“Beginning Excellence”
SCHOOL ASSURANCE REVIEW
SCHOOL YEAR 2009-2010
The Middlesboro
Primary school council and school planning committee reviewed the Assurances in
the Kentucky Comprehensive Improvement Planning School Framework (2004)
prior to approval of our plan.
__________________________________ ____________________________
Chairperson,
School Council Date
__________________________________ ____________________________
Chairperson,
School Planning Committee Date
Plan
Approved by the School Council:
___________________________
Date
School
Council Members:
|
Josh Johnson, Principal |
Prudie Thomas, Teacher |
|
Lisa Epperson, Parent |
Mary Standifer, Teacher |
|
Gary Ferguson, Parent |
Patti Beckett, Teacher |
Note: Although the Assurance Certification is not included in the
school’s improvement plan, the assurances for the categorical programs should
be reviewed by the school council and the school planning committee prior to
approval of the plan by the school council.
The Assurances for 2004-2005 are in the Comprehensive School Improvement
Planning Framework (2004) and can be downloaded from the KDE Web Page at: http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Comprehensive+Improvement+Planning/default.htm
School Plan
Format Copyright Ó Kentucky Department of
Education, 2004
EXECUTIVE SUMMARY:
The Comprehensive School Improvement Plan begins by identifying
instructional strategies that will assist our school in making our students
successful. It identifies instructional
techniques that teachers will use in their classrooms and prescribes the
professional development that teachers will need. The plan lists a variety of strategies that
will enhance instruction. Transition
activities are also planned to help our students move successfully from
preschool to Kindergarten and from third to fourth grade at the
The second section of our plan
addresses school climate. This section
lists our goals and strategies to provide a safe and effective learning
environment. The strategies/activities
focus on increased communication between home and school, especially positive
interchanges that lead to better understanding and increased student
achievement.
Our school mission statement was
developed several years ago. Each year
our mission statement is reviewed and checked for revisions by our SBDM
Council. The assessment process for our
school began with results from a guided self study conducted by our Central
Office personnel and other teachers from our school in April, 2005. Additionally, as part of our self assessment,
our test results from the 2008-2009 school years were analyzed for achievement
gaps by our Council and by the entire faculty.
We used this information to guide our instructional program as we
revised our Comprehensive School Improvement Plan. Data from parent surveys and from
conversations from parent-teacher conferences were used in guiding activities
for the CSIP.
The CSIP committee, a group
representative of the entire faculty and staff, established priority needs
during the fall of 2009-2010 school years in order to revise and update our
plan. In September and October, the
committee identified causes, goals and objectives for the Comprehensive School
Improvement Plan. Activities were
researched and developed in order to increase student achievement, close
achievement gaps, and improve communication.
The SBDM Council approved and finalized the plan. Evaluation of the plan will occur throughout
the school year with Implementation and Impact checklists.
Action Component _Instructional Strategies
District Name _Middlesboro
Independent Schools Component
Manager __Josh Johnson, Principal
School Name _Middlesboro
Primary School Date _November 2009
|
Priority Need |
Goal (Addresses the Priority Need) |
|
2008-2009 Interim
Performance Report reveals that: 74% of students scored
Proficient in reading 63% of students scored Proficient
in math Achievement Gap Data: Math: Free or reduced lunch 60% Math: Students with disabilities 38%
|
Instructional Strategies
(IS) – By October 2010, there will be a 5% increase in our reading and math
scores. Achievement Gap (AG) – By
October 2010, the scores of the students who are approved for free and
reduced lunch will increase by 5% in reading and math. The scores of students with disabilities
will also increase by 5%. |
|
Causes and Contributing
Factors |
Objectives with
Measures of Success |
|
According to 2008-2009
data, performance standards for student work are not fully aligned with state
proficiency standards. |
We will align student
performance with state proficiency standards and will implement a plan that
ensures full use of varied and effective instructional practices. |
Action Component Instructional Strategies
District Name Middlesboro Independent Schools Component Manager Josh Johnson, Principal
Strategies/Activities
|
Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
|
IS-1 IS-2 IS-3 IS-4 IS-6 IS-7 IS-8 IS-9 IS-10 IS-11 IS-12 IS-13 IS-14 IS-15 AG-IS-1 AG-IS-2 AG-IS-3 AG-IS-4 AG-IS-5 AG-IS-6 AG-IS-7 AG-IS-8 AG-IS-9 AG-IS-10 AG-IS-11 AG-IS-12 AG-IS-13 AG-IS- 14 AG-IS- 15 AG-IS-16 |
All instruction will be
aligned with Kentucky Core Content, Academic Expectations, the Program of Studies, and Depth’s of
Knowledge (document in lesson plans) Teachers will use various
forms of assessment to evaluate student progress. (Examples:
rubrics, open-response, and multiple choices). The Scott-Foresman Reading
Series will be fully implemented in all classrooms as evidences by
walk-troughs and lesson plans. Various testing procedures
will be used for assessment and placement of students. (Star Connect content to real
world situations and careers by inviting community members to serve as guest
speakers related to the curriculum. Integrate more effective technology
into the curriculum. (Through the use of Smartboards) Involve community
resources, such as Work on vocabulary within
all content areas. 3rd grade will
departmentalize to focus more on specific content areas Collaboration with grade
levels and special area teachers Teacher will use varied
instructional strategies (cooperative learning, graphic organizers, thinking
maps, open-response questions, essential questions) documented in lesson
plans. Writing portfolios will be
kept to increase writing across the curriculum. Teachers will use the
Scott-Foresman Reading program for
collaboration with other content areas Teachers will participate
in professional development training in various content areas. (For example,
Star testing, Accelerated Math/ Teachers will use
Multiple-Instruction Strategies, Multiple Intelligences and Learning Styles. Students will receive a
minimum of 60 minutes of math daily Common Planning Reading Recovery will be used
for the lowest first grade students. Reading Intervention
teachers will use a research – based intervention program to address K and 1st
grade below level students A Response To Intervention
Plan will be implemented to address struggling below level students. After school tutoring will
be provided through ESS funds as an on-going service to below-level students
and all participants will use the same curriculum. . Immediate attention will
be placed on identification, testing, and placement of special education
students. Full/Partial Collaboration
in grades K-3 will occur between Special Education teachers and regular
classroom teachers on individual students needs (LRE) Special needs students
receiving modifications and support from a collaborating special needs
teacher. will be given more
exposure to grade level core content with non-disabled peers. Impact/Implementation
checklist will be completed monthly by team readers and presented to SBDM
council. Students will be given the
opportunity to attend various cultural events to provide a more diverse
background to enhance academics. Field trips and in school
performances will be aligned with classroom instruction to enhance real-world
experiences. Additional resource
materials, including technology equipment, need to be purchased. Conferences will be held
with all parents (conferences with parents of at risk students will occur
each 9 weeks) Counselor and physical
education teachers will work together to address all areas of the core content
for Practical Living/Vocational Studies |
Enable teachers to address
various learning needs and ensure that instruction is appropriate and
consistent during the school day. Prepare students for
multiple testing environments. Students will be more
successful because of the consistent use of vocabulary and reading
procedures. Ensure that students are
placed in the most effective learning environment. Students will learn and
make connections to the real world. Student involvement,
interest and success will increase. Students will benefit from
the community involvement Increase knowledge and
application of vocabulary Test scores will improve
in all content areas To provide a more
consistent integrated curriculum Teachers will implement
various strategies to reach a variety of learning styles. Students will be exposed
to various forms and purposes for writing in varied environment. To provide a more
consistent integrated curriculum Teachers are allowed to
grow and develop in their content areas. To better address the
needs of the individual learners. Students will benefit from
time in mathematics To allow the teachers the
necessary time to monitor a more integrated curriculum and meet regularly
with administration and parents. Reading scores of these
students will increase because of the one-on-one intervention. Reading scores of these
students will increase because of the small group intervention. Students will benefit from
the small groups and one on one interventions. To provide immediate an
on-going interventions for at risk students. Special education students
will be placed and receive extra help immediately. Test scores of special
education students will increase Students will be more
successful because of exposure to grade level core content. I The CSIP will be monitored
regularly. Students will be motivated
to relate real world/cultural experiences to achieve academic success. Students will be motivated
to relate real world/cultural experiences to achieve academic success Each classroom teacher can
adequately address all areas of the core content. A more positive
home/school relationship will be created to promote academic success and
knowledge of the 5th year program. Practical Living/
Vocational Studies will be aligned and test scores will increase |
Josh Johnson Josh Johnson Josh Johnson Josh Johnson Tony Maxwell Prudie Thomas Tony Maxwell Tony Maxwell Tony Maxwell Josh Johnson / Tony Maxwell Tony Maxwell Tony Maxwell Josh Johnson Josh Johnson Tony Maxwell Josh Johnson Tony Maxwell Josh Johnson Tony Maxwell Josh Johnson Raydean Huddleston Shannon Barnard Lacie Slusher Josh Johnson Josh Johnson Josh Johnson Josh Johnson /Tessa
Miracle Josh Johnson Josh Johnson Josh Johnson Prudie Thomas/ Josh Johnson Josh Johnson Josh Johnson Tony Maxwell |
10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 10-08 |
10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 |
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Action Component: School Climate
District Name: Middlesboro Independent schools Component Manager : Josh Johnson, Principal
|
Priority Need |
Goal (Addresses the Priority Need) |
|
According to teachers
surveyed, less than 50% of parents effectively communicated with the school
and/or teacher on a regular basis. Teachers also expressed
the need for a consistent effective discipline policy. |
Continue to maintain
effective communication between parents and teachers. The teachers and students
will monitor and improve school climate related to discipline, thus resulting
in improved student success, as well as fewer discipline referrals. |
|
Causes and Contributing
Factors |
Objectives with
Measures of Success |
|
Specific guide lines are
not in effect as to when and how often to meet with parents. A policy was adopted, but
is not being consistently used for discipline. |
A communication plan
involving parents, teacher and students will be implemented. Therefore
improving student academic performance and informing the parents of the five
year primary program. A strong, consistent
discipline policy (Star behavior) will be used effectively through out all
grade levels. |
Component: School Climate
District Name: Middlesboro Independent schools Component
Manager: Josh Johnson, Principal
School Name Middlesboro
Primary Date: November 2009
Strategies/Activities
|
Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
|
SC-1 SC-2 SC-3 SC-4 SC-5 SC6 SC-7 SC-8 SC-9 SC-10 |
School wide Redi-fest will
be sponsored to provide opportunity for students and parents to meet teachers
and become acquainted with school rules and regulations. Lunch and Learn Conferences will be
scheduled with all parents before mid-term of the first nine weeks grading
period. Monthly Newsletters Class newsletters and
weekly folders STAR Good Citizen lunches
will be held to recognize those students with good behavior Post cards will be sent
periodically to students about their achievements in the classroom School website with class
pages Training will be provided
for teachers in helping them set up classes on the school website Grandparent’s Day |
Provide an effective start
to the school year. Parents will attend
information sessions and have lunch with their child. Parents will be informed
of their child’s progress School Community will be
informed of current and upcoming events. Students and parents will
be aware of daily class work, student behavior and coming events in the
classroom. Discipline will decrease. To provide positive
reinforcement about behavior and academic progress School community will be
aware of school events, units, etc. Each class will set up a
class web site to inform parents of happenings in the classroom Invite grandparents to
lunch with the children |
Josh Johnson Josh Johnson Farra
Shoffner Josh Johnson Tony Maxwell Josh Johnson Team leaders Josh Johnson Farra
Shoffner Josh Johnson Tony Maxwell Amy Cottrell Amy cottrell |
08-08 08-08 08-08 08-08 08-08 08-05 08-05 08-08 08-08 08-08 |
08-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 10-10 |
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