TompkinsvilleElementary School

ComprehensiveSchool Improvement Plan (CSIP)

2010-11

TompkinsvilleElementary School CSIP Executive Summary

MISSION STATEMENT:

The mission of TES is to put kids first and help every child, every day reach his or her highest potential.

TompkinsvilleElementary School is located at 420 Elementary School Road in Tompkinsville, Kentucky. With approximately 430 students in pre-school through fifth grade, TES is the largest elementary school in the Monroe County School District. TES believes the purpose of education is to provide meaningful experiences and opportunities for the maximum development of all students. We, along with home and community support, strive to ensure that each child reaches his or her potential to become a positive contributor and participant in our society.

PROCESS OF DEVELOPING THE COMPREHENSIVE IMPROVEMENT PLAN:

The 2010-11 Comprehensive School Improvement Plan (CSIP) was developed initially during the KCCT analysis of test scores.

Members/Representative Groups Who Served on Planning and Needs Assessment Teams:

School administrators: Kirk Biggerstaff (Principal); Stewart Turner (Assistant Principal); Heather Geralds (Assistant Principal)
Teachers: All TES Teachers

Parents: Tara Turner, TJ Comer, Steve Kirkpatrick, Teresa Hale

Pupil Support Personnel: Jennifer Lankford (Family Resource Center Coordinator)

Liaison with District Team: Cecilia Stephens/Amy Thompson (Supervisors of Instruction)

SBDM: All TES SBDM Council Members

HOW THE NEEDS OF THE SCHOOL OR DISTRICT WERE DETERMINED:

The Comprehensive School Improvement Plan was developed by teachers and SBDM council members and parents (stakeholders). They have analyzed needs assessment information such as the KCCT results, parent, student, faculty, and staff survey information, in-house reports (i.e. discipline, attendance) and priority needs for our students.

HOW THE GOALS AND STRATEGIES WERE DECIDED UPON:

The stakeholders selected priority need areas through data analysis. Goals and strategies were then determined. Teachers met and discussed activities that will help students reach proficiency.

WHAT IMPLEMENTATION OF THE PLAN IS EXPECTED TO ACHIEVE:

The plan is expected to put a focus on our priority needs for student achievement. This plan will help us reach and maintain proficiency for all students.

WHAT PROCESS WAS USED FOR INTERNAL REVIEW OF THE PLAN:

When the plan was near completion, each group met again to make any changes or additions to their component area. The final plan was adopted by the SBDM council and school staff.

HOW PUBLIC COMMENT WAS SECURED AND WHAT RESPONSE WAS MADE:

The SBDM Council was asked to revise the first draft of the CSIP and to solicit input from other parent and community members. The CSIP will also be posted on the school and district websites.

HOW COMPREHENSIVE IMPROVEMENT PLANNING WILL BE ENSURED IN THE FUTURE:

The Comprehensive Improvement Plan will be reviewed and discussed on a periodic basis at staff meetings and SBDM council meetings. This review will include Implementation and Impact Checks to ensure we are following the actions set forth in the CSIP.

COMMUNICATION PLAN:

How will the Comprehensive Improvement Plan and other important information be shared with stakeholders?

All stakeholders will receive a final copy of the CSIP with final discussion of the CSIP being held during the monthly Faculty Meeting. Additionally, the CSIP will be made available on the school and district websites.

How will input continue to be gathered from stakeholders?

On a semi-annual basis, the CSIP will be reviewed. At monthly SBDM meetings, specific areas will be discussed.

School: Tompkinsville Elementary School
Action Component: Social Studies
Date: December 2010
Goal / Strategies &
Action Steps / Impact on Student Success / Responsibility/Timeline / Evidence of Effectiveness
Our Reality: Based on the 2010 KCCT in social studies, female students outscored male students by 34points
% P and D
F-87.88, M-53.57
Our Goal: Our goal is to close this achievement gap by one-half. / Differentiate instruction to reach all kids from all backgrounds with an emphasis on hands-on instruction, individualized instruction, and Thoughtful Education strategies. / Differentiation of instruction will enable students the opportunity to learn the content in a way that connects with their own unique learning style. / Barbara Birge/Ongoing / TBD
Professional Learning Communities (PLCs) will be implemented on a monthly basis. / PLCs will allow social studies teachers the opportunity to collaborate with each other, share instructional strategies, discuss individual student performance, plan lessons to engage all students, etc. / Grade 5 Teachers Across the District and School / TBD
School: Tompkinsville Elementary School
Action Component: Social Studies
Date: December 2010
Goal / Strategies &
Action Steps / Impact on Student Success / Responsibility/Timeline / Evidence of Effectiveness
Our Reality: According to the 2010 KCCT, 9.53% of ourstudents scored at the novice level in social studies.
Our Goal: Our goal is to have no novice scores in social studies. / Align social studies content vocabulary to coincide with vocabulary on the KCCT. / By incorporating content vocabulary into everyday instruction, students will be provided with ameaningful connection to key vocabulary that will better prepare them for the KCCT. / Barbara Birge/Ongoing / TBD
Implementation of aligned curriculum document for social studies. / Students will receive social studies instruction that is directly tied to KY Core Content for Assessment and Program of Studies. / Barbara Birge/Ongoing / TBD
Development of individual action plans for identified students struggling in the area of social studies. / Action plans will target struggling students in the social studies content area. Teachers will utilize differentiation strategies to ensure no child will fail. / Barbara Birge
Ongoing: Initial identification of students to be completed by December 2010. / TBD
School: Tompkinsville Elementary School
Action Component: Writing
Date: December 2010
Goal / Strategies &
Action Steps / Impact on Student Success / Responsibility/Timeline / Evidence of Effectiveness
Our Reality: Based on the 2010KCCT results, only 14% of our students score at the distinguished level on the KCCT in on-demand writing.
Our Goal: Our goal is to have at least 25% of our students to score at the distinguished level in on-demand writing. / All 5th grade students will set writing on-demand goals for the year. / By setting goals in writing on-demand, 5th grade students will have more personal responsibility in reaching proficiency and beyond. / 5th grade teachers/
Ongoing / TBD
Assessment data will be analyzed weekly to identify students who are struggling in the area of on-demand writing. / Analysis of data will allow teachers to identify students who need to be targeted for individualized conferencing. / 5th grade teachers/
Ongoing / TBD
Writing prompts and resources will be created that appeal to male students. / Writing prompts and resources related to writing on-demand that appeal to male students will spark increased interest among this subpopulation, thus increasing achievement and engagement in this area. / 5th grade teachers/
Ongoing / TBD
School: Tompkinsville Elementary School
Action Component: Writing
Date: December 2010
Goal / Strategies &
Action Steps / Impact on Student Success / Responsibility/Timeline / Evidence of Effectiveness
Our Reality: According to the 2010 KCCT, 48% of our students scored at the novice or apprentice level in writing on-demand.
Our Goal: We will reduce the number of students who score at the novice and apprentice level to 0. / All students at all grade levels will be required to develop a writing folder that contains all pieces of writing accumulated at each grade level. / The development of the writing folder will ensure the writing process is being taught at all grade levels, so that students are able to progress through to the intermediate level without gaps in writing instruction. / Beth Veach, Keri Beth Turner/
Ongoing / TBD
English grammar and mechanics will be taught at the intermediate level. / Grammar and mechanics instruction will better prepare students for the writing on-demand portion of the KCCT. / Beth Veach, Keri Beth Turner/
Ongoing / TBD
School: Tompkinsville Elementary School
Action Component: Behavior
Date: December 2010
Goal / Strategies &
Action Steps / Impact on Student Success / Responsibility/Timeline / Evidence of Effectiveness
Our Reality: TES currently has in place schoolwide expectations and procedures regarding behavior of students (PBIS); however, school faculty still feel adjustments and revisions must be made to maintain a more effective schoolwide behavior management system.
Our Goal: Our goal is to continue to maintain a schoolwide behavior management program that is effective, efficient, and utilized consistently by the entire learning community. / We will continue to consistently implement schoolwide expectations and procedures at all grade levels at all times (Positive Behavioral Interventions and Supports-PBIS). / Implementation of PBIS will substantially decrease student behavior problems and referrals, thus leading to an increased focus on student achievement for all stakeholders. / Jennifer Dyer, Tishia Bartley, KYCID Team/
Ongoing / TBD
We will post schoolwide expectations (HEART procedures) throughout the school and inform the school community of the behavior
management program (PBIS) through various forms of public relations strategies. / Awareness of the PBIS program will serve as a reminder for all stakeholders, which will, in effect, increase our focus on the goal. / Jennifer Dyer, Tishia Bartley, KYCID Team/
Ongoing / TBD
We will continue to implement a schoolwide student recognition system for students who are meeting schoolwide expectations. / A recognition system will motivate students to conform to the PBIS standards and goals, thus increasing the effectiveness of teaching and learning. / Jennifer Dyer, Tishia Bartley, KYCID Team/
Ongoing / TBD

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