FOSTER HEIGHTS ELEMENTARY
Nelson County Schools

SCHOOL IMPROVEMENT PLAN

                YEAR 2009 - 2010

_________________________________________________________________________________________________________________________________

Responsible Person
Donna G. Paulin

Contact Person
Donna G. Paulin

Approved
 
11/30/2009

Date

SBDM Members 

Donna G. Paulin, Chairperson
Elaine Beam, Teacher  Member
Colleen Boone, Teacher Member
Mary Gagne, Teacher Member
Angie McClendon, Parent Member
Chenoa Veluzat, Parent Member

2009 - 2010 SCHOOL IMPROVEMENT PLAN
Executive Summary
FOSTER HEIGHTS  ELEMENTARY
MISSION
Foster Heights Elementary, in partnership with our families and community, will provide instruction that meets the needs of all learners to prepare:
 onorable  
nderstanding
uccessful
nowledgeable
ndependent
mpowered
tudents                             
who will be life-long learners that are contributing citizens of a changing society.

Foster Heights Elementary developed its mission statement, beliefs and goals in 2009 through a collegial process involving all stakeholders.
NEEDS ASSESSMENT
In the fall of 2009, the Foster Heights community analyzed the Kentucky Performance Report, including disaggregated data, to determine school progress and school needs.  In addition, staff members reviewed NCLB, Thinklink, Star Math, Star Early Reading and Star Reading. Analysis information was compiled and shared with all school staff and the SBDM Council.
GOALS
Priority goals were based on a review of the 2009 IPR, 2009 NCLB report, SB 168 goals, Thinklink Data and the number of below-, on-, and above level students.  Goals were developed based on reaching yearly NCLB annual measureable objectives and overall proficiency by 2014. Strategies were then identified and narrowed to best meet the identified goals.  While the goals focus on Reading and Math, Foster Heights still has a strong focus on teaching and learning all content areas.
EVALUATION
The plan will be evaluated three times (12/1/2009, 2/1/2010, 4/1/2010) during the cycle using the benchmarks outlined in the plan to evaluate the degree to which the plan achieves the goals and objectives for student learning and classroom practice.
STAKEHOLDERS
Foster Heights Staff and SBDM Council were involved in analyzing test data.  The school improvement committee will continue to review and revise priority goals and strategies based on results from I & I checklists. Implementation and Impact checks will be shared with staff and with the SBDM Council.

School Name  Foster Heights Elementary 
Action Component   Reading		 Component Manager         School Improvement Committee
Date  November, 2009
Priority Need	Measurable Goal	
1. In May 2009, the percentage of students’ scoring proficient/distinguished in Reading was 66.9% as measured on the Kentucky Core Content Test.

2. In May 2009, the percentage of students’ scoring novice in Reading was 9.4% as measured on the Kentucky Core Content Test.

3. In May 2009, 10  out of 12 target goals (83.3% ) were met on the NCLB Adequate Yearly Progress Report with two subgroups not making AYP in Reading ( Free /Reduced Lunch and Students with Disability)	1. By May 2010, the percentage of students scoring proficient/distinguished in Reading will increase by 11.05 for a total percentage of students scoring proficient or distinguished in Reading of 77.90 as measured on the Kentucky Core Content Test.

2. By May 2010, the percentage of students scoring novice in Reading will decrease 1.47% for a total percentage of all students scoring novice in Reading of 7.95 % as measured on the Kentucky Core Content Test.

3. By May 2010, 12 out of 12 (100%) target goals will be met on the NCLB Adequate Yearly Progress Report with an increase in the number of students scoring proficient/distinguished to 74% as measured by the Kentucky Performance Report.	

Benchmark	Measure	Date	Target	Actual Data	
1	Thinklink (PAS) 3-5	4/2010	77.90% P/D		
2	Thinklink (PAS) 3-5	4/2010	7.95% N		
3	Thinklink (PAS) 3-5	4/2010	60% P/D FRL
   56%  P/D SWD		

 #/ Strategy #	NCLB/ SB168 	Strategy/ Activity
Including evidence is optional	Responsible Person	Start Date	End Date	Cost	Funding Source	*I, IP, NI	How did strategy impact progress toward goal?	

     1, 2	
N/A	Teachers will receive training in  and utilize DOK levels when aligning curriculum and  designing instruction and 
questioning strategies for Depth of Knowledge levels of 2, 3 and 4. An increased understanding of
Depth of Knowledge  provided to students through instruction will increase student’s understanding of
core content as evidenced by lesson plans, assessment items and student work samples.	Administrator
Curriculum Resource Consultant
Budget/PD Chairperson	08/09	05/10					
1, 2	  NCLB
  SB 168	Teams of teachers will continue to collaborate weekly during embedded professional development  to complete products that include:  development of smart goals, identification of essential learning skills, refinement and development of  common formative CATS like assessments , parallel assesments and  units of study in the content area of reading to increase the level of rigor and number of students scoring at the proficient level.	Administrator
Curriculum Resource Consultant
Team Leaders
	08/09	05/10					
1, 2, 3	NCLB
SB 168	Teams of teachers will continue to analyze student work results in the area of reading and study data to shift focus on results in order to determine next steps for instruction to help all students reach proficiency during embedded professional development sessions.  Teachers will be more collaborative in nature and begin to share best practices and strategies that produce results when discussing and  analyzing  student work/data.	Administrator
Curriculum Resource Consultant
Team Leaders
	08/09	05/10					
1, 2, 3	NCLB	Teachers will work collaboratively to plan and utilize cohesive strategies for   writing, scoring and instructing students with open response questions and scoring rubrics. Identified students will receive small group instruction on increasing open responses and on-demand writing to proficiency as evidenced by student work samples, and averaging scores on the monitoring tool. 	Teachers Administrator	08/09	05/10					
1	N/A	School-wide graphic organizers will be modeled and utilized for answering open response questions/ on-demand writing and scores will improve as evidenced by student work samples.	Curriculum Resource Consultant
Teachers 
Administrator	10/09	05/10					
1, 2, 3	NCLB
SB 168	The systematic intervention program for reading will be refined to include development of individual student intervention plans, progress monitoring, utilization of scientific, research based instruction strategies, problem solving team meetings and parent involvement in order to meet the needs of targeted students,  identified by a variety of measurements, to reach proficiency. 	Administrator
Intervention Teachers
ESS Daytime Waiver Staff	01/10	05/10	$9,000.00	ESS Daytime Waiver			
1, 2, 3	NCLB	Embedded professional development will be provided to assist teachers in developing, restructuring and implementing differentiated teaching/ learning services to address diverse student needs to facilitate continuous progress.	Administrator
Budget/PD Committee	01/10	05/10	$1,500.00	SEEK Funds
PLC Moneys			
1, 2, 3
	NCLB	Embedded professional development will be provided to assist staff in developing literacy centers/stations that are developmentally appropriate and differentiated for student needs.	Administrator
Budget/ PD Committee
Classroom Teachers	01/10	05/10	$2,500.00	PD Budget			
2, 3	NCLB
SB 168	Intervention staff will be trained in and implement  research- based scientific literacy intervention (ex. Great Leaps, CIMS strategies, Reading Recovery) strategies to struggling students.	Title One Staff
RTA Interventionist
ESS Staff	08/09	05/10	Salaries
	RTA Grant
Title 1 Funds
ESS Daytime Waiver			
   3	NCLB
SB168	Students with disabilities and staff providing accommodations will be trained on how students can use their accommodations throughout the school year.  Read –Write –Gold will be implemented and utilized as an accommodation for students with special needs.	Special Education Staff
Guidance Counselor
	01/10	05/10					
1, 2, 3	NCLB	Title One and FRYSC staff will collaborate to present Family Reading Nights to parents and students in grades  K-5.	Title One Staff
FRYSC Staff	O8/09	05/10		FRYSC Funds			

School Name   Foster Heights Elementary School
Action Component   Math		 		Component Manager   School  Improvement Committee
Date   11/30/09

Priority Need	Measurable Goal	
In May 2009, the percentage of students’ scoring proficient/distinguished in Math  was 67.1 % as measured on the Kentucky Core Content Test.

In May 2009, the percentage of students’ scoring novice in Math was  10.9 %  as measured on the Kentucky Core Content Test.

n May 2009, 12  out of 12 target goals were met on the NCLB Adequate Yearly Progress Report as measured on the Kentucky Core Content Test.	By May 2010, the percentage of students scoring proficient/distinguished in Math will increase by  10.96  for a total percentage of students scoring proficient or distinguished in Math of   78.08 as measured  on the Kentucky Core Content Test.

By May 2010, the percentage of students scoring novice in Math will decrease   1.96 for a total percentage of all students scoring novice  in Math of  8.91 as measured on the Kentucky Core Content Test.

By May 2010, all NCLB subgroups will reach their NCLB proficiency target of 61% as measured on the Kentucky Core Content Test.

	
Benchmark	Measure	Date	Target	Actual Data	
1	Thinklink (PAS)	4/2010	78.08% P/D		
2	Thinklink (PAS)	4/2010	8.91% N		
3	Thinklink (PAS)	4/2010	61% P FRL
             55 % P SWD		

 

Goal #/ Strategy #	NCLB/ SB168 	Strategy/ Activity
Including evidence is optional	Responsible Person	Start Date	End Date	Cost	Funding Source	*I, IP, NI	How did strategy impact progress toward goal?	
1, 2	  NCLB
  SB 168	Teams of teachers will continue to collaborate weekly during embedded professional development  to complete products that include , development of smart goals, identification of essential learning skills, refinement and development of  common formative CATS like assessments , parallel assesments and  units of study in the content area of math  to increase the level of rigor and number of students scoring at the proficient level.	Administrator
Curriculum Resource Consultant
Team Leaders
	08/09	05/10					
1, 2, 3	NCLB
SB 168	Teams of teachers will continue to analyze student work results in the content area of math and study data to shift focus on results in order to determine next steps for instruction to help all students reach proficiency during embedded professional development sessions.  Teachers will be more collaborative in nature and begin to share best practices and strategies that produce results when discussing and  analyzing  student work/data.	Administrator
Curriculum Resource Consultant
Team Leaders
	08/09	05/10					
1, 2, 3	NCLB	Teachers will work collaboratively to plan and utilize cohesive strategies for   writing, scoring and instructing students with open response questions  and scoring rubrics in the area of math. Identified students will receive small group instruction on increasing open responses scores to proficiency.	Administrator
Curriculum Resource Consultant
Teachers	08/09	05/10					
1, 2,3	NCLB
SB 168	The systematic intervention program for math will be refined to include: development of individual student intervention plans, progress monitoring, utilization of scientific- research based instruction strategies, problem solving team meetings and parent involvement in order to meet the needs of targeted students, identified by a variety of measurements, to reach proficiency.	Administrator
Intervention Teachers ( MIT & Title One)
ESS Daytime Waiver Staff	01/10	05/10	$100,000.00
Salaries	MIT Grant
Title 1 Funds
Daytime Waiver			
1, 2, 3	NCLB	Teachers will receive professional development trainings on math strategies
from the MIT teacher with the math program purchased to support  school wide math
instruction. Increased math opportunities utilizing best practices will increase
student understandings of math concepts as evidenced on math assessments and Thinklink.	Administrator
MIT Teacher	06/09	05/10	Salary	MIT Grant			
1, 2, 3	NCLB	Teachers will receive embedded professional development in the implementation of the Every Day Math Series in grades K-5 in order to increase best instructional strategies in mathematics.	Administrator
Budget/PD Committee
Teachers	06/09	05/10	Free training with adoption	Textbook Funds			
1, 2, 3	NCLB
SB 168	Intervention staff will be trained in and implement  research- based scientific math intervention (ex. Great Leaps, Number Worlds, Marilyn Burns, Do the Math Series) strategies to struggling students.	Administrator
MIT & Title One Math Interventionist
ESS Staff	06/09	05/10	Salaries	MIT Grant
Title One
ESS Daytime Waiver			
1, 2, 3
	NCLB
SB 168	 The MIT math intervention teacher will collaborate with Kindergarten teachers and present number sense lessons in Kindergarten classrooms in order to increase students understanding of number sense.	Administrator
Kindergarten Teachers
MIT Teacher	08/09	05/10					
1, 2, 3	NCLB
	Math intervention teachers and FRYSC will collaborate to provide Family Math Nights for parents and students in grades K-5.	MIT Teacher
Title One Math Interventionist
FRYSC Staff	11/09	05/10		MIT Grant			
2, 3	NCLB	School staff and Family Resource Center Staff will monitor student attendance and provide support for improved attendance to enhance student learning.	Administrator
FRYSC Staff
Guidance Counselor	01/10	05/10					
3	NCLB
SB 168	Students with disabilities and staff providing accommodations will be trained on how students can use their accommodations throughout the school year.  Read –Write –Gold will be implemented and utilized as an accommodation for students with special needs.	Special Education Staff
Guidance Counselor