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KDE Comprehensive School
Improvement Plan
Clearfield Elementary School
DR
Rowan County
Misty Litton, Principal
460 Mcbrayer Road
Clearfield, KY 40313
Document Generated On December 18, 2015
TABLE OF CONTENTS
Introduction
1
Executive Summary
3
Description of the School
School's Purpose
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Introduction
4
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Clearfield CSIP 2015-16
Overview
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Goals Summary
9
10
Goal 1: Increase the math proficiency ratings for students with disabilities from 23.1 in 2015 to 57.3 in 2019.
11
Goal 2: Increase writing proficiency ratings from 57.3% in 2015 to 76.3% in 2019.
14
Goal 3: Increase the averaged combined reading and math K-Prep scores for Clearfield Elementary students from 43.3
2015 to 70.2 in 2019.
16
Goal 4: Increase the reading proficiency ratings for students with disabilities from 19.2 in 2015 to 63.2 in 2019.
25
Goal 5: By 2021, Clearfield Elementary will reduce the total number of students scoring at the novice level in the math
and reading from 43.2% to no less than 21.6% as measured by KPREP data.
29
Goal 6: Clearfield Elementary will focus on the development and improvement of programs monitored via the Program
Reviews.
Activity Summary by Funding Source
30
33
KDE Needs Assessment
Introduction
41
Data Analysis
42
Areas of Strengths
43
Opportunities for Improvement
44
Conclusion
45
Introduction
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KDE Compliance and Accountability - Schools
Planning and Accountability Requirements
KDE Assurances - School
Introduction
Assurances
Introduction
Stakeholders
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The Missing Piece
47
48
68
69
75
76
Relationship Building
77
Communications
78
Decision Making
80
Advocacy
82
Learning Opportunities
83
Community Partnerships
84
Reflection
85
Report Summary
86
Improvement Plan Stakeholder Involvement
88
Improvement Planning Process
89
School Safety Report
Introduction
School Safety Requirements
Equitable Access Diagnostic
Introduction
Needs Assessment
Questions
DR
Equitable Access Strategies
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Introduction
91
92
95
96
97
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to
ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on
student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and
closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality
planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your
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address gaps in student achievement.
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school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly
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KDE Comprehensive School Improvement Plan
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Clearfield Elementary School
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Executive Summary
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
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challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
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provides teaching and learning on a day to day basis.
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Clearfield Elementary is nestled in the foothills of the Appalachian Mountains, at 460 McBrayer Road in Clearfield, approximately three miles
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southwest of Morehead. The student population includes 355 students Kindergarten through fifth grade. Nearly 80% of our students qualify
for free/reduced lunch. CES is a Title I school. Our student population is very transient. We have a mobility rate of 5%. This is a barrier to our
school. Clearfield's ethnicity rate is 5%. The faculty includes a principal, counselor, librarian, speech pathologist, a Title I teacher, three
special education teachers, a part-time gifted and talented teacher, physical education teacher, music and art teachers, ten instructional
assistants, two custodians, a nurse, one secretary, four cooks, a FRC director and assistant, and fourteen classroom teachers. All teachers
are highly qualified. Our special education percentage is 12%. The school houses the elementary emotional/behavioral disorder unit for the
school district. Extended School Services are offered through a day-time waiver and after school. A health unit and Family Resource Center
services students daily to assist in reducing barriers to learning. The Parent/Teacher Organization (PTC) provides extra funding for
educational needs with fund raising activities completed during the year. Parents are also involved by serving on the SBDM Council and its
committees. CES encourages parent participation with family events held in the summer prior to the opening of school such as our Ice
Cream Social and Kindergarten Orientation. Parent involvement activities include: Kindergarten Orientation, Ice Cream Social/Open House,
Fall Festival Night, Family Nights, Parents' Night Out, Winter Musical Concert, PTC meetings, District Title I parent involvement meeting, a
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Spring Musical Concert, a Clearfield Showcase at District Board Meeting, school committees and SBDM Council.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
All teachers were grouped in various PLCs, with the focus to brainstorm ideas for the Mission, Vision, and Values/Beliefs of the school. After
MISSION
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each group created ideas, the staff met back as a whole and consensually decided the final products, which were:
Clearfield Elementary School provides an environment that focuses on positive I.D.E.A.S through Instruction, Differentiation, Encouragement,
Assessment, and Support in order to achieve Proficiency in the Kentucky Common Core Standards
VISION
Our vision is to create an elementary school that is highly regarded for its academic excellence, its compassion for the families and students
who attend, and for its contribution to the community in which it operates. We believe that the most promising strategy for achieving the
mission is to develop our capacity to function as a professional learning community.
VALUES
We will:
C -create an environment conducive to learning
O -open the doors to teamwork among staff, students, parents and community
U -unite to achieve a common purpose, and establish clear goals with high expectations
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G -give common assessments
A -actively monitor student achievement to close the gaps
R -respect all colleagues, students, parents and community members
S -seek effective strategies
We are COUGARS!
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
Clearfield Elementary is accredited by Southern Association on Colleges and Schools. Currently with the new accountability system CES's
overall score was 70.6 with a percentile ranking of 83. Clearfield went from being identified as Needs Improvement to Proficient and
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Progressing. Clearfield wants to increase the achievement accountability for reading and math, increase proficiency in the areas of reading
and math with special education students, and reduce the number of students scoring novice.
Clearfield is most proud of the relationships that teachers and staff build with the students, parents, and among the staff members. Clearfield
is a welcoming environment that consistently cares about its students. Another accomplishment that makes Clearfield proud is the academic
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achievement of our students. This school has been at the top of the district's scores for several years.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
All teachers use the following research-based strategies: direct instruction, integration of technology through interactive boards as well as
iPads and other forms of technology, differentiation, flexible large- and small-groups, and cooperative grouping. Several supplemental
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research-based programs are in place including: KCM, Quick Reads, Great Leaps, Free Reading, Scott Foresman Reading Street
reading program, 95% Group materials, Intervention Block for Reading and Math for K-5th grade students, and tutors through the ESS
program. Classroom teachers teach Reading through shared reading, guided reading, and literacy centers daily. All teachers have been
trained in Envisions Math, 95% Group, MAP, DIBELS Next, all components of Unbridled Learning, and RTI procedures, along with the new
PGES accountability system. All teachers serve on Professional Learning Community committees and one of the five Program Review
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component committees.
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KDE Comprehensive School Improvement Plan
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Clearfield Elementary School
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Clearfield CSIP 2015-16
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Overview
Plan Name
Clearfield CSIP 2015-16
Plan Description
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Clearfield CSIP 2015-16
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Clearfield Elementary School
Goals Summary
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KDE Comprehensive School Improvement Plan
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
2
3
4
5
6
Goal Name
Increase the math proficiency ratings for students
with disabilities from 23.1 in 2015 to 57.3 in 2019.
Goal Details
Objectives:1
Strategies:2
Activities:6
Increase writing proficiency ratings from 57.3% in
Objectives:1
2015 to 76.3% in 2019.
Strategies:2
Activities:4
Increase the averaged combined reading and math Objectives:1
K-Prep scores for Clearfield Elementary students
Strategies:4
from 43.3 2015 to 70.2 in 2019.
Activities:20
Increase the reading proficiency ratings for
Objectives:1
students with disabilities from 19.2 in 2015 to 63.2 Strategies:2
in 2019.
Activities:7
By 2021, Clearfield Elementary will reduce the total Objectives:1
number of students scoring at the novice level in
Strategies:1
the math and reading from 43.2% to no less than
Activities:2
21.6% as measured by KPREP data.
Clearfield Elementary will focus on the
Objectives:1
development and improvement of programs
Strategies:2
monitored via the Program Reviews.
Activities:2
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#
1
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal Type
Organizational
Total Funding
$22600
Organizational
$1000
Organizational
$134282
Organizational
$8100
Organizational
$0
Organizational
$0
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Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
Goal 1: Increase the math proficiency ratings for students with disabilities from 23.1 in 2015 to
57.3 in 2019.
Measurable Objective 1:
demonstrate a proficiency by Spring of 2016, by increasing the number of proficient and distinguished students with disabilities to 31.6%. by 05/09/2016 as measured
by the 2016 KPREP.
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Strategy 1:
Professional Development - Teachers will access training in best practices for math instruction for students with disabilities, as indicated by student data.
Category: Continuous Improvement
Activity - Math Professional Develoment
Activity Type
Begin Date
End Date
All teachers, classroom and special education, will participate in
professional learning on strategies to help close the math gap with
students with disabilities.
Professional
Learning
08/08/2014
05/31/2016
Status
In Progress
Completed
Completed
Progress Notes
Activity - Math Coaching Cohort
Resource
Assigned
$16000
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
District
Funding
Staff
Responsible
Title I
Teacher,
Classroom
Teachers,
Special
Education
teachers,
Administrative
Staff
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Staff
Responsible
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Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
The Title I Teacher will attend a math coaching cohort during the spring
semester. The cohort will initiate profound sustainable school-wide
implementation in math teaching and learning.
Status
Completed
Progress Notes
Professional
Learning
01/05/2015
05/31/2016
$100
Created On
May 15, 2015
Other
Title I
Teacher,
Classroom
Teachers,
Administrative
Staff
Created By
Tamela B Buttry
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Strategy 2:
Math RTI - Research-based programs will be used with fidelity by teachers and aides to provide students with disabilities with interventions in math.
Category: Integrated Methods for Learning
Activity - RTI Math Groups
Activity Type
Begin Date
End Date
Students with disabilities in kindergarten and first grade will participate in
differentiated small groups based on Math assessments.
Academic
Support
Program
08/13/2015
05/31/2016
Status
In Progress
Completed
In Progress
Progress Notes
Activity - Progress Monitoring
Resource
Assigned
$0
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
Assistants,
Title I Staff,
District Math
Interventionist
,
Administrative
Staff
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Staff
Responsible
Page 12
Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
Students with disabilities will be progress monitored using curriculumbased measures at least once a month and as needed when students are
not making adequate progress.
Status
In Progress
Completed
In Progress
Progress Notes
Activity - IXL Math
Status
In Progress
Completed
In Progress
DR
Students with disabilities will receive interventions based on individual
levels through the IXL math technology program.
Academic
Support
Program
02/04/2013
05/31/2016
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity Type
Begin Date
End Date
Technology
02/04/2013
05/31/2016
Progress Notes
Resource
Assigned
$1500
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity - Extended School Services
Activity Type
Begin Date
End Date
Math interventions will be provided by support personnel from extended
school services for students with disabilities.
Academic
Support
Program
01/07/2013
05/31/2016
Status
In Progress
Completed
$0
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$5000
Created On
December 04, 2015
October 09, 2014
No Funding
Required
Teachers,
Assistants,
Title I Staff,
Administrative
Staff
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Other
Staff
Responsible
Teachers,
Assistants,
Title I Staff,
Administrative
Staff
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
District
Funding
Staff
Responsible
ESS Tutor,
Administrative
Staff
Created By
Mrs. Misty A Litton
Tamela B Buttry
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Clearfield Elementary School
In Progress
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KDE Comprehensive School Improvement Plan
December 05, 2013
Mrs. April Ratliff
Goal 2: Increase writing proficiency ratings from 57.3% in 2015 to 76.3% in 2019.
Measurable Objective 1:
demonstrate a proficiency by Spring 2016, increase the overall writing proficiency scores from 57.3 to 62.0 by 05/31/2016 as measured by the 2016 KPREP.
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Strategy 1:
Writing Policies and Procedures - By having all teachers implement best practices when teaching writing, students will increase their knowledge of audience
awareness, purpose/focus, idea development, structure, and language mechanics. The SBDM Council and administrators use PLCs, curriculum-based assessment
data, and Program Review to evaluate the school writing program and resources.
Category: Integrated Methods for Learning
Activity - School-Wide Writing Plan
Activity Type
Begin Date
End Date
Clearfield Elementary will follow the school-wide writing plan that is based
on the language arts core standards, shows progress on Program Review
proficiency, and is vertically aligned to each grade level's instruction for
writing.
Policy and
Process
08/07/2014
05/31/2016
Status
In Progress
Completed
Completed
Completed
Progress Notes
Activity - Evaluation of Writing Practices
Resource
Assigned
$0
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
No Funding
Required
Staff
Responsible
Administrative
Staff,
Teachers,
Aides
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Staff
Responsible
Page 14
Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
The principal and Writing Committee will develop a procedure for
evaluating and reflecting on the impact of writing instructional practices.
Status
In Progress
Completed
Not
Completed
In Progress
Progress Notes
02/04/2013
05/31/2016
At the time of this progress check, the writing committee had not developed a method to evaluate
the writing instructional practices within the school.
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Activity - Schoolwide Writing Pacing Guide
The leadership team and writing committee will develop a school-wide
writing pacing guide based on the district writing action plan.
Status
In Progress
Completed
Policy and
Process
No Funding
Required
Writing
Committee,
Principal,
Leadership
Team,
Teachers
Created On
December 04, 2015
May 15, 2015
October 09, 2014
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
December 05, 2013
Mrs. April Ratliff
Activity Type
Begin Date
End Date
Direct
Instruction
01/05/2015
05/13/2016
Progress Notes
$0
Resource
Assigned
$0
Created On
December 04, 2015
May 15, 2015
Source Of
Funding
No Funding
Required
Staff
Responsible
Leadership
Team, Writing
Committee,
Teachers
Created By
Mrs. Misty A Litton
Tamela B Buttry
Strategy 2:
Writing Professional Development - Teachers will be trained in best practices for writing instruction.
Category: Professional Learning & Support
Activity - Professional Development
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
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Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
Teachers will continue to receive job-embedded professional development Professional
and regular professional development to assist with ideas, strategies, and Learning
best practices of teaching writing.
Status
In Progress
Completed
Completed
Completed
Progress Notes
08/07/2014
05/31/2016
$1000
Created On
December 04, 2015
October 09, 2014
October 09, 2014
December 05, 2013
District
Funding
Administrative
Staff,
Teachers,
Assistants
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
DR
Goal 3: Increase the averaged combined reading and math K-Prep scores for Clearfield
Elementary students from 43.3 2015 to 70.2 in 2019.
Measurable Objective 1:
collaborate to increase the average combined reading and math K-Prep scores to 52.2 by 05/09/2016 as measured by the 2016 K-Prep.
Strategy 1:
Literacy Initiatives - Teachers will implement the Kentucky Common Core English/Language Arts Standards for reading.
Category: Continuous Improvement
Activity - Balanced Literacy Approach
Activity Type
Teachers will include shared reading, guided reading or literature circles
Direct
and literacy skills activities during reading blocks. Students with disabilities Instruction
will receive instruction in reading in the Least Restrictive Environment, as
specified in their IEPs. Reading instruction will be aligned with grade level
English Language Arts Common Core Standards.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
02/04/2013
05/31/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom,
special
education,
Title I
teachers and
aides
Page 16
Clearfield Elementary School
Status
In Progress
Completed
Completed
Completed
Completed
Completed
Completed
In Progress
Progress Notes
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KDE Comprehensive School Improvement Plan
Created On
December 04, 2015
May 15, 2015
May 15, 2015
May 15, 2015
May 15, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity Type
Begin Date
End Date
Teachers at each grade level will develop common formative and
summative assessments based on the Kentucky Reading Common Core
Standards.
Academic
Support
Program
02/04/2013
05/31/2016
Status
In Progress
Completed
Completed
Completed
Completed
In Progress
DR
Activity - Reading Common Formative and Summative Assessments
Progress Notes
Resource
Assigned
$200
Created On
December 04, 2015
May 15, 2015
May 15, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity - Reading Data Teams
Activity Type
Begin Date
End Date
During PLCs, teachers and administrators will analyze data from common
formative and summative assessments for reading by creating SMART
goals and develop a plan to improve core reading instruction, intervene
with students scoring below school benchmark, and provide enrichment
opportunities to those who have met benchmark.
Academic
Support
Program
02/04/2013
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
School
Council
Funds
Staff
Responsible
Classroom,
special
education and
Title I
teachers
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom,
special
education,
and Title I
teachers and
school
administrators
Page 17
Clearfield Elementary School
Status
In Progress
Completed
Completed
In Progress
Progress Notes
Activity - Full-Day Kindergarten
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KDE Comprehensive School Improvement Plan
Status
Completed
Completed
Completed
Completed
In Progress
DR
By providing full-day Kindergarten, Clearfield helps enhance reading
instruction to help increase student achievement in literacy and help
students close the achievement gap if they are starting school below their
expected academic level.
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity Type
Begin Date
End Date
Academic
Support
Program
08/07/2014
05/31/2016
Progress Notes
Activity - Literacy Night for Students/Parents
Created On
December 04, 2015
May 15, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity Type
Begin Date
End Date
According to the TELL Survey (2013) 50% of Clearfield teachers feel that Parent
parents support them which contributes to student achievement. A literacy Involvement
night will be planned for Read Across America Week in conjunction with
Dr. Suess' birthday. Teachers will organze literacy activities for parents
and students. Teachers will work with parents to show them how to
reinforce literacy activities at home. Books and literacy resources will be
provided through Title I parent involvement funds. The school's parent
organization, PTC, will assist in planning and funding the activity.
01/05/2015
04/29/2016
Status
Completed
Resource
Assigned
$55841
Progress Notes
....
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$750
Created On
May 15, 2015
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Title I Part A
Staff
Responsible
Kindergarten
teachers,
Principal, Title
I Director
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Booster Fund,
Title I Part A
Staff
Responsible
Teachers,
principal, and
PTC
Created By
Tamela B Buttry
Page 18
Clearfield Elementary School
Completed
Completed
Completed
Not
Completed
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KDE Comprehensive School Improvement Plan
This activity will occur in the spring.
Activity - Data Leadership Meetings
DR
Leadership staff at the school and district will meet individually with
teachers to discuss reading progress data of students in their classrooms.
Status
In Progress
Completed
Completed
May 15, 2015
May 15, 2015
October 09, 2014
December 08, 2013
Activity Type
Begin Date
End Date
Academic
Support
Program
02/02/2015
05/31/2016
Progress Notes
Resource
Assigned
$150
Created On
December 04, 2015
May 15, 2015
May 15, 2015
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Source Of
Funding
Other
Staff
Responsible
Principal,
Counselor,
Title I
Teacher,
Curriculum
Coach,
School
Liaison
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Strategy 2:
Math Initiative - Teachers will implement the Kentucky Common Core Math Standards for math.
Category: Continuous Improvement
Activity - Math Common Formative/Summative Assessments
Activity Type
Begin Date
End Date
Teachers at each grade level will develop common formative and
summative assessments based on Kentucky Math Common Core
Standards.
Academic
Support
Program
02/04/2013
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$200
Source Of
Funding
School
Council
Funds
Staff
Responsible
Classroom,
special
education and
Title I
teachers
Page 19
Clearfield Elementary School
Status
In Progress
Completed
Completed
In Progress
Progress Notes
Activity - Math Data Teams
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KDE Comprehensive School Improvement Plan
Activity Type
Status
In Progress
Completed
Completed
Completed
In Progress
DR
During PLCs, teachers and administrators will analyze data from common Academic
formative and summative assessments for math by creating SMART goals Support
and develop a plan to improve core math instruction, intervene with
Program
students scoring below school benchmark, and provide enrichment
opportunities for those students who have met benchmark.
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Begin Date
End Date
02/04/2013
05/31/2016
Progress Notes
Created On
December 04, 2015
May 15, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity - Full-Day Kindergarten
Activity Type
Begin Date
End Date
By providing full-day Kindergarten, this will help provide for in-depth core
math instruction to help increase student achievement in math.
Academic
Support
Program
08/08/2013
05/31/2016
Status
Completed
Completed
In Progress
Resource
Assigned
$0
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$55841
Created On
May 15, 2015
October 09, 2014
December 05, 2013
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom,
special
education and
Title I
teachers and
school
administrators
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Title I Part A
Staff
Responsible
Kindergarten
teachers,
Principal, Title
I Director
Created By
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Page 20
Clearfield Elementary School
Activity - Data Leadership Meetings
AF
T
KDE Comprehensive School Improvement Plan
Leadership staff at the school and district will meet individually with
teachers to discuss progress data of students in their classrooms.
Progress Notes
DR
Status
In Progress
Completed
Activity Type
Begin Date
End Date
Academic
Support
Program
02/02/2015
05/31/2016
Created On
December 04, 2015
May 15, 2015
Activity - Math Coaching Cohort
Activity Type
Begin Date
End Date
The Title I Teacher will attend a math coaching cohort during the spring
semester. The cohort will initiate profound sustainable school-wide
implementation in math teaching and learning.
Professional
Learning
01/05/2015
05/03/2016
Status
Completed
Progress Notes
Resource
Assigned
$150
Resource
Assigned
$100
Created On
May 15, 2015
Source Of
Funding
Other
Staff
Responsible
Principal,
Counselor,
Title I
Teacher,
Curriculum
Coach,
School
Liaison
Created By
Mrs. Misty A Litton
Tamela B Buttry
Source Of
Funding
Other
Staff
Responsible
Title I
Teacher,
Classroom
Teachers
Created By
Tamela B Buttry
Strategy 3:
RTI for Academic and Behavioral Support - Teachers will provide differentiated instruction for reading and math as outlined in academic Tier 2 and 3 RTI plans for
students not scoring at benchmark on universal screeners or common assessments. Staff will clearly communicate and consistently reinforce SBDM Common Area
Expectation policies, the Rowan County Schools Student Misconduct and Disciplinary Response, and individual classroom rules and consequences of misbehavior.
Counselor, teachers and assistants will provide social skills and implement behavior tracking instruments for students with behavior Tier 2 and 3 RTI plans.
Category: Continuous Improvement
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 21
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
Activity - Universal Screeners for Academic Areas of Math and Reading
Activity Type
Begin Date
End Date
Administrators, teachers and aides will administer MAP assessments in
reading and math three times a year to all students.
Academic
Support
Program
01/03/2013
05/31/2016
Status
In Progress
Completed
Completed
In Progress
Progress Notes
Activity - RTI Team Meetings for Academic Support
Activity Type
Status
Completed
Completed
In Progress
DR
The RTI Team will continue to meet with classroom teachers to review data Academic
from universal screeners and diagnostic assessments to determine
Support
students that are in need of interventions and develop Tier 2 and Tier 3
Program
plans.
Resource
Assigned
$20000
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Begin Date
End Date
01/03/2013
05/31/2016
Progress Notes
Resource
Assigned
$50
Created On
May 15, 2015
October 09, 2014
December 05, 2013
Activity - Fluency Assessments for Academic Areas of Math and Reading
Activity Type
Begin Date
End Date
Teachers and aides will administer fluency assessments (DIBELS, SNAP,
DNK, PASI, PSI, etc.) in reading and math to students not scoring at
benchmark on universal screeners.
Academic
Support
Program
01/03/2013
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$200
Source Of
Funding
District
Funding
Staff
Responsible
Administrator
s, teachers,
and aides
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
School
Council
Funds
Staff
Responsible
RTI Team
members,
Title I
Teacher and
Assistant,
Teachers,
Assistants
Created By
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
School
Council
Funds
Staff
Responsible
Teachers and
aides
Page 22
Clearfield Elementary School
Status
In Progress
Completed
Completed
Completed
In Progress
Progress Notes
AF
T
KDE Comprehensive School Improvement Plan
Activity - Progress Monitoring Reviews of RTI plans for Academic Support
Activity Type
Status
Completed
Completed
Completed
In Progress
DR
Teachers and assistants will progress monitor students with academic RTI Academic
plans for reading and math every two weeks. The RTI team will schedule
Support
follow-up meetings to review progress data collected on students receiving Program
RTI for academic support to determine the success of the intervention and
revise plans if needed or to make referrals for special education.
Begin Date
End Date
01/03/2013
05/31/2016
Progress Notes
Activity - RTI Team Meetings for Behavioral Support
Resource
Assigned
$100
Created On
May 15, 2015
October 09, 2014
October 09, 2014
December 05, 2013
Activity Type
The RTI Team will continue to meet with classroom teachers to review
Behavioral
baseline data collected on a tracking instrument to determine students that Support
are in need of behavior interventions and develop Tier 2 and Tier 3 plans to Program
support a positive learning environment and to reduce the number of
suspensions.....
Status
Completed
Completed
Created On
December 04, 2015
May 15, 2015
October 09, 2014
October 09, 2014
December 05, 2013
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
01/03/2013
05/12/2015
Resource
Assigned
$300
Created On
May 15, 2015
October 09, 2014
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
School
Council
Funds
Staff
Responsible
RTI Team
members,
Title I
Teacher and
Assistant,
classroom
teachers and
aides
Created By
Tamela B Buttry
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
State Funds
Staff
Responsible
RTI Team
members,
counselor,
teachers, and
assistants
Created By
Tamela B Buttry
Tamela B Buttry
Page 23
Clearfield Elementary School
In Progress
AF
T
KDE Comprehensive School Improvement Plan
December 05, 2013
Activity - Progress Monitoring Reviews of RTI plans for Behavioral Support Activity Type
Begin Date
End Date
Counselor, teachers and assistants will progress monitor students with
behavior RTI plans. The RTI team will schedule follow-up meetings to
review progress data collected on students receiving behavior support to
determine the successfulness of the intervention and revise plans if
needed or to make referrals for special education.
01/03/2013
05/12/2015
Progress Notes
DR
Status
In Progress
Completed
Completed
In Progress
Activity - Behavior Interventions
Behavioral
Support
Program
Activity Type
The counselor, teachers and assistants will provide students with behavior Behavioral
RTI plans with social skills and use a tracking instrument to collect data.
Support
Program
Status
In Progress
Completed
Completed
In Progress
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Begin Date
End Date
01/03/2013
05/31/2016
Progress Notes
Activity - Math Coaching Cohort
Resource
Assigned
$0
Resource
Assigned
$300
Created On
December 04, 2015
May 15, 2015
October 09, 2014
December 05, 2013
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Mrs. April Ratliff
Source Of
Funding
No Funding
Required
Staff
Responsible
RTI Team
members,
Counselor,
classroom
teachers and
aides
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
State Funds
Staff
Responsible
Counselor,
teachers and
assistants
Created By
Mrs. Misty A Litton
Tamela B Buttry
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
Staff
Responsible
Page 24
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
The Title I Teacher will attend a math coaching cohort during the spring
semester. The cohort will initiate profound sustainable school-wide
implementation in math teaching and learning.
Status
Completed
Progress Notes
Professional
Learning
01/05/2015
05/31/2016
$100
Created On
May 15, 2015
Other
Title I
Teacher,
Classroom
Teachers
Created By
Tamela B Buttry
Strategy 4:
Kindergarten Readiness - Kindergarten readiness will be monitored using diagnostic screenings, and that data will be shared with all relevant stakeholders.
Category: Early Learning
DR
Activity - Brigance Assessment
Activity Type
Kindergarten teachers will collaborate with preschool teachers and building Other assessment coordinator to administer the Brigance assessment and
Diagnostic
analyze the data results.
Screening
Status
Completed
Progress Notes
Begin Date
End Date
08/13/2015
10/01/2015
Resource
Assigned
$0
Created On
December 04, 2015
Source Of
Funding
Other
Staff
Responsible
Kindergarten
teachers,
Preschool
teachers,
Building
assessment
coordinator
Created By
Mrs. Misty A Litton
Goal 4: Increase the reading proficiency ratings for students with disabilities from 19.2 in 2015 to
63.2 in 2019.
Measurable Objective 1:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 25
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
demonstrate a proficiency by Spring of 2016, by increasing the number of proficient and distinguished students with disabilities to 29%. by 05/09/2016 as measured
by the 2016 K-Prep.
Strategy 1:
Reading RTI - Research-based programs will be used with fidelity by teachers and aides to provide interventions to students with disabilities in reading.
Category: Continuous Improvement
Activity Type
Begin Date
End Date
Students with disabilities in kindergarten through 3rd grade will participate
in Walk-To groups based on 95% lessons that target phonics, phonemic
awareness, and fluency.
Academic
Support
Program
02/04/2013
05/31/2016
Status
In Progress
Completed
In Progress
DR
Activity - Differentiated Reading Intervention Groups
Progress Notes
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity - 95% Multi-syllabic and Comprehension Lessons
Activity Type
Begin Date
End Date
Students with disabilities in 3rd through 5th grade will participate in 95%
lessons that teach multi-syllabic words and comprehension strategies.
Academic
Support
Program
02/04/2013
05/31/2016
Status
In Progress
Completed
In Progress
Resource
Assigned
$0
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
Assistants,
Title I
Teacher
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Page 26
Clearfield Elementary School
Activity - 95% Diagnostic Assessments
AF
T
KDE Comprehensive School Improvement Plan
Activity Type
Students with disabilities will be administered 95% assessments (PASI and Academic
PSI), and the resulting diagnostic data will be used to develop intervention Support
groups.
Program
Status
In Progress
Completed
In Progress
Progress Notes
Activity - Progress Monitoring
Status
In Progress
Completed
In Progress
DR
Students with disabilities will be progress monitored using curriculumbased measures / DIBELS at least once a month and as needed when
students are not making adequate progress.
End Date
02/04/2013
05/31/2016
Resource
Assigned
$100
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity Type
Begin Date
End Date
Academic
Support
Program
02/04/2013
05/31/2016
Progress Notes
Activity - Extended School Services
Resource
Assigned
$0
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity Type
Reading interventions will be provided by support personnel from extended Academic
school services for students with disabilities.
Support
Program
Status
Begin Date
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
01/07/2013
05/31/2016
Resource
Assigned
$5000
Created On
Source Of
Funding
School
Council
Funds
Staff
Responsible
Teachers,
Assistants,
Title I
Teacher
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
No Funding
Required
Staff
Responsible
Title 1
Teacher,
Teachers,
School
Administrator
s
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
District
Funding
Staff
Responsible
ESS Tutor,
Administrative
Staff
Created By
Page 27
Clearfield Elementary School
In Progress
Completed
In Progress
AF
T
KDE Comprehensive School Improvement Plan
December 04, 2015
October 09, 2014
December 05, 2013
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Strategy 2:
Reading Professional Development - Teachers will be trained in best practices for reading instruction dealing with students with disabilities.
Category: Professional Learning & Support
Activity Type
Begin Date
End Date
Special education teachers and regular education teachers will be provided Professional
research-based intervention strategies to help close the reading gap with
Learning
students with disabilities.
01/08/2013
05/31/2016
Status
In Progress
Completed
In Progress
DR
Activity - Job-Embedded Professional Development
Progress Notes
Resource
Assigned
$1000
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Activity - 95% Professional Development
Activity Type
Begin Date
End Date
Second grade teachers, third grade teachers, and resource teachers will
be trained on 95% intervention materials.
Academic
Support
Program
02/19/2013
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$2000
Source Of
Funding
State Funds
Staff
Responsible
Principal,
school/district
administrators
, special
education
teachers,
regular
education
teachers
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
Source Of
Funding
District
Funding
Staff
Responsible
Title I Staff,
Administrative
Staff, 2nd
grade
Teachers, 3rd
grade
Teachers,
Resource
Teachers
Page 28
Clearfield Elementary School
Status
Completed
Completed
In Progress
Progress Notes
AF
T
KDE Comprehensive School Improvement Plan
Created On
December 04, 2015
October 09, 2014
December 05, 2013
Created By
Mrs. Misty A Litton
Tamela B Buttry
Mrs. April Ratliff
DR
Goal 5: By 2021, Clearfield Elementary will reduce the total number of students scoring at the
novice level in the math and reading from 43.2% to no less than 21.6% as measured by KPREP
data.
Measurable Objective 1:
collaborate to reduce the total number of students scoring at the novice level in math and reading from 43.2% to no less than 38.8% by 05/31/2016 as measured by
KPREP .
Strategy 1:
30-60-90 Day Plan - Building level administration will work with district level administration to draft a 30-60-90 day plan to guide Clearfield's efforts at novice reduction.
Category: Continuous Improvement
Research Cited: http://education.ky.gov/school/stratclsgap/contassessment/Pages/Systems-of-Continuous-Improvement.aspx
Activity - Collaboration
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 29
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
Building-level administrative personnel will meet with district-level
Other 12/04/2015
administrative personnel to outline specific steps for planning,
Collaborative
implementing, and monitoring the school's Novice Reduction Plan on a 30- meeting
60-90 Day Plan schedule.
Progress Notes
DR
Status
Completed
05/04/2016
Created On
December 04, 2015
Activity - District-wide Leadership 30-60-90 Day Plan Meetings
Activity Type
Begin Date
End Date
Building administrators will participate in a district-wide leadership team,
the purpose of which is to implement and monitor the district's 30-60-90
day plan for novice reduction.
Professional
Learning
12/09/2015
05/31/2016
Status
In Progress
Progress Notes
$0
Resource
Assigned
$0
Created On
December 04, 2015
No Funding
Required
Misty Litton,
Principal
April Ratliff,
Guidance
Counselor
Mike
Mathews,
Title 1
Coordinator
Allison
Mathews,
Curriculum
Specialist
Created By
Mrs. Misty A Litton
Source Of
Funding
No Funding
Required
Staff
Responsible
Misty Litton,
Principal
April Ratliff,
Guidance
Counselor
Ginny Laux,
Title 1
Teacher
Created By
Mrs. Misty A Litton
Goal 6: Clearfield Elementary will focus on the development and improvement of programs
monitored via the Program Reviews.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 30
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
Measurable Objective 1:
collaborate to improve the quality of the Arts & Humanities, Writing, K-3, PL/CS, and World Language programs by 05/31/2016 as measured by as measured by KDE's
Program Reviews, conducted by Clearfield Elementary.
Strategy 1:
Professional Learning Community - Teachers will collaborate in PLCs to develop and improve the Arts & Humanities program.
Category: Professional Learning & Support
Activity Type
Begin Date
End Date
Teachers will work in grade-level collaborative groups to improve Program Professional
Review content area programs.
Learning
08/13/2015
05/31/2016
Status
In Progress
DR
Activity - PLC
Progress Notes
Resource
Assigned
$0
Created On
December 04, 2015
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers
Created By
Mrs. Misty A Litton
Strategy 2:
Monitoring by SBDM Council - The members of the SBDM Council, consisting of parent and teacher members, will stay informed and engaged in the process of
program review and improvement in the areas of Writing, Arts & Humanities, K-3 (Primary), Practical Living & Career Studies, and World Language and Global
Competency.
Category: Stakeholder Engagement
Activity - SBDM Council Meetings
Activity Type
Begin Date
SBDM Council meetings will be used as a regular forum to discuss the
Community
09/01/2015
quality of programs monitored by program reviews, as well as the basis for Engagement,
policy regarding the reviews.
Policy and
Process
Status
Progress Notes
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
End Date
06/30/2016
Resource
Assigned
$0
Created On
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
SBDM
Council
members
Created By
Page 31
Clearfield Elementary School
December 04, 2015
Mrs. Misty A Litton
DR
In Progress
AF
T
KDE Comprehensive School Improvement Plan
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 32
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
School Council Funds
Activity Name
Activity Description
Activity Type
Begin Date
End Date
RTI Team Meetings for
Academic Support
The RTI Team will continue to meet with classroom
teachers to review data from universal screeners and
diagnostic assessments to determine students that are in
need of interventions and develop Tier 2 and Tier 3 plans.
Academic
Support
Program
01/03/2013
05/31/2016
Resource
Assigned
$50
Academic
Support
Program
02/04/2013
05/31/2016
$200
Progress Monitoring Reviews Teachers and assistants will progress monitor students with Academic
of RTI plans for Academic
academic RTI plans for reading and math every two weeks. Support
Support
The RTI team will schedule follow-up meetings to review
Program
progress data collected on students receiving RTI for
academic support to determine the success of the
intervention and revise plans if needed or to make referrals
for special education.
01/03/2013
05/31/2016
$100
95% Diagnostic
Assessments
Academic
Support
Program
02/04/2013
05/31/2016
$100
Academic
Support
Program
01/03/2013
05/31/2016
$200
Academic
Support
Program
02/04/2013
05/31/2016
$200
Total
$850
DR
Reading Common Formative Teachers at each grade level will develop common
and Summative
formative and summative assessments based on the
Assessments
Kentucky Reading Common Core Standards.
Students with disabilities will be administered 95%
assessments (PASI and PSI), and the resulting diagnostic
data will be used to develop intervention groups.
Fluency Assessments for
Teachers and aides will administer fluency assessments
Academic Areas of Math and (DIBELS, SNAP, DNK, PASI, PSI, etc.) in reading and math
Reading
to students not scoring at benchmark on universal
screeners.
Math Common
Teachers at each grade level will develop common
Formative/Summative
formative and summative assessments based on Kentucky
Assessments
Math Common Core Standards.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Staff
Responsible
RTI Team
members,
Title I
Teacher and
Assistant,
Teachers,
Assistants
Classroom,
special
education and
Title I
teachers
RTI Team
members,
Title I
Teacher and
Assistant,
classroom
teachers and
aides
Teachers,
Assistants,
Title I
Teacher
Teachers and
aides
Classroom,
special
education and
Title I
teachers
Page 33
Clearfield Elementary School
District Funding
AF
T
KDE Comprehensive School Improvement Plan
Activity Name
Activity Description
Extended School Services
Extended School Services
Math Professional
Develoment
Begin Date
End Date
Reading interventions will be provided by support personnel Academic
from extended school services for students with disabilities. Support
Program
Math interventions will be provided by support personnel
Academic
from extended school services for students with disabilities. Support
Program
Second grade teachers, third grade teachers, and resource Academic
teachers will be trained on 95% intervention materials.
Support
Program
01/07/2013
05/31/2016
Resource
Assigned
$5000
01/07/2013
05/31/2016
$5000
02/19/2013
05/31/2016
$2000
All teachers, classroom and special education, will
participate in professional learning on strategies to help
close the math gap with students with disabilities.
Professional
Learning
08/08/2014
05/31/2016
$16000
Professional
Learning
08/07/2014
05/31/2016
$1000
Academic
Support
Program
01/03/2013
05/31/2016
$20000
Total
$49000
End Date
Resource
Assigned
DR
95% Professional
Development
Professional Development
Teachers will continue to receive job-embedded
professional development and regular professional
development to assist with ideas, strategies, and best
practices of teaching writing.
Universal Screeners for
Administrators, teachers and aides will administer MAP
Academic Areas of Math and assessments in reading and math three times a year to all
Reading
students.
Activity Type
Staff
Responsible
ESS Tutor,
Administrative
Staff
ESS Tutor,
Administrative
Staff
Title I Staff,
Administrative
Staff, 2nd
grade
Teachers, 3rd
grade
Teachers,
Resource
Teachers
Title I
Teacher,
Classroom
Teachers,
Special
Education
teachers,
Administrative
Staff
Administrative
Staff,
Teachers,
Assistants
Administrator
s, teachers,
and aides
No Funding Required
Activity Name
Activity Description
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Begin Date
Staff
Responsible
Page 34
Clearfield Elementary School
AF
T
KDE Comprehensive School Improvement Plan
District-wide Leadership 3060-90 Day Plan Meetings
Building administrators will participate in a district-wide
Professional
leadership team, the purpose of which is to implement and Learning
monitor the district's 30-60-90 day plan for novice reduction.
12/09/2015
05/31/2016
$0
Math Data Teams
During PLCs, teachers and administrators will analyze data Academic
from common formative and summative assessments for
Support
math by creating SMART goals and develop a plan to
Program
improve core math instruction, intervene with students
scoring below school benchmark, and provide enrichment
opportunities for those students who have met benchmark.
02/04/2013
05/31/2016
$0
PLC
Teachers will work in grade-level collaborative groups to
improve Program Review content area programs.
The leadership team and writing committee will develop a
school-wide writing pacing guide based on the district
writing action plan.
Professional
Learning
Direct
Instruction
08/13/2015
05/31/2016
$0
01/05/2015
05/13/2016
$0
Policy and
Process
08/07/2014
05/31/2016
$0
Other 12/04/2015
Collaborative
meeting
05/04/2016
$0
05/31/2016
$0
DR
Schoolwide Writing Pacing
Guide
School-Wide Writing Plan
Collaboration
Clearfield Elementary will follow the school-wide writing
plan that is based on the language arts core standards,
shows progress on Program Review proficiency, and is
vertically aligned to each grade level's instruction for writing.
Building-level administrative personnel will meet with
district-level administrative personnel to outline specific
steps for planning, implementing, and monitoring the
school's Novice Reduction Plan on a 30-60-90 Day Plan
schedule.
Balanced Literacy Approach Teachers will include shared reading, guided reading or
Direct
literature circles and literacy skills activities during reading Instruction
blocks. Students with disabilities will receive instruction in
reading in the Least Restrictive Environment, as specified in
their IEPs. Reading instruction will be aligned with grade
level English Language Arts Common Core Standards.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
02/04/2013
Misty Litton,
Principal
April Ratliff,
Guidance
Counselor
Ginny Laux,
Title 1
Teacher
Classroom,
special
education and
Title I
teachers and
school
administrators
Teachers
Leadership
Team, Writing
Committee,
Teachers
Administrative
Staff,
Teachers,
Aides
Misty Litton,
Principal
April Ratliff,
Guidance
Counselor
Mike
Mathews,
Title 1
Coordinator
Allison
Mathews,
Curriculum
Specialist
Classroom,
special
education,
Title I
teachers and
aides
Page 35
Clearfield Elementary School
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KDE Comprehensive School Improvement Plan
Reading Data Teams
During PLCs, teachers and administrators will analyze data Academic
from common formative and summative assessments for
Support
reading by creating SMART goals and develop a plan to
Program
improve core reading instruction, intervene with students
scoring below school benchmark, and provide enrichment
opportunities to those who have met benchmark.
02/04/2013
05/31/2016
$0
Evaluation of Writing
Practices
The principal and Writing Committee will develop a
procedure for evaluating and reflecting on the impact of
writing instructional practices.
02/04/2013
05/31/2016
$0
Community
09/01/2015
Engagement,
Policy and
Process
Behavioral
01/03/2013
Support
Program
06/30/2016
$0
05/12/2015
$0
Academic
Support
Program
02/04/2013
05/31/2016
$0
Differentiated Reading
Intervention Groups
Students with disabilities in kindergarten through 3rd grade Academic
will participate in Walk-To groups based on 95% lessons
Support
that target phonics, phonemic awareness, and fluency.
Program
02/04/2013
05/31/2016
$0
RTI Math Groups
Students with disabilities in kindergarten and first grade will Academic
participate in differentiated small groups based on Math
Support
assessments.
Program
08/13/2015
05/31/2016
$0
Progress Monitoring
Students with disabilities will be progress monitored using
curriculum-based measures at least once a month and as
needed when students are not making adequate progress.
Academic
Support
Program
02/04/2013
05/31/2016
$0
95% Multi-syllabic and
Comprehension Lessons
Students with disabilities in 3rd through 5th grade will
participate in 95% lessons that teach multi-syllabic words
and comprehension strategies.
Academic
Support
Program
02/04/2013
05/31/2016
$0
SBDM Council meetings will be used as a regular forum to
discuss the quality of programs monitored by program
reviews, as well as the basis for policy regarding the
reviews.
Progress Monitoring Reviews Counselor, teachers and assistants will progress monitor
of RTI plans for Behavioral
students with behavior RTI plans. The RTI team will
Support
schedule follow-up meetings to review progress data
collected on students receiving behavior support to
determine the successfulness of the intervention and revise
plans if needed or to make referrals for special education.
Progress Monitoring
Students with disabilities will be progress monitored using
curriculum-based measures / DIBELS at least once a month
and as needed when students are not making adequate
progress.
DR
SBDM Council Meetings
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Policy and
Process
Classroom,
special
education,
and Title I
teachers and
school
administrators
Writing
Committee,
Principal,
Leadership
Team,
Teachers
Principal,
SBDM
Council
members
RTI Team
members,
Counselor,
classroom
teachers and
aides
Title 1
Teacher,
Teachers,
School
Administrator
s
Teachers,
Assistants,
Title I
Teacher
Teachers,
Assistants,
Title I Staff,
District Math
Interventionist
,
Administrative
Staff
Teachers,
Assistants,
Title I Staff,
Administrative
Staff
Teachers
Page 36
Clearfield Elementary School
Booster Fund
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KDE Comprehensive School Improvement Plan
Total
$0
Activity Description
Activity Type
Begin Date
End Date
Literacy Night for
Students/Parents
According to the TELL Survey (2013) 50% of Clearfield
Parent
teachers feel that parents support them which contributes to Involvement
student achievement. A literacy night will be planned for
Read Across America Week in conjunction with Dr. Suess'
birthday. Teachers will organze literacy activities for
parents and students. Teachers will work with parents to
show them how to reinforce literacy activities at home.
Books and literacy resources will be provided through Title I
parent involvement funds. The school's parent
organization, PTC, will assist in planning and funding the
activity.
01/05/2015
04/29/2016
Resource
Assigned
$250
Total
$250
Title I Part A
Activity Name
DR
Activity Name
Full-Day Kindergarten
Full-Day Kindergarten
Literacy Night for
Students/Parents
Activity Description
Activity Type
Begin Date
End Date
By providing full-day Kindergarten, Clearfield helps enhance
reading instruction to help increase student achievement in
literacy and help students close the achievement gap if they
are starting school below their expected academic level.
By providing full-day Kindergarten, this will help provide for
in-depth core math instruction to help increase student
achievement in math.
Academic
Support
Program
08/07/2014
05/31/2016
Resource
Assigned
$55841
Academic
Support
Program
08/08/2013
05/31/2016
$55841
01/05/2015
04/29/2016
$500
Total
$112182
According to the TELL Survey (2013) 50% of Clearfield
Parent
teachers feel that parents support them which contributes to Involvement
student achievement. A literacy night will be planned for
Read Across America Week in conjunction with Dr. Suess'
birthday. Teachers will organze literacy activities for
parents and students. Teachers will work with parents to
show them how to reinforce literacy activities at home.
Books and literacy resources will be provided through Title I
parent involvement funds. The school's parent
organization, PTC, will assist in planning and funding the
activity.
Staff
Responsible
Teachers,
principal, and
PTC
Staff
Responsible
Kindergarten
teachers,
Principal, Title
I Director
Kindergarten
teachers,
Principal, Title
I Director
Teachers,
principal, and
PTC
State Funds
SY 2015-2016
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Page 37
Clearfield Elementary School
Activity Name
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KDE Comprehensive School Improvement Plan
Activity Description
Activity Type
Begin Date
End Date
The counselor, teachers and assistants will provide
students with behavior RTI plans with social skills and use a
tracking instrument to collect data.
Job-Embedded Professional Special education teachers and regular education teachers
Development
will be provided research-based intervention strategies to
help close the reading gap with students with disabilities.
Behavioral
Support
Program
Professional
Learning
01/03/2013
05/31/2016
Resource
Assigned
$300
01/08/2013
05/31/2016
$1000
RTI Team Meetings for
Behavioral Support
Behavioral
Support
Program
01/03/2013
05/12/2015
$300
Total
$1600
Begin Date
End Date
Other
Activity Name
The RTI Team will continue to meet with classroom
teachers to review baseline data collected on a tracking
instrument to determine students that are in need of
behavior interventions and develop Tier 2 and Tier 3 plans
to support a positive learning environment and to reduce
the number of suspensions.....
DR
Behavior Interventions
Brigance Assessment
Kindergarten teachers will collaborate with preschool
Other teachers and building assessment coordinator to administer Diagnostic
the Brigance assessment and analyze the data results.
Screening
08/13/2015
10/01/2015
Resource
Assigned
$0
IXL Math
Students with disabilities will receive interventions based on Technology
individual levels through the IXL math technology program.
02/04/2013
05/31/2016
$1500
Leadership staff at the school and district will meet
individually with teachers to discuss reading progress data
of students in their classrooms.
02/02/2015
05/31/2016
$150
Data Leadership Meetings
Activity Description
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Academic
Support
Program
Staff
Responsible
Counselor,
teachers and
assistants
Principal,
school/district
administrators
, special
education
teachers,
regular
education
teachers
RTI Team
members,
counselor,
teachers, and
assistants
Staff
Responsible
Kindergarten
teachers,
Preschool
teachers,
Building
assessment
coordinator
Teachers,
Assistants,
Title I Staff,
Administrative
Staff
Principal,
Counselor,
Title I
Teacher,
Curriculum
Coach,
School
Liaison
Page 38
Clearfield Elementary School
AF
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KDE Comprehensive School Improvement Plan
Data Leadership Meetings
Leadership staff at the school and district will meet
individually with teachers to discuss progress data of
students in their classrooms.
Academic
Support
Program
02/02/2015
05/31/2016
$150
Math Coaching Cohort
The Title I Teacher will attend a math coaching cohort
during the spring semester. The cohort will initiate profound
sustainable school-wide implementation in math teaching
and learning.
The Title I Teacher will attend a math coaching cohort
during the spring semester. The cohort will initiate profound
sustainable school-wide implementation in math teaching
and learning.
Professional
Learning
01/05/2015
05/31/2016
$100
Professional
Learning
01/05/2015
05/31/2016
$100
The Title I Teacher will attend a math coaching cohort
Professional
during the spring semester. The cohort will initiate profound Learning
sustainable school-wide implementation in math teaching
and learning.
01/05/2015
05/03/2016
$100
Total
$2100
Math Coaching Cohort
DR
Math Coaching Cohort
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Principal,
Counselor,
Title I
Teacher,
Curriculum
Coach,
School
Liaison
Title I
Teacher,
Classroom
Teachers
Title I
Teacher,
Classroom
Teachers,
Administrative
Staff
Title I
Teacher,
Classroom
Teachers
Page 39
Clearfield Elementary School
AF
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KDE Comprehensive School Improvement Plan
DR
KDE Needs Assessment
SY 2015-2016
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Page 40
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
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AF
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The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.
SY 2015-2016
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Page 41
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Data Analysis
What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?
What does the data/information not tell you?
Data sources include: the K-PREP reports, and MAP student scores, informal school assessments, attendance reports, discipline reports, the
scores.
AF
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Gifted and Talented program, PASI, PSI, IDEA reports, curriculum-based measures, SNAP, DNK, DIBELS Next and Program Review
KPREP scores for the 2014-2015 school year are as follows:
Reading: Novice 21.6%, Apprentice 31.4%, Proficient 34.6%, Distinguished 12.4%
Math: Novice 21.6%, Apprentice 39.2%, Proficient 27.5%, Distinguished 11.8%
Social Studies: Novice 7.8%, Apprentice 33.3%, Proficient 51%, Distinguished 7.8%
Writing: Novice 11.8%, Apprentice 35.3%, Proficient 45.1%, Distinguished 7.8%
Language Mechanics: Novice 28.6%, Apprentice 30.6%, Proficient 24.5%, Distinguished 16.3%
The most recent TELL survey resulted in less than 50% participation; as a result, those data were not considered as representative. The
TELL survey prior to last year's was used as a reference. Two areas of strength based on TELL survey information are:
1. Teachers are held to high professional standards for delivering instruction. (100%)
2. The school leadership facilitates using data to improve student learning. (100%)
Two areas of concern based on TELL survey information are:
1. The faculty has an effective process for making group decision to solve problems. (35.7% agree)
DR
2. Professional development is evaluated and results are communicated to teachers. (38.5% agree)
The student population includes 355 students Kindergarten through fifth grade. Nearly 80% of our students qualify
for free/reduced lunch. CES is a Title I school. Our student population is very transient. We have a mobility rate of 5%. This is a barrier to our
school. Clearfield's ethnicity rate is 5%. Our special education percentage is 12%. The school houses the elementary
emotional/behavioral disorder unit for the school district. Extended School Services are offered through a day-time waiver and after school.
According to the Missing Piece parent survey data, strengths are safety, quality of staff, and the establishment of goals and plans for
improving student learning. Some areas that needs improvement are improving variety and currency of instructional resources, improving or
updating facilities, and increasing support services. Clearfield Elementary would benefit from a more in-depth analysis of each of these
areas of strength and weakness, with detailed parent feedback.
SY 2015-2016
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Page 42
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Areas of Strengths
What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there
cause to celebrate?
Clearfield's areas of strength, according to the Missing Piece parent survey data, include safety, quality of staff, and establishing goals and
plans for improving student learning. Clearfield's KPREP test scores validate that student learning has improved, and staff quality and school
AF
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safety both play a role in helping us reach those goals. Clearfield continues to use Professional Learning Communities to monitor student
progress and collaboratively decide on best practice strategies for improvement. School personnel attend training opportunities in school
DR
safety and specific curriculum focus areas to maintain these strengths and continue to grow.
SY 2015-2016
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Page 43
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Opportunities for Improvement
What were areas in need of improvement? What plans are you making to improve the areas of need?
According to the Missing Piece parent survey data, some areas that need improvement are improving facilities, increasing support services,
and improving the variety, quality, and currency of instructional resources. Building and district level personnel work continuously to improve
and maintain facilities. Clearfield's Family Resource Center procured a grant from Lowes to improve playground facilities this fall.
AF
T
Clearfield's Health/PE teacher also procured a grant to fund programs that focus on good nutrition and a variety of healthy lifestyle activities,
such as using dance as a form of exercise. The SBDM Council frequently considers instructional resources and strategies, along with
creative ways to maximize the usefulness of our facilities. Clearfield's Guidance Counselor provides Guidance classes to all students to help
with "soft skills" such as study habits and developing character and integrity. The school also offers tutoring services through ESS, and
these are targeted toward our students who demonstrate the greatest academic need.
According to TELL data from the previous administration, CES should strive for more collaborative decision-making and offer more
DR
consultative opportunities to teachers, staff, and parents.
SY 2015-2016
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Page 44
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Conclusion
Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?
Clearfield has a strong presence in its community and a high level of parent involvement. This strong foundation gives us the opportunity to
make positive gains in student learning and academic growth. Clearfield Elementary should find new ways to communicate existing
programs to parents, in addition to searching out new programs that will improve support services, fund improvements to facilities, and
staff, and academic excellence.
AF
T
provide innovative quality instructional materials to students and teachers. Clearfield will continue its efforts to ensure school safety, quality
According to KPREP data, Clearfield is a Proficient and Progressing school that has demonstrated high growth over the last year. Clearfield
teachers and administrators are working hard to maintain this level of quality as a baseline, while adding or making adjustments to programs
to foster continued growth and improvement. Teachers this year are increasing their focus on differentiating core instruction while providing
more targeted interventions to those students who need it. Weekly PLC meetings focus on student data and collaboratively plan strategies
for practice, intervention, or enrichment.
Clearfield administration plans to conduct an independent survey based upon TELL survey questions to provide faculty a means of offering
input and feedback into programs, practices, and decision-making procedures. This information can be used in the absence of reliable TELL
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survey data to highlight areas of concern and illuminate next steps for improving school climate and culture.
SY 2015-2016
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Page 45
KDE Comprehensive School Improvement Plan
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Clearfield Elementary School
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KDE Compliance and Accountability - Schools
SY 2015-2016
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Page 46
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that
students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing
together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between
subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds
that flow into the district and the priority needs in schools.
Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address
DR
AF
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gaps in student achievement.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Planning and Accountability Requirements
The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.
Goal 1:
Measurable Objective 1:
AF
T
Increase the math proficiency ratings for students with disabilities from 23.1 in 2015 to 57.3 in 2019.
demonstrate a proficiency by Spring of 2016, by increasing the number of proficient and distinguished students with disabilities to 31.6%. by
05/09/2016 as measured by the 2016 KPREP.
Strategy1:
Professional Development - Teachers will access training in best practices for math instruction for students with disabilities, as indicated by
student data.
Category: Continuous Improvement
Research Cited:
Activity - Math Professional Develoment
Activity
Type
All teachers, classroom and special education,
will participate in professional learning on
strategies to help close the math gap with
students with disabilities.
Professional 08/08/2014
Learning
DR
Goal 2:
Begin Date End Date
05/31/2016
Funding Amount
& Source
Staff Responsible
$16000 - District
Funding
Title I Teacher, Classroom
Teachers, Special
Education teachers,
Administrative Staff
Increase the reading proficiency ratings for students with disabilities from 19.2 in 2015 to 63.2 in 2019.
Measurable Objective 1:
demonstrate a proficiency by Spring of 2016, by increasing the number of proficient and distinguished students with disabilities to 29%. by
05/09/2016 as measured by the 2016 K-Prep.
Strategy1:
Reading Professional Development - Teachers will be trained in best practices for reading instruction dealing with students with disabilities.
Category: Professional Learning & Support
Research Cited:
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Job-Embedded Professional
Development
Special education teachers and regular
education teachers will be provided researchbased intervention strategies to help close the
reading gap with students with disabilities.
Activity
Type
Begin Date End Date
Professional 01/08/2013
Learning
05/31/2016
Funding Amount
& Source
Staff Responsible
$1000 - State
Funds
Principal, school/district
administrators, special
education teachers,
regular education teachers
Goal 3:
Increase writing proficiency ratings from 57.3% in 2015 to 76.3% in 2019.
AF
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Measurable Objective 1:
demonstrate a proficiency by Spring 2016, increase the overall writing proficiency scores from 57.3 to 62.0 by 05/31/2016 as measured by
the 2016 KPREP.
Strategy1:
Writing Policies and Procedures - By having all teachers implement best practices when teaching writing, students will increase their
knowledge of audience awareness, purpose/focus, idea development, structure, and language mechanics. The SBDM Council and
administrators use PLCs, curriculum-based assessment data, and Program Review to evaluate the school writing program and resources.
Category: Integrated Methods for Learning
Research Cited:
Activity - School-Wide Writing Plan
Activity
Type
Goal 4:
Funding Amount
& Source
Staff Responsible
08/07/2014
$0 - No Funding
Required
Administrative Staff,
Teachers, Aides
DR
Clearfield Elementary will follow the schoolwide writing plan that is based on the language
arts core standards, shows progress on
Policy and
Program Review proficiency, and is vertically
Process
aligned to each grade level's instruction for
writing.
Begin Date End Date
05/31/2016
Clearfield Elementary will focus on the development and improvement of programs monitored via the Program Reviews.
Measurable Objective 1:
collaborate to improve the quality of the Arts & Humanities, Writing, K-3, PL/CS, and World Language programs by 05/31/2016 as measured
by as measured by KDE's Program Reviews, conducted by Clearfield Elementary.
Strategy1:
Professional Learning Community - Teachers will collaborate in PLCs to develop and improve the Arts & Humanities program.
Category: Professional Learning & Support
Research Cited:
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - PLC
Activity
Type
Teachers will work in grade-level collaborative
groups to improve Program Review content
area programs.
Professional 08/13/2015
Learning
Begin Date End Date
05/31/2016
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Teachers
The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.
Goal 1:
Measurable Objective 1:
AF
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Increase the averaged combined reading and math K-Prep scores for Clearfield Elementary students from 43.3 2015 to 70.2 in 2019.
collaborate to increase the average combined reading and math K-Prep scores to 52.2 by 05/09/2016 as measured by the 2016 K-Prep.
Strategy1:
RTI for Academic and Behavioral Support - Teachers will provide differentiated instruction for reading and math as outlined in academic Tier
2 and 3 RTI plans for students not scoring at benchmark on universal screeners or common assessments. Staff will clearly communicate
and consistently reinforce SBDM Common Area Expectation policies, the Rowan County Schools Student Misconduct and Disciplinary
Response, and individual classroom rules and consequences of misbehavior. Counselor, teachers and assistants will provide social skills
and implement behavior tracking instruments for students with behavior Tier 2 and 3 RTI plans.
Category: Continuous Improvement
DR
Research Cited:
Activity - Behavior Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
The counselor, teachers and assistants will
provide students with behavior RTI plans with
social skills and use a tracking instrument to
collect data.
Behavioral
Support
Program
01/03/2013
teachers and
$300 - State Funds Counselor,
assistants
Activity - Progress Monitoring Reviews of
RTI plans for Academic Support
Teachers and assistants will progress monitor
students with academic RTI plans for reading
and math every two weeks. The RTI team will
schedule follow-up meetings to review progress
data collected on students receiving RTI for
academic support to determine the success of
the intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$100 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
classroom teachers and
aides
05/31/2016
05/31/2016
SY 2015-2016
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Staff Responsible
Page 50
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - RTI Team Meetings for Academic
Support
The RTI Team will continue to meet with
classroom teachers to review data from
universal screeners and diagnostic
assessments to determine students that are in
need of interventions and develop Tier 2 and
Tier 3 plans.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$50 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
Teachers, Assistants
Activity - Universal Screeners for Academic
Areas of Math and Reading
Administrators, teachers and aides will
administer MAP assessments in reading and
math three times a year to all students.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/03/2013
$20000 - District
Funding
Administrators, teachers,
and aides
Activity - Fluency Assessments for
Academic Areas of Math and Reading
Teachers and aides will administer fluency
assessments (DIBELS, SNAP, DNK, PASI, PSI,
etc.) in reading and math to students not
scoring at benchmark on universal screeners.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$200 - School
Council Funds
Teachers and aides
Activity - Progress Monitoring Reviews of
RTI plans for Behavioral Support
Counselor, teachers and assistants will
progress monitor students with behavior RTI
plans. The RTI team will schedule follow-up
meetings to review progress data collected on
students receiving behavior support to
determine the successfulness of the
intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Behavioral
Support
Program
01/03/2013
$0 - No Funding
Required
RTI Team members,
Counselor, classroom
teachers and aides
Funding Amount
& Source
Staff Responsible
$100 - Other
Title I Teacher, Classroom
Teachers
Staff Responsible
Activity
Type
05/31/2016
05/12/2015
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
Activity - RTI Team Meetings for Behavioral
Support
The RTI Team will continue to meet with
classroom teachers to review baseline data
collected on a tracking instrument to determine
students that are in need of behavior
interventions and develop Tier 2 and Tier 3
plans to support a positive learning environment
and to reduce the number of suspensions.....
05/31/2016
AF
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DR
Activity - Math Coaching Cohort
05/31/2016
05/31/2016
Activity
Type
Begin Date End Date
Funding Amount
& Source
Behavioral
Support
Program
01/03/2013
RTI Team members,
$300 - State Funds counselor, teachers, and
assistants
05/12/2015
Strategy2:
Math Initiative - Teachers will implement the Kentucky Common Core Math Standards for math.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
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Page 51
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Math Coaching Cohort
Activity
Type
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
05/03/2016
Activity - Math Common
Formative/Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on Kentucky Math
Common Core Standards.
Activity
Type
Begin Date End Date
Academic
Support
Program
02/04/2013
Activity - Math Data Teams
Activity
Type
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for math by creating
SMART goals and develop a plan to improve
core math instruction, intervene with students
scoring below school benchmark, and provide
enrichment opportunities for those students
who have met benchmark.
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$100 - Other
Title I Teacher, Classroom
Teachers
Funding Amount
& Source
Staff Responsible
Classroom, special
education and Title I
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education and Title I
teachers and school
administrators
Staff Responsible
AF
T
$200 - School
Council Funds
05/31/2016
05/31/2016
Activity
Type
By providing full-day Kindergarten, this will help Academic
provide for in-depth core math instruction to
Support
help increase student achievement in math.
Program
Begin Date End Date
Funding Amount
& Source
08/08/2013
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/02/2015
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
DR
Activity - Full-Day Kindergarten
Activity - Data Leadership Meetings
Leadership staff at the school and district will
meet individually with teachers to discuss
progress data of students in their classrooms.
Strategy3:
05/31/2016
05/31/2016
Literacy Initiatives - Teachers will implement the Kentucky Common Core English/Language Arts Standards for reading.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 52
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Balanced Literacy Approach
Activity
Type
Teachers will include shared reading, guided
reading or literature circles and literacy skills
activities during reading blocks. Students with
disabilities will receive instruction in reading in Direct
the Least Restrictive Environment, as specified Instruction
in their IEPs. Reading instruction will be
aligned with grade level English Language Arts
Common Core Standards.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, Title I teachers
and aides
Funding Amount
& Source
Staff Responsible
05/31/2016
Activity - Data Leadership Meetings
Activity
Type
Leadership staff at the school and district will
meet individually with teachers to discuss
reading progress data of students in their
classrooms.
Academic
Support
Program
02/02/2015
Activity - Literacy Night for
Students/Parents
According to the TELL Survey (2013) 50% of
Clearfield teachers feel that parents support
them which contributes to student achievement.
A literacy night will be planned for Read Across
America Week in conjunction with Dr. Suess'
birthday. Teachers will organze literacy
activities for parents and students. Teachers
will work with parents to show them how to
reinforce literacy activities at home. Books and
literacy resources will be provided through Title
I parent involvement funds. The school's
parent organization, PTC, will assist in planning
and funding the activity.
Activity
Type
Begin Date End Date
AF
T
Begin Date End Date
DR
Parent
Involvement 01/05/2015
Activity - Full-Day Kindergarten
Activity
Type
By providing full-day Kindergarten, Clearfield
helps enhance reading instruction to help
Academic
increase student achievement in literacy and
help students close the achievement gap if they Support
Program
are starting school below their expected
academic level.
Activity - Reading Common Formative and
Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on the Kentucky Reading
Common Core Standards.
05/31/2016
04/29/2016
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
Funding Amount
& Source
Staff Responsible
$250 - Booster
Teachers, principal, and
Fund
$500 - Title I Part A PTC
Begin Date End Date
Funding Amount
& Source
08/07/2014
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
05/31/2016
Staff Responsible
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
02/04/2013
$200 - School
Council Funds
Classroom, special
education and Title I
teachers
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 53
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Reading Data Teams
Activity
Type
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for reading by creating Academic
SMART goals and develop a plan to improve
core reading instruction, intervene with students Support
scoring below school benchmark, and provide Program
enrichment opportunities to those who have
met benchmark.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, and Title I
teachers and school
administrators
05/31/2016
Goal 1:
AF
T
All children-were screened for kindergarten readiness. If yes, name the assessment.
Increase the averaged combined reading and math K-Prep scores for Clearfield Elementary students from 43.3 2015 to 70.2 in 2019.
Measurable Objective 1:
collaborate to increase the average combined reading and math K-Prep scores to 52.2 by 05/09/2016 as measured by the 2016 K-Prep.
Strategy1:
Kindergarten Readiness - Kindergarten readiness will be monitored using diagnostic screenings, and that data will be shared with all relevant
stakeholders.
Category: Early Learning
DR
Research Cited:
Activity - Brigance Assessment
Activity
Type
Kindergarten teachers will collaborate with
preschool teachers and building assessment
coordinator to administer the Brigance
assessment and analyze the data results.
Other Diagnostic
Screening
Begin Date End Date
08/13/2015
10/01/2015
Funding Amount
& Source
Staff Responsible
$0 - Other
Kindergarten teachers,
Preschool teachers,
Building assessment
coordinator
The school identified specific strategies to increase the percentage of students who are Kindergarten ready.
Goal 1:
Increase the averaged combined reading and math K-Prep scores for Clearfield Elementary students from 43.3 2015 to 70.2 in 2019.
Measurable Objective 1:
collaborate to increase the average combined reading and math K-Prep scores to 52.2 by 05/09/2016 as measured by the 2016 K-Prep.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 54
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Strategy1:
RTI for Academic and Behavioral Support - Teachers will provide differentiated instruction for reading and math as outlined in academic Tier
2 and 3 RTI plans for students not scoring at benchmark on universal screeners or common assessments. Staff will clearly communicate
and consistently reinforce SBDM Common Area Expectation policies, the Rowan County Schools Student Misconduct and Disciplinary
Response, and individual classroom rules and consequences of misbehavior. Counselor, teachers and assistants will provide social skills
and implement behavior tracking instruments for students with behavior Tier 2 and 3 RTI plans.
Category: Continuous Improvement
Research Cited:
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$50 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
Teachers, Assistants
Activity - RTI Team Meetings for Behavioral
Support
The RTI Team will continue to meet with
classroom teachers to review baseline data
collected on a tracking instrument to determine
students that are in need of behavior
interventions and develop Tier 2 and Tier 3
plans to support a positive learning environment
and to reduce the number of suspensions.....
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Behavioral
Support
Program
01/03/2013
RTI Team members,
$300 - State Funds counselor, teachers, and
assistants
Activity - Fluency Assessments for
Academic Areas of Math and Reading
Teachers and aides will administer fluency
assessments (DIBELS, SNAP, DNK, PASI, PSI,
etc.) in reading and math to students not
scoring at benchmark on universal screeners.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$200 - School
Council Funds
Teachers and aides
Activity - Progress Monitoring Reviews of
RTI plans for Behavioral Support
Counselor, teachers and assistants will
progress monitor students with behavior RTI
plans. The RTI team will schedule follow-up
meetings to review progress data collected on
students receiving behavior support to
determine the successfulness of the
intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Behavioral
Support
Program
01/03/2013
$0 - No Funding
Required
RTI Team members,
Counselor, classroom
teachers and aides
DR
AF
T
Activity - RTI Team Meetings for Academic
Support
The RTI Team will continue to meet with
classroom teachers to review data from
universal screeners and diagnostic
assessments to determine students that are in
need of interventions and develop Tier 2 and
Tier 3 plans.
05/31/2016
05/12/2015
05/31/2016
05/12/2015
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 55
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Progress Monitoring Reviews of
RTI plans for Academic Support
Teachers and assistants will progress monitor
students with academic RTI plans for reading
and math every two weeks. The RTI team will
schedule follow-up meetings to review progress
data collected on students receiving RTI for
academic support to determine the success of
the intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$100 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
classroom teachers and
aides
Activity - Math Coaching Cohort
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
AF
T
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
05/31/2016
05/31/2016
$100 - Other
Title I Teacher, Classroom
Teachers
Staff Responsible
Activity - Behavior Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
The counselor, teachers and assistants will
provide students with behavior RTI plans with
social skills and use a tracking instrument to
collect data.
Behavioral
Support
Program
01/03/2013
teachers and
$300 - State Funds Counselor,
assistants
Activity - Universal Screeners for Academic
Areas of Math and Reading
Administrators, teachers and aides will
administer MAP assessments in reading and
math three times a year to all students.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/03/2013
$20000 - District
Funding
Administrators, teachers,
and aides
DR
Strategy2:
05/31/2016
05/31/2016
Literacy Initiatives - Teachers will implement the Kentucky Common Core English/Language Arts Standards for reading.
Category: Continuous Improvement
Research Cited:
Activity - Data Leadership Meetings
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Leadership staff at the school and district will
meet individually with teachers to discuss
reading progress data of students in their
classrooms.
Academic
Support
Program
02/02/2015
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
Activity - Balanced Literacy Approach
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, Title I teachers
and aides
Teachers will include shared reading, guided
reading or literature circles and literacy skills
activities during reading blocks. Students with
disabilities will receive instruction in reading in Direct
the Least Restrictive Environment, as specified Instruction
in their IEPs. Reading instruction will be
aligned with grade level English Language Arts
Common Core Standards.
05/31/2016
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 56
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Reading Common Formative and
Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on the Kentucky Reading
Common Core Standards.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
02/04/2013
$200 - School
Council Funds
Classroom, special
education and Title I
teachers
Activity - Literacy Night for
Students/Parents
According to the TELL Survey (2013) 50% of
Clearfield teachers feel that parents support
them which contributes to student achievement.
A literacy night will be planned for Read Across
America Week in conjunction with Dr. Suess'
birthday. Teachers will organze literacy
activities for parents and students. Teachers
will work with parents to show them how to
reinforce literacy activities at home. Books and
literacy resources will be provided through Title
I parent involvement funds. The school's
parent organization, PTC, will assist in planning
and funding the activity.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Activity - Reading Data Teams
Activity
Type
AF
T
Parent
Involvement 01/05/2015
Activity
Type
By providing full-day Kindergarten, Clearfield
helps enhance reading instruction to help
Academic
increase student achievement in literacy and
help students close the achievement gap if they Support
Program
are starting school below their expected
academic level.
Strategy3:
04/29/2016
$250 - Booster
Teachers, principal, and
Fund
$500 - Title I Part A PTC
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, and Title I
teachers and school
administrators
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/07/2014
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
DR
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for reading by creating Academic
SMART goals and develop a plan to improve
core reading instruction, intervene with students Support
scoring below school benchmark, and provide Program
enrichment opportunities to those who have
met benchmark.
Activity - Full-Day Kindergarten
05/31/2016
05/31/2016
05/31/2016
Math Initiative - Teachers will implement the Kentucky Common Core Math Standards for math.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 57
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Math Data Teams
Activity
Type
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for math by creating
SMART goals and develop a plan to improve
core math instruction, intervene with students
scoring below school benchmark, and provide
enrichment opportunities for those students
who have met benchmark.
Academic
Support
Program
Activity
Type
By providing full-day Kindergarten, this will help Academic
provide for in-depth core math instruction to
Support
help increase student achievement in math.
Program
Activity - Math Coaching Cohort
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education and Title I
teachers and school
administrators
Funding Amount
& Source
Staff Responsible
Begin Date End Date
Activity
Type
08/08/2013
Activity - Math Common
Formative/Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on Kentucky Math
Common Core Standards.
Strategy4:
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
Funding Amount
& Source
Staff Responsible
$100 - Other
Title I Teacher, Classroom
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/02/2015
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
DR
Leadership staff at the school and district will
meet individually with teachers to discuss
progress data of students in their classrooms.
Activity
Type
Academic
Support
Program
05/31/2016
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
Activity - Data Leadership Meetings
05/31/2016
AF
T
Activity - Full-Day Kindergarten
Begin Date End Date
05/03/2016
05/31/2016
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
02/04/2013
$200 - School
Council Funds
Classroom, special
education and Title I
teachers
05/31/2016
Kindergarten Readiness - Kindergarten readiness will be monitored using diagnostic screenings, and that data will be shared with all relevant
stakeholders.
Category: Early Learning
Research Cited:
Activity - Brigance Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Kindergarten teachers will collaborate with
preschool teachers and building assessment
coordinator to administer the Brigance
assessment and analyze the data results.
Other Diagnostic
Screening
08/13/2015
$0 - Other
Kindergarten teachers,
Preschool teachers,
Building assessment
coordinator
10/01/2015
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 58
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency
scores.
Goal 1:
Increase the averaged combined reading and math K-Prep scores for Clearfield Elementary students from 43.3 2015 to 70.2 in 2019.
Measurable Objective 1:
Strategy1:
AF
T
collaborate to increase the average combined reading and math K-Prep scores to 52.2 by 05/09/2016 as measured by the 2016 K-Prep.
Math Initiative - Teachers will implement the Kentucky Common Core Math Standards for math.
Category: Continuous Improvement
Research Cited:
Activity - Math Coaching Cohort
Activity
Type
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for math by creating
SMART goals and develop a plan to improve
core math instruction, intervene with students
scoring below school benchmark, and provide
enrichment opportunities for those students
who have met benchmark.
Activity - Math Common
Formative/Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on Kentucky Math
Common Core Standards.
$100 - Other
Title I Teacher, Classroom
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Classroom, special
education and Title I
teachers and school
administrators
Begin Date End Date
Academic
Support
Program
02/04/2013
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
02/04/2013
$200 - School
Council Funds
Classroom, special
education and Title I
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2013
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
Activity
Type
By providing full-day Kindergarten, this will help Academic
provide for in-depth core math instruction to
Support
help increase student achievement in math.
Program
Activity - Full-Day Kindergarten
Staff Responsible
Activity
Type
DR
Activity - Math Data Teams
05/03/2016
Funding Amount
& Source
05/31/2016
05/31/2016
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 59
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Data Leadership Meetings
Leadership staff at the school and district will
meet individually with teachers to discuss
progress data of students in their classrooms.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/02/2015
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
05/31/2016
Strategy2:
Kindergarten Readiness - Kindergarten readiness will be monitored using diagnostic screenings, and that data will be shared with all relevant
stakeholders.
Category: Early Learning
AF
T
Research Cited:
Activity - Brigance Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Kindergarten teachers will collaborate with
preschool teachers and building assessment
coordinator to administer the Brigance
assessment and analyze the data results.
Other Diagnostic
Screening
08/13/2015
$0 - Other
Kindergarten teachers,
Preschool teachers,
Building assessment
coordinator
Strategy3:
10/01/2015
RTI for Academic and Behavioral Support - Teachers will provide differentiated instruction for reading and math as outlined in academic Tier
2 and 3 RTI plans for students not scoring at benchmark on universal screeners or common assessments. Staff will clearly communicate
and consistently reinforce SBDM Common Area Expectation policies, the Rowan County Schools Student Misconduct and Disciplinary
Response, and individual classroom rules and consequences of misbehavior. Counselor, teachers and assistants will provide social skills
and implement behavior tracking instruments for students with behavior Tier 2 and 3 RTI plans.
Category: Continuous Improvement
DR
Research Cited:
Activity - Progress Monitoring Reviews of
RTI plans for Behavioral Support
Counselor, teachers and assistants will
progress monitor students with behavior RTI
plans. The RTI team will schedule follow-up
meetings to review progress data collected on
students receiving behavior support to
determine the successfulness of the
intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Behavioral
Support
Program
01/03/2013
$0 - No Funding
Required
RTI Team members,
Counselor, classroom
teachers and aides
Activity - Fluency Assessments for
Academic Areas of Math and Reading
Teachers and aides will administer fluency
assessments (DIBELS, SNAP, DNK, PASI, PSI,
etc.) in reading and math to students not
scoring at benchmark on universal screeners.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$200 - School
Council Funds
Teachers and aides
05/12/2015
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 60
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Behavior Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
The counselor, teachers and assistants will
provide students with behavior RTI plans with
social skills and use a tracking instrument to
collect data.
Behavioral
Support
Program
01/03/2013
teachers and
$300 - State Funds Counselor,
assistants
Activity - Progress Monitoring Reviews of
RTI plans for Academic Support
Teachers and assistants will progress monitor
students with academic RTI plans for reading
and math every two weeks. The RTI team will
schedule follow-up meetings to review progress
data collected on students receiving RTI for
academic support to determine the success of
the intervention and revise plans if needed or to
make referrals for special education.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$100 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
classroom teachers and
aides
Activity - Universal Screeners for Academic
Areas of Math and Reading
Administrators, teachers and aides will
administer MAP assessments in reading and
math three times a year to all students.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/03/2013
$20000 - District
Funding
Administrators, teachers,
and aides
Activity - RTI Team Meetings for Academic
Support
The RTI Team will continue to meet with
classroom teachers to review data from
universal screeners and diagnostic
assessments to determine students that are in
need of interventions and develop Tier 2 and
Tier 3 plans.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
01/03/2013
$50 - School
Council Funds
RTI Team members, Title I
Teacher and Assistant,
Teachers, Assistants
Staff Responsible
05/31/2016
DR
AF
T
05/31/2016
05/31/2016
05/31/2016
Staff Responsible
Activity - RTI Team Meetings for Behavioral
Support
The RTI Team will continue to meet with
classroom teachers to review baseline data
collected on a tracking instrument to determine
students that are in need of behavior
interventions and develop Tier 2 and Tier 3
plans to support a positive learning environment
and to reduce the number of suspensions.....
Activity
Type
Begin Date End Date
Funding Amount
& Source
Behavioral
Support
Program
01/03/2013
RTI Team members,
$300 - State Funds counselor, teachers, and
assistants
Activity - Math Coaching Cohort
Activity
Type
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
05/12/2015
05/31/2016
Funding Amount
& Source
Staff Responsible
$100 - Other
Title I Teacher, Classroom
Teachers
Strategy4:
Literacy Initiatives - Teachers will implement the Kentucky Common Core English/Language Arts Standards for reading.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 61
KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Full-Day Kindergarten
Activity
Type
By providing full-day Kindergarten, Clearfield
helps enhance reading instruction to help
Academic
increase student achievement in literacy and
help students close the achievement gap if they Support
Program
are starting school below their expected
academic level.
Begin Date End Date
Funding Amount
& Source
08/07/2014
$55841 - Title I Part Kindergarten teachers,
A
Principal, Title I Director
05/31/2016
Staff Responsible
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Leadership staff at the school and district will
meet individually with teachers to discuss
reading progress data of students in their
classrooms.
Academic
Support
Program
02/02/2015
$150 - Other
Principal, Counselor, Title I
Teacher, Curriculum
Coach, School Liaison
Activity - Reading Common Formative and
Summative Assessments
Teachers at each grade level will develop
common formative and summative
assessments based on the Kentucky Reading
Common Core Standards.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
02/04/2013
$200 - School
Council Funds
Classroom, special
education and Title I
teachers
Activity - Reading Data Teams
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, and Title I
teachers and school
administrators
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Classroom, special
education, Title I teachers
and aides
AF
T
Activity - Data Leadership Meetings
DR
During PLCs, teachers and administrators will
analyze data from common formative and
summative assessments for reading by creating Academic
SMART goals and develop a plan to improve
core reading instruction, intervene with students Support
scoring below school benchmark, and provide Program
enrichment opportunities to those who have
met benchmark.
Activity - Balanced Literacy Approach
Activity
Type
Teachers will include shared reading, guided
reading or literature circles and literacy skills
activities during reading blocks. Students with
disabilities will receive instruction in reading in Direct
the Least Restrictive Environment, as specified Instruction
in their IEPs. Reading instruction will be
aligned with grade level English Language Arts
Common Core Standards.
05/31/2016
05/31/2016
05/31/2016
05/31/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity
Type
Begin Date End Date
Parent
Involvement 01/05/2015
04/29/2016
Funding Amount
& Source
Staff Responsible
$250 - Booster
Teachers, principal, and
Fund
$500 - Title I Part A PTC
AF
T
Activity - Literacy Night for
Students/Parents
According to the TELL Survey (2013) 50% of
Clearfield teachers feel that parents support
them which contributes to student achievement.
A literacy night will be planned for Read Across
America Week in conjunction with Dr. Suess'
birthday. Teachers will organze literacy
activities for parents and students. Teachers
will work with parents to show them how to
reinforce literacy activities at home. Books and
literacy resources will be provided through Title
I parent involvement funds. The school's
parent organization, PTC, will assist in planning
and funding the activity.
The school identified specific strategies to address subgroup achievement gaps.
Goal 1:
Increase the math proficiency ratings for students with disabilities from 23.1 in 2015 to 57.3 in 2019.
Measurable Objective 1:
demonstrate a proficiency by Spring of 2016, by increasing the number of proficient and distinguished students with disabilities to 31.6%. by
05/09/2016 as measured by the 2016 KPREP.
Strategy1:
student data.
DR
Professional Development - Teachers will access training in best practices for math instruction for students with disabilities, as indicated by
Category: Continuous Improvement
Research Cited:
Activity - Math Coaching Cohort
Activity
Type
Begin Date End Date
The Title I Teacher will attend a math coaching
cohort during the spring semester. The cohort Professional 01/05/2015
will initiate profound sustainable school-wide
Learning
implementation in math teaching and learning.
Activity - Math Professional Develoment
Activity
Type
All teachers, classroom and special education,
will participate in professional learning on
strategies to help close the math gap with
students with disabilities.
Professional 08/08/2014
Learning
05/31/2016
Begin Date End Date
05/31/2016
Funding Amount
& Source
Staff Responsible
$100 - Other
Title I Teacher, Classroom
Teachers, Administrative
Staff
Funding Amount
& Source
Staff Responsible
$16000 - District
Funding
Title I Teacher, Classroom
Teachers, Special
Education teachers,
Administrative Staff
Strategy2:
Math RTI - Research-based programs will be used with fidelity by teachers and aides to provide students with disabilities with interventions
in math.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Category: Integrated Methods for Learning
Research Cited:
Activity - RTI Math Groups
Activity
Type
Funding Amount
& Source
Staff Responsible
08/13/2015
$0 - No Funding
Required
Teachers, Assistants, Title
I Staff, District Math
Interventionist,
Administrative Staff
05/31/2016
AF
T
Students with disabilities in kindergarten and
Academic
first grade will participate in differentiated small Support
groups based on Math assessments.
Program
Begin Date End Date
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Math interventions will be provided by support
personnel from extended school services for
students with disabilities.
Activity
Type
Academic
Support
Program
01/07/2013
$5000 - District
Funding
ESS Tutor, Administrative
Staff
Activity - IXL Math
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$1500 - Other
Teachers, Assistants, Title
I Staff, Administrative Staff
Begin Date End Date
Funding Amount
& Source
Staff Responsible
02/04/2013
$0 - No Funding
Required
Teachers, Assistants, Title
I Staff, Administrative
Staff
Activity - Extended School Services
Students with disabilities will receive
interventions based on individual levels through Technology
the IXL math technology program.
Activity - Progress Monitoring
Activity
Type
Goal 2:
05/31/2016
05/31/2016
DR
Students with disabilities will be progress
monitored using curriculum-based measures at Academic
Support
least once a month and as needed when
Program
students are not making adequate progress.
05/31/2016
Increase writing proficiency ratings from 57.3% in 2015 to 76.3% in 2019.
Measurable Objective 1:
demonstrate a proficiency by Spring 2016, increase the overall writing proficiency scores from 57.3 to 62.0 by 05/31/2016 as measured by
the 2016 KPREP.
Strategy1:
Writing Professional Development - Teachers will be trained in best practices for writing instruction.
Category: Professional Learning & Support
Research Cited:
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Activity - Professional Development
Activity
Type
Begin Date End Date
Teachers will continue to receive job-embedded
professional development and regular
professional development to assist with ideas, Professional
08/07/2014
Learning
strategies, and best practices of teaching
writing.
05/31/2016
Funding Amount
& Source
Staff Responsible
$1000 - District
Funding
Administrative Staff,
Teachers, Assistants
Strategy2:
Writing Policies and Procedures - By having all teachers implement best practices when teaching writing, students will increase their
knowledge of audience awareness, purpose/focus, idea development, structure, and language mechanics. The SBDM Council and
Category: Integrated Methods for Learning
Research Cited:
Activity - Schoolwide Writing Pacing Guide
AF
T
administrators use PLCs, curriculum-based assessment data, and Program Review to evaluate the school writing program and resources.
Activity
Type
The leadership team and writing committee will Direct
develop a school-wide writing pacing guide
Instruction
based on the district writing action plan.
Activity - School-Wide Writing Plan
Activity
Type
Funding Amount
& Source
Staff Responsible
01/05/2015
$0 - No Funding
Required
Leadership Team, Writing
Committee, Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/07/2014
$0 - No Funding
Required
Administrative Staff,
Teachers, Aides
DR
Clearfield Elementary will follow the schoolwide writing plan that is based on the language
arts core standards, shows progress on
Policy and
Program Review proficiency, and is vertically
Process
aligned to each grade level's instruction for
writing.
Begin Date End Date
05/13/2016
05/31/2016
Activity - Evaluation of Writing Practices
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
The principal and Writing Committee will
develop a procedure for evaluating and
reflecting on the impact of writing instructional
practices.
Policy and
Process
02/04/2013
$0 - No Funding
Required
Writing Committee,
Principal, Leadership
Team, Teachers
05/31/2016
The school identified specific strategies to increase the average freshman graduation rate.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of students who are college and career ready.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS
and writing.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Goal 1:
Clearfield Elementary will focus on the development and improvement of programs monitored via the Program Reviews.
Measurable Objective 1:
collaborate to improve the quality of the Arts & Humanities, Writing, K-3, PL/CS, and World Language programs by 05/31/2016 as measured
Strategy1:
AF
T
by as measured by KDE's Program Reviews, conducted by Clearfield Elementary.
Professional Learning Community - Teachers will collaborate in PLCs to develop and improve the Arts & Humanities program.
Category: Professional Learning & Support
Research Cited:
Activity - PLC
Activity
Type
Teachers will work in grade-level collaborative
groups to improve Program Review content
area programs.
Professional 08/13/2015
Learning
Strategy2:
Begin Date End Date
05/31/2016
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Teachers
Monitoring by SBDM Council - The members of the SBDM Council, consisting of parent and teacher members, will stay informed and
engaged in the process of program review and improvement in the areas of Writing, Arts & Humanities, K-3 (Primary), Practical Living &
Career Studies, and World Language and Global Competency.
Research Cited:
DR
Category: Stakeholder Engagement
Activity
Begin Date End Date
Type
SBDM Council meetings will be used as a
Community
regular forum to discuss the quality of programs Engagement 09/01/2015 06/30/2016
monitored by program reviews, as well as the
Policy and
basis for policy regarding the reviews.
Process
Activity - SBDM Council Meetings
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, SBDM Council
members
SY 2015-2016
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KDE Comprehensive School Improvement Plan
AF
T
Clearfield Elementary School
DR
KDE Assurances - School
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
DR
AF
T
KDE Assurances - School
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Assurances
Comment
AF
T
Label
Assurance
Response
Comprehensive
The school conducted a comprehensive needs Yes
Needs Assessment assessment, which included a review of
academic achievement data for all students and
assessed the needs of the school relative to
each of the schoolwide program components.
Attachment
Label
Core Academic
Programs
Assurance
Response
The school planned and developed Schoolwide Yes
researchbased instructional reform strategies to
strengthen the core academic program,
increase the amount and quality of learning
time, and provide additional support to all
students.
Comment
Attachment
Label
Preschool
Transition
Assurance
The school planned preschool transition
strategies and the implementation process.
Comment
Kindergarten teachers and
guidance counselor collaborate
with preschool teachers to
facilitate transition and monitor
progress.
Attachment
Label
Research-based
Strategies
Assurance
Response
The school planned and developed schoolwide Yes
researchbased instructional strategies that
provide additional instruction for students
experiencing the greatest degree of difficulty
mastering the state's academic achievement
standards.
Comment
Attachment
RTI, progress monitoring,
differentiated instruction, IEP and
504 plans
Label
Highly Qualified
Teachers
Assurance
The school planned strategies to recruit and
retain highly qualified teachers.
Response
Yes
Comment
Active SBDM Council
involvement and a cooperative
PPN program with MSU help in
the recruitment of quality
teachers.
Attachment
Label
Title I, Part A
Schoolwide Funds
Assurance
The school allocated and spent Title I, Part A
Schoolwide funds only on allowable programs
and activities and maintained appropriate
financial records in this regard on its Title I,
Part A programs and activities.
Response
Yes
Comment
Attachment
DR
Response
Yes
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Label
Parental
Involvement
Assurance
Response
The school planned or developed strategies to Yes
increase parental involvement in the design,
implementation, evaluation and communication
of assessment results of the Schoolwide
activities, which included the development and
implementation of a Parent Compact and a
Parent Involvement Policy.
Comment
Attachment
Label
Schoolwide
Planning
Assurance
The school incorporated the ten schoolwide
planning criteria into the existing school
improvement planning process.
Comment
Attachment
Label
Professional
Development
Assurance
The school planned or provided appropriate
professional development activities for staff
members who will be serving students.
Response
Yes
Comment
Attachment
Label
Comprehensive
Plan
Assurance
Response
The school an annual evaluation that addresses Yes
the implementation of the comprehensive plan
and student achievement results that will inform
changes when needed.
Comment
Attachment
Comment
Attachment
AF
T
Response
Yes
Response
Yes
Label
Instructional
Strategies
Assurance
The school planned and developed research
based instructional strategies to support and
assist identified students.
Response
Yes
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
Response
The school planned targeted assistance
Yes
activities for identified students that coordinated
and integrate with other federal, state, and local
programs.
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
The school planned targeted assistance
activities for identified students that coordinate
with and support the regular educational
program so identified students have access to
both.
Comment
Attachment
DR
Label
Assurance
Comprehensive
The school conducted a comprehensive needs
Needs Assessment assessment, which included a review of
academic achievement data, and established
objective criteria for identifying eligible Title I
students.
Response
Yes
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Assurance
Response
The school planned activities to coordinate and Yes
integrate with other federal, state, and local
programs.
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
Response
The school planned or developed strategies to Yes
monitor and evaluate the success of targeted
assistance activities with the identified students
and will use the results of the evaluation to
inform and improve instructional strategies and
professional development activities.
Comment
Attachment
Label
Highly Qualified
Assurance
The school assigned paraprofessionals who
met the requirements of Highly Qualified under
ESEA to work with targeted assistance
programs and activities.
Response
Yes
Comment
Attachment
Label
Federal Program
Funds
Assurance
Response
The school allocated and spent federal program Yes
funds only on programs and activities for
identified eligible students. The school
maintained appropriate financial records on its
Title I, Part A programs and activities.
Comment
Attachment
Label
Parental
Involvement
Assurance
The school planned or developed strategies to
increase parental involvement in the design,
implementation, and evaluation of the targeted
assistance activities, which included the
implementation of a Parent Compact and a
Parent Involvement Policy.
Response
Yes
Comment
Attachment
Label
Targeted
Assistance
Planning
Assurance
Response
The school incorporated the eight Targeted
Yes
Assistance Planning components into the
existing school improvement planning process.
Comment
Attachment
Label
Professional
Development
Assurance
The school planned or provided appropriate
professional development activities for staff
members who serve identified Title I students.
Comment
Attachment
DR
AF
T
Label
Schoolwide
Activities
Response
Yes
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Assurance
The school planned an annual evaluation that
addressed the implementation of the
comprehensive plan and student achievement
results that informed changes when needed.
Response
Yes
Comment
Attachment
Label
Transparency
Assurance
Response
The current school year Comprehensive School Yes
Improvement Plan (CSIP) is available for
stakeholders to examine on our school website
(provide the website link below).
Comment
Attachment
Label
Teacher Quality
Assurance
The school notifies parents when their
child(ren) are taught for four or more
consecutive weeks by teachers who are not
highly qualified.
Response
Yes
Comment
Attachment
Label
Professional
Development
Assurance
The school provides professional development
for staff based on a comprehensive needs
assessment, which included a review of
academic achievement data and additional
criteria, to ensure all students are college and
career ready.
Response
Yes
Comment
Attachment
Label
Ranking Report
Assurance
Response
The school ensures that if the Title I Ranking
Yes
Report lists counselors, nurses, media,
specialists or "other" staff for the school, there
is documentation indicating this need in order to
improve student achievement.
Comment
Attachment
Label
Para-educators
Assurance
Response
The school ensures that all para-educators with Yes
instructional duties are under the direct
supervision of a highly qualified classroom
teacher and providing instruction rather than
clerical work.
Comment
Attachment
Label
Para-educators
Assurance
Response
The school ensures that all para-educators with Yes
instructional duties that involve targeted
students are under the direct supervision of a
highly qualified classroom teacher and
providing instruction rather than clerical work.
Comment
Attachment
DR
AF
T
Label
Comprehensive
Improvement Plan
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Response
Yes
Comment
Attachment
Label
Assurance
Response
Para-educator Non- The school scheduled non-instructional duties Yes
Instructional Duties for para-educators working with targeted
students demonstrating that the duties are on a
limited basis only.
Comment
Attachment
AF
T
Label
Assurance
Para-educator Non- The school ensures that there is a schedule of
Instructional Duties non-instructional duties for para-educators
demonstrating that the duties are on a limited
basis only.
Assurance
The school met its cap size requirements
without using Title I funds.
Response
Yes
Comment
Attachment
Label
Cap Size
Requirements
Assurance
The school met its cap size requirements
without using Title II funds.
Response
Yes
Comment
Attachment
DR
Label
Cap Size
Requirements
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KDE Comprehensive School Improvement Plan
AF
T
Clearfield Elementary School
DR
The Missing Piece
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Introduction
This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory
Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to
build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate
DR
AF
T
the diagnostic content and respond to the questions.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Stakeholders
What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?
Misty Litton, Principal
April Ratliff, Guidance Counselor
Laura Coldiron, FRC Director
Tammy Cooper, FRC Clerk
DR
Amanda Ashley, Parent
AF
T
Ginny Laux, Title 1 Teacher
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Relationship Building
Overall Rating: 2.86
Statement or Question
Parents report that school staff understands
and demonstrates how strong relationships with
parents contribute to effective teaching and
learning.
Response
Rating
Parents report that school staff understands
Proficient
and demonstrates how strong relationships with
parents contribute to effective teaching and
learning.
AF
T
2.1
Statement or Question
School staff implements systematic steps to
welcome the parents of new and English as-aSecond-Language (ESL) students (for example,
using home visits, personal calls or letters,
open houses and/or other methods).
Response
Rating
School staff implements systematic steps to
Proficient
welcome the parents of new and ESL students
(for example, using home visits, personal calls
or letters, open houses, and/or other methods).
Statement or Question
Parents and other stakeholders report that they
are actively welcomed when they visit the
school.
Response
Rating
Parents and other stakeholders report that they Proficient
are actively welcomed when they visit the
school.
Statement or Question
School staff implements systematic steps to
encourage parents to attend school activities
and participate in decisions about their
children's learning.
Response
School staff implements systematic steps to
encourage parents to attend school activities
and participate in decisions about their
children's learning.
2.5
Statement or Question
School staff involves parents in personal
communication about their students' progress
at least once a month.
Response
Rating
Administrators and school staff are available to Apprentice
parents by appointment only to discuss their
student's progress.
2.6
Statement or Question
School staff completes needs assessment with
all parents to determine resources necessary
for their child's academic success.
Response
Rating
School staff completes needs assessment with Proficient
all parents to determine resources necessary
for their child's academic success.
Statement or Question
All parents are asked for feedback on the
school's efforts to welcome and engage parents
and the feedback is used to improve the
school's efforts.
Response
Rating
All parents are asked for feedback on school’s Proficient
efforts to welcome and engage parents, and the
feedback is used to improve school’s efforts.
2.3
2.4
2.7
Rating
Proficient
DR
2.2
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Communications
Overall Rating: 2.71
3.3
3.4
3.5
3.6
Response
School staff relies on one-way communication
in English to inform parents about academic
goals, class work, grades and homework. (For
example, newsletters, marquees, and
agendas.)
AF
T
3.2
Statement or Question
School staff implements systematic efforts to
inform parents about academic goals, class
work, grades and homework for their children in
their home language. (For example, classroom
contracts, student assignment books,
homework websites, and online grade books).
Rating
Apprentice
Statement or Question
School staff offers varied ways that parents can
share information with teachers about their
children's learning needs. (For example, phone
and e-mail contacts, offering parent
conferences, making home visits, or other
methods).
Response
School staff offers varied ways to that parent
can see share information with teachers about
their children’s learning needs. (For example,
phone and email contact, offering parent
conferences, and making home visits).
Statement or Question
School staff partners with community leaders
and organizations to build parent understanding
of academic expectations, school strategies,
and student achievement results.
Response
Rating
School and district staffs use several strategies Distinguished
to involve community leaders to assist in parent
education on issues directly related to student
achievement.
Statement or Question
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Response
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Rating
Proficient
Statement or Question
School staff implements systematic efforts to
maximize parent-teacher conference
participation. (For example, offering multiple
locations, convenient times, follow-up with
parents who do not reply to first notices, and
opportunities for student-led conferences).
Response
School staff implements systematic efforts to
maximize parent-teacher conference
participation. (For example, offering multiple
locations, convenient times, follow-up with
parents who do not reply to first notices,
opportunities for student-led conferences).
Rating
Proficient
Statement or Question
At least 50 percent of parents respond to
annual school and/or district stakeholder
surveys.
Response
District-wide stakeholder surveys are given to
parents and teachers encourage parents to
respond.
Rating
Apprentice
DR
3.1
SY 2015-2016
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Rating
Proficient
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Response
Rating
School staff develops a survey that is sent to
Apprentice
parents, with low response rate and results are
reported in school improvement plan.
DR
AF
T
3.7
Statement or Question
Stakeholder survey data is consistently used to
plan school improvement efforts and to
evaluate their effectiveness.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Decision Making
Overall Rating: 2.14
4.3
4.4
4.5
4.6
Response
Rating
Parents elected to serve on school council and Apprentice
some other parents who serve on SBDM
committees are invited to attend training offered
by school or district.
AF
T
4.2
Statement or Question
The school staff offers professional learning
community opportunities, workshops, and easily
accessible written information to equip parents
for service on the SBDM council and
committees.
Statement or Question
School council and committees facilitate broad
parent participation by actively recruiting
diverse membership, providing interpreters and
translated materials when needed, setting
convenient meeting times, and seeking wide
parent input. At least 40 percent of parents vote
in SBDM parent election.
Response
Rating
School council and committees have some
Apprentice
parent members, may provide translators, meet
at time and place convenient to staff. Elections
are held at convenient times and are publicized,
but less than 20% of the parents vote in SBDM
parent election.
Statement or Question
Parents on the SBDM council and committees
engage and mentor many other parents by
reporting to multiple groups and seeking input
through surveys, meetings, and varied other
methods.
Response
Rating
School council chair reports feedback to head Apprentice
of largest parent organization who then decides
further dissemination methods or input. There is
no provision for parent input other than as
required by school law.
Statement or Question
The school council adopts measurable
objectives and plans coherent strategies to
build authentic parent participation, and the
school council monitors the implementation and
impact of that work.
Response
School council has some parent involvement
components and action items that deal with
specific academic areas. Little or no funding is
provided. Little or no implementation and
impact checking is done.
Statement or Question
School council policies ensure active roles for
parents on SBDM council and committees, and
other groups making decisions about school
improvement.
Response
Rating
School council encourages parents to serve
Apprentice
only on SBDM committees that deal with parent
involvement and/or school climate.
Statement or Question
Parents report that they are treated as valued
partners on school leadership teams, SBDM
council and committees, the school council, and
other groups making decisions about school
improvement.
Response
Parents report that they are sometimes
encouraged to take part in discussions about
school improvement.
DR
4.1
SY 2015-2016
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Rating
Apprentice
Rating
Apprentice
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Response
Rating
School staff has a plan to identify new and
Proficient
experienced parent leaders who support and
build capacity for parents to serve effectively on
the school council and in committee work.
DR
AF
T
4.7
Statement or Question
School staff has a plan to identify new and
experienced parent leaders who support and
build capacity for parents to serve effectively on
the school council and committee work.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Clearfield Elementary School
Advocacy
Overall Rating: 2.67
5.3
5.4
5.5
5.6
Response
Rating
There is evidence that school staff know which Apprentice
students have a parent or another adult who
can speak up for them regarding their academic
goals and learning needs.
AF
T
5.2
Statement or Question
School staff ensures every student has a parent
and/or another adult who knows how to
advocate, or speak up for them, regarding the
student's academic goals and individual needs.
Statement or Question
Most parents participate actively in student led
conferences or other two-way communication
about meeting their child's individual learning
needs.
Response
Most parents participate actively in student led
conferences or other two-way communication
about meeting their child's individual learning
needs.
Rating
Proficient
Statement or Question
Parents report participating actively and
effectively in required planning for individual
learning, for example, Individual Education
Plans, Individual Learning Plans, Gifted Student
Plans, 504 Plans, and intervention strategies to
ensure college readiness (Senate Bill 130).
Response
Rating
Parents report participating actively and
Proficient
effectively in required planning for individual
learning, for example, Individual Education
Plans, Individual Learning Plans, Gifted Student
Plans, 504 Plans, and intervention strategies to
ensure college readiness (Senate Bill 130).
Statement or Question
School staff gives parents clear, complete
information on the procedures for resolving
concerns and filing complaints, and the council
reviews summary data on those complaints to
identify needed improvements.
Response
School staff gives parents clear, complete
information on the procedures for resolving
concerns and filing complaints, and the council
reviews summary data on those complaints to
identify needed improvements.
Statement or Question
School staff ensures that parents and
community members are well informed about
how to become educational advocates, or how
to access a trained educational advocate when
needed.
Response
Rating
School staff ensures that parents and
Proficient
community members are well informed about
how to become an educational advocate or how
to access an educational advocate when
needed.
Statement or Question
As students are identified by school staff as
having disabilities or performing at the novice
level, additional intentional steps are taken to
ensure that parents have the option to use a
trained advocate to assist them in speaking for
their child's needs.
Response
Rating
Novice level students are identified by school
Apprentice
staff to receive targeted strategies for academic
improvement. Parents are informed of the
strategies but do not receive training on how to
use those strategies or how progress will be
measured.
Rating
Proficient
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5.1
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Learning Opportunities
Overall Rating: 2.0
6.3
6.4
6.5
6.6
Response
Rating
School provides open house and family nights Apprentice
for some parents to learn about: • Kentucky
standards and expectations for all students. •
School's curriculum, instructional methods, and
student services. • School's decision-making
process, including opportunities for parents to
participate on councils and SBDM committees.
• Their children's learning and development,
along with legal and practical options for
helping their children succeed such as
participation in IEP and/or ILP process. •
Community resources to support learning.
Statement or Question
School staff makes systematic use of written
communications (for example, newsletters,
websites, and bulletin boards) to help parents
understand their own children's progress and
the progress of the school.
Response
School staff makes systematic use of written
communications (for example, newsletters,
Web sites, bulletin boards) to help parents
understand their own children's academic
progress and the progress of school.
Rating
Proficient
Statement or Question
School staff displays proficient student work
with scoring guides to demonstrate academic
expectations to parents and students, and
updates the displays regularly.
Response
School staff displays proficient student work
with scoring guides to demonstrate academic
expectations to parents and students, and
updates the displays regularly.
Rating
Proficient
Statement or Question
School staff offers parent workshops and
meetings in convenient locations to help
parents develop skills in supporting their
children's learning and the school's
improvement efforts.
Response
School staff offers some information to parents
to learn how to support their child's learning.
Rating
Novice
Statement or Question
School council has a classroom observation
policy that welcomes families to visit all
classrooms.
Response
School staff allows parents to visit regular
education classrooms upon request. There is
no school policy.
Rating
Novice
Statement or Question
School staff develops parent leaders who
contribute regularly to other parents'
understanding and who help meet other parent
learning needs.
Response
School staff relies on the parent organizations
to provide learning opportunities for parent
leadership.
Rating
Apprentice
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6.2
Statement or Question
Parents have multiple opportunities to learn
about and discuss the following: - Kentucky
standards and expectations for all students The school's curriculum, instructional methods,
and student services - The school's decisionmaking process, including opportunities for
parents to participate on SBDM councils and
committees - Their children's learning and
development, along with legal and practical
options for helping their children succeed, such
the IEP and/or ILP process - Community
resources to support learning - Opportunities to
participate in state and district school
improvement efforts, such as forums,
committees, and surveys.
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6.1
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Community Partnerships
Overall Rating: 2.83
7.3
7.4
7.5
7.6
Response
School leadership regularly shares information
on student achievement and involves business
and community leaders in school improvement
efforts.
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7.2
Statement or Question
School leadership regularly shares information
on student achievement and involves business
and community leaders in school improvement
efforts.
Rating
Proficient
Statement or Question
School leadership develops partnerships with
several businesses, organizations, and
agencies to support student learning and create
mentors for students and parents.
Response
Rating
School leadership develops partnerships with
Proficient
several businesses, organizations, and
agencies to support student learning and create
mentors for students and parents.
Statement or Question
School leadership collaborates with employers
to support parent and volunteer participation in
students' education.
Response
School leadership rarely invites employers to
support adult participation in education.
Rating
Novice
Statement or Question
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Response
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Rating
Proficient
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7.1
Statement or Question
Parents make active use of the school's
resources and community resources and report
that they provide meaningful help to resolve
family challenges that could interfere with
student learning. (For example, FRYSC or Title
I coordinators connect family with community
resources and follow up).
Response
School staff and parents have seamless
integration of consistent and sustained family
support services from school and the
community to reduce student barriers to
learning.
Statement or Question
School staff offers and publicizes communitybased learning activities aligned with the
curriculum, such as tutoring linked to the
curriculum and internships, for all students and
parents.
Response
Rating
School staff offers and publicizes communityProficient
based learning activities, such as tutoring linked
to the curriculum, for all students and parents.
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Rating
Distinguished
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Reflection
Reflect upon your responses to each of the Missing Piece objectives.
The areas in which Clearfield excels pertain to support services that remove students' barriers to education. Clearfield is a poor community,
with socioeconomic status representing a common barrier for many students. Through the work of our Family Resource Center, along with
the adoption of a strength-focus model in our dealings with families, Clearfield provides significant and effective community support services
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and builds effective and meaningful relationships with families.
The area that stands out as needing the most improvement is the education of parents and the development of new opportunities for parental
in the categories of curriculum and instruction. Parents already engage actively in issues involving school culture, climate, and community
involvement. Clearfield's next steps for parent involvement need to include educating parents on how to get involved in school leadership,
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curriculum, instruction, and decision-making.
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Report Summary
Scores By Section
Section Score
1
2
3
Communications
Decision Making
Advocacy
Learning Opportunities
2.71
2.14
2.67
2
2.83
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Community Partnerships
2.86
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Relationship Building
4
Sections
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Clearfield Elementary School
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Improvement Plan Stakeholder Involvement
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Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
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and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
School personnel worked together to schedule meeting times that worked for all. Parents were consulted at times and in ways that were
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convenient for them, including input in writing, impromptu face-to-face meetings, telephone contact, and a web-based survey.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
The school personnel collaborated to share with the principal how each of their roles impact the areas being considered and their suggested
next steps for improvement. Parents offered input on their perception of the school's effectiveness, particularly in the areas of
communication, relationship-building, and opportunities for shared governance. The director and assistant of the Family Resource Center
collaborated to inform school administration of community partnerships they have formed and the benefits of these, in addition to highlighted
areas that still need improvement in order to remove barriers to students' education. The principal compiled the report from stakeholder
input.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
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stakeholders receive information on its progress.
The CSIP is communicated to the SBDM Council, in addition to district personnel and the School Board. It is placed on the school's
webpage to facilitate easy access for the public. The CSIP is revisited often by school personnel and the SBDM Council.
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Clearfield Elementary School
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School Safety Report
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Introduction
In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action,
through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn.
Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and
additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the
Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by
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which this reporting is accomplished.
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School Safety Requirements
Assurance
Does each school have a written Emergency
Management Plan (EMP)?
Response
Yes
Comment
Attachment
Clearfield has an existing
Emergency Management Plan,
with a scheduled workshop in
January to review and revise that
plan.
Label
2.
Assurance
Did the SBDM Council adopt a policy requiring
the development and adoption of an EMP?
Response
Yes
Comment
10-8-2013
Attachment
Label
3.
Assurance
Did the SBDM Council adopt the EMP?
Response
Yes
Comment
10-8-2013
Attachment
Label
4.
Assurance
Has each school provided the local first
responders with a copy of the school's EMP
and a copy of the school's floor plan?
Response
Yes
Comment
Attachment
Label
5.
Assurance
Has the EMP been reviewed and revised as
needed by the SBDM council, principal, and
first responders (annually)?
Response
Yes
Comment
Next scheduled revision is
January 7-8, 2016.
Attachment
Label
6.
Assurance
Was the EMP reviewed with the faculty and
staff prior to the first instructional day of the
school year?
Response
Yes
Comment
8-11-2015
Attachment
Label
7.
Assurance
Response
Were local law enforcement and/or fire officials No
invited to review the EMP?
Comment
Attachment
Input will be sought in January for
revision.
Label
8.
Assurance
Are evacuation routes posted in each room at
any doorway used for evacuation, with primary
and secondary routes indicated?
Comment
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AF
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Label
1.
Response
Yes
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Attachment
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Assurance
Has the local Fire Marshal reviewed the
designated safe zones for severe weather and
are they posted in each room?
Response
Yes
Comment
Attachment
Unknown date fall semester 2015
Label
10.
Assurance
Have practices been developed for students to
follow during an earthquake?
Response
Yes
Comment
Attachment
Label
11.
Assurance
Has each school developed and adhered to
practices designed to ensure control of access
to each school (i.e., controlling access to
exterior doors, front entrance, classrooms,
requiring visitor sign-in and display of
identification badges)?
Response
Yes
Comment
Attachment
Label
12.
Assurance
Response
Has each school completed all four emergency Yes
response drills during the first 30 days of the
school year? (Fire in compliance with <a
href="http://www.lrc.ky.gov/kar/815/010/060.ht
m" TARGET="_blank"> Fire Safety</a>
regulations), Lockdown, Severe Weather and
Earthquake)
Comment
11-30-2015
Attachment
Label
13.
Assurance
Are processes in place to ensure all four
emergency response drills (Fire in compliance
with <a
href="http://www.lrc.ky.gov/kar/815/010/060.ht
m" TARGET="_blank"> Fire Safety</a>
regulations), Lockdown, Severe Weather and
Earthquake) will occur within the first thirty
instructional days beginning January 1?
Comment
Attachment
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Label
9.
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Response
Yes
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Equitable Access Diagnostic
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Introduction
As part of No Child Left Behind (NCLB) each state is required to develop strategies to ensure that poor and minority children are not taught at
higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The results of this effort became a national push to
ensure all teachers were highly qualified (HQT); meaning each teacher holds the appropriate certification for the content and/or grade level
for which they are assigned. National data show that poor and minority continue to be taught by inexperienced, unqualified, or out-of-field
teachers. As a result, in 2014, the United States Department of Education (USDOE) required states to develop equity plans and use
evidence based strategies to address this issue. The focus of the plan is to move away from the concept of “highly qualified” to “high
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effective”.
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Needs Assessment
Assurance
Response
Has a review of the data has been conducted to Yes
determine barriers to achieve equitable access
to effective educators within the school?
What are the barriers identified?
Comment
Attachment
AF
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Label
1.1
The primary barrier identified is socioeconomic status.
What sources of data were used to determine the barriers?
Student enrollment data in Infinite Campus, applications for free and reduced meal prices, frequency of use of Family Resource Center
services, and parent surveys were used to determine barriers.
What are the root causes of those identified barriers?
Clearfield is a poor community. Much of the housing in our district is designed for low income families. Additionally, Clearfield is in a flood
plain, which leads to lower real estate prices, making housing more accessible in Clearfield to low income families. Many students do not
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have access to printed reading materials or other educational materials.
What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school?
Most teachers in this school are Accomplished. All have areas of strength and needed growth.
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Equitable Access Strategies
Placement: Describe school policies or procedures that address the assignment of students to ensure low income and minority
students are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers who are not identified
as low income or minority students.
The SBDM council has a student placement policy that ensures that all classrooms are heterogeneously grouped. Teacher input on the
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following year's teacher is also taken into account. Parent requests are taken into account, provided that parents offer their feedback during
the window provided before placement has occurred.
The following is Clearfield's SBDM Council policy on student class placement.
SCHOOL COUNCIL POLICY
District: Rowan School: Clearfield Elementary
COUNCIL POLICY TYPEPOLICY NUMBER
____By-Laws
__03__.__01__
__X_Functions (School Operational Policies)
POLICY TOPIC DESCRIPTION
Student Placement/Parent Requests
Student Placement
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POLICY STATEMENT
Homeroom teachers will complete student placement lists that identify academic level, grade level for the next year, ethnicity, special
services, personality conflicts, gifted, behavior and any other pertinent information. These lists will be submitted to the principal. The
principal and/or counselor will assign students to homerooms for the next year based on these lists with the best heterogeneous grouping
possible. Parent requests will be honored if they are valid reasons and do not interfere with the heterogeneous groupings. All fifth-year
primary students will be equally distributed among all P4 teachers. Class sizes will not exceed an average of 24 for primary, 28 for fourth
grade, and 29 for fifth grade.
Once the homeroom lists are created, the principal and/or counselor will invite teachers to review the lists to look for any conflicts in the
heterogeneous groupings. The principal will then assign a teacher to each homeroom. The tentative rosters will be kept confidential and will
be held by the principal. When all steps are completed, the principal will present the homeroom lists to the Council for approval. All lists are
final after Council approval, unless the principal determines a change is necessary due to extreme circumstances. Lists will be posted by
August 1st of each year.
Parent Requests
Parents may request a particular teacher for their child for the next school year by completing the request form. The following criteria must
be met for each request:
-Parent requests must be made on the request form.
-Parent requests must state specific and valid reasons for why a particular teacher will be of benefit to their child.
-Parent requests must be turned in to the principal after April 15th and before May 1st.
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-Fulfilling the request must not upset the heterogeneous groupings of any homerooms.
When these criteria are met, a parent request will be considered. The principal and/or counselor will review all requests. Failing to meet one
or more criteria nullifies the request. All requests will be dated and the time of delivery will be noted.
Date Adopted:10-12-04
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Revised: 7-11-06
Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient
and Exceptional Children and Youth are not assigned to inexperienced, ineffective or out-of-field teachers more often than their
peers?
Homeroom teachers complete student placement lists that identify academic achievement level, grade level for the next year, ethnicity,
special services, personality conflicts, gifted, behavior and any other pertinent information. These lists are submitted to the principal. The
principal and/or counselor assign students to homerooms for the next year based on these lists with the best heterogeneous grouping
possible. Special care is exercised to ensure students with disabilities and those from low income, minority, or non-native speaking families
are equitably placed. In addition, Clearfield ensures that all teachers are highly qualified, and uses the Teacher Professional Growth and
Effectiveness System to help all teachers improve their instructional capacity. Care is taken to ensure that class sizes do not exceed an
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average of 24 for primary, 28 for fourth grade, and 29 for fifth grade.
Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse
teachers?
The school works closely with the local university's teacher education program. MSU has a PPN student placement program that places
university students in our school, based on which students best fit our demographic, whether that is according to that student's own
background or to their specialization of study at the university. This helps Clearfield develop a pool of quality candidate from which we often
recruit. Additionally, the SBDM Council frequently reviews student data, including academic performance and behavior records, and uses
this background information as a baseline when interviewing and hiring quality teachers. For example, Clearfield elementary houses the
district elementary EBD unit. As a result, when recruiting and interviewing teacher candidates, specific emphasis is placed on an ability to
deal successfully with students from this unique population.
Recruitment and Retention: How does the school recruit teachers who are effective in implementing practices that are targeted to
support the diverse learning needs of minority students, low income students, Limited English Proficient and Exceptional Children
and Youth?
The local university has made changes to its teacher education program in recent years in response to feedback from our school system on
skills our teachers will need. For example, the elementary teacher education program now includes a mandatory exceptional children
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specialization. Additionally, the school provides job-embedded training and professional development on the unique needs of special
populations, in particular students with emotional and behavior disorders, students with autism, and students who come from low income
families.
Recruitment and Retention: How does the school retain effective teachers? Identify any incentives.
The school constantly monitors and makes necessary adjustments to improve school culture. A healthy school culture is a necessary
component to retention. The school maintains a healthy and active SBDM Council to provide a venue for teacher representation and input.
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Clearfield provides ongoing educational opportunities, including job-embedded professional learning and professional development
opportunities. Teachers at CES benefit from collaborative common planning with their grade level teaching partners to facilitate partnership
and collaboration. The school offers nominal incentives for teacher involvement that goes beyond the school day. One example of such
would be that teachers receive free "jeans passes" for participating in or attending student performances after hours.
Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,
inexperienced and out-of-field teachers.
The district provides New Teacher meetings monthly to mentor new teachers or teachers who are new to their field or placement.
Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating
below accomplished addressed?
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The principal and guidance counselor use PLC meetings to provide job-embedded training and support. The principal conducts informal
walk-through observations to serve as a basis for conversations about strengths and areas of growth. Professional development plans are
individualized to help teachers reach their professional growth plan goals.
Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning
needs of staff?
The most recent TELL survey did not result in 50% participation at Clearfield. The data from the TELL survey administered two years prior is
still being used as a guide when drafting Clearfield's Needs Assessment. Additionally, Clearfield has a new principal this year, and feedback
is being sought from teachers via PLC meetings, faculty meetings, email collaboration, and faculty/staff surveys.
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Questions
Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic.
Clearfield has a strong focus on improving student academic performance, particularly in the areas of Reading, Math, and Writing.
Additionally, Clearfield is committed to improving the programs of Arts & Humanities, Writing, Practical Living & Career Studies, K-3
(Primary), and World Language, using data from the program review process and input from teachers and the SBDM Council. SBDM
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Council policies support and ensure equitable access for all students to quality instructional strategies and programming. See the Goals and
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Plans section of the CSIP for more detailed information on goals, objectives, strategies, and activities.
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