2020-2021 Phase Three: MES Comprehensive School Improvement Plan - Dawn Laber 219 Highland Ave
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2020-2021 Phase Three: MES Comprehensive School Improvement
Plan
2020-2021 Phase Three: Comprehensive School Improvement Plan
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-2021 Phase Three: Comprehensive School Improvement Plan - 2020-2021 Phase Three: MES Comprehensive School
Improvement Plan - Generated on 05/04/2021
Moyer Elementary School
Table of Contents
2020-21 Phase Three: Comprehensive School Improvement Plan 3
Attachment Summary 5
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Moyer Elementary School
2020-21 Phase Three: Comprehensive School Improvement Plan
Rationale
School improvement efforts are a collaborative process involving multiple stakeholders. During
the improvement planning process, leaders focus on priority needs, funding, and closing
achievement gaps between identified subgroups of students. When implemented with fidelity,
the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes
student growth and achievement.
Operational Definitions
Goal: Long-term three to five-year targets based on the five (5) required school level goals.
Elementary/middle schools must have goals for proficiency, separate academic indicator,
achievement gap, growth, and transition readiness. High schools must have goals for proficiency,
separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-
term targets should be informed by The Needs Assessment for Schools.
Objective: Short-term target to be attained by the end of the current academic year. There can
be multiple objectives for each goal.
Strategy: An approach to systematically address the process, practice, or condition that the
school will focus its efforts upon in order to reach its goals or objectives. There can be multiple
strategies for each objective. The strategy can be based upon Kentucky's six (6) Key Core Work
Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley,
Baldridge, etc.).
Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for
each strategy.
Key Core Work Processes: A series of processes identified by the Kentucky Department of
Education that involve the majority of an organization's workforce and relate to its core
competencies. These are the factors that determine an organization's success and help it
prioritize areas for growth.
KCWP 1: Design and Deploy Standards
KCWP 2: Design and Deliver Instruction
KCWP 3: Design and Deliver Assessment Literacy
KCWP 4: Review, Analyze and Apply Data
KCWP 5: Design, Align and Deliver Support
KCWP 6: Establishing Learning Culture and Environment
Measure of Success: Criteria that shows the impact of the work. The measures may be
quantitative or qualitative but are observable in some way.
Progress Monitoring: Process used to assess the implementation of the plan, the rate of
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improvement, and the effectiveness of the plan. Should include timelines and responsible
individuals.
Funding: Local, state, or federal funds/grants used to support (or needed to support) the
improvement initiative.
Requirements for Building an Improvement Plan
There are six (6) required district goals:
• Proficiency, separate academic indicator, achievement gap closure, graduation rate, growth, and
transition readiness.
The required school goals include the following:
• For elementary/middle school, these include proficiency, separate academic indicator,
achievement gap, and, growth.
• For high school, these include proficiency, separate academic indicator, achievement gap,
graduation rate, and transition readiness.
Using the Comprehensive School Improvement Plan Template
a. Develop your Strategic Goals using the Comprehensive School Improvement Plan Template.
b. Upload your completed Comprehensive School Improvement Plan in the attachment area
below.
You may enter an optional narrative about your Comprehensive School Improvement Plan
below. If you do not have an optional narrative, enter N/A.
N/A
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Attachment Summary
Attachment Name Description Associated Item(s)
Ruth Moyer CSIP 2020-2021 •
Page 5 of 52020-21 Phase Three: MES Executive Summary for Schools
2020-21 Phase Three: Executive Summary for Schools
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-21 Phase Three: Executive Summary for Schools - 2020-21 Phase Three: MES Executive Summary for Schools - Generated on
05/04/2021
Moyer Elementary School
Table of Contents
2020-21 Phase Three: Executive Summary for Schools 3
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Moyer Elementary School
2020-21 Phase Three: Executive Summary for Schools
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in
the last three years. Include demographic information about the students, staff, and community
at large. What unique features and challenges are associated with the community/communities
the school serves?
Ruth Moyer Elementary, founded in 1930, is a kindergarten through fifth grade
school located in the heart of Fort Thomas, Kentucky (pop.17,000). With an
enrollment of 589 students, our school mission statement guides our everyday
interactions with students and parents. Our mission statement: "Our students are
actively engaged in a variety of differentiated experiences that foster creativity and
curiosity to solve real world problems." Our teachers exhibit student centered
passion for teaching, a deep understanding of content, a caring approach for each
individual while utilizing research based strategies. Our support staff plays an
integral role. Our leadership maintains high expectations and works collaboratively
with everyone to ensure decisions are in the best interest of students. Our parents
are essential partners in their child's education. Our community is a valued
resource in helping students develop civic pride through service learning. Our
instruction fosters individual student growth to prepare students for their next level
of academic success. Our technology is integrated by teachers and students to
enhance and strengthen learning and creativity while connecting the global
community. All students K-5 use iPad to supplement and support their learning.
Ruth Moyer Elementary has been a consistent top performer on state assessments
in 2009 and 2015 Ruth Moyer Elementary was named a National Blue Ribbon
School of Excellence. Since the implementation of the Kentucky Education Reform
Act of 1990, Ruth Moyer Elementary School has maintained a course towards
proficiency for all students. In 2020-2021 we were one of two Kentucky Schools to
receive the National ESEA Distinguished Schools Award for academic performance.
According to the 2018 KPREP results, Moyer continues to perform above the state in
all content areas with an overall proficiency score of 94.9 in Reading and a score of
91.7 in Math Proficiency. The current state system rated Moyer Elementary the
highest rating as a Five-Star School. Moyer prides itself on providing a "guaranteed
and viable" curriculum for all students. The programs that Moyer uses are evidence
based (Wonders, Everyday Math, and intervention programs) that are designed to
challenge students to be creative and critical thinkers, problem solvers, and real
world appliers. We support our district Portrait of a Graduate mission to develop
courageous leaders, empathetic collaborators, global communicators, curious and
critical thinkers, and creative problem solvers. Every year the staff of Moyer
evaluates a different curriculum strand (Language Arts, Math, Science, Social Studies
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and Special Area Classes) and revises it to ensure that it is providing the best
educational practices and programs. Currently, Moyer offers two full and two half
day Kindergarten classes as well as grades preschool through five. We provide EL
services for our district in grades P-5 which has enriched our classrooms with
amazing diversity and provides a cultural awareness for students. Ruth Moyer has
outstanding community and parent involvement. Students at all levels participate in
Service Learning projects in which content areas are connected to community
service projects. Parents are extremely supportive and involved in our school.
Programs such as Junior Achievement, COSI, Red Ribbon Week, Kentucky Kid's Day,
and Mustangs Care demonstrate a high level of involvement in which parents
organize and often teach lessons in our classrooms. After school opportunities for
students are plentiful. Students have the opportunity to participate in Drama Club,
Studio Art, Chess, Chorus, Student Technology Leadership Program, Journalism
Club, Academic Team, Big Buddies, Robotics, Lego League and Girls on the Run.
(When Covid Protocols and CDC guidelines allow) Ruth Moyer Elementary prides
itself on providing a safe, friendly, and nurturing environment for our students to
learn and grow. We succeed because the community and families we serve value
and support excellence in education. This tradition of excellence is the reason that
Moyer is among the top Northern Kentucky elementary schools and continues to
improve. We believe that together we are better!
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/
or beliefs. Describe how the school embodies its purpose through its program offerings and
expectations for students.
The staff and parents of Ruth Moyer Elementary School believe that all students
deserve the opportunity to achieve their maximum potential. We support our
district Portrait of a Graduate mission to develop courageous leaders, empathetic
collaborators, global communicators, curious and critical thinkers, and creative
problem solvers. We accept the responsibility to help all students achieve
academically, learn life-skills, and to continue their education at the next level. Our
culture welcomes and allows all individuals to feel safe, respected, encouraged,
nurtured and challenged to achieve at high levels. How we do this daily is outlined
in the description of our school above.
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years.
Additionally, describe areas for improvement that the school is striving to achieve in the next
three years.
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Moyer Elementary School
In 2009 and 2015 Ruth Moyer Elementary was named a National Blue Ribbon
School of Excellence. Since the implementation of the Kentucky Education Reform
Act of 1990, Ruth Moyer Elementary School has maintained a course towards
proficiency for all students. According to the 2018 KPREP results, Moyer continues
to perform above the state in all content areas with an overall proficiency score of
94.9 in Reading and a score of 91.7 in Math Proficiency. The current state system
rated Moyer Elementary the highest rating as a Five-Star School. In 2020-2021 we
were one of two Kentucky Schools to receive the National ESEA Distinguished
Schools Award for academic performance. Looking forward, Ruth Moyer Elementary
would like to refine our process for our below Proficient/Distinguished students that
will better ensure all children (specifically those in our gap areas) are able to
perform at the same high level in the classroom and on the state assessment. We
continue to refine our RTI, Title 1, and ESS programs to serve those students. We
have added help with executive functioning skills in ESS and a mindfulness session
to help with behavior students. We also implemented the tools and support of
Leader in Me. This mission allowed us to survey our parents, students, and teachers
to determine areas of weakness and create lighthouse teams to develop these
areas. These teams are spearheading the following: On-going staff learning, direct
lessons for students, family communication, physical and emotional environment,
student leadership and voice, school wide events.
Additional Information
CSI/TSI Schools (including ATSI) Only: Describe the procedures used to create the school's
improvement plan and briefly state the specific efforts to address the causes of low student
performance and resource inequities.
N/A
Additional Information
Provide any additional information you would like to share with the public and community that
were not prompted in the previous sections.
Special education teachers and regular education teachers will review STAR, KPREP,
IOWA, COGAT and classroom performance data to develop an appropriate plan of
instruction for each student and will monitor progress to ensure student growth.
The school will continue to develop an effective RtI program that monitors student
progress in the classroom and on standardized assessments, identifies students
struggling or at-risk for failure and differentiates their instruction to help meet their
individual needs. Teachers will ensure that all special education students have
access to aligned and intentional content on a daily basis. The school will continue
our work with our newly adopted Reading Program (Wonders) as we refine our
curriculum to support its school-wide alignment and success. We have also started
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very intentional work with our primary talent pool program staff to enhance our
curriculum for our students who are high performing.
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Attachment Summary
Attachment Name Description Associated Item(s)
Page 7 of 72020-21 Phase Two: MES The Needs Assessment for Schools
2020-21 Phase Two: The Needs Assessment for Schools
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-21 Phase Two: The Needs Assessment for Schools - 2020-21 Phase Two: MES The Needs Assessment for Schools - Generated on
05/04/2021
Moyer Elementary School
Table of Contents
2020-21 Phase Two: The Needs Assessment for Schools 3
Understanding Continuous Improvement: The Needs Assessment 4
Protocol 5
Current State 6
Priorities/Concerns 7
Trends 8
Potential Source of Problem 9
Strengths/Leverages 10
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2020-21 Phase Two: The Needs Assessment for Schools
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Understanding Continuous Improvement: The Needs Assessment
In its most basic form, continuous improvement is about understanding the current state and
formulating a plan to move to the desired state. The comprehensive needs assessment is a
culmination of an extensive review of multiple sources of data collected over a period of time (e.g.
2-3 years). It is to be conducted annually as an essential part of the continuous improvement
process and precedes the development of strategic goals (i.e. desired state).
The needs assessment requires synthesis and analysis of multiple sources of data and should
reach conclusions about the current state of the school, as well as the processes, practices and
conditions that contributed to that state.
The needs assessment provides the framework for all schools to clearly and honestly identify
their most critical areas for improvement that will be addressed later in the planning process
through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as
part of continuous improvement planning for schools, each school complete the needs
assessment between October 1 and November 1 of each year and include: (1) a description of the
data reviewed and the process used to develop the needs assessment; (2) a review of the
previous plan and its implementation to inform development of the new plan; and, (3) perception
data gathered from the administration of a valid and reliable measure of teaching and learning
conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I
schools implementing a schoolwide program must base their Title I program on a comprehensive
needs assessment.
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Protocol
Clearly detail the process used for reviewing, analyzing and applying data results. Include
names of school councils, leadership teams and stakeholder groups involved. How
frequently does this planning team meet and how are these meetings documented?
In a typical year, the process for reviewing, analyzing, and applying data results in
our district and in our school consists of the following: Scores are reported to
district and principal. District meets with principal to review data and determine
strengths and weaknesses. Last year, the district also reviewed the new testing
formulas and helped us understand the new system. These scores and this
information are then sent to teachers and each group of teachers looks at how last
year students grew in each area. We then meet as an entire school to complete a
data worksheet that looks at the following areas using two years of data (Reading
NAPD percentages, Math NAPD percentages, Social Studies NAPD percentages,
Writing NAPD percentages, Separate Academic Indicator Percentages, Performance
by Demographic groups for Math and Reading, Student Growth Indicator and
ACCESS for EL). This data is reviewed as a school and as a grade level in PLC's. We
use this data to create a list of strengths/weakness and possible reasons for these
strengths and weaknesses. This data is also reviewed as a School Based Council
along with MLA survey results, RtI data and Star Scores. The CSIP is created by
principal, teachers, and SBDMC using all data. Principals and District meet together
to combine all data into the CSIP. Parents receive individual student data at
conferences and CSIP with trend data is also posted on the SBDMC website. All
agendas with CSIP development are listed on the website in advance and noted in
principal update. District then compiles all data and presents at a board meeting
and this is televised on a local cable station. Due to covid-19, the state and the
federal government gave a waiver for all Kentucky schools and therefore, we will be
using 2018-2019 KPREP data for the remainder of this document.
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Current State
Plainly state the current condition using precise numbers and percentages as revealed by
past, current and multiple sources of data. These should be based solely on data
outcomes. Cite the source of data used.
Example of Current Academic State:
-Thirty-four percent (34%) of students in the achievement gap scored proficient on KPREP
Reading.
-From 2018 to 2020, the school saw an 11% increase in novice scores in reading among
students in the achievement gap.
-Fifty-four percent (54%) of our students scored proficient in math compared to the state
average of 57%.
Example of Non-Academic Current State:
-Teacher Attendance: Teacher attendance rate was 84% for the 2019-20 school year – a
decrease from 92% in 2017-18.
-The number of behavior referrals increased from 204 in 2018-19 to 288 in 2019-20.
-Survey results and perception data indicated 62% of the school’s teachers received
adequate professional development.
Due to covid-19, the state and the federal government gave a waiver for all
Kentucky schools and therefore, we will be using 2018-2019 KPREP data Current
Academic State: Overall Score 79.4 with a 5 Star Rating Proficiency Indicator 93.3
rating Very High Separate Academic Indicator 90.6 rating Very High Growth Indicator
57.2 rating Medium.
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Priorities/Concerns
Clearly and concisely identify areas of weakness using precise numbers and percentages.
NOTE: These priorities will be thoroughly addressed in the Comprehensive School
Improvement Plan (CSIP) diagnostic and template.
Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency
on the KPREP test in reading as opposed to just 12% of non-gap learners.
2018-2019 KPREP Testing: 57.2 Growth Indicator will be our area of priority. Growth
Data is a priority based on "Medium" Rating. Math 4th and 5th Grade - 33 students
out of 280 tested had zero points for growth. 22 of these 33 students were Novice/
Apprentice scoring students. 10 of these 33 students were proficient/distinguished
scoring students. Therefore, 11.8% of the entire testing population of 280 students
received a score of zero points in Math.Reading 4th and 5th Grade - 41 students out
of 280 tested had zero points for growth. 26 of these 41 students were Novice/
Apprentice scoring students. 15 of these 41 students were proficient/distinguished
scoring students. Therefore, 14.6% of the entire testing population of 280 students
received a score of zero points in Reading. In addition, we are also using district
benchmarks and STAR data to find new areas of growth needed due to the 6
months of NTI and covid quarantine. The district has provided these scores per
student and subject to each leadership team.
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Trends
Analyzing data trends from the previous two academic years, which academic, cultural
and behavioral measures remain significant areas for improvement?
2018-2019 data trends showed Social Studies on a decline when looking at the past
three years of data. However, in 2019 we increased to 87%. 2016 - 81.9% proficient
and distinguished.2017 - 75% proficient and distinguished. 2018 - 73.6% proficient
and distinguished. 2019 - 87% proficient and distinguished. Disability Groups and
Economically Disadvantaged Groups continue to show lower scores than their
counterpart groups. *Disability in Reading went lower than "All students" this year
only. **All others show two years of lower scores than "all students" but not decline
from previous years. 2018 - Reading P/D for All Students 72.6%Reading P/D for
Economically Disadvantaged 61.5% Reading P/D for Disability 73.3% Math P/D for
All Students 73.7% Math P/D for Economically Disadvantaged 59% Math P/D for
Disability 33.3%. 2019 - Reading P/D for All Students 76.4%Reading P/D for
Economically Disadvantaged 59.3% Reading P/D for Disability 45.5% Math P/D for
All Students 73.9% Math P/D for Economically Disadvantaged 66.7% Math P/D for
Disability 31.8%.
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Potential Source of Problem
Which processes, practices or conditions will the school focus its resources and efforts
upon in order to produce the desired changes? Note that all processes, practices and
conditions can be linked to the six Key Core Work Processes outlined below:
KCWP 1: Design and Deploy Standards
KCWP 2: Design and Deliver Instruction
KCWP 3: Design and Deliver Assessment Literacy
KCWP 4: Review, Analyze and Apply Data
KCWP 5: Design, Align and Deliver Support
KCWP 6: Establishing Learning Culture and Environment
Our staff will review, analyze and apply data to determine strengths and
weaknesses of our program. We will look at our curriculum K-5 to make sure we are
designing and delivering the correct instruction at each level. We will continue PLC's
with general education and special education so we can align our content and
differentiate in both settings. We will look at our Title 1 and RtI programs and make
sure that all students who are scoring lower will receive intervention and support.
We will use our STAR district data to help the gap created by NTI and covid-19
quarantine.
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Strengths/Leverages
Plainly state, using precise numbers and percentages revealed by current data, the
strengths and leverages of the school.
Example: Graduation rate has increased from 67% the last five years to its current rate of
98%.
Our Proficient/Distinguished percentages continue to remain at a high level:76.4%
of our students scored P/D in Reading as compared to 74.2% 17-18 and 70.5% the
previous year. 73.9% of our students scored P/D in Math as compared to 75% in
17-18 and 70.9% the previous year.53.3% of our students scored P/D in Science as
compared to 57.9% in 17-18. 75.9% of our students scored P/D in Writing as
compared to 79.3% in 17-18 and 57.5% the previous year."Two or more races" have
a higher proficiency score than our "all student" proficiency score in Reading. All
students: 41.4% Proficient. Two or more races: 53.3% Proficient "Two or more races"
have a higher proficiency score than our "all student" proficiency score in Math. All
students: 38.9 Proficient. Two or more races: 43.8% Proficient * This demographic
group also have zero Novice while our "all student" group as 5.4% novice. All areas
on state testing were above state average. 5 Star Rating. One of the new problems
we face is a 6 month NTI quarantine period. This has created gaps that we will
analyze using STAR date three times a year and weekly probes for students who are
in Title 1 and RtI.
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Attachment Summary
Attachment Name Description Associated Item(s)
Page 11 of 112020-21 Phase One: MES Continuous Improvement Diagnostic for
School
2020-21 Phase One: Continuous Improvement Diagnostic for Schools
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-21 Phase One: Continuous Improvement Diagnostic for Schools - 2020-21 Phase One: MES Continuous Improvement Diagnostic
for School - Generated on 05/04/2021
Moyer Elementary School
Table of Contents
2020-21 Phase One: Continuous Improvement Diagnostic for Schools 3
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2020-21 Phase One: Continuous Improvement Diagnostic for
Schools
The Comprehensive School Improvement Plan or CSIP is defined as a plan
developed by the school council, or successor, and charter schools with the input of parents,
faculty, and staff, based on a review of relevant data that includes targets, strategies, activities,
and a time schedule to support student achievement and student growth, and to eliminate
gaps among groups of students.
The comprehensive school and district improvement plan process is outlined in 703 KAR
5:225. The requirements included in the administrative regulation are key components of
the continuous improvement process in Kentucky and ultimately fulfillment of school,
district, and state goals under the Kentucky State Plan as required by the Every Student
Succeeds Act (ESSA).
While the regulation outlines a timeline for compliance purposes, the plan itself is a
strategic and proven approach to improve processes and to ensure students achieve. The
timeline for the school’s 2020-21 diagnostics is as follows:
Phase One: August 1 - October 1
• Continuous Improvement Diagnostic for Schools
Phase Two: October 1 - November 1
• The Needs Assessment for Schools
• School Assurances
• School Safety Report
Phase Three: November 1 - January 1
• Comprehensive School Improvement Plan
• Executive Summary for Schools
• Closing the Achievement Gap Diagnostic for Schools
• Professional Development Plan for Schools
Phase Four: January 1 - December 31
• Progress Monitoring
As principal of the school, I hereby commit to implementing continuous improvement
processes with fidelity to support student achievement and student growth and to
eliminate achievement gaps among groups of students.
Please enter your name and date below to certify.
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Moyer Elementary School
Dawn Laber 09/25/2020
Page 4 of 42020-21 Phase Three: MES Professional Development Plan for
Schools
2020-21 Phase Three: Professional Development Plan for Schools
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-21 Phase Three: Professional Development Plan for Schools - 2020-21 Phase Three: MES Professional Development Plan for
Schools - Generated on 05/04/2021
Moyer Elementary School
Table of Contents
2020-21 Phase Three: Professional Development Plan for Schools 3
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Moyer Elementary School
2020-21 Phase Three: Professional Development Plan for Schools
The purpose of this diagnostic is to support the school in designing and implementing a
professional development plan that aligns to the goals established in KRS 158.6451 and the local
needs assessment. The basis of the professional development plan aligns to 704 KAR 3:035,
which states the following:
Annual Professional Development Plan:
Section 2. Each local school and district shall develop a process to design a professional
development plan that meets the goals established in KRS 158.6451 and in the local needs
assessment. A school professional development plan shall be incorporated into the school
improvement plan and shall be made public prior to the implementation of the plan. The local
district professional development plan shall be incorporated into the district improvement plan
and posted to the local district Web site prior to the implementation of the plan.
Section 3. Each school and local district professional development plan shall contain the following
elements:
1. A clear statement of the school or district mission
2. Evidence of representation of all persons affected by the professional development plan
3. A needs assessment analysis
4. Professional development objectives that are focused on the school or district mission, derived
from the needs assessment, and specify changes in educator practice needed to improve student
achievement; and
5. A process for evaluating impact on student learning and improving professional learning, using
evaluation results
1. What is the school's mission?
Our students are actively engaged in a variety of differentiated experiences that
foster creativity and curiosity, demonstrating the skills needed to solve real world
problems and become caring and productive members of the global community.
Our teachers exhibit a student centered passion for teaching, a deep understanding
of content, a caring approach for each individual while utilizing research based
strategies to challenge and meet the needs of all learners. Our support staff play an
integral role in our school community enhancing all aspects of the educational
experience. Our leadership maintains high expectations and works collaboratively
wiht everyone to ensure decisions are made in the best interest of all students, with
a commitment to growth and achievement. Our parents are essential partners in
their child's education through active collaboration with our school. Our community
is a valued resource in helping students develop civic pride through service learning,
community engagement, and global awareness. Our instruction fosters individual
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student growth to prepare students for their next level of academic success and
instills a passion for lifelong learning. Our technology is integrated by teachers and
students to enhance strengthen learning and creativity while connecting global
community.
2. The needs assessment provides the framework for all schools to clearly identify
their most critical areas for improvement that will be addressed in the planning process
through the development of goals, objectives, strategies and activities.
Based on the most critical areas for improvement identified in the completed needs
assessment per 703 KAR 5:225 (3), what are the school's top two priorities for
professional development that support continuous improvement?
To analyze the priorities for Moyer, we reviewed our mission, looked at all the data
and determined the following two areas as priorities for continued Professional
Development. 1) Feedback and Coaching as noted in the Impact Kentucky Survey
Results 2) Shared Leadership through our Leader in Me initiatives and Impact
Kentucky data
3. How do the identified top two priorities of professional development relate to
school goals?
These priorities are closely aligned to our Workplace CSIP goal and are based on the
data received in our Impact Kentucky Survey Results.
4a. For the first priority need, what are the specific objectives for the professional
development aligned to the school goal(s)? Consider the long and short term changes
that need to occur in order to meet the goal.
Feedback and Coaching: Short Term objectives will be to increase the amount of
time teachers have to work together on Professional Development and with our
district provided coach. Long Term objective will be to work with district to add this
time into the district calendar and to provide substitutes so these scheduled
meetings can occur both school and district wide.
4b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)
The intended results will be to better align the curriculum and add best practice
teaching strategies to each grade level team through peer and coaching feedback
and discussions.
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4c. What will be the indicators of success? Consider the completed actions or markers
that need to occur that would indicate the goals and objectives have been achieved.
Each quarter teachers and students must create a Portrait of a Graduate portfolio
and a Leader in Me Portfolio of student and teacher goals. The artifacts in these
portfolios should show continued growth and more commonality of best practice
teaching. The teachers also create a Professional Growth Plan which will help in
these discussions. Finally, the Kentucky Impact Survey results should improve in this
area.
4d. Who is the targeted audience for the professional development?
Teachers are the primary audience and the secondary audience is our students who
will benefit from the teachers receiving more aligned PD and more discussion
surrounding strategies and tools available.
4e. Who is impacted by this component of professional development? (students,
teachers, principals, district leaders, etc.)
Teachers are the primary audience and the secondary audience is our students who
will benefit from the teachers receiving more aligned PD and more discussion
surrounding strategies and tools available. Administration will be impacted as
teacher needs are met in this area.
4f. What resources are needed to support the professional development? (staff, funding,
technology, materials, time, etc.)
District coaching support. Time in Schedule to create these Professional
Development pathways. Time in Principal and Assistant Principal Day to provide
ongoing feedback.
4g. What ongoing supports will be provided for professional development
implementation? (coaching, professional learning communities, follow up, etc.)
Continued district and school level communication, PLC's during school hours, and
Leader in Me training.
4h. How will the professional development be monitored for evidence of
implementation? Consider data (student work samples, grade-level assessments,
classroom observations, etc.) that will be gathered, persons responsible and frequency of
data analysis.
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Data will be collected using the Leader in Me (MRA report), the Portrait of a
Graduate Portfolios, and the display of student progress in the Leader in Me goal
setting portfolios.
5a. For the second priority need, what are the specific objectives for the professional
development aligned to the school goal(s)? Consider the long and short term changes
that need to occur in order to meet the goal.
Shared leadership and the perception of school leadership effectiveness: Short
Term objectives will be to increase the amount of time teachers have to work
together on Professional Development and with our district provided coach.
Principal will attend and provide feedback in these meetings. Long Term objective
will be to continue our Leader in Me work in the area of shared leadership.
Continuing in the program with the goal to allow shared leadership throughout the
building with student centered programs and teacher led ideas for improvement of
our school.
5b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)
The intended results will be to understand the teacher needs and their perspectives
so decisions made by all can take place.
5c. What will be the indicators of success? Consider the completed actions or markers
that need to occur that would indicate the goals and objectives have been achieved.
Each quarter teachers and students must create a Portrait of a Graduate portfolio
and a Leader in Me Portfolio of student and teacher goals. The artifacts in these
portfolios should show continued growth and more commonality of best practice
teaching. The teachers also create a Professional Growth Plan which will help in
these discussions. Finally, the Kentucky Impact Survey results should improve in this
area.
5d. Who is the targeted audience for the professional development?
Staff and Administration
5e. Who is impacted by this component of professional development? (students,
teachers, principals, district leaders, etc.)
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Staff and Administration will be the primary audience. Students and Families will be
the secondary audience as they will also fill out the MRA for Leader in Me at the end
of the year.
5f. What resources are needed to support the professional development? (staff, funding,
technology, materials, time, etc.)
We will need central office and our PTO to continue to fund the Leader in Me
program.
5g. What ongoing supports will be provided for professional development
implementation? (coaching, professional learning communities, follow up, etc.)
We meet monthly to refine our lighthouse team goals for each group in our Leader
in Me habit groups. We will continue to need this time in the schedule for this to
occur.
5h. How will the professional development be monitored for evidence of
implementation? Consider data (student work samples, grade-level assessments,
classroom observations, etc.) that will be gathered, persons responsible and frequency of
data analysis.
Each quarter teachers and students must create a Portrait of a Graduate portfolio
and a Leader in Me Portfolio of student and teacher goals. The artifacts in these
portfolios should show continued growth and more commonality of best practice
teaching. The teachers also create a Professional Growth Plan which will help in
these discussions. Finally, the Kentucky Impact Survey results should improve in this
area.
6. Optional Extension: If your school has identified additional professional development
priorities that you would like to include, you may upload an attachment with the answers
to question 3 and a-h as seen in questions 4 and 5. If you do not wish to include an
optional extension, please list N/A in the space provided below.
N/A
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Attachment Summary
Attachment Name Description Associated Item(s)
Page 8 of 82020-21 Phase Three: MES Closing the Achievement Gap
Diagnostic
2020-21 Phase Three: Closing the Achievement Gap Diagnostic
Moyer Elementary School
Dawn Laber
219 Highland Ave
Fort Thomas, Kentucky, 41075
United States of America
©Cognia, Inc.2020-21 Phase Three: Closing the Achievement Gap Diagnostic - 2020-21 Phase Three: MES Closing the Achievement Gap Diagnostic -
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Table of Contents
2020-21 Phase Three: Closing the Achievement Gap Diagnostic 3
I. Achievement Gap Group Identification 4
II. Achievement Gap Analysis 5
III. Planning the Work 10
Attachment Summary 12
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2020-21 Phase Three: Closing the Achievement Gap Diagnostic
Rationale
The Closing the Achievement Gap Report is required by KRS 158.649, which requires the
school-based decision making council, or the principal if no council exists to set the school's
targets for eliminating any achievement gap. The targets should be established with input from
parents, faculty, and staff and submitted to the superintendent for consideration and the local
board of education for adoption.
In addition to being a legal mandate, the Closing the Achievement Gap Report is also a vital
component of the continuous improvement process. The report is designed to underscore a
school's trend data (i.e. two-year window) relating to its individual gap groups. Upon completion
of the Closing the Achievement Gap Report, schools will have already engaged in a significant
piece of school improvement work by intentionally focusing on the gaps that exist among its
underserved student populations.
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I. Achievement Gap Group Identification
Schools should use a variety of measures and analysis to conduct its annual Closing the
Achievement Gap Report pursuant to KRS 158.649.
Complete the Achievement Gap Group spreadsheet and attach it.
No gap group for achievement gap met the minimum number of 10 students in any
category for ATSI in Reading or Math testing. To complete this section I will analyze
my students with a disability in the area of Reading as compared to those without a
disability in the area of reading using the KPREP data provided by the state.
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II. Achievement Gap Analysis
A. Describe the school's climate and culture as they relate to its achievement gap
population.
Ruth Moyer Elementary, founded in 1930, is a kindergarten through fifth grade
school located in the heart of Fort Thomas, Kentucky (pop.17,000). With an
enrollment of 589 students, our school mission statement guides our everyday
interactions with students and parents. Our mission statement: "Our students are
actively engaged in a variety of differentiated experiences that foster creativity and
curiosity to solve real world problems." Our teachers exhibit student centered
passion for teaching, a deep understanding of content, a caring approach for each
individual while utilizing research based strategies. Our support staff plays an
integral role. Our leadership maintains high expectations and works collaboratively
with everyone to ensure decisions are in the best interest of students. Our parents
are essential partners in their child's education. Our community is a valued
resource in helping students develop civic pride through service learning. Our
instruction fosters individual student growth to prepare students for their next level
of academic success. Our technology is integrated by teachers and students to
enhance and strengthen learning and creativity while connecting the global
community. All students K-5 use iPad to supplement and support their learning.
Ruth Moyer Elementary has been a consistent top performer on state assessments.
In 2009 and 2015 Ruth Moyer Elementary was named a National Blue Ribbon
School of Excellence. Since the implementation of the Kentucky Education Reform
Act of 1990, Ruth Moyer Elementary School has maintained a course towards
proficiency for all students. In 2020-2021 we were one of two Kentucky Schools to
receive the National ESEA Distinguished Schools Award for academic performance.
According to the 2018 KPREP results, Moyer continues to perform above the state in
all content areas with an overall proficiency score of 94.9 in Reading and a score of
91.7 in Math Proficiency. The current state system rated Moyer Elementary the
highest rating as a Five-Star School. Moyer prides itself on providing a "guaranteed
and viable" curriculum for all students. The programs that Moyer uses are research
based (Wonders, Everyday Math, and intervention programs) that are designed to
challenge students to be creative and critical thinkers, problem solvers, and real
world appliers. We support our district Portrait of a Graduate mission to develop
courageous leaders, empathetic collaborators, global communicators, curious and
critical thinkers, and creative problem solvers. Every year the staff of Moyer
evaluates a different curriculum strand (Language Arts, Math, Science, Social Studies
and Special Area Classes) and revises it to ensure that it is providing the best
educational practices and programs. Currently, Moyer offers two full and two half
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day Kindergarten classes as well as grades one through five. We provide EL services
for our district in grades K-5 which has enriched our classrooms with amazing
diversity and provides a cultural awareness for students. Ruth Moyer has
outstanding community and parent involvement. Students at all levels participate in
Service Learning projects in which content areas are connected to community
service projects. Parents are extremely supportive and involved in our school.
Programs such as Junior Achievement, COSI, Red Ribbon Week, Kentucky Kid's Day,
and Mustangs Care demonstrate a high level of involvement in which parents
organize and often teach lessons in our classrooms. After school opportunities for
students are plentiful. Students have the opportunity to participate in Drama Club,
Studio Art, Chess, Chorus, Student Technology Leadership Program, Journalism
Club, Academic Team, Big Buddies, Robotics, Lego League and Girls on the Run. (As
COVID and CDC Regulations and Guidelines Allow) Ruth Moyer Elementary prides
itself on providing a safe, friendly, and nurturing environment for our students to
learn and grow. We succeed because the community and families we serve value
and support excellence in education. This tradition of excellence is the reason that
Moyer is among the top Northern Kentucky elementary schools and continues to
improve.We aren't able to monitor same GAP groups for two years as our numbers
do not have enough to keep trend data. Therefore, the only GAP data that we have
that is not closed is the disability group.
B. Which achievement gaps has the school successfully closed? Use specific data
from the previous two academic years when analyzing trends.
We aren't able to monitor same GAP groups for two years as our numbers do not
have enough to keep trend data. Therefore, the only GAP data that we have that is
not closed is the disability group. With KPREP testing on pause in 2019-2020 due to
the global pandemic, MES has utilized STAR data to monitor our GAP groups and
meet regularly on interventions for these students.
C. Based upon the analysis of the school's achievement gap data, identify the gap groups
and content areas where the school has shown improvement. Use specific data from
the previous two academic years when analyzing trends.
Reading and Math for Novice and Apprentice are analyzed for our 2 gap group
demographic areas (Economically Challenged/Disability). This is a comparison from
2017 and 2018 KPREP data. We did not have enough students to report Gap Groups
for any other areas in any other contents. Math - Economically Disadvantaged went
from 39.4% Novice and Apprentice to 33.3% Novice and Apprentice. This shows that
less students from this category are scoring in the Novice/Apprentice range and
therefore an increase in the Proficient/Distinguished range. For Disability NAPD
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Results we found the following improvement: 2017 Data: 25.7% Novice/Apprentice
for all students and 26.7% Novice/Apprentice for disabilities. This shows very similar
results for both categories and therefore good progress for our students with an
IEP. However, 2018 data showed a decline. 2018 Data: 23.6% Novice/Apprentice for
all students and 54.6% Novice/Apprentice for disabilities. This shows a decline from
last year and this needs to be addressed for this year. See more in the lacked
progression section below. With KPREP testing on pause in 2019-2020 due to the
global pandemic, MES has utilized STAR data to monitor our GAP groups and meet
regularly on interventions for these students. This data is showing that 43% of this
group will meet their KPREP goal of Proficient in Math if they continue on their
current path and 52% in reading. We are currently adding interventions to increase
this percentage.
D. Based upon the analysis of the gap data, identify the gap groups and content areas
where the school has lacked progression or regressed. Use specific data from the
previous two academic years when analyzing trends.
Reading and Math for Novice and Apprentice are analyzed for our 2 gap group
demographic areas (Economically Challenged/Disability). This is a comparison from
2017 and 2018 KPREP data. We did not have enough students to report Gap Groups
for any other areas in any other contents. Reading - Economically Disadvantaged
went from 13.4% Novice and Apprentice to 40.7% Novice and Apprentice. Reading -
Disability went from 26.7% Novice and Apprentice to 54.6% Novice and Apprentice.
Reading for all students show Novice and Apprentice for the most recent KPREP
data at 23.6%. Math - Disability went from 66.7% Novice and Apprentice to 68.2
Novice and Apprentice Math for all students show Novice and Apprentice for the
most recent KPREP data at 26.1%
E. Describe the processes, practices and/or conditions that have prevented the school
from closing existing and persistent achievement gaps.
The teachers (EL, Special Education, RtI and Title 1) do not have enough designated
time to plan and discuss individual student needs. Teacher planning period is based
upon common plan for grade level teachers and does not include teacher
mentioned above. Therefore, teachers attended meetings every 6-8 weeks to
discuss grade levels. These teachers without the common plan need to lose pull out
time with their kids to attend these meetings. ESS is not as intentional as we would
like and needs to be refined. We started this process last year by creating more
options before school for children. This caused attendance issues so this year we
moved this to end of the day. We have added (Yoga, Executive Functioning,
Presentation Skills...) to the already successful academic offerings. The global
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pandemic has halted many of these plans due to CDC guidelines and/or remote
learning demands due to quarantine. We will continue to refine out schedule and
are meeting via TEAMS to discuss students. The district has also added days into the
calendar for staff to meet together and discuss students, curriculum and learning
gaps.
F. Describe the process used to involve teachers, leaders, and other stakeholders in the
continuous improvement and planning process as it relates to closing the achievement
gap. List the names and roles of strategic partners involved.
CSIP is shared with stakeholders through various means. Goals are discussed with
district and building leadership. Teachers discuss goals through team meetings,
Faculty Meetings and specific meetings created to dissegregate the data. SBDM
Council is informed and discusses goals in relation to the achievement GAP. We look
at KPREP created demographic reports and created a three year data trend using
the NAPD KPREP data. We also show RtI Progress using STAR reporting in both PLC's
and SBDMC meetings. Updates on student progress reported monthly at SBDM
Council meetings via scores, classroom activities, events, technology and/or policy
review. A draft was created for approval of SBDMC and teachers discussed draft and
possible revisions during PLC's. The draft was then presented to the board at a
monthly board meeting.
G. Describe in detail the school's professional development plan related to its
achievement gaps.
(Note: School-based decision making councils, or principals in schools where no council exists,
are required by KRS 158.649(8) to submit revisions to the school improvement plan describing
the use of professional development funds to reduce achievement gaps for review and
approval by the superintendent. Superintendents shall report, pursuant to KRS 158.649(9), to
the local school board and Commissioner of Education schools failing to meet targets to
reduce the gap in student achievement for any student group two years in a row, and
improvement plans for those schools will be subject to review and approval by KDE.)
Strategy: Design, Align and Deliver Support School leaders will continue to refine the
Special Education model to monitor and evaluate effectiveness in order to improve
effectiveness, interventions and collaboration system. Continuous improvement
using STAR, ACCESS, IOWA COGAT, and Progress Monitoring Data to improve work
processes to support student learning. PLC’s within the Special Education
department will be utilized to monitor student data regularly and to ensure a
continuous improvement model that monitors what is working and what needs to
be refined. These results will be shared with administration and in general
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