Southgate Public School

 

COMPREHENSIVE SCHOOl IMPROVEMENT Plan

 

 

SCHOOL ASSURANCE REVIEW

SCHOOL YEAR 2004-2005

 

The ____Southgate_Public________________________ school council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework (2004) prior to approval of our plan.

                       

__________________________________                           ____________________________

Chairperson, School Council                                                           Date

 

__________________________________                           ____________________________

Chairperson, School Planning Committee                             Date

 

Plan Approved by the School Council:

 

___________________________

Date

 

School Council Members:

 

Jason Smith

 

Beth Stephens

 

Melissa McGraw

 

Rebecca Rossiter

 

Kendra Abner

 

 

Note:  Although the Assurance Certification is not included in the school’s improvement plan, the assurances for the categorical programs should be reviewed by the school council and the school planning committee prior to approval of the plan by the school council.  The Assurances for 2004-2005 are in the Comprehensive School Improvement Planning Framework (2004) and can be downloaded from the KDE Web Page at: http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Comprehensive+Improvement+Planning/default.htm

 

School Plan Format Copyright Ó Kentucky Department of Education, 2004


COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

EXECUTIVE SUMMARY:

 

SCHOOL NAME:  Southgate Public School

 

MISSION STATEMENT:

The mission of the Southgate Independent School District, along with our community and families, is to provide a challenging environment in which all children will become independent learners and successful citizens.

 

PROCESS USED TO DEVELOP THE PLAN:

 

A.)     How the needs of the school were determined:

Southgate School’s priority needs were determined by analysis of the following data and summative reports:

1.) KCCT and CTBS 2003-2004 scores in all content areas;

2.) KCCT and CTBS disaggregated data;

3.) Parent, Student and Staff survey results;

4.) District Report Card;

5.) Kentucky Standards and Indicators for School Improvement;

6.) ESS and Title 1 Reports and Documentation

 

B.)     How goals and strategies were determined:

The planning committee determined the goals by narrowing our priority needs to these areas:  student achievement, student support, climate and culture, professional development.  We chose strategies/activities that we believe would most directly impact instruction and student learning.

 

C.)     What implementation of the plan is expected to achieve:

Implementation of the plan is expected to increase the percentage of proficient students on the KCCT assessment, decrease the percentage of novice on the KCCT assessment, and provide a quality professional development plan to enhance instruction through the core contents.

 

D.)  How public comment was secured and how we responded to it:

Public comment was secured through the used of the school parent survey and each committee had at least parent representative.  The survey’s results were used to arrive at the student support services component and the climate and culture component.

 

E.)  How will the public be ensured the consolidated plan will be implemented:

We will follow board policy and state regulations.

 

1.      When and how did your school develop its mission statement? When and how did your school community last review it?

It was developed during the months of October through March of the 2004-2005 school year and is reviewed each year on the opening day of school.

2.      Did the council use a Needs Assessment process aligned with Kentucky’s Standards and Indicators for School Improvement?  If not, please identify and describe the process that was used.

      Yes

3.      When did the council complete each step of its Needs Assessment Work? If some parts were completed in past years and not repeated in the current school year, please identify those parts and when they were most recently completed.

The Needs Assessment work was completed by December 2004.

4.      When did the council decide on Priority Needs, Causes, Goals, and Objectives?

This was a work in progress from October 2004 through March 2005.

5.      When did the council identify substantive achievement gaps, set gap targets, and adopt its time schedule for closing the gaps?

This began in 2003 with the inclusion of SB 168 and continues each year with Fall analysis of the Spring assessment results.

6.      When did the council review drafts of the components?

The team reviewed drafts in March 2005.

7.      When did the council review estimates for costs and drafts of Section 7 requests?

The team reviewed drafts in March 2005.

8.      When is the public meeting held to present the Plan to the community, and who attended?

The meeting will be held in April 2005.  The Summary Process will be completed after the public meeting.

9.      When did the council officially adopt your revised Plan?

This step is still in the future.

10.  When did the council officially adopt any Section 7 requests?

This step is still in the future.

11.  When and why has the Plan been revised since that data?

This step is still in the future.

12.  How will you evaluate your Plan, and when?

This step is still in the future.

13.  For each step listed above, what other stakeholders were involved and how? Include names and identify those who represent parents, teachers, other staff, other stakeholders, primary parents, migrant parents, and your community’s ethnic diversity.

Teachers:                              Parents:

Kendra Abner                           Donna Hoffman

Angie Boyers                         Leha Schutte

Nancy Brooks                         Karen Ballard

Shelley Hamberg                     Sylvia Elliott

Melissa Herald             

Sharyl Iden

Kristy Jones

Bekcy Kyle

Melissa McGraw

Rebecca Rossiter

Kristen Rumsey

Pam Ryan

Beth Stephens

Donna Stinson

Michele Tagher

Suzi Wycoff


Action Component ____Student Achievement___                               

 

District Name ________Southgate Independent__                      Component Manager _________Beth Stephens__________

 

School Name ________Southgate Public_______                         Date ______________1/31/05________________________

 

Priority Need

 

Goal  (Addresses the Priority Need)

 

According to the 2003-2004 Kentucky Performance Report:

Elementary scores in the areas of reading, math, social studies, writing, arts and humanities, and practical living and vocational studies need to increase in order to meet the academic index goal.

Middle school scores in the areas of math, science, social studies, writing, reading, arts and humanities, and practical living and vocational studies need to increase in order to meet the academic index goal.

 

 

 

By June 2005 to increase the academic index will increase in the Elementary areas of reading (3 pts), math (8 pts), social studies (7 pts), writing (3 pts), arts and humanities (19 pts), and practical living and vocational studies (4 pts) in order to meet academic index goals.

By June 2005 to increase the academic index will increase in the Middle School in the areas of math (10 pts), science (5 pts), social studies (18 pts), writing (25 pts), reading (5 pts), arts and humanities (4 pts) , and practical living and vocational studies (8 pts) in order to meet expected academic index goals.

 

Causes and Contributing Factors

 

Objectives with Measures of Success

 

Have not had a teacher identified as team leader within the primary and middle grades.

Students lack opportunities to apply learned concepts to real world situations.

Students lack opportunities to be engaged in meaningful cooperative learning activities.

Instruction lacks variety to meet the varied needs of students.

Teaching materials are dated; lack of materials to meet core content.

Student work is not analyzed within the framework of KCCT and assessment is not compatible to KCCT.

Organization of classes does not suit the needs of students.

A majority of the professional staff responded that the morale within the school is not high.

By the 2005-2006 school year, the middle school staff will be an established department with a chairperson.

By the 2005-2006 school year students will be involved in cooperative learning experiences that can be applied to the real world.

By the 2005-2006 school year, the faculty will explore and adopt a variety of current teaching materials including but not limited to textbooks.

By the 2005-2006 school year student assessment will follow the KCCT format and student work will be analyzed.

By the end of the 2005-2006 school year the organization of classes and the schedule will be revised in order to better meet the needs of students.

 

Action Component _____Student Achievement__                      

 

District Name ____Southgate Independent_______                        Component Manager ______Beth Stephens_____________

 

School Name _______Southgate Public_________                    Date ___________1/31/05___________________________

 

 

Strategies/Activities

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

1.1

 

 

 

 

 

 

 

 

1.2

 

 

 

1.3

 

 

 

 

 

 

 

 

 

 

1.4

 

 

 

 

 

 

 

1.5

 

 

 

 

 

 

 

 

2.1

 

 

 

 

 

 

 

 

2.2

 

 

 

 

 

2.3

 

 

 

 

 

 

 

 

 

 

 

2.4

 

 

 

 

 

 

 

2.5

 

 

 

 

2.6

 

 

 

 

 

 

The elementary staff will meet on a regular basis (at least monthly), have a chairperson with a set agenda, and provide minutes for each meeting.  *Staff will be able to work as a team in order to problem solve, mentor, and evaluate student work.

 

Alternative organization of classes will be explored.

 

 

Writing portfolios will be established for each grade with a predetermined number of pieces from each class.  Each piece will be completed according to a preset timeline.  *Students will experience a wide variety of writing experiences in order to be successful during portfolio assessment.

 

Communication from administration to staff will be through the principal on a set regular basis and school activities are planned.  *Staff will be given appropriate time to plan adequately for maximum educational benefits.

 

The middle school staff will meet on a regular basis (at least monthly), have a chairperson with a set agenda, and provide minutes for each meeting.  *Staff will be able to work as a team in order to problem solve, mentor, and evaluate student work.

 

Students will be provided with opportunities to apply knowledge in real world situations and participate in cooperative learning activities throughout the day and through electives.  *Students will be challenged with high level thinking activities and improve their skills.

 

The master schedule will be revised in order to limit disruptions.  *Students will be engaged in a learning atmosphere.

 

 

Writing will take place in all classes and portfolio pieces will be generated in all areas of the curriculum (at least one piece per semester).  Completion of each piece will be determined by a preset timeline.  *Writing skills will improve and students will experience the variety of writing applications which are compatible with KCCT.

 

Referrals (special education, student assistance team) are addressed and updated on a regular basis.  *Student needs are met in a timely fashion and there is less interference with the learning process.

 

Electives will be offered to all students.  *All students will be engaged in a constructive learning experience of choice.

 

Scrimmage tests will take place for students at each assessment level.  *Students will become more knowledgeable of requirements to perform at proficient level.

Regular meetings will allow the staff to plan interdisciplinary lessons/activities, fieldtrips, etc. and to discuss student work.

 

 

 

 

 

Improved student performance in academic areas due to appropriate assignment of classes.

 

Student performance in the areas of on-demand writing and the portfolio will increase due to increased writing experiences and exposure to different writing forms and purposes.

 

 

 

 

 

This will allow for more effective and efficient meetings and school activities.

 

 

 

 

 

Regular meetings will allow the staff to plan interdisciplinary lessons/activities, fieldtrips, etc. and to discuss student work.

 

 

 

 

 

Students will gain a better understanding of the world around them and the skills necessary to be a contributing member of society.

 

 

 

 

 

The number of transitions will be reduced thus providing more time spent in class providing engaging, meaningful lessons/activities to the students.

 

Writing portfolio scores will increase due to having a larger selection of pieces to choose from and due to the exposure of different writing forms and purposes.

 

 

 

 

 

 

 

Improved performance on both daily work/assignments and state assessment due to the needs of the child being met.

 

 

 

 

More effective use of instructional time and reduction of classroom disturbances.  Will allow students to explore personal interests.

 

As result of becoming more familiar and comfortable with testing situations and composition of the state assessment tool, the overall school performance will increase.

 

 

Principal

 

 

 

 

 

 

 

 

Principal/Guidance Counselor

 

 

Writing Curriculum

Committee

 

 

 

 

 

 

 

 

Principal

 

 

 

 

 

 

 

Principal

 

 

 

 

 

 

 

 

Principal

 

 

 

 

 

 

 

 

Principal

 

 

 

 

 

Writing Curriculum

Committee

 

 

 

 

 

 

 

 

 

Special Education Teacher, Guidance Counselor, Principal

 

 

 

 

Principal/Guidance

Counselor

 

 

 

Principal

 

8/1

 

 

 

 

 

 

 

 

8/1

 

 

 

8/1

 

 

 

 

 

 

 

 

 

 

8/1

 

 

 

 

 

 

 

8/1

 

 

 

 

 

 

 

 

8/1

 

 

 

 

 

 

 

 

8/1

 

 

 

 

 

8/1

 

 

 

 

 

 

 

 

 

 

 

8/1

 

 

 

 

 

 

 

8/1

 

 

 

 

8/1

 

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

 

6/1/2006

 

 

 

Ongoing

 

 

 

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

 

 

None

 

 

 

 

 

 

 

 

None

 

 

 

None

 

 

 

 

 

 

 

 

 

 

None

 

 

 

 

 

 

 

None

 

 

 

 

 

 

 

 

None

 

 

 

 

 

 

 

 

None

 

 

 

 

 

None

 

 

 

 

 

 

 

 

 

 

 

None

 

 

 

 

 

 

 

None

 

 

 

 

None

 

 

 

 

 

 

 

 

 

 

 

Action Component ___Professional Development_                                 

 

District Name ________Southgate Independent ____                Component Manager ______Rebecca Rossiter_____________

 

School Name ________Southgate Public_________                    Date ______1/31/05___________________________________

 

 

Priority Need

 

Goal  (Addresses the Priority Need)

 

According to the December 2004 Professional Development Survey of staff:

46% of staff do not believe that professional development opportunities directly address student learning needs identified through analysis of assessment data and student work.

64% of staff do not believe that professional development resources and avenues of support are provided.

 

 

 

 

 

 

1.  By December 2005, the professional development survey will be re-administered.  At this time, the number of respondents who agree or strongly agree will improve by 28% for the overall average response.  Current average (as of 12/1/04) is 73/168 or 43%.  Target goal is 55.5% positive responses.

 

Causes and Contributing Factors

 

Objectives with Measures of Success

 

The size of the district causes difficulty in individualizing professional development for preschool through eighth grade, especially in relation to appropriating funds.

Professional development opportunities provided by school are not individualized by teacher/grade level.

Professional Development does not use information from student work.

Southgate is not using resources available from other schools for collaboration.

 

 

 

 

 

By 2005-2006 school year Southgate staff will take advantage of professional development opportunities in surrounding high-achieving school districts when available and applicable.  Evidence shown by collaboration with other schools. 

By September 2005 the committee dealing with professional development will collaborate with all committees to synthesize priority needs areas in order to address student needs; evidence of collaboration shown in long-term professional development plan. 

By December 2005 professional development will be data driven through the analysis of assessment data and student work.  Evidenced by % of respondents on Professional Development survey of staff.

By August 2005 Southgate will have a mentor system in place to support incoming teachers.  Evidence of program shown through development of specific guidelines as well as collaborative efforts of teachers involved.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Component __Professional Development_                      

 

District Name _____Southgate Independent___                    Component Manager ________Rebecca Rossiter___________

 

School Name _____Southgate Public_________                    Date __________________1/31/05______________________

 

 

Strategies/Activities

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A1

 

 

 

 

A2

 

 

 

 

 

 

 

 

 

 

A3

 

 

 

 

 

A4

 

 

 

A5

Promote cooperation between willing districts to enhance Southgate PD opportunities.

 

 

Develop school-wide PD opportunities based on priority needs of school.  Based on activities specified by other committees in CSIP.  Possible areas may include: reading/writing instruction; science instruction/activities; math instruction/activities; technology; accelerated reader.

 

Staff analysis of student work and assessment data during common planning times and/or designated planning days.

 

 

Mentors will be assigned to incoming teachers.

 

 

Yearly team-building activity for entire staff (i.e. Potter’s Ranch)

 

 

Reduction of monetary burden for PD on district.  Diversity of PD choices for staff.

 

 

Addresses multiple needs; collaboration between staff.

 

 

 

 

 

 

 

 

 

Staff analyzes/develops connection between delivery of curriculum and instruction to student learning goals.  Allows for collaboration between staff.

 

Mentoring will improve the orientation and transition of new staff members.

 

Improves morale of faculty and staff; enhances problem-solving skills and staff unity.

 

 

Principal/ Curriculum Committee Chairperson

 

Principal/

Curriculum Committee Chairperson

 

 

 

 

 

 

 

Principal/

All Teachers

 

 

 

 

Principal

 

 

 

Principal

 

 

 

8/05

 

 

 

 

8/05

 

 

 

 

 

 

 

 

 

 

8/05

 

 

 

 

 

8/05

 

 

 

8/05

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

Ongoing

 

 

 

Annually

$1000

 

 

 

 

$1500

 

 

 

 

 

 

 

 

 

 

None

 

 

 

 

 

None

 

 

 

$900

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Component ___Student Support Services__                             

 

District Name ________Southgate Independent_____                Component Manager _______Melissa McGraw_____________

 

School Name ________Southgate Public_______                         Date __________1/31/05_______________________________

 

Priority Need

Goal (Addresses the Priority Need)

According to the 1st and 2nd grading periods report cards, students in grades 3 through 8 who were referred to extended school services (ESS) earned the following grades in mathematics and language arts:

 

Math

Grade

Language Arts

0%

A

0%

17.6%

B

18.8%

41.2%

C

43.8%

26.5%

D

31.3%

14.7%

F

6.3%

 

According to the 1st and 2nd grading periods report cards, the following percentages of students earned D’s or F’s in mathematics or language arts and were not referred to extended school services (ESS):

 

Grade*

Math

Language Arts

3rd Grade

 

 

4th Grade

 

 

5th Grade

9.1%

15.4%

6th Grade

14.3%

18.8%

7th Grade

13.3%

13.3%

8th Grade

50%

12.5%

*:       Populations

Sample Size of < 12 students

Sample Size of < 14 students

Sample Size of < 14 students

Sample Size of <7 students

 

According to the Second Star Reader test from the 2004-2005 school year, the following Title One populations scored:

 

 

 

Grade*

At or above level

0.1 to 0.4 below

0.5 to 0.8 below

0.9 to 1.2 below

1.3 to 1.6 below

1.7 below or more

1*

0%

20%

40%

20%

n/a**

n/a**

2

0%

33%

33%

33%

0%

0%

3

0%

0%

50%

33%

17%

0%

4

100%

0%

0%

0%

0%

0%

 

*:  Populations:

1st grade:  5 students

2nd grade:  3 students

3rd grade:  6 students

4th grade:  4 students

**:  Reading level cannot be more than one grade level below due  

       to only being in first grade.

 

 

By June 2005, the percentage of extended school services (ESS) students earning a D or an F in mathematics and language arts will decrease by 15%.

By June 2005, the percentage of students not referred to extended school services (ESS) but still earning a D or an F in mathematics or language arts will be less than 5% in all grades.

By June 2005, students who receive Title One services for reading will improve their grade levels on Star Reader by at least:

1 grade level if currently 1.7 grade levels or more below.

0.8 grade level if currently 1.3 to 1.6 grade levels below.

0.6 grade level if currently 0.9 to 1.2 grade levels below.

0.5 grade level if currently 0.5 to 0.8 grade level below.

To grade level if 0.4 grade level or less below.

 

Causes and Contributing Factors

Objectives with Measures of Success

Students do not attend extended school services (ESS) on a regular basis when referred by teachers (29.4% in mathematics and 37.5% in language arts).

Extended school services (ESS) referrals are not updated on a regular basis.

During the 2004-2005 school year, attendance in extended school services (ESS) will be monitored and an accountability program where the students will lose privileges if they fail to attend extended school services will be implemented.

Referrals in extended school services will occur on a bi-monthly basis.

Parents who refuse services sign a form stating that:

The service was offered to the student.

The parent refused the service for his or her child.

If adequate progress is not made during the school year, the student may be retained in the same grade.

Increased communication with parents will occur with parents receiving information regarding the importance of reading.

Students will be recognized for reading at a school-wide level.

Students will be able to borrow books from the library on a daily basis through the use of student library aids in the media center.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Component ___Student Support Services__                             

 

District Name ________Southgate Independent_____                Component Manager _______Melissa McGraw_____________

 

School Name ________Southgate Public_______                         Date __________1/31/05_______________________________

 

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A1

Monitor attendance in ESS.

Improve attendance for ESS programs and increase math and language arts grades.

ESS Coordinator

8/05

Ongoing

Negligible

A2

Refer students to ESS on a monthly basis.

Ensure that the students needing ESS receive the help that they need and increases math and language arts grades.

Teachers grades 3-8

8/05

Ongoing

None

A3

Create a form for parents to complete when refusing services for their students.

Helps to keep students in ESS by making sure parents are aware of the possible consequences (retention) if no action is taken and student fails the course.

ESS Coordinator

8/05

Ongoing

Negligible

A4

Educate parents about the importance of reading by sending home information via the Prowler.

Parents will be more educated about the importance of reading and more likely to have their children read.

Author of the Prowler

8/05

Ongoing

Negligible

A5

Recognize students for their reading efforts on the news or during an assembly.  Provide treats for reading four times a year.

 

Encourages students to read because of the recognition.

News/Media Teacher

8/05

Ongoing

<$200

A6

Train students to check out books.

Students will be able check books out on a daily basis, increasing their chances of reading.

News/Media Teacher

8/05

Ongoing

None

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Component _School Climate and Culture_                                 

District Name _____ Southgate Independent______              Component Manager ________Kendra Abner_______________

School Name _____Southgate Public____________             Date __________1/31/05__________________________________

 

Priority Need

Goal

1.  According to 2004 survey data, 39% of middle school students   indicated that classroom interruptions are affecting instruction.

 

 

 

2.  According to 2004 survey data, 47% of school staff members indicated that communication among staff is not effective.

 

1.  By November 2005, student surveys will be readministered, and the percentage of middle school students who respond that classroom interruptions are a problem will have decreased from 39% to 20%.

 

2.  By November 2005, school staff surveys will be readministered, and the percentage of staff members who respond that communication is ineffective will have decreased from 47% to 20%.

 

Causes and Contributing Factors

Objectives

1.  There are discipline issues within classrooms of middle school students (In a follow-up survey, middle school students ranked discipline as the #1 interruption, with 63% responding that students misbehave in class “very often” and 24% responding that students misbehave in class “somewhat often”).

 

2.  There is excessive noise in the hallways (In a follow-up survey, middle school students ranked outside noise as the #2 interruption, with 20% responding that outside noise occurs “very often” and 10% responding that outside noise occurs “somewhat often”).

 

3.  The different perspectives and responsibilities of teachers isolated by grade level/content area results in less productive communication between teachers.

 

4.  Due to small staff size and a less formal environment, information is not always communicated completely or effectively.

1.  By the beginning of the 2005-06 school year, the discipline policy will be re-written to target the issues we have with middle school students and include expectations, levels of offense, and resulting consequences.  Evidence will include Student Handbook and discipline referral documentation.

 

2.  By the beginning of the 2005-06 school year, there will be an improved staff communication plan in place. Evidence will include records of emails, memos, meeting agendas, and collaboration documentation.

 

Objective

Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible

Person(s)

Start Date

End Date

Estimated Resources and Costs

 

1A

 

 

 

 

 

 

 

1B

 

 

 

 

 

1C

 

 

 

 

1D

 

 

 

 

 

1E

 

 

Implementation of discipline systems for each level (lower primary, upper primary, middle) that are communicated throughout school

 

Revision of middle school discipline policy to include expectations, levels of offense, and consequences

 

Development of a school-wide multi-grade incentive program

 

 

School-wide use of “Good News From School”  postcards to be filled out at the beginning of each staff meeting

 

Installation of doors for middle school Math and Science rooms

 

Improve behavior as a result of consequences that are age-appropriate and consistent throughout the school building

 

 

 

 

Improve middle school behavior; consistency in expectations and consequences

 

 

 

Increase motivation for students to follow behavior expectations by regularly celebrating and rewarding good choices

 

Increase motivation for students to follow behavior expectations by celebrating good choices

 

 

 

Decrease number of disruptions coming from hallways/other classrooms

 

Principal

All Teachers

 

 

 

 

 

 

Principal

Middle School Teachers

 

 

 

Principal

Teacher Committee

 

 

 

Principal

All Teachers

 

 

 

 

Principal

Custodial Staff

 

8/05

 

 

 

 

 

 

 

8/05

 

 

 

 

 

8/05

 

 

 

 

8/05

 

 

 

 

 

8/05

 

Ongoing

 

 

 

 

 

 

 

Ongoing

 

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

 

Ongoing

 

None

 

 

 

 

 

 

 

None

 

 

 

 

 

$500

 

 

 

 

$100

 

 

 

 

 

$500

 

 

 

 

Objective

Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

 

2A

 

 

 

 

2B

 

 

 

 

2C

 

 

 

 

2D

 

 

 

 

2E

 

 

 

Monthly meetings for teachers within each area (Primary, Middle, Specialists)

 

Inclusion of Teacher Share Time into regular after-school faculty meetings

 

Weekly school schedule sent to staff

 

 

 

Daily bulletin sent from office

 

 

 

Good News Bulletin Board

 

 

Increase communication and collaboration among teachers

 

 

 

Increase communication,  collaboration, and instructional ideas shared among teachers

 

 

Increase communication between the office and other staff regarding upcoming events, meetings, deadlines, etc.

 

Increase communication to staff regarding student absentees, suspensions, withdrawals, enrollments, etc.

 

Increase communication of student, staff, and school achievement

 

 

Team Leaders

All Teachers

 

 

 

Principal

 

 

 

 

Principal

 

 

 

 

Principal

 

 

 

 

Principal

All Teachers

 

 

8/05

 

 

 

 

8/05

 

 

 

 

8/05

 

 

 

 

8/05

 

 

 

 

8/05

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

 

 

Ongoing

 

 

None

 

 

 

 

None

 

 

 

 

None

 

 

 

 

None

 

 

 

 

None