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Comprehensive District Improvement Comprehensive District Improvement Plan Paintsville Independent 305 2nd St Paintsville, KY 41240 Document Generated On January 5, 2017 TABLE OF CONTENTS Introduction 1 Phase I - Equitable Access to Effective Educators District Diagnostic Introduction 3 Equitable Access to Effective Educators - District 4 Phase I - GAP Target Assurance Introduction 24 Gap Target Assurance 25 Phase I - Needs Assessment Introduction 27 Data Analysis 28 Areas of Strengths 30 Opportunities for Improvement 31 Oversight and Monitoring 32 Conclusion 33 Plan for Comprehensive District Improvement Plan Overview 35 Goals Summary 36 Goal 1: 2016-17 STATE WIDE GOAL---Increase the averaged combined reading and math K-Prep scores for elementary, middle, and high school students in 2017. 37 Goal 2: 2016-17 STATE WIDE GOAL---Increase the percentage of students who are college and/or career ready from 73.7% to 78% by 2017. 41 Goal 3: 2016-17 STATE-WIDE GAP GOAL---Increase the NAPD calculation for all students in the non-duplicated gap group in all content areas from 43.6% to 50% by 2017. 43 Goal 4: 2016-17 All teachers at Paintsville Independent will actively participate in a variety of professional growth opportunities focused on increasing student achievement. 46 Goal 5: 2016-17 Paintsville Independent will provide a variety of supports and communications to all stakeholders. 49 Goal 6: 2016-17 STATE-WIDE GRADUATION RATE GOAL: INCREASE THE AVERAGE FRESHMAN GRADUATION RATE FROM 97.9% TO 99% BY 2018 51 Goal 7: 2016-17 STATE WIDE GOAL(Optional)--Every student is taught by an effective teacher. 55 Goal 8: 2016-17 STATE WIDE GOAL(Optional)--Every school is led by an effective leader. 56 Goal 9: 2016-17 STATE WIDE GOAL--Reduce the number of novice in the elementary, middle, and high school by 50% over the next 5 years. 57 Activity Summary by Funding Source 60 Activity Summary by School 70 Phase II - Assurances - District Introduction 79 District Assurances 80 Phase II - Compliance and Accountability - Districts Introduction 87 Planning and Accountability Requirements 88 Executive Summary Introduction 114 Description of the School System 115 System's Purpose 116 Notable Achievements and Areas of Improvement 117 Additional Information 124 Comprehensive District Improvement Plan Paintsville Independent 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. SY 2016-2017 Page 1 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive District Improvement Plan Paintsville Independent Phase I - Equitable Access to Effective Educators District Diagnostic SY 2016-2017 Page 2 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive District Improvement Plan Paintsville Independent 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 District Improvement Plan. Kentucky’s Plan Submitted to U.S. Education Department http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf SY 2016-2017 Page 3 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive District Improvement Plan Paintsville Independent Equitable Access to Effective Educators - District Label Assurance Response Comment Attachment District Equity Data Complete the District Equity Data tab for this I PISD Equity (1) diagnostic. Include at least one other self- acknowledg Diagnostic 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 District the district. 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 results; turnover data. **The district 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 of district data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators. Paintsville Independent employs 53 teachers: 26 at Paintsville Elementary School and 27 at Paintsville High School. Out of the 53 teachers, all are teaching in their field of expertise and 50 have four or more years of teaching experience. The district currently has 2 teachers who are participating in the KTIP process and 3 teachers who possess National Board Certification. Both schools are led by experienced Principals. PISD Gap Population 20 Minority Students 337 Free/Reduced Lunch Students (44% of total population) 100 Students with Disabilities After the data analysis is complete, the district 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 a review of data for the Paintsville Independent School District, we have not identified any barriers to inhibit a quality education for our students. We do not have a high teacher turnover rate and all of our teachers work in their field of expertise. However, we have noticed a trend district wide: the increase of students who receive a free/reduced lunch and an increase of students who have a learning disability. Once the students have been indentified, we ensure the needs of these students are met with differentiated instruction and specific RTI measures throughout the course of the year. SY 2016-2017 Page 4 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive District Improvement Plan Paintsville Independent Label Assurance Response Comment Attachment Goal Setting (4) Complete the District Equity Goals tab for this I PISD Equity Goals 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 District the district. Examples could include: principal, Equity Goals teacher or student demographic data; Data. percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data; TELL results; turnover data. **The district 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: Strategies and Activities Equitable access to effective educators must be reflected in the Comprehensive District 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 district in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CDIP, which adequately addresses equitable access, the district may select the appropriate
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