CMS 2019-20 Phase One: Continuous Improvement Diagnostic ... · Example: Sixty-eight (68%) of...

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CMS 2019-20 Phase One: Continuous Improvement Diagnostic for Schools_08262019_16:55

2019-20 Phase One: Continuous Improvement Diagnostic for Schools

Corbin IndependentDavid Bret Cox

108 Roy Kidd AveCorbin, Kentucky, 40701

Target Completion Date: Last Modified:

Status:

2019-20 Phase One: Continuous Improvement Diagnostic for Schools Report - Generated on 02/14/2020

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2019-20 Phase One: Continuous Improvement Diagnostic for Schools ................................................... 3

TABLE OF CONTENTS

2019-20 Phase One: Continuous Improvement Diagnostic for Schools Report - Generated on 02/14/2020

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The Comprehensive School Improvement Plan or CSIP is defined as a plan developed by the school council, or successor, and charter schools with the input of parents, faculty, and staff, based on a review of relevant data that includes targets, strategies, activities, and a time schedule to support student achievement and student growth, and to eliminate gaps among groups of students.

The comprehensive school and district improvement plan process is outlined in 703 KAR 5:225. The requirements included in the administrative regulation are key components of the continuous improvement process in Kentucky and ultimately fulfillment of school, district, and state goals under the Kentucky State Plan as required by the Every Student Succeeds Act (ESSA).

While the regulation outlines a timeline for compliance purposes, the plan itself is a strategic and proven approach to improve processes and to ensure students achieve. The timeline for the school's 2019-20 diagnostics is as follows:

Phase One: August 1 - October 1• Continuous Improvement Diagnostic for Schools

Phase Two: October 1 - November 1• The Needs Assessment for Schools• School Assurances• School Safety Report

Phase Three: November 1 - January 1 • Comprehensive School Improvement Plan• Executive Summary for Schools• Closing the Achievement Gap Diagnostic for Schools• Title I Annual Review* Diagnostic

Phase Four: January 1 - December 31• Progress Monitoring

As principal of the school, I hereby commit to implementing continuous improvement processes with fidelity to support student achievement and student growth and to eliminate achievement gaps among groups of students.

Please enter your name and date below to certify.Christi Lefevers09/30/2019





11/04/2019 Locked

CMS 2019-20 Phase Two: The Needs Assessment for Schools_08262019_16:57

2019-20 Phase Two: The Needs Assessment for Schools



Last Modified: Status:

2019-20 Phase Two: The Needs Assessment for Schools Report - Generated on 02/14/2020

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2019-20 Phase Two: The Needs Assessment for Schools ....................................................................... 3Understanding Continuous Improvement: The Needs Assessment ......................................................... 4Protocol ..................................................................................................................................................... 5Current State ............................................................................................................................................. 6Priorities/Concerns .................................................................................................................................... 7Trends ....................................................................................................................................................... 8Potential Source of Problem...................................................................................................................... 9Strengths/Leverages ............................................................................................................................... 10Attachment Summary.............................................................................................................................. 11

TABLE OF CONTENTS


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In its most basic form, continuous improvement is about understanding the current state and formulating a plan to move to the desired state. The comprehensive needs assessment is a culmination of an extensive review of multiple sources of data collected over a period of time (e.g. 2-3 years). It is to be conducted annually as an essential part of the continuous improvement process and precedes the development of strategic goals (i.e. desired state).

The needs assessment requires synthesis and analysis of multiple sources of data and should reach conclusions about the current stateof the school/district, as well as the processes, practices and conditions that contributed to that state.

The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that will be addressed later in the planning process through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as part of continuous improvement planning for schools, each school complete the needs assessment between October 1 and November 1 of each year and include: (1) a description of the data reviewed and the process used to develop the needs assessment; (2) a review of the previous plan and its implementation to inform development of the new plan; and, (3) perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I schools implementing a schoolwide program must base their Title I program on a comprehensive needs assessment.

Understanding Continuous Improvement: The Needs Assessment


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Clearly detail the process used for reviewing, analyzing and applying data results. Include names of school/district councils, leadership teams and stakeholder groups involved. How frequently does this planning team meet and how are these meetings documented?

Site Base Decision Making Council - meets every month - Data Analysis October, December, January, February, and March - Agendas/MinutesSchool Leadership/Teacher Leader - Meets 1X per week - Agenda/Team Leader Notes - Leadership team discusses the mission and vision of Corbin Middle School for the year and sets goals for academic performance based on the school's current standing in the academic yearContent Team - Grade Level Content Teachers - 3X per week; PLC Protocol to track planning/item analysis/reflection -Utilizing the PLC protocol content teachers collaborative plan formative assessment items as well as summative (common assessments) based on student feedback and the breakdown of grade level standards into daily learning targets; Content teachers analyze MAP data and KPREP data from the previous year to collaboratively set goals with students and adjust curriculum maps and pacing guidesTeam Meetings - 2X per week; discuss high yield instructional strategies - instructors share instructional strategies that have been successful in his/her classroom; socratic seminar; graphic organizers; post reading activities so colleagues can share in those instructional strategiesLiteracy Team - 1X per 9 weeks; review school literacy plan; craft a rubric; revise both documents with colleague feedback - these representatives meet and discuss the literacy plan and develop the rubric. They solicit feedback from colleagues and revise the documents to be shared again for final approval.Trauma Team Meeting - 1X per week; discuss student need; behavior; and how it relates to academic performance - the team looks at the child holistically ( social, emotional, physical) determine the impact of their needs being met on academics and secure/network people to meet the needs of the students in order to progress academically.

Protocol


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Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used.

Example of Current Academic State:-Thirty-four (34%) of students in the achievement gap scored proficient on KPREP Reading.-From 2017 to 2019, we saw an 11% increase in novice scores in reading among students in the achievement gap.-Fifty-four (54%) of our students scored proficient in math compared to the state average of 57%.

Example of Non-Academic Current State:-Teacher Attendance: Teacher attendance rate was 84% for the 2018-19 school year – a decrease from 92% in 2017-18.-The number of behavior referrals increased from 204 in 2017-18 to 288 in 2018-19. -Kentucky TELL Survey results indicated 62% of the school’s teachers received adequate professional development.

Current Academic State:Math - Every year the same group of students decreases Novice: (13-14: N 15.7;) (14-15 : N 13.3;) (15-16 4.2;) (16-17: 13;) ( 17-18 N 6.3) (18-19 N 7.9) Every year the same group of students increases P/D: (13-14 51.5) (14-15 50.3) (15-16 75.2) (16-17 52.1) (17-18 52) (18-19 57.2)All grades significant Math Gap between ALL students and disability students: 6th grade: N 3.8/Disability 27.3; 7th grade: N 3.5/ Disability 12.0; 8th grade: All N 7.9/Disability 26.3Reading - Every year the same group of students decreases Novice: (13-14 17.2) (14-15 15.4) ( 15-16 14) (16-17 12.6); (17-18 12.7) (18-19 7.4) Every year the same group of students increases P/D: (13-14 54.9) (14-15 52.8) (15-16 63.6) (16-17 65.6) (17-18 58.9) (18-19 69.4) Significant Reading GAP between ALL students and Disability students: 6th grade: ALL N 9.2/Disability 31.8; 7th grade: ALL N 10.2/Disability 56; 8th grade: ALL N 7.4/Disability 10.5Non-Academic:Student Attendance decreased 16-17 95.5%; 17-18 94 %; 18-19 94 %Office Referrals fluctuated: 16-17 482; 17-18 567;18-19 896 - New Principal in 17-18; New School Building and Additional Grade - 6th in 18-19Increase in Free/Reduced: 17-18 272 to 18-19 393; Increase in Disability Group 17-18; 47 to 18-19; 67

Current State


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Clearly and concisely identify areas of weakness using precise numbers and percentages.NOTE: These priorities will be thoroughly addressed in the Continuous Improvement Planning Diagnostic for Schools.

Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency on the KPREP test in reading as opposed to just 12% of non-gap learners.

6th Grade Reading: Disability Novice - 31.8; F/R Novice - 12.9; All students - 9.2 Math: Disability Novice - 27.3; F/R Novice 6.4; All students - 3.87th Grade Reading: Disability Novice - 56; F/R - 15.5; All students - 10.2 Math: Disability Novice - 12.0; F/R Novice - 4.7; All students Novice - 3.58th Grade Reading: Disability Novice 10.5; F/R Novice - 10.1; All students Novice - 7.4 Math: Disability Novice - 26.3; F/R Novice - 10.1; All students 7.9

Priorities/Concerns


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Analyzing data trends from the previous two academic years, which academic, cultural and behavioral measures remain significant areas for improvement?

In Reading and Math all students are decreasing Novice and increasing Proficient/Distinguished.Novice students are concentrated in the disability categoryAre programs such as ESS, RTI, and Promise Neighborhood Math and Reading Interventionists making a difference?Disability population increases every yearStudent attendance peaked in 2016-17 and then decreased every year sinceCorbin Middle has a high number of discipline write-ups: 17-18: 567; 18-19: 896 (New School building and addition of 6th grade)

ATTACHMENTS

Attachment Name

Corbin Middle Trend Data

Trends

https://drive.google.com/file/d/0B9txT8OHNHKOVThScE5uS052ZnlMUlNTWjU1Y0pKRVI1aW9r/view?usp=sharing


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Which processes, practices or conditions will the school focus its resources and efforts upon in order to produce the desired changes? Note that all processes, practices and conditions can be linked to the six Key Core Work Processes outlined below:

KCWP 1: Design and Deploy StandardsKCWP 2: Design and Deliver InstructionKCWP 3: Design and Deliver Assessment LiteracyKCWP 4: Review, Analyze and Apply DataKCWP 5: Design, Align and Deliver SupportKCWP 6: Establishing Learning Culture and Environment

KCWP: 2 Design and Deploy Standards: Breaking Standards into Daily Learning Targets with Congruent Assessments(What should students know and be able to do?)KCWP: 2 Design and Deliver Instruction: Planning differentiated instruction to the target for various populations(How will they learn it?)

Potential Source of Problem

https://education.ky.gov/school/csip/Documents/KCWP 1 Strategic Design and Deploy Standards.pdf

https://education.ky.gov/school/csip/Documents/KCWP%202%20Strategic%20Design%20and%20Deliver%20Instruction.pdf

https://education.ky.gov/school/csip/Documents/KCWP%203%20Strategic%20Design%20and%20Deliver%20Assessment%20Literacy.pdf

https://education.ky.gov/school/csip/Documents/KCWP 4 Strategic Review Analyze and Apply Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP 5 Strategic Design Align Deliver Support Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP 6 Strategic Establish Learning Culture and Environment.pdf


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Plainly state, using precise numbers and percentages revealed by current data, the strengths and leverages of the school.

Example: Graduation rate has increased from 67% the last five years to its current rate of 98%.

Reading and Math offer morning ESS everyday and afternoon Tuesdays and ThursdaysReading and Math RTI are offered for Tier 2 and 3 everydayMAP is utilized to assess student grade level performance and Descarte skills are consulted to scaffold curriculum6th Grade Reading: 9.2 Novice; 7th grade Reading: 10.2 Novice; 8th Grade Reading: 7.4 Novice6th Grade Math: 3.8 Novice; 7th Grade Math; 3.5 Novice: 8th Grade Math 7.9 NoviceAll Grades: Reading 9% Novice; All Grades Math 5.0% Novice6th Grade Reading decreasing Novice: 18.8;15.9; 13; 9.27th Grade Reading decreasing Novice: 15; 11.8; 14.5; 10.2; 10.28th Grade Reading decreasing Novice: 17.2;15.4;14; 12.6; 12/7; 7.46th Grade Math decreasing Novice: 12; 10.3; 5.8; 3.8 7th Grade Math decreasing Novice: 16.5; 10.9; 5.4; 7.9; 3.58th Grade Math decreasing Novice: 15.7; 13/3; 4.2; 13; 6.3; 7.9

Strengths/Leverages


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Attachment Name Description Associated Item(s)

Corbin Middle Trend Data This packet explores Corbin Middle Data for reading and math for each grade, and tracks data for the same of group of students per grade in reading and math

•

Attachment Summary

https://drive.google.com/file/d/0B9txT8OHNHKOVThScE5uS052ZnlMUlNTWjU1Y0pKRVI1aW9r/view?usp=sharing

6th Grade

Reading(%) Novice Apprentice Proficient Distinguished P/D

All Students

9.2% 20.8% 32.9% 37.1% 70.0%

Female 7.9% 19.7% 33.9% 38.6% 72.4%

Male 10.6% 22.1% 31.9% 35.4% 67.3%

F/R 12.9% 26.4% 34.3% 26.4% 60.7%

Disability 31.8% 36.4% 31.8% 0% 31.8%

(%) Novice Apprentice Proficient Distinguished P/D

All Students

10.2% 23.5% 42.9% 23.5% 66.4%

Female 11.7% 22.3% 43.7% 22.3% 66.0%

Male 8.9% 24.4% 42.3% 24.4% 66.7%

F/R 15.5% 26.4% 41.9% 16.3% 58.1%

Disability 56% 16% 24% 4% 28%

7th Grade


All Students

7.4% 23.1% 38% 31.4% 69.4%

Female 5.3% 24.2% 36.8% 33.7% 70.5%

Male 9.0% 22.4% 38.8% 29.9% 68.7%

F/R 10.1% 30.9% 38.1% 20.9% 59.0%

Disability 10.5% 57.9% 31.6% 0% 31.6%

8th Grade

6th Grade

Math


All Students

3.8% 24.2% 40.4% 31.7% 72.1%

Female 3.1% 22.0% 42.5% 32.3% 74.8%

Male 4.4% 26.5% 38.1% 31.0% 69.1%

F/R 6.4% 30.7% 44.3% 18.6% 62.9%

Disability 27.3% 54.5% 13.6% 4.5% 18.2%


All Students

3.5% 28.3% 44.2% 23.9% 68.1%

Female 4.9% 34.0% 44.7% 16.5% 61.2%

Male 2.4% 23.6% 43.9% 30.1% 74.0%

F/R 4.7% 38.0% 42.6% 14.7% 57.4%

Disability 12.0% 64.0% 20.0% 4.0% 24.0%

7th Grade


All Students

7.9% 34.9% 36.2% 21.0% 57.2%

Female 11.6% 34.7% 29.5% 24.2% 53.7%

Male 5.2% 35.1% 41.0% 18.7% 59.7%

F/R 10.1% 42.4% 35.3% 12.2% 47.5%

Disability 26.3% 63.2% 5.3% 5.3% 10.5%

8th Grade

Total Percentages w/ All Grades Combined


All Students

9% 22.4% 37.8% 30.8% 68.6%

Female 8.4% 21.8% 37.6% 32.1% 69.7%

Male 9.9% 23.0% 37.4% 29.7% 67.1%

F/R 13.2% 27.8% 37.7% 21.3% 59%

Disability 34.3% 35.8% 28.4% 1.5% 29.9%

Reading


All Students

5.0% 29.0% 40.3% 25.6% 65.9%

Female 7.0% 29.4% 39.1% 24.6% 63.7%

Male 4.8% 28.6% 40.6% 25.9% 66.5%

F/R 8.2% 36.5% 40.3% 15.0% 55.3%

Disability 22.4% 59.7% 13.4% 4.5% 17.9%

Math

SCHOOL/ GRADE

SCHOOL YEAR READING

N A P D P/DCES - 3RD 13-14 17.2 29.9 25 54.9CES - 4TH 14-15 15.4 39.5 13.3 52.8CIS - 5TH 15-16 14 44.4 19.2 63.6CIS - 6TH 16-17 12.6 47.9 17.7 65.6CMS - 7TH 17-18 12.7 39.4 19.5 58.9CMS - 8TH 18-19 7.4 23.1 38 31.4 69.4

8th Grade Trend Data

SCHOOL/ GRADE

SCHOOL YEAR READING

N A P D P/DCES - 3RD 14-15 15 39.3 16.5 55.8CES - 4TH 15-16 11.8 39.3 26.5 65.9CIS - 5TH 16-17 14.5 37.6 26.7 64.3CIS - 6TH 17-18 10.2 46.5 24.2 70.7CMS - 7TH 18-19 10.2 23.5 42.9 23.5 66.4


SCHOOL/ GRADE

SCHOOL YEAR READING

N A P D P/DCES - 3RD 15-16 18.8 29.3 27.4 56.7CES - 4TH 16-17 15.9 34.1 21 55.1CIS - 5TH 17-18 13 45.5 17.3 62.8CMS - 6TH 18-19 9.2 20.8 32.9 37.1 70


SCHOOL/GRADESCHOOL

YEAR MATHN A P D P/D

CES - 3RD 13-14 15.7 35.8 15.7 51.5CES - 4TH 14-15 13.3 36.9 13.3 50.3CIS - 5TH 15-16 4.2 43.9 31.3 75.2CIS - 6TH 16-17 13 46 6 52.1CMS - 7TH 17-18 6.3 38.9 13.1 52CMS - 8TH 18-19 7.9 34.9 36.2 21 57.2


SCHOOL/GRADE SCHOOL YEAR MATHN A P D P/D

CES - 3RD 14-15 16.5 39.8 17 56.8CES - 4TH 15-16 10.9 37.9 22.3 60.2CIS - 5TH 16-17 5.4 43.4 24 67.4CIS - 6TH 17-18 7.9 41 29.7 70.7CMS - 7TH 18-19 3.5 28.3 44.2 23.9 68.1


SCHOOL/GRADE SCHOOL YEAR MATHN A P D P/D

CES - 3RD 15-16 12 37 13.5 50.5CES - 4TH 16-17 10.3 36.4 15 51.4CIS - 5TH 17-18 5.8 47.5 19.3 66.8CMS - 6TH 18-19 3.8 24.2 40.4 31.7 72.1




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CMS 2019-20 Phase Two: School Assurances_08262019_16:58

2019-20 Phase Two: School Assurances




2019-20 Phase Two: School Assurances Report - Generated on 02/14/2020

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2019-20 Phase Two: School Assurances ................................................................................................. 3Introduction................................................................................................................................................ 4Teacher Performance ............................................................................................................................... 5Title I Schoolwide Programs...................................................................................................................... 6Title I Targeted Assistance School Programs .......................................................................................... 8Schools Identified for Targeted Support and Improvement .................................................................... 10All School Programs................................................................................................................................ 11Attachment Summary.............................................................................................................................. 12

TABLE OF CONTENTS


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Assurances are a required component of the CSIP process (703 KAR 5:225). Please read each assurance and indicate whether your school is in compliance by selecting the appropriate response (Yes, No or N/A). If you wish to provide further information or clarify your response, space for comments is provided. Comments are optional. You may upload any supporting documentation as needed.

Introduction


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1. The Every Study Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. An ineffective teacher receives a summative effectiveness rate of “Ineffective” as determined through the local performance evaluation system that meets the requirements established by KRS 157.557. An ineffective teacher consistently fails to meet expectations as determined by a trained evaluator, in competencies identified as the performance criteria in the Kentucky Framework for Teaching.

Responses to this assurance will be collected in the Kentucky Teacher Performance survey. Responses to each survey question should be based on data from the 2018-19 school year. Once you have completed the survey, return to the 2019-20 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic.

I certify this school has completed the Kentucky Teacher Performance survey.

YesNoN/A

Teacher Performance

https://forms.office.com/Pages/ResponsePage.aspx?id=H8Fgk-aQBketACX83J4u0SJKBqRs3FxHncRPEMQbAXZUNDhIMFJVREpKVFpMOFFUOFkzT0k2R0lZRy4u


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2. If the school is implementing a schoolwide program, the school developed a comprehensive plan during a 1-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

YesNoN/A

COMMENTS

IXL Math

3. If the school is implementing a schoolwide program, the school developed a comprehensive plan with the involvement of parents and other members of the community to be served as well as individuals who will carry out such plan (e.g. teachers, administrators, classified staff, etc.) as required by Section 1114(b)(2) of ESSA.

YesNoN/A

4. If the school is implementing a schoolwide program, the school developed a comprehensive plan that will remain in effect for the duration of the school’s participation under Title I, Part A of ESSA as required by Section 1114(b)(3) of ESSA.

YesNoN/A

5. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is available to district leadership, parents, and the public and in an understandable and uniform format as required by Section 1114(b)(4) of ESSA.

YesNoN/A

6. If the school is implementing a schoolwide program, the school developed a comprehensive plan that, to the extent appropriate and applicable, coordinates with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1114(b)(5) of ESSA.

YesNoN/A

Title I Schoolwide Programs


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7. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is based on a comprehensive needs assessment, which included a review of academic achievement data, and includes, among other items, a description of the strategies the school will implement to address school needs as required by Section 1114(b)(6) of ESSA.

YesNoN/A

8. If the school is implementing a schoolwide program, the school developed, pursuant to Section 1114(b)(7), a comprehensive plan that includes a description of the strategies to be implemented to address school needs, including how such strategies: (1) provide opportunities for all children; (2) use methods and instructional strategies that strengthen the academic program in the school, increase learning time, and provide an enriched and accelerated curriculum; and, (3) address the needs of all children through, for example, the following activities: school-based mental health programs; a tiered model to prevent and address behavioral problems; professional development to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers; and/or, strategies for assisting preschool children transition to local elementary school programs.

YesNoN/A


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9. If the school is implementing a targeted assistance school program, participating students are identified in accordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

YesNoN/A

10. If the school is implementing a targeted assistance school program, the school serves participating students using resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section 1115(b)(2)(A) of ESSA.

YesNoN/A

11. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen the academic program of the school, which may include, for example, expanded learning time, summer programs, and/or a tiered model to prevent and address behavioral problems.

YesNoN/A

12. If the school is implementing a targeted assistance school program, the school serves participating students by coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) of ESSA.

YesNoN/A

13. If the school is implementing a targeted assistance school program, the school serves participating students by providing professional development to, for example, teachers, administrators, classified staff, and/or other school personnel who work with participating students as required by Section 1115(b)(2)(D) of ESSA.

YesNoN/A

14. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parents of participating students in accordance with Section 1116 of ESSA.

Title I Targeted Assistance School Programs


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YesNoN/A

15. If the school is implementing a targeted assistance school program, the school serves participating students, to the extent appropriate and applicable, by coordinating with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1115(b)(2)(F) of ESSA.

YesNoN/A

16. If the school is implementing a targeted assistance school program, the school serves participating students by reviewing the progress of participating students on an ongoing basis and revising the targeted assistance program, if necessary, to provide additional assistance to meet challenging state academic standards as required by Section 1115(b)(2)(G) of ESSA.

YesNoN/A


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17. If identified for targeted support and improvement pursuant to Section 1111(d)(2) of ESSA, the school developed and implemented a plan to improve student outcomes that, among other items, was informed by all indicators, including student performance against long-term goals; included evidence-based interventions; and, approved by local leadership. For reference, “evidence-based” is defined in ESSA Section 8101(21).

YesNoN/A

Schools Identified for Targeted Support and Improvement


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18. The school provides professional development for staff that is in accordance with the purpose of Title II of ESSA; addresses the needs of all students; and, strives to ensure all students are college, career and transition ready as intended by Section 2103 of ESSA, which governs the local use of Title II funding.

YesNoN/A

19. The school collects and publicly disseminates, in compliance with Kentucky’s Consolidated State Plan and in alignment with Section 1111(g)(1)(B), data through the School Report Card that addresses students’ access to effective/experienced teachers.

YesNoN/A

20. The school ensures that, if the Title I application includes funding for certified or classified positions (e.g. counselors, nurses, media specialists, etc.), there is documentation indicating such is needed to improve student achievement. This ensures the use is reasonable and necessary in compliance with the Code of Federal Regulations (CFR), including 2 CFR 200.403 and 200.405.

YesNoN/A

21. The school ensures that all teachers and paraprofessionals working in a program supported with Title I, Part A funding meet applicable state certification and licensure requirements as required by Section 1111(g)(2)(J) of ESSA.

YesNoN/A

22. The school distributes to parents and family members of participating children a written parent and family engagement policy, agreed on by such parents, that complies with Section 1116(c)-(f) of ESSA and is in an understandable and uniform format as required by Section 1116(b) of ESSA. For reference, Section 1116(b) of ESSA allows existing parent and family engagement policies the school may have in place to be amended to meet the requirements under Title I, Part A.

YesNoN/A

All School Programs


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Attachment Summary



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CMS 2019-20 Phase Two: School Safety Report_08262019_16:58

2019-20 Phase Two: School Safety Report




2019-20 Phase Two: School Safety Report Report - Generated on 02/14/2020

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2019-20 Phase Two: School Safety Report .............................................................................................. 3School Safety Diagnostic for Schools ....................................................................................................... 4Questions Related to the Adoption and Implementation of the Emergency Plan...................................... 5Attachment Summary................................................................................................................................ 7

TABLE OF CONTENTS


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Pursuant to KRS 158.162, the local board of education shall require the school council or, if none exists, the principal in each school to adopt an emergency plan that must be utilized in case of fire, severe weather, earthquake, or a building lockdown and that: establishes evacuation routes; identifies the best available severe weather zones; develops earthquake protocols for students; and, develops and adheres to practices controlling access to the school building. The emergency plan shall be annually reviewed by the council, principal, and first responders and revised as needed.

In addition to the emergency plan requirements in KRS 158.162, KRS 158.164 requires the local board of education to direct the school council or, if none exists, the principal in each school to establish procedures to perform a building lockdown and to invite local law enforcement to assist in establishing lockdown procedures.

KRS 158.162 also requires the emergency plan be discussed with all school staff prior to the first instructional day of the school year and provided, along with a diagram of the facility, to appropriate first responders. Further, the principal in each school shall conduct, at a minimum, the following emergency response drills within the first 30 instructional days of the school year and again during the month of January: one severe weather drill, one earthquake drill, and one lockdown drill. In addition, required fire drills shall be conducted according to administrative regulations promulgated by the Department of Housing, Buildings and Construction.

School Safety Diagnostic for Schools


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1. Has the school council or, where applicable, principal adopted an emergency plan in accordance with local board policy and in compliance with the specifications in KRS 158.162(3)?

If the answer is “no”, please explain in the comment box. Please note that Senate Bill 1 (2019) amended KRS 158.162(3)(d) to require, for example, classroom doors remain closed and locked during instructional time as well as classroom doors with windows be equipped with material to quickly cover the window during a building lockdown. Schools are encouraged to comply with these changes as soon as practicable but, if needed, have until July 1, 2022 to fully implement. Accordingly, failure to comply with KRS 158.162(3)(d), as amended, should not be reported herein until the 2022-2023 school year and beyond.

SBDM Council adopted the 19-20 Emergency Management Plan

ATTACHMENTS

Attachment Name

SBDM July Agenda

2. Has the school provided local first responders with a copy of the school’s emergency plan along with a diagram of the school as required by KRS 158.162(2)(b)?

If the answer is “no”, please explain in the comment box.

Fire and Police as well as the Central Office were provided with copies of the plan

ATTACHMENTS

Attachment Name

Police and Fire Approval

3. Has the school posted primary and secondary evacuation routes in each room by any doorway used for evacuation as required by KRS 158.162(3)(a)?


Fire routes (primary and secondary) are posted in each room

ATTACHMENTS

Attachment Name

Primary and Secondary Routes

4. Has the school posted the location of severe weather safe zones in each room as required by KRS 158.162(3)(b)?


Severe Weather safe zones are posted throughout the school

Questions Related to the Adoption and Implementation of the Emergency Plan

https://docs.google.com/document/d/1rD00mXI4052trxY8ZdgGdi-hVW7DoYkzNo8M1D5IR9k/edit?usp=sharing

https://drive.google.com/file/d/0B9txT8OHNHKOTlZ1cEtFd19mMGlZZEtScUpFUDYtT3d2U0Yw/view?usp=sharing

https://drive.google.com/file/d/0B9txT8OHNHKOR29nRWI3U1BQMC10ZmlsQ1d2dG5mOFZoV3I4/view?usp=sharing


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5. Was the school’s emergency plan reviewed following the end of the prior school year by the school council, principal, and first responders and revised as needed as required by KRS 158.162(2)(c)?

Please provide the most recent date of review/revision of the school’s emergency plan in the district in the comment box. If the answer is “no”, please explain in the comment box.

The existing plan was reviewed and revised

6. Did the principal discuss the emergency plan with all school staff prior to the first instructional day of the current school year and appropriately document the time and date of such discussion as required by KRS 158.162(2)(d)?

Please provide the date the school completed this discussion in the comment box. If the answer is “no”, please explain in the comment box.

Aug. 16, 2019 - Opening Day for CMS; EMP reviewed with entire staff

7. During the first 30 instructional days of the current school year, did the principal conduct at least one severe weather drill, one earthquake drill, and one lockdown drill as required by KRS 158.162(5)?


All drills were conducted in the time frame

ATTACHMENTS

Attachment Name

August Drill Log

8. During the month of January during the prior school year, did the principal conduct at least one severe weather drill, one earthquake drill, and one lockdown drill as required by KRS 158.162(5)?


All drills were conducted in January 2019

9. Over the immediately preceding twelve months, did each school within the district conduct fire drills in accordance with administrative regulations promulgated by the Department of Housing, Buildings and Construction as required by KRS 158.162(5)?

If all schools in the district did NOT meet the requirement, respond “no” and please explain further in the comment box.

Corbin Middle met all administrative regulations

https://drive.google.com/file/d/0B9txT8OHNHKOZ1lpLWVVRElSdmVWMHp1emRwb2k0R3V2UFh3/view?usp=sharing


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August Drill Log • 7

Police and Fire Approval • 2

Primary and Secondary Routes • 3

SBDM July Agenda • 1

Attachment Summary

https://drive.google.com/file/d/0B9txT8OHNHKOZ1lpLWVVRElSdmVWMHp1emRwb2k0R3V2UFh3/view?usp=sharing

https://drive.google.com/file/d/0B9txT8OHNHKOTlZ1cEtFd19mMGlZZEtScUpFUDYtT3d2U0Yw/view?usp=sharing

https://drive.google.com/file/d/0B9txT8OHNHKOR29nRWI3U1BQMC10ZmlsQ1d2dG5mOFZoV3I4/view?usp=sharing

https://docs.google.com/document/d/1rD00mXI4052trxY8ZdgGdi-hVW7DoYkzNo8M1D5IR9k/edit?usp=sharing

July 9, 2019 SBDM Council Meeting

1 .SBDM Roll Call

● SBDM Council Discussion: roles/goals 2. Opening Business

● Approval of the Agenda ● Approval of previous meeting minutes

3. Financial Update 4. Old Business 5. New Business

● Hires ● School Schedule ● Safety Plan

6. News 7. Comment 8. Adjournment



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CMS 2019-20 Phase Three: Comprehensive Improvement Plan for Schools_11062019_12:25

2019-20 Phase Three: Comprehensive Improvement Plan for Schools




2019-20 Phase Three: Comprehensive Improvement Plan for Schools Report - Generated on 02/14/2020

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2019-20 Phase Three: Comprehensive Improvement Plan for Schools ................................................... 3Attachment Summary................................................................................................................................ 5

TABLE OF CONTENTS


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School improvement efforts are a collaborative process involving multiple stakeholders. Through the improvement planning process, leaders focus on priority needs, funding, and closing achievement gaps between identified subgroups of students. When implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes student growth and achievement.

Goal: Long-term three to five year targets based on the five (5) required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, gap, growth, and transition readiness. High schools must have goals for proficiency, separate academic indicator, gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective: Short-term target to be attained by the end of the current academic year. There can be multiple objectives for each goal.

Strategy: An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

Key Core Work Processes: A series of processes identified by the Kentucky Department of Education that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an organization’s success and help it prioritize areas for growth.

KCWP 1: Design and Deploy StandardsKCWP 2: Design and Deliver InstructionKCWP 3: Design and Deliver Assessment LiteracyKCWP 4: Review, Analyze and Apply DataKCWP 5: Design, Align and Deliver SupportKCWP 6: Establishing Learning Culture and Environment

Measure of Success: Criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Progress Monitoring: Process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals.

Funding: Local, state, or federal funds/grants used to support (or needed to support) the improvement initiative.

There are six (6) required district goals:• Proficiency, separate academic indicator, achievement gap closure, graduation rate, growth, and transition readiness.

The required school goals include the following:• For elementary/middle school, these include: proficiency, separate academic indicator, achievement gap, and, growth.• For high school, these include: proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness.

Using the Comprehensive School Improvement Plan Template

2019-20 Phase Three: Comprehensive Improvement Plan for Schools

2019-20 Phase Three: Comprehensive Improvement Plan for SchoolsRationale

Operational Definitions

Requirements for Building an Improvement Plan

https://education.ky.gov/school/csip/Documents/KCWP%201%20Strategic%20Design%20and%20Deploy%20Standards.pdf



https://education.ky.gov/school/csip/Documents/KCWP%204%20Strategic%20Review%20Analyze%20and%20Apply%20Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP%205%20Strategic%20Design%20Align%20Deliver%20Support%20Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP%206%20Strategic%20Establish%20Learning%20Culture%20and%20Environment.pdf


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a. Develop your Strategic Goals using the Comprehensive School Improvement Plan Template.b. Upload your completed Comprehensive School Improvement Plan in the attachment area below.

You may enter an optional narrative about your Comprehensive School Improvement Plan below. If you do not have an optional narrative, enter N/A.

See attached CSIP Plan

ATTACHMENTS

Attachment Name

CMS CSIP 19-20

https://education.ky.gov/school/csip/Documents/KDE%20Comprehensive%20Improvement%20Plan%20for%20School.docx


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CMS CSIP 19-20 Consolidated School Improvement Plan for 19-20 •

Attachment Summary

Comprehensive School Improvement Plan (CSIP)

Rationale School improvement efforts are a collaborative process involving multiple stakeholders. Through the improvement planning process, leaders focus on priority needs, funding, and closing achievement gaps among identified subgroups of students. When implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes student growth and achievement.

Operational Definitions Goal: Long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective: Short-term target to be attained by the end of the current academic year. There can be multiple objectives for each goal.

Strategy: An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

Key Core Work Processes: A series of processes identified by the Kentucky Department of Education that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an organization’s success and help it prioritize areas for growth.

• KCWP 1: Design and Deploy Standards • KCWP 2: Design and Deliver Instruction • KCWP 3: Design and Deliver Assessment Literacy

• KCWP 4: Review, Analyze and Apply Data • KCWP 5: Design, Align and Deliver Support • KCWP 6: Establishing Learning Culture and Environment

Measure of Success: Criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Progress Monitoring: Process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals.

Funding: Local, state, or federal funds/grants used to support (or needed to support) the improvement initiative.

Requirements for Building an Improvement Plan • There are six (6) required district goals: proficiency, separate academic indicator, achievement gap, graduation rate, growth, and transition readiness. • The required school goals include the following:

o For elementary/middle school, these include: proficiency, separate academic indicator, achievement gap, and, growth. o For high school, these include: proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness.






https://education.ky.gov/school/csip/Documents/KCWP%204%20Strategic%20Review%20Analyze%20and%20Apply%20Data.pdf



https://education.ky.gov/school/csip/Documents/KCWP%206%20Strategic%20Establish%20Learning%20Culture%20and%20Environment.pdf

Explanations/Directions

Goal: Include long-term three to five year targets based on the required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, and growth. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

Objective Strategy Activities Measure of

Success Progress Monitoring Funding

Include short-term targets to be attained by the end of the current academic year. There can be multiple objectives for each goal.

An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky’s six (6) Key Core Work Processes listed above or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

Include actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

List the criteria that shows the impact of the work. The measures may be quantitative or qualitative, but are observable in some way.

Discuss the process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals. Progress monitoring ensures that plans are being revisited and an opportunity to determine whether the plan is working.

List the funding source(s) used to support (or needed to support) the improvement initiative.

1: Proficiency Goal

Goal 1 (State your proficiency goal.): 2022 -3 year: Increase the average reading score to 72.9 2022 – 3 year: Increase the average math score to 70.6 2024 -5 year: Increase the average reading score to 75.7 2024 – 5 year: Increase the average math score to 73.7 Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 In 3 yrs. increase the combined reading and math scores for all students to 71.75.

• KCWP 1: Design and Deploy Standards

Assure the current curriculum(s) is valid (e.g., aligned to state/essential standards, components that support the instruction and assessment, paced with accuracy

PLCs Administrative Team Meetings

Utilize PLC Protocol to create clear and precise learning targets for students

PLCs Administrative Team Meetings

• KCWP 2: Design and Deliver Instruction

Vertical Curriculum Alignment meetings

District Vertical Team Meetings School Content Vertical Team Meetings

Objective 2 Increase the average combined math and reading proficiency KPREP disability scores to 30.0


Utilize Tier 1 instruction and assessments to meet the intent of the standards

PLCs

Utilize PLC protocol to ensure Tier 1 and Tier 2 instructional needs are met and areas for improvement are identified.

PLCs RTI Meetings


Identify passive engagement vs. active engagement

Professional Development

Special Education PD specific teaching strategies

Professional Development









2: Separate Academic Indicator

Goal 2 (State your separate academic indicator goal.): 3 year: Increase Science scores to 41.5 3 year: Increase Social Studies scores to 82.6 3 year: Increase Writing scores to 73.2 5 year: Increase Science scores to 47.7 5 year: Increase Social Studies scores to 84.5 5 year: Increase Writing scores to 76 Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 Increase Science scores for all students to 41.5 Increase Science scores for disability students to 17.1 Objective 2 Increase Writing from 69 to 73.2

KCWP 1: Design and Deploy Standards

Ensure item analysis methods are occurring within PLCs to evaluate instructional effectiveness and to determine if adjustments need to be made

Formative/Summative Assessments

PLCs Assessment Analysis

Use Formative and summative evidence to inform what comes next for individual students and groups of students

Lesson Plans Assessment Item Analysis

PLCs Assessment Analysis

Ensure that vertical curriculum mapping is occurring to identify instructional gaps

Curriculum Map Pacing Guides

PLC Protocol – Content meetings



Use Formative and summative evidence to inform what comes next for individual students and groups of students

Writing/Communication Portfolios

PLC Protocol – Content Meetings

School leadership team ensures teachers determine the most appropriate and effective high yield strategies to implement in order to ensure congruency to the intent of the learning target

Objective 3 Increase Social Studies scores for all students to 82.6 Increase Social Studies scores for disability students to 50



PLC Protocol – Content meetings



Goal 2 (State your separate academic indicator goal.): 3 year: Increase Science scores to 41.5 3 year: Increase Social Studies scores to 82.6 3 year: Increase Writing scores to 73.2 5 year: Increase Science scores to 47.7 5 year: Increase Social Studies scores to 84.5 5 year: Increase Writing scores to 76 Objective Strategy Activities Measure of Success Progress Monitoring Funding


Systems/processes are in place to ensure Tier I instruction and assessments meet the intent of the adopted standards

Increased Unit Common Assessment Scores

PLC Protocol – Content Meetings

KCWP 2: Design and Deliver Instruction

Systems/processes are in place to ensure Tier I instruction and assessments meet the intent of the adopted standards

Increased Unit Common Assessment Scores

PLC Protocol – Content Meetings Administrative Leadership Meetings RTI Team Meetings

learning monitored before, during, and after instruction





3: Achievement Gap

Goal 3 (State your achievement gap goal.): Increase the average combined reading and math proficiency ratings for free and reduced students from: 3 year: ___ to 63.4 5 year: ___ to 67.25 Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 Collaborate to increase the reading proficiency rate for students in free and reduced to 64.9


Ensuring vertical curriculum work includes Introduction, Development, and Mastery of Standards

Content PLCs Administrative Team Meetings




Ensure systems/processes are in place to ensure Tier I instruction and assessments meet the intent of the adopted standards

Content PLCs Administrators develop a 30-60-90 day Plan based on MAP data

Develop a process used to measure teacher’s instructional effectiveness based on student data

Administrative PLCs 30-60-90 day plan

Objective 2 Collaborate to increase the math proficiency rate for free reduced students


Ensuring vertical curriculum work includes Introduction, Development, and Mastery of Standards





Ensure systems/processes are in place to ensure Tier I instruction and assessments meet the intent of the adopted standards

Content PLCs Administrators develop a 30-60-90 day Plan based on MAP data

Goal 3 (State your achievement gap goal.): Increase the average combined reading and math proficiency ratings for free and reduced students from: 3 year: ___ to 63.4 5 year: ___ to 67.25 Objective Strategy Activities Measure of Success Progress Monitoring Funding

Develop a process used to measure teacher’s instructional effectiveness based on student data

Administrative PLCs 30-60-90 day plan

4: Growth

Goal 4 (State your growth goal.): Increase the average combined reading and math Growth scores from 20.2 to 30

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1 A collaboration to increase the average combined reading and math growth scores from 20.2 to 30 in three years


RTI Classroom instruction provided to select students scoring below the 25%ile in reading and math

Classroom performance will increase in formative/summative assessments as well as KPREP

Content PLCS Tier 1 Intervention RTI Team Meetings – All Tiers


Students identified as scoring Novice in reading and math will be invited to attend before/after-school ESS services

One on One instruction will increase classroom reading and math performance

Content PLC Meetings RTI Team Meetings Administrative Team Meetings

Objective 2



5: Transition Readiness

Goal 5 (State your transition readiness goal.):

Objective Strategy Activities Measure of Success Progress Monitoring Funding Objective 1

Objective 2

6: Graduation Rate

Goal 6 (State your graduation rate goal.):


Objective 2

7: Other (Optional)

Goal 7 (State your separate goal.):


Objective 2

Special Considerations for Targeted Support and Improvement (TSI) Schools TSI schools must embed their subgroup(s) plan for improvement within their CSIPs. TSI stakeholders, including the principal and other school leaders, teachers, and parents, should carefully consider what must be done to ensure the subgroup(s) perform(s) at high levels in the state accountability system. In addition to identifying strategies and activities within the CSIP that address the specific needs of underperforming groups, provide narrative information regarding the additional requirements for TSI schools in the following chart: Components Of Turnaround Leadership Development And Support: Consider: How will you ensure that school leadership has or develops the skills and disposition to achieve accelerated, meaningful, and sustainable increases in student achievement for underperforming subgroups? Response:

Identification Of Critical Resources Inequities: Consider: Describe the process used to review the allocation and use of resources (people, time, and money), any resource inequities that were identified that may contribute to underperformance, and how identified resource inequities will be addressed. Response:

Targeted Subgroups and Evidence-Based Interventions: Consider: Identify the areas of need revealed by the analysis of academic and non-academic data that will be addressed through CSIP activities for your targeted subgroup(s). What evidence-based practice(s) will the school incorporate that specifically targets the subgroup(s) achievement that contributed to the TSI identification? How will we monitor the evidence-based practice to ensure it is implemented with fidelity? Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence. Response:

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies. Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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☐

☐

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Additional Actions That Address The Causes Of Consistently Underperforming Subgroups Of Students Consider: Describe the process used to review the learning culture related to your targeted subgroup(s) and any additional actions that were determined to address the causes of underperformance. Response:

Special Considerations for Comprehensive Support and Improvement (CSI) Schools Schools identified for Comprehensive Support and Improvement (CSI) must complete the CSIP process and meet all applicable deadlines while identified for Comprehensive Support and Improvement (CSI). Following the completion of the school audit, CSI schools must revise their CSIP to account for the improvement priorities identified by the audit team. The newly revised CSIP, referred to as a Turnaround Plan, must include the following items: (1) evidence-based interventions to be utilized to increase student performance and address the critical needs identified in the school audit, (2) a comprehensive list of persons and entities involved in the turnaround efforts and the specific roles each shall play in the school’s turnaround process, and (3) a review of resource inequities, which shall include an analysis of school level budgeting to ensure resources are adequately channeled towards school improvement (703 KAR 5:280). Each of the three aforementioned requirements must be embedded throughout the CSIP document. Once the CSIP has been revised, the turnaround plan must be submitted to the LEA for approval before it is submitted to the Commissioner of Education for final approval.

Evidence-based Practices The Every Student Succeeds Act (2015) created new expectations for evidence-based decision making at school and district levels. More specific information regarding evidence-based practices and requirements can be found on the Kentucky Department of Education’s Evidence-based Practices website. While evidence documentation in the CSIP is only required for schools identified for Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI), KDE encourages all school leaders to review evidence related to new programs, practices, or interventions being implemented in the school. In addition to documenting the evidence below, TSI and CSI schools are expected to upload a description of their evidence review process, the findings of their evidence review, and a discussion of the local implications into eProve. Specific directions regarding the documentation requirements can be found in the “Documenting Evidence under ESSA” resource available on KDE’s Evidence-based Practices website. Complete the table below to document the evidence that supports the Activities outlined in this plan. Additional rows may be added to accommodate additional pieces of evidence.

Evidence-based Activity Evidence Citation Uploaded in eProve

Train staff to implement inductive teaching strategies. Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY. ☒

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☐

☐

☐

https://education.ky.gov/school/evidence/Pages/default.aspx

https://education.ky.gov/school/evidence/Documents/Documenting%20Evidence%20Under%20ESSA.pdf

https://education.ky.gov/school/evidence/Documents/Documenting%20Evidence%20Under%20ESSA.pdf

https://education.ky.gov/school/evidence/Pages/default.aspx



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CMS 2019-20 Phase Three: Closing the Achievement Gap Diagnostic _11062019_12:26

2019-20 Phase Three: Closing the Achievement Gap Diagnostic




2019-20 Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 02/14/2020

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2019-20 Phase Three: Closing the Achievement Gap Diagnostic ........................................................... 3I. Achievement Gap Group Identification................................................................................................... 4II. Achievement Gap Analysis ................................................................................................................... 5III. Planning the Work ................................................................................................................................ 7Attachment Summary................................................................................................................................ 8

TABLE OF CONTENTS


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The Closing the Achievement Gap Report is required by KRS 158.649, which requires the school-based decision making council, or the principal if no council exists to set the school’s targets for eliminating any achievement gap. The targets should be established with input from parents, faculty, and staff and submitted to the superintendent for consideration and the local board of education for adoption.

In addition to being a legal mandate, the Closing the Achievement Gap Report is also a vital component of the continuous improvement process. The report is designed to underscore a school's trend data (i.e. two-year window) relating to its individual gap groups. Upon completion of the Closing the Achievement Gap Report, schools will have already engaged in a significant piece of school improvement work by intentionally focusing on the gaps that exist among its underserved student populations.

2019-20 Phase Three: Closing the Achievement Gap Diagnostic

2019-20 Phase Three: Closing the Achievement Gap Diagnostic Rationale


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Schools should use a variety of measures and analysis to conduct its annual Closing the Achievement Gap Report pursuant to KRS 158.649.

Complete the Achievement Gap Group spreadsheet and attach it.

See attached

ATTACHMENTS

Attachment Name

Gap Group percentages

I. Achievement Gap Group Identification

https://drive.google.com/file/d/0B7A6n8V1dmUOWFNKY2dSTTFibjA/view?usp=sharing


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A. Describe the school's climate and culture as they relate to its achievement gap population.

Corbin Middle School's climate if full of high energy and expectations as our Mission Statement articulates: "all students can learn and will learn." Building on our atmosphere, we have a culture that values reading and writing across the content areas and incorporates math content in various exploratory or elective classes. Our GAP students are motivated to come to school because of the choices in elective classes and clubs. Once at school, students receive support in reading and math through: RTI Tier I Intervention, Tier II Intervention, Promise Neighborhood Classroom Intervention, and Morning ESS everyday as well as Evening ESS on Tuesdays/Thursdays where bus transportation is provided. We are currently using Second Steps Program in our Advisory classes to incorporate college and career awareness. Promise Neighborhood has also provided several opportunities for college visits, career fairs, and artists in residence.

B. Which achievement gaps has the school successfully closed? Use specific data from the previous two academic years when analyzing trends.

Math has progressed more than any other subject, however, the gap between disability and all students in every subject has a substantial gap.

ATTACHMENTS

Attachment Name

Gap trend analysis

C. Based upon the analysis of the school’s achievement gap data, identify the gap groups and content areas where the school has shown improvement. Use specific data from the previous two academic years when analyzing trends.

Math significantly improved for all students from 17-18 to 18-19. Free and Reduced experienced significant gains as well. Disability is about the same. A significant achievement gap exists between disability and all students.Chart is attached.

ATTACHMENTS

Attachment Name

Measurable Gap Goals

D. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has lacked progression or regressed. Use specific data from the previous two academic years when analyzing trends.

Reading has plateaued over the past 2 years for all students, free/reduced, and disability. There is still a significant gap between free/reduced, disability and all students.Chart is attached.

ATTACHMENTS

Attachment Name

II. Achievement Gap Analysis


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Gap trend analysis

E. Describe the processes, practices and/or conditions that have prevented the school from closing existing and persistent achievement gaps.

Extended School Services provides assistance to students seeking to complete IXL Reading and Math Modules and completion of Accelerated Reader points. This year ESS teachers are striving to work with RTI teachers and regular education instructors on the specific skill each student needs to practice. This skill is identified through MAP scores and classroom formative and summative assessments as well as teacher observations. See Attached for PD plan

F. Describe the process used to involve teachers, leaders, and other stakeholders in the continuous improvement and planning process as it relates to closing the achievement gap. List the names and roles of strategic partners involved.

CMS has experienced principal, assistant principal, and Language Arts as well as Math teacher turnover in the last two years. We have also CMS CMS has experienced assistant principal and Language Arts as well as math teacher turnover in the last two years. We have also occupied a new school building in 2018-19. The new school building also brought grade realignment with 6th grade being added to the new middle school.The RTI process of identification and curriculum needed to be adjusted as many of the lessons provided homework assistance and classroom assistance but did not close the educational gaps as identified by MAP testing. Students were not recovering content missed. With the addition of new reading and math teachers, curriculum maps, common assessments (summative) that are now Unit Common Assessment tests, teachers are now participating in Professional Learning Communities utilizing a PLC document with PLAN DO STUDY ACT that takes them through the process of writing assessment items aligned to the new standards, forming Daily Learning Targets within an essential question and ensuring targets are not just linear but congruent. Also with the PLCs, teachers are deconstructing standards determining which standards are learned, still in the educational process, or not addressed. Studying the Opportunity Myth helped identify grade level standard work.

G. Describe in detail the school's professional development plan related to its achievement gaps.

(Note: School-based decision making councils, or principals in schools where no council exists, are required by KRS 158.649(8) to submit revisions to the school improvement plan describing the use of professional development funds to reduce achievement gaps for review and approval by the superintendent. Superintendents shall report, pursuant to KRS 158.649(9), to the local school board and Commissioner of Education schools failing to meet targets to reduce the gap in student achievement for any student group two years in a row, and improvement plans for those schools will be subject to review and approval by KDE.)

Step 1: Content teachers analyzed K-PREP data, GAP data, and trend data to pinpoint the current state of CMS, priorities, and next stepsStep 2: Restructuring of RTI Tier 2: Universal academic and exit screener (MAP), MAP goal setting, data notebooks, lessons aligned to RIT bandsStep 3: CMS hosted the Chief Academic District Resource Officer to determine Key Core Work Processes to form the CSIPStep 4: Content/grade level teachers will dissect Key Core Work Process #1 and #2 in Professional Learning Communities utilizing the Protocol document


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Closing the Achievement Gap GoalsList all measurable goals for each identified gap population and content area for the current school year. This percentage should be based on trend data identified in Section II and based on data such as universal screeners, classroom data, ACT, and Response to Intervention (RTI). Content areas should never be combined into a single goal (i.e., Combined reading and math should always be separated into two goals – one for reading and one for math – in order to explicitly focus on strategies and activities tailored to the goal).

Reading Goal: All 70 White 70.2 Hispanic 67.0 Free/Reduced 61.2 Disability 33.5Math Goals All 67.5 White 67.5 Hispanic 63.3 Free/Reduced 57.9 Disability 21.9Science All 35.4 White 35.5 Free/Reduced 26.8 Disability 8.4Social Studies All 80.8 White 80.6 Hispanic 76.1 Free/Reduced 73.2 Disability 44.7Writing All 70.4 White 69.8 Hispanic 76.1 Free/Reduced 63.6 Disability 14.6

Closing the Achievement Gap

Step 1: Download the Closing the Achievement Gap Summary spreadsheet. Step 2: Complete your findings and answers. Step 3: Upload the Completed Closing the Achievement Gap Plan Summary spreadsheet.

Please see attached; we are focusing heavily on the Professional Learning Community Protocol to analyze instructional practices, learning targets, standards, and assessments

III. Planning the Work

https://drive.google.com/file/d/0B6i22i6omk4ySmUtTHZuSVRFazQ/view


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Gap Group percentages A chart of gap groups and the percentage of the total school population

• I

Gap trend analysis 2 year trend data in this chart supports the analyses of improving, retracting, and staying the same

• II.B• II.D

Measurable Gap Goals Gap goals • II.C

Attachment Summary

Gap Group/Total number of students Percentage of Total School Population Female/359 46.6

Male/410 53 Hispanic/28 3.6

Free/Reduced/462 60 Disability/80 10

READING

MATH

SCIENCE

SOCIAL STUDIES

WRITING

Year ALL %P/D F/R Disability 17-18 68.3 58.9 33.3 18-19 68.6 59.3 30.3

Year ALL % P/D F/R Disability 17-18 53.9 42.8 16.7 18-19 65.9 55.9 18.2

Year ALL %P/D F/R Disability 17-18 28.5 23.7 8.7 18-19 32.3 23.3 4.0

Year ALL %P/D F/R Disability 17-18 85.2 18-19 79.9

Year ALL F/R Disability 17-18 84.8 18-19 69

Measurable Gap Goal Strategy Chosen to address goal Activities chosen to implement strategy

Person Accountable

Method of Progress Monitoring

Funding Mechanism and Amount

Increase disability reading performance from 30.3 to 33.5

KCWP 2: Tier I instruction and assessments meet the intent of the adopted standards

Professional Learning Community Protocol

Administration Teachers

Attending PLCs and analyzing unit common assessments with grade level standards

KCWP 1: Teachers use processes to create clear and precise learning targets for students


Administration/ Teachers

Attending PLCs and analyzing unit common assessments with grade level standards and daily lessons

Increase disability math from 18.2 to 21.9

KCWP 1: Teachers use processes to create clear and precise learning targets for students


Administration/ Teachers

Attending PLCs and analyzing unit common assessments with grade level standards and daily lessons

KCWP 2: Tier I instruction and assessments meet the intent of the adopted standards


RED (Rigorous Engagement Daily) Admin./Teachers



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CMS 2019-20 Phase Three: Executive Summary for Schools_11062019_12:25

2019-20 Phase Three: Executive Summary for Schools




2019-20 Phase Three: Executive Summary for Schools Report - Generated on 02/14/2020

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2019-20 Phase Three: Executive Summary for Schools........................................................................... 3Attachment Summary................................................................................................................................ 5

TABLE OF CONTENTS


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Description of the SchoolDescribe 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?

Corbin Middle School serves 7th and 8th grades. Next year, we will service 6th grade. Currently, our enrollment is 475 students in two grades. Our Gap group consists of Free/Reduced, Disability, and Hispanic. We are nestled in Southeastern, KY. Corbin is unique in that three counties converge into one city; therefore, our enrollment has become more diverse within our Gap groups. Our Hispanic population is 2.4%, 52.1% Free, and 3.1% Reduced. 34 Total teachers, 34 Caucasian, 32.4% male, 67.6 % female, 48.6% Masters, and 37.8% Rank 1. Average years of teaching experience is 12.5 with Administrative turnover. Over the last couple of years, Corbin has seen an increase in the number of transient students we serve, as well as students classified as homeless and/or being raised by single parents or grandparents. Our community is very supportive of initiatives and programs at school.

School's PurposeProvide 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.

Corbin Middle School Council and Staff believe that all students can learn and that all students will learn. We believe that all students can achieve mastery regardless of family background, socioeconomic status, race and/or gender. We believe our schools purpose is to educate all students to high level of academic performance while fostering growth in social-emotional behavior and attitudes, thus enabling all students to achieve mastery of skills necessary to become effective members of society. -At Corbin Middle School we strive to educate the whole child not just academically. Therefore, we have the Advisor/Advisee A/A curriculum. Students are educated on digital literacy, growth mindset, bullying, and college and career pathways/options offered at the high school.

Notable Achievements and Areas of ImprovementDescribe 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.

Math (all grades) continues to decrease Novice: All students 5.0% Female: 7.0 Male: 4.8 F/R: 8.2 Disability: 22.4Math 7th Grade decreased Disability Novice to 12.0%Over the next three years all grades (6th, 7th, and 8th) are striving to decrease Novice in the Disability category for Reading and Math, thus, closing the achievement gap.

Additional InformationCSI/TSI Schools Only: Describe the procedures used to create the school’s improvement plan and briefly state the specific efforts to address the causes of low student performance and resource inequities.

CMS was not a CSI/TSI identified school.

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




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Corbin Middle School has active community and parent support. And, all stakeholders work together to learn from the use of all resources available to meet the students and parents learning needs. Faculty and staff implement systematic efforts to maximize parent participation in school wide activities, conferences, and feedback opportunities. The school then analyzes the data, participation, and feedback to plan school improvement efforts and to evaluate their effectiveness.


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Attachment Summary



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CMS 2019-20 Phase Three: Title I Annual Review Diagnostic_11062019_12:26

2019-20 Phase Three: Title I Annual Review Diagnostic




2019-20 Phase Three: Title I Annual Review Diagnostic Report - Generated on 02/14/2020

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2019-20 Phase Three: Title I Annual Review Diagnostic .......................................................................... 3Comprehensive Needs Assessment ......................................................................................................... 4Schoolwide Plan........................................................................................................................................ 5Evaluation of the Schoolwide Program ..................................................................................................... 6Parent and Family Engagement (ESSA Section 1116)............................................................................. 7Attachment Summary................................................................................................................................ 8

TABLE OF CONTENTS


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Schools with a Title I schoolwide program must conduct a yearly evaluation of the program as required under 34 CFR §200.26 and ESSA Section 1114(b)(3). Please respond to each of the following questions about the annual evaluation of your school's schoolwide program. For more information about schoolwide program requirements, consult the Title I Handbook and 34 CFR §200.26. Documentation is not required and, therefore, is optional.



https://www.ecfr.gov/cgi-bin/text-idx?SID=a49f58d928e35092d8242b966ac615ba&mc=true&node=se34.1.200_126&rgn=div8

https://www.ecfr.gov/cgi-bin/text-idx?SID=a49f58d928e35092d8242b966ac615ba&mc=true&node=se34.1.200_126&rgn=div8

https://education.ky.gov/federal/progs/tia/Documents/Title%20I%20Part%20A%20Handbook.pdf


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Rationale: A school operating a schoolwide program must conduct a comprehensive needs assessment in accordance with ESSA Section 1114(b). Through the needs assessment, a school must consult with a broad range of stakeholders and examine relevant data to understand students' needs and their root causes.

1. Describe the effectiveness of your needs assessment process.

The District administrative data team met to analyze testing data in the entire district. This allowed each school to see how it fit in the big picture of assessment, and it also helped each school pinpoint needs. With the addition of a District Curriculum coach, we have had vertical alignment team meetings and discussed the new standards along with learning targets. These meetings have helped content grades own the standards and become laser focused on what students should know and be able to do in their grade. At the school level during the summer, the administrative team presented the Opportunity Myth where we clarified what students should know and be able to do on grade level. This helped us identify grade level standards and standards not targeted, thus, creating a learning gap in students. At the school level we began with the Key Core Work Processes in professional learning communities and this helped us intensely focus on areas, especially in Reading and Math. We consulted MAP data, RTI data, formative and summative assessments to determine our next steps along with past K-PREP data.

Comprehensive Needs Assessment


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Rationale: The schoolwide program must incorporate strategies to improve academic achievement throughout the school, but particularly for the lowest-achieving students, by addressing the needs identified in the comprehensive needs assessment. ESSA Section 1114(b)(7). The schoolwide plan must include a description of how the strategies the school will be implementing will provide opportunities and address the learning needs of all students in the school, particularly the needs of the lowest-achieving students. The plan must explain how the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education. ESSA Section 1114(b)(7)(A)(ii).

2. Describe the effectiveness of the strategies that were implemented as part of the schoolwide program in meeting the requirements above. Please cite the data sources used in the evaluation of the strategies.

Last year CMS focused on KCWP 2 and 4 and this allowed CMS to analyze curriculum maps and Formative and Summative Assessments. This process revealed we needed PLC protocols to ensure time spent in meetings is productive. It also led us to a Site Visit for Special Education of a top performing school district and partnering with AdvancEd for item analysis and congruency of items to learning targets and standards.This year, with our new data, we have created the RED model based on our site visit last year. We are piloting this Tier 1 intervention model in 7th grade math where we are focusing on our disability group. This model helps provide real time feedback on assessments and provides multiple in class opportunities for students to practice grade level standards and gap standards with the teacher's direction. In the 2019-20 school year, we are focusing on KCWP 1 and 2 due to new standards being released and with the development of the Corbin Middle School PLC protocol. Content grade level teams (2 team members) meet and focus on one element of the protocol: standards, assessment items, feedback, and/or student performance. Collegial discussions have become laser focused and it has brought about instructional changes in teachers' practice as well as aided in teachers mirror teaching the content with a clear idea of student work performance. With the calibration of teachers, student performance is assessed with fidelity.

3. Describe the method used to evaluate the effectiveness of the strategies to improve academic achievement throughout the school, but particularly for the lowest achieving students.

Parents/guardians are invited to serve on committees (discipline, dress code, curriculum). And, transition meetings are held for 6th and 8th grade students coming to and exiting the middle school.During parent/teacher conferences whether in person or phone, parents share their insight on successful parts of the curriculum and the not so successful parts of the curriculum.

Schoolwide Plan


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Rationale:Schools with Title I schoolwide programs are required to annually evaluate the schoolwide plan, using data from state assessments, other student performance data, and perception data to determine if the schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement, particularly for the lowest-achieving students. Schools must annually revise the plan, as necessary, based on student needs and the results of the evaluation to ensure continuous improvement. ESSA Section 1114(b)(3); 34 C.F.R. § 200.26(c).

4. What revisions will be made to next year's schoolwide plan based on the results of the evaluation?

As always, we continue striving for more family and community involvement and support.

Evaluation of the Schoolwide Program


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Rationale:

Each school receiving Title I, Part A funds is required to conduct parent and family involvement activities as specified in ESSA Section 1116 (c)(1)-(5). Title I, Part A requires schools to develop jointly with, and distribute to, parents and family members of participating children a written parent and family engagement policy. In addition, as a component of the school-level parent and family engagement policy, each school shall jointly develop with parents for all children served a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high academic standards. ESSA Section 1116(d).

Districts must build the capacity for involvement of parents and family members as described in ESSA Section 1116(e). To the extent practicable, districts must provide opportunities for the informed participation of parents and family members, including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children, as described in ESSA Section 1116(f).

5. Describe the effectiveness of your school’s parent and family engagement program and the processes and data sources used to make this determination.

K-PREP (3 yr. trend data), MAP, Formative/Summative Assessment data is used to analyze our school's academic performanceESS and RTI Tier 2 are most effective as well as Promise Neighborhood Reading and Math Interventionists who work with students one on one were most effectiveLeast effective is Tier 1 interventions within the classroom setting

6. Describe any changes that will be made to next year's parent and family engagement program based on your evaluation.

More professional development during the summer on curriculum development, Tier 1 intervention, and assessment analysis for congruency with all stakeholders instead of concentrating on in house (school) members.

Parent and Family Engagement (ESSA Section 1116)


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Attachment Summary

CMS 2019-20 Phase One: Continuous Improvement Diagnostic ... · Example: Sixty-eight (68%) of...

Documents

Transcript of CMS 2019-20 Phase One: Continuous Improvement Diagnostic ... · Example: Sixty-eight (68%) of...