Central Primary School

 

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

 

 

March 24, 2005

Revised – March 2005

 

 

 

 

 

 

EXECUTIVE SUMMARY

 

CENTRAL PRIMARY

CORBIN INDEPENDENT SCHOOLS

 

ü     MISSION STATEMENT

 

Central Primary School believes that students can achieve mastery of basic skills regardless of family background, socio-economic status, race or gender.  We believe our school’s purpose is to educate students to achieve their highest academic performance while fostering growth, both socially and emotionally, therefore enabling students to achieve mastery of skills necessary to become effective and productive members of society.

 

ü      PROCESS OF DEVELOPING THE COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

 

1.   How were planning and needs assessment teams organized?

 

Needs assessment teams were organized during a comprehensive school improvement planning meeting after school.  Teachers from a variety of grade levels and subject areas were represented on the teams. 

 

2.   Who were members/representative groups whom served on planning and needs assessment committees?

 

Teachers, Family Resource, Parents, Community Members

 

3.  How were the needs of the school determined?

 

The needs of the school were determined through the analysis of parent, student and staff surveys as well as past and current test data.

 

4.  How were goals and strategies decided upon?

 

Each team met and discussed goals and strategies using information gathered along with a copy of the most recent comprehensive school improvement plan.  In depth discussions were held concerning current student performance so as to ascertain the most pressing student needs.

 

 

 5.  What is the plan expected to achieve?

It is our hope that by implementing this revised comprehensive school improvement plan at Central Primary that our students will achieve mastery of skills needed to reach the goal of proficiency by 2014.  The strategies, which were no longer current or relevant, were removed, while others were revised to make them more appropriate.  Still more were added which included the new focus areas for the upcoming year.

 

6.  How was the public comment secured and what was the response from the school?

Public comment was secured through presentation to the SBDM council, PTO and the Corbin Board of Education at an open meeting.  The response from the school was positive and mainly stemmed from the process of completing the plan.  Many team members had never spent a substantial amount of time reviewing their schools test scores and dissecting data into sub-groups.  The process of forming objectives based upon data and then deriving strategies to meet the objectives was empowering for team members.

 

7.  How will school improvement planning be ensured in the future?

School improvement planning will be ensured by involving all staff in the process of developing the plan, which consequently results in administration, teachers, and staff believing in the process of analyzing data, creating objectives, and developing strategies and activities as a means to promote student achievement.  On a monthly basis, progress checks are made at the school level to ensure that the CSIP is being implemented.  These results are reported to both the SBDM council as well as the school board. 

 

ü     COMMUNICATION PLAN

 

8.  How will the comprehensive school improvement plan and other important information be shared with stakeholders?

The comprehensive school improvement plan and other pertinent information will be shared with stakeholders by presenting the plan to a variety of audiences such as PTO, civic clubs, the chamber of commerce, and the media.  Copies of the plan will be distributed to an array of clubs, organizations, and institutions as possible. 

 

9.  How will input continually be gathered from stakeholders?

Central Primary will maintain a calendar indicating events, which will host target audiences who may provide feedback and innovative strategies to ensure successful completion of the plan.  Such audiences may include board meetings, staff meetings, and community gatherings.

 

 

 

 

 

 

 

Action Component:   STUDENT ACHIEVEMENT      Draft               ·  Final    

      

District Name:  Corbin Independent                    Component Manager:  Principal

School Name:  Central Primary School               Date:  March 2005                                          Public School

 

Priority Need – STUDENT ACHIEVEMENT

Goal (Addresses the Priority Need)

 

According to the 2004 CATS scores:

 

  • Academic Index in Reading is 89.64.

  • Academic Index in Mathematics is 79.60.

 

  • Academic Index in Arts and Humanities is 57.32.

  • There is an unacceptable percentage of students scoring a two (2) or below in open response question in reading and math.

 

    1. READING

 

77% of students are scoring 2 or below

     in literary reading  ( no change from 2004)

69% of students are scoring 2 or below in
      informational reading

75% of students are scoring 2 or below in

    persuasive reading (an increase of 15% from 2004)

67% of students are scoring 2 or  below in
       practical/workplace reading

 

    1. MATH

             61% of students scored  2 or below in

                    Numbers/Computation (an increase of 4%)

             62% of students scored  2 or below in

                    Geometry/Measurement (an increase of 7%)

             48% of the students scored 2 or below in

                     Probability/ Statistics

             49% of students scored 2 or below in

        Algebraic Ideas

 

.0

A.     By Spring 2006, the Academic Index for Reading will be 100.

B.      By Spring, 2006, the Academic Index for Mathematics will be 90.0

 

C.     By Spring 2006, the percentage of students scoring a two (2) or below on Open Response Questions will decrease by 20%.

D.     By Spring 2006, the percentage of students scoring proficient in On-Demand writing will increase by 20%.

E.      By Spring 2006, the percentage of students scoring proficient in Arts & Humanities will increase by 25%.

 

 

Priority Need – STUDENT ACHIEVEMENT – CONTINUED

 

 

  • Writing portfolios, 67% of students scored proficient/distinguished. 
    In     on-demand writing, 19.05% of students scored proficient, with no students scoring distinguished.

  • In Arts and Humanities, 22% of students scored proficient-distinguished.  This is a decrease in the percentage of students scoring Proficient/Distinguished (6%) in Arts and Humanities from 2003. 

 

 

 

Causes and Contributing Factors

 

Objectives with Measures of Success

 

Ø      There is not sufficient time allotted for daily reading instruction.

 

Ø      Students have not been formally assessed on a regular basis to determine weaknesses in phonemic awareness and phonic skills in order to modify instruction.

Ø      Students have not been receiving sufficient reading instruction based on individual needs.

Ø      Not all teachers feel secure in teaching the Everyday Math® curriculum and how to integrate this curriculum with Program of Studies and Core Content.

Ø      Students are not able to answer open response questions at a proficient level.

 

 

 

 

 

 

 

A1.  All students will have specific, targeted reading
        instruction based on individual needs during the
        school-wide block of instructional reading time.

A2.  All kindergarten and 1st grade students will be
        assessed on a regular basis using the research-
        based DIBELS ® test, providing data for
        instructional planning.

A3.  100% of the teachers will have an intentional
        focus on all four types of reading genre as
        reflected in lesson plans.

 

 

 

 

 

Causes and Contributing Factors - continued

 

Objectives with Measures of Success - continued

 

 

Ø      Teachers are not using open response questions in their assessments on a regular basis.

Ø      Teachers are not intentional in requiring students to write with a focus in “On-Demand writing.”

Ø      There is insufficient collaboration between the related arts teachers and general education teachers in integrating classroom content during library, music, drama, and art classes.

Ø      Music, art, and drama terminology is not addressed outside the related arts classes on a regular basis.

 

 

 

 

 

 

 

B. 100% of the teachers will feel competent in
     teaching and integrating Everyday Math with
     Program of Studies and Core Content.

C.  Open-response questions will be a component
      of on-going assessment as documented in lesson
       plans.

C1.  Teachers will model proficient work for students,
        and  in turn expect proficient work from students
        which will  result in a higher percentage of
        students scoring 3’s and 4’s on open-response
        questions.

D.  Students will be provided with opportunities to
      practice on-demand writing as documented in
      the lesson plans of all teachers.

E.  There will be integration of units of instruction
     between the core and related arts teachers. 
     This will impact the percentage of students
     scoring proficient in Art and Humanities.

 

 

 

 

 

 

 

 

 

Action Component: STUDENT ACHIEVEMENT                 Draft                        · Final           

 

District Name:  Corbin Independent                    Component Manager:  Principal

 

School Name:  Central Primary School                           Date:  March 2005                      · Public School 

 

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

 

 

Objective Label

 

Strategy/Activity

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End

Date

 

Resources Needed

 

Fund Source

 

 

A. 1a

 

 

 

Teachers’ lesson plans for reading, based upon on-going assessment data, will reflect how instruction is individualized to target specific skills for individuals and small groups.

 

Because of the school-wide reading block and the increased time allotted to reading, teachers will have more instructional time with a smaller group of students to target specific needs, which will impact reading scores.

 

Principal/

Team Leaders/

Ann Longworth

 

 

 

May 2005

 

May 2006

 

None

 

N/A

 

 

 

 

 

A. 1b

 

 

 

Based on DIBELS assessment data, students who have not mastered phonemic awareness skills will be receiving LiPS® instruction.

 

LiPS® is based on the scientific research which states phoneme/phonological awareness is the best single predictor of success in learning to read.  With the previous success of this program, the number of students receiving LiPS® instruction will increase which will in turn improve reading scores.

 

Ann Longworth

 

Aug.

2005

 

 

 

May

2006

 

 

 

None

 

N/A

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

A. 1c

 

A reading skills class (30 minutes) for students will be added to the schedule as part of the related arts rotation.  Reading teacher will collaborate with classroom teacher in developing lessons to target specific skills.

 

 

 

Students will have additional opportunities for reinforcement and practice in specific reading skills. This additional practice will increase students’ ability to become successful readers on appropriate level.

 

Lori

Dixon

 

Aug.

2005

 

May 2006

 

$500.00

 

Instru.

Funds

 

 

 

 

 

 

 

A. 1d

 

Instruction will be focused around two areas - Language Arts and Mathematics. Foundational social studies and science concepts will be incorporated and integrated within Language Arts and Mathematics.

 

 

Teachers will be able to focus on the two most critical areas.  Having a firm handle on these two areas will enable the students to be more successful.  Student achievement will be increased across the range of subjects due to our focus on reading/writing and mathematics.

 

Principal/

Team Leaders/

Teachers

Ann Longworth

 

Aug.

2005

 

May 2006

 

None

 

N/A

 

 

 

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

A. 1e

 

 

A K-2 literacy plan will be refined and implemented, creating a systemic, intentional plan to address the need for all students to read at grade level.

 

Students will receive the instruction needed to help them read at grade level.

 

 

Principal/

Faculty/

Ann Longworth

 

 

 

May

2005

 

May 2006

 

None

 

None

 

 

 

 

A.1f

 

 

The Reading Recovery program will continue to address the needs of at-risk students.

 

 

At-risk students will receive extensive, supplemental instruction in reading.

 

 

Reading Recovery Teachers

 

 

June 2005

 

 

May 2006

 

 

$7,000

 

Title I, IASA, General Fund

 

 

 

 

 

A.1g

 

The Four Block balanced approach to reading and writing instruction will continue to be used as the framework by which to deliver language/writing instruction.  The focus is changing from orientation/awareness to application/refinement.

 

 

All students will be more effective readers and will also be able to express themselves more effectively through their writing.

 

 

 

 

 

Principal

 

 

 

June 2005

 

 

May 2006

 

 

$500.00

 

PD Funds/

Instru.

Funds

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

Expected Impact in Terms

of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

A.1h

 

Team leaders and subsequently all other teachers will be trained in the appropriate data analysis measures used to analyze MAP test scores.  This information will then be used to modify instructional practices.

 

Students will receive instruction specifically targeted toward their individual needs.

 

 

 

MAP® Presenter

 

Principal

 

 

 

 

June 2005

 

 

May 2006

 

 

District Funds

 

PD Funds

 

 

 

 

 

 

A. 1i

 

All teachers will have training in differentiated instructional strategies.

 

 

Teachers’ lesson plans will reflect the variety of learning styles, abilities, and interests of students in their class.

 

Ann Longworth

 

 

Aug.

2005

 

 

May 2006

 

 

None

 

N/A

 

 

 

 

 

 

A. 2a

 

 

 

 

Beginning, middle, and ending of school year, DIBELS assessment will be given to all P1 and P2 students.  This information will be used for instructional planning and decision making on student placement.

 

Teachers will have an increased awareness of students’ strengths and weaknesses in fundamental reading skills and plan accordingly.  This is turn will improve reading scores.

 

Ann

Longworth

 

Aug.

2005

 

 

May 2006

 

 

 

None

 

 

N/A

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

A. 2b

 

P1 and P2 students will be continually monitored in phonemic awareness to refine instructional practices.

 

 

Teachers will have an increased awareness of students’ strengths and weaknesses in fundamental reading skills and plan accordingly.  This is turn will improve reading scores.

 

 

 

 

 

 

 

 

 

 

 

 

A. 2c

 

All instructional assistants will continue to work with students needing additional instruction in all content areas, including the administration of the DIBELS assessment.

 

Teachers will have an increased awareness of students’ strengths and weaknesses in fundamental reading skills and plan accordingly.  This is turn will improve reading scores.

 

Principal

/Faculty

All Instruct.

Assistants

 

 

Aug. 2005

 

May 2006

 

 

$105

 

General Fund and

 Title I Funds

 

 

 

 

 

A. 3a

 

 

Teachers will develop a list of reading materials and other resources needed to have adequate instructional materials to address the different reading genres.  Mr. Couch and Mrs. White will collaborate in securing needed materials for the teachers. 

 

Teachers will have adequate non-fiction reading resources available to instruct in all reading genres.  Students will have increased scores in all non-literary areas of reading.

 

Brenda Hammons

Principal

Media Specialists

 

 

June

2004

 

 

May 2005

 

 

 

None

 

 

N/A

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

Expected Impact in Terms of Student Performance &Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

A. 3b

 

The number of Accelerated Reader books focusing on non-literary reading will be increased.

Books will include reading material which has a focus on informational, persuasive, practical/workplace reading.

 

 

Students will benefit from an expanded non-fiction library to include informational, persuasive and practical/workplace reading materials.

 

Principal/Media Specialist

 

 

June 2005

 

 

May 2006

 

 

$3500.00

 

Library Funds/

PTO Funds

 

 

 

 

 

 

 

 

 

 

B.

 

 

Professional development in Everyday Math will be offered that provides age-appropriate instruction and ideas along with opportunities for teachers to continue to refine their instruction.

 

Student scores will improve due to math concepts and skills being presented with age-appropriate techniques.

 

 

Brenda Hammons/

Principal

 

 

June

2005

 

May 2006

 

$3,000.00

 

PD Funds

 

 

 

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student

Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

C. 1

 

 

All teachers will be trained in using Open Response questions, rubrics, and scoring guides.

 

 

 

Students will be able to answer open response questions at a proficient level.

 

 

 

Ann Longworth

 

 

 

Aug. 2005

 

 

Dec. 2006

 

 

None

 

N/A

 

 

 

 

 

 

 

C. 2

 

 

Teachers will utilize open response questions on a regular basis in the classroom including, but not limited to weekly assessments.

 

 

Students will have increased practice answering open response questions and applying these skills on state assessments.

 

 

Principal/

Faculty

 

Aug. 2005

 

 

May 2006

 

 

None

 

N/A

 

 

 

 

 

 

 

 

 

C. 3

 

Thinking Maps© will continue to be used to help students develop higher level thinking skills.

 

 

As a result of using Thinking Maps® students will be more adept at using a variety of different graphic organizers, thereby helping them think more effectively.

 

Principal

 

Aug. 2005

 

 

May 2006

 

 

$500.00

 

 

 

Instru. Funds

 

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student

Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

D. 1

 

Teachers will have training in strategies to enhance

On-Demand writing.

 

 

Students will have more experiences in writing On-Demand pieces.

 

Principal/

Ann Longworth

 

 

Aug. 2005

 

 

May 2006

 

 

$500.00

 

PD Funds

 

 

 

 

 

 

D. 2

 

Teacher will provide opportunities at least monthly for students to practice on-demand writing.  Common prompts will be structured by each grade level to elicit student writing which narrates, persuades, or requires response to graphic, text, or chart.

 

 

Student will be become proficient in writing in all situations and genres. 

 

 

Ann

Longworth

 

 

Aug.

2005

 

 

May

2006

 

 

None

 

 

N/A

 

 

 

 

E. 1

 

 

 

The basic elements of art and music will be posted in every classroom.   

 

Posters will be a visual reminder for teachers and students that music, art, and drama are important components of the curriculum.  This additional focus will improve KCCT scores in Arts & Humanities.

 

Principal/

Faculty

 

 

Aug. 2005

 

 

May 2006

 

 

$250.00

 

Instru.

Funds

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student

Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

E. 2

 

All classroom teachers will include in their morning message, and throughout the day, a key concept from the Arts &Humanities curriculum to be the focus word(s) for the week.  Related Arts teachers will create key vocabulary lists from the sub-domains that can be integrated across the curriculum.

 

Students will have additional opportunities to learn Arts & Humanities content with the integration of Arts & Humanities concepts throughout the instructional day.

 

Faculty

 

Aug.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

 

 

E. 3

 

Related arts teachers will collaborate with P1, P2, and P3 teachers to ensure that instruction is integrated, to the maximum extent possible, with on-going activities/units taking place in the regular classroom.

 

Arts and Humanities scores will increase.

 

 

Related Arts Teachers/

Faculty

 

Aug.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

 

 

 

Action Component:   SCHOOL CLIMATE                  Draft            · Final           

 

·        Public School
 
District Name:  Corbin Independent        Component Manager:  Principal

 

School Name:  Central Primary                 Date:  March 2005

                            

 

Priority Need – School Climate

 

Goal (Addresses the Priority Need) – School Climate

 

  • Based on KCCT, MAP, and DIBELS test results, students are not performing at an acceptable level with current grade configuration.

  • Based on KCCT, MAP, DIBELS and test results, and teacher feedback, there is not enough instructional time to focus on reading, writing, and math.

 

  • Based on observations and teacher lesson plans, students are not receiving instruction based on individual academic needs. 

  • Based on observations and teacher feedback, school-wide student behavior in the morning, lunchtime, and in hallways is unacceptable.

  • There is a lack of consistency among faculty members in behavioral expectations.

  • An average of two students per day is sent to the office with discipline issues.  Students are displaying behaviors that indicate disrespect for others and verbal threats toward others.

  • Based on staff observations, there are not sufficient safeguards in place to monitor parents and others entering the building throughout the day.

  • Students are not recognized in any school-wide celebrations for academic successes. 

 

 

 

 

A.    Students will experience greater academic success and be prepared academically and socially for third grade.

B.      Student expectations for appropriate behavior, throughout the school day, in classrooms and all areas will be uniform.   

C.      Central Primary will be a safe environment for all students.

D.    Students will know that proficient work is valued and recognized by all school staff and stakeholders.

 

 

Causes and Contributing Factors – School Climate
 
Objectives with Measures of Success – School Climate

 

 

Ø      The majority of reading instruction takes place in a self-contained classroom which does not allow sufficient time for individual instruction and addressing specific needs.

Ø      There is insufficient instructional time devoted to the “teaching” of reading.

Ø      Teachers do not have sufficient time to meet with other teachers in order to plan for instruction and discussion of students’ academic, social, and emotional needs.

Ø      Based on teacher feedback and observations, there are no school-wide polices and procedures concerning acceptable student behavior throughout the school day.

Ø      There is a large number of parents who bring and pick up students.  There is not a formal written policy for parent procedures when students are brought to school in the morning. There is not a formal written policy for parent procedures when students are picked up at dismissal time.  This creates traffic within the building that cannot be monitored for the safety of the students.

Ø      Teachers display work in the classroom and hallways, but there are no coordinated activities recognizing student achievement.  There are no school-wide procedures to honor students for academic and other successes.

 

 

 

  1.  Teachers will develop a personal connection with every student assigned to their family.  Teacher families will be able to discuss academic, social, and emotional needs of students during common planning. There will be an intention focus on teaching all students to read at the appropriate ability level by the end of second grade. With coordinated efforts, fewer students will need an additional year in the primary program.

  2. Observations will reflect that appropriate behavior of students is evident throughout the school day.
               
  3. Maintain a safe, secure, and orderly environment for all students evidenced by observation.

  4. Students will be able to verbalize what constitutes proficient work and how their work is recognized.  Students will know that good behavior is recognized and appreciated.

 

 

 

 

Action Component: School Climate                   Draft                        · Final           

 

District Name: Corbin Independent                     Component Manager:    Principal

School Name: Central Primary                              Date: March 2005                     · Public School

           

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

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

A .1

 

 

A new grade level configuration will be implemented around the idea of family groups.  Groups of teachers will be created with each grade level represented.

 

 

 

Achievement will increase due to the individual academic, social, and emotional needs of each student being addressed.  The family concept will also provide more opportunities for multi-age and multi-ability groupings throughout the school day.

 

Principal

 

Aug. 2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

A. 2

 

A school-wide block of instructional time (100 minutes) will be devoted to teaching phonemic awareness, alphabetic understanding, fluency, vocabulary, and/or comprehension based on assessment data - specific to individual student needs.

 

 

Because of the school-wide reading block and the increased time allotted to reading, teachers will have more instructional time with a smaller group of students to target specific needs, which will impact reading scores.

 

Principal

Ann Longworth

 

Aug. 2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

A. 3

 

Planning time for each teacher will be 60 minutes per day. An increase of 10 minutes per pay from last school year.  Teachers will meet twice a week within the family of teachers.  Teachers will meet by “grade level” once every two weeks on Friday.

 

 

The additional time allotted for planning will increase amount of time teachers can devote to instructional planning within the family and student concerns.  Planning with “grade level” teachers will ensure consistency with horizontal curriculum alignment.

 

Principal

 

Aug.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

A. 4

 

 

Practical Living/Vocational Studies will be taught by the Physical Education teacher.

 

 

Students will have intentional instruction in PL/VS provided by PE teacher.  Grade level teachers will have additional time to focus on reading, writing, and math.  PE teacher will collaborate with other related arts teachers and grade level teachers to ensure integration across the curriculum.

 

 

Principal

 

 

Aug.

2005

 

 

May

2006

 

 

$500.00

 

 

Instru. Funds

 

 

 

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

B.1

 

A plan utilizing a school wide positive approach to discipline will be created and implemented through our association with the KCID (Kentucky Center for Instructional Discipline)

 

School climate will be improved due to consistency in the implementing discipline procedures.   The number of office referrals will decrease.  Student time-on task will increase, impacting student achievement.

 

Principal / Instructional Discipline Team / Teachers

 

June 2005

 

June 2008

 

$2000.00

 

Instru. Funds / PD Funds

 

 

 

 

 

 

 

B. 2

 

The Discipline Committee will develop policies and procedures to address areas of concern in student behavior.

 

Polices and procedures will be implemented by the first month of school, August 2006. Classroom and school-wide behavior will improve.

 

 

Principal

 

Aug.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

 

B. 3

 

The Discipline Committee will develop a referral form and a set of procedures to be used for referring students for behavior issues to the office.

 

 

Students will know the expected school-wide behaviors.  Number of students sent to the office for inappropriate behaviors will be reduced.

 

Principal

 

Aug.

2005

 

May

2006

 

Duplicate Referral forms

 

 

$200.00

 

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

B. 4

 

Each grade level will host a “Welcome Back to School” night prior to the beginning of school.  Included in the opening address to parents. Mr. Couch will discuss major points in the school handbook to include new policies and procedures addressing the expected school-wide appropriate behaviors.

 

Parents will be informed of school policies and procedures as well as classroom routines and expectations at the beginning of the school year. Teacher and parents will have on-going discussions concerning appropriate school behavior.  School-wide behavior will improve and office referrals will decrease.

 

 

 

Principal

 

Aug.

2005

 

Aug.

2005

 

Student Handbook

 

$300.00

 

 

 

 

 

 

 

B. 5

 

Through phone contacts or personal meetings, for those parents not attending “Welcome to School” night, teachers will inform parents of the importance in reading the school handbook.  Teachers will require of all parents, documentation that the school handbook has been read and understood. 

 

Parents will be informed of school policies and procedures as well as classroom routines and expectations at the beginning of the school year. Teacher and parents will have on-going discussions concerning appropriate school behavior.  School-wide behavior will improve and office referrals will decrease.

 

 

 

Principal

Teachers

 

Aug.

2005

 

Aug.

2005

 

Student Handbook

 

N/A

 

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

 

 

B. 6

 

Home visits will be conducted for families who do not attend the initial parent/teacher conference.  Each parent/guardian will be given the School Handbook. Parents will be asked to read handbook and return the form stating that handbook has been read and understood.

 

 

Parents will be informed of school policies and procedures as well as classroom routines and expectations at the beginning of the school year. Teacher and parents will have on-going discussions concerning appropriate school behavior.  School-wide behavior will improve and office referrals will decrease.

 

 

Faculty

Missy Farmer

 

 

Aug.

2005

 

Sept.  2005

 

Student Handbook

 

N/A

 

 

 

 

 

 

 

 

 

B. 7

 

A Central Primary School Newsletter will be sent home on a regular basis containing monthly activities and other pertinent information.  Each month a behavior Policy and Procedure will be highlighted.

 

 

Parents will be informed of Policies and Procedures implemented on expected school-wide behaviors.  School-wide behavior will improve and office referrals will decrease.

 

 

Principal / Ann Longworth

 

Aug. 2005

 

May 2006

 

$500.00

 

Instru. Funds

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

B. 8

 

 

All students will receive instruction in the research-based violence prevention program, Second Steps.

 

Students will be able to maintain better relationships adults and peers.  There will be an increase in positive school-wide climate. 

 

Missy

Farmer

FRC director

 

Sept.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

C. 1

 

 

All faculty and staff, including substitutes, (teachers, instructional assistants, maintenance staff), will be easily identified by identification badges.

 

The ability to monitor the safety of the building will be more manageable.

 

 

Principal

 

Aug.

2005

 

May

2006

 

 

$50.00

 

Instru.

Funds

 

 

 

 

 

C. 2

 

 

The School Safety committee will develop a policy and procedures to address student arrivals and afternoon pick-ups by parents.

 

 

The ability to monitor building safety will increase.

 

School Safety

Committee

 

Aug.

2005

 

May

2006

 

 

None

 

 

N/A

 

 

 

 

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

D. 1

 

 

Students will be recognized for outstanding academic and other successes during a school-wide monthly celebration. 

 

 

Students will be proud of their achievements and strive to continually be recognized for outstanding academics and behavior.

 

Principal

Faculty

 Staff

 

Aug.

2005

 

May

2006

 

 

$500.00

 

 

Instru.

Funds

 

 

 

 

 

D. 2

 

 

FRC will implement a “Caught Being Good,” recognition program.  Teachers will nominate students who have shown exemplary behavior in positive efforts, behaviors, and attitudes.

 

 

Students will be proud of their achievements and strive to continually be recognized for exemplary behavior.  Students’ behavior will have a positive impact on school climate.

 

 

FRC Director

Missy

Farmer

 

Aug.

2005

 

May

2006

 

 

None

 

 

N/A

 

 

 

 

D. 3

 

 

Throughout the school year, pictures of students engaging in learning activities will be taken and displayed on the bulletin board at school entrance.  Slide show of activities will also be shown during the monthly school-wide celebration. 

 

Students will know that outstanding classroom work and behaviors will be recognized and celebrated.  Recognition will have a positive impact on school climate.

 

Ann Longworth

 

Missy

Farmer

 

Sept.

2005

 

May 2006

 

Camera and Photo printer

 

$1.000

 

Instru.

Funds

 

 

 

 

Objective Label

 

Strategy/Activity

 

Expected Impact in Terms of Student Performance & Classroom Practice

 

Responsible Person

 

Start Date

 

End Date

 

Resources Needed

 

Fund Source

 

D. 4

 

Teachers will send a minimum of two positive behavior notes home per student each year.

 

Students will feel successful and will develop positive attitudes as evidenced by their behavior.

 

 

Faculty

 

 

Aug.

2005

 

May

2006

 

None

 

N/A

 

 

 

 

 

 

 

 

A2.1

 

 

 

If an initial response is not received from a parent whose family qualifies for the free and reduced lunch program to attend the initial parent/teacher conference, the teacher will contact them by phone.

 

 

 

Parental involvement of children who are at risk due to socio-economic level will be increased.

 

 

 

Principal

Faculty

 

August

2004

 

May 2005

 

None

 

N/A