2014-15 BCMS CSIP (June 2015 Progress Notes) Barren County Middle School Barren County

2014-15 BCMS CSIP (June 2015

Progress Notes)

Barren County Middle School

Barren County

Lori Downs, Principal

555 Trojan Trail

Glasgow , KY 42141

Document Generated On May 10, 2015

TABLE OF CONTENTS

Overview

Goals Summary

1

2

Goal 1: GAP Goal - Increase the average combined Reading and Math Proficiency Ratings for all students in the Non-

Duplicated Gap Group from 45.8 in 2014 to 71.4% in 2017.

3

Goal 2: K-PREP Proficiency Goal: Increase the average combined reading and math K-PREP scores for middle school students from 56.5% in 2014 to 76.5% in 2017. (Long Term Delivery Target)

Goal 3: Next Generation Professionals-By 2014-15, Barren County Middle School will implement PGES according to

5 district CEP. The baseline data from the 14-15 school year will be used to set 2015-16 targets.

8

Goal 4: Program Review Goal-The Program Reviews will show a 10% increase in overall score improvement at Barren

9 County Middle School.

Activity Summary by Funding Source

Progress Notes

10

14

2014-15 BCMS CSIP (June 2015 Progress Notes)


Overview

Plan Name

2014-15 BCMS CSIP (June 2015 Progress Notes)

Plan Description

Updated with end of the year progress notes


© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 1



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

#

1

2

3

4

Goal Name

GAP Goal - Increase the average combined

Reading and Math Proficiency Ratings for all students in the Non-Duplicated Gap Group from

45.8 in 2014 to 71.4% in 2017.

K-PREP Proficiency Goal: Increase the average combined reading and math K-PREP scores for middle school students from 56.5% in 2014 to

76.5% in 2017. (Long Term Delivery Target)

Next Generation Professionals-By 2014-15, Barren

County Middle School will implement PGES according to district CEP. The baseline data from the 14-15 school year will be used to set 2015-16 targets.

Program Review Goal-The Program Reviews will show a 10% increase in overall score improvement at Barren County Middle School.

Goal Details

Objectives:1

Strategies:5

Activities:9

Objectives:1

Strategies:6

Activities:8

Objectives:2

Strategies:2

Activities:4

Objectives:1

Strategies:1

Activities:1

Goal Type

Organizational

Organizational

Organizational

Organizational

Total Funding

$5250

$366500

$0

$0



Page 2



Goal 1: GAP Goal - Increase the average combined Reading and Math Proficiency Ratings for all students in the Non-Duplicated Gap Group from 45.8 in 2014 to 71.4% in 2017.

This plan includes progress notes which are at the very end of this document

Measurable Objective 1: collaborate to decrease the overall Achievement Gap at Barren County Middle School by increasing the average combined Reading and Math Proficiency Ratings for all students in the Non-Duplicated Gap Group from 45.8 to 59.9% by 05/29/2015 as measured by KPREP Scores.

Strategy 1:

Professional Development - Teachers will continue to develop their practice through various avenues including collaboration with other teachers, workshops, and continuing education programs. Professional development will be job-embedded, build instructional capacity, and meet the growth needs of both teachers and students.

Category: Professional Learning & Support

Research Cited: http://www.edweek.org/ew/issues/professional-development/

Activity - Professional Learning Communities (PLC)

Teachers will meet at least one a month in PLCs to complete the following:

1. Take part in book studies centering around pertinent isues in education such as curriculum develoment, achievement gaps, school leadership, and collaboration

2. Collaborate in the design of effective instruction

3. Create or revise formative and summative assessments

4. Analyze student work

Activity Type

Professional

Learning

Begin Date End Date Resource

Assigned

08/30/2012 05/29/2015 $750

Source Of

Funding

School

Council

Funds

Staff

Responsible

Principal,

Curriculum

Coordinators,

Content

Leaders, and

Teachers

Strategy 2:

Progress Monitoring - Teachers will use curriculum maps/pacing guides to ensure that a guaranteed, viable curriculum that is aligned with the Core Content/Common

Standards is being taught in all classrooms.

Category:

Research Cited: Dufour and Marzano, Leaders of Learning

Activity - Core Content/Common Standards Tracking and Pacing Guides

Teachers will develop, revise, and refine pacing guides / tracking maps to ensure that a guaranteed, viable curriculum is implemented in all content areas.

Activity Type

Direct

Instruction


Assigned

08/08/2012 05/29/2015 $0

Source Of

Funding

No Funding

Required

Staff

Responsible

Curriculum coordinators, content leaders and faculty



Page 3



Activity - Evaluation of Common Assessments

Teachers will meet to analyze results of formative and summative common assessments to determine student achievement. MAP, KPREP,

EXPLORE, and classroom assessments will be analyzed. Based on these results, teachers will reteach content which students have failed to master, refer students for academic support such as tutoring through Trojan

Extreme (after school program), revise instructional strategies, and/or revise pacing guides.

Activity Type

Other


Assigned

08/08/2012 05/29/2015 $0

Strategy 3:

Best Practice - Teachers will refine instruction by using research based strategies that reflect best practice in the classroom.

Category:

Research Cited: What Works Clearing House (http://ies.ed.gov/ncee/wwc/AboutUs.aspx)

Activity - Walk Throughs

Administrators and faculty will collect information regarding student engagement and learning by conducting regular walk-throughs during instructional time. A school-wide walk through form based on student interviews will be utilized.

Activity Type

Other


Assigned

01/14/2013 05/29/2015 $0

Activity - Differentiation Strategies

Teachers will use various methods to deliver instruction which appeal to multiple learning styles. Teachers will utilize differentiation practices in the collaborative classroom to ensure student progress. These strategies will include Thoughtful Education strategies, small group instruction, parallel teaching, flexible grouping, etc.

Activity Type

Direct

Instruction


Assigned

08/08/2012 05/29/2015 $0

Activity - Magnet Program, High School Credit Courses, and Advanced

Classes

Activity Type Begin Date End Date Resource

Assigned

08/08/2012 05/29/2015 $1000 The Magnet Program will provide high achieving students with an advanced track through the middle school along with enrichment opportunities such as summer camps and field trips. High school credit classes in English, math, and science will be offered as a part of the middle school curriculum. Advanced classes in social studies, related arts and math will also be offered as a part of the curriculum.

Direct

Instruction

Activity - Claim, Data, Warrant Writing Strategy Activity Type Begin Date End Date Resource

Assigned

Source Of

Funding

No Funding

Required

Staff

Responsible

Content leaders and faculty

Source Of

Funding

No Funding

Required

Staff

Responsible

Administrator s and faculty

Source Of

Funding

No Funding

Required

Staff

Responsible

Faculty

Source Of

Funding

Staff

Responsible

General Fund Administrator s, faculty, staff

Source Of

Funding

Staff

Responsible



Page 4



Teachers in all content areas will instruct students on how to use the format of claim, data, warrant in expository, persuasive, and analytical writing. This includes open responses, essays, document based questions, and on-demand writing. Social studies and ECE teachers will use this format as a means for improving student writing among FOCUS groups.

Direct

Instruction

08/08/2012 05/29/2015 $0

Strategy 4:

Response to Intervention - Administrators and teachers will meet to identify students who need academic intervention.

Category:

Research Cited: http://education.ky.gov/users/otl/RTI/KSI%2010_30.pdf

No Funding

Required

Faculty

Activity - Response to Intervention Meetings

Administrators and faculty will meet quarterly to determine students who need academic assistance. MAP, EXPLORE, and KPREP scores along with classroom performance will be used to identify FOCUS students who need intervention. Once FOCUS students are placed into intervention programs, interventionists check their progress weekly. Intervention programs include Aleks Math, Read 180, Fast Math, Reading Plus, and small group instruction with Americorps/Learning Corps staff.

Activity Type

Academic

Support

Program


Assigned

08/08/2012 05/29/2015 $3000

Strategy 5:

Literacy Design Collaborative Training - Language Arts and Social Studies teachers will receive training for Literacy Design Collaborative.

Category:

Research Cited: http://www.literacydesigncollaborative.org/

Source Of

Funding

Staff

Responsible

General Fund Administrator s, teachers, staff

Activity - Literacy Design Collaborative Modules

Language arts and social studies teachers will receive training on developing and implementing LDC modules with a view to developing and implementing the modules in the 2013-2014 school year. LDC focuses on building students' reading, speaking, listening, note-taking, critical thinking, and writing skills. This will help address the literacy needs of our FOCUS groups in ECE reading and social studies.

Activity Type

Direct

Instruction


Assigned

11/17/2012 05/29/2015 $500

Source Of

Funding

Staff

Responsible

General Fund faculty

Goal 2: K-PREP Proficiency Goal: Increase the average combined reading and math K-PREP scores for middle school students from 56.5% in 2014 to 76.5% in 2017. (Long Term Delivery

Target)



Page 5




Measurable Objective 1: collaborate to increase the averaged combined reading and math K-Prep scores to 67.1% at Barren County Middle School by 05/29/2015 as measured by K-PREP scores.

Strategy 1:

Curriculum Assessment and Alignment - Teachers will collaborate to design and revise curriclum.

Category:

Research Cited: Dufour and Marzano, Leaders of Learning

Activity - Assessment Design and Analysis

Teachers will work in content areas to design/revise common formative and summative assessments. They will analyze the results of these assessments in order to evaluate instructional practices, determine the need for remediation, and target students for enrichment.

Activity Type

Other


Assigned

08/08/2012 05/29/2015 $0

Source Of

Funding

No Funding

Required

Staff

Responsible

Principal, content leaders and teachers

Strategy 2:

Teacher Training - Teachers will attend various trainings to improve their delivery of instruction and as a result, student achievement.

Category:

Research Cited: http://www.edweek.org/ew/issues/professional-development/

Activity - Laying the Foundation

Math, science, and English teachers will attend Laying the Foundation workshops in order to learn instructional strategies that will prepare students for Pre-AP and AP classes at the high school.

Activity - Project Lead the Way

Activity Type

Professional

Learning


Assigned

05/18/2012 05/29/2015 $4000


Assigned

Technology 06/03/2013 05/29/2015 $250000 PLTW classes are hands-on, based in real-world experience, and engaging for students and teachers. We set the highest standards for rigorous, focused and relevant study, and develop students’ innovative, collaborative, critical-thinking, and problem-solving skills.

Activity - PGES Training

Teachers will receive training through Monday meetings to familiarize them with the new evaluation system. Teachers will begin to evaluate themselves through various self-reflection activities.

Activity Type

Professional

Learning


Assigned

10/07/2013 05/29/2015 $0

Source Of

Funding

School

Council

Funds

Staff

Responsible


Source Of

Funding

Staff

Responsible

Grant Funds Annell Becker

- Technology

Teacher

Administration

Source Of

Funding

No Funding

Required

Staff

Responsible

Teachers and

Adminstrators



Page 6



Strategy 3:

Individual Learning Plan - Students will develop/edit/revise their ILPs throughout the school year.

Category:

Research Cited: http://education.ky.gov/educational/CCadv/ilp/Pages/default.aspx

Activity - ILP Development and Revision

All students will create/revise their ILPs through technology class, advanced related arts class or with their ECE teacher. They will meet with school staff during the spring semester to review the information contained in the ILP and to plan for their academic future. At this time, students will discuss high school scheduling options along with college and career options.

Activity Type

Other


Assigned

08/08/2012 05/29/2015 $0

Strategy 4:

School Preparation and Orientation - Parents and students will be oriented to the middle school before they begin classes.

Category:

Research Cited: http://tweenparenting.about.com/od/educationissues/qt/Middle-School-Orientation.htm

Activity - Orientation Activities

Through 6th grade orientation, the Back to School Bash, and Magnet

Orientation, parents and students will receive information on school policies/procedures, course offerings, Infinite Campus access, Trojan

Extreme, and syllabi.

Activity Type

Parent

Involvement


Assigned

06/04/2012 05/29/2015 $500

Strategy 5:

After School Program - After school program will be utilized to offer both academic support and enrichment activities.

Category:

Research Cited: http://www.edweek.org/ew/issues/after-school-programs/

Source Of

Funding

No Funding

Required

Staff

Responsible

Administrator s, faculty and staff

Source Of

Funding

School

Council

Funds

Activity - Trojan Extreme After School Program

Students who are not mastering key concepts in any content area or who are failing to complete classwork will be referred to Trojan Extreme tutoring and homework help. Trojan Extreme will also be utilized as an enrichment/extension opportunity for students who are successful in the classroom.

Activity Type

Academic

Support

Program


Assigned

09/09/2013 05/29/2015 $112000

Strategy 6:

Program Reviews - Program reviews in writing, arts and humanities, and practical living will be conducted throughout the school year.



Source Of

Funding

Other

Staff

Responsible

Administrator s, faculty, and staff

Staff

Responsible

Administrator s, Trojan

Extreme

Coordinator, faculty, staff

Page 7



Category:

Research Cited: http://education.ky.gov/curriculum/pgmrev/Pages/default.aspx

Activity - Program Reviews

Administrators and teachers will work on committees to conduct regular reviews of the writing, practical living and arts and humanities programs at the middle school. During these reviews, we will evaluate the quality and consistency of our curriculum and instruction in these areas to ensure that core content and common core standards are addressed and that student learning is taking place.

Activity Type

Other


Assigned

05/17/2012 05/29/2015 $0

Source Of

Funding

No Funding

Required

Staff

Responsible


Goal 3: Next Generation Professionals-By 2014-15, Barren County Middle School will implement

PGES according to district CEP. The baseline data from the 14-15 school year will be used to set

2015-16 targets.


Measurable Objective 1: collaborate to increase the overall effectiveness of our teachers by 06/30/2017 as measured by new state-wide Professional Growth and Evaluation System (PGES)..

Strategy 1:

Professional Development - Additional awareness and training for teachers;specific training for those in pilot group.

Category:

Activity - Professional Development

Two teachers will participate in pilot and will help with professional learning of other staff within BCMS.

Activity Type

Professional

Learning


Assigned

07/01/2013 05/29/2015 $0

Activity - Professional Development Teachers

Meet at least once a month to discuss the new PGES system. In the meetings, review each indicator in Domains 2 and 3 and then review different videos and scenarios to see where they would score for each indicator and why. The meetings will last approximately 45 minutes.

Activity Type

Professional

Learning


Assigned

08/06/2013 05/29/2015 $0

Source Of

Funding

No Funding

Required

Source Of

Funding

No Funding

Required

Staff

Responsible

District CIITS trainers, building CIITS lead teachers, principal

Staff

Responsible

Principal



Page 8



Measurable Objective 2: collaborate to increase the overall effectiveness of our principals by 06/30/2017 as measured by new state-wide Principal Professional Growth Evaluation System

(PPGES)..

Strategy 1:

Training - Principal will increase their professional practice by completing trainings

Category:

Activity - EDS Module

Principals will participate in PLC to fully study and implement the EDS modules as part of the new PGES and will participate in a pilot with two teachers from BCMS during the school year.

Activity - Professional Development: ISLN

Principal will participate in ISLN for the 2014-15 school year.

Activity Type

Policy and

Process


Assigned

06/01/2013 05/29/2015 $0

Activity Type

Professional

Learning


Assigned

07/01/2013 06/01/2015 $0

Source Of

Funding

No Funding

Required

Source Of

Funding

No Funding

Required

Staff

Responsible

Principal, district trainers

Staff

Responsible

Principals, district staff

Goal 4: Program Review Goal-The Program Reviews will show a 10% increase in overall score improvement at Barren County Middle School.


Measurable Objective 1: collaborate to increase the Program Review Score by 10% by 06/01/2015 as measured by Unbridled Learning.

Strategy 1:

Professional Learning - Based on Program Reviews results, areas for improvement were identified and activities were written to address the identified areas of weakness. This work continues yearly as PLC teams review the results of previous years and make corrections/adjustments as needed.

Category: Professional Learning & Support

Activity - Program Review Curriculum Alignment Activity Type Begin Date End Date Resource

Assigned

06/01/2014 06/01/2016 $0 Grade level teachers worked together with special area teachers to identify gaps in practical living/vocational studies as well as in the areas of Arts &

Humanities and PE in order to align curriculum to meet standards and also identify areas of grade level integration in order to infuse these content areas into all areas of the curriculum. Students will be exposed to cultural enrichment and diversity through a variety of activities. BC Health/Wellness will be expanded to include instruction on the "We Can" program to promote healthy living through announcements, PE classes, and rewards.

Academic

Support

Program



Source Of

Funding

No Funding

Required

Staff

Responsible

Teachers and

Administrator s

Page 9



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Grant Funds

Activity Name

Project Lead the Way

Activity Description

PLTW classes are hands-on, based in real-world experience, and engaging for students and teachers. We set the highest standards for rigorous, focused and relevant study, and develop students’ innovative, collaborative, critical-thinking, and problem-solving skills.


Assigned

Technology 06/03/2013 05/29/2015 $250000

Total $250000

No Funding Required

Activity Name Activity Description

Professional Development Two teachers will participate in pilot and will help with professional learning of other staff within BCMS.

Activity Type

Professional

Learning


Assigned

07/01/2013 05/29/2015 $0

Walk Throughs

Differentiation Strategies

PGES Training

Administrators and faculty will collect information regarding student engagement and learning by conducting regular walk-throughs during instructional time. A school-wide walk through form based on student interviews will be utilized.

Teachers will use various methods to deliver instruction which appeal to multiple learning styles. Teachers will utilize differentiation practices in the collaborative classroom to ensure student progress. These strategies will include

Thoughtful Education strategies, small group instruction, parallel teaching, flexible grouping, etc.

Teachers will receive training through Monday meetings to familiarize them with the new evaluation system. Teachers will begin to evaluate themselves through various selfreflection activities.

Other

Direct

Instruction

Professional

Learning

01/14/2013 05/29/2015 $0

08/08/2012 05/29/2015 $0

10/07/2013 05/29/2015 $0

Staff

Responsible

Annell Becker

- Technology

Teacher

Administration

Staff

Responsible

District CIITS trainers, building CIITS lead teachers, principal


Faculty

Teachers and

Adminstrators



Page 10



Claim, Data, Warrant Writing

Strategy

Evaluation of Common

Assessments

Core Content/Common

Standards Tracking and

Pacing Guides

Teachers in all content areas will instruct students on how to use the format of claim, data, warrant in expository, persuasive, and analytical writing. This includes open responses, essays, document based questions, and ondemand writing. Social studies and ECE teachers will use this format as a means for improving student writing among

FOCUS groups.

Teachers will meet to analyze results of formative and summative common assessments to determine student achievement. MAP, KPREP, EXPLORE, and classroom assessments will be analyzed. Based on these results, teachers will reteach content which students have failed to master, refer students for academic support such as tutoring through Trojan Extreme (after school program), revise instructional strategies, and/or revise pacing guides.

Teachers will develop, revise, and refine pacing guides / tracking maps to ensure that a guaranteed, viable curriculum is implemented in all content areas.

Direct

Instruction

Other

Direct

Instruction

08/08/2012 05/29/2015 $0

08/08/2012 05/29/2015 $0

08/08/2012 05/29/2015 $0

Professional Development:

ISLN

Program Reviews

Assessment Design and

Analysis

ILP Development and

Revision

Principal will participate in ISLN for the 2014-15 school year.

Administrators and teachers will work on committees to conduct regular reviews of the writing, practical living and arts and humanities programs at the middle school. During these reviews, we will evaluate the quality and consistency of our curriculum and instruction in these areas to ensure that core content and common core standards are addressed and that student learning is taking place.

Teachers will work in content areas to design/revise common formative and summative assessments. They will analyze the results of these assessments in order to evaluate instructional practices, determine the need for remediation, and target students for enrichment.

All students will create/revise their ILPs through technology class, advanced related arts class or with their ECE teacher. They will meet with school staff during the spring semester to review the information contained in the ILP and to plan for their academic future. At this time, students will discuss high school scheduling options along with college and career options.

Professional

Learning

Other

Other

Other

07/01/2013 06/01/2015 $0

05/17/2012 05/29/2015 $0

08/08/2012 05/29/2015 $0

08/08/2012 05/29/2015 $0

Faculty

Content leaders and faculty

Curriculum coordinators, content leaders and faculty

Principals, district staff


Principal, content leaders and teachers

Administrator s, faculty and staff



Page 11



Program Review Curriculum

Alignment

Professional Development

Teachers

EDS Module

Grade level teachers worked together with special area teachers to identify gaps in practical living/vocational studies as well as in the areas of Arts & Humanities and PE in order to align curriculum to meet standards and also identify areas of grade level integration in order to infuse these content areas into all areas of the curriculum.

Students will be exposed to cultural enrichment and diversity through a variety of activities. BC Health/Wellness will be expanded to include instruction on the "We Can" program to promote healthy living through announcements,

PE classes, and rewards.

Meet at least once a month to discuss the new PGES system. In the meetings, review each indicator in Domains

2 and 3 and then review different videos and scenarios to see where they would score for each indicator and why.

The meetings will last approximately 45 minutes.

Principals will participate in PLC to fully study and implement the EDS modules as part of the new PGES and will participate in a pilot with two teachers from BCMS during the school year.

Academic

Support

Program

Professional

Learning

Policy and

Process

06/01/2014 06/01/2016 $0

08/06/2013 05/29/2015 $0

06/01/2013 05/29/2015 $0

Total $0

General Fund


Magnet Program, High

School Credit Courses, and

Advanced Classes

Literacy Design Collaborative

Modules

The Magnet Program will provide high achieving students with an advanced track through the middle school along with enrichment opportunities such as summer camps and field trips. High school credit classes in English, math, and science will be offered as a part of the middle school curriculum. Advanced classes in social studies, related arts and math will also be offered as a part of the curriculum.

Language arts and social studies teachers will receive training on developing and implementing LDC modules with a view to developing and implementing the modules in the

2013-2014 school year. LDC focuses on building students' reading, speaking, listening, note-taking, critical thinking, and writing skills. This will help address the literacy needs of our FOCUS groups in ECE reading and social studies.

Response to Intervention

Meetings

Activity Type

Direct

Instruction

Direct

Instruction

Administrators and faculty will meet quarterly to determine students who need academic assistance. MAP, EXPLORE, and KPREP scores along with classroom performance will be used to identify FOCUS students who need intervention.

Once FOCUS students are placed into intervention programs, interventionists check their progress weekly.

Intervention programs include Aleks Math, Read 180, Fast

Math, Reading Plus, and small group instruction with

Americorps/Learning Corps staff.

Academic

Support

Program


Assigned

08/08/2012 05/29/2015 $1000

11/17/2012

08/08/2012

05/29/2015

05/29/2015

$500

$3000



Teachers and

Administrator s

Principal

Principal, district trainers

Staff

Responsible

Administrator s, faculty, staff faculty

Administrator s, teachers, staff

Page 12



Total $4500

School Council Funds

Activity Name

Orientation Activities

Professional Learning

Communities (PLC)

Laying the Foundation

Activity Description

Through 6th grade orientation, the Back to School Bash, and Magnet Orientation, parents and students will receive information on school policies/procedures, course offerings,

Infinite Campus access, Trojan Extreme, and syllabi.

Teachers will meet at least one a month in PLCs to complete the following:

1. Take part in book studies centering around pertinent isues in education such as curriculum develoment, achievement gaps, school leadership, and collaboration

2. Collaborate in the design of effective instruction

3. Create or revise formative and summative assessments

4. Analyze student work

Activity Type

Parent

Involvement


Assigned

06/04/2012 05/29/2015 $500

Professional

Learning

08/30/2012 05/29/2015 $750

Math, science, and English teachers will attend Laying the

Foundation workshops in order to learn instructional strategies that will prepare students for Pre-AP and AP classes at the high school.

Professional

Learning

05/18/2012 05/29/2015 $4000

Total $5250

Other


Trojan Extreme After School

Program

Students who are not mastering key concepts in any content area or who are failing to complete classwork will be referred to Trojan Extreme tutoring and homework help.

Trojan Extreme will also be utilized as an enrichment/extension opportunity for students who are successful in the classroom.

Activity Type

Academic

Support

Program


Assigned

09/09/2013 05/29/2015 $112000

Total $112000

Staff

Responsible

Administrator s, faculty, and staff

Principal,

Curriculum

Coordinators,

Content

Leaders, and

Teachers


Staff

Responsible

Administrator s, Trojan

Extreme

Coordinator, faculty, staff



Page 13



Progress Notes

Type

Goal

Goal

Objective

Objective

Name

GAP Goal - Increase the average combined Reading and Math Proficiency Ratings for all students in the Non-

Duplicated Gap Group from

45.8 in 2014 to 71.4% in

2017.

Status

GAP Goal - Increase the average combined Reading and Math Proficiency Ratings for all students in the Non-


45.8 in 2014 to 71.4% in

2017.

collaborate to decrease the overall Achievement Gap at

Barren County Middle School by increasing the average combined Reading and Math

Proficiency Ratings for all students in the Non-


45.8 to 59.9% by 05/29/2015 as measured by KPREP

Scores.

collaborate to decrease the overall Achievement Gap at

Barren County Middle School by increasing the average combined Reading and Math

Proficiency Ratings for all students in the Non-


45.8 to 59.9% by 05/29/2015 as measured by KPREP

Scores.

Progress Monitoring

Comments

In-Progress.

In progress.

On-going.

On-going.

Strategy

Strategy Progress Monitoring

Revision of curriculum maps and pacing guides is a continual collaborative effort by teachers to deliver a viable curriculum that is aligned to the Core Content Common Standards.

Teachers continue to utilize their curriculum maps and pacing guides to deliver a viable curriculum that is aligned to the Core Content

Common Standards.



Created On Created By

May 05, 2015 Ms. Lori Downs






Page 14



Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Activity

Activity

Activity

Activity

Activity


Training


Training



Best Practice

Best Practice




Communities (PLC)


Communities (PLC)


Assessments


Assessments


Strategy

Literacy Design Collaborative modules are an integral part of training for the Language Arts and Social Studies teachers.

In-Progress. Language Arts and Social Students teachers continue to receive training for Literacy Design Collaborative modules.

Administrators and faculty continue to meet on a regular basis as they identify and provide services for those students who need further academic interventions.

Throughout the year, administrators and teachers have met (and continue to meet) on a regular basis as they identify those students who need academic intervention.

Teachers utilize research based strategies that reflect best practices in the classroom.

Teachers utilize research based strategies that reflect best practices in the classroom.

Collaboration among teachers is an integral part of building instructional capacity and achievement of growth needs of both themselves and their students through their Professional Learning

Communities (PLCs).

Teachers continue collaboration with other teachers as they build instructional capacity and meet the growth needs of both themselves and their students through their Professional Learning Communities

(PLCs).

In Progress Teachers continue to meet both weekly in content meetings and monthly in their Professional Learning Communities (PLCS) to revise curriculum maps and design effective units/lesson of instruction.

Further, through their collaborative efforts, teachers analyze student work and continually revise their formative and summative assessments.

In Progress Teachers continue to meet on a monthly basis in their Professional

Learning Communities where book studies have been an integral part of their collaboration as they design effective units /lessons of instruction, Further, formative and summative assessments are continually revised as teachers analyze student work.

In Progress Through their monthly PLCs, teachers continue to develop, revise, and refine their pacing guides/tracking maps to ensure that a guaranteed, viable curriculum is implemented in all content areas.

In Progress Through their monthly PLCs, teachers continue to develop, revise, and refine their pacing guides/tracking maps to ensure that a guaranteed, viable curriculum is implemented in all content areas.

In Progress Claim, data, warrant is an integral part of writing program at Barren

County Middle School. Teachers in all content areas have been trained on how to implement this writing strategy. Throughout the year, students have engaged in this process as they write essays, constructed responses, answer document based questions, and ondemand writing.
















Page 15



Activity

Activity

Activity

Activity

Activity

Activity

Activity

Activity


Strategy

Core Content/Common


Pacing Guides

Core Content/Common


Pacing Guides

Walk Throughs

Walk Throughs

In Progress Claim, data, warrant is an integral part of writing program at Barren

County Middle School. Teachers in all content areas have been trained on how to implement this writing strategy. . Throughout the year, students have engaged in this process as they write essays, constructed responses, answer document based questions, and ondemand writing.

In Progress Teachers continue to meet monthly in their Professional Learning

Committees (PLCs) to develop, revise and refine their pacing guides/tracking maps. Ensuring a viable, guaranteed curriculum in all content areas has and continues to be their focus of study throughout these meetings.



In Progress Teachers have met monthly in their Professional Learning

Communities to develop, revise and refine their pacing guides/tracking maps. Ensuring a viable, guaranteed curriculum in all content areas has and continues to be their focus of study during these meetings.


May 05, 2015 Ms. Lori Downs In Progress Throughout the year, administrators and faculty have conducted walk throughs during instruction time. During these walk throughs, information continues to be collected through the student interview form which is utilized school wide.

In Progress Throughout the year, administrators and faculty have conducted walk throughs during instruction time. During these walk throughs, information continues to be collected through the student interview form which is utilized school wide.



Meetings


Meetings

In Progress Administrators and faculty continue to meet quarterly to determine those students who need academic assistance. MAP, Explore and K-

PREP scores have been analyzed as well as class performance to identify FOCUS students who need intervention. FOCUS students progresss has been monitored through our intervention programs of

ALEKS math, Read 180, FAST MATH, Reading Plus and small group instruction with Americorps/Learning Corps staff.

In Progress Administrators and faculty continue to meet quarterly to determine those students who need academic assistance. MAP, Explore, and

K-PREP: scores have been analyzed as well as class performance to identify FOCUS students who need intervention. FOCUS students' progress has been monitored through our intervention programs of

ALEKs math, Read 180, FAST MATH, Reading Plus and small group instruction with Americorps/Learning Corps staff.




Modules

In Progress Language Arts and Social Studies teachers continue to receive training on developing and implementing LDC modules. Several LDC modules have been implemented this school year (2014-2015).

Further development and implementation of the LDC modules is planned for the 2015-2016 school year to provide a more rigorous and relevant curriculum for students. Further, these modules have helped to address the literacy needs of our FOCUS groups in ECE reading and social studies.




Page 16



Activity

Activity

Activity

Activity

Activity

Goal

Objective

Objective


Modules

In Progress Language Arts and Social Studies teachers continue to receive training on developing and implementing LDC modules. Several LDC modules have been implemented this school year (2013-2015).

Further development and implementation of the LDC modules is planned for the 2014-2015 school year. These modules have helped to address the literacy needs of our FOCUS groups in ECE reading and social studies.



Advanced Classes



Advanced Classes

In Progress Throughout the year, the Magnet program has given high achieving students enrichment and acceleration alternatives where they have participated in summer camps and field trips. At the end of the school year, these students will have also earned high school credits in

English, math, and science as part of the Magnet program. Further,

Magnet students have also participated in advanced classes in social studies, related arts and math.

In Progress Throughout the year, the Magnet program has given high achieving students enrichment opportunities where they have participated in summer camps and field trips. At the end of the school year, these students will have also earned high school credits in English, math, and science as part of the Magnet program. . Further, Magnet students have also participated in advanced classes in social studies, related arts and math.



In Progress Differentiation strategies such as Thoughtful Education strategies, small group instruction, parallel teaching, flexible grouping, journal logs, literature circles, questioning strategies, etc are continually utilized by teachers to ensure student progess.

In Progress Teachers continue to utilize differentiation strategies such as

Thoughtful Education strategies, small group instruction, parallel teaching, flexible grouping, etc to ensure student progress.

On-going.

K-PREP Proficiency Goal:

Increase the average combined reading and math

K-PREP scores for middle school students from 56.5% in 2014 to 76.5% in 2017.

(Long Term Delivery Target) collaborate to increase the averaged combined reading and math K-Prep scores to

67.1% at Barren County

Middle School by 05/29/2015 as measured by K-PREP scores.

collaborate to increase the averaged combined reading and math K-Prep scores to

67.1% at Barren County

Middle School by 05/29/2015 as measured by K-PREP scores.

On-going.

On-going











Page 17

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Activity



Activity

Activity

Individual Learning Plan

Individual Learning Plan

School Preparation and

Orientation

School Preparation and

Orientation

Curriculum Assessment and

Alignment

Curriculum Assessment and

Alignment

After School Program

After School Program

Teacher Training

Teacher Training

Program Reviews

Program Reviews

ILP Development and

Revision

ILP Development and

Revision


Individual Learning Plans are on-going throughout the school year.

Individual Learning Plans are on-going throughout the school year.

On-going each year.

On-going each year.

On-going.

On-going.







On-going throughout the year.

On-going throughout the year.

On-going.

On going.





May 05, 2015 Ms. Lori Downs Program Reviews are a yearly process, however, we have completed this year's review.

Program Reviews are a yearly process, however, we have completed this year's review.


In Progress All students continue to create/revise their Individual Learning Plans

(ILPs) through their classes; they have met during the spring semester to review the information contained in the ILP and to plan for their academic future as well as address high school scheduling options along with college and career options.


In Progress All students continue to create/revise their Individual Learning Plans

(ILPs) through their classes; they have met during the spring semester to review the information contained in the ILP and to plan for their academic future as well as address high school scheduling options along with college and career options.


In Progress This summer (2015) additional teachers will attend Laying the

Foundation workshops in order to learn instructional strategies that will prepare students for Pre-AP and AP classes at the high school.

Laying the Foundation workshops in these areas (for the past three years) have been an integral part of our summer PD. The instructional strategies provided our teachers, by these workshops, have been instrumental in the development and revision of lessons, on-going evaluation of both formative and summative assessments for student success in the Pre-AP and AP classes at the high school.




Page 18



Activity

Activity

Activity

Activity

Activity

Activity



Program


Program


Analysis


Analysis

Program Reviews

In Progress This summer (2014) additional Math, Science, and English teachers will attend Laying the Foundation workshops in order to learn instructional strategies that will prepare students for Pre-AP and AP classes at the high school. Laying the Foundation workshops in these areas (for the past two years) have been an integral part of our summer PD. The instructional strategies provided our teachers, by these workshops, have been instrumental in the development and revision of lessons, on-going evaluation of both formative and summative assessments for student success in the Pre-AP and AP classes at the high school.


May 03, 2015 Ms. Lori Downs In Progress Trojan Extreme (after-school program) tutoring and homework help has been utilized throughout the year for students who have not mastered key concepts in any of their content areas or have failed to complete their classwork. Trojan Extreme has further been utilized as an enrichment extension opportunity for those students who have been successful in the classroom.

In Progress Trojan Extreme (after-school program) tutoring and homework help has been utilized throughout the year for students who have not mastered key concepts in any of their content areas or have failed to complete their classwork. Trojan Extreme has further been utilized as an enrichment extension opportunity for those students who have been successful in the classroom.


May 05, 2015 Ms. Lori Downs In Progress This summer(2015) Barren County Middle School will again send teachers to Laying the Foundation workshops to learn instructional strategies that will prepare students for Pre-Ap and AP classes at the high school. These workshops have been an integral part of PD training for our teachers, and their expertise with various instructional strategies have been instrumental in preparing our students well for the Pre-Ap and AP classes at the high school. Further, teachers will also be involved in training and learning new instructional strategies through LDC, MDC, Learnshops for the Arts, Project Lead the Way, and Kentucky Center for Mathematics workshops.

In Progress This summer(2014) Barren County Middle School will again send

Math, Science and English teachers to Laying the Foundation workshops to learn instructional strategies that will prepare students for Pre-Ap and AP classes at the high school. These workshops have been an integral part of PD training for our teachers, and their expertise with various instructional strategies, from these workshops has been instrumental in preparing our students well for the Pre-Ap and AP classes at the high school.

In Progress Although Program Reviews are a yearly process, we have completed three in-depth Program Reviews this school year (2014-2015). Those reviews were conducted in October-2014, January-2015, and April-

2015. All teachers participated in these reviews serving on various committees and subcommittees to ensure that core content and common core standards are addressed and that student learning is taking place.





Page 19



Activity

Activity

Activity

Activity

Activity

Activity

Activity

Goal

Program Reviews



Completed Although Program Reviews are a yearly process, we have completed three Program Reviews this school year (2013-2014). Those reviews were conducted in October-2013, January-2014, and April-2014. All teachers participated in these reviews to ensure that core content and common core standards are addressed and that student learning is taking place.

Completed Although this activity concerning orientation activities is an on-going process each year, this year all orientation activities have been met and completed.

Completed Although this activity concerning orientation activities is an on-going process each year, this year all orientation activities have been met and completed.

PGES Training

PGES Training



Next Generation

Professionals-By 2014-15,

Barren County Middle School will implement PGES according to district CEP.

The baseline data from the

14-15 school year will be used to set 2015-16 targets.

In Progress Teachers have received PGES training on Domains 1, 2, 3, 4, during their Monday Meetings. Further, they have participated in the process of self-reflection activities, peer walk through observations and student interviews.

In Progress Through Monday meetings this year, teachers have received PGES training. Further, they have begun the process of self-reflection activities, and they have also participated in peer walk through observations and student interviews.

In Progress Project Lead the Way classes continue to set high standards for rigorous and relevant study to empower students with the skills, knowledge and habits of mind necessary for future success. Students in these classes have been involved throughout the year in various technology projects where they have created, collaborated, researched, and problem solved to meet the challenges presented by the rigorous study. Not only have students showcased their project designs for the school, they have been given the opportunity to present their projects at the region and state levels also.

In Progress Project Lead the Way classes continue to set high standards for rigorous and relevant study. Students in these classes have been involved throughout the year in various technology projects where they have created, collaborated, researched, and problem solved to meet the challenges presented by the rigorous study. Not only have students showcased their project designs for the school, they have been given the opportunity to present their projects at the region and state levels also.

On going.











Page 20



Goal

Objective

Objective

Objective

Objective

Strategy

Strategy

Strategy

Strategy

Activity

Activity

Activity

Next Generation

Professionals-By 2014-15,

Barren County Middle School will implement PGES according to district CEP.

The baseline data from the

14-15 school year will be used to set 2015-16 targets.

collaborate to increase the overall effectiveness of our teachers by 06/30/2017 as measured by new state-wide

Professional Growth and

Evaluation System (PGES)..

collaborate to increase the overall effectiveness of our teachers by 06/30/2017 as measured by new state-wide

Professional Growth and

Evaluation System (PGES)..

collaborate to increase the overall effectiveness of our principals by 06/30/2017 as measured by new state-wide

Principal Professional

Growth Evaluation System

(PPGES)..

Met

On-going.

On going.

On-going.

On-going.

collaborate to increase the overall effectiveness of our principals by 06/30/2017 as measured by new state-wide

Principal Professional

Growth Evaluation System

(PPGES)..



On-going

On-going.

On-going.

Training

Training

On-going.

On-going.

Professional Development In Progress Throughout the year, all teachers have participated in training which encompassed student growth goals, professional growth goals, student voice, and self reflection. Teachers whose last names began with the letters M-Z participated in the new evaluation process.

Further, they have also been involved in helping other staff members with our professional learning.

Professional Development In Progress Two of our teachers have participated in the pilot program this year.

They will help other staff members with our professional learning.


ISLN

Completed Completed ISLN for the present year.















Page 21



Activity

Activity

Activity

Activity

Activity

Goal

Strategy

Activity


ISLN

EDS Module

EDS Module


Program Review Curriculum

Alignment

Completed Completed ISLN for the present year.

In Progress On-going training with PGES

In Progress On-going training with PGES.


Teachers


Teachers

Program Review Goal-The

Program Reviews will show a

10% increase in overall score improvement at Barren

County Middle School.

In Progress Teachers have met and discussed the PGES system. They have reviewed Domains 1, 2, 3 and 4 and also reviewed videos of different teachers displaying various levels of performance in Domains 1, 2, 3, and 4.

In Progress Teachers have met and discussed the PGES system. They have reviewed Domains 2 and 3 and also reviewed videos of different teachers displaying Domains 2 and 3 levels of performance.

Program Reviews are a yearly process, however, we have completed this year's review.

On-going.

In Progress Although Program Reviews are a yearly process, we have completed three in-depth Program Reviews this school year (2014-2015). Those reviews were conducted in October-2014, January-2015, and April-

2015. All teachers participated in these reviews serving on various committees and subcommittees to ensure that core content and common core standards are addressed and that student learning is taking place.











Page 22

2014-15 BCMS CSIP (June 2015 Progress Notes) Barren County Middle School Barren County

2014-15 BCMS CSIP (June 2015

Progress Notes)

Barren County Middle School

Barren County

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2014-15 BCMS CSIP (June 2015 Progress Notes) Barren County Middle School Barren County