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KDE Comprehensive School
Improvement Plan
Tilden Hogge Elementary School
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Rowan County
Brandy Breeze, Principal
5955 Cranston Rd
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
6
Notable Achievements and Areas of Improvement
7
Additional Information
8
Tilden Hogge CSIP 2015-16
Overview
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Goals Summary
10
11
Goal 1: Increases the average combined reading and math KPREP scores for elementary students from 44.9% to
50.8% in 2016.
12
Goal 2: Increase achievement for all students in Kentucky so that reading proficiency increases for non-duplicated gap
group from 42.9% to 51.7% by 2016.
19
Goal 3: In response to the stakeholder survey results Tilden Hogge Elementary administrators and teachers will
increase communication about student expectations and progress with children's parents/guardians.
23
Goal 4: : By 2021, Tilden Hogge Elementary will reduce the total number of students scoring at the novice level in the
math and reading from 55% to no less than 27.5% as measured by KPREP data.
24
Goal 5: Student will increase their level of proficiency level in social studies from 26.9% to 50.2% by April of 2016.
25
Activity Summary by Funding Source
26
KDE Needs Assessment
Introduction
33
Data Analysis
34
Areas of Strengths
35
Opportunities for Improvement
36
Conclusion
37
Introduction
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KDE Compliance and Accountability - Schools
Planning and Accountability Requirements
KDE Assurances - School
Introduction
Assurances
Introduction
Stakeholders
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The Missing Piece
39
40
56
57
63
64
Relationship Building
65
Communications
66
Decision Making
68
Advocacy
70
Learning Opportunities
71
Community Partnerships
72
Reflection
73
Report Summary
74
Improvement Plan Stakeholder Involvement
76
Improvement Planning Process
77
School Safety Report
Introduction
School Safety Requirements
Equitable Access Diagnostic
Introduction
Needs Assessment
Questions
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Equitable Access Strategies
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Introduction
79
80
83
84
85
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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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Tilden Hogge Elementary School
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Executive Summary
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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
Tilden Hogge 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?
Tilden Hogge Elementary (T.H.E.S.) services approximately 200 students in kindergarten through fifth grade. T.H.E.S. is located in the
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ruralcommunity of Cranston in Morehead, KY. THE is situated approximately 20 miles from the closest city, Morehead, KY. The community of
Cranston is supportive of the school and teachers. Volunteers or parents/community to serve on committees are encouraged. Many
businesses in Morehead, Ky. and Lexington, Ky. collaborate with T.H.E.S. to provide students experiences of a variety of aspects. Tilden
Hogge has not experiences demographic changes in the past 4 years. T.H.E.S. continues to not have need for ELL services and is 99%
Caucasian. Students attending T.H.E.S. come from families with low income with approximately 70% of students eligible for free and/or
reduced lunch. Recently construction has began on Cranston to establish a barrel making factoring. There are also plans of widening the
road of Cranston in the next three years. These changes are foreseen to increase the population at T.H.E.S. and bring more diversity to the
areas. Tilden Hogge Elementary is unique in that it is a 52 years old school renovated nine years ago. T.H.E.S is the oldest elementary
school in Rowan County district with a rich past of committed, and talented teachers who have taught generations of students who have been
successful nationally and globally. As strong as the teacher commitment has been the parent commitment has been displayed for
generations. Many students who attend T.H.E.S. have previous generations from their family who attended T.H.E.S. Like many areas in the
nation our students have felt the impact of the drug epidemic impacts families. Many students have family members in jail, absent, or
deceased early due to drugs. This has caused many of them to be in the situation of being raised by family members. Tilden Hogge's
administration, teachers, and parents revisited and updated the school mission statement in 2006. The mission is one that has carried the
work for many years because it is based on assessment of what students need. The mission statement states that we will work to provide
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students with instruction based upon the most current content standards, research based instructional strategies, and methodology.
Assessments of student learning shall be frequent and on going. Assessment data shall be used to provide information for development and
directing of resources for appropriate intervention or enhancement opportunities for every student. It is evident that this mission is the focus
of work for faculty and staff due to instructional planning which occurs in data teams weekly. Grade level data teams meet weekly and consist
of teachers, school administration, and district administration. In addition to school level data teams SBDM council reviews progress of
students monthly to drive their decisions. The school level administration also meets with district level administration monthly to provide
evidence of work completed in data teams with each grade level and how that impacts work toward the comprehensive school improvement
plan. While the majority of the data used for data team planning is classroom level assessments
benchmark assessments and diagnostic assessments in reading, math, and writing are used to plan small group instruction. Instructional
assistant schedules are changed after an instructional cycle of 15 days to provide interventions to flexible groups.
Tilden Hogge is most proud of the increase in writing and math performance for student during the 2015-2016 school year. Tilden Hogge is
proud of the increase in writing for the non duplicated gap group from 12.6% to 35% in one year, but continues to improve writing instruction
for students. With a majority of low income families this school has a large number of students in the non-duplicated gap group. This increase
in one year is one of pride for THE due the time spent in trainings and implementing the school writing plan. Administration and teachers are
also very proud of the variety of improved programs students have access to for program review. T.H.E.S. program review score increased
by 30% since the pilot year. This is a result of intentional planning and documenting of the improved programs at T.H.E.S. SBDM and school
faculty and staff plan to continue work in reading, math, and writing to achieve proficient status. Tilden Hogge will continue to improve
reading for students by implementing Reading Street series, Fountas and Pinnell, 95% group phonics based program, and comprehensive
toolkit. T.H.E.S. will continue work with the Lucy Caulkins writing materials and assessing writing for the school year to motivate individual
students on the writing continuum. Faculty and staff continue to teach common core math using the Envisions resources. This program
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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include RTI materials used for small groups interventions.
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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.
Tilden Hogge's administration, teachers, and parents revisited and updated the school mission statement in 2006. The mission is one that
has carried the work at THE for many years because it is based on what students need. The mission statement states that T.H.E. will provide
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students with instruction based upon the most current content standards, research based instructional strategies, and methodology.
Assessments of student learning shall be frequent and on going. Assessment data shall be used to provide information for development and
directing of resources for appropriate intervention or enhancement opportunities for every student.
It is evident that this mission is the focus of work for faculty and staff due instructional planning which occurs in data teams weekly. Grade
level data teams meet weekly and consist of teachers, school administration, and district administration. In addition to school level data
teams SBDM council reviews progress of students monthly to drive their decisions. The school level administration also meets with district
level administration monthly to provide evidence of work completed in data teams with each grade level and how that impacts work toward
the comprehensive school improvement plan. While the majority of the data used for data team planning is classroom level assessments
benchmark assessments and diagnostic assessments in reading, math, and writing are used to plan small group instruction. Instructional
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assistant schedules are changed after an instructional cycle of 15 days to provide interventions to flexible groups.
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© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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.
The 2014-2015 Kentucky School Report Card indicated that Tilden Hogge's KPREP achievement scores in math, reading, and writing
delivery targets were met. Areas of improvement for the 2015-2016 school year due to the 2014-2015 school report card are social studies
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and growth for all students in reading and math. Other areas of focus for improvement include writing and language mechanics.
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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 PTC is continually providing financial support to our school through fund raising activities throughout the year. They have helped proved
financial resources help purchase academic support programs that assist all students in our school. They are more than willing to provide
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that financial resource to provide these things for our students. Tilden Hogge Elementary has a growing volunteer program that supports the
learning of students, by allowing teachers and instructional assistants to work with small groups. Tilden Hogge Elementary also partners with
Morehead State University (MSU) to allow education students at the university experience in the classroom. This allows for access for small
groups in the classrooms and resources from MSU. Tilden Hogge faculty take advantage of the many resources the community of Morehead
has to offer to expose students to art and humanities, career exploration, and community supports, partnerships, and resources. Tilden
Hogge Elementary also partners with the Rowan County Public to promote literacy for all students. Staff from the public library drive the
bookmobile to the school weekly. Staff also set up table at parent nights at the school to allow students and parents to sign up for library
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cards, gain class information, and provide prizes for participants.
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KDE Comprehensive School Improvement Plan
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Tilden Hogge Elementary School
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Tilden Hogge CSIP 2015-16
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Overview
Plan Name
Tilden Hogge CSIP 2015-16
Plan Description
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Tilden Hogge CSIP 2015-16
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Tilden Hogge Elementary School
Goals Summary
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KDE Comprehensive School Improvement Plan
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
2
3
4
5
Goal Name
Increases the average combined reading and math
KPREP scores for elementary students from 44.9%
to 50.8% in 2016.
Increase achievement for all students in Kentucky
so that reading proficiency increases for nonduplicated gap group from 42.9% to 51.7% by
2016.
In response to the stakeholder survey results Tilden
Hogge Elementary administrators and teachers will
increase communication about student
expectations and progress with children's
parents/guardians.
: By 2021, Tilden Hogge Elementary will reduce
the total number of students scoring at the novice
level in the math and reading from 55% to no less
than 27.5% as measured by KPREP data.
Student will increase their level of proficiency level
in social studies from 26.9% to 50.2% by April of
2016.
Goal Details
Objectives:2
Strategies:5
Activities:15
Objectives:1
Strategies:3
Activities:9
Goal Type
Organizational
Total Funding
$95600
Organizational
$0
Objectives:1
Strategies:1
Activities:1
Organizational
$0
Objectives:1
Strategies:1
Activities:3
Organizational
$6000
Objectives:1
Strategies:1
Activities:1
Academic
$200
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#
1
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Goal 1: Increases the average combined reading and math KPREP scores for elementary
students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by 05/31/2016 as measured by
KPREP scores.
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Strategy 1:
Literacy Initiatives - In order to identify reading deficits, teachers will use slassroom common assessments, Fountas and Pinnell, DIBELS, MAP, and 95% group
progress monitoring tools to identify reading intervention needs for all students.
Category: Integrated Methods for Learning
Research Cited: Rick Stiggins; Classroom Assessment for Student Learning and Assessment Balance and Quality
Shirley Clark: Active Learning through Formative Assessment
University of Oregan Center for Teaching and Learning DIBELS
Stephen Ventura's: Data Teams
Jan Chappuis: Seven Strategies of Assessment for learning
Fountas and Pinnell Level Literacy Inteventions
Small guided reading group research
Literacy Station research
Status
N/A
Progress Notes
Created On
Administration, curriculum supervisor, and teachers will continue work on improving math instruction May 25, 2015
by planning assessments and lessons during professional learning opportunities.
Activity - Reading Interventions
Activity Type
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Begin Date
End Date
Resource
Assigned
Created By
Mrs. Brandy Breeze
Source Of
Funding
Staff
Responsible
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Students will be placed in small flexible RTI groups for interventions based Direct
on their reading deficits according to the universal screener DIBELS and
Instruction
diagnostic assessment PASI or PSI, MAP assessment data, and
classroom common assessments.
Progress Notes
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Status
Completed
Completed
In Progress
08/13/2015
05/31/2016
Activity Type
Begin Date
End Date
Teachers in grades K through 5th will use small group guided instruction.
Students who are not understanding the skills the leveled literacy
intervention will be used with to intervene.
Direct
Instruction
01/04/2016
05/31/2016
Progress Notes
Activity - Reading Standards Direct Instruction
Resource
Assigned
$6000
Created On
May 22, 2015
Activity Type
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Begin Date
Title I Part A
Created On
September 21, 2015
May 22, 2015
December 19, 2012
Activity - Leveled Literacy Intervention
Status
Completed
$80000
End Date
Resource
Assigned
Regular
Classroom
Teachers,
Special
Education
teachers,
Principal, Title
ITeacher,
regular
instructional
assistants,
MSUCorp
member
Created By
Mrs. Brandy Breeze
Mrs. Brandy Breeze
Mr. Larry Tapp
Source Of
Funding
State Funds,
Booster Fund
Staff
Responsible
K through 5th
grade
classroom
teachers,
instructional
assistants,
administration
, title I
teacher.
Created By
Mrs. Brandy Breeze
Source Of
Funding
Staff
Responsible
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
All teachers will use develop a long term reading plan with standards
progression to align curriculum and common classroom assessments.
Status
Completed
Progress Notes
Status
Completed
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Activity - Teachers trainin for Comprehensive Toolkit to increase
informational text skills with students.
Teachers will be trained on how to use the Comprehensive Toolkit for
reading informational text in all grade levels.
Direct
Instruction
07/01/2015
05/31/2016
General Fund Kindergarten
through 5th
grade
teachers,
administration
, and title I
teacher
Created On
May 25, 2015
Created By
Mrs. Brandy Breeze
Activity Type
Begin Date
End Date
Professional
Learning
12/16/2014
05/29/2015
Progress Notes
Activity - 30-60-90 day plan
$0
Resource
Assigned
$1600
Created On
May 25, 2015
Activity Type
SBDM council approved school level 30-60-90 day plan to improve reading Direct
instruction for all students.
Instruction,
Academic
Support
Program
Begin Date
End Date
07/13/2015
05/01/2016
Resource
Assigned
$0
Source Of
Funding
Title I School
Improvement
(ISI)
Staff
Responsible
All teachers
grades
Kindergarten
through 5th
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
administration
, teachers
Strategy 2:
Math Initiative - All K-5 teachers will fully develop and follow their grade level long range math plan that is developed with grade level common assessments. Teachers
will develop summative assessments and design instruction around assessments that they will data team around once content has been taught.
Category: Learning Systems
Research Cited: Envisions is research based and aligned to Common Core Standards.
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Tilden Hogge Elementary School
Status
N/A
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KDE Comprehensive School Improvement Plan
Progress Notes
Created On
Administration, curriculum supervisor, and teachers will continue work on improving math instruction May 25, 2015
by planning assessments and lessons during professional learning opportunities.
Activity - Data Team planning in PLC
Activity Type
Teachers will meet weekly to analyze common classroom summative
Academic
assessment data. Analysis of this data will include inferring why student
Support
have challenges, prioritizing needs, and strategizing ways to help students Program
read mastery or enrich skills at their individual level.
Progress Notes
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Status
Completed
In Progress
Begin Date
End Date
08/01/2015
05/31/2016
Created On
May 25, 2015
December 19, 2012
Activity - Small math groups
Activity Type
Begin Date
End Date
Math will be taught to students in small groups based on needs according
to MAP RIT, SNAP or DNK, and classroom assessments.
Academic
Support
Program
08/01/2014
05/29/2015
Status
Completed
Resource
Assigned
$0
Progress Notes
Resource
Assigned
$0
Created On
May 25, 2015
Activity - 30-60-90 day plan
Activity Type
Begin Date
End Date
30-60-90 day plan to included two common assessments for all grade
levels for the spring of 2016.
Direct
Instruction,
Academic
Support
Program
01/04/2016
05/31/2016
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© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
Administration
and teachers
Created By
Mrs. Brandy Breeze
Mr. Larry Tapp
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Instructional
Assistants,
principal
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
administration
and teachers
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KDE Comprehensive School Improvement Plan
Strategy 3:
Response to Intervention - A response to intervention procedure will be followed to address student needs and make the necessary adjustments to student instruction.
All 3rd, 4th, and 5th grade students who perform as a novice on KPREP assessments in reading and math will have an RTI plan.
Category: Learning Systems
Research Cited: J. Wright (2014) Strategies for Struggling Learners in the Era of CCSS and RTI
J. Wright (2007) RTI Toolkit a Practical Guide for Schools
Fountas and Pinnell leveled literacy intervention
Jan Richardson Next Steps in Guided Reading
Sherry Parrish Number Talks
Progress Notes
Response to intervention has been completed for the 2014-2015 school year for students. This
strategy will continue when the new school year begins.
Activity - RTI Team
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Status
N/A
Activity Type
A school level RTI team will review Academic/Behavioral student data and Academic
make appropriate decisions in regards to needed instruction.
Support
Program
Status
Completed
Progress Notes
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Created On
May 25, 2015
Begin Date
End Date
08/13/2015
05/31/2016
Resource
Assigned
$0
Created On
May 25, 2015
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
Title I teacher,
curriuculum
resource
teacher,
Special
education and
regular
education
teachers,
speech and
language
pathologist,
and principal
Created By
Mrs. Brandy Breeze
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Tilden Hogge Elementary School
Activity - RTI plans
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KDE Comprehensive School Improvement Plan
An RTI team will work collaboratively to design Tier II and Tier III
intervention plans to address student needs based on data.
Status
Completed
Progress Notes
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Activity - Brigance Screener
All Kindergarten students will be administered the Brigance Universal
Screener at the beginning of the year to assist with placement and
instructional strategies.
Status
Completed
Activity Type
Begin Date
End Date
Academic
Support
Program
08/01/2015
05/01/2016
Resource
Assigned
$0
Created On
May 25, 2015
Activity Type
Begin Date
End Date
Academic
Support
Program
08/01/2015
05/31/2016
Progress Notes
Resource
Assigned
$0
Created On
May 25, 2015
Activity - Assessment use for RTI
Activity Type
Begin Date
End Date
Response to intervention is based on common classroom assessments,
benchmark assessments, and universal screeners.
Academic
Support
Program
08/07/2014
05/29/2015
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Resource
Assigned
$1000
Source Of
Funding
No Funding
Required
Staff
Responsible
Curriculum
Specialist,
Regular and
Special
Education
teacher,
Speech
Pathologists,
Principal
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
Kindergarten
teachers,
instructional
assistants,
guidance
counselor and
Principal.
Created By
Mrs. Brandy Breeze
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Grade level
teachers,
instructional
assistants,
RTI teacher
leader,
administrator
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Tilden Hogge Elementary School
Status
Completed
Progress Notes
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KDE Comprehensive School Improvement Plan
Created On
May 25, 2015
Created By
Mrs. Brandy Breeze
Strategy 4:
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations professional development present by
Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity Type
Begin Date
End Date
Teacher will teach using small group guided reading instruction based on
Jan Richardson resources and Smekens training.
Professional
Learning
09/01/2015
05/31/2016
Activity - Math standards instruction
Activity Type
Begin Date
End Date
Teacher and administration will collaborte with KEDC to improve math
instruction for students.
Professional
Learning,
Academic
Support
Program
11/09/2015
05/31/2016
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Activity - Teacher Training on Guided Reading Groups
Resource
Assigned
$6000
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Principal, Title
I teacher
Resource
Assigned
$0
Source Of
Funding
Other
Staff
Responsible
teachers,
administration
, title I teacher
Measurable Objective 2:
collaborate to increase kindergarten readiness 38.7% to 50% by August 2016. by 08/31/2016 as measured by Brigance assessment.
Strategy 1:
Kindergarten Jumpstart - Jumpstart will be a summer program offered to all incoming kindergarten students to prepare them for their new school experience and
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
educate families on expectations in all content and social areas.
Category: Early Learning
Activity - parent involvement
Begin Date
End Date
Behavioral
Support
Program,
Direct
Instruction,
Parent
Involvement,
Academic
Support
Program
06/01/2016
08/31/2016
Resource
Assigned
$1000
Source Of
Funding
Other
Staff
Responsible
administration
and
kindergarten
teachers
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Summer program to teacher students and families expectations of
kindergarten students in academic and social areas.
Activity Type
Goal 2: Increase achievement for all students in Kentucky so that reading proficiency increases
for non-duplicated gap group from 42.9% to 51.7% by 2016.
Measurable Objective 1:
demonstrate a proficiency and collaborate to increase the average reading poficiency rating for all students in the non-duplicated gap group from 39.6% to 42.9% by
05/31/2016 as measured by KPREP.
Strategy 1:
RTI in reading for non-duplicated gap group - Regular Education and special education teachers will give the DIBELS reading universal screener to students with
disabilities and students not meeting benchmark according to DIBELS data to help diagnose any reading deficits.
A Phonics Screener Inventory(PSI) for students in grades 1-5 or a Phonological Awareness Screener Inventory (PASI) to K-1 students will be administered to help
further diagnose after initial DIBELS screener to pinpoint the exact reading deficits. Students will then be grouped in small RTI flexible groups according to their reading
deficits and receive reading interventions.
Category: Learning Systems
Research Cited: DIBELS is a research based screener find research on
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
https://dibels.uoregon.edu/market/assessment/dibels/
Activity - Reading Interventions
DIBELS , PSI and PASI for placing students in the small flexibleRTI
groups.
Progress Notes
Activity - RTI Plans
DR
Status
In Progress
Regular education teachers will plan for Tier II and Tier III intervention
instruction for students who have been identified as having a need for
intervention in reading, math, writing, behavior, speech and other deficit
areas.
Status
In Progress
Activity Type
Begin Date
End Date
Academic
Support
Program
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Created On
September 21, 2015
Activity Type
Begin Date
End Date
Academic
Support
Program
08/07/2014
05/29/2015
Progress Notes
Resource
Assigned
$0
Activity - RTI Team
Activity Type
Begin Date
End Date
The RTI team will monitor student progress in interventions and make
decisions about making the necessary changes to tier plans to best
address student needs.. Necessary adjustments to plans/intervention
instruction will be based on data.
Academic
Support
Program
08/07/2014
05/29/2015
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Brandy Breeze
Source Of
Funding
District
Funding
Created On
September 21, 2015
Staff
Responsible
All teachers,
guidance
counselor,
Curriculum
Resource
Teacher, and
principal.
Staff
Responsible
administration
, teachers,
instructional
assistants
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
administration
, teachers,
related
service
providers, and
title I
instructional
assistant
Page 20
Tilden Hogge Elementary School
Status
Completed
Progress Notes
Activity - Progress Monitoring
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KDE Comprehensive School Improvement Plan
Activity Type
Progress monitoring assessment is aligned to intervention instruction and Academic
will be administrered to students receiving intervention instruction. A variety Support
of assessments may be administrered such as DIBELS, MAP, and CFA.
Program
Student progress will also be monitored using common formative
assessments during Data Team Meetings.
Progress Notes
DR
Status
In Progress
Activity - Data team planning in grade level PLC
Activity Type
Teachers will meet weekly to analyze common classroom summative
Academic
assessment data. Analysis of this data will include inferring why student
Support
have challenges, prioritizing needs, and strategizing ways to help students Program
read mastery or enrich skills at their individual level.
Status
In Progress
Created On
September 21, 2015
Begin Date
End Date
08/07/2014
05/29/2015
Source Of
Funding
No Funding
Required
Created On
September 21, 2015
Begin Date
End Date
08/07/2014
05/29/2015
Progress Notes
Activity - 30-60-90 plan to improve reading for all students
Resource
Assigned
$0
Resource
Assigned
$0
SBDM council approved 30-60-90 day plan for development of four blocks Academic
and unit assessments to improve reading instruction at all grade levels.
Support
Program
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
07/13/2015
05/01/2016
Resource
Assigned
$0
Staff
Responsible
administration
, teachers,
related
service
providers
Created By
Mrs. Brandy Breeze
Source Of
Funding
State Funds
Created On
September 21, 2015
Activity Type
Created By
Mrs. Brandy Breeze
Staff
Responsible
administration
, teachers,
curriculum
specialist
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Staff
Responsible
administrators
and teachers
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Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Strategy 2:
Least Restrictive Environment - Teachers and administrators will adhere to to current policies in place regarding the Least Restrictive Environment for Special
Education students.
Category: Persistance to Graduation
Activity - Least Restrictive Environment
All teachers, counselors and administrators will adhere to current
guidelines in regards to least restrictive environment.
Progress Notes
DR
Status
In Progress
Activity Type
Begin Date
End Date
Policy and
Process
08/07/2014
05/29/2015
Activity Type
Begin Date
End Date
All teachers and staff will be trained in Least Restrictive environment and
the placement of special education students within the classrooms.
Professional
Learning
08/01/2014
05/29/2015
Progress Notes
Source Of
Funding
No Funding
Required
Created On
September 21, 2015
Activity - LRE Training
Status
In Progress
Resource
Assigned
$0
Resource
Assigned
$0
Created By
Mrs. Brandy Breeze
Source Of
Funding
No Funding
Required
Created On
September 21, 2015
Staff
Responsible
ARC chairs,
ARC
members
Staff
Responsible
All teachers,
staff and
Special
Education
leaders
Created By
Mrs. Brandy Breeze
Strategy 3:
Suspension Rates - We will continue to strive to make sure that our suspension is at 1% or below.
Category: Learning Systems
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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Tilden Hogge Elementary School
Activity - Staff Training
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KDE Comprehensive School Improvement Plan
We will continue to provide strategies for ALL teachers in dealing with
student discipline (CHAMPS, Positive Behavioral Supports, and PBIS) to
allow our students to stay in school and the suspension rate to stay at 1%
or below.
Status
In Progress
Progress Notes
Activity Type
Begin Date
End Date
Professional
Learning
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Created On
September 21, 2015
Staff
Responsible
administration
, teachers,
and district
office
supports
Created By
Mrs. Brandy Breeze
DR
Goal 3: In response to the stakeholder survey results Tilden Hogge Elementary administrators
and teachers will increase communication about student expectations and progress with
children's parents/guardians.
Measurable Objective 1:
collaborate to increase communication of students expectations and progress in all grade levels by 08/26/2016 as measured by logging parent contact with
newsletters, phone calls/texts, or emails.
Strategy 1:
Teacher Communication with Families - Teachers will prepare strategies for families to help students with at home based on student needs every two to three months
based on assessment data.
Category: Stakeholder Engagement
Activity - Assessment needs and progress communicated with families
Activity Type
Begin Date
End Date
Grade level PLCs will make a plan to communicate student expectations
Parent
and progress to families more frequently than the quarterly grading period. Involvement
01/05/2015
12/01/2015
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
administration
and teachers
Page 23
Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Goal 4: : By 2021, Tilden Hogge Elementary will reduce the total number of students scoring at
the novice level in the math and reading from 55% to no less than 27.5% as measured by KPREP
data.
Measurable Objective 1:
collaborate to reduce the number of novice scoring students in reading and math from 55% to 27.5% by 08/01/2021 as measured by KPREP.
DR
Strategy 1:
Curriculum Aligned with Common Assessments - Teachers will analyze reading and math standards and develop unit plans and grade level common assessments to
improve instruction.
Category: Learning Systems
Activity - Small Group Tier I instruction
Activity Type
Begin Date
End Date
Teachers will use professional development trainings and resources to
improve small group instruction in reading and math.
Academic
Support
Program
11/03/2015
05/01/2016
Activity - Data Team Planning in PLC
Activity Type
Begin Date
End Date
Teachers will use data team process to plan for students not mastering
standards in all content area.
Academic
Support
Program
08/13/2015
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$6000
Source Of
Staff
Funding
Responsible
General Fund administration
and teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
administration
and teachers
Page 24
Tilden Hogge Elementary School
Activity - Kagan Strategies
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KDE Comprehensive School Improvement Plan
Activity Type
Teachers will use Kagan strategy training to increase student engagement Academic
in all content.
Support
Program
Begin Date
End Date
08/13/2015
05/31/2016
Resource
Assigned
$0
Source Of
Funding
Other
Staff
Responsible
administration
and teachers
Goal 5: Student will increase their level of proficiency level in social studies from 26.9% to 50.2%
by April of 2016.
DR
Measurable Objective 1:
80% of All Students will demonstrate a proficiency on all social studies assessments in Social Studies by 04/29/2016 as measured by classroom assessments.
Strategy 1:
Data Team Process - Teachers will analyze and strategies to plan social studies instruction based on classroom assessments an reteaching needs.
Category: Learning Systems
Activity - Reteaching
Activity Type
Begin Date
End Date
Teachers will reteach social studies standards not mastered by students
based on summative assessments.
Academic
Support
Program
08/01/2015
04/29/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$200
Source Of
Staff
Funding
Responsible
General Fund administration
and teachers
Page 25
Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
Title I Schoolwide
Activity Description
Activity Type
Begin Date
End Date
Assessment use for RTI
Response to intervention is based on common classroom
assessments, benchmark assessments, and universal
screeners.
Academic
Support
Program
08/07/2014
05/29/2015
Resource
Assigned
$1000
Total
$1000
Begin Date
End Date
01/04/2016
05/31/2016
Resource
Assigned
$3000
Total
$3000
End Date
Resource
Assigned
Booster Fund
Activity Name
DR
Activity Name
Activity Description
Activity Type
Leveled Literacy Intervention Teachers in grades K through 5th will use small group
Direct
guided instruction. Students who are not understanding the Instruction
skills the leveled literacy intervention will be used with to
intervene.
Title I Part A
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
Grade level
teachers,
instructional
assistants,
RTI teacher
leader,
administrator
Staff
Responsible
K through 5th
grade
classroom
teachers,
instructional
assistants,
administration
, title I
teacher.
Staff
Responsible
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Tilden Hogge Elementary School
Reading Interventions
Other
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KDE Comprehensive School Improvement Plan
Students will be placed in small flexible RTI groups for
Direct
interventions based on their reading deficits according to
Instruction
the universal screener DIBELS and diagnostic assessment
PASI or PSI, MAP assessment data, and classroom
common assessments.
08/13/2015
05/31/2016
$80000
Regular
Classroom
Teachers,
Special
Education
teachers,
Principal, Title
ITeacher,
regular
instructional
assistants,
MSUCorp
member
Total
$80000
Staff
Responsible
administration
and teachers
Activity Description
Activity Type
Begin Date
End Date
Kagan Strategies
Teachers will use Kagan strategy training to increase
student engagement in all content.
Academic
Support
Program
Behavioral
Support
Program,
Direct
Instruction,
Parent
Involvement,
Academic
Support
Program
Professional
Learning,
Academic
Support
Program
08/13/2015
05/31/2016
Resource
Assigned
$0
06/01/2016
08/31/2016
$1000
administration
and
kindergarten
teachers
11/09/2015
05/31/2016
$0
teachers,
administration
, title I teacher
Total
$1000
End Date
Resource
Assigned
parent involvement
DR
Activity Name
Math standards instruction
Summer program to teacher students and families
expectations of kindergarten students in academic and
social areas.
Teacher and administration will collaborte with KEDC to
improve math instruction for students.
State Funds
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 27
Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
Leveled Literacy Intervention Teachers in grades K through 5th will use small group
Direct
guided instruction. Students who are not understanding the Instruction
skills the leveled literacy intervention will be used with to
intervene.
01/04/2016
05/31/2016
$3000
Data team planning in grade Teachers will meet weekly to analyze common classroom
Academic
level PLC
summative assessment data. Analysis of this data will
Support
include inferring why student have challenges, prioritizing
Program
needs, and strategizing ways to help students read mastery
or enrich skills at their individual level.
08/07/2014
05/29/2015
$0
Total
$3000
Begin Date
End Date
08/07/2014
05/29/2015
Resource
Assigned
$0
Total
$0
District Funding
Activity Description
RTI Plans
Regular education teachers will plan for Tier II and Tier III
Academic
intervention instruction for students who have been
Support
identified as having a need for intervention in reading, math, Program
writing, behavior, speech and other deficit areas.
DR
Activity Name
Activity Type
K through 5th
grade
classroom
teachers,
instructional
assistants,
administration
, title I
teacher.
administration
, teachers,
curriculum
specialist
Staff
Responsible
administration
, teachers,
instructional
assistants
No Funding Required
Activity Name
LRE Training
Data Team Planning in PLC
Brigance Screener
Activity Description
Activity Type
Begin Date
End Date
All teachers and staff will be trained in Least Restrictive
environment and the placement of special education
students within the classrooms.
Professional
Learning
08/01/2014
05/29/2015
Resource
Assigned
$0
08/13/2015
05/31/2016
$0
08/01/2015
05/31/2016
$0
Teachers will use data team process to plan for students
not mastering standards in all content area.
Academic
Support
Program
All Kindergarten students will be administered the Brigance Academic
Universal Screener at the beginning of the year to assist
Support
with placement and instructional strategies.
Program
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Staff
Responsible
All teachers,
staff and
Special
Education
leaders
administration
and teachers
Kindergarten
teachers,
instructional
assistants,
guidance
counselor and
Principal.
Page 28
Tilden Hogge Elementary School
Least Restrictive
Environment
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KDE Comprehensive School Improvement Plan
All teachers, counselors and administrators will adhere to
current guidelines in regards to least restrictive
environment.
SBDM council approved school level 30-60-90 day plan to
improve reading instruction for all students.
30-60-90 day plan
Progress Monitoring
Policy and
Process
08/07/2014
05/29/2015
$0
Direct
Instruction,
Academic
Support
Program
Academic
Support
Program
07/13/2015
05/01/2016
$0
08/07/2014
05/29/2015
$0
administration
, teachers,
related
service
providers
08/07/2014
05/29/2015
$0
administration
, teachers,
related
service
providers, and
title I
instructional
assistant
administrators
and teachers
Progress monitoring assessment is aligned to intervention
instruction and will be administrered to students receiving
intervention instruction. A variety of assessments may be
administrered such as DIBELS, MAP, and CFA. Student
progress will also be monitored using common formative
assessments during Data Team Meetings.
The RTI team will monitor student progress in interventions Academic
and make decisions about making the necessary changes Support
to tier plans to best address student needs.. Necessary
Program
adjustments to plans/intervention instruction will be based
on data.
DR
RTI Team
30-60-90 plan to improve
reading for all students
SBDM council approved 30-60-90 day plan for development
of four blocks and unit assessments to improve reading
instruction at all grade levels.
An RTI team will work collaboratively to design Tier II and
Tier III intervention plans to address student needs based
on data.
Academic
Support
Program
Academic
Support
Program
07/13/2015
05/01/2016
$0
08/01/2015
05/01/2016
$0
Reading Interventions
DIBELS , PSI and PASI for placing students in the small
flexibleRTI groups.
Academic
Support
Program
08/07/2014
05/29/2015
$0
Assessment needs and
progress communicated with
families
Data Team planning in PLC
Grade level PLCs will make a plan to communicate student
expectations and progress to families more frequently than
the quarterly grading period.
Teachers will meet weekly to analyze common classroom
summative assessment data. Analysis of this data will
include inferring why student have challenges, prioritizing
needs, and strategizing ways to help students read mastery
or enrich skills at their individual level.
Parent
Involvement
01/05/2015
12/01/2015
$0
Academic
Support
Program
08/01/2015
05/31/2016
$0
RTI plans
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
ARC chairs,
ARC
members
administration
, teachers
Curriculum
Specialist,
Regular and
Special
Education
teacher,
Speech
Pathologists,
Principal
All teachers,
guidance
counselor,
Curriculum
Resource
Teacher, and
principal.
administration
and teachers
Administration
and teachers
Page 29
KDE Comprehensive School Improvement Plan
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Tilden Hogge Elementary School
30-60-90 day plan
30-60-90 day plan to included two common assessments
for all grade levels for the spring of 2016.
Staff Training
We will continue to provide strategies for ALL teachers in
dealing with student discipline (CHAMPS, Positive
Behavioral Supports, and PBIS) to allow our students to
stay in school and the suspension rate to stay at 1% or
below.
A school level RTI team will review Academic/Behavioral
student data and make appropriate decisions in regards to
needed instruction.
DR
RTI Team
Direct
Instruction,
Academic
Support
Program
Professional
Learning
01/04/2016
05/31/2016
$0
administration
and teachers
08/07/2014
05/29/2015
$0
administration
, teachers,
and district
office
supports
Academic
Support
Program
08/13/2015
05/31/2016
$0
Title I teacher,
curriuculum
resource
teacher,
Special
education and
regular
education
teachers,
speech and
language
pathologist,
and principal
Total
$0
Title I School Improvement (ISI)
Activity Name
Teachers trainin for
Comprehensive Toolkit to
increase informational text
skills with students.
General Fund
Activity Description
Activity Type
Begin Date
End Date
Teachers will be trained on how to use the Comprehensive Professional
Toolkit for reading informational text in all grade levels.
Learning
12/16/2014
05/29/2015
Resource
Assigned
$1600
Total
$1600
Begin Date
End Date
08/01/2015
04/29/2016
Resource
Assigned
$200
Staff
Responsible
administration
and teachers
08/01/2014
05/29/2015
$0
Teachers,
Instructional
Assistants,
principal
Activity Name
Activity Description
Reteaching
Teachers will reteach social studies standards not mastered Academic
by students based on summative assessments.
Support
Program
Math will be taught to students in small groups based on
Academic
needs according to MAP RIT, SNAP or DNK, and
Support
classroom assessments.
Program
Small math groups
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Staff
Responsible
All teachers
grades
Kindergarten
through 5th
Page 30
Tilden Hogge Elementary School
Teacher will teach using small group guided reading
instruction based on Jan Richardson resources and
Smekens training.
Small Group Tier I instruction Teachers will use professional development trainings and
resources to improve small group instruction in reading and
math.
Reading Standards Direct
All teachers will use develop a long term reading plan with
Instruction
standards progression to align curriculum and common
classroom assessments.
Professional
Learning
09/01/2015
05/31/2016
$6000
Academic
Support
Program
Direct
Instruction
11/03/2015
05/01/2016
$6000
07/01/2015
05/31/2016
$0
Total
$12200
Teachers,
Principal, Title
I teacher
administration
and teachers
Kindergarten
through 5th
grade
teachers,
administration
, and title I
teacher
DR
Teacher Training on Guided
Reading Groups
AF
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KDE Comprehensive School Improvement Plan
SY 2015-2016
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Page 31
Tilden Hogge Elementary School
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KDE Comprehensive School Improvement Plan
DR
KDE Needs Assessment
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Introduction
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The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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?
Tilden Hogge Elementary SBDM by-law committees include teachers, classified staff, and family members or community members. The
planning, curriculum, and coordinated school health committee met and reviewed school report card data. In addition to the committees who
AF
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gave feedback on needs the teachers at THE all reviewed the data and responded with needs. The questions the stakeholders answered
where about instructional strengths and weaknesses.
All stakeholders who reviewed the school report card planning according to the following information. Tilden Hogge Elementary School's
overall score for the 2014-2015 school year was a 57.2. The score of 57.2 allowed Tilden Hogge Elementary to rank in the 28th percentile.
The ranking of 28th percentile gave T.H.E.S. the title of needs improvement/focus school. Students met delivery targets in reading, math,
and writing. Social studies delivery target was not met. Growth score for all students included 50% of student meeting growth requirements
in reading, and 42% meeting growth requirement in math. Students who receive free or reduced lunch or have individual education plans are
not performing as peers not in these categories. The data also showed that our males did not performs as well as females on KPREP in all
DR
subject areas tested.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Areas of Strengths
What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there
cause to celebrate?
Writing was our largest growth area with a 23 point increase. Students exceeded delivery targets in reading, math, and writing. We plan to
continue growth in these areas by rearranging our faculty to included a title I interventionist to serve all students, investing in professional
DR
with proficient achievements in all areas.
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trainings for teachers, and developing a 30-60-90 day plan to improve instruction. Program review areas were also a strength for T.H.E.S
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Opportunities for Improvement
What were areas in need of improvement? What plans are you making to improve the areas of need?
Social studies and growth are our areas of improvement. SBDM determined resources needed to improve social studies instruction. SBDM
and administration also planned, and invested, in professional trainings, tutors, and intervention materials. The placement of teachers was
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based on strengths for all grade levels and content.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Conclusion
Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?
Students at T.H.E.S. will receive continuously improving instruction because of the work done in alignment with the school's 30-60-90 day
plan in reading and math. Teacher will continue to implement best practices learned during professional developments during the summer
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and school year for all teachers.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
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Tilden Hogge Elementary School
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KDE Compliance and Accountability - Schools
SY 2015-2016
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Page 38
KDE Comprehensive School Improvement Plan
Tilden Hogge 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.
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Planning and Accountability Requirements
The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.
Goal 1:
Measurable Objective 1:
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Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by
05/31/2016 as measured by KPREP scores.
Strategy1:
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations
professional development present by Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity
Begin Date End Date
Type
Professional
Teacher and administration will collaborte with Learning
11/09/2015 05/31/2016
KEDC to improve math instruction for students. Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$0 - Other
teachers, administration,
title I teacher
Activity - Teacher Training on Guided
Reading Groups
Teacher will teach using small group guided
reading instruction based on Jan Richardson
resources and Smekens training.
Funding Amount
& Source
Staff Responsible
$6000 - General
Fund
Teachers, Principal, Title I
teacher
DR
Activity - Math standards instruction
Activity
Type
Begin Date End Date
Professional 09/01/2015
Learning
05/31/2016
The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.
Goal 1:
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 40
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
collaborate to increase kindergarten readiness 38.7% to 50% by August 2016. by 08/31/2016 as measured by Brigance assessment.
Strategy1:
Kindergarten Jumpstart - Jumpstart will be a summer program offered to all incoming kindergarten students to prepare them for their new
school experience and educate families on expectations in all content and social areas.
Category: Early Learning
Research Cited:
Summer program to teacher students and
families expectations of kindergarten students
in academic and social areas.
Measurable Objective 2:
Activity
Begin Date End Date
Type
Parent
Involvement
Behavioral
Support
Program
06/01/2016 08/31/2016
Direct
Instruction
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
$1000 - Other
administration and
kindergarten teachers
AF
T
Activity - parent involvement
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by
05/31/2016 as measured by KPREP scores.
Strategy1:
DR
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations
professional development present by Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity
Begin Date End Date
Type
Academic
Teacher and administration will collaborte with Support
11/09/2015 05/31/2016
KEDC to improve math instruction for students. Program
Professional
Learning
Funding Amount
& Source
Staff Responsible
$0 - Other
teachers, administration,
title I teacher
Activity - Teacher Training on Guided
Reading Groups
Teacher will teach using small group guided
reading instruction based on Jan Richardson
resources and Smekens training.
Funding Amount
& Source
Staff Responsible
$6000 - General
Fund
Teachers, Principal, Title I
teacher
Activity - Math standards instruction
Activity
Type
Begin Date End Date
Professional 09/01/2015
Learning
05/31/2016
Strategy2:
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 41
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Literacy Initiatives - In order to identify reading deficits, teachers will use slassroom common assessments, Fountas and Pinnell, DIBELS,
MAP, and 95% group progress monitoring tools to identify reading intervention needs for all students.
Category: Integrated Methods for Learning
Research Cited: Rick Stiggins; Classroom Assessment for Student Learning and Assessment Balance and Quality
Shirley Clark: Active Learning through Formative Assessment
University of Oregan Center for Teaching and Learning DIBELS
Stephen Ventura's: Data Teams
Jan Chappuis: Seven Strategies of Assessment for learning
Fountas and Pinnell Level Literacy Inteventions
Literacy Station research
Activity - 30-60-90 day plan
SBDM council approved school level 30-60-90
day plan to improve reading instruction for all
students.
Activity - Leveled Literacy Intervention
AF
T
Small guided reading group research
Activity
Type
Academic
Support
Program
Direct
Instruction
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/13/2015
$0 - No Funding
Required
administration, teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$3000 - State
Funds
$3000 - Booster
Fund
K through 5th grade
classroom teachers,
instructional assistants,
administration, title I
teacher.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
08/13/2015
Regular Classroom
Teachers, Special
teachers,
$80000 - Title I Part Education
Principal, Title ITeacher,
A
regular instructional
assistants, MSUCorp
member
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
07/01/2015
$0 - General Fund
Kindergarten through 5th
grade teachers,
administration, and title I
teacher
DR
Teachers in grades K through 5th will use small
group guided instruction. Students who are not Direct
understanding the skills the leveled literacy
Instruction
intervention will be used with to intervene.
Activity - Reading Interventions
Students will be placed in small flexible RTI
groups for interventions based on their reading
deficits according to the universal screener
DIBELS and diagnostic assessment PASI or
PSI, MAP assessment data, and classroom
common assessments.
Activity - Reading Standards Direct
Instruction
All teachers will use develop a long term
reading plan with standards progression to align
curriculum and common classroom
assessments.
Activity
Type
05/01/2016
05/31/2016
05/31/2016
05/31/2016
Strategy3:
Math Initiative - All K-5 teachers will fully develop and follow their grade level long range math plan that is developed with grade level
common assessments. Teachers will develop summative assessments and design instruction around assessments that they will data team
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 42
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
around once content has been taught.
Category: Learning Systems
Research Cited: Envisions is research based and aligned to Common Core Standards.
Activity - Data Team planning in PLC
Activity
Type
Activity - 30-60-90 day plan
30-60-90 day plan to included two common
assessments for all grade levels for the spring
of 2016.
Strategy4:
Funding Amount
& Source
Staff Responsible
08/01/2015
$0 - No Funding
Required
Administration and
teachers
05/31/2016
AF
T
Teachers will meet weekly to analyze common
classroom summative assessment data.
Academic
Analysis of this data will include inferring why
student have challenges, prioritizing needs, and Support
strategizing ways to help students read mastery Program
or enrich skills at their individual level.
Begin Date End Date
Activity
Type
Academic
Support
Program
Direct
Instruction
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
administration and
teachers
05/31/2016
Response to Intervention - A response to intervention procedure will be followed to address student needs and make the necessary
adjustments to student instruction. All 3rd, 4th, and 5th grade students who perform as a novice on KPREP assessments in reading and
math will have an RTI plan.
Category: Learning Systems
Research Cited: J. Wright (2014) Strategies for Struggling Learners in the Era of CCSS and RTI
DR
J. Wright (2007) RTI Toolkit a Practical Guide for Schools
Fountas and Pinnell leveled literacy intervention
Jan Richardson Next Steps in Guided Reading
Sherry Parrish Number Talks
Activity - Brigance Screener
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All Kindergarten students will be administered
the Brigance Universal Screener at the
beginning of the year to assist with placement
and instructional strategies.
Academic
Support
Program
08/01/2015
$0 - No Funding
Required
Kindergarten teachers,
instructional assistants,
guidance counselor and
Principal.
Activity - RTI plans
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2015
$0 - No Funding
Required
Curriculum Specialist,
Regular and Special
Education teacher,
Speech Pathologists,
Principal
An RTI team will work collaboratively to design
Tier II and Tier III intervention plans to address
student needs based on data.
Academic
Support
Program
05/31/2016
05/01/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 43
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - RTI Team
Activity
Type
A school level RTI team will review
Academic/Behavioral student data and make
appropriate decisions in regards to needed
instruction.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/13/2015
$0 - No Funding
Required
Title I teacher, curriuculum
resource teacher, Special
education and regular
education teachers,
speech and language
pathologist, and principal
05/31/2016
Goal 1:
AF
T
All children-were screened for kindergarten readiness. If yes, name the assessment.
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
collaborate to increase kindergarten readiness 38.7% to 50% by August 2016. by 08/31/2016 as measured by Brigance assessment.
Strategy1:
Kindergarten Jumpstart - Jumpstart will be a summer program offered to all incoming kindergarten students to prepare them for their new
school experience and educate families on expectations in all content and social areas.
Category: Early Learning
DR
Research Cited:
Activity - parent involvement
Summer program to teacher students and
families expectations of kindergarten students
in academic and social areas.
Activity
Begin Date End Date
Type
Behavioral
Support
Program
Direct
Instruction
06/01/2016 08/31/2016
Academic
Support
Program
Parent
Involvement
Funding Amount
& Source
Staff Responsible
$1000 - Other
administration and
kindergarten teachers
The school identified specific strategies to increase the percentage of students who are Kindergarten ready.
Goal 1:
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
collaborate to increase kindergarten readiness 38.7% to 50% by August 2016. by 08/31/2016 as measured by Brigance assessment.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 44
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Strategy1:
Kindergarten Jumpstart - Jumpstart will be a summer program offered to all incoming kindergarten students to prepare them for their new
school experience and educate families on expectations in all content and social areas.
Category: Early Learning
Research Cited:
Summer program to teacher students and
families expectations of kindergarten students
in academic and social areas.
Activity
Begin Date End Date
Type
Direct
Instruction
Parent
Involvement
Academic
06/01/2016 08/31/2016
Support
Program
Behavioral
Support
Program
Funding Amount
& Source
Staff Responsible
$1000 - Other
administration and
kindergarten teachers
AF
T
Activity - parent involvement
The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency
scores.
Goal 1:
DR
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by
05/31/2016 as measured by KPREP scores.
Strategy1:
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations
professional development present by Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity - Teacher Training on Guided
Reading Groups
Teacher will teach using small group guided
reading instruction based on Jan Richardson
resources and Smekens training.
Activity
Type
Begin Date End Date
Professional 09/01/2015
Learning
05/31/2016
Funding Amount
& Source
Staff Responsible
$6000 - General
Fund
Teachers, Principal, Title I
teacher
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 45
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity
Begin Date End Date
Type
Professional
Teacher and administration will collaborte with Learning
11/09/2015 05/31/2016
KEDC to improve math instruction for students. Academic
Support
Program
Activity - Math standards instruction
Funding Amount
& Source
Staff Responsible
$0 - Other
teachers, administration,
title I teacher
Strategy2:
Math Initiative - All K-5 teachers will fully develop and follow their grade level long range math plan that is developed with grade level
around once content has been taught.
Category: Learning Systems
AF
T
common assessments. Teachers will develop summative assessments and design instruction around assessments that they will data team
Research Cited: Envisions is research based and aligned to Common Core Standards.
Activity - 30-60-90 day plan
30-60-90 day plan to included two common
assessments for all grade levels for the spring
of 2016.
Activity - Data Team planning in PLC
Activity
Type
Academic
Support
Program
Direct
Instruction
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
administration and
teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Administration and
teachers
Strategy3:
DR
Teachers will meet weekly to analyze common
classroom summative assessment data.
Academic
Analysis of this data will include inferring why
student have challenges, prioritizing needs, and Support
strategizing ways to help students read mastery Program
or enrich skills at their individual level.
08/01/2015
05/31/2016
05/31/2016
Literacy Initiatives - In order to identify reading deficits, teachers will use slassroom common assessments, Fountas and Pinnell, DIBELS,
MAP, and 95% group progress monitoring tools to identify reading intervention needs for all students.
Category: Integrated Methods for Learning
Research Cited: Rick Stiggins; Classroom Assessment for Student Learning and Assessment Balance and Quality
Shirley Clark: Active Learning through Formative Assessment
University of Oregan Center for Teaching and Learning DIBELS
Stephen Ventura's: Data Teams
Jan Chappuis: Seven Strategies of Assessment for learning
Fountas and Pinnell Level Literacy Inteventions
Small guided reading group research
Literacy Station research
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 46
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Reading Standards Direct
Instruction
All teachers will use develop a long term
reading plan with standards progression to align
curriculum and common classroom
assessments.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
07/01/2015
$0 - General Fund
Kindergarten through 5th
grade teachers,
administration, and title I
teacher
Activity - Reading Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/13/2015
Regular Classroom
Teachers, Special
teachers,
$80000 - Title I Part Education
Principal, Title ITeacher,
A
regular instructional
assistants, MSUCorp
member
Activity - 30-60-90 day plan
SBDM council approved school level 30-60-90
day plan to improve reading instruction for all
students.
Activity - Leveled Literacy Intervention
Direct
Instruction
Activity
Type
Direct
Instruction
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/13/2015
$0 - No Funding
Required
administration, teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$3000 - Booster
Fund
$3000 - State
Funds
K through 5th grade
classroom teachers,
instructional assistants,
administration, title I
teacher.
05/01/2016
05/31/2016
DR
Teachers in grades K through 5th will use small
group guided instruction. Students who are not Direct
understanding the skills the leveled literacy
Instruction
intervention will be used with to intervene.
Strategy4:
05/31/2016
AF
T
Students will be placed in small flexible RTI
groups for interventions based on their reading
deficits according to the universal screener
DIBELS and diagnostic assessment PASI or
PSI, MAP assessment data, and classroom
common assessments.
05/31/2016
Response to Intervention - A response to intervention procedure will be followed to address student needs and make the necessary
adjustments to student instruction. All 3rd, 4th, and 5th grade students who perform as a novice on KPREP assessments in reading and
math will have an RTI plan.
Category: Learning Systems
Research Cited: J. Wright (2014) Strategies for Struggling Learners in the Era of CCSS and RTI
J. Wright (2007) RTI Toolkit a Practical Guide for Schools
Fountas and Pinnell leveled literacy intervention
Jan Richardson Next Steps in Guided Reading
Sherry Parrish Number Talks
Activity - RTI Team
Activity
Type
A school level RTI team will review
Academic/Behavioral student data and make
appropriate decisions in regards to needed
instruction.
Academic
Support
Program
Begin Date End Date
08/13/2015
05/31/2016
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Title I teacher, curriuculum
resource teacher, Special
education and regular
education teachers,
speech and language
pathologist, and principal
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 47
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Brigance Screener
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All Kindergarten students will be administered
the Brigance Universal Screener at the
beginning of the year to assist with placement
and instructional strategies.
Academic
Support
Program
08/01/2015
$0 - No Funding
Required
Kindergarten teachers,
instructional assistants,
guidance counselor and
Principal.
Activity - RTI plans
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
An RTI team will work collaboratively to design
Tier II and Tier III intervention plans to address
student needs based on data.
Academic
Support
Program
AF
T
05/31/2016
08/01/2015
05/01/2016
$0 - No Funding
Required
Curriculum Specialist,
Regular and Special
Education teacher,
Speech Pathologists,
Principal
The school identified specific strategies to address subgroup achievement gaps.
Goal 1:
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by
Strategy1:
DR
05/31/2016 as measured by KPREP scores.
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations
professional development present by Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity - Teacher Training on Guided
Reading Groups
Teacher will teach using small group guided
reading instruction based on Jan Richardson
resources and Smekens training.
Activity
Type
Begin Date End Date
Professional 09/01/2015
Learning
05/31/2016
Funding Amount
& Source
Staff Responsible
$6000 - General
Fund
Teachers, Principal, Title I
teacher
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 48
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity
Begin Date End Date
Type
Professional
Teacher and administration will collaborte with Learning
11/09/2015 05/31/2016
KEDC to improve math instruction for students. Academic
Support
Program
Activity - Math standards instruction
Funding Amount
& Source
Staff Responsible
$0 - Other
teachers, administration,
title I teacher
Strategy2:
Response to Intervention - A response to intervention procedure will be followed to address student needs and make the necessary
adjustments to student instruction. All 3rd, 4th, and 5th grade students who perform as a novice on KPREP assessments in reading and
Category: Learning Systems
AF
T
math will have an RTI plan.
Research Cited: J. Wright (2014) Strategies for Struggling Learners in the Era of CCSS and RTI
J. Wright (2007) RTI Toolkit a Practical Guide for Schools
Fountas and Pinnell leveled literacy intervention
Jan Richardson Next Steps in Guided Reading
Sherry Parrish Number Talks
Activity
Type
A school level RTI team will review
Academic/Behavioral student data and make
appropriate decisions in regards to needed
instruction.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/13/2015
$0 - No Funding
Required
Title I teacher, curriuculum
resource teacher, Special
education and regular
education teachers,
speech and language
pathologist, and principal
DR
Activity - RTI Team
05/31/2016
Activity - Brigance Screener
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All Kindergarten students will be administered
the Brigance Universal Screener at the
beginning of the year to assist with placement
and instructional strategies.
Academic
Support
Program
08/01/2015
$0 - No Funding
Required
Kindergarten teachers,
instructional assistants,
guidance counselor and
Principal.
Activity - RTI plans
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Curriculum Specialist,
Regular and Special
Education teacher,
Speech Pathologists,
Principal
An RTI team will work collaboratively to design
Tier II and Tier III intervention plans to address
student needs based on data.
Academic
Support
Program
08/01/2015
05/31/2016
05/01/2016
Strategy3:
Math Initiative - All K-5 teachers will fully develop and follow their grade level long range math plan that is developed with grade level
common assessments. Teachers will develop summative assessments and design instruction around assessments that they will data team
around once content has been taught.
Category: Learning Systems
Research Cited: Envisions is research based and aligned to Common Core Standards.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 49
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Data Team planning in PLC
Activity
Type
Teachers will meet weekly to analyze common
classroom summative assessment data.
Academic
Analysis of this data will include inferring why
student have challenges, prioritizing needs, and Support
strategizing ways to help students read mastery Program
or enrich skills at their individual level.
30-60-90 day plan to included two common
assessments for all grade levels for the spring
of 2016.
Strategy4:
Activity
Type
Direct
Instruction
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
08/01/2015
$0 - No Funding
Required
Administration and
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
administration and
teachers
05/31/2016
05/31/2016
AF
T
Activity - 30-60-90 day plan
Begin Date End Date
Literacy Initiatives - In order to identify reading deficits, teachers will use slassroom common assessments, Fountas and Pinnell, DIBELS,
MAP, and 95% group progress monitoring tools to identify reading intervention needs for all students.
Category: Integrated Methods for Learning
Research Cited: Rick Stiggins; Classroom Assessment for Student Learning and Assessment Balance and Quality
Shirley Clark: Active Learning through Formative Assessment
University of Oregan Center for Teaching and Learning DIBELS
Stephen Ventura's: Data Teams
Jan Chappuis: Seven Strategies of Assessment for learning
Fountas and Pinnell Level Literacy Inteventions
Small guided reading group research
DR
Literacy Station research
Activity - 30-60-90 day plan
SBDM council approved school level 30-60-90
day plan to improve reading instruction for all
students.
Activity - Leveled Literacy Intervention
Activity
Type
Direct
Instruction
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/13/2015
$0 - No Funding
Required
administration, teachers
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$3000 - Booster
Fund
$3000 - State
Funds
K through 5th grade
classroom teachers,
instructional assistants,
administration, title I
teacher.
Teachers in grades K through 5th will use small
group guided instruction. Students who are not Direct
understanding the skills the leveled literacy
Instruction
intervention will be used with to intervene.
05/01/2016
05/31/2016
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 50
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Reading Standards Direct
Instruction
All teachers will use develop a long term
reading plan with standards progression to align
curriculum and common classroom
assessments.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Direct
Instruction
07/01/2015
$0 - General Fund
Kindergarten through 5th
grade teachers,
administration, and title I
teacher
Activity - Reading Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/13/2015
Regular Classroom
Teachers, Special
teachers,
$80000 - Title I Part Education
Principal, Title ITeacher,
A
regular instructional
assistants, MSUCorp
member
Direct
Instruction
05/31/2016
AF
T
Students will be placed in small flexible RTI
groups for interventions based on their reading
deficits according to the universal screener
DIBELS and diagnostic assessment PASI or
PSI, MAP assessment data, and classroom
common assessments.
05/31/2016
The school identified specific strategies to increase the average freshman graduation rate.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of students who are college and career ready.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS
Goal 1:
DR
and writing.
Increases the average combined reading and math KPREP scores for elementary students from 44.9% to 50.8% in 2016.
Measurable Objective 1:
demonstrate a proficiency and collaborate to increase the overall reading and math of Tilden Hogge Elementary from 44.9% to 50.8% by
05/31/2016 as measured by KPREP scores.
Strategy1:
Math Initiative - All K-5 teachers will fully develop and follow their grade level long range math plan that is developed with grade level
common assessments. Teachers will develop summative assessments and design instruction around assessments that they will data team
around once content has been taught.
Category: Learning Systems
Research Cited: Envisions is research based and aligned to Common Core Standards.
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 51
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Data Team planning in PLC
Activity
Type
Teachers will meet weekly to analyze common
classroom summative assessment data.
Academic
Analysis of this data will include inferring why
student have challenges, prioritizing needs, and Support
strategizing ways to help students read mastery Program
or enrich skills at their individual level.
30-60-90 day plan to included two common
assessments for all grade levels for the spring
of 2016.
Strategy2:
Activity
Type
Direct
Instruction
Academic
Support
Program
Funding Amount
& Source
Staff Responsible
08/01/2015
$0 - No Funding
Required
Administration and
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
01/04/2016
$0 - No Funding
Required
administration and
teachers
05/31/2016
05/31/2016
AF
T
Activity - 30-60-90 day plan
Begin Date End Date
Professional Development - Teachers will attend small guided reading instruction professional development and literacy stations
professional development present by Smekens.
Category: Continuous Improvement
Research Cited: Small guided reading instruction research
Literacy Station research
Activity
Begin Date End Date
Type
Academic
Teacher and administration will collaborte with Support
11/09/2015 05/31/2016
KEDC to improve math instruction for students. Program
Professional
Learning
Funding Amount
& Source
Staff Responsible
$0 - Other
teachers, administration,
title I teacher
Activity - Teacher Training on Guided
Reading Groups
Teacher will teach using small group guided
reading instruction based on Jan Richardson
resources and Smekens training.
Funding Amount
& Source
Staff Responsible
$6000 - General
Fund
Teachers, Principal, Title I
teacher
Strategy3:
DR
Activity - Math standards instruction
Activity
Type
Begin Date End Date
Professional 09/01/2015
Learning
05/31/2016
Response to Intervention - A response to intervention procedure will be followed to address student needs and make the necessary
adjustments to student instruction. All 3rd, 4th, and 5th grade students who perform as a novice on KPREP assessments in reading and
math will have an RTI plan.
Category: Learning Systems
Research Cited: J. Wright (2014) Strategies for Struggling Learners in the Era of CCSS and RTI
J. Wright (2007) RTI Toolkit a Practical Guide for Schools
Fountas and Pinnell leveled literacy intervention
Jan Richardson Next Steps in Guided Reading
Sherry Parrish Number Talks
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Brigance Screener
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All Kindergarten students will be administered
the Brigance Universal Screener at the
beginning of the year to assist with placement
and instructional strategies.
Academic
Support
Program
08/01/2015
$0 - No Funding
Required
Kindergarten teachers,
instructional assistants,
guidance counselor and
Principal.
Activity - RTI plans
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
An RTI team will work collaboratively to design
Tier II and Tier III intervention plans to address
student needs based on data.
Academic
Support
Program
$0 - No Funding
Required
Curriculum Specialist,
Regular and Special
Education teacher,
Speech Pathologists,
Principal
Activity - RTI Team
Activity
Type
A school level RTI team will review
Academic/Behavioral student data and make
appropriate decisions in regards to needed
instruction.
Academic
Support
Program
05/01/2016
AF
T
Strategy4:
08/01/2015
05/31/2016
Begin Date End Date
08/13/2015
05/31/2016
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Title I teacher, curriuculum
resource teacher, Special
education and regular
education teachers,
speech and language
pathologist, and principal
Literacy Initiatives - In order to identify reading deficits, teachers will use slassroom common assessments, Fountas and Pinnell, DIBELS,
MAP, and 95% group progress monitoring tools to identify reading intervention needs for all students.
Category: Integrated Methods for Learning
Research Cited: Rick Stiggins; Classroom Assessment for Student Learning and Assessment Balance and Quality
DR
Shirley Clark: Active Learning through Formative Assessment
University of Oregan Center for Teaching and Learning DIBELS
Stephen Ventura's: Data Teams
Jan Chappuis: Seven Strategies of Assessment for learning
Fountas and Pinnell Level Literacy Inteventions
Small guided reading group research
Literacy Station research
Activity - Reading Standards Direct
Instruction
All teachers will use develop a long term
reading plan with standards progression to align
curriculum and common classroom
assessments.
Activity
Type
Direct
Instruction
Begin Date End Date
07/01/2015
05/31/2016
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Kindergarten through 5th
grade teachers,
administration, and title I
teacher
SY 2015-2016
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Page 53
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Activity - Reading Interventions
Activity
Type
Begin Date End Date
Funding Amount
& Source
Regular Classroom
Teachers, Special
teachers,
$80000 - Title I Part Education
Principal,
Title
ITeacher,
A
regular instructional
assistants, MSUCorp
member
Students will be placed in small flexible RTI
groups for interventions based on their reading
deficits according to the universal screener
DIBELS and diagnostic assessment PASI or
PSI, MAP assessment data, and classroom
common assessments.
Direct
Instruction
08/13/2015
Activity - Leveled Literacy Intervention
Activity
Type
Begin Date End Date
Activity - 30-60-90 day plan
SBDM council approved school level 30-60-90
day plan to improve reading instruction for all
students.
Measurable Objective 2:
Funding Amount
& Source
Staff Responsible
$3000 - State
Funds
$3000 - Booster
Fund
K through 5th grade
classroom teachers,
instructional assistants,
administration, title I
teacher.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/13/2015
$0 - No Funding
Required
administration, teachers
AF
T
Teachers in grades K through 5th will use small
group guided instruction. Students who are not Direct
understanding the skills the leveled literacy
Instruction
intervention will be used with to intervene.
05/31/2016
Activity
Type
Direct
Instruction
Academic
Support
Program
Staff Responsible
01/04/2016
05/31/2016
05/01/2016
collaborate to increase kindergarten readiness 38.7% to 50% by August 2016. by 08/31/2016 as measured by Brigance assessment.
DR
Strategy1:
Kindergarten Jumpstart - Jumpstart will be a summer program offered to all incoming kindergarten students to prepare them for their new
school experience and educate families on expectations in all content and social areas.
Category: Early Learning
Research Cited:
Activity - parent involvement
Summer program to teacher students and
families expectations of kindergarten students
in academic and social areas.
Activity
Begin Date End Date
Type
Parent
Involvement
Behavioral
Support
Program
06/01/2016 08/31/2016
Academic
Support
Program
Direct
Instruction
Funding Amount
& Source
Staff Responsible
$1000 - Other
administration and
kindergarten teachers
SY 2015-2016
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Page 54
KDE Comprehensive School Improvement Plan
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Tilden Hogge Elementary School
DR
KDE Assurances - School
SY 2015-2016
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Page 55
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Introduction
DR
AF
T
KDE Assurances - School
SY 2015-2016
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Page 56
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Assurances
Comment
AF
T
Label
Assurance
Response
Comprehensive
The school conducted a comprehensive needs Yes
Needs Assessment assessment, which included a review of
academic achievement data for all students and
assessed the needs of the school relative to
each of the schoolwide program components.
Attachment
Label
Core Academic
Programs
Assurance
Response
The school planned and developed Schoolwide Yes
researchbased instructional reform strategies to
strengthen the core academic program,
increase the amount and quality of learning
time, and provide additional support to all
students.
Comment
Attachment
Label
Preschool
Transition
Assurance
The school planned preschool transition
strategies and the implementation process.
Comment
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
30-60-90 day plan
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
Response
Yes
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Label
Parental
Involvement
Assurance
Response
The school planned or developed strategies to Yes
increase parental involvement in the design,
implementation, evaluation and communication
of assessment results of the Schoolwide
activities, which included the development and
implementation of a Parent Compact and a
Parent Involvement Policy.
Comment
Attachment
Label
Schoolwide
Planning
Assurance
The school incorporated the ten schoolwide
planning criteria into the existing school
improvement planning process.
Comment
Attachment
Label
Professional
Development
Assurance
The school planned or provided appropriate
professional development activities for staff
members who will be serving students.
Response
Yes
Comment
Attachment
Label
Comprehensive
Plan
Assurance
Response
The school an annual evaluation that addresses Yes
the implementation of the comprehensive plan
and student achievement results that will inform
changes when needed.
Comment
Attachment
Comment
Attachment
AF
T
Response
Yes
Response
Yes
Label
Instructional
Strategies
Assurance
The school planned and developed research
based instructional strategies to support and
assist identified students.
Response
Yes
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
Response
The school planned targeted assistance
Yes
activities for identified students that coordinated
and integrate with other federal, state, and local
programs.
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
The school planned targeted assistance
activities for identified students that coordinate
with and support the regular educational
program so identified students have access to
both.
Comment
Attachment
DR
Label
Assurance
Comprehensive
The school conducted a comprehensive needs
Needs Assessment assessment, which included a review of
academic achievement data, and established
objective criteria for identifying eligible Title I
students.
Response
Yes
SY 2015-2016
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Page 58
KDE Comprehensive School Improvement Plan
Tilden Hogge 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
SY 2015-2016
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Page 59
KDE Comprehensive School Improvement Plan
Tilden Hogge 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
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge 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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Page 61
KDE Comprehensive School Improvement Plan
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Tilden Hogge Elementary School
DR
The Missing Piece
SY 2015-2016
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Page 62
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Introduction
This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory
Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to
build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate
DR
AF
T
the diagnostic content and respond to the questions.
SY 2015-2016
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Page 63
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Stakeholders
What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?
All stakeholder with contact information listed with Tilden Hogge Elementary receive various types of notification on dates and instructions on
DR
AF
T
how to complete the survey.
SY 2015-2016
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Page 64
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Relationship Building
Overall Rating: 3.0
Statement or Question
Parents report that school staff understands
and demonstrates how strong relationships with
parents contribute to effective teaching and
learning.
Response
Teachers and staff have developed
collaborative partnering relationships with all
parents and students to improve teaching and
learning.
AF
T
2.1
Rating
Distinguished
Statement or Question
School staff implements systematic steps to
welcome the parents of new and English as-aSecond-Language (ESL) students (for example,
using home visits, personal calls or letters,
open houses and/or other methods).
Response
Rating
School staff implements systematic steps to
Proficient
welcome the parents of new and ESL students
(for example, using home visits, personal calls
or letters, open houses, and/or other methods).
Statement or Question
Parents and other stakeholders report that they
are actively welcomed when they visit the
school.
Response
Rating
Parents and other stakeholders report that they Proficient
are actively welcomed when they visit the
school.
Statement or Question
School staff implements systematic steps to
encourage parents to attend school activities
and participate in decisions about their
children's learning.
Response
School staff implements systematic steps to
encourage parents to attend school activities
and participate in decisions about their
children's learning.
2.5
Statement or Question
School staff involves parents in personal
communication about their students' progress
at least once a month.
Response
Rating
Administrators and school staff are available to Apprentice
parents by appointment only to discuss their
student's progress.
2.6
Statement or Question
School staff completes needs assessment with
all parents to determine resources necessary
for their child's academic success.
Response
Rating
Teachers informally collect some student needs Apprentice
data and some parents are contacted to
discuss those needs.
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
Students/family feedback data on school
welcoming and engagement efforts is retained
in a usable confidential format and can be
retrieved for district or school assistance to
families.
2.3
2.4
2.7
Rating
Proficient
DR
2.2
SY 2015-2016
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Rating
Distinguished
Page 65
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Communications
Overall Rating: 2.86
3.3
3.4
3.5
3.6
Response
Multiple two-way communications in the home
language are used to communicate academic
goals, class work, and homework, and grades.
(See Proficient Examples)
AF
T
3.2
Statement or Question
School staff implements systematic efforts to
inform parents about academic goals, class
work, grades and homework for their children in
their home language. (For example, classroom
contracts, student assignment books,
homework websites, and online grade books).
Rating
Distinguished
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
District/school staff, parents and community
stakeholder’s work together to learn from the
use of all resources available to meet the
student’s and parent’s learning needs.
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 partners with community leaders
Proficient
and organizations to build parent understanding
of academic expectations, school strategies,
and student achievement.
Statement or Question
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Response
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Rating
Proficient
Statement or Question
School staff implements systematic efforts to
maximize parent-teacher conference
participation. (For example, offering multiple
locations, convenient times, follow-up with
parents who do not reply to first notices, and
opportunities for student-led conferences).
Response
Optional parent-teacher conferences are
offered at school and parents are notified if a
teacher wants to conference.
Rating
Novice
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
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Distinguished
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Response
Rating
Stakeholder survey data is consistently used to Proficient
plan school improvement efforts and to
evaluate their effectiveness.
DR
AF
T
3.7
Statement or Question
Stakeholder survey data is consistently used to
plan school improvement efforts and to
evaluate their effectiveness.
SY 2015-2016
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Page 67
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Decision Making
Overall Rating: 2.86
4.3
4.4
4.5
4.6
Response
School staff offers professional learning
community opportunities, workshops, and
accessible written information to equip parents
for service on SBDM council and committees.
AF
T
4.2
Statement or Question
The school staff offers professional learning
community opportunities, workshops, and easily
accessible written information to equip parents
for service on the SBDM council and
committees.
Rating
Proficient
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.
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
Rating
School council adopts measurable objectives
Proficient
and plans coherent strategies to build authentic
parent participation, and the school council
monitors the implementation and impact of that
work.
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
SY 2015-2016
© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Proficient
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Response
Rating
School staff has a plan to identify new and
Proficient
experienced parent leaders who support and
build capacity for parents to serve effectively on
the school council and in committee work.
DR
AF
T
4.7
Statement or Question
School staff has a plan to identify new and
experienced parent leaders who support and
build capacity for parents to serve effectively on
the school council and committee work.
SY 2015-2016
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Page 69
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Advocacy
Overall Rating: 3.17
5.3
5.4
5.5
5.6
Response
Rating
School staff ensures every student has a parent Proficient
and/or another adult who knows how to
advocate, or speak up for them, regarding the
students’ academic goals and learning needs.
AF
T
5.2
Statement or Question
School staff ensures every student has a parent
and/or another adult who knows how to
advocate, or speak up for them, regarding the
student's academic goals and individual needs.
Statement or Question
Most parents participate actively in student led
conferences or other two-way communication
about meeting their child's individual learning
needs.
Response
Some parents are involved in informal
conversation with school staff to address their
child's individual learning needs.
Rating
Apprentice
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
Rating
District and school staff partners with advocates Distinguished
of students with disabilities and/or novice level
performance to improve the way school meets
student learning needs.
Rating
Distinguished
DR
5.1
SY 2015-2016
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Page 70
KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Learning Opportunities
Overall Rating: 2.67
6.3
6.4
6.5
6.6
Response
Rating
Parents have multiple opportunities to learn
Proficient
about and discuss: • Kentucky standards and
expectations for all students. • School's
curriculum, instructional methods, and student
services. • School's decision-making process,
including opportunities 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 as participation in 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.
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 and rotates proficient and
distinguished work and provides resources to
achieve at higher levels.
Rating
Distinguished
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 targeted parent workshops
and meetings to help parents develop skills to
support their child's learning.
Rating
Apprentice
Statement or Question
School council has a classroom observation
policy that welcomes families to visit all
classrooms.
Response
School staff allows parents to visit regular
education classrooms upon request. There is
no school policy.
Rating
Novice
Statement or Question
School staff develops parent leaders who
contribute regularly to other parents'
understanding and who help meet other parent
learning needs.
Response
Rating
School staff develops parent leaders who
Proficient
contribute regularly to other parents'
understanding and who help meet other parent
learning needs.
AF
T
6.2
Statement or Question
Parents have multiple opportunities to learn
about and discuss the following: - Kentucky
standards and expectations for all students The school's curriculum, instructional methods,
and student services - The school's decisionmaking process, including opportunities for
parents to participate on SBDM councils and
committees - Their children's learning and
development, along with legal and practical
options for helping their children succeed, such
the IEP and/or ILP process - Community
resources to support learning - Opportunities to
participate in state and district school
improvement efforts, such as forums,
committees, and surveys.
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6.1
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Community Partnerships
Overall Rating: 2.33
7.3
7.4
7.5
7.6
Response
Rating
School leadership informs the community once Novice
a year about student achievement. (For
example, letters to editor or newspaper article).
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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 rarely invites employers to
support adult participation in education.
Rating
Novice
Statement or Question
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Response
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Rating
Proficient
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7.1
Statement or Question
Parents make active use of the school's
resources and community resources and report
that they provide meaningful help to resolve
family challenges that could interfere with
student learning. (For example, FRYSC or Title
I coordinators connect family with community
resources and follow up).
Response
School staff and parents have seamless
integration of consistent and sustained family
support services from school and the
community to reduce student barriers to
learning.
Statement or Question
School staff offers and publicizes communitybased learning activities aligned with the
curriculum, such as tutoring linked to the
curriculum and internships, for all students and
parents.
Response
Rating
School staff maintains a resource directory on Apprentice
some agencies, programs and services that will
provide services for students.
SY 2015-2016
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Rating
Distinguished
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Reflection
Reflect upon your responses to each of the Missing Piece objectives.
After reviewing the results from the parent survey it seems THES has many strengths and over all parents are happy with their children's
progress. We know from the data that we continue to need improved conversation with parents about academic expectations with a focus on
how their children are graded. After completion of the questions in this report it is has uncovered another area of improvement for THES.
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Our school needs to increase our partnership with agencies to support learner needs.
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
Report Summary
Scores By Section
Section Score
1
2
3
Communications
Decision Making
Advocacy
Learning Opportunities
2.86
2.86
3.17
2.67
2.33
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Community Partnerships
3
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Relationship Building
4
Sections
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Tilden Hogge Elementary School
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Improvement Plan Stakeholder Involvement
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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.
Tilden Hogge Elementary held a Back to School Social in August during the first two weeks of school. During this event many groups had
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tables set up for parents to get information from, give information, buy items, or sign up for school level duties. One table was hosted by the
school Parent Teacher Committee. The parents of this committee had reviewed all by-law committees and their responsibilities with the
administration before setting them out for parents to sign up to participate. After this training PTC recruited parent and community volunteers
during this event. Since August all committee meetings have been scheduled at 3:30 unless parent or community member requested a
different time. To date we have had parent participation with only one rescheduled meeting.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
Tilden Hogge Elementary has had representation of certified and classified school employees, district employees, parents, and Morehead
State University education professors. Their responsibility was to review the CSIP from last school year with this year's school report card,
and revise goals and develop new goals for improving the school this school year. The revised and newly developed goals were then
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reviewed, revised, and accepted by SBDM council and sent for approval by the Board of Education.
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 final improvement plan is communicated to all stakeholder via school website. A community call and email goes to all parents and
community members to describe steps of accessing this plan on the school website. This message included directions for families who need
access to computers or would like a printed copy. The school will provide access and/or hard copies of the plans for anyone who does not
have internet access. SBDM council will review progress on parts of the CSIP every month at regular meeting times.
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Tilden Hogge Elementary School
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School Safety Report
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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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KDE Comprehensive School Improvement Plan
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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
October 28, 2013
Attachment
Label
3.
Assurance
Did the SBDM Council adopt the EMP?
Response
Yes
Comment
SBDM council approved EMP
during July meeting of 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
August 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
August 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
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Label
1.
Response
Yes
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KDE Comprehensive School Improvement Plan
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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
October 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
August and September 2015
Attachment
Label
13.
Assurance
Are processes in place to ensure all four
emergency response drills (Fire in compliance
with <a
href="http://www.lrc.ky.gov/kar/815/010/060.ht
m" TARGET="_blank"> Fire Safety</a>
regulations), Lockdown, Severe Weather and
Earthquake) will occur within the first thirty
instructional days beginning January 1?
Comment
Attachment
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Label
9.
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Response
Yes
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Tilden Hogge Elementary School
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Equitable Access Diagnostic
SY 2015-2016
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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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KDE Comprehensive School Improvement Plan
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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
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Label
1.1
Barriers for T.H.E.S. learners include kindergarten readiness, low socio-economic community and gender.
What sources of data were used to determine the barriers?
KPREP state testing and student registration information was used to determine barriers.
What are the root causes of those identified barriers?
Exposure of middle class vocabulary and experiences are lacking for a large population of T.H.E.S. students. We know this causes a
separation of readiness for those students with and without these experiences that continues to impact a students' outlook on education as
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each year passes.
What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school?
PGES data shows that effectiveness of teachers continues to improve with professional trainings and new hires. Teachers have been
observed as accomplished throughout each grade level when knowing their students and how to respond to the variety of barriers and
instructional needs they bring to their classes.
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KDE Comprehensive School Improvement Plan
Tilden Hogge Elementary School
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.
determining student placement.
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Tilden Hogge Elementary implements the following grouping strategies that will support our instructional and assessment practices when
-Traditional grade groupings for homeroom assignments.
-Flexible groupings of students may be used for instruction based on student needs.
-Mixed ability grouping for instruction, when possible and feasible, with grouping and regrouping of students as needed for individual and
small group instruction and reinforcement.
-If a split class is deemed necessary due to number of students versus the number of teachers it is at the principal's discretion to make that
decision.
Placement
In May of each year, each grade level of teachers will meet with the Principal to determine levels of students and assign students to
homerooms for the next school year based on the best heterogeneous grouping possible regards to academics, gender, ethnicity, learning
styles, social issues, and student behavior. This will be accomplished in a timely manner, not exceeding cap size. The following criteria will
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be considered in the following order when dividing students:
1)Special needs students will be divided equally.
2)Student's whose behavior requires modifications and/or additional attention divided equally.
3)Teacher recommendation- principal meets with grade levels to discuss learning styles, social issues, and develop levels of students (lowmedium-high).
4)Parent requests
When each grade level and Principal have assigned students to homerooms, the Principal will collect the homeroom lists, assign a teacher to
each list, and make any necessary changes that do not interfere with the heterogeneous grouping. When all of these steps have been
completed, the Principal will share homeroom lists with individual teachers. The homeroom teachers will make any suggested changes with
consideration of potential conflicts. Teachers will need to state a specific and valid reason for a child to be moved.
Enrolling New Students
All new enrollees will complete the New Student Enrollment Form along with other school enrollment papers. After the completion of the New
Student Enrollment Form the Principal shall assign students enrolling on the first day of school and during the school year to the age
appropriate teacher having the fewest number of students taking into consideration the above placement criteria. When teachers have the
same number of students new enrollees will be placed on a rotating basis.
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KDE Comprehensive School Improvement Plan
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Until the single grade classroom reaches cap size, no new students will be placed in a split classroom. All decisions on placement of
students is at the principal's discretion.
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
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peers?
Previous teacher and administration conduct a review of assessment data and demographic information. The goal of these placement
meetings are to divide students needs equally for all upcoming classrooms. Students are group in high, medium, and low achievement.
Students are equally divided by gender and specific learning/behavioral needs. These divisions are made with equal class structures in mind
for all classrooms.
Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse
teachers?
When student data is analyzed instructional strengths and weaknesses are identified and root causes investigated. If the instructor's level of
effectiveness is a root cause changes are made to ensure teachers are teaching students content that are strengths by moving teachers to
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different grade levels, hiring teachers with strengths in that content, or departmentalizing.
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?
T.H.E.S. has recently hired 50% new teachers in the past three years. During each of these hires questions were asked and data reviewed
from candidates to determine which candidate has the most effective instructional practices to teach minority students, low income students,
and exceptional children. All new hires have brought years of experience in this areas or hold multiple degrees to allow them to have a
diverse set of tools to provide instruction to all students based on their needs.
Recruitment and Retention: How does the school retain effective teachers? Identify any incentives.
The school hires teachers who express a desire to teach at the school for future years. In addition teachers are included in school level
decisions during committee meetings, respected, and celebrated. Teacher leaders are asked to contribute to school wide initiatives.
Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year,
inexperienced and out-of-field teachers.
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KDE Comprehensive School Improvement Plan
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All first year teachers in Rowan County schools attend a monthly training at the district level. These training support needs and learning of all
new teacher to the county. Teachers are also assigned a KTIP team and completed the intern process during their first year of teaching.
Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating
below accomplished addressed?
PGES data is used to determine areas and strength and weaknesses for all teachers. During post conference meeting teachers receive
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resources or time to observe other teachers to learn new ways to improve weak areas of instruction.
Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning
needs of staff?
TELL results were reviewed during the summer and the top three areas of needed improvement were identified by the planning committee.
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This committee determine structures that could be put in place to improve these areas for all faculty and staff at T.H.E.S.
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KDE Comprehensive School Improvement Plan
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Questions
Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic.
Professional development for all teachers to improve instructional strategies in math, reading, and writing. Strategic planning of interventions
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for all students based on student data.
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