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Improvement Plan

Lost River Elementary
School Improvement Plan

Date Approved by School Council: November 30, 2010

 


 

Assurance Certification

I certify to the best of my knowledge, the information contained in this application is correct and complete and that the agency named in this application has authorized me, as it representative, to obligate this agency to conduct any ensuing program of activity in accordance with all applicable Federal and State laws, regulations and specific program assurances contained in the Comprehensive School Improvement Plan . It is understood that this application constitutes an offer, and if accepted by the Kentucky Department of Education or negotiated to acceptance, will form a binding agreement.

 Lost River Elementary 

 

 

School

 

 

 
 Jim Goff   November, 2010 

 

Principal Date

 

 


 

 


 

Executive Summary

Mission Statement
The staff of Lost River Elementary School accepts the responsibility to instill in all students the attitudes of purpose, respect, individuality, determination, and high expectations as they pursue high levels of academic performance and positive social/emotional growth.

Process of Developing the Consolidated Plan
A volunteer committee worked to develop the school vision, mission statement, and motto. The committee presented the information to the students, parents, faculty, and Site Based Council. All stakeholders approved of the vision, mission, and motto.

Staff members volunteered for consolidated plan committees according to their interest/concerns.

Each committee included teachers from all grade levels as well as special area teachers such as music, art, and physical education. A list of committee members is included in this report.

The committees reviewed results of the Scholastic Audit and SACS report. The worked with test scores, discipline reports, and attendance reports to red flag areas that could be improved. The next step was to analyze survey results from parents, students, community, and staff. They also looked at portfolio pieces and open response samples. A list of needs was developed from all of the data, then all needs were sorted according to the nine Standards and then prioritized.

Each committee reviewed the prioritized needs and developed goals and strategies to address the needs.

This consolidated plan is expected to result in improved student achievement, and increase teacher effectiveness. The plan is also designed to make the school a safe and equitable environment for learning.

The management system for this consolidated plan consists of regularly scheduled impact checks. A committee will be assigned to each goal with subcommittees assigned for each strategy to assess the effectiveness of the plan. These committees will be responsible for collection of data appropriate to support the effectiveness of their assigned goal. The data should provide information both on strengths and weaknesses of the plan as well as any emerging issues. Semi-annually, data from the individual committees will be brught before the entire Consolidated Plan Committee for review from a systems perspective to identify common elements across all areas of the profile. Program amendment or revision will be done as needed.
 

Communication Plan
The Consolidated Plan will be shared with the plan committee and faculty at various stages throughout the development and implementation. The plan will be shared with parents and community at PTO meetings and Site-Based Council meetings.

Input will be continually gathered from surveys and meeting discussions held at PTO meetings, grade level meetings, faculty meetings, and Site-Based Council meetings.

 

Action Component:  Academic Performance           Status:  Final 

District:  Warren County      Component Manager:  Allison Pearson 

School Name:  Lost River Elementary      Date:  November, 2010 

School Type:  Public 

Priority Need
All students are expected to perform at the proficient level on the CATS assessment by 2014. Student subgroups are expected to achieve Annual Measurable Objectives (AM0) in reading and math. The 2009-10 KCCT assessment indicates the following percentages of students scored at or above the proficient level: Reading-68%, Math-74%. KCCT interim indices for 08-09 in those same areas were: Reading-92, Math-98. 

Goal (Addresses the Priority Need)
To make annual measurable objectives (AMO) in both reading and math with all subgroups .

Causes and Contributing Factors
Scholastic audit conducted in Spring of 2004 and recent test scores indicate:
A1. A need for a systematic review and or revision of curriculum documents and textbooks to reflect what students should know and be able to do in all content areas.
A2. A need for a test bank to ensure students are provided with authentic and multiple assessments.
A3. A need for all stakeholders' regular analysis of student work for instructional and curricular implications, as well as student self-evaluation of their own performance.
A4. A need for intentionally planning instructional strategies to meet the instructional needs of our diverse population and show evidence that we connect learning and instruction to real life learning experiences.
A5. A need for materials and resources to increase opportunities for our culturally diverse population.
A6. A need for standards-based units of study that make intentional, integrated connections to continuing education, careers, and real life applications.
A7. A need for special education students to perform closer to non disabled peers.

 

Objectives with Measures of Success
A1.1 Students will score at indices of 100 in all areas due to having more deliberate focus on core content material.
A2.1 Students will score at indices of 100 in all areas due to having authentic and multiple assessments aligned to the core content.
A3.1 Students will score at indices of 100 in all areas due to teachers' awareness of progress levels and student focus on their own progress.
A4.1 Students will score at indices of 100 in all areas due to better focus on core content and connections to real life experiences.
A5.1 Students in all disaggregated groups will achieve at levels within 10 index points of comparison groups.
A6.1 Students will score at indices of 100 in all areas due to studying standards based units that connect to real life applications.
A7.1 At least 81% Special education students will score proficient or better in reading and 71% will score proficient in math.

Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)

Objective
Label
Strategy/Activity Expected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A.1.1 a. Leadership team will meet regularly to discuss curriculum. a. Provide oversight for curriculum issues therefore increasing student achievement. Administration, leadership team 11/10 11/11 0 N/A
A.1.1 b. Review and revise curriculum yearly and align with state standards as measured by curriculum documents. b. Student achievement will increase due to clearer focus on core content. Faculty and staff 11/10 11/11 0 N/A
A.1.1 c. Complete curriculum maps in all areas and revise curriculum to align with state standards. c. Eliminate curriculum gaps therefore increasing student achievement in content areas. Administration, Curriculum Coordinator, Classroom Teachers 11/10 11/11 0 N/A
A.1.1 d. Develop a suggested reading list for each grade level. d. Prevent repetition of required books and materials at different grade levels. Media Specialist, Curriculum Coordinator, Teachers 11/10 11/11 0 N/A
A.1.1 e. Develop a system for reviewing textbooks annually. e. Student achievement will increase due to increased resources available to teachers and students Administration, Classroom Teachers 11/10 11/11 10,000 textbook carryover
A.2.1 a. Develop data bank of assessments that utilizes multiple intelligences, learning styles, Thoughtful Education strategies, and possible modifications as measured by student work. a. Student achievement will increase due to receiving instruction tailored to their learning styles and access to greater variety of assessment choices. Curriculum Coordinator, Classroom Teachers, Special education 11/10 11/11 0 N/A
A.2.1 b. Provide experience in taking tests and writing open response answers in P1, P2 and P3 classes. b. Increase student achievement on standardized tests and increase students' feelings of competence in test-taking. Curriculum Coordinator, Title I, Classroom Teachers 11/10 11/11 0 N/A
A.2.1 c. Provide direct instruction in test-taking skills. c. Increase student achievement on tests and increase comfort level for students involved in testing. Classroom Teachers, Curriculum Coordinator, 11/10 11/11 0 N/A
A.3.1 a. Plan quarterly analysis meetings for evaluation of student work in professional learning communities. a. Increased teacher awareness of student progress levels. Classroom Teachers, professional learning communities 11/10 11/11 0 N/A
A.3.1 b. Provide for regular student analysis of their work in the classroom and set target goals. b. Increased student focus on their learning and awareness of their individual progress by using targets in the classroom and with RTI. Classroom Teacher 11/10 11/11 0 N/A
A.3.1 c. Develop I Can statements for all subject areas and for all students. c. Increase student performance and achievement in all content areas. Professional learning communities 11/10 11/11 0 N/A
A.4.1 a. Utilize higher level thinking skills in questioning and open response. a. Students will be able to answer open response questions at higher levels as seen in analysis of open response. Classroom Teacher 11/10 11/11 0 N/A
A.4.1 b. Collect integrated thematic units for content areas.
 
b. Student achievement will increase due to more efficient use of handling content. Classroom Teacher 11/10 11/11 0 N/A
A.4.1 c. Build open response questions and rubrics into content area thematic units. c. Students will become familiar with using open response questions and rubrics for assessment and perform better on State tests. Classroom teachers 11/10 11/11 0 N/A
A.4.1 d. Continue Reading Mastery and Corrective Reading as a major component of reading instruction in grades P1-P4. Provide P3 and P4 students who have mastered Reading Mastery with alternative research-based reading program (Scott Foresman). d. Student achievement will increase due to more intense focus of phonics-based instruction. Administration, Classroom teachers, special education teachers 11/10 11/11 24,000 Grant, ESS, Textbook funds, Title 1 Funds
A.4.1 e. Implement writing curriculum and revise e. Student achievement will increase due streamlined focus on writing skills. Administration, Classroom teachers 11/10 11/11 500 Title 1 funds
A.4.1 f. Design grade appropriate Arts & Humanities posters for primary classes. f. Student achievement in Arts & 
Humanities will increase due to earlier and frequent exposure to the appropriate terms.
Music, Art, P.E. teachers 11/10 11/11 2000 Title 1 funds
A.4.1 g. Increase student participation in theater offerings both in/out of school. g. Student achievement in 
Arts/Humanities will increase due to increased exposure to theater performances
Classroom teachers 11/10 11/11 3000 Title 1, FRC, PTO
A.5.1 a. Purchase additional content area trade books and library books to use in reading class in the areas of science, math, and social studies for all grade levels. a. Increase student content knowledge by integrating reading and other content areas. Media Specialist, Title I Teacher, Administration 11/10 11/11 8000 Library media funds
A.5.1 b. Provide after school sessions for reading, math, and writing instruction including open response practice for students needing extra help or time (Focus Reading and Math, FasttMath, Lexia, Study Island). b. Student achievement will increase due to receiving extra time and assistance to reach their goals. ESS Coordinator, Classroom Teachers 11/10 11/11 18,000 ESS, ESL funds
A.5.1 c. Purchase non-biased supplementary/enrichment content materials including, trade books, library books, Junior Great Books, Storyworks and software. c. Enhanced background knowledge will help students make connections and extensions in content areas resulting in higher achievement. Title I, Teachers, Media Specialist 11/10 11/11 10,000 Title 1, SBDM funds
A.5.1 d. Use programs (Language for Learning, Adventures in Language, Open Book, Carousels of Ideas, Culture Grams etc) designed specifically to improve the English proficiency of LEP students. d. Improved English proficiency will improve student achievement ESL Staff 11/10 11/11 4000 ESL, SBDM funds
A.5.1 e. Develop an intervention reading program for intermediate students with lower English proficiency levels e. Improved reading proficiency will improve achievement of esl students ESL staff, administration 11/10 11/11 10,000 ESL, SBDM, School Money
A.6.1 a. Continue developing and using Thoughtful Classroom strategies to enhance instruction and using Thoughtful Education Strategies at least one per day. a. Student achievement will increase due to improved instruction. Classroom teachers, leadership team, Administration 11/10 11/11 0 N/A
A.6.1 b. Provide real life experiences such as Colonial Day, field trips, Family Reading Night, Science night, International night, student fairs, career fairs, Science museum overnight trip, Entrepreneur Fair, etc. b. Student achievement will increase due to real-life connections and applications Classroom teachers, FRC, Administration 11/10 11/11 5000 School money, SBDM funds, FRC funds, Title 1
A.7.1 a. Special Education teachers will meet every 2 weeks. a. Provide oversight for curriculum issues therefore increasing student achievement. Special education staff 11/10 11/11 0 N/A
A.7.1 b. RTI team will review weekly progress monitoring for math and reading effectiveness b. Achievement will improve due to continuous improvement of instructional strategies. RTI team, teachers 10/08 10/10 0 N/A
A.7.1 c. Teachers will be provided resources to help meet needs in reading and math c. Achievement will improve as instructional resources are provided Administration, teachers 10/08 10/10 10000 SBDM Funds
A.7.1 b. Implement after school tutoring of special needs students b. Improve with additional time teachers 11/10 11/11 7,000 Special ed. funds, ARRA funds
A.7.1 c. Continue to implement Connections program as a remedial K-2 program c. Provide remedial instruction to targeted students Special education staff 11/10 11/11 0 N/A
A.7.1 c. Continue to implement Connections program as a remedial K-2 program c. Provide remedial instruction to targeted students Special education staff 11/10 11/11 0 N/A
A.7.1 d. Continue Language for Learning and Reasoning and Writing at appropriate levels d. Student achievement will improve in vocabulary and listening skills and language arts skills Special education staff 11/10 11/11 0 N/A
A.7.1 e. Purchase content area test prep. Materials: Ladders to Success grades 3-6 e. Improve reading skills/strategies Classroom teachers, special ed. Staff 11/10 11/11 1,800 Title 1
A.7.1 f. Use RTI to enhance instruction. f. Increase student Achievement Special education staff 11/10 11/11 0 N/A
A.7.1 g. Integrate targeted students into the regular classroom reading curriculum k-6 g. Students will receive instruction with peers while receiving remediation in resource Classroom teachers, Special Ed. Teachers 11/10 11/11 0 N/A
A.7.1 g. Integrate targeted students into the regular classroom reading curriculum k-6 g. Students will receive instruction with peers while receiving remediation in resource Classroom teachers, Special Ed. Teachers 11/10 11/11 0 N/A
A.7.1 h. Evaluate each student's IEP h. Ensure students receive appropriate time in the reading curriculum according to their achievement level and disability Special ed. Staff 11/10 11/11 0 N/A
A.7.1 i. Continue to monitor pacing guides/monitoring sheets i. Enhance students' progress in reading skills/comprehension Special ed. Staff 11/10 11/11 0 N/A
A.7.1 j. Continue school/home communication j. Facilitate awareness of reading programs and student progress Special ed. Staff 11/10 11/11 0 N/A
A.7.1 j. Continue school/home communication j. Facilitate awareness of reading programs and student progress Special ed. Staff 11/10 11/11 0 N/A
A.7.1 k. Use computer programs for targeting and improving reading skills k. Improve reading skills/comprehension to further remediate students Special ed. Staff, classroom teachers, curriculum coordinator 11/10 11/11 0 N/A
A.7.1 l. Utilize Number Worlds, Math Magic, Marcy Cook Centers, Do the Math l. Math fluency and number sense will improve Special ed. staff and RtI Teachers, ESS teachers 11/10 11/11 20,000 Title 1, SBDM, ARRA funds
 

Action Component:  Efficiency Component           Status:  Final 

District:  Warren County      Component Manager:  Stephanie Badstibner 

School Name:  Lost River Elementary      Date:  November, 2010 

School Type:  Public 

Priority Need
Organize school to maximize the use of time, available space and resources to provide the most effective teaching and learning that supports high student and staff performance.

Goal (Addresses the Priority Need)

Carry out a shared vision in all aspects of the planning, organizational structure, and resources that maximizes benefits to high student and staff performance. 

Causes and Contributing Factors
Scholastic audit conducted in Spring of 2004 indicates:
A1. No intentional practice to monitor classrooms outside normal evaluation process.
A2. Leadership capacity is not being fully developed
A3. No formal process to ensure equitable allocation of funds.
A4. No formal procedures for the development, implementation, revision, and monitoring of the Comprehensive School Improvement Plan.
A5. Attendance policy lacks effectiveness.
A6. Large class size reduces effectiveness of instruction.


2010 KCCT/NCLB results show:
A.7 Achievement gaps exist between genders, students w/ disabilities, and African-American students and ESL students. 

Objectives with Measures of Success
A1.1 Increase student achievement to indices of 100 in all areas by providing immediate feedback to teachers through focused, spontaneous walk throughs.
A2.1 Increase student achievement to indices of 100 in all areas by increasing leadership capacity through PLC meetings
A3.1 Increase student achievement to indices of 100 in all areas by equitably distributing all resources.
A4.1 Increase effectiveness of the educational process by improving the planning process.
A5.1 Increase student attendance rates an overall 1%.
A6.1 Increase student achievement to indices of 100 in all areas by reducing teacher/pupil ratio. 
A.7.1 Reduce achievement gaps to no more than 12 index points among all groups.

Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)

Objective
Label
Strategy/Activity Expected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A.1.1 a. Use a standard walk through instrument once a month or at regular intervals. a. Student achievement will increase due to a focused, intentional, immediate (1-2 days later) feedback teachers gain through informal observations administration 11/10 11/11 0 N/A
A.1.1 b. Continue to ensure that teachers get regular informal observations b. Student achievement will increase due to a focused, intentional feedback teachers gain through informal observations Administration 11/10 11/11 0 N/A
A.2.1 a. Create formal plan for Leadership team meetings and PLC meetings a. Student achievement will improve as efficiency in the planning process improves Administration, leadership team, ECC 11/10 11/11 0 N/A
A.2.1 b. Continue using leadership team to train grade levels in new practices. b. Student achievement will increase as instruction improves. Leadership team, teachers, ECC 11/10 11/11 0 N/A
A.2.1 c. Continue to use PLC meetings as professional growth opportunities c. Student achievement will increase as teachers professional growth increases Leadership team, teachers, ECC 11/10 11/11 0 N/A
A.2.1 d. Leadership team to discuss individual at risk students d. Increase achievement of at-risk students. School Psychologist, Leadership team, administration 11/10 11/11 0 N/A
A.2.1 e. Leadership team and teachers to address math and reading strategies for parents. e. Parents will be provided with 
strategies to help their children at
home.
Leadership Team, teachers, ECC 11/10 11/11 0 N/A
A.2.1 f. Use PLC meetings and common planning time to discuss student needs for reading and math intervention or enrichment f. Student achievement will increase as teachers collaborate over specific needs Special and regular ed. Teachers 11/10 11/11 0 N/A
A.2.1 g. Use PLC meetings to discuss strategies and student needs of IEP students involved in collaboration. g. Student achievement will increase as teachers increase knowledge of special needs of students and strategies to deal with those. Regular and special ed. teachers 11/10 11/11 0 N/A
A.3.1 a. Leadership team will assist administration in budgeting money a. All student achievement will increase due to the equitable allocation of money Administration, leadership team 11/10 11/11 0 N/A
A.4.1 a. Establish a CSIP Committee that involves all stakeholders in the development, implementation, revision, and monitoring of the Plan. a. Achievement of all students will increase due to planning that addresses the needs of all stakeholders. Administration, Leadership team, SBDM 11/10 11/11 0 N/A
A.4.1 b. Teachers will make referrals for at risk students and make recommendations to ECC to attend ESS and or receive mentoring services to raise to the next proficiency level b. At-risk students will be more successful in the classroom and perform at a higher level as evidenced by grade reports, state assessment results and performance tracking documents. Teachers, ECC 11/10 11/11 0 N/A
A.4.1 c. Teachers will make referrals for students with IEP's to attend ESS c. Student achievement will increase due to more direct instruction Teachers, ECC 11/10 11/11 0 N/A
A.5.1 a. Leadership team to review and revise the attendance incentive policy to include individual and class rewards for perfect attendance through announcements starting day one. a. Student achievement will increase due to improved student attendance. Administration, leadership team, classroom teachers, SBDM 11/10 11/11 3,000 PTO, school funds
A.5.1 b. Annually review attendance incentive program with faculty with gift cards or financial reward for perfect attendance b. Student achievement will increase due to improved teacher attendance which increases consistency of learning. Administration, teachers 11/10 11/11 1,000 PTO or school funds
A.6.1 a. Employ three teachers to maintain low student teacher ratio in all grades. a. Student achievement will increase due to reduced teacher/pupil ratio. Administration, classroom teachers 11/10 11/11 140,000 Title 1 funds
A.7.1 a. Address achievement gap issues 
at faculty meetings and 
leadership team meetings to 
provide strategies to close 
existing gaps. (using ThinkLink, GRADE, GMADE and KCCT tests)
. Teachers will be aware of current 
issues in order to best meet the 
needs of all students. Classroom 
strategies will address 
achievement gaps resulting in 
higher performance of all 
students.
Administrators, ECC, teachers, leadership team 11/10 11/11 0 N/A
A.7.1 b. Leadership team will review weekly progress monitoring for math and reading effectiveness b. Achievement will improve due to continuous improvement of instructional strategies. Administrators, ECC, teachers, leadership team 11/10 11/11 0 N/A
A.7.1 c. Teachers will be provided resources to help meet needs in reading and math c. Achievement will improve as instructional resources are provided Administration, teachers 11/10 11/11 10,000 SBDM Funds
A.7.1 d. Increase time Special needs students are exposed to regular curriculum. d. Achievement will improve with additional exposure to core content. administration, regular ed teachers, special ed. teachers 10/0811/10 11/11 0 N/A
A.7.1 e. Implement a collaboration plan e. Achievement will improve with additional exposure to core content administration, regular ed teachers, special ed. teachers 11/10 11/11 0 N/A
 

Action Component:  Learning Environment           Status:  Final 

District:  Warren County      Component Manager:  Whitney Moore 

School Name:  Lost River Elementary      Date:  November, 2010 

School Type:  Public 

Priority Need
All students included in a diversified population (ie. Minority, ESL, GAT, Special Education, etc.) should reach a level of proficiency by eliminating cultural barriers to education.

Goal (Addresses the Priority Need)
Eliminate cultural and socio-economic barriers in all aspects of the school operation to increase the overall student academic performance of diverse student populations, reducing achievement gaps < 10 index points.

Causes and Contributing Factors
Scholastic audit conducted in Spring 2004 indicates:
A1. There is a need to increase outreach efforts with non-English speaking and low-income parents, through local partnerships (ie. Social service agencies, churches, etc.) and school sponsored events.

A2. A need exists to plan and participate in professional development of research-based instructional strategies (ie. Marzano, Silver and Strong, etc.) that promotes improvement in student learning and achievement. 


A3. Evidence reflects a need for development of new and less experienced teachers through mentoring by more experienced teachers. 

Objectives with Measures of Success
A1.1 Test scores of all students will have a gap of less than 10 index points in achievement. Students and staff will appreciate uniqueness of individuals.

A2.1 To reduce the gaps in African-American/Caucasion achievement, and reduce the gaps in achievement among all the different disaggregated groups to less than 10 index points through professional development that addresses research-based instructional strategies for the success of all students by implementing Response to Intervention (RtI).

A3.1 Use of leadership team and PLC's meetings will provide new and less experienced teachers with ongoing development and access to more experienced teachers.

Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)

Objective
Label
Strategy/Activity Expected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A.1.1 a. Develop a written plan for addressing the unique needs of the culturally diverse student and parent population, especially ESL families. Target groups of ESL and special needs students to participate in ESS. a. Achievement of all students will increase as individual needs are met. Administration, ESl, Classroom Teacher 11/10 11/11 0 N/A
A.1.1 b. Review and revise school wide discipline policy emphasizing a proactive approach with monthly incentives and rewards (Principal's 200 Club, Lion's Den, Treasure Tower, Bus Tokens, Academy Awards, Check and Connect). b. Students will become aware of their rights and responsibilities defined in the discipline policy, therefore decreasing the number of discipline incidents (evidenced by the principal's and teachers' discipline logs). Administration, PBIS team, faculty and staff 11/10 11/11 500 Title I
A.1.1 c. Address diversity and equity issues through the use of guest speakers, technology, special programs, etc. Develop a contact list of people who can do this. c. Students will be appreciate and be able to work more cooperatively with those who are culturally different from themselves. Classroom Teacher, Family Resource Center, ECC, Guidance Counselor 11/10 11/11 2000 Family Resource Funds
A.1.1 d. Review and implement research-based implications of effort on student achievement through instruction and assessment with incentives and awards (Academy Awards, iGAME). d. Students will become aware of the importance of effort and its effect on achievement, therefore increasing student test scores. Administration, Classroom Teacher, Family Resource Center 11/10 11/11 500 Family Resource, School Activity Fund, PTO Fund
A.2.1 a. Provide faculty development on the culture of poverty and cultural diversity. a. Students will develop positive communication skills in dealing with peers and adults (evidenced by teacher observation). Administration, ESL teachers, Guidance Counselor 11/10 11/11 1000 PD funds
A.2.1 b. Provide ongoing faculty development on research-based strategies of Thoughtful Education. b. Students will be able to acquire greater vocabulary and critical thinking skills, increasing academic achievement. Administration, Curriculum Coordinator, teachers, Title I teachers 11/10 11/11   N/A
A.2.1 c. Revisit and refine areas of best practices for schools such as: multiple intelligence, use of math manipulatives, use of learning centers, integrated thematic instruction, technology, critical thinking, foundations, Reading Mastery, Reading in Content, Open Response Writing, Do the Math, Making Math Magic, Scott Foresman Reading, Lexia, Distar Arithmetic, Connections etc. c. Achievement of all students will increase as evidenced by classroom assessment and the CATS test scores as instructional strategies are more effective by using RtI. Administration, classroom teachers 11/10 11/11 0 N/A
A.2.1 d. Update information and practice safety drills such as fire, earthquake, severe storm, and bomb threats. d. Students will be able to handle 
emergency procedures in an 
intelligent, calm, and orderly 
manner(evidenced by teacher 
observation).
Administration, classroom teachers 10/08 10/10 0 N/A
A.2.1 e. Revisit and refine foundations behavior program school-wide. e. Student achievement will increase due to improved learning environment and fewer behavior distractions. Administration, Curriculum Coordinator, Classroom teachers, Title I teachers, PD Committee 11/10 11/11 0 N/A
A.2.1 f. Continue using Second Step Violence Prevention program in classrooms. f. Students will develop positive
communication skills in dealing
with peers and adults (evidenced 
by teacher observation).
Guidance counselor, Family Resource 11/10 11/11 100 Family Resource Funds, Title IV
A.2.1 g. Continue weekly classroom guidance schedule. g. Students will develop positive communication skills in dealing with peers and adults (evidenced by teacher observation). Guidance Counselor 11/10 11/11 0 N/A
A.2.1 h. Guidance counselor will continue to instruct individuals and small groups in developing and using anger management skills, bully prevention, and positive character traits h. Students will develop positive communication skills in dealing with peers and adults (evidenced by teacher observation). Guidance counselor, district therapist 11/10 11/11 500 Family Resource Funds
A.2.1 i. Provide books for entire faculty when leadership team receives one. i. Student achievement will improve due to improved instruction. Teachers, leadership team, administration 11/10 11/11 3000 SBDM Money
A.2.1 j. Visit schools who are successful w/ identified subgroups where there are achievement gaps j. Teachers will acquire strategies 
and tools to improve instruction 
to targeted sub-groups.
 
Teachers, administration 11/10 11/11 1000 General Fund
A.3.1 a. Utilize bi-weekly leadership team meetings to develop plans for professional development, and to analyze instructional strategies and assessments including related arts areas.. a. Increase achievement of all students due to the use of research-based means of instruction, strategies, and materials. Administration, leadership team 11/10 11/11 500 General Fund
A.3.1 b. Leadership team will conduct bi-weekly grade level meetings for the purpose of sharing instructional and assessment resources, and analyzing student work. b. PLC's will stay current on research-based instructional strategies and student assessment, contributing to effectiveness of the classroom teacher and positively influencing student achievement by implementing RtI. Administration, leadership team, teachers 11/10 11/11 0 N/A
A.3.1 c. Leadership team will conduct in-house and ongoing professional development over the implementation of best practices in teaching and research based strategies (ie. Thoughtful Classroom, Marzano, etc.) c. Student achievement will increase based on teacher effectiveness as new research-based strategies are implemented in the classroom. Administration, leadership team, classroom and resource teachers 11/10 11/11 1000 PD Funds, Title I Funds, Eisenhower Funds
A.3.1 d. Leadership team will conduct walk-through observations to collect data on effective classroom instruction d. Classroom teachers will be provided critical feedback and reflection on implementation of instruction and assessment in the classroom. Administration, leadership team, classroom and resource teachers 11/10 11/11 0 N/A