|
|
|
OAK HILL
ELEMENTARY SCHOOL IMPROVEMENT PLAN Year 2008 - 2009
|
|
Responsible Person
Contact Person
|
|
|
|
|
Approved :
Date
Members or
Committee:
|
Jane
|
Jones
|
|
Jennifer
|
Abner
|
|
Victoria
|
Brashear
|
|
Monica
|
Hansford
|
|
Angie
|
Flynn
|
|
Kelli
|
Robinson
|
|
|
Executive Summary
|
|
OAK HILL ELEMENTARY
|
|
Mission Statement: The dedicated staff of Oak Hill Elementary accepts the
responsibility of working with families to maintain open communication
between home and school, to build a lasting relationship with all students,
allowing them to attain their maximum potential by fostering high
expectations for all children in all facets of learning. Our staff met on
October 31, 2007 to revise our mission statement. Staff members were put
into groups to complete the Critical Attributes of a mission statement
worksheet. Everyone discussed ideas and developed a statement that
reflects the beliefs of our school. The school mission is posted
throughout the school building.
Needs Assessment: First, all staff members
evaluated test data on October 4, 2007. All faculty members were put into
content area groups for an in-depth look at trends, gains, and declines
in the data of individual students in order to determine strengths and
needs. Each group listed individual scores, trends, and interventions
that had an impact on learning. Mrs. Jones appointed committee members
according to individual strengths. The staff also met on November 7, 2007
to review and analyze the Standards and Indicators for School
Improvement. During a professional development meeting, the faculty
conducted a needs assessment through analysis of KCCT results. The
findings were compiled and an analysis of assessment data was reported.
Areas of concern were identified and addressed. Later, the needs
assessment committee used these findings, parent/staff/teacher surveys,
GRADE, Success Maker, PAR, and PAM to identify trends, patterns,
problems, causes, and needs. The Standards and Indicators for School
Improvement were also used as a guide in order to analyze strengths and
weaknesses in school practices. After the research was completed, key
findings were reported, and the committees met to determine student and
school needs. The committee compiled a list of key findings that was
reviewed by staff members and the committee. The list of key findings was
placed into the categories of academic performance, learning environment,
and efficiency. Finally, the list was presented to Site-Base Council for
input and approval.
Goals:
Staff members were
divided into three planning committees: academic performance, learning
environment, and efficiency. The current plan was reviewed to determine
impacts on student achievement along with previous key findings. SMART
goals were written using the information found in the needs assessment
process. Then, strategies based upon research were constructed to meet
the goals and to maintain existing strengths of the school. Finally,
expected impacts, measures, funding sources, and person(s) responsible
were identified.
Evaluation:
The Comprehensive School
Improvement Plan was presented to the staff at every stage of development
for feedback. Also, the plan was presented to the SBDM throughout
development. The review team made adjustments as necessary, and
recommendations were submitted by staff, parents, and SBDM, to ensure all
parts of the plan are included. The Comprehensive School Improvement Plan
was available for viewing in the office and the library media center for
one week. The community and parents could provide feedback on the components
of the plan. The public was made aware of this through publication in the
newspaper, website posting, and announcements on the radio. Grade level
team leaders will report to the building facilitator on a monthly basis
with updates to the plan. The building facilitator will generate monthly
reports to the SBDM Council to ensure consolidated planning success for
the future.
Stakeholders:
CSIP COMMITTEES AT Oak
Hill Elementary School 2007 Needs Assessment: Scott Muse Katie Owens
Victoria Brashear Pam Strunk Jennifer Abner *Jane Jones Monica Hansford
Angie Flynn Becky Howard Jill Childers Planning Committees: Academic
Performance: *Amanda Nicholas Norma Watson Melanie Gover Melanie
Weilmuenster Shelly Souders Hannah Vaught Lee Ann Drake Leslie Phillips Linda
Abbott Christine Cothron Connie Jamieson Sarah Wood Learning Environment:
Amy Cress Beverly Weigel Julie Richardson Norma Putteet Ashley Smith Jeff
Cothron Amy O’Bryan *Karla Crawford Katie Woods Chris Gray Jennifer Duell
Efficiency: Mary Ann Casada Nancy Cazalet Valerie Durham *Cathy Childers
Nannette McAninch Beth Ingram Allishia Stevenson Sheila Luttrell Deanna
Wahlman Kelli Robinson *Indicates Component Manager Review Committee:
District Program Coordinators Oak Hill Site-Base Council Amanda Nicholas-Building
Facilitator Pam Strunk Curriculum Specialist Jane Jones-Principal
|
|
|
Component: Academic
Performance
Component Manager: Pam
Strunk
Date: 3/20/2008
Name: OAK
HILL ELEMENTARY
|
Benchmark
|
Measure
|
Date
|
Projected
Data
|
Actual
Data
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
|
3/3/2008
|
|
|
|
GS No.
|
NCLBSB168
|
Strategy/Activity
|
Responsible
Person
|
Start Date
|
End Date
|
Cost/Funding
Source
|
INI
|
Impact
|
|
|
Priority Need: According to KCCT
data as reported by the 2007 Kentucky Performance Report (KPR) and
analysis conducted by school personnel on the district analysis day:
In the area of Arts and Humanities:· 83% of the students performing
at the Apprentice High level were within 5 points of scoring
proficient.· 16% of the students performing at the Proficient level
were within 5 points of dropping back into the Apprentice level.· 19%
of the students performing at the Proficient level were within 5
points of scoring Distinguished.· 29% of the students performing at
the Distinguished level were within 5 points of dropping back into
the Proficient level. In the area of Social Studies: · 89% of the
students performing at the Apprentice High level were within 5 points
of scoring proficient. · 26% of the students performing at the
Proficient level were within 5 points of dropping back into the
Apprentice level.· 24% of the students performing at the Proficient
level were within 5 points of scoring Distinguished.· 29% of the
students performing at the Distinguished level were within 5 points
of dropping back into the Proficient level. In the area of Math 3rd,
4th, and 5th combined: · 95% of the students performing at the
Apprentice High level were within 5 points of scoring proficient. ·
27% of the students performing at the Proficient level were within 5
points of dropping back into the Apprentice level.· 10% of the
students performing at the Proficient level were within 5 points of
scoring Distinguished.· 23% of the students performing at the
Distinguished level were within 5 points of dropping back into the
Proficient level. According to the staff review of the Standards and
Indicators for School Improvement, there is a lack of vertical
communication with an intentional focus on key curriculum transition
points.
|
|
Goal: A. By spring 2010, the
Academic Index for Arts and Humanities will increase to 104 including
all subgroups as measured by KCCT scores..................B. By
spring 2010, the Academic Index for Social Studies will increase to
104 including all subgroups as measured by KCCT
scores...............C. By spring 2010, the Academic Index for Math
will increase to107 including all subgroups as measured by the KCCT
scores...........D. By 2010, our school will show evidence of
vertical communication that focuses on key curriculum transitions
between grade levels measured by curriculum maps and meeting minutes.
|
Benchmark
|
Measure
|
Date
|
Projected
Data
|
Actual
Data
|
|
KCCT/Arts
& Humanities
|
3/3/2008
|
104
|
93.9
|
|
KCCT/Social
Studies
|
3/3/2008
|
104
|
94.2
|
|
KCCT/Math
|
3/3/2008
|
107
|
97.7
|
|
PAM
|
3/3/2008
|
55
|
48
|
|
KCCT/Math
|
3/3/2008
|
107
|
97.7
|
|
IOWA
|
3/3/2008
|
7
|
6
|
|
Success
Maker 3rd
|
3/3/2008
|
4.2
|
4.05
|
|
Success
Maker 4th
|
3/3/2008
|
5.1
|
4.97
|
|
Success
Maker 5th
|
3/5/2008
|
5.9
|
5.71
|
|
GS No.
|
NCLBSB168
|
Strategy/Activity
|
Responsible
Person
|
Start Date
|
End Date
|
Cost/Funding
Source
|
INI
|
Impact
|
|
1
|
NCLB
|
A1 A drama club will be offered to K-5 students
providing an opportunity to experience Arts and Humanities in a
theatrical production. Expected Impact: Student participation in
Drama Club will increase knowledge and understanding of the process
of a theatrical performance.
|
Nicholas Smith
|
9/15/2008
|
5/15/2010
|
|
|
|
|
2
|
NCLB
|
A2 Basic elements of art, music, drama, and dance
will be integrated into classroom instruction. Expected Impact:
Students will increase their knowledge of the basic elements of the
arts.
|
Jones
|
8/1/2008
|
8/1/2009
|
|
|
|
|
3
|
NCLB
|
A3 A question of the week, on an Arts and
Humanities concept will be posted and announced weekly as a focus on
content. Expected Impact: Students will gain an awareness and
knowledge of vocabulary and concepts.
|
Wilemuenster Durham
|
9/1/2008
|
9/1/2009
|
|
|
|
|
7
|
SB168
|
C2 Make and take math workshops will be offered to
parents. Expected Impact: Each family will gain instructional
strategies that reinforce skills being taught in the classroom.
|
Jones Cress
|
9/15/2008
|
9/15/2009
|
|
|
|
|
8
|
Both
|
C3 Success Maker will be available to students in
grades 3-5 for one hour per week, and provided for targeted ESS, free
and reduced lunch and special needs students in grades K-2. Expected
Impact: Students will be able to use strategies learned and practiced
through Success Maker measured by reports.
|
Jones Gover Strunk
|
9/1/2008
|
9/1/2009
|
|
|
|
|
9
|
Both
|
C4 A math coach and math intervention teacher will
be provided to all targeted ESS, free and reduced lunch, and special
needs students in class activities and after school tutoring, as
funding allows. The math intervention teacher will focus on primary
grades using the Number Worlds Program. Expected Impact: Students
will gain a better understanding of math concepts and problem
solving.
|
Jones
|
8/15/2008
|
9/15/2009
|
|
|
|
|
35,000
|
GRANT/District Fund
|
|
|
|
|
11
|
Both
|
ABC 2 Our school will provide opportunities for
learning through collaboration with community resources that focus on
core content. Expected Impact: Students will have the opportunity to
make a real life connection between content, self, community, and
society.
|
Jones Cress
|
8/1/2008
|
5/1/2010
|
|
|
|
|
12
|
NCLB
|
ABC 3 Purchase of textbooks and instructional
materials will be based upon teacher evaluations of the effectiveness
of core content alignment, as funding allows. Expected Impact: Purchased
texts and materials will meet core content curriculum that will
result in an increase in student achievement.
|
Jones Richardson
|
8/1/2008
|
4/30/2010
|
|
|
|
|
27,000 per year
|
Seek Title I
|
|
|
|
|
13
|
Both
|
ABC 4 Purchase/update reference materials, books,
periodicals/newspapers based on student need, free of bias and
prejudice, and aligned with a rigorous curriculum. Expected Impact:
Purchased reference materials, books, periodicals, newspapers will
support content learning.
|
Casada
|
9/30/2008
|
3/31/2010
|
|
|
|
|
14
|
Both
|
ABC 5 Purchase/Update computer software and
related equipment to provide for the effective integration of
technology to enhance student learning, as funding allows. Expected
Impact: Technology and software will motivate student learning and
broaden technology skills to increase student achievement.
|
Wahlman
|
8/1/2008
|
4/30/2010
|
|
|
|
|
15
|
Both
|
ABC 6 Instructional assistants shall work with
ESS, free and reduced lunch, and special needs students in small
groups to maximize student learning. Expected Impact: Students will
receive more individualized instruction accommodating their diverse
needs.
|
Jones
|
8/1/2008
|
8/1/2009
|
|
|
|
|
16
|
NCLB
|
ABC 7 The writing coach will provide teachers and
students with instructional strategies/activities in writing to
supplement and reinforce regular classroom learning in the content
areas, as funding allows. Expected Impact: Students will have
exposure to writing instruction across the content areas so that
student responses to open response and on demand prompts as well as
portfolio entries will move to proficiency and higher.
|
Childers
|
8/1/2008
|
8/1/2009
|
|
|
|
|
17
|
Both
|
ABC 8 Targeted free and reduced lunch and special
needs students will be offered Extended School Services to improve
student learning in reading, math, and writing, as funding allows.
Expected Impact: Students will benefit academically from intensive
supplemental instruction in a small group setting.
|
Gover
|
8/1/2008
|
6/1/2010
|
|
|
|
|
18
|
Both
|
ABC 9 Individual student progress will be
continually monitored using PAR, PAM, GRADE, Success Maker, Learning
Checks, Great Leaps, KCCT/IOWA scores, Breakthrough, and formative,
summative assessments used in lessons. Expected Impact: The staff will
gain expertise in using assessment results in order to focus
instruction on areas of growth.
|
Strunk
|
8/1/2008
|
6/1/2010
|
|
|
|
|
19
|
Both
|
ABC 10 Teachers will use grade level meetings to
analyze student work, devise classroom assessments, and design
lessons that meet the needs of all students. Expected Impact:
Teachers will have an increased awareness of students’ strengths and
weaknesses so that effective planning will result in higher student
achievement.
|
Strunk
|
8/15/2008
|
5/15/2010
|
|
|
|
|
20
|
NCLB
|
ABC 11 Teachers will utilize open response
questions and learning checks in the content areas on a regular basis
in the classroom. Expected Impact: Students will become more familiar
with the content they have learned, and be able to demonstrate at a
proficient level.
|
Jones
|
8/31/2008
|
5/15/2010
|
|
|
|
|
21
|
Both
|
ABC 12 Breakthrough to Literacy will supplement
the current reading program through large group and small group
instruction in grades K-2 and targeted students in grade 3 while
integrating the content areas. Expected Impact: Students will receive
individualized instruction in the five essential areas of reading
while connecting their learning across other content areas.
|
Jones Strunk
|
8/15/2008
|
8/15/2009
|
|
|
|
|
22
|
Both
|
D1 Student and teacher transition meetings, within
the building as well as Pre-K-K and 5th-6th, will take place
periodically throughout the school year. Expected Impact: These
meetings will allow for successful transition from one grade to the
next for students while allowing the teacher to create individual
learning plans for the upcoming year.
|
Jones
|
7/31/2008
|
5/15/2010
|
|
|
|
|
23
|
NCLB
|
D2 During records days, and throughout the school
year, curriculum committees will meet to discuss vertical alignment
and refining curriculum maps reflecting current DOK levels. Expected
Impact: Meetings will allow for vertical alignment that will
eliminate gaps in learning increasing student achievement.
|
Strunk
|
10/1/2008
|
3/31/2010
|
|
|
|
|
|
|
Component: Efficiency
Component Manager: Jane
Jones
Date: 3/20/2008
Name: OAK
HILL ELEMENTARY
|
Priority Need: According to staff
reviews of the Standards and Indicators for School Improvement, there
needs to be more focus placed on individual student academic
performance that is directly related to student data and is conducted
in a collaborative setting.
|
|
Goal: A. Students will experience
greater academic success and be prepared academically and socially
for the next grade level by increasing individual student scores on
PAM, PAR, GRADE, CATS, CTBS, KCCT, and IOWA assessments. B. Teachers will
be a part of effective team planning vertically and horizontally
across the content areas , focused upon the
goals and strategies listed in the school improvement plan to improve
student learning.
|
Benchmark
|
Measure
|
Date
|
Projected
Data
|
Actual
Data
|
|
SISI
Standards Review
|
3/1/2008
|
50
|
18
|
|
Implementation
and Impact Checks
|
3/1/2008
|
100
|
|
|
GS No.
|
NCLBSB168
|
Strategy/Activity
|
Responsible
Person
|
Start Date
|
End Date
|
Cost/Funding
Source
|
INI
|
Impact
|
|
2
|
NCLB
|
A1. Grade level meetings will take place where the
curriculum specialist, principal, and grade level teams will analyze
student data. Expected Impact: Improvement in student success in
lower performing areas.
|
Jones Strunk
|
8/15/2008
|
8/15/2009
|
|
|
|
|
3
|
Both
|
A2. Classroom teachers will collaborate with
support personnel to develop additional activities that will enhance
lower performing student’s learning. Expected Impact: Students will
receive instruction that is targeted at their individual needs.
|
Jones
|
8/1/2008
|
8/15/2009
|
|
|
|
|
4
|
|
B1. The staff will receive professional
development on creating an effective comprehensive improvement plan.
Expected Impact: All school personnel will be competent to serve on
CSIP committees.
|
Jones Nicholas
|
7/1/2008
|
7/31/2009
|
|
|
|
|
5
|
|
B2. Grade level team leaders will keep records of
implementation and impact checks and report to building facilitator
on a scheduled basis. Expected Impact: The CSIP will be monitored
effectively and on a timely basis.
|
Leaders
|
8/1/2008
|
5/15/2010
|
|
|
|
|
|
|
Component: Learning
Environment
Component Manager: Karla
Crawford
Date: 3/24/2008
Name: OAK HILL
ELEMENTARY
|
Priority Need: According to the
staff review of the Standards and Indicators for School Improvement
there is a need for the highly skilled/specially trained Oak Hill
educators to share their knowledge through professional development
within the school. These professional development opportunities will
support the long-term professional growth needs of individual staff
members. Based on the results of the intermediate and primary student
surveys, 50% of students disagree or are neutral about their feelings
that most students in the school respect people that are different.
|
|
Goal: A. By May 2010,
professional development plans and reports will display growth in
faculty-led opportunities. Staff will lead meaningful professional
development ensuring that our highly skilled staff utilize and share
their knowledge effectively by providing on-going and job-embedded
instruction. B. By May 2010, parent and student surveys will show
improvements in school culture by decreasing the number of students or
parents who feel that students are not respected by others.
|
Benchmark
|
Measure
|
Date
|
Projected
Data
|
Actual
Data
|
|
Staff
Surveys
|
3/1/2008
|
50
|
31
|
|
Staff
Meeting Records
|
3/1/2008
|
50
|
0
|
|
Student
Surveys
|
3/1/2008
|
65
|
50
|
|
|
3/1/2008
|
|
|
|
GS No.
|
NCLBSB168
|
Strategy/Activity
|
Responsible
Person
|
Start Date
|
End Date
|
Cost/Funding
Source
|
INI
|
Impact
|
|
1
|
NCLB
|
A1 Faculty will share meaningful professional
development experiences throughout the year at Team Planning.
Expected Impact: Teachers will feel more supported in their
instructional strategies and will aid each other in idea development.
|
Strunk
|
8/15/2008
|
5/1/2010
|
|
|
|
|
2
|
NCLB
|
A2 Staff meetings will provide opportunities for
educators to share their knowledge in classroom instruction and activities.
Expected Impact: Teachers will feel more supported in their
instructional strategies and will aid each other in idea development.
|
Jones
|
8/15/2008
|
5/1/2010
|
|
|
|
|
3
|
Both
|
A3 Individualized and curriculum based
professional development opportunities will be provided to enhance
student learning and target areas of concern which include the
revision of the curriculum map, Response to Intervention (RTI),
writing, holistic scoring, analytical scoring for on-demand, updating
of assessment prompts, reading, math, arts and humanities. Expected
Impact: Achievement will increase due to content based instruction
and activities inspired by effective professional development
opportunities.
|
Jones
|
6/1/2008
|
5/1/2010
|
|
|
|
|
4
|
Both
|
A4 Professional development needs will be
determined using data from test score analysis, surveys, and frequent
diagnostics to improve instruction for gains in student achievement.
Expected Impact: Staff will know how to interpret testing data in
order to guide instruction and supplemental activities.
|
Jones
|
8/1/2008
|
11/1/2009
|
|
|
|
|
5
|
Both
|
A5 Primary classroom teachers will participate in
on-going professional development on scientifically based reading
research and instructional strategies in the areas of phonemic
awareness, phonics, vocabulary, comprehension, and fluency. Expected
Impact: Reading
achievement will increase due to content based instruction and
activities focusing on research based strategies provided by
professional development experiences.
|
Jones
|
6/1/2008
|
5/1/2010
|
|
|
|
|
6
|
NCLB
|
B1 Five positive postcards will be sent to
students by teachers monthly. Expected Impact: Positive family
connections will be made by teachers.
|
Crawford Cress
|
8/1/2008
|
5/15/2008
|
|
|
|
|
8
|
NCLB
|
B3 Our staff, teachers, and students will recite a
mission statement every morning. Expected Impact: Our students and
staff will become more intrinsically committed to our school’s
mission.
|
Teachers
|
8/15/2008
|
8/15/2009
|
|
|
|
|
9
|
NCLB
|
B4 Student-made skits will be played weekly to
provide positive social skills instruction. Expected Impact: Students
will see models of appropriate social interaction skills by
classmates. This will encourage proper behavior and conflict
resolution.
|
Crawford Smith
|
10/1/2008
|
5/1/2010
|
|
|
|
|
10
|
SB168
|
B5 Students will be recognized for various
accomplishments. Every teacher will choose a “Student of the Week”.
Students will be recognized for achievement in testing and Accelerated
Reader. Letters of congratulations will be sent to parents based upon
results of KCCT testing. Expected Impact: Increased self-worth will
elevate achievement and build and strengthen student character.
|
Jones Crawford
|
8/1/2008
|
5/1/2010
|
|
|
|
|
11
|
NCLB
|
B6 Wolverine Watch will air on Fridays to announce
important information and accomplishments within the school. Expected
Impact: Increased self-worth will elevate achievement and build and
strengthen student character
|
Abner
|
10/1/2008
|
10/1/2009
|
|
|
|
|
12
|
Both
|
B7 Events/Activities such as: Career Day, EGAT
Day, Dental Health Month, Common Focus Meetings, National
Breakfast/Lunch Week, Grandparent’s Day, Veteran’s Day, Testing
Celebration Day , Family Fun Nights, Culture
Festival, and various assemblies will enhance an open school culture
focused on building relationships. Expected Impact: School, family,
and community bonds will become a greater focus point in the
promotion of a supportive learning environment.
|
Jones Crawford
|
8/15/2008
|
5/15/2010
|
|
|
|
|
13
|
NCLB
|
B8 An ESL interpreter will be provided to support
ESL student achievement throughout the year. Expected Impact: ESL
families will feel more informed and accepted within the school.
|
Jones
|
10/15/2008
|
5/31/2010
|
|
|
|
|
14
|
SB168
|
B9 Teachers and Family Resource
Center will
send home newsletters containing classroom and health information to
families on a regular basis. Expected Impact: Newsletters will
promote a learning environment that encourages family involvement and
informs families about healthy habits in the best interest of our
students.
|
Cress
|
9/1/2008
|
2/28/2010
|
|
|
|
|
|
|
Component: Math
Component Manager: Pam
Strunk
Date: 2/21/2008
Name: OAK
HILL ELEMENTARY
|
|
Component: Reading
Component Manager:
Date: 2/21/2008
Name: OAK
HILL ELEMENTARY
|
|
|