Southgate Public School

 

COMPREHENSIVE SCHOOl IMPROVEMENT Plan

 

 

SCHOOL ASSURANCE REVIEW

SCHOOL YEAR 2006-2007

 

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.

                                                

_Jason Smith, Principal_______________                               ____________________________

Chairperson, School Council                                                        Date

 

__________________________________                                ____________________________

Chairperson, School Planning Committee                                Date

 

Plan Approved by the School Council:

 

___________________________

Date

 

School Council Members:

 

Jason Smith

 

Kendra Abner

 

Melissa Herald

 

Donna Stinson

 

Bill Ballard

 

Ken Schutte

 

 

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 2004-2005 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 2005.

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

This was a work in progress from October 2005 through March 2006.

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 2006.

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

The team reviewed drafts in March 2006.

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:                               

Kendra Abner                         

Angie Boyers                         

Nancy Brooks

Donna Falen

Lauri Hackman                      

Shelley Hamberg                   

Melissa Herald

Lisa Hitchcock                       

Sharyl Iden

Kristy Jones

Becky Kyle

Rebecca Rossiter

Donna Stinson

Michele Tagher

Amanda Trotter

Eileen Whaley

Suzi Wycoff

Jo Ellen Yoest


Action Component ____Student Achievement___                        

 

District Name ________Southgate Independent__                        Component Manager _________Donna Falen__________

 

School Name ________Southgate Public_______              Date ______________1/31/05________________________

 

Priority Need

Goal  (Addresses the Priority Need)

According to the 2004-2005 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.

 

 

By June 2006 to increase the academic index will increase in the Elementary areas of reading (3 pts), math (22 pts), social studies (10 pts), writing (3 pts), arts and humanities (21 pts), and practical living and vocational studies (15 pts) in order to meet academic index goals.

 

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 2006 to increase the academic index will increase in the Middle School in the areas of math (35 pts), science (11 pts), social studies (11 pts), writing (20 pts), reading (2 pts), arts and humanities (25 pts) , and practical living and vocational studies (32 pts) in order to meet expected academic index goals.

 

Causes and Contributing Factors

Objectives with Measures of Success

Teachers lack common planning time inhibiting integration across the curriculum and collaborative planning.

 

By the 2006-2007 school year, the schedule will be revised in order to accommodate common planning time for teachers.

 

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

Instructional materials/programs are not consistent throughout primary and idle grades. By the 2006-2007 school year, the faculty will explore and adopt a variety of current teaching materials including but not limited to textbooks.

By the 2006-2007 school year, the faculty will explore and adopt a variety of current teaching materials including but not limited to textbooks.

Lack of full time media position reduces teacher planning time and reduces students’ access to media materials. 

By the 2006-2007 a full time media/technology coordinator will be in place.

Instruction an assessment needs to be aligned with core content and CATS assessment.

By the 2006-2007 school year the faculty will acquire materials (i.e. KCCT Coach) to align instruction and assessment with the KCCT format.

An increase in collaborative teaching requires more time for special education teachers and aides to be in the classroom to meet students’ needs/ thereby increasing the need for additional personnel.

By the end of the 2006-2007 school year another instructional aide will be acquired to better meet the needs of students in the collaborative classrooms and substitutes will be provided when they are absent.

 

Action Component _____Student Achievement__             

 

District Name ____Southgate Independent_______                      Component Manager ______Donna Falen_____________

 

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

Master schedule will be revised in order to allow for common planning time for teachers.  Staff will be able to work as a team to plan integrated lessons, problem solve and collaborate with special teachers.

Regular meetings will allow for more integrated and collaborative planning to meet the needs of all students.

Principal

 

Ongoing

None

1.2

A consistent program for instruction across grade levels in reading will be adopted.

Due to consistent application of skills students will improve their performance in reading.

SBDM

8/1

5/30

$12,000

1.3

A full time media specialist will be hired.

Improved student performance in research/library/technology skills and increase teacher planning time.

Principal

8/1

5/30

$48,000

1.4

A full time technology coordinator will be hired.

Computer will be available for students and teacher to access whenever needed.

Principal

8/1

5/30

$48,000

1.5

The Kentucky CCT Coach preparation handbooks will be acquired in order for students to be familiar and proficient on CATS assessment.

Improved student performance on CATS assessment.

SBDM

8/1

5/30

$1,300

1.6

An instructional aide will be hired to help meet student needs in the collaborative classroom.

Improved student performance on CATS assessment.

Principal

8/1

5/30

$12,000

 

 

 

Action Component __Student Support Services_____                             

 

District Name ______Southgate Independent                       Component Manager __Kristy Jones____________

 

School Name ________Southgate Public_                Date _________1/31/05____________________

 

 

Priority Need

 

Goal  (Addresses the Priority Need)

 

According to 1st quarter report cards, there are 26 students obtaining 38 grades of D's or F's in grades 3-8.

 

Subject                     D's                                      F's

L.A./Reading            2                                          3

 

Social Studies           1                                         2

 

Science                     1                                          4

 

Math                          3                                         4

 

Specials                     10                                       8

By June 2006, 25% of those students receiving a D or F in any subject area will raise at least one letter grade.

According to the STAR reading report, there are 43.8% of students scoring below the 25 percentile in grades 1-8.

By June 2006, the number of students in grades 1-8 scoring below the 25 percentile on the STAR reading report will decrease by 10%.

According to the 1st quarter discipline referrals, 45% of those receiving principal assigned detentions were repeat offenders.

By June 2006, the number of repeat discipline referrals who receive a principal assigned detention will decrease by 25%.

According to the 1st quarter guidance referrals, 52 people saw the school counselor.

 

37% were repeat referrals.

15% were also discipline referrals.

83% were referred for barriers that impeded their academic performance.

 

By June 2006, the school counseling position will be increased from .50 to .75 to better meet student's needs.

 


 

Causes and Contributing Factors

 

Objectives with Measures of Success

 

1A Students are not completing assignments.

1B Students are not taking advantage of the opportunity to access student support services (ESS, Title I, counseling, Family Resource Services, health services).

Students

By the beginning of the 2006-2007 school year, the academic performance of students in grades 3 - 8 will be measured by an increase in the number of students receiving Cs and above and a decrease in the number of students receiving Ds and Fs.

2A Students lack the prerequisite skills in reading (decoding, fluency, comprehension). Some o these students may have an identified disability. Others may have an undiagnosed learning problem.

2B Students are not motivated to do their best on the STAR reading test due to lack of effort, distractions, and/or rushing.

By the beginning of the 2006-2007 school year, the percentage of students scoring the 25th percentile will increase.

3A Consequences do not deter the behavior or are not meaningful.

By the beginning of the 2006-07 school year, the number of repeat discipline referrals who receive a principal assigned detention will decrease.

4A Students are referred to the counselor as a result of barriers (family issues, academic problems, individual/social issues) that interfere with academic performance.

 

By the beginning of the 2006-2007 school year, strategies will be put in place to better equip the school counselor in dealing with the issues of Southgate students.

 


Action Component _______Student Support Services_____                    

 

District Name _Southgate Independent_______                   Component Manager _Kristy Jones_______________

 

School Name ____Southgate Public_____                Date _____1/31/06__________________________

 

Strategies/Activities

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

1A

Students with D's or F's are referred to ESS on a quarterly basis.

Ensure that students with D's or F's will receive needed help through ESS.

ESS Coordinator

 

Principal

8/06

On-going

Negligible

1B

Teachers refer non-failing students to ESS who are not performing to expected ability on a quarterly basis.

Ensure that those students who aren't failing but still need help, receive it.

Classroom teachers

ESS coordinator

8/06

On-going

None

1C

Teachers refer students, who exhibit need with homework completion, to BUG (bring up grades) club on quarterly basis.

Ensure that those students who need homework completion help receive it.

Guidance Counselor

9/06

On-

going

None

2A

Purchase Saxon Phonics for primary grades.

Increase reading ability and scores to grade level or above.

SBDM

ASAP

On-going

$12,600

2B

Hire a reading intervention specialist.

Increase reading ability and scores to grade level or above.

SBDM

8/06

On-going

$20,000

3A

Students struggling with repeat discipline issues will be referred to the Student Assistance Team.

Decrease in the number of repeat discipline referrals.

School Counselor

8/06

On-going

None

3B

Explore and implement one of the following options: In-School Suspension and/or Saturday School.

Decrease in the number of repeat discipline referrals.

Principal

School Counselor

SBDM

8/06

On-going

To be determined

3C

        

 

 

 

Implement a yearly review of CHAMP's procedures.

To increase the consistency of school-wide expectations and procedures.

Administration and teachers

8/06

On-going

None

4A

Purchase and utilize 2nd Step Curriculum for Pre-3rd grade.

To decrease mental health barriers to help increase academic achievement.

School Counselor

SBDM

8/06

On-going

$500 or free if grant received

4B

Increase the school guidance position from .5 to .75 time.

To increase the amount of time the school counselor has to assist students with mental health barriers.

SBDM

8/06

On-going

$10,000

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Action Component ___Professional Development_                                  

 

District Name ________Southgate Independent ____                   Component Manager ______Rebecca Rossiter_____________

 

School Name ________Southgate Public_________                      Date ______________________________________

 

 

Priority Need

Goal  (Addresses the Priority Need)

 

According to the October 2005 Professional Development Survey of staff:

53% of staff believes that professional development opportunities need to continue to be more grade and/or subject specific.

1.  By October 2006, the professional development survey will be re-administered.  At this time, the number of respondents who agree or strongly agree will improve by 13% in regards to PD opportunities being grade and/or subject specific.  Current average (as of Oct. 2005) is 46%.  Target goal is 60% positive responses.

According to the 2005 School-Based Planning Survey of Professional Staff:

53% of staff believes that we lack opportunities for professional development on equity and diversity issues.

2.  By October 2006, the School-Based Planning Survey of Professional Staff will be re-administered.  At this time, the number of respondents who agree or strongly agree will improve by 13% in relation to PD on equity and diversity issues.  Current average (as of Oct. 2005) is 46%.  Target goal 60% positive responses.

According to the 2005 School-Based Planning Survey of Professional Staff:

60% of staff believe there is a strong need for collaborative planning to vertically align curriculum.

3.  By October 2006, the School-Based Planning Survey of Professional Staff will be re-administered.  At this time, the number of respondents who agree or strongly agree will improve by 20% in regards to collaborative planning.  Current average (as of Oct. 2005) is 40%.  Target goal is 60% positive responses.

According to the School-Based Planning Survey of Middle/High students:

72% of students believe discipline is a problem

4. By October 2006, the School-Based Planning Survey of Middle/High students will be re-administered. At this time, the number of respondents who agree or strongly agree will improve by 22% in regards to discipline being a problem.  Current average (as of Oct. 2005) is 28%.  Target goal is 50% 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.

By 2006-2007 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. 

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

By September 2006 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. 

High percentage free-reduced lunch

Diverse family/home environments

Lack of common planning time

Lack of new teacher support in curriculum planning/mapping

High occurrence of repeat offenders in detention

By August 2006 a plan will be in place for teachers to study and share Understanding Poverty by Ruby Payne; evidence of impact shown by percentage of respondents on the School-Based Planning Survey of Professional Staff.

 

By August 2006 staff will begin collaborative planning of vertical curriculum alignment and curriculum mapping; evidence of impact shown by percentage of respondents on the School-Based Planning Survey of Professional Staff. 

 

 

 

 

 

By August 2006 staff will undergo a yearly review of the school wide behavior management plan; evidence shown by consistent implementation of CHAMPS procedures.

 

 

 

 

 

 

 

 

 

 

 

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

Promote cooperation between willing districts to enhance Southgate PD opportunities.

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

Principal/ Curriculum Committee Chairperson

8/06

Ongoing

$1000

A2

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.

Addresses multiple needs; collaboration between staff.

Principal/

Curriculum Committee Chairperson

8/06

Ongoing

$1500

A3

Staff will study and share Understanding Poverty by Ruby Payne.

Better understanding and awareness of school population.

Principal/

All Teachers

8/06

Ongoing

$450

A4

Staff will be given time during PD days to collaborate on vertical alignment of curriculum & curriculum mapping.

Improve student achievement both in class and in state tests

Principal/

All Teachers

8/06

Ongoing

None

A5

Yearly review of school-wide behavior management plan (CHAMPS) at beginning of year

Reduced discipline problems

New teacher introduction to procedures/ revitalization of current teachers

Reflection/ revision of procedures

Principal/

All Staff

8/06

Annually

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

1a.  According to 2005 survey data, 40% of middle school students indicated that students do not treat each other with respect.

1a.  By November 2006, student surveys will be readministered, and the percentage of middle school students who respond that students do not treat each other with respect will have decreased from 40% to 20%.

1b.  According to 2005 survey data, 20% of middle school students indicated that high grades are not respected by other students.

1b.  By November 2006, student surveys will be readministered, and the percentage of middle school students who respond that high grades are not respected by other students will have decreased from 20% to 10%.

1c.  According to 2005 survey data, 34% of school staff members indicated that students do not treat each other with respect.

1c.  By November 2006, staff surveys will be readministered, and the percentage of staff members who respond that students do not treat each other with respect will have decreased from 34% to 20%.

1d.  According to 2005 survey data, 20% of middle school students indicated that students do not treat teachers with respect.

1d.  By November 2006, student surveys will be readministered, and the percentage of middle school students who respond that students do not treat teachers with respect will have decreased from 20% to 10%.

1e.  According to 2005 survey data, 33% of staff indicated that students do not treat teachers and administrators with respect.

1e.  By November 2006, staff surveys will be readministered, and the percentage of staff members who respond that students who do not treat teachers and administrators with respect will have decreased from 33% to 20%.

2a.  According to 2005 survey data, 36% of middle school students indicated that discipline is a problem due to students not obeying school rules. 

2a.  By November 2006, student surveys will be readministered, and the percentage of middle school students who respond that discipline is a problem will have decreased from 29% to 15%.

2b.  According to 2005 survey data, 28% of middle school students indicated that students are not frequently rewarded or praised for following school rules.

 

2b.  By November 2006, student surveys will be readministered, and the percentage of middle school students who respond that students are not frequently rewarded or praised for following school rules will have decreased from 28% to 15%.

2c.  According to 2005 survey data, 29% of elementary students did not respond positively that most students obey the rules.

2c.  By November 2006, student surveys will be readministered, and the percentage of elementary students who respond that most students obey the rules will have decreased from 29% to 15%.

3a.  According to 2005 survey data, 47% of staff members indicated that planning is not a routine and collaborative process.

 

3a.  By November 2006, staff surveys will be readministered, and the percentage of staff members who respond that planning is not a routine and collaborative process will have decreased from 47% to 20%.

 

 

Causes and Contributing Factors

Objectives

1.  Many students do not begin school with the social values necessary to be successful.

1.  By the beginning of the 2006-07 school year, there will be a program in place to improve school-wide respect issues.  Evidence will include Student Handbook and behavior documentation.

2.  Due to small class size and school structure, students are not given the opportunity to interact respectfully with students of different backgrounds.

2.  By the beginning of the 2006-07 school year, there will be improvement in the behavior management and reward system.  Evidence will include professional development, behavior documentation, and Student Handbook.

3.  Many students have difficulty separating after-school/neighborhood conflicts with school interactions.

3.  By the beginning of the 2006-07 school year, there will opportunities throughout the year for teachers to plan together. Evidence will include the school calendar and planning day agendas.

4.  The CHAMPs behavior system is not consistently applied and reinforced throughout the school.

 

5.  Due to tendency to focus on students with behavior difficulties, students who are consistently following school rules are not rewarded or praised on a school-wide level.

 

6. Due to the challenges of scheduling in a small school, teachers are not always able to meet regularly with their team members.

 

 

Objective

Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible

Person(s)

Start Date

End Date

Estimated Resources and Costs

1A

Purchase and implementation of “2nd Step” curriculum program for Pre-3rd grades

Improve respect among students and between students and teachers in the primary grades

School Counselor

SBDM

8/06

Ongoing

$450 (unless provided by grant)

1B

Implementation of “Steps to Respect” curriculum program for middle school grades

 

Improve respect among students and between students and teachers in the middle school

School Counselor

SBDM

8/06

Ongoing

None

2A

Ongoing schoolwide and classroom reinforcement of CHAMPs procedures

Improve student understanding of schoolwide and classroom expectations in order to decrease discipline incidents

Principal

All Staff

8/06

Ongoing

None

2B

Development of a school-wide multi-grade incentive program

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

School Counselor

Principal

Teacher Committee

8/06

Ongoing

$500

2C

 

 

 

 

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

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

 

 

 

 

Principal

All Teachers

 

 

 

 

8/06

 

 

 

Ongoing

 

 

 

 

 

$150

 

 

 

 

 

Objective

Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

2D

Good News Bulletin Board

Increase communication of student, staff, and school achievement

Principal

All Staff

8/06

Ongoing

None

 

3A

Inclusion of planning days into school calendars

 

Increase communication, collaboration, and instructional ideas shared among teachers by providing common planning time

Principal

8/06

Ongoing

None