School Improvement Plan

Comprehensive School Improvement Plan (CSIP)

Rationale

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

While the focus of continuous improvement is student performance, the work must be guided by the aspects of teaching and learning that affect performance. An effective improvement process should address the contributing factors creating the learning environment (inputs) and the performance data (outcomes). Through the Needs Assessment for Schools, priorities were identified and processes, practices, and/or conditions were chosen for focus. This goal building template will assist your improvement team to address those priorities and outline your targets and the activities intended to produce the desired changes. Progress monitoring details will ensure that your plan is being reviewed regularly to determine the success of each strategy.

Please note that the objectives (short-term targets) set by your school under the Achievement Gap section of this planning template will be used by the district’s superintendent to determine whether or not your school met its targets to reduce the gap in student achievement for any student group for two consecutive years as required by KRS 158.649. Likewise, operational definitions for each required planning component can be found on page 2 of the planning template.

For those schools operating a Title I Schoolwide Program, this plan meets the requirements of Section 1114 of the “Every Student Succeeds Act” as well as state requirements under 703 KAR 5:225. No separate Schoolwide Program Plan is required.

Requirements for Building an Improvement Plan

· The required goals for elementary/middle schools include the following:

o State Assessment Results in reading and mathematics

o State Assessment Results in science, social studies and writing

o Achievement Gap

o English Learner Progress

o Quality of School Climate and Safety

· The required goals for high schools include the following:

o State Assessment Results in reading and mathematics

o State Assessment Results in science, social studies and writing

o Achievement Gap

o English Learner Progress

o Quality of School Climate and Safety

o Postsecondary Readiness

o Graduation Rate

Alignment to Needs

Priorities/Concerns from Needs Assessment for Schools

· Our priorities and concerns are still increasing the score of our identified GAP group of disability from 27.9% to 40% to move out of TSI.

· Continue to work on increasing our reading proficient and distinguished scores from 41% proficient and distinguished to 53%.

· Continue to work on increasing our math proficient and distinguished scores from 38% to 53%.

· Continue to work on increasing our science proficient and distinguished scored from 21% to 45%.

· Continue to work on increasing our social studies proficient scores from 40% to 50%.

· Continue CER work to increase combined writing proficient and distinguished scores from 22% to 40%.

Processes, Practices, or Conditions to be Addressed from Key Elements Template

· Utilize walkthrough observations as conversation starters on evidence based instructional practices.

· Highlight best practice instructional strategies at the beginning of PLC’s.

· Specific special education PLC looking at data, instructional decisions, and assessments.

· Continue with LETRS and OG instruction in primary grades with getting administration and coach trained to support those instructional practices.

· Continue reviewing student’s data from I-Ready, Fast Bridge, Unit Assessments, MVPA, and STAR to track student progress.

· We will name and claim students on the TSI list as well as students that are identified as movables to track their progress.

· Ensure assessment data is shared with parents and students on a regular basis.

· Utilize data to drive MTSS decisions.

· Prior to PLC, schedule and plan for data that teachers need to bring to PLC to make informative decisions on instructional strategies.

Indicator	Status	Change
State Assessment Results in reading and mathematics	57.7	1.7
State Assessment Results in science, social studies and writing	53.5	7.6
English Learner Progress	68.1	11.4
Quality of School Climate and Safety	75	1.8
Postsecondary Readiness (high schools and districts only)
Graduation Rate (high schools and districts only)

Indicator Scores

1: State Assessment Results in Reading & Mathematics

Goal 1 (State your reading and math goal.): Goal 1: Increase READING proficiency from 41% PD to 62.8% PD by May 2027. Increase MATH proficiency from 38% PD to 62.8% by May 2027.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1: Increase READING proficiency from 41% PD to 55.8% PD by May 2024. 1	KCWP 2 Design & Deliver Instruction	Continued implementation of Orton Gillingham for grades K-2 following their scope and sequence; Teachers are utilizing strategies learned during LETRS and Reading League training to implement good strong phonics instruction. Teachers are also using Heggerty for phonics instruction as well. Keep utilizing scholastic reading for grades 3-5 with intention to focus on phonics weaknesses. LLI and OG for resource/special education students; small group remedial instruction for RTI students using ESSA approved interventions	PLC Meetings, Training around LETRS, OG, and the Science of Reading. Walkthroughs looking for implementation of OG, Heggerty and student engagement. Review FastBridge data, Unit assessments, STAR and MVPA data	Admin Team	Title 1 SBDM Funding
	KCWP 2 Design & Deliver Instruction	Continued progress toward mastery learning/standards-based grading; collaborative model within classrooms daily	Reviewing standards and asking the four Dufour questions during PLC's, MVPA Assessment Data, I-Ready Assessment Data, and FastBridge Data	Admin Team	Title 1 District PD
		Literacy support through use of instructional coach; district support and administration to improve core instruction	Utilizing Heggerty phonics in primary and Orton Gillingham Scope and Sequence for phonics instruction, Using information gained from LETRS training, PLC Notes and Agendas	Coach, district office supports, Admin Team	Title 1
		Working as professional learning communities on data driven instruction practices	KSA data.,PLC notes / agendas, Naming and Claiming students, Individual student goal setting, MVPA Assessment Data, Unit Assessment Data, I-Ready diagnostic assessment and standards mastery checks, FastBridge data	Admin Team	Title 1, District PD
Objective 2: Increase MATH proficiency from 38% PD to 55.8% by May 2024.		Utilize the new I-Ready math curriculum to provide high level instruction with student discourse and engagement. Small group differentiated instruction for RTI students using approved interventions	Professional Development from the I-Ready team on math discourse. Instructional walks with I-Ready team reviewing use of the curriculum and instructional practices PLC Data Assessment, District PD	Admin Team, District Team	Title 1, District PD
		Math support through use of instructional coach; district support and administration to improve core instruction	I-Ready Training, PLC Data Assessment, District PD	Admin Team, District Team	Title 1
	KCWP 4 Review, Analyze, and Apply Data	Instructional feedback through observations and use of walkthrough tool	Data Collected Through Walkthrough tools and recorded on walkthrough tool, feedback provided on what was viewed looking for student engagement	Admin Team	N/A
		Data Analysis of gap group students will occur a minimum of every 30 days during grade level / content area planning sessions using DuFour’s model	PLC agenda, meeting notes, STAR Benchmark Data, Mastery Connect Data, MVPA Assessment Data, IReady diagnostic and standard mastery check data.	Admin Team	N/A

2: State Assessment Results in Science, Social Studies and Writing

Goal 2 (State your science, social studies, and writing goal.): Increase the Proficiency of Science 21% PD to 48.5%, Social Studies 40% PD to 67.1%, and Combined Writing from 22% PD to 60.1% by May 2027.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1: Increase the Proficiency of Science 21% PD to 38.9%, Social Studies 40% PD to 61%, and Combined Writing from 22% PD to 52.7% by May 2024.	KCWP 2 Design & Deliver Instruction	Working in vertical teams to review standards and plan science, social studies, and writing instruction.	PLC Notes from early release days and summer planning	Admin Team	Title 1
	KCWP 2 Design & Deliver Instruction	Implementation of engagement strategies to increase student participation (Kagan)	Professional Learning Attendance, Engagement Walkthroughs	Admin Team	Title 1, SBDM
		Ensure monitoring measures are in place to support holistic planning for high fidelity of instructional delivery of the standards for each content area. Utilizing TCM materials for social studies instruction.	Lesson Plans, PLC Notes Grade Specific skills/checklists	Admin Team	Title 1, District PD
		Professional learning for differentiation strategies in the content areas to meet individual student needs	Professional Learning Logs, Implementation Checklists, Classroom Walkthroughs	Admin Team	Title 1, District PD
		Data Analysis of gap group students will occur a minimum of every 30 days during grade level / content area planning sessions using DuFour’s model	Data Collected from Walkthrough tools	Admin Team	N/A
		Professional learning to increase writing instruction and implementation of workshop model for writing (Smekens, 6 Traits) Continue work on utilizing Claim Evidence and Reasoning for students to write effective responses. Review released test items and analyzed student writing for CRQ questions.	Writing Journals, Writing Notebooks, CER practice with constructed responses and On Demand prompts	Admin Team, District Office	Title 1
		Identification of Gap students, tracking student progress in writing classroom data collection, CER work	Writing Journals, Writing Notebooks, CER practice with constructed responses and On Demand prompts d Writing Rubrics,	Admin Team and Teachers	N/A
	KCWP 4 Review, Analyze, and Apply Data	Monthly review of student writing pieces on Constructed responses, and On Demand utilizing CER, Continued whole school On Demand prompts,	Calibrate with teams on expectations around CER, Analyze data form student work and plan for next steps during PLC	Admin Team, Teachers, LSS District Lead
	KCWP 4 Review, Analyze, and Apply Data	Monthly review of student writing pieces on Constructed responses, and On Demand utilizing CER, Continued whole school On Demand prompts,	Calibrate with teams on expectations around CER, Analyze data form student work and plan for next steps during PLC	Admin Team, Teachers, LSS District Lead

3: Achievement Gap

KRS 158.649 requires the school-based decision making (SBDM) council, or the principal if no council exists, to set the school's yearly targets for eliminating any achievement gap. The targets should be established with input from parents, faculty, and staff and submitted to the superintendent for consideration and the local board of education for adoption. In addition to being a statutory requirement, intentionally focusing on the achievement gaps that exist among a school’s underserved student populations is also a vital component of the continuous improvement process. Schools should use a variety of measures and analysis when conducting its review of its achievement gaps, including a review of the school’s climate and culture. Schools are not required to establish long term achievement gap goals; however, schools must establish yearly targets (objectives).

Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Objective 1: Increase the reading proficiency for Disability 10% to 34% by May 2024. Objective 2: Increase the math proficiency for Disability 12% to 34% by May 2024.	KCWP 5 Design, Align, and Administer Support	PLC’s with special education teachers with a focus on determining next steps for students with disabilities based upon content area data	PLC Notes, Agenda, Student Plans	Admin Team, Sped Coordinator, Teachers	IDEA SBDM
	KCWP 5 Design, Align, and Administer Support	District admins, LSS team, and school leadership teams employ Kagan Structures and other high-yield, research-based cooperative learning strategies to improve student engagement in the classroom, specifically focusing on our students who fall in a gap group. Utilize OG and UFLI phonics instruction to support LLI.	STAR Scores, KSA Data, I-Ready Diagnostic and Standards Mastery Check data Classroom Assessments	Admin Team, Teachers	Title 1, SBDM
		PLC’s with teachers with a focus on determining next steps for students with language and / or cultural barriers based upon content area data	PLC Notes, Agenda, Student Plans	Admin Team, Teachers, EL Teachers and EL District Staff	Title 1, SBDM
		PLC’s with grade level and content area teachers with a focus on determining next steps for students with who experience socio economic disadvantages based upon content area data	PLC Notes, Agenda, Student Plans	Admin Team	N/A
		PLC’s with all teachers with a focus on determining next steps for students within the identified gap group based upon content area data	PLC Notes, Agenda, Student Plans	Admin Team	N/A


	KCWP 4 Review, Analyze, and Apply Data	Develop a clearly defined school wide process with applicable checklists and documentation tools, including such information as service frequency, intervention program, SMART goal measurement and progress monitoring checks with an intentional focus on students who fall in gap groups.	Progress Monitoring data reports, STAR, Running Records, Scholastic Data, District Common Assessments MVPA data,I-Ready Diagnostic and Standards Mastery Check data Classroom Assessments	Admin Team, Teachers,	Title 1, SBDM
	KCWP 4 Review, Analyze, and Apply Data	Develop and deploy a PLC Protocol with an effective cyclical process for standards, deconstruction, designing of assessment measures, and resource sharing and collaboration lesson creation with an analysis of data that addresses the specific needs of students who fall in the gap groups.	Progress Monitoring data, PLC Notes and Agendas	Admin Team	N/A
	KCWP 2 Design & Deliver Instruction	Identification of gap students, tracking students’ progress in reading. (Triangulating data sources to drive instruction)	STAR Student Assessment Data, Mastery Connect Data, I-Ready Diagnostic data	Admin Team	District Funds, SBDM, Title 1
	KCWP 2 Design & Deliver Instruction	Continued implementation of LLI for resource/special education students as well as UFLI and OG. Small group remedial instruction for RTI students using approved interventions such as	Implementation Checklists, Lesson plans, KSA Data progress monitoring, I-Ready Standards Mastery Checks	Admin Team, Teachers,	Title 1, SBDM, IDEA
		Continued implementation of the co teaching model for students with disabilities	Meeting Notes/Agendas Classroom Observations Professional Learning Logs, progress monitoring data	Admin Team	IDEA, Title 1
		Continued implementation of both push in and pull-out models for instruction depending upon the specific needs of individual English learner students.	Implementation Checklists, Lesson plans, KSA Data progress monitoring	Admin Team, LSS Support, ELL Team	District Funds, SBDM, Title 1
		Continued implementation of small group remedial instruction for RTI students using approved interventions	Implementation Checklists, Lesson plans, KSA Data progress monitoring,	Admin Team, Teachers, LSS Support	District Funds, SBDM, Title 1
		Identification of gap students, tracking students’ progress in math (Triangulating data sources to drive instruction)	Implementation Checklists, Lesson plans, KSA Data progress monitoring,	Admin Team, Teachers, RTI	District Funds, SBDM, Title 1

4: English Learner Progress

Goal 4 (State your English Learner goal.): Increase the English Learner indicator from 68.1 to 80% by 2027.
Objective 1: Increase the English Learner indicator from 68.1% to 75% by 2024.	KCWP 5: Design, Align, and Administer Support	Provide quality professional learning for all teachers centered around developing English language proficiency through curriculum, instruction, & assessment, and increase training regarding Sheltered Instruction Observation Protocol (SIOP) strategies for all teachers working with EL students.	Desired Teacher Outcome: Improved teacher efficacy Desired Student Outcome: Increased English proficiency	Admin and EL Staff

Goal 4 (State your English Learner goal.): Increase the English Learner indicator from 68.1 to 80% by 2027.

Objective

Strategy

Activities

Measure of Success

Progress Monitoring

Funding

Objective 1: Increase the English Learner indicator from 68.1% to 75% by 2024.

KCWP 5: Design, Align, and Administer Support

Provide quality professional learning for all teachers centered around developing English language proficiency through curriculum, instruction, & assessment, and increase training regarding Sheltered Instruction Observation Protocol (SIOP) strategies for all teachers working with EL students.

Desired Teacher Outcome: Improved teacher efficacy

Desired Student Outcome: Increased English proficiency

Admin and EL Staff

5: Quality of School Climate and Safety

Goal 5 (State your climate and safety goal.): Increase the Quality of School Climate and Safety indicator from 75% to 90%by 2027.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective: Increase the Quality of School Climate and Safety indicator from 75% to 85% by 2024.	KCWP 5: Design, Align, and Administer Support	Provide training and professional learning regarding emotional and mental wellness supports	Review of Panorama survey data	Admin Team and School Counselors
	KCWP 5: Design, Align, and Administer Support	Align and integrate school mental health, PBIS, and RTI ensuring an interconnected Multi-Tiered Systems of Support framework.	PBIS Fidelity Check	PBIS Team

Addendum for Schools Identified for Targeted or Comprehensive Support

In accordance with 703 KAR 5:280, a school improvement plan means the plan created by schools identified for targeted support and improvement (TSI) or additional targeted support and improvement (ATSI) pursuant to KRS 160.346(4)-(5) and embedded in the comprehensive school improvement plan required pursuant to 703 KAR 5:225. A turnaround plan means the plan created by schools identified for comprehensive support and improvement (CSI) pursuant to KRS 160.346(8)(g) and embedded in the comprehensive school improvement plan required pursuant to 703 KAR 5:225.

All TSI/ATSI improvement plans and CSI turnaround plans are required to address all components of the comprehensive school improvement plan (CSIP), including all diagnostics associated with the development of that plan, as well as additional specific requirements. The following pages outline specific requirements to be addressed by identified schools that must be embedded in the strategies and activities detailed within the indicator goals developed throughout the previous pages of this goal template. Evidence-based practices and activities chosen to address any goal area or additional requirement must be informed by the Needs Assessment for Schools and feedback from any on-site review conducted by the Kentucky Department of Education (KDE).

Special Considerations for Targeted Support and Improvement (TSI) including Additional Targeted Support and Improvement (ATSI) Schools

TSI schools (including ATSI schools) must embed their subgroup(s) plan for improvement within their CSIPs. TSI stakeholders, including the principal and other school leaders, teachers, and parents, should carefully consider what must be done to ensure the subgroup(s) perform(s) at high levels in the state accountability system. In addition to identifying strategies and activities within the CSIP that address the specific needs of underperforming groups, provide narrative information regarding the additional requirements for TSI schools in the following chart:

Components of Turnaround Leadership Development and Support:
Consider: How will you ensure that school leadership has or develops the skills and disposition to achieve accelerated, meaningful, and sustainable increases in student achievement for underperforming subgroups? Response: Continued work with state and district leadership on implementing professional development for leadership team around understanding the unique needs of the the underperforming subgroup. Offer training on evidence-based instructional strategies, culturally responsive teaching, and differentiation to address diverse learning style lies within subgroups. Foster a culture of data-driven decision-making, where school leaders regularly analyze student performance data, identify trends, and make informed adjustments to instructional practices. Train leaders in interpreting and utilizing assessment data to inform targeted interventions for underperforming subgroups.
Identification of Critical Resources Inequities:
Consider: Describe the process used to review the allocation and use of resources (people, time, and money), any resource inequities that were identified that may contribute to underperformance, and how identified resource inequities will be addressed. Response: Ensure that resources are allocated strategically, with a focus on providing additional support and interventions for underperforming subgroups. We will review effective resource management to maximize the impact of available funds, personnel, and instructional materials.
Additional Actions That Address the Causes of Consistently Underperforming Subgroups of Students
Consider: Describe the process used to review the learning culture related to your targeted subgroup(s) and any additional actions that were determined to address the causes of underperformance. Response: We will work to instill a culture of continuous improvement where we are encouraged to experiment with new approaches, learn from failures, and adapt our instructional practices. We will provide strategies based on feedback mechanisms for regular self-assessment and reflection for ourselves to evaluate our own effectiveness and identify areas for growth.
Targeted Subgroups and Evidence-Based Interventions:
Consider: Identify the areas of need revealed by the analysis of academic and non-academic data that will be addressed through CSIP activities for your targeted subgroup(s). What evidence-based practice(s) will the school incorporate that specifically targets the subgroup(s) achievement that contributed to the TSI identification? How will we monitor the evidence-based practice to ensure it is implemented with fidelity? Response: Through walkthroughs we will be looking for SIOP language in learning targets as well as Kagan structures and collaborative learning among students. These strategies will provide higher level engagement for students which will also be monitoring. Teachers will be using more phonics-based instruction with LLI using Orton Gillingham and University of Florida Reading Institute. We will be monitoring the implementation and effectiveness of these phonics interventions during walkthroughs.

TSI/ATSI Evidence-based Practices

The Every Student Succeeds Act (2015) created new expectations for evidence-based decision making at school and district levels. More specific information regarding evidence-based practices (EBP) and requirements can be found on the Kentucky Department of Education’s Evidence-based Practices website. While evidence documentation in the CSIP is only required for schools identified for Targeted Support and Improvement (TSI) including Additional Targeted Support and Improvement (ATSI) and Comprehensive Support and Improvement (CSI), KDE encourages all school leaders to review evidence related to new programs, practices, or interventions being implemented in the school. In addition to documenting the evidence below, TSI, ATSI and CSI schools are expected to upload a description of their evidence review process, the findings of their evidence review, and a discussion of the local implications into the CIP.

Evidence-based Activity	Evidence Citation	Uploaded in CIP
Train staff to implement inductive teaching strategies.	Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY.	☒
LLI		☐
SIOP	Batt, E. (2010) Cognitive Coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education 26, 997-1005 Boughoulid, M. (2020). The SIOP Model as an empowering teaching method for English language learners. European Journal of English Language Teaching, 6 (2), 39-53	☒
Orton Gillingham		☐
Kagan	Cooperative Learning as an Evidence-Based Teaching Strategy: What Teachers Know, Believe, and How They Use It https://eric.ed.gov/?id=EJ1258601
University of Florida Literacy Institute (UFLI)		☐

Special Considerations for Comprehensive Support and Improvement (CSI) Schools

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

CSI Evidence-based Practices

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

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2024 Kentucky Summative Assessment Results (KSA)

Proficient Reading:

Distinguished Reading:

Proficient Math:

Distinguished Math:

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School Improvement Plan

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