Briarwood Elementary
School Improvement Plan

Date Approved by School Council: 11/29/11


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.

 Briarwood Elementary 

 

 

School

 

 

 Jason Kupchella   November 2011 

 

Principal Date

 



Executive Summary

Mission Statement
Building the Future--One Student at a Time

Process of Developing the Consolidated Plan
Briarwood School Improvement Plan was developed by analyzing test data, assessing curriculum concerns, and analyzing the programs we have in place. Teachers are asked to look over the initial School Improvement Plan and make any necessary additions, corrections, or deletions. Data drives our plan and helps us to make informed decisions as to how to improve the instruction that our students receive.

Communication Plan
The Briarwood School Improvement Plan will be published and made available through the school office. Copies will be distributed to each classroom teacher and members of the staff. Official notification will be placed in the Husky Happenings Weekly Newsletter prepared by the Principal. SBDM Council Members will be given copies to share with other stakeholders. The District Technology Supervisor will place the Plan on the Web.

 

Action Component:  Assessment           Status:  Final 

District:  Warren County      Component Manager:  Jason Kupchella 

School Name:  Briarwood Elementary      Date:  Fall 2011 

School Type:  Public 

Priority Need
Develop formative and summative assessments based on the new national standards which will challenge students and be a true measure of what each student has already mastered and areas in which they need remediation.

Goal (Addresses the Priority Need)
Summative assessments will be used to measure student performance and instructional decisions will be based on assessment results (including RTI remediation and enrichment).

Formative assessments (Pre-tests, checklists, exit slips, etc..) will be created to show a student's progress toward mastery of learning targets before the summative assessment is given.

Causes and Contributing Factors
New learning targets have been created from the Common Core Standards, therefore assessments must be developed to measure student performance.

Analysis of student work is needed to gauge the level of mastery and give the teacher an idea of how to increase the performance of individual students.

There is a need for the school's instructional program to incorporate the use of learning targets, instructional strategies, assessments, and differentiation in a way that is clear and can be implemented school-wide.

Objectives with Measures of Success
Assessments will be developed which will allow students to demonstrate mastery or show areas in which they need remediation.

Upon completion of the assessment, teachers will complete assessment grids. These grids will give the teachers data to help them determine which steps need to be taken during the students' RTI time in order to help them achieve mastery.

We will increase our percentage of students scoring at the proficient or distinguished level in Reading from 82.98% to 85% for all students and from 61.83% to 70% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Math from 81.68% to 85% for all students and from 59.54% to 70% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Science from 71% to 76% for all students and from 36% to 46% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Social Studies from 58% to 65% for all students and from 33% to 43% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in On-Demand Writing from 73% to 78% for all students and from 54% to 60% for those students on Free and Reduced Lunch.

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

Objective
Label
Strategy/ActivityExpected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A Teachers will meet in their PLC groups to develop formative and summative assessments that will provide students with the opportunity to show if they have mastered the learning targets. Assessments will be on-going through regular formative and summative assessments. Both formative and summative assessments will be created and implemented using the new learning targets. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
B Assessment grids will continue to be used to show which students have mastered a particular learning target and which students have not. The data created from the assessment grid will allow teachers to create a plan to implement during their RTI time providing remediation for the students who have not achieved mastery and enrichment for the students who have achieved mastery. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
C Teachers will create follow-up assessments based on individual learning targets. These follow-up assessments will become a record of the student's progress monitoring of RTI. If mastery is not achieved, then the teacher will need to continue with an alternative form of remediation until mastery is achieved. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
D Crosswalk Coach Workbooks have been ordered and will be used in the regular classroom in 3rd - 6th grade. To better prepare students for the new state assessment. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going $2,800 ESS Funds
E Study Island has been purchased and will be used during our after school ESS program and again in our summer ESS program. Improve student performance, especially those in our targeted sub-populations, based on last year's KCCT results. Principal, Assistant Principal, ECC, Teachers, & FRC November 2011 Summer 2012 $1,500 ESS Funds
F Use GRADE and GMADE or an alternate Universal screening tool as a diagnostic testing tool. Appropriately group students according to individual remediation, reinforcement or enrichment needs. Principal, Assistant Principal, ECC, Teachers Fall 2011 on-going $8,000 Title I Funds
 

Action Component:  Communication and Collaboration           Status:  Final 

District:  Warren County      Component Manager:  Jason Kupchella 

School Name:  Briarwood Elementary      Date:  Fall 2011 

School Type:  Public 

Priority Need
Different groups of teachers (regular education, special education, ESL, and Title I) collaborate to ensure that every student is receiving instruction at the level necessary to reach his or her potential.

Goal (Addresses the Priority Need)
Teachers will understand the role that each teacher has in meeting the educational needs of a very diverse student body.

Each group will understand its own role as well as the role of the other groups of teachers.

Teachers will work collaboratively in an effort to provide each individual student with the appropriate instructional level and assessment necessary for success.

Make time available in the regular school day to allow groups of teachers to meet together to discuss specific student needs.

Causes and Contributing Factors
Communication between the different groups of teachers has improved, but there is still room for more improvement.

Time restraints do not allow the different groups of teachers the ability to collaborate as much as needed.

Objectives with Measures of Success
An RTI committee will continue to meet and consist of an administrator, the guidance counselor, curriculum coordinator, regular education teachers, special education teachers, Title I teachers, and ESL teachers.

The RTI committee will follow the developed timeline of interventions to be implemented school-wide.

The RTI committee will meet on a regular basis to discuss students that are in Tier II or Tier III as well as any student brought before the committee by a regular education teacher.

Regular education teachers will continue to meet in PLCs on a weekly basis. Special education teachers and ESL teachers will begin to attend these meetings to discuss the progress of specific students.

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

Objective
Label
Strategy/ActivityExpected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A Faculty and PLC meetings throughout the year will provide teachers with guidelines and instruction for RTI implementation. Teachers implement the procedures for RTI and for referring students to the special education program. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
B An RTI committee consists of an administrator, school psychologist, special education consultant, guidance counselor, curriculum coordinator, regular education teachers, special education teachers, ESL teachers, Title I teachers meets monthly to discuss Tier II and Tier III students' progress and problem solve to meet their individual needs. Increased achievement for all tiered students.

A school-wide referral process is implemented as students move through the tiers.

More accurate special education referrals.

Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
C Regular education teachers will work with special education teachers to develop modifications to be used in the classroom for special education students. Special education students will be given work at their appropriate level and teachers will continue to help them achieve their full potential of learning.

Increased focus on individual learning needs for all students.
Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
D ESL teachers will work with regular education teachers to develop modifications to be used in the classroom for ESL students.

ESL students make gains towards English proficiency and improved academic performance. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
 

Action Component:  Curriculum and Instruction           Status:  Final 

District:  Warren County      Component Manager:  Jason Kupchella 

School Name:  Briarwood Elementary      Date:  Fall 2011 

School Type:  Public 

Priority Need
Implementation of the new Common Core Standards in Math and ELA.

Develop a clearer plan of implementation in the areas of Science, Social Studies, and On-Demand Writing.

Goal (Addresses the Priority Need)
Create learning targets based on the new Common Core Standards.

Teachers will use research-based instructional practices to challenge and motivate their students.

Causes and Contributing Factors
There is a need for all schools to develop a curriculum that is aligned with the new standards.

Analysis of our 2010-2011 KCCT test scores.

Objectives with Measures of Success
Teachers will meet weekly in their PLC groups to create learning targets from the new Common Core Standards, develop curriculum maps, and create new common assessments.

Assessment grids will be used to create and record data that is easy to read and show which (if any) learning targets each student has not mastered.

We will increase our percentage of students scoring at the proficient or distinguished level in Reading from 82.98% to 85% for all students and from 61.83% to 70% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Math from 81.68% to 85% for all students and from 59.54% to 70% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Science from 71% to 76% for all students and from 36% to 46% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in Social Studies from 58% to 65% for all students and from 33% to 43% for those students on Free and Reduced Lunch.

We will increase our percentage of students scoring at the proficient or distinguished level in On-Demand Writing from 73% to 78% for all students and from 54% to 60% for those students on Free and Reduced Lunch.

Students will be flexibly grouped according to the learning target(s) they mastered or did not master.

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

Objective
Label
Strategy/ActivityExpected Impact in Terms
of Progress and Success
Responsible
Person
Start
Date
End
Date
Est.
Costs
Fund
Source
A To continue to create learning targets from the Common Core Standards. Teachers and students will have a clearer understanding of what the student is expected to learn. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
B To develop curriculum maps for Math and ELA Common Core Standards. Teachers will use the curriculum map to help guide and pace their instruction so that students have the opportunity to master all standards. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going 0 N/A
C To incorporate more cross-curricular methods to teach Science and Social Studies within Reading or Writing lessons. Students will demonstrate higher levels of performance in Science and Social Studies as measured by assessments. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 on-going 0 n/A
D To provide teachers with more opportunities to receive professional development in the writing process. 5th and 6th grade teachers will attend professional development in On-Demand writing, 3rd and 4th grade teachers will attend professional development in standards-based writing, and 1st and 2nd grade teachers will attend professional development in primary writing skills. Writing scores will increase across all grade levels. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going $1,000 Title II funds
E The school-wide adoption of a research-based math textbook series that is aligned with the new Common Core Standards. Create vertical alignment throughout all grade levels, to improve numeracy skills, and develop deeper conceptual understanding. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going $55,000 District Textbook Funds
F Providing Extended School Services in the forms of an after school program and summer school. Improve student performance, especially those in our targeted sub-populations, based on last year's KCCT results. Principal, Assistant Principal, ECC, Teachers, & FRC Fall, 2011 On-going $9,500 ESS Funds