E

COMPREHENSIVE

SCHOOL

IMPROVEMENT

PLAN

E.P. WARD ELEMENTARY

2008-2009

SBDM APPROVAL

MARCH 26, 2008

EXECUTIVE SUMMARY

E.P. WARD ELEMENTARY

MISSION STATEMENT:

It is the mission of Ersil P. Ward Elementary School to provide leadership and guidance, promote research-based instruction in all core content areas, and to prepare all students to become productive members of It is the mission of Ersil P. Ward Elementary School to provide leadership and guidance, promote society.

PROCESS FOR DEVELOPING THE COMPREHENSIVE PLAN:

I. How Planning and Needs Assessment Teams were organized:

The Comprehensive School Planning/Needs Assessment Team was established so that all stakeholders are represented.

II. Members/Representative groups who served on the Planning and Needs Assessment Team:

Terra Greer, Principal

Susan Aschenauer, Special Ed.

Jamie Money, 5th grade teacher

Joyce Cox, Title I Teacher

Julia Rawlings, District Resource

Linda Donovan District Liason

Val Suit, Parent

Crystal Ruark, Parent

Johna Bacon, FRC

Melissa James, Counselor

III. How the needs of the school or district were determined:

In the fall of the year the Comprehensive Planning/Needs Assessment Team began the task of analyzing the following data:

Spring 2007 Kentucky Performance Reports

Academic Trend Data Attendance Data

MAP Assessments KASC Data Analysis

Lesson Plans Teacher Observations/Walkthrough

Professional Development Survey

IV. How goals and strategies were decided upon:

After all data being reviewed and collected, the current plan was written to meet the needs identified by the most recent collection of data. Goals were written to address those needs. Causes and contributing factors were decided upon and measurable goals were written to address them. Strategies were developed that would address the specified objectives for each goal.

V. What is the implementation of the plan expected to achieve:

This plan addresses all content areas. Focus is directed toward instructional activities to close the identified achievement gaps. Various strategies and methods will be incorporated to improve instruction across the curriculum. Student performance will continue to improve through our continuous effort to improve parental involvement.

VI. What process was used for internal review of the plan:

The Comprehensive Plan has been reviewed quarterly by staff and council. The findings were reported on the Implementation and Impact Check sheets for each component.

VII. How public comment was secured and what response was made:

The school-based council has reviewed the plan and made necessary revisions. The revised plan was presented in April to the public. All comments and suggestions were addressed with changes being made as needed. Copies of the plan are available for public review in the principal’s office. Public review of the policy is also made available during the regular scheduled committee meeting addressing Scholastic Review/Data Analysis held in the fall and spring.

VIII. How planning for the Comprehensive Plan will be ensured in the future:

Planning will be ensured in the future through a systematic collection and analysis of data in an ongoing needs assessment process. Committees will stay in place and a dialogue will continue to insure that the plan is on target, but yet, flexible enough to deal with newly prioritized needs.

COMMUNICATION PLAN

I. How will the Comprehensive Plan and other important information be shared with stakeholders:

The CSIP was distributed to all staff prior to the school year. Emphasis was placed on specific activities that teachers were responsible for. The plan will be presented to the public in April during a regular scheduled PTA meeting. Parents will be informed in advance of the time and place of this meeting. Individual copies will be made available upon request. In-depth discussion was held regarding the plan at the Scholastic Review/Data Analysis Committee meeting held in the fall.

II. How will input continue to be gathered from stakeholders:

Teacher’s meeting, committee meetings, and the Implementation and Impact Checks will be utilized to monitor the CSIP. Modifications to the plan will be made as deemed necessary. There will be a continuous effort made to collect new data, which will be utilized to move our school toward improvement.

E. P. Ward Elementary Comprehensive School Improvement Plan	Academic Performance 3/12/08 Component Manager: Patsy Adams
Priority Need:	Goal:
In order to reach the level of proficiency by 2014, E. P. Ward Elementary must document sustained, incremental growth over the next five biennia. The 2007 indices on the Commonwealth Accountability Test System are: Accountability Index for 2007 87 Content Area Distance from Indices Novice Proficiency Reading 93.62 3.35 6.38 Math 79.18 17.78 20.82 Science 91.26 0 8.74 Soc. St. 84.95 7.14 15.0 Arts &H 81.18 10.71 18.82 PL/Voc. 85.82 6.25 14.18 Writing 87.28 12.72 Portfolio 0 On-Demand 10.71 Non-academic index 97.31 Overall Novice 6%	E. P. Ward will maintain or improve our progress of 87 and will reduce our Novice to 10%. Our goal is to see the following increases: Index Novice Reading 95 0 Math 89 15 Science 97 0 Soc. St. 85 5 Art & Hum. 57 25 PL/Voc. 83 6 Writing 67 0 Portfolio 8 On-Demand

Causes Contributing Factors:	Objective(s) with Measures of Success:
A1. According to KCCT results and the NCLB results we are currently falling behind in our math achievement.	A1. By 2009, all students will be performing at grade level on math skills as evidenced by our MAP assessments and growth in our KCCT data of 5%.
A.2. KCCT results, the NCLB data and MAP assessments indicate a need for more math instruction	A.2. By 2009, all students identified as working below grade level and/or at risk will be offered ESS services.
A.3. Lesson plan reviews indicate a need for more CATS like assessments to be using in assessing student performance.	A.3. By 2009, all teachers will document their use of CATS like assessments on their lesson plans and submit examples of each weekly.
A. 4. Office referrals, progress reports, and teacher observations indicate a need for student support.	A.4. All teachers will be assigned a student that needs additional support and document daily contact with student.
A. 5. Walkthrough data and lesson plan reviews indicate a need for teacher growth and improvement in several Teacher Standards.	A. 5. To identify and provide assistance to teachers who are weak in a given area that student achievement will be improved as documented on the KCCT, NCLB, and MAP Assessments.
A. 6. Special Needs students are performing below proficiency as documented on the KCCT.	A.6. Staff, both classified and certified, will work together with students in a collaborative setting to provide a safe and motivating environment for student success.
A. 7 Test data indicates students are falling behind in our math achievement as indicated by only a 3% growth in math from previous cycle. Through teacher observation, assessments, and student work students are not retaining skills necessary for math achievement.	A. 7. By 2009, all students will be performing at grade level on math skills as evidenced by our MAP assessments and growth on our KPR.

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

E. P. Ward Elementary

March 12, 2008

Area of Concentration	Strategy	Responsible/ Timeline/Cost	Expected Impact	I and I
A.1. Math Target students who scored novice and apprentice on 2007 CATS assessment and provide additional instruction in basic skills and concept.	·1 Identified students will be given 30 minute small group instruction on skills and concepts, with main emphasis on number and computation. ·2 Teacher’s schedules will be adjusted to provide 4^th and 5^th graders an additional instructional period on Fridays. * 6^th graders will be given additional time in Science and Social Studies with concentration on reading strategies and On Demand Writing Prompts. ·3 Julia Rawlings, CRS, will provide PD on On ·4 Demand on Half Day, February 7^th .	Terra Greer, Principal Joyce Cox Patsy Adams Matt Barker Jamie Money Julia Rawlings Pauletta Lawson Schedule of classes and 30 minute pull out will begin the week of February 5^th with necessary changes being made.	Students will perform at higher levels on CATS testing as a result from emphasis placed on student’s understanding of basic skills and application of processes.
A.2 Extended School Services Students performing below grade level as evidenced by CATS, MAP, and classroom performance in grades 3-6 will be recommended to attend ESS for tutoring in Reading and Math skills. Daytime waiver will be utilized.	·1 Parents will be notified by phone and letter stating that their child is performing below grade level. ·2 Daytime ESS will focus on Reading and Math. ·3 Classroom teachers will provide materials necessary for student practice in those content areas.	Telephone calls made by: Terra Greer Melissa James Johna Bacon Letters will be sent and phone calls made within first two weeks of school.	Students identified will have increased scores from receiving additional instruction in identified areas.
A.3. KCCT ASSESSMENTS Lesson plan reviews indicate a need for more CATS like assessments.	·1 All classroom teachers and itinerant will be responsible for turning in quality CATS like assessments weekly. These are to include multiple choice, open response, and On Demand. ·2 Assessments will be reviewed by principal and CRS weekly. Classroom teachers will review with CRS and principal as needed and at monthly common planning time meetings.	Terra Greer Julia Rawlings All Classroom Teachers Diana Knoll Brian Wagoner Kim DeAtley George McKee .	Additional practice and usage of CATS like assessments will improve student understanding and performance on the CATS test.
A. 4. NAME AND CLAIM Students will be identified in 4^th grade who may need additional support with self esteem, motivation, home needs, etc.	·1 Each staff member will be assigned one child to have daily contact with and provide support and assistance as needed.	All certified staff members Terra Greer Tara McCord	Through daily contact and attention students motivation and self esteem will improve which will reflect on performance in classroom and testing.
A.5. TEACHER QUALITY Teachers will be identified that need additional assistance to grow professionally as educators.	·2 Teachers will be identified as evidenced by walkthrough, principal observations, lesson plan reviews, as needing additional support.	Terra Greer Julia Rawlings	By using a corrective action plan along with administrator support teachers will identify and correct identified weaknesses and improve student achievement.
A.6. STUDENT PARTNERS. Identified students with IEPs will be paired with their work partner for testing.	·3 Staff will continue to work with assigned students needing help with modifications and be assigned to student during testing.	Pauletta Lawson Elaine Cummins Tiffany Mullins	Students with disabilities will perform higher as the result of working with same individual adult throughout school year and testing.

A. 7. Strategies- Coach series workbooks will purchased for all students in grades 3-6 to provide students with assessment exercises in math	Classroom Teachers	Students scores will increase due to a better understanding of assessments and how to use skills to solve problems given..	On going school year 2008-2009
A.7. a. Provide a Family Math Night to parents and students to instruct both in math concepts and procedures.	Joyce Cox Terra Greer Charlene Hall, Adult E.	Parents will be better prepared to assist students in homework assignments in math.	Nov. –Mar	Parental Involvement Funds
A.7.b.. Increase math instructional time to 90 minutes daily.	Classroom Teachers	Students math skills will increase due to the increase in instructional time.	On going school year 2008-2009
A. 7. c. Schedule math lab available for all students twice a week for instruction and remedial work.	Joyce Cox	Student’s math scores will increase due to additional practice and remediation.	On going school year 2008-2009. .
A. 7. e. Response to Intervention will be utilized to provide various strategies to students identified in a 3 tier system.	Terra Greer	Student’s will be evaluated and identified into a tiered system to receive instruction as identified in the intervention model.	On going school year 2008-2009

CSIP Revisions reviewed and adopted by council on this day, March 25, 2008.

Terra Greer, Principal ___________________________

Matt Barker, 6^th grade___________________________

Penny Drake, 3^rd grade__________________________

Cindy Blanton, 2^nd grade_________________________

Crystal Ruark,, Parent___________________________

Val Suit, Parent________________________________