Comprehensive School Improvement Plan Mcbrayer Elementary School

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Comprehensive School Improvement

Plan

McBrayer Elementary School

Rowan County

Rhonda Banks, Principal 550 Viking Drive Morehead, KY 40351 DRAFT

Document Generated On December 8, 2016 TABLE OF CONTENTS

Introduction 1

Phase I - Equitable Access to Effective Educators School Diagnostic

Introduction 3

Equitable Access to Effective Educators - School 4

Phase I - The Missing Piece

Introduction 13

Stakeholders 14

Relationship Building 15

Communications 16

Decision Making 18

Advocacy 20

Learning Opportunities 21

Community Partnerships 22

Reflection 23

Report Summary 24

DRAFT Improvement Plan Stakeholder Involvement

Introduction 26

Improvement Planning Process 27

Phase I - Needs Assessment

Introduction 29

Data Analysis 30

Areas of Strengths 31

Opportunities for Improvement 32

Conclusion 33

Plan for Comprehensive School Improvement Plan 2016 -2017

Overview 35

Goals Summary 36 Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19 37 Goal 2: McBrayer Elementary's staff will coninue to communicate and involve stakeholders to support improvment of school culture and environment. 42 Goal 3: Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis. 44 Goal 4: By 2016-17, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 30% to no less than 24% as measured by KPREP data. 46 Goal 5: Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 35.6% to 66.8% by 2018-19. 49 Goal 6: Increase the percentage of proficient and distinguised students in Social Studies from 42.0% to 64.7% on KPREP scores by May 2017. 50 Goal 7: The percentage of students scoring proficient and distinguised in the area of writing will increase from 41.0% to 64.5% on KPREP scores by 2018. 53

Activity Summary by Funding Source 55

DRAFT Phase II - KDE Assurances - Schools

Introduction 64

Assurances 65

Phase II - KDE Compliance and Accountability - Schools

Introduction 71

Planning and Accountability Requirements 72

Executive Summary

Introduction 95

Description of the School 96

School's Purpose 97

Notable Achievements and Areas of Improvement 98

Additional Information 99

DRAFT Comprehensive School Improvement Plan McBrayer Elementary School

Introduction

The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component.

Needs Assessment: http://education.ky.gov/school/csip/Documents/Effective%20Needs%20Assessment.pdf Goals: http://education.ky.gov/school/csip/Documents/Effective%20KBE%20Goals.pdf Objectives: http://education.ky.gov/school/csip/Documents/Effective%20School%20Objectives.pdf Strategies: http://education.ky.gov/school/csip/Documents/Effective%20Strategies.pdf Activities: http://education.ky.gov/school/csip/Documents/Effective%20Activities.pdf Executive Summary: http://education.ky.gov/school/csip/Documents/Effective%20Executive%20Summary.pdf

KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan.

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Phase I - Equitable Access to Effective Educators School Diagnostic

DRAFT

Introduction

National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky’s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky’s Plan Submitted to U.S. Education Department http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf

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Equitable Access to Effective Educators - School

Label Assurance Response Comment Attachment School Equity Data Complete the School Equity Data tab for this I 2016 Equity (1) diagnostic. Include at least one other self- acknowledg selected indicator for consideration. e that I have *Self-selected data could come from a variety of uploaded sources. It should be relevant to the needs of the School the school. Examples could include: principal, Equity Data. teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below:

Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators.

McBrayer Elementary has 12% minority students in Kindergarten through Fifth Grade. A total of 19 students are English Language Learners. McBrayer services 54 students identified with special education as a disability category. A total of 57.6% of MES students fall in the category of free and reduced lunch. However Rowan County Schools offers free lunch and breakfast to all students. MES's has seven teachers that have less than 5 years of experience in the teaching field.

After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included.

After teachers, staff and SBDM members reviewed school wide data, it was determined that students scoring in the Novice and low Apprentice categories on KPREP, MAP, and classroom data are consistently the same students. Data shows that the students scoring as low performers are those students identified with the label of ELL, Special Education, and those that qualify for free and reduced lunch. Barriers identified when looking at school wide data was that the identified students are 1-2 years behind same age peers. The amount of extra support that these identified students need to teach content below grade level and support teaching standards below grade level is more than what regular classroom teachers are able to accommodate . Students do receive a minimal amount of extra support from tutors however this is not closing the gap. DRAFT

Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I School Equity school's most recent measures in the Equity tab acknowledg Goals of the School Report Card to set equitable e that I have access goals for the next three years. The uploaded measures include: Working Conditions, Overall the School Teacher and Leader Effectiveness, Overall Equity Goal Student Growth, Percentage of new and KTIP Data. teachers, and Percentage of Teacher Turnover.

***Goals should reflect an analysis of barriers, root causes and strategies.

Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, job- embedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities.

The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities.

The school may choose to provide an optional narrative response to include any additional information, but this is not required.

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Strategy1: Small Group Instruction - Tier 1 math instruction will be implemented and students will be flexibly grouped in small groups to meet their specific needs. DRAFT Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - RTI Tier II and III Small Groups Type Begin Date End Date & Source Staff Responsible RTI reading and math groups will be implemented to support students who are not showing mastery in core instruction. DIBELS Jody Caudill, RTI data, classroom data and progress monitoring Academic Coordinator; all data will be reviewed on an ongoing basis to Support 11/01/2016 05/05/2017 $20000 - Other Administrators, All determine next steps to meet students needs. Program Classroom teachers, and Groups will be monitored and students All classified staff regrouped often based on their needs and reteaching data.

Strategy2: Math Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards. They will use Envisions math program as a tool to teach the core math program in all grade level classrooms. This will align our curriculum for all students in all grades. This will ensure that all students k-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - Math PLC Type Begin Date End Date & Source Staff Responsible Teachers will disaggregate math formative and summative assessments during PLC’s. Strategies and interventions for students who All McBrayer Teachers are not mastering the content standards will be Professional 11/30/2016 05/31/2017 $0 - No Funding Administration Team discussed. Gifted district teacher will meet in Learning Required District GT Teacher PLC's with teachers to identify and support classrooms with high level resources.

Activity Funding Amount Activity - Guided Math Type Begin Date End Date & Source Staff Responsible Teachers will implement 90 minute math workshop using information and strategies from All classroom teachers, professional development lead by Dr. Niki and school and district administrators in the district. Students will Direct 11/30/2016 05/31/2017 $500 - General administration, receive differentiated instruction during guided Instruction Fund professional development math group based on specific needs that will committee. support core instruction in math.

Strategy3: DRAFT Reading Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards in reading by using 95% phonics program (K-3), Scott Foresman Reading program, Ready Common Core resources, Smeken's (K-5)/A. Hildebrandt's professional development resources (3rd, 4th, 5th) and mentor texts as a tool to teach the core reading program at all grade levels. This will align our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement

Research Cited:

Activity Funding Amount Activity - Co Teaching Strategies Type Begin Date End Date & Source Staff Responsible Special education teachers and classroom teachers will work together with administration and KEDC staff to plan and carry out co KEDC Staff, Lori Dehart teaching strategies in the area of reading and/or Academic $0 - No Funding Administration math in designated classrooms. Teachers who Support 11/07/2016 08/01/2017 Required Classroom and Special are not in a collaboration setting will also Program Education Teachers implement PDSA chart and strategy banks with their students.

Activity Funding Amount Activity - Tier II and Tier III Reading Type Begin Date End Date & Source Staff Responsible Reading groups will be developed and implemented by using 95% materials and leveled readers based on students identified reading levels. Dibels data, classroom data, $10000 - Title I Part running records and progress monitoring data Direct A All classroom teachers, will be used to review student growth in Instruction 11/30/2016 05/31/2017 $15000 - General RTI teacher, and reading. The data will be reviewed on an on- Fund administrators. going basis to determine next steps to meet students needs. Students will be regrouped, as needed, based on their progress data.

Activity Funding Amount Activity - Reading PLC Type Begin Date End Date & Source Staff Responsible All teachers will work in PLC grade level groups to disaggregate common formative and summative reading assessments. This data will Academic $0 - No Funding All classroom teachers, guide teachers in determining deficit skills that Support 10/03/2016 11/06/2017 Required RTI teacher, Curriculum will need to be focused on during guided Program Coach and Adminsitration reading and RTI groups.

Strategy4: MAP Benchmark Assessment - MAP Assessments in reading and math will be given three times yearly. Results will be disaggregated and used to monitor student growth and develop goals based on individual student needs. Assessment data will be used to guide classroom instruction between each testing window. Category: Continuous Improvement Research Cited: John Hattie Growth effect size- goal setting

Activity Funding Amount Activity - Individual Data Meetings Type Begin Date End Date & Source Staff Responsible Individual teacher data team meetings will be held by school administration with teachers to DirectDRAFT$250 - District District and school review student growth data related to MAP Instruction 11/01/2016 05/31/2017 Funding administration, and all data. teachers.

Activity Funding Amount Activity - PLC Meetings Type Begin Date End Date & Source Staff Responsible Administration and classroom teachers will Curriculum Coaches, create data packets three times a year Academic $10000 - District Administrators, Special documenting and reviewing student growth data Support 11/01/2016 05/31/2017 Funding Education and Classroom on district MAP benchmark assessments. Program Teachers

Goal 2: Increase percentage of all students scoring proficient/distinguished in reading from 57.3% to 74.8% by 2017.

Measurable Objective 1: collaborate to increase the reading scores from 57.3% to 64.7% by 05/29/2015 as measured by KPREP.

Strategy1: Special Ed/95% - Special Ed. Teachers will collaborate with regular education teachers in reading classrooms and when appropriate pull students in small groups within the classroom to work with students using 95% materials, PLL library lessons, Multi syllable comprehension lessons, etc. to support the lessons that are being taught in whole group instruction in the regular core reading program. Category: Research Cited:

Activity Funding Amount Activity - Reading Direct Instruction Type Begin Date End Date & Source Staff Responsible Special Education Staff and Regular Edcuation Staff will work together planning weekly Administration, All learning targets, skills, and strategies that are Academic $2000 - Grant McBrayer Elementary being co taught during reading instruction so Support 09/22/2014 11/02/2015 Funds Regular Ed/ Special Ed. that all students are being taught with fidelity Program Teachers and best practices.

Strategy2: RTI - Teachers will monitor students reading gaps in learning through on going progress monitoring every 10 days , DIBELS, DAZE, and MAP Benchmark assessments three times a year, PSI, PASI, classroom formative assessments, Great Leaps for fluency and small group RTI documentation on an ongoing basis to be able to determine regrouping and small group intense instruction needs. Students will be grouped based on indvidual needs on an ongoing basis. Category: Continuous Improvement Research Cited: DRAFT

Activity Funding Amount Activity - RTI Grouping Type Begin Date End Date & Source Staff Responsible Regular ed. and special ed teachers will give the DAZE and DIBELS reading assessment to all students 3 times a year to help diagnose any reading deficits students may have. A Phonics Screener Inventory (PSI) for 3-5 students or a Phonological Awareness Screener Inventory Jody Caudill, All McBrayer (PASI) for K-2 students will be administered to Academic Classroom teachers, All help further diagnose after the initial DIBELS Support 09/15/2014 11/09/2015 $40000 - Title I resource teachers, all screener to help pin point the exact reading Program Schoolwide instructional aides, deficits. Students will then be grouped into Administration small RTI flexible groups according to their reading deficits and receive reading interventions until they are retested. Progress Monitoring will occur every 10 days to help regroup students based on their needs.

Strategy3: Data Disaggregation - Teachers will work in PLC groups to disaggregate their reading assessments looking at students who are at proficient, likely to succeed, students who have a large amount of learning to do in order to be successful and those that are not likely to succeed. The PLC group then will discuss strategies and interventions that need to planned for those students that are close or that are not likely to succeed in order to help close the gap in their learning. Re teaching will then occur based on students needs. Category: Research Cited:

Activity Funding Amount Activity - Small group reteaching Type Begin Date End Date & Source Staff Responsible Students will be retaught skills based on data analysis of summative reading assessments that have been discussed in PLC groups. After Rhonda Banks, Liz Pettit, being retaught skills students will be reassed Direct 08/25/2014 09/07/2015 $20000 - District All Classroom Teachers, and data packet will be filled out again to show Instruction Funding Aides growth in goal after reteaching of skills has occurred.

Goal 3: By 2016-17, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 30% to no less than 24% as measured by KPREP data.

Measurable Objective 1: collaborate to monitor all students scoring at the novice level in math and reading content by 06/01/2017 as measured by student growth on progress monitoring, classroom assessments and district benchmark assessments..

DRAFT Strategy1: Name and Claim Novice - Teachers will monitor students that have been identified as bubble students and those who are or may have scored Novice on KPREP and classroom assessments. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - Mentoring Type Begin Date End Date & Source Staff Responsible FRYSC will coordinate community mentors that will meet with identified students one time a Community $0 - No Funding Laura Coldiron, FRYSC, month to discuss life long skills to be Engagement 12/05/2016 05/31/2017 Required administrators, community successful. members

Activity Funding Amount Activity - Progress Monitor Type Begin Date End Date & Source Staff Responsible Teachers will turn in progress monitoring data Academic Mrs. Banks, Jody Caudill to Mrs. Banks on any bubble or Novice student Support 11/01/2016 05/31/2017 $0 - No Funding RTI/Title 1 coordinator, in reading and math. Program Required and classroom teachers

Strategy2: Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 45 days and plan developed or redeveloped by RTI/Title1 coordinator and principal. Category: Continuous Improvement Research Cited: Novice Reduction

Strategy3: Novice Reduction Leadership - Grade level teacher representatives as well as administration will meet on a monthly basis to review school wide data, attend state and district novice reduction trainings that support school improvement. Category: Professional Learning & Support Research Cited:

Activity Funding Amount Activity - Data Review Type Begin Date End Date & Source Staff Responsible Martha Thompson, Casey Hall, Katie Ingle, Megan Classroom representatives and administration Collier, Carol Neeper, meet monthly to review school wide data Policy and 10/31/2016 05/31/2017 $500 - School Mckenzie May, Jody trends, grade and student data to monitor Process Council Funds Caudill, Laura Coldiron; progress or school wide needs. FRYSC, and administration. DRAFT Strategy4: Reading Strategy Book Study - Teachers will be given the opportunity to attend monthly meetings focused on learning strategies that will support reading instruction. Category: Professional Learning & Support Research Cited:

Activity Funding Amount Activity - Buidling Comprehension Type Begin Date End Date & Source Staff Responsible Teachers will pick reading strategies learning in Academic KEDC representative, book study to implement and support classroom Support 11/10/2016 05/31/2017 $500 - Other administration, classroom reading instruction. Program teachers

Goal 4: The percentage of students scoring proficient and distinguised in the area of writing will increase from 41.0% to 64.5% on KPREP scores by 2018.

Measurable Objective 1: 100% of All Students will increase student growth from 41.0% proficiency to 50.3% proficient in Writing by 11/01/2017 as measured by KPREP data.

Strategy1: Writing Prompts - Teachers will display student writing across the curriculum every 2 weeks. Student writing will be displayed with teacher feedback on student writing. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - Monthly Writing Prompts Type Begin Date End Date & Source Staff Responsible Suzi Butler, Mckenzie Teachers will data team around student writing Direct 12/01/2016 06/01/2017 $0 - No Funding May, Liz Pettit, Rhonda prompts on a monthly basis with PLC team. Instruction Required Banks, Sue Ginter

Activity Funding Amount Activity - RACE Template Type Begin Date End Date & Source Staff Responsible All classroom teachers will use RACE template Classroom teachers, to model and instruct students on answering an Direct 11/30/2016 07/31/2017 $1500 - School administration and SBDM extended response. Instruction Council Funds council.

Activity Funding Amount Activity - Professional Development Type Begin Date End Date & Source Staff Responsible Teachers will be made available to them professional development that will support the Academic Classroom teachers, use of thinking stems, modeling, mini lessons, Support 11/01/2016 07/28/2017 $1000 - Title I Curriculum Coaches and and vocabulary that support students growth in Program Schoolwide Administration. on demand and extended responses. DRAFT

Phase I - The Missing Piece

DRAFT

Introduction

This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions.

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Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?

PTO Parents: Mellissa Caudill, Catherine Smith, Heather Gibson, Crystal Fultz, Sarah Payton, Stephanie Evans, Brandi Trent, Ryan Neff, Kally Barnett, Michael Hartford, Lauren Monnett, Rhonda Whelan, Rick Whelan, Jennifer Black, Brittany Crowe, Sandy Glover, Misty Prater, Danielle Trent, Tasha McCarty, Tena Flannery, Wendy Pack, Pepper Slone, Joe Slone, Jill Vice, and others through email and website MSU Professors/Administration: Dr. Kim Nettleton Community Members; Raven Ford, Jim Tom Trent All MES Teachers and Staff Administrator; Rhonda Banks; Principal, Mary Alice Collier and Liz Pettit; Curriculum Support, Nicole Powell; Guidance Counselor, Jody Caudill; Title 1/RTI Interventionist

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Relationship Building

Overall Rating: 3.71

Statement or Question Response Rating 2.1 Parents report that school staff understands Parents report that school staff understands Proficient and demonstrates how strong relationships with and demonstrates how strong relationships with parents contribute to effective teaching and parents contribute to effective teaching and learning. learning.

Statement or Question Response Rating 2.2 School staff implements systematic steps to Administrators and school staff welcome and Distinguished welcome the parents of new and English as-a- actively seek parents of all new and ESL Second-Language (ESL) students (for example, students to encourage early relationship using home visits, personal calls or letters, building. open houses and/or other methods).

Statement or Question Response Rating 2.3 Parents and other stakeholders report that they District and school staff provide training to Distinguished are actively welcomed when they visit the involve all stakeholders in the process of school. improving the interaction between school, home and community.

Statement or Question Response Rating 2.4 School staff implements systematic steps to Parents and community stakeholders have Distinguished encourage parents to attend school activities authentic participation, help plan and implement and participate in decisions about their school and district improvement activities. children's learning.

Statement or Question Response Rating 2.5 School staff involves parents in personal District and school staffs encourage continuous Distinguished communication about their students' progress and meaningful communication with all parents at least once a month. about their student’s academic goals and progress.

Statement or Question Response Rating 2.6 School staff completes needs assessment with School staff completes needs assessment with Proficient all parents to determine resources necessary all parents to determine resources necessary for their child's academic success. for their child's academic success. DRAFT

Statement or Question Response Rating 2.7 All parents are asked for feedback on the Students/family feedback data on school Distinguished school's efforts to welcome and engage parents welcoming and engagement efforts is retained and the feedback is used to improve the in a usable confidential format and can be school's efforts. retrieved for district or school assistance to families.

Communications

Overall Rating: 3.43

Statement or Question Response Rating 3.1 School staff implements systematic efforts to School staff implements systematic efforts to Proficient inform parents about academic goals, class inform parents about academic goals, class work, grades and homework for their children in work, grades and homework for their children in their home language. (For example, classroom their home language. (For example, using contracts, student assignment books, classroom contracts, student assignment homework websites, and online grade books). books, homework websites, and online grade books.)

Statement or Question Response Rating 3.2 School staff offers varied ways that parents can School staff offers varied ways to that parent Proficient share information with teachers about their can see share information with teachers about children's learning needs. (For example, phone their children’s learning needs. (For example, and e-mail contacts, offering parent phone and email contact, offering parent conferences, making home visits, or other conferences, and making home visits). methods).

Statement or Question Response Rating 3.3 School staff partners with community leaders School and district staffs use several strategies Distinguished and organizations to build parent understanding to involve community leaders to assist in parent of academic expectations, school strategies, education on issues directly related to student and student achievement results. achievement.

Statement or Question Response Rating 3.4 School staff offers parents opportunities to District and school leadership ensure that Distinguished discuss school-wide achievement issues, student achievement is discussed each including assessment data, at least once a semester with all parents. semester.

Statement or Question Response Rating 3.5 School staff implements systematic efforts to A conference is held twice a year for all Distinguished maximize parent-teacher conference students and includes parent or advocate, participation. (For example, offering multiple student and teachers. School council develops locations, convenient times, follow-up with ways to address data that is collected. parents who do not reply to first notices, and opportunities for student-led conferences). DRAFT Statement or Question Response Rating 3.6 At least 50 percent of parents respond to At least 50% of parents respond to annual Proficient annual school and/or district stakeholder school and/or district stakeholder surveys. surveys.

Statement or Question Response Rating 3.7 Stakeholder survey data is consistently used to Stakeholder survey data is consistently used to Proficient plan school improvement efforts and to plan school improvement efforts and to evaluate their effectiveness. evaluate their effectiveness.

DRAFT

Decision Making

Overall Rating: 3.29

Statement or Question Response Rating 4.1 The school staff offers professional learning All stakeholders are provided with multiple Distinguished community opportunities, workshops, and easily opportunities to learn about the decision- accessible written information to equip parents making process and to participate at all levels for service on the SBDM council and including professional learning communities, committees. school council, and its committees.

Statement or Question Response Rating 4.2 School council and committees facilitate broad School council and committees facilitate broad Proficient parent participation by actively recruiting parent participation by actively recruiting diverse membership, providing interpreters and diverse membership, providing interpreters and translated materials when needed, setting translated materials, setting convenient meeting convenient meeting times, and seeking wide times, seeking wide parent input. At least 40% parent input. At least 40 percent of parents vote of parents vote in SBDM parent election. in SBDM parent election.

Statement or Question Response Rating 4.3 Parents on the SBDM council and committees Parents on the SBDM council and committees Proficient engage and mentor many other parents by engage and mentor many other parents by reporting to multiple groups and seeking input reporting to multiple groups and seeking input through surveys, meetings, and varied other through surveys, meetings, and varied other methods. methods.

Statement or Question Response Rating 4.4 The school council adopts measurable School council adopts measurable objectives Proficient objectives and plans coherent strategies to and plans coherent strategies to build authentic build authentic parent participation, and the parent participation, and the school council school council monitors the implementation and monitors the implementation and impact of that impact of that work. work.

Statement or Question Response Rating 4.5 School council policies ensure active roles for School council actively recruits parents to serve Distinguished parents on SBDM council and committees, and on committees related to school improvement other groups making decisions about school that review and revise objectives continuously improvement. and is informed by data.

Statement or Question DRAFTResponse Rating 4.6 Parents report that they are treated as valued Parents report that they are treated as valued Proficient partners on school leadership teams, SBDM partners on school leadership teams, SBDM council and committees, the school council, and council and committees, and other groups other groups making decisions about school making decisions about school improvement. improvement.

Statement or Question Response Rating 4.7 School staff has a plan to identify new and School staff has a plan to identify new and Proficient experienced parent leaders who support and experienced parent leaders who support and build capacity for parents to serve effectively on build capacity for parents to serve effectively on the school council and committee work. the school council and in committee work.

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Advocacy

Overall Rating: 3.0

Statement or Question Response Rating 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to and/or another adult who knows how to advocate, or speak up for them, regarding the advocate, or speak up for them, regarding the student's academic goals and individual needs. students’ academic goals and learning needs.

Statement or Question Response Rating 5.2 Most parents participate actively in student led Most parents participate actively in student led Proficient conferences or other two-way communication conferences or other two-way communication about meeting their child's individual learning about meeting their child's individual learning needs. needs.

Statement or Question Response Rating 5.3 Parents report participating actively and Parents report participating actively and Proficient effectively in required planning for individual effectively in required planning for individual learning, for example, Individual Education learning, for example, Individual Education Plans, Individual Learning Plans, Gifted Student Plans, Individual Learning Plans, Gifted Student Plans, 504 Plans, and intervention strategies to Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). ensure college readiness (Senate Bill 130).

Statement or Question Response Rating 5.4 School staff gives parents clear, complete School staff gives parents clear, complete Proficient information on the procedures for resolving information on the procedures for resolving concerns and filing complaints, and the council concerns and filing complaints, and the council reviews summary data on those complaints to reviews summary data on those complaints to identify needed improvements. identify needed improvements.

Statement or Question Response Rating 5.5 School staff ensures that parents and School staff ensures that parents and Proficient community members are well informed about community members are well informed about how to become educational advocates, or how how to become an educational advocate or how to access a trained educational advocate when to access an educational advocate when needed. needed.

Statement or Question Response Rating 5.6 As students are identified by school staff as As students are identified by school staff as Proficient having disabilities or performingDRAFT at the novice having disabilities or performing at the novice level, additional intentional steps are taken to level, additional intentional steps are taken to ensure that parents have the option to use a ensure that the parent has the option to use a trained advocate to assist them in speaking for trained advocate to assist them in speaking for their child's needs. their child's needs.

Learning Opportunities

Overall Rating: 2.83

Statement or Question Response Rating 6.1 Parents have multiple opportunities to learn Parents have multiple opportunities to learn Proficient about and discuss the following: - Kentucky about and discuss: • Kentucky standards and standards and expectations for all students - expectations for all students. • School's The school's curriculum, instructional methods, curriculum, instructional methods, and student and student services - The school's decision- services. • School's decision-making process, making process, including opportunities for including opportunities to participate on SBDM parents to participate on SBDM councils and councils and committees. • Their children's committees - Their children's learning and learning and development, along with legal and development, along with legal and practical practical options for helping their children options for helping their children succeed, such succeed such as participation in IEP and/or ILP the IEP and/or ILP process - Community process. • Community resources to support resources to support learning - Opportunities to learning. • Opportunities to participate in state participate in state and district school and district school improvement efforts, such as improvement efforts, such as forums, forums, committees, and surveys. committees, and surveys.

Statement or Question Response Rating 6.2 School staff makes systematic use of written School staff makes systematic use of written Proficient communications (for example, newsletters, communications (for example, newsletters, websites, and bulletin boards) to help parents Web sites, bulletin boards) to help parents understand their own children's progress and understand their own children's academic the progress of the school. progress and the progress of school.

Statement or Question Response Rating 6.3 School staff displays proficient student work School staff exhibits and rotates proficient and Distinguished with scoring guides to demonstrate academic distinguished work and provides resources to expectations to parents and students, and achieve at higher levels. updates the displays regularly.

Statement or Question Response Rating 6.4 School staff offers parent workshops and School staff offers parent workshops or Proficient meetings in convenient locations to help meetings in convenient locations to help parents develop skills in supporting their parents develop skills in supporting their children's learning and the school's children's learning and school's improvement improvement efforts. efforts.

Statement or Question Response Rating 6.5 School council has a classroom observation School council has a classroom observation Apprentice policy that welcomes families to visit all policy that allows parents access to most classrooms. DRAFTclassrooms by appointment only.

Statement or Question Response Rating 6.6 School staff develops parent leaders who School staff relies on the parent organizations Apprentice contribute regularly to other parents' to provide learning opportunities for parent understanding and who help meet other parent leadership. learning needs.

Community Partnerships

Overall Rating: 3.0

Statement or Question Response Rating 7.1 School leadership regularly shares information School leadership periodically meets with some Apprentice on student achievement and involves business business leaders to discuss information on and community leaders in school improvement student achievement. efforts.

Statement or Question Response Rating 7.2 School leadership develops partnerships with School leadership develops partnerships with Proficient several businesses, organizations, and several businesses, organizations, and agencies to support student learning and create agencies to support student learning and create mentors for students and parents. mentors for students and parents.

Statement or Question Response Rating 7.3 School leadership collaborates with employers School leadership collaborates with employers Proficient to support parent and volunteer participation in to support parent and volunteer participation in students' education. students' education.

Statement or Question Response Rating 7.4 School staff collaborates with businesses, School staff collaborates with businesses, Proficient organizations, and agencies to address organizations, and agencies to address individual student needs and shares that individual student needs and shares that information with parents. information with parents.

Statement or Question Response Rating 7.5 Parents make active use of the school's Parents make active use of school and Proficient resources and community resources and report community resources and report that they that they provide meaningful help to resolve provide meaningful help to resolve family family challenges that could interfere with challenges that could interfere with student student learning. (For example, FRYSC or Title learning. (For example, FRYSC or Title 1 I coordinators connect family with community coordinators connect family with community resources and follow up). resources and follow up).

Statement or Question Response Rating 7.6 School staff offers and publicizes community- District staff and school leadership ensures all Distinguished based learning activities aligned with the stakeholders are aware of community based curriculum, such as tutoring linked to the learning opportunities that are linked to student- curriculum and internships, forDRAFT all students and specific needs. parents.

Reflection

Reflect upon your responses to each of the Missing Piece objectives.

McBrayer Elementary sudents participate in school wide events and interact with leadership and teachers on an ongoing basis. MES's Parent Organization and SBDM with parent participation holds monthly meetings to allow input and discussions that will support MES. This is a strength for our school environment. A need that we need to improve is to schedule and provide specific training sessions for parents basedon needs that they may have. There is a need for a question and answer meeting to find out what trainings and support parents would like to see held that will support them in working with their children. We plan on working with our PTO, parent leaders and FRC to help plan parent focused events.

DRAFT

Report Summary

Scores By Section

Section Score 1 2 3 4

Relationship Building 3.71

Communications 3.43

Decision Making 3.29

Advocacy 3

Learning Opportunities 2.83

Community Partnerships 3

Sections

DRAFT

Improvement Plan Stakeholder Involvement

DRAFT

Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

DRAFT

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

Stakeholders were sent emails by teachers and administration, a phone call was made using our district phone system, and a remind 101 message was sent by the principal asking parents and stakeholders to participate in a survey listed on the Rowan County Schools Website. A link was also sent by parent PTO members and posted on the PTO's website to inform parents that their input was needed. The school leadership also offered stakeholders access to a computer in the school to be able to participate in a school survey. Information was provided in the school newsletter and an email was sent also notifying parents and stakeholders that MES was seeking their input in the school's improvement plan. Teachers and adminsitration team used information shared by stakeholders to develop the school improvment plan.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

Teachers and staff members worked during planning sessions to review and help develop strategies and activities to help address the needs of our school based on school data. SBDM and parent PTO members were invited to share with leadership suggestions for improvement. The SBDM council comprised of school administration, teachers and parents reviewed the previous years CSIP and discussed activities and strategies that would support closing the achievement gap for the 2016-2017 school year. After all suggestions from teacher/staffs working session and the SBDM meeting were discussed a committee comprised of teachers, staff and parents developed the CSIP and leadership submitted the CSIP to the SBDM council for approval.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

The CSIP was shared with parents at a PTO meeting and sent on email by teachers to parent distribution lists for parents to review. At a faculty meeting the teachers and staff reviewed the CSIP. The SBDM council approved the school's CSIP before submitting it to the RCBOE for approval. After approval the school's CSIP is displayed on the school and district website for all stakeholders to view on an ongoing basis. Bi- monthly at SBDM meetings the council reviews any updates made to the CSIP. After completion of any strategies and activities throughout the year feedback is listed on the CSIP through the Advance Ed website and shared with stakeholders. DRAFT

Phase I - Needs Assessment

DRAFT

Introduction

The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.

DRAFT

Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you?

McBrayer Elementary has been identified as a focus school previously based on KPREP data. In 2014 McBrayer was identified as proficientschool based on the program review, student achievement and student growth data. Again in 2015 and 2016 based on KPREP data McBrayer was identified as a focus school due to not meeting all AMO goals. The data indicates weaknesses in Tier 1, 80% of students are not proficient after core classroom instruction. The Comprehensive Improvement Plan is focused on student achievement for all students in reading, math , social studies, and writing. There are goals to support consistent programs in the areas of Arts/Humanities and Practical Living programs. Parents reported on the Advance-Ed survey that stakeholders are welcomed by the school staff and the students perceive themselves as cared for by staff. However data shows there is a need for parent trainings to be held that will support parents helping their students with instruction. Parents presently receive information through newsletters, teacher webpages, phone systems and notes in agenda books. After disaggregating the parent survey data it was determined that parent meeting opportunities and times need to vary to accommodate parents in order to increase parent involvement.

DRAFT

Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate?

McBrayer has a very dedicated and hard working faculty, staff, community, parent group, and students. We are confident that being a focus school will not be our status in the upcoming year. McBrayer was identified as a proficient school based on the 2013-2014 KPREP data. McBrayer Elementary implements the Leader In Me Program and is dedicated to building leaders in the school and community. Teachers disaggregate student formative and summative data and make instructional decisions by implementing research based best practices to help McBrayer students move forward with continuous progress. The goal for 2016-2017 testing window will be to close the achievement gap in the area of reading and math as well as improve proficiency in writing and social studies. We are focused on consistent growth in the program review areas. Staff will continue to have weekly PLC meetings, school wide celebrations, and teacher one on one discussions to improve student engagement and classroom effectiveness.

DRAFT

Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need?

Specific objectives for the 2016 school year are to increase proficiency for all students in the areas of reading, math, social studies and writing. There is also a need to improve specific areas in Practical Living and Arts and Humanities Program Reviews. There are embedded strategies and activities in the CSIP to support those areas. In addition, the goal for the 2016 is to move more students into the proficient and distinguished categories in all academic areas. The Comprehensive Improvement Plan is focused on student achievement in all these areas. Developing strong program reviews and teacher effectiveness through the TPGES system is also crucial.

DRAFT

Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?

In 2015-16 McBrayer Elementary was named a focus school. School goals of novice reduction were not met. Numerous steps were taken to improve instruction and academic sucess at McBrayer. Professional development focused on reading and math small group instruction, writing, and Leader In Me strategies were included in the Comprehensive Improvement Plan. Students identified needs through DIBELS reading and math, MAP, and classroom assessments will be discussed weekly in PLC meetings. Effective strategies will be planned for instruction in kindergarten through fifth grade. The ESS daytime waiver will be used to continue giving support to students who are identified as needing more focused instruction in reading and math skills. Teachers will Implement student goal setting and self reflection as a class and individual activity on an ongoing basis. McBrayer will use CHAMPS, Clip Up Clip Down, and 7 Habits procedures for classroom and school wide behavior system. The SBDM council will develop polices that will continue to support a highly collaborative, data driven, community of learners.

DRAFT

Plan for Comprehensive School Improvement Plan 2016 -2017

DRAFT

Overview

Plan Name

Plan for Comprehensive School Improvement Plan 2016 -2017

Plan Description

Plan for Comprehensive School Improvement Plan 2016 -2017

DRAFT

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding 1 Increase the percentage for proficient/distinguished Objectives:1 Organizational $79250 students for averaged combined reading and math Strategies:4 K-prep scores for McBrayer Elem. students from Activities:14 49.3% to 73.8% by 2018-19 2 McBrayer Elementary's staff will coninue to Objectives:1 Organizational $5100 communicate and involve stakeholders to support Strategies:2 improvment of school culture and environment. Activities:7 3 Increase program review needs improvement areas Objectives:1 Organizational $1500 to proficient as well as sustain proficient areas on Strategies:2 an ongoing basis. Activities:4 4 By 2016-17, McBrayer Elementary will reduce the Objectives:1 Organizational $46000 total number of students scoring at the novice level Strategies:4 in the math and reading from 30% to no less than Activities:5 24% as measured by KPREP data. 5 Increase percentage of population in the gap area Objectives:2 Organizational $0 scoring proficient/distinguished in combined Strategies:1 reading and math from 35.6% to 66.8% by 2018- Activities:1 19. 6 Increase the percentage of proficient and Objectives:1 Academic $0 distinguised students in Social Studies from 42.0% Strategies:1 to 64.7% on KPREP scores by May 2017. Activities:6 7 The percentage of students scoring proficient and Objectives:1 Academic $2500 distinguised in the area of writing will increase from Strategies:1 41.0% to 64.5% on KPREP scores byDRAFT 2018. Activities:3

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Strategy 1: Math Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards. They will use Envisions math program as a tool to teach the core math program in all grade level classrooms. This will align our curriculum for all students in all grades. This will ensure that all students k-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement

Activity - Math PLC Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will disaggregate math formative and summative assessments Professional 11/30/2016 05/31/2017 $0 No Funding All McBrayer during PLC’s. Strategies and interventions for students who are not Learning Required Teachers mastering the content standards will be discussed. Gifted district teacher Administration will meet in PLC's with teachers to identify and support classrooms with Team high level resources. District GT Teacher

DRAFT Activity - Common Assessments Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will disaggregate reading and math formative and summative Academic 12/05/2016 05/31/2017 $0 No Funding All McBrayer assessments during PLC's. Research based strategies and small group Support Required Teachers instruction will be discussed and plans for implementation will be Program Administration developed.

Activity - Guided Math Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will implement 90 minute math workshop using information and Direct 11/30/2016 05/31/2017 $500 General Fund All classroom strategies from professional development lead by Dr. Niki and Instruction teachers, administrators in the district. Students will receive differentiated instruction school and during guided math group based on specific needs that will support core district instruction in math. administration , professional development committee.

Activity - Number Sense Activities Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will engage students on a daily basis with number sense Direct 11/07/2016 05/31/2017 $0 No Funding All classroom activities based on grade level standards (calendar math, number of the Instruction Required and special day, count around, number talk, etc.) education teachers

Activity - Math Contructed and Extended Response Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible One time a month teachers will model and/or practice constructed and Academic 11/30/2016 05/31/2017 $1500 School All classroom extended responses with their students aligned to grade level math Support Council teachers. standards. Program Funds DRAFT

Activity - Math Technology Support Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All classrooms will make available opportunities for students to use Academic 11/30/2016 05/31/2017 $1500 Other All classroom technology programs to enrich instruction in the area of math content. Support teachers, (Moby Max, Front Row, Sum Dog, etc.) These programs can be used Program administration during computer lab time and guided math center as well as shared with and PTO parents for use as practice at home. organization.

Strategy 2: Small Group Instruction - Tier 1 math instruction will be implemented and students will be flexibly grouped in small groups to meet their specific needs. Category: Continuous Improvement

Activity - ESS Day Time Waiver Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Students in grades 4 and 5 that are identified as needing extra support for Academic 10/24/2016 05/01/2017 $19000 Title I Part A Administration mastery of content standards in reading and math will receive additional Support , 4th and 5th small group instruction . This will occur during the school day with the Program grade daytime ESS waiver or after school during tutoring. classroom teachers, ESS certified teachers.

Activity - RTI Tier II and III Small Groups Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible RTI reading and math groups will be implemented to support students who Academic 11/01/2016 05/05/2017 $20000 Other Jody Caudill, are not showing mastery in core instruction. DIBELS data, classroom data Support RTI and progress monitoring data will be reviewed on an ongoing basis to Program Coordinator; determine next steps to meet students needs. Groups will be monitored all and students regrouped often based on their needs and reteaching data. Administrator s, All Classroom teachers, and All classified DRAFT staff

Strategy 3: Reading Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards in reading by using 95% phonics program (K-3), Scott Foresman Reading program, Ready Common Core resources, Smeken's (K-5)/A. Hildebrandt's professional development resources (3rd, 4th, 5th) and mentor texts as a tool to teach the core reading program at all grade levels. This will align our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement SY 2016-2017 Page 39 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan McBrayer Elementary School

Activity - Reading PLC Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All teachers will work in PLC grade level groups to disaggregate common Academic 10/03/2016 11/06/2017 $0 No Funding All classroom formative and summative reading assessments. This data will guide Support Required teachers, RTI teachers in determining deficit skills that will need to be focused on during Program teacher, guided reading and RTI groups. Curriculum Coach and Adminsitration

Activity - Co Teaching Strategies Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Special education teachers and classroom teachers will work together with Academic 11/07/2016 08/01/2017 $0 No Funding KEDC Staff, administration and KEDC staff to plan and carry out co teaching strategies Support Required Lori Dehart in the area of reading and/or math in designated classrooms. Teachers Program Administration who are not in a collaboration setting will also implement PDSA chart and Classroom strategy banks with their students. and Special Education Teachers

Activity - Reading Professional Development Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All teachers will attend effective strategies professional development to Professional 11/01/2016 05/31/2017 $1500 Title II Part A Administration help strengthen classroom instruction. A variety of sessions based on Learning, , Curriculum school programing needs will be offered. (Reading Strategies Book Academic Coaches, All Study/KEDC, J Hattie Effective Strategies, Feedback,DRAFT Formative Support Classroom Assessments, and Student Engagement.) Program and Special Education Teachers, KEDC Support, Tiffany Looney

Activity - Tier II and Tier III Reading Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Reading groups will be developed and implemented by using 95% Direct 11/30/2016 05/31/2017 $25000 General All classroom materials and leveled readers based on students identified reading levels. Instruction Fund, Title I teachers, RTI Dibels data, classroom data, running records and progress monitoring data Part A teacher, and will be used to review student growth in reading. The data will be reviewed administrators on an on-going basis to determine next steps to meet students needs. . Students will be regrouped, as needed, based on their progress data.

Strategy 4: MAP Benchmark Assessment - MAP Assessments in reading and math will be given three times yearly. Results will be disaggregated and used to monitor student growth and develop goals based on individual student needs. Assessment data will be used to guide classroom instruction between each testing window. Category: Continuous Improvement Research Cited: John Hattie Growth effect size- goal setting

Activity - Individual Data Meetings Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Individual teacher data team meetings will be held by school administration Direct 11/01/2016 05/31/2017 $250 District District and with teachers to review student growth data related to MAP data. Instruction Funding school administration , and all teachers.

Activity - PLC Meetings Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Administration and classroom teachers will createDRAFT data packets three times Academic 11/01/2016 05/31/2017 $10000 District Curriculum a year documenting and reviewing student growth data on district MAP Support Funding Coaches, benchmark assessments. Program Administrator s, Special Education and Classroom Teachers

Goal 2: McBrayer Elementary's staff will coninue to communicate and involve stakeholders to support improvment of school culture and environment.

Measurable Objective 1: collaborate to use common goals and language with all students and stakeholders so that all involved will undersand what it takes to be a successful school and member of community. by 05/31/2017 as measured by data on student voice surveys, parent surveys and TELL survey..

Strategy 1: Lighthouse/PBIS Team Meetings - The Lighthouse/PBIS Team will meet monthly to discuss strategies and tools to use within the school to build student and staff leadership qualities as well as bring awareness to how achievement and leadership qualities are connected. Category: Stakeholder Engagement Research Cited: Leader In Me

Activity - Academic Goal Setting Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All teachers, students and classrooms will develop individual, classroom, Academic 11/30/2016 05/31/2017 $2000 Other All classroom and school goals that will graphed, discussed and monitored for Support teachers, improvements in attendance and achievement. Program support staff, and leadership.

Activity - Behavior Strategy DRAFTActivity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All teachers in the school will use a clip up clip down system for behavior Behavioral 11/01/2016 05/31/2017 $0 No Funding All Classroom management within the school. Support Required teachers, all Program Classified Staff, Administration , Lighthouse/P BIS Team

Activity - Attendance Goal Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will work with students to set classroom attendance goal and Other - 11/01/2016 05/31/2017 $500 FRYSC FRYSC rewards for 20 days of perfect attendance. Attendance Coordinator, Administration , Classroom Teachers

Activity - Parent Leader In Me Introduction Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Administration and teachers will share Leader In Me vocabulary, habits, Parent 11/30/2016 07/28/2017 $1700 School All teachers, and resources to support understanding of common language and Involvement Council administration behavior expectations with parents. Funds, , FRYSC and FRYSC, Parent Other Teacher Organization.

Strategy 2: Celebrations - Each semester an assembly will be held and students will be celebrated for their accomplishments toward improvments in attendance, grades, MAP growth, behavior improvments, leadership skills, music, art, and physical education. Category: Stakeholder Engagement Research Cited: Student efficacy

DRAFT Activity - Recognition of Progress Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Staff and students will be recognized for their improvments in attendance, Academic 11/30/2016 05/31/2017 $200 General Fund Rhonda academics, social skills and extra curricular skills ( music, art, PE). This is Support Banks, Nicole to help them set goals and show the importance in meeting goals. Program Powell, Classroom and Specials Teachers

Activity - MES Postcards Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Administration and teachers will send out thank you cards and school Behavioral 10/07/2016 05/31/2017 $200 General Fund Rhonda postcards to staff, community members and students based on support Support Banks that they provide to school, improvements noticed in classrooms or Program feedback based on involvement in MES.

Activity - Extended Learning Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will extend learning beyond the classrooms by providing Behavioral 11/01/2016 06/01/2017 $500 FRYSC FRYSC staff, opportunities for all students to participate on field trip activities making real Support Nicole Powell; world connections. Programs pertaining to real-world issues (ex. internet Program guidance safety,drug abuse, healthy habits, careers, bullying, etc...) will be provided counselor, by Family Resource Center and School. administration and teachers.

Goal 3: Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.

Measurable Objective 1: collaborate to increase the overall score on Arts/Humanities,DRAFT P/L and Career Studies Review scores to 8.0 or greater. by 06/01/2017 as measured by program review scores.

Strategy 1: Arts PLC - A district (monthly) and school (weekly) PLC for all special area teachers will occur to ensure that teachers and administration can share strategies and activities that can be implemented across grade level and school to support the arts and practical living program. PLC members will plan school and grade level activities that increase student access to a variety of programs and activities. PLC members will collaborate with Family Resource Center and stakeholders to support

SY 2016-2017 Page 44 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan McBrayer Elementary School implementation of Arts and Practical Living into classroom instruction.

Category: Continuous Improvement

Activity - Arts PLC Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Arts teachers will share strategies to incorporate the arts into regular Academic 11/07/2016 06/01/2017 $0 No Funding Genny classroom curriculumn on an ongoing basis through vertical school team Support Required Etherton, meetings, handouts, scheduled PLC meetings for sharing out, and faculty Program Rhonda program review meetings. Banks, Angela Lyons, Denna Stamper, All Classroom Teachers, Kim Alderman, Melissa Nickell

Activity - Arts Professional Development Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Professional development will be provided for classroom teachers to Professional 11/07/2016 06/01/2017 $0 No Funding Kim support arts integration into classroom instruction. Learning Required Armstrong, Angela Lyon, Melissa Nickell, Nicole Powell, Denna Stamper, and DRAFT all classroom teachers

Activity - School Wide Programing Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

The "Arts" School Wide Team will develop schoolwide programs to support Academic 11/07/2016 06/01/2017 $1500 School Rhonda art, health, consumerism, drama, dance, music, and technology integration Support Council Banks, Nicole to be carried out at grade level and schoolwide. Program Funds Powell, Jody Caudill, Angela Lyon, Melissa Nickell, Denna Stamper, and Kim Armstrong.

Strategy 2: Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which will support the carryover "the arts" curriculum in the core classroom instruction. Category: Professional Learning & Support

Activity - Professional Development Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible "Arts" Professional Learning Professional 11/01/2016 06/01/2017 $0 No Funding Kim Learning, Required Armstrong, Academic Denna Support Stamper, Program Melissa Nickell, Angela Lyon

Goal 4: By 2016-17, McBrayerDRAFT Elementary will reduce the total number of students scoring at the novice level in the math and reading from 30% to no less than 24% as measured by KPREP data.

Measurable Objective 1:

SY 2016-2017 Page 46 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan McBrayer Elementary School collaborate to monitor all students scoring at the novice level in math and reading content by 06/01/2017 as measured by student growth on progress monitoring, classroom assessments and district benchmark assessments..

Strategy 1: Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 45 days and plan developed or redeveloped by RTI/Title1 coordinator and principal. Category: Continuous Improvement Research Cited: Novice Reduction

Activity - Teacher/RTI Coordinator Data/Plan Review Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible RTI Coordinator and Classroom teachers will monitor data and discuss Academic 11/01/2016 05/31/2017 $45000 District Jody Caudill, effectiveness of Tier plan for students scoring novice on KPREP every 6 Support Funding RTI weeks. Program coordinator, Liz Pettit, Curriculum Coach, Rhonda Banks, Principal and classroom teachers

Strategy 2: Name and Claim Novice - Teachers will monitor students that have been identified as bubble students and those who are or may have scored Novice on KPREP and classroom assessments. Category: Continuous Improvement DRAFT

Activity - Progress Monitor Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Teachers will turn in progress monitoring data to Mrs. Banks on any bubble Academic 11/01/2016 05/31/2017 $0 No Funding Mrs. Banks, or Novice student in reading and math. Support Required Jody Caudill Program RTI/Title 1 coordinator, and classroom teachers

Activity - Mentoring Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible FRYSC will coordinate community mentors that will meet with identified Community 12/05/2016 05/31/2017 $0 No Funding Laura students one time a month to discuss life long skills to be successful. Engagement Required Coldiron, FRYSC, administrators , community members

Strategy 3: Reading Strategy Book Study - Teachers will be given the opportunity to attend monthly meetings focused on learning strategies that will support reading instruction. Category: Professional Learning & Support

Activity - Buidling Comprehension Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will pick reading strategies learning in book study to implement Academic 11/10/2016 05/31/2017 $500 Other KEDC and support classroom reading instruction. Support representative Program , administration DRAFT , classroom teachers

Strategy 4: Novice Reduction Leadership - Grade level teacher representatives as well as administration will meet on a monthly basis to review school wide data, attend state and district novice reduction trainings that support school improvement.

Category: Professional Learning & Support

Activity - Data Review Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Classroom representatives and administration meet monthly to review Policy and 10/31/2016 05/31/2017 $500 School Martha school wide data trends, grade and student data to monitor progress or Process Council Thompson, school wide needs. Funds Casey Hall, Katie Ingle, Megan Collier, Carol Neeper, Mckenzie May, Jody Caudill, Laura Coldiron; FRYSC, and administration .

Goal 5: Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 35.6% to 66.8% by 2018-19.

Measurable Objective 1: demonstrate student proficiency (pass rate) onDRAFT DIBELS and DAZE in reading. by 05/31/2017 as measured by Student growth on DIBELS and DAZE assessment.

(shared) Strategy 1: RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and reteaching data. Category: Continuous Improvement

Activity - RTI Tier II Instruction Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers and support staff will teach explicit instruction to 5-7 students in a Academic 11/01/2016 05/31/2017 $0 Title I Part A Jody Caudill, skill based group on deficits that are exhibited in progress monitoring Support instructional completed on DIBELS, 95%, or classroom data in reading or Math Program assistants, assessments. Classroom teachers

Measurable Objective 2: increase student growth in the area of reading fluency by 05/31/2017 as measured by student growth on fluency rate.

Goal 6: Increase the percentage of proficient and distinguised students in Social Studies from 42.0% to 64.7% on KPREP scores by May 2017.

Measurable Objective 1: 100% of All Students will demonstrate a proficiency score of 80% mastery on Social Studies Unit Assessments in Social Studies by 11/01/2017 as measured by Unit assessments in Social Studies.

Strategy 1: Social Studies Curriculumn - Teachers grades K-5 will work in vertical teams to ensure that all students have access to grade level appropriate social studies content. Category: Continuous Improvement

Activity - Vertical Team Meetings Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers off all grade levels will meet in vertical teams to identify core Direct 11/30/2016 06/30/2017 $0 No Funding All grade level content that is specific for each grade level in social studies. Instruction Required teachers and administration .

Activity - Collaborative Units of Study Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will plan collaborative units of study which are accompanied by Direct 11/30/2016 05/31/2017 $0 No Funding All classroom common summative assessments. Teachers will emphasize key Instruction, Required teachers and vocabulary and a variety of student engagement experiences during the Academic all unit of study. Support administration DRAFTProgram

Activity - School Visits Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Administration and teachers will visit high performing schools to help Professional 11/11/2016 06/30/2017 $0 No Funding Elizabeth identify highly effective key practices they can share with all other teachers. Learning Required Hutchinson, Elizabeth Pettit, Mary Alice Collier

Status Progress Notes Created On Created By Completed Mrs. Hutchinson, Ms. Pettit, and Mrs. Collier visited an elementary in Prestonsburg that was high December 05, 2016 Mrs. Rhonda K Banks performing in the area of SS. Teacher and admin. continue to collaborate with visited school about SS connections, assessments and resources.

Activity - Social Studies Connections Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will intentionally plan and infuse social studies concepts within Direct 11/30/2016 05/31/2017 $0 No Funding All classroom reading. They will build, connect an support development of background Instruction Required teachers and knowledge through these texts and read alouds. all administration

Activity - Arts Integration Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible The ARTS related teachers will coordinate and integrate social studies Academic 11/30/2016 05/31/2017 $0 No Funding Angela Lyons, experiences within guidance, library, physical education, art, and music Support Required Kim classes. Program Armstrong, Melissa Nickell, Nicole Powell, and Denna DRAFT Stamper

Activity - Social Studies Writing Integration Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Teachers will utilize interactive social studies notebooks which Direct 11/30/2016 05/31/2017 $0 No Funding All classroom demonstrate writing to learn and writing to demonstrate activities. Teachers Instruction, Required teachers, all will also model and engage student in appropriate writing experiences Academic administration related to social studies content. Support . Program

Goal 7: The percentage of students scoring proficient and distinguised in the area of writing will increase from 41.0% to 64.5% on KPREP scores by 2018.

Measurable Objective 1: 100% of All Students will increase student growth from 41.0% proficiency to 50.3% proficient in Writing by 11/01/2017 as measured by KPREP data.

Strategy 1: Writing Prompts - Teachers will display student writing across the curriculum every 2 weeks. Student writing will be displayed with teacher feedback on student writing. Category: Continuous Improvement

Activity - Monthly Writing Prompts Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will data team around student writing prompts on a monthly basis Direct 12/01/2016 06/01/2017 $0 No Funding Suzi Butler, with PLC team. Instruction Required Mckenzie May, Liz Pettit, Rhonda Banks, Sue DRAFT Ginter

Activity - Professional Development Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Teachers will be made available to them professional development that will Academic 11/01/2016 07/28/2017 $1000 Title I Classroom support the use of thinking stems, modeling, mini lessons, and vocabulary Support Schoolwide teachers, that support students growth in on demand and extended responses. Program Curriculum Coaches and Administration .

Activity - RACE Template Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All classroom teachers will use RACE template to model and instruct Direct 11/30/2016 07/31/2017 $1500 School Classroom students on answering an extended response. Instruction Council teachers, Funds administration and SBDM council.

DRAFT

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

School Council Funds

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Math Contructed and One time a month teachers will model and/or practice Academic 11/30/2016 05/31/2017 $1500 All classroom Extended Response constructed and extended responses with their students Support teachers. aligned to grade level math standards. Program RACE Template All classroom teachers will use RACE template to model Direct 11/30/2016 07/31/2017 $1500 Classroom and instruct students on answering an extended response. Instruction teachers, administration and SBDM council. Data Review Classroom representatives and administration meet Policy and 10/31/2016 05/31/2017 $500 Martha monthly to review school wide data trends, grade and Process Thompson, student data to monitor progress or school wide needs. Casey Hall, Katie Ingle, Megan Collier, Carol Neeper, Mckenzie May, Jody Caudill, Laura Coldiron; FRYSC, and administration . School Wide Programing The "Arts" School Wide Team will develop schoolwide Academic 11/07/2016 06/01/2017 $1500 Rhonda programs to support art, health, consumerism, drama, Support Banks, Nicole dance, music, and technology integration to be carried out Program Powell, Jody at grade level and schoolwide. Caudill, Angela Lyon, DRAFT Melissa Nickell, Denna Stamper, and Kim Armstrong.

Parent Leader In Me Administration and teachers will share Leader In Me Parent 11/30/2016 07/28/2017 $1000 All teachers, Introduction vocabulary, habits, and resources to support understanding Involvement administration of common language and behavior expectations with , FRYSC and parents. Parent Teacher Organization. Total $6000

Title I Part A

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible ESS Day Time Waiver Students in grades 4 and 5 that are identified as needing Academic 10/24/2016 05/01/2017 $19000 Administration extra support for mastery of content standards in reading Support , 4th and 5th and math will receive additional small group instruction . Program grade This will occur during the school day with the daytime ESS classroom waiver or after school during tutoring. teachers, ESS certified teachers. RTI Tier II Instruction Teachers and support staff will teach explicit instruction to Academic 11/01/2016 05/31/2017 $0 Jody Caudill, 5-7 students in a skill based group on deficits that are Support instructional exhibited in progress monitoring completed on DIBELS, Program assistants, 95%, or classroom data in reading or Math assessments. Classroom teachers Tier II and Tier III Reading Reading groups will be developed and implemented by Direct 11/30/2016 05/31/2017 $10000 All classroom using 95% materials and leveled readers based on students Instruction teachers, RTI identified reading levels. Dibels data, classroom data, teacher, and running records and progress monitoring data will be used administrators to review student growth in reading. The data will be . reviewed on an on-going basis to determine next steps to meet students needs. Students will be regrouped, as needed, based on their progress data. Total $29000

Title I Schoolwide

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff DRAFT Assigned Responsible Professional Development Teachers will be made available to them professional Academic 11/01/2016 07/28/2017 $1000 Classroom development that will support the use of thinking stems, Support teachers, modeling, mini lessons, and vocabulary that support Program Curriculum students growth in on demand and extended responses. Coaches and Administration . Total $1000

Other

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Math Technology Support All classrooms will make available opportunities for students Academic 11/30/2016 05/31/2017 $1500 All classroom to use technology programs to enrich instruction in the area Support teachers, of math content. (Moby Max, Front Row, Sum Dog, etc.) Program administration These programs can be used during computer lab time and and PTO guided math center as well as shared with parents for use organization. as practice at home. Academic Goal Setting All teachers, students and classrooms will develop Academic 11/30/2016 05/31/2017 $2000 All classroom individual, classroom, and school goals that will graphed, Support teachers, discussed and monitored for improvements in attendance Program support staff, and achievement. and leadership. Parent Leader In Me Administration and teachers will share Leader In Me Parent 11/30/2016 07/28/2017 $500 All teachers, Introduction vocabulary, habits, and resources to support understanding Involvement administration of common language and behavior expectations with , FRYSC and parents. Parent Teacher Organization. Buidling Comprehension Teachers will pick reading strategies learning in book study Academic 11/10/2016 05/31/2017 $500 KEDC to implement and support classroom reading instruction. Support representative Program , administration , classroom teachers RTI Tier II and III Small RTI reading and math groups will be implemented to Academic 11/01/2016 05/05/2017 $20000 Jody Caudill, Groups support students who are not showing mastery in core Support RTI instruction. DIBELS data, classroom data and progress Program Coordinator; monitoring data will be reviewed on an ongoing basis to all determine next steps to meet students needs. Groups will Administrator be monitored and students regrouped often based on their s, All needs and reteaching data. Classroom teachers, and All classified staff DRAFT Total $24500 No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Number Sense Activities Teachers will engage students on a daily basis with number Direct 11/07/2016 05/31/2017 $0 All classroom sense activities based on grade level standards (calendar Instruction and special math, number of the day, count around, number talk, etc.) education teachers

Reading PLC All teachers will work in PLC grade level groups to Academic 10/03/2016 11/06/2017 $0 All classroom disaggregate common formative and summative reading Support teachers, RTI assessments. This data will guide teachers in determining Program teacher, deficit skills that will need to be focused on during guided Curriculum reading and RTI groups. Coach and Adminsitration Math PLC Teachers will disaggregate math formative and summative Professional 11/30/2016 05/31/2017 $0 All McBrayer assessments during PLC’s. Strategies and interventions for Learning Teachers students who are not mastering the content standards will Administration be discussed. Gifted district teacher will meet in PLC's with Team teachers to identify and support classrooms with high level District GT resources. Teacher Social Studies Connections Teachers will intentionally plan and infuse social studies Direct 11/30/2016 05/31/2017 $0 All classroom concepts within reading. They will build, connect an support Instruction teachers and development of background knowledge through these texts all and read alouds. administration Mentoring FRYSC will coordinate community mentors that will meet Community 12/05/2016 05/31/2017 $0 Laura with identified students one time a month to discuss life long Engagement Coldiron, skills to be successful. FRYSC, administrators , community members Monthly Writing Prompts Teachers will data team around student writing prompts on Direct 12/01/2016 06/01/2017 $0 Suzi Butler, a monthly basis with PLC team. Instruction Mckenzie May, Liz Pettit, Rhonda Banks, Sue Ginter Arts Professional Professional development will be provided for classroom Professional 11/07/2016 06/01/2017 $0 Kim Development teachers to support arts integration into classroom Learning Armstrong, instruction. Angela Lyon, Melissa Nickell, Nicole Powell, Denna Stamper, and all classroom teachers Common Assessments Teachers will disaggregate reading and math formative and Academic 12/05/2016 05/31/2017 $0 All McBrayer summative assessmentsDRAFT during PLC's. Research based Support Teachers strategies and small group instruction will be discussed and Program Administration plans for implementation will be developed. Vertical Team Meetings Teachers off all grade levels will meet in vertical teams to Direct 11/30/2016 06/30/2017 $0 All grade level identify core content that is specific for each grade level in Instruction teachers and social studies. administration .

Social Studies Writing Teachers will utilize interactive social studies notebooks Direct 11/30/2016 05/31/2017 $0 All classroom Integration which demonstrate writing to learn and writing to Instruction, teachers, all demonstrate activities. Teachers will also model and Academic administration engage student in appropriate writing experiences related to Support . social studies content. Program Behavior Strategy All teachers in the school will use a clip up clip down system Behavioral 11/01/2016 05/31/2017 $0 All Classroom for behavior management within the school. Support teachers, all Program Classified Staff, Administration , Lighthouse/P BIS Team Co Teaching Strategies Special education teachers and classroom teachers will Academic 11/07/2016 08/01/2017 $0 KEDC Staff, work together with administration and KEDC staff to plan Support Lori Dehart and carry out co teaching strategies in the area of reading Program Administration and/or math in designated classrooms. Teachers who are Classroom not in a collaboration setting will also implement PDSA and Special chart and strategy banks with their students. Education Teachers

Arts PLC Arts teachers will share strategies to incorporate the arts Academic 11/07/2016 06/01/2017 $0 Genny into regular classroom curriculumn on an ongoing basis Support Etherton, through vertical school team meetings, handouts, Program Rhonda scheduled PLC meetings for sharing out, and faculty Banks, program review meetings. Angela Lyons, Denna Stamper, All Classroom Teachers, Kim Alderman, Melissa Nickell Professional Development "Arts" Professional Learning Professional 11/01/2016 06/01/2017 $0 Kim Learning, Armstrong, Academic Denna Support Stamper, Program Melissa DRAFT Nickell, Angela Lyon Progress Monitor Teachers will turn in progress monitoring data to Mrs. Academic 11/01/2016 05/31/2017 $0 Mrs. Banks, Banks on any bubble or Novice student in reading and Support Jody Caudill math. Program RTI/Title 1 coordinator, and classroom teachers

Arts Integration The ARTS related teachers will coordinate and integrate Academic 11/30/2016 05/31/2017 $0 Angela Lyons, social studies experiences within guidance, library, physical Support Kim education, art, and music classes. Program Armstrong, Melissa Nickell, Nicole Powell, and Denna Stamper Collaborative Units of Study Teachers will plan collaborative units of study which are Direct 11/30/2016 05/31/2017 $0 All classroom accompanied by common summative assessments. Instruction, teachers and Teachers will emphasize key vocabulary and a variety of Academic all student engagement experiences during the unit of study. Support administration Program School Visits Administration and teachers will visit high performing Professional 11/11/2016 06/30/2017 $0 Elizabeth schools to help identify highly effective key practices they Learning Hutchinson, can share with all other teachers. Elizabeth Pettit, Mary Alice Collier Total $0

Title II Part A

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Reading Professional All teachers will attend effective strategies professional Professional 11/01/2016 05/31/2017 $1500 Administration Development development to help strengthen classroom instruction. A Learning, , Curriculum variety of sessions based on school programing needs will Academic Coaches, All be offered. (Reading Strategies Book Study/KEDC, J Hattie Support Classroom Effective Strategies, Feedback, Formative Assessments, Program and Special and Student Engagement.) Education Teachers, KEDC Support, Tiffany Looney Total $1500 District Funding DRAFT Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible

PLC Meetings Administration and classroom teachers will create data Academic 11/01/2016 05/31/2017 $10000 Curriculum packets three times a year documenting and reviewing Support Coaches, student growth data on district MAP benchmark Program Administrator assessments. s, Special Education and Classroom Teachers Teacher/RTI Coordinator RTI Coordinator and Classroom teachers will monitor data Academic 11/01/2016 05/31/2017 $45000 Jody Caudill, Data/Plan Review and discuss effectiveness of Tier plan for students scoring Support RTI novice on KPREP every 6 weeks. Program coordinator, Liz Pettit, Curriculum Coach, Rhonda Banks, Principal and classroom teachers Individual Data Meetings Individual teacher data team meetings will be held by Direct 11/01/2016 05/31/2017 $250 District and school administration with teachers to review student Instruction school growth data related to MAP data. administration , and all teachers. Total $55250

FRYSC

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Attendance Goal Teachers will work with students to set classroom Other - 11/01/2016 05/31/2017 $500 FRYSC attendance goal and rewards for 20 days of perfect Attendance Coordinator, attendance. Administration , Classroom Teachers Extended Learning Teachers will extend learning beyond the classrooms by Behavioral 11/01/2016 06/01/2017 $500 FRYSC staff, providing opportunities for all students to participate on field Support Nicole Powell; trip activities making real world connections. Programs Program guidance pertaining to real-worldDRAFT issues (ex. internet safety,drug counselor, abuse, healthy habits, careers, bullying, etc...) will be administration provided by Family Resource Center and School. and teachers. Parent Leader In Me Administration and teachers will share Leader In Me Parent 11/30/2016 07/28/2017 $200 All teachers, Introduction vocabulary, habits, and resources to support understanding Involvement administration of common language and behavior expectations with , FRYSC and parents. Parent Teacher Organization. Total $1200

General Fund

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Tier II and Tier III Reading Reading groups will be developed and implemented by Direct 11/30/2016 05/31/2017 $15000 All classroom using 95% materials and leveled readers based on students Instruction teachers, RTI identified reading levels. Dibels data, classroom data, teacher, and running records and progress monitoring data will be used administrators to review student growth in reading. The data will be . reviewed on an on-going basis to determine next steps to meet students needs. Students will be regrouped, as needed, based on their progress data. MES Postcards Administration and teachers will send out thank you cards Behavioral 10/07/2016 05/31/2017 $200 Rhonda and school postcards to staff, community members and Support Banks students based on support that they provide to school, Program improvements noticed in classrooms or feedback based on involvement in MES. Guided Math Teachers will implement 90 minute math workshop using Direct 11/30/2016 05/31/2017 $500 All classroom information and strategies from professional development Instruction teachers, lead by Dr. Niki and administrators in the district. Students school and will receive differentiated instruction during guided math district group based on specific needs that will support core administration instruction in math. , professional development committee. Recognition of Progress Staff and students will be recognized for their improvments Academic 11/30/2016 05/31/2017 $200 Rhonda in attendance, academics, social skills and extra curricular Support Banks, Nicole skills ( music, art, PE). This is to help them set goals and Program Powell, show the importance in meeting goals. Classroom and Specials Teachers Total $15900 DRAFT

Phase II - KDE Assurances - Schools

DRAFT

Introduction

KDE Assurances - School

DRAFT

Assurances

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes School wide, grade level, Needs Assessment assessment, which included a review of classroom, and individual student academic achievement data for all students and data was and continues to be assessed the needs of the school relative to reviewed in the following ways: each of the schoolwide program components. Weekly PLC grade level meetings Monthly Faculty and Vertical Team Meetings Monthly SBDM Meetings School Leadership Meetings School and District Novice Reduction Meetings LIM and PBIS Monthly Staff Meetings

Label Assurance Response Comment Attachment Core Academic The school planned and developed Schoolwide Yes Reading, Writing, and Math Programs researchbased instructional reform strategies to professional development was strengthen the core academic program, held for staff, non-negotiables to increase the amount and quality of learning support school wide efforts of time, and provide additional support to all improvement in core subjects students. was and continues to be reviewed. Response To Intervention procedures are in place, reviewed, and carried out to support data analysis and teaching of students scoring below grade level. A master schedule was developed to support sufficient instructional time devoted to each core subject. Guided reading and math guides were developed and shared to support teachers teaching core subjects of reading and math.

Label Assurance Response Comment Attachment Preschool The school planned preschool transition Yes Preschool students transitioning Transition strategies and the implementation process. to Kindergarten visited the school before the end of the year to meet staff and tour the school. A week long Kindergarten Academy was held prior to students entering school to ensure students transitioned into Kindergarten successfully. Preschool and kindergarten DRAFTteachers as well as administration met before the end of the school year to review needs of preschool students entering kindergarten, preschool teachers helped develop kindergarten homeroom class lists.

Label Assurance Response Comment Attachment Research-based The school planned and developed schoolwide Yes Whole and small group Strategies researchbased instructional strategies that instructional strategies were provide additional instruction for students reviewed with staff prior to the experiencing the greatest degree of difficulty beginning of the school year mastering the state's academic achievement through professional standards. development activities. Teachers met in grade level PLC's to develop a 20 day implementation plan for reading and math. Guided reading and math plans were developed and continue to be followed by classroom teachers. Small group instruction in reading and math continue to be discussed and data reviewed to allow regrouping based on student needs.

Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes Teachers retain highly qualified teachers.

Label Assurance Response Comment Attachment Title I, Part A The school allocated and spent Title I, Part A Yes Schoolwide Funds Schoolwide funds only on allowable programs and activities and maintained appropriate financial records in this regard on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to Yes Involvement increase parental involvement in the design, implementation, evaluation and communication of assessment results of the Schoolwide activities, which included the development and implementation of a Parent Compact and a Parent Involvement Policy.

Label Assurance Response Comment Attachment Schoolwide The school incorporated the ten schoolwide Yes Planning planning criteria into the existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes PD Plan attached PD PLan Development professional development activitiesDRAFT for staff members who will be serving students.

Label Assurance Response Comment Attachment Comprehensive The school an annual evaluation that addresses Yes Plan the implementation of the comprehensive plan and student achievement results that will inform changes when needed.

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes Needs Assessment assessment, which included a review of academic achievement data, and established objective criteria for identifying eligible Title I students.

Label Assurance Response Comment Attachment Instructional The school planned and developed research Yes Strategies based instructional strategies to support and assist identified students.

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes ELL Tutoring Assistance activities for identified students that coordinated ESS Tutoring Activities and integrate with other federal, state, and local Volunteer Program programs. Professional Development School Partnership- more adults in each classroom to support students in need

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes Assistance activities for identified students that coordinate Activities with and support the regular educational program so identified students have access to both.

Label Assurance Response Comment Attachment Schoolwide The school planned activities to coordinate and Yes Activities integrate with other federal, state, and local programs.

Label Assurance Response Comment Attachment Targeted The school planned or developed strategies to Yes Assistance monitor and evaluate the success of targeted Activities assistance activities with the identified students and will use the results of the evaluation to inform and improve instructional strategies and professional development activities. DRAFT Label Assurance Response Comment Attachment Highly Qualified The school assigned paraprofessionals who Yes met the requirements of Highly Qualified under ESEA to work with targeted assistance programs and activities.

Label Assurance Response Comment Attachment Federal Program The school allocated and spent federal program Yes Funds funds only on programs and activities for identified eligible students. The school maintained appropriate financial records on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to Yes Involvement increase parental involvement in the design, implementation, and evaluation of the targeted assistance activities, which included the implementation of a Parent Compact and a Parent Involvement Policy.

Label Assurance Response Comment Attachment Targeted The school incorporated the eight Targeted Yes Assistance Assistance Planning components into the Planning existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes Development professional development activities for staff members who serve identified Title I students.

Label Assurance Response Comment Attachment Comprehensive The school planned an annual evaluation that Yes Improvement Plan addressed the implementation of the comprehensive plan and student achievement results that informed changes when needed.

Label Assurance Response Comment Attachment Transparency The current school year Comprehensive School Yes rowancountyschools.com Improvement Plan (CSIP) is available for stakeholders to examine on our school website (provide the website link below).

Label Assurance Response Comment Attachment Teacher Quality The school notifies parents when their Yes 100% of teachers are highly child(ren) are taught for four or more qualified consecutive weeks by teachers who are not highly qualified. DRAFT

Label Assurance Response Comment Attachment Professional The school provides professional development Yes Development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready.

Label Assurance Response Comment Attachment Ranking Report The school ensures that if the Title I Ranking Yes Report lists counselors, nurses, media, specialists or "other" staff for the school, there is documentation indicating this need in order to improve student achievement.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties that involve targeted students are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educator Non- The school ensures that there is a schedule of Yes Instructional Duties non-instructional duties for para-educators demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Para-educator Non- The school scheduled non-instructional duties Yes Instructional Duties for para-educators working with targeted students demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements Yes Requirements without using Title I funds.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirementsDRAFTYes Requirements without using Title II funds.

Phase II - KDE Compliance and Accountability - Schools

DRAFT

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement.

DRAFT

Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.

Goal 1: McBrayer Elementary's staff will coninue to communicate and involve stakeholders to support improvment of school culture and environment.

Strategy1: Celebrations - Each semester an assembly will be held and students will be celebrated for their accomplishments toward improvments in attendance, grades, MAP growth, behavior improvments, leadership skills, music, art, and physical education. Category: Stakeholder Engagement Research Cited: Student efficacy

Activity Funding Amount Activity - Extended Learning Type Begin Date End Date & Source Staff Responsible Teachers will extend learning beyond the classrooms by providing opportunities for all students to participate on field trip activities FRYSC staff, Nicole making real world connections. Programs Behavioral Powell; guidance pertaining to real-world issues (ex. internet Support 11/01/2016 06/01/2017 $500 - FRYSC counselor, administration safety,drug abuse, healthy habits, careers, Program and teachers. bullying, etc...) will be provided by Family Resource Center and School.

Activity Funding Amount Activity - MES Postcards Type Begin Date End Date & Source Staff Responsible Administration and teachers will send out thank you cards and school postcards to staff, community members and students based on Behavioral $200 - General support that they provide to school, Support 10/07/2016 05/31/2017 Fund Rhonda Banks improvements noticed in classrooms or Program feedback based on involvement in MES. DRAFT

Activity Funding Amount Activity - Recognition of Progress Type Begin Date End Date & Source Staff Responsible Staff and students will be recognized for their improvments in attendance, academics, social Academic Rhonda Banks, Nicole skills and extra curricular skills ( music, art, PE). Support 11/30/2016 05/31/2017 $200 - General Powell, Classroom and This is to help them set goals and show the Program Fund Specials Teachers importance in meeting goals.

Strategy2: Lighthouse/PBIS Team Meetings - The Lighthouse/PBIS Team will meet monthly to discuss strategies and tools to use within the school to build student and staff leadership qualities as well as bring awareness to how achievement and leadership qualities are connected. Category: Stakeholder Engagement Research Cited: Leader In Me

Activity Funding Amount Activity - Attendance Goal Type Begin Date End Date & Source Staff Responsible Teachers will work with students to set FRYSC Coordinator, classroom attendance goal and rewards for 20 Other - 11/01/2016 05/31/2017 $500 - FRYSC Administration, Classroom days of perfect attendance. Attendance Teachers

Activity Funding Amount Activity - Academic Goal Setting Type Begin Date End Date & Source Staff Responsible All teachers, students and classrooms will develop individual, classroom, and school goals Academic All classroom teachers, that will graphed, discussed and monitored for Support 11/30/2016 05/31/2017 $2000 - Other support staff, and improvements in attendance and achievement. Program leadership.

Activity Funding Amount Activity - Behavior Strategy Type Begin Date End Date & Source Staff Responsible All Classroom teachers, all All teachers in the school will use a clip up clip Behavioral $0 - No Funding Classified Staff, down system for behavior management within Support 11/01/2016 05/31/2017 Required Administration, the school. Program Lighthouse/PBIS Team

Activity Funding Amount Activity - Parent Leader In Me Introduction Type Begin Date End Date & Source Staff Responsible Administration and teachers will share Leader $1000 - School All teachers, In Me vocabulary, habits, and resources to Parent Council Funds administration, FRYSC support understanding of common language Involvement 11/30/2016 07/28/2017 $200 - FRYSC and Parent Teacher and behavior expectations with parents. $500 - Other Organization.

The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.

Goal 1: Increase the percentage for proficient/distinguishedDRAFT students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Strategy1: Small Group Instruction - Tier 1 math instruction will be implemented and students will be flexibly grouped in small groups to meet their specific needs. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - ESS Day Time Waiver Type Begin Date End Date & Source Staff Responsible Students in grades 4 and 5 that are identified as needing extra support for mastery of content standards in reading and math will receive Academic $19000 - Title I Part Administration, 4th and 5th additional small group instruction . This will Support 10/24/2016 05/01/2017 A grade classroom teachers, occur during the school day with the daytime Program ESS certified teachers. ESS waiver or after school during tutoring.

Activity Funding Amount Activity - Number Sense Activities Type Begin Date End Date & Source Staff Responsible Teachers will engage students on a daily basis with number sense activities based on grade Direct $0 - No Funding All classroom and special level standards (calendar math, number of the Instruction 11/07/2016 05/31/2017 Required education teachers day, count around, number talk, etc.) DRAFT Activity Funding Amount Activity - Math PLC Type Begin Date End Date & Source Staff Responsible Teachers will disaggregate math formative and summative assessments during PLC’s. Strategies and interventions for students who All McBrayer Teachers are not mastering the content standards will be Professional 11/30/2016 05/31/2017 $0 - No Funding Administration Team discussed. Gifted district teacher will meet in Learning Required District GT Teacher PLC's with teachers to identify and support classrooms with high level resources.

Activity Funding Amount Activity - Common Assessments Type Begin Date End Date & Source Staff Responsible Teachers will disaggregate reading and math formative and summative assessments during Academic PLC's. Research based strategies and small Support 12/05/2016 05/31/2017 $0 - No Funding All McBrayer Teachers group instruction will be discussed and plans for Program Required Administration implementation will be developed.

Activity Funding Amount Activity - Math Technology Support Type Begin Date End Date & Source Staff Responsible All classrooms will make available opportunities for students to use technology programs to enrich instruction in the area of math content. Academic All classroom teachers, (Moby Max, Front Row, Sum Dog, etc.) These Support 11/30/2016 05/31/2017 $1500 - Other administration and PTO programs can be used during computer lab time Program organization. and guided math center as well as shared with parents for use as practice at home.

Activity - Math Contructed and Extended Activity Funding Amount Response Type Begin Date End Date & Source Staff Responsible One time a month teachers will model and/or practice constructed and extended responses Academic $1500 - School with their students aligned to grade level math Support 11/30/2016 05/31/2017 Council Funds All classroom teachers. standards. Program

Strategy3: Reading Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards in reading by using 95% phonics program (K-3), Scott Foresman Reading program, Ready Common Core resources, Smeken's (K-5)/A. Hildebrandt's professional development resources (3rd, 4th, 5th) and mentor texts as a tool to teach the core reading program at all grade levels. This will align our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited: DRAFT

Activity - Reading Professional Activity Funding Amount Development Type Begin Date End Date & Source Staff Responsible All teachers will attend effective strategies professional development to help strengthen classroom instruction. A variety of sessions Professional Administration, Curriculum based on school programing needs will be Learning $1500 - Title II Part Coaches, All Classroom offered. (Reading Strategies Book Study/KEDC, Academic 11/01/2016 05/31/2017 A and Special Education J Hattie Effective Strategies, Feedback, Support Teachers, KEDC Support, Formative Assessments, and Student Program Tiffany Looney Engagement.)

Strategy4: MAP Benchmark Assessment - MAP Assessments in reading and math will be given three times yearly. Results will be disaggregated and used to monitor student growth and develop goals based on individual student needs. Assessment data will be used to guide classroom instruction between each testing window. Category: Continuous Improvement DRAFT Research Cited: John Hattie Growth effect size- goal setting

Activity Funding Amount Activity - Individual Data Meetings Type Begin Date End Date & Source Staff Responsible Individual teacher data team meetings will be held by school administration with teachers to Direct $250 - District District and school review student growth data related to MAP Instruction 11/01/2016 05/31/2017 Funding administration, and all data. teachers.

All children-were screened for kindergarten readiness. If yes, name the assessment.

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Strategy1: Math Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards. They will use Envisions math program as a tool to teach the core math program in all grade level classrooms. This will align our curriculum for all students in all grades. This will ensure that all students k-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited:

Strategy2: Small Group Instruction - Tier 1 math instruction will be implemented and students will be flexibly grouped in small groups to meet their specific needs. Category: Continuous Improvement Research Cited:

Strategy3: Reading Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards in reading by using 95% phonics program (K-3), Scott Foresman Reading program, Ready Common Core resources, Smeken's (K-5)/A. Hildebrandt's professional development resources (3rd, 4th, 5th) and mentor texts as a tool to teach the core reading program at all grade levels. This will align our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited:

Activity - Reading Professional Activity Funding Amount Development Type Begin Date End Date & Source Staff Responsible All teachers will attend effective strategies professional development to help strengthen classroom instruction. A variety of sessions Academic Administration, Curriculum based on school programing needs will be Support $1500 - Title II Part Coaches, All Classroom offered. (Reading Strategies Book Study/KEDC, Program 11/01/2016 05/31/2017 A and Special Education J Hattie Effective Strategies, Feedback, Professional Teachers, KEDC Support, Formative Assessments, and Student Learning Tiffany Looney Engagement.)

Activity Funding Amount Activity - Individual Data Meetings Type Begin Date End Date & Source Staff Responsible Individual teacher data team meetings will be held by school administration with teachers to Direct $250 - District District and school review student growth data related to MAP Instruction 11/01/2016 05/31/2017 Funding administration, and all data. DRAFTteachers.

Goal 2: By 2016-17, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 30% to no less than 24% as measured by KPREP data.

Strategy1: Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 45 days and plan developed or redeveloped by RTI/Title1 coordinator and principal. Category: Continuous Improvement Research Cited: Novice Reduction

Strategy2: Novice Reduction Leadership - Grade level teacher representatives as well as administration will meet on a monthly basis to review school wide data, attend state and district novice reduction trainings that support school improvement. Category: Professional Learning & Support Research Cited:

Activity Funding Amount Activity - Data Review Type Begin Date End Date & Source Staff Responsible Martha Thompson, Casey Hall, Katie Ingle, Megan Classroom representatives and administration Collier, Carol Neeper, meet monthly to review school wide data Policy and 10/31/2016 05/31/2017 $500 - School Mckenzie May, Jody trends, grade and student data to monitor Process Council Funds Caudill, Laura Coldiron; progress or school wide needs. FRYSC, and administration. DRAFT Strategy3: Reading Strategy Book Study - Teachers will be given the opportunity to attend monthly meetings focused on learning strategies that will support reading instruction. Category: Professional Learning & Support Research Cited:

Narrative: All Kindergarten students were screened with Brigance Kindergarten Assessment.

The school identified specific strategies to increase the percentage of students who are Kindergarten ready.

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Strategy1: MAP Benchmark Assessment - MAP Assessments in reading and math will be given three times yearly. Results will be disaggregated and used to monitor student growth and develop goals based on individual student needs. Assessment data will be used to guide classroom instruction between each testing window. Category: Continuous Improvement Research Cited: John Hattie Growth effect size- goal setting

Activity Funding Amount Activity - Individual Data Meetings Type Begin Date End Date & Source Staff Responsible Individual teacher data team meetings will be held by school administration with teachers to Direct $250 - District District and school review student growth data related to MAP Instruction 11/01/2016 05/31/2017 Funding administration, and all data. DRAFTteachers.

Research Cited:

Activity Funding Amount Activity - Tier II and Tier III Reading Type Begin Date End Date & Source Staff Responsible Reading groups will be developed and implemented by using 95% materials and leveled readers based on students identified reading levels. Dibels data, classroom data, $15000 - General running records and progress monitoring data Direct Fund All classroom teachers, will be used to review student growth in Instruction 11/30/2016 05/31/2017 $10000 - Title I Part RTI teacher, and reading. The data will be reviewed on an on- A administrators. going basis to determine next steps to meet students needs. Students will be regrouped, as needed, based on their progress data.

Activity - Reading Professional Activity Funding Amount Development Type Begin Date End Date & Source Staff Responsible All teachers will attend effective strategies professional development to help strengthen classroom instruction. A variety of sessions Academic Administration, Curriculum based on school programing needs will be Support $1500 - Title II Part Coaches, All Classroom offered. (Reading Strategies Book Study/KEDC, Program 11/01/2016 05/31/2017 A and Special Education J Hattie Effective Strategies, Feedback, Professional Teachers, KEDC Support, Formative Assessments, and Student Learning Tiffany Looney Engagement.)

Strategy4: Small Group Instruction - Tier 1 math instruction willDRAFT be implemented and students will be flexibly grouped in small groups to meet their specific needs. Category: Continuous Improvement Research Cited:

The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency scores.

Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem. students from 49.3% to 73.8% by 2018-19

Measurable Objective 1: collaborate to increase the average combined reading and math KPREP scores from 49.3% to 63.3% by 10/09/2017 as measured by school report card delivery targets.

Activity Funding Amount Activity - Individual Data Meetings Type Begin Date End Date & Source Staff Responsible Individual teacher data team meetings will be held by school administration with teachers to Direct $250 - District District and school review student growth data related to MAP Instruction 11/01/2016 05/31/2017 Funding administration, and all data. teachers.

ActivityDRAFTFunding Amount Activity - PLC Meetings Type Begin Date End Date & Source Staff Responsible Administration and classroom teachers will Curriculum Coaches, create data packets three times a year Academic $10000 - District Administrators, Special documenting and reviewing student growth data Support 11/01/2016 05/31/2017 Funding Education and Classroom on district MAP benchmark assessments. Program Teachers

Strategy2: Reading Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards in reading by using 95% SY 2016-2017 Page 83 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan McBrayer Elementary School phonics program (K-3), Scott Foresman Reading program, Ready Common Core resources, Smeken's (K-5)/A. Hildebrandt's professional development resources (3rd, 4th, 5th) and mentor texts as a tool to teach the core reading program at all grade levels. This will align our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - Tier II and Tier III Reading Type Begin Date End Date & Source Staff Responsible Reading groups will be developed and implemented by using 95% materials and leveled readers based on students identified reading levels. Dibels data, classroom data, $15000 - General running records and progress monitoring data Direct Fund All classroom teachers, will be used to review student growth in Instruction 11/30/2016 05/31/2017 $10000 - Title I Part RTI teacher, and reading. The data will be reviewed on an on- A administrators. going basis to determine next steps to meet students needs. Students will be regrouped, as needed, based on their progress data.

Activity - Reading Professional Activity Funding Amount Development Type Begin Date End Date & Source Staff Responsible All teachers will attend effective strategies professional development to help strengthen Academic Administration, Curriculum classroom instruction. A variety of sessions Support Coaches, All Classroom based on school programing needs will be Program 11/01/2016 05/31/2017 $1500 - Title II Part and Special Education offered. (Reading Strategies Book Study/KEDC, ProfessionalDRAFTA Teachers, KEDC Support, J Hattie Effective Strategies, Feedback, Formative Assessments, and Student Learning Tiffany Looney Engagement.)

Strategy3: Math Common Core - Teachers will continue to develop a deeper understanding of Common Core Standards. They will use Envisions math program as a tool to teach the core math program in all grade level classrooms. This will align our curriculum for all students in all grades.

This will ensure that all students k-5 are being taught the foundational concepts and vocabulary that matches the standards. Category: Continuous Improvement Research Cited:

Strategy4: Small Group Instruction - Tier 1 math instruction will be implemented and students will be flexibly grouped in small groups to meet their specific needs. Category: Continuous Improvement Research Cited:

Goal 2: By 2016-17, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 30% to no less than 24% as measured by KPREP data.

Strategy1: Name and Claim Novice - Teachers will monitor students that have been identified as bubble students and those who are or may have scored Novice on KPREP and classroom assessments. Category: Continuous Improvement Research Cited:

Strategy2: Reading Strategy Book Study - Teachers will be given the opportunity to attend monthly meetings focused on learning strategies that will support reading instruction. Category: Professional Learning & Support Research Cited:

Strategy3: Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 45 days and plan developed or redeveloped by RTI/Title1 coordinator and principal. Category: Continuous Improvement Research Cited: Novice Reduction

Activity - Teacher/RTI Coordinator Data/Plan Activity Funding Amount Review Type Begin Date End Date & Source Staff Responsible Jody Caudill, RTI RTI Coordinator and Classroom teachers will Academic coordinator, Liz Pettit, monitor data and discuss effectiveness of Tier Support 11/01/2016 05/31/2017 $45000 - District Curriculum Coach, plan for students scoring novice on KPREP Program Funding Rhonda Banks, Principal every 6 weeks. and classroom teachers DRAFT Strategy4: Novice Reduction Leadership - Grade level teacher representatives as well as administration will meet on a monthly basis to review school wide data, attend state and district novice reduction trainings that support school improvement. Category: Professional Learning & Support Research Cited:

The school identified specific strategies to address subgroup achievement gaps.

Goal 1: McBrayer Elementary's staff will coninue to communicate and involve stakeholders to support improvment of school culture and environment.

Activity Funding Amount Activity - Extended Learning Type Begin Date End Date & Source Staff Responsible Teachers will extend learning beyond the classrooms by providing opportunities for all DRAFT students to participate on field trip activities FRYSC staff, Nicole making real world connections. Programs Behavioral Powell; guidance pertaining to real-world issues (ex. internet Support 11/01/2016 06/01/2017 $500 - FRYSC counselor, administration safety,drug abuse, healthy habits, careers, Program and teachers. bullying, etc...) will be provided by Family Resource Center and School.

Activity Funding Amount Activity - Parent Leader In Me Introduction Type Begin Date End Date & Source Staff Responsible Administration and teachers will share Leader $200 - FRYSC All teachers, In Me vocabulary, habits, and resources to Parent $500 - Other administration, FRYSC support understanding of common language Involvement 11/30/2016 07/28/2017 $1000 - School and Parent Teacher and behavior expectations with parents. Council Funds Organization.

Goal 2: Increase percentage of population in the gap area DRAFTscoring proficient/distinguished in combined reading and math from 35.6% to 66.8% by 2018-19.

Measurable Objective 1: increase student growth in the area of reading fluency by 05/31/2017 as measured by student growth on fluency rate.

Strategy1: RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and reteaching data. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - RTI Tier II Instruction Type Begin Date End Date & Source Staff Responsible Teachers and support staff will teach explicit instruction to 5-7 students in a skill based group on deficits that are exhibited in progress Academic Jody Caudill, instructional monitoring completed on DIBELS, 95%, or Support 11/01/2016 05/31/2017 $0 - Title I Part A assistants, Classroom classroom data in reading or Math Program teachers assessments.

Measurable Objective 2: demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 05/31/2017 as measured by Student growth on DIBELS and DAZE assessment.

The school identified specific strategies to increaseDRAFT the average freshman graduation rate.

N/A (this question does not apply)

The school identified specific strategies to increase the percentage of students who are college and career ready.

N/A (this question does not apply)

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing.

Goal 1: Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.

Measurable Objective 1: collaborate to increase the overall score on Arts/Humanities, P/L and Career Studies Review scores to 8.0 or greater. by 06/01/2017 as measured by program review scores.

Strategy1: Arts PLC - A district (monthly) and school (weekly) PLC for all special area teachers will occur to ensure that teachers and administration can share strategies and activities that can be implemented across grade level and school to support the arts and practical living program. PLC members will plan school and grade level activities that increase student access to a variety of programs and activities. PLC members will collaborate with Family Resource Center and stakeholders to support implementation of Arts and Practical Living into classroom instruction.

Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - School Wide Programing Type Begin Date End Date & Source Staff Responsible The "Arts" School Wide Team will develop Rhonda Banks, Nicole schoolwide programs to support art, health, Academic Powell, Jody Caudill, consumerism, drama, dance, music, and Support 11/07/2016 06/01/2017 $1500 - School Angela Lyon, Melissa technology integration to be carried out at grade Program Council Funds Nickell, Denna Stamper, level and schoolwide. and Kim Armstrong.

Activity Funding Amount Activity - Arts PLC Type Begin Date End Date & Source Staff Responsible Arts teachers will share strategies to incorporate the arts into regular classroom Genny Etherton, Rhonda curriculumn on an ongoing basis through Academic $0 - No Funding Banks, Angela Lyons, vertical school team meetings, handouts, Support 11/07/2016 06/01/2017 Required Denna Stamper, All scheduled PLC meetings for sharing out, and Program Classroom Teachers, Kim faculty program review meetings. Alderman, Melissa Nickell DRAFT Activity Funding Amount Activity - Arts Professional Development Type Begin Date End Date & Source Staff Responsible Kim Armstrong, Angela Professional development will be provided for Lyon, Melissa Nickell, classroom teachers to support arts integration Professional 11/07/2016 06/01/2017 $0 - No Funding Nicole Powell, Denna into classroom instruction. Learning Required Stamper, and all classroom teachers

Strategy2: Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which will support the carryover "the arts" curriculum in the core classroom instruction. Category: Professional Learning & Support Research Cited:

Activity Funding Amount Activity - Professional Development Type Begin Date End Date & Source Staff Responsible Professional Learning Kim Armstrong, Denna "Arts" Professional Learning Academic 11/01/2016 06/01/2017 $0 - No Funding Stamper, Melissa Nickell, Support Required Angela Lyon Program

Goal 2: The percentage of students scoring proficient and distinguised in the area of writing will increase from 41.0% to 64.5% on KPREP scores by 2018.

Measurable Objective 1: 100% of All Students will increase student growth from 41.0% proficiency to 50.3% proficient in Writing by 11/01/2017 as measured by KPREP data.

Activity Funding Amount Activity - RACE Template TypeDRAFTBegin Date End Date & Source Staff Responsible All classroom teachers will use RACE template Classroom teachers, to model and instruct students on answering an Direct 11/30/2016 07/31/2017 $1500 - School administration and SBDM extended response. Instruction Council Funds council.

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Executive Summary

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Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

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Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

McBrayer Elementary student population is 550 students Kindergarten through fifth grade. McBrayer is located at 550 Viking Drive directly across from Rowan County Senior High School. The school is also surrounded by local hardwood lumber industry as well as other corporations, restaurants, and Maysville Community Technical College. Student Population consists of 46% females and 54% males. The ethnicity make up of students at McBrayer Elementary consists of 91% Caucasian, 1.7% Asian, 2.1% African American, 3.0% Hispanic, and 2% other ethnicities. McBrayer has 23 homeroom teachers, 2 special education teachers, 1 art teacher and 1 part time music teacher , 1 speech/language teacher as well as a 1.5 P.E. teachers , and a media specialist. The support staff consists of 4 custodians, 5 cooks, 2 secretaries, 1 full time nurse in the health unit and 13 paraprofessionals. Administrative Staff consists of a full time Guidance Counselor, a two part time Curriculum Coaches, a Title 1/RTI Support Teacher, and a Family Resource Center Coordinator. McBrayer has an outdoor classroom that teachers use to help incorporate core curriculum into the outdoor learning environment. McBrayer is identified as a Leader In Me School and uses leadership strategies to support achievement and student involvement in the school community. McBrayer has a superior partnership with Rowan County Senior High School located on the same campus. McBrayer also has a strong partnership with Morehead State University through a Professional Development School Model and a supportive ParentTeacher Organization. Teachers and staff consistently work together to build a true Professional Learning Community, measuring data, and making instructional decisions by implementing research based best practices to help McBrayer move forward with continuous progress. McBrayer Elementary, as well as the Rowan County School District, has been faced with a decrease in funding. This has caused MES to face challenges such as a decrease in special education teachers as well as their caseloads of students being at an all time high. This makes common planning with grade level team teachers a challenge. In the past special education teachers and regular education teachers have seen success with co-teaching strategies however this practice is not consistently practiced at this time due to teacher caseloads. The guidance counselor has limited time within the school day to work with students on social skills and emotional support due to her spending much of the day in an administrative role. Special area teachers plan and meet with administration on Wednesdays before school in order to form a PLC that allows discussion of common activities and programs that will enhance units of study across contents. This will ensure that program reviews and student activities continue to be enhanced.

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School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Our school Pledge is stated each morning during our WMENEWS station lead by students: MES School Pledge Today I will do my best to be the best, I will listen, I will follow directions, I will be honest, I will respect the rights of others, I can learn, I will learn. You see, I know it is all up to me.

Mission Statement: The mission of McBrayer Elementary School's students, staff, families, and community members is to challenge each learner to meet their full potential. As a community of learners, we will ensure this learning takes place for all by guiding, monitoring, assessing academic achievement, addressing individual differences and learning styles, and promoting self assessment and reflection while nurturing respectful, responsible citizens who value their role as learners.

Vision Statement: We are Learning, Leading, Leaving a Legacy!

The mission, vision and beliefs of McBrayer Elementary is to assist all students in reaching high levels of academic performance enhanced through an emphasis on independent thinking, physical and emotional well being and proper social skills. Combined efforts of students, parents and community, help foster growth in those areas; thus creating and promoting productive citizens. McBrayer's staff and Site Base Decision Making Council members continually search and discuss best practices that will support and motivate all students to be successful. Stakeholders and the school Lighthouse/PBIS Team, in addition to SBDM council, developed MES's mission, vision and beliefs. Stakeholders hold one another accountable for keeping the mission, vision and beliefs moving forward through self and group assessment. McBrayer staff meets throughout the academic year and in Professional Learning Committees to review informal and formal assessment data, develop unit plans, and discuss strategies to improve student learning. An administrative advisory team meets three times a year with each teacher to review student data, plan and reflectDRAFT on best practices. Response To Intervention committee meetings are held to discuss individual needs of at-risk students and develop a plan for student success.

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Students at McBrayer are recognized and eligible for many different types of awards. On a daily basis, all students are eligible to earn perfect attendance and be recognized as leaders. Fifth graders are recognized, during the end of the year celebration, for Citizenship, Duke University Talent Identification, Presidential Academic, and Conservation awards. Throughout the year students are also recognized for Grandparents and Veteran's Day Essay Awards. Fourth and Fifth grade students have the opportunity to participate in Academic Team, STLP, and the School Choir. Fifth grade students are nominated by homeroom teachers to participate in a school wide student leadership service club. All students have the opportunity to join the community Boy and Girl Scouts clubs. All elementary students in the county can join the cross-country, cheerleading, and girls basketball teams which practice on the McBrayer campus. Fourth and fifth grade students who qualify for leadership identification have a leadership luncheon each month. Three times a year, a school-wide celebration is held for students to recognize them for various achievements: MAP tests, Dibels, art, music, PE, library, attendance, classroom leaders and school leaders. The Leader in Me program helps to build leaders at McBrayer Elementary. The focus is to work toward a Kentucky Lighthouse School. The National Let's Move Active School has also been awarded to McBrayer. McBrayer, also, received the Fuel Up to Play grant sponsored by the American Dairy Association and the NFL. The goal for the 2016-2017 testing window will be to increase the percentage for proficient/distinguished students for reading and math;increase the program review area for needs improvement to proficient, as well as sustain proficient areas; and reduce number of students scoring at the novice level in math and reading. The entire staff at McBrayer Elementary is committed to work diligently to bring our school status to Distinguished.

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Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

McBrayer Elementary has 57.6% of students that qualify for free/reduced lunch however the Rowan County School district provides all students in the school with free breakfast and lunch. McBrayer serves all students breakfast in the classrooms on a daily basis. This procedure has increased the number of students who participate in the school food service program. Providing all students breakfast to start their day will help increase student engagement and on-task behaviors.

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