ACTION COMPONENT
District Name
School Name
Professional Development
School
Preliminary
Component Manager
Current Date
Lewis County
Lewis County District Plan
x
District
x Revised
Belinda Forman
June 2004
Priority Need
Goal
District CATS Assessment data indicates:
Assessment data will reflect:
2006
2008

Academic Index of 69.9

34.2% of accountability grade students (4,5,7, 8,10, 11, 12) scored
proficient or above in all content areas
Academic Index
76.1
81.9

50.4 of accountability grade students (3rd, 6th, and 9th) scored below
the 50th percentile
Accountability grade students proficient or above in all content
areas
70.5
72.4
Percent accountability grade students (3rd, 6th, and 9th) below 50
percentile
40.0
31.5
Percent Novice
22.69
17.2
Reading AYP Goals
53.04
60.86
Math AYP Goals
39.68
49.73



22.8% novice
27 % of accountability grade students scored proficient or above in
mathematics content
District met AYP goals in 2003:
Reading 2002 38.88 2003 45.92
Math 2002 25.00

2003 27.46
Three schools did not meet 2003 AYP goals – LES, GES based on
other academic indicators, and LCMS based on students with
disabilities in reading
Causes of the Need
Objectives For Reaching the Goal
By the end of the 2006 biennium:
Curriculum:
1.
Curriculum is aligned with state standards such as the learner
goals, core content for assessment and the program of studies
and is implemented but not fully refined. District and SBDM
Council policies and procedures do not completely address
School Consolidated P1an •
Component • Page 1 of 11 • Draft of 3/6/16
1.
The district will provide research based, results driven professional
development opportunities for staff and implement performance evaluation
procedures in order to improve teaching and learning. (#1, #2, #3, #4, #5)
2.
The district will work with each school to develop and implement job
state standard Indicators 1.1 - Curriculum
2.
Curriculum standards are not completely connected from level
to level, allowing some over1aps and gaps in what students
learn as they move from school to school.
Instruction:
3.
All c1assrooms/instructors do not devote equal amounts of time
to every content area, thus some students may not receive the
full core content.
4.
Staff does not have the full knowledge they need of effective
and varied instructional methods, content, use performance
standards in their work, and ways to meet individual student
needs.
Assessment:
5.
Inconsistent training for all staff in portfolio analysis and
proficiency benchmarks.
6.
Assessment is not authentic, rigorous, frequent and fully
aligned with KY Core Content.
7.
Teachers do not adequately use assessment results to p1an and
revise instruction
8.
2004 CATS results show a high percentage of apprentice
performance in writing portfolios at the middle and high school
level.
Student/Community Needs:
9. There are some doubts about staff commitment to high
expectation for all students.
School Consolidated P1an •
Component • Page 2 of 11 • Draft of 3/6/16
embedded professional development activities. (#3, #4, #5, #6, #7, #8, #9)
Evidence of Causes
Measures of Objectives (Practice and Results)
Curriculum:
1a. PD logs, professional growth p1ans and teacher surveys will reflect adequate training and
support in all content areas.
1a. 2003 CATS testing data:
66% of students scored below proficient level in one or more content
areas.
2a. Percent of students scoring below state standard in content areas:

Reading=54.1%

Science=63.8%

On-Demand Writing=73.3%

Portfolio Writing=65.5%

Math =72.7%

Social Studies=66.6%

Arts/Humanities=73.2%

Practical Living/Vocational=57%
lb. Each school will reflect in its professional development p1an that 60% of p1anned
professional development will utilize job embedded PD activities.
1c. 2003 CTBS data:

50.4% of accountability grade students scored below the 50 th
percentile
2a. 2003CATS Desegregation data:

37.8% of males scored novice in one or more categories

24.1% of females scored novice in one or more content areas

38.7% of free/reduced lunch participants scored novice in one
or more content areas
Instruction:
3a. Master schedule indicates that all students do not receive equal time
in each content area and instruction that consistently reflects Core
Content and Program of Studies.
4a. According to Teacher Strengths and Weakness Surveys, some
School Consolidated P1an •
Component • Page 3 of 11 • Draft of 3/6/16
teachers do not feel comfortable teaching all bullets of Core Content
and Program of Studies.
Assessment:
5a. There are no district or school policies that consistently address
portfolio analysis and the use of proficiency benchmarks.
6a. There are limited school policies to monitor, follow-up, analyze and
provide feedback for student work samples and assessments.
7a. There are no implementation policies or procedures for teachers to
follow on analyzing assessment results.
8a. Based on 2004 portfolio scoring and analysis, 75% of students at
middle school and 65% of students at the high school scored
apprentice performance on writing portfolios.
Student/Community Needs:
9a. According to data inferences, content audits, principal observations
and staff evaluations, there is limited staff commitment to high
expectations for all students.
School Consolidated P1an •
Component • Page 4 of 11 • Draft of 3/6/16
Objective 1: The district will provide research based, results driven professional development opportunities for staff and implement performance evaluation
procedures in order to improve teaching and learning.
Activity
Measure
Responsible
Start
End Date
Cost
Fund Source
Person
Date
The district will review school PD plans to ensure they connect with goals
1a
PD
Summer
On going
NA
NA
for student learning and school priorities, monitor the execution of plans,
Coordinator
2004
and promote/support PD that is on going throughout the year.
The district will initiate discussion, review, and provide feedback to
1a
PD
August,
On going
NA
NA
schools on PD plans and encourage a move from “workshop” style PD to
Coordinator
2004
data driven, job embedded activities.
Certified staff will continue to participate in professional development
which will include activities for refining district curriculum, eliminating
gaps and over1aps, expanding curriculum maps, and creating standards
based units of instruction (goal is to be unit driven by 2007).
1a
The district reading first coach and school coaches will participate in all
KDE sponsored Reading First training. In addition, coaches will attend
all required core reading program trainings. Coaches will complete the
requirement of 100 hours of training per year.
1a
Primary teachers in Reading First schools will attend a five- day Reading
First Institute to learn how to provide direct and explicit instruction in the
five essential components of effective reading instruction (phonemic
awareness, phonics, vocabulary development, comprehension, and
fluency). In year 2 (June 2005) teachers from the non-Reading First
schools will be invited to attend the summer reading institutes.
1a
State/district/sc
hool reading
first coaches
June 2004
July 2004
Primary teachers at Reading First schools will attend training sessions in
using specific Reading First Assessments: DIEBELS: Dynamic Indicators
of Basic Early Literacy Skills, and GRADE: Group Reading Assessment
and Diagnostic Evaluation in order to plan instruction for diverse
learners.
1a
State/district/sc
hool reading
first coaches
Summer
2004
Summer
2005
Primary teachers at Reading First schools will attend required core,
supplementary and intervention reading program trainings in order to
implement a research based reading curriculum in grades K-3. AT GES,
primary teachers will attend trainings for Houghton-Mifflin Reading: The
Nation’s Choice, Early Success, and Earobics. At LCCE, primary
teachers will attend trainings for SFA and Earobics.
1a
HoughtonMifflin, SFA ,
and Earobics
consultants
June 2004
The district will encourage and support teacher participation in content
specific professional development sessions, attendance at KDE, ARSIASMP sponsored academies, and attendance at conferences sponsored by
1a
PD
Coordinator
July,
2004
School Consolidated P1an •
PD
Coordinator
June
On going
SEEK
2004
Title I
Principals
Reading First
Coaches
March
2004
June 2005
$26,460
$500
Component • Page 5 of 11 • Draft of 3/6/16
27,313
Reading First
Funds
PD funds
Reading First
Funds
Reading First
Funds
SEEK
July 2005
Reading First
Funds
SEEK
On going
$3000.
School and District
PD Funds
national teacher organizations.
Title I
Math teachers will participate in required professional development
sessions in implementing a research based math program: K-5
Trailblazer Math, 6-8 Connected Math, 9-12 Core Plus. (Textbook funds
pending for grades K-8)
1a
Administrators will attend district sponsored leadership training, regional
and state trainings and participate in KLA activities in order to increase
professional knowledge and instructional leadership skills.
1a

PDC
Principals
Central Office
Administrators
Summer
2004
August
2004
$1000
Summer
2004
On going
$3000
PD funds
$1000
Local funds
$1000
Title I
NA
SEEK
Administrators will participate in all leadership activities
provide by the Lewis County Leadership Academy
All administrators will participate in district certified evaluation
instrument/content training. This training will address procedures and the
evaluation criteria necessary for effective and varied instructional
strategies in the classroom.
1a
The district will continue and expand bi-monthly training sessions for
new personnel. In addition, the district will implement a summer
induction program for new employees in order to provide new teachers
with skills, knowledge, procedures, information and follow-up sessions to
make transition to first year of teaching more successful and less stressful.
1a
The district will initiate self- studies for all schools in the areas of social
studies and 1anguage arts throughout the DCIP time frame to determine
program strengths and weaknesses and to p1an program improvements
(as budget conditions allow).
1a
The district will promote training sessions on “Differentiating Instruction
in the Regular Classroom”. Follow up will be provided with study groups
at each school using ASCD”s “Differentiated Instruction Professional
Development Planner” as resource and guide.
1a

Principals
Administrators
PD Funds
Summer
2004
On going
PD
Coordinator
August,
2004
On going
Instructional
Supervisor
August,
2004
On going
N/A
N/A
July 2004
On going
$1000
School PD Funds
$4000
Middle Schools
That Matter
Professional
Development
Funds
Inst.
Supervisor
Title I
SEEK
Title I
Principals
KEDC
DOSE
Schools will provide follow-up training and implement study
groups on “Differentiating Instruction in the Regular
Classroom”.
IDEA Basic
 Strategy to decrease achievement gaps
The district will continue to provide professional development training on
“Inclusion/Collaboration Requirements and Strategies” for staff members,
School Consolidated P1an •
SEEK
$500
1a
Component • Page 6 of 11 • Draft of 3/6/16
DOSE
August
On going
$500
PD Funds
and provide specific assistance and support to each school in achieving
goals for special needs students.
2004
$200
IDEA Basic
$2000
PD Funds
$1000
Tech Prep Funds
 Strategy to decrease achievement gaps- special needs student
performance in reading and math.
The district will work with schools to provide writing opportunities with
the assistance of KEDC in providing training that emphasizes appropriate
strategies in the portfolio and on-demand writing process for teachers
identified as needing extra assistance (based on teacher/principal/PD
needs survey). The emphasis on this writing training will be twofold:
writing process training for new teachers, and training for other teachers
specific to strategies for moving students to proficient levels in writing.
1a
All pre-school teachers will attend the Early Childhood Conference.
1a
PDC
July 2004
June 2006
Principals
$1000
Pre-school
Director
June 2004
June 2004
$1500
Rural and Low
Income
Pre School Funds
IDEA -P
Objective 2: Each school’s professional development plan will reflect at least 60% of professional development activities will be job embedded.
Activity
Measure
Responsible
Person
Start Date
End
Date
Cost
Fund Source
The district will continue to promote and encourage teacher participation
in language arts and social studies cadres to provide teachers with
information, strategies, collaboration time, and training to build
leadership capacity in each school
2a
Inst.
Supervisor
August,
2004
On
going
$2000.
PD Funds

The district will expand language arts/social studies activities to
include curriculum revisions, curriculum map models and unit
development
School Consolidated P1an •
Component • Page 7 of 11 • Draft of 3/6/16
Title I
The district will continue to expand the math/science cadre activities to
disseminate information, model teaching strategies, discuss best practice
instruction and to build leadership capacity within each school.

2a
Lewis Co Middle and High School will collaborate with the Collaborative
for Teaching and Learning to implement a year- long program Content
Literacy for all 6th, 7th, and 9th grade classes.
2a
The district will employee part-time writing resource teachers to provide
assistance to each school: writing process training, modeling of writing
process and specific genres, conferencing with students, and assisting
teachers with the completion of portfolios; working with on-demand
writing strategies.
2a
The schools and district will provide on-going training, support and
follow-up services to math teachers through math program consultants.
2a
2a
The district will support and encourage teachers to seek professional
development activities on-line, Kentucky Virtual Library and through
KET’s Anneburg series, etc.
2a
Teachers will receive additional training and support in the use of the
electronic curriculum document and its resources.
2a
Minor revision of curriculum to electronic curriculum document
School Consolidated P1an •
$50,000
ARSI Funds
$2000
PD Funds
June 2004
June
2005
$5000
Collaborative for
Teaching and
Learning Grant
August,
2004
May
2005
Trailblazer.
Connected
Math, and
Core Plus
consultants
July/August
On
going
$2000
PD Funds
Inst.
Supervisor
July 2004
Annual
$200
General Funds
Summer
2004
June
2006
$500
PD Funds
July 2004
On
going
$5000
CCLL
Inst.
Supervisor
Title I
Rural and Low
Income Funds
Title I
Coordinator
The district will work with each school to conduct a year long review of
each content area as it is scheduled in the textbook adoption cycle to
determine research based practices/resources/programs with the most
potential to impact student achievement, and as a self-study of each
content area.

On
going
Principals
Teacher leaders through the math cadres will provide continuing training
and assistance to district math teachers.
The curriculum designer’s changes will be updated to the web
site and loaded into all teacher workstations.
August,
2004
ARSI Regional
Teacher
Partner
Use cadre to support and model implementation of research
based math programs in all schools

Teacher
Leaders
2004
Principals
PDC
Principals
Component • Page 8 of 11 • Draft of 3/6/16
Title I
Resource
Teacher
Tech Prep Funds
Title I
Title II , part D
throughout the 2004-05 school year

Addition of content curriculum maps to district web page
July 2005
Primary teachers at Reading First schools will actively participate in
embedded professional development focused around Reading First
concepts including book studies, research, modeled lessons, coresupplemental- and intervention strategies that will meet the needs of a
diverse group of students (Total of 80 professional development hours
per year). Characteristics of Reading First Teachers include:

Demonstrated knowledge of learning theory, SBRR, and
effective reading instruction

Understands and can effectively teach the five essential
components of reading instruction (phonemic awareness,
phonics, vocabulary development, comprehension, and
fluency).

Understands strategies to use with diverse learners

Uses screening, diagnostic, and ongoing assessments and
progress monitoring to make instructional decisions

Implements effective classroom management strategies

Actively participates in professional development focused
around Reading First concepts

Explicitly models and scaffolds reading instruction for all
students
2a
August
2004
June
2005
SEEK
PD Funds
Title I
The District Technology coordinator and staff will provide an
agenda/program of bi-monthly training sessions that will feature specific
uses of technology as an instructional tool for staff members. Staff will be
able to choose/participate in technology training that meets school and
individual growth plan needs (Standard Ten).
2a
The District Technology Coordinator and staff will provide continuous
technical support to all faculty and staff.
2a
School Consolidated P1an •
School
Reading
Coaches
DTC
Technology
August
2004
June
2005
KETS
August
2004
On
going
SEEK
Title II part D
Staff
Component • Page 9 of 11 • Draft of 3/6/16
DTC
Staff
KETS
Title II part D
Schools will develop study sessions utilizing strategies/research from
“Boys and Girls Learn Differently” to address the achievement boys
versus girls. (Achievement gap analysis)
2a
A copy of What Works in Classroom Instruction will be purchased for
specific schools- work sessions will review the 9 instructional strategies
and teachers will target 3 strategies to implement in the classroom.
Lewis County High School will implement 2 more strategies this school
year.
2a
Inst Supervisor
July 2003
Ongoing
July 2004
Ongoing
Principals
Principals
Consultants
SEEK
$1000
PD
SEEK
Title I
Teachers will incorporate Marzano strategies into units of study/daily
lesson plans.

Principals will develop a monitoring tool to provide follow-up
data, information, and feedback to teachers.
Continue embedded curriculum revision; expanded curriculum maps to
include content, skills, resources, essential questions, and assessments;
2a
Instructional
Supervisor
July 2004
Ongoing
$2000
Special Ed
Director
PD
July 2004
June
2005
$500
IDEA Basic
$500
IDEA Basic
SEEK
Continue embedded standards based unit development (each school will
determine quantity, timeline and monitoring devices with the goal of
being unit driven by 2007).
 Revision of units to include Marzano strategies, and strategies
for targeting males and students participating in the free and
reduced lunch program- gap reduction strategy.
 The district will schedule training for service providers to
address the unique knowledge, skills and abilities needed to
provide appropriate transition services to youth with
disabilities.
2a
Principals
The district will provide additional training to special ed and regular ed
staff concerning evaluation and re-evaluation timelines.
2a
Special Ed
Director
Principals
July 2004
Dec
2004
Career and Technical Education teachers will meet early in school- year
to analyze assessment data and identify strategies to meet Perkins
2a
Voc principal
August
2004
Dec
2004
School Consolidated P1an •
Component • Page 10 of 11 • Draft of 3/6/16
Title
SEEK
Perkins
performance measures.
District will provide staff with 4 (1/2) release days to analyze assessment
data (Oct 2004) and revise improvement plans based on new data (Jan
2005).
2a
Instructional
Supervisor
Oct 2004
Jan
2005
SEEK
Principals
 Schools will analyze 2004 assessment data and revise strategies
to reduce achievement gaps
The district pre-school director will work with pre-school teachers to
align vertically and horizontally the P-K curriculum with the Kentucky
Early Childhood Standards, the early literacy program and entry and
kindergarten academic expectations.
2a
Pre- School
Director
August
2004
June
2006
N/A
State Preschool
Grant
Based on pre-school curriculum, pre-school teachers will develop units of
study and curriculum maps to ensure consistency of instruction across
district pre-school classes.
2a
Pre-School
Director
August
2004
June
2006
N/A
State Preschool
Grant
 Based on 2004 CATS data, if any school does not meet AYP for
second year, the district will employ a part-time reading/math
resource person to target strategies for closing the achievement
gap for students with disabilities in math/reading (specifically
looking at LCMS students with disabilities gap).
2a
DOSE
August
2004
June
2005
$20,000
Title I
July 1, 2005
June 30,
2005
Instructional
Supervisor
Title I
Coordinator
or 10%
of
schools
Title I
Funds
Principals
Technology staff will provide teachers and staff at Lewis County
High, Lewis County Middle and Lewis County Central schools with
the necessary training on the proper use of equipment on an asneeded basis.
School Consolidated P1an •
2a
Component • Page 11 of 11 • Draft of 3/6/16
DTC and
Technology
staff
SEEK Funds
PD Funds