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KDE Comprehensive School
Improvement Plan
McBrayer Elementary School
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Rowan County
Rhonda Banks, Principal
550 Viking Drive
Morehead, KY 40351
Document Generated On December 10, 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
McBrayer CSIP 2015-16
Overview
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Goals Summary
10
11
Goal 1: Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep
scores for McBrayer Elem. students from 48.3% to 73.8%.% by 2018-19
12
Goal 2: Increase program review needs improvement areas to proficient as well as sustain proficient areas on an
ongoing basis.
17
Goal 3: By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math
and reading from 40% to no less than 20% as measured by KPREP data.
19
Goal 4: Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and
math from 48.3% to 73.8% by 2018-19.
21
Activity Summary by Funding Source
23
KDE Needs Assessment
Introduction
30
Data Analysis
31
Areas of Strengths
32
Opportunities for Improvement
33
Conclusion
34
Introduction
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KDE Compliance and Accountability - Schools
Planning and Accountability Requirements
KDE Assurances - School
Introduction
Assurances
The Missing Piece
Stakeholders
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Introduction
36
37
75
76
82
83
Relationship Building
84
Communications
85
Decision Making
87
Advocacy
89
Learning Opportunities
90
Community Partnerships
91
Reflection
92
Report Summary
93
Improvement Plan Stakeholder Involvement
Introduction
95
Improvement Planning Process
96
Introduction
School Safety Requirements
Equitable Access Diagnostic
Introduction
Needs Assessment
Questions
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Equitable Access Strategies
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School Safety Report
98
99
102
103
104
106
KDE Comprehensive School Improvement Plan
McBrayer 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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McBrayer Elementary School
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Executive Summary
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KDE Comprehensive School Improvement Plan
McBrayer 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
McBrayer 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?
McBrayer Elementary student population is 528 students Kindergarten through fifth grade. McBrayer is located at 550 Viking Drive directly
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across from Rowan County Senior High School. The school is also surrounded by local hardwood lumber industry as well as other
corporations, restaurants, and Maysville Community Technical College. Student Population consists of 46% females and 54% males. The
ethnicity make up of students at McBrayer Elementary consists of 91% Caucasian, 2.4% Asian, 1.8% African American, 3.0% Hispanic, and
2% other ethnicities. McBrayer has 23 homeroom teachers, 2 special education teachers, part time art and part time music teacher , 1
speech/language teacher as well as a 1.5 P.E. teachers , and .6 media specialist. The support staff consists of 3 custodians, 4 cooks, 2
secretaries, 1 full time nurse in the health unit and 13 paraprofessionals. Administrative Staff consists of a full time Guidance Counselor, a
part time Curriculum Resource Teacher, a Title 1/RTI Support Teacher, and the Family Resource Center Coordinator. McBrayer has an
outdoor classroom that teachers use to help incorporate core curriculum into the outdoor learning environment.
McBrayer is identified as a Leader In Me School and uses leadership strategies to support achievement and student involvement in
theschool community. McBrayer has a superior partnership with Rowan County Senior High School located on the same campus. McBrayer
also has a strong partnership with Morehead State University through a Professional Development School Model and a supportive Parent
Teacher Organization.
McBrayer Elementary has been identified as a focus school based on the 2014- 2015 KPREP scores. Teachers and staff consistently work
together to build a true Professional Learning Community, measuring data, and making instructional decisions by implementing research
based best practices to help McBrayer move forward with continuous progress. The goals for the 2014-2015 testing window will be to
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increase the percentage for proficient/distinguished students for reading and math; increase the program review area for needs improvement
to proficient, as well as sustain proficient areas; and reduce number of students scoring at the novice level in math and reading.
McBrayer Elementary, as well as the Rowan County School District, has been faced with a decrease in funding education. This has caused
MES to face several challenges such as a decrease in services provided by a media specialist, in addition to the fact that student/teacher
ratios have increased, and support teachers caseloads have increased. Common planning has only been possible during the day for grade
level teachers and not for special area teachers. This does not allow specials teachers to collaborate with the regular education teachers.
Common planning which is used by teachers to collaboratively plan instruction, generate assessments, and evaluate student learning, is
essential in sustaining progress and increasing student achievement. Co- teaching pairs of teachers have been given one day a semester to
plan and discuss common teaching methods in the classroom to improve co- teaching strategies. Special area teachers plan and meet
together on Thursdays before school to conduct a PLC to discuss common activities that will enhance units of study across contents. This
will ensure that program reviews and student activities continue to be enhanced.
Executive Summary
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
McBrayer 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.
The mission, vision and beliefs of McBrayer Elementary is to assist all students in reaching high levels of academic performance enhanced
through an emphasis on independent thinking, physical and emotional well being and proper social skills. Combined efforts of students,
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parents and community, help foster growth in those areas; thus creating and promoting productive citizens.
McBrayer's staff and Site Base Decision Making Council members continually search and discuss best practices that will support and
motivate all students to be successful. Stakeholders and the school Lighthouse Team, in addition to SBDM council, developed MES's
mission, vision and beliefs. Stakeholders hold one another accountable for keeping the mission, vision and beliefs moving forward through
self and group assessment.
McBrayer staff meets throughout the academic year and in Professional Learning Committees to review informal and formal assessment
data, develop unit plans, and discuss strategies to improve student learning. An administrative Advisory team meets three times a year with
each teacher to review student data, plan and reflect on best practices. Response To Intervention committee meetings are held to discuss
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individual needs of at-risk students and develop a plan for student success.
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KDE Comprehensive School Improvement Plan
McBrayer 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.
Students at McBrayer are recognized and eligible for many different types of awards. On a daily basis, all students are eligible to earn perfect
attendance and be recognized as leaders. Fifth graders are recognized, during the end of the year celebration, for Citizenship, Duke
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University Talent Identification, Presidential Academic, and Conservation awards. Throughout the year students are also recognized for
theGrandparents and Veteran's Day Essay Awards. Fourth and Fifth grade students have the opportunity to participate in Academic Team
and the School Choir. Fifth grade students are nominated by homeroom teachers to participate in a school wide student service club. All
students have the opportunity to join the community Boy and Girl Scouts clubs. All elementary students in the county can join the crosscountry team which practices on the McBrayer campus. Fourth and fifth grade students who qualify for leadership identification have a
leadership luncheon each month. Three times a year, a school-wide celebration is held for students to recognize them for various
achievements: MAP tests, Dibels, art, music, PE, library, attendance, classroom leaders and school leaders.Stakeholders have developed a
plan to increase a program for other students who exhibit leadership qualities in 2015 -16.
The Leader in Me program helps to build leaders at McBrayer Elementary. The focus is to work toward a Kentucky Lighthouse School. The
National Let's Move Active School has also been awarded to McBrayer. McBrayer, also, received the Fuel Up to Play grant sponsored by the
American Dairy Association and the NFL.
The goal for the 2015- 2016 testing window will be to increase the percentage for proficient/distinguished students for reading and math;
increase the program review area for needs improvement to proficient, as well as sustain proficient areas; and reduce number of students
scoring at the novice level in math and reading. Within the next two years, the entire staff at McBrayer Elementary will work diligently to bring
Executive Summary
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school status to Distinguished and to take the Leader in Me status to a Lighthouse School.
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
McBrayer 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.
The McBrayer Elementary School Comprehensive Improvement Planning process began in the fall of 2015. In September, the school faculty
Improvement Plan (CSIP).
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and Site Base Decision Making Group, Planning Committee and Lighthouse Team met to review the existing Comprehensive School
In October, the faculty met in grade level groups to analyze previous end of year data, classroom baseline assessment results, and MAP
data. The faculty participated in a two hour school-wide data review day to discuss test scores and develop strategies/activities to address
school needs. Since the beginning of the year, PLC grade level groups have met weekly during common planning to discuss assessments,
strategies and activities to help meet the various needs of students. A parent survey was conducted via AdvancEd to include stakeholder
input. In October, the Principal Advisory Leadership Team met with all teachers individually to review classroom data and discuss strategies
and activities to support improvements in reading, math, writing and school culture. The findings of the data reviews were a primary
contributing factor to the CSIP process.
In January, the SBDM Council, PTO , Lighthouse Team and Faculty will review, implement suggestions and approve the CSIP.
The following tools/information were used:
Informal and formal classroom assessments
KPREP test results
SBDM policies and procedures
MAP test results
DIBELS test results
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Parent and teacher surveys
Progress Monitoring Information
School wide walkthrough data
common assessments
Implementation and Impact checks are completed by the principal and shared with stakeholders each semester to evaluate the effectiveness
of the plan and make integral changes.
Stakeholders involved in the development of the Comprehensive Improvement Plan:
School Administrator: Rhonda Banks
School Counselor: Nicole Powell
District Liaison: Carolyn Blair
District Special Education Coordinator: Carolyn Blair
Executive Summary
McBrayer Elementary School
Pupil Support Personnel (FRC): Laura Coldiron
School Council Teacher Representatives: Katy Ingles, Elizabeth Hutchinson, Brook Issac, and Casey Hall
School Council Parent Representatives: Sandy Glover, Randa Gillliam, Michelle Bloomfield
Teachers: Katy Ingles, Niki Cornett, Martha Thompson, Kim Mullins,
Jody Caudill, Emily Stevens, Megan Collier, Amy Hunt
McKenzi May, Brenda Carter, Brook Issac, Melissa Nickell
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Carol Neeper, Nancy Brown, Joyce Marin,
Tinnah Sammons, Tiffany Elam, Denna Stamper
Kim Little, Carla Thompson, Amanda Saylor, Lydia Padula,
Kim Armstrong, Shari Clagett, Angela Lyon, Elizabeth Hutchinson,
Jami Hearberlin, Casey Hall, Brooklyn Castle
School Mission Statement
The mission of McBrayer Elementary School's students, staff, families, and community members is to challenge each learner to earn full
educational potential.
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As a community of learners, staff will ensure learning takes place for all by guiding, monitoring, assessing academic achievement,
addressing individual differences, learning styles, and promoting self-assessment and reflection while nurturing respectful, Vision Statement:
We will.....Learn, Lead, Leave A Legacy
responsible citizens who value individual roles as learners.
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KDE Comprehensive School Improvement Plan
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McBrayer Elementary School
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McBrayer CSIP 2015-16
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Overview
Plan Name
McBrayer CSIP 2015-16
Plan Description
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McBrayer CSIP 2015-16
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McBrayer 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
Goal Name
Increase the percentage for proficient/distinguished
students for averaged combined reading and math
K-prep scores for McBrayer Elem. students from
48.3% to 73.8%.% by 2018-19
Increase program review needs improvement areas
to proficient as well as sustain proficient areas on
an ongoing basis.
By 2021, McBrayer Elementary will reduce the total
number of students scoring at the novice level in
the math and reading from 40% to no less than
20% as measured by KPREP data.
Increase percentage of population in the gap area
scoring proficient/distinguished in combined
reading and math from 48.3% to 73.8% by 201819.
Goal Details
Objectives:3
Strategies:8
Activities:19
Goal Type
Organizational
Total Funding
$96000
Objectives:1
Strategies:3
Activities:7
Objectives:2
Strategies:3
Activities:3
Organizational
$1500
Organizational
$45000
Organizational
$3000
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#
1
Objectives:3
Strategies:2
Activities:2
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McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
Goal 1: Increase the percentage for proficient/distinguished students for averaged combined
reading and math K-prep scores for McBrayer Elem. students from 48.3% to 73.8%.% by 2018-19
Measurable Objective 1:
collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by KPREP.
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Strategy 1:
Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and using Envisions math program
as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculm for all students in all
grades. This will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary, strategies, and procedures
are built upon in a vertical foundation.
Activity - Math Professional Dev.
Activity Type
Begin Date
End Date
Teachers will plan together during PLC meetings, school work day hours
and/or summer PD to build on the importance of scaffolding the concepts
in the Common Core Math and Reading Standards from grade level to
grade level.
Academic
Support
Program
01/11/2016
11/01/2016
Activity - Common Assessments
Activity Type
Begin Date
End Date
Teachers will disaggregate reading and math formative and summative
assessments during weekly PLC's discussing strategies and interventions
together so that students close or not likely to get the instruction can be
taught with research based strategies and interventions.
Academic
Support
Program
01/05/2015
11/01/2016
Activity - Math KEDC Support
Activity Type
Begin Date
End Date
Administration and teachers will work with KEDC consultants to support
teachers understanding of standards, plan classroom instruction by
mapping out standards and matching assessments with standards and
math Envisions program
Professional
Learning
01/04/2016
08/05/2016
Activity - Technology
Activity Type
Begin Date
End Date
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Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All McBrayer
Teachers
Administration
Team
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All McBrayer
Teachers
Administration
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All teachers,
administration
, KEDC
representative
, Charles
Rutledge
Resource
Assigned
Source Of
Funding
Staff
Responsible
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McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
All classrooms, 2nd-5th grade will make available opportunities for
Academic
students to use technology programs such as Moby Max, Front Row, Sum Support
Dog to support reinforcement on math standards taught in the classroom. Program,
Technology
01/04/2016
11/01/2016
$1500
Other
Classroom
teachers,
administration
,
parent/teache
r
organization(
PTO)
Strategy 2:
Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have been identified as low
performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills needed in reading and math that will support
them in the regular core classroom programs.
Category: Continuous Improvement
Begin Date
End Date
Students who are identified by their MAP scores will receive 30 min of
Academic
differentiated instruction based on specific needs that will support the core Support
instruction they are receiving in reading and math.
Program
01/05/2015
11/01/2016
Activity - ESS Day Time Waiver
Begin Date
End Date
Small group instruction will support students who are identified as needing Academic
additional support in math and reading
Support
Program
01/04/2016
06/01/2016
Activity - After School Tutoring
Activity Type
Begin Date
End Date
After school tutoring funds will be allocated for teachers who identify small
group instruction (2-4 students) for students with deficits in reading and/or
math.
Academic
Support
Program
01/04/2016
05/06/2016
Activity - RTI Tier II and III Small Groups
Activity Type
Begin Date
End Date
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Activity - Small Group Instruction
Activity Type
Activity Type
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Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Resource
Assigned
$11000
Source Of
Funding
Other
Staff
Responsible
Administration
, classroom
teachers,
ESS teacher
Resource
Assigned
$2000
Source Of
Funding
Other
Staff
Responsible
Mrs. Banks,
teachers
applying to
become after
school ESS
tutors.
Resource
Assigned
Source Of
Funding
Staff
Responsible
Jody Caudill,
RTI
Teacher/Coor
dinator
Classroom
Teachers
Administration
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McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
RTI reading groups will be implemented by using 95% group materials.
DIBELS data, classroom data and progress monitoring data will be
reviewed on an ongoing basis to determine next steps to meet students
needs. Groups will be monitored and students regrouped often based on
their needs and reteaching data.
Academic
Support
Program
01/04/2016
11/07/2016
$20000
Other
RTI
Coordinator,
Classroom
teachers
Strategy 3:
Reading Common Core K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as Scott Foresman Reading
Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in all grade level classrooms. Classroom teachers will
develop units together. This will allign our curriculum for all students in all grades. This will ensure that all students K-5 are being taught the foundational concepts and
vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Activity Type
Begin Date
End Date
All teachers will work in PLC grade level groups to disaggregate common
summative assessments. This will guide them in determining deficit skills
that will need to be focused on during core, small group, and during RTI
groups.
Academic
Support
Program
01/05/2015
06/01/2016
Activity - Reading Co Teaching
Activity Type
Begin Date
End Date
Special Ed. teachers and classroom teachers will work together with
Academic
administration and KEDC staff to plan and carry out co teaching strategies Support
in the area of reading and math in designated classrooms.
Program
01/05/2015
05/06/2016
Activity - Reading Instructional Teaching Time
Activity Type
Begin Date
End Date
The master schedule will reflect a minimum of 120 minutes reading block
for K-2 students and 90 minutes for 3-5 students.
Direct
Instruction
01/05/2015
05/02/2016
Activity - Reading Professional Development
Activity Type
Begin Date
End Date
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Activity - Data Analysis PLC
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Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Jody CaudillRTI
coordinator,
all classroom
teachers,
curriculum
coach and
adminsitration
Resource
Assigned
$52500
Source Of
Staff
Funding
Responsible
Title II Part A KEDC Staff,
Lori Dehart
Liz Littleton
Administration
Classroom
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom
Teachers,
Administration
, Planning
Comm.
Resource
Assigned
Source Of
Funding
Staff
Responsible
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McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
All teachers will attend core reading/small group instruction, and close
reading professional development to help strengthen classroom reading
instruction.
Academic
Support
Program,
Professional
Learning
01/04/2016
06/01/2016
$3000
Other
Administration
, Curriculum
Coaches, All
Teachers,
and District
Professional
Dev.
Coordinator,
Lucy Moore
Activity Type
Begin Date
End Date
Academic
Support
Program,
Behavioral
Support
Program,
Parent
Involvement
01/04/2016
11/07/2016
Resource
Assigned
$2000
Source Of
Staff
Funding
Responsible
General Fund Classroom
teachers
Strategy 4:
Communication - Teachers will share weekly newsletters with parents and families.
Category: Stakeholder Engagement
Activity - Newsletters
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Teachers will share models of/and learning targets,classroom instructional
focus, student accomplishments/student of the week, and school wide
important dates and information weekly on classroom newsletters, emails,
and/or webpages.
Measurable Objective 2:
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on benchmark assessments
and students self reflection in leadership binders..
Strategy 1:
Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times a year. Each classroom will
graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.
Category: Continuous Improvement
Activity - Goal Setting/Reflection Sheets
Activity Type
Each teacher will guide students in setting individual goals on personal
Academic
goal sheet three times a year in reading, math and writing. Student goal
Support
sheets will be added to student leadership binder/folder. At end of the year Program
students will reflect on growth made over time in reading, writing, and
math.
Begin Date
End Date
01/04/2016
11/07/2016
Resource
Assigned
$500
Source Of
Staff
Funding
Responsible
General Fund All teachers,
administration
Strategy 2:
PBIS - Students will be celebrated and recognized for accomplishments.
Category: Other - PBIS
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McBrayer Elementary School
Activity - School Assembly
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KDE Comprehensive School Improvement Plan
Activity Type
Begin Date
End Date
Students will be celebrated during grade level assembly for their
accomplishments towards improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark assessment growth, behavior
improvements, music, art, physical education, and reading goals.
Other Program
Review,
Behavioral
Support
Program
01/04/2016
11/07/2016
Activity - CHAMPS/ Clip Up Chart
Activity Type
Begin Date
End Date
Academic
Support
Program,
Behavioral
Support
Program
01/04/2016
11/07/2016
All teachers and support staff will use school wide behavior system and
procedures to support student engagement and decrease behavior
referrals.
Resource
Assigned
$500
Source Of
Staff
Funding
Responsible
General Fund Nicole Powell,
Jody Caudill,
Kim
Armstrong,
Melissa
Nickell, Jami
Heaberlin,
Angela Lyon
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All certified
and classified
staff,
administration
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Measurable Objective 3:
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments, individual teacher
discussions and school wide walk through feedback. .
Strategy 1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional support needed and
classroom/school curriculum.
Category: Continuous Improvement
Activity - Individual Teacher Data Meetings
Activity Type
Begin Date
End Date
School administrative team will schedule individual data team meetings
three times a year.
Academic
Support
Program,
Professional
Learning
01/04/2016
11/07/2016
Activity - Data Sheets
Activity Type
Begin Date
End Date
Teachers will complete submit to administration classroom data sheets 3
times a year after benchmark assessments have been completed.
Professional
Learning
01/04/2016
11/07/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District and
School
Administrative
team, all
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All teachers,
administration
, curriculum
coaches
Strategy 2:
Professional Development - Teachers will be provided professional learning experiences identified in their individual growth plans,TPGES observations, and
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McBrayer Elementary School
walkthroughs as areas for improvment.
Category: Professional Learning & Support
Activity - Professional Learning
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KDE Comprehensive School Improvement Plan
A school professional development plan will be developed using data and
input from teachers, TPGES observations and walkthroughs to determine
individual and school professional learning needs.
Activity Type
Begin Date
End Date
Professional
Learning
02/01/2016
05/16/2016
Resource
Assigned
$3000
Source Of
Staff
Funding
Responsible
General Fund Professional
Dev.
Committee,
Administrator
s, and SBDM
Goal 2: Increase program review needs improvement areas to proficient as well as sustain
proficient areas on an ongoing basis.
DR
Measurable Objective 1:
collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to 8.0 or greater. by
06/01/2016 as measured by program review scores.
Strategy 1:
Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.
Category: Continuous Improvement
Activity - Data Analysis of Writing in PLC
Activity Type
Begin Date
End Date
Teachers will administer a pre writing prompt for all forms of writing the first Academic
two weeks of schools. Each form of writing will have 6- 8 weeks of
Support
instruction devoted to the teaching of that type of writing. A post
Program
assessment will be administered after each writing unit has been taught.
Writing pieces will be reviewed and scored using the Steve Ventura Packet
by each teacher and brought to grade level PLC's for discussion of
strengths and weaknesses of writing. During PLC meetings the grade level
team will look for strategies and interventions to help students self assess
and improve their writing scores to a 4 on the Lucy Calkins rubric.
01/05/2015
05/02/2016
Activity - Vertical Writing Review
Begin Date
End Date
Activity Type
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Curriculm
Coachj Liz
Pettit and
Mary Alice
Collier, All
classroom
teachers, and
administration
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 17
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
Teachers and administration will meet in vertical grade level teams to
Academic
review year long evidence of writing in each grade level. Strengths and
Support
weaknesses of school wide writing program will be determined, next steps Program
developed, and plan for future implementation of school wide writing
program will be developed for following school year.
05/06/2016
08/05/2016
$0
No Funding
Required
All teachers,
curriculum
writing
support, Mary
Alice Collier,
and
administration
.
Activity - Student self reflection/goal setting
Activity Type
Begin Date
End Date
Academic
Support
Program
01/04/2016
05/13/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All teachers,
writing
curriculum
support, Mary
Alice Collier
and
administration
.
After instruction of each form of writing has happened and students have
completed each form or writing, teachers will score and give students
feedback on writing. Students will then set writing goals for improvement.
This will occur a minimum of two times a year.
Activity - Arts PLC
DR
Strategy 2:
Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share strategies and activities
that can be implemented across grade level and school to support the arts and practical living programs. These PLC members will plan school and grade level
activities that increase student access to a variety of programs and activities. These PLC members will share strategies and information with all stakeholders to support
implementation of arts and practical living standards into classroom instruction.
Category: Continuous Improvement
Activity Type
Begin Date
End Date
Arts teachers will share strategies to incorporate the arts into regular
classroom curriculumn on an ongoing basis through vertical school team
meetings, handouts, scheduled PLC meetings for sharing out, and faculty
program review meetings.
Academic
Support
Program
11/02/2015
11/01/2016
Activity - Arts Professional Development
Activity Type
Begin Date
End Date
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Genny
Etherton,
Rhonda
Banks,
Angela Lyons,
Jami
Heaberlin, All
Classroom
Teachers,
Kim
Alderman,
Melissa
Nickell
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 18
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
Professional development will be provided for classroom teachers to
support arts integration into classroom instruction.
Professional
Learning
06/03/2016
09/01/2016
$0
No Funding
Required
Kim
Armstrong,
Angela Lyon,
Melissa
Nickell, Nicole
Powell, and
Jami
Heaberlin and
all classroom
teachers
Activity - School Wide Programing
Activity Type
Begin Date
End Date
01/04/2016
11/01/2016
Resource
Assigned
$1500
Source Of
Funding
School
Council
Funds
Staff
Responsible
Rhonda
Banks, Nicole
Powell, Jody
Caudill,
Angela Lyon,
Melissa
Nickell, Jami
Heaberlin,
and Kim
Armstrong.
DR
The "Arts" School Wide Team will develop schoolwide programs to support Academic
art, health, consumerism, drama, dance, music, and technology integration Support
to be carried out at grade level and schoolwide.
Program
Strategy 3:
Professional Development - Specialist teachers will plan and carryout professional learning experience for regular education teachers which will support the carryover
"the arts" curriculum in the core classroom instruction.
Category: Professional Learning & Support
Activity - Professional Development
Activity Type
Begin Date
End Date
"Arts" Professional Learning
Academic
Support
Program,
Professional
Learning
05/02/2016
11/01/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Kim
Armstrong,
Jami
Heaberlin,
Melissa
Nickell,
Angela Lyon
Goal 3: By 2021, McBrayer Elementary will reduce the total number of students scoring at the
novice level in the math and reading from 40% to no less than 20% as measured by KPREP data.
Measurable Objective 1:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 19
McBrayer Elementary School
AF
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KDE Comprehensive School Improvement Plan
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on progress monitoring,
classroom assessments and district benchmark assessments..
Strategy 1:
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity - Data Disaggregation
Student progress on standard based assessments will be documented on
SV packets an instructional strategies will be discussed to help support
student improvment
Activity Type
Begin Date
End Date
Policy and
Process
01/04/2016
11/30/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administration
and all
teachers
Resource
Assigned
$45000
Source Of
Funding
District
Funding
Staff
Responsible
Jody Caudill,
RTI
coordinator,
Liz Pettit,
Curriculum
Coach,
Rhonda
Banks,
Principal and
classroom
teachers
DR
Strategy 2:
Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Review
Activity Type
Begin Date
End Date
RTI Coordinator and Classroom teachers will monitor data for students
scoring novice on KPREP every 30 days.
Academic
Support
Program
01/08/2016
11/30/2016
Measurable Objective 2:
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan County Schools novice
reduction plan. .
Strategy 1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 20
McBrayer Elementary School
Activity - Monthly Novice Reduction Checks
AF
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KDE Comprehensive School Improvement Plan
McBrayer Novice Reduction team will meet in 30, 60, 90 days to review
implementation of school Novice Reduction plan
Activity Type
Begin Date
End Date
Academic
Support
Program
01/01/2016
05/13/2016
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
School
Novice
Reduction
Team
Goal 4: Increase percentage of population in the gap area scoring proficient/distinguished in
combined reading and math from 48.3% to 73.8% by 2018-19.
Measurable Objective 1:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by 11/01/2016 as measured by
KPREP data.
DR
Strategy 1:
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine least restrictive environment,
and services appropriate for students achievement. All staff will give and increased effort to improve co-teaching practices and support students in the reguar classroom
setting when possible and ARC agrees that this is the LRE.
Category:
Activity - Co Teaching/Planning
Activity Type
Begin Date
End Date
Special Education Staff and Regular Edcuation Staff will work together
weekly in a defined a time to discuss and plan learning targets, skills, and
strategies that are being co taught during reading instruction so that all
students are being taught with fidelity and best practices.
Academic
Support
Program
11/02/2015
11/01/2016
Resource
Assigned
$3000
Source Of
Staff
Funding
Responsible
General Fund All Special
Education
Teachers, All
Regular
Education
Teachers,
Administration
Measurable Objective 2:
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS and DAZE assessment.
(shared) Strategy 1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be
reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and
reteaching data.
Category: Continuous Improvement
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 21
McBrayer Elementary School
Activity - RTI Tier II Instruction
AF
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KDE Comprehensive School Improvement Plan
Activity Type
Teachers and support staff will teach explicit instruction to 5-7 students in a Academic
skill based group on deficits that are exhibited in progress monitoring
Support
completed on DIBELS, 95%, or classroom data in reading or SNAP/DNK, Program
and Classroom Math assessments.
Begin Date
End Date
09/15/2014
08/03/2015
Resource
Assigned
$0
Source Of
Funding
Title I Part A
Staff
Responsible
Jody Caudill,
instructional
assistants,
Classroom
teachers
Measurable Objective 3:
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
(shared) Strategy 1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress monitoring data will be
reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students regrouped often based on their needs and
reteaching data.
Category: Continuous Improvement
Activity Type
DR
Activity - RTI Tier II Instruction
Teachers and support staff will teach explicit instruction to 5-7 students in a Academic
skill based group on deficits that are exhibited in progress monitoring
Support
completed on DIBELS, 95%, or classroom data in reading or SNAP/DNK, Program
and Classroom Math assessments.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
09/15/2014
08/03/2015
Resource
Assigned
$0
Source Of
Funding
Title I Part A
Staff
Responsible
Jody Caudill,
instructional
assistants,
Classroom
teachers
Page 22
McBrayer Elementary School
AF
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KDE Comprehensive School Improvement Plan
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
District Funding
Activity Description
Activity Type
Begin Date
End Date
Teacher/RTI Coordinator
Data/Plan Review
RTI Coordinator and Classroom teachers will monitor data
for students scoring novice on KPREP every 30 days.
Academic
Support
Program
01/08/2016
11/30/2016
Resource
Assigned
$45000
Total
$45000
Title I Part A
Activity Name
DR
Activity Name
RTI Tier II Instruction
Other
Activity Description
Activity Type
Begin Date
End Date
Teachers and support staff will teach explicit instruction to
5-7 students in a skill based group on deficits that are
exhibited in progress monitoring completed on DIBELS,
95%, or classroom data in reading or SNAP/DNK, and
Classroom Math assessments.
Academic
Support
Program
09/15/2014
08/03/2015
Resource
Assigned
$0
Total
$0
Resource
Assigned
$20000
Activity Name
Activity Description
Activity Type
Begin Date
End Date
RTI Tier II and III Small
Groups
RTI reading groups will be implemented by using 95%
group materials. DIBELS data, classroom data and
progress monitoring data will be reviewed on an ongoing
basis to determine next steps to meet students needs.
Groups will be monitored and students regrouped often
based on their needs and reteaching data.
Academic
Support
Program
01/04/2016
11/07/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Staff
Responsible
Jody Caudill,
RTI
coordinator,
Liz Pettit,
Curriculum
Coach,
Rhonda
Banks,
Principal and
classroom
teachers
Staff
Responsible
Jody Caudill,
instructional
assistants,
Classroom
teachers
Staff
Responsible
RTI
Coordinator,
Classroom
teachers
Page 23
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
Small group instruction will support students who are
Academic
identified as needing additional support in math and reading Support
Program
01/04/2016
06/01/2016
$11000
Technology
All classrooms, 2nd-5th grade will make available
opportunities for students to use technology programs such
as Moby Max, Front Row, Sum Dog to support
reinforcement on math standards taught in the classroom.
01/04/2016
11/01/2016
$1500
Reading Professional
Development
All teachers will attend core reading/small group instruction, Academic
and close reading professional development to help
Support
strengthen classroom reading instruction.
Program,
Professional
Learning
01/04/2016
06/01/2016
$3000
After School Tutoring
After school tutoring funds will be allocated for teachers
who identify small group instruction (2-4 students) for
students with deficits in reading and/or math.
01/04/2016
05/06/2016
$2000
Total
$37500
General Fund
Activity Name
DR
ESS Day Time Waiver
Academic
Support
Program,
Technology
Academic
Support
Program
Activity Description
Activity Type
Begin Date
End Date
Professional Learning
A school professional development plan will be developed
using data and input from teachers, TPGES observations
and walkthroughs to determine individual and school
professional learning needs.
Professional
Learning
02/01/2016
05/16/2016
Resource
Assigned
$3000
Goal Setting/Reflection
Sheets
Each teacher will guide students in setting individual goals
on personal goal sheet three times a year in reading, math
and writing. Student goal sheets will be added to student
leadership binder/folder. At end of the year students will
reflect on growth made over time in reading, writing, and
math.
Academic
Support
Program
01/04/2016
11/07/2016
$500
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Administration
, classroom
teachers,
ESS teacher
Classroom
teachers,
administration
,
parent/teache
r
organization(
PTO)
Administration
, Curriculum
Coaches, All
Teachers,
and District
Professional
Dev.
Coordinator,
Lucy Moore
Mrs. Banks,
teachers
applying to
become after
school ESS
tutors.
Staff
Responsible
Professional
Dev.
Committee,
Administrator
s, and SBDM
All teachers,
administration
Page 24
McBrayer Elementary School
Newsletters
AF
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KDE Comprehensive School Improvement Plan
Teachers will share models of/and learning
targets,classroom instructional focus, student
accomplishments/student of the week, and school wide
important dates and information weekly on classroom
newsletters, emails, and/or webpages.
School Assembly
01/04/2016
11/07/2016
$2000
Classroom
teachers
01/04/2016
11/07/2016
$500
Special Education Staff and Regular Edcuation Staff will
Academic
work together weekly in a defined a time to discuss and
Support
plan learning targets, skills, and strategies that are being co Program
taught during reading instruction so that all students are
being taught with fidelity and best practices.
11/02/2015
11/01/2016
$3000
Nicole Powell,
Jody Caudill,
Kim
Armstrong,
Melissa
Nickell, Jami
Heaberlin,
Angela Lyon
All Special
Education
Teachers, All
Regular
Education
Teachers,
Administration
Total
$9000
DR
Co Teaching/Planning
Academic
Support
Program,
Behavioral
Support
Program,
Parent
Involvement
Students will be celebrated during grade level assembly for Other their accomplishments towards improvements in
Program
attendance, leadership skills, achievement, MAP and
Review,
DIBELS benchmark assessment growth, behavior
Behavioral
improvements, music, art, physical education, and reading Support
goals.
Program
School Council Funds
Activity Name
School Wide Programing
Activity Description
Activity Type
Begin Date
End Date
The "Arts" School Wide Team will develop schoolwide
programs to support art, health, consumerism, drama,
dance, music, and technology integration to be carried out
at grade level and schoolwide.
Academic
Support
Program
01/04/2016
11/01/2016
Resource
Assigned
$1500
Total
$1500
End Date
Resource
Assigned
Staff
Responsible
Rhonda
Banks, Nicole
Powell, Jody
Caudill,
Angela Lyon,
Melissa
Nickell, Jami
Heaberlin,
and Kim
Armstrong.
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 25
McBrayer Elementary School
AF
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KDE Comprehensive School Improvement Plan
Teachers will complete submit to administration classroom
data sheets 3 times a year after benchmark assessments
have been completed.
01/04/2016
11/07/2016
$0
Reading Instructional
Teaching Time
The master schedule will reflect a minimum of 120 minutes Direct
reading block for K-2 students and 90 minutes for 3-5
Instruction
students.
01/05/2015
05/02/2016
$0
Individual Teacher Data
Meetings
School administrative team will schedule individual data
team meetings three times a year.
01/04/2016
11/07/2016
$0
Professional Development
"Arts" Professional Learning
Academic
Support
Program,
Professional
Learning
Academic
Support
Program,
Professional
Learning
05/02/2016
11/01/2016
$0
Academic
Support
Program
01/05/2015
11/01/2016
$0
Policy and
Process
01/04/2016
11/30/2016
$0
Professional
Learning
06/03/2016
09/01/2016
$0
01/04/2016
05/13/2016
$0
DR
Data Sheets
Common Assessments
Data Disaggregation
Arts Professional
Development
Student self reflection/goal
setting
Teachers will disaggregate reading and math formative and
summative assessments during weekly PLC's discussing
strategies and interventions together so that students close
or not likely to get the instruction can be taught with
research based strategies and interventions.
Student progress on standard based assessments will be
documented on SV packets an instructional strategies will
be discussed to help support student improvment
Professional development will be provided for classroom
teachers to support arts integration into classroom
instruction.
Professional
Learning
After instruction of each form of writing has happened and Academic
students have completed each form or writing, teachers will Support
score and give students feedback on writing. Students will Program
then set writing goals for improvement. This will occur a
minimum of two times a year.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
All teachers,
administration
, curriculum
coaches
Classroom
Teachers,
Administration
, Planning
Comm.
District and
School
Administrative
team, all
teachers
Kim
Armstrong,
Jami
Heaberlin,
Melissa
Nickell,
Angela Lyon
All McBrayer
Teachers
Administration
Administration
and all
teachers
Kim
Armstrong,
Angela Lyon,
Melissa
Nickell, Nicole
Powell, and
Jami
Heaberlin and
all classroom
teachers
All teachers,
writing
curriculum
support, Mary
Alice Collier
and
administration
.
Page 26
McBrayer Elementary School
AF
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KDE Comprehensive School Improvement Plan
Data Analysis PLC
All teachers will work in PLC grade level groups to
disaggregate common summative assessments. This will
guide them in determining deficit skills that will need to be
focused on during core, small group, and during RTI
groups.
Academic
Support
Program
01/05/2015
06/01/2016
$0
Small Group Instruction
Students who are identified by their MAP scores will receive Academic
30 min of differentiated instruction based on specific needs Support
that will support the core instruction they are receiving in
Program
reading and math.
01/05/2015
11/01/2016
$0
Teachers and administration will meet in vertical grade level Academic
teams to review year long evidence of writing in each grade Support
level. Strengths and weaknesses of school wide writing
Program
program will be determined, next steps developed, and plan
for future implementation of school wide writing program will
be developed for following school year.
05/06/2016
08/05/2016
$0
Teachers will plan together during PLC meetings, school
work day hours and/or summer PD to build on the
importance of scaffolding the concepts in the Common Core
Math and Reading Standards from grade level to grade
level.
All teachers and support staff will use school wide behavior
system and procedures to support student engagement and
decrease behavior referrals.
Academic
Support
Program
01/11/2016
11/01/2016
$0
Academic
Support
Program,
Behavioral
Support
Program
Academic
Support
Program
01/04/2016
11/07/2016
$0
All certified
and classified
staff,
administration
11/02/2015
11/01/2016
$0
Genny
Etherton,
Rhonda
Banks,
Angela Lyons,
Jami
Heaberlin, All
Classroom
Teachers,
Kim
Alderman,
Melissa
Nickell
DR
Vertical Writing Review
Math Professional Dev.
CHAMPS/ Clip Up Chart
Arts PLC
Arts teachers will share strategies to incorporate the arts
into regular classroom curriculumn on an ongoing basis
through vertical school team meetings, handouts,
scheduled PLC meetings for sharing out, and faculty
program review meetings.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Jody CaudillRTI
coordinator,
all classroom
teachers,
curriculum
coach and
adminsitration
Jody Caudill,
RTI
Teacher/Coor
dinator
Classroom
Teachers
Administration
All teachers,
curriculum
writing
support, Mary
Alice Collier,
and
administration
.
All McBrayer
Teachers
Administration
Team
Page 27
McBrayer Elementary School
AF
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KDE Comprehensive School Improvement Plan
Monthly Novice Reduction
Checks
McBrayer Novice Reduction team will meet in 30, 60, 90
days to review implementation of school Novice Reduction
plan
Academic
Support
Program
01/01/2016
05/13/2016
$0
Data Analysis of Writing in
PLC
Teachers will administer a pre writing prompt for all forms of
writing the first two weeks of schools. Each form of writing
will have 6- 8 weeks of instruction devoted to the teaching
of that type of writing. A post assessment will be
administered after each writing unit has been taught.
Writing pieces will be reviewed and scored using the Steve
Ventura Packet by each teacher and brought to grade level
PLC's for discussion of strengths and weaknesses of
writing. During PLC meetings the grade level team will look
for strategies and interventions to help students self assess
and improve their writing scores to a 4 on the Lucy Calkins
rubric.
Administration and teachers will work with KEDC
consultants to support teachers understanding of standards,
plan classroom instruction by mapping out standards and
matching assessments with standards and math Envisions
program
Academic
Support
Program
01/05/2015
05/02/2016
$0
Professional
Learning
01/04/2016
08/05/2016
$0
Total
$0
Title II Part A
Activity Name
DR
Math KEDC Support
Reading Co Teaching
Activity Description
Activity Type
Begin Date
End Date
Special Ed. teachers and classroom teachers will work
together with administration and KEDC staff to plan and
carry out co teaching strategies in the area of reading and
math in designated classrooms.
Academic
Support
Program
01/05/2015
05/06/2016
Resource
Assigned
$52500
Total
$52500
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School
Novice
Reduction
Team
Curriculm
Coachj Liz
Pettit and
Mary Alice
Collier, All
classroom
teachers, and
administration
All teachers,
administration
, KEDC
representative
, Charles
Rutledge
Staff
Responsible
KEDC Staff,
Lori Dehart
Liz Littleton
Administration
Classroom
Teachers
Page 28
McBrayer Elementary School
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KDE Comprehensive School Improvement Plan
DR
KDE Needs Assessment
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 29
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Introduction
DR
AF
T
The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 30
KDE Comprehensive School Improvement Plan
McBrayer 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?
McBrayer Elementary has been identified as a focus school previously based on KPREP data. In 2014 McBrayer was identified as proficient
school based on the program review, student achievement and student growth data. Again in 2015 based on KPREP data McBrayer was
AF
T
identified as a focus school due to not meeting all AMO goals. The data indicates weaknesses in Tier 1, classroom instruction. The
Comprehensive Improvement Plan is focused on student achievement for all students in reading, math and writing. There are goals to
support consistent programs in the areas of Arts/Humanities, Practical Living, Primary Program and Writing. Parents reported on the Missing
Piece survey that stakeholders are welcomed by the school staff and the students perceive themselves as cared for by staff. Parents
however would appreciate meetings and communication to occur in a variety of ways and on a more parent friendly schedule. Parents
presently receive information through newsletters, teacher webpages, phone systems and notes in agenda books. After disaggregating the
parent survey data it was determined that parent meeting opportunities and times need to vary to accommodate parents in order to increase
DR
parent involvement.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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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?
McBrayer has a very dedicated and hard working faculty, staff, community, parent group, and students. We are confident that being a focus
school will not be our status in the upcoming year. McBrayer was identified as a proficient school based on the 2013-2014 KPREP data.
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McBrayer Elementary implements the Leader In Me Program and is dedicated to building leaders in the school and community.Teachers
disaggregate student formative and summative data and make instructional decisions by implementing research based best practices to help
McBrayer students move forward with continuous progress. The goal for 2015-2016 testing window will be to close the achievement gap in
the area of reading and math as well as improve writing mechanics. We are focused on consistent growth in the program review areas. Staff
will continue to have weekly data meetings, school wide celebrations, and teacher one on one discussions to improve student engagement
and effectiveness.
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KDE Comprehensive School Improvement Plan
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Opportunities for Improvement
What were areas in need of improvement? What plans are you making to improve the areas of need?
Specific objectives for 2015- 2016 school year are to increase proficiency for all students in the areas of reading, math and writing. There is
also a need to improve specific areas in Writing, Arts and Humanities, Primary Program and Practical Living Program Reviews as well as set
a benchmark for World Language and Global Competency. There are embedded strategies and activities in the CSIP to support those areas.
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In addition, the goal for the 2015-2016 is to move more students into the proficient and distinguished
categories in all academic areas. The Comprehensive Improvement Plan is focused on student achievement in all these areas. Developing
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strong program reviews and teacher effectiveness through the TPGES system is also crucial.
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Conclusion
Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?
In 2014-2015 McBrayer Elementary was named a proficient school. Goals were met in the areas of Social Studies and Math. Numerous
steps have been taken to improve instruction and academic sucess at McBrayer. Professional development on Co-Teaching for GAP
Closure, Reading Small Group Instruction, Writing, Science and the Professional Growth and Effectiveness System have all been planned
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and included in the Comprehensive Improvement Plan. Students identified needs through DIBELS/PSI, DNK/SNAP, and GT enrichment
needs will be discussed in PLC and implemented in small group instruction kindergarten through fifth grade. The ESS daytime waiver will be
continued to provide students identified who need extra
support in reading and math skills. Teachers will continue to compile and analyze summative and formative assessment in weekly grade
level PLC meetings using the data team process. Teachers will Implement student goal setting and self reflection as a class and individual
activity on an ongoing basis. McBrayer will use CHAMPS, Clip Up Clip Down, and 7 Habits procedures for classroom and school wide
behavior system. The SBDM council will develop polices that will continue to support a highly collaborative, data driven, community of
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learners.
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KDE Comprehensive School Improvement Plan
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McBrayer Elementary School
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KDE Compliance and Accountability - Schools
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KDE Comprehensive School Improvement Plan
McBrayer 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
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gaps in student achievement.
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KDE Comprehensive School Improvement Plan
McBrayer 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:
Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.
Measurable Objective 1:
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students from 48.3% to 73.8%.% by 2018-19
collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by
KPREP.
Strategy1:
Reading Common Core -
K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as
Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in
all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This
will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Research Cited:
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Category: Continuous Improvement
Activity - Reading Professional
Development
Activity
Begin Date End Date
Type
All teachers will attend core reading/small group Academic
Support
instruction, and close reading professional
Program
01/04/2016 06/01/2016
development to help strengthen classroom
Professional
reading instruction.
Learning
Funding Amount
& Source
Staff Responsible
$3000 - Other
Administration, Curriculum
Coaches, All Teachers,
and District Professional
Dev. Coordinator, Lucy
Moore
Measurable Objective 2:
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on
benchmark assessments and students self reflection in leadership binders..
Strategy1:
PBIS - Students will be celebrated and recognized for accomplishments.
Category: Other - PBIS
Research Cited:
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KDE Comprehensive School Improvement Plan
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Activity
Type
Students will be celebrated during grade level
assembly for their accomplishments towards
improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark
assessment growth, behavior improvements,
music, art, physical education, and reading
goals.
Behavioral
Support
Program
Other Program
Review
Activity - CHAMPS/ Clip Up Chart
Activity
Type
Behavioral
Support
Program
Academic
Support
Program
All teachers and support staff will use school
wide behavior system and procedures to
support student engagement and decrease
behavior referrals.
Measurable Objective 3:
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$500 - General
Fund
Nicole Powell, Jody
Caudill, Kim Armstrong,
Melissa Nickell, Jami
Heaberlin, Angela Lyon
Funding Amount
& Source
Staff Responsible
11/07/2016
Begin Date End Date
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Activity - School Assembly
01/04/2016
11/07/2016
$0 - No Funding
Required
All certified and classified
staff, administration
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,
individual teacher discussions and school wide walk through feedback. .
Strategy1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional
support needed and classroom/school curriculum.
Category: Continuous Improvement
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Research Cited:
Activity - Data Sheets
Activity
Type
Begin Date End Date
Teachers will complete submit to administration Professional
classroom data sheets 3 times a year after
01/04/2016
benchmark assessments have been completed. Learning
Activity - Individual Teacher Data Meetings
School administrative team will schedule
individual data team meetings three times a
year.
11/07/2016
Activity
Begin Date End Date
Type
Academic
Support
Program
01/04/2016 11/07/2016
Professional
Learning
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, curriculum
coaches
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District and School
Administrative team, all
teachers
Goal 2:
Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.
Measurable Objective 1:
collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to
8.0 or greater. by 06/01/2016 as measured by program review scores.
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KDE Comprehensive School Improvement Plan
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Strategy1:
Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share
strategies and activities that can be implemented across grade level and school to support the arts and practical living programs. These PLC
members will plan school and grade level activities that increase student access to a variety of programs and activities. These PLC members
will share strategies and information with all stakeholders to support implementation of arts and practical living standards into classroom
instruction.
Category: Continuous Improvement
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Research Cited:
Activity - Arts Professional Development
Activity
Type
Professional development will be provided for
classroom teachers to support arts integration
into classroom instruction.
Professional 06/03/2016
Learning
Activity - Arts Integration
Activity
Type
Activity - Arts PLC
Arts teachers will share strategies to
incorporate the arts into regular classroom
curriculumn on an ongoing basis through
vertical school team meetings, handouts,
scheduled PLC meetings for sharing out, and
faculty program review meetings.
Strategy2:
Staff Responsible
$0 - No Funding
Required
Kim Armstrong, Angela
Lyon, Melissa Nickell,
Nicole Powell, and Jami
Heaberlin and all
classroom teachers
Funding Amount
& Source
Staff Responsible
$250 - General
Fund
Kim Armstrong, Kim
Dehart, Shari Clagett,
Anglea Lyon, Nicole
Powell, Rhonda Banks,
Ronetta Brown, Jody
Caudill, and Darinda
Ramey
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
08/11/2014
$0 - No Funding
Required
Genny Etherton, Rhonda
Banks, Angela Lyons,
Shari Clagett, All
Classroom Teachers, Kim
Alderman, Ronetta Brown
09/01/2016
Begin Date End Date
11/03/2014
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The Art teachers will work in collaboration with
the Lexington Children's Theatre, Octavia
Biggs/Drama instructor, MSU dance program, Academic
Folk Art Center, Traditional Music Program, and Support
other community resources to bring dance,
Program
music, theatre, and art integration activities into
the school for students participation.
Funding Amount
& Source
Begin Date End Date
07/01/2015
05/01/2015
Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.
Category: Continuous Improvement
Research Cited:
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KDE Comprehensive School Improvement Plan
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Activity - Vertical Writing Review
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers and administration will meet in
vertical grade level teams to review year long
evidence of writing in each grade level.
Strengths and weaknesses of school wide
writing program will be determined, next steps
developed, and plan for future implementation
of school wide writing program will be
developed for following school year.
Academic
Support
Program
05/06/2016
$0 - No Funding
Required
All teachers, curriculum
writing support, Mary Alice
Collier, and administration.
Activity - Data Analysis of Writing in PLC
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
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Teachers will administer a pre writing prompt
for all forms of writing the first two weeks of
schools. Each form of writing will have 6- 8
weeks of instruction devoted to the teaching of
that type of writing. A post assessment will be
administered after each writing unit has been
Academic
taught. Writing pieces will be reviewed and
scored using the Steve Ventura Packet by each Support
Program
teacher and brought to grade level PLC's for
discussion of strengths and weaknesses of
writing. During PLC meetings the grade level
team will look for strategies and interventions to
help students self assess and improve their
writing scores to a 4 on the Lucy Calkins rubric.
08/05/2016
Curriculm Coachj Liz Pettit
and Mary Alice Collier, All
classroom teachers, and
administration
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All teachers, writing
curriculum support, Mary
Alice Collier and
administration.
05/02/2016
05/13/2016
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Activity - Student self reflection/goal setting Activity
Type
After instruction of each form of writing has
happened and students have completed each Academic
form or writing, teachers will score and give
students feedback on writing. Students will then Support
Program
set writing goals for improvement. This will
occur a minimum of two times a year.
$0 - No Funding
Required
01/05/2015
The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.
Goal 1:
Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.
students from 48.3% to 73.8%.% by 2018-19
Measurable Objective 1:
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,
individual teacher discussions and school wide walk through feedback. .
Strategy1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional
support needed and classroom/school curriculum.
Category: Continuous Improvement
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KDE Comprehensive School Improvement Plan
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Research Cited:
School administrative team will schedule
individual data team meetings three times a
year.
Activity - Data Sheets
Activity
Begin Date End Date
Type
Professional
Learning
Academic
01/04/2016 11/07/2016
Support
Program
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District and School
Administrative team, all
teachers
Activity
Type
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, curriculum
coaches
Begin Date End Date
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Activity - Individual Teacher Data Meetings
Teachers will complete submit to administration Professional
classroom data sheets 3 times a year after
01/04/2016
benchmark assessments have been completed. Learning
Measurable Objective 2:
11/07/2016
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on
benchmark assessments and students self reflection in leadership binders..
Strategy1:
PBIS - Students will be celebrated and recognized for accomplishments.
Category: Other - PBIS
DR
Research Cited:
Activity
Type
Academic
Support
Program
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All certified and classified
staff, administration
Activity - School Assembly
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students will be celebrated during grade level
assembly for their accomplishments towards
improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark
assessment growth, behavior improvements,
music, art, physical education, and reading
goals.
Behavioral
Support
Program
Other Program
Review
01/04/2016
$500 - General
Fund
Nicole Powell, Jody
Caudill, Kim Armstrong,
Melissa Nickell, Jami
Heaberlin, Angela Lyon
Activity - CHAMPS/ Clip Up Chart
All teachers and support staff will use school
wide behavior system and procedures to
support student engagement and decrease
behavior referrals.
11/07/2016
11/07/2016
Strategy2:
Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times
a year. Each classroom will graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.
Category: Continuous Improvement
Research Cited:
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KDE Comprehensive School Improvement Plan
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Activity - Goal Setting/Reflection Sheets
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Each teacher will guide students in setting
individual goals on personal goal sheet three
times a year in reading, math and writing.
Student goal sheets will be added to student
leadership binder/folder. At end of the year
students will reflect on growth made over time
in reading, writing, and math.
Academic
Support
Program
01/04/2016
$500 - General
Fund
All teachers,
administration
11/07/2016
Measurable Objective 3:
KPREP.
Strategy1:
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collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by
Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and
using Envisions math program as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units
together. This will allign our curriculm for all students in all grades. This will ensure that all students K-5 are being taught the foundational
concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary,
strategies, and procedures are built upon in a vertical foundation.
Activity
Type
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All McBrayer Teachers
Administration
Begin Date End Date
Funding Amount
& Source
Staff Responsible
12/01/2014
$0 - No Funding
Required
All Teachers / PLC Groups
Administration
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, KEDC
representative, Charles
Rutledge
Begin Date End Date
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Activity - Common Assessments
Teachers will disaggregate reading and math
formative and summative assessments during
weekly PLC's discussing strategies and
Academic
interventions together so that students close or Support
not likely to get the instruction can be taught
Program
with research based strategies and
interventions.
Activity - Data Analysis/PLC Groups
Activity
Type
Teachers will use DNK/SNAP and/or
classroom assessment data on an ongoing
Academic
basis to regroup students based on their needs Support
and differentiation of instruction to improve
Program
student learning.
01/05/2015
Activity - Math KEDC Support
Activity
Type
Administration and teachers will work with
KEDC consultants to support teachers
understanding of standards, plan classroom
instruction by mapping out standards and
matching assessments with standards and
math Envisions program
Professional 01/04/2016
Learning
11/01/2016
08/03/2015
Begin Date End Date
08/05/2016
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KDE Comprehensive School Improvement Plan
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Activity - Math Professional Dev.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will plan together during PLC
meetings, school work day hours and/or
summer PD to build on the importance of
scaffolding the concepts in the Common Core
Math and Reading Standards from grade level
to grade level.
Academic
Support
Program
01/11/2016
$0 - No Funding
Required
All McBrayer Teachers
Administration Team
Activity - Technology
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All classrooms, 2nd-5th grade will make
available opportunities for students to use
technology programs such as Moby Max, Front
Row, Sum Dog to support reinforcement on
math standards taught in the classroom.
Technology
Academic
Support
Program
01/04/2016
$1500 - Other
Classroom teachers,
administration,
parent/teacher
organization(PTO)
Reading Common Core -
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Strategy2:
11/01/2016
11/01/2016
K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as
Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in
all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This
will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
DR
Research Cited:
Activity - Data Analysis PLC
Activity
Type
All teachers will work in PLC grade level groups
to disaggregate common summative
Academic
assessments. This will guide them in
Support
determining deficit skills that will need to be
Program
focused on during core, small group, and
during RTI groups.
Activity - Reading Professional
Development
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/05/2015
$0 - No Funding
Required
Jody Caudill- RTI
coordinator, all classroom
teachers, curriculum coach
and adminsitration
Funding Amount
& Source
Staff Responsible
$3000 - Other
Administration, Curriculum
Coaches, All Teachers,
and District Professional
Dev. Coordinator, Lucy
Moore
06/01/2016
Activity
Begin Date End Date
Type
All teachers will attend core reading/small group Professional
Learning
instruction, and close reading professional
Academic
01/04/2016 06/01/2016
development to help strengthen classroom
Support
reading instruction.
Program
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KDE Comprehensive School Improvement Plan
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Activity - Reading Co Teaching
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Special Ed. teachers and classroom teachers
will work together with administration and
KEDC staff to plan and carry out co teaching
strategies in the area of reading and math in
designated classrooms.
Academic
Support
Program
01/05/2015
$52500 - Title II
Part A
KEDC Staff, Lori Dehart
Liz Littleton
Administration
Classroom Teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
01/05/2015
$0 - No Funding
Required
Classroom Teachers,
Administration, Planning
Comm.
Strategy3:
05/02/2016
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Activity - Reading Instructional Teaching
Time
The master schedule will reflect a minimum of
120 minutes reading block for K-2 students and
90 minutes for 3-5 students.
05/06/2016
Communication - Teachers will share weekly newsletters with parents and families.
Category: Stakeholder Engagement
Research Cited:
Activity - Newsletters
Strategy4:
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Teachers will share models of/and learning
targets,classroom instructional focus, student
accomplishments/student of the week, and
school wide important dates and information
weekly on classroom newsletters, emails,
and/or webpages.
Activity
Begin Date End Date
Type
Behavioral
Support
Program
Parent
Involvement 01/04/2016 11/07/2016
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$2000 - General
Fund
Classroom teachers
Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have
been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills
needed in reading and math that will support them in the regular core classroom programs.
Category: Continuous Improvement
Research Cited:
Activity
Type
Small group instruction will support students
Academic
who are identified as needing additional support Support
in math and reading
Program
Activity - ESS Day Time Waiver
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$11000 - Other
Administration, classroom
teachers, ESS teacher
06/01/2016
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KDE Comprehensive School Improvement Plan
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Activity - RTI Tier II and III Small Groups
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
RTI reading groups will be implemented by
using 95% group materials. DIBELS data,
classroom data and progress monitoring data
will be reviewed on an ongoing basis to
determine next steps to meet students needs.
Groups will be monitored and students
regrouped often based on their needs and
reteaching data.
Academic
Support
Program
01/04/2016
$20000 - Other
RTI Coordinator,
Classroom teachers
Activity - Small Group Instruction
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students who are identified by their MAP
scores will receive 30 min of differentiated
instruction based on specific needs that will
support the core instruction they are receiving
in reading and math.
Academic
Support
Program
01/05/2015
Activity - After School Tutoring
Activity
Type
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After school tutoring funds will be allocated for Academic
teachers who identify small group instruction (2- Support
4 students) for students with deficits in reading Program
and/or math.
Goal 2:
11/07/2016
$0 - No Funding
Required
Jody Caudill, RTI
Teacher/Coordinator
Classroom Teachers
Administration
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$2000 - Other
Mrs. Banks, teachers
applying to become after
school ESS tutors.
11/01/2016
05/06/2016
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
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less than 20% as measured by KPREP data.
Measurable Objective 1:
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on
progress monitoring, classroom assessments and district benchmark assessments..
Strategy1:
Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Activity
Review
Type
RTI Coordinator and Classroom teachers will
monitor data for students scoring novice on
KPREP every 30 days.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/08/2016
$45000 - District
Funding
Jody Caudill, RTI
coordinator, Liz Pettit,
Curriculum Coach,
Rhonda Banks, Principal
and classroom teachers
11/30/2016
Strategy2:
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in
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KDE Comprehensive School Improvement Plan
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reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity - Data Disaggregation
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Student progress on standard based
assessments will be documented on SV
packets an instructional strategies will be
discussed to help support student improvment
Policy and
Process
01/04/2016
$0 - No Funding
Required
Administration and all
teachers
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Measurable Objective 2:
11/30/2016
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan
County Schools novice reduction plan. .
Strategy1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
Goal 3:
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/01/2016
$0 - No Funding
Required
School Novice Reduction
Team
05/13/2016
DR
Activity - Monthly Novice Reduction Checks Activity
Type
McBrayer Novice Reduction team will meet in
Academic
30, 60, 90 days to review implementation of
Support
school Novice Reduction plan
Program
Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by
2018-19.
Measurable Objective 1:
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Activity - RTI Tier II Instruction
Activity
Type
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
Measurable Objective 2:
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS
Strategy1:
AF
T
and DAZE assessment.
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
DR
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Measurable Objective 3:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by
11/01/2016 as measured by KPREP data.
Strategy1:
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine
least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve coteaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.
Category:
Research Cited:
Activity - Co Teaching/Planning
Activity
Type
Special Education Staff and Regular Edcuation
Staff will work together weekly in a defined a
time to discuss and plan learning targets, skills, Academic
Support
and strategies that are being co taught during
reading instruction so that all students are being Program
taught with fidelity and best practices.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
11/02/2015
$3000 - General
Fund
All Special Education
Teachers, All Regular
Education Teachers,
Administration
11/01/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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All children-were screened for kindergarten readiness. If yes, name the assessment.
Goal 1:
Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.
Measurable Objective 1:
AF
T
students from 48.3% to 73.8%.% by 2018-19
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,
individual teacher discussions and school wide walk through feedback. .
Strategy1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional
support needed and classroom/school curriculum.
Category: Continuous Improvement
Research Cited:
Activity - Data Sheets
Activity
Type
Begin Date End Date
11/07/2016
DR
Teachers will complete submit to administration Professional
classroom data sheets 3 times a year after
01/04/2016
benchmark assessments have been completed. Learning
Activity - Individual Teacher Data Meetings
School administrative team will schedule
individual data team meetings three times a
year.
Activity
Begin Date End Date
Type
Academic
Support
Program
01/04/2016 11/07/2016
Professional
Learning
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, curriculum
coaches
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District and School
Administrative team, all
teachers
Measurable Objective 2:
collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by
KPREP.
Strategy1:
Communication - Teachers will share weekly newsletters with parents and families.
Category: Stakeholder Engagement
Research Cited:
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Activity - Newsletters
Teachers will share models of/and learning
targets,classroom instructional focus, student
accomplishments/student of the week, and
school wide important dates and information
weekly on classroom newsletters, emails,
and/or webpages.
Activity
Begin Date End Date
Type
Parent
Involvement
Behavioral
Support
01/04/2016 11/07/2016
Program
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$2000 - General
Fund
Classroom teachers
Strategy2:
Reading Common Core -
AF
T
K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as
Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in
all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This
will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited:
Activity - Reading Professional
Development
Activity
Begin Date End Date
Type
All teachers will attend core reading/small group Academic
Support
instruction, and close reading professional
Program
01/04/2016 06/01/2016
development to help strengthen classroom
Professional
reading instruction.
Learning
Funding Amount
& Source
Staff Responsible
$3000 - Other
Administration, Curriculum
Coaches, All Teachers,
and District Professional
Dev. Coordinator, Lucy
Moore
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$52500 - Title II
Part A
KEDC Staff, Lori Dehart
Liz Littleton
Administration
Classroom Teachers
Activity
Type
Special Ed. teachers and classroom teachers
will work together with administration and
KEDC staff to plan and carry out co teaching
strategies in the area of reading and math in
designated classrooms.
Academic
Support
Program
01/05/2015
Activity - Reading Instructional Teaching
Time
The master schedule will reflect a minimum of
120 minutes reading block for K-2 students and
90 minutes for 3-5 students.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
01/05/2015
$0 - No Funding
Required
Classroom Teachers,
Administration, Planning
Comm.
Activity - Data Analysis PLC
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/05/2015
$0 - No Funding
Required
Jody Caudill- RTI
coordinator, all classroom
teachers, curriculum coach
and adminsitration
DR
Activity - Reading Co Teaching
All teachers will work in PLC grade level groups
to disaggregate common summative
Academic
assessments. This will guide them in
Support
determining deficit skills that will need to be
Program
focused on during core, small group, and
during RTI groups.
05/06/2016
05/02/2016
06/01/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Strategy3:
Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have
been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills
needed in reading and math that will support them in the regular core classroom programs.
Category: Continuous Improvement
Research Cited:
Activity
Type
Begin Date End Date
Students who are identified by their MAP
scores will receive 30 min of differentiated
instruction based on specific needs that will
support the core instruction they are receiving
in reading and math.
Academic
Support
Program
01/05/2015
Activity - RTI Tier II and III Small Groups
Activity
Type
RTI reading groups will be implemented by
using 95% group materials. DIBELS data,
classroom data and progress monitoring data
will be reviewed on an ongoing basis to
determine next steps to meet students needs.
Groups will be monitored and students
regrouped often based on their needs and
reteaching data.
Academic
Support
Program
Measurable Objective 3:
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Jody Caudill, RTI
Teacher/Coordinator
Classroom Teachers
Administration
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$20000 - Other
RTI Coordinator,
Classroom teachers
AF
T
Activity - Small Group Instruction
11/01/2016
11/07/2016
DR
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on
benchmark assessments and students self reflection in leadership binders..
Strategy1:
PBIS - Students will be celebrated and recognized for accomplishments.
Category: Other - PBIS
Research Cited:
Activity - School Assembly
Activity
Type
Students will be celebrated during grade level
assembly for their accomplishments towards
improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark
assessment growth, behavior improvements,
music, art, physical education, and reading
goals.
Other Program
Review
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$500 - General
Fund
Nicole Powell, Jody
Caudill, Kim Armstrong,
Melissa Nickell, Jami
Heaberlin, Angela Lyon
11/07/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Activity - CHAMPS/ Clip Up Chart
All teachers and support staff will use school
wide behavior system and procedures to
support student engagement and decrease
behavior referrals.
Activity
Type
Behavioral
Support
Program
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All certified and classified
staff, administration
11/07/2016
Goal 2:
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
Measurable Objective 1:
AF
T
less than 20% as measured by KPREP data.
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on
progress monitoring, classroom assessments and district benchmark assessments..
Strategy1:
Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Activity
Review
Type
Strategy2:
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
01/08/2016
$45000 - District
Funding
Jody Caudill, RTI
coordinator, Liz Pettit,
Curriculum Coach,
Rhonda Banks, Principal
and classroom teachers
DR
RTI Coordinator and Classroom teachers will
monitor data for students scoring novice on
KPREP every 30 days.
Begin Date End Date
11/30/2016
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in
reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity - Data Disaggregation
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Student progress on standard based
assessments will be documented on SV
packets an instructional strategies will be
discussed to help support student improvment
Policy and
Process
01/04/2016
$0 - No Funding
Required
Administration and all
teachers
11/30/2016
Measurable Objective 2:
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan
County Schools novice reduction plan. .
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Strategy1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
Goal 3:
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/01/2016
$0 - No Funding
Required
School Novice Reduction
Team
05/13/2016
AF
T
Activity - Monthly Novice Reduction Checks Activity
Type
McBrayer Novice Reduction team will meet in
Academic
30, 60, 90 days to review implementation of
Support
school Novice Reduction plan
Program
Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by
2018-19.
Measurable Objective 1:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by
11/01/2016 as measured by KPREP data.
Strategy1:
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine
least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve co-
Category:
Research Cited:
DR
teaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.
Activity - Co Teaching/Planning
Activity
Type
Special Education Staff and Regular Edcuation
Staff will work together weekly in a defined a
time to discuss and plan learning targets, skills, Academic
Support
and strategies that are being co taught during
reading instruction so that all students are being Program
taught with fidelity and best practices.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
11/02/2015
$3000 - General
Fund
All Special Education
Teachers, All Regular
Education Teachers,
Administration
11/01/2016
Measurable Objective 2:
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Measurable Objective 3:
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
AF
T
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS
and DAZE assessment.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Narrative:
DR
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
09/15/2014
08/03/2015
Funding Amount
& Source
Staff Responsible
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
All incoming Kindergarten students were given the Brigance Kindergarten Screener within the first 30 days of school. Data reported that
45.7% of McBrayer Elementary incoming Kindergartners were ready for Kindergarten.
The school identified specific strategies to increase the percentage of students who are Kindergarten ready.
Goal 1:
Increase the percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.
students from 48.3% to 73.8%.% by 2018-19
Measurable Objective 1:
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on
benchmark assessments and students self reflection in leadership binders..
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 53
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Strategy1:
PBIS - Students will be celebrated and recognized for accomplishments.
Category: Other - PBIS
Research Cited:
Activity
Type
Students will be celebrated during grade level
assembly for their accomplishments towards
improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark
assessment growth, behavior improvements,
music, art, physical education, and reading
goals.
Behavioral
Support
Program
Other Program
Review
Activity - CHAMPS/ Clip Up Chart
Activity
Type
Academic
Support
Program
Behavioral
Support
Program
All teachers and support staff will use school
wide behavior system and procedures to
support student engagement and decrease
behavior referrals.
Strategy2:
Begin Date End Date
Funding Amount
& Source
AF
T
Activity - School Assembly
Staff Responsible
$500 - General
Fund
Nicole Powell, Jody
Caudill, Kim Armstrong,
Melissa Nickell, Jami
Heaberlin, Angela Lyon
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All certified and classified
staff, administration
01/04/2016
11/07/2016
11/07/2016
Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times
DR
a year. Each classroom will graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.
Category: Continuous Improvement
Research Cited:
Activity - Goal Setting/Reflection Sheets
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Each teacher will guide students in setting
individual goals on personal goal sheet three
times a year in reading, math and writing.
Student goal sheets will be added to student
leadership binder/folder. At end of the year
students will reflect on growth made over time
in reading, writing, and math.
Academic
Support
Program
01/04/2016
$500 - General
Fund
All teachers,
administration
11/07/2016
Measurable Objective 2:
collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by
KPREP.
Strategy1:
Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and
using Envisions math program as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units
SY 2015-2016
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Page 54
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
together. This will allign our curriculm for all students in all grades. This will ensure that all students K-5 are being taught the foundational
concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary,
strategies, and procedures are built upon in a vertical foundation.
Activity - Common Assessments
Activity
Type
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All McBrayer Teachers
Administration
Funding Amount
& Source
Staff Responsible
$1500 - Other
Classroom teachers,
administration,
parent/teacher
organization(PTO)
AF
T
Teachers will disaggregate reading and math
formative and summative assessments during
weekly PLC's discussing strategies and
Academic
interventions together so that students close or Support
not likely to get the instruction can be taught
Program
with research based strategies and
interventions.
Begin Date End Date
01/05/2015
11/01/2016
Activity - Technology
Activity
Type
All classrooms, 2nd-5th grade will make
available opportunities for students to use
technology programs such as Moby Max, Front
Row, Sum Dog to support reinforcement on
math standards taught in the classroom.
Technology
Academic
Support
Program
01/04/2016
Activity - Math Professional Dev.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will plan together during PLC
meetings, school work day hours and/or
summer PD to build on the importance of
scaffolding the concepts in the Common Core
Math and Reading Standards from grade level
to grade level.
Academic
Support
Program
01/11/2016
$0 - No Funding
Required
All McBrayer Teachers
Administration Team
Activity - Math KEDC Support
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Administration and teachers will work with
KEDC consultants to support teachers
understanding of standards, plan classroom
instruction by mapping out standards and
matching assessments with standards and
math Envisions program
Professional 01/04/2016
Learning
$0 - No Funding
Required
All teachers,
administration, KEDC
representative, Charles
Rutledge
Activity - Data Analysis/PLC Groups
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
12/01/2014
$0 - No Funding
Required
All Teachers / PLC Groups
Administration
DR
Begin Date End Date
Teachers will use DNK/SNAP and/or
classroom assessment data on an ongoing
Academic
basis to regroup students based on their needs Support
and differentiation of instruction to improve
Program
student learning.
11/01/2016
11/01/2016
08/05/2016
08/03/2015
Strategy2:
Reading Common Core SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as
Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in
all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This
will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited:
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Jody Caudill- RTI
coordinator, all classroom
teachers, curriculum coach
and adminsitration
AF
T
Activity - Data Analysis PLC
All teachers will work in PLC grade level groups
to disaggregate common summative
Academic
assessments. This will guide them in
Support
determining deficit skills that will need to be
Program
focused on during core, small group, and
during RTI groups.
01/05/2015
06/01/2016
Activity - Reading Co Teaching
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Special Ed. teachers and classroom teachers
will work together with administration and
KEDC staff to plan and carry out co teaching
strategies in the area of reading and math in
designated classrooms.
Academic
Support
Program
01/05/2015
$52500 - Title II
Part A
KEDC Staff, Lori Dehart
Liz Littleton
Administration
Classroom Teachers
Activity
Begin Date End Date
Type
All teachers will attend core reading/small group Professional
Learning
instruction, and close reading professional
Academic
01/04/2016 06/01/2016
development to help strengthen classroom
Support
reading instruction.
Program
Funding Amount
& Source
Staff Responsible
$3000 - Other
Administration, Curriculum
Coaches, All Teachers,
and District Professional
Dev. Coordinator, Lucy
Moore
Activity - Reading Instructional Teaching
Time
The master schedule will reflect a minimum of
120 minutes reading block for K-2 students and
90 minutes for 3-5 students.
Strategy3:
DR
Activity - Reading Professional
Development
05/06/2016
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
01/05/2015
$0 - No Funding
Required
Classroom Teachers,
Administration, Planning
Comm.
05/02/2016
Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have
been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills
needed in reading and math that will support them in the regular core classroom programs.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
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Page 56
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Activity - Small Group Instruction
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students who are identified by their MAP
scores will receive 30 min of differentiated
instruction based on specific needs that will
support the core instruction they are receiving
in reading and math.
Academic
Support
Program
01/05/2015
$0 - No Funding
Required
Jody Caudill, RTI
Teacher/Coordinator
Classroom Teachers
Administration
Activity - RTI Tier II and III Small Groups
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
RTI reading groups will be implemented by
using 95% group materials. DIBELS data,
classroom data and progress monitoring data
will be reviewed on an ongoing basis to
determine next steps to meet students needs.
Groups will be monitored and students
regrouped often based on their needs and
reteaching data.
Academic
Support
Program
01/04/2016
Activity - After School Tutoring
Activity
Type
RTI Coordinator,
Classroom teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$11000 - Other
Administration, classroom
teachers, ESS teacher
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$2000 - Other
Mrs. Banks, teachers
applying to become after
school ESS tutors.
Funding Amount
& Source
Staff Responsible
$2000 - General
Fund
Classroom teachers
DR
After school tutoring funds will be allocated for Academic
teachers who identify small group instruction (2- Support
4 students) for students with deficits in reading Program
and/or math.
Strategy4:
$20000 - Other
AF
T
Activity
Type
Small group instruction will support students
Academic
who are identified as needing additional support Support
in math and reading
Program
Activity - ESS Day Time Waiver
11/01/2016
11/07/2016
06/01/2016
05/06/2016
Communication - Teachers will share weekly newsletters with parents and families.
Category: Stakeholder Engagement
Research Cited:
Activity - Newsletters
Teachers will share models of/and learning
targets,classroom instructional focus, student
accomplishments/student of the week, and
school wide important dates and information
weekly on classroom newsletters, emails,
and/or webpages.
Activity
Begin Date End Date
Type
Academic
Support
Program
Behavioral 01/04/2016 11/07/2016
Support
Program
Parent
Involvement
Measurable Objective 3:
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,
individual teacher discussions and school wide walk through feedback. .
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Strategy1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional
support needed and classroom/school curriculum.
Category: Continuous Improvement
Research Cited:
School administrative team will schedule
individual data team meetings three times a
year.
Activity - Data Sheets
Activity
Begin Date End Date
Type
Professional
Learning
Academic
01/04/2016 11/07/2016
Support
Program
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District and School
Administrative team, all
teachers
Activity
Type
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, curriculum
coaches
AF
T
Activity - Individual Teacher Data Meetings
Begin Date End Date
Teachers will complete submit to administration Professional
classroom data sheets 3 times a year after
01/04/2016
benchmark assessments have been completed. Learning
Goal 2:
11/07/2016
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
less than 20% as measured by KPREP data.
Measurable Objective 1:
DR
40% of All Students will increase student growth so that the total number of students scoring at the novice level in math and readingwill
decrease from 40% to no less than 36% in English Language Arts by 05/13/2016 as measured by KPREP.
Strategy1:
Reading Tier 1 Instruction - Reading Block criteria will guide teachers in rigurous and differentiated reading instruction.
Category: Continuous Improvement
Research Cited: Reading Block Instruction
Activity - Reading Non Negotiable Criteria
Check List
Teacher representatives and administration
who have attended reading profressional
learning sessions will develop Tier 1 reading
block checklist that will describe non
negotiables to be implemented that will support
rigorous and differentiated reading instruction.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Policy and
Process
01/04/2016
$0 - No Funding
Required
Grade level teacher
representatives and
administration
09/01/2016
Strategy2:
Professional Dev. - Teachers will meet in 2 hour blocks with Leader in Me staff to continue to receive leadership training that will give them
details on how to implement leadership traits into their classroom instruction on a daily basis.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Category:
Research Cited:
Activity - Smekens Reading Training
Reading Professional Dev.
Activity
Begin Date End Date
Type
Professional 01/04/2016 06/01/2016
Learning
Funding Amount
& Source
$1500 - Title I Part
A
Staff Responsible
All teachers, All
administration
Goal 3:
less than 20% as measured by KPREP data.
Measurable Objective 1:
AF
T
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan
County Schools novice reduction plan. .
Strategy1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
Begin Date End Date
DR
Activity - Monthly Novice Reduction Checks Activity
Type
McBrayer Novice Reduction team will meet in
Academic
30, 60, 90 days to review implementation of
Support
school Novice Reduction plan
Program
01/01/2016
05/13/2016
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School Novice Reduction
Team
Measurable Objective 2:
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on
progress monitoring, classroom assessments and district benchmark assessments..
Strategy1:
Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Activity
Review
Type
RTI Coordinator and Classroom teachers will
monitor data for students scoring novice on
KPREP every 30 days.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/08/2016
$45000 - District
Funding
Jody Caudill, RTI
coordinator, Liz Pettit,
Curriculum Coach,
Rhonda Banks, Principal
and classroom teachers
11/30/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Strategy2:
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in
reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity
Type
Begin Date End Date
Student progress on standard based
assessments will be documented on SV
packets an instructional strategies will be
discussed to help support student improvment
Policy and
Process
01/04/2016
Goal 4:
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Administration and all
teachers
AF
T
Activity - Data Disaggregation
11/30/2016
Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by
2018-19.
Measurable Objective 1:
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
DR
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
Measurable Objective 2:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by
11/01/2016 as measured by KPREP data.
Strategy1:
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine
least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve coSY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
teaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.
Category:
Research Cited:
Activity - Co Teaching/Planning
Activity
Type
Measurable Objective 3:
Funding Amount
& Source
Staff Responsible
11/02/2015
$3000 - General
Fund
All Special Education
Teachers, All Regular
Education Teachers,
Administration
11/01/2016
AF
T
Special Education Staff and Regular Edcuation
Staff will work together weekly in a defined a
time to discuss and plan learning targets, skills, Academic
Support
and strategies that are being co taught during
reading instruction so that all students are being Program
taught with fidelity and best practices.
Begin Date End Date
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS
and DAZE assessment.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity
Type
Begin Date End Date
DR
Activity - RTI Tier II Instruction
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
09/15/2014
08/03/2015
Funding Amount
& Source
Staff Responsible
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
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 percentage for proficient/distinguished students for averaged combined reading and math K-prep scores for McBrayer Elem.
students from 48.3% to 73.8%.% by 2018-19
Measurable Objective 1:
collaborate to support teacher needs and student achievement. by 11/07/2016 as measured by student growth on benchmark assessments,
individual teacher discussions and school wide walk through feedback. .
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Strategy1:
Discussion and Data - Teachers will meet with administrative team a minimum of three times a year to discuss student data, professional
support needed and classroom/school curriculum.
Category: Continuous Improvement
Research Cited:
School administrative team will schedule
individual data team meetings three times a
year.
Activity - Data Sheets
Activity
Begin Date End Date
Type
Professional
Learning
Academic
01/04/2016 11/07/2016
Support
Program
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District and School
Administrative team, all
teachers
Activity
Type
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, curriculum
coaches
AF
T
Activity - Individual Teacher Data Meetings
Begin Date End Date
Teachers will complete submit to administration Professional
classroom data sheets 3 times a year after
01/04/2016
benchmark assessments have been completed. Learning
Measurable Objective 2:
11/07/2016
collaborate to increase the average combined reading and math KPREP scores from 48.3% to 58.0% by 11/01/2016 as measured by
Strategy1:
DR
KPREP.
Small Group Instruction - Students who are identified needing extra support in gaining skills that have been previously taught or who have
been identified as low performers and who are in TIER II or TIER III will be provided direct instruction in small groups based on specific skills
needed in reading and math that will support them in the regular core classroom programs.
Category: Continuous Improvement
Research Cited:
Activity - Small Group Instruction
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students who are identified by their MAP
scores will receive 30 min of differentiated
instruction based on specific needs that will
support the core instruction they are receiving
in reading and math.
Academic
Support
Program
01/05/2015
$0 - No Funding
Required
Jody Caudill, RTI
Teacher/Coordinator
Classroom Teachers
Administration
Activity - After School Tutoring
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$2000 - Other
Mrs. Banks, teachers
applying to become after
school ESS tutors.
After school tutoring funds will be allocated for Academic
teachers who identify small group instruction (2- Support
4 students) for students with deficits in reading Program
and/or math.
11/01/2016
05/06/2016
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Activity
Type
Small group instruction will support students
Academic
who are identified as needing additional support Support
in math and reading
Program
Activity - ESS Day Time Waiver
Activity
Type
RTI reading groups will be implemented by
using 95% group materials. DIBELS data,
classroom data and progress monitoring data
will be reviewed on an ongoing basis to
determine next steps to meet students needs.
Groups will be monitored and students
regrouped often based on their needs and
reteaching data.
Academic
Support
Program
Strategy2:
Reading Common Core -
Funding Amount
& Source
Staff Responsible
01/04/2016
$11000 - Other
Administration, classroom
teachers, ESS teacher
Funding Amount
& Source
Staff Responsible
06/01/2016
Begin Date End Date
AF
T
Activity - RTI Tier II and III Small Groups
Begin Date End Date
01/04/2016
11/07/2016
$20000 - Other
RTI Coordinator,
Classroom teachers
K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and will use resources such as
Scott Foresman Reading Basil Program, Ready Common Core Reading Resources, and mentor texts to teach the core reading program in
all grade level classrooms. Classroom teachers will develop units together. This will allign our curriculum for all students in all grades. This
will ensure that all students K-5 are being taught the foundational concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
DR
Research Cited:
Activity - Reading Co Teaching
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Special Ed. teachers and classroom teachers
will work together with administration and
KEDC staff to plan and carry out co teaching
strategies in the area of reading and math in
designated classrooms.
Academic
Support
Program
01/05/2015
$52500 - Title II
Part A
KEDC Staff, Lori Dehart
Liz Littleton
Administration
Classroom Teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
01/05/2015
$0 - No Funding
Required
Classroom Teachers,
Administration, Planning
Comm.
Funding Amount
& Source
Staff Responsible
$3000 - Other
Administration, Curriculum
Coaches, All Teachers,
and District Professional
Dev. Coordinator, Lucy
Moore
Activity - Reading Instructional Teaching
Time
The master schedule will reflect a minimum of
120 minutes reading block for K-2 students and
90 minutes for 3-5 students.
Activity - Reading Professional
Development
05/06/2016
05/02/2016
Activity
Begin Date End Date
Type
All teachers will attend core reading/small group Professional
Learning
instruction, and close reading professional
Academic
01/04/2016 06/01/2016
development to help strengthen classroom
Support
reading instruction.
Program
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Activity - Data Analysis PLC
Activity
Type
All teachers will work in PLC grade level groups
to disaggregate common summative
Academic
assessments. This will guide them in
Support
determining deficit skills that will need to be
Program
focused on during core, small group, and
during RTI groups.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/05/2015
$0 - No Funding
Required
Jody Caudill- RTI
coordinator, all classroom
teachers, curriculum coach
and adminsitration
06/01/2016
Strategy3:
Category: Stakeholder Engagement
Research Cited:
Activity - Newsletters
Teachers will share models of/and learning
targets,classroom instructional focus, student
accomplishments/student of the week, and
school wide important dates and information
weekly on classroom newsletters, emails,
and/or webpages.
Strategy4:
AF
T
Communication - Teachers will share weekly newsletters with parents and families.
Activity
Begin Date End Date
Type
Parent
Involvement
Behavioral
Support
01/04/2016 11/07/2016
Program
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$2000 - General
Fund
Classroom teachers
Math Common Core - K-5 McBrayer Elem. teachers will continue to develop a better understanding of the Common Core Standards and
using Envisions math program as a tool to teach the core math program in all grade level classrooms. Classroom teachers will develop units
DR
together. This will allign our curriculm for all students in all grades. This will ensure that all students K-5 are being taught the foundational
concepts and vocabulary that matches the standards in a sequential order.
Category: Continuous Improvement
Research Cited: There is a need for a common math program to be used vertically so that a common core standards, common vocabulary,
strategies, and procedures are built upon in a vertical foundation.
Activity - Math KEDC Support
Activity
Type
Administration and teachers will work with
KEDC consultants to support teachers
understanding of standards, plan classroom
instruction by mapping out standards and
matching assessments with standards and
math Envisions program
Professional 01/04/2016
Learning
Activity - Data Analysis/PLC Groups
Activity
Type
Teachers will use DNK/SNAP and/or
classroom assessment data on an ongoing
Academic
basis to regroup students based on their needs Support
and differentiation of instruction to improve
Program
student learning.
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
All teachers,
administration, KEDC
representative, Charles
Rutledge
Begin Date End Date
Funding Amount
& Source
Staff Responsible
12/01/2014
$0 - No Funding
Required
All Teachers / PLC Groups
Administration
Begin Date End Date
08/05/2016
08/03/2015
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Activity - Technology
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All classrooms, 2nd-5th grade will make
available opportunities for students to use
technology programs such as Moby Max, Front
Row, Sum Dog to support reinforcement on
math standards taught in the classroom.
Technology
Academic
Support
Program
01/04/2016
$1500 - Other
Classroom teachers,
administration,
parent/teacher
organization(PTO)
Activity - Common Assessments
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
AF
T
11/01/2016
Teachers will disaggregate reading and math
formative and summative assessments during
weekly PLC's discussing strategies and
Academic
interventions together so that students close or Support
not likely to get the instruction can be taught
Program
with research based strategies and
interventions.
01/05/2015
11/01/2016
$0 - No Funding
Required
All McBrayer Teachers
Administration
Activity - Math Professional Dev.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will plan together during PLC
meetings, school work day hours and/or
summer PD to build on the importance of
scaffolding the concepts in the Common Core
Math and Reading Standards from grade level
to grade level.
Academic
Support
Program
01/11/2016
$0 - No Funding
Required
All McBrayer Teachers
Administration Team
Measurable Objective 3:
11/01/2016
increase student growth by setting individual goals with students by 11/01/2016 as measured by monitoring monthly attendance, data on
Strategy1:
DR
benchmark assessments and students self reflection in leadership binders..
Individual Student Goal Setting - Students will set individual goals for each benchmark assessment in reading, writing, and math three times
a year. Each classroom will graph classroom attendance, set goals for improvement and reflect upon class goals set for attendance.
Category: Continuous Improvement
Research Cited:
Activity - Goal Setting/Reflection Sheets
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Each teacher will guide students in setting
individual goals on personal goal sheet three
times a year in reading, math and writing.
Student goal sheets will be added to student
leadership binder/folder. At end of the year
students will reflect on growth made over time
in reading, writing, and math.
Academic
Support
Program
01/04/2016
$500 - General
Fund
All teachers,
administration
11/07/2016
Strategy2:
PBIS - Students will be celebrated and recognized for accomplishments.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Category: Other - PBIS
Research Cited:
All teachers and support staff will use school
wide behavior system and procedures to
support student engagement and decrease
behavior referrals.
Activity
Type
Academic
Support
Program
Behavioral
Support
Program
Activity - School Assembly
Activity
Type
Students will be celebrated during grade level
assembly for their accomplishments towards
improvements in attendance, leadership skills,
achievement, MAP and DIBELS benchmark
assessment growth, behavior improvements,
music, art, physical education, and reading
goals.
Behavioral
Support
Program
Other Program
Review
Goal 2:
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All certified and classified
staff, administration
11/07/2016
AF
T
Activity - CHAMPS/ Clip Up Chart
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$500 - General
Fund
Nicole Powell, Jody
Caudill, Kim Armstrong,
Melissa Nickell, Jami
Heaberlin, Angela Lyon
11/07/2016
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
less than 20% as measured by KPREP data.
Measurable Objective 1:
DR
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan
County Schools novice reduction plan. .
Strategy1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Monthly Novice Reduction Checks Activity
Type
McBrayer Novice Reduction team will meet in
Academic
30, 60, 90 days to review implementation of
Support
school Novice Reduction plan
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/01/2016
$0 - No Funding
Required
School Novice Reduction
Team
05/13/2016
Measurable Objective 2:
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on
progress monitoring, classroom assessments and district benchmark assessments..
SY 2015-2016
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Page 66
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Strategy1:
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in
reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity - Data Disaggregation
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Student progress on standard based
assessments will be documented on SV
packets an instructional strategies will be
discussed to help support student improvment
Policy and
Process
01/04/2016
$0 - No Funding
Required
Administration and all
teachers
AF
T
Strategy2:
11/30/2016
Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Activity
Review
Type
RTI Coordinator and Classroom teachers will
monitor data for students scoring novice on
KPREP every 30 days.
Goal 3:
Academic
Support
Program
Begin Date End Date
01/08/2016
11/30/2016
Funding Amount
& Source
Staff Responsible
$45000 - District
Funding
Jody Caudill, RTI
coordinator, Liz Pettit,
Curriculum Coach,
Rhonda Banks, Principal
and classroom teachers
2018-19.
DR
Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by
Measurable Objective 1:
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS
and DAZE assessment.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
SY 2015-2016
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Page 67
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Activity - RTI Tier II Instruction
Activity
Type
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
Measurable Objective 2:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by
Strategy1:
AF
T
11/01/2016 as measured by KPREP data.
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine
least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve coteaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.
Category:
Research Cited:
Activity - Co Teaching/Planning
Activity
Type
Funding Amount
& Source
Staff Responsible
11/02/2015
$3000 - General
Fund
All Special Education
Teachers, All Regular
Education Teachers,
Administration
11/01/2016
DR
Special Education Staff and Regular Edcuation
Staff will work together weekly in a defined a
time to discuss and plan learning targets, skills, Academic
Support
and strategies that are being co taught during
reading instruction so that all students are being Program
taught with fidelity and best practices.
Begin Date End Date
Measurable Objective 3:
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
SY 2015-2016
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Page 68
KDE Comprehensive School Improvement Plan
McBrayer Elementary School
The school identified specific strategies to address subgroup achievement gaps.
Goal 1:
By 2021, McBrayer Elementary will reduce the total number of students scoring at the novice level in the math and reading from 40% to no
Measurable Objective 1:
AF
T
less than 20% as measured by KPREP data.
collaborate to carryout district Novice Reduction Plan by 05/02/2016 as measured by completion of goals by designated dates on the Rowan
County Schools novice reduction plan. .
Strategy1:
Monitoring of Novice Reduction Plan - The McBrayer novice reduction team will monitor and complete 30/60/90 day plan
Category: Continuous Improvement
Research Cited: Novice Reduction
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/01/2016
$0 - No Funding
Required
School Novice Reduction
Team
05/13/2016
DR
Activity - Monthly Novice Reduction Checks Activity
Type
McBrayer Novice Reduction team will meet in
Academic
30, 60, 90 days to review implementation of
Support
school Novice Reduction plan
Program
Measurable Objective 2:
collaborate to monitor all students scoring at the novice level in math and reading content by 06/03/2016 as measured by student growth on
progress monitoring, classroom assessments and district benchmark assessments..
Strategy1:
Progress Monitor - Teachers and administrators will meet in PLC groups weekly to review assessment data on identified novice students in
reading and math.
Category: Continuous Improvement
Research Cited: Professional Learning Communities
Activity - Data Disaggregation
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Student progress on standard based
assessments will be documented on SV
packets an instructional strategies will be
discussed to help support student improvment
Policy and
Process
01/04/2016
$0 - No Funding
Required
Administration and all
teachers
11/30/2016
Strategy2:
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Tier II Meetings - All reading and math data for students who have a Novice Plan will be monitored every 30 days.
Category: Continuous Improvement
Research Cited: Novice Reduction
Activity - Teacher/RTI Coordinator Data/Plan Activity
Review
Type
Goal 2:
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
01/08/2016
$45000 - District
Funding
Jody Caudill, RTI
coordinator, Liz Pettit,
Curriculum Coach,
Rhonda Banks, Principal
and classroom teachers
11/30/2016
AF
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RTI Coordinator and Classroom teachers will
monitor data for students scoring novice on
KPREP every 30 days.
Begin Date End Date
Increase percentage of population in the gap area scoring proficient/distinguished in combined reading and math from 48.3% to 73.8% by
2018-19.
Measurable Objective 1:
demonstrate student proficiency (pass rate) on DIBELS and DAZE in reading. by 06/01/2016 as measured by Student growth on DIBELS
and DAZE assessment.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Research Cited:
DR
Category: Continuous Improvement
Activity - RTI Tier II Instruction
Activity
Type
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
08/03/2015
Measurable Objective 2:
collaborate to increase students at the proficiency level who are identfied in the gap population in the area of reading and math by
11/01/2016 as measured by KPREP data.
Strategy1:
Least Restrictive Environment - All Special education teachers will work with ARC committee to review progress toward goals, determine
least restrictive environment, and services appropriate for students achievement. All staff will give and increased effort to improve coteaching practices and support students in the reguar classroom setting when possible and ARC agrees that this is the LRE.
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Category:
Research Cited:
Activity - Co Teaching/Planning
Activity
Type
Measurable Objective 3:
Funding Amount
& Source
Staff Responsible
11/02/2015
$3000 - General
Fund
All Special Education
Teachers, All Regular
Education Teachers,
Administration
11/01/2016
AF
T
Special Education Staff and Regular Edcuation
Staff will work together weekly in a defined a
time to discuss and plan learning targets, skills, Academic
Support
and strategies that are being co taught during
reading instruction so that all students are being Program
taught with fidelity and best practices.
Begin Date End Date
increase student growth in the area of reading fluency by 06/01/2016 as measured by student growth on fluency rate.
Strategy1:
RTI Reading Groups - RTI reading groups will be implemented by using 95% group materials. DIBELS data, classroom data and progress
monitoring data will be reviewed on an ongoing basis to determine next steps to meet students needs. Groups will be monitored and students
regrouped often based on their needs and reteaching data.
Category: Continuous Improvement
Research Cited:
Activity - RTI Tier II Instruction
Activity
Type
Funding Amount
& Source
Staff Responsible
09/15/2014
$0 - Title I Part A
Jody Caudill, instructional
assistants, Classroom
teachers
DR
Teachers and support staff will teach explicit
instruction to 5-7 students in a skill based group Academic
on deficits that are exhibited in progress
Support
monitoring completed on DIBELS, 95%, or
classroom data in reading or SNAP/DNK, and Program
Classroom Math assessments.
Begin Date End Date
08/03/2015
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.
Goal 1:
Increase program review needs improvement areas to proficient as well as sustain proficient areas on an ongoing basis.
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KDE Comprehensive School Improvement Plan
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Measurable Objective 1:
collaborate to increase the overall score on the Writing, Arts/Humanities, P/L and Career Studies and Primary Program Reviews scores to
8.0 or greater. by 06/01/2016 as measured by program review scores.
Strategy1:
Arts PLC - A district (monthly) and school(weekly) PLC for all special area teachers will occur so that teachers and administration can share
AF
T
strategies and activities that can be implemented across grade level and school to support the arts and practical living programs. These PLC
members will plan school and grade level activities that increase student access to a variety of programs and activities. These PLC members
will share strategies and information with all stakeholders to support implementation of arts and practical living standards into classroom
instruction.
Category: Continuous Improvement
Research Cited:
Activity - Arts Integration
Activity
Type
The Art teachers will work in collaboration with
the Lexington Children's Theatre, Octavia
Biggs/Drama instructor, MSU dance program, Academic
Folk Art Center, Traditional Music Program, and Support
other community resources to bring dance,
Program
music, theatre, and art integration activities into
the school for students participation.
Funding Amount
& Source
Staff Responsible
$250 - General
Fund
Kim Armstrong, Kim
Dehart, Shari Clagett,
Anglea Lyon, Nicole
Powell, Rhonda Banks,
Ronetta Brown, Jody
Caudill, and Darinda
Ramey
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Kim Armstrong, Angela
Lyon, Melissa Nickell,
Nicole Powell, and Jami
Heaberlin and all
classroom teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/11/2014
$0 - No Funding
Required
Genny Etherton, Rhonda
Banks, Angela Lyons,
Shari Clagett, All
Classroom Teachers, Kim
Alderman, Ronetta Brown
Begin Date End Date
11/03/2014
Activity
Type
Professional development will be provided for
classroom teachers to support arts integration
into classroom instruction.
Professional 06/03/2016
Learning
Activity - Arts PLC
Activity
Type
DR
Activity - Arts Professional Development
Arts teachers will share strategies to
incorporate the arts into regular classroom
curriculumn on an ongoing basis through
vertical school team meetings, handouts,
scheduled PLC meetings for sharing out, and
faculty program review meetings.
Academic
Support
Program
07/01/2015
Begin Date End Date
09/01/2016
05/01/2015
Strategy2:
Writing Program - The writing plan will be implemented in K-5 curriculum with fidelity.
Category: Continuous Improvement
Research Cited:
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KDE Comprehensive School Improvement Plan
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Activity - Student self reflection/goal setting Activity
Type
After instruction of each form of writing has
happened and students have completed each Academic
form or writing, teachers will score and give
students feedback on writing. Students will then Support
Program
set writing goals for improvement. This will
occur a minimum of two times a year.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
All teachers, writing
curriculum support, Mary
Alice Collier and
administration.
Funding Amount
& Source
Staff Responsible
Activity - Vertical Writing Review
Activity
Type
Teachers and administration will meet in
vertical grade level teams to review year long
evidence of writing in each grade level.
Strengths and weaknesses of school wide
writing program will be determined, next steps
developed, and plan for future implementation
of school wide writing program will be
developed for following school year.
Academic
Support
Program
05/06/2016
Activity - Data Analysis of Writing in PLC
Activity
Type
05/13/2016
AF
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Begin Date End Date
All teachers, curriculum
writing support, Mary Alice
Collier, and administration.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/05/2015
$0 - No Funding
Required
Curriculm Coachj Liz Pettit
and Mary Alice Collier, All
classroom teachers, and
administration
05/02/2016
DR
Teachers will administer a pre writing prompt
for all forms of writing the first two weeks of
schools. Each form of writing will have 6- 8
weeks of instruction devoted to the teaching of
that type of writing. A post assessment will be
administered after each writing unit has been
Academic
taught. Writing pieces will be reviewed and
scored using the Steve Ventura Packet by each Support
Program
teacher and brought to grade level PLC's for
discussion of strengths and weaknesses of
writing. During PLC meetings the grade level
team will look for strategies and interventions to
help students self assess and improve their
writing scores to a 4 on the Lucy Calkins rubric.
$0 - No Funding
Required
08/05/2016
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McBrayer Elementary School
DR
KDE Assurances - School
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McBrayer Elementary School
Introduction
DR
AF
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KDE Assurances - School
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KDE Comprehensive School Improvement Plan
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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
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.
Response
Yes
Comment
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
Label
Highly Qualified
Teachers
Assurance
The school planned strategies to recruit and
retain highly qualified teachers.
Response
Yes
Comment
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
Label
Core Academic
Programs
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KDE Comprehensive School Improvement Plan
McBrayer 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
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KDE Comprehensive School Improvement Plan
McBrayer 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
McBrayer 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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McBrayer 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
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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McBrayer Elementary School
DR
The Missing Piece
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer 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.
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Stakeholders
What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?
PTO Officers; Kally Barnette, Mellissa Caudill, Kourtney Watson, and Catherine Smith
Parents: Michael Hartford, Regina Caskey, Brandi Trent, Brook Issacs, Kim Mullins, Ryan Neff, Kelly Harrod, Laura Coldiron, Wendy Pack,
Allison Slone, Pepper Slone, Tessa Thomas
AF
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MSU Professors/Administration :Dr. Kim Nettleton, Dr. Richard Borem, Dr. Edna Shack, Dean Margo Dellacaprini, Dr. Scott Davison
Community Members; Keith Kappas, Carla Dehart, Catherine Rogers, Genny Jenkins, Karen Tuerk
Teachers; Carol Neeper, Martha Thompson, Casey Hall, Emily Stevens, Joyce Marin, Kim Little Denna Stamper, Kim Armstrong,
Staff Members; Chelsey Roe; school nurse, Laura Colidron; FRC, Marsha Taylor; cafeteria manager, Mike Pack; custodian
Administrator; Rhonda Banks
DR
PPN/student teachers; Chelsey Mays, Bethany DeMoss
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Relationship Building
Overall Rating: 3.29
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
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2.1
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
Rating
Parents and community stakeholders have
Distinguished
authentic participation, help plan and implement
school and district improvement activities.
2.5
Statement or Question
School staff involves parents in personal
communication about their students' progress
at least once a month.
Response
Rating
District and school staffs encourage continuous Distinguished
and meaningful communication with all parents
about their student’s academic goals and
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
DR
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).
2.2
SY 2015-2016
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KDE Comprehensive School Improvement Plan
McBrayer Elementary School
Communications
Overall Rating: 2.57
3.3
3.4
3.5
3.6
Response
Rating
School staff implements systematic efforts to
Proficient
inform parents about academic goals, class
work, grades and homework for their children in
their home language. (For example, using
classroom contracts, student assignment
books, homework websites, and online grade
books.)
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).
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 staff sometime provides community
Apprentice
organizations with information about academic
expectations for parents who use their services.
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
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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
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3.7
Statement or Question
Stakeholder survey data is consistently used to
plan school improvement efforts and to
evaluate their effectiveness.
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KDE Comprehensive School Improvement Plan
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Decision Making
Overall Rating: 2.29
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
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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
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.
Rating
Proficient
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.
Rating
Apprentice
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
School council policies ensure active roles for
parents on SBDM committees, in school
improvement planning, and also in decisions
about the education of their individual children.
Rating
Proficient
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 treated as valued
partners on school leadership teams, SBDM
council and committees, and other groups
making decisions about school improvement.
Rating
Proficient
DR
4.1
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Response
Teachers share information from year to year
with parents who serve on the school council
and/or overlaps council terms of parents.
Rating
Novice
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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.
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Advocacy
Overall Rating: 3.0
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.
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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.
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 collaborates with stakeholders in
developing policies and procedures to resolve
issues and complaints and 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
As students are identified by school staff as
having disabilities or performing at the novice
level, additional intentional steps are taken to
ensure that the parent has the option to use a
trained advocate to assist them in speaking for
their child's needs.
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5.1
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Rating
Proficient
Rating
Distinguished
Rating
Proficient
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KDE Comprehensive School Improvement Plan
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Learning Opportunities
Overall Rating: 1.83
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 exhibits some student work with
scoring guide and proficient level work.
Rating
Apprentice
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 council has a classroom observation
policy that allows parents access to most
classrooms by appointment only.
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
Statement or Question
Response
School staff develops parent leaders who
There is little or no development of parent
contribute regularly to other parents'
leaders.
understanding and who help meet other parent
learning needs.
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Rating
Novice
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Community Partnerships
Overall Rating: 2.83
7.3
7.4
7.5
7.6
Response
Rating
School leadership periodically meets with some Apprentice
business leaders to discuss information on
student achievement.
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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.
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 collaborates with employers
to support parent and volunteer participation in
students' education.
Rating
Proficient
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
DR
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
Parents make active use of school 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 1
coordinators connect family with community
resources and follow up).
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
Proficient
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Reflection
Reflect upon your responses to each of the Missing Piece objectives.
McBrayer Elementary sudents participate in school wide events and interact with leadership and teachers on an ongoing basis. MES's Parent
Organization and SBDM with parent participation holds monthly meetings to allow input and discussions that will support MES. This is a
strength for our school environment. A need that we need to improve is to schedule and provide specific training sessions for parents based
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on needs that they may have. There is a need for a question and answer meeting to find out what trainings and support parents would like to
see held that will support them in working with their children. We plan on working with our PTO, parent leaders and FRC to help plan parent
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focused events.
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Report Summary
Scores By Section
Section Score
1
2
3
Communications
Decision Making
Advocacy
Learning Opportunities
2.57
2.29
3
1.83
2.83
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Community Partnerships
3.29
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Relationship Building
4
Sections
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McBrayer 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.
Stakeholders were sent emails by teachers and administration, a phone call was made using our district phone system and a remind 101
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message was sent by the principal asking parents and stakeholders to participate in a survey listed on the AdvancED site. The school
leadership also offered stakeholders access to a computer in the school to be able to participate in a school survey. Information was provided
in the school newsletter and an email was sent also notifying parents and stakeholders that MES was seeking their input in the school's
improvement plan. Members of the planning committee and adminsitration team used information shared by stakeholders to develop the
school improvment plan.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
Teachers and staff members worked during planning sessions to review and help develop strategies and activities to
help address the needs of our school based on school data. SBDM and parent PTO memvers were invited to share suggestions with
leadership on suggestions for improvment. The SBDM council comprised of school administration, teachers
and parents reviewed the previous years CSIP and discussed activities and strategies that would support closing the achievement gap for
the 2015-2016 school year. After all suggestions from teacher/staffs working session and the SBDM meeting were discussed the planning
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committee comprised of teachers, staff and parents developed the CSIP and leadership submitted it the PTO, school teachers and staff for
their last input. The leadership then submitted the CSIP to the SBDM council for approval.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
The CSIP was shared with parents at a PTO meeting for parents to review. At a faculty meeting the teachers and staff reviewed the CSIP.
The SBDM council approved the school's CSIP before submitting it to the RCBOE for approval. After approval the school's CSIP is displayed
on the school and district website for all stakeholders to view on an ongoing basis. At each monthly SBDM meeting the council reviews any
updates made to the CSIP after completion of any strategies and activities throughout the year. Updates are made to the CSIP on an
ongoing basis through the AdvancED site.
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McBrayer Elementary School
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School Safety Report
SY 2015-2016
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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
Label
2.
Assurance
Did the SBDM Council adopt a policy requiring
the development and adoption of an EMP?
Response
Yes
Comment
Aug. 24. 2015
Attachment
Label
3.
Assurance
Did the SBDM Council adopt the EMP?
Response
Yes
Comment
Aug. 24, 2015
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
Sept. 16, 2015
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
Aug. 11, 2015
Attachment
Label
7.
Assurance
Response
Were local law enforcement and/or fire officials Yes
invited to review the EMP?
Comment
Attachment
Label
8.
Assurance
Are evacuation routes posted in each room at
any doorway used for evacuation, with primary
and secondary routes indicated?
Comment
Attachment
DR
AF
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Label
1.
Response
Yes
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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
Nov. 11, 2015
Attachment
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
Aug. 13, 2015 and Oct. 5, 2015
Fire Drill
Aug. 13, 2015 Earthquake
Aug. 14, 2015 Severe Weather
Aug. 16, 2015 Lockdown
Dec. 4, 2015 Bomb Threat
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
Each grade level as inexperienced or new teachers among the group.
What sources of data were used to determine the barriers?
Teacher survey/TELL survey, Equity Tab (teacher turnover rate) individual teacher data meetings and administrative meetings.
What are the root causes of those identified barriers?
teacher retirement and teacher transfers
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What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school?
Most teachers are identified as Accomplished overall in the four domains. Areas of developing are identified as Establishing a Culture for
Learning - identifying targets and students knowledge of target for lessons as well as Using Questions and Discussion Techniques in
classroom instruction.
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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 has a student placement policy that ensures that all classrooms are heterogeneously grouped. Teacher input on the following
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years teacher is also taken into account. Teacher requests are not taken however parents have access to a parent input survey that allows
them to share strengths, weaknesses and what type of a learner the parent feels the student is. All of this information is used to make
classroom placements.
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?
Teachers and staff fill out student questionnaires/cards on each student at the end of the year. ELL, Special Education, Behavior, RTI, Gifted
and Talented categories are reviewed to ensure that there is an equal, heterogeneous, boy/girl ratio grouping for each teacher homeroom.
teachers?
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Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse
Individual teacher data teams are held three times a year to look at student growth and classroom trend data. Strengths and weaknesses are
discussed among the administrative team and teacher placement is determined based on student, grade level and school needs.
McBrayer works closely with Morehead State University and the teacher education department to implement the Professional Partnership
Network that places teacher majors in the classrooms being mentored by highly trained mentor teachers. Recruiting these students is easily
done due to the fact that they spend many hours bonding with teachers, staff and families in the school more frequently than typical teacher
candidates.
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?
McBrayer works closely with Morehead State University and the teacher education department to implement the Professional Partnership
Network that places teacher majors in the classrooms being mentored by highly trained mentor teachers. Recruiting these students is easily
done due to the fact that they spend many hours bonding with teachers, staff and families in the school more frequently than typical teacher
candidates. These students often show strength in classroom management and understanding student needs due to hours they spend in
each school and classroom placement.
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Recruitment and Retention: How does the school retain effective teachers? Identify any incentives.
Teachers work closely to support each other in professional learning communities. Time is allotted for teachers to meet in PLC groups
weekly in the master schedule. Teachers and administration work closely identifying student and teacher needs. Administration support and
professional development in areas identified on teacher professional growth plans are provided by region, district, and school personnel.
School committees, teachers, and administration work together to provide ongoing teacher moral boosters such as Star Awards named
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weekly in Monday Messages, School Newsletters, emails, staff get togethers and PTO sponsored events.
Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,
inexperienced and out-of-field teachers.
Rowan County School District provides monthly new teacher meetings that support in and out of the classroom needs of a new teacher. MES
administration pairs new teachers up with mentor teachers to ensure school wide procedures and routines are known by all stakeholders.
Administration at MES provided new staff trainings prior to the school year beginning to support staff in core and Tier programs that are
available at MES to support teacher and student needs.
Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating
below accomplished addressed?
Teachers in the developing and ineffective domains are provided multiple avenues of support. Curriculum Resource Teachers and
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administration provides feedback, training, and materials to support teachers who have professional learning needs. Professional
development is designed and access is given to all new teachers or teachers who are identified as needing to improve instruction, and their
classroom environment.
Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning
needs of staff?
The TELL survey is reviewed with Parents, SBDM, teachers and staff on an ongoing basis to support improvement on working conditions at
MES. Teacher input on the TELL Survey is used to support identified areas in need of improvement in the school culture.
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Questions
Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic.
CSIP goals, objectives and strategies.
Tell Survey
PTO/Parent Meeting Discussions
Teacher individual data meetings
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TPGES and walkthrough data
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Parent and Staff Surveys
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