Comprehensive School Improvement Plan Young Elementary

Comprehensive School Improvement

Plan

Young Elementary

Jefferson County

Mary Minyard, Principal

3526 W Muhammad Ali Blvd Louisville, KY 40212

Document Generated On December 20, 2016

TABLE OF CONTENTS

Introduction 1

Phase I - Equitable Access to Effective Educators School Diagnostic

Introduction 3 Equitable Access to Effective Educators - School 4

Phase I - The Missing Piece

Introduction 13 Stakeholders 14 Relationship Building 15 Communications 16 Decision Making 18 Advocacy 20 Learning Opportunities 21 Community Partnerships 22 Reflection 23 Report Summary 24

Improvement Plan Stakeholder Involvement

Introduction 26 Improvement Planning Process 27

Phase I - Needs Assessment

Introduction 30 Data Analysis 31 Areas of Strengths 32 Opportunities for Improvement 33 Conclusion 34

Young's 2016-2017 Comprehensive School Improvement Plan

Overview 36 Goals Summary 37

Goal 1: By 2019, all students will meet their 2018-2019 proficiency delivery targets. 38

Goal 2: By 2019, students in the gap group will meet their 2018-2019 proficiency delivery targets. 40

Goal 3: Students at Young will meet the Annual Measurable Objectives by 2019. 45

Goal 4: Young's instructional program will proficiently meet the standards and demonstrators outlined in the KDE

Program Reviews in Practical Living/Career Studies, Arts and Humanities,K-3, and Writing. 49

Goal 5: All certified staff at Young Elementary will fully participate in the Professional Growth Evaluation System in the

2016-2017 school year. 51

Goal 6: All K-5 students will have equitable resources to support their learning 53

Goal 7: By 2020 students in the gap group will be reduced in Novices by 50% in Reading and Math. 53

Activity Summary by Funding Source 56

Phase II - KDE Assurances - Schools

Introduction 70 Assurances 71

Phase II - KDE Compliance and Accountability - Schools

Introduction 77 Planning and Accountability Requirements 78

Executive Summary

Introduction 102 Description of the School 103 School's Purpose 105 Notable Achievements and Areas of Improvement 107 Additional Information 108

Introduction

The following Kentucky Department of Education resources should be referenced to assist in the development of

Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective

plans by component.

Needs Assessment: http://education.ky.gov/school/csip/Documents/Effective%20Needs%20Assessment.pdf

Goals: http://education.ky.gov/school/csip/Documents/Effective%20KBE%20Goals.pdf

Objectives: http://education.ky.gov/school/csip/Documents/Effective%20School%20Objectives.pdf

Strategies: http://education.ky.gov/school/csip/Documents/Effective%20Strategies.pdf

Activities: http://education.ky.gov/school/csip/Documents/Effective%20Activities.pdf

Executive Summary: http://education.ky.gov/school/csip/Documents/Effective%20Executive%20Summary.pdf

KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives,

strategies and activities specified in the Comprehensive Improvement Plan.

Comprehensive School Improvement PlanYoung Elementary

SY 2016-2017 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase I - Equitable Access to Effective

Educators School Diagnostic



Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more

often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE)

required states to develop equity plans and use evidence based strategies to address this issue. Kentucky’s plan is focused on teacher

preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and

strategies to retain teacher and leaders.

All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable

access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement

Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice

reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan.

Kentucky’s Plan Submitted to U.S. Education Department

http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf



Equitable Access to Effective Educators - School

Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has

provided related to equitable access to effective educators. 47.5% teachers at Young have 1-3 years of experience. 17.5% are in their KTIP year. These teachers are homeroom teachers. The 52.5%

teachers with 4 or more years of experience comprise the staff in interventions, itinerants, and resource positions. Therefore, it is important

that we have included strategies and activities to support mentorship, extended learning and clear strategies to help teachers know their

planning and preparation is supporting student learning. PLC's and vertical are critical elements of school life to give newer teachers time for

thinking and reflecting on their data and support in making mid-course corrections to their planning and preparations routines and content.

The vertical opportunity bring the experienced to the newer staff along with administration to support and monitor weekly. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An

identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once

the barriers have been identified, then root causes of why the barriers exist will be included. The biggest barrier to our continued success is teacher turn over. Our professional development around strategies and activities of the CSIP

and master schedule is successful in supporting new teacher in their understanding of best practices in teaching and learning. The addition

of adding a retired teacher to the staff as a mentor has addressed a barrier. They are able to meet new teacher needs in the ebb and flow of

the school experience. Whether the support is in analyzing the physical space at the start of school to an intensive coaching feedback loop

to support effective implementation of plans, she has been available at their request to provide just in time support. She is able to collaborate

with the administration, goal clarity coach and KTIP resource teacher to provide the training, resources and next steps for all new staff to

Young. This has been critical not to overwhelm the grade group in PLC to teach strategy and allow for data review and next steps for

differentiation. Teacher turnover occurs because most are so far away from their homes. They are young and are starting their families and

they want to gain time to raise their children and address daycare issues. Their are safety issue concerns with their spouses. The current

and continued crime levels in the neighborhood are a barrier to keep our teachers who do not live in the neighborhood and have other

options. The pressure from federal, state, and local mandates for teaching ECE, african american males and children of poverty create

expectations that require expertise that comes with years in the classroom, not just understanding and a depth of knowledge that new staff

Label Assurance Response Comment AttachmentSchool Equity Data(1)

Complete the School Equity Data tab for thisdiagnostic. Include at least one other self-selected indicator for consideration.*Self-selected data could come from a variety ofsources. It should be relevant to the needs ofthe school. Examples could include: principal,teacher or student demographic data;percentage of National Board CertifiedTeachers or Advanced Degrees; teacher orprincipal effectiveness data, TELL, turnover.**The school should complete the information inthe chart ONLY for the subgroups reported inthe School Report Card where the data hasbeen suppressed to protect studentidentification required by the Family EducationalRights and Privacy Act (FERPA).Follow the steps below:

Iacknowledge that I haveuploadedthe SchoolEquity Data.

School-Equity-Diagnostic-young



do not have. The overwhelming mental health needs of the students, the complex parental participation issues, and the expertise needed to

be successful are constant stressors.

Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could

include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, job-

embedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders,

particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous

section.

If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access,

the school may select the appropriate goal, objective, strategies and activities.

OR

The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the

school will need to include appropriate objectives, strategies and activities.

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

Goal 1:

Students at Young will meet the Annual Measurable Objectives by 2019. Measurable Objective 1:

collaborate to meet our proficiency targets in all content areas by 05/24/2019 as measured by KPREP. Strategy1:

Strategy Instruction - Teachers will blend Direct/Explicit instruction-adequate practice, correct levels of rigor, congruent instruction and

appropriate learning strategies mixed with Strategy instruction that supplies students with the skills to learn information and be able to recall

how to learn it later on. Teachers will guide students in building meta-cognitive strategies.

Category: Continuous Improvement

Research Cited: SB168

Label Assurance Response Comment AttachmentGoal Setting (4) Complete the School Equity Goals tab. Use the

school's most recent measures in the Equity tabof the School Report Card to set equitableaccess goals for the next three years. Themeasures include: Working Conditions, OverallTeacher and Leader Effectiveness, OverallStudent Growth, Percentage of new and KTIPteachers, and Percentage of Teacher Turnover.

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

Iacknowledge that I haveuploadedthe SchoolEquity GoalData.

Schools-Equity-Goals-Young



Strategy2:

Teacher Mentoring - All teachers will participate in grade level and vertical professional learning communities at Young. Young will provide

Professional Development for new staff. "Hour of Power" sessions will guide staff through strategies identified in the CSIP that guide the

teaching and learning embedded in the Young instructional program.

Category: Teacher PGES

Research Cited: Dufour,PLC's, Branham

SB168

Activity - Extended Learning Time ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Teachers will analyze data, identify students,and plan additional lessons to support studentsin increasing their achievement levels. Staff willprovide differentiated lessons throughout theschool day to provide additional opportunitiesfor students to reach mastery of the standards.Additionally,extended learning times can becoordinated with parents to occur beforeschool, during the teacher's planning or afterschool. Computer programming can be utilizedto extend learning time within or beyond theschool day or calendar.

Class SizeReduction 12/30/2016 05/24/2019

$12000 - Title ISchoolwide$4408 - StateFunds$120000 - DistrictFunding

ESS coordinator,Classroom teachers,Administration, RTI team.

Activity - Extracurricular Activities ActivityType Begin Date End Date Funding Amount


The SBDM Council will monitor allextracurricular activities. Students will have theopportunity to participate in activities such asBasketball,Volleyball,Track,Soccer,Cheerleading, Girl Scouts, Boy Scouts, SafetyPatrol, Robotics, Band,Orchestra, Art club,Chess, Orff ensemble, Choices,ThundercatChronicle Newsletter Team, Green Team, BookClub, Zoo Crew, French Club, Student Council,and STLP. All sponsors will monitor studentagendas and conference with participants tomaintain the connection to the academicprogram. Students will participate in computerbased extended learning sessions prior to theirpractices.

ExtraCurricular 12/30/2016 05/24/2019

$2000 - Other$2500 - GeneralFund$2500 - FRYSC$2000 - Title ISchoolwide

FRC Coordinator, SBDMCouncil, Coaches andSponsors, CoordinatedSchool Health Committee



Strategy3:

Learning Culture and Environment - The Instructional Leadership Team, in conjunction with the CSST will monitor implementation of

strategies to support the development of international-mindedness through programmatic structures of the International Baccalaureate.

Category: Learning Systems

Research Cited: Erwin,J.C.,Responsive Classroom, PBIS, Child Development Project

SB168

Activity - Growing and DevelopingProfessionally

ActivityType Begin Date End Date Funding Amount


Teacher Mentoring: Teachers eligible for KTIPwill be provided a resource teacher andcommittee to support them in their first year.Mentors will provide technical assistance to allteachers new to Young. All teachers will be amember of a professional learning communityand participate in online training sessions tosupport their effectiveness. Opportunities toextend individual pedagogical knowledge couldinclude, but not be limited to, planned coachingwith the Goal Clarity Coach and PYPCoordinator as well as participation in bookstudies, peer observations and lesson studiesto support implementation of instructionalpractices, use of curriculum materials, formativeassessment that drive instruction, and planningeffectively to standards/learning targets in orderto increase student achievement.

ProfessionalLearning 12/30/2016 05/24/2019 $15000 - Title I

Schoolwide

Administrative team, GCC,PYP coordinator, teamleaders

Activity - Support Services/SRT ActivityType Begin Date End Date Funding Amount


The CSST committee comprised of thePrincipal, Assistant Principal, Family ResourceCenter Coordinator,School Counselor, andGCC along with the District Social Worker,PBIS resource teacher and ECE resourceteacher will review discipline and attendancereferrals, behavior plans, and academic data toimplement timely interventions to increasestudent achievement and reduce novice. ThePBIS team will implement an action plan. Theywill design professional development activitiesto promote positive behavioral strategies. TheCSST chair will serve on both committees tosupport implementation. Feedback willprovided to teachers utilizing the PGESevaluation system.

BehavioralSupportProgram

12/30/2016 05/24/2019

$500 - FRYSC$35000 - DistrictFunding$3400 - Title ISchoolwide

CSST members



Strategy4:

Parent Involvement and Communication - SBDM Committee, FRC,PTA and Administrative staff, will monitor operational systems that

support parent communication and involvement. Activities include, but are not limited to, Kindergarten Readifest/(K-transition), Open House,

Parent Conference Days, Family Nights, workshops, Thundercat Chronicles school newsletters, classroom newsletters,Thundercat Folder,

K-5 agendas, and school web page.

Category: Stakeholder Engagement

Research Cited: NEA, Epstein, Responsive Classroom

SB168

Activity - International Mindedness ActivityType Begin Date End Date Funding Amount


Teachers will debrief with students both theiracademic and social outcomes to ensure theirlearning targets were met. The IB LearnerProfile attributes and IB attitudes are to beemphasized in all areas of the school andsupport students' physical, social, andemotional well-being. The materials from theNortheast Foundation for Children and ChildDevelopment Project mirror principles andpedagogy of the International Baccalaureate.Teachers will utilize "The ResponsiveClassroom Assessment Tool" to reflect on theirprinciples and procedures in the classroom.The use of the tool will engage teachers inmeaningful reflection about teaching andlearning. The Responsive ClassroomAssessment tool will provide teachers with datato substantiate areas of strength andchallenges and actions steps that provide clearsteps around the following practices: ArrivalTimes, Interactive Modeling, Morning Meeting,Guided Discovery, Academic Choice,Classroom Organization, ClassroomManagement & Teacher Language andWorking with Families throughout the year.This reflection tool will support teachers inmeeting the accomplished level demonstratorsin PGES.

AcademicSupportProgramBehavioralSupportProgram

12/30/2016 05/24/2019 $7790 - Title ISchoolwide

Adrianne Tytus,PYPcoordinatorMinyard.principalCoyle, AP

Activity - Communicating with Parents andFamilies



Teachers will monitor and communicate studentprogress in parent teacher conferences withineach 9 week period for Tier 1 and Tier 2students, and every 2 weeks with Tier 3students. These conferences will includereports from intervention or collaborativeteachers and will be in addition to the districtparent conference days. Teachers will publishreport card scores in Parent Portal on InfiniteCampus at the end each grading period. Dailydata collection will be aligned to the standardsand housed in a school approved electronicgradebook. Reports generated from thesesystems are available to parents to supportstudent progress and next steps in studentlearning. Regular communication will be housedin agendas kept by students K-5, as well assent home in the Thundercat Wednesdayfolder.

ParentInvolvement 12/30/2016 05/24/2019 $3000 - General

FundAdministrative team, allteachers



Strategy5:

PD Implementation and Impact - The Instructional leadership Team (ILT) will monitor program implementation through the collection and

analysis of data compiled using the Young Walk-Through Tool, survey data, student growth goal results and assessment results. They will

report the data to the SBDM council to become a part of the annual needs assessment to inform the implementation and impact of the CSIP.

Category: Management Systems

Research Cited: Kentucky Department of Education

Goal 2:

All certified staff at Young Elementary will fully participate in the Professional Growth Evaluation System in the 2016-2017 school year.

Activity - GoalSetting/Progress/Achievement: GPA



The school's vision: (I CAN set goals, I CANmake progress, and I CAN achieve) will supportstudents to self monitor their progress towardthe established learning goals aligned to statestandards. Teachers will build routines andstructures into the instructional day to scaffoldstudent's ability to make reasonable achievablegoals and provide the tools to supportmonitoring. Staff will provide systems tocelebrate individual successes in morningmeetings, agenda notes, school/classroomnewsletters, and conferences. Teachers willfacilitate student-led parent conferences tosupport this initiative along with regular studentself assessment opportunities across thecurriculum.

AcademicSupportProgram


Administration,instructional staff, PTA

Activity - Family Nights ActivityType Begin Date End Date Funding Amount


Young staff, PTA board, and SBDM committeeswill collaborate to host a minimum of twoIBelong@ Young family nights to engagefamilies in meaningful ways in their children'seducation. There will be one event in the falland one in the spring; both with a curricularfocus in which students present their learningwhich will also include the annual fifth grade IBExhibition where student projects areshowcased.

ParentInvolvement 12/30/2016 05/24/2019 $3600 - Title I

Schoolwide ILT, and PTA board.

Activity - Professional Responsibility ActivityType Begin Date End Date Funding Amount


ILT chair will develop an agenda to reflect dataanalysis and professional development needsmonthly. In turn the committee will adjust thePD plan articulated in the 30-60-90 day plan tomeet school, grade level or individual teacherneeds. In addition, all teachers are required tohave Category 1 IB/PYP training and will haveopportunity to attend Category 2 or 3 PYPtraining as well as other relevant local, state, ornational PD's/Conferences as it applies to theirProfessional Growth Plans and the SchoolImprovement Plan. Teachers will reflect on theirPGP's at regular intervals during the schoolyear. Grade group teams will support andmentor new staff through their PLC meetings inthe implementation of CSIP strategies andactivities.

ProfessionalLearning 12/30/2016 05/24/2019

$8900 - StateFunds$2800 - Title ISchoolwide

ILT, team leaders, peerobservers, GCC



Measurable Objective 1:

complete a portfolio or performance evidencing the accomplishment of each of the components of each domain in the PGES framework. by

05/24/2019 as measured by peer observations, evidence collected in PGP, student voice surveys and meeting the goals identified in their

student growth goals. Administrative full and mini observations will also provide evidence for reflection.. Strategy1:

Professional Responsibility - The teacher leaders will attend and facilitate professional development sessions to support teacher's

understanding in the areas of Professional Growth Planning, Student Growth Goals and Student Voice Survey to provide support throughout

the 2016-2017 & 2017-2018 school years. Teachers will meet in vertical and grade group teams to review,analyze and apply student data

results as they reflect on their SGG and PGP's. Teachers's will participate in pre and post peer conferences and observations with their

administrator.


Research Cited: Charolette Danielson, Kentucky Department of Education

Activity - PGP ActivityType Begin Date End Date Funding Amount


Teachers will develop a PGP that addressestheir student needs. They will collect, analyzeand design a plan. Teacher will in turnimplement their identified strategies andmonitor their progress.

ProfessionalLearning 12/30/2016 05/24/2019 $0 - No Funding

RequiredMinyard, Principal andTeacher Leaders

Activity - Student Growth Goals ActivityType Begin Date End Date Funding Amount


Teacher Leaders will provide PD for thecertified staff around the development andprogress monitoring of SMART Goals.Teachers will analyze student data to informstudent growth goals for the school year.

ProfessionalLearning 12/30/2016 05/24/2019 $5000 - District

FundingMinyard, Coyle, Jones andteacher leaders

Activity - Student Voice Survey ActivityType Begin Date End Date Funding Amount


Teacher Leaders will lead staff in the analysisof the results on the student voice surveys andpossible next steps as it applies to futureprofessional growth.


Required Teacher Leaders, ILT

Activity - Peer Observation ActivityType Begin Date End Date Funding Amount


Teachers will train to be peer observers for theeligible staff. In turn they will observe andprovide feedback to their assigned staffmembers.


Funding Minyard, and Coyle



Activity - Administrative Observation ActivityType Begin Date End Date Funding Amount


Trained administrators will conduct a mini or fullobservation as outlined in the PGES protocolfor those eligible staff members.Teachers willcomplete the pre and post observation form toreflect on their performance.


Funding Minyard, Coyle



Phase I - The Missing Piece



Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory

Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to

build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate

the diagnostic content and respond to the questions.



Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? The members of the Instructional Leadership team are comprised of the the team leads of each grade levels and departments. The ILT

meets monthly and are represented in each weekly vertical group. Faculty and staff participated in several PD sessions to analyze our data.

We continued to read How the Brain Works, NISL participant and ASCD Educational Leadership articles as well as John Hattie's Visible

Learning. We were able to incorporate the strategies presented in KDE's Novice Reduction training and Jane E. Pollock's;One Teacher at a

Time in our October and November gold days. The members of the Instructional Leadership team are comprised of the the team leads of

each grade levels and departments. Minyard was able to summarize concepts for the SBDM council as well as for the PTA board members.



Relationship Building

Overall Rating: 2.71

Statement or Question Response Rating2.1 Parents report that school staff understands

and demonstrates how strong relationships withparents contribute to effective teaching andlearning.

Parents report their relationship with schoolstaff is about discussing student academicperformance and/or behavior.

Apprentice

Statement or Question Response Rating2.2 School staff implements systematic steps to

welcome the parents of new and English as-a-Second-Language (ESL) students (for example,using home visits, personal calls or letters,open houses and/or other methods).

School staff implements systematic steps towelcome the parents of new and ESL students(for example, using home visits, personal callsor letters, open houses, and/or other methods).

Proficient

Statement or Question Response Rating2.3 Parents and other stakeholders report that they

are actively welcomed when they visit theschool.

Parents and other stakeholders report that theyare actively welcomed when they visit theschool.

Proficient

Statement or Question Response Rating2.4 School staff implements systematic steps to

encourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

School staff implements systematic steps toencourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

Proficient

Statement or Question Response Rating2.5 School staff involves parents in personal

communication about their students' progressat least once a month.

School staff involves parents in personalcommunication about their students' progressat least once a month.

Proficient

Statement or Question Response Rating2.6 School staff completes needs assessment with

all parents to determine resources necessaryfor their child's academic success.

Teachers informally collect some student needsdata and some parents are contacted todiscuss those needs.

Apprentice

Statement or Question Response Rating2.7 All parents are asked for feedback on the

school's efforts to welcome and engage parentsand the feedback is used to improve theschool's efforts.

All parents are asked for feedback on school’sefforts to welcome and engage parents, and thefeedback is used to improve school’s efforts.

Proficient



Communications


Statement or Question Response Rating3.1 School staff implements systematic efforts to

inform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, classroomcontracts, student assignment books,homework websites, and online grade books).

School staff implements systematic efforts toinform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, usingclassroom contracts, student assignmentbooks, homework websites, and online gradebooks.)

Proficient

Statement or Question Response Rating3.2 School staff offers varied ways that parents can

share information with teachers about theirchildren's learning needs. (For example, phoneand e-mail contacts, offering parentconferences, making home visits, or othermethods).

School staff offers varied ways to that parentcan see share information with teachers abouttheir children’s learning needs. (For example,phone and email contact, offering parentconferences, and making home visits).

Proficient

Statement or Question Response Rating3.3 School staff partners with community leaders

and organizations to build parent understandingof academic expectations, school strategies,and student achievement results.

School staff partners with community leadersand organizations to build parent understandingof academic expectations, school strategies,and student achievement.

Proficient

Statement or Question Response Rating3.4 School staff offers parents opportunities to

discuss school-wide achievement issues,including assessment data, at least once asemester.

School staff offers parents opportunities todiscuss school-wide achievement issues,including assessment data, at least once asemester.

Proficient

Statement or Question Response Rating3.5 School staff implements systematic efforts to

maximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices, andopportunities for student-led conferences).

School staff implements systematic efforts tomaximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices,opportunities for student-led conferences).

Proficient

Statement or Question Response Rating3.6 At least 50 percent of parents respond to

annual school and/or district stakeholdersurveys.

District-wide stakeholder surveys are given toparents and teachers encourage parents torespond.

Apprentice



Statement or Question Response Rating3.7 Stakeholder survey data is consistently used to

plan school improvement efforts and toevaluate their effectiveness.

Stakeholder survey data is consistently used toplan school improvement efforts and toevaluate their effectiveness.

Proficient



Decision Making

Overall Rating: 2.0

Statement or Question Response Rating4.1 The school staff offers professional learning

community opportunities, workshops, and easilyaccessible written information to equip parentsfor service on the SBDM council andcommittees.

Parents elected to serve on school council andsome other parents who serve on SBDMcommittees are invited to attend training offeredby school or district.

Apprentice

Statement or Question Response Rating4.2 School council and committees facilitate broad

parent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials when needed, settingconvenient meeting times, and seeking wideparent input. At least 40 percent of parents votein SBDM parent election.

School council and committees have someparent members, may provide translators, meetat time and place convenient to staff. Electionsare held at convenient times and are publicized,but less than 20% of the parents vote in SBDMparent election.

Apprentice

Statement or Question Response Rating4.3 Parents on the SBDM council and committees

engage and mentor many other parents byreporting to multiple groups and seeking inputthrough surveys, meetings, and varied othermethods.

School council chair reports feedback to headof largest parent organization who then decidesfurther dissemination methods or input. There isno provision for parent input other than asrequired by school law.

Apprentice

Statement or Question Response Rating4.4 The school council adopts measurable

objectives and plans coherent strategies tobuild authentic parent participation, and theschool council monitors the implementation andimpact of that work.

School council has some parent involvementcomponents and action items that deal withspecific academic areas. Little or no funding isprovided. Little or no implementation andimpact checking is done.

Apprentice

Statement or Question Response Rating4.5 School council policies ensure active roles for

parents on SBDM council and committees, andother groups making decisions about schoolimprovement.

School council policies ensure active roles forparents on SBDM committees, in schoolimprovement planning, and also in decisionsabout the education of their individual children.

Proficient

Statement or Question Response Rating4.6 Parents report that they are treated as valued

partners on school leadership teams, SBDMcouncil and committees, the school council, andother groups making decisions about schoolimprovement.

Parents report that they are sometimesencouraged to take part in discussions aboutschool improvement.

Apprentice



Statement or Question Response Rating4.7 School staff has a plan to identify new and

experienced parent leaders who support andbuild capacity for parents to serve effectively onthe school council and committee work.

Teachers share information from year to yearwith parents who serve on the school counciland/or overlaps council terms of parents.

Novice



Advocacy

Overall Rating: 2.0

Statement or Question Response Rating5.1 School staff ensures every student has a parent

and/or another adult who knows how toadvocate, or speak up for them, regarding thestudent's academic goals and individual needs.

School staff ensures every student has a parentand/or another adult who knows how toadvocate, or speak up for them, regarding thestudents’ academic goals and learning needs.

Proficient

Statement or Question Response Rating5.2 Most parents participate actively in student led

conferences or other two-way communicationabout meeting their child's individual learningneeds.

Some parents are involved in informalconversation with school staff to address theirchild's individual learning needs.

Apprentice

Statement or Question Response Rating5.3 Parents report participating actively and

effectively in required planning for individuallearning, for example, Individual EducationPlans, Individual Learning Plans, Gifted StudentPlans, 504 Plans, and intervention strategies toensure college readiness (Senate Bill 130).

Parents report that they are invited to attendmeetings to discuss Individual Education Plans,Individual Learning Plans, 504 plans and/orintervention strategies.

Apprentice

Statement or Question Response Rating5.4 School staff gives parents clear, complete

information on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

Teachers handle parent complaints butoutcomes are not tracked or reported.

Novice

Statement or Question Response Rating5.5 School staff ensures that parents and

community members are well informed abouthow to become educational advocates, or howto access a trained educational advocate whenneeded.

School staff makes minimal effort to encourageparents to advocate for their child's academicsuccess.

Apprentice

Statement or Question Response Rating5.6 As students are identified by school staff as

having disabilities or performing at the novicelevel, additional intentional steps are taken toensure that parents have the option to use atrained advocate to assist them in speaking fortheir child's needs.

Novice level students are identified by schoolstaff to receive targeted strategies for academicimprovement. Parents are informed of thestrategies but do not receive training on how touse those strategies or how progress will bemeasured.

Apprentice



Learning Opportunities


Statement or Question Response Rating6.1 Parents have multiple opportunities to learn

about and discuss the following: - Kentuckystandards and expectations for all students -The school's curriculum, instructional methods,and student services - The school's decision-making process, including opportunities forparents to participate on SBDM councils andcommittees - Their children's learning anddevelopment, along with legal and practicaloptions for helping their children succeed, suchthe IEP and/or ILP process - Communityresources to support learning - Opportunities toparticipate in state and district schoolimprovement efforts, such as forums,committees, and surveys.

School provides open house and family nightsfor some parents to learn about: • Kentuckystandards and expectations for all students. •School's curriculum, instructional methods, andstudent services. • School's decision-makingprocess, including opportunities for parents toparticipate on councils and SBDM committees.• Their children's learning and development,along with legal and practical options forhelping their children succeed such asparticipation in IEP and/or ILP process. •Community resources to support learning.

Apprentice

Statement or Question Response Rating6.2 School staff makes systematic use of written

communications (for example, newsletters,websites, and bulletin boards) to help parentsunderstand their own children's progress andthe progress of the school.

School staff makes systematic use of writtencommunications (for example, newsletters,Web sites, bulletin boards) to help parentsunderstand their own children's academicprogress and the progress of school.

Proficient

Statement or Question Response Rating6.3 School staff displays proficient student work

with scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

School staff displays proficient student workwith scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

Proficient

Statement or Question Response Rating6.4 School staff offers parent workshops and

meetings in convenient locations to helpparents develop skills in supporting theirchildren's learning and the school'simprovement efforts.

School staff offers targeted parent workshopsand meetings to help parents develop skills tosupport their child's learning.

Apprentice

Statement or Question Response Rating6.5 School council has a classroom observation

policy that welcomes families to visit allclassrooms.

School staff allows parents to visit regulareducation classrooms upon request. There isno school policy.

Novice

Statement or Question Response Rating6.6 School staff develops parent leaders who

contribute regularly to other parents'understanding and who help meet other parentlearning needs.

School staff relies on the parent organizationsto provide learning opportunities for parentleadership.

Apprentice



Community Partnerships

Overall Rating: 2.0

Statement or Question Response Rating7.1 School leadership regularly shares information

on student achievement and involves businessand community leaders in school improvementefforts.

School leadership periodically meets with somebusiness leaders to discuss information onstudent achievement.

Apprentice

Statement or Question Response Rating7.2 School leadership develops partnerships with

several businesses, organizations, andagencies to support student learning and creatementors for students and parents.

School leadership develops partnerships withseveral businesses, organizations, andagencies to support student learning and creatementors for students and parents.

Proficient

Statement or Question Response Rating7.3 School leadership collaborates with employers

to support parent and volunteer participation instudents' education.

School leadership rarely invites employers tosupport adult participation in education.

Novice

Statement or Question Response Rating7.4 School staff collaborates with businesses,

organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

Staff sometimes collaborates with communityagencies to address general student academicneeds.

Novice

Statement or Question Response Rating7.5 Parents make active use of the school's

resources and community resources and reportthat they provide meaningful help to resolvefamily challenges that could interfere withstudent learning. (For example, FRYSC or TitleI coordinators connect family with communityresources and follow up).

Parents are made aware of family supportservices in school and in the community thatare provided for students. (For example,families know about community resourcesthrough school coordinators but it is up to thefamily to access those resources).

Apprentice

Statement or Question Response Rating7.6 School staff offers and publicizes community-

based learning activities aligned with thecurriculum, such as tutoring linked to thecurriculum and internships, for all students andparents.

School staff offers and publicizes community-based learning activities, such as tutoring linkedto the curriculum, for all students and parents.

Proficient



Reflection

Reflect upon your responses to each of the Missing Piece objectives. Involving stakeholders in meaningful and authentic ways continues to be a challenge for Council. Systematic involvement and training for

parents in advocating for students along with developing community partnerships is a full time push for school leadership to be successful

which is daunting given the other state expectations to be simultaneously fulfilled. Young needs a model to follow to change perceptions.

Parents report satisfaction with the leadership and staff. They participate in planned activities and agree with Council plans but do not train

and/or volunteer to serve. PTA also struggles to get a committed group of parents to follow through with plans. This element sends us back

to the drawing board to continue to pursue avenues to increase our authentic stakeholder involvement.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

2.71

2.86

2

2

2.17

2



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Improvement planning is a continuous process. The meeting schedule is set throughout the school year. There are several committees that

address elements to ensure information is shared and discussions and reflections are collected. Young's Council supports a Comprehensive

Student Support Committee (CSST) that is comprised of school and district resource teachers and administrators to progress monitor

initiatives and outcomes. CSST meets twice a month to ensure student needs are being addressed. It includes the FRYSC so non academic

barriers are addressed in tandem. It keeps her informed to support her ability to address issues and find community resources to support

families. The Instructional Leadership committee meets monthly to progress monitor student achievement, reflect and design strategies and

activities to address identified learning needs. The ILT is comprised of grade level team leaders and department heads.The PLC structure

that meet weekly inform this team. The administration meets twice a month with the office staff who are critical in identifying issues with

parents; complaints and struggles that are interfering with our ability to meet our academic outcome. Council regularly meets monthly in the

evening. The meetings are published and held in an open area to be welcoming to all stakeholders. This year's plan was developed by the

input of all staff in job embedded PD time and their ideas and inputs were synthesized by the current ILT committee that meets monthly.

Individual teachers were able to advocate for parent concerns as well as the administrators who interact with parents in regularly scheduled

venues. The TELL and Comprehensive school Survey, the FRC's family needs assessment and Title I

surveys were reviewed to garner and address parent issues.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Young did meet AMO this year. We have been continually immersed in the analysis of data on professional development days,in faculty

meetings and in vertical PDs that have informed the effective implementation of the activities and strategies in the current CSIP in order to

meet our goal this year. The Council has also been through several sessions of data analysis. The leadership team has been reporting data

collected from their grade level teams(PLC) for the first semester to identify our strengths and weaknesses with the strategies and activities

aligned to our new targets and goals. Teachers were to complete anonymous reflections about contributions to student success in

achievement and suggestions of revisions or addtions to be considered. ILT synthesized all information and activities were built around their

collective thoughts. The early

writing of student growth goals and the work needed for PGES was also referenced in their decision making process. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The draft CSIP is made available to all stakeholders.The final plan is reviewed by ILT and they have opportunity to suggest additional

contributions. Finally, SBDM Council members review to adopt. Once adopted the plan is uploaded to the website to make it available to all

stakeholders. The plan will drive the work in PLC teams. Data is collected weekly that will inform all stakeholders on the successful



implementation of the plan. ILT will include progress notes. Staff reflections on their student growth goals will also be included as a required

set of data to inform the successful implementation of the school wide strategies for best practices in teaching and

learning.



Phase I - Needs Assessment



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



Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?

What does the data/information not tell you? The 2016-2017 CSIP reflects findings from student performance data (DRA, MPA, MDA, RDA, RPA, MAP, AP data, PBIS Data, BRIGANCE,

21st Century Skills, ACCESS, and KPREP scores) and school perceptional data (JCPSComprehensive Climate Survey, Title 1, and

theTELL survey). Ad-hoc committees aligned to SBDM including the Instructional Leadership Team analyzed the data and made

recommendations to Council accordingly. Teachers use this data as well as daily formative assessments and common assessments.

Teachers continue to dissect the Common Core Standards in grade groups and vertical teams and progress monitor student mastery through

benchmarking, timely specific feedback, common formative assessments and common summative assessments aligned to these standards.

MPA and RPA data is inconsistent across the grades throughout the school year. MAP data from 3rd, 4th, and 5th grades, provided three

times a year for teachers to be able to plan and teach to the Common Core Standards. From fall 2015 to fall 2016 MAP data showed 47%

students showed typical or above typical growth at or above projected proficiency, which we believe correlates to KPREP results. Of these

students, 43% of current 4th and 5th grade students scored Proficient. According to 2016 KPREP scores, the data indicates a performance

level that shows an increase 5th grade student achievement , for example 5th Grade went from 26% Proficient in Reading to 59.2%

Proficient in

Reading, which is a 25% increase. In Math, we increase from 40% Proficient to 59.5% Proficient. The BRIGANCE data shows 31% of

Kindergartners come in ready for Kindergarten. There are 20 identified AP students with the potential of 30 additional students being adding

in 2016. Of the 20 identified AP students, 19 scored Proficient on KPREP in Reading and Math. The 2016-2017 21st Century Skills

Assessment shows that 45% of 5th graders are proficient/advanced, leaving 55% basic or below. KPREP shows 63.3% of ELL students

were Proficient in Reading. In Math, ELL students scored 53.3% Proficient. ACCESS scores show continuous growth in English Language

Proficiencies. According to JCPS Dashboard Management Center 124 students received 430 referrals as of December 2016 for the

Referral/Resolution Focus. The performance data illuminates a need for continuous increases in reading stamina and strategies for close

reading, writing (SPAT) math concept and skills as well as social studies skills. The performance data also shows the need for systematic

monitoring and reporting in CSST of the Multi Tiered Support Services, continued use of the teacher leader developed 30-60-90 plans, Data

Wall achievement, and targeted professional development to ensure increased student achievement .



Areas of Strengths

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

cause to celebrate? One of our biggest areas of strength was in the 5th Grade. Students improved in all content areas. In Math, 5th Grade went up 19.5%,

Reading 33%, Social Studies 17% and Writing 33%. We did meet our AMO. KPREP also shows 63.3% of ELL students were Proficient in

Reading. In Math, ELL students scored 53.3% Proficient. ACCESS scores show continuous growth in English Language Proficiencies.

Instruction will continue to support routines that scaffold learning and is intentional in addressing learning targets and assessment. The 2016-

2017 CSIP strategies and activities will continue to support and sustain our identified strengths as well as address our weaknesses.The belief

that the teacher is the strongest factor in increasing student achievement, and teacher expertise will result in higher academic achievement

which is cause for celebration.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Reading and Math continue to be our areas for Improvement. Though Math showed some increase, we are still not meeting targets. Engage

NY curriculum is ensuring an aligned curriculum. Reading growth is being addressed by more closely aligning student performance in the

classroom to the standards' expectations of performance. The intentional planning and preparation of lessons, K-5, that incorporate

questioning strategies and text complexity that is aligned to represent ELA standards. All K-2 teachers are going to progress monitor student

achievement in Math as well as Reading. Thus, ensuring the acquisition of the prerequisite skills for more complex Math content and higher

order math strategies needed for grades assessed. Intentionally incorporating Writing into Reading and Math will build on our improvement in

Writing which will improve Math and Reading thorough interactive notebooking. Multi-Tiered System of Supports (MTSS) will be restructured

in order to ensure student success and so the teachers are able to implement/understand data and meet the needs of all students. Teacher

leaders will continue to develop and revise the 30-60-90 Day Plan to implement and serve as a foundation for new teachers as well as

teachers new to Young this plan will help us maintain effective strategies and techniques that has brought continued success to Young. This

plan will serve as a tool to inform of Best Practices, Assessment Calendars, Assessment Data, Notebooking, Live Scoring and procedures at

Young. Along with the 30-60-90 plan, there will be targeted Professional Development for staff new to Young. Some of these Professional

Development Classes will include Classroom/Behavior Management (in line with PBIS), Live Scoring, and Curriculum Best

Practices.Targeted Professional Development Classes will be available for all for Classroom Management that will be in conjunction with

PBIS to ensure teachers are able to manage behavior so it will not be a hindrance in academics. Young will also revisit the Primary Data Wall

for Reading. As we examine the data wall, we will ensure there are triangulated data points for an overall level of the expecting standards

level. Another initiative we believe has a great impact as we strive for improvement is the two year looping of teachers from 1st to 2nd Grade

assignment and from 3rd to 4th Grade assignment. Teachers staying with their students for two consecutive years will support the critical

relationship building needed to sustain a positive learning environment. For teachers, this structure will support effective data collection,

analysis of data, a prescribed lesson plan development and delivery, and criterion based feedback that moves students to proficiency. The

strategies and activities outlined in the CSIP bring a standardization of key practices, K-5, to support improvement in Reading, Math, and

Writing.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The data clearly shows that teacher expertise is the greatest factor to student achievement. Three experienced fifth grade teachers,were

able to take a group of students who had had an entire elelmentary experience with best practice in instruction results in a strong academic

performance.Without a competent teacher in the classroom the strategies and activities that had brought steady increases throughout the

last 3 years where not continued and therefore resulted in lower student achievement. Both 3rd and fourth grade had the inexperienced

teams and did not show the same kind of performance.

Since Young's IB accreditation in 2013, we have implemented strategies specific to our unique population and that reinforce IB inquiry. With

a continued turn over in staff, many of these strategies have been pushed aside for alternative approaches from the variety of teaching

experiences, resulting in a dramatic decrease in the number of proficient scores and significant increase in Novice. To ensure that this does

not repeat and that the

approved instruction program is followed, each grade level has devised a 30, 60, 90 day plan that will be used as guide line to

implementation with fidelity. In addition, the administrative is presenting mandatory PD more systematically for new staff. Building the same

instructional strategies and pedagogical understandings is critical to student success. All instructional staff will use backwards design during

vertical PLC's and grade level PLC's; starting with the design of the assessment aligned to standards and emphasizing the rubric so that

students clearly understand how to reach proficiency. Teams of teachers will deconstruct standards into smaller learning targets, plan, and

prepare & implement instruction, and use common formative assessments to

progress monitor students growth to mastery of the standard. Teachers will analyze data and make midcourse corrections to ensure

increased achievement for all students.



Young's 2016-2017 Comprehensive School

Improvement Plan



Overview

Plan Name

Young's 2016-2017 Comprehensive School Improvement Plan

Plan Description



Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 By 2019, all students will meet their 2018-2019

proficiency delivery targets.Objectives:4Strategies:5Activities:5

Academic $186800

2 By 2019, students in the gap group will meet their2018-2019 proficiency delivery targets.

Objectives:4Strategies:6Activities:10

Academic $228400

3 Students at Young will meet the AnnualMeasurable Objectives by 2019.


Organizational $227398

4 Young's instructional program will proficiently meetthe standards and demonstrators outlined in theKDE Program Reviews in Practical Living/CareerStudies, Arts and Humanities,K-3, and Writing.


Academic $191000

5 All certified staff at Young Elementary will fullyparticipate in the Professional Growth EvaluationSystem in the 2016-2017 school year.



6 All K-5 students will have equitable resources tosupport their learning



7 By 2020 students in the gap group will be reducedin Novices by 50% in Reading and Math.





Goal 1: By 2019, all students will meet their 2018-2019 proficiency delivery targets.

Strategy 1: Reading Workshop - K-5 teachers will implement effective reading instruction through the workshop model. Reading Workshop is an IB approved delivery model in best

practices in reading. This method supports a balanced literacy approach that teaches students strategies for phonemic awareness,phonics, fluency, vocabulary and

comprehension while allowing teachers to differentiate their instruction to meet the needs of all students. Components of the Reading Workshop Framework are large

group mini-lessons, followed by small group work time, guided reading lessons, focus groups, independent reading work, and book clubs as shared inquiry aligned to

the ELA standards. Professional Resources to be used to implement Reading Workshop are provided to each teacher with extra materials located in the school's

bookroom. The Literacy Binder of resources and RTI plan outlines the assessments and levels of performance for each grade level. Category: Continuous Improvement Research Cited: Linda Dorn, University of Arkansas, Regie Routman, Marie Clay,Jan Richardson,

Lucy Calkin, Teachers College, Columbia University

Robert Marzano, Saphier, Dr. Cooter: Bellarmine

SB 168

Strategy 1: Math Workshop - All teachers will focus on improving instruction by deconstructing standards and implementing student-centered, inquiry-based instructional practices.

K-5 teachers will utilize the Math Workshop Framework to address differentiation of instruction by developing mini-lessons, scaffolding, discourse opportunities, and

summative and formative assessments through direct instruction, guided math groups, focus groups, independent work, and shared inquiry. The Math Framework is

provided to teachers and math ideas for small group instruction is provided by the GGC. Materials to be used in implementing an effective Math Workshop are Math

Investigations, Engage New York and the Math Solution Professional titles provided by the school. Category: Continuous Improvement

Measurable Objective 1:66% of Third, Fourth and Fifth grade students will demonstrate a proficiency of Common Core Standards in English Language Arts by 05/24/2019 as measured byKPREP.

Activity - Alignment of practices Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade group members develop effective standard practices k-5 in literacy.Grade level teams get support from the Goal Clarity Coach, peers orDistrict staff to support and enhance implementation of the ReadingWorkshop Framework. Strategies for Reading Assessment and Instruction:Helping Every Child Succeed,Dr. Robert Cooter (Bellarmine LiteracyProject) The Next Step in Guided Reading, Jan Chappuis, and Young'sMTSS plan.

ProfessionalLearning

12/30/2016 05/24/2019 $39000 Other, Title ISchoolwide

Teamleaders,Reading Lead, GoalClarity CoachandAdministrativeteam.

Measurable Objective 2:65% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/24/2019 as measured by KPREP.



Research Cited: Marilyn Burns, John VanDeWalle, Math Solutions, and Sherry Parrish, SB 168

(shared) Strategy 1: Backwards Design Planning - The Program of Inquiry is critical to IB programming. All teachers will collaboratively design units of inquiry using the backwards design

planning model, implement their instructional plan, and reflect on the student learning as a result of the implementation. The Program of Inquiry is 36 units of inquiry, K-

5, that comprise the school's Programme of Inquiry as part of the the International Baccalaureate Program; it includes a framework of six themes embedding relevant

transdisciplinary standards as well as skills and concepts into the social studies core content. All stand alone content units will also follow this model for development.

The most important element is to design the assessment and rubric prior to the planning of the instructional sequences. Grade level teams will collaboratively assign the

standards and develop the assessments in PLC to support student achievement across the grade level. Category: Continuous Improvement Research Cited: Understanding by Design by Wiggens and McTighe; Jacobs, John Hattie's Visible Learning.

SB168

Strategy 2: Student Engagement - Teachers will provide lessons that every students gets and stays actively involved in important learning by implementing active teaching and

learning strategies(50 Strategies for Active Teaching: Engaging K-12 Learners in the Classroom, Guillaume, Yopp and Yopp). Teachers will incorporate strategies that

will increase student participation rates in lessons and increase the probability that students will learn. Professional Resources that have been provided to staff will

Activity - Alignment of practices Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All Math teachers will utilize the 8 Math Practices and strategies from theMath Solutions professional books around the common core inMathematics to guide their planning and instruction. Grade groups willanalyze student learning in their designated PLC time to reflect and refineteaching strategies. Grade group rubrics and look-fors will be developed toidentify the student performance level required by the standard.


12/30/2016 05/24/2019 $5600 Title ISchoolwide

Principal,Teamleaders,AssistantPrincipal, andGoal ClarityCoach

Measurable Objective 3:75% of Fifth grade students will demonstrate a proficiency of Core Content Standards in Social Studies by 05/24/2019 as measured by KPREP.

Activity - Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Staff will collaborate in a professional community to implement a cohesiveIB Primary Years Programme. Teachers will collaborate to create ahorizontally and vertically aligned Programme of Inquiry (POI) whichincludes six backwards designed units of inquiry per grade level, one foreach of the six IB transdisciplinary themes of global significance. TheJCPS Google drive platform will be used to facilitate collaboration on theunits and organized planning sessions (3 times a year) will supportcollaboration and communication of the curriculum with all stakeholders.POI evidence will be gathered and reviewed by the Primary Years ProgramCoordinator.


12/30/2016 05/24/2019 $73700 GeneralFund, DistrictFunding, TitleI Schoolwide

TeamLeaders,Teachers, PYPCoordinatorandAdministrators



increase teacher understanding and knowledge of best practices in teaching learning while providing reteaching and enhancement opportunities for differentiation. Category: Integrated Methods for Learning Research Cited: Marzano (non-linguistic representation), Gardner (multiple-intelligences), and Cohen and Tomlinson (cooperative learning)

Strategy 1: Writing Workshop - Teachers will develop mini-lessons, guided writing, focus groups and independent practice to support writing instruction to facilitate the development

of student writing skills and individualized learning. Teachers will address the writing process used in on-demand writing and genre specific pieces as well as writing to

demonstrate learning. School wide use of "SPAT" writing technique and proofreading marks will ensure intentional and focused instruction in On Demand performance.

Portfolio productions will be supported with curriculum materials aligned to research based best practices in writing. Category: Continuous Improvement Research Cited: National Writing Project, Lucy Calkins, Barry Lane, and Regie Routman.

Activity - Innovative Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student engagement will increase as teachers will use innovativeresources, community engagement, technology and field trips to embedSocial Studies content and other relevant standards from other disciplinesin their instructional practices to ensure equitable access to the curriculum.A variety of resources such as United Streaming videos, Social StudiesAlive (TCI program), BrainPop, trade books, Junior Achievement, etc. willbe used to increase student engagement in instruction.


12/30/2016 05/24/2019 $23500 DistrictFunding, TitleI Schoolwide,General Fund

Teamleaders, ILT,and teachers

Measurable Objective 4:70% of Fourth and Fifth grade students will demonstrate a proficiency of the Writing and Language Mechanics Common Core Standards in English Language Arts by05/24/2019 as measured by KPREP.

Activity - Writing Benchmarking Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers as members of a vertical and/or grade group teams willbenchmark and analyze student produced writing pieces from their units ofinquiry, content writing, journals, response logs, notebooks, portfoliopieces, and/or on-demand writing tasks. Fifth grade On Demand writing willbe scored by staff three times a year (Sept., December and March).Teachers will score student writing according to genre-specific rubricsaligned to KCAS standards and provide students with feedback to improvetheir writing and establish writing goals. Individual and group data will guidewhole group, focus group, and individualized instruction. Pieces that willprovide evidence for the Writing Program review include 21st Century skillsor pieces with teacher feedback for students,student goals in writing, andwriting lessons aligned to KCAS and reflect data analysis.



ProgramReviewCommittee,PYPcoordinator,Librarian, andinstructionalstaff.



Goal 2: By 2019, students in the gap group will meet their 2018-2019 proficiency delivery targets.

Strategy 1: Goal Setting - All teachers will set academic goals (an action plan for learning) with students in their classes that address their discipline specific standards. Teachers

will create an emotionally safe environment where students feel safe to discuss their strengths and weaknesses, while supporting students in their willingness to grow

and take risks. These goals will be individualized, measurable, and achievable. As students make progress and achieve their goals, new goals will be set. Teachers will

utilize goal sheets that are to be shared with parents/guardians. PD will be provided to support staff in goal setting and the activity will be monitored according to the

grade level 30-60-90 day plan. Category: Continuous Improvement Research Cited: Robert Marzano, John Hattie

SB168

Strategy 2: Effective Feedback - Teachers will provide targetted/specific, timely, actionable, user friendly, and positive feedback to students.Feedback is based on student

performance level on a published rubric aligned to their grade level standards. The rubric will be developed prior to the student performance and will be aligned to the

Performance level/grading scale for their grade level. Systematic collection of formative and summative assessment data will be communicated to students and parents

as well as analyzed by PLCs/teams to guide/modify instruction and determine the strengths and weaknesses of the instructional program. Grade level teams will

develop systems of data collection, clipboarding, and grading to communicate effectively to parents. Category: Continuous Improvement Research Cited: Robert Marzano, Jane Pollock, and Rick Stiggens

Measurable Objective 1:66% of Third, Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learnersstudents will demonstrate a proficiency of Common Core Standards in English Language Arts by 05/24/2019 as measured by KPREP.

Activity - Student Self Assessment and Growth Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will learn to self assess and engage with lesson goals andobjectives (standards). Teachers will post a generalized rubric and gradingscale to benchmark student performance on all tasks. More specializedrubrics will be developed for content specific proficiency assessments andexemplars will be made available to students. All teachers will model andpost measurable I CAN statements to achieve goals related to learningobjectives/targets aligned to the common core. Teachers will continuouslycheck for understanding utilizing criterion based feedback and the protocolfor LIVE scoring.



Teachingstaff,administrativeteam



Strategy 3: Multi Tiered Support Services - Young will establish and use a systematic, comprehensive system to address accelerated learning, achievement gaps, highly effective

instruction, and student behaviors. The plan articulates grade level performance benchmarks for both academic and behavioral expectations. Data for all students will

be displayed and updated regularly on the data wall. ALL PLC's will progress monitor student performance in the areas of reading and math. PLC minutes are

available to all stakeholders. The CSST will monitor data bimonthly collected through individual behavior plans, Infinite Campus referrals, and grade group CASCADE

data. All Universal screening data is available three times a year. The data analysis will inform next steps for administrators and team leads. CSST reports and PLC

minutes are provided to SBDM at their monthly meeting. Category: Continuous Improvement Research Cited: John Hoover, Leonard Baca, Emily Wexler-Love University of Colorado, Boulder

SB168

Activity - Data Collection Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students K-5 will have the opportunity for frequent and regular criterionbased feedback (Live Scoring) in all areas of the curriculum to give themthe opportunity to meet proficiency levels set by the state assessmentsystem. All teachers will identify the standard to be assessed in theircontent,and develop a rubric and grading scale. They in turn will scorestudent work to the standard while providing immediate and specificfeedback to students. The collection of formative and summativeassessment data will be systematically documented on clipboardrosters/charts to facilitate the entry of data into reporting systems such asCASCADE thus allowing staff to analyze data over time and content areas.The data will be used to inform daily instruction as well unit and schoolplanning.



All teachers,principal, andassistantprincipal.

Activity - Kindergarten Readiness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Pre-K students are screened for K readiness through the Brigance andMath Proficiency Assessment and participate in the KindergartenReadifest. Families will be given a parent packet that clearly outlines thecontinuum of reading levels throughout the course of the year along withsupport materials to be used at home.


07/01/2017 08/17/2019 $2400 FRYSC, TitleI Schoolwide

FRCcoordinator, Kstaff,interventionists, Principaland AP.

Activity - Young MTSS Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Utilize the Young MTSS plan in decision making in order to meet studentneeds.Goal Clarity Coach serves as lead to advise interventionists andorchestrate intervention plans. The Comprehensive Student Support teammonitors student data and supports individual classroom teachers andstudents in effectively implementing plans.


12/30/2016 05/24/2019 $60000 DistrictFunding

RTI Lead,ECE/ESLresourceteachers,Counselor,interventionists, teacherrepresentatives, ReadingRecoveryteacher andGoal ClarityCoach.

Activity - Progress Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will administer a universal screener to determine students forintervention services. In addition, interventionists and classroom teacherswill collect diagnostic and other supplemental report data to further trackstudent achievement and further inform the student's interventionservices.An assessment wall will illuminate student progress K-5 inLiteracy and Mathematics and ensure accountability of all stakeholders.


12/30/2016 05/24/2019 $50000 Read toAchieve

RTI Lead,classroomteachers,ECE/ESLresourceteachers,para-educators,ILTand SBDMCouncil.

Activity - Comprehensive Student Support Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

CSST team members meet to discuss academic and behavioral needsand determine progress and next steps for each intervention student. RTIlead will monitor and maintain Intervention Tab to track studentsintervention and entry and exit dates. Team members communicate plansand progress with stakeholders and ensure interventions are beingimplemented and staff support is provided.

BehavioralSupportProgram,AcademicSupportProgram


RTI Lead,Goal ClarityCoach,InterventionStaff,Classroomteachers

Activity - Highly Effective Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will implement and manage highly effective instruction thatincludes tiered services to increase student achievement.Intervention,ECE/ESL collaborative and core program teachers willimplement a layered intervention system that is research based andaligned to standards that is accessible to all students.



Minyard,Principal;Coyle,AssistantPrincipal

Measurable Objective 2:65% of Third, Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learnersstudents will demonstrate a proficiency of the Common Core Content in Mathematics by 05/24/2019 as measured by KPREP.



Strategy 1: Summarizing and Notetaking - All K-5 teachers will provide structures for students to summarize important information through the use of an interactive Notebook. The

notebook will have a teacher side and a student side. The teacher side presents accurate information that extends student knowledge.The student side is their work

space to interact with the content and is assessed. Students will be given regular opportunities to interact with the content and be provided feedback in order to make

revisions. Published rubrics and student exemplars will be the cornerstone for student self assessment. Category: Learning Systems Research Cited: Marzano, Jane E. Pollock, and Marilyn Burns

SB168

Strategy 1: Extended Learning Opportunities - To improve student achievement, extended learning opportunities will be provided to students through instructional

methods/practices (inquiry,computer-based, service-learning, and concept-based learning) that enrich and expand student's depth of understanding and connections to

real world problems inside/outside of the classroom. Category: Continuous Improvement Research Cited: Katie Reagan (Project-Based Learning), John Barell (PBL and inquiry), Lynn Erikson (Concept-based Instruction) and Cathryn Berger Kaye (Service-

Learning)

Activity - Interactive Notebooks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students in K-5 will be guided in the use of interactive notebooks that areage appropriate and content specific. Through this facilitation, teachers willbe able to administer just-in-time assessments, increase their ability toidentify misconceptions within the lesson, provide opportunities for frequentand specific feedback, and make mid-course corrections. ILT will publish anotebook protocol to ensure teacher understanding in the implementationacross academic disciplines. The teacher side must include the learningtarget, an effort score and an understanding score. All information on theteacher side is delivered through direct instruction. The student side is thethoughts of the student as they work with the content. This side is scoredfrequently to inform the next steps in instruction. The notebook supportsparent involvement and understanding of the academic performance and isaligned to the assessment.

DirectInstruction


Administrativeteam, ILT,and GoalClarity Coach.

Measurable Objective 3:60% of Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students willdemonstrate a proficiency of Core Content Standards in Social Studies by 09/30/2016 as measured by KPREP.

Activity - Computer-Based Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Building 21st Century Skills - Teachers will enhance the instructional program and access to Common Core standards within and beyond school hours thus enabling

an equitable learning environment for all students. Teachers will create and maintain a class webpage that will connect student learning from school to home. Teachers

will engage students in blogging, threaded discussions, and any other available writing experiences through the use of technology. The use of IPADS, IPODS, NOOKS

and desktops will enhance the curriculum in authentic ways. Category: Integrated Methods for Learning Research Cited: 21st century skills

Goal 3: Students at Young will meet the Annual Measurable Objectives by 2019.

Strategy 1: PD Implementation and Impact - The Instructional leadership Team (ILT) will monitor program implementation through the collection and analysis of data compiled

using the Young Walk-Through Tool, survey data, student growth goal results and assessment results. They will report the data to the SBDM council to become a part

of the annual needs assessment to inform the implementation and impact of the CSIP. Category: Management Systems Research Cited: Kentucky Department of Education

Students will have access to web based programs to extend andindividualize their learning and enrich student's development of skills andconcepts. Programs provided include A-Z readers, Raz Kids, Sumdog,Brain Pop, Big Brainz, Study Island, and a variety of school approved Appsthat address the Common Core Standards and progress can be monitored.


12/30/2016 05/24/2019 $39500 Title ISchoolwide,GeneralFund, KETS

MTSScohort,classroomteachers, ICTcommittee

Measurable Objective 4:70% of Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners studentswill demonstrate a proficiency in writing and language mechanics common core content in English Language Arts by 05/24/2019 as measured by KPREP.

Activity - Technology Applications Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize the learning platform as well other approved internetsites in the instructional program. Teachers will maintain class pagesregularly to inform and communicate to parents: the school vision andmission, and current academic focus as well as showcase student workand achievements. The website will include announcements, principalblogs, current events, tweets, and calendar. It is also a place to archiveThundercat Chronicles, handbook, SBDM policies, dress codes, and alldocuments school related.

ParentInvolvement


Computerteacher,librarian, PYPcoordinator,and assistantprincipal.

Measurable Objective 1:collaborate to meet our proficiency targets in all content areas by 05/24/2019 as measured by KPREP.



Strategy 2: Parent Involvement and Communication - SBDM Committee, FRC,PTA and Administrative staff, will monitor operational systems that support parent communication

and involvement. Activities include, but are not limited to, Kindergarten Readifest/(K-transition), Open House, Parent Conference Days, Family Nights, workshops,

Thundercat Chronicles school newsletters, classroom newsletters,Thundercat Folder, K-5 agendas, and school web page. Category: Stakeholder Engagement Research Cited: NEA, Epstein, Responsive Classroom

SB168

Activity - Professional Responsibility Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ILT chair will develop an agenda to reflect data analysis and professionaldevelopment needs monthly. In turn the committee will adjust the PD planarticulated in the 30-60-90 day plan to meet school, grade level orindividual teacher needs. In addition, all teachers are required to haveCategory 1 IB/PYP training and will have opportunity to attend Category 2or 3 PYP training as well as other relevant local, state, or nationalPD's/Conferences as it applies to their Professional Growth Plans and theSchool Improvement Plan. Teachers will reflect on their PGP's at regularintervals during the school year. Grade group teams will support andmentor new staff through their PLC meetings in the implementation ofCSIP strategies and activities.


12/30/2016 05/24/2019 $11700 State Funds,Title ISchoolwide

ILT, teamleaders, peerobservers,GCC

Activity - Communicating with Parents and Families Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will monitor and communicate student progress in parent teacherconferences within each 9 week period for Tier 1 and Tier 2 students, andevery 2 weeks with Tier 3 students. These conferences will include reportsfrom intervention or collaborative teachers and will be in addition to thedistrict parent conference days. Teachers will publish report card scores inParent Portal on Infinite Campus at the end each grading period. Daily datacollection will be aligned to the standards and housed in a school approvedelectronic gradebook. Reports generated from these systems are availableto parents to support student progress and next steps in student learning.Regular communication will be housed in agendas kept by students K-5, aswell as sent home in the Thundercat Wednesday folder.

ParentInvolvement

12/30/2016 05/24/2019 $3000 General Fund Administrativeteam, allteachers

Activity - Goal Setting/Progress/Achievement: GPA Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 3: Teacher Mentoring - All teachers will participate in grade level and vertical professional learning communities at Young. Young will provide Professional Development

for new staff. "Hour of Power" sessions will guide staff through strategies identified in the CSIP that guide the teaching and learning embedded in the Young

instructional program. Category: Teacher PGES Research Cited: Dufour,PLC's, Branham

SB168

Strategy 4: Learning Culture and Environment - The Instructional Leadership Team, in conjunction with the CSST will monitor implementation of strategies to support the

The school's vision: (I CAN set goals, I CAN make progress, and I CANachieve) will support students to self monitor their progress toward theestablished learning goals aligned to state standards. Teachers will buildroutines and structures into the instructional day to scaffold student's abilityto make reasonable achievable goals and provide the tools to supportmonitoring. Staff will provide systems to celebrate individual successes inmorning meetings, agenda notes, school/classroom newsletters, andconferences. Teachers will facilitate student-led parent conferences tosupport this initiative along with regular student self assessmentopportunities across the curriculum.



Administration, instructionalstaff, PTA

Activity - Family Nights Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Young staff, PTA board, and SBDM committees will collaborate to host aminimum of two IBelong@ Young family nights to engage families inmeaningful ways in their children's education. There will be one event inthe fall and one in the spring; both with a curricular focus in which studentspresent their learning which will also include the annual fifth grade IBExhibition where student projects are showcased.

ParentInvolvement


ILT, and PTAboard.

Activity - Growing and Developing Professionally Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teacher Mentoring: Teachers eligible for KTIP will be provided a resourceteacher and committee to support them in their first year. Mentors willprovide technical assistance to all teachers new to Young. All teachers willbe a member of a professional learning community and participate in onlinetraining sessions to support their effectiveness. Opportunities to extendindividual pedagogical knowledge could include, but not be limited to,planned coaching with the Goal Clarity Coach and PYP Coordinator as wellas participation in book studies, peer observations and lesson studies tosupport implementation of instructional practices, use of curriculummaterials, formative assessment that drive instruction, and planningeffectively to standards/learning targets in order to increase studentachievement.



Administrativeteam, GCC,PYPcoordinator,team leaders



development of international-mindedness through programmatic structures of the International Baccalaureate. Category: Learning Systems Research Cited: Erwin,J.C.,Responsive Classroom, PBIS, Child Development Project

SB168

Strategy 5: Strategy Instruction - Teachers will blend Direct/Explicit instruction-adequate practice, correct levels of rigor, congruent instruction and appropriate learning strategies

mixed with Strategy instruction that supplies students with the skills to learn information and be able to recall how to learn it later on. Teachers will guide students in

building meta-cognitive strategies. Category: Continuous Improvement Research Cited: SB168

Activity - International Mindedness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will debrief with students both their academic and socialoutcomes to ensure their learning targets were met. The IB Learner Profileattributes and IB attitudes are to be emphasized in all areas of the schooland support students' physical, social, and emotional well-being. Thematerials from the Northeast Foundation for Children and ChildDevelopment Project mirror principles and pedagogy of the InternationalBaccalaureate. Teachers will utilize "The Responsive ClassroomAssessment Tool" to reflect on their principles and procedures in theclassroom. The use of the tool will engage teachers in meaningfulreflection about teaching and learning. The Responsive ClassroomAssessment tool will provide teachers with data to substantiate areas ofstrength and challenges and actions steps that provide clear steps aroundthe following practices: Arrival Times, Interactive Modeling, MorningMeeting, Guided Discovery, Academic Choice, Classroom Organization,Classroom Management & Teacher Language and Working with Familiesthroughout the year. This reflection tool will support teachers in meetingthe accomplished level demonstrators in PGES.



AdrianneTytus,PYPcoordinatorMinyard.principalCoyle, AP

Activity - Support Services/SRT Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The CSST committee comprised of the Principal, Assistant Principal,Family Resource Center Coordinator,School Counselor, and GCC alongwith the District Social Worker, PBIS resource teacher and ECE resourceteacher will review discipline and attendance referrals, behavior plans, andacademic data to implement timely interventions to increase studentachievement and reduce novice. The PBIS team will implement an actionplan. They will design professional development activities to promotepositive behavioral strategies. The CSST chair will serve on bothcommittees to support implementation. Feedback will provided to teachersutilizing the PGES evaluation system.


12/30/2016 05/24/2019 $38900 Title ISchoolwide,DistrictFunding,FRYSC

CSSTmembers



Goal 4: Young's instructional program will proficiently meet the standards and demonstrators

outlined in the KDE Program Reviews in Practical Living/Career Studies, Arts and Humanities,K-

3, and Writing.

Strategy 1: PL/CS Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the Practical Living/Career

Studies program which include instructional practices, aligned and enacted curriculum, work samples, formative and summative assessments, professional

development and support services and administrative support and monitoring. This process includes targeting Program Review demonstrators that are areas of

weakness in order to improve the instructional program in addition to monitoring the Young Wellness Policy . Category: Integrated Methods for Learning Research Cited: Kentucky Department of Education and KY Senate Bill 1

Activity - Extended Learning Time Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will analyze data, identify students, and plan additional lessons tosupport students in increasing their achievement levels. Staff will providedifferentiated lessons throughout the school day to provide additionalopportunities for students to reach mastery of the standards.Additionally,extended learning times can be coordinated with parents tooccur before school, during the teacher's planning or after school.Computer programming can be utilized to extend learning time within orbeyond the school day or calendar.

Class SizeReduction

12/30/2016 05/24/2019 $136408 Title ISchoolwide,DistrictFunding,State Funds

ESScoordinator,Classroomteachers,Administration, RTI team.

Activity - Extracurricular Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The SBDM Council will monitor all extracurricular activities. Students willhave the opportunity to participate in activities such asBasketball,Volleyball,Track,Soccer, Cheerleading, Girl Scouts, Boy Scouts,Safety Patrol, Robotics, Band,Orchestra, Art club, Chess, Orff ensemble,Choices,Thundercat Chronicle Newsletter Team, Green Team, Book Club,Zoo Crew, French Club, Student Council, and STLP. All sponsors willmonitor student agendas and conference with participants to maintain theconnection to the academic program. Students will participate in computerbased extended learning sessions prior to their practices.

ExtraCurricular

12/30/2016 05/24/2019 $9000 Other,GeneralFund,FRYSC, TitleI Schoolwide

FRCCoordinator,SBDMCouncil,Coaches andSponsors,CoordinatedSchool HealthCommittee

Measurable Objective 1:100% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to provide work samples and evidence for the Program Review inPractical Living by 06/29/2018 as measured by each demonstrator in the Program Review Rubric..



Strategy 1: A/H Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the Arts and Humanities program

which includes instructional practices, aligned and enacted curriculum, work samples, formative and summative assessments, professional development and support

services, and administrative support and monitoring. This process includes targeting Program Review demonstrators that are areas of weakness in order to improve the

instructional program. Category: Integrated Methods for Learning Research Cited: Kentucky Department of Education and KY Senate Bill 1

Strategy 1: W Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the Writing program which includes

instructional practices, aligned and enacted curriculum, work samples, formative and summative assessments, professional development and support services and

administrative support and monitoring. This process includes targeting Program Review demonstrators that are areas of weakness in order to improve the instructional

program.

Activity - Program Review Team: PL/SC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Program Review team will conduct on-going reviews through areflective process with all staff to identify the strengths and weaknesses ofthe Practical Living/Career Studies instructional program. Theycommunicate the review process to all staff. All staff contribute to thecollection of student work and evidence that meet the standards andpractices of the Program Review rubric and reflect upon how to addressany deficiencies found in demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $63000 General Fund PE Teacher,CoordinatedSchool HealthCohort, HPSEDistrict team,ProgramReviewCohort andItinerant PLC

Measurable Objective 2:100% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to provide work samples and evidence for the Arts and HumanitiesProgram Review in Art & Humanities by 06/29/2018 as measured by the demonstrators in the Program Review Rubric..

Activity - Program Review Team: A/H Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Program Review team will conduct on-going reviews through areflective process with all staff to identify the strengths and weaknesses ofthe Arts and Humanities instructional program. They communicate thereview process to all staff. All staff contribute to the collection of studentwork and evidence that meet the standards and practices of the ProgramReview rubric and reflect upon how to address any deficiencies found indemonstrators.

Policy andProcess

12/30/2016 06/29/2018 $92000 Title ISchoolwide,General Fund

Jahi Peake-Art Teacher,CarolynFassio- MusicTeacher,ProgramReview TeamandItinerant PLC

Measurable Objective 3:100% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to provide work samples and evidence for the Writing Program Review inEnglish Language Arts by 06/29/2018 as measured by the demonstrators in the Program Review Rubric.



Category: Integrated Methods for Learning Research Cited: Kentucky Department of Education and KY Senate Bill 1

Strategy 1: K-3 Evidence Collection and Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the K-3 program that includes

practices,aligned and enacted curriculum, work samples, formative and summative assessments, professional development and support services and administrative

support and monitoring. This process includes targeting Program Review demonstrators that are areas of weaknesses in order to improve the instructioanl program.

Category: Integrated Methods for Learning Research Cited: Kentucky Department of Ed and Senate Bill 1

Goal 5: All certified staff at Young Elementary will fully participate in the Professional Growth

Evaluation System in the 2016-2017 school year.

Activity - Program Review Team: W Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Program Review team will conduct on-going reviews through areflective process with all staff to identify the strengths and weaknesses ofthe Writing instructional program. They communicate the review process toall staff. All staff contribute to the collection of student work and evidencethat meet the standards and practices of the Program Review rubric andreflect upon how to address deficiencies found in weak demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $11000 Title ISchoolwide,General Fund

Herdelin,JHAandProgramReview Team

Measurable Objective 4:100% of Kindergarten, First, Second and Third grade students will collaborate to provide work samples and evidence for the Program Review in K-3 in Reading by06/29/2018 as measured by each demonstrator in the Program Review Rubric.

Activity - Program Review Team:K-3 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Program Review Committee will conduct on-going reviews through areflective process with K-3 instructional staff to identify the strenghts andweaknesses of the K-3 instructional program. They will effectivelycommunicate the review process to the entire staff. All K-3 staff willcontribute to the collection of student work samples and evidence thatmeet the standards and practices of the Program Review Rubric andreflect upon how to address the deficiencies found in any demonstrator.

Policy andProcess

12/30/2016 06/29/2018 $25000 General Fund SBDMCouncilMembers, RTICohort,Administrativestaff, PrimaryPLC's.



Strategy 1: Professional Responsibility - The teacher leaders will attend and facilitate professional development sessions to support teacher's understanding in the areas of

Professional Growth Planning, Student Growth Goals and Student Voice Survey to provide support throughout the 2016-2017 & 2017-2018 school years. Teachers will

meet in vertical and grade group teams to review,analyze and apply student data results as they reflect on their SGG and PGP's. Teachers's will participate in pre and

post peer conferences and observations with their administrator. Category: Teacher PGES Research Cited: Charolette Danielson, Kentucky Department of Education

Measurable Objective 1:complete a portfolio or performance evidencing the accomplishment of each of the components of each domain in the PGES framework. by 05/24/2019 as measuredby peer observations, evidence collected in PGP, student voice surveys and meeting the goals identified in their student growth goals. Administrative full and miniobservations will also provide evidence for reflection..

Activity - PGP Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop a PGP that addresses their student needs. They willcollect, analyze and design a plan. Teacher will in turn implement theiridentified strategies and monitor their progress.


12/30/2016 05/24/2019 $0 No FundingRequired

Minyard,Principal andTeacherLeaders

Activity - Student Growth Goals Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teacher Leaders will provide PD for the certified staff around thedevelopment and progress monitoring of SMART Goals. Teachers willanalyze student data to inform student growth goals for the school year.



Minyard,Coyle, Jonesand teacherleaders

Activity - Student Voice Survey Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teacher Leaders will lead staff in the analysis of the results on the studentvoice surveys and possible next steps as it applies to future professionalgrowth.


12/30/2016 05/24/2019 $0 No FundingRequired

TeacherLeaders, ILT

Activity - Peer Observation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will train to be peer observers for the eligible staff. In turn theywill observe and provide feedback to their assigned staff members.



Minyard, andCoyle

Activity - Administrative Observation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 6: All K-5 students will have equitable resources to support their learning

Strategy 1: Create a plan - The textbook committee will conduct a needs assessment and create a plan to be approved by SBDM. Category: Management Systems

Strategy 1: Digital and Print material - Maintain licenses associated with subscriptions for Web-based instructional resources.

Category: Management Systems

Goal 7: By 2020 students in the gap group will be reduced in Novices by 50% in Reading and

Math.

Trained administrators will conduct a mini or full observation as outlined inthe PGES protocol for those eligible staff members.Teachers will completethe pre and post observation form to reflect on their performance.



Minyard,Coyle

Measurable Objective 1:collaborate to create a textbook purchasing plan aligned to District and Local policies and practices. by 06/30/2017 as measured by increased student achievement.

Activity - Train staff Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Train staff on the materials and supplemental resources purchased toincrease efficiency of implementation.

Policy andProcess

12/30/2016 12/29/2017 $16316 Text Books Bookkeeper,administration

Measurable Objective 2:collaborate to ensure all students have sufficient access to standards aligned instructional materials and textbooks including those in print and digital format by10/01/2017 as measured by school inventory and budget review.

Activity - Direct instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PLC's support implementation of all digital and print materials utilized intargeted instruction to meet the diverse student needs identified in studentwork analysis.


08/10/2016 06/09/2017 $10000 GeneralFund, Title ISchoolwide

Textbookcommittee,Teamleaders, ILT



(shared) Strategy 1: Monitoring of Student's Learning - Grade level PLC's will review,analyze, and apply data results to monitor students progressing towards learning. Category: Continuous Improvement Research Cited: KDE, Hattie, Marzano, Pollock


Measurable Objective 1:collaborate to develop a well articulated curriculum in Reading and Math. Teachers know and use clearly articulated learning targets- ones that are robust concepts,generalizations, or procedures. by 12/29/2017 as measured by increase student achievement..

Activity - Support Processes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop academic or behavior action plans to differentiateinstruction to meet the needs of students not meeting the assessedbenchmark.

DirectInstruction


Goal ClarityCoach,Homeroomteachers, ESLand ECEresourceteachers.

Measurable Objective 2:increase student growth by creating effective plans for delivery in Reading and Math. Staff will plan and use instructional strategies that will help the learner remembercontent and apply information and skills in Reading and Math. by 12/29/2017 as measured by the review of lesson plans, instructional walkthroughs, and postconferences with staff..


Source OfFunding

StaffResponsible


DirectInstruction








collaborate to vary the assessments in Reading and Mathematics for students.Grade level teams will use a range of assessment methods in Reading and Math toclarify the learner’s status relative to the targets and generate information necessary to achieve these targets. by 12/29/2017 as measured by Data results of formativeand summative assessments.


Source OfFunding

StaffResponsible


DirectInstruction



Measurable Objective 4:demonstrate a behavior by giving criterion based feedback. Teachers will give methodical feedback to the learner based on the targets, and refine record keeping andreporting accordingly. by 12/29/2017 as measured by Teacher gradebooks, interactive notebooks, peer observations and administrative observations/walkthroughs.


Source OfFunding

StaffResponsible


DirectInstruction





Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

FRYSC

Title I Schoolwide

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Kindergarten Readiness Pre-K students are screened for K readiness through theBrigance and Math Proficiency Assessment and participatein the Kindergarten Readifest. Families will be given aparent packet that clearly outlines the continuum of readinglevels throughout the course of the year along with supportmaterials to be used at home.


07/01/2017 08/17/2019 $400 FRCcoordinator, Kstaff,interventionists, Principaland AP.

Extracurricular Activities The SBDM Council will monitor all extracurricular activities.Students will have the opportunity to participate in activitiessuch as Basketball,Volleyball,Track,Soccer, Cheerleading,Girl Scouts, Boy Scouts, Safety Patrol, Robotics,Band,Orchestra, Art club, Chess, Orff ensemble,Choices,Thundercat Chronicle Newsletter Team, GreenTeam, Book Club, Zoo Crew, French Club, Student Council,and STLP. All sponsors will monitor student agendas andconference with participants to maintain the connection tothe academic program. Students will participate incomputer based extended learning sessions prior to theirpractices.

ExtraCurricular

12/30/2016 05/24/2019 $2500 FRCCoordinator,SBDMCouncil,Coaches andSponsors,CoordinatedSchool HealthCommittee

Support Services/SRT The CSST committee comprised of the Principal, AssistantPrincipal, Family Resource Center Coordinator,SchoolCounselor, and GCC along with the District Social Worker,PBIS resource teacher and ECE resource teacher willreview discipline and attendance referrals, behavior plans,and academic data to implement timely interventions toincrease student achievement and reduce novice. The PBISteam will implement an action plan. They will designprofessional development activities to promote positivebehavioral strategies. The CSST chair will serve on bothcommittees to support implementation. Feedback willprovided to teachers utilizing the PGES evaluation system.


12/30/2016 05/24/2019 $500 CSSTmembers

Total $3400


StaffResponsible



Data Collection All students K-5 will have the opportunity for frequent andregular criterion based feedback (Live Scoring) in all areasof the curriculum to give them the opportunity to meetproficiency levels set by the state assessment system. Allteachers will identify the standard to be assessed in theircontent,and develop a rubric and grading scale. They inturn will score student work to the standard while providingimmediate and specific feedback to students. The collectionof formative and summative assessment data will besystematically documented on clipboard rosters/charts tofacilitate the entry of data into reporting systems such asCASCADE thus allowing staff to analyze data over time andcontent areas. The data will be used to inform dailyinstruction as well unit and school planning.


12/30/2016 05/24/2019 $2000 All teachers,principal, andassistantprincipal.

Innovative Resources Student engagement will increase as teachers will useinnovative resources, community engagement, technologyand field trips to embed Social Studies content and otherrelevant standards from other disciplines in theirinstructional practices to ensure equitable access to thecurriculum. A variety of resources such as United Streamingvideos, Social Studies Alive (TCI program), BrainPop, tradebooks, Junior Achievement, etc. will be used to increasestudent engagement in instruction.


12/30/2016 05/24/2019 $5000 Teamleaders, ILT,and teachers

Interactive Notebooks Students in K-5 will be guided in the use of interactivenotebooks that are age appropriate and content specific.Through this facilitation, teachers will be able to administerjust-in-time assessments, increase their ability to identifymisconceptions within the lesson, provide opportunities forfrequent and specific feedback, and make mid-coursecorrections. ILT will publish a notebook protocol to ensureteacher understanding in the implementation acrossacademic disciplines. The teacher side must include thelearning target, an effort score and an understanding score.All information on the teacher side is delivered throughdirect instruction. The student side is the thoughts of thestudent as they work with the content. This side is scoredfrequently to inform the next steps in instruction. Thenotebook supports parent involvement and understandingof the academic performance and is aligned to theassessment.

DirectInstruction

12/30/2016 05/24/2019 $5000 Administrativeteam, ILT,and GoalClarity Coach.



Professional Responsibility ILT chair will develop an agenda to reflect data analysisand professional development needs monthly. In turn thecommittee will adjust the PD plan articulated in the 30-60-90 day plan to meet school, grade level or individualteacher needs. In addition, all teachers are required to haveCategory 1 IB/PYP training and will have opportunity toattend Category 2 or 3 PYP training as well as otherrelevant local, state, or national PD's/Conferences as itapplies to their Professional Growth Plans and the SchoolImprovement Plan. Teachers will reflect on their PGP's atregular intervals during the school year. Grade group teamswill support and mentor new staff through their PLCmeetings in the implementation of CSIP strategies andactivities.


12/30/2016 05/24/2019 $2800 ILT, teamleaders, peerobservers,GCC

Family Nights Young staff, PTA board, and SBDM committees willcollaborate to host a minimum of two IBelong@ Youngfamily nights to engage families in meaningful ways in theirchildren's education. There will be one event in the fall andone in the spring; both with a curricular focus in whichstudents present their learning which will also include theannual fifth grade IB Exhibition where student projects areshowcased.

ParentInvolvement

12/30/2016 05/24/2019 $3600 ILT, and PTAboard.

Extended Learning Time Teachers will analyze data, identify students, and planadditional lessons to support students in increasing theirachievement levels. Staff will provide differentiated lessonsthroughout the school day to provide additionalopportunities for students to reach mastery of thestandards. Additionally,extended learning times can becoordinated with parents to occur before school, during theteacher's planning or after school. Computer programmingcan be utilized to extend learning time within or beyond theschool day or calendar.

Class SizeReduction

12/30/2016 05/24/2019 $12000 ESScoordinator,Classroomteachers,Administration, RTI team.

GoalSetting/Progress/Achievement: GPA

The school's vision: (I CAN set goals, I CAN makeprogress, and I CAN achieve) will support students to selfmonitor their progress toward the established learning goalsaligned to state standards. Teachers will build routines andstructures into the instructional day to scaffold student'sability to make reasonable achievable goals and provide thetools to support monitoring. Staff will provide systems tocelebrate individual successes in morning meetings,agenda notes, school/classroom newsletters, andconferences. Teachers will facilitate student-led parentconferences to support this initiative along with regularstudent self assessment opportunities across thecurriculum.


12/30/2016 05/24/2019 $2000 Administration, instructionalstaff, PTA

Highly Effective Instruction All teachers will implement and manage highly effectiveinstruction that includes tiered services to increase studentachievement. Intervention,ECE/ESL collaborative and coreprogram teachers will implement a layered interventionsystem that is research based and aligned to standards thatis accessible to all students.


12/30/2016 05/24/2019 $5000 Minyard,Principal;Coyle,AssistantPrincipal



Kindergarten Readiness Pre-K students are screened for K readiness through theBrigance and Math Proficiency Assessment and participatein the Kindergarten Readifest. Families will be given aparent packet that clearly outlines the continuum of readinglevels throughout the course of the year along with supportmaterials to be used at home.


07/01/2017 08/17/2019 $2000 FRCcoordinator, Kstaff,interventionists, Principaland AP.

Collaboration Staff will collaborate in a professional community toimplement a cohesive IB Primary Years Programme.Teachers will collaborate to create a horizontally andvertically aligned Programme of Inquiry (POI) whichincludes six backwards designed units of inquiry per gradelevel, one for each of the six IB transdisciplinary themes ofglobal significance. The JCPS Google drive platform will beused to facilitate collaboration on the units and organizedplanning sessions (3 times a year) will support collaborationand communication of the curriculum with all stakeholders.POI evidence will be gathered and reviewed by the PrimaryYears Program Coordinator.


12/30/2016 05/24/2019 $12000 TeamLeaders,Teachers, PYPCoordinatorandAdministrators


ExtraCurricular


Student Self Assessmentand Growth Monitoring

Students will learn to self assess and engage with lessongoals and objectives (standards). Teachers will post ageneralized rubric and grading scale to benchmark studentperformance on all tasks. More specialized rubrics will bedeveloped for content specific proficiency assessments andexemplars will be made available to students. All teacherswill model and post measurable I CAN statements toachieve goals related to learning objectives/targets alignedto the common core. Teachers will continuously check forunderstanding utilizing criterion based feedback and theprotocol for LIVE scoring.


12/30/2016 05/24/2019 $2000 Teachingstaff,administrativeteam

Program Review Team: A/H The Program Review team will conduct on-going reviewsthrough a reflective process with all staff to identify thestrengths and weaknesses of the Arts and Humanitiesinstructional program. They communicate the reviewprocess to all staff. All staff contribute to the collection ofstudent work and evidence that meet the standards andpractices of the Program Review rubric and reflect uponhow to address any deficiencies found in demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $90000 Jahi Peake-Art Teacher,CarolynFassio- MusicTeacher,ProgramReview TeamandItinerant PLC





12/30/2016 05/24/2019 $3400 CSSTmembers

Computer-Based Learning Students will have access to web based programs to extendand individualize their learning and enrich student'sdevelopment of skills and concepts. Programs providedinclude A-Z readers, Raz Kids, Sumdog, Brain Pop, BigBrainz, Study Island, and a variety of school approved Appsthat address the Common Core Standards and progresscan be monitored.


12/30/2016 05/24/2019 $2500 MTSScohort,classroomteachers, ICTcommittee

Technology Applications Teachers will utilize the learning platform as well otherapproved internet sites in the instructional program.Teachers will maintain class pages regularly to inform andcommunicate to parents: the school vision and mission, andcurrent academic focus as well as showcase student workand achievements. The website will includeannouncements, principal blogs, current events, tweets,and calendar. It is also a place to archive ThundercatChronicles, handbook, SBDM policies, dress codes, and alldocuments school related.

ParentInvolvement

12/30/2016 05/24/2019 $2500 Computerteacher,librarian, PYPcoordinator,and assistantprincipal.

Alignment of practices Grade group members develop effective standard practicesk-5 in literacy. Grade level teams get support from the GoalClarity Coach, peers or District staff to support andenhance implementation of the Reading WorkshopFramework. Strategies for Reading Assessment andInstruction: Helping Every Child Succeed,Dr. Robert Cooter(Bellarmine Literacy Project) The Next Step in GuidedReading, Jan Chappuis, and Young's MTSS plan.


12/30/2016 05/24/2019 $5000 Teamleaders,Reading Lead, GoalClarity CoachandAdministrativeteam.

Alignment of practices All Math teachers will utilize the 8 Math Practices andstrategies from the Math Solutions professional booksaround the common core in Mathematics to guide theirplanning and instruction. Grade groups will analyze studentlearning in their designated PLC time to reflect and refineteaching strategies. Grade group rubrics and look-fors willbe developed to identify the student performance levelrequired by the standard.


12/30/2016 05/24/2019 $5600 Principal,Teamleaders,AssistantPrincipal, andGoal ClarityCoach



Writing Benchmarking All teachers as members of a vertical and/or grade groupteams will benchmark and analyze student producedwriting pieces from their units of inquiry, content writing,journals, response logs, notebooks, portfolio pieces, and/oron-demand writing tasks. Fifth grade On Demand writingwill be scored by staff three times a year (Sept., Decemberand March). Teachers will score student writing accordingto genre-specific rubrics aligned to KCAS standards andprovide students with feedback to improve their writing andestablish writing goals. Individual and group data will guidewhole group, focus group, and individualized instruction.Pieces that will provide evidence for the Writing Programreview include 21st Century skills or pieces with teacherfeedback for students,student goals in writing, and writinglessons aligned to KCAS and reflect data analysis.


12/30/2016 05/24/2019 $45000 ProgramReviewCommittee,PYPcoordinator,Librarian, andinstructionalstaff.

Direct instruction PLC's support implementation of all digital and printmaterials utilized in targeted instruction to meet the diversestudent needs identified in student work analysis.


08/10/2016 06/09/2017 $5000 Textbookcommittee,Teamleaders, ILT

International Mindedness Teachers will debrief with students both their academic andsocial outcomes to ensure their learning targets were met.The IB Learner Profile attributes and IB attitudes are to beemphasized in all areas of the school and support students'physical, social, and emotional well-being. The materialsfrom the Northeast Foundation for Children and ChildDevelopment Project mirror principles and pedagogy of theInternational Baccalaureate. Teachers will utilize "TheResponsive Classroom Assessment Tool" to reflect ontheir principles and procedures in the classroom. The use ofthe tool will engage teachers in meaningful reflection aboutteaching and learning. The Responsive ClassroomAssessment tool will provide teachers with data tosubstantiate areas of strength and challenges and actionssteps that provide clear steps around the followingpractices: Arrival Times, Interactive Modeling, MorningMeeting, Guided Discovery, Academic Choice, ClassroomOrganization, Classroom Management & TeacherLanguage and Working with Families throughout the year.This reflection tool will support teachers in meeting theaccomplished level demonstrators in PGES.


12/30/2016 05/24/2019 $7790 AdrianneTytus,PYPcoordinatorMinyard.principalCoyle, AP

Program Review Team: W The Program Review team will conduct on-going reviewsthrough a reflective process with all staff to identify thestrengths and weaknesses of the Writing instructionalprogram. They communicate the review process to all staff.All staff contribute to the collection of student work andevidence that meet the standards and practices of theProgram Review rubric and reflect upon how to addressdeficiencies found in weak demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $5000 Herdelin,JHAandProgramReview Team



KETS

General Fund

Growing and DevelopingProfessionally

Teacher Mentoring: Teachers eligible for KTIP will beprovided a resource teacher and committee to support themin their first year. Mentors will provide technical assistanceto all teachers new to Young. All teachers will be a memberof a professional learning community and participate inonline training sessions to support their effectiveness.Opportunities to extend individual pedagogical knowledgecould include, but not be limited to, planned coaching withthe Goal Clarity Coach and PYP Coordinator as well asparticipation in book studies, peer observations and lessonstudies to support implementation of instructional practices,use of curriculum materials, formative assessment thatdrive instruction, and planning effectively tostandards/learning targets in order to increase studentachievement.


12/30/2016 05/24/2019 $15000 Administrativeteam, GCC,PYPcoordinator,team leaders

Total $242190


StaffResponsible




Total $15000


StaffResponsible






Communicating with Parentsand Families

Teachers will monitor and communicate student progress inparent teacher conferences within each 9 week period forTier 1 and Tier 2 students, and every 2 weeks with Tier 3students. These conferences will include reports fromintervention or collaborative teachers and will be in additionto the district parent conference days. Teachers will publishreport card scores in Parent Portal on Infinite Campus atthe end each grading period. Daily data collection will bealigned to the standards and housed in a school approvedelectronic gradebook. Reports generated from thesesystems are available to parents to support studentprogress and next steps in student learning. Regularcommunication will be housed in agendas kept by studentsK-5, as well as sent home in the Thundercat Wednesdayfolder.

ParentInvolvement

12/30/2016 05/24/2019 $3000 Administrativeteam, allteachers

Program Review Team: A/H The Program Review team will conduct on-going reviewsthrough a reflective process with all staff to identify thestrengths and weaknesses of the Arts and Humanitiesinstructional program. They communicate the reviewprocess to all staff. All staff contribute to the collection ofstudent work and evidence that meet the standards andpractices of the Program Review rubric and reflect uponhow to address any deficiencies found in demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $2000 Jahi Peake-Art Teacher,CarolynFassio- MusicTeacher,ProgramReview TeamandItinerant PLC

Program Review Team:K-3 The Program Review Committee will conduct on-goingreviews through a reflective process with K-3 instructionalstaff to identify the strenghts and weaknesses of the K-3instructional program. They will effectively communicate thereview process to the entire staff. All K-3 staff will contributeto the collection of student work samples and evidence thatmeet the standards and practices of the Program ReviewRubric and reflect upon how to address the deficienciesfound in any demonstrator.

Policy andProcess

12/30/2016 06/29/2018 $25000 SBDMCouncilMembers, RTICohort,Administrativestaff, PrimaryPLC's.

Direct instruction PLC's support implementation of all digital and printmaterials utilized in targeted instruction to meet the diversestudent needs identified in student work analysis.


08/10/2016 06/09/2017 $5000 Textbookcommittee,Teamleaders, ILT






Read to Achieve

Program Review Team:PL/SC

The Program Review team will conduct on-going reviewsthrough a reflective process with all staff to identify thestrengths and weaknesses of the Practical Living/CareerStudies instructional program. They communicate thereview process to all staff. All staff contribute to thecollection of student work and evidence that meet thestandards and practices of the Program Review rubric andreflect upon how to address any deficiencies found indemonstrators.

Policy andProcess

12/30/2016 06/29/2018 $63000 PE Teacher,CoordinatedSchool HealthCohort, HPSEDistrict team,ProgramReviewCohort andItinerant PLC


ExtraCurricular


Program Review Team: W The Program Review team will conduct on-going reviewsthrough a reflective process with all staff to identify thestrengths and weaknesses of the Writing instructionalprogram. They communicate the review process to all staff.All staff contribute to the collection of student work andevidence that meet the standards and practices of theProgram Review rubric and reflect upon how to addressdeficiencies found in weak demonstrators.

Policy andProcess

12/30/2016 06/29/2018 $6000 Herdelin,JHAandProgramReview Team




Total $137700


StaffResponsible



Text Books

District Funding

Progress Monitoring Teachers will administer a universal screener to determinestudents for intervention services. In addition,interventionists and classroom teachers will collectdiagnostic and other supplemental report data to furthertrack student achievement and further inform the student'sintervention services.An assessment wall will illuminatestudent progress K-5 in Literacy and Mathematics andensure accountability of all stakeholders.


12/30/2016 05/24/2019 $50000 RTI Lead,classroomteachers,ECE/ESLresourceteachers,para-educators,ILTand SBDMCouncil.

Total $50000


StaffResponsible

Train staff Train staff on the materials and supplemental resourcespurchased to increase efficiency of implementation.

Policy andProcess

12/30/2016 12/29/2017 $16316 Bookkeeper,administration

Total $16316


StaffResponsible

Support Processes Teachers will develop academic or behavior action plans todifferentiate instruction to meet the needs of students notmeeting the assessed benchmark.

DirectInstruction

10/03/2016 12/29/2017 $60200 Goal ClarityCoach,Homeroomteachers, ESLand ECEresourceteachers.

Comprehensive StudentSupport Team

CSST team members meet to discuss academic andbehavioral needs and determine progress and next stepsfor each intervention student. RTI lead will monitor andmaintain Intervention Tab to track students intervention andentry and exit dates. Team members communicate plansand progress with stakeholders and ensure interventionsare being implemented and staff support is provided.


12/30/2016 05/24/2019 $60000 RTI Lead,Goal ClarityCoach,InterventionStaff,Classroomteachers






Administrative Observation Trained administrators will conduct a mini or full observationas outlined in the PGES protocol for those eligible staffmembers.Teachers will complete the pre and postobservation form to reflect on their performance.


12/30/2016 05/24/2019 $3000 Minyard,Coyle


Class SizeReduction


Young MTSS Plan Utilize the Young MTSS plan in decision making in order tomeet student needs.Goal Clarity Coach serves as lead toadvise interventionists and orchestrate intervention plans.The Comprehensive Student Support team monitorsstudent data and supports individual classroom teachersand students in effectively implementing plans.


12/30/2016 05/24/2019 $60000 RTI Lead,ECE/ESLresourceteachers,Counselor,interventionists, teacherrepresentatives, ReadingRecoveryteacher andGoal ClarityCoach.

Peer Observation Teachers will train to be peer observers for the eligible staff.In turn they will observe and provide feedback to theirassigned staff members.


12/30/2016 05/24/2019 $500 Minyard, andCoyle



12/30/2016 05/24/2019 $35000 CSSTmembers

Student Growth Goals Teacher Leaders will provide PD for the certified staffaround the development and progress monitoring ofSMART Goals. Teachers will analyze student data to informstudent growth goals for the school year.


12/30/2016 05/24/2019 $5000 Minyard,Coyle, Jonesand teacherleaders



No Funding Required

State Funds




Total $414700


StaffResponsible

PGP Teachers will develop a PGP that addresses their studentneeds. They will collect, analyze and design a plan.Teacher will in turn implement their identified strategies andmonitor their progress.


12/30/2016 05/24/2019 $0 Minyard,Principal andTeacherLeaders

Student Voice Survey Teacher Leaders will lead staff in the analysis of the resultson the student voice surveys and possible next steps as itapplies to future professional growth.


12/30/2016 05/24/2019 $0 TeacherLeaders, ILT

Total $0


StaffResponsible


Class SizeReduction




Other

Professional Responsibility ILT chair will develop an agenda to reflect data analysisand professional development needs monthly. In turn thecommittee will adjust the PD plan articulated in the 30-60-90 day plan to meet school, grade level or individualteacher needs. In addition, all teachers are required to haveCategory 1 IB/PYP training and will have opportunity toattend Category 2 or 3 PYP training as well as otherrelevant local, state, or national PD's/Conferences as itapplies to their Professional Growth Plans and the SchoolImprovement Plan. Teachers will reflect on their PGP's atregular intervals during the school year. Grade group teamswill support and mentor new staff through their PLCmeetings in the implementation of CSIP strategies andactivities.


12/30/2016 05/24/2019 $8900 ILT, teamleaders, peerobservers,GCC

Total $13308


StaffResponsible


ExtraCurricular


Alignment of practices Grade group members develop effective standard practicesk-5 in literacy. Grade level teams get support from the GoalClarity Coach, peers or District staff to support andenhance implementation of the Reading WorkshopFramework. Strategies for Reading Assessment andInstruction: Helping Every Child Succeed,Dr. Robert Cooter(Bellarmine Literacy Project) The Next Step in GuidedReading, Jan Chappuis, and Young's MTSS plan.


12/30/2016 05/24/2019 $34000 Teamleaders,Reading Lead, GoalClarity CoachandAdministrativeteam.

Total $36000



Phase II - KDE Assurances - Schools



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data for all students andassessed the needs of the school relative toeach of the schoolwide program components.

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

The school planned and developed Schoolwideresearchbased instructional reform strategies tostrengthen the core academic program,increase the amount and quality of learningtime, and provide additional support to allstudents.

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes

Label Assurance Response Comment AttachmentResearch-basedStrategies

The school planned and developed schoolwideresearchbased instructional strategies thatprovide additional instruction for studentsexperiencing the greatest degree of difficultymastering the state's academic achievementstandards.

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes Young is able to recruit butstruggles to retain given thedynamics of the transfer processand JCTA contract.

Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

The school allocated and spent Title I, Part ASchoolwide funds only on allowable programsand activities and maintained appropriatefinancial records in this regard on its Title I,Part A programs and activities.

Yes



Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, evaluation and communicationof assessment results of the Schoolwideactivities, which included the development andimplementation of a Parent Compact and aParent Involvement Policy.

Yes

Label Assurance Response Comment AttachmentSchoolwidePlanning

The school incorporated the ten schoolwideplanning criteria into the existing schoolimprovement planning process.

Yes The ten school wide planningcriteria are in the Title Ipaperwork

Label Assurance Response Comment AttachmentProfessionalDevelopment

The school planned or provided appropriateprofessional development activities for staffmembers who will be serving students.

Yes

Label Assurance Response Comment AttachmentComprehensivePlan

The school an annual evaluation that addressesthe implementation of the comprehensive planand student achievement results that will informchanges when needed.

Yes

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data, and establishedobjective criteria for identifying eligible Title Istudents.

Yes

Label Assurance Response Comment AttachmentInstructionalStrategies

The school planned and developed researchbased instructional strategies to support andassist identified students.

Yes

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

The school planned targeted assistanceactivities for identified students that coordinatedand integrate with other federal, state, and localprograms.

Yes


The school planned targeted assistanceactivities for identified students that coordinatewith and support the regular educationalprogram so identified students have access toboth.

Yes



Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities to coordinate andintegrate with other federal, state, and localprograms.

Yes


The school planned or developed strategies tomonitor and evaluate the success of targetedassistance activities with the identified studentsand will use the results of the evaluation toinform and improve instructional strategies andprofessional development activities.

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

met the requirements of Highly Qualified underESEA to work with targeted assistanceprograms and activities.

Yes

Label Assurance Response Comment AttachmentFederal ProgramFunds

The school allocated and spent federal programfunds only on programs and activities foridentified eligible students. The schoolmaintained appropriate financial records on itsTitle I, Part A programs and activities.

Yes

Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, and evaluation of the targetedassistance activities, which included theimplementation of a Parent Compact and aParent Involvement Policy.

Yes

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

The school incorporated the eight TargetedAssistance Planning components into theexisting school improvement planning process.

N/A


The school planned or provided appropriateprofessional development activities for staffmembers who serve identified Title I students.

Yes



Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

The school planned an annual evaluation thataddressed the implementation of thecomprehensive plan and student achievementresults that informed changes when needed.

Yes

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

Improvement Plan (CSIP) is available forstakeholders to examine on our school website(provide the website link below).

Yes

Label Assurance Response Comment AttachmentTeacher Quality The school notifies parents when their

child(ren) are taught for four or moreconsecutive weeks by teachers who are nothighly qualified.

Yes


The school provides professional developmentfor staff based on a comprehensive needsassessment, which included a review ofacademic achievement data and additionalcriteria, to ensure all students are college andcareer ready.

Yes

Label Assurance Response Comment AttachmentRanking Report The school ensures that if the Title I Ranking

Report lists counselors, nurses, media,specialists or "other" staff for the school, thereis documentation indicating this need in order toimprove student achievement.

Yes

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties are under the directsupervision of a highly qualified classroomteacher and providing instruction rather thanclerical work.

Yes

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties that involve targetedstudents are under the direct supervision of ahighly qualified classroom teacher andproviding instruction rather than clerical work.

Yes



Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for para-educatorsdemonstrating that the duties are on a limitedbasis only.

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school scheduled non-instructional dutiesfor para-educators working with targetedstudents demonstrating that the duties are on alimited basis only.

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title I funds.

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title II funds.

Yes



Phase II - KDE Compliance and Accountability -

Schools



Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that

students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing

together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between

subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds

that flow into the district and the priority needs in schools.

Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address

gaps in student achievement.



Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1:

By 2019, students in the gap group will meet their 2018-2019 proficiency delivery targets. Measurable Objective 1:

66% of Third, Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities

and English Learners students will demonstrate a proficiency of Common Core Standards in English Language Arts by 05/24/2019 as

measured by KPREP. Strategy1:

Multi Tiered Support Services - Young will establish and use a systematic, comprehensive system to address accelerated learning,

achievement gaps, highly effective instruction, and student behaviors. The plan articulates grade level performance benchmarks for both

academic and behavioral expectations. Data for all students will be displayed and updated regularly on the data wall. ALL PLC's will

progress monitor student performance in the areas of reading and math. PLC minutes are available to all stakeholders. The CSST will

monitor data bimonthly collected through individual behavior plans, Infinite Campus referrals, and grade group CASCADE data. All Universal

screening data is available three times a year. The data analysis will inform next steps for administrators and team leads. CSST reports and

PLC minutes are provided to SBDM at their monthly meeting.


Research Cited: John Hoover, Leonard Baca, Emily Wexler-Love University of Colorado, Boulder

SB168

Activity - Comprehensive Student SupportTeam



CSST team members meet to discussacademic and behavioral needs and determineprogress and next steps for each interventionstudent. RTI lead will monitor and maintainIntervention Tab to track students interventionand entry and exit dates. Team memberscommunicate plans and progress withstakeholders and ensure interventions arebeing implemented and staff support isprovided.

BehavioralSupportProgramAcademicSupportProgram

12/30/2016 05/24/2019 $60000 - DistrictFunding

RTI Lead, Goal ClarityCoach, Intervention Staff,Classroom teachers



Goal 2:

All certified staff at Young Elementary will fully participate in the Professional Growth Evaluation System in the 2016-2017 school year. Measurable Objective 1:

complete a portfolio or performance evidencing the accomplishment of each of the components of each domain in the PGES framework. by

05/24/2019 as measured by peer observations, evidence collected in PGP, student voice surveys and meeting the goals identified in their

student growth goals. Administrative full and mini observations will also provide evidence for reflection.. Strategy1:

Professional Responsibility - The teacher leaders will attend and facilitate professional development sessions to support teacher's

understanding in the areas of Professional Growth Planning, Student Growth Goals and Student Voice Survey to provide support throughout

the 2016-2017 & 2017-2018 school years. Teachers will meet in vertical and grade group teams to review,analyze and apply student data

results as they reflect on their SGG and PGP's. Teachers's will participate in pre and post peer conferences and observations with their

administrator.


Research Cited: Charolette Danielson, Kentucky Department of Education

Activity - Young MTSS Plan ActivityType Begin Date End Date Funding Amount


Utilize the Young MTSS plan in decisionmaking in order to meet student needs.GoalClarity Coach serves as lead to adviseinterventionists and orchestrate interventionplans. The Comprehensive Student Supportteam monitors student data and supportsindividual classroom teachers and students ineffectively implementing plans.



RTI Lead, ECE/ESLresourceteachers,Counselor,interventionists, teacherrepresentatives, ReadingRecovery teacher andGoal Clarity Coach.

Activity - Progress Monitoring ActivityType Begin Date End Date Funding Amount


Teachers will administer a universal screener todetermine students for intervention services. Inaddition, interventionists and classroomteachers will collect diagnostic and othersupplemental report data to further trackstudent achievement and further inform thestudent's intervention services.An assessmentwall will illuminate student progress K-5 inLiteracy and Mathematics and ensureaccountability of all stakeholders.


12/30/2016 05/24/2019 $50000 - Read toAchieve

RTI Lead, classroomteachers, ECE/ESLresource teachers,para-educators,ILT and SBDMCouncil.

Activity - Highly Effective Instruction ActivityType Begin Date End Date Funding Amount


All teachers will implement and manage highlyeffective instruction that includes tiered servicesto increase student achievement.Intervention,ECE/ESL collaborative and coreprogram teachers will implement a layeredintervention system that is research based andaligned to standards that is accessible to allstudents.



Minyard, Principal; Coyle,Assistant Principal



Narrative:

Recognizing staff accomplishments is incorporated into the PPGES-PGP

The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. Goal 1:

By 2019, all students will meet their 2018-2019 proficiency delivery targets. Measurable Objective 1:

75% of Fifth grade students will demonstrate a proficiency of Core Content Standards in Social Studies by 05/24/2019 as measured by

KPREP.

Activity - Student Growth Goals ActivityType Begin Date End Date Funding Amount


Teacher Leaders will provide PD for thecertified staff around the development andprogress monitoring of SMART Goals.Teachers will analyze student data to informstudent growth goals for the school year.


FundingMinyard, Coyle, Jones andteacher leaders

Activity - Administrative Observation ActivityType Begin Date End Date Funding Amount


Trained administrators will conduct a mini or fullobservation as outlined in the PGES protocolfor those eligible staff members.Teachers willcomplete the pre and post observation form toreflect on their performance.


Funding Minyard, Coyle

Activity - PGP ActivityType Begin Date End Date Funding Amount


Teachers will develop a PGP that addressestheir student needs. They will collect, analyzeand design a plan. Teacher will in turnimplement their identified strategies andmonitor their progress.


RequiredMinyard, Principal andTeacher Leaders

Activity - Peer Observation ActivityType Begin Date End Date Funding Amount


Teachers will train to be peer observers for theeligible staff. In turn they will observe andprovide feedback to their assigned staffmembers.


Funding Minyard, and Coyle

Activity - Student Voice Survey ActivityType Begin Date End Date Funding Amount


Teacher Leaders will lead staff in the analysisof the results on the student voice surveys andpossible next steps as it applies to futureprofessional growth.


Required Teacher Leaders, ILT



Strategy1:

Student Engagement - Teachers will provide lessons that every students gets and stays actively involved in important learning by

implementing active teaching and learning strategies(50 Strategies for Active Teaching: Engaging K-12 Learners in the Classroom,

Guillaume, Yopp and Yopp). Teachers will incorporate strategies that will increase student participation rates in lessons and increase the

probability that students will learn. Professional Resources that have been provided to staff will increase teacher understanding and

knowledge of best practices in teaching learning while providing reteaching and enhancement opportunities for differentiation.

Category: Integrated Methods for Learning

Research Cited: Marzano (non-linguistic representation), Gardner (multiple-intelligences), and Cohen and Tomlinson (cooperative learning)

Strategy2:

Backwards Design Planning - The Program of Inquiry is critical to IB programming. All teachers will collaboratively design units of inquiry

using the backwards design planning model, implement their instructional plan, and reflect on the student learning as a result of the

implementation. The Program of Inquiry is 36 units of inquiry, K-5, that comprise the school's Programme of Inquiry as part of the the

International Baccalaureate Program; it includes a framework of six themes embedding relevant transdisciplinary standards as well as skills

and concepts into the social studies core content. All stand alone content units will also follow this model for development. The most

important element is to design the assessment and rubric prior to the planning of the instructional sequences. Grade level teams will

collaboratively assign the standards and develop the assessments in PLC to support student achievement across the grade level.


Research Cited: Understanding by Design by Wiggens and McTighe; Jacobs, John Hattie's Visible Learning.

SB168

Activity - Innovative Resources ActivityType Begin Date End Date Funding Amount


Student engagement will increase as teacherswill use innovative resources, communityengagement, technology and field trips toembed Social Studies content and otherrelevant standards from other disciplines in theirinstructional practices to ensure equitableaccess to the curriculum. A variety of resourcessuch as United Streaming videos, SocialStudies Alive (TCI program), BrainPop, tradebooks, Junior Achievement, etc. will be used toincrease student engagement in instruction.


12/30/2016 05/24/2019

$11000 - DistrictFunding$5000 - Title ISchoolwide$7500 - GeneralFund

Team leaders, ILT, andteachers

Activity - Collaboration ActivityType Begin Date End Date Funding Amount


Staff will collaborate in a professionalcommunity to implement a cohesive IB PrimaryYears Programme. Teachers will collaborate tocreate a horizontally and vertically alignedProgramme of Inquiry (POI) which includes sixbackwards designed units of inquiry per gradelevel, one for each of the six IB transdisciplinarythemes of global significance. The JCPSGoogle drive platform will be used to facilitatecollaboration on the units and organizedplanning sessions (3 times a year) will supportcollaboration and communication of thecurriculum with all stakeholders. POI evidencewill be gathered and reviewed by the PrimaryYears Program Coordinator.


$1700 - GeneralFund$60000 - DistrictFunding$12000 - Title ISchoolwide

Team Leaders,Teachers,PYP Coordinator andAdministrators




66% of Third, Fourth and Fifth grade students will demonstrate a proficiency of Common Core Standards in English Language Arts by

05/24/2019 as measured by KPREP. Strategy1:

Reading Workshop - K-5 teachers will implement effective reading instruction through the workshop model. Reading Workshop is an IB

approved delivery model in best practices in reading. This method supports a balanced literacy approach that teaches students strategies for

phonemic awareness,phonics, fluency, vocabulary and comprehension while allowing teachers to differentiate their instruction to meet the

needs of all students. Components of the Reading Workshop Framework are large group mini-lessons, followed by small group work time,

guided reading lessons, focus groups, independent reading work, and book clubs as shared inquiry aligned to the ELA standards.

Professional Resources to be used to implement Reading Workshop are provided to each teacher with extra materials located in the school's

bookroom. The Literacy Binder of resources and RTI plan outlines the assessments and levels of performance for each grade level.


Research Cited: Linda Dorn, University of Arkansas, Regie Routman, Marie Clay,Jan Richardson,



SB 168


3% of Third, Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino,

Students with Disabilities and English Learners students will increase student growth to decrease novice performance in Reading by

09/30/2016 as measured by the 2015-2016 KPREP. Strategy1:

Backwards Design Planning - The Program of Inquiry is critical to IB programming. All teachers will collaboratively design units of inquiry

using the backwards design planning model, implement their instructional plan, and reflect on the student learning as a result of the

implementation. The Program of Inquiry is 36 units of inquiry, K-5, that comprise the school's Programme of Inquiry as part of the the

International Baccalaureate Program; it includes a framework of six themes embedding relevant transdisciplinary standards as well as skills

and concepts into the social studies core content. All stand alone content units will also follow this model for development. The most

important element is to design the assessment and rubric prior to the planning of the instructional sequences. Grade level teams will

collaboratively assign the standards and develop the assessments in PLC to support student achievement across the grade level.

Activity - Alignment of practices ActivityType Begin Date End Date Funding Amount


Grade group members develop effectivestandard practices k-5 in literacy. Grade levelteams get support from the Goal Clarity Coach,peers or District staff to support and enhanceimplementation of the Reading WorkshopFramework. Strategies for Reading Assessmentand Instruction: Helping Every ChildSucceed,Dr. Robert Cooter (BellarmineLiteracy Project) The Next Step in GuidedReading, Jan Chappuis, and Young's MTSSplan.


$34000 - Other$5000 - Title ISchoolwide

Team leaders,ReadingLead, Goal Clarity Coachand Administrative team.




Research Cited: Understanding by Design by Wiggens and McTighe; Jacobs, John Hattie's Visible Learning.

SB168


70% of Fourth and Fifth grade students will demonstrate a proficiency of the Writing and Language Mechanics Common Core Standards in

English Language Arts by 05/24/2019 as measured by KPREP. Strategy1:

Writing Workshop - Teachers will develop mini-lessons, guided writing, focus groups and independent practice to support writing instruction

to facilitate the development of student writing skills and individualized learning. Teachers will address the writing process used in on-

demand writing and genre specific pieces as well as writing to demonstrate learning. School wide use of "SPAT" writing technique and

proofreading marks will ensure intentional and focused instruction in On Demand performance. Portfolio productions will be supported with

curriculum materials aligned to research based best practices in writing.


Research Cited: National Writing Project, Lucy Calkins, Barry Lane, and Regie Routman.

Activity - Collaboration ActivityType Begin Date End Date Funding Amount


Staff will collaborate in a professionalcommunity to implement a cohesive IB PrimaryYears Programme. Teachers will collaborate tocreate a horizontally and vertically alignedProgramme of Inquiry (POI) which includes sixbackwards designed units of inquiry per gradelevel, one for each of the six IB transdisciplinarythemes of global significance. The JCPSGoogle drive platform will be used to facilitatecollaboration on the units and organizedplanning sessions (3 times a year) will supportcollaboration and communication of thecurriculum with all stakeholders. POI evidencewill be gathered and reviewed by the PrimaryYears Program Coordinator.


$60000 - DistrictFunding$1700 - GeneralFund$12000 - Title ISchoolwide

Team Leaders,Teachers,PYP Coordinator andAdministrators

Activity - Writing Benchmarking ActivityType Begin Date End Date Funding Amount


All teachers as members of a vertical and/orgrade group teams will benchmark and analyzestudent produced writing pieces from their unitsof inquiry, content writing, journals, responselogs, notebooks, portfolio pieces, and/or on-demand writing tasks. Fifth grade On Demandwriting will be scored by staff three times a year(Sept., December and March). Teachers willscore student writing according to genre-specific rubrics aligned to KCAS standards andprovide students with feedback to improve theirwriting and establish writing goals. Individualand group data will guide whole group, focusgroup, and individualized instruction. Piecesthat will provide evidence for the WritingProgram review include 21st Century skills orpieces with teacher feedback forstudents,student goals in writing, and writinglessons aligned to KCAS and reflect dataanalysis.



Program ReviewCommittee,PYPcoordinator, Librarian, andinstructional staff.




65% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/24/2019 as


Math Workshop - All teachers will focus on improving instruction by deconstructing standards and implementing student-centered, inquiry-

based instructional practices. K-5 teachers will utilize the Math Workshop Framework to address differentiation of instruction by developing

mini-lessons, scaffolding, discourse opportunities, and summative and formative assessments through direct instruction, guided math groups,

focus groups, independent work, and shared inquiry. The Math Framework is provided to teachers and math ideas for small group

instruction is provided by the GGC. Materials to be used in implementing an effective Math Workshop are Math Investigations, Engage New

York and the Math Solution Professional titles provided by the school.




3% of Third, Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino,

Students with Disabilities and English Learners students will increase student growth to decrease novice performance in Mathematics by

09/30/2016 as measured by the 2015-2016 KPREP. Strategy1:

Planning and Preparation - All teachers, K-5, will engage in effective lesson plan design to emphasize the intentional teaching of critical

thinking skills based on student data and progress monitoring. They will use the GANAG lesson design model (set a Goal, Access prior

knowledge, introduce New information, Apply thinking, and Generalize/Goal review) to effectively facilitate Marzano strategies in order to

improve student learning. They will align their lesson planning to the PGES rubric to

ensure their ability to meet their student Growth Goals.


Research Cited: Research Cited: Dr. Jane E. Pollock, Robert Marzano, and John Hattie

SB 168



All Math teachers will utilize the 8 MathPractices and strategies from the MathSolutions professional books around thecommon core in Mathematics to guide theirplanning and instruction. Grade groups willanalyze student learning in their designatedPLC time to reflect and refine teachingstrategies. Grade group rubrics and look-forswill be developed to identify the studentperformance level required by the standard.


Schoolwide

Principal, Team leaders,Assistant Principal, andGoal Clarity Coach



All children-were screened for kindergarten readiness. If yes, name the assessment. Goal 1:





Effective Feedback - Teachers will provide targetted/specific, timely, actionable, user friendly, and positive feedback to students.Feedback is

based on student performance level on a published rubric aligned to their grade level standards. The rubric will be developed prior to the

student performance and will be aligned to the Performance level/grading scale for their grade level. Systematic collection of formative and

summative assessment data will be communicated to students and parents as well as analyzed by PLCs/teams to guide/modify instruction

and determine the strengths and weaknesses of the instructional program. Grade level teams will develop systems of data collection,

clipboarding, and grading to communicate effectively to parents.


Research Cited: Robert Marzano, Jane Pollock, and Rick Stiggens

Activity - Professional Responsibility ActivityType Begin Date End Date Funding Amount


Administration, grade groups, and verticalteams PLCs will analyze theeffectiveness of planning andpreparation(GANAG) through the analysis ofevidence of student learning and data collectionduring instruction.Additionally, certified staff will conduct walk-throughs utilizing the E-Walktemplates to monitor implementation of CSIPstrategies and to supportteacher efficacy. Peer observers andadministrators will utilize theDanielson framework to provide feedback forthe teachers in postobservation conferences as related to PGES.


08/12/2015 12/16/2016 $6000 - StateFunds

Principal, AssistantPrincipal and TeacherLeaders

Activity - Kindergarten Readiness ActivityType Begin Date End Date Funding Amount


Pre-K students are screened for K readinessthrough the Brigance and Math ProficiencyAssessment and participate in the KindergartenReadifest. Families will be given a parentpacket that clearly outlines the continuum ofreading levels throughout the course of the yearalong with support materials to be used athome.


07/01/2017 08/17/2019$2000 - Title ISchoolwide$400 - FRYSC

FRC coordinator, K staff,interventionists, Principaland AP.



Goal 2:









SB168

Activity - GoalSetting/Progress/Achievement: GPA



The school's vision: (I CAN set goals, I CANmake progress, and I CAN achieve) will supportstudents to self monitor their progress towardthe established learning goals aligned to statestandards. Teachers will build routines andstructures into the instructional day to scaffoldstudent's ability to make reasonable achievablegoals and provide the tools to supportmonitoring. Staff will provide systems tocelebrate individual successes in morningmeetings, agenda notes, school/classroomnewsletters, and conferences. Teachers willfacilitate student-led parent conferences tosupport this initiative along with regular studentself assessment opportunities across thecurriculum.



Administration,instructional staff, PTA








The school identified specific strategies to increase the percentage of students who are Kindergarten ready. Goal 1:













Activity - Communicating with Parents andFamilies



Teachers will monitor and communicate studentprogress in parent teacher conferences withineach 9 week period for Tier 1 and Tier 2students, and every 2 weeks with Tier 3students. These conferences will includereports from intervention or collaborativeteachers and will be in addition to the districtparent conference days. Teachers will publishreport card scores in Parent Portal on InfiniteCampus at the end each grading period. Dailydata collection will be aligned to the standardsand housed in a school approved electronicgradebook. Reports generated from thesesystems are available to parents to supportstudent progress and next steps in studentlearning. Regular communication will be housedin agendas kept by students K-5, as well assent home in the Thundercat Wednesdayfolder.

ParentInvolvement 12/30/2016 05/24/2019 $3000 - General

FundAdministrative team, allteachers



Goal 2:









SB168

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

scores. Goal 1:

By 2019, all students will meet their 2018-2019 proficiency delivery targets. Measurable Objective 1:





07/01/2017 08/17/2019$2000 - Title ISchoolwide$400 - FRYSC









65% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/24/2019 as


Math Workshop - All teachers will focus on improving instruction by deconstructing standards and implementing student-centered, inquiry-

based instructional practices. K-5 teachers will utilize the Math Workshop Framework to address differentiation of instruction by developing

mini-lessons, scaffolding, discourse opportunities, and summative and formative assessments through direct instruction, guided math groups,

focus groups, independent work, and shared inquiry. The Math Framework is provided to teachers and math ideas for small group

instruction is provided by the GGC. Materials to be used in implementing an effective Math Workshop are Math Investigations, Engage New

York and the Math Solution Professional titles provided by the school.




70% of Fourth and Fifth grade students will demonstrate a proficiency of the Writing and Language Mechanics Common Core Standards in

English Language Arts by 05/24/2019 as measured by KPREP. Strategy1:

Writing Workshop - Teachers will develop mini-lessons, guided writing, focus groups and independent practice to support writing instruction

to facilitate the development of student writing skills and individualized learning. Teachers will address the writing process used in on-

demand writing and genre specific pieces as well as writing to demonstrate learning. School wide use of "SPAT" writing technique and

proofreading marks will ensure intentional and focused instruction in On Demand performance. Portfolio productions will be supported with

curriculum materials aligned to research based best practices in writing.


Research Cited: National Writing Project, Lucy Calkins, Barry Lane, and Regie Routman.



All Math teachers will utilize the 8 MathPractices and strategies from the MathSolutions professional books around thecommon core in Mathematics to guide theirplanning and instruction. Grade groups willanalyze student learning in their designatedPLC time to reflect and refine teachingstrategies. Grade group rubrics and look-forswill be developed to identify the studentperformance level required by the standard.


Schoolwide

Principal, Team leaders,Assistant Principal, andGoal Clarity Coach




66% of Third, Fourth and Fifth grade students will demonstrate a proficiency of Common Core Standards in English Language Arts by

05/24/2019 as measured by KPREP. Strategy1:

Reading Workshop - K-5 teachers will implement effective reading instruction through the workshop model. Reading Workshop is an IB

approved delivery model in best practices in reading. This method supports a balanced literacy approach that teaches students strategies for

phonemic awareness,phonics, fluency, vocabulary and comprehension while allowing teachers to differentiate their instruction to meet the

needs of all students. Components of the Reading Workshop Framework are large group mini-lessons, followed by small group work time,

guided reading lessons, focus groups, independent reading work, and book clubs as shared inquiry aligned to the ELA standards.

Professional Resources to be used to implement Reading Workshop are provided to each teacher with extra materials located in the school's

bookroom. The Literacy Binder of resources and RTI plan outlines the assessments and levels of performance for each grade level.


Research Cited: Linda Dorn, University of Arkansas, Regie Routman, Marie Clay,Jan Richardson,



SB 168

Activity - Writing Benchmarking ActivityType Begin Date End Date Funding Amount


All teachers as members of a vertical and/orgrade group teams will benchmark and analyzestudent produced writing pieces from their unitsof inquiry, content writing, journals, responselogs, notebooks, portfolio pieces, and/or on-demand writing tasks. Fifth grade On Demandwriting will be scored by staff three times a year(Sept., December and March). Teachers willscore student writing according to genre-specific rubrics aligned to KCAS standards andprovide students with feedback to improve theirwriting and establish writing goals. Individualand group data will guide whole group, focusgroup, and individualized instruction. Piecesthat will provide evidence for the WritingProgram review include 21st Century skills orpieces with teacher feedback forstudents,student goals in writing, and writinglessons aligned to KCAS and reflect dataanalysis.



Program ReviewCommittee,PYPcoordinator, Librarian, andinstructional staff.



Grade group members develop effectivestandard practices k-5 in literacy. Grade levelteams get support from the Goal Clarity Coach,peers or District staff to support and enhanceimplementation of the Reading WorkshopFramework. Strategies for Reading Assessmentand Instruction: Helping Every ChildSucceed,Dr. Robert Cooter (BellarmineLiteracy Project) The Next Step in GuidedReading, Jan Chappuis, and Young's MTSSplan.


$34000 - Other$5000 - Title ISchoolwide

Team leaders,ReadingLead, Goal Clarity Coachand Administrative team.



The school identified specific strategies to address subgroup achievement gaps. Goal 1:


60% of Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English

Learners students will demonstrate a proficiency of Core Content Standards in Social Studies by 09/30/2016 as measured by KPREP. Strategy1:

Extended Learning Opportunities - To improve student achievement, extended learning opportunities will be provided to students through

instructional methods/practices (inquiry,computer-based, service-learning, and concept-based learning) that enrich and expand student's

depth of understanding and connections to real world problems inside/outside of the classroom.


Research Cited: Katie Reagan (Project-Based Learning), John Barell (PBL and inquiry), Lynn Erikson (Concept-based Instruction) and

Cathryn Berger Kaye (Service-Learning)





Goal Setting - All teachers will set academic goals (an action plan for learning) with students in their classes that address their discipline

specific standards. Teachers will create an emotionally safe environment where students feel safe to discuss their strengths and

weaknesses, while supporting students in their willingness to grow and take risks. These goals will be individualized, measurable, and

achievable. As students make progress and achieve their goals, new goals will be set. Teachers will utilize goal sheets that are to be shared

with parents/guardians. PD will be provided to support staff in goal setting and the activity will be monitored according to the grade level 30-

60-90 day plan.


Research Cited: Robert Marzano, John Hattie

SB168

Activity - Computer-Based Learning ActivityType Begin Date End Date Funding Amount


Students will have access to web basedprograms to extend and individualize theirlearning and enrich student's development ofskills and concepts. Programs provided includeA-Z readers, Raz Kids, Sumdog, Brain Pop, BigBrainz, Study Island, and a variety of schoolapproved Apps that address the Common CoreStandards and progress can be monitored.


12/30/2016 05/24/2019

$2500 - Title ISchoolwide$22000 - GeneralFund$15000 - KETS

MTSS cohort, classroomteachers, ICT committee



Strategy2:

Multi Tiered Support Services - Young will establish and use a systematic, comprehensive system to address accelerated learning,

achievement gaps, highly effective instruction, and student behaviors. The plan articulates grade level performance benchmarks for both

academic and behavioral expectations. Data for all students will be displayed and updated regularly on the data wall. ALL PLC's will

progress monitor student performance in the areas of reading and math. PLC minutes are available to all stakeholders. The CSST will

monitor data bimonthly collected through individual behavior plans, Infinite Campus referrals, and grade group CASCADE data. All Universal

screening data is available three times a year. The data analysis will inform next steps for administrators and team leads. CSST reports and

PLC minutes are provided to SBDM at their monthly meeting.


Research Cited: John Hoover, Leonard Baca, Emily Wexler-Love University of Colorado, Boulder

SB168

Activity - Student Self Assessment andGrowth Monitoring



Students will learn to self assess and engagewith lesson goals and objectives (standards).Teachers will post a generalized rubric andgrading scale to benchmark studentperformance on all tasks. More specializedrubrics will be developed for content specificproficiency assessments and exemplars will bemade available to students. All teachers willmodel and post measurable I CAN statementsto achieve goals related to learningobjectives/targets aligned to the common core.Teachers will continuously check forunderstanding utilizing criterion basedfeedback and the protocol for LIVE scoring.



Teaching staff,administrative team

Activity - Comprehensive Student SupportTeam



CSST team members meet to discussacademic and behavioral needs and determineprogress and next steps for each interventionstudent. RTI lead will monitor and maintainIntervention Tab to track students interventionand entry and exit dates. Team memberscommunicate plans and progress withstakeholders and ensure interventions arebeing implemented and staff support isprovided.

BehavioralSupportProgramAcademicSupportProgram


RTI Lead, Goal ClarityCoach, Intervention Staff,Classroom teachers

Activity - Young MTSS Plan ActivityType Begin Date End Date Funding Amount


Utilize the Young MTSS plan in decisionmaking in order to meet student needs.GoalClarity Coach serves as lead to adviseinterventionists and orchestrate interventionplans. The Comprehensive Student Supportteam monitors student data and supportsindividual classroom teachers and students ineffectively implementing plans.



RTI Lead, ECE/ESLresourceteachers,Counselor,interventionists, teacherrepresentatives, ReadingRecovery teacher andGoal Clarity Coach.



Strategy3:









Activity - Progress Monitoring ActivityType Begin Date End Date Funding Amount


Teachers will administer a universal screener todetermine students for intervention services. Inaddition, interventionists and classroomteachers will collect diagnostic and othersupplemental report data to further trackstudent achievement and further inform thestudent's intervention services.An assessmentwall will illuminate student progress K-5 inLiteracy and Mathematics and ensureaccountability of all stakeholders.


12/30/2016 05/24/2019 $50000 - Read toAchieve

RTI Lead, classroomteachers, ECE/ESLresource teachers,para-educators,ILT and SBDMCouncil.

Activity - Highly Effective Instruction ActivityType Begin Date End Date Funding Amount


All teachers will implement and manage highlyeffective instruction that includes tiered servicesto increase student achievement.Intervention,ECE/ESL collaborative and coreprogram teachers will implement a layeredintervention system that is research based andaligned to standards that is accessible to allstudents.



Minyard, Principal; Coyle,Assistant Principal





07/01/2017 08/17/2019$400 - FRYSC$2000 - Title ISchoolwide






and English Learners students will demonstrate a proficiency of the Common Core Content in Mathematics by 05/24/2019 as measured by

KPREP. Strategy1:

Summarizing and Notetaking - All K-5 teachers will provide structures for students to summarize important information through the use of an

interactive Notebook. The notebook will have a teacher side and a student side. The teacher side presents accurate information that extends

student knowledge.The student side is their work space to interact with the content and is assessed. Students will be given regular

opportunities to interact with the content and be provided feedback in order to make revisions. Published rubrics and student exemplars will

be the cornerstone for student self assessment.

Category: Learning Systems

Research Cited: Marzano, Jane E. Pollock, and Marilyn Burns

SB168

Activity - Data Collection ActivityType Begin Date End Date Funding Amount


All students K-5 will have the opportunity forfrequent and regular criterion based feedback(Live Scoring) in all areas of the curriculum togive them the opportunity to meet proficiencylevels set by the state assessment system. Allteachers will identify the standard to beassessed in their content,and develop a rubricand grading scale. They in turn will scorestudent work to the standard while providingimmediate and specific feedback to students.The collection of formative and summativeassessment data will be systematicallydocumented on clipboard rosters/charts tofacilitate the entry of data into reporting systemssuch as CASCADE thus allowing staff toanalyze data over time and content areas. Thedata will be used to inform daily instruction aswell unit and school planning.



All teachers, principal, andassistant principal.

Activity - Interactive Notebooks ActivityType Begin Date End Date Funding Amount


Students in K-5 will be guided in the use ofinteractive notebooks that are age appropriateand content specific. Through this facilitation,teachers will be able to administer just-in-timeassessments, increase their ability to identifymisconceptions within the lesson, provideopportunities for frequent and specificfeedback, and make mid-course corrections.ILT will publish a notebook protocol to ensureteacher understanding in the implementationacross academic disciplines. The teacher sidemust include the learning target, an effort scoreand an understanding score. All information onthe teacher side is delivered through directinstruction. The student side is the thoughts ofthe student as they work with the content. Thisside is scored frequently to inform the nextsteps in instruction. The notebook supportsparent involvement and understanding of theacademic performance and is aligned to theassessment.

DirectInstruction 12/30/2016 05/24/2019 $5000 - Title I

SchoolwideAdministrative team, ILT,and Goal Clarity Coach.




70% of Fourth and Fifth grade Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and

English Learners students will demonstrate a proficiency in writing and language mechanics common core content in English Language Arts

by 05/24/2019 as measured by KPREP. Strategy1:

Building 21st Century Skills - Teachers will enhance the instructional program and access to Common Core standards within and beyond

school hours thus enabling an equitable learning environment for all students. Teachers will create and maintain a class webpage that will

connect student learning from school to home. Teachers will engage students in blogging, threaded discussions, and any other available

writing experiences through the use of technology. The use of IPADS, IPODS, NOOKS and desktops will enhance the curriculum in authentic

ways.


Research Cited: 21st century skills

Goal 2:

By 2020 students in the gap group will be reduced in Novices by 50% in Reading and Math. Measurable Objective 1:

demonstrate a behavior by giving criterion based feedback. Teachers will give methodical feedback to the learner based on the targets, and

refine record keeping and reporting accordingly. by 12/29/2017 as measured by Teacher gradebooks, interactive notebooks, peer

observations and administrative observations/walkthroughs. Strategy1:

Monitoring of Student's Learning - Grade level PLC's will review,analyze, and apply data results to monitor students progressing towards

learning.


Research Cited: KDE, Hattie, Marzano, Pollock

Activity - Technology Applications ActivityType Begin Date End Date Funding Amount


Teachers will utilize the learning platform aswell other approved internet sites in theinstructional program. Teachers will maintainclass pages regularly to inform andcommunicate to parents: the school vision andmission, and current academic focus as well asshowcase student work and achievements. Thewebsite will include announcements, principalblogs, current events, tweets, and calendar. It isalso a place to archive Thundercat Chronicles,handbook, SBDM policies, dress codes, and alldocuments school related.


Schoolwide

Computer teacher,librarian, PYP coordinator,and assistant principal.




collaborate to vary the assessments in Reading and Mathematics for students.Grade level teams will use a range of assessment methods in

Reading and Math to clarify the learner’s status relative to the targets and generate information necessary to achieve these targets. by

12/29/2017 as measured by Data results of formative and summative assessments. Strategy1:


learning.




collaborate to develop a well articulated curriculum in Reading and Math. Teachers know and use clearly articulated learning targets- ones

that are robust concepts, generalizations, or procedures. by 12/29/2017 as measured by increase student achievement.. Strategy1:


learning.




increase student growth by creating effective plans for delivery in Reading and Math. Staff will plan and use instructional strategies that will

help the learner remember content and apply information and skills in Reading and Math. by 12/29/2017 as measured by the review of

lesson plans, instructional walkthroughs, and post conferences with staff..

Activity - Support Processes ActivityType Begin Date End Date Funding Amount


Teachers will develop academic or behavioraction plans to differentiate instruction to meetthe needs of students not meeting the assessedbenchmark.

DirectInstruction 10/03/2016 12/29/2017 $60200 - District

Funding

Goal Clarity Coach,Homeroom teachers, ESLand ECE resourceteachers.





Funding






Funding




Strategy1:


learning.



The school identified specific strategies to increase the average freshman graduation rate. N/A (this question does not apply)

The school identified specific strategies to increase the percentage of students who are college and career ready. N/A (this question does not apply)

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

and writing. Goal 1:

Young's instructional program will proficiently meet the standards and demonstrators outlined in the KDE Program Reviews in Practical

Living/Career Studies, Arts and Humanities,K-3, and Writing. Measurable Objective 1:

100% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will collaborate to provide work samples and evidence for the

Writing Program Review in English Language Arts by 06/29/2018 as measured by the demonstrators in the Program Review Rubric. Strategy1:

W Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the

Writing program which includes instructional practices, aligned and enacted curriculum, work samples, formative and summative

assessments, professional development and support services and administrative support and monitoring. This process includes targeting

Program Review demonstrators that are areas of weakness in order to improve the instructional program.


Research Cited: Kentucky Department of Education and KY Senate Bill 1





Funding





100% of Kindergarten, First, Second and Third grade students will collaborate to provide work samples and evidence for the Program

Review in K-3 in Reading by 06/29/2018 as measured by each demonstrator in the Program Review Rubric. Strategy1:

K-3 Evidence Collection and Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the K-

3 program that includes practices,aligned and enacted curriculum, work samples, formative and summative assessments, professional

development and support services and administrative support and monitoring. This process includes targeting Program Review

demonstrators that are areas of weaknesses in order to improve the instructioanl program.


Research Cited: Kentucky Department of Ed and Senate Bill 1



Arts and Humanities Program Review in Art & Humanities by 06/29/2018 as measured by the demonstrators in the Program Review Rubric..

Activity - Program Review Team: W ActivityType Begin Date End Date Funding Amount


The Program Review team will conduct on-going reviews through a reflective process withall staff to identify the strengths andweaknesses of the Writing instructionalprogram. They communicate the reviewprocess to all staff. All staff contribute to thecollection of student work and evidence thatmeet the standards and practices of theProgram Review rubric and reflect upon how toaddress deficiencies found in weakdemonstrators.

Policy andProcess 12/30/2016 06/29/2018

$6000 - GeneralFund$5000 - Title ISchoolwide

Herdelin,JHA andProgram Review Team

Activity - Program Review Team:K-3 ActivityType Begin Date End Date Funding Amount


The Program Review Committee will conducton-going reviews through a reflective processwith K-3 instructional staff to identify thestrenghts and weaknesses of the K-3instructional program. They will effectivelycommunicate the review process to the entirestaff. All K-3 staff will contribute to the collectionof student work samples and evidence thatmeet the standards and practices of theProgram Review Rubric and reflect upon how toaddress the deficiencies found in anydemonstrator.

Policy andProcess 12/30/2016 06/29/2018 $25000 - General

Fund

SBDM Council Members,RTI Cohort, Administrativestaff, Primary PLC's.



Strategy1:

A/H Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the Arts

and Humanities program which includes instructional practices, aligned and enacted curriculum, work samples, formative and summative

assessments, professional development and support services, and administrative support and monitoring. This process includes targeting

Program Review demonstrators that are areas of weakness in order to improve the instructional program.





Program Review in Practical Living by 06/29/2018 as measured by each demonstrator in the Program Review Rubric.. Strategy1:

PL/CS Evidence Collection & Analysis - The school has a systematic method in place to monitor and communicate the effectiveness of the

Practical Living/Career Studies program which include instructional practices, aligned and enacted curriculum, work samples, formative and

summative assessments, professional development and support services and administrative support and monitoring. This process includes

targeting Program Review demonstrators that are areas of weakness in order to improve the instructional program in addition to monitoring

the Young Wellness Policy .



Activity - Program Review Team: A/H ActivityType Begin Date End Date Funding Amount


The Program Review team will conduct on-going reviews through a reflective process withall staff to identify the strengths andweaknesses of the Arts and Humanitiesinstructional program. They communicate thereview process to all staff. All staff contribute tothe collection of student work and evidence thatmeet the standards and practices of theProgram Review rubric and reflect upon how toaddress any deficiencies found indemonstrators.

Policy andProcess 12/30/2016 06/29/2018

$2000 - GeneralFund$90000 - Title ISchoolwide

Jahi Peake- Art Teacher,Carolyn Fassio- MusicTeacher,Program Review TeamandItinerant PLC

Activity - Program Review Team: PL/SC ActivityType Begin Date End Date Funding Amount


The Program Review team will conduct on-going reviews through a reflective process withall staff to identify the strengths andweaknesses of the Practical Living/CareerStudies instructional program. Theycommunicate the review process to all staff. Allstaff contribute to the collection of student workand evidence that meet the standards andpractices of the Program Review rubric andreflect upon how to address any deficienciesfound in demonstrators.

Policy andProcess 12/30/2016 06/29/2018 $63000 - General

Fund

PE Teacher, CoordinatedSchool Health Cohort,HPSE District team,Program Review Cohortand Itinerant PLC



Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Young is an urban Title I school located in the West End of Louisville, KY in the Shawnee Park Neighborhood which is a low economic area

that is also described as a 'food desert'. Young has had a long history of magnet status attracting students from the residing area as well as

all over the district. Young was an International Studies magnet fifteen years ago. In the summer of 2007, the United States Supreme Court's

ruled against JCPS' previous student assignment plan. In 2008-2009 school year, as a piece of the new assignment plan to improve school

choice, Young began pursuing candidate status as an International Baccalaureate (IB) World School. Young became an application-only,

district-wide magnet providing transportation to all students county-wide. In the fall of 2013, Young underwent its first IB Evaluation and a

visit from the Magnet Schools of America; feedback from both indicated Young has a viable magnet program that is articulated and

implemented. Today,Young continues to have a strong ESL population of nearly 20%. There are over 144 non-native English speakers

representing 15 languages currently at Young.

Young is committed to the social, emotional, and academic development of children who are at-hope of learning in a safe, orderly

environment. With this in mind, Young has organizations and structures in order to offer students the best opportunities for learning such as

special areas (full-time Art, Music, PE, and Technology as well as French), a Discovery Lab, and a school yard garden. Moreover, extra-

curricular activities include: Zoo Crew, Robotics Team, Newsletter Team, Safety Patrol, Green Team, Basketball, Soccer, Volleyball,

Cheerleading, and Track. The professional ethos of Young is evident in the active PLCs and collaborative culture of the school. A push-in

collaborative model is in place for students with ECE and ESL services in accordance with IEPs and PSPs. Additionally, the teachers loop for

two years in Grades 1 and 2 as well as in Grades 3 and 4 which strengthens relationship building and knowledge of core content

progression. The evidence shows overwhelming success for the practice of looping when students spend two years with the same teacher.

Young's enrollment has been steadily increasing and is now 497, which is up from 486 in 2014-2015 and 441 in 2012-2013. Fortunately, the

magnet status has significantly impacted our mobility rate from 17% in 2007-2008 to 2.72% in 2010-2011 and 1.9% in 2011-2012. In 2013-

2014, the mobility rate was 0.94 and has maintained stability. Since 2006, the school has consistently had over 90% of its students qualifying

for free and reduced lunch the past two years the number has decreased to 86%. This is the second year Young has benefited from 100% of

its students receiving free and reduced lunch due to the Community Eligibility Program. Students at Young also participate in the federal

Fresh Fruit and Vegetables Program and receive healthy snacks twice a week. The diversity at Young is valued; the student population is

68% Black, 22% Hispanic, 5% White, 3% two or more and 2% White. There are also approximately 13% of students in ECE and 20% ESL.

Additionally, our attendance rate is higher than the state as evidenced in the last five-year trend data. Suspensions maintains ten or less in

the last several years.

Young continues to make strides to increase students' academic proficiency by developing and executing targeted strategies based on the

needs of the students. Young had consistently risen in levels of performance as evidenced in KREP: 14th % in 2011-2012, 48th in 2012-

2013, 60th 2013-2014 and 67th in 2014-2015. Young did not meet its AMO for 2015, dropping from an overall score of 67.9 - 60.9. The fifth

grade accountability scores dropped dramatically in the area of Social Studies and Writing. Young implemented systematic new teacher

support. In conjunction with the teacher's professional growth and evaluation system Young was able to again meet AMO in 2016. Continued

new teacher support will be a critical in the implementation of the strategies and activities developed in the CSIP.



In the 2016-2017 school year, Young experienced another year of significant transitions in the teaching staff. Seven of the nine new teachers

will participate in the Kentucky Teacher Internship Program. Additionally, the principal is participating in the National Institute for School

Leadership. In order to be in compliance with the International Baccalaureate Organization's standards and criteria to maintain authorization

status, 13 staff members need IB Category 1 training. Teacher retention and training has been identified as an equitable access issue and

will be addressed to support the continued achievement of the students at Young.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. Mission: Whitney Young Elementary strives to develop internationally-minded students in pursuit of knowledge as they assume responsibility

in shaping their community.

Whitney Young Elementary is committed to providing an engaging, well-balanced curriculum that addresses children's academic, physical,

social and emotional needs. As a school with a long standing dedication to providing hands-on and cooperative learning as well as character

education, it was natural to chose the pursuit of authorization as an International Baccalaureate (IB) World School. This came about when

JCPS began forming magnet programs in early 2009 to increase choices for families as it developed a new student placement plan.

The IB Primary Years Programme (PYP) is for students ages 3-12. At Whitney Young, this program is implemented school-wide from Early

Childhood through Grade 5. Whitney Young is the first authorized PYP World School in the state of Kentucky. IB is a non-profit education

foundation that was formed in 1968. There are currently over 4,500 IB World Schools in 145 countries offering four challenging programs for

students aged 3 to 19 years old, the PYP, Middle Years Programme (MYP), the Diploma Program (DP) and the IB Career-related Certificate

(IBCC). In JCPS, Young is a part of the IB continuum with Highland Middle has the MYP and Atherton High has had the DP for many years.

The PYP focuses on developing the whole child through a curriculum of inquiry and internationalism. Common core content is integrated into

this transdisciplinary approach to teaching and learning. Students learn through units of inquiry based on IB's six themes of global

significance. Global awareness is stressed as students study topics that are relevant around the world. French is also part of our curriculum

at Young. The Learner Profile is the heart of the IB programs. It guides the developing international-mindedness: to be inquirers, thinkers,

knowledgeable, communicators, risk-takers, principled, caring, open-minded, balanced and reflective. Students are regularly encouraged to

exhibit and are recognized for displaying the IB Learner Profile attributes and attitudes was well as for taking action. All teachers receive

specialized training to enhance their pedagogical approaches for constructivism and inquiry, collaboratively plan together as grade groups

and vertical teams, and actively seek innovative ways to bring rigor, relevance and service learning to classroom activities.

Young is most proud of this prestigious recognition from the IB in Geneva, Switzerland which was received in December 2010. In October

2013, as Young was in its third year as an IB World School, an evaluation was conducted by the IB per its policy and regulations. An

electronic audit of documents were submitted in June 2013 and a two-day evaluation visit in October followed after a year-long Self Study.

Through the Self Study process, confirmation of the ideology that IB is a journey where one deepens awareness and understanding of the

philosophy and practices; Young continually makes strides to improve student learning by seeking out best practices, professional

development opportunities, and advanced resources for the 21st century student. Additionally, the district contracted Magnet Schools of

America to conduct an audit as well. Both the IB and MSA feedback to Young was positive stating the magnet program was well-articulated

and implemented.

At Young, the school's vision is prominently displayed and regularly referenced; it is: I can set goals, I can make progress, I can achieve.

Students at Young are held to high expectations and are supported in making and working toward their goals. Teachers provide daily posted

and stated objectives for student learning and provide feedback to students regarding their performance.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Whitney Young is the first authorized Primary Years Program (PYP) World School in the state of Kentucky. Young is most proud of of this

prestigious recognition from the International Baccalaureate (IB) in Geneva, Switzerland which we received in December 2010. It was two

challenging years of transformation and change which began in early 2009. The staff's commitment to the IB philosophy unified the

community around the hard work to implement the PYP and focused our efforts around student achievement like never before. The impact to

the culture and climate as all stakeholders embraced the characteristics of the IB Learner Profile was an added positive effect that had not

been anticipated. Families are proud to be members of the IB World School community!

Young continues to hold the belief that the expertise of the teacher is fundamental to increase student achievement. The focus is backwards

design lesson planning, creation of assessments aligned to the standards and the implementation of effective lessons to support students to

achieve proficiency and beyond. The staff implements the strategies articulated in the Marzano research: providing criterion-based feedback,

the intentional focusing on vocabulary instruction, modeling structured note-taking and celebrating effort and recognition of it in systematic

ways.

Young completes Program Reviews for Arts & Humanities, Practical Living & Physical Education,K-3, and Writing. Continued progress in all

programs as well as core content will be furthered by professional development and application of best practices in teaching and

assessment. The IB program supports a balanced approach to teaching and learning and the integration of the humanities and wellness into

the core curriculum is integral in building the transdisciplinary Program of Inquiry.

Young is data-driven by regular use of common and formative assessment data for all students. Diagnostics, common assessments,

formative assessments and MAP data are recorded on individual student cards which are placed on a continuum as a visual representation

of the active progress monitoring occurring daily. This data is housed in the Professional Development room where all PLCs meet to analyze

student work, classroom practice and evaluate programmatic needs.



Additional Information

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

sections. Young has dedicated staff, students and parents. The school is an integral part of the community. All stakeholders work in ways that

support students' emotional and social development and academic achievement. The administrative staff support student's academic and

social emotional by collaborating with classroom teachers, sponsors of extracurricular programming, and

Professionalism is high at Young. Teachers continually seek professional resources and training opportunities to increase their pedagogical

knowledge. Many teachers are pursuing M.A. degrees and other advanced certifications. Two of our current teachers have earned National

Board Certification. (Two others who earned National Board Certification while at Young have been promoted in the district.) The former PYP

coordinator has been trained by International Baccalaureate Educators' Network to be a trainer and evaluator for IB Americas.

Young has been in other periodicals. Young is featured in the Nov. 20, 2012 edition of the Kentucky Teacher in the article "Elementary

Schools use IB to get Students to Ask Questions (http://www.kentuckyteacher.org/features/2012/11/elementary-schools-use-ib-to-get-

students-to-ask-questions-create-solutions/), and it is mentioned in the special March 2013 edition of Louisville Magazine focusing on the

West End of Louisville in an article titled "Signs of Progress" (http://loumag.epubxp.com/i/111400). An outgoing JCBE member recently

promoted Young on her blog: http://publicschoolcitizen.com/ . This year we hosted the GOnoodle.com CEO, the Vice President of Passport,

KDE practical Living Specialist and Kosair Children's Hospital in recognition of being the highest users of this get fit program.



Comprehensive School Improvement Plan Young Elementary

Documents

Transcript of Comprehensive School Improvement Plan Young Elementary