VINE GROVE ELEMENTARY
COMPREHENSIVE SCHOOL
IMPROVEMENT PLAN
Revised for SCHOOL YEAR 2007
– 2008
The
Vine Grove Elementary School council and school planning committee
reviewed the Assurances in the Kentucky Comprehensive Improvement Planning
School Framework (2004) prior to approval of our plan.
Lonnie
Dennis______________ Revised March 2008
Lonnie
Dennis______________ ___________________
Plan Approved by the School
Council:
School Council Members:
Elizabeth
Atcher
|
Parent |
Darryl
Murray
|
Parent |
Terisa
Johnson
|
Teacher |
Cindy
Vowels
|
Teacher |
Kim
Wood
|
Teacher |
EXECUTIVE
SUMMARY
Vine Grove
Elementary School
MISSION STATEMENT
Our Vision is
to Guarantee Every Student
Success.
PROCESS USED TO DEVELOP THE COMPREHENSIVE SCHOOL
IMPROVEMENT PLAN
How Planning and Needs
Assessment Teams Were Organized
The planning and needs assessment teams were
organized under the direction of the SBDM Council. Members from the Curriculum, Finance,
Professional Development, Student Services, and Technology Committees
contributed to the plan’s development. All staff members reviewed the current
plan. Suggested changes were considered
and placed in the written format for review.
The final plan was presented to the SBDM for approval.
How the Needs of the School
Were Determined
The Comprehensive School Improvement Plan for
2007-08 was reviewed noting activities that had been completed and those not completed.
Assessment results from Spring 2007 were reviewed with areas of low scores
emphasized in the new plan. Additional
identified concerns from the Family Resource Center Advisory Council were also
considered in the development of the plan. Other sources such as attendance
data, staff professional development needs, parent and staff concerns were all
considered.
How Goals and Strategies
Were Decided Upon
Goals were reviewed by the Core Committee,
discussed, changed, and presented as a recommendation to the SBDM Council. The SBDM Council reviewed the goals and made
adjustments as needed. The SBDM Council
approved the goals for the plan. The Core Committee established strategies and
activities within the Action Components.
What Implementation of the Plan
is Expected to Achieve
The SBDM Council believes that the
strategies/activities developed for each goal will directly impact the
students’ academic achievement and will positively strengthen the overall
climate of the school.
What Process was Used for
Internal Review of the Plan
All teachers in the building were given a copy of
the plan after the core committee had developed a draft version. Teachers were asked to read the plan and give
input during weekly grade level meetings. Prior to submission of the final plan
to the central office, the SBDM Council reviewed it and gave approval.
How Public Comment was
Secured and What Response was Made
Two parents serve on the SBDM Council and were given
the opportunity to make suggestions and improvements to the plan. Comments from
parents were welcomed at any time as the plan was developed and discussion of
the plan was held in an open meeting of the school’s SBDM Council.
How Comprehensive
Improvement Planning Will be Ensured in the Future
Implementation and Impact Checks will be performed
annually on each of the action components of the plan to ensure that the
Comprehensive School Improvement Plan is being implemented as designed. Changes
and amendments to the plan will occur as needed through the use of committees
with final approval of the SBDM Council.
COMMUNICATION
PLAN
How will the Comprehensive
School Improvement Plan and Other Important Information be Shared with
Stakeholders?
The Comprehensive School Improvement Plan and other
important information will be shared with all stakeholders through various
means of communication. A copy of the entire plan will be submitted to the
district central office and the school board for review. The plan will be placed on the Vine Grove
Elementary School Homepage and will be made available to all school staff by
e-mail. SBDM Council members will be
provided with a copy of the plan. Communication will be ongoing through
newsletters, regular PTO and school council meetings, personal contacts, and
any other reasonable available means.
How will Input Continue to
be Gathered from Stakeholders?
Input will continue to be gathered from stakeholders
through surveys, conversations, school council meetings, school board meetings,
PTO meetings and faculty/staff meetings. Quarterly
input will be gathered through the implementation and impact checks done with
the staff. The school council will regularly review the plan for progress,
receive, and provide input.
Hardin County Schools
Comprehensive School Improvement Plan
School
Name: Vine Grove Elementary Date: MARCH 2008
Action
Component: ACADEMIC PERFORMANCE Component Manager: Principal & CIA
|
Priority
Need |
Goal (Addresses the Priority Need) |
|
Based on
evidence from data analysis of the 2007 Kentucky Performance Report, and
target areas for SB 168, the schools accountability index is 83.4with 9.23%
of the students scoring at the novice range.
Continued improvement is needed to reach our goal of 100 in 2014. There is a
need to improve achievement for special needs students. This subpopulation did not meet the
school’s SB168/NCLB goal for 2007. The
goal of reducing a gap of 16 scale score points in reading for students
approved for free and reduced lunch is being continued for 2007-08. (SB168) |
By the end
of accountability cycle 2004-2014, Vine Grove Elementary will work to meet or
exceed its goal line and targeted novice performances. The point difference in scale scores in reading for
students approved for free/reduced lunch versus those not approved for
free/reduced lunch will be reduced to 14.5 or less by 2008. (SB168) |
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Causes and
Contributing Factors: (Both
Positive and Negative; Based on Needs Assessment) |
Objectives
with Measures of Success
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According to the
scholastic review, KPR results, and SB168 target areas, the following
contributing factors are noted. |
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Standard 1
(Curriculum): |
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A01 Curriculum
among and between grade levels within the building may lack a systematic and
planned approach. |
A01 All students will receive key
curriculum components at each grade level as aligned with Core Content. VGE will ensure coverage of Core Content
and ensure no gaps between grade levels.
Core Content Checklist will be used to monitor coverage of core
content. |
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Standard 2
(Assessment): |
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A02 Learner based
assessment strategies are not evident throughout the building on a consistent
basis. |
A02 All students will experience assessment
choices where age appropriate to demonstrate learning. Teachers will be provided training in
assessment strategies to include rubric development, analyzing of student
work, as well as communication of high expectations with all students. |
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Standard 3 (Instruction): |
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A03 Instructional
strategies to meet the needs of all learners may lack emphasis and focus. |
A03 School year
2007-08, all students will experience best practices instruction to meet the
needs of all learners. Teachers will
be provided training and/or assistance in the areas of differentiated
learning, learning styles, special education collaboration, as well as
researched based best practices approach to teaching. A continued focus in Thoughtful Ed.
Strategies will assist in these areas.
|
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A04 There is a need for an additional
related arts/foreign language teacher to prepare our students for proficiency
in arts and humanities. |
A04 Students
will receive instruction and be provided with learning activities, with a
focus on dance, drama, and foreign language.
Successful achievement of this objective will be measured by principal
observation, lesson plans, teacher documentation, and an increase of
proficiency on the CATS assessment. |
Action Component _ACADEMIC
PERFORMANCE
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible
Person |
Start Date |
End Date |
Amount of Funding |
Fund Source |
|
A01 |
a. |
Curriculum
maps will be created at the district level.
|
a. |
All students will
experience coverage of all Core Content. |
Instructional staff,
Principal |
4-Aug. |
On-going |
$350.00 |
PD Funds |
|
|
b. |
All
teachers will provide curriculum that utilizes a variety of instructional
practices with technology as a part of instruction.
|
b. |
Classroom observations will reveal that technology
is used with all students during the instructional process. |
Instructional staff, Principal, CIA |
4-Aug |
On-going |
$5000/yr |
KETS Funds Inst. Monies |
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c.
|
Teachers
will use “writing to learn” activities across all subject areas daily in
their classroom.
|
c.
|
Ensure
writing opportunities for students, thereby improving CATS scores in the
areas of portfolio development, open response, and on-demand writing.
|
Instructional staff, Principal, CIA |
4-Aug |
On-going |
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d.
|
The
instructional focus of the school wide Title 1 program will be to provide
instructional support for those students approved for free/reduced lunch
in reading and math.(SB168)Title 1 funds will be used to
purchase reading materials for students with disabilities. |
d.
|
Title 1
focus on identified areas will result in annual yearly progress being made on
NCLB and an increase in proficiency in the CATS assessment.
|
Principal,
Title 1 Staff
|
4-Aug |
On-going |
|
Title 1 |
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e.
|
Reading
levels of students approved for free/reduced lunch and students with
disabilities will be monitored through the use of PAS testing, MAP testing,
and Star Reading results.(SB168) |
e.
|
Based
upon results of continuous assessment of students approved for free/reduced
lunch and students with disabilities, intervention strategies will be
implemented and monitored. (SB168) |
CIA, Instructional
Staff, Principal |
Oct. 2006 |
May 2008 |
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f.
|
Thoughtful
education vocabulary strategies will be utilized to enhance background
knowledge of students receiving free and reduced lunch. (SB168) |
f.
|
The
achievement levels in reading for students approved for free and reduced
lunch will increase on the KCCT.
(SB168) |
CIA Instructional
Staff. Principal |
January 2007 |
May 2008 |
N/A |
N/A |
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A02 |
a.
|
Student
learning styles will become a prevalent part of planning, assessment, and
instructional strategies. |
a.
|
All
students will have the opportunity to learn at high levels. |
CIA,
Instructional staff |
4-Aug |
On-going |
$500.00 |
PD Funds,
Title 1 |
|
|
b.
|
Teacher and student generated
rubrics/scoring guides will be a part of daily instruction. |
b.
|
Students will develop the skills
needed to score their own work and raise performance levels. |
Instructional Staff, Principal,
CIA |
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c.
|
Open
response questions and on-demand writing will be a part of regular
instruction and monitored throughout the year. |
c.
|
Students
will demonstrate proficiency in open response questions and on-demand
writing. |
Instructional
staff Principal,
CIA |
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d.
|
All
teachers will instruct students on the criteria for writing at the proficient
level. |
d.
|
To
increase student awareness of what is expected for students to achieve
proficiency in writing. |
Instructional
staff/ Principal, CIA |
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A03 |
a.
|
Teachers
will use Higher Order Thinking (HOT) skills and Bloom’s Taxonomy in their
daily instruction. |
a.
|
The
level of classroom instruction will rise and students will understand and
rise to high expectations in learning.
|
Instructional
staff |
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b.
|
All
students will understand the purpose of classroom activities and assessments,
understand the scoring guide (rubric) and be taught to self-analyze their
work. |
b.
|
All
students will be able to explain the purpose of classroom work and
activities. All students will
understand the scoring guide and use it to self-analyze their work. |
Instructional
staff |
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c.
|
Teachers
will increase the use of Charts and Webs as organizers for instruction with
assistance from Thoughtful Ed. |
c.
|
Students will demonstrate
improved achievement through the use of best practices. |
Instructional Staff/CIIA |
4 Aug. |
On-going |
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d.
|
Inquiry
based instruction will be emphasized across all content areas. |
d.
|
Students will demonstrate
increased achievement due to the use of best practices. |
Instructional Staff/CIA |
4 Aug |
On-going |
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e.
|
Teachers
will collaborate monthly with the LMS to utilize available resources for
student objectives, activities, and projects. |
e.
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Students will become
information literate through completed activities and projects. |
LMS Instructional Staff Principal |
4 Aug |
On-going |
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f.
|
Teachers
will provide daily practice on mastering math facts at each grade level. |
f.
|
Students
will become proficient in mastering math facts (addition, subtraction,
multiplication, and division) and demonstrate proficiency on in-school
assessments as well as state assessments.
|
Principal/ Instructional Staff/CIA |
4 Aug |
On-going |
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Hardin County Schools
Comprehensive School Improvement Plan
School
Name: Vine Grove Elementary Date: March 2008
Action
Component: LEARNING ENVIRONMENT Component Manager: Principal
|
Priority
Need |
Goal (Addresses the Priority Need) |
|
Based on
evidence from the scholastic review of 2004, data analysis of the 2007
Kentucky Performance Report and NCLB report, and target areas for SB168,
diversified education strategies are not being fully implemented in the total
school program. |
By the end
of each accountability cycle between 2004 and 2014, physical structures of
the school will provide all students and staff with safety, order, and
equitable access. VGE encourages
involvement of all families and community members. They appreciate and value their culture and
diversity. |
|
Causes and
Contributing Factors: (Both
Positive and Negative; Based on Needs Assessment) |
Objectives
with Measures of Success |
|
According to
the scholastic review, KPR results, and SB 168 target areas, the following
contributing factors are noted. |
|
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Standard
4: School Culture |
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B01 A
diversified climate of student work and learning has not been a focus. Regular communication of student
performance with parents should be consistent throughout the school. |
B01 An atmosphere of student centered
learning will be a focus throughout the building. |
B01a
The school climate
is not conducive to the learning environment because of an inadequate cooling
system and noise created through vibrating windows.
|
B01a The
atmosphere of student centered learning will be the focus as all barriers
that prohibit learning are removed. |
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Standard
5: Community Support |
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B02 Parent and community members need
continued encouragement to participate in school activities. Organized activities promoting parental
involvement need to be focused and planned. |
B02 Students and
parents will receive regular communication from the child’s teacher
concerning academic achievement.
Classroom calendars and newsletters will be used to inform parents of
class and school activities. |
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Standard
6: Professional Development |
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B03 School-wide
areas of embedded professional development need to be identified and planned
annually. |
B03 During SY 2007-08
VGE will participate in and implement more embedded PD, with a focus in
diversified education strategies.
Professional growth plans will be referenced when planning both
individual and school-wide professional development activities. |
Action
Component _LEARNING ENVIRONMENT
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Amount of Funding |
Fund Source |
||
|
B01 |
a. |
Teachers
will receive training in differentiation strategies. |
a. |
Instructional
strategies will address the needs of all students. Teachers will become aware of the needs and
learning styles of all students. |
PD Committee |
Aug. 4 |
On going |
1,000.00 |
PD funds |
|
|
b. |
Teacher
growth plans will be monitored each semester with reference to certified
evaluations. |
b. |
Continued
professional growth will be a priority for all certified staff in order to
offer our students the latest in new and improved instructional strategies. |
Principal Asst. Principal |
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c. |
ESS daytime wavier will be implemented and target
students with disabilities. |
c. |
Achievement
levels of students with disabilities in reading and math will increase. |
ESS Coordinator, CIA, Principal |
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d. |
Continued PD in the Literacy First Process and
Thoughtful Education will be monitored to ensure instructional strategies in
reading are utilized effectively for students approved for free/reduced
lunch. (SB168) |
d. |
Achievement
levels in reading for students approved for free/reduced lunch will increase.
(SB168) |
Instructional
Staff/CIA/Principal |
Sept. 06 |
May 2008 |
$2500 |
PD funds Title 1 |
|
B02 |
a. |
Teachers
will keep regular contact with parents and keep a log indicating frequency
and times of contact. |
a. |
Increased
communication as well as documented evidence of communication to better meets
the needs of students, parents, and teachers. |
Instructional Staff |
Aug. 4 |
On going |
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b. |
A
newsletter and /or monthly calendar of activities will be publicized on the
school website to help keep parents/ community informed. |
b. |
The
news items will increase awareness of school activities and promote parent
and community participation. |
Media Center Specialist,
Principal |
Aug. 4 |
On going |
300.00 |
Title 1, Inst funds |
|
|
c. |
The
school will organize workshops, parent meetings, and family activities that
will offer strategies to help the parents and children succeed in school. |
c. |
These
activities will reduce barriers between school and home and provide
opportunities for all parents and their children to become more confident and
supportive of education. |
FYRSC, Title 1 Coord |
Aug. 4 |
On going |
5,000.00 |
FYRSC, Title 1, ESS |
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d. |
Continued
efforts in community partnerships will be a priority. |
d. |
Larger
community presence and influence inside the school. More resources to support student success
and citizenship. |
Principal, Title 1 Coord |
Aug. 4 |
On going |
800.00 |
Inst. Funds |
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B03 |
a. |
A
professional development plan will be designed with both required and
flexible activities with school-wide focus and close connection to individual
growth plans. |
a. |
Teachers
will seek PD opportunities for personal growth as well as areas for school
growth. Clear connections between
growth plans and PD. |
PD Committee |
Aug. 4 |
On going |
6,000.00 |
PD funds |
|
|
b. |
Professional
development will focus in the areas of cultural diversity, learning styles,
as well as differentiated instruction. |
b. |
Higher
level of success for all students. |
PD Committee |
Aug. 4 |
On-going |
2,000.00 |
PD funds |
|
|
c. |
Teachers
will be trained in the process of referring students to special education
services. |
c. |
Students
needing special education services will be quickly identified and
referred. Knowledge of the process
will allow teachers to make more informed decisions concerning
referrals. |
PD Committee |
Aug. 4 |
On going |
500.00 |
Sp. Ed. |
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|
d. |
New teachers will engage in professional
development as needed to accomplish Literacy First goals, Thoughtful
Ed., and stated academic goals as
approved by the principal. |
d. |
All
teachers will implement best practices to help students increase knowledge of
all academic content and teachers will also share new knowledge with other
colleagues |
Principal, Title 1
Coord., LRS |
Aug. 4 |
On going |
2,000.00 |
PD funds, Title1 |
|
|
e. |
An ESS daytime wavier will be implemented fall 2007
to address needs of students in the areas of math and reading. |
e. |
Students
in ESS will show an increase in test scores, as indicated on the KCCT and
NCLB. |
ESS
Coordinator, Principal |
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School
Name: Vine Grove Elementary Date: March 2008
Action Component:
EFFICIENCY Component
Manager: Principal
Priority Need
|
Goal
(Addresses the Priority Need) |
|
Based on evidence from the scholastic review of
2004 and data analysis of the 2007
Kentucky Performance Report, and target areas for SB168, greatest need of
improvement in the analysis of student work. |
By the end of each accountability cycle between
2006 and 2014, Vine Grove Elementary will update the CSIP as needed. |
|
Causes and Contributing Factors (Both Positive and Negative; Based on Needs
Assessment) |
Objectives with Measures of Success |
|
According to the scholastic review, KPR results,
and SB168 target areas, the following contributing factors are noted. |
|
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Standard 7:
Leadership |
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C01 Increased shared
leadership among all stakeholders. |
C01 Vine Grove will continue
to utilize the position of CIA person to improve knowledge of new and
improved instructional strategies, as well as curriculum development. |
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Standard 8:
Organizational Structure |
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C02 Scheduling as well as use
of funding as it applies to data analysis. |
C02 Scheduling practices will
be based on student learning needs.
Funding will be needs driven for student success. |
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Standard 9:
Comprehensive and Effective Planning |
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C03 . Updates in our CSIP will be an annual
focus. |
C03 Implementation and Impact
checks will occur bi-annually to determine student learning needs as well as
planning needs. Policies and processes
as it relates to instructional needs of all students will also be a focus. |
Action Component EFFICIENCY
|
Objective
Label |
Strategy/Activity
|
Expected
Impact in Terms of Student Performance & Classroom Practice |
Responsible
Person |
Start
Date |
End Date |
Amount of
Funding |
Fund
Source |
||
|
C01 |
a. |
Each
September VGE staff will analyze and disaggregate data |
a. |
Faculty
and staff will have a clear understanding of student performance to be used
for planning of curriculum and instructional strategies. |
Principal, CIA, Counselor Asst. principal |
Aug. 4 |
On-going |
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C02 |
a. |
Teacher/student
schedules will be based on student needs for success. Learner profiles and discipline needs will
be utilized to make scheduling decisions. |
a. |
Students will succeed at
higher levels in both academic and social goals as a result of efficient
scheduling |
Principal, CIA, Counselor |
Aug. 4 |
On-going |
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C03 |
a. |
Analysis
of student work samples, Literacy First data, and test data will be completed
by all stakeholders. |
a. |
The
analysis will develop teacher awareness in all academic areas of their
students' progress and will identify specific areas of need and develop a
plan to accommodate these academic concerns. |
LRS |
Aug. 4 |
On-going |
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b. |
Bi-annual
impact and implementation checks of the CSIP will be made by each grade level
and reported to the component managers.
|
b. |
The
results will develop teacher awareness of expected progress in our school as
guided by the CSIP. All teachers will
use the data to make improvements and document the progress achieved in the
component area. |
Principal |
Aug. 4 |
On-going |
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