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) |
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|
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:
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):
*: 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:
*: 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 |