                     Date(s)
Conducted needs assessment using qualitative and quantitative data               Data analysis- State testing materials
including all formal and informal assessment data, culture survey, non-            analyzed by administration, grade level
academic data, walk-through data, student grades, SISI audit information           teams and SBDM Council standing
                                                                                   committees 9-11/2010
                                                                                 District Level reading and math
                                                                                   assessment analysis – Spring 2009,
                                                                                   Fall 2009
                                                                                 District Level Audit with SISI , analysis
                                                                                   of results 11/2009 Writing Portfolio
                                                                                   analysis 5/2009
                                                                                 Title I Parent Survey Spring 2009
                                                                                 School Audit, SISI, Oct. 2009
Prioritized needs                                                                SBDM Standing committees
                                                                                 Compiled and reviewed by Committees
                                                                                   Fall 2008, Spring 2009, Fall 2009
                                                                           Needs Analysis by staff, committees and
                                                                           Council Fall 2009
                                                                                 SIP review and revision - Grade Level
                                                                                   Teams, Standing SBDM Committees
                                                                                   Fall 2009- Jan. 2010
Determined causes for priority needs                                       Based on Data analysis with timelines through
                                                                           Spring 2009 and Fall 2010
Established measurable goals                                               Based on Data analysis with timelines through
                                                                           fall 2009-2010.
Developed activities to meet goals                                         SBDM Standing committees, with revisions
                                                                           and review by council 12/2009 and 1/2010
Shared plan with staff and community                                       Reviews and approval open to public at SBDM
                                                                           Council meetings 2/2010 and 10/2010.
Approved by Council                                                        Second Reading of final 3/2010.
Scheduled Implementation & Impact check                                    Nov. 2010, Feb. 2011 and March 2011




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                                            Improvement Plan Committee
       Role                                                 Names- Current 1/2010

Principal            Carol M. Elliott
Administrators       Kathy Saunders
Teachers             Certified Staff, All work on grade level teams, and sit on standing SBDM Committee- complete staff
                     listing available on school web site
Classified Staff     School leadership team includes FRC Coordinator and Assistant Coordinator, and STC
Students             Part of survey input
Resource Officer     David Fields
Guidance Counselor    Katie Pilgram
Council Members      Geena Johns, Karen Woodward, Connie Norberg
FRC Staff            Betty Pennington, Kathy Oehler
District Personnel   Pat Murray, Karen Cheser
Parents              Joyce Ellis, Minnie White
Business Partners    GAP and Bank of KY – Jamie Wagner
Community            Boone County Health Department, Boone County Public Library, Catholic Charities, Jaycees,
Representatives      Northern Kentucky University, Florence Elks, 7 Hills Church, Journey Church, Florence Methodist
                     Church




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               SCHOOL IMPROVEMENT PLAN – COLLINS ELEMENTARY SCHOOL

                                 COMPONENT 1 – ACADEMIC PERFORMANCE
Component Manager: PRINCIPAL, CAROL M. ELLIOTT

Date written or revised: January 2010

                            PRIORITY NEEDS                                                       ROOT CAUSES

1. According to the 2008-09 KCCT, not all students at Collins        Curriculum:
Elementary School are at proficient as described below                   Staff members have incomplete training and skills with content
                                                                            and content related teaching methods.
                  Collins                                                Specific vocabulary to be mastered at each grade level, in all
                  % P/D                                                     core content areas to meet the state standards has not been
 Reading            65.3                                                    clarified.
 Math              60.45                                                 Alignment of curriculum, between Boone County Schools, along
 Science           66.29                                                    with common assessment to help close the instructional gaps of
 Soc. St.          32.56                                                    the mobile population.
 Writing           33.72
                                                                     Instruction:
An achievement gap exists between special needs students and
                                                                          Collaboration needs to be implemented more, and more
regular education students and free and reduced lunch approved
                                                                             effectively to provide students more extensive work in the core
and those not approved. Collins did not make AYP for students
                                                                             content areas with the much needed support to address their
with disabilities in reading and low socio economic status.
                                                                             special needs.
                                                                          Textbooks and other “common materials” need to be adopted
AYP data spring 2009-
                                                                             and purchased that reflect core content, differentiation needs
AYP was not made in reading for students with disabilities and for
                                                                             and higher level thinking instruction.
students participating in the free/reduced lunch program.
                                                                          Students lack real-life experiences base knowledge to make
                                                                             connections to core content expectations.
                                                                          Students lack in an enriched vocabulary which supports the
                                                                             instruction in all core content areas.
                                                                          Staffing is not adequately provided to cover both resource and
                                                                             collaboration needs of our students.
                                                                          Teachers need on-going awareness and training of technology
                                                                             resources available in the building for instrutional integration.

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           Additional hardware technologies need to be added for this
           integration (ex. Smartboards, Elmo etc.)

    Assessment:
        Students are not familiar enough with the assessment format to
          be successful with the content and to make the connections
          with the content.
        On-going work in teacher training of formative assessment
          needed.
        Teachers need to better understand how to analyze the data
          along with having the time to do this.




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                                COMPONENT 1 – ACADEMIC PERFORMANCE
GOAL AP1: Based on the 2010 KCCT data, the number of students (both total population and sub-groups) performing at or above
proficiency in reading and mathematics will increase to the AYP goals of 73.64 and 61.23 respectively; the school will achieve a writing
index of 55.81.


Activity AP1.1            Refine instructional strategies and techniques of differentiation during intervention/extension time,
                          (identification of students’ instructional needs, flexible grouping, etc.) through training embedded PD, and
                          use of flexible PD time. Work would include Gifted and Talented identification and instruction and the
                          coordination of services that can lead in the specialization needed to address these needs.
Point Person              Principal, Asst. Principal, Instructional Coaches, Special Education Strategist, District Learning Support Services
Timeline/Deadline         May 2011
Cost/Resources            PD funding, Title I PD funding, IDEA
Needed (optional)
Implementation/Impact


Date Completed

Activity AP1.2            Continue and refine the work of collaboration and co-teaching models with special education, specialists,
                          ELL staff, G/T and regular education staff (cluster grouping, planning time together, and training to address
                          techniques of these methods). Professional Development training, embedded PD and time to plan for
                          implementation in collaboration and co-teaching for special education and ELL instruction for both
                          specialists and regular education staff.
Point Person              Principal, Asst. Principal, Instructional Coaches, Special Education Strategist, District Learning Support Services
Timeline/Deadline         May 2011
Cost/Resources            PD funding, Title I PD funding, IDEA
Needed (optional)
Implementation/Impact
Date Completed




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Activity AP1.3          Provide extended enrichment and learning opportunities for all students inclusive of all subgroups;
                        opportunities may include summer programming, before and after school opportunities, parent involvement
                        and enrichment activities.
                                                   st
Point Person            Principal, Asst. Principal, 21 Century Coordinator, ESS Coordinator, FRC Coordinator, District Student Services
Timeline/Deadline       May 2011
                          st
Cost/Resources          21 Century Grant, FRC, PTA, ESS, Title I, Title I Parent Involvement
Needed (optional)

Implementation/Impact
Date Completed



Activity AP1.4          Research the instructional effectiveness of establishing an instructional science, math, and/or writing lab, by
                        certified staff, to support grade level instruction in these content areas.
Point Person            Sci/PL/A/H , Math, Literacy Committees, Administration, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed



Activity AP1.5          Establish and/or refine common planning with grade level teams, special education teaching staff, ELL staff
                        and Intervention staff.
Point Person            School Administration
Timeline/Deadline       August 2010
Cost/Resources          IDEA, Title III, Title I
Needed (optional)

Implementation Impact


Date Completed



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Activity AP1.6          Review instructional materials, including textbooks, to meet the curriculum and instructional needs of the
                        students including kindergarten. Include in the evaluation points such as: differentiation, intervention,
                        extension, assessment formats, and alignment to the curriculum.
                        Explore research- based materials and training of it such as SRA, Success for All and LIPS.
Point Person            SBDM Standing Committees, Teaching Staff, Instructional Coaches, Special Education Strategist
Timeline/Deadline       May 2011
Cost/Resources          Textbook funds, Title I, IDEA, KETS,
Needed (optional)
Implementation Impact
Date Completed


Activity AP1.7          Tiered Intervention/RtI will be strengthened in reading and explored to mathematics for students who have
                        not achieved content mastery and for underperforming students. Also ensure that sub group populations
                        (LEP, Disabilities, and Low SES) are targeted. Special Education sub population will be tracked through the
                        intervention model with weekly monitoring.
Point Person            School Administration, Teachers, Intervention Specialists, Instructional Coaches, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources          IDEA, Title I, Title III
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.8          Develop and refine curriculum alignment with the new standards including aligned writing plan, content
                        vocabulary, power verbs, learning targets, curriculum mapping, units of study (know, understand, be able to),
                        and common assessments. Vertical alignment is a key part of this development to make sure that the
                        curriculum is covered comprehensively.
Point Person            School Administration, Instructional Coaches, Special Education Strategist, Teachers, District Learning Support Staff
Timeline/Deadline       May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed


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Activity AP1.9          Real –life, authentic experiences will be provided through in-house school events, as much as possible, and
                        field experiences ex. JA, COSI, Living History, Science and Career Day, Schoolhouse Symphony.
Point Person            Teachers, SBDM Standing Committees
Timeline/Deadline       May 2011
Cost/Resources          Title I, PTA, BCEF Grants
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.10         Staff will receive on-going training and embedded PD on instructional strategies addressing the testing
                        process and format defined for state assessment. These strategies will be used on a daily instructional basis
                        in the classrooms so that there is a seamless transition between instruction and assessment.
Point Person            Principal, Asst. Principal, Instructional Coaches, Special Education Strategist, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources          PD, Title I PD funds, IDEA
Needed (optional)

Implementation Impact
Date Completed




Activity AP1.11         Work with the district in their development of district grade level exit criteria for Reading, Math, English and
                        Science based on College Readiness Standards (EPAS) and then implement this process informing and
                        educating all stakeholders regarding these criteria.

Point Person            Principal, Asst. Principal, Instructional Coaches, Special Education Strategist, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources          PD, Title I PD funds, IDEA
Needed (optional)

Implementation Impact
Date Completed

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Activity AP1.12         Use results of formative and common assessment analysis to identify students’ instructional needs,
                        professionals’ instructional needs and report to parents/ guardians student progress. Assessment results will
                        be used to differentiate instruction/intervention/extension for students.
Point Person            School Administration, Teachers
Timeline/Deadline       August 2010
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.13         Staff, both instructional certified and classified, will receive professional development training, embedded
                        PD and time to work together to refine their skills to introduce, reinforce and update expertise and
                        knowledge (depending on the educator’s depth of knowledge) on: 21st century skills (ex. standards, target
                        goals, units of study, grade level vocabulary identification, instructional differentiation, instructional
                        technology), questioning strategies, aligned curriculum, instructional practices (ex. Orton- Gillingham,
                        Everyday Math), and formative assessment (such as flashback, common assessment).
Point Person            Principal, Asst. Principal, Instructional Coaches, Special Education Strategist, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources          PD, Title I PD funds, IDEA
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.14         Faculty meetings will be set aside as PD for shared planning for unit development and to allow teachers, and
                        teams of teachers to work together to develop, implement, and refine their use of PD trainings. This allows
                        for specialist and generalist to all be present for collaboration in this on-going development.
Point Person            School Administration, Teachers
Timeline/Deadline       May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed


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Activity AP1.15         Explore and establish Learning Walk opportunities as PD within the school, within the district (including
                        middle school) and at other schools and districts that reflect our demographics that are proficient. Emphasis
                        would be for special education models and transition years.
Point Person            School Administration, Instructional Coaches, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources          PD, Title I PD, IDEA
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.16         Establish transition work between professionals at the levels with instruction, curriculum, and assessment
                        between transitions: preschool to primary, primary to intermediate and intermediate to middle school.

Point Person            School Administration, Instructional Coaches
Timeline/Deadline       May 2011
                          st
Cost/Resources          21 Century Grant, ESS, Title I
Needed (optional)

Implementation Impact
Date Completed


Activity AP1.17         On-going work and development with Professional Learning Communities, PLC, regarding topics such as
                        curriculum, instructional practices, climate, culture and assessment.
Point Person            Instructional Coaches, School Administration, District Learning Support Services
Timeline/Deadline       May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed




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               SCHOOL IMPROVEMENT PLAN – COLLINS ELEMENTARY SCHOOL

                                     COMPONENT 2 – LEARNING ENVIRONMENT
Component Manager: PRINCIPAL, CAROL M. ELLIOTT

Date written or revised: Revised 1/2010

                            PRIORITY NEEDS                                                      ROOT CAUSES

1. Majority of parents are not actively involved in school activity.           Information is not relayed to families in their primary
                                                                                language.
                                                                               Parents work many hours and often hours that do not allow
                                                                                for their involvement during the hours of school activity.
                                                                               Parents due to previous experiences in their youth or with
                                                                                other schools have negative perceptions of school.
                                                                               Parents feel that they lack sufficient educational skills
                                                                                themselves to be involved in the educational setting.
                                                                               Many families lack transportation to come to the school.
                                                                               Child care needs of younger siblings often prevents parents
                                                                                from participating.


2. Discipline referrals of students to the office and classroom teachers’      Positive life skill instruction is not being internalized and
behavior interventions have increased reflecting that disruption to the         practiced daily by students.
instructional setting has also increased.
                                                                               Intentional instruction about school, classroom and self
                                                                                procedures are not consistently taught and reinforced.
                                                                               Cafeteria procedures are not consistently understood or
                                                                                followed by the students.



3. Referrals based on physical, social and emotional needs of students
and families are investigated through school and outside agencies.             With 65.5 % of families identified in the social economic
                                                                                range of poverty the characteristics of poverty are reflected
                                                                                in the families’ needs.


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                                                                                Services are limited due to lack of outside and school
                                                                                 resources.




                                                                 GOALS

LE1. Expand and refine communication to all stakeholders including parents, students, staff and community making sure to emphasize
a postiive focus.

LE2. Refine effective collaboration practices with parents and community.

LE3. Support families in removing physical, social and emotional barriers to their children’s learning.




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                                COMPONENT 2 – LEARNING ENVIRONMENT

GOAL LE1: LE1. Expand and refine communication to all stakeholders including parents, students, staff and community making
sure to emphasize a postiive focus.



Activity LE1.1               Sources will be sought to have publications translated into multiple language formats of the students’
                             primary languages represented at Collins. Example –notices of events, SIP etc. (Ex. University and High
                             School language classes translating publications.

Point Person             School Administration, FRC Staff, District Student Services
Timeline/Deadline        May 2011
Cost/Resources           Title I, Title III, IDEA
Needed (optional)

Implementation Impact
Date Completed



Activity LE1.2           Identify primary staff members to work with media contacts, high school newspaper staff, and others to
                         promote more positive public relations about Collins. Monthly updates such as a newsletter from the school
                         to be sent to stakeholders that includes: celebrations, work at Collins, and important dates of other activities.
Point Person             Assistant Principal, FRC Staff, Instructional Coaches
Timeline/Deadline        May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed




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Activity LE1.3              Develop a standardized method that print communication goes to the students’ homes. (for example-
                            newsletters, graded papers, standard papers to pass out from district and outside sources). In 2012 review
                            this to note success, and to consider a specific day of the week.
Point Person            Instructional Staff, School Administration
Timeline/Deadline       Aug. 2012
Cost/Resources          Title I
Needed (optional)

Implementation Impact
Date Completed

Activity LE1.4              Host a fall school “blitz” evening/day that includes meet the teacher, curriculum overview, clarification
                            of ELL, G/T and Special Education, school wide behavior expectations and Readifest activities will be
                            planned in addition to this event for summer of 2010 with looking at combining these events the summer
                            2011 once construction is complete.
Point Person            Principal, Asst. Principal, FRC Staff, Instructional Coaches, Special Education Strategist, District Learning Support
                        Services, District Student Services support
Timeline/Deadline       Aug. 2010
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed

GOAL LE2: Refine effective collaboration practices with parents and community.
Activity LE2.1          Hold fall and spring parent teacher conferences with translators available for Second Language families
Point Person            Teachers
Timeline/Deadline       May 2011
Cost/Resources          Title I (Parent Involvement)
Needed (optional)

Implementation Impact
Date Completed




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Activity LE2.2               Continue to offer and expand Parent and family involvement opportunities to extend school instructional
                             practices, activities and strategies to their work with the children at home. Include translators at these
                             events. Ex. Make- it, take- it activities, EDM, literacy night, writing night, assessment night.

Point Person             FRC Staff, School Administration
Timeline/Deadline        May 2011
Cost/Resources           FRC Grant, Title I
Needed (optional)

Implementation Impact
Date Completed

Activity LE2.3               Develop a list of available community resources and work with the district to expand this list in order to
                             create more relevant, and authentic learning experiences for students.
Point Person             Instructional Coaches, Special Education Strategist, District Learning Support and Student Services Support
Timeline/Deadline        May 2011
Cost/Resources
Needed (optional)

Implementation Impact
Date Completed



GOAL LE3: Support families in removing physical, social and emotional barriers to their children’s learning.
Activity LE3.1           Social, emotional and physical needs will be addressed through agency coordination of services when identified
                         through a referral type system. ( Ex. Housing, family therapy, medical, dental, vision etc. )
Point Person             FRC Staff, Guidance Counselor, Principal, District Student Services Support
Timeline/Deadline        May 2011
Cost/Resources           FRC Grant, Title I, Other sources sought
Needed (optional)

Implementation Impact
Date Completed



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Activity LE3.2          Explore on-going staffing of an Assistant Family Resource Coordinator.
Point Person            Principal
Timeline/Deadline       August 2010
Cost/Resources          Section 6 funding, FRC Grant, Title I
Needed (optional)

Implementation Impact
Date Completed




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