IMPROVEMENT Plan
SCHOOL
YEAR 2008-2010
Chairperson, School Council : Loraye Jones
Chairperson, School Planning Committee: Ellen Lyons
Plan Approved by the SBDM Council: March 2009
School Council Members:
|
Loraye Jones |
Principal |
|
Janice Shelton |
Teacher |
|
Amy Noble |
Teacher |
|
Katie Grigsby |
Teacher |
|
Sandy Inouye |
Parent |
|
Melody Brooks |
Parent |
Revised 2009
Our Vision
Dixie
Elementary Magnet School strives to positively impact the future by preparing
our students to be confident, hardworking, and goal-oriented individuals. Our
vision is to strengthen our students’ abilities to live healthy, balanced lives
in which they both fulfill their responsibilities and use their compassion and
creativity to make a positive difference in the world.
Our
Excellence in Intellect, Creativity,
and Character
Our Beliefs
We believe…
Students’ learning needs should be the
primary focus of all decisions impacting the work of the school.
The responsibility for educating a
child is a partnership involving the family, school and community.
Each child is unique and differs from
other individuals in their capabilities, interests, needs and rate of physical,
intellectual, emotional
and social growth; therefore, diversity is accepted, appreciated, and
encouraged.
School should be a safe environment
where all children can be successful learners, performing according to their abilities
and where the needs of all children are accommodated.
COMPREHENSIVE SCHOOL IMPROVEMENT PLAN
EXECUTIVE SUMMARY:
Plan Summary
Continue with
a Process summary
The legal requirements for Planning
involve how you developed the Plan as well as what you put in the
Components, and this Process section shows that you are in compliance on those
issues. In the Process Summary, include
information regarding the following:
School
Administrators: Loraye Jones,
Principal
Colette
Curtis, PSA
Curriculum Coach:
Ellen Lyons-Hoffman
Sp. Ed.
Facilitator: Tim Logsdon
Leadership Teams:
Principal’s Advisory
Council, Lead Teachers
Standing
Committees: SBDM;
Curriculum Instruction and Special Needs; Communications and Public Relations;
Budget, Planning and
Evaluation; Technology; Professional Development; Climate, Equity and Safety
and
How the Needs of the School or District Were Determined:
The above-mentioned teams used information gathered from the
2007 KPR data analysis in order to address strengths and weaknesses in Reading
and Mathematics, and followed the recommendations as stated in the report.
Leadership used the results of staff feedback that was collected at periodic
staff meetings and professional development activities. Research Based Best Practices in Classroom
Instruction along with staff surveys were used to gather information and
recommendations for school improvement.
Parents and public also gave information regarding needs of school
through the following:
•
SBDM Parent committee representatives
How Goals and
Strategies Were Decided Upon:
The PAC and Lead Teacher Team reviewed the 2007 KPR, and
district and school assessment data, in order to prioritize the greatest needs
of the school instructional program. Leadership teams, teachers and SBDM
analyzed test results and identified targeted sub-populations in order to close
the achievement gaps between all students.
What Implementation of the Plan is expected to achieve:
By using a NCLB Gap Monitoring Tool, goals were set and are
discussed on a weekly basis in grade level team meetings to close the
achievement gap by 2008 and to promote all students to proficiency by 2014.
Expectations from the implementation of the plan are:
•
Improved instruction, curriculum and assessment
•
Improved student performance in all targeted gap populations
•
Gap reduction for free and reduced and minority students in reading and math
•
Improved collaboration between teachers
•
Improved monitoring of student outcomes through the analysis of student work
•
Improved parent involvement and understanding of academic and behavioral
expectations
What Process was Used for Internal Review of the Plan:
Standing Committees reviewed the following documents:
•
2007-2008 SIP
•
2008 KPR in order to see trends in performance
Those committees generated strategies and actions to improve
teacher practices and student achievement in order to make revisions for the
2007-08 SIP.
Leadership reviewed additional district and school assessment
data in reading and mathematics and worked to formalize the revised plan.
An ad-hoc committee, designated by council, reviewed the plan
and made additional revisions and changes which went to SBDM Council for final
review of the plan.
How public comment was secured and what response was made:
All staff received a copy of the plan with directions to
notify ad-hoc committee members with any questions, concerns or ideas for
further revision.
How Comprehensive Planning Will be Ensured in the Future:
The school improvement plan will be implemented during the
2009-2010 school year. School committees, assigned responsible persons, and
different component managers will monitor implementation of the plan and
continue to collect data that is essential for the reevaluation of the plan to
assure that goals are being met and that strategies are working.
Action Component ___Student
Achievement_____________________
District Name ______Fayette County__________________ Component Manager
_Curriculum Coach Ellen Lyons___
School Name ____Dixie Elementary Magnet School ___________________________________________
|
Priority Need |
Goal (Addresses the Priority
Need) |
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|
READING All Students
14% of students scored below Proficient/
Distinguished in Reading in 3rd
grade. 31% of students scored below Proficient/
Distinguished in Reading in 4th grade.
7% of students scored below Proficient/
Distinguished in Reading in 5th grade.
MATH All Students
8% of students scored below Proficient/
Distinguished in Math in 3rd
grade. 17% of students scored below Proficient/
Distinguished in Math in 4th grade.
9% of students scored below Proficient/
Distinguished in Math in 5th grade. |
READING All
Students
Progress
Statement according to 2009 KPR 3rd
grade- __% of the students scores below P/D in reading 4th
grade- __% of the students scored below P/D in reading 5th
grade- __% of the students scored
below P/D in reading B. Reading, the
school index will meet or exceed 115 according to the 2009 KPR. Progress
Statement according to 2009 KPR The school reading index was _____ Math All
Students
Progress
Statement according to 2009 KPR 3rd
grade- __% of the students scores below P/D in reading 4th
grade- __% of the students scored below P/D in reading 5th
grade- __% of the students scored
below P/D in reading
Progress
Statement according to 2009 KPR The school math index was _____ |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
1.)
Based on teacher surveys students did not receive
instruction based on an aligned mapped curriculum document. 2.)
Based on KCCT data analysis, not students
mastered the goals and objectives set by the state Program of Studies. |
1A.) Teachers will align and map the curriculum for the upcoming year
to address gaps and overlaps. 1B.) All staff will participate in monthly Professional Development
sessions to increase student achievement. 1C.) All teachers will participate
in professional learning communities to increase student achievement. 2A.) Teachers will develop watch list to identify those students that
need interventions or services during their team meetings. 2B.) Teachers will use common assessments to measure progress toward
meeting grade level goals in the area of math and reading. |
|
Dixie Magnet Elementary School Student Achievement Component And Implementation & Impact (2008-2010 School Years) Component
Leader: Curriculum Coach Ellen Lyons |
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Student Achievement- To
increase student performance in the area of reading and math. |
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Activity |
Measure |
Responsible
Person |
Start/End
Date |
Cost |
Fund
Source |
I,
P, N |
Progress
Statement |
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|
1A.Teachers will meet during the summer
professional development days to align and map the curriculum for the
upcoming school year. This plan will be monitored at team meetings to ensure
implementation. |
Implementation:
Teachers will submit long range plans to curriculum coach. Long range
plans will be posted outside of complex.
Plans will be reviewed at team meeting. |
Principal, curriculum coach
and professional development coordinator. |
June 2008/ May 20010 |
|
PD |
I |
Teachers met and worked to align the
curriculum. Teams have monitored
implementation during team meetings throughout the school year. (March 1,
2009) |
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Short-Term
Measures of Success: Monthly learning checks will
be written according to long range plans. Monthly learning check data will be
used to monitor alignment of curriculum. |
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Long-Term
Measures of Success: Long-term
success of this activity will be measured through annual review of KCCT data. |
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1B. All staff will
participate in monthly Professional Development sessions to increase student
achievement. |
Implementation: Teams will identify areas of needs for
professional development. Monthly PD
will be planned to address these needs. |
Principal, curriculum coach
and professional development coordinator. |
monthly |
|
PD |
I |
Monthly learning checks have been given in all
assessed areas. Progress has been
monitored on the school-wide score boards and by council at monthly
meetings. Tune up Tuesdays have been
held at the end of each month. (March 09) |
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Short-Term
Measures of Success: Students will scoring at the
proficient/distinguished levels on unit assessments increase based on monthly
learning checks and other classroom assessments. |
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|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
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1C. Teachers will meet in
professional learning communities to analyze students achievement data,
develop lesson plans and common assessments. |
Implementation: Data will be used to monitor student
progress. Lesson plans will be
developed by the team to address learning needs of individual students. |
Principal and curriculum
coach |
Weekly team meetings |
|
PD |
I |
Common
assessments have been developed by all teams to assess the POS and CC
4.1. Data has been collected by team
leaders and curriculum coach and analyzed by teams. |
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Short-Term
Measures of Success: Data will be collected from
weekly open response questions, monthly learning checks, PAS data, DRA
assessments, MST, and other assessments used by the teaching staff. |
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Long-Term
Measures of Success: KCCT data will be used to monitor long tern
success along with end of the year data collected on each grade level. |
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|
2A.
Teachers will meet weekly in grade level teams to design watch list and
decide on the appropriate intervention to address the needs of the students. |
Implementation:
Teachers will maintain an active watchlist of at-risk students. Interventions will be developed and
monitored by the team. |
Principal and curriculum
coach |
August 2007/May 2008 |
|
|
I |
Weekly grade level meetings were held by all
grade levels. Watchlists were
developed and monitored at each meeting.
Interventions were developed for students not performing on-level. Monthly learning checks have been given in
all assessed areas. Progress has been
monitored on the school-wide score boards and by council at monthly meetings. |
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Short-Term
Measures of Success: Success will be monitored by
school-wide testing schedule. (DRA, SRI, PAS, and Learning Checks) |
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Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
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2B.
Teachers will meet in grade level meetings to analyze Unit test to
identify Core Content not mastered. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Principal and curriculum
coach |
August 2008/May 2010 |
|
|
I |
Monthly learning checks have been given in all
assessed areas. Progress has been
monitored on the school-wide score boards and by council at monthly meetings. |
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Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
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Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
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Action Component ___Culture and
Climate_____________________
District Name ______Fayette County__________________ Component Manager
___Behavioral Specialist Brent Porter___
School Name ____Dixie Elementary Magnet School ___________________________________________
|
Priority Need |
Goal (Addresses the Priority
Need) |
|
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|
DISCIPLINE A.
By providing a
safe, civil, and productive environment, all students will have the
opportunity to enhance their academic successes. B. By providing collaboration to teachers needing additional strategies for disruptive students, teachers will feel supported with the knowledge that there is a comprehensive plan for creating and maintaining a safe school environment. SCHOOL CLIMATE
|
DISCIPLINE A. Upon review of
the 2006-2007 discipline data our goal is to reduce the number of Level 3 behavior
referrals by 5%. B. Upon review of
the 2006-07 and 2007-08 discipline data our goal is to reduce the number of
behavior plans by 6%. SCHOOL CLIMATE A. To develop
procedures for all common areas (cafeteria, playground, bathroom, hallways,
etc.) in our building. B. To develop
lesson plans for all common areas (cafeteria, playground, bathroom, hallways,
etc.) in our building. |
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Causes and Contributing Factors |
Objectives with Measures of Success |
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1.)
Based on staff surveys instructional time is compromised
due to disruptive and repetitive behaviors in the classroom. 2.)
Based on staff surveys new staff are not fully
knowledgeable of the CHAMPs program. 3.)
Based on staff surveys there are not consistent
procedure identified for common areas in the school building. |
1A.) To reduce the number of
disruptive behaviors occurring in the school, resulting in fewer office
referrals. 2A.) To implement the CHAMPs
Classroom Modules throughout the building, increasing the amount of
instructional time on-task. 3A.) To develop a safe, civil
and productive school environment. |
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Dixie Magnet Elementary School Culture and Climate Component And Implementation & Impact (2006-2008 School Years) Component
Leader: |
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Culture and climate- To reduce
the number of disruptive behaviors occurring in the school. |
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Activity |
Measure |
Responsible
Person |
Start/End
Date |
Cost |
Fund
Source |
I,
P, N |
Progress
Statement |
|
1A. Develop individualized
behavior plans for identified students |
Implementation:
Behavior Intervention Plans are developed & utilized. |
PSA and claasroom teachers
& SAFE assistant |
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I |
Individualized
behavior plans and charts were developed for students with multiple
referrals. Plans/charts were developed
in collaboration with classroom teacher.
Student input was included in development of plan and/or chart in the
establishment of goals and understanding of objectives. |
|
Short-Term
Measures of Success: 1)
Teachers will participate with the PSA or designee in the design of
plans to learn how to develop these plans. 2)
Student demonstrates buy-in by being responsible for behavior chart
throughout the day. 3)
Student can articulate behavioral goals & plan |
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Long-Term
Measures of Success: The number of individualized behavior intervention
plans designed by the PSA or designee will decrease. |
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1A. Model techniques in dealing with individual
and classroom reinforcement strategies |
Implementation: Model strategies/techniques at faculty meetings |
PSA and Toundations Team
& SAFE assistant |
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|
IP |
Strategies
were modeled for specific classrooms upon request. Foundations
Team will continue to develop and model strategies for entire faculty based upon
observed needs or requested concerns. |
|
Short-Term
Measures of Success: 1)
Model or arrange for presentation of one
technique/strategy at each faculty meeting 2)
Teachers will utilize strategies presented
during faculty meetings & share successes at faculty meetings |
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Long-Term
Measures of Success: As a result of increased amount of time within the
classroom, identified students’ academic achievement scores will increase
within the areas of reading & math. |
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2A. Train new teachers on
CHAMPs philosophy & techniques used at Dixie. |
Implementation:
Schedule, plan training and invite new teachers to attend. |
PSA and Foundations Team
& SAFE teacher |
|
|
PD funds |
P |
All new
teachers at Dixie attended district training on the CHAMPs model. Teachers building-wide have fully
implemented the CHAMPs philosophy in all activities. |
|
Short-Term
Measures of Success: 1.
New teachers will attend Dixie’s CHAMPs training, in addition to the
training provided by the district. 2.
Teachers will organize classroom routines based on the CHAMPs model. Teachers
will “CHAMP” each student activity before teaching, making transitions, etc. |
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Long-Term
Measures of Success: 1.
Teachers will have more instructional time
which will improve student achievement in the areas of math & reading. 2.
There will be consistency in the
implementation of CHAMPs strategies throughout the building. |
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2A. Train new teachers and
provide a “refresher course” on the CHAMP’S philosophy & techniques used
at Dixie. 1.)
New teachers will attend Dixie’s CHAMPs training. 2.)
Teachers will organize classroom routines based on the CHAMPs model. 3.)
Teachers will “CHAMP” each student activity before teaching. |
Implementation: When fully implemented,
a scheduled training course will be offered; in addition, there will be
opportunities for classroom modeling for those teachers requesting/needing
additional help. |
PSA and Foundations Team
& SAFE assistant |
|
|
PD funds |
2A. Train new teachers and
provide a “refresher course” on the CHAMP’S philosophy & techniques used
at Dixie. 4.)
New teachers will attend Dixie’s CHAMPs training. 5.)
Teachers will organize classroom routines based on the CHAMPs model. 6.)
Teachers will “CHAMP” each student activity before teaching. |
Implementation: When fully implemented,
a scheduled training course will be offered; in addition, there will be
opportunities for classroom modeling for those teachers requesting/needing
additional help. |
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Short-Tern Measures of Success:
There will be consistency in the implementation of CHAMPs strategies
throughout the building as evidenced by Principal “walk-throughs”. |
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Long-Term
Measures of Success: As a result of teachers
having more instructional time, classroom achievement to higher levels of
proficiency in the areas of math & reading. This will be measured by analysis of
achievement data as reported to the SBDM Council. |
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3A. Staff trainings will be
provided or Bullying Prevention and other identified topics, based on
Foundations Survey. 1.)
Administer bullying survey |
Implementation:
When fully implemented, a school-wide
Bullying Prevention Program will be in effect. |
Behavior
Interventionist, School Staff |
Completed by August 30,
2008 |
Staff Stipends for training
$3,915: $500 Trainer |
RFP Awarded Funds PD funds |
N |
Bully
Prevention professional development has been scheduled for the 2008-2009
school year beginning. |
|
Short-Term
Measures of Success: 1.
Bullying Prevention Program training will
be completed for staff. 2.
Bullying Prevention classes will be taught during
the regularly scheduled guidance classes. |
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Long-Term
Measures of Success: 1.
Reduction in number of bullying-related
office referrals. Teachers will respond to a pre-training and post-implementation
survey to indicate their level of awareness of bullying prevention
strategies. |
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3A. Coordinate Service Learning
Projects to establish connectivity to school for students 1.)
Both volunteering students and those referred to the program will
participate in served learning opportunities 2.)
Communicate to student the available service learning opportunities 3.) Provide opportunities for
enlisted/recruitment |
Implementation:
When fully implemented, Dixie will have a fully operational Service
Learning component to increase students community awareness and connectivity
to school. |
Behavior Interventionist |
August 2007/May 2008 |
|
RFP |
I |
Application
for Service Learning was developed in which students were able to apply and indicate
areas of interest. Schedule was
developed and posted for students participating in service learning
opportunities. |
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Short-Term
measures of Success: Students provide service to the school based on the
Service learning Program in which they are enrolled. |
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Long-Term
Measures of Success: As
a result of participation in Service Learning projects, students will be
evaluated by the following:\ 1.) Participating
students will attend school more regularly. Participating students’ scholastic achievement
will improve as evidenced by report card and mid-term reports. |
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N |
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Action Component ___Equity_____________________
District Name ______Fayette County__________________ Component Manager
__Curriculum Coach Ellen Lyons_____
School Name ____Dixie Elementary Magnet School ___________________________________________
|
Priority Need |
Goal (Addresses the Priority
Need) |
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|
READING African American Students A. According to the 2008 KPR report, 15% of African American Students scored below
Proficient/Distinguished in Reading 3rd
grade. 50% of African American Students scored below
Proficient/Distinguished in Reading 4th
Grade. 18% of African American Students scored below
Proficient/Distinguished in Reading 5th
Grade. READING Free and Reduced Lunch Students A. According to the 2008 KPR report, 21% of free/reduced students scored
below Proficient/Distinguished in Reading
3rd grade. 41% of free/reduced students scored
below Proficient/Distinguished in Reading
4th grade. 12% of free/reduced students scored
below Proficient/Distinguished in Reading
5th grade. MATH African American Students B. According to the 2008 KPR report, 10% of African American Students scored below
Proficient/Distinguished in Math 3rd
grade. 21% of African American Students scored below
Proficient/Distinguished in Math 4th
Grade. 12% of African American Students scored below
Proficient/Distinguished in Math 5th
Grade. MATH Free and Reduced Lunch Students
9% of free/reduced students scored below Proficient/Distinguished
in Math 3rd grade. 29% of free/reduced students scored
below Proficient/Distinguished in Math
4th grade. 18% of free/reduced students scored
below Proficient/Distinguished in Math
5th grade. |
READING All
Students A. In the
area of reading, the number of African American Students scoring below the level of
Proficiency will decrease by 5% According to the 2009 KPR report, __% of African American Students scored
below Proficient/Distinguished in Reading 3rd grade. __% of African American Students scored below
Proficient/Distinguished in Reading
4th Grade. __% of African American Students scored
below Proficient/Distinguished in Reading
5th Grade. B. In the area of
reading, the number of Free and Reduced
Lunch Students scoring below the level of Proficiency will decrease by 7%. According to the 2009 KPR report, __% of free/reduced students scored
below Proficient/Distinguished in Reading
3rd grade. __% of free/reduced students scored
below Proficient/Distinguished in Reading
4th grade. __% of free/reduced students scored
below Proficient/Distinguished in Reading
5th grade. MATH All
Students A.
In the area of math, the number of African American
students scoring below proficient will decrease by 5% According to the 2009 KPR report, __% of African American Students scored
below Proficient/Distinguished in Math
3rd grade. __% of African American Students scored below
Proficient/Distinguished in Math 4th
Grade. __% of African American Students scored
below Proficient/Distinguished in Math
5th Grade. B.
In the area of math, the number of Free and Reduced Lunch Students scoring
below the level of proficiency will decrease by 7%. According to the 2009 KPR report, __% of free/reduced students scored
below Proficient/Distinguished in Math
3rd grade. __% of free/reduced students scored
below Proficient/Distinguished in Math
4th grade. __% of free/reduced students scored below
Proficient/Distinguished in Math
5th grade. |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
1.)
Based on teacher surveys students did not receive
instruction based on an aligned mapped curriculum document. 2.)
Based on KCCT data analysis, not students
mastered the goals and objectives set by the state Program of Studies. |
READING All
Students A. In the
area of reading, the number of African American Students scoring below the level of
Proficiency will decrease by 5% B. In the area of reading, the number of Free and Reduced Lunch Students scoring
below the level of Proficiency will decrease by 7%. MATH All
Students C.
In the area of math, the number of African American
students scoring below proficient will decrease by 5% D.
In the area of math, the number of Free and Reduced Lunch Students scoring
below the level of proficiency will decrease by 7%. |
|
Dixie Magnet Elementary School Equity Component And Implementation & Impact (2006-2008 School Years) Component
Leader: Curriculum Coach Ellen Lyons |
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|
Equity- To increase
at-risk students performance in the area of reading and math. |
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|
Activity |
Measure |
Responsible
Person |
Start/End
Date |
Cost |
Fund
Source |
I,
P, N |
Progress
Statement |
|
1A-D.Teachers will meet during the summer
professional development days to align and map the curriculum for the
upcoming school year. This plan will be monitored at team meetings to ensure
implementation. |
Implementation:
Teachers will submit long range plans to curriculum coach. Long range
plans will be posted outside of complex.
Plans will be reviewed at team meeting. |
Principal, curriculum coach
and professional development coordinator. |
June 2008/ May 2010 |
|
PD |
I |
Teachers met and worked to align the
curriculum. Teams have monitored
implementation during team meetings throughout the school year. March 09 |
|
Short-Term
Measures of Success: Monthly learning checks will
be written according to long range plans. Monthly learning check data will be
used to monitor alignment of curriculum. |
|||||||
|
Long-Term
Measures of Success: Long-term
success of this activity will be measured through annual review of KCCT data. |
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|
2A-D
Teachers will meet weekly in grade level teams to design watch list and
decide on the appropriate intervention to address the needs of the students. |
Implementation: Teachers
will maintain an active watchlist of at-risk students. Interventions will be developed and
monitored by the team. |
Principal, curriculum coach
and professional development coordinator. |
August 2008/May 2010 |
|
|
I |
Monthly learning checks have been given in all
assessed areas. Progress has been
monitored on the school-wide score boards and by council at monthly meetings.
March 09 |
|
|
Short-Term
Measures of Success: Success will be monitored by school-wide
testing schedule. (DRA, SRI, PAS, and Learning Checks) |
|
|
|
|
|
|
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
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|
3A-D All staff will participate
in monthly Professional Development sessions to increase student achievement. |
Implementation: Teams will identify areas of needs for
professional development. Monthly PD
will be planned to address these needs. |
Principal, curriculum coach
and PSA |
|
PD |
|
I |
Common
assessments have been developed by all teams to assess the POS and CC
4.1. Data has been collected by team
leaders and curriculum coach and analyzed by teams. March 09 |
|
Short-Term
Measures of Success: Students will scoring at the
proficient/distinguished levels on unit assessments increase based on monthly
learning checks and other classroom assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be measured
through annual review of KCCT data. |
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|
4A-D.
Teachers will meet in grade level meetings to analyze Unit test to
identify Core Content not mastered. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Lead Teachers and
curriculum coach |
|
|
|
I |
Weekly grade level meetings were held by all
grade levels. Watchlists were developed
and monitored at each meetings.
Interventions were developed for students not performing
on-level. Monthly learning checks have
been given in all assessed areas.
Progress has been monitored on the school-wide score boards and by
council at monthly meetings. March 09 |
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
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|
Long-Term
Measures of Success: Long-term success of this activity will be measured
through annual review of KCCT data. |
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|
5A-D. Teachers will meet in
professional learning communities to analyze students achievement data,
develop lesson plans and common assessments. |
Implementation: Data will be used to
monitor student progress. Lesson plans
will be developed by the team to address learning needs of individual
students. |
Lead Teachers and
Curriculum Coach |
|
PD |
|
I |
Monthly learning checks have been given in all
assessed areas. Progress has been monitored
on the school-wide score boards and by council at monthly meetings. March 09 |
|
Short-Term Measures of
Success: Data will be collected from
weekly open response questions, monthly learning checks, PAS data, DRA assessments,
MST, and other assessments used by the teaching staff. |
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|
Long-Term Measures of
Success: KCCT data will be used to
monitor long term success along with end of the year data collected on each
grade level. |
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|
6A-D.
ESS funds will be used to provide additional instruction after school in
reading and mathematics to reduce academic gaps for “at-risk” students. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the CATS
calculator. |
Classroom teachers,
instructional assistants |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
|||||||
|
7C-D..The instructional math block for mathematics
will be 75- 90 minutes at all grade levels. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Classroom teachers |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
|||||||
|
8A-D.
Assess students monthly to determine mastery of content and identify learning
gaps. Students will be given learning checks to monitor
progress towards KCCT, NCLB and SB 168. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Classroom teachers, Instructional
coach |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be measured
through annual review of KCCT data. |
|||||||
|
9C-D. Use SuccessMaker on a regular basis to
provide strategic intervention for at risk students not performing on levels
in grades K-5. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Classroom teachers |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
|||||||
|
10 C-D Title 1 math coach will provide additional
small group mathematics instruction for students performing below grade
level. |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Math coach/instructional
coach |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
|||||||
|
11 A-B The Read To Achieve Grant will enable
at-risk students to receive an additional 30-45 minutes of direct instruction
in the area of reading |
Implementation: Results from unit tests will
be in KCCT format and results will be recorded and then analyzed using the
CATS calculator. |
Reading intervention
teachers |
|
|
|
|
|
|
Short-Term
Measures of Success: Students will score at the
proficient/distinguished levels on unit assessments. |
|||||||
|
Long-Term
Measures of Success: Long-term success of this activity will be
measured through annual review of KCCT data. |
|||||||
Action Component ___Parent
Involvement____________________
District Name ______Fayette County__________________ Component Manager
__Raine Clark_____
School Name ____Dixie Elementary Magnet School ___________________________________________
|
Priority Need |
Goal (Addresses the Priority
Need) |
|
School: The
Dixie PTA logged an average of 275 volunteer hours per month during the
2007-2008 academic year. In addition,
membership in the Dixie PTA is up 7% from last year. The current enrollment is 272—which
averages to be one member enrolled for every 2 Dixie students. FRYSC: Responses to a survey conducted by the
Dixie FRC during the 2004-2005 academic year indicated that 7.2% had not had
a conference with their child’s teacher, 53% had not attended a PTA meeting,
25.7% had never volunteered at their child’s school; 9.4% of respondents had
never visited their child’s classroom, and 36.5% had not attended an activity
sponsored by the Dixie FRC. 89%
of respondents indicated interest in learning how to better motivate their
child to do well in school and that same number were interested in learning
more about the state’s academic testing programs. 85% desired to learn how to
better help their child with homework and 41% of respondents would like help
with eliminating problem behaviors at school. |
To promote parents’ interest in their child’s education
and provide opportunities for parental involvement through school-based
activities and reduce barriers to parental involvement in their child’s
school/educational experience. |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
|
1. The Dixie FRC will coordinate & promote activities to encourage parental participation in their child’s education and engagement with their child’s classroom teacher(s). Each year a total of at least 1500 parent/guardian contacts will be achieved through these events, as measured by data collected through event registration sheets. 2. The FRC will host activities designed to provide an opportunity for parents & students to visit the school and engage in positive, fun activities. A minimum of 100 families will participate in these events, as measured by event sign-in sheets. 3. To improve two-way communication between the home
and school. |
|
Dixie Magnet Elementary School Parent Involvement Component And Implementation & Impact (2008-2010 School Years) Component
Leader: |
|||||||
|
|
|||||||
|
Activity |
Measure |
Responsible
Person |
Start/End
Date |
Cost |
Fund
Source |
I,
P, N |
Progress
Statement |
|
1.A From August 2008-May2010 the FRC will
collaborate with classroom teachers to provide parent involvement events
designed to meet the needs of the individual complex. These will be scheduled in August of each
year (2009 & 2010) and promoted for one month prior to each event. |
Implementation: Parents will demonstrate increased involvement in
their child’s education. A minimum of
50 parents will participate in these activities each academic year. |
Classroom teachers. |
|
$300 |
Fiscal year from FRC grant
to cover promotional costs, food, materials,
and the purchase of door prizes. |
I |
The 4th & 5th
grade complexes scheduled events with the FRC |
|
Short-Term Measures of
Success: Minimum of one event per
month will be scheduled and implemented.
|
|||||||
|
Long-Term Measures of
Success: Increased parent
participation in academic enhancement events. |
|||||||
|
1.B The FRC will
collaborate with school staff and the PTA to provide an Orientation to the
school’s curriculum for all |
Implementation: Parents will grow more families with the school’s
schedule, curriculum, & expectations.
A minimum of 375 parents will attend, as measured by classroom sign-in
sheets. As a result of this
familiarity, parents will increase communication with their child’s teachers. |
Dixie PTA, Dixie staff and
Title I |
|
|
N/A |
I |
495 students & parents
attended the Orientation in August 2008. |
|
Short-Term
Measures of Success: Parents will have opportunity to communicate with child’s teacher
before school starts. |
|||||||
|
Long-Term
Measures of Success: Parents will continue
relationship with teachers as demonstrated by Parent contact Logs and Parent-
Teacher conference statistics. |
|||||||
|
1.C Between September 15
& November 15, 2009 and 2010, the
FRC will host “Breakfast with Your Best Man” for which students will be
encouraged to bring their fathers, grandfathers, etc. to visit their school. |
Implementation: A minimum of 300 fathers/uncles/ grandfathers/etc. will attend, as measured
by the event pre-registration forms. |
Dixie PTA for event
volunteers |
|
$1300 |
Grant year from FRC
grant to include promotional costs,
food, beverages & other supplies. |
I |
203 “best men”
pre-registered for the event. Due to
the size of the crowd, on-site event registration was not possible. Estimates are that approximately 275-300
men were in attendance. |
|
Short-Term
Measures of Success: Fathers
and other male family members will become familiar with child’s school
environment. |
|||||||
|
Long-Term
Measures of Success: Increased
participation in the lives of adult male parental figures. |
|||||||
|
1.D The Dixie FRC will work
with the PTA to organize, promote,
& host a Fall Open House between Sept. 1 and October each
year. Title I host a Title I
information session to discuss school-wide program, NCLB and budget. |
Implementation: Each academic year a minimum of 300 parents will
gain access to their child’s teacher, academic progress, & classroom
environment. |
Dixie PTA, Dixie staff and
Title I |
|
$20 |
Grant year for promotional
materials. Fund source: FRC grant Title I funds provide
parent information materials. |
I |
486 parents & students
attended this event. The event was
designed as a “Kid Conference Night” in which students discussed their
academic progress with their parents. |
|
Short-Term Measures of Success: Parents will grow more familiar with curriculum and academic expectations. Additional knowledge about Title I activities at school level. |
|||||||
|
Long-Term Measures of Success: Parents will be vested in their child’s academic endeavors as exhibited by homework completion. Students academic goals are better met and parents are active participants in understanding title I program and benefits. |
|||||||
|
2.A The FRC will host a Valentine Craft Night
during the month of February each year. |
Implementation: Parents will develop a sense of parental familiarity
& connectivity to their child’s school.
A minimum of 50 families will participate in this event each year. |
N/A |
|
$400 |
Grant year from FRC grant
to include craft supplies, food, promotional
materials, and door prizes. |
I |
144 parents & students
attended this event. In their
post-event surveys, 100% of participants indicated the activities were both
worthwhile and fun. |
|
Short-Term Measures of Success: Parents and students will have the opportunity to engage in positive activities at school. |
|
|
|
|
|
|
|
|
Long-Term
Measures of Success: Parents will feel more
comfortable visiting and volunteering at school as measured by visitor and volunteer
logs. |
|||||||
|
2.B The FRC will host a BINGO BASH in May to encourage family literacy activities
over the summer break. |
Implementation: Parents & students will be provided with books & materials to
continue reading activities during the school’s summer break. A minimum of 25 families will participate
in this event each year. |
N/A |
|
$400 |
Fiscal year from FRC grant
to cover the cost of food, promotional materials, and prizes. |
I |
. |
|
Short-Term Measures of Success: Families will engage in positive family fun in a safe environment. |
|||||||
|
Long-Term Measures of Success: Literacy at home will be enhanced through the awarded prizes. |
|||||||
|
2.C The FRC will
collaborate with the PTA to coordinate a Fall Festival through which families
can participate in positive activities within the school environment. This event will be held in Sept./Oct. |
Implementation: A minimum of 300 people will attend this event each year. |
|
|
|
PTA funds |
I |
Approximately 350 students
and parents attended the festival and/or volunteered their time (Numbers are
approximate as we did not have a registration table due to the large crowd.) |
|
Short-Term Measures of Success: Families will engage in fun together at school. |
|||||||
|
Long-Term Measures of Success: Parents will feel more comfortable visiting and volunteering at school as measured by visitor and volunteer logs. |
|||||||
|
2.D The FRC will
collaborate with the Dixie Art Teacher to host “Parent Art Days” through
which parents can work with their child to create an art piece and learn more
about the art education at |
Implementation: A minimum of 150 parents will be exposed to the art curriculum at
Dixie. |
|
|
$25 |
Fiscal year for promotional
supplies |
I |
250 parents/caregivers
participated in Parent Art Days at Dixie.
They completed a shared work of art with their child. |
|
Short-Term Measures of Success: Parents will be provided the opportunity to engage in creative fun with their child. |
|||||||
|
Long-Term Measures of Success: Parents will recognize and support the arts programs at Dixie. |
|||||||
|
3A. Provide Professional
Development for teachers to develop, update, and refine classroom web pages
and set up class distribution lists. |
Implementation: Teachers webpages will
be up to date with events and activities in either complexes. |
School web master |
|
|
|
I |
Teachers will meet monthly
to update school web pages. |
|
Short-Term Measures of Success: Parents accessing school web page will increase. (Counter on web page) Parents awareness of curricular program and classroom activities will increase. |
|||||||
|
Long-Term Measures of Success: Parents attending school events will increase. |
|||||||
|
3B. Each teacher
will communicate with parents via a classroom newsletter at least once a month.
Newsletters will be posted on teacher websites, with links emailed to parents
through class distribution lists. Title I staff also maintains a website with
parent forms and information. |
Implementation: Teachers meet during
common planning time to design monthly newsletter. Title I lead updates
monthly. |
Title I Lead Teacher |
|
|
|
I |
Classroom newsletters were sent home to families
at least once a month. |
|
Short-Term Measures of Success:
Parents awareness of curricular program and classroom activities
will increase. Additional updates regarding Title I schools and programs. |
|||||||
|
Long-Term Measures of Success:
Parents will be more actively engage in their child’s schoolwork. Additional care of access to
necessary forms and policies. |
|||||||
|
3C. Title 1 will host 3 parent meetings to describe all school programs and family involvement initiatives. 1.)
Fall Open house 2.)
Parent Advisory Council in Fall. 3.)
Parent Advisory Spring |
Implementation: Meetings will be scheduled in the evening to
facilitate parent information. |
SBDM and Lead Teacher Title 1 coordinator |
|
|
Title
1 |
I |
Meetings were held. Parent sign-in sheets were
collected and filed in the title evidence box. |
|
Short-Term Measures of Success:
Parental involvement in the school will
increase. Knowledge about title I budget and school wide program . |
|||||||
|
Long-Term Measures of Success:
Parents awareness of curricular program and classroom activities will
increase. Parent Involvement in decision making about budget and policies
relating to Title I funds. |
|||||||
|
3D. Each grade
level or team will create an information packet of expectations and policies
that will be reviewed with parents at a parent information night/meeting to
be held at the beginning of each school year. |
Implementation: Parent nights will inform parents of programs
within the school. |
Teachers, Lead Teachers,
Curriculum coach, PSA, Principal |
|
|
|
I |
Each grade level held an informational meeting at
the beginning of each school year.
Information was distributes to parents at this time. |
|
Short-Term Measures of Success:
Increase awareness of curricular program
and classroom activities |
|||||||
|
Long-Term Measures of Success:
Parents awareness of curricular program and classroom activities
will increase. |
|||||||
|
3E. The
Communication and Public Relations Committee will create an information
pamphlet/website for parents on extra curricular activities and the grade
levels at which students can be involved in these activities. |
Implementation: Pamphlets are distributed to parents during
various school events. |
Public Relations Committee |
|
|
|
N |
|
|
Short-Term Measures of Success:
Increase awareness of total school
program |
|||||||
|
Long-Term Measures of Success: | |||||||