corbin Independent
ComprehENsive
DISTRICT IMprovement Plan
ASSURANCE CERTIFICATION
School Year 2009-2010
I certify that 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 its representative, to obligate this
agency to conduct any ensuing program or activity in accordance with all
applicable Federal and State laws, regulations and specific program assurances
contained in the Kentucky Comprehensive Improvement Planning Guidebook. It is understood that this application, once
posted to our local district server for public access constitutes an offer, and
if accepted by the Kentucky Department of Education or negotiated to
acceptance, will form a binding agreement.
Superintendent
__
A complete copy
of the “Assurances” is available for download from the Kentucky Department of
Education’s Comprehensive improvement Planning Web Page at http://www.kde.state.ky.us/olsi/conp/default.asp.
Note: For instructions regarding electronic
submission, contact the Kentucky Department of Education or visit the
District Plan Format Copyright Ó Kentucky Department of Education, 2002
|
FEDERAL
GRANT PROGRAMS 2007-2008 |
LOCAL
CONTACT EMAIL |
LOCALTELEPHONE |
|
NCLB,
Title I: Part A
(Improving Basic Programs) |
brenda.hammons@corbin.kyschools.us |
606-528-1303 |
|
NCLB,
Title 1: Part B
(Even Start Continuation) |
mark.daniels@corbin.kyschools.us |
606-528-1303 |
|
NCLB,
Title I: Part C
(Education of Migratory Children) |
|
|
|
NCLB,
Title I: Part D
(Neglected and Delinquent) |
gary.akins@corbin.kyschools.us |
606-523-4080 |
|
NCLB,
Title II: Part A (High Quality Teachers and |
606-528-1303 |
|
|
NCLB,
Title II: Part D (Education Technology) |
606-528-1303 |
|
|
NCLB,
Title IV: Part A
(Safe and Drug Free Schools & Communities) |
606-528-1303 |
|
|
NCLB,
Title V: Part A (Innovative
Programs) |
606-528-1303 |
|
|
Individuals
with Disabilities Education Act (IDEA) Basic |
606-528-1303 |
|
|
Individuals
with Disabilities Education Act (IDEA) Preschool |
606-528-1303 |
|
|
|
|
|
|
Carl D.
Perkins Vocational and Technical Education Act- Basic |
606-528-1303 |
|
|
Extended
School Services |
606-528-1303 |
|
|
Gifted
and Talented Education |
606-528-1303 |
|
|
State
Preschool Program |
606-528-1303 |
|
|
|
606-528-1303 |
|
|
Textbooks |
606-528-1303 |
|
|
Professional
Development |
606-528-1303 |
|
|
Family
Resource Center/Youth Service Center |
mark.daniels@corbin.kyschools.us |
606-528-1303 |
DISTRICT IMPROVEMENT PLAN
EXECUTIVE SUMMARY
Board Goals:
Consolidated Planning
Process
Needs Assessment:
Participants Stakeholders
Brenda Hammons Administrative
Assistant
Gary Akins Administrator
Dave Cox Director
of Academic Services
Penny Hammons Assistant
Principal
Travis Wilder Principal
Ann Longworth Curriculum
Sharon Ball
Principal
Tammy Lacefield Preschool
Coordinator
Debbie Cook Board
Chair
Lisa Cleary Board
Member
Kim Croley Board
Member
Todd Childress Board
Member
Angela Morris Board
Member
Reviews were held with
representative from each school, program directors, and central office
staff. Program compliance was addressed
to assure that each school was meeting program requirements. Needs assessment data, gap analysis and key
findings were analyzed and matched to priority need statements and goals. Causes and measurable objectives were
examined. Strategies and activities were
reviewed to confirm the focus on student achievement and needs. District
administrators, principals and school representatives were brought together to
review the Comprehensive District Improvement Plan (CDIP). The Plan was presented to school staff to
provide communication and dual support among district and school plans.
Parents and community are
made aware of this review through an announcement in the local newspapers,
Newsflash, and on channel 18. During
school reviews, information regarding needs assessments, key findings, priority
need statements, goals, strategies and activities are shared at PTO meetings,
SBDM meetings, and staff meetings. The
district vision and mission statements have been developed and approved by
members of the Corbin Board of Education and Board goals are identified through
open Board meetings. District and school
plans are presented and discussed at open Board meetings. Communication will
continue through various administrative and team meetings and SBDM
meetings.
The “Implementation and
Impact Checks” will be completed two times during the year. Staff will determine the status of the
activity and if and what impact it had on student achievement. It will be determined if the activity needs
to continue or be adjusted. Impact
Checks of the School and District Comprehensive Improvement plans will be
completed on a mid school year schedule with each school providing a status
report. The end-of-year status report
meeting will be held in May. School
Board members, SBDM members, administrators, parent, community and others will
be invited to attend.
Action
Component CURRICULUM AND INSTRUCTION
District
Name Corbin Independent Component Manager Brenda
Hammons
School Name Corbin Independent Date 2009 X Public
|
Priority Need (Based on
Needs Assessment) |
Goal (Addresses the Priority Need) |
|
A.
A. There is a need to ensure quality teaching
and instruction during this transition period from CATS to the new state assessment
program and to also ensure increasing student achievement. |
A.
Corbin will
continue to have high expectation for student achievement and focus on
quality instruction. Student achievement
will be continuously monitored through MAP, common assessment and classroom data. |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
|
A1 Each school will develop a Response to
Intervention [RTI] plan to identify the safety nets and transitions at each
grade level in reading and math. |
A1 By August 2009, each school will have a RTI
plan in place for reading and math at each grade level as well as a plan to
address transition needs by communicating student data between schools. |
|
|
A2. There is confusion and debate among
teachers and administrators in identifying the non-negotiables
at each content/grade level that must be taught. |
A2. Corbin will develop a plan to identify the reading
and math non-negotiables, (“Exit Criteria”), consisting of
minimum standards that every child must master in order to be successful at
the next grade level beginning with math and reading. |
|
|
A3 There
is a need for professional development in the area of balanced assessment,
teaching “math literacy”, content knowledge and best teaching practices. |
A3 All district math teachers will be knowledgeable
in math literacy skills their students must master at their grade level. All students will be assessed at the
beginning and end of the school year. |
|
|
A4 District science and math scores are showing
minimum growth. |
A4 Corbin
will implement several initiatives such as Project Lead the Way, trimester schedule,
AP classes and math/science courses taught in non- traditional formats with
the goal of increasing student participation and increasing test scores. |
|
|
A5 Based on staff comments and observations,
there is a need to improve the role and function of the substitute teacher. |
A5. All Corbin substitutes will attend a
professional development session designed to focus on classroom expectations,
teaching strategies, and classroom management principles. |
|
|
A6 Based on the increased growth in our
homebound, home school/private school, population, and scheduling conflicts,
there is a need to develop an on-line curriculum. |
A6. By the end of the 2009-2010 school year,
Corbin will pilot an on-line curriculum. |
|
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A1 Each school will develop a Response to
Intervention [RTI] plan to identify
the safety nets and transitions at each grade level in reading and
math. |
A1 By
August 2009, each school will have a RTI plan in place for reading and math
at each grade level as well as a plan to address transition needs by
communicating student data between schools. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A1 (a) |
The district staff will
support schools in identifying and systematically implementing tiered
interventions. |
Students will receive
research based interventions. |
Brenda Hammons Dave Cox |
08/10/2009 |
06/30/2010 |
$115,000. |
Rural and Low Income Grant Title I |
|
A1 (b) |
Teachers will understand
the RTI plan at their school and the role they have in the process. |
Teachers will have a
better understanding of the literacy expectations and the resources
available. |
Principals |
08/10/2009 |
06/30/2010 |
NA |
|
|
A1 (c) |
Schools will receive
training in the identified researched based program selected: Compass Learning, |
Improved teacher knowledge
will positively impact student achievement. |
Brenda Hammons Principals |
08/10/2009 |
06/30/2010 |
$10,000 |
Rural and Low Income Grant Title I PD Title II |
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A2. There is confusion and debate among
teachers and administrators in identifying the non-negotiables at each
content/grade level that must be taught. |
A2. Corbin
will develop a plan to identify the non-negotiables, “Exit Criteria”,
consisting of minimum standards that every child must master in order to be
successful at the next grade level beginning with math and reading. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A2 (a) |
K-12 teachers teams will
meet to identify the minimum standards a student must master in order to be
successful at the next grade level in reading and math. |
Teachers will be
horizontially aligned in reading and math content expectations and cognizant
of the minimum standards a student must master and be able to identify
students in needs of assistance. |
Brenda Hammons Dave Cox |
08/10/2009 |
06/30/2010 |
$2000. |
AMSP Grant |
|
A2 (b) |
Schools will communicate
to parents the criterion that is expected at each grade. |
Students will benefit by
teacher and parent communication of expected results. |
Principal |
08/10/2009 |
06/30/2010 |
NA |
|
|
A2 (c) |
Teachers will identify
those students not meeting minimum standards in reading and math and refer
them to the RTI team. |
Students will be provided
interventions when not meeting minimum standards. |
Principal Teachers |
08/10/2009 |
06/30/2010 |
NA |
|
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A3 There is a need for professional
development in the areas of balanced assessment, teaching “math literacy”,
content knowledge and best teaching practices. |
A3 All district math teachers will be
knowledgeable in math literacy skills their students must master at their
grade level. All students will be
assessed at the beginning and end of the year. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A3 (a) |
All teachers will receive
content focused professional development and training in pre-assessment,
formative assessment and summative assessment. |
Teachers will be better informed
in student achievement that can be used as a tool to direction instruction. |
Brenda Hammons Dave Cox |
08/10/2009 |
06/30/2010 |
$2000 |
Title II |
|
A3 (b) |
There will be two
different trainings to help teachers develop strategies to teach
“automaticity skills” such as multiplication tables, subtraction and addition
facts, etc. |
Student math skills will
increase due to increased teacher knowledge. |
Dr. Bob Thomas EKU math Principals |
June 2009 |
June 2009 |
$1500. |
ASMP Grant |
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A4 District science and math
scores are showing minimum growth. |
A4 Corbin
will implement several initiatives such as Project Lead the Way, trimester schedule,
AP classes and math/science courses taught in non- traditional formats with
the goal of increasing student participation and increasing test scores. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A4 (a) |
|
By increasing student
participation in non-traditional math and science courses, student test
school will increase. |
Joyce Phillips |
08/10/2009 |
06/30/2010 |
30,000. |
Fund 1 for textbooks |
|
A4 (b) |
Project Lead the way is
being expanded to include more students at the middle school level. |
More students will benefit
by the pre engineering curriculum and see and authentic reason for learning
math and science. |
Joyce Phillips Ramona Jaynes |
08/10/2009 |
06/30/2010 |
|
|
|
A4 (c) |
Several teachers teaching
AP courses and pre AP courses are attending AP training during the summer of
2009. |
The number of AP students
passing the AP exam will increase. |
Joyce Phillips Karen West |
Summer of 2009 |
Summer of 2009 |
$7000. |
Title II Grant |
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A5 Based on staff comments and
observations, there is a need to improve the role and function of the
substitute teacher. |
A5. All
Corbin substitutes will attend a professional development session designed to
focus on classroom expectations, teaching strategies, and classroom
management principles. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A5 (a) |
Corbin substitutes will attend
a one day training designed to help them be successful in the classroom. |
As results of this
training, student learning will continue when a teacher is absent from the
classroom. |
Brenda Hammons David Cox |
August 2009 |
August 2009 |
$200. |
PD funds |
|
A5 (b) |
Substitutes hired during
the year will also be expected to attend training before they begin subbing. |
|
|
|
|
|
|
|
A5 (b) |
Principals will be asked
to give updates on substitute teachers and their effectiveness in the
classrooms monthly. |
Students learning will
benefit by having quality substitutes in the classroom. |
Brenda Hammons Dave Cox Principals |
08/10/2009 |
06/30/2010 |
NA |
|
|
Causes and Contributing Factors |
Objectives
with Measures of Success |
|
A6 Based on the increased
growth in our homebound, home school/private school, population, and
scheduling conflicts, there is a need to develop an on-line curriculum. |
A6. By the
end of the 2009-2010 school year, Corbin will pilot an on-line curriculum. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
A6 (a) |
Corbin will establish an
internet platform, using the Blackboard System. |
I Instructors will be able
to use a comprehensive, uniform system in order to create educational content
for online use. |
Mark Daniels |
7/1/09 |
06/30/10 |
Contracted Services |
Grants |
|
A6 (b) |
Professional development
will take place with staff members. |
Educators will receive
training to implement Corbin curricula online |
Mark Daniels, Karen West |
7/1/09 |
06/30/10 |
Professional development
scheduled |
Grants |
Action
Component ASSESSMENT
FOR LEARNING
District
Name Corbin Independent Component Manager Dave
Cox
School Name Corbin
Independent Date
|
Priority Need (Based on
Needs Assessment) |
Goal (Addresses the Priority Need) |
|
B. Based on the review of
student data and the implementation of Senate Bill 1 (2009), the CISD ( |
B. CISD staff will utilize |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
B1. There is a need for all staff to be trained
in the effective use of formative classroom assessment, and the use of
corresponding data. |
B1. All
instructional staff will be trained in formative assessment and the
strategies for implementation in the classroom. Teachers will be cognizant of
modifying instruction based on these efforts.
|
|
B2. Instructional staff has
differing views on “non-negotiables”
(minimum standards at each grade level) in relation to exactly what students
should know and be able to do at the end of individual classes. Teachers are
not consistent with minimum standards across grade level/content
indices. |
B2. CISD will develop and implement exit
criteria at each grade level in math and reading. These district-wide
assessments will be consistent among all grade level, content specific areas. |
|
B3. There is a need to determine the criteria
for a credible writing program with the implementation of SB 1. Writing
teachers are unsure of the requirements mandated by the new law. |
B3. All Corbin writing teachers and related
staff will become familiar with the new regulations concerning what is
expected from an exemplary writing program based on SB 1. This program will
be developed and put into place by the beginning of the 2009-2010 school
year. |
|
B4. There is a need to determine the criteria for a proficient Arts
& Humanities and Practical Living\Vocational Studies program (AH\PLVS). SB 1 has called for program reviews in
place of KCCT assessments in these areas. Teachers and administrators are
unsure of what the program should encompass and how it will be evaluated. |
B4. All
CISD A/H and PL/VS teachers will be trained in the requirements of their
respective programs based on SB1. A plan will be developed to implement these
programs based on the benchmarks of the corresponding program reviews. |
|
B5. There is not a continuous flow of information on each student
during transition from school to school. Corbin students now experience more
transitions than in previous years. Teachers do not have assessment or
achievement data in a readily accessible format for each student. |
B5. By the
beginning of the 2009-2010 school year, all school leaders and central office
staff will collaborate (and develop) a district-wide student information
sheet. |
|
B6. Grading is an integral part
of the “Assessment for Learning” initiative. Teachers are very inconsistent
on grading procedures and the protocols in place for remediation, second
chances, and using assessment as a tool
for learning rather than simply as a measurement device. |
B6. All
district teachers will be trained in the methods, practices, and theory of
the “Assessment for Learning”
program. Teachers will utilize these strategies and report them to team
leaders, department chairs, and building administration. |
|
B7. Currently Corbin schools
are inconsistent in: 1. The use of Professional
Learning Communities (PLCs) 2. The use of common assessments 3. Identifying students needing enrichment and
remedial services |
B7. Develop
and implement common assessments at each grade level and content area, and
identify students needing enrichment and remedial service.
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B1. CISD staff
is not sufficiently trained in the development and use of formative classroom
assessments and pertinent data. |
B1.
All instructional staff will be trained in formative assessment and
the strategies for implementation in the classroom. Teachers will be
cognizant of modifying instruction based on these efforts. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B1 (a) |
There will be a district-wide
initiative based on the train the trainer model for Rick Stiggins “Assessment
for Learning” program. |
The CISD will have at
least 5 people in place that will be capable of training teachers in the
“Assessment for Learning” process. |
Brenda Hammons Dave Cox |
06/11/2009 |
06/30/2010 |
$2000. |
Title II PD |
|
B1 (b) |
Principals will design
Professional Development in their building to facilitate the “Assessment for
Learning” protocols with all of their instructional staff. |
Staff will develop an understanding
of the importance of a balanced assessment system creating a more effective
learning environment for students. |
Principals |
06/11/2009 |
06/30/2010 |
$2000. |
Title II PD |
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B2
Instructional staff has differing views on “non-negotiables” in
relation to exactly what students should know and be able to do at the end of
individual classes. Teachers are not consistent with minimum standards across
grade level/content indices. |
B2 CISD
will develop and implement exit criteria at each grade level in math and
reading. These district-wide assessments will be consistent among all grade
level, content specific areas. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B2 (a) |
CISD will partner with |
The CISD will benefit from
having a college professor “on loan” from EKU in the areas of leadership and
mathematics. |
Dave Cox |
06/11/2009 |
06/30/2010 |
NA |
|
|
B2 (b) |
In cooperation with Dr.
Robert Thomas (EKU); CISD will begin the process of developing exit criteria in
grade levels K-9. |
Teachers will become aware
of the minimum standards required for student success at the next level.
Benchmark assessments will be developed and administered for the ’09-’10
school year. |
Dave Cox |
1/05/2009 |
08/01/2009 |
$2000. |
AMSP Grant Title II PD |
|
B2 (c ) |
Teacher representatives
from each grade level will meet to determine the minimum standards in reading
that students must know at each grade level in order to be successful. |
Teachers will be cognizant
of the standards necessary at each grade level and this will impact student
achievement. |
Brenda Hammons |
1/05/2009 |
08/01/2009 |
NA |
Release Time |
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B3 There is a need to determine the
criteria for a credible writing program with the implementation of SB 1.
Writing teachers are unsure of the requirements mandated by the new law. |
B3. All
Corbin writing teachers and related staff will become familiar with the new
regulations concerning what is expected from an exemplary writing program
based on SB 1. This program will be developed and put into place by the
beginning of the ’09-’10 school year. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B3 (a) |
District administration
will seek out pertinent PD in order to train district writing teachers in the
new state standards |
Teachers will be consistently
trained and will all have the opportunity to participate in writing specific
professional development in regards to the new law. Students will benefit
from all teachers collaborating during this training schedule. |
|
|
|
|
|
|
B3 (b) |
School level administrators
will meet to determine a continuum for the district writing program. A
writing folder will follow each student from grade to grade. |
Teachers and students will
know exactly which writing style pieces are required at each particular grade
level. |
|
|
|
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B4. There
is a need to determine the criteria for a proficient Arts/Humanities and
Practical Living program. SB 1 has called for program reviews in place of
KCCT assessments in these areas. Teachers and administrators are unsure of
what the program should encompass and how it will be evaluated. |
B4. All
CISD A/H and PL/VS teachers will be trained in the requirements of their
respective programs based on SB 1. A plan will be developed to implement
these programs based on the benchmarks of the corresponding program reviews. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B4 (a) |
District administration
will seek out applicable professional development in order to gain knowledge
of the new standards and the scope of the program reviews for these areas. |
All school staff will be
trained in what is expected based on the program reviews. Teachers and
students will become familiar with content requirements and staff will have
the opportunity to implement more performance based instruction. |
|
|
|
|
|
|
B4 (b) |
School and district level
leadership will meet to determine the direction of future A/H and PL/VS
classes. |
There will be an
opportunity to change the focus of the entire related arts structure. With
the change in assessment, the new tri-semester schedule and |
|
|
|
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B5 There is not a continuous flow of
information for individual students from school to school. Based on the fact
that Corbin students now have more transitions than in previous years, there
is a need to make student data more readily accessible for teachers and
staff. |
B5 Beginning with the ’09-’10 school year, all
school leaders and central office staff will collaborate (and develop) a
district-wide student information sheet. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B5 (a) |
District leadership will
initiate meetings among the school level leaders in order to develop a
standardized (district) student information sheet. This sheet will include
formal and informal assessment data. |
Teachers and staff will be
more informed in regards to students needs because of the increased flow of
information. There will be an information sheet in each cumulative folder
which will benefit both students and teachers. |
|
|
|
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B5 There is not a continuous flow of
information for individual students from school to school. Based on the fact
that Corbin students now have more transitions than in previous years, there
is a need to make student data more readily accessible for teachers and
staff. |
B5 Beginning with the ’09-’10 school year,
all school leaders and central office staff will collaborate (and develop) a
district-wide student information sheet. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B5 (a) |
District leadership will
initiate meetings among the school level leaders in order to develop a
standardized (district) student information sheet. This sheet will include
formal and informal assessment data. |
Teachers and staff will be
more informed in regards to students needs because of the increased flow of
information. There will be an information sheet in each cumulative folder
which will benefit both students and teachers. |
|
|
|
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B6. Grading is an integral part of the
“Assessment for Learning” initiative. Teachers are very inconsistent on
grading procedures and the protocols in place for remediation, second
chances, and using assessment as a tool for learning rather than simply as a
measurement device. |
B6. All
district teachers will be trained in the methods, practices, and theory of
the “Assessment for Learning” program. Teachers will utilize these strategies
and report them to team leaders, department chairs, and building
administration. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B6 (a) |
District leadership will
plan a district-wide PD day focusing on grading philosophy, remediation, and
second chance opportunities. The district will make every effort to bring in
Tom Guskey to lead the initial session of this training. |
Teachers will have the
opportunity to collaborate and discuss differing views on grading and the
impact it has on student morale and academic
momentum. Mr. Guskey is widely held as an expert in this field and his
guidance in this training will provide a very innovative approach to grading
and second chance opportunities for students. |
|
|
|
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
B7. Currently Corbin schools
are inconsistent in: 4. The use of
Professional Learning Communities (PLCs) 5. The use of common assessments 6. Identifying students needing enrichment and
remedial services |
B7. Develop
and implement common assessments at each grade level and content area, and
identify students needing enrichment and remedial service.
|
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
B7. (a) |
A leadership team from
CISD will attend The Dufours and Rick Stiggins trainings on professional
learning communities and common assessments to support schools in developing
these initiatives with their staff. |
Students will benefit from
consistent instruction and assessment.
Curriculum gaps will be minimized. |
Brenda Hammons Dave Cox Principals |
6/01/2009 |
6/30/2010 |
$3,000 |
Title II PD Fund 1 |
|
B7. (b) |
Schools will identify a
plan for students that need enrichment/ remediation. The plan will be specific in placing
students in programs/classes to address individual student needs. |
Students will receive
timely interventions to meet their individual needs. |
Principals |
06/01/2009 |
06/30/2010 |
$500 |
PD |
|
B7. (c ) |
Schools will develop
common grade level/content specific assessments for each grading period. |
Students will benefit by
the consistent standards and assessments.
Results from these assessments will inform instruction. |
Principals |
06/01/2009 |
06/30/2010 |
NA |
|
Action
Component OPERATIONS
District
Name Corbin Independent Component Manager Ed
McNeel
School Name Corbin Independent Date
|
Priority Need (Based on
Needs Assessment) |
Goal (Addresses the Priority Need) |
|
B.
C. The operations for the CISD ( |
C. The CISD, by June
2010, will strive to achieve the following Operations Goals: 1. The Corbin High School ( 2.
The district’s technology department will move out of 3. The district-wide “energy efficiency”
program will reduce energy consumption
by 10%. 4. The bus transportation services will be
successfully revamped to accommodate primary students. 5. The
district will acquire and utilize the federal American Recovery and
Reinvestment Act (ARRA) (Stimulus) funds, including competitive grants, to improve
sustaining operations, facilities, and services. |
|
Causes and Contributing Factors |
Objectives with Measures of Success |
|
|
C1. The current |
C1. The
district will transform the |
|
|
C2. The district technology department
currently uses about 3,000 sf of space at |
C2. The
district will construct a separate facility, approximately 3,200 sf, to house
the technology department and to increase storage capacity. |
|
|
C3. The district does not have a district-wide
energy program and the data indicates the use and cost for utilities
continues to increase annually. |
C3. The
district will become an active participant in the Kentucky Energy Efficiency
Program for Schools (KEEPS) and an Energy Star partner to reduce by 10% the
district’s energy consumption by 2010. |
|
|
C4. The factors involved with
revising bus transportation services for 2009-2010 are: (a) the length of K-8
student time on busses increased with the opening of the new |
C4. The district will develop a bus transportation plan to provide
separate services for K-2 students; 3-8 students; and 9-12 students. This
plan will be implemented for the 2009-2010 school year, if financially
feasible. |
|
|
C5. The ARRA funds are one-time
resources that need to be utilized in activities and programs that can be
sustained beyond the funding window. |
C5. The district will utilize American
Recovery and Reinvestment Act (ARRA) resources to improve academic success by
students; to establish an energy efficiency program; to reduce energy
consumption; and to improve the quality of school facilities. |
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
C1. The current |
C1.
The district will transform the |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
C1(a) |
Actively involve |
Achieve a school
environment where students, staff, parents, and community are welcome and involved
in the school. |
Ed McNeel |
07-09 |
09-09 |
- |
- |
|
C1(b) |
Acquire funding to
construct and renovate |
Project will be completed
on schedule |
Alicia Logan |
09-09 |
10-09 |
$11,000,000 |
|
|
C1(c) |
Acquire property near |
Ability to provide
adequate space for school. |
Darrell Tremaine |
06-09 |
10-09 |
$200,000 |
|
|
C1(d) |
Award construction
contract |
Project will be 50%
complete by June 2010 |
Board |
09-09 |
06-10 |
C1 |
C1 |
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
C2. The district technology department currently
uses about 3,000sf of space at |
C2.
The district will construct a separate facility, approximately 3,200
sf, to house the technology department and to increase storage capacity. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
C2(a) |
Acquire Board approval and
funding to construct building for technology department and storage. |
Completion of the project
opens 3,000sf for |
Ed McNeel |
05-09 |
06-09 |
$90,000 |
CO & GF |
|
C2(b) |
Construct technology
building |
See C2A |
Darrell Tremaine |
06-09 |
09-09 |
- |
- |
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
C3. The district does not have a district-wide
energy program and the data indicates the use and cost for utilities
continues to increase annually. |
C3. The
district will become an active participant in the Kentucky Energy Efficiency
Program for Schools (KEEPS) and an Energy Star partner to reduce by 10% the
district’s energy consumption by 2010. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
C3(a) |
District will enroll
schools in KEEPS |
See C3 (b) |
|
|
|
|
|
|
C3(b) |
Establish a working
“District Energy Team” |
The involvement of
students, teachers and administrators is needed to achieve energy awareness
and conservation. |
Ed McNeel |
06-09 |
06-09 |
- |
- |
|
C3(c) |
Set energy baselines
for “all” facilities in the district |
Provides data to compare
energy efficiency success |
Dave Cox |
07-09 |
08-09 |
|
|
|
C3(d) |
District will strive to
acquire funds for an energy manager |
An experienced individual
in energy efficiency would benefit the program |
Mark Daniels |
05-09 |
06-10 |
|
|
|
C3(e) |
Use “Energy Star” analysis
program to monitor energy usage in striving for schools to become “Energy
Star Schools” |
The data will determine if
the district reduces usage by 10% during 2009-2010. |
Dave Cox |
08-09 |
06-10 |
|
|
|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
C4. The factors involved
with revising bus transportation services for 2009-2010 are: (a) the length
of K-8 student time on buses increased with the opening of the new |
C4.
The district will develop a bus transportation plan to provide
separate services for K-2 students; 3-8 students; and 9-12 students. This
plan will be implemented for the 2009-2010 school year if financially
feasible. |
Strategies/Activities
|
Objective Label |
Strategy/Activity
|
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Resources Needed |
Fund Source |
|
C4(a) |
Collect data for Board to
consider the implementation of a K-2; 3-8; 9-12 bus transportation system |
Complete cost analysis to
implement program |
Alicia Logan |
05-09 |
06-09 |
|
|
|
C4(b) |
Board decision on the
plan, if no, stop; if yes, go to C4 (c) |
Provide information to
Board members |
Ed McNeel |