Comprehensive Improvement Planning

Southside Elementary School

Comprehensive School Improvement Plan

SCHOOL ASSURANCE REVIEW

SCHOOL YEAR 2007

Site Base Council Members

School Name: Southside Elementary School

Council Member Name / Address / Completed Training / Trainer’s Name
DeAnna Murdock / 106Education Dr
Cynthiana, KY 41031 / YES / Robert Barr
Mara Gant / 106Education Dr
Cynthiana, KY 41031 / YES / Christy Hogan
Stacy Smiley / 106Education Dr
Cynthiana, KY 41031 / YES / Christy Hogan
Melissa Partin / 106Education Dr
Cynthiana, KY 41031 / YES / On-line Training
Kim True / 106Education Dr
Cynthiana, KY 41031 / YES / On-line Training
Steven R. Fowler / 106 Education Drive Cynthiana, KY 41031 / YES / On-line Training

The Southside Elementary school council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning Guidebook (2004 and on-going) prior to approval of our plan.

Plan Approved by the School Council:

October 22, 2007

Date

School Council Members:

DeAnna Murdock / Teacher
Mara Gant / Teacher
Stacy Smiley / Teacher
Melissa Partin / Parent
Kim True / Parent
Steven R. Fowler / Principal

Note: Although the Assurance Certification is not included in the school’s improvement plan, the assurances for the categorical programs listed on the previous page 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 2003-2004 are in the Comprehensive Improvement Planning Guidebook (2003-2004) and can be downloaded from the Web Page at: http://www.kde.state.ky.us/olsi/conp/Emanual/default.asp

EXECUTIVE SUMMARY

MISSION STATEMENT

We believe that community, parents and educators working together can create a school in which all learners can achieve and succeed. The mission/vision of Southside Elementary School is to promote the development of all students as self-motivated learners by providing an enthusiastic, interactive, challenging, and secure environment.

PROCESS OF DEVELOPING THE CONSOLIDATED PLAN

How Planning and Needs Assessment Teams Were Organized

SBDM Standing and Ad Hoc committees were charged to fulfill tasks which provided feedback and work products to identify needs, goals, and strategies to meet those needs. The committees and groups who were involved are as follows:

·  School Planning Committee

·  Assessment Committee

·  Core Content Study Groups

·  SBDM Council

·  Southside Certified Staff

·  Southside Staff

·  Southside Classified Staff

·  PTO

·  Family Resource Center Staff

How the Needs of the School Were Determined:

·  CATS Test Scores

·  Analysis of Scrimmage Test Results

·  Analysis of Student Planning Survey

·  Analysis of Parent Survey

·  Analysis of Parent Planning Survey

·  Analysis of Teacher Strengths and Challenges Survey

·  Analysis of Staff Planning Survey (Classified and Certified)

·  Analysis of Lesson Plans

·  Analysis of Open Response Items Used For Assessment On All Levels

·  Analysis of Student Questionnaires in CATS Testing

·  Central Office Needs Assessment

·  Parent, Student, Staff PAR Surveys

How Goals and Strategies Were Decided Upon:

Initially, Core Content Study Groups analyzed test results and reported to the SBDM Council and the Assessment Committee. The Southside Faculty analyzed survey results and identified growth areas. The Assessment Committee reviewed the recommendations of the Study Groups and Faculty and made recommendations to the Council. Content Committees made suggestions and revisions in 2004. The Technical Assistance Team studied SBRR and wrote a plan to address Reading and Literacy in our building. This study was used to write the Literacy/Reading Component. The SBDM Council approved the plan.

What Implementation of the Plan is Expected to Achieve:

·  Improved CATS scores as we strive to meet state goals

·  Attainment of Annual Yearly Performance Goals/ NCLB

·  Equity for all students

·  Increased parental involvement and a more informed “parent body”

·  Professional development that is meaningful and effective

·  SBDM Policies that drive effective instruction and encourage “best practice”

·  Implementation of a curriculum that meets state standards for success

What Process Was Used for Internal Review of the Plan:

The School Planning Committee and School Principal will monitor the

plan and make recommendations each semester in a report to the SBDM

Council

How Public Comment Was Secured and What Response Was Made:

·  Through Parent Surveys

·  Through Staff Surveys

·  Through Student Surveys

·  Through Staff Discussion and Work Sessions

·  Through Open Committee Meetings

·  Through Association with the Kentucky Association of School Councils

·  Through meetings with District and School Staff

How Consolidated Planning Will Be Ensured in the Future:

·  Through the development of the Consolidated Plan as Mandated

·  Through Internal Review of the Plan

·  Through Amendments to the Plan

COMMUNICATION PLAN:

How will the Consolidated Plan and Other Important Information Be Shared With Stakeholders?

·  Copies of the action component pages will be placed in the school

Office, Library, Teacher’s Lounge, Central Office and the Community

Education Center and will be made available upon request

·  Individual copies will be made for SBDM members and staff

·  A copy of the plan will be available on the Southside Elementary website

How Will Input Continue to be Gathered from Stakeholders?

·  Input from the stakeholders will be gathered from representatives on

The School Planning Committee and in the open forum of the SBDM

Council and other SBDM committee meetings

·  Parent, student and staff surveys will be developed and used as

Needed to secure feedback

Action Component: LITERACY/ READING

District Name HARRISON Component Manager: Steven R. Fowler

School Name: SOUTHSIDE ELEMENTARY SCHOOL Date: FALL 2007

Priority Need / Goal (Addresses the Priority Need)
While writing a Reading First Grant in the Fall of 2003 our Technical Assistance Team identified deficits in our Literacy Program based on our intense review of Scientific Based Reading Research. In 2007 CATS Studies Reading results found:
·  An index of 91% (Total index)
·  9.2% Novices
·  15% Free and reduced lunch novice
·  19% ESS students at novice level / To establish a Literacy Team and design a Literacy Plan which will align with the National and State Literacy Goals. In our 2008 CATS Studies Reading results we will obtain:
·  An index of 92% or more
·  4% novices (Total index)
·  10% Free and reduced lunch novice
·  6% ESS students at novice level
Causes and Contributing Factors / Objectives with Measures of Success
A.  Southside’s Literacy Team will be maintained and continue to develop a literacy plan annually to drive reading instruction.
B.  Southside’s struggling readers have not had a consistent, strategic intervention.
C.  Our comprehensive School Reading Program is based on SBRR* and is consistent across grade levels. However, the program is newly implemented.
*SBRR – Scientific Based Reading Research / A.  In September 2007 Southside’s Literacy Team met and developed the 2007/2008 Literacy Action Plan (LAP).
B.  During the 2006/2007 school year Southside developed a plan to provide equitable assistance to all primary classrooms. Two qualified reading assistants will help provide the three tiers of reading instruction. (Core, supplemental, strategic intervention)
C.  In 2006 a new program was purchased and implemented throughout the school based on staff input and SBRR*.

Action Component Amendment: LITERACY / READING

District Name: HARRISON Component Manager: Steven R. Fowler

School Name: SOUTHSIDE ELEMENTARY SCHOOL Date: FALL 2007

Strategies/Activities

Objective Label / Strategy/Activity / Expected Impact in Terms of Progress and Success / Responsible Person / Start Date / End Date / Estimated Resources and Costs / *L
*R
*S
A1. / The SBDM Council will continue the Literacy Team as an Ad Hoc Sub Committees in SBDM Policy and will review the membership of the Team annually. / Southside Elementary School will have an identified Literacy Team. / SBDM Chairperson / 7/04 / On-going / -0- /

L

A2. / Southside’s Literacy Team will develop a Literacy Action Plan annually. / The LAP will focus on students needs as indicated by CATS, DRA, and Scott Foresman Baseline assessments. / SBDM Chairperson / 7/04 / On-going / -0- /

L

A3. / Literacy events will be offered each semester at the school to encourage parents to be more involved with the school and their child’s reading progress. / Parents will be better informed re: strategies to help their child in the area of reading. They will learn what resources are available to them. They will establish home/school connections with school staff. / SBDM Chairperson / 7/04 / On-going / -0- /

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A4. / The Literacy Team will report bi-monthly or as needed to the SBDM Council. / The SBDM Council will have a clear understanding of the progress of the Literacy Team and Plan. Reading Assessments will document improvement in reading comprehension. / Literacy Team Chairperson / 9/04 / On-going / -0- /

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A5. / The Literacy Plan will include activities to promote collaboration with community resources in the area of Reading/Literacy / Activities to promote literacy will be coordinated with the SWFRSC, First Steps, and Public Library. Students, Parents, Teachers will receive support for their efforts from these agencies. / Principal/
School Librarian/
SWFRC Director/
School Reading Coach / 9/04 / On-going / L/R/S
A6. / A Summer Reading Academy will be held to meet the needs of students who are at risk in the area of Reading. / Primary students will participate in fifteen days of intense reading instruction based on Scientific Based Reading Research during the summer. / Principal and District Instructional Supervisor / 6/04 / On-going / $2,000.00
E.S.S. Funds / L
B1. / DRA and Scott Foresman Baseline data will be used to identify and refer struggling readers for ESS. / Students identified for ESS will be given the GRADE two times during the school year. / Classroom teachers/ESS director/ESS provider / 09/06 / On-going / L
B2. / Each primary classroom, 1st-3rd, will receive 40 minutes of assistance from a qualified reading assistant / Each 1st-3rd primary classroom will provide supplemental reading instruction in a small group setting. / Reading Assistants / 08/07 / On-going
B3. / Each primary grade level, K-3rd, will receive an additional 40 minutes for explicit reading intervention instruction for those at-risk readers. / Primary students being served in all three tiers of reading instruction will make gains in reading. / Reading Assistants / 08/07 / On-going
B4. / A lending library was established and will be maintained providing resources for reading instruction. / Teachers will have access to a larger pool of manipulatives and classroom sets of trade books to aid in reading instruction. / Reading Assistants, Literacy Team,
And Principal / 09/04 / On-gong / L/R/S
B7.
C1.
C2. / A resource library was established to provide resources focusing on Reading and SBRR.
In August 2006 we secured and began to implement the Scott Foresman Reading Street program in grades K-5.
PD will be secured for the Scott Foresman Reading Street program in the areas of assessment and technology. / Teachers will have current SBRR research available to them when planning reading instruction and prescribing intervention plans.
Since implementing the Scott Foresman reading series it is unclear how the CATS scores have been affected since we have not had a 4th grade class been through the entire Scott Foresman program. We expect to make substantial progress.
We expect to utilize Scott Foresman materials more efficiently and consistently from grade to grade. / Principal and Literacy Team
Principal, classroom teachers, reading assistants, special needs teachers
Literacy team, Principal / 09/04
08/06
09/07 / On-going
On-going
10/08 / $1,000.00
PD Funds
3M Grant
Title I Funds / L/R

Action Component: MATHEMATICS

District Name: HARRISON Component Manager: Steven R. Fowler

School Name: SOUTHSIDE ELEMENTARY SCHOOL Date: FALL 2007

Priority Need / Goal (Addresses the Priority Need)
In our 2007 CATS studies Math results, we found:
·  An index of 80.6%
·  17% novices
·  24% free and reduced lunch scored novice
·  25% ESS students at novice level / In our 2008 CATS studies Math results, we will obtain:
·  An index of 85% or more
·  <10% novices
·  13% free and reduced lunch novices in 5th Grade
·  15% ESS students at novice level
Causes and Contributing Factors / Objectives with Measures of Success
A.  Focus has been placed on finishing Saxon lessons rather than on covering core content. More emphasis needs to be placed on math programs.
B.  Data on sub - groups show that more of these students are not meeting math performance standards. / A.  A. Our curriculum and adopted programs will be fully aligned with state standards.
B.  Support programs will be created and implemented to advance noted sub – groups. Student’s progress will be noted on the AYP NCLB Report marked at 100%Achievement gap goals will be met by 2014.

Action Component: MATHEMATICS

District Name: HARRISON Component Manager: Steven R. Fowler

School Name: SOUTHSIDE ELEMENTARY SCHOOL Date: FALL 2007

Strategies/Activities

Objective Label / Strategy/Activity / Expected Impact in Terms of Progress and Success / Responsible Person / Start Date / End Date / Estimated Resources and Costs / *L
*R
*S
A1. / In grades K-4 we will continue to use Saxon, but only lessons that emphasize the core content. Additional materials will be used to supplement. 5th grade will be core content centered utilizing adopted textbooks as a resource. / Since we implemented Saxon Math we have seen improvement in CTBS scores. CATS Math scores have not been consistent at grade 5. We hope to see an increase in the Math CATS index. / Math Instructors / 2/02 / On-going / 7,000 / L,S
A2. / A representative from Fifth Grade and Kindergarten will attend Math Textbook showcases offered on the district level to review math programs.
(Completed) / Kindergarten and Fifth grade team members will reach consensus on a Math program for their levels and will present their recommendation to the council.
(Completed) / Kindergarten and Fifth Grade Math Representatives / 1/04 / 5/04 / $5,000 / L,S
A3. / Professional Development will be secured for the new Math Programs implemented at the respective grade level.
(Completed) / New programs will be aligned with curriculum goals and the program will be used effectively.
(Completed) / Principal/
District Instructional Supervisor / 7/04 / 9/04 / $500 / L,S
A4. / Professional Development in math will be pursued for math teachers. / Obtaining and sending teachers to math trainings will be a priority. / Principal / 7/04 / 1,000
B1. / Grade 5 students will be given extra computer time to work on math facts and skills via computer programs. / Independent and group work will increase student skill level and confidence. / Fifth Grade Math Personnel & Computer Teacher / 5/04 / On-going / 0 / L
B2. / At risk Math students will be referred by their teachers for after school ESS services which focus on specific Math Skills as defined by the classroom teacher. / Students will participate in intervention programs during ESS to improve their Math Skills. / Classroom Teachers and ESS Director / 09/04 / On-going / $1,000 / L
B3. / The ThinkLink assessment program will be secured and administered to fifth grade students to define student needs. / Teachers will learn to use the ThinkLink Program and assessments to analyze student needs. / Principal, Math Instructors, and Computer Teacher / 08/07 / 09/07 / $1,300.00 / L
B4. / Referrals will be made to the ESS Daytime Tutoring Program for students who need extra help in Math and who cannot stay for after school tutoring due to transportation difficulties. / At Risk students who do not have transportation will receive help from a certified teacher during the school day. / Principal, Math Teachers, and ESS Coordinator / 9/04 / On-going / $5,000.00 / L

Action Component: STUDENT WELLNESS