Your School Name Here

Rodburn Elementary School

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

SCHOOL YEAR 2010-2011

The Rodburn Elementary School council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework prior to approval of our plan. _____Beverly Gilliam ______Chairperson, School Council Date

_____Cheryl Plank______Chairperson, School Planning Committee Date

Plan Approved by the School Council ______Date

School Council Members Beverly Gilliam Pam Tiller Bethanie Henry Kim Tabor Kerri Parker Kathryn Rogers

1 Comprehensive Improvement Plan Executive Summary

Mission Statement The school mission statement was developed by the faculty with input from parents and community. It was last reviewed in 2006. Our mission is….To instill the value of education in all students. The faculty and staff strive to help students grow into well-rounded individuals who are kind, caring, and respectful. Rodburn serves as a building block to their future; therefore, it is the goal of the faculty and staff to be nurturing individuals who teach academics; as well as, life skills. From the education received at Rodburn Elementary, students will be able to successfully progress through other educational endeavors and to become productive citizens who will function in this diversified global society. This mission is attainable through a partnership involving faculty, staff, parents, administration, Board of Education and community.

Plan Summary The planning process began at the school level with an analysis of student performance data found in the Interim Performance Report Spring 2010; as well as Measured Academic Progress (MAP) data. (DIBELS NEXT Data in earlier years had been used as well, but at the time of data review, the new DIBELS NEXT data was not available.) Disaggregated data was available in the IPR which helped to identify achievement gaps in core content areas between two subgroups: students with disabilities and students receiving free and reduced lunch. Core content areas were also reviewed using testing data and MAP results. Reading content focus showed that students with disabilities were scoring substantially below the proficient range compared to students without disabilities. As a result, Rodburn did not meet AYP in reading with students with disabilities. When looking at math scores, the measurement strand was consistently weak across grades K through 5. Also, science and social studies review show that Rodburn is continuing to experience a downward trend for scores in those areas. Using the Nine Standards and Indicators for School Improvement (SISI), the school’s level of functioning was assessed based on 2010 data. In addition to the assessment data, non-academic data were reviewed. Priority Needs, Causes, and Objectives were developed under the Action Component, Academic Performance. Members of the CSIP committee met with other school CSIP representatives at the District Level to initiate the review process. An on-going evaluation and monitoring process will take place using the Implementation and Impact Check. Information obtained from this review will be used to update our plan. The plan will be submitted to the Site Based Decision Making Council for approval. Any amendments to the CSIP will also be submitted to the SBDM Council.

2 Committee Members

Committee Committee Members Responsibilities School Climate Kim Morris, Janie Cundiff, Patty Hall, Terry Community/Parent Involvement, Cornett, Becky Prather, Ann Teager, Donna Oakley, Maintenance/Improvements, Health/Safety, Student Chris Oakley Discipline, Volunteers, Equity Planning Beverly Gilliam, Carol Emmons, Pam Tiller, Paula Comprehensive Plan, Scheduling, Long Range Meitzler, Alisa Bailey, Lisa Wright, Bethanie Planning, Budgeting Henry, Cheryl Plank, Mike Mathews **Review team for CSIP. Staff Development Beverly Gilliam, Cheryl Plank, Vicki Anderson, Professional Development Planning for Faculty and Wanda Ramey, Sanchia Pratt, Bridgett Elliott, Staff Denise Spencer, Curriculum and Instruction Pam Tiller, Debbie Knipp, Jennifer Stewart, Shawn Curriculum Planning, Instructional Concerns, Justice, Missi Fannin, Delrita Wells Technology, Assessment, Primary Program, Academic: Extra-Curricular & Instructional Programs Communications Brenda Planck, Missy Jones, Kathryn Rogers, Cathy Awards, Public Relations, Parent Meetings, Riley, Nellie Holbrook, Patty Conley Parent/Teacher Conferences, Attendance, Newsletters, and PTO

3 Adopted Goals A Comprehensive School Improvement Plan (CSIP) is the documentation that brings together all stakeholders; teachers, staff, district personnel, parents and community in an effort to improve student achievement. The planning process was organized according to the suggestions of the Guidebook for Comprehensive Planning. The key findings based on current data have identified the following goals which we feel will have the greatest impact on educational practices and student learning. According to our 2009-2010 IPR Disaggregated Data and MAP testing results, Rodburn needs to 1. Reduce the gap difference in NCLB reading and math AMO’s between students with disabilities and those without. Rodburn did not meet AYP for Reading with students with disabilities. 2. Reduce the gap difference in NCLB reading and math AMO’s between students approved for free and reduced lunch and those not approved. 3. Address the weakness in the math measurement strand in grades K-5.

Communication Plan A District review team will look at the plan. Revisions will be made based on the District’s feedback; as well as, the communities. A final draft of the CSIP will be submitted to the Rodburn Site Based Council. The plan is reviewed periodically throughout the year and changes are made as necessary.

4 RODBURN ELEMENTARY SCHOOL 2010-2011 COMPREHENSIVE SCHOOL IMPROVEMENT PLANNING TITLE I SWP COMPONENT REPORT

This report describes the school wide Title I program at Rodburn Elementary School. While all 10 items may not be written into the Comprehensive School Improvement Plan’s Action Component, they are part of the school wide program.

1. Needs assessment covers whole school.

Data sources include the Interim Performance Report (IPR), informal school assessments, DIBELS NEXT, MAP, attendance reports, the Gifted and Talented program, IDEA reports, STAR Reading and Math Testing, PASI for K-1, PSI for grades 1,2, and 3,(95 Percent Group Inc.) and Running Records. Other sources include perceptive data such as surveys (Project Impact Family Resource Center Surveys). Lastly was a review of the Kentucky Standards and Indicators for School Improvement (SISI) document. Needs identified were Closing the Achievement Gap (free/reduced lunch and disabilities) and Academic Performance in regards to curriculum weaknesses.

2. School wide reform strategies

The Title I program is designed to be an integral part of the school wide services provided to students. Title I funds support three half time salaries for kindergarten teachers and one full time resource teacher. Title I- funded teachers will continue to provide additional instruction to kindergarten students in order to help students become developmentally ready for academic success. A Title I-funded resource teacher will provide RTI instruction for kindergarten and first grade (and 2nd grade as time allows) students in small groups as needed. Walk-to activities will be implemented by Title I teacher and/or classroom teachers to address individual student needs. The Title I resource teacher serves as a reading interventionist for small group instruction and is a part of the RTI team. Other members of the RTI team consist of the principal, assistant principal, school psychologist, speech/language therapist, counselor and teachers. The team meets regularly to discuss students needing extra support in the classroom. Several supplemental research-based programs are in place including: Great Leaps, Accelerated Reading (K-5), Math Investigations, 95% Group, and SRA Reading Program for special needs. Teachers use research-based strategies when delivering instruction. They include, but not limited to: direct instruction, flexible large-and small-groups, cooperative groups, one-on-one conferencing, and investigative learning in math. Learning time is increased for struggling students in core areas through a combination of in-school supplemental services and before-school programs (ESS). The school works in conjunction with other community agencies to deliver these services. Supplemental services are provided by certified teachers, retired teachers, or by volunteers, and/or mentors who have been trained to provide services. Achievement gaps have been identified using the IPR and specific plans have been developed for addressing those gaps. Please see the attached CSIP. All students are eligible to receive appropriate health services matched to needs through the Family Resource Youth Service Centers and McKinney-Vento Programs. The Gateway District Health Department, through the support of the Rowan County School System, provides a school nurse and assistant. A tutor funded through the Rowan County Board of Education provides ESL services.

5 3. Instruction by highly qualified teachers.

All elementary teachers (K-5) are certified in their teaching fields. All instructional assistants hired after January 8, 2002 have met the requirements of NCLB. Assistants, who were already employed at that time, held high school diplomas or GEDs. Since that date, all those assistants have received job- specific professional development. Additionally, all of these employees have been certified using the Kentucky Para Educator Assessment.

4. Professional Development.

PD needs were assessed by reviewing data sources related to student achievement and by reviewing individual needs related to teacher/paraprofessional quality. Planned PD is intended to improve instruction by targeting teaching and learning research and by improving teacher knowledge and instructional methods. Strategies and activities in the CSIP and/or District CIP serve as a guide for most of the PD planned each year. PD is planned in collaboration with school- level and district-level administrators. PD also supports individual teacher’s growth plans. The School-Based Decision Making (SBDM) Council approves the school PD plan which is intended to guide instruction. Implementation and impact checks of the school’s CSIP, including PD, are done periodically throughout the year to track effectiveness. Continuous classroom assessments and student performance on annual state tests and MAP tests will provide qualitative data on the impact of teachers’ appropriate use of methods and strategies learned in PD.

5. 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. No temporary or emergency placements are made.

6. Parent Involvement.

Encouraging parent participation begins with home visits and family events held in the summer prior to the opening of school. Rodburn faculty and staff will schedule a Back-to-School Ice Cream Social. Homework folders will be provided to each student in order to facilitate the exchange of information to and from school. Student assignment books will be provided to each student in grades 1-5. Project Impact (Family Resource Center) will provide a, “How to Drug Proof Your Child” training for parents. A “Make and Take” activity sponsored by Title I will provide parents a chance to participate in their children’s learning by having them create resources that the parents can use at home to help with struggling readers.

7. Assists transition.

A Transition Day is scheduled near the end of the school year to allow all students to meet next year’s teachers. The Preschool program schedules student visitation for a day. Fifth grade students will be scheduled for an orientation day at the Rowan County Middle School. School wide assemblies, such as Celebration Day, provide opportunities for students to come together to be recognized before the entire school for accomplishments and to participate in activities with students and teachers from other grade levels.

6 8. Teachers included in planning.

PD sessions that review data analysis of KCCT testing and MAP tests are mandatory PD for all faculty members. Additionally, all teachers serve on SBDM committees which develop and monitor the school’s CSIP. These committees meet the required SACS Committee structure which includes: Communication, Planning, School Climate, Curriculum and Instruction, and Staff Development. School-level representatives serve on the following district committees: PD Committee, Curriculum Committee, Textbook Committee, Teachers’ Advisory Committee and Leadership.

9. Activities to ensure that students meet state standards.

Continuous progress is assessed by classroom teachers to monitor Response to Interventions (RTI). DIBELS NEXT is a screening tool used to identify students with reading deficiencies. Using DIBELS NEXT scores, students in K-1 are pulled in small groups to receive specific instruction. Measures of Academic Progress (MAP) and MAP for Primary Grades (MPG) are used to provide teachers with data to address each student’s specific instructional needs in the areas of reading and math, plus allow teachers to track academic growth over a school year or several years. Students also complete MAP goal setting worksheets to address their own progress and become more responsible for their learning of the standards. Teacher use 95 Percent Group screeners such as PASI (Phonological Awareness Screener for Intervention), a diagnostic screener used with K-1 to place students in groups in areas of need, and PSI (Phonics Screener for Intervention), a diagnostic screener used with 1-3 to place students in groups in their areas of need. Math assessments are used to monitor individual students’ strengths and weaknesses in the areas of reading and math along with walk-to activities. Running records are used at teacher discretion to address specific reading needs. Grade-level teachers meet at least once a week termed, “Professional Learning Communities” to discuss and plan common units, teaching strategies, assessments, etc.

10. Coordination and integration of Federal, State, and Local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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. As mentioned throughout the previous nine components, learning time is increased for struggling students in core areas through a combination of in-school and before-school programs. Supplemental services through Extended School Services (ESS) are available. Special needs of low-achieving students will be addressed by their identification for services through IDEA. Interventions for struggling students are provided throughout the school with the focus on K-1 through Title I. All students receive appropriate health services matched to needs through the Family Resource Centers and McKinney-Vetro Programs. When appropriate, referrals are made to the Rowan County/Morehead State University’s Adult Basic Education program and/or Family Literacy Interactive Program (FLIP). The Gateway Health Department provides a school nurse and assistant.

7 Action Component: Academic Performance School: Rodburn Elementary Date: November 2010 Component Manager: Beverly Gilliam

Priority Needs Goal (Addresses the Priority Need)

A. According to the our IPR 2009-2010 - Data Disaggregation report, A. By September 2011, the AMO for students with disabilities will meet there continues to be a gap difference between students with disabilities or exceed 80.23 in reading and 70.92 in math according to the NCLB scoring proficient or distinguished as compared to students without Report thus decreasing the proficiency gap. disabilities. Although we are closing the gap, our progress does not meet or exceed the expected growth rate of the AMO’s in reading or math. We B. By September 2011, the AMO for students with free and reduced did not meet AYP in reading with students with disabilities. lunch will meet or exceed 80.23 in reading and 70.92 according to the B. According to the our IPR 2009-2010 - Data Disaggregation report, NCLB Report thus decreasing the proficiency gap. there continues to be a gap difference between students receiving free and reduced lunch scoring proficient and distinguished and those that C. By September 2011, data review of content will show an increase do not. Although we are closing the gap, our progress did not meet or of students scoring proficiency within the math measurement strand exceed the expected growth rate of the AMO’s in reading and math. and the number of students scoring 0 will be reduced if not eliminated. C. According to our IPR 2009-2010 – Math Core Content report and Fall MAP testing results, students scored substantially lower in the math measurement strand than in the other math strands. 1. MAP data confirmed that there is a weakness in the math measurement strand across all grades K through 5. 2. KCCT data showed that 77% of students in grades 4-5 scored below proficiency on open response items. The percentage of students scoring a 0 response was 47%.

8 Causes and Contributing Factors Objectives with Measures of Success

According to data analysis of the 2009 IPR and MAP Tests, a review of the A. To meet or exceed the Spring 2011 AMO of 80.23% in reading for SISI Document, formal and informal observations: students with disabilities: A. There needs to be consistent opportunities for vertical communication 1. 10 out of 12 students need to score P or D in 5th grade within and between schools with the focus on monitoring, evaluating and 2. 11 out of 14 students need to score P or D in 4th grade reviewing curriculum. 3. 8 out of 10 students need to score P or D in 3rd grade B. All students cannot articulate what they should know to be proficient nor B. To meet or exceed the Spring 2011 AMO of 70.92% in math for do they have opportunities to reflect and set goals for their learning students with disabilities: C. Classrooms need to provide varied instructional strategies that address 1. 9 out of 12 students need to score P or D in 5th grade the needs of all students. 2. 10 out of 14 students need to score P or D in 4th grade D. Instructional strategies need to be based on analysis of continuous 3. 7 out of 10 students need to score P or D in 3rd grade assessment, standards-based units of study and current research; as C. To meet or exceed the Spring 2011 AMO of 80.23% in reading for well as, aligned to the school curriculum. students receiving free and reduced lunch: E. Students need to have good attendance in order to make academic 1. 37 out of 46 students need to score P or D in 5th grade gains. 2. 43 out of 54 students need to score P or D in 4th grade 3. 26 out of 39 students need to score P or D in 3rd grade D. To meet or exceed the Spring 2011 AMO of 70.23% in math for students receiving free and reduced lunch: 1. 33 out of 46 students need to score P or D in 5th grade 2. 38 out of 54 students need to score P or D in 4th grade 3. 27 out of 39 students need to score P or D in 3rd grade E. To close the gap deficit in the math measurement strand by reducing the average of 77% of students scoring below proficiency to 50% or less scoring below proficiency and to eliminate 0 scores.

9 Action Component: Academic Progress School: Rodburn Date: Nov. 2010

Label Strategy/Activity Expected Impact Responsible Start- Estimated Fund Progress Person(s) End Costs Source Reports Dates C=Completed IP= In Progress A-Adjusted 1.1B Teachers will participate in Teachers will implement Allison ongoing District and IP district study groups for the strategies to help students Mathews School PD Teachers are 1.1C purpose of sharing become more involved in their Funds participating in instructional and assessment own learning as documented in study group strategies including, but not lesson plans and observations. PD throughout limited to the use of Learning the year. Targets to aid in student self- assessment. 1.1D Teachers will meet vertically Students will score higher Shawn Oct. 10- $0 NA IP to address gap differences in KCCT scores because Justice May 11 Teachers 2.1D content performance in curriculum will address all have begun to reading and math strands. strands of a particular content Cheryl Plank meet during area. early dismissal days and PD sessions. 2.1C Teachers will use learning Student understanding of Teachers ongoing $0 NA IP targets so students will content will increase because Teachers are articulate expectations and learning targets are posted and using learning know content requirements. reviewed with students. targets in the classroom. 2.1D Using KCCT and MAP data, Teachers will use on-going Teachers ongoing $0 NA IP teachers will participate in an data to create activities that on-going “Name and Claim” support student learning and activity where students address specific learning scoring within 5 points on needs. either side of the proficiency cut scores are monitored and instruction is appropriately implemented.

10 3.1A Teachers will continue to Teachers will be able to Rodburn ongoing $ ? District and IP receive training on how to conduct on-going Staff and School PD implement Response To assessments, interventions other outside Funds Intervention (RTI). and referrals in order to identify experts Modifications will be done in students at-risk. (This would the classroom as needed for include, but not limited to, each identified student. purchase of leveled readers, DIBELS NEXT, MAP, Math Assessments, etc.)

3.1 C Students will complete MAP Not only will students be more Teachers ongoing $ 0 NA IP goal setting worksheets for accountable for their learning, reading and math. but they will be able to chart progress and set their own goals for learning.

3.1D All teachers will continue to Students will participate in Beverly Aug.10- $0 NA IP- implement Math math instruction that involve Gilliam May 11 Teachers 4.1C Investigations and Calendar math investigations, calendar have met Math, but will meet to address math, and other math activities during early gaps between the programs which will result in increased dismissal days and math standards. KCCT scores. and PD sessions to address gaps. 3.1E Teachers will continue to take Teachers will see an increase Beverly ongoing $0 NA IP part in Promethean Board in student achievement in Gilliam 4.1F training. Training will be reading and math. Teachers conducted by teachers and will be allowed to use their Promethean Board strengths in conducting Technicians. training.

Beverly ongoing $0 NA Ongoing 3.1A Teachers will use Promethean Promethean Board technology Gilliam 3.1D Boards and content specific will increase student motivation 3.1E software to motivate and vary and achievement by using instructional activities in specific software for reading classroom. and math. ( examples- reading- RAZZ Kids, math- IXL)

11 Teachers will use the mobile Using laptops will increase Beverly ongoing $0 NA IP 3.1A laptop unit to motivate and student motivation and Gilliam 3.1D increase test scores. achievement by using content 3.1E specific software/sites that address reading and math needs.

3.1F Tutors will be hired to work Students will get instruction in Beverly Sept. 10- $7,000 District and IP with the basic areas of need and Gilliam April 11 School 5.1D a. McKinney-Vetro perform at higher levels as ESS students evidenced by increase scores Shawn Funds 8.1C b. RTI students on ongoing assessment. Justice Money c. ESS students from (before and after school) Cheryl Stimulus d. ESL students Plank Package e. Math students needing extra help

3.1D Teachers will implement Teacher’s lessons and Shawn ongoing $0 NA IP lessons and strategies that activities will reflect Justice reflect knowledge from collaboration with special District’s PD training on education teachers to help Research Based increase student learning by Collaborative Special removing barriers for students Education Models. with disabilities. 4.1C Teachers will communicate Teachers will become familiar Beverly Aug. 10- $0 NA IP with and observe teachers with student expectations Gilliam May 11 1.1D above and below their own between grade levels as grade levels focusing on documented in lesson plans. student expectations.

4.1J Celebrations to recognize Students will demonstrate Beverly Aug. 10- $1000 School and IP good attendance, good better attendance, behavior Gilliam May 11 PTO funds behavior and academic and academic progress as progress will take place documented by attendance, throughout the year. discipline records and student grades.

12 4.1K School materials and support Students will come to school Pat Aug. 10- $7,000 District IP programs (i.e. Ready Fest, better prepared to learn as Richmond May 11 Programs, Ready Fest 5.1D Daytime and Before School reported by teachers. Beverly FRC and has taken Tutoring) will be offered to Gilliam Ess Funds place. students in need. Cheryl ESS- IP Plank 4.1C Teachers will participate in Student achievement will RTI Team ongoing $0 NA IP 4.1I RTI groups regularly to increase because teachers are 7.1G identify students in need and aware of student’s academic review progress made. needs and RTI modifications can be made in a timely manner.

5.1E Teachers will conduct DIBELS Student’s reading assessment Shawn ongoing ? District IP NEXT, and MAP tests. will identify needs and Justice Funds Students have Running records will be given appropriate interventions or Janie Cundiff taken 1 of 3 per teacher discretion. instruction will be Pam Tiller tests for implemented. Cheryl Plank DIBELS NEXT and MAP. 6.1F Teachers will attend 12 hours Student learning will be Beverly Oct. – $ 0 PD Funds IP of PD sessions that focus on improved as identified needs Gilliam Nov. 09 At present 7.1D KCCT and MAP data analysis are targeted for specific teachers have to focus on gaps in student interventions. participated in achievement. 7 of the 12 hours.