KDE Comprehensive School Improvement Plan Crosby ...

KDE Comprehensive School

Improvement Plan

Crosby Middle School

Jefferson County

Michael Kelly, Principal 303 Gatehouse Lane Louisville, KY 40243

Document Generated On December 29, 2015

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 6 Notable Achievements and Areas of Improvement 7 Additional Information 13

Comprehensive School Improvement Plan 2015/2016 Crosby Middle School

Overview 15 Goals Summary 16

Goal 1: Crosby Middle School will meet the 2019 delivery targets for GAP students as measured by Unbridled Learning

Accountability Model. 17

Goal 2: Crosby Middle School will meet the delivery targets for all students by 2019 as measured by Unbridled Learning

Accountability Model.. 22

Goal 3: All Program Reviews (Arts and Humanties, Practical Living/Career Studies, World Language and Writing) will

be proficient or distinguished based on the 2015/2016 KDE Rubric. 26

Goal 4: Crosby Middle School will increase the percentage of students identified as CCR-Next Generation Learners.

30

Goal 5: Crosby Middle School will score Accomplished/Exemplary in the Professional Growth and Effectiveness System

(PGES) for the 2015/16 academic year. 31

Goal 6: Instructional Resources: Crosby will use 100% of the Instructional Resources (textbook) within two years to

support student access to high quality resources. 32

Activity Summary by Funding Source 33

KDE Needs Assessment

Introduction 43 Data Analysis 44 Areas of Strengths 45 Opportunities for Improvement 46 Conclusion 47

KDE Compliance and Accountability - Schools

Introduction 49 Planning and Accountability Requirements 50

KDE Assurances - School

Introduction 80 Assurances 81

The Missing Piece

Introduction 87 Stakeholders 88 Relationship Building 89 Communications 90 Decision Making 92 Advocacy 94 Learning Opportunities 95 Community Partnerships 96

Reflection 97 Report Summary 98

Improvement Plan Stakeholder Involvement

Introduction 100 Improvement Planning Process 101

School Safety Report

Introduction 103 School Safety Requirements 104

Equitable Access Diagnostic

Introduction 107 Needs Assessment 108 Equitable Access Strategies 110 Questions 112

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.

KDE Comprehensive School Improvement PlanCrosby Middle School

SY 2015-2016 Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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? Description of School:

Crosby Middle School is a suburban school in a large urban school district. It is located in the Douglass Hills area of Middletown. Opened in

the fall of 1974, the school is named for James Crosby, former principal of Middletown Elementary and longtime educator with the Jefferson

County Public School District.

The two-story building, designed specifically as a middle school and accessible to the disabled, has undergone major renovations twice,

most recently in 2009. It has large, comfortable, bright classrooms decorated and designed to capture the imagination of students and

celebrate student work. It has a large gym, a well-equipped media center, and a large multipurpose room known as the cafetorium.

Crosby has a student population of roughly 1300 which consists of: 60% White, 29% African American, 3.7% Asian, 3.6% Hispanic, 3.4%

two or more races, and 0.5% other. Approximately 10% of the student population has been identified as Exceptional Child Education (ECE)

students. forty percent of our students receive free lunch and 5%, reduced lunch. Approximately 47% of the student population are in the

Advance Program for academically talented students. Over the last three years, Crosby has undergone demographic changes. The student

population consists of students from two distinct areas of Louisville, the neighborhood students who are considered Category three students

and those who are bused in from the downtown area, who are considered category one and two students.

Crosby's highly qualified teachers are all certified in their teaching areas; 85% hold master's degrees or higher, including 9 National Board

Certified teachers; and many have certification in counseling and/or administration. In addition to classroom instruction, Crosby teachers are

involved in professional organizations, curriculum planning and development, textbook selection, professional-development planning, group

counseling, and tutorial services.

Crosby staff members have earned numerous awards and grants, including Kentucky State Principal PTA Outstanding Educator , JCPS

Assistant Principal of the Year, JCPS Counselor of the Year, Music Educator of the Year, Ashland Teacher Achievement Award, an Aegon

Teacher Award winner, a Kentucky Teacher of the Year finalist, a Walmart Neighborhood Market Outstanding teacher, an Ethel O'Brien

Award of Community Service Award Teacher award winner, and JCPS Athletic Director of the Year.

Crosby is a moderately sized building with a large student body. Many families in the community strive for their students to attend Crosby

which brings the optional/hardship population to 215 students during the 2013-2014 school year. Optional students must have achieved a

3.4 G.P.A., have outstanding achievement scores, and submit a letter explaining why they wish to attend Crosby. The Optional Program

enrollment numbers will be reduced to 135 students in the 16-17 school year.

Crosby has a large and very supportive PTSA. The PTSA was recognized during the 2014-2015 school year as the largest PTSA in the

state. They support the school through volunteer efforts and conduct a large fund-raising campaign each fall which provides the school with

additional resources to support the education of the students.



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. School's Purpose

Crosby Middle School Liberal Arts Academy

Crosby Middle School emphasizes academic excellence in Comprehensive/Honors, Advanced and Exceptional Child Education (ECE)

Programs. Crosby's goal is to offer a learning environment that challenges all students to achieve at high levels; to bring the world into the

classroom; to develop communication and technology skills; students as workers and to foster the qualities of liberal arts, the humanities,

natural sciences and social sciences. The focus is on preparing students for citizenship in the twenty-first century. Using traditional values

that support high expectations of behavior, Crosby challenges students to succeed through high-content instruction.

Purpose

Crosby provides a structured and time-tested educational climate for students. Within this framework, Crosby stresses:

¢ Mastery of skills

¢ A strong background in the liberal arts, including music, art, and foreign language.

¢ Development and mastery of technology skills.

¢ Development in personal health, physical fitness, and recreational activity.

¢ Traditional concepts of patriotism, courtesy, moral values, respect for individual and property rights.

¢ Clearly established codes of conduct, dress and rules of operation.

Mission

Crosby Mission Statement: "Crosby Middle School provides relevant and rigorous instruction that prepares and inspires students to become

productive citizens and future leaders."

Crosby Vision Statement: "All Crosby students graduate and make positive contributions to society."

Crosby School Slogan: Crosby Middle School - A Great Place to Learn!

Student-Centered Philosophy

Our staff places major emphasis on math, science, technology and arts/humanities. At Crosby, we focus on TEACHing the entire child by:

Tracking Proficiency

Extracurricular Activities

Analyzing Student Work

Creating and Maintaining a Learning Environment

Helping to Improve the Teaching and Learning Environment

Crosby serves sixth, seventh and eighth grade students through an interdisciplinary team organization. Each of the four teachers on a team

is responsible for a specific core content area- language arts, math, science and social studies. The team shares the same group of



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. Achievements over the last three years are documented in the school's brag sheet:

Academic Team

13-14 1st place Academic Showcase

11-121st- Governor's Cup Dist.

1st-Quick Recall Governor's Cup Reg.

1st-Future Problem Solving Governor's Cup Dist.

Individual Awards (4)-Governor's Cup Reg.

2nd-Future Problem Solving Governor's Cup Reg.

Grand Recognition-Duke Talent Identification Program

10-111st-Quick Recall Governor's Cup Dist.

1st-Quick Recall Governor's Cup Reg.

Silver -MATHCOUNTS

09-101st- Governor's Cup Reg.

1st-Future Problem Solving Governor's Cup Dist. and Reg.

1st Quick Recall Ashland Oil 6th-Gr. Showcase

Band

13-14 Distinguished Rating 7th and 8th grade at KMEA Assessment Performance

37 students selected for All County Band

8th grade band 1st place at Music in Parks competition in Tennessee

12-13 Distinguished Rating 7th and 8th grade at KMEA Assessment Performance

35 students selected All County Band

11-12Distinguished - 7th and 8th Gr. at KMEA Performance Assessment

21 Crosby students selected to perform in the All-County Band

75 Crosby students earned Proficient and/or Distinguished at KMEA Solo and Ensemble Festival

09-10Distinguished - 75 Solo and Ensemble Festival Participants selected for All-County Band

Distinguished -7th and 8th Gr. at KMEA Festival

Baseball

2011Final Four-JCPS City Champs, 7th Gr.

20102nd-JCPS American League Champs

Baseball Champs-7th and 8th Gr.

Basketball

Girls

13-14 6th grade girls team Runner-up District Championship

11-12JCPS Champs

Champs-East Dist. Regular Season

East Dist. Tournament Champs



10-11Champs-East Dist. Regular Season

JCPS Champs

8th Gr. KY State Champs

1st-JCPS Tournament, 6th Gr.

09-10KY Middle School East Dist. Tournament Champs

JCPS Champs

Champs-East Dist. Tournament


1st-JCPS Tournament, 6th Gr.

Champs-KY Middle School State Champs, 7th Gr.

1st-Midwest Super Reg.s

1st-Mid-America AAU, 7th Gr.

2nd-Anderson County Invitational Tournament, 6th Gr.

1st-Eastern High School Middle School Classic, 8th Gr..

Two 6th-Gr. Lady Cougars Selected for Anderson County Invitational All Tournament Team

Boys

13-14 6th grade City Champions

7th grade 3rd place State Tournament

11-12Champs-JCPS East Dist.

2nd- JCPS Tournament

Two KY All Stars-J-CAPP All Star Basketball Competition

1st-J-CAPP All Star Basketball Competition, Free Throws

2nd-J-CAPP All Star Basketball Competition, 3 Point Shooting

and Dribbling

09-10Final Four-KY Middle School State Tournament

2nd-KBA KY Middle School State Champs, 8th Gr.

1st-Corbin Shoot-Out

JCPS Champs


2nd-Meyzeek Thanksgiving Tournament

Cheerleading

13-14 National Champions NCA Open Nationals

1st place Jr. LIT Competition

Jamfest National Champs

11-12Grand Champs - JCPS

2nd - NCA Nationals

Grand Champs - St. Athanasius Competition

Grand Champs - Sacred Heart Competition 10-11

10-111st - JCPS Champs

1st - St. Athanasius Competition

09-101st - Jr. LIT

2nd - Jam Fest Game Day

2nd - Jam Fest Super Nationals

1st - JCPS Champs



Cross Country

13-14 Second place in State Meet

6th boys, 7th girls, 7th boys First place in JCPS District Meet

8th boys second place JCPS District Meet

12-131st - JCPS Champs - 6th & 8th Gr. Boys

2nd - 7lth Gr. Boys

11-121st-JCPS - 8th Gr. Boys' Team

1st- JCPS - 7th Gr. Boys' Team

2nd-JCPS - 8th Gr. Girls' Team

1st-JCPS - 8th Gr. Girls' Individual

1st-JCPS - 8th Gr. Boys' Individual

1st-JCPS - 7th Gr. Boys' Individual

09-102nd-JCPS City Meet, 6th, 7th and 8th-Gr. Girls

1st-JCPS City Meet, 6th Gr. Boys

Dance Team

13-14 State Grand Champs

Jr. LIT Champions

12-13 State Grand Champs

11-12State Grand Champs

JCPS Grand Champs

09-10JCPS Grand Champs

1st-Eastern High School Dance Expo, Middle School Pom, Jr.

Division

Debate Team

20101st-First JCPS Middle School Debate Competition

Field Hockey

13-14 7th grade team District Champs

12-13 6th grade team District Champs

10-11Jefferson County Champs

09-101st-Indoor Tournament, 7th Gr.

2nd-JCPS Tournament, 6th and 7th Gr.

Football

13-14 9 All Star Nominees, 1 All Star Selection

12-13 5 All Star Nominees, 1 All Star Selection

11-12First female starting quarterback in KY's football history

10-112nd-JCPS Middle School Conference Tackle Football

Golf

2014 Third place Louisville Middle School League

2013 Runner Up in State

Runner Up in Louisville Middle School League

Future Problem Solvers

13-14 1st place in District

Future Educations Association/JCPS Multicultural Teacher Recruitment Program

13-14 2nd place "Researching Learning Disabilites" at National Conference



11-121st National Essay

1st State Essay

1st State Banner

2nd Dist. Scrapbook

2nd Dist. Essay

2nd Dist. T-shirt

10-111st-National Impromptu Speaking

2nd-National Essay

09-101st-State Public Service Announcement

1st-State Impromptu Speaking

1st-State Essay

2nd-State Lesson Planning

1st-Dist. Public Service Announcement

1st-Dist. Scrapbook

1st-Dist. Impromptu speaking

1st-Dist. Essay

2nd-Dist. Lesson Planning

Lacrosse

2014 Girls 8th grade team 2nd District Tournament

Boys 6th grade team District Champions

Orchestra

KY Music Educators Association Orchestra Festival

13-14 Distinguished Rating

12-13 Distinguished Rating

11-12Distinguished & Proficient Ratings Orchestra, Solo & Ensemble



Performing Arts

11-12Finalist-Actors Theater New Voices Contest

PTSA Reflections

2014 1st place music competition

Three student District 15 winners, art and photography

12-13 Three student District 15 Winners, photography, literature, art

11-12 National Reflections Winner, Award of Excellence-Photograpy

Soccer

13-14 8th grade boys second place in JCPS tournament

2012Final four-JCPS - Girls

2nd-JCPS - 8th Gr. Boys

20102nd-JCPS Middle School Coed Varsity

Softball

13-14 Varsity team JCPS Champs

JV team runner up in City Championship

Step Team

13-14 First Place Explosion Competition



11-121st-Annual Alpha Phi Alpha Step-Off

1st-Central High School Step Competition

2nd-Friday the 13th Step Show

09-101st-Eastern High Step Competition

1st-Fifth Annual Willie Smith Step Competition

Swim Team

2013 2nd place JCPS District Championship

STLP

2014 4 four students advance to State Showcase

Quick Recall

2014 6th grade team 1st place JCPS Showcase

1st place in District

Technology

2012JCPS - Dist. on 21st Century Skills Assessment

Mary Grace Jaeger Award for Overall Proficiency on 21st Century Skills Assessment

20091st-JCPS Computer Application Skills Assessment

Track And Field

11-12JCPS - 6th, 7th & 8th Gr. Girls Champs

2nd-JCPS 8th and 7th Gr. Boys

Visual Arts

11-12National Reflections Winner, Award of Excellence-Photography

Volleyball

13-14 JV team City Champs

Varsity team City Champs

6th grade, JV, and Varsity teams undefeated seasons

12-131st-Dist. Champs, Junior Varsity

11-122nd-JCPS Dist. Competition, Varsity

10-111st-Dist. Competition, Varsity

Wrestling

11-12Dist. Champion, Individual

Writing

12-132nd-Jefferson County Soil and Water Conservation Dist. Art & Writing

Division

1st-PTSA Reflections, Literature

19 Publications-A Celebration of Poets

Faculty/Staff Honors

National Board Certified Teachers

Annette Ellis, Jennifer Estes, Peggy Helm, Julie Hundley, Heidi James, Tina Morris,Pria Kanuparthy

Jerry Durbin

JCPS Athletic Director of the Year

Diane Elder

2010 Counselor of the Year

Adrian Graham

08-10 JCPS Representative Family Resource and Youth Services Center Coalition Board



Nikki Marzian

Outstanding Teacher-Walmart Neighborhood Market

Kerry Morris

Ethel O'Brian Award for Community Service

Paul Sehlinger

JCTA Schoolhouse Award

Marsha Webb

KMEA Outstanding Middle School Music Teacher of the Year, 12th Dist.

Beth Whitney

2012 KY Hunter Education Association-Region II, Instructor of the Year

School Honors

13-14 Largest student enrollment-JCPS middle school

12-13 Largest student enrollment-JCPS middle school

11-12Largest student enrollment -JCPS middle school

13-14 Highest percent over goal- Metro United Way contributions among JCPS

middle schools

12-13 Highest percent over goal- Metro United Way contributions among JCPS

middle schools

11-12Highest percent over goal- Metro United Way contributions among JCPS

middle schools

01-09Highest staff contributions to Metro United Way among JCPS middle schools

09-10Largest percentage membership and largest PTA among JCPS middle schools



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. None



Comprehensive School Improvement Plan

2015/2016 Crosby Middle School



Overview

Plan Name

Comprehensive School Improvement Plan 2015/2016 Crosby Middle School

Plan Description

Updated Draft 3



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 Crosby Middle School will meet the 2019 delivery

targets for GAP students as measured by UnbridledLearning Accountability Model.

Objectives:3Strategies:5Activities:20

Organizational $54000

2 Crosby Middle School will meet the delivery targetsfor all students by 2019 as measured by UnbridledLearning Accountability Model..


Academic $1500

3 All Program Reviews (Arts and Humanties,Practical Living/Career Studies, World Languageand Writing) will be proficient or distinguishedbased on the 2015/2016 KDE Rubric.


Organizational $0

4 Crosby Middle School will increase the percentageof students identified as CCR-Next GenerationLearners.


Organizational $0

5 Crosby Middle School will scoreAccomplished/Exemplary in the ProfessionalGrowth and Effectiveness System (PGES) for the2015/16 academic year.



6 Instructional Resources: Crosby will use 100% ofthe Instructional Resources (textbook) within twoyears to support student access to high qualityresources.





Goal 1: Crosby Middle School will meet the 2019 delivery targets for GAP students as measured

by Unbridled Learning Accountability Model.

Strategy 1: Life Skills Block - A thirty five minute block has been included in the school's master schedule to ensure that identified Novice math students have daily Tier II

instruction with certified math teachers. Category: Learning Systems Research Cited: Mike Mattos: It's about time: Making time for a multi-tiered system of interventions

Strategy 1: Time to Read - Literacy instruction will be integrated in all content courses. Category: Learning Systems

Measurable Objective 1:collaborate to reduce the percentage of novice GAP students to 25% in math by 05/31/2016 as measured by Unbridled Learning Accountability Model .

Activity - Professional Learning Communities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math teachers will develop common formative assessments, analyzestudent learning, identify best instructional practices, and identify studentsfor targeted math interventions

ProfessionalLearning

08/17/2015 12/16/2016 $0 No FundingRequired

Grade levelmath teachers

Activity - Extended Time/Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All GAP students will have opportunities to participate in Extended SchoolServices on Saturdays and after school. During this time students will haveaccess to computers to use Study Island to develop/practice grade levelmathematical skills/processes and applications based upon DiagnosticAssessment/screener.

Tutoring,Technology,AcademicSupportProgram


Goal ClarityCoach,AssistantPrincipal,ESSCoordinator,Math teachers

Activity - Differentiation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math teachers will analyze formative assessment data to plan scaffoldedinstruction and differentiated learning activities during Tier I instructionaltime.

AcademicSupportProgram


Mathteachers, Mr.Kelly, GoalClarity Coach

Measurable Objective 2:collaborate to reduce the percentage of novice GAP students in reading to 30% by 05/31/2016 as measured by Unbridled Learning Accountability Model.



Research Cited: Common Core State Standards for ELA; Beers; Calkins

Strategy 1: Feedback - English, Reading and Math teachers will analyze student learning data to provide students with standards-based feedback and establish growth goals. Category: Integrated Methods for Learning Research Cited: Beers, Calkins, Study Island, Mattos, Brown

Activity - Code X Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The master schedule includes a year-long, fifty-five minute research-basedreading program,in addition to a fifty-five minute English class, for allcomprehensive program sixth, seventh and eighth grade students.



Readingteachers,counselors,principal

Activity - Close Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will integrate monthly Close reading lessons in all contentcourses. Teachers may access content reading materials from a variety ofsources including: ReadWorks.org, AchievetheCore.org, ELA News, etc.Implementation of this activity will be monitored via monthly submission ofreading passages and student work.

Technology,AcademicSupportProgram


All teachers,NicoleMettling,AssistantPrincipal, Mr.Kelly,Principal,Goal ClarityCoach

Activity - Life Skills Block Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

English and Reading teachers will use assessment data to identify Novicestudents for targeted reading interventions.



English andReadingteachers

Measurable Objective 3:collaborate to increase achievement and growth of all GAP students in Reading and Math to 47.8 percent Proficient/Distinguished by 05/31/2016 as measured byUnbridled Learning Accountability Model.

Activity - Diagnostic Assessment Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

English, Reading and Math teachers will use the diagnostic screening toolon Study Island to assign supplementary and scaffolded practice forindividual students.



English,Reading andMathteachers,Goal ClarityCoach



Strategy 2: Collaboration and Integration - Content teachers on teams will collaborate to intentionally integrate mathematical applications when appropriate into content learning

activities (mapping, data sets, graphing, etc.)

Activity - Integrated Literacy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will meet with PLCs to review literacy standards within theircontent. PLCs will identify specific reading strategies to use withinformational text. Teachers will integrate academic vocabulary instructionand implement reading and writing strategies during classroom instruction.Implementation of this will be documented via submission of lesson plansand/or student work samples to the Goal Clarity Coach or AssistantPrincipal monthly.



All teachers,Goal ClarityCoach,AssistantPrincipals andPrincipal

Activity - Digital Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize Study Island, Go Math!, Read Write, and on-line SocialStudies text as tools for intervention, enrichment and differentiation formath, science, social studies, English and reading.



SocialStudies,Science,English,Reading andMathteachers,Goal ClarityCoach,AssistantPrincipals,and Principal


Source OfFunding

StaffResponsible

Math teachers will use student data to tier students based on KPREP, MPAand common formative assessments to identify students for standardspecific interventions during the Life Skills block and differentiateclassroom instruction to scaffold Tier I instruction.



Mathteachers,Goal ClarityCoach,AssistantPrincipals,Counselors,Principal

Activity - Engaging students and parents Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will communicate standards-based achievement and assessmentresults with students and parents throughout the school year through avariety of sources including, but not limited to: student conference, studentdata notebooks, parent conferences, PTSA newsletter, team/teachernewsletter, email, and Infinite Campus.

ParentInvolvement


All teachers,AssistantPrincipals,Counselors,Principal



Category: Professional Learning & Support Research Cited: Marzano, DuFour, Stiggins

Strategy 3: Positive Behavior Intervention System - Administrators, counselors, teachers, instructional assistants and other school staff have been trained via KDE KET online

Activity - Collaboration on Grade Level Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ECE teachers will collaborate with specific, grade-level Math, Reading andEnglish teachers as a co-teacher and implement similar instructionalpedagogy in the resource room setting.



ECE Mathteachers andMathteachers,ECE Englishand Readingteachers,English andReadingTeachers

Activity - ECE Teachers with Content/Grade PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ECE teachers will attend and participate in content and grade-level PLCseach week to analyze student data(which will include but not be limited to:KPREP scores, RDA scores, MDA scores, RPA scores, MPA scores, SRIscores, common formative assessments and summative assessments) andplan for further instruction based on data analysis and identification ofstudents and skills to target for Tier I or Tier II intervention.



ECEteachers,AssistantPrincipals,Principal,Goal ClarityCoach

Activity - Classroom Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Certified math teachers with open periods in their schedule will supportinstruction in comprehensive program math classes as they are available.Other certified teachers with open periods in their schedules will supportinstruction in reading, social studies and science classes as assigned.



AssistantPrincipals,Principal,Mathteachers, Allteachers

Activity - Math Application and Integration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Content teachers will collaborate with grade level/team math teachers tointegrate mathematical skills/applications in content lessons as there arenatural content connections (mapping, scale, measurement, tempo, rate,interest rates, money, etc.). Evidence of collaboration and integration willbe monitored via submission of lesson plans developed in content or teamPLCs to the Principal.

AcademicSupportProgram,ProfessionalLearning


All teachers,Goal ClarityCoach,AssistantPrincipals,Principal



course and by the Student Response Team Coach to design team and classroom management plans to implement positive behavior interventions and supports. Category: Management Systems Research Cited: PBIS, KDE, KY Safe and Drug Free Schools

Activity - Positive Behavior Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Two teachers will meet daily during the Life Skills Block with identifiedsixth, seventh and eighth grade students to develop positive relationshipsand teach school appropriate replacement behaviors for improved behaviorin classrooms and increased student achievement.

BehavioralSupportProgram


Lisa McGarry,JonieHusband,KevinAshford,Counselors,AssistantPrincipals,Principal

Activity - PBIS Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The PBIS team meets monthly to review Behavior Incident Logs, referrals,Restorative Student Support room and suspension data to create plans forstudent success in classrooms and common areas. Team members will,upon request or observation of patterns of BILs/referrals, conduct informalobservations to support teachers with developing proactive classroommanagement systems.



AssistantPrincipal,SRT Coach,PBIS team,Principal

Activity - Student Response Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student Response Team supports classroom teachers by providingimmediate interventions for students exhibiting nonproductive classroombehavior to increase the effectiveness of instructional time.



SRT Coach,SRT CaseManager,SchoolSecurity Staff,AssistantPrincipals,Counselors,Principal

Activity - Transition Center Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Identified students will be assigned to the Transition Center to completereflective and restorative activities as well as make-up assignments beforereturning to the regular school community.


08/12/2015 05/31/2016 $54000 DistrictFunding

TransitionCenterTeacher,InstructionalAssistant,Principal,AssistantPrincipals,Counselors



Goal 2: Crosby Middle School will meet the delivery targets for all students by 2019 as measured

by Unbridled Learning Accountability Model..

Strategy 1: Time to Read - The master schedule includes a year-long reading class for all 6th, 7th and 8th grade comprehensive program students that implements a research-

based reading program (Code X). This fifty-five minute class period dedicated to literacy, specifically reading, in addition to the fifty-five minute English class. Category: Learning Systems Research Cited: Scholastic, Marzano, Mattos

Activity - Assistant Principals PLC Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Assistant Principals will collaborate to apply corrective actions that are:progressive, in accordance with the range of corrective action as outlinedin the JCPS Code of Acceptable Behavior, and consistent withconsideration to the nature and mitigating circumstances of any conduct orschool violation.

Policy andProcess,BehavioralSupportProgram


AssistantPrincipals,Principal

Measurable Objective 1:68% of All Students will demonstrate a proficiency of Common Core State Standards in Reading by 05/31/2016 as measured by Unbridled Learning AccountabilityModel.


Source OfFunding

StaffResponsible

All teachers will plan and implement a minimum of one content-basedClose reading lesson per month. Evidence (lesson plans, student work,etc.) of implementation will be submitted monthly to an assistant principalor Goal Clarity Coach.



All teachers,AssistantPrincipals,Goal ClarityCoach,Principal


Source OfFunding

StaffResponsible

The Life Skills Block in the master schedule provides Reading and Englishteachers time to flexibly group students for intervention based on commonformative assessments, SRI scores, KPREP data as well as other studentlearning data.



English andReadingTeachers,Counselors,AssistantPrincipals,Principal,Goal ClarityCoach



Strategy 2: Standard-Based Feedback in English and Reading (Literacy) - English and Reading teachers will regularly communicate assessment results to students, parents and

with PLC members to monitor student progress, establish goals and adjust instruction. Category: Stakeholder Engagement Research Cited: Marzano, DuFour, Stiggins, Chappuis

Activity - Grade Level Professional Learning Communities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Content area departments will develop learning activities that integrate theLiteracy Standards for science, social studies, other related arts coursesand technical areas as part of on-going PLC meetings. Evidence ofimplementation will be documented in PLC minutes.



All teachers,Goal ClarityCoach,AssistantPrincipal,Principal

Activity - Science Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Through grade-level PLCs, science teachers will collaborate to planinstruction and STEM activities in accordance with Next GenerationScience Standards that require students to use critical thinking andanalysis skills. These may include: classroom experiments, simulations,and/or analysis (Close reading) of scientific text.



ScienceTeachers

Activity - Social Studies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Through grade-level PLCs, social studies teachers will develop learningtargets, lessons. learning activities and common formative assessments inaccordance with KCAS for Social Studies that require students to usecritical thinking, application and analysis skills to demonstrate grade-levelproficiency in the five strands: culture, economy, history geography, andgovernment.



Social StudiesTeachers

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

Source OfFunding

StaffResponsible

Grade level English and Reading teachers will collaborate with studentsand parents to communicate student achievement of Common Core StateStandards for Reading (Literacy) (based on, but not limited to: KPREPscores, RDA, RPA, SRI, common formative and summative assessments)to collaboratively establish attainable growth goals.

ParentInvolvement,AcademicSupportProgram


English andReadingTeachers,Goal ClarityCoach,Counselors

Activity - Student Data Notebooks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Standard-Based Feedback in Math - Math teachers will regularly communicate assessment results to students, parents, and PLC members to monitor student mastery

of standards, establish growth goals and adjust instruction. Category: Continuous Improvement Research Cited: DuFour, Marzano, Stiggins, Chappuis

English and Reading teachers and students will focus on academicmastery while promoting a growth mindset by using Student DataNotebooks to develop student ownership of learning, self-efficacy andmotivation. Assessment data to be included, but not limited to: commonformative assessments, summative assessments, Reading DiagnosticAssessments, Reading Proficiency Assessments, On-demand writing withfeedback, Scholastic Reading Inventory results.



English andReadingTeachers,AssistantPrincipals,Principal,Goal ClarityCoach

Activity - Assessment Retake Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Time will be scheduled on a two week cycle for students to retakeassessments or parts of assessments (core content courses) that were notmastered upon initial administration. Teachers will provide the Goal ClarityCoach or Assistant Principal with student names and a copy of theassessment for whole or partial retake to demonstrate mastery. Studentswill retake assessments during related arts time and/or be allowed to stayafter school on Wednesdays.



Teachers,AssistantPrincipals,Goal ClarityCoach,Principal

Activity - Learning Conferences Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each grading period students will conduct learning conferences with one ofthe following: teachers, counselors, assistant principals, principal, otherinstructional staff and/or parents, to formalize self-analysis, reflect on effortand preparation for assignments and assessments, celebrate achievementand set literacy goals for the following grading period.



All teachers,Counselors,AssistantPrincipals,Principal,otherinstructionalstaff

Measurable Objective 2:70% of All Students will demonstrate a proficiency of Common Core State Standards in Mathematics by 05/31/2016 as measured by Unbridled LearningAccountability Model.

Activity - Math Student Data Notebooks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Writing to Demonstrate Content Knowledge - All teachers will integrate writing instruction into content (Social Studies, Science, and all other related arts courses). Category: Integrated Methods for Learning Research Cited: KCAS, Common Core State Standards, Caulkins, Tomilson

Math teachers and students will focus on academic mastery whilepromoting a growth mindset by using Student Data Notebooks to developstudent ownership of learning, self-efficacy and motivation. Assessmentdata to be included, but not limited to: common formative assessments,summative assessments, Math Diagnostic Assessments, Math ProficiencyAssessments, scored student responses to Short Answer and ExtendedResponse Questions.


01/04/2016 12/16/2016 $1500 General Fund MathTeachers,AssistantPrincipal,Goal ClarityCoach,Principal

Activity - Standards-based Assessment Retakes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Time will be scheduled on a two-week cycle for students to retakeassessments or portions of assessments to demonstrate mastery ofstandards. Teachers will provide the Goal Clarity Coach and/or AssistantPrincipal with student names and a copy of the assessment for whole orindicated partial retake. Students will retake assessments during relatedarts time and/or stay after school for supervised administration.



MathTeachers,Goal ClarityCoach,Counselors,AssistantPrincipal,Principal

Activity - Learning Conferences for Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each grading period students will have learning conferences with one ofthe following: math teachers, counselors, assistant principals, principal,other instructional staff and/or parents to formalize self-analysis, reflect oneffort and preparation for assignments and/or assessments, celebrateachievement and establish mathematical goals for the following gradingperiod.



MathTeachers,Counselors,AssistantPrincipals,Principal,otherinstructionalstaff asdesignated bythe principal

Measurable Objective 3:64% of All Students will demonstrate a proficiency of Common Core State Standards in Writing by 05/31/2016 as measured by Unbridled Learning AccountabilityModel.

Activity - Collaboration for Writing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: All Program Reviews (Arts and Humanties, Practical Living/Career Studies, World

Language and Writing) will be proficient or distinguished based on the 2015/2016 KDE Rubric.

Strategy 1: Time to Collaborate and Integrate - The Arts and Humanities Department Chair will meet with the other content department chairs and/or team leaders to develop a

plan wherein arts related field trips (i.e. Actor's Theater, ballet, Stage One) in which students participate reflect the use of arts curricular language and ensure that

students are provided with opportunities to interact with and reflect on the arts.

All teachers will collaborate with English teachers to develop and integratelearning activities/projects (research or other) or presentations (PowerPoint, Prezi, Glogster, etc.) each grading period that require students touse written communication to demonstrate content knowledge. Studentswill be provided feedback for finished products via standard(s)-basedcontent rubric and the JCPS Holistic Continuum for Writing. Evidence ofstudent writing in content courses shall include student work samples withfeedback based on standard(s)-based content rubric as well as the JCPSHolistic Continuum for Writing. These shall be submitted to AssistantPrincipal or Goal Clarity Coach each grading period.



All teachers,AssistantPrincipals,Goal ClarityCoach,Principal

Activity - Dedicated Time for Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All comprehensive program students will have two fifty-five minute dailyliteracy courses: English and Reading. The English class will primarilyfocus on writing, language and communication development.



Englishteachers,Counselors,AssistantPrincipals,Goal ClarityCoach,Principal


Source OfFunding

StaffResponsible

English and Reading teachers will identify students for specific Tier IIinstruction during the daily thirty-five minute Life Skills Block.

Class SizeReduction


English andReadingTeachers,Counselors,AssistantPrincipals,Principal

Measurable Objective 1:collaborate to demonstate proficiency on the Arts and Humanities Program Review by 05/31/2016 as measured by 2015/2016 KDE Arts and Humanities ProgramReview Rubric.



Category: Integrated Methods for Learning Research Cited: Marzano, DuFour

Strategy 2: Arts Alive in School - Arts and Humanities Teachers will utilize guest artists to enhance student access to arts in Kentucky and showcase student work to the

community. Category: Integrated Methods for Learning Research Cited: KDE Arts and Humanities Program Review

Strategy 1: Increasing Time and Access - Students will be introduced to various careers in content areas and professionals in the local community while integrating 21st Century

Activity - Field Trips Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in arts field trips after which they will produce acritique (written or other project) after attending an arts perfromance.

Field Trip,CommunityEngagement


Arts andHumanitiesDepartmentChair, TeamTeachers

Activity - Integration of Arts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Arts teachers will provide content teachers with strategies to integratespecific arts content into learning activities.



Arts teachers,contentteachers

Activity - Arts and the Community Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Arts teachers who utilize local artists will routinely plan with theseprofessionals to increase access to the arts in the community as well asintroduce students to careers in the arts.

AcademicSupportProgram,CommunityEngagement


Arts andHumanitiesTeachers

Activity - Arts Night Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Crosby Arts and Humanities teachers will coordinate an evening toshowcase student work. The evening will be advertised via Facebook,Twitter, One Call Now and student designed flyers to invite the communityinto the school for an evening with the arts.

CommunityEngagement,ExtraCurricular


Arts teachers,Principal

Measurable Objective 2:collaborate to demonstrate proficiency on the Practical Living/Career Studies Program Review by 03/31/2016 as measured by 2015/2016 KDE Practical Living/CareerStudies Program Review Rubric.



skills and knowledge through regular classroom instruction as well as school media. Category: Career Readiness Pathways Research Cited: KDE Program Review Rubric

Strategy 1: Writing to demonstrate learning - Students will participate in intentionally planned writing activities/assignments to demonstrate learning in all content areas. Category: Integrated Methods for Learning Research Cited: Saphier, Marzano, Caulkins,

Activity - Activity- Engineering, Aerodynamics, etc Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A six week long Life Skills class has been developed and added to themaster schedule for 6th, 7th and 8th graders to introduce topics of variouscareers including: Engineering, Aerodynamics, 21st Century Technology,etc.



Counselors,Teachers,AssistantPrincipals,Principal,Goal ClarityCoach

Activity - Career Choices Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Crosby Middle School has developed and scheduled a Career Choicessemester-long related arts course for 6th, 7th and 8th graders to explorejob families, careers within these, interest inventories and personality traitsbest suited for particular careers. This course incorporates the ILP as aninstructional tool.

CareerPreparation/Orientation


CareerChoicesTeacher,Counselors,Principal

Activity - ILP Training for Students and Teachers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Guidance Counselors will provide students and teachers with training anddirections to access and update students' ILPs throughout the school year.

Technology,CareerPreparation/Orientation


GuidanceCounselors,Principal

Measurable Objective 3:collaborate to demonstrate proficiency on the Writing Program Review by 03/31/2016 as measured by 2015/2016 KDE Writing Program Review Rubric.

Activity - Extended Response Questions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All content teachers will include at least one extended response questionon summative assessments and provide students with guidelines/rubric forproficiency. Teachers will give students specific feedback based on thecriteria. Evidence of implementation will be submission of samples ofstudent work with feedback.

AcademicSupportProgram,DirectInstruction


All contentteachers



Strategy 2: Time to collaborate/integrate - The Language Arts Department Chair/Teachers will meet with other content department chairs and/or team leaders to develop a plan

wherein writing will be embedded in regular classroom instruction. Category: Professional Learning & Support Research Cited: Marzano, DuFour, Caulkins, Tomilson

Strategy 1: Intentional Scheduling - World Language courses will be offered in 6th, 7th and 8th grades. Category: Learning Systems Research Cited: KDE Program Review

Activity - On-Demand Writing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All content teachers will include an On-Demand writing task each gradingperiod that is aligned with KCAS for the specific content area to assessstudent learning. Students will be provided with exemplars and guidelinesto demonstrate proficiency. Teachers will score according to criteria andprovide students with feedback to improve writing in the content/subject.Evidence of implementation will include submission to the Goal ClarityCoach or Assistant Principal copies of student work with teacher feedbackin accordance with the teacher developed rubric.

DirectInstruction


All teachers,Goal ClarityCoach,AssistantPrincipal,Principal

Activity - Professional Learning Communities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

During cross-content team PLCs, language arts teachers will support othercontent teachers to develop writing to demonstrate learning activities andrubrics. Teams will monitor student progress and differentiate writingtasks.



TeamTeachers,Goal ClarityCoach,AssistantPrincipal,Principal

Activity - Writing Exemplars Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide students with exemplars of proficient grade levelwriting in content areas. Instruction and teacher developed rubrics forwriting tasks will provide students with needed support to develop aproficient content writing/communication piece.

DirectInstruction


All teachers

Measurable Objective 4:collaborate to establish a valid baseline by 04/22/2016 as measured by KDE World Language Program Review Ruubric.

Activity - Student Access Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 4: Crosby Middle School will increase the percentage of students identified as CCR-Next

Generation Learners.

Strategy 1: Increasing Time and Access - Students will have access to additional class time through the Life Skills Block for Reading skills with which they are struggling. Category: Learning Systems Research Cited: Mattos, Marzano, DuFour

Strategy 1: Response to Intervention - Students will have access to additional class time for math skills with which they are struggling. Category: Continuous Improvement Research Cited: Mattos, Marzano, DuFour

Students in all grade levels will be scheduled in a World Language courseas there are opportunities in student schedules.

DirectInstruction


Counselors,Principal,WorldLanguageTeachers

Measurable Objective 1:increase student growth by 5% in proficiency of all students in reaching CCR-Next Generation Learner benchmarks in Reading by 04/29/2016 as measured byDistrict Reading Proficiency Assessments. .

Activity - Response to Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will have access to a Response to Intervention period every day,based on individual needs and assessments such as the RDA, RPA, StudyIsland, etc.



English andReadingTeachers


Source OfFunding

StaffResponsible

All teachers will integrate Close reading lessons in to content classes toimprove academic vocabulary, fluency, and comprehension and analysis ofcontent informational texts.

Other, DirectInstruction


All teachers

Measurable Objective 2:demonstrate a proficiency by increasing 5% of all students in reaching CCR-Next Generation Learner benchmarks in Math by 05/31/2016 as measured by DistrictMath Proficiency Assessments. .



Goal 5: Crosby Middle School will score Accomplished/Exemplary in the Professional Growth

and Effectiveness System (PGES) for the 2015/16 academic year.

Strategy 1: Peer Observers - Trained teacher leaders will support colleagues as they develop their professional growth plans and student growth goals. Peer observers will

support the effectiveness of instructional techniques and strategies to improve student achievement. Category: Professional Learning & Support Research Cited: Danielson Framework , PGES, KDE


Source OfFunding

StaffResponsible

Students will have access to a Response to Intervention period every day,based on individual needs and assessments such as the MDA, MPA,Study Island, etc.



MathTeachers

Activity - Tier I and Tier II Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will analyze student learning based on common formativeassessments to determine Tier I instruction, differentiation and support.Students will be identified for standard-specific in-class intervention orsupplementary practice via Go Math coach or Study Island.

ProfessionalLearning,DirectInstruction


MathTeachers

Measurable Objective 1:collaborate to increase teacher effectiveness and improve student proficiency of teacher-selected enduring skills by 04/22/2016 as measured by PGES.

Activity - Peer Observers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Peer observers will conference with teachers, in their summative year ofevaluation, after a non-evaluative observation, to provide feedback inregards to PGES framework and offer suggestions for improvedinstructional and classroom environment effectiveness.


12/14/2015 02/19/2016 $10000 DistrictFunding

Peerobservers,Principal,AssistantPrincipal,Goal ClarityCoach

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

Source OfFunding

StaffResponsible



Goal 6: Instructional Resources: Crosby will use 100% of the Instructional Resources (textbook)

within two years to support student access to high quality resources.

Strategy 1: Instructional Resources Identification and Alignment - A committee will be convened to determine school program needs and use the KDE purchasing rubric to compare

available resources to support instructional practices. Category: Management Systems Research Cited: KDE Textbook Rubric

Teachers will work with their PLC to develop assessments and analyzestudent data to develop student growth goals for the 2015/2016 academicyear.



All teachers,AssistantPrincipals,Principal

Measurable Objective 1:collaborate to determine which textbooks and/or instructional materials align to Kentucky Core Academic Standards based on classroom practices by 05/31/2017 asmeasured by 100% of funds allocated for instructional materials are being used to improve student access to high quality standards and aligned resources.

Activity - Alignment Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A committee will determine school programming and resource needs. Thecommittee will use the KDE textbook/instructional material rubric tocompare available resources to support instructional practices and improvestudent achievement.

Policy andProcess

01/04/2016 05/19/2017 $40000 Text Books Principal,AssistantPrincipal,Goal ClarityCoach,Teachers



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

General Fund

Text Books

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Transition Center Identified students will be assigned to the Transition Centerto complete reflective and restorative activities as well asmake-up assignments before returning to the regular schoolcommunity.


08/12/2015 05/31/2016 $54000 TransitionCenterTeacher,InstructionalAssistant,Principal,AssistantPrincipals,Counselors

Peer Observers Peer observers will conference with teachers, in theirsummative year of evaluation, after a non-evaluativeobservation, to provide feedback in regards to PGESframework and offer suggestions for improved instructionaland classroom environment effectiveness.


12/14/2015 02/19/2016 $10000 Peerobservers,Principal,AssistantPrincipal,Goal ClarityCoach

Total $64000


StaffResponsible

Math Student DataNotebooks

Math teachers and students will focus on academic masterywhile promoting a growth mindset by using Student DataNotebooks to develop student ownership of learning, self-efficacy and motivation. Assessment data to be included,but not limited to: common formative assessments,summative assessments, Math Diagnostic Assessments,Math ProficiencyAssessments, scored student responses to Short Answerand Extended Response Questions.


01/04/2016 12/16/2016 $1500 MathTeachers,AssistantPrincipal,Goal ClarityCoach,Principal

Total $1500



No Funding Required


StaffResponsible

Alignment A committee will determine school programming andresource needs. The committee will use the KDEtextbook/instructional material rubric to compare availableresources to support instructional practices and improvestudent achievement.

Policy andProcess

01/04/2016 05/19/2017 $40000 Principal,AssistantPrincipal,Goal ClarityCoach,Teachers

Total $40000


StaffResponsible

Life Skills Block Students will have access to a Response to Interventionperiod every day, based on individual needs andassessments such as the MDA, MPA, Study Island, etc.


08/12/2015 12/16/2016 $0 MathTeachers

Integrated Literacy All teachers will meet with PLCs to review literacy standardswithin their content. PLCs will identify specific readingstrategies to use with informational text. Teachers willintegrate academic vocabulary instruction and implementreading and writing strategies during classroom instruction.Implementation of this will be documented via submission oflesson plans and/or student work samples to the GoalClarity Coach or Assistant Principal monthly.


01/04/2016 12/16/2016 $0 All teachers,Goal ClarityCoach,AssistantPrincipals andPrincipal

Arts and the Community Arts teachers who utilize local artists will routinely plan withthese professionals to increase access to the arts in thecommunity as well as introduce students to careers in thearts.

AcademicSupportProgram,CommunityEngagement

09/14/2015 12/16/2016 $0 Arts andHumanitiesTeachers

Science Through grade-level PLCs, science teachers will collaborateto plan instruction and STEM activities in accordance withNext Generation Science Standards that require students touse critical thinking and analysis skills. These may include:classroom experiments, simulations, and/or analysis (Closereading) of scientific text.


01/04/2016 12/16/2016 $0 ScienceTeachers

PBIS Team The PBIS team meets monthly to review Behavior IncidentLogs, referrals, Restorative Student Support room andsuspension data to create plans for student success inclassrooms and common areas. Team members will, uponrequest or observation of patterns of BILs/referrals, conductinformal observations to support teachers with developingproactive classroom management systems.


08/10/2015 12/16/2016 $0 AssistantPrincipal,SRT Coach,PBIS team,Principal

Life Skills Block English and Reading teachers will use assessment data toidentify Novice students for targeted reading interventions.


08/12/2015 12/16/2016 $0 English andReadingteachers



Extended Time/Support All GAP students will have opportunities to participate inExtended School Services on Saturdays and after school.During this time students will have access to computers touse Study Island to develop/practice grade levelmathematical skills/processes and applications based uponDiagnostic Assessment/screener.

Tutoring,Technology,AcademicSupportProgram

11/16/2015 12/17/2016 $0 Goal ClarityCoach,AssistantPrincipal,ESSCoordinator,Math teachers

Close Reading All teachers will plan and implement a minimum of onecontent-based Close reading lesson per month. Evidence(lesson plans, student work, etc.) of implementation will besubmitted monthly to an assistant principal or Goal ClarityCoach.


01/04/2016 12/16/2016 $0 All teachers,AssistantPrincipals,Goal ClarityCoach,Principal

Positive Behavior Groups Two teachers will meet daily during the Life Skills Block withidentified sixth, seventh and eighth grade students todevelop positive relationships and teach school appropriatereplacement behaviors for improved behavior in classroomsand increased student achievement.


08/12/2015 12/16/2016 $0 Lisa McGarry,JonieHusband,KevinAshford,Counselors,AssistantPrincipals,Principal

Collaboration on Grade Level ECE teachers will collaborate with specific, grade-levelMath, Reading and English teachers as a co-teacher andimplement similar instructional pedagogy in the resourceroom setting.


09/07/2015 12/16/2016 $0 ECE Mathteachers andMathteachers,ECE Englishand Readingteachers,English andReadingTeachers

Standards-basedAssessment Retakes

Time will be scheduled on a two-week cycle for students toretake assessments or portions of assessments todemonstrate mastery of standards. Teachers will providethe Goal Clarity Coach and/or Assistant Principal withstudent names and a copy of the assessment for whole orindicated partial retake. Students will retake assessmentsduring related arts time and/or stay after school forsupervised administration.


01/04/2016 12/16/2016 $0 MathTeachers,Goal ClarityCoach,Counselors,AssistantPrincipal,Principal

Student Access Students in all grade levels will be scheduled in a WorldLanguage course as there are opportunities in studentschedules.

DirectInstruction

08/12/2015 12/16/2016 $0 Counselors,Principal,WorldLanguageTeachers



On-Demand Writing All content teachers will include an On-Demand writing taskeach grading period that is aligned with KCAS for thespecific content area to assess student learning. Studentswill be provided with exemplars and guidelines todemonstrate proficiency. Teachers will score according tocriteria and provide students with feedback to improvewriting in the content/subject. Evidence of implementationwill include submission to the Goal Clarity Coach orAssistant Principal copies of student work with teacherfeedback in accordance with the teacher developed rubric.

DirectInstruction

01/04/2016 12/16/2016 $0 All teachers,Goal ClarityCoach,AssistantPrincipal,Principal

Dedicated Time forInstruction

All comprehensive program students will have two fifty-fiveminute daily literacy courses: English and Reading. TheEnglish class will primarily focus on writing, language andcommunication development.


08/12/2015 12/16/2016 $0 Englishteachers,Counselors,AssistantPrincipals,Goal ClarityCoach,Principal

Response to Intervention Students will have access to a Response to Interventionperiod every day, based on individual needs andassessments such as the RDA, RPA, Study Island, etc.


08/12/2015 12/16/2016 $0 English andReadingTeachers

Digital Learning Teachers will utilize Study Island, Go Math!, Read Write,and on-line Social Studies text as tools for intervention,enrichment and differentiation for math, science, socialstudies, English and reading.


01/04/2016 12/16/2016 $0 SocialStudies,Science,English,Reading andMathteachers,Goal ClarityCoach,AssistantPrincipals,and Principal

Assistant Principals PLC Assistant Principals will collaborate to apply correctiveactions that are: progressive, in accordance with the rangeof corrective action as outlined in the JCPS Code ofAcceptable Behavior, and consistent with consideration tothe nature and mitigating circumstances of any conduct orschool violation.

Policy andProcess,BehavioralSupportProgram

01/04/2016 12/16/2016 $0 AssistantPrincipals,Principal

Tier I and Tier II Instruction Teachers will analyze student learning based on commonformative assessments to determine Tier I instruction,differentiation and support. Students will be identified forstandard-specific in-class intervention or supplementarypractice via Go Math coach or Study Island.

ProfessionalLearning,DirectInstruction

08/24/2015 12/16/2016 $0 MathTeachers



Writing Exemplars Teachers will provide students with exemplars of proficientgrade level writing in content areas. Instruction and teacherdeveloped rubrics for writing tasks will provide students withneeded support to develop a proficient contentwriting/communication piece.

DirectInstruction

01/04/2016 12/16/2016 $0 All teachers

Field Trips Students will participate in arts field trips after which theywill produce a critique (written or other project) afterattending an arts perfromance.

Field Trip,CommunityEngagement

09/14/2015 12/16/2016 $0 Arts andHumanitiesDepartmentChair, TeamTeachers

Integration of Arts Arts teachers will provide content teachers with strategies tointegrate specific arts content into learning activities.


09/14/2015 12/16/2016 $0 Arts teachers,contentteachers

Arts Night Crosby Arts and Humanities teachers will coordinate anevening to showcase student work. The evening will beadvertised via Facebook, Twitter, One Call Now andstudent designed flyers to invite the community into theschool for an evening with the arts.

CommunityEngagement,ExtraCurricular

01/04/2016 05/09/2016 $0 Arts teachers,Principal

Extended ResponseQuestions

All content teachers will include at least one extendedresponse question on summative assessments and providestudents with guidelines/rubric for proficiency. Teachers willgive students specific feedback based on the criteria.Evidence of implementation will be submission of samplesof student work with feedback.


01/04/2016 12/16/2016 $0 All contentteachers

Assessment Retake Time will be scheduled on a two week cycle for students toretake assessments or parts of assessments (core contentcourses) that were not mastered upon initial administration.Teachers will provide the Goal Clarity Coach or AssistantPrincipal with student names and a copy of the assessmentfor whole or partial retake to demonstrate mastery.Students will retake assessments during related arts timeand/or be allowed to stay after school on Wednesdays.


01/04/2016 12/16/2016 $0 Teachers,AssistantPrincipals,Goal ClarityCoach,Principal

Learning Conferences Each grading period students will conduct learningconferences with one of the following: teachers, counselors,assistant principals, principal, other instructional staff and/orparents, to formalize self-analysis, reflect on effort andpreparation for assignments and assessments, celebrateachievement and set literacy goals for the following gradingperiod.


01/04/2016 12/16/2016 $0 All teachers,Counselors,AssistantPrincipals,Principal,otherinstructionalstaff

Activity- Engineering,Aerodynamics, etc

A six week long Life Skills class has been developed andadded to the master schedule for 6th, 7th and 8th gradersto introduce topics of various careers including:Engineering, Aerodynamics, 21st Century Technology, etc.


01/04/2016 12/16/2016 $0 Counselors,Teachers,AssistantPrincipals,Principal,Goal ClarityCoach



Collaboration for Writing All teachers will collaborate with English teachers todevelop and integrate learning activities/projects (researchor other) or presentations (Power Point, Prezi, Glogster,etc.) each grading period that require students to usewritten communication to demonstrate content knowledge.Students will be provided feedback for finished products viastandard(s)-based content rubric and the JCPS HolisticContinuum for Writing. Evidence of student writing incontent courses shall include student work samples withfeedback based on standard(s)-based content rubric as wellas the JCPS Holistic Continuum for Writing. These shall besubmitted to Assistant Principal or Goal Clarity Coach eachgrading period.


01/04/2016 12/16/2016 $0 All teachers,AssistantPrincipals,Goal ClarityCoach,Principal

ECE Teachers withContent/Grade PLC

ECE teachers will attend and participate in content andgrade-level PLCs each week to analyze student data(whichwill include but not be limited to: KPREP scores, RDAscores, MDA scores, RPA scores, MPA scores, SRI scores,common formative assessments and summativeassessments) and plan for further instruction based on dataanalysis and identification of students and skills to target forTier I or Tier II intervention.


08/17/2015 12/16/2016 $0 ECEteachers,AssistantPrincipals,Principal,Goal ClarityCoach

Life Skills Block The Life Skills Block in the master schedule providesReading and English teachers time to flexibly groupstudents for intervention based on common formativeassessments, SRI scores, KPREP data as well as otherstudent learning data.


08/12/2015 12/16/2016 $0 English andReadingTeachers,Counselors,AssistantPrincipals,Principal,Goal ClarityCoach

Engaging students andparents

Teachers will communicate standards-based achievementand assessment results with students and parentsthroughout the school year through a variety of sourcesincluding, but not limited to: student conference, studentdata notebooks, parent conferences, PTSA newsletter,team/teacher newsletter, email, and Infinite Campus.

ParentInvolvement

01/04/2016 12/16/2016 $0 All teachers,AssistantPrincipals,Counselors,Principal

Diagnostic Assessment English, Reading and Math teachers will use the diagnosticscreening tool on Study Island to assign supplementary andscaffolded practice for individual students.


01/04/2016 12/16/2016 $0 English,Reading andMathteachers,Goal ClarityCoach



Student Response Team Student Response Team supports classroom teachers byproviding immediate interventions for students exhibitingnonproductive classroom behavior to increase theeffectiveness of instructional time.


08/12/2015 12/16/2016 $0 SRT Coach,SRT CaseManager,SchoolSecurity Staff,AssistantPrincipals,Counselors,Principal

Career Choices Crosby Middle School has developed and scheduled aCareer Choices semester-long related arts course for 6th,7th and 8th graders to explore job families, careers withinthese, interest inventories and personality traits best suitedfor particular careers. This course incorporates the ILP asan instructional tool.


08/12/2015 12/16/2016 $0 CareerChoicesTeacher,Counselors,Principal

Close Reading All teachers will integrate monthly Close reading lessons inall content courses. Teachers may access content readingmaterials from a variety of sources including:ReadWorks.org, AchievetheCore.org, ELA News, etc.Implementation of this activity will be monitored via monthlysubmission of reading passages and student work.


11/30/2015 12/16/2016 $0 All teachers,NicoleMettling,AssistantPrincipal, Mr.Kelly,Principal,Goal ClarityCoach

Student Data Notebooks English and Reading teachers and students will focus onacademic mastery while promoting a growth mindset byusing Student Data Notebooks to develop studentownership of learning, self-efficacy and motivation.Assessment data to be included, but not limited to: commonformative assessments, summative assessments, ReadingDiagnostic Assessments, Reading ProficiencyAssessments, On-demand writing with feedback,Scholastic Reading Inventory results.


01/04/2016 12/16/2016 $0 English andReadingTeachers,AssistantPrincipals,Principal,Goal ClarityCoach

Close Reading All teachers will integrate Close reading lessons in tocontent classes to improve academic vocabulary, fluency,and comprehension and analysis of content informationaltexts.

Other, DirectInstruction

01/04/2016 12/16/2016 $0 All teachers

ILP Training for Students andTeachers

Guidance Counselors will provide students and teacherswith training and directions to access and update students'ILPs throughout the school year.

Technology,CareerPreparation/Orientation

08/17/2015 12/16/2016 $0 GuidanceCounselors,Principal

Establish Student GrowthGoals

Grade level English and Reading teachers will collaboratewith students and parents to communicate studentachievement of Common Core State Standards for Reading(Literacy) (based on, but not limited to: KPREP scores,RDA, RPA, SRI, common formative and summativeassessments) to collaboratively establish attainable growthgoals.


01/04/2016 12/16/2016 $0 English andReadingTeachers,Goal ClarityCoach,Counselors



Classroom Support Certified math teachers with open periods in their schedulewill support instruction in comprehensive program mathclasses as they are available. Other certified teachers withopen periods in their schedules will support instruction inreading, social studies and science classes as assigned.


08/24/2015 12/16/2016 $0 AssistantPrincipals,Principal,Mathteachers, Allteachers

Grade Level ProfessionalLearning Communities

Content area departments will develop learning activitiesthat integrate the Literacy Standards for science, socialstudies, other related arts courses and technical areas aspart of on-going PLC meetings. Evidence of implementationwill be documented in PLC minutes.


08/12/2015 12/16/2016 $0 All teachers,Goal ClarityCoach,AssistantPrincipal,Principal

Life Skills Block English and Reading teachers will identify students forspecific Tier II instruction during the daily thirty-five minuteLife Skills Block.

Class SizeReduction

08/12/2015 12/16/2016 $0 English andReadingTeachers,Counselors,AssistantPrincipals,Principal

Math Application andIntegration

Content teachers will collaborate with grade level/teammath teachers to integrate mathematical skills/applicationsin content lessons as there are natural content connections(mapping, scale, measurement, tempo, rate, interest rates,money, etc.). Evidence of collaboration and integration willbe monitored via submission of lesson plans developed incontent or team PLCs to the Principal.


01/04/2016 12/16/2016 $0 All teachers,Goal ClarityCoach,AssistantPrincipals,Principal

Differentiation Math teachers will analyze formative assessment data toplan scaffolded instruction and differentiated learningactivities during Tier I instructional time.


11/23/2015 12/16/2016 $0 Mathteachers, Mr.Kelly, GoalClarity Coach

Social Studies Through grade-level PLCs, social studies teachers willdevelop learning targets, lessons. learning activities andcommon formative assessments in accordance with KCASfor Social Studies that require students to use criticalthinking, application and analysis skills to demonstrategrade-level proficiency in the five strands: culture, economy,history geography, and government.


01/04/2016 12/16/2016 $0 Social StudiesTeachers

Code X The master schedule includes a year-long, fifty-five minuteresearch-based reading program,in addition to a fifty-fiveminute English class, for all comprehensive program sixth,seventh and eighth grade students.


08/12/2015 12/16/2016 $0 Readingteachers,counselors,principal

Student Growth Goals Teachers will work with their PLC to develop assessmentsand analyze student data to develop student growth goalsfor the 2015/2016 academic year.


08/12/2015 04/22/2016 $0 All teachers,AssistantPrincipals,Principal



Learning Conferences forMath

Each grading period students will have learningconferences with one of the following: math teachers,counselors, assistant principals, principal, other instructionalstaff and/or parents to formalize self-analysis, reflect oneffort and preparation for assignments and/or assessments,celebrate achievement and establish mathematical goals forthe following grading period.


01/04/2016 12/16/2016 $0 MathTeachers,Counselors,AssistantPrincipals,Principal,otherinstructionalstaff asdesignated bythe principal

Professional LearningCommunities

During cross-content team PLCs, language arts teacherswill support other content teachers to develop writing todemonstrate learning activities and rubrics. Teams willmonitor student progress and differentiate writing tasks.


01/04/2016 12/16/2016 $0 TeamTeachers,Goal ClarityCoach,AssistantPrincipal,Principal

Life Skills Block Math teachers will use student data to tier students basedon KPREP, MPA and common formative assessments toidentify students for standard specific interventions duringthe Life Skills block and differentiate classroom instructionto scaffold Tier I instruction.


08/17/2015 12/16/2016 $0 Mathteachers,Goal ClarityCoach,AssistantPrincipals,Counselors,Principal

Professional LearningCommunities

Math teachers will develop common formativeassessments, analyze student learning, identify bestinstructional practices, and identify students for targetedmath interventions


08/17/2015 12/16/2016 $0 Grade levelmath teachers

Total $0



KDE 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 data pointed to our ECE science and ECE Reading score which was three standard deviations to the left which made us a Focus

school. Our ECE writing score was also low, but it aligned with the state and district. Our content scores showed that we performed above

the state and district in reading and math based on being tested on the new KCAS standards. In social studies and science we had a slight

drop considering these contents did not have new teaching standards. Many of our Gap students are performing above state and district

levels; however, it is our ECE students who are performing below the state in several areas. Our overall Growth score dropped. We also

scored above the district and state in College and Career Readiness (ACT Explore).

The data indicates a need to focus on how we approach ECE instruction. This is the area which we have several Gap groups performing

below the state and district. Our performance in reading and math around the new KCAS standards is above the state and district; however,

we need to continue to strive to move all of our students to the proficiency line. The data is telling us that we must find ways to provide

instruction to all of our students to achieve the highest success. The data does not tell us that we should focus our efforts on supporting the

systems within our school to work with students from our satellite population. We are aware that we must support students that are Tier III

academically and behaviorally. We have implemented many new systems such as: PBIS, SRT, PAC and suspension reduction plans to

support our growth. The data shows areas of GAP students that need additional supports which we must provide to make gains to reach

AMO. It is because of the data that we have developed a school wide CSIP/ASSIST plan which supports our focus on improving our areas

of need.



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? The first area of strength is the fact that we are just under the level of being a Proficient school. We are also strong in state accountability in

the areas of Achievement and Program Review. The actions which we are taking to continue this strength consists of the following: First, we

are reviewing what we have been doing that is effective and planning to build on these strategies to further enhance our performance.

Content departments have met to solidify what has been effective and to improve things that we are already doing well. Departments have

determined that it is our own comprehension of the KCAS standards which we must break apart for instructional focus when planning

lessons. Assessments both formative and summative are key measuring benchmarks that we must apply, analyze and adjust in order to

best determine the performance of our students and teachers. We must use this dynamic (live data) to make necessary changes as we

move throughout the year. The changes include tiering students, changing schedules, providing additional RTI, reteaching and improving

instruction. We have celebrated our performance of our advanced placement students which are the highest in the district across all

contents and our ranking as the 6th highest performing middle school in the district.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? he area which needs immediate improvement is the Focus school category which we achieved because of being three standard deviations

to the left in ECE science and ECE Reading performance. The science department, staff developer and principal have disseminated the

KPREP data. Analysis of the data led us to determine our ineffectiveness in providing instruction to this Gap group. It became evident that

there were both instructional issues and systemic scheduling issues which were leading to low performance. We immediately followed by

sending a Team to visit a school which had similar demographic s as us but was not a Focus school. Using feedback from that visit

Departments worked collaboratively between language arts and science to determine what reading strategies would work best for the

science department. The results of this collaborative effort led us to create a plan that puts pinpoint focus on our ECE science and ECE

Reading instruction. The plan includes adjusting science classrooms and ECE teachers' instruction to include science informational science

reading in resource rooms. We have also adjusted the scheduling of ECE students to better provide more effective supports for these

students. The emphasis will be on informational reading in the science and language arts classes to better support the type of testing

questions which students will be faced with on KPREP. We have also purchased additional an additional reading program with professional

development to support our ECE staff.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? he next steps are to implement our CSIP/ASSIST plan with fidelity and to follow through on our benchmarks which we have set up as

measuring tools for the progress of our students. It is imperative that we continue to use formative and summative assessments, complete

with student analysis to improve our instruction and to better provide additional opportunities for all of students. We must implement a

master schedule which meets the needs of our ECE students, while maintaining high quality instruction for all students. Our work through

grade level content and department PLC's will play an integral role in allowing us to meet proficiency. These PLC's will focus on KCAS

standards, curriculum pacing, assessment development, data analysis and response to intervention (RTI). This type of intentional work will

best support our students as we strive for higher achievement.



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:

Crosby Middle School will meet the 2019 delivery targets for GAP students as measured by Unbridled Learning Accountability Model. Measurable Objective 1:

collaborate to increase achievement and growth of all GAP students in Reading and Math to 47.8 percent Proficient/Distinguished by

05/31/2016 as measured by Unbridled Learning Accountability Model. Strategy1:

Collaboration and Integration - Content teachers on teams will collaborate to intentionally integrate mathematical applications when

appropriate into content learning activities (mapping, data sets, graphing, etc.)

Category: Professional Learning & Support

Research Cited: Marzano, DuFour, Stiggins

Activity - ECE Teachers with Content/GradePLC

ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

ECE teachers will attend and participate incontent and grade-level PLCs each week toanalyze student data(which will include but notbe limited to: KPREP scores, RDA scores, MDAscores, RPA scores, MPA scores, SRI scores,common formative assessments andsummative assessments) and plan for furtherinstruction based on data analysis andidentification of students and skills to target forTier I or Tier II intervention.

ProfessionalLearning 08/17/2015 12/16/2016 $0 - No Funding

Required

ECE teachers, AssistantPrincipals, Principal, GoalClarity Coach

Activity - Math Application and Integration ActivityType Begin Date End Date Funding Amount


Content teachers will collaborate with gradelevel/team math teachers to integratemathematical skills/applications in contentlessons as there are natural contentconnections (mapping, scale, measurement,tempo, rate, interest rates, money, etc.).Evidence of collaboration and integration will bemonitored via submission of lesson plansdeveloped in content or team PLCs to thePrincipal.

ProfessionalLearningAcademicSupportProgram

01/04/2016 12/16/2016 $0 - No FundingRequired

All teachers, Goal ClarityCoach, AssistantPrincipals, Principal



Strategy2:

Feedback - English, Reading and Math teachers will analyze student learning data to provide students with standards-based feedback and

establish growth goals.

Category: Integrated Methods for Learning

Research Cited: Beers, Calkins, Study Island, Mattos, Brown

Activity - Collaboration on Grade Level ActivityType Begin Date End Date Funding Amount


ECE teachers will collaborate with specific,grade-level Math, Reading and Englishteachers as a co-teacher and implement similarinstructional pedagogy in the resource roomsetting.



ECE Math teachers andMath teachers, ECEEnglish and Readingteachers, English andReading Teachers

Activity - Classroom Support ActivityType Begin Date End Date Funding Amount


Certified math teachers with open periods intheir schedule will support instruction incomprehensive program math classes as theyare available. Other certified teachers with openperiods in their schedules will supportinstruction in reading, social studies andscience classes as assigned.



Assistant Principals,Principal, Math teachers,All teachers

Activity - Life Skills Block ActivityType Begin Date End Date Funding Amount


Math teachers will use student data to tierstudents based on KPREP, MPA and commonformative assessments to identify students forstandard specific interventions during the LifeSkills block and differentiate classroominstruction to scaffold Tier I instruction.



Math teachers, GoalClarity Coach, AssistantPrincipals, Counselors,Principal

Activity - Engaging students and parents ActivityType Begin Date End Date Funding Amount


Teachers will communicate standards-basedachievement and assessment results withstudents and parents throughout the schoolyear through a variety of sources including, butnot limited to: student conference, student datanotebooks, parent conferences, PTSAnewsletter, team/teacher newsletter, email, andInfinite Campus.

ParentInvolvement 01/04/2016 12/16/2016 $0 - No Funding

Required

All teachers, AssistantPrincipals, Counselors,Principal

Activity - Digital Learning ActivityType Begin Date End Date Funding Amount


Teachers will utilize Study Island, Go Math!,Read Write, and on-line Social Studies text astools for intervention, enrichment anddifferentiation for math, science, social studies,English and reading.



Social Studies, Science,English, Reading andMath teachers, GoalClarity Coach, AssistantPrincipals, and Principal



Strategy3:

Positive Behavior Intervention System - Administrators, counselors, teachers, instructional assistants and other school staff have been

trained via KDE KET online course and by the Student Response Team Coach to design team and classroom management plans to

implement positive behavior interventions and supports.

Category: Management Systems

Research Cited: PBIS, KDE, KY Safe and Drug Free Schools

Activity - Diagnostic Assessment ActivityType Begin Date End Date Funding Amount


English, Reading and Math teachers will usethe diagnostic screening tool on Study Island toassign supplementary and scaffolded practicefor individual students.



English, Reading andMath teachers, GoalClarity Coach

Activity - Integrated Literacy ActivityType Begin Date End Date Funding Amount


All teachers will meet with PLCs to reviewliteracy standards within their content. PLCswill identify specific reading strategies to usewith informational text. Teachers will integrateacademic vocabulary instruction and implementreading and writing strategies during classroominstruction. Implementation of this will bedocumented via submission of lesson plansand/or student work samples to the Goal ClarityCoach or Assistant Principal monthly.



All teachers, Goal ClarityCoach, AssistantPrincipals and Principal

Activity - Student Response Team ActivityType Begin Date End Date Funding Amount


Student Response Team supports classroomteachers by providing immediate interventionsfor students exhibiting nonproductive classroombehavior to increase the effectiveness ofinstructional time.



SRT Coach, SRT CaseManager, School SecurityStaff, Assistant Principals,Counselors, Principal

Activity - PBIS Team ActivityType Begin Date End Date Funding Amount


The PBIS team meets monthly to reviewBehavior Incident Logs, referrals, RestorativeStudent Support room and suspension data tocreate plans for student success in classroomsand common areas. Team members will, uponrequest or observation of patterns ofBILs/referrals, conduct informal observations tosupport teachers with developing proactiveclassroom management systems.



Assistant Principal, SRTCoach, PBIS team,Principal

Activity - Assistant Principals PLC ActivityType Begin Date End Date Funding Amount


Assistant Principals will collaborate to applycorrective actions that are: progressive, inaccordance with the range of corrective actionas outlined in the JCPS Code of AcceptableBehavior, and consistent with consideration tothe nature and mitigating circumstances of anyconduct or school violation.

BehavioralSupportProgramPolicy andProcess


Assistant Principals,Principal



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

Increase achievement (proficiency rates) in all content areas by 2017. Measurable Objective 1:

78% of Seventh grade students will demonstrate a proficiency of Core Content 4.1 in Science by 05/29/2015 as measured by KPREP.. Strategy1:

Utilizing Opportunities - 7th grade teachers will utilize extra opportunities during the school day for increased instructional time to reinforce

and integrate concepts of Science Core Content 4.1.

Category:

Research Cited: DuFour, Saphier

Activity - Transition Center ActivityType Begin Date End Date Funding Amount


Identified students will be assigned to theTransition Center to complete reflective andrestorative activities as well as make-upassignments before returning to the regularschool community.


08/12/2015 05/31/2016 $54000 - DistrictFunding

Transition Center Teacher,Instructional Assistant,Principal, AssistantPrincipals, Counselors

Activity - Positive Behavior Groups ActivityType Begin Date End Date Funding Amount


Two teachers will meet daily during the LifeSkills Block with identified sixth, seventh andeighth grade students to develop positiverelationships and teach school appropriatereplacement behaviors for improved behavior inclassrooms and increased studentachievement.



Lisa McGarry, JonieHusband, Kevin Ashford,Counselors, AssistantPrincipals, Principal

Activity - Pride in Learning ActivityType Begin Date End Date Funding Amount


7th grade teachers will review 6th gradeKentucky Core Content for Assessment with 7thgrade students during Pride Time (7:35 a.m. -7:55 a.m.) on specified days. Uniform, reviewlearning activities will be prepared anddistributed for all 7th grade students.



Annette Ellis, ScienceDepartment Chair and 7thgrade teachers



Strategy2:

Learning to Align Curriculum - Teachers will implement curriculum and develop instruction that is aligned with KCAS Science and Science

Core Content 4.1.

Category:

Research Cited: Marzano, Jacobs

Strategy3:

Science Professional Learning Communities - Science teachers will regularly meet in grade level department PLCs as well as Science

department PLC to plan and design instruction based on K-CAS Science standards and Science Core Content 4.1.

Category:

Research Cited: Marzano, DuFour, Chappius

Measurable Objective 2:

79% of Eighth grade students will demonstrate a proficiency of Core Content 4.1 in Social Studies by 05/29/2015 as measured by KPREP. Strategy1:

Activity - Reading to Learn ActivityType Begin Date End Date Funding Amount


Reading and science teachers will increasestudent proficiency in informational reading byusing Science World magazines in reading andScience classes.

DirectInstruction 08/20/2013 12/19/2014 $400 - General

Fund

Annette Ellis, ScienceDepartment Chair, 7thgrade Reading teachersand Science teachers

Activity - Teacher Training - Reading incontent area



Science teachers will participate in a 3 hourprofessional development session focused onliteracy development in the science content.They will include literacy activities


RequiredElizabeth Gleeson andScience Teachers

Activity - Meeting to Analyze ActivityType Begin Date End Date Funding Amount


Science teachers will regularly meet with gradelevel PLCs to analyze student achievementdata including, but not limited to: diagnostic andproficiency assessments, KPREP, andclassroom formative and summativeassessments. Teachers will use the findings toguide pacing of instruction as well as to planinterventions and enrichment.


Required

Annette Ellis, ScienceDepartment Chair andScience teachers

Activity - Time to Assess ActivityType Begin Date End Date Funding Amount


Science teachers will meet with grade levelPLCs to develop common formative andsummative assessments which measurestudent mastery of KCAS Science Standardsand Science Core Content 4.1. Teachers willuse analysis data to plan instruction (reteachingand/or extensions).



Annette Ellis, ScienceDepartment Chair andscience teachers



Reading in Social Studies - Social Studies teachers will develop and implement reading instruction to support student learning of Social

Studies content using current textbooks, additional informational texts, and periodicals.

Category:

Research Cited: Beers

Strategy2:

Assessing Learning - Teachers will meet in grade level and Social Studies department PLCs to develop common formative and summative

assessments to measure student learning of KCAS for Social Studies content and Social Studies Core Content 4.1 Student achievement

data will be used to develop remediation/extensions.

Category:

Research Cited: Marzano, DuFour, Chappius

Activity - Real World Connection ActivityType Begin Date End Date Funding Amount


Social studies classes will read and discusscurrent event articles from multiple mediasources on a regular basis.


Fund

Paul Sehlinger, SocialStudies Department Chairand Social Studiesteachers

Activity - Increasing Content Vocabulary ActivityType Begin Date End Date Funding Amount


Social Studies teachers will use a variety ofstrategies to teach content vocabulary toimprove student learning. These may include:KWL, pre-reading strategies/activities, weborganizers, etc.

DirectInstruction 08/20/2013 12/19/2014 $0 - No Funding

Required


Activity - Content Reading ActivityType Begin Date End Date Funding Amount


Social Studies teachers will intentionallysupport literacy development by incorporatingmultiple reading strategies using the SocialStudies text and other informational textselections as reading material.


Required

Paul Sehlinger, SocialStudies Department Chair,Peggy Helm, ELADepartment Chair andSocial Studies teachers

Activity - Test Strategies ActivityType Begin Date End Date Funding Amount


Social Studies teachers will develop andimplement instruction of testing strategies foranswering multiple choice questions frompassages within textbooks to simulate KPREP-like assessments.


Required


Activity - On-Demand Writing ActivityType Begin Date End Date Funding Amount


All Social Studies courses will administer timedOn-Demand Writing (Extended ResponseQuestions). Social studies teachers will meet ingrade level PLCs to determine the assignmentfrom a bank of District and KDE On-Demanditems.


Required

Paul Sehlinger, SocialStudies Department Chairand social studiesteachers



Strategy3:

Analyzing Assessment Results - Social studies teachers will regularly meet in grade level and department PLCs to analyze student data to

accurately assess student learning of core content. Assessments will include but will not be limited to: KPREP, JCPS PAs, formative and

summative assessments and student work. Teachers will use student achievement data to plan subsequent instruction.

Category:

Research Cited: Marzano, DuFour, Chappius, Stiggins


63% of Sixth and Eighth grade students will demonstrate a proficiency in Writing in English Language Arts by 05/29/2015 as measured by

KPREP. Strategy1:

ELA CCSS - Literacy teachers will implement curriculum in writing instruction that is aligned with KCAS by attending school, district, and

national level professional development, utilizing JCPS curriculum maps, and reviewing and scaffolding instruction to the CCSS for ELA.


Research Cited: KCAS - CCSS, Jacobs

Activity - Meeting to Analyze Learning ActivityType Begin Date End Date Funding Amount


Social Studies teachers and supervisingadministrator will meet regularly in grade leveland school departmental meetings to planinstruction and intervention/enrichmentactivities based upon analysis of assessmentresults and student work.


Required

Paul Sehlinger, SocialStudies Department Chair,Social Studies teachersand Assistant Principal

Activity - Grade Level PLC ActivityType Begin Date End Date Funding Amount


Grade level language arts and reading teacherswill meet on a regular basis to discussimplementation and alignment of ELA KCASstandards for writing and language. Teacherswill analyze student work to identify writing skillsthat have not been mastered to planinstructional supports.


RequiredLanguage Arts andReading teachers

Activity - Distict PD ActivityType Begin Date End Date Funding Amount


Department Chair will attend district meetingsand report findings/updates to the literacyteachers in monthly department meetings.


RequiredPeggy Helm, ELADepartment Chair



Strategy2:

Dedicated time for instruction - An increase of instructional time will occur in the areas of writing and language conventions by arrangement

of the daily school schedule and the use of Pride Time for grammar review.

Category: Learning Systems

Research Cited: Marzano, Saphier


70% of Sixth, Seventh and Eighth grade students will demonstrate a proficiency of Reading Common Core Standards in English Language

Arts by 05/29/2015 as measured by KPREP. Strategy1:

Time to Read - The master schedule includes a year-long reading class for all 6th, 7th and 8th grade comprehensive program students that

implements the Code X reading program. The master schedule allows team regrouping of students during PRIDE time for interventions

using Study Island or other differentiated instructional groupings.


Research Cited: NCTE study, Marzano & Pickering, Saphier, Shore

Activity - Writing in Content Area ActivityType Begin Date End Date Funding Amount


Content teachers shall require students tosubmit finished writing projects (research orother) or presentations (power point, Prezi, etc)that meet standard writing structures(conventions, grammar, sentence & paragraphstructure, etc.).


01/05/2015 12/18/2015 $0 - No FundingRequired All teachers

Activity - Scheduling ActivityType Begin Date End Date Funding Amount


The school's master schedule has beenadjusted to include a year-long reading class for6th, 7th & 8th grade comprehensive students sothat the primary focus of the Language Artsclassroom instruction will be on writing andlanguage standards.


RequiredMichael Kelly, Principaland ELA teachers

Activity - Curriculum Maps ActivityType Begin Date End Date Funding Amount


ELA teachers will receive current curriculummaps from JCPS, align lesson plans to meetthe standards presented, and administer On-Demand writing assessments that align toKPREP.


Required

Peggy Helm, ELADepartment Chair, &Literacy teachers.

Activity - Grammar ActivityType Begin Date End Date Funding Amount


Teams will focus Pride Time instruction onTuesdays and Wednesdays on reading and/orgrammar and communication skills.


Required Teachers



Strategy2:

Science, Social Studies and Related Arts Professional Learning Communities - Grade level science, social studies and related arts teachers

(drama, band, chorus, etc.) will meet in weekly school level PLCs to integrate KCAS within that content area.


Research Cited: DuFour, Marzano

Strategy3:

Activity - Close Reading in Content Courses ActivityType Begin Date End Date Funding Amount


All teachers will inlcude a minimum of one closereading lesson per month.



Michael Kelly, Principal, Allteachers, AssistantPrincipals, Counselors

Activity - 7th Grade Reading ActivityType Begin Date End Date Funding Amount


Identified 7th grade Tier 3 students will beenrolled in a year-long reading class.



Michael Kelly, Principal &Counselor, DeloresHughes

Activity - Pride Time ActivityType Begin Date End Date Funding Amount


Team teachers will create flexible groups ofstudents for reading intervention based onassessment data (formative) of mastery ofKCAS standards. Teachers will utilize StudyIsland or other teacher-created interventionsand/or enrichment lessons.



Team Teachers, GoalClarity Coach, Principal,Assistant Principals

Activity - Reading ActivityType Begin Date End Date Funding Amount


All comprehensive sections of 6th, 7th and 8thgrades have been enrolled in a year-long CodeX reading program with teachers who haveparticipated in implementation training.



Michael Kelly, Principaland Counselors

Activity - Close Reading in Content Classes ActivityType Begin Date End Date Funding Amount


Teachers in related arts courses, science andsocial studies classes will work with their PLCto plan and implement a close reading lessonthat supports their content once per month.


RequiredAll teachers, AssistantPrincipals, Principal

Activity - Informational Reading ActivityType Begin Date End Date Funding Amount


Related arts, science and social studiesteachers will meet in PLCs to examine literacystandards within their content. They will identifyspecific reading strategies to use withinformational text. Teachers will integrate thesereading and academic vocabulary strategiesduring classroom instruction.


Required All teachers



ELA KCAS - Literacy teachers will implement curriculum instruction that is aligned with KCAS by attending school, district, and national

professional development, utilizing JCPS curriculum maps, and reviewing and scaffolding the CCSS for ELA.


Research Cited: Common Core State Standards, Jacobs, DuFour, Marzano

Strategy4:

Content Area Reading - Content area teachers in science, social studies, fine arts and technical areas will incorporate reading instruction

based on the KCAS literacy standards and increase the amount of reading in the content classes.


Research Cited: Make it Real; Strategies for Success with Informational Texts - Linda Hoyt; Teaching Reading in the Content Areas - Rachel

Billmeyer; Into Focus: Understanding and Creating Middle School Readers - Kylene Beers & Barbara Samuels

Strategy5:

Standards-based feedback - Language Arts and Reading teachers will regularly communicate assessment results to students, parents, and

with PLC members to monitor student progress, establish goals and adjust instruction.

Category: Stakeholder Engagement

Research Cited: Marzano, DuFour, Stiggins, Chappuis

Activity - Grade Level PLC ActivityType Begin Date End Date Funding Amount


Grade level language arts and reading teacherswill meet on a regular basis to plan, implementand analyze assessment data to informinstruction using ELA/KCAS standards, Districtcurriculum maps and District assessments.



Activity - Code X Coaching ActivityType Begin Date End Date Funding Amount


Scholastic Code X coaches will support readingteachers' implementation of the research-basedreading program through classroom coachingvisits.

ProfessionalLearning 01/05/2015 05/29/2015 $11495 - General

FundPrincipal, AssistantPrincipal

Activity - Curriculum Maps ActivityType Begin Date End Date Funding Amount


Literacy teachers will receive current curriculummaps from JCPS, align lesson plans to meetthe standards presented, and administerassessments and analyze student performancedata according to the District calendar forDiagnostic and Proficiency Assessments.


Required

Peggy Helm, ELADepartment Chair &Literacy teachers

Activity - KCAS ActivityType Begin Date End Date Funding Amount


Content area departments will review the KCASLiteracy Standards for science, social studies,and technical areas as part of on-going PLCmeetings.


Required

Department Chairs:Science - Annette Ellis,S.S.- Paul Sehlinger, Arts -Eric Timerding, PE/Health- Parr



Strategy6:

Digital Reading Programs - Teachers will utilize Study Island and Code X to supplement the students' literacy engagement. Teachers will use

reports to monitor student progress.


Research Cited: Study Island and Scholastic


71% of Sixth, Seventh and Eighth grade students will demonstrate a proficiency of Common Core Standards in Mathematics by 05/29/2015

as measured by KPREP. Strategy1:

PLC/Department - Teachers will meet regularly in grade level PLCs, department PLCs as well as team PLCs to plan consistent instruction,

assessment, differentiation, and next steps in instruction through analysis of student learning (work) to increase student achievement.

Activity - Students and Parents ActivityType Begin Date End Date Funding Amount


Teachers will communicate assessment resultswith students and parents on an on-going basisthrough a variety of sources including, but notlimited to: Parent Night at Byck Elementary,Parent/Teacher Conference Day, EXPLOREresult analysis, PTSA newsletter articles,Infinite Campus Parent Portal.


Required

Language Arts andReading teachers,Counselors

Activity - PLC ActivityType Begin Date End Date Funding Amount


Grade level ELA PLC's will meet regularly tocommunicate student data (which will include,but not be limited to KPREP scores, RDAscores, RPA scores, SRI scores, commonformative and summative classroomassessments) and plan interventions andenrichment based on data analysis.



Activity - Blue Ribbon Homework! ActivityType Begin Date End Date Funding Amount


Language arts and reading teachers will assignStudy Island standards-based assignments forhomework and monitor student progress. GoalClarity Coach will check for Blue Ribbon statusand recognize those students who earn themost blue ribbons for an established period oftime.



Language Arts andReading teachers andTina Morris, Goal ClarityCoach

Activity - Study Island in Class ActivityType Begin Date End Date Funding Amount


Literacy teachers will incorporate Study Islandhomework assignments to supplementclassroom instruction.


Required Teachers





Strategy2:

Math Professional Development - Teachers will participate in professional development focused on lesson differentiation and engaging all

learners supported by the District and provided by the Goal Clarity Coach.



Activity - Formative Assessment ActivityType Begin Date End Date Funding Amount


Math teachers will meet to develop CCSSMbased formative assessments to measurestudent learning.


Required

Tina Morris, Gaol ClarityCoach and grade levelMath teachers.

Activity - Vertical Alignment ActivityType Begin Date End Date Funding Amount


Teachers will meet in regular departmentmeeting to vertically align instruction based onthe Common Core State Standards for Math


Required

Tina Morris, Goal ClarityCoach and grade levelMath teachers

Activity - Math PLC ActivityType Begin Date End Date Funding Amount


Math teachers will meet regularly in grade levelPLCs to analyze assessment data including butnot limited to: Diagnositc/FormativeAssessements, Proficiency Assessments, andKPREP. PLCs will use the data to adjust anddifferentiate instruction and developintervention/enrichment plans.



Tina Morris, Goal ClarityCoach and grade levelMath teachers

Activity - Go Math! ActivityType Begin Date End Date Funding Amount


Math teachers will implement Go Math text andonline resources to improve core mathinstruction.


08/08/2014 12/18/2015 $0 - Other Goal Clarity Coach andmath teachers

Activity - Assessments ActivityType Begin Date End Date Funding Amount


Math teachers will participate in professionaldevelopment to improve effectiveness ofadministering and analyzing formativeassessments.


Required

District Staff Developer,Tina Morris, StaffDeveloper and MathTeachers



Strategy3:

Technology in Math - Math teachers will integrate technology to inform, plan and implement instruction to improve the achievement of all

students.


Research Cited: CPM, Study Island, Brookhart

Goal 2:

Crosby Middle School will meet the delivery targets for all students by 2019 as measured by Unbridled Learning Accountability Model.. Measurable Objective 1:

70% of All Students will demonstrate a proficiency of Common Core State Standards in Mathematics by 05/31/2016 as measured by

Unbridled Learning Accountability Model.

Activity - Cultural Competence ActivityType Begin Date End Date Funding Amount


Math teachers will participate in culturalcompetence training to improve instructionaleffectiveness with students of varioussocioeconomic, racial and/or ethnicbackgrounds.


Required

Jennifer Estes, AssistantPrincipal, ShalondaFoster, Teacher

Activity - Increasing capacity ActivityType Begin Date End Date Funding Amount


The math staff developer, funded through GE,will focus on building capacity among math staffmembers to increase student achievement.

ProfessionalLearning 08/20/2013 12/19/2014 $0 - Other

Tina Morris, StaffDeveloper funded throughMDC/Gate Grant Fund

Activity - iPad ActivityType Begin Date End Date Funding Amount


Math teachers will utilize iPads to supportstandards-based instruction, integrate 21stCentury Skills and increase studentengagement.


12/01/2014 12/18/2015 $0 - Other Tina Morris, Goal ClarityCoach and math teachers

Activity - Cascade ActivityType Begin Date End Date Funding Amount


Teachers will analyze student achievementmeasurements and data from CASCADE toinform instruction and plan for intervention forgaps in student learning/mastery of CCSSM.



Tina Morris, StaffDeveloper and mathteachers

Activity - Digital Learning ActivityType Begin Date End Date Funding Amount


Teachers will utilize Study Island and Go Math!as tools for intervention, enrichment anddifferentiation of math instruction.


08/06/2014 12/18/2015 $0 - No FundingRequired GCC & Math teachers



Strategy1:

Standard-Based Feedback in Math - Math teachers will regularly communicate assessment results to students, parents, and PLC members

to monitor student mastery of standards, establish growth goals and adjust instruction.

Category: Continuous Improvement

Research Cited: DuFour, Marzano, Stiggins, Chappuis


64% of All Students will demonstrate a proficiency of Common Core State Standards in Writing by 05/31/2016 as measured by Unbridled

Learning Accountability Model. Strategy1:

Writing to Demonstrate Content Knowledge - All teachers will integrate writing instruction into content (Social Studies, Science, and all other

related arts courses).


Activity - Learning Conferences for Math ActivityType Begin Date End Date Funding Amount


Each grading period students will have learningconferences with one of the following: mathteachers, counselors, assistant principals,principal, other instructional staff and/or parentsto formalize self-analysis, reflect on effort andpreparation for assignments and/orassessments, celebrate achievement andestablish mathematical goals for the followinggrading period.

ParentInvolvementAcademicSupportProgram


Math Teachers,Counselors, AssistantPrincipals, Principal, otherinstructional staff asdesignated by the principal

Activity - Math Student Data Notebooks ActivityType Begin Date End Date Funding Amount


Math teachers and students will focus onacademic mastery while promoting a growthmindset by using Student Data Notebooks todevelop student ownership of learning, self-efficacy and motivation. Assessment data to beincluded, but not limited to: common formativeassessments, summative assessments, MathDiagnostic Assessments, Math ProficiencyAssessments, scored student responses toShort Answer and Extended ResponseQuestions.


01/04/2016 12/16/2016 $1500 - GeneralFund

Math Teachers, AssistantPrincipal, Goal ClarityCoach, Principal

Activity - Standards-based AssessmentRetakes



Time will be scheduled on a two-week cycle forstudents to retake assessments or portions ofassessments to demonstrate mastery ofstandards. Teachers will provide the GoalClarity Coach and/or Assistant Principal withstudent names and a copy of the assessmentfor whole or indicated partial retake. Studentswill retake assessments during related arts timeand/or stay after school for supervisedadministration.



Math Teachers, GoalClarity Coach, Counselors,Assistant Principal,Principal



Research Cited: KCAS, Common Core State Standards, Caulkins, Tomilson


68% of All Students will demonstrate a proficiency of Common Core State Standards in Reading by 05/31/2016 as measured by Unbridled

Learning Accountability Model. Strategy1:

Time to Read - The master schedule includes a year-long reading class for all 6th, 7th and 8th grade comprehensive program students that

implements a research-based reading program (Code X). This fifty-five minute class period dedicated to literacy, specifically reading, in

addition to the fifty-five minute English class.


Research Cited: Scholastic, Marzano, Mattos

Activity - Collaboration for Writing ActivityType Begin Date End Date Funding Amount


All teachers will collaborate with Englishteachers to develop and integrate learningactivities/projects (research or other) orpresentations (Power Point, Prezi, Glogster,etc.) each grading period that require studentsto use written communication to demonstratecontent knowledge. Students will be providedfeedback for finished products via standard(s)-based content rubric and the JCPS HolisticContinuum for Writing. Evidence of studentwriting in content courses shall include studentwork samples with feedback based onstandard(s)-based content rubric as well as theJCPS Holistic Continuum for Writing. Theseshall be submitted to Assistant Principal or GoalClarity Coach each grading period.


Required

All teachers, AssistantPrincipals, Goal ClarityCoach, Principal

Activity - Dedicated Time for Instruction ActivityType Begin Date End Date Funding Amount


All comprehensive program students will havetwo fifty-five minute daily literacy courses:English and Reading. The English class willprimarily focus on writing, language andcommunication development.



English teachers,Counselors, AssistantPrincipals, Goal ClarityCoach, Principal



English and Reading teachers will identifystudents for specific Tier II instruction during thedaily thirty-five minute Life Skills Block.

Class SizeReduction 08/12/2015 12/16/2016 $0 - No Funding

Required

English and ReadingTeachers, Counselors,Assistant Principals,Principal



Strategy2:

Standard-Based Feedback in English and Reading (Literacy) - English and Reading teachers will regularly communicate assessment results

to students, parents and with PLC members to monitor student progress, establish goals and adjust instruction.

Category: Stakeholder Engagement

Research Cited: Marzano, DuFour, Stiggins, Chappuis

Activity - Grade Level Professional LearningCommunities



Content area departments will develop learningactivities that integrate the Literacy Standardsfor science, social studies, other related artscourses and technical areas as part of on-goingPLC meetings. Evidence of implementation willbe documented in PLC minutes.


Required

All teachers, Goal ClarityCoach, Assistant Principal,Principal



The Life Skills Block in the master scheduleprovides Reading and English teachers time toflexibly group students for intervention based oncommon formative assessments, SRI scores,KPREP data as well as other student learningdata.



English and ReadingTeachers, Counselors,Assistant Principals,Principal, Goal ClarityCoach

Activity - Social Studies ActivityType Begin Date End Date Funding Amount


Through grade-level PLCs, social studiesteachers will develop learning targets, lessons.learning activities and common formativeassessments in accordance with KCAS forSocial Studies that require students to usecritical thinking, application and analysis skillsto demonstrate grade-level proficiency in thefive strands: culture, economy, historygeography, and government.

AcademicSupportProgramProfessionalLearning

01/04/2016 12/16/2016 $0 - No FundingRequired Social Studies Teachers

Activity - Close Reading ActivityType Begin Date End Date Funding Amount


All teachers will plan and implement a minimumof one content-based Close reading lesson permonth. Evidence (lesson plans, student work,etc.) of implementation will be submittedmonthly to an assistant principal or Goal ClarityCoach.



All teachers, AssistantPrincipals, Goal ClarityCoach, Principal

Activity - Science ActivityType Begin Date End Date Funding Amount


Through grade-level PLCs, science teacherswill collaborate to plan instruction and STEMactivities in accordance with Next GenerationScience Standards that require students to usecritical thinking and analysis skills. These mayinclude: classroom experiments, simulations,and/or analysis (Close reading) of scientific text.

AcademicSupportProgramProfessionalLearning

01/04/2016 12/16/2016 $0 - No FundingRequired Science Teachers



All children-were screened for kindergarten readiness. If yes, name the assessment. N/A (this question does not apply)

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

Activity - Learning Conferences ActivityType Begin Date End Date Funding Amount


Each grading period students will conductlearning conferences with one of the following:teachers, counselors, assistant principals,principal, other instructional staff and/orparents, to formalize self-analysis, reflect oneffort and preparation for assignments andassessments, celebrate achievement and setliteracy goals for the following grading period.

AcademicSupportProgramParentInvolvement


All teachers, Counselors,Assistant Principals,Principal, otherinstructional staff

Activity - Student Data Notebooks ActivityType Begin Date End Date Funding Amount


English and Reading teachers and students willfocus on academic mastery while promoting agrowth mindset by using Student DataNotebooks to develop student ownership oflearning, self-efficacy and motivation.Assessment data to be included, but not limitedto: common formative assessments, summativeassessments, Reading DiagnosticAssessments, Reading ProficiencyAssessments, On-demand writing withfeedback, Scholastic Reading Inventoryresults.



English and ReadingTeachers, AssistantPrincipals, Principal, GoalClarity Coach

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


Grade level English and Reading teachers willcollaborate with students and parents tocommunicate student achievement of CommonCore State Standards for Reading (Literacy)(based on, but not limited to: KPREP scores,RDA, RPA, SRI, common formative andsummative assessments) to collaborativelyestablish attainable growth goals.



English and ReadingTeachers, Goal ClarityCoach, Counselors

Activity - Assessment Retake ActivityType Begin Date End Date Funding Amount


Time will be scheduled on a two week cycle forstudents to retake assessments or parts ofassessments (core content courses) that werenot mastered upon initial administration.Teachers will provide the Goal Clarity Coach orAssistant Principal with student names and acopy of the assessment for whole or partialretake to demonstrate mastery. Students willretake assessments during related arts timeand/or be allowed to stay after school onWednesdays.



Teachers, AssistantPrincipals, Goal ClarityCoach, Principal



N/A (this question does not apply)

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

scores. N/A (this question does not apply)

The school identified specific strategies to address subgroup achievement gaps. Goal 1:

Improve the achievement (proficiency rates) in all content areas of GAP students. Measurable Objective 1:

41% of Students with Disabilities students will demonstrate a proficiency in reading in English Language Arts by 05/29/2015 as measured

by KPREP. Strategy1:

Tiered Intervention - ECE teachers will implement intervention strategies using Fountas and Pinnell tiered intervention system.


Research Cited: Fountas and Pinnell


44% of Students with Disabilities students will demonstrate a proficiency of Core Content 4.1 in Science by 05/29/2015 as measured by

KPREP. Strategy1:

Differentiating Science - ECE teachers will participate in Professional Development to improve curricular implementation for Science core

content to increase student proficiency.


Research Cited: Wormelli, Cook & Friend

Activity - Reading programs ActivityType Begin Date End Date Funding Amount


ECE teachers will integrate tiered readingintervention program and monitor studentprogress using in the included data trackingprotocols.

DirectInstruction 11/24/2014 11/30/2015 $5130 - Text Books

Assitant Principal, ECEteachers, Goal ClarityCoach



Strategy2:

Adjusting Student Schedules - Students with disabilities (self-contained) will be scheduled into a single grade level science course in a

resource room if possible. Resource students will participate in science class in the comprehensive program. ECE science teachers and

Regular program science teachers will collaborate to plan and differentiate instruction in the resource classroom.


Research Cited: Hoffer, 2011 - Evaluation of Growth Models


58% of Sixth, Seventh and Eighth grade students will demonstrate a proficiency of Common Core Standards in Mathematics by 05/29/2015

as measured by KPREP. Strategy1:

Math/Staff PD - Teachers will participate in professional development from district, state and regional professionals to increase the use and

effectiveness of best practice instruction in all content areas to meet diverse student instructional needs.


Research Cited: Marzano, Cleveland, Howard

Activity - Literacy in the Content class ActivityType Begin Date End Date Funding Amount


Science teachers participated in professionaldevelopment to examine literacy contentstandards and were provided with readingstrategies (Close reading, parallel texts, etc) touse with informational texts.


RequiredAssistant principal, staffdeveloper and E. Gleeson

Activity - Working Together ActivityType Begin Date End Date Funding Amount


ECE and Science content teachers willcollaboratively plan instruction and reviewassessment data to ensure all ECE studentsare provided with access to Science Curriculumand Core Content.

ProfessionalLearning 08/18/2014 12/18/2015 $1300 - Other

ECE Collaboration Grantfunding, ScienceDepartment Chair, ECEDepartment Chair, ECEand Science teachers.



Informational reading strategies will beembedded in science instruction to supportliteracy development through the use of sciencemagazines and to make connections to real-world applications.


Required ECE and science teachers

Activity - Collaborative Planning ActivityType Begin Date End Date Funding Amount


ECE science teachers will plan instruction andlessons collaboratively with the sciencedepartment chair to ensure access to corecontent.



Science DepartmentChair, ECE DepartmentChair and ECE scienceteachers



Strategy2:

Master Schedule - Math teachers will use assessment results (including but not limited to: KPREP, District Diagnostic and Proficiency

Assessments, common formative and summative classroom assessments and student work) to analyze student progress and adjust master

schedule to ensure that identified students are scheduled into intervention classes during the school day. .

Category:

Research Cited: Sitggins, DuFour, Shore

Activity - Cultural Competence ActivityType Begin Date End Date Funding Amount


Staff will participate in cultural competencetraining to improve effectiveness withinstructions and interacting with students ofvarious socioeconomic, racial and/or ethnicbackgrounds.


RequiredJennifer Estes, AssistantPrincipal

Activity - Authentic Learning Tasks ActivityType Begin Date End Date Funding Amount


Math teachers will participate in professionaldevelopment focused on the selection andimplementation of authentic learning tasks forstudents.

ProfessionalLearning 08/18/2014 12/18/2015 $0 - Other Goal Clarity Coach, Math

Teacher

Activity - Tier 3 ActivityType Begin Date End Date Funding Amount


Math teachers will use student data to tierstudents based on KPREP, MPA, andclassroom assessment data across gradelevels to identify students with the greatestneed for interventions and differentiateinstruction for those students.



Math teachers, GoalClarity Coach, AssistantPrincipal, Teachers withDuty periods

Activity - Math Study Island ActivityType Begin Date End Date Funding Amount


Students will be pulled from related arts twodays per week, as computer lab availabilityallows, to practice and improve mastery offoundational math skills via Study Island.Student progress will be monitored via StudyIsland reports.



Assistant Principal, GoalClarity Coach, Teachersas assigned

Activity - Extra Time/Support ActivityType Begin Date End Date Funding Amount


Provide all GAP students with opportunities forESS Saturday School, Cougar College, courserecovery and access to computers to work onStudy Island during and after the instructionalday. The activity bus will transport students tosatellite elementary schools.to reducetransportation barriers.


09/08/2014 12/18/2015 $5090 - DistrictFunding

Hundley, Counselors,Administrators, GoalClarity Coach




55% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students

will demonstrate a proficiency of Common Core Standards (Reading) in English Language Arts by 05/29/2015 as measured by KPREP. Strategy1:

Digital Reading Programs - Students and teachers will utilize digital reading programs (Study Island, On-line Social Studies and Math

textbooks) to supplement students' literacy learning.


Research Cited: Beers, Study Island

Strategy2:

ECE Reading & Writing - The ECE department will be reorganized so that Writing and Reading instruction is tailored to ECE students' ability

level taught or co-taught by a certified ECE teacher.

Category:

Research Cited: Cook & Friend: Applied Collaboration

Activity - Math Intervention ActivityType Begin Date End Date Funding Amount


Identified 6th, 7th and 8th grade Tier 3 studentswill be scheduled into an additional year-longmath intervention class.



Counselors and Mathteachers

Activity - Study Island ActivityType Begin Date End Date Funding Amount


Teachers will incoporate Study Islandassignments to supplement classroominstruction.


Required Teachers

Activity - Leveled Literacy Intervention ActivityType Begin Date End Date Funding Amount


Identified Tier III, non ECE, GAP students in6th, 7th and 8th grades will participate in aleveled reading intervention course three daysper week during the related arts period. SRIassessment will will be administered todocument student progress at least three timesper academic year.


11/25/2014 12/18/2015 $8000 - GeneralFund

Retired teacher, GoalClarity Coach, AssistantPrincipal

Activity - Working Together ActivityType Begin Date End Date Funding Amount


ECE teachers teaching or co-teaching Readingand/or Language Arts will be partnered with acertified Language Arts teacher to plandifferentiated instruction.


Required

Peggy Helm, ELADepartment Chair and LisaBarker, ECE DepartmentChair, ECE Teachers



Strategy3:

Time to Read - The master schedule includes a year-long reading class using a research-based program for 6th, 7th & 8th grade

comprehensive students.


Research Cited: NCTE Study, Stiggins, DuFour, Marzano

Activity - Leveled Literacy Intervention ActivityType Begin Date End Date Funding Amount


ECE Reading teachers will implement Fountasand Pinnell Leveled Literacy Interventionprogram within the resource classrooms.Progress data will be monitored anddocumented.


12/04/2014 12/18/2015 $5130 - Text Books ECE Department Chairand ECE Teachers

Activity - Professional LearningCommunities



An ECE representative will attend ELAdepartment meetings and PDs to provideinformation to all ECE teachers about currentLanguage Arts curriculum and interventions.Minutes of ECE and ELA PLCs will submitted toMr. Kelly.


Required

Peggy Helm, ELADepartment Chair and LisaBarker, ECE DepartmentChair, Mr. Kelly

Activity - PRIDE Time ActivityType Begin Date End Date Funding Amount


Team teachers will group students for additionalreading intervention using Study Island or otherteacher directed instruction during Pride Time.


10/20/2014 12/18/2015 $0 - No FundingRequired Teachers

Activity - Close Reading ActivityType Begin Date End Date Funding Amount


All teachers will include a monthly Close (readwith a pencil) reading lesson as a part ofcontent instruction, including related artscourses. Teachers may access content readingmaterials from a variety of sources includingReadWorks.org, AchievetheCore.org., etc.Implementaton of this activity will be monitoredvia monthly submission of reading passagesand student work to Nicole Mettling, AssistantPrincipal.


Required

All teachers, DepartmentChairs, Assistant Principal,Goal Clarity Coach

Activity - Summer Bridge ActivityType Begin Date End Date Funding Amount


Targeted GAP students have been invited toparticipate in a five day summer program toimprove proficiency in math and reading.Targeted students are further supported withinterventions/enrichment during monthly after-school sessions.


07/14/2014 12/18/2015 $8000 - GeneralFund

Counselors, Teachers,Principal



Strategy4:

Postive Behavior Intervention System - Administrators, counselors, teachers, instructional assistants and other school staff have been trained

via KDE KET online course and by the SRT Coach to design team and classroom management plans to implement positive behavior

interventions and supports.


Research Cited: PBIS, KDE, KY Safe and Drug Free Schools

Strategy5:

Communicating Results - Language Arts and Reading teachers will regularly communicate assessment results to students, parents and with

PLC members to measure student learning/achievement of standards and plan instruction and interventions.


Research Cited: Stiggins, Marzano, DuFour

Activity - 6th Grade Reading ActivityType Begin Date End Date Funding Amount


Identified 6th grade Tier 3 students will beenrolled in a year-long reading class thatincorporates Read 180.



Reading teachers and 6thgrade counselor

Activity - Extra Support ActivityType Begin Date End Date Funding Amount


Provide all GAP students with opportunities toESS Saturday School, Cougar College/tutoringactivites in and outside the instructional day.Bus transportation will be provided on mostMondays, Tuesdays and Wednesdays toaddress transportation barriers.


Fund

ESS Coordinator,Counselors,Administrators, Teachers

Activity - Postive Behavior Groups ActivityType Begin Date End Date Funding Amount


The SRT Coach will meet weekly with identifiedstudents with Tier II and III behavior challengesto develop positve relationships for improvedbehavior in classrooms.


11/03/2014 05/22/2015 $0 - General FundSRT Coach, Prinicpal,Assistant Principals,Counselors

Activity - Student Response Team ActivityType Begin Date End Date Funding Amount


The Student Response Team (SRT) supportsclassroom teachers by providing immediateinterventions for students exhibitingnonproductive classroom behavior to increaseinstructional minutes.



SRT Coach, SRT CaseManager, School Security,Teachers

Activity - PBIS Team ActivityType Begin Date End Date Funding Amount


The PBIS team meets monthly to reviewBehavior Incident Logs and suspension data tocreate plans for student success in classroomsand common areas.



Assistant Principal,teachers, SRT Coach,SRT Case Manager,School Security




66% of Seventh grade students will demonstrate a proficiency of Core Content 4.1 in Science by 05/29/2015 as measured by KPREP. Strategy1:

Intervening for the Gap - The Science department will plan to differentiate instruction and implement interventions to provide access to

Science core content support for all GAP groups.


Research Cited: Marzano, Pickering, Pollock

Activity - Students and Parents ActivityType Begin Date End Date Funding Amount


Teachers will communicate assessment resultswith students and parents on an on-going basisthrough a variety of sources including, but notlimited to: student conference, parentconferences, Parent Nights at Byck Elementary,EXPLORE results analysis, PTSA newsletterarticles, and Infinite Campus.


Required Teachers

Activity - What I Need Week ActivityType Begin Date End Date Funding Amount


Student proficiency of standards will beanalyzed within PLCs to group students fordifferentiated instruction for the last five days ofgrading periods.


11/03/2014 12/18/2015 $5000 - GeneralFund

Teachers, AssistantPrincipals, Goal ClarityCoach, Principal

Activity - Student Effort ActivityType Begin Date End Date Funding Amount


Student activity on Study Island will bemonitored. Students may earn certificates andother rewards for effort and achieving contentbenchmarks.



Assistant Principal andGoal Clarity Coach

Activity - PLC ActivityType Begin Date End Date Funding Amount


Grade level ELA PLC's will regularly meet toanalyze student data (which will include but notbe limited to: KPREP scores, RDA scores, RPAscores, SRI scores, common formative andsummative assessments) and plan for furtherinstruction based on data analysis. PLCs willsubmit minutes to Mr. Kelly, Principal.


Required

Language Arts andReading teachers, Mr.Kelly

Activity - Extra Support ActivityType Begin Date End Date Funding Amount


Provide all GAP students with opportunities forESS, Saturday School, CougarCollege/tutoring, course recovery activities aswell as access to computers for Study Islandduring and after the instructional day. TheActivity bus will be available to transportstudents to elementary schools in the satelliteresides two to three days per week.

Tutoring 09/08/2014 12/18/2015 $5090 - DistrictFunding

Crosby Middle SchoolAdministrators, TeamTeachers.




61% of Eighth grade students will demonstrate a proficiency of Common Core 4.1 in Social Studies by 05/30/2014 as measured by KPREP. Strategy1:

Reading to learn content - All Social Studies teachers will support literacy achievement of GAP students to improve content comprehension,

academic vocabulary and written communication skills.


Research Cited: Beers, Hoyt, Billmeyer

Activity - Responding Appropriately ActivityType Begin Date End Date Funding Amount


Student Response Teams have beenimplemented school-wide to provide positivebehavioral support for all classrooms.Teachers will work collaboratively to developFBAs and BIPs to be implemented for studentswith Tier III behaviors that impede their learningand/or the learning of classmates.



Emily Rickert, SRTCoordinator and ShalondaFoster, PBIS Coach

Activity - Literacy Strategies in SocialStudies



Teachers will collaborate with resource,Language Arts and Reading teachers toimplement a variety of reading and writingstrategies for GAP students. These mayinclude but not be limited to: instruction of"chunking" information, audio and/or digital text,developing content vocabulary, use of graphicorganizer for responding to extended responsequestions, and use of standard grammar andlanguage mechanics in written responses.


Required

Paul Sehlinger, SocialStudies Department Chair,Social Studies teachers &Language Arts andReading teachers



Social studies teachers participated inprofessional learning to examine literacystandards within the content. Specific readingstrategies to use with informational text withinthe content were demonstrated and practiced(Close reading, choral reading, parallel text,etc). Teachers will implement readingstrategies within the social studies content.


Required

Assistant Principal, GaolClarity Coach, SocialStudies teachers

Activity - Low to Good ActivityType Begin Date End Date Funding Amount


Teachers will collaborate with administrators toidentify lower risk GAP students to implementmore intensive intervention strategies andprograms, such as elevated literacy program.


Required

Paul Sehlinger, SocialStudies Department Chair,Social Studies Teachers,Counselors, AssistantPrincipals, Principal




50% of Sixth and Eighth grade students will demonstrate a proficiency in Writing in English Language Arts by 05/29/2015 as measured by

KPREP. Strategy1:

Dedicated Time for Instruction - An increase of instructional time will occur in the areas of writing and language conventions by arrangement

of the master schedule for a year-long reading and language arts class for all comprehensive program students.


Research Cited: Marzano, Saphier

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)

Activity - GAP Reading Breakdown ActivityType Begin Date End Date Funding Amount


Social studies teachers, Language Artsteachers and Reading Specialist Instructors willregularly meet to analyze GAP students' currentreading scores/assessment results. Socialstudies teachers will implement readingstrategies in the content to support literacydevelopment (reading and writing)and contentacquisition.


Required

Paul Sehlinger, SocialStudies Department Chair,Social Studies teachers,Language Arts teachersand Reading teachers

Activity - Scheduling ActivityType Begin Date End Date Funding Amount


The school's schedule has been adjusted toinclude a year-long reading class for 6th, 7thand 8th grade comprehensive programstudents so that the primary focus of LanguageArts classroom instruction will be on writing andlanguage standards. Identified Tier III studentswill have a 55 minute leveled literacyintervention class three days per week duringrelated arts with a certified retired teacher.


Required

Language Arts andReading teachers, MichaelKelly, Principal, GoalClarity Coach, AssistantPrincipal

Activity - Grammar Thursday ActivityType Begin Date End Date Funding Amount


6th grade students will receive direct instructionon a variety of grammar topics during PrideTime on Thursdays. Brenda Gunnell willprovide a common lesson on conventions ofstandard English for 6th grade teachers to use.


Required Brenda Gunnell



The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS

and writing. Goal 1:

All program reviews (Arts & Humanities, Practical Living/Career Studies, and Writing) will be proficient or distinguished based on the KDE

Rubric. Measurable Objective 1:

demonstrate a proficiency on the Practical Living/Career Studies Program Review by 06/05/2015 as measured by scoring Proficient per the

2014/2015 KDE Program Review Rubric.. Strategy1:

Increasing time and access - Students will be introduced to various careers in content areas and professionals in the local community and

integrate 21st Century Skills and Knowledge through regular classroom instruction as well as school media.

Category: Career Readiness Pathways

Research Cited: KDE Program Review Rubric


demonstrate a proficiency on the Writing Program Review by 06/05/2014 as measured by 2013/2014 KDE Writing Program Review by

scoring 10.5. .

Activity - Consumerism and Math ActivityType Begin Date End Date Funding Amount


A semester related arts class has beendeveloped and added to the master schedulefor 6th, 7th and 8th graders to introduce topicsof consumerism including: budget, marketeconomy, stock market, etc.


08/06/2014 12/18/2015 $0 - No FundingRequired Teachers, Principal

Activity - Career Choices ActivityType Begin Date End Date Funding Amount


Crosby Middle School has developed andscheduled a Career Choices semester relatedarts course for 6th, 7th, and 8th graders toexplore job families, careers within these,interest inventories and personality traits bestsuited for particular careers. The courseincorporates the ILP as an instructional tool.



Principal, counselors,assistant principals,teacher

Activity - ILP Training for Teachers andStudents



Guidance Counselors will provide students andteachers with directions to access and updatestudents' ILPs.


08/13/2014 12/18/2015 $0 - No FundingRequired Guidance Counselors



Strategy1:

Writing to demonstrate learning - Students will participate in intentionally planned writing activities/assignments to demonstrate learning in all

content areas.

Category:

Research Cited: Saphier, Marzano, Booth & Roswell


demonstrate a proficiency on the Arts & Humanities Program Review by 06/05/2015 as measured by increasing the score as measured by

2014/2105 rubric.. Strategy1:

Time to Collaborate/Integrate - The Arts and Humanities Department Chair will meet with other content department chairs and/or team

leaders to develop a plan wherein arts related field trips (i.e. Actors' Theater, ballet, Stage One) in which students participate reflect the use

of arts curricular language and ensure that students are provided with opportunities to interact with and reflect on the arts.


Activity - Communications Portfolio ActivityType Begin Date End Date Funding Amount


All content area teachers will design learningassignments for students to integrate writingand communication skills across content areasfor their communications portfolio.


Required

Content teachers, gradelevel language artsteachers

Activity - Extended Response Questions ActivityType Begin Date End Date Funding Amount


All content area teachers will include at leastone extended response question on summativeassessments and provide students withguidelines for proficiency. Teachers will providespecific feedback to students based on thecriteria.


RequiredTeachers, Michael Kelly,Principal

Activity - On-Demand ActivityType Begin Date End Date Funding Amount


All content area teachers will include an On-Demand writing task each grading period whichis aligned to KCAS for the specific content areato assess student learning. Students will beprovided guidelines to demonstrate proficiency.


RequiredAll teachers, Michael Kelly,Principal

Activity - Team PLC ActivityType Begin Date End Date Funding Amount


During regular cross-content team PLCs, teamlanguage arts teachers will provide contentteachers with support when they are developingwriting to demonstrate learning activities.Teams will monitor student progress anddifferentiate writing learning tasks.


RequiredGrade level TeamTeachers



Research Cited: Marzano, DuFour

Strategy2:

Arts Alive in School - Arts and humanities teachers will utilize guest artists to enhance student access to arts in Kentucky and showcase

student work to the community.


Research Cited: KDE Arts & Humanities Program Review

Activity - Field Trips ActivityType Begin Date End Date Funding Amount


Students will produce a reflection or critique(written or other project) after attending an artsperformance.

Field Trip 08/18/2014 12/18/2015 $0 - No FundingRequired

Eric Timerding, Arts &Humanities DepartmentChair, Teachers

Activity - Arts Integration ActivityType Begin Date End Date Funding Amount


Arts teachers will provide content teachers withstrategies to integrate the arts content intolessons.


Required

Eric Timerding, Arts &Humanities DepartmentChair, Related Artsteachers and contentteachers

Activity - Arts and the Community ActivityType Begin Date End Date Funding Amount


Arts teachers who utilize local artists willroutinely plan with these professionals toincrease access to the arts in the community aswell as careers in the arts.

CommunityEngagement 08/18/2014 12/18/2015 $0 - No Funding

Required

Eric Timerding, Arts &Humanities DepartmentChair and other Artsteachers

Activity - Guest Artist Performances ActivityType Begin Date End Date Funding Amount


Arts teachers will seek opportunities to utilizeguest artists from a variety of sources toprovide interactive performances with targetedgroups of students.


RequiredEric Timerding and Artsand Humanities teachers

Activity - Arts Night ActivityType Begin Date End Date Funding Amount


Crosby Arts & Humanities teachers willcoordinate an evening to showcase studentwork. The evening will be advertised viaFacebook, Twitter and student designed flyersto invite the community into the school for anevening with the arts. Visual arts displays andstudent performances will take place throughoutthe school.


Required

Eric Timerding, Arts &Humanities DepartmentChair and other Artsteachers



KDE Assurances - School



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 Our process for assessing ouracademic needs has been a verydynamic process involvingreprensentation from allstakeholders in the analysis. Ithas been dynamic in the sensethat our needs have beenaddressed by academicdepartments, SBDM, grade levelPLC's and the administrativeteam. Our needs have beendeveloped through data analysisby the staff on our professionaldevelopment days

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 Our core focus this year in regardto an additional focus includesimplementing Close Readingstrategies across the curriculum.We have also focus our attentionto providing dynamic schedulingto suppport students that may bein need of additional instruction tosupport KCAS standards. Ourimplemention of Code X readingprogram is in direct connection toimproving the performance oflower performing students

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

N/A

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 Close reading implementationacross curriculum and Code Xreading program to support ourreading teachers.

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes



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.

N/A

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 Our PTSA has grown to over1650 members the largest in thestate. We have four parents onour SBDM that represent theparent voice of our school. Wehave implemented parent nightsto support parents incomprehending the assessmentswhich their students areassessed

Label Assurance Response Comment AttachmentSchoolwidePlanning

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

Yes

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 this is also a very dynamicprocess that takes place on manydifferent levels from the differentstakeholders. This occurs on aregular basis as we areconstantly evaluating ourprogress and performance of ourplan

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.

N/A

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.

N/A

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.

Yes


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

N/A

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 www.jefferson.kyschools.us/schools/middle/crosby/index.htm

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.

N/A

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.

No We pay overages out of generalfunds...

Label Assurance Response Comment AttachmentCap SizeRequirements

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

No overages paid...



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? Mike Kelly, Principal

Nicole Mettling, Instructional AP

Gary Hurt, AP

Jennifer Estes, AP

Melissa Watts, AP

Diane Elder, Counselor

Delores Hughes, Counselor

Hope Johnson, Counselor

Emily Rickert, Teacher

Shalonda Foster, PBIS Coach

Tina Morris, Goal Clarity Coach

Marsha Webb, Teacher

Peggy Helm, Teacher

Jessica Elble, Teacher

Brittany Adair, Teacher

Jimmy Lenz, Teacher

Gabe Close, Teacher

Suzy Gullett, Parent

Michelle Bruner, Parent



Relationship Building

Overall Rating: 4.0

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

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

Teachers and staff have developedcollaborative partnering relationships with allparents and students to improve teaching andlearning.

Distinguished

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).

Administrators and school staff welcome andactively seek parents of all new and ESLstudents to encourage early relationshipbuilding.

Distinguished

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

are actively welcomed when they visit theschool.

District and school staff provide training toinvolve all stakeholders in the process ofimproving the interaction between school, homeand community.

Distinguished

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.

Parents and community stakeholders haveauthentic participation, help plan and implementschool and district improvement activities.

Distinguished

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

communication about their students' progressat least once a month.

District and school staffs encourage continuousand meaningful communication with all parentsabout their student’s academic goals andprogress.

Distinguished

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

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

District and school staff identify family interests,needs and barriers and provides services toensure academic success.

Distinguished

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.

Students/family feedback data on schoolwelcoming and engagement efforts is retainedin a usable confidential format and can beretrieved for district or school assistance tofamilies.

Distinguished



Communications

Overall Rating: 4.0

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).

Multiple two-way communications in the homelanguage are used to communicate academicgoals, class work, and homework, and grades.(See Proficient Examples)

Distinguished

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).

District/school staff, parents and communitystakeholder’s work together to learn from theuse of all resources available to meet thestudent’s and parent’s learning needs.

Distinguished

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 and district staffs use several strategiesto involve community leaders to assist in parenteducation on issues directly related to studentachievement.

Distinguished

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

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

District and school leadership ensure thatstudent achievement is discussed eachsemester with all parents.

Distinguished

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).

A conference is held twice a year for allstudents and includes parent or advocate,student and teachers. School council developsways to address data that is collected.

Distinguished

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

annual school and/or district stakeholdersurveys.

District and school culture audits or surveys areconducted each year with all stakeholders andresponse rate is at least 75%.

Distinguished



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

plan school improvement efforts and toevaluate their effectiveness.

Stakeholders help plan district and schoolsurvey content regarding school performanceas it relates to their child.

Distinguished



Decision Making

Overall Rating: 4.0

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.

All stakeholders are provided with multipleopportunities to learn about the decision-making process and to participate at all levelsincluding professional learning communities,school council, and its committees.

Distinguished

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 allstakeholder groups represented, provideinterpreters and translated materials, meetingsare well publicized and convenient. At least60% of parents vote in SBDM parent election.

Distinguished

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 seeks all parents' input andmentors participation through multiple sourcesand seeks all stakeholder groups' involvement.

Distinguished

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.

Parents and community stakeholders aretrained in academic achievement planning andauthentic participation, with school councilregularly checking the implementation andimpact of that work.

Distinguished

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 actively recruits parents to serveon committees related to school improvementthat review and revise objectives continuouslyand is informed by data.

Distinguished

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 and stakeholders are trained to create,measure and sustain authentic participation inall areas of school improvement at School anddistrict level.

Distinguished



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.

School staff fosters a community ofstakeholders and parents who continuallysustain and support each other in schoolcouncil and committee work.

Distinguished



Advocacy

Overall Rating: 4.0

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.

District and school staff supports a communityof trained parents and advocates who worktogether to ensure all students are meeting theiracademic goals and learning needs.

Distinguished

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.

District and school staff partners with all parentsand advocates to discuss, monitor and sharesuccessful strategies for meeting individuallearning needs.

Distinguished

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 district and school stafffacilitates sharing of ideas and training toeffectively participate in developing IEPs, ILPs,GSPs, 504 plans and interventions for collegereadiness.

Distinguished

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.

School staff collaborates with stakeholders indeveloping policies and procedures to resolveissues and complaints and to identify neededimprovements.

Distinguished

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 ensures that parents andcommunity members are well informed abouthow to become educational advocates, or howto access a trained educational advocate whenneeded.

Distinguished

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.

District and school staff partners with advocatesof students with disabilities and/or novice levelperformance to improve the way school meetsstudent learning needs.

Distinguished



Learning Opportunities

Overall Rating: 3.5

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.

District and school leadership involve allstakeholders, use many community resourcesand opportunities to explain standards andrights as defined under Proficient, and expectsthat all parents will have adequate informationand understanding of these practices. Parentswith barriers to learning are individuallyassisted.

Distinguished

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.

All stakeholders are engaged in conversationand written communication about the academicprogress of all students in school and district.

Distinguished

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 exhibits and rotates proficient anddistinguished work and provides resources toachieve at higher levels.

Distinguished

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.

District and school staffs collaborate withparents and community members to providetraining on how to support children's learning,district and school improvement efforts.

Distinguished

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 develops parent leaders whocontribute regularly to other parents'understanding and who help meet other parentlearning needs.

Distinguished



Community Partnerships

Overall Rating: 4.0

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

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

School staff networks and partners with multiplebusinesses and organizations to supportstudent achievement at a school council and aprogrammatic level.

Distinguished

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.

District and school staff leverages allpartnerships to gain maximum benefit tosupport all students learning from the humanand financial resources available.

Distinguished

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

to support parent and volunteer participation instudents' education.

School leadership and council compacts withan employer network that promotes adultparticipation in education.

Distinguished

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

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

District and school staffs collaborate with allwilling organizations to support parents andadvocates in addressing individual studentneeds.

Distinguished

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).

School staff and parents have seamlessintegration of consistent and sustained familysupport services from school and thecommunity to reduce student barriers tolearning.

Distinguished

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.

District staff and school leadership ensures allstakeholders are aware of community basedlearning opportunities that are linked to student-specific needs.

Distinguished



Reflection

Reflect upon your responses to each of the Missing Piece objectives. The area of strength are our parents that support the school directly through the SBDM and the PTSA. Our parents are very much a voice

within the decision making of the school and they provide effective support to meet the needs of all students. I am proud that our parents

and community members seek out to support the school and all students that attend.

Some actions that we are continuing with to sustain our active parental and community involvement consist of maintaining our transparent

ideaology. We are an open school, always looking to support and improve our programs for the students. We will continue this attitude with

our community and parents. We will continue to reach out for support and to share our school. This will be done through effective

communications through many different formats such as: parent nights, community tours, newsletters, emails, phone calls, surveys, SBDM

and PTSA.

Some areas of need from completing the Missing piece questions consist of developing our business and Youth Service Center Resource

connection. We must grow our partnerships with the business communities around us to provide additional learning opportunities for our

students. Our YSC must be more accessible for our downtown population which have the highest needs.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

4

4

4

4

3.5

4



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. The Administration Team, ILT, parents and teachers were included in developing the school improvement plan for Crosby Middle. KCAS

Delivery Targets were used to develop goals and objectives for the CSIP. Data was analyzed by various groups over differents points of

time. Groups such as grade level content PLC's, Team, ILT, Admin team, SBDM, whole faculty, and district principal PLC's examined the

school's data to find the areas of strength and needs. Our various groups meet on a regular basis to evaluate data. They have standing

agenda items directed to analyzing data to best support school improvement. School leaders and stakeholders are exposed to the data on a

routine basis to examine for growth and change. These meeting are established at the beginning of the school year. We are constantly

focusing on the impact and implementation of our strategies which we are using for improvement, Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The Administrative Team consist of (4) assistant principal, (3) counselors. The Instructional Leadership Team (ILT) consist of department

chairs, Goal Clarity Coach (GCC) and PBIS coach. We have a SBDM committee consisting of (2) Administrators, (6) teachers and (4)

parents. Grade level content PLC's also make up an important group for analysis of KPREP data. Our results from KPREP was reviewed by

each previous group listed and products were produced from their analysis with recommendations to departments and the school's CSIP.

Departments and grade level PLC's developed strategies to best support the improvement of our students. 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 final plan is presented to the ILT, SBDM and PTSA for review and possible updates. This process is very dynamic as our CSIP travels

back and forth through the various groups listed above. During this time fine tuning and updates takes place to creat our final CSIP. The

final approval will be made by the school's SBDM Council. Periodic implementation and impact checks will be done throughout the year to

ensure that the CSIP is being followed.



School Safety Report



Introduction In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action,

through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn.

Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and

additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the

Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by

which this reporting is accomplished.



School Safety Requirements

Label Assurance Response Comment Attachment1. Does each school have a written Emergency

Management Plan (EMP)?Yes

Label Assurance Response Comment Attachment2. Did the SBDM Council adopt a policy requiring

the development and adoption of an EMP?Yes 08/13

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes 08/15

Label Assurance Response Comment Attachment4. Has each school provided the local first

responders with a copy of the school's EMPand a copy of the school's floor plan?

Yes

Label Assurance Response Comment Attachment5. Has the EMP been reviewed and revised as

needed by the SBDM council, principal, andfirst responders (annually)?

Yes 08/15

Label Assurance Response Comment Attachment6. Was the EMP reviewed with the faculty and

staff prior to the first instructional day of theschool year?

Yes 08/15

Label Assurance Response Comment Attachment7. Were local law enforcement and/or fire officials

invited to review the EMP?Yes

Label Assurance Response Comment Attachment8. Are evacuation routes posted in each room at

any doorway used for evacuation, with primaryand secondary routes indicated?

Yes



Label Assurance Response Comment Attachment9. Has the local Fire Marshal reviewed the

designated safe zones for severe weather andare they posted in each room?

Yes 08/15

Label Assurance Response Comment Attachment10. Have practices been developed for students to

follow during an earthquake?Yes

Label Assurance Response Comment Attachment11. Has each school developed and adhered to

practices designed to ensure control of accessto each school (i.e., controlling access toexterior doors, front entrance, classrooms,requiring visitor sign-in and display ofidentification badges)?

Yes

Label Assurance Response Comment Attachment12. Has each school completed all four emergency

response drills during the first 30 days of theschool year? (Fire in compliance with <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake)

Yes 08/15

Label Assurance Response Comment Attachment13. Are processes in place to ensure all four

emergency response drills (Fire in compliancewith <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake) will occur within the first thirtyinstructional days beginning January 1?

Yes



Equitable Access Diagnostic



Introduction As part of No Child Left Behind (NCLB) each state is required to develop strategies to ensure that poor and minority children are not taught at

higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The results of this effort became a national push to

ensure all teachers were highly qualified (HQT); meaning each teacher holds the appropriate certification for the content and/or grade level

for which they are assigned. National data show that poor and minority continue to be taught by inexperienced, unqualified, or out-of-field

teachers. As a result, in 2014, the United States Department of Education (USDOE) required states to develop equity plans and use

evidence based strategies to address this issue. The focus of the plan is to move away from the concept of “highly qualified” to “high

effective”.



Needs Assessment

What are the barriers identified? Crosby has one of the largest middle school enrollments in the state of Kentucky; 1375 students were enrolled at the end of the 2014-2015

academic year. Physical space has not increased as the student population has, thus twelve teachers did not have their own classrooms

and traveled to open classrooms as other teachers were on planning periods during the 2104-2015 academic year.. Students in these

courses would have to wait for the teacher to travel to the open classroom. As a result of this condition, students in these courses were

loosely supervised during transitions. Students waiting in the hallways also lead to further crowding issues during transitions. The

overcrowding during transitions provided students with opportunities to engage in disruptive conduct without consequence as teachers and

administrators were unable to identify them.

Different grade levels and teams on grade levels and teachers within a team inconsistently or did not enforce expectations regarding dress

code, reporting tardies to class and other ROAR expectations. These inconsistencies between administrators and teachers allowed groups

of students to go without corrective actions which may have led to more cohesive and comprehensive practice for maintaining expectations

for student conduct. What sources of data were used to determine the barriers? TELL survey results, Discipline reports from Infinite Campus, student attendance data (tardy reports via Infinite Campus) student enrollment,

the school's master schedule for teachers and students. What are the root causes of those identified barriers? The large student enrollment and limited hallway and classroom space have increased stress levels for staff and students. Inconsistencies

among staff (teachers, administrators, support staff) of enforcing academic and behavioral expectations impact the effectiveness of school

Label Assurance Response Comment Attachment1.1 Has a review of the data has been conducted to

determine barriers to achieve equitable accessto effective educators within the school?

Yes 63.75% of certified teachers atCrosby Middle School respondedto the TELL KY survey. Basedupon teacher ratings as reportedon the KDE School Report CardEquity Tab for working conditions,managing student conduct is thepriority focus as 68.1% ofteachers strongly agreed oragreed with statements regardingmanaging student conduct in ourschool. The indicators with thelowest percentage of agreementwere Q5.1 b: students at thisschool follow the rules of conductand Q5.1 d: school administratorsconsistently enforce rules forstudent conduct.



policies and procedures. What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school? According to KDE's School Report Card for Crosby Middle, the overall effectiveness of school teachers and leaders are reported to be

Exemplary/Accompished.



Equitable Access Strategies

Placement: Describe school policies or procedures that address the assignment of students to ensure low income and minority

students are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers who are not identified

as low income or minority students. All teachers on each grade level team have courses with students identified as Advance Program and comprehensive/regular program.

Students in the comprehensive program are scheduled in a fifty-five minute English course as well as a fifty-five minute Reading course. All

of the reading teachers have participated in professional development for implementing the research-based Code X reading program.

Professional development consisted of eighteen hours of initial training as well as classroom implementation coaching. Students with

disabilities are serviced through a range of instructional delivery models ranging from consultation, collaboration, resource and self-contained

settings based upon Individual Education Plans. Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient

and Exceptional Children and Youth are not assigned to inexperienced, ineffective or out-of-field teachers more often than their

peers? After the master schedule is developed to accommodate the various populations of students (advance program, comprehensive, and

students with disabilities) counselors use multiple sources of student achievement data (KPREP, SRI, District Proficiency Assessments, etc.)

to assign students to courses at each grade level. Student achievement data is used to determine enrollment in the comprehensive program

courses so that there are not identifiable groups/sections and there are heterogeneous groupings in specific classes and across grade level

teams. The master schedule and intentional student assignment to teachers and courses ensure that teams across grade levels have

equitable course levels (assignment of Advance Program and comprehensive program courses) thus ensuring that low income, minority,

Limited English Proficient and Exceptional Children are not assigned to inexperienced, ineffective or out-of-field teachers more often than

their peers. Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse

teachers? Crosby analyzes multiple points of student achievement data to determine needed courses. Teachers have been reassigned teaching duties

(year-long core content courses to semester courses in certified content area and vice versa) based upon student achievement data. Crosby

welcomes student teachers. Once instructional needs are determined, and staffing needs are determined Crosby adheres to the JCBE/JCTA

Contract for filling any vacancies for program needs. Recruitment and Retention: How does the school recruit teachers who are effective in implementing practices that are targeted to

support the diverse learning needs of minority students, low income students, Limited English Proficient and Exceptional Children

and Youth? The JCBE/JCTA contract outlines recruitment/transfer and hiring guidelines by which schools are able to staff buildings based on program



needs. Through the transfer interview process teachers serving on the transfer committee collaborate with the principal and SBDM Council

to attempt to staff the school with the most effective candidates for teaching vacancies. Recruitment and Retention: How does the school retain effective teachers? Identify any incentives. Teachers new to the building are paired with a Crosby Colleague, an experienced teacher from the school, who serves as a resource and

support. The Crosby Colleague explains school routines, processes and procedures that may be different from other school settings.

Teachers new to the building are invited to attend a three hour professional development session before the school year begins to tour the

building, meet administrators, counselors and other staff. Expectations for classroom routines and processes are explained and they have

time to work with the assigned Crosby Colleague. Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,

inexperienced and out-of-field teachers. Teachers work with teams within the grade level in addition to the a resource/support Crosby Colleague. Teachers work within grade

level/content PLCs as well as department PLCs to refine instructional practices and ensure vertical alignment to improve student

achievement. Teachers new to the District participate in District level professional development and eligible teachers participate in Kentucky

Teacher Internship Program. Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating

below accomplished addressed? The JCPS Certified Evaluation Plan outlines the procedures by which practice is evaluated. Through this process, teachers are provided

with feedback via a peer observation and follow-up, non-evaluative conference to support effectiveness. Teachers collaborate with their

Professional Learning Community to develop a Professional Growth Plan and Student Growth Goal. The Goal Clarity Coach and other

experienced and effective teachers support/mentor educators who are new to the profession. This may consist of modeling classroom

management, observation of classroom routines and procedures, and lesson planning and instructional practice. Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning

needs of staff? Based on the TELL Kentucky survey, the responding teachers reported that the main concern at Crosby is managing student conduct. The

Student Response Team Coach and the Positive Behavior Intervention System lead teachers have been conducting professional

development via the Crosby Summer Institute, opening day for teachers, Gold Days as well as during faculty meetings. the SRT Coach and

PBIS lead teacher are available to observe classrooms and provide suggestions to improve classroom management and student

engagement. Administrators are collaborating to ensure that corrective actions are in accordance with the JCPS Code of Acceptable Student

Behavior.



Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic. Crosby will reduce the percentage of novice GAP students to 25% in Math and 30% in Reading as measured by Unbridled Learning

Accountability Model. Math, English and Reading teachers will develop common formative assessments, analyze student learning, identify

effective instructional practices, and identify targeted math, reading and writing interventions. All GAP students scoring novice and

apprentice will have opportunities to participate in Extended School Services after school and Saturdays. English, Reading and Math

teachers will analyze student learning and provide students with standards-based feedback and establish growth goals. The master

schedule includes a year-long, research-based reading class and English class for all comprehensive program students in 6th, 7th and 8th

grades. Collaboration and Integration - Content teacher on teams will collaborate to intentionally integrate mathematical applications when

appropriate in to content learning activities. Positive Behavior Intervention Systems - Administrators, counselors,teachers, instructional

assistants and other school staff have been trained via KDE KET online course and by the Student Response Team coach to design team

and classroom management plans to implement positive behavior interventions and supports. Two teachers will meet daily during the Life

Skills Block with identified sixth, seventh and eighth grade students to develop positive relationships and teach school appropriate

replacement behaviors and for improved behavior in classrooms and increased student achievement. The PBIS team meets monthly to

review Behavior Incident Logs, referrals, Restorative Student Support Room, and suspension data to create plans for student success in

classrooms and common areas. Team members will, upon request or observation of patterns of BILS/referrals, conduct informal

observations to support teachers in developing proactive classroom management systems. Student Response Team supports classroom

teachers by providing immediate interventions for students exhibiting nonproductive classroom behavior to increase the effectiveness of

instructional time. Transition Center: Identified students will be assigned to the Transition Center to complete reflective and restorative

activities as well as make-up assignments before returning to the regular school community. Assistant Principals PLC: Assistant Principals

will collaborate to apply corrective actions that are: progressive, in accordance with the range of corrective actions as outlined in the JCPS

Code of Acceptable Behavior, and consistent with consideration to the nature of the infraction and mitigating circumstances of any conduct or

school violation.



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