kde title i report mcbrayer elementary school title i report 2015-16.pdf · kde title i report...

KDE Title I Report

McBrayer Elementary School

Rowan County

Rhonda Banks, Principal

550 Viking Drive Morehead, KY 40351

Document Generated On December 10, 2015

TABLE OF CONTENTS

Title I Schoolwide Diagnostic

Introduction 2 Component 1: Comprehensive Needs Assessment 3 Component 2: Schoolwide Reform Strategies 5 Component 3: Instruction By Highly Qualified Teachers and Paraeducators 17 Component 4: Highly Qualified Professional Development for Principals, Teachers, andParaeducators 27 Component 5: Strategies to Attract Highly Qualified Teachers 38 Component 6: Parent Involvement 48 Component 7: Transition to Kindergarten 55 Component 8: Measures to Include Teachers in Decision Making Regarding the Use of AcademicAssessments To Inform Instruction 57 Component 9: Activities to Ensure that Students Meet State Academic Standards 66 Component 10: Coordination and Integration of Programs 77

Title I Schoolwide Diagnostic

KDE Title I ReportMcBrayer Elementary School

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

Introduction This diagnostic tool is aligned for Title I schoolwide programs as outlined in Section 1114 of the Elementary and Secondary Education Act

(ESEA). Using this tool will allow you to certify that the required schoolwide planning components are being met by a) documenting a direct

connection to needs, goals, strategies, or activities identified within your CSIP, b) inserting an optional narrative, and c) providing

attachments. Guiding questions for each component are provided to help focus on areas that may be addressed under the component

headings.



Component 1: Comprehensive Needs Assessment

Label Assurance Response Comment Attachment1.1 Did the school use various and multiple

academic and non-academic data sources todevelop the comprehensive needsassessment?

Yes Formal and informal needsassessments are donethroughout the year with thefocus on improving studentachievement and classroominstruction. During the schoolyear teachers analyze data fromKPREP, MAP, DIBELS, SNAPand DNK as well as classroomassessments. They also analyzeTitle I survey results and studentinterest inventories. Other datasources that are used includeDOLCH word lists, Fontas PinnellRunning Record Assessments,classroom instructionalwalkthrough data and grade levelcommon assessments.

Label Assurance Response Comment Attachment1.2 Did the analyzed data identify the school's

priority needs?Yes The data indicates strengths and

weaknesses in classroominstructionand teachereffectiveness. TheComprehensive ImprovementPlan is focused on studentachievement for all students inreading, math and writing. Thereare goals to support consistentprograms in the areas ofArts/Humanities, Practical Living,Primary Program and Writing.

Label Assurance Response Comment Attachment1.3 Are needs prioritized based on grade level,

content level or the achievement level ofsubgroups?

Yes Needs are prioritized based onthe greatest area of need to theleast, determined by test scoresand surveys.

Label Assurance Response Comment Attachment1.4 Were specific achievement gap issues

identified and prioritized as part of thecomprehensive needs assessment process?

Yes The goal for 2015-2016 testingwindow will be to close theachievement gap in the area ofreading and math as well asimprove writing mechanics.Professional development on Co-Teaching for GAP Closure,Reading Small Group Instruction,Writing, Science and theProfessional Growth andEffectiveness System have allbeen planned and included in theComprehensive ImprovementPlan.



Label Assurance Response Comment Attachment1.5 Does the improvement plan have specific

Goals, Objectives, Strategies and/or Activitiesthat directly address the prioritized needsidentified as part of the comprehensive needsassessment process?

Yes The ComprehensiveImprovement Plan is focused onstudent achievement for allstudents in reading, math andwriting. There are goals tosupport consistent programs inthe areas of Arts/Humanities,Practical Living, Primary Programand Writing. Specific objectivesfor 2015- 2016 school year are toincrease proficiency for allstudents in the areas of reading,math and writing. There is also aneed to improve specific areas inWriting, Arts and Humanities,Primary Program and PracticalLiving Program There areembedded strategies andactivities in the CSIP to supportthose areas.



Component 2: Schoolwide Reform Strategies

Schoolwide Reform Strategies Goal 1:

Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.

students from 48.3% to 73.8%.% by 2018-19 Measurable Objective 1:

increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on

benchmark assessments and students self reflection in leadership binders.. Strategy1:

PBIS - Students will be celebrated and recognized for accomplishments.

Category: Other - PBIS

Research Cited:

Strategy2:

Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times

a year. Each classroom will graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.

Category: Continuous Improvement

Research Cited:

Activity - School Assembly ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Students will be celebrated during grade levelassembly for their accomplishments towardsimprovements in attendance, leadership skills,achievement, MAP and DIBELS benchmarkassessment growth, behavior improvements,music, art, physical education, and readinggoals.

BehavioralSupportProgramOther -ProgramReview

01/04/2016 11/07/2016 $500 - GeneralFund

Nicole Powell, JodyCaudill, Kim Armstrong,Melissa Nickell, JamiHeaberlin, Angela Lyon

Activity - CHAMPS/ Clip Up Chart ActivityType Begin Date End Date Funding Amount


All teachers and support staff will use schoolwide behavior system and procedures tosupport student engagement and decreasebehavior referrals.

BehavioralSupportProgramAcademicSupportProgram

01/04/2016 11/07/2016 $0 - No FundingRequired

All certified and classifiedstaff, administration



Measurable Objective 2:

collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,

individual teacher discussions and school wide walk through feedback. . Strategy1:

Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional

support needed and classroom/school curriculum.


Research Cited:


collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by

KPREP. Strategy1:

Communication - Teachers will share weekly newsletters with parents and families.

Category: Stakeholder Engagement

Research Cited:

Activity - Goal Setting/Reflection Sheets ActivityType Begin Date End Date Funding Amount


Each teacher will guide students in settingindividual goals on personal goal sheet threetimes a year in reading, math and writing.Student goal sheets will be added to studentleadership binder/folder. At end of the yearstudents will reflect on growth made over timein reading, writing, and math.

AcademicSupportProgram

01/04/2016 11/07/2016 $500 - GeneralFund

All teachers,administration

Activity - Data Sheets ActivityType Begin Date End Date Funding Amount


Teachers will complete submit to administrationclassroom data sheets 3 times a year afterbenchmark assessments have been completed.

ProfessionalLearning 01/04/2016 11/07/2016 $0 - No Funding

Required

All teachers,administration, curriculumcoaches

Activity - Individual Teacher Data Meetings ActivityType Begin Date End Date Funding Amount


School administrative team will scheduleindividual data team meetings three times ayear.

AcademicSupportProgramProfessionalLearning


District and SchoolAdministrative team, allteachers



Strategy2:

Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and

using Envisions math program as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units

together. This will allign our curriculm for all students in all grades. This will ensure that all students K-5 are being taught the foundational

concepts and vocabulary that matches the standards in a sequential order.


Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary,

strategies, and procedures are built upon in a vertical foundation.

Activity - Newsletters ActivityType Begin Date End Date Funding Amount


Teachers will share models of/and learningtargets,classroom instructional focus, studentaccomplishments/student of the week, andschool wide important dates and informationweekly on classroom newsletters, emails,and/or webpages.

AcademicSupportProgramParentInvolvementBehavioralSupportProgram

01/04/2016 11/07/2016 $2000 - GeneralFund Classroom teachers

Activity - Common Assessments ActivityType Begin Date End Date Funding Amount


Teachers will disaggregate reading and mathformative and summative assessments duringweekly PLC's discussing strategies andinterventions together so that students close ornot likely to get the instruction can be taughtwith research based strategies andinterventions.



All McBrayer TeachersAdministration

Activity - Data Analysis/PLC Groups ActivityType Begin Date End Date Funding Amount


Teachers will use DNK/SNAP and/orclassroom assessment data on an ongoingbasis to regroup students based on their needsand differentiation of instruction to improvestudent learning.



All Teachers / PLC GroupsAdministration

Activity - Technology ActivityType Begin Date End Date Funding Amount


All classrooms, 2nd-5th grade will makeavailable opportunities for students to usetechnology programs such as Moby Max, FrontRow, Sum Dog to support reinforcement onmath standards taught in the classroom.

AcademicSupportProgramTechnology

01/04/2016 11/01/2016 $1500 - Other

Classroom teachers,administration,parent/teacherorganization(PTO)

Activity - Math KEDC Support ActivityType Begin Date End Date Funding Amount


Administration and teachers will work withKEDC consultants to support teachersunderstanding of standards, plan classroominstruction by mapping out standards andmatching assessments with standards andmath Envisions program


Required

All teachers,administration, KEDCrepresentative, CharlesRutledge



Strategy3:

Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have

been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills

needed in reading and math that will support them in the regular core classroom programs.


Research Cited:

Strategy4:

Reading Common Core -

Activity - Math Professional Dev. ActivityType Begin Date End Date Funding Amount


Teachers will plan together during PLCmeetings, school work day hours and/orsummer PD to build on the importance ofscaffolding the concepts in the Common CoreMath and Reading Standards from grade levelto grade level.



All McBrayer TeachersAdministration Team

Activity - Small Group Instruction ActivityType Begin Date End Date Funding Amount


Students who are identified by their MAPscores will receive 30 min of differentiatedinstruction based on specific needs that willsupport the core instruction they are receivingin reading and math.



Jody Caudill, RTITeacher/Coordinator Classroom TeachersAdministration

Activity - ESS Day Time Waiver ActivityType Begin Date End Date Funding Amount


Small group instruction will support studentswho are identified as needing additional supportin math and reading


01/04/2016 06/01/2016 $11000 - Other Administration, classroomteachers, ESS teacher

Activity - After School Tutoring ActivityType Begin Date End Date Funding Amount


After school tutoring funds will be allocated forteachers who identify small group instruction (2-4 students) for students with deficits in readingand/or math.


01/04/2016 05/06/2016 $2000 - OtherMrs. Banks, teachersapplying to become afterschool ESS tutors.

Activity - RTI Tier II and III Small Groups ActivityType Begin Date End Date Funding Amount


RTI reading groups will be implemented byusing 95% group materials. DIBELS data,classroom data and progress monitoring datawill be reviewed on an ongoing basis todetermine next steps to meet students needs.Groups will be monitored and studentsregrouped often based on their needs andreteaching data.


01/04/2016 11/07/2016 $20000 - Other RTI Coordinator,Classroom teachers



K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as

Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in

all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This

will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.


Research Cited:

Goal 2:

Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis. Measurable Objective 1:

collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to

8.0 or greater. by 06/01/2016 as measured by program review scores. Strategy1:

Activity - Reading Co Teaching ActivityType Begin Date End Date Funding Amount


Special Ed. teachers and classroom teacherswill work together with administration andKEDC staff to plan and carry out co teachingstrategies in the area of reading and math indesignated classrooms.


01/05/2015 05/06/2016 $52500 - Title IIPart A

KEDC Staff, Lori DehartLiz LittletonAdministrationClassroom Teachers

Activity - Reading Instructional TeachingTime

ActivityType Begin Date End Date Funding Amount


The master schedule will reflect a minimum of120 minutes reading block for K-2 students and90 minutes for 3-5 students.

DirectInstruction 01/05/2015 05/02/2016 $0 - No Funding

Required

Classroom Teachers,Administration, PlanningComm.

Activity - Reading ProfessionalDevelopment



All teachers will attend core reading/small groupinstruction, and close reading professionaldevelopment to help strengthen classroomreading instruction.

ProfessionalLearningAcademicSupportProgram

01/04/2016 06/01/2016 $3000 - Other

Administration, CurriculumCoaches, All Teachers,and District ProfessionalDev. Coordinator, LucyMoore

Activity - Data Analysis PLC ActivityType Begin Date End Date Funding Amount


All teachers will work in PLC grade level groupsto disaggregate common summativeassessments. This will guide them indetermining deficit skills that will need to befocused on during core, small group, andduring RTI groups.



Jody Caudill- RTIcoordinator, all classroomteachers, curriculum coachand adminsitration



Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.


Research Cited:

Strategy2:

Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share

strategies and activities that can be implemented across grade level and school to support the arts and practical living programs. These PLC

members will plan school and grade level activities that increase student access to a variety of programs and activities. These PLC members

will share strategies and information with all stakeholders to support implementation of arts and practical living standards into classroom

instruction.


Research Cited:

Activity - Student self reflection/goal setting ActivityType Begin Date End Date Funding Amount


After instruction of each form of writing hashappened and students have completed eachform or writing, teachers will score and givestudents feedback on writing. Students will thenset writing goals for improvement. This willoccur a minimum of two times a year.



All teachers, writingcurriculum support, MaryAlice Collier andadministration.

Activity - Data Analysis of Writing in PLC ActivityType Begin Date End Date Funding Amount


Teachers will administer a pre writing promptfor all forms of writing the first two weeks ofschools. Each form of writing will have 6- 8weeks of instruction devoted to the teaching ofthat type of writing. A post assessment will beadministered after each writing unit has beentaught. Writing pieces will be reviewed andscored using the Steve Ventura Packet by eachteacher and brought to grade level PLC's fordiscussion of strengths and weaknesses ofwriting. During PLC meetings the grade levelteam will look for strategies and interventions tohelp students self assess and improve theirwriting scores to a 4 on the Lucy Calkins rubric.



Curriculm Coachj Liz Pettitand Mary Alice Collier, Allclassroom teachers, andadministration

Activity - Vertical Writing Review ActivityType Begin Date End Date Funding Amount


Teachers and administration will meet invertical grade level teams to review year longevidence of writing in each grade level.Strengths and weaknesses of school widewriting program will be determined, next stepsdeveloped, and plan for future implementationof school wide writing program will bedeveloped for following school year.



All teachers, curriculumwriting support, Mary AliceCollier, and administration.



Goal 3:

By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no

less than 20% as measured by KPREP data. Measurable Objective 1:

40% of All Students will increase student growth so that the total number of students scoring at the novice level in math and readingwill

decrease from 40% to no less than 36% in English Language Arts by 05/13/2016 as measured by KPREP. Strategy1:

Professional Dev. - Teachers will meet in 2 hour blocks with Leader in Me staff to continue to receive leadership training that will give them

details on how to implement leadership traits into their classroom instruction on a daily basis.

Category:

Research Cited:

Strategy2:

Reading Tier 1 Instruction - Reading Block criteria will guide teachers in rigurous and differentiated reading instruction.

Activity - Arts Professional Development ActivityType Begin Date End Date Funding Amount


Professional development will be provided forclassroom teachers to support arts integrationinto classroom instruction.


Required

Kim Armstrong, AngelaLyon, Melissa Nickell,Nicole Powell, and JamiHeaberlin and allclassroom teachers

Activity - Arts Integration ActivityType Begin Date End Date Funding Amount


The Art teachers will work in collaboration withthe Lexington Children's Theatre, OctaviaBiggs/Drama instructor, MSU dance program,Folk Art Center, Traditional Music Program, andother community resources to bring dance,music, theatre, and art integration activities intothe school for students participation.


11/03/2014 07/01/2015 $250 - GeneralFund

Kim Armstrong, KimDehart, Shari Clagett,Anglea Lyon, NicolePowell, Rhonda Banks,Ronetta Brown, JodyCaudill, and DarindaRamey

Activity - Arts PLC ActivityType Begin Date End Date Funding Amount


Arts teachers will share strategies toincorporate the arts into regular classroomcurriculumn on an ongoing basis throughvertical school team meetings, handouts,scheduled PLC meetings for sharing out, andfaculty program review meetings.



Genny Etherton, RhondaBanks, Angela Lyons,Shari Clagett, AllClassroom Teachers, KimAlderman, Ronetta Brown

Activity - Smekens Reading Training ActivityType Begin Date End Date Funding Amount


Reading Professional Dev. ProfessionalLearning 01/04/2016 06/01/2016 $1500 - Title I Part

AAll teachers, Alladministration




Research Cited: Reading Block Instruction

Goal 4:



collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan

County Schools novice reduction plan. . Strategy1:

Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan


Research Cited: Novice Reduction


collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on

progress monitoring, classroom assessments and district benchmark assessments.. Strategy1:

Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.



Activity - Reading Non Negotiable CriteriaCheck List



Teacher representatives and administrationwho have attended reading profressionallearning sessions will develop Tier 1 readingblock checklist that will describe nonnegotiables to be implemented that will supportrigorous and differentiated reading instruction.

Policy andProcess 01/04/2016 09/01/2016 $0 - No Funding

Required

Grade level teacherrepresentatives andadministration

Activity - Monthly Novice Reduction Checks ActivityType Begin Date End Date Funding Amount


McBrayer Novice Reduction team will meet in30, 60, 90 days to review implementation ofschool Novice Reduction plan



School Novice ReductionTeam



Strategy2:

Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in

reading and math.


Research Cited: Professional Learning Communities

Goal 5:

Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by

2018-19. Measurable Objective 1:

collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by

11/01/2016 as measured by KPREP data. Strategy1:

Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine

least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve co-

teaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.

Category:

Research Cited:

Activity - Teacher/RTI Coordinator Data/PlanReview



RTI Coordinator and Classroom teachers willmonitor data for students scoring novice onKPREP every 30 days.


01/08/2016 11/30/2016 $45000 - DistrictFunding

Jody Caudill, RTIcoordinator, Liz Pettit,Curriculum Coach,Rhonda Banks, Principaland classroom teachers

Activity - Data Disaggregation ActivityType Begin Date End Date Funding Amount


Student progress on standard basedassessments will be documented on SVpackets an instructional strategies will bediscussed to help support student improvment


RequiredAdministration and allteachers

Activity - Co Teaching/Planning ActivityType Begin Date End Date Funding Amount


Special Education Staff and Regular EdcuationStaff will work together weekly in a defined atime to discuss and plan learning targets, skills,and strategies that are being co taught duringreading instruction so that all students are beingtaught with fidelity and best practices.


11/02/2015 11/01/2016 $3000 - GeneralFund

All Special EducationTeachers, All RegularEducation Teachers,Administration



Label Assurance Response Comment Attachment2.1 Were the strategies selected based on best

practices and scientific research?Yes Our teachers use various

methods to teach to the differentlearning styles of our students.Some of these strategies are:direct instruction, whole group,flexible small groups, cooperativegroups, hands-on strategies andmodeling strategies. Teachersalso integrate various types oftechnology in their instruction toenhance teaching and learning.

Label Assurance Response Comment Attachment2.2 Are all teachers and para-educators required to

implement selected strategies?Yes Teachers and para-educators are

trained to use different strategiesthat are considered best practice.

Label Assurance Response Comment Attachment2.3 Does the Title I Schoolwide programming align

with state standards?Yes All teachers adjust their

instruction to meet the needs ofthe different learners in theirclassrooms. Continuous progressis assessed and monitored for allstudents by classroom teachers.Extensive and various types ofdata is kept in Data Notebooksand monitored for students whoare not meeting grade levelexpectations. An RTI teammeets to discuss specificinterventions for at risk students.

Label Assurance Response Comment Attachment2.4 Does the Title I Schoolwide programming allow

for extended learning time?Yes At risk students are identified and

referred for RTI (Response toInterventions) services. Aspecific plan is developed foreach at risk child. Extended timeis most often a part of theseinterventions.



Label Assurance Response Comment Attachment2.5 Does the Title I Schoolwide programming

provide high quality activities that will closeachievement gaps between identifiedsubgroups (i.e., male and female; students withand without disabilities; students with andwithout English proficiency; minority and non-minority students; and students eligible and noteligible for free or reduced lunch meals)?

Yes Our teachers use variousmethods to teach to the differentlearning styles of our students.Some of these strategies are:direct instruction, whole group,flexible small groups, cooperativegroups, hands-on strategies andmodeling strategies. Teachersalso integrate various types oftechnology in their instruction toenhance teaching and learning.Teachers and para-educators aretrained to use different strategiesthat are considered best practice.All teachers adjust theirinstruction to meet the needs ofthe different learners in theirclassrooms.

Label Assurance Response Comment Attachment2.6 Are the achievement issues of students with

special needs being specifically addressed?Yes Special Education Staff and

Regular Edcuation Staff will worktogether planning weekly learningtargets, skills, and strategies thatare being co taught duringreading instruction so that allstudents are being taught withfidelity and best practices.

Label Assurance Response Comment Attachment2.7 Is the Title I Schoolwide plan being

implemented as designed?Yes RTI reading groups will be

implemented by using 95% groupmaterials. DIBELS data,classroom data and progressmonitoring data will be reviewedon an ongoing basis to determinenext steps to meet studentsneeds. Groups will be monitoredand students regrouped oftenbased on their needs andreteaching data.

Label Assurance Response Comment Attachment2.8 Were the strategies and activities effective in

increasing student achievement?Yes The goal for 2015-16 will be to

close the achievement gap in thearea of reading and math as wellas improve writing mechanics.We are focused on consistentgrowth in the program reviewareas. Staff will continue to haveweekly data meetings, schoolwide celebrations, and teacherdiscussions to improve studentengagement and effectiveness.McBrayer was identified as aproficient school based on the2013-2014 KPREP data. Staff willcontinue to move in the rightdirection with the RTI programand the data review process. Aminimum number of studentswere referred for specialeducation testing.




Goals, Objectives, Strategies and/or Activitiesthat directly address schoolwide reform andclosing the achievement gap?

Yes Our teachers use variousmethods to teach to the differentlearning styles of our students.Some of these strategies are:direct instruction, whole group,flexible small groups, cooperativegroups, hands-on strategies andmodeling strategies. Teachersalso integrate various types oftechnology in their instruction toenhance teaching and learning.Teachers and para-educators aretrained to use different strategiesthat are considered best practice.All teachers adjust theirinstruction to meet the needs ofthe different learners in theirclassrooms.



Component 3: Instruction By Highly Qualified Teachers and Paraeducators

Instruction By Highly Qualified Teachers and Paraeducators Goal 1:








Research Cited:

Strategy2:



Research Cited:





01/04/2016 11/07/2016 $500 - GeneralFund





AcademicSupportProgramBehavioralSupportProgram











Research Cited:



KPREP. Strategy1:












01/04/2016 11/07/2016 $500 - GeneralFund












Required




Strategy2:





Research Cited:











Required












01/04/2016 11/01/2016 $1500 - Other










Strategy3:



Research Cited:

Strategy4:







Research Cited:



















AcademicSupportProgramBehavioralSupportProgramParentInvolvement




Goal 2:






Research Cited:






01/04/2016 06/01/2016 $3000 - Other












01/05/2015 05/06/2016 $52500 - Title IIPart A







Required




Strategy2:





instruction.


Research Cited:























Required




Goal 3:








Strategy2:



Category:

Research Cited:











11/03/2014 07/01/2015 $250 - GeneralFund







Required




Goal 4:














Strategy2:


reading and math.






















Goal 5:








Category:

Research Cited:










11/02/2015 11/01/2016 $3000 - GeneralFund


Label Assurance Response Comment Attachment3.1 Do all of the teachers and para-educators

assigned to the school meet the definition forhighly qualified?

Yes All teachers at McBrayerElementary are certified in theirteaching field and considered tomeet the Highly Qualified Status.All instructional assistants havereceived, and will continue toreceive, job specific professionaldevelopment. They have alsobeen certified using the KentuckyPara-educator Assessment.



Label Assurance Response Comment Attachment3.2 If all teachers and para-educators are not

considered highly qualified, is the school takingspecific steps to ensure that - prior to hiring - allteachers and para-educators are highlyqualified?

N/A


considered highly qualified, is the school takingspecific steps to assist non-highly qualifiedteachers and/or para-educators to obtain highlyqualified status?

N/A


considered highly qualified, is the school takingspecific steps to assist non-highly qualifiedteachers and/or para-educators to obtain highlyqualified status?

Yes All para-educators have received,and will continue to receive, jobspecific professionaldevelopment. They also havebeen certified using the KentuckyPara-educator Assessment.



Component 4: Highly Qualified Professional Development for Principals, Teachers, and

Paraeducators

Highly Qualified Professional Development for Principals, Teachers, and Paraeducators Goal 1:








Research Cited:

Strategy2:



Research Cited:





01/04/2016 11/07/2016 $500 - GeneralFund





Other -ProgramReviewBehavioralSupportProgram

01/04/2016 11/07/2016 $500 - GeneralFund






KPREP. Strategy1:





Research Cited:
























Strategy2:







Research Cited:

Strategy3:













Required







01/04/2016 06/01/2016 $3000 - Other






01/05/2015 05/06/2016 $52500 - Title IIPart A











Research Cited:

Strategy4:











ParentInvolvementBehavioralSupportProgramAcademicSupportProgram

















TechnologyAcademicSupportProgram

01/04/2016 11/01/2016 $1500 - Other










Research Cited:

Strategy2:

Professional Development - Teachers will be provided professional learning experiences identified in their individual growth plans,TPGES

observations, and walkthroughs as areas for improvment.

Category: Professional Learning & Support

Research Cited:

Goal 2:

Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.





Required






Required








Activity - Professional Learning ActivityType Begin Date End Date Funding Amount


A school professional development plan will bedeveloped using data and input from teachers,TPGES observations and walkthroughs todetermine individual and school professionallearning needs.

ProfessionalLearning 02/01/2016 05/16/2016 $3000 - General

Fund

Professional Dev.Committee,Administrators, and SBDM










instruction.


Research Cited:

Strategy2:



Research Cited:





Required












11/03/2014 07/01/2015 $250 - GeneralFund




Strategy3:

Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which

will support the carryover "the arts" curriculum in the core classroom instruction.


Research Cited:

Goal 3:


less than 20% as measured by KPREP data.



















Activity - Professional Development ActivityType Begin Date End Date Funding Amount


"Arts" Professional Learning



Kim Armstrong, JamiHeaberlin, Melissa Nickell,Angela Lyon








Category:

Research Cited:

Strategy2:




Goal 4:

















Required




Strategy2:


reading and math.









Goal 5:




























Category:

Research Cited:





11/02/2015 11/01/2016 $3000 - GeneralFund


Label Assurance Response Comment Attachment4.1 Does the school plan and implement school-

specific professional development activities?Yes Professional development will be

provided for classroom teachersto support arts integration intoclassroom instruction.

Label Assurance Response Comment Attachment4.2 Does the school use data from the

comprehensive needs assessment as part ofthe professional development planningprocess?

Yes Professional development on Co-Teaching for GAP Closure,Reading Small Group Instruction,Writing, Science and theProfessional Growth andEffectiveness System have allbeen planned and included in theComprehensive ImprovementPlan.

Label Assurance Response Comment Attachment4.3 Are all professional learning opportunities of

high quality?Yes All professional learning

opportunities are recommendedand supported by educationalorganizations.

Label Assurance Response Comment Attachment4.4 Are all staff members, both certified and

classified, included as part of the planningprocess for professional learning?

Yes All staff members, both certifiedand classified are required toattend a specific number ofprofessional learning hours.



Label Assurance Response Comment Attachment4.5 Does the school analyze data from professional

learning opportunities for the impact on studentachievement?

Yes Strategies taught duringprofessional learningopportunities are implementedand analyzed to document theyeffect on student achievement.


Goals, Objectives, Strategies and/or Activitiesthat support professional learning for principals,teachers, para-educators and other school staffmembers?

Yes All staff members, principals,teachers, counselors, specialsteachers and coaches, participatein professional learningopportunities.



Component 5: Strategies to Attract Highly Qualified Teachers

Strategies to Attract Highly Qualified Teachers Goal 1:








Research Cited:

Strategy2:



Research Cited:





01/04/2016 11/07/2016 $500 - GeneralFund






01/04/2016 11/07/2016 $500 - GeneralFund






KPREP. Strategy1:


















Required












01/04/2016 11/01/2016 $1500 - Other




Strategy2:



Research Cited:

Strategy3:





Research Cited:










BehavioralSupportProgramParentInvolvementAcademicSupportProgram















Strategy4:







Research Cited:






















Required







01/04/2016 06/01/2016 $3000 - Other










Research Cited:

Strategy2:

Professional Development - Teachers will be provided professional learning experiences identified in their individual growth plans,TPGES

observations, and walkthroughs as areas for improvment.


Research Cited:

Goal 2:

Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.





01/05/2015 05/06/2016 $52500 - Title IIPart A












Required


Activity - Professional Learning ActivityType Begin Date End Date Funding Amount


A school professional development plan will bedeveloped using data and input from teachers,TPGES observations and walkthroughs todetermine individual and school professionallearning needs.

ProfessionalLearning 02/01/2016 05/16/2016 $3000 - General

Fund

Professional Dev.Committee,Administrators, and SBDM










instruction.


Research Cited:

Strategy2:

Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which

will support the carryover "the arts" curriculum in the core classroom instruction.


Research Cited:





Required






11/03/2014 07/01/2015 $250 - GeneralFund










Strategy3:



Research Cited:

Goal 3:



Activity - Professional Development ActivityType Begin Date End Date Funding Amount


"Arts" Professional Learning



Kim Armstrong, JamiHeaberlin, Melissa Nickell,Angela Lyon

























Category:

Research Cited:

Strategy2:




Goal 4:

















Required










Strategy2:


reading and math.



Goal 5:




























Category:

Research Cited:





11/02/2015 11/01/2016 $3000 - GeneralFund


Label Assurance Response Comment Attachment5.1 Does the school actively recruit highly qualified

teacher candidates for teacher vacancies?Yes McBrayer participates in the

Morehead State University PPNprogram. These individuals areoften interviewed and selected tofill vacancies.

Label Assurance Response Comment Attachment5.2 Does the school utilize specific strategies and

methods to retain highly qualified teachers?Yes All job openings are advertised

via KDE webpage and postings atschool and Central Office.McBrayer's supportive cultureand intense on-going professionaldevelopment opportunities areattractive features for any newteacher.


Goals, Objectives, Strategies and/or Activitiesthat support the recruitment and retention ofhighly qualified teachers?

Yes All job openings are advertisedvia KDE webpage and postings atschool and Central Office.McBrayer's supportive cultureand intense on-going professionaldevelopment opportunities areattractive features for any newteacher. McBrayer participates inthe Morehead State UniversityPPN program. These individualsare often interviewed andselected to fill vacancies.



Component 6: Parent Involvement

Parent Involvement Goal 1:








Research Cited:



KPREP. Strategy1:



Research Cited:











Required




Strategy2:











ParentInvolvementAcademicSupportProgramBehavioralSupportProgram


















Required




Strategy3:







Research Cited:





01/04/2016 11/01/2016 $1500 - Other













01/04/2016 06/01/2016 $3000 - Other






01/05/2015 05/06/2016 $52500 - Title IIPart A







Required




Strategy4:





Research Cited:



benchmark assessments and students self reflection in leadership binders..






























Strategy1:



Research Cited:

Strategy2:




Research Cited:





01/04/2016 11/07/2016 $500 - GeneralFund












01/04/2016 11/07/2016 $500 - GeneralFund




Label Assurance Response Comment Attachment6.1 Does the school plan and implement specific

activities to increase parental participation?Yes Our school has a very active and

supportive PTO. PTO meetingsare held at various times duringthe day to accommodate family'swork schedules. Parents arealways welcome to volunteer inthe classroom. Each teachersends home newsletters withupcoming school events whereparents' participation is oftenneeded. Teachers offer parentteacher conferences during theirplanning or after school. There isan open house right beforeschool starts in August whereparents can meet their child'steacher and tour the building.SBDM meeting are held monthlyand they are open to parents.

Label Assurance Response Comment Attachment6.2 Have parents been provided opportunities to be

included in their child's educationalprogramming?

Yes *Teachers offer parent teacherconferences during their planningtimes or after school*SBDM meetings are open toparents*There are monthly PTOmeetings*There are parent representativeson some of the schoolcommittees (planning, schoolclimate andcurriculum/assessment)*Parents sign the Title I parentcompact at the beginning of everyyear*Parents are included in meetingsabout their child's RTI plan; ifapplicable.*If applicable, parents participatein their child's 504 , IEP, ELL orgifted programming.

Label Assurance Response Comment Attachment6.3 Have parents been included in the development

of the school's parent involvement policy andcompact?

Yes The Title I resource teachermeets with PTO and SBDM everyyear and goes over the Title Iparent involvement policy andcompact. Parent input andfeedback is welcomed, valuedand considered. At the beginningof the year, the policy andcompact is sent home for parentsto sign.



Label Assurance Response Comment Attachment6.4 Have parents been included in the development

and the evaluation of the parent involvementprogramming at the school?

Yes *SBDM meeting are open toparents*PTO meetings are held atvarious times to accommodateparents' schedules*Parents are welcome to givetheir input at the PTO meetingsabout the parent involvementprogramming at the school*A Title I survey is sent home inthe spring to get additionalfeedback about the programmingat the school*Parents are asked to complete asurvey in the winter for the schoolneeds assessment*Every other year parents areasked to take the TELL survey*In the fall, parents took a surveythrough Advanced Ed to helpteachers and administrationaddress needs of the school


Goals, Objectives, Strategies and/or Activitiesthat support the school parental involvementplan?

Yes *Through weekly newsletters,teachers will share models of/andlearning targets, classroominstructional focus, studentaccomplishments/student of theweek, and school wide importantdates and information. Alsoteachers communicate thesevarious things via email andclassroom webpage.



Component 7: Transition to Kindergarten

Transition to Kindergarten Goal 1:

All MES Kindergarten teachers willl participate in transition meetings to better understand their incoming students academic and emotional

needs. Measurable Objective 1:

100% of All Students will demonstrate a proficiency of kindergarten readiness in Reading by 09/01/2015 as measured by Kindergarten

Standards Checklist. Strategy1:

Kindergarten Team Meetings - Teachers will collaborate with students previous classroom teachers to better understand students academic

level and emotional needs.


Research Cited:

Activity - Transition Meetings ActivityType Begin Date End Date Funding Amount


All Kindergarten teachers will meet with preschool teachers to discuss end of the year preschool assessments to better be able to meetstudents needs at the beginning of the year.



All Kindergarten teachers,All Preschool Teachers,Preschool and MESAdministrators.

Label Assurance Response Comment Attachment7.1 Does the school plan and implement specific

activities to emotionally and academically easestudents' transition from early childhoodprograms to elementary school programs?

Yes *Kindergarten orientation is heldprior to the start of school startingto help familiarize the studentsand parents with their teachersand the routines and procedure ofthe classroom and school.*In the spring, before theirkindergarten year, the preschoolstudents visit McBrayer to take atour of the school and meet someof the staff.*Preschool transition meetingsare held in May for upcomingkindergarten students.




Goals, Objectives, Strategies and/or Activitiesthat support the transitions from early childhoodprograms to elementary school programs?

No The transition activities orstrategies are not necessarilyoutlined in the CSIP becausethese are on-going and routineactivities that happen every year,for those students transitioninginto kindergarten.



Component 8: Measures to Include Teachers in Decision Making Regarding the Use of Academic

Assessments To Inform Instruction

Measures to Include Teachers in Decision Making Regarding the Use of Academic Assessments To Inform Instruction Goal 1:








Research Cited:

Strategy2:



Research Cited:





01/04/2016 11/07/2016 $500 - GeneralFund






01/04/2016 11/07/2016 $500 - GeneralFund






KPREP. Strategy1:





Research Cited:
























Strategy2:



Research Cited:

Strategy3:

















ParentInvolvementAcademicSupportProgramBehavioralSupportProgram






01/04/2016 11/01/2016 $1500 - Other










Strategy4:







Research Cited:











Required












01/05/2015 05/06/2016 $52500 - Title IIPart A
















Research Cited:

Goal 2:

Increase percentage of all students scoring proficient/distinguished in reading from 57.3% to 74.8% by 2017. Measurable Objective 1:

collaborate to increase the reading scores from 57.3% to 64.7% by 05/29/2015 as measured by KPREP.






Required







01/04/2016 06/01/2016 $3000 - Other






Required










Strategy1:

Data Disaggregation - Teachers will work in PLC groups to disaggregate their reading assessments looking at students who are at proficient,

likely to succeed, students who have a large amount of learning to do in order to be successful and those that are not likely to succeed. The

PLC group then will discuss strategies and interventions that need to planned for those students that are close or that are not likely to

succeed in order to help close the gap in their learning. Re teaching will then occur based on students needs.

Category:

Research Cited:

Strategy2:

Special Ed/95% - Special Ed. Teachers will collaborate with regular education teachers in reading classrooms and when appropriate pull

students in small groups within the classroom to work with students using 95% materials, PLL library lessons, Multi syllable comprehension

lessons, etc. to support the lessons that are being taught in whole group instruction in the regular core reading program.

Category:

Research Cited:

Strategy3:

RTI - Teachers will monitor students reading gaps in learning through on going progress monitoring every 10 days , DIBELS, DAZE, and

MAP Benchmark assessments three times a year, PSI, PASI, classroom formative assessments, Great Leaps for fluency and small group

RTI documentation on an ongoing basis to be able to determine regrouping and small group intense instruction needs. Students will be

grouped based on indvidual needs on an ongoing basis.


Research Cited:

Activity - Small group reteaching ActivityType Begin Date End Date Funding Amount


Students will be retaught skills based on dataanalysis of summative reading assessmentsthat have been discussed in PLC groups. Afterbeing retaught skills students will be reassedand data packet will be filled out again to showgrowth in goal after reteaching of skills hasoccurred.

DirectInstruction 08/25/2014 09/07/2015 $20000 - District

Funding

Rhonda Banks, Liz Pettit,All Classroom Teachers,Aides

Activity - Reading Direct Instruction ActivityType Begin Date End Date Funding Amount


Special Education Staff and Regular EdcuationStaff will work together planning weeklylearning targets, skills, and strategies that arebeing co taught during reading instruction sothat all students are being taught with fidelityand best practices.


09/22/2014 11/02/2015 $2000 - GrantFunds

Administration, AllMcBrayer ElementaryRegular Ed/ Special Ed.Teachers



Goal 3:








Strategy2:


reading and math.



Activity - RTI Grouping ActivityType Begin Date End Date Funding Amount


Regular ed. and special ed teachers will givethe DAZE and DIBELS reading assessment toall students 3 times a year to help diagnose anyreading deficits students may have. A PhonicsScreener Inventory (PSI) for 3-5 students or aPhonological Awareness Screener Inventory(PASI) for K-2 students will be administered tohelp further diagnose after the initial DIBELSscreener to help pin point the exact readingdeficits. Students will then be grouped intosmall RTI flexible groups according to theirreading deficits and receive readinginterventions until they are retested. ProgressMonitoring will occur every 10 days to helpregroup students based on their needs.


09/15/2014 11/09/2015 $40000 - Title ISchoolwide

Jody Caudill, All McBrayerClassroom teachers, Allresource teachers, allinstructional aides,Administration



























Label Assurance Response Comment Attachment8.1 Are all teachers included in the selection of

academic assessments?Yes Teachers and administrative staff

develop common assessmentstogether. During PLC meetings,teachers and administrationdiscuss and plan for appropriateassessments to measure studentachievement. Administration,teachers and KEDC consultantswork together to supportteachers' understanding ofstandards. Together they planclassroom instruction by mappingout standards and matchingassessments with standards andthe Math Envisions program.Teachers participate in PD thataddress best practices indeveloping assessments in thevarious content areas.



Label Assurance Response Comment Attachment8.2 Do all teachers participate in the analysis of

data and the development of the overallinstructional program at the school?

Yes Informal and formal needsassessments are conductedthroughout the year with thefocus on improving studentachievement. During the schoolyear, teachers participate inanalyzing data from KPREP,MAP, common assessments,running records, Brigance forkindergarten and Dibels. Title I,student voice surveys and TELLsurvey results are used, as well,as a planning tool to help improvethe overall instructional program.A lot of the analysis of studentdata is done in PLC groups, afterschool for workday hours, andright before the beginning of thestart of the school year.


Goals, Objectives, Strategies and/or Activitiesthat support the inclusion of all teachers in thedevelopment and evaluation of the school'sinstructional programming?

Yes Strategies/Activities: teachersdisaggregate reading and mathassessments during weeklyPLC's and discuss strategies andinterventions to improve studentachievement. Teachersparticipate in school committees(planning, school climate,curriculum and assessment) toplan for school events, PD,master schedule, etc. There is anovice reduction team that will bemeeting every 30, 60 and 90days to review implementation ofthe school Novice Reductionplan. Three times a year theadministrative staff and individualteachers meet to review anddiscuss classroom data (i.e.MAP, KPREP, Dibels,etc.)



Component 9: Activities to Ensure that Students Meet State Academic Standards

Activities to Ensure that Students Meet State Academic Standards Goal 1:




KPREP. Strategy1:



Research Cited:

Strategy2:





Research Cited:














Strategy3:



























Required










Strategy4:







Research Cited:

















01/04/2016 11/01/2016 $1500 - Other







Required
















Research Cited:

Strategy2:



Research Cited:






01/04/2016 06/01/2016 $3000 - Other






01/05/2015 05/06/2016 $52500 - Title IIPart A






01/04/2016 11/07/2016 $500 - GeneralFund
















Research Cited:

Goal 2:


collaborate to increase the reading scores from 57.3% to 64.7% by 05/29/2015 as measured by KPREP. Strategy1:








01/04/2016 11/07/2016 $500 - GeneralFund






Required












Research Cited:

Strategy2:




Category:

Research Cited:

Strategy3:





Category:

Research Cited:











09/22/2014 11/02/2015 $2000 - GrantFunds




Goal 3:






Research Cited:





Funding
















Strategy2:





instruction.


Research Cited:

Goal 4:


















11/03/2014 07/01/2015 $250 - GeneralFund






Required
















Strategy2:


reading and math.























Label Assurance Response Comment Attachment9.1 Does the school provide effective, timely and

additional intervention to students in danger ofnot meeting state standards?

Yes The following activities/ strategiesare used to help students whoare in danger of not meeting statestandards:*Use of technology programs(Moby Max, Front Row, SumDog, Brainpop,etc.)*Based on MAP and Dibels data,students will receive 30 minutesof differentiated instruction (RTIgroups) in reading and math.*Students identified, as needingextra help in reading, will receiveservices from a certified teacherfour days a week through theESS daytime waiver.*After-school tutoring funds areallocated for teachers who haveidentified students needing extrainstruction in reading or math.

Label Assurance Response Comment Attachment9.2 Does the school have a comprehensive

process for identifying those students most atrisk and in need of assistance?

Yes *Teachers disaggregate readingand math formative andsummative assessments duringweekly PLC meetings. Someexamples of assessments areMAP, Dibels, KPREP, commonassessments, progressmonitoring data, etc.*Teachers submit toadministration classroom datasheets, three times a year, afterbenchmark assessments havebeen completed.* The school administrative teammeets, three times a year, witheach teacher to discussclassroom data. The data is thenused to plan instruction to meetthe needs of each student.



Label Assurance Response Comment Attachment9.3 Do teachers and para-educators collaborate as

part of instructional planning?Yes Para-educators are part of the

weekly PLC's. Para-educatorsare trained on 95% materials sothey can use them in instructionwhen working with small groups.They also have been trained onhow to administer Dibels. Allpara-educators are a member ofa school committee (schoolclimate, planning, or instructionand assessment) Thesecommittees meet throughout theyear to plan for learning, schoolevents, professionaldevelopment, etc.)


Goals, Objectives, Strategies and/or Activitiesthat support the school as a whole in meetingstate academic standards?

Yes Goals: increase percentage forproficient/distinguished studentsin reading and math; increaseprogram review areas that havebeen identified as needingimprovement; reduce the numberof students scoring novice inreading and math

Strategies: Math and readingprofessional development todevelop better understanding ofCommon Core; providing smallgroup instruction; goal setting;analyzing data during PLCmeetings and data teammeetings; progress monitoring;partner with KEDC to supportteachers' understanding ofstandards, help plan instruction &develop assessments.



Component 10: Coordination and Integration of Programs

Coordination and Integration of Programs Goal 1:








Research Cited:



KPREP. Strategy1:














Required








Strategy2:







01/04/2016 11/01/2016 $1500 - Other
























Required








Research Cited:

Strategy3:



Research Cited:











01/05/2015 05/06/2016 $52500 - Title IIPart A







01/04/2016 06/01/2016 $3000 - Other







Required




Strategy4:





Research Cited:



benchmark assessments and students self reflection in leadership binders..





























Strategy1:




Research Cited:

Strategy2:



Research Cited:

Goal 2:


collaborate to increase the reading scores from 57.3% to 64.7% by 05/29/2015 as measured by KPREP.





01/04/2016 11/07/2016 $500 - GeneralFund






01/04/2016 11/07/2016 $500 - GeneralFund










Strategy1:




Category:

Research Cited:

Strategy2:






Research Cited:

Strategy3:





Category:

Research Cited:





09/22/2014 11/02/2015 $2000 - GrantFunds










Goal 3:








Strategy2:


reading and math.





County Schools novice reduction plan. .





Funding
















Strategy1:










Label Assurance Response Comment Attachment10.1 Does the school coordinate and integrate

program funds available to the school toimplement the Title I Schoolwide program?

Yes All school programs (ESS, ELL,gifted, FRYSC, Title I) are utilizedto meet the various learnerneeds. The CSIP outlinesstrategies and activities that areimplemented to address thespecific needs of the students inthe school.


funding sources noted that support the schoolcoordination and integration of Federal, stateand local funds to address the needs of theTitle I Schoolwide program and to improvestudent achievement?

Yes The following funding sources areused to meet the various needsof students:

ESSELTitle IFRYSCTitle II AGeneral FundCo-Teaching Grant funds



kde title i report mcbrayer elementary school title i report 2015-16.pdf · kde title i report...

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