The Promise Academy at William Wells Brown

 
The Promise Academy at William Wells Brown
                                                    LIFT. LEARN. LOVE.
                                               Jay Jones Jr., principal
                               CSIP and Turn-Around Plan 2019-2020
             Our Mission                                Our Core Values                           Our Theory of Action
  The mission of William Wells Brown                      Respectful                     If we increase the rigor in instruction,
  Elementary School is to educate all                    Responsible                           elevate leadership and staff
students to academic proficiency while                       Safe                          accountability, and improve school
developing their ability to think critically                                                culture and mindset, then we can
            and persevere.                                                                    expect an increase in student
                                                                                                 achievement in all areas.

                                               Our Strategic Objectives
    In collaboration with Cambridge Education, a comprehensive school audit was completed in Spring 2019. The audit
   included the following: academic and behavior data evaluations, on-site classroom and PLC observations, and focus
group discussions (parent and community partners, certified and classified staff, students). Through the audit process, the
          following group of overarching strategic objectives that will achieve the school mission were developed:

                                                   Objective 1: Rigorous Instruction
                                                Objective 2: Leadership Accountability
                                               Objective 3: Learning Culture and Mindset

                                                                                                                                    1
Turn-Around Plan at a Glance (2019 – 2021)
    1. Rigorous Instruction                                     2. Leadership Accountability                             3. Learning Culture and Mindset
FCPS Imperative:- Excellent Schools and Student             FCPS Imperative:- Excellent School and Staff             FCPS Imperative:- Excellent Supports and Relationships
Opportunities

1. Increase the Higher Order Thinking questions             Adopt, Implement and Monitor Systems, Structures,        1. Streamline and enhance PLCs
utilized during classroom instruction.                      Process and Practices for School Wide Continuous         CHETL 1H- designs lessons that allow students to
CHETL 3C- Teacher orchestrates effective classroom          Improvement to turnaround Williams Wells Brown:          participate in empowering activities in which they
discussions, questioning, and learning tasks that           1. Consistent observations of learning and actionable    understand that learning is a process and mistakes are a
promote higher-order thinking skills.                       instructional feedback                                   natural part of learning.
Evidence-Based Practice: Questioning- Hattie effect size    CHETL 5A- Teacher demonstrates an understanding and      2. Standards-driven instruction (Culture of Common
of .48                                                      in-depth knowledge of content and maintains an ability   Core Standards Mastery using Programs and
2. Increase the assignment and completion of group          to convey this content to students.                      Supplemental Material)
projects across grade levels.                               2. Consistent monitoring and feedback on lesson plans    CHETL 5C- Teacher designs and implements standards-
CHETL 3H- Teacher integrates the application of inquiry     CHETL 5F- Teacher accesses a rich repertoire of          based courses/lessons/units using state and national
skills into learning experiences.                           instructional practices, strategies, resources and       standards.
Evidence-Based Practice: Inquiry Based                      applies them appropriately.                              3. The school-wide behavior plan, focused on the
Learning/Project Based Learning- Hattie effect size of .4   3. Build teacher capacity                                principles of PBIS
3. Increase the differentiation of instruction across the   CHETL 5B- Teacher maintains on-going knowledge and       CHETL 1B- motivates students and nurtures their desire
school.                                                     awareness of current content developments.               to learn in a safe, healthy and supportive environment
CHETL 3A- Teacher instructs the complex processes,                                                                   which develops compassion and mutual respect.
concepts and principles contained in state and national                                                              CHETL 1E- displays effective and efficient classroom
standards using differentiated strategies that make                                                                  management that includes classroom routines that
instruction accessible to all students.                                                                              promote comfort, order and appropriate student
Evidence-Based Practice: Instructional                                                                               behaviors.
Scaffolding/Differentiation- Hattie effect size of .82
4. Extended Learning:
Promise Academy Implementation and 21st Century
Community Learning Center
CHETL 5E- Teacher provides essential supports for
students who are struggling with the content.
CHETL 4E- Teacher effectively incorporates 21st Century
Learning Skills that prepare students to meet future
challenges.
5. Standards Deconstruction

                                                                                                                                                                                2
CHETL 5C- Teacher designs and implements standards-
based courses/lessons/units using state and national
standards.
6. TNTP (The New Teacher Project)
CHETL 3D- Teacher provides meaningful learning
opportunities for students.
CHETL 5C- Teacher designs and implements standards-
based courses/lessons/units using state and national
standards.

Needs Assessment
William Wells Brown will develop and implement effective systems for growth in the areas of Rigorous Instruction, Leadership Accountability, and School Culture
and Mindset. Using multiple data sources (KPREP, MAP, formative and summative assessments, PBIS reports, student work samples, class observations), William
Wells Brown will use a continuous improvement model to evaluate and improve in these areas.

Overall KPREP Performance: William Wells Brown ranked in the bottom 5% of schools in Kentucky and was designated a Comprehensive Support and
Improvement school by the Kentucky Department of Education. On the Spring 2019 KPREP assessment, the following percentages of students were identified as
Proficient/Distinguished in the accountable tested areas:
  Reading           20.1%
  Math              20.1%
  Writing           35.3%
   Social Studies 12.8%
   Science          15.7%

Gap Group: On the Spring 2019 KPREP Assessment, the following percentages of African American students were identified as Novice in Reading and Math:
  Reading        63%
  Math           57.6%

CSIP Goals
    1. Proficiency: By May 2021 increase the combined (reading and math) percentage of students scoring proficient/distinguished from 32.1% to 42.1%.
    2. Separate Academic Indicator: By May 2021 increase the percentage of all students scoring proficient/distinguished in:
          Science from 12.8% to 22.8%
          Social Studies from 15.7% to 25.7%
          Writing from 35.3% to 45.3%
    3. Achievement Gap: By May 2021 increase the percent of African American students scoring proficient/distinguished in:
         Math: 17.4% to 24.9%
         Reading: 18.4% to 25.9%
    4. Growth: By May 2021 increase the growth indicator score from 52.7 to 57.3.
                                                                                                                                                            3
4
CSIP Goal 1: Proficiency (Turn Around Plan: Rigorous Instruction)                                                                                             LIFT. LEARN. LOVE.

By May 2021 increase the combined (reading and math) percentage of students scoring proficient/distinguished from 32.1% to 42.1%.

Objective     Strategy                                     Activities                              Measure of Success               Progress Monitoring             Funding

Objective 1   KCWP 1 and 2:         Process:                                                 -Consistently Implement a Process      -                         SIF
By May        Design, Deploy        Provide teacher clarity by implementing regularly        to Deconstruct standards and
2020          Standards and         scheduled PLC and Planning meetings to deconstruct       warehouse of deconstructed
increase      Deliver Instruction   standards, review the alignment between standards,       standards (can revise when
reading                             learning targets, success criteria and assessment        needed) kept in PLC drive, lesson
proficiency   Turnaround Plan       measures.                                                plan
scores from   Strategic Objective                                                            -develop and adhere to PLC and         -October 2019, PD
20.1% to      1: Rigorous           30 days                                                  team planning schedules-               presented by Chris
25.1%.        Instruction                                                                    Wednesday professional learning        Finn during staff
                                        •     Schedule PLC and team planning for standard    early release                          meeting
                                              unpacking on a weekly basis before planning    - Lesson plan and walk through
                                              lesson                                         consistently reflect 100% of
                                        •     Review with teachers on Teacher Clarity of     standards based, student friendly      -Daily learning
                                              deconstructing standard, development of        learning targets posted, effective     target/success criteria
                                              student friendly learning targets, success     success criteria post to reach rigor   checks by leadership
                                              criteria and assessment measures during PLC.   of standard                            team, walk thru by
                                        •     Ensure teachers unpack standards during PLC    -utilize Pre-TNTP checklist            district CSI team and
                                              to effectively plan for and deliver rigorous   -When all assignment meets the         data, meeting
                                              instruction                                    rigor and requirements of the          agenda/minutes, sign
                                        •     Construct student friendly learning targets    TNTP grade appropriate                 in sheets, Lesson plan,
                                        •     Implement standards based instruction with     assignment tool                        deconstructed
                                              the guaranteed and viable Curriculum,                                                 standard bank in PLC
                                              supplement as need when there is a lack of                                            drive,
                                              alignment to standard.

                                    ____________________________________________             _____________________
                                                                                                                                    _________________
                                    60 Days
                                    (Continue work of first 30 days in addition to the
                                    following…)                                              Same as 30 day Measures of
                                         • Ensure monitoring measures are in place to        Success
                                            support high fidelity in teaching to the
                                            standards, by way of peer observations, formal

                                                                                                                                                                              5
and informal observations, classroom
       data/running records, and standards mastery                                                  Teacher Clarity
       checks.                                                                                      District observation
                                                                                                    form, observation notes,
             Teacher Clarity -Daily classroom visit
                                                                                                    teacher lesson plans, the
                to ensure posting of teacher clarity
                                                                                                    district walk-through
                components (Standard, student                                                       team, PLC and Planning
                friendly learning target, Success                                                   agenda and minutes,
                criteria, check for mastery)                                                        Unpacked Standards
             The New Teacher Project (TNTP) -                                                      Charts, posted learning
                provide professional learning and        TNTP -When all reviewed ELA                targets, school walk
                integrate TNTP grade appropriate         assignment meet the rigor and              through data, meeting
                assignment tool to ensure rigorous       requirements of the TNTP grade             minutes and agendas
                                                                                                    TNTP - ELA grade
                and grade appropriate assignment.        appropriate assignment tool
                                                                                                    appropriate task
                Pre plan and post review document        _____________________
                                                                                                    assignment completion
                incorporated in planning, PLC and        When the district CSI team is removed
                                                                                                    and evidence via agendas
                district Walk through                    due to school no longer being in
                                                                                                    and minutes, completed
             District assigned service Team             federal status of CSI and when
                                                                                                    TNTP tool, student work
                                                         applicable walk indicators evidence of
                Monthly District Walk through-                                                      samples analyzed and
                                                         80 % or above
                monitor and support visit                                                           revised for improvement
             Standards Mastery Check- Analysis of                                                  __________________
                KPREP data, district common                                                         ________
                assessment, standards mastery check,                                                District Walk through
                action plans to reteach standards not                                               data, charts, minutes,
                                                                                                    follow up reports with 30
                mastered by students via tiered
                                                                                                    day action plans,
                support of Tier I reteach (depends on
                data analysis results)
                                                         ___________________
___________________________________________
                                                                                                    Standards Mastery –
    • Ensure ongoing professional development in                                                    Data Analysis As it
                                                         -Inclusion in ( Gradual release I do, we
       the area of best practice/high yield              do, you do)Lesson planning and             state/Desired State,
       instructional strategies and Plan strategically   Implementation in the delivery of          Name and Claim of
       in the selection of high yield instructional      instruction of High Yield Instructional    students, common
       strategy usage within lessons.                                                               assessment outcomes
                                                         Cambridge Education consultant, Chris      and reteach plans,
                High Ordered Thinking (HOT)             Finn, will provide PD: Asking Better       standards mastery check,
                                                         Questions/Asking Questions Better          outcomes and action
                 questions (evidenced in lesson plans
                                                         Weekly, during PLCs lesson plans           plans to ensure mastery
                 and delivery of instruction/weekly                                                 of standards, MTSS
                 slides)                                 will be reviewed to ensure inclusion of
                                                         Higher Order Questions (minimum of         (academic support)
                Direct/Explicit Instruction (I do, We                                              __________________
                                                         2-3 per lesson).
                 Do, You do )                                                                       ________

                                                                                                    Lesson Plans, CSI walk
                                                                                                    thru follow up reports

                                                                                                                                6
Teachers will utilize a weekly slide      (assign HYS to be
                                                             presentation to present Higher Order      implemented and
                                                             Questions to students at the start of     monitored),
                                                             each daily lesson for ELA and Math.
                                                             _____________________
                                                             Increased student outcomes(MAP
                                                             Growth, Exposure to diverse
                                                             experience, Mastery of standards,
                                                             standards mastery check, unit and
                                                             common assessments. 2019-2020
__________________________________________                   KPREP as result of equity on time
                                                             spend interacting with instructional
              Extended Learning- Promise                    core
               Academy Model to ensure Equity by             ___________________
               providing enhanced educational offerings
               for these children by extending the school
               day and adding more days to the school
               year. This new structure will allow FCPS to
               build in more learning time and give
               students additional enrichment
               experiences students additional time                                                    Parent survey, student
               interacting with instructional core to                                                  feedback, teacher
               include access and opportunity to                                                       plus/delta and survey
               experiential opportunities (coding, the                                                 feedback,
               arts, world languages, music, equine
               awareness, culinary arts, artist in
               residence, instructional field trips,
               mentoring, etc…(.53)) as part of the
               instructional core

      ________________________________
   90 Day Plan (In addition to Processes of 30-60
      day Plan…                                              -Lesson plans and delivery of
   • Utilize knowledge of best practice/high yield           instruction inclusive of high
      instructional strategies to aid in curricular          expectations, relevant experiences of
      adjustments when students fail to meet                 student population
      mastery.                                               -Include various learning styles in the
                                                                                                       -TNTP Grade Appropriate
            Cultural Responsive Teaching and                deliver
                                                                                                       (high expectation)
               Learning (CRTL)/Opportunity Myth                                                        -Lesson Plans

                                                                                                                                 7
-Student voice and choice in
                                                           assignment

                                                           Numbers of students demonstrating
                                                           mastery

               Data Analysis and reteach
Plan for and implement active student engagement
strategies.
               Project/Inquiry Based Learning
                 Step 1: Establish Committee charged
                 with research an Inquiry based
                 learning model to implement
                 Step 2: Train teacher on model
                 Step 3: Incorporate 1 cross
                 disciplinary project per 9 weeks in
                 grades K-5
                 Step 4: monitor for effective (varied
                 way to demonstrate of standard)
                 Step 5: PDSA

                  Differentiated Instruction
                  Promise Academy Model-
                   Incorporate access, opportunity and
                   exposure to diverse experiential
                   learning as part of the instructional
                   core via enrichment
                  Roberta Walker training on Literacy…
120 Day Plan

150 Day Plan
                                                                                               Reading observations
180 Day Plan                                                                                   and PLC
                                                                                               observations/support
                                                                                               by Cambridge
                                                                                               Education, January
                                                                                               2020 (Roberta Walker)

                                                                                                                       8
Objective 2    KCWP 1 and 2:        In addition to the 30-60-90 Day Action Plan from
By May        Design, Deploy        Objective 1:
2020          Standards and
increase      Deliver Instruction   60 day-
math                                -Professional Learning Training on Math Talks (K-5)
              Turnaround Plan
proficiency   Strategic Objective   Conducted by District Math Specialist
scores        1: Rigorous           -Math Talk required Component of Lesson Plans
from          Instruction
                                                                                                                    Math observations
201.1% to                           90 days-Hayden Lyon Training on…
                                                                                                                    and PLC
25.1%.                                                                                                              observations/support
                                                                                                                    by Cambridge
                                                                                                                    Education, January
                                                                                                                    2020 (Hayden Lyons)

CSIP Goal 2: Separate Academic Indicator (Turn Around Plan: Rigorous Instruction)                                                          LIFT. LEARN. LOVE.

By May 2021 increase the percentage of all students scoring proficient/distinguished in:
   Science from 12.8% to 22.8%
   Social Studies from 15.7% to 25.7%
   Writing from 35.3% to 45.3%

Objective          Strategy                              Activities                            Measure of Success   Progress Monitoring       Funding

Objective 1   KCWP 1 and 2:         Process:                                              -Same as goal 1           -Lesson plan review:
By May        Design, Deploy        Provide teacher clarity by implementing regularly                               inclusion of high
2020          Standards and         scheduled PLC and Planning meetings to deconstruct                              yield instructional
increase      Deliver Instruction   standards, review the alignment between standards,                              strategies, student
                                    learning targets, success criteria and assessment
Science                                                                                                             friendly learning
              Turnaround Plan       measures.
proficiency   Strategic Objective
                                                                                                                    targets, success
scores        1: Rigorous           30 days                                                                         criteria
from 12.8%    Instruction KCWP
to 17.8%.     2: Design and                                                                                         -Daily classroom
                                                                                                                    observations using

                                                                                                                                                        9
Deliver           •   Schedule PLC and team planning for standard       school walkthrough
Instruction           unpacking on a weekly basis before planning       form by leadership
                      lesson                                            team
                  •   Train teachers on Teacher Clarity of
                      deconstructing standard, development of           -Monthly district
                      student friendly learning targets, success        walkthroughs for
                      criteria and assessment measures.                 class observations,
                  •   Ensure teachers unpack standards during PLC       feedback, plans for
                      to effectively plan for and deliver rigorous      staff support
                      instruction
                  •   Construct student friendly learning targets
                  •   Supplement standards based instruction Use
                      the guaranteed and viable Curriculum district
                      required curriculum when there is congruent
                      standards alignment and supplement as
                      needed
                  •    Via the Promise Academy Model, WWB has
                      scheduled Science to be offered every day as
                      part of the instructional core to ensure access
                      and opportunity
                   •
              60 Days
              (Continue work of first 30 days in addition to the
              following…)
                   • Ensure monitoring measures are in place to
                      support high fidelity in teaching to the
                      standards, by way of peer observations, formal
                      and informal observations, classroom
                      data/running records, and standards mastery
                      checks.

                              Teacher Clarity -Daily classroom visit
                               to ensure posting of teacher clarity
                               components (Standard, student
                               friendly learning target, Success
                               criteria, check for mastery)

                              The New Teacher Project (TNTP)-
                               grade appropriate assignment pre
                               plan and post review document

                                                                                              10
incorporated in planning, PLC and
             district Walk through

            Monthly District Walk through-
             monitor and support visit

            Standards Mastery Check- Analysis of
             KPREP data, district common
             assessment, standards mastery check,
             action plans to reteach standards not
             mastered by students via tiered
             support of Tier I reteach (depends on
             data analysis results)

•   Ensure ongoing professional development in
    the area of best practice/high yield
    instructional strategies and Plan strategically
    in the selection of high yield instructional
    strategy usage within lessons.

            High Ordered Thinking (HOT)
             questions (evidenced in lesson plans
             and delivery of instruction/weekly
             slides)

            Direct/Explicit Instruction (I do, We
             Do, You do )

            Cultural Responsive Teaching and
             Learning (CRTL)
            Extended Learning- Promise Academy
             Model to ensure Equity by providing
             students additional time interacting
             with instructional core to include
             access and opportunity to experiential
             opportunities (coding, equine studies,
             culinary arts, artist in residence,
             instructional field trips, mentoring,
             chess, drumming, etc…) as part of the
             instructional core.

                                                      11
90 Day Plan (In addition to Processes of 30-60
                                    day Plan…
                                 • Utilize knowledge of best practice/high yield
                                    instructional strategies to aid in curricular
                                    adjustments when students fail to meet
                                    mastery.
                                          Data Analysis and reteach
                                          Project/Inquiry Based Learning

                                 •   Plan for and implement active student
                                     engagement strategies.

                                               Inquiry Project Based learning -
                                                Increase the assignment and
                                                completion of group projects across
                                                grade levels
                                               Promise Academy Model-
                                                Incorporate access, opportunity and
                                                exposure to diverse experiential
                                                learning as part of the instructional
                                                core via enrichment
                                               Ruby Payne ???
                             120 Day Plan

                             150 Day Plan

                             180 Day Plan

                             Hands-on science activities:
                             Students will be able to access the school Science
                             Lab for experiments/application on content
                             learned in the classroom. Students will receive
                             science enrichment through Coding class, Cooking
                             class, and Equine studies opportunities. In
                             addition, each grade level (K-5) has a designated
                             Science block in the daily instructional schedule.

Objective 2 KCWP 2: Design   In addition to the 30-60-90 day activities outlined        Same as Goal 1
By May      and Deliver      in the science objective, via the Promise Academy
2020        Instruction      Model, WWB has scheduled Social Studies to be

                                                                                                         12
increase                       offered every day as part of the instructional core
Social        Turn Around Plan in the first 30 days.
Studies       Strategic
proficiency   Objective 1:     Supplement with Janice Duncan History Material
scores        Rigorous         Supplementing Curriculum with History Alive
from 15.7%    Instruction
to 20.7%.

Objective 3   KCWP 1 and         In addition to the 30-60-90 day activities outline in   -Writing Committee meets to      - Monitored through
By May        2: Design and      the science objective                                   establish plans                  classroom
2020          Deliver                                                                                                     observation to
increase      Instruction      30 days- Construct a Master schedule to include a         -Revised Master Schedule         ensure utilization of
Writing                        writing block Via the Promise Academy Model,                                               powerpoint and
proficiency   Turn Around Plan WWB has scheduled a writing block offered every           -5th grade can successfully      materials provided
from 35.3%    Strategic        day as part of the instructional core to ensure all       complete 5 paragraph essay       Fall 2019 and
to 40.3%.     Objective 1:     student equitable access an opportunity.                  for on demand writing            ongoing, the writing
              Rigorous                                                                   -3-4th grades- constructing      plan is shared with
              Instruction      60 days                                                   essay development using          staff and
                               - District Personnel (Rose S. Leo) Develop School-        evidence form text to support    implemented at
                               wide Writing plan to be implemented across the            claims                           each grade level,
                               curriculum.                                               K-2 writing sentences and        monitored by
                               -Train teachers to implement School wide writing          paragraphs using correct         administration and
                               across the curriculum                                     punctuations grammar, and        district staff
                                                                                         language mechanics
                                 -Establish A Writing Committee to meet                  Certification of attendance      -Fall 2019, the
                                 throughout the school year to develop a writing         Writing Pieces completed using   Reading-Writing-
                                 workshop for grades K-2 (learning to write),            correct format                   Rewards partners
                                 -Develop a writing plan focused on language and                                          are trained by
                                 writing composition standards for grades 3-5                                             admin, partners
                                 (writing to learn).                                                                      meet with identified
                                 - For grades 3-5, there will be a continuum of                                           students weekly
                                 learning for On-Demand writing.
                                                                                                                          -Fall 2019 and
                                                                                                                          ongoing, the district
                                                                                                                          Writing Cadre is
                                                                                                                          attended by
                                 -Ensure WWB teachers (min. 2) and administrator                                          teachers and 1
                                 attend district Writing Cadre.                                                           administrator

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- Community partners will assist with writing for
                                  grades 3-5 through the Reading-Writing-Rewards
                                  program, with training provided by a school
                                  administrator to volunteers.
                                  Special education teachers will follow the writing
                                  plan during resource instruction.

CSIP Goal 3: Achievement Gap (Turnaround Plan: Learning Culture and Mindset)                                                                      LIFT. LEARN. LOVE.

By May 2021 increase the percent of African American students scoring proficient in:
            Math: 17.4% to 24.9%
         Reading: 18.4% to 25.9%

Objective         Strategy                             Activities                           Measures of Success            Progress Monitoring       Funding

Objectives   KCWP 6 and           Process:                                             PBIS- School Behavior Plan PD       SEL program fidelity
1 and 2      Establish                                                                 (August 2019)                       checks by leadership
By May       Learning Culture     Collectively establish vision and mission                                                team
2020         and Environment      statements that reflect core values of the school    School mission/core
increase                          and support academic behavior achievement for        values/theory of action re-
the          KCWP 4: Review,      all students. (KCWP 6)                               established in Spring 2019
percent of   Analyze and                                                               (input from staff, parents,
African      Apply Data                                                                community partners)
American                          30 days
students          Establish a         • -Established the Promised Academy Model        Opening and operating the
scoring        learning culture           to ensure student Equitable Access an        Promise Academy Model
proficient    and environment             Opportunity to interact with core
in:          that reflects data           instruction by extended both the school      -State PBIS rating (Gold, Silver,
1. Math      informed decision            year and school day.                         Bronze)
from 17.4%        making to           • Implement Positive Behavior Instructional      -Decrease in missed
to 21.2%      increase student            Support (Silver Status 2017-2018 school      instructional time due to
2. Reading       achievement              year, Gold Status 2018-19 school year)       behavior incidences
from 18.4%                                                                             -Reduction in level 3 Office
to 22.2%.                                                                              Discipline Referrals, Out of
                                                                                       School Removal, In school
                                                                                       removal (Refocus and Restore)
                                                                                       -Tiered fidelity Inventory (TFI)

                                                                                                                                                              14
SEL program fidelity checks by
                                                     leadership team
   •   -Developed the master schedule to ensure
       more ELA/Math instruction, incorporate        -Master Schedule
       science, social studies and writing,
   •   -Developed Master Schedule to include
       experiential opportunities as a part of the
       core instruction                              -Enrichment schedule
   •   -reviewed and revised mission, core values
       and theory of action
   •   Ensure the expectations of students are
       clearly defined, and that group norms
       have been established within the
       classroom.
            Established Tier I Common Area          -Percentage of Students in each
                Expectation                          PBIS Tiers
            Hired a Behavior/PBIS Coach to          -Reduction in missed
                build capacity with teacher in the   instructional time due to
                area of classroom management         behavior
                with a Multi-Tiered Support          - Effective Classroom
                Systems                              management for Tier I and Tier
                                                     II behavior
Adopt a district/school-wide system or initiative
to build character development.
     Adopted and Implement SEL Curriculum of        -Reduction of behavior referrals
        Second Steps implemented daily (first 15     -Reduction in clinic and outside
        minutes of instructional day)                agency referrals, mobile
     Social Skills group during enrichment          assessment
     Implement Restorative Practices                -Increase academic
                                                     achievement
                                                     -Reduction in time spent in
                                                     Restore and Refocus Room
Practice:                                            (limit 14 min)
Ensure the expectations of students are clearly
defined, and that group norms have been
established within the classroom and common
areas.

                                                                                        15
60 days
    • Using Plus/Deltas feedback from faculty,
        staff and focus groups from students,
        determined mid-course correction
        regarding learning culture due classroom
        management and challenging student
        behaviors
             revised schedule,
             provided more enrichment (minds
                in motion, coding,
             Developed 5-10-15 day plan to
                reset school regarding classroom
                management/behavior reset            -More time spent engaging on
                schedule (established year-long      the instructional core
                calendar)                            -Reduction in behavior call to
             Shoulder Coaching from District        administrators from teachers
                PBIS Team                            -Teacher use of Tier I and II
             Superintendent provided more           Classroom management plan
                staff and funding
             Establish Refocus and Restore
                room
             Trained Support Staff on
                Restorative Practices
             Established addition support
                positions ( Mental Therapist, Full
                time Social worker, Family and
                Community Engagement Liaison
                (FACE)
             FACE center-to support families to     Family and Community
                remove barriers to employment,       accessing the FACE Center,
                post secondary ed, GED               containing employment, GED
             SEL groups held as a part of           completion, home visit, strong
                enrichment                           home school relationships,
                                                     resumes and application
                                                     completions etc. Programming

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Triangulate data for special education students:
Various data sources for students with IEPs will be
analyzed, specifically KPREP Reading and Math,
Guided Reading Level, and MAP Reading and
Math. Trends will be identified and plans
developed for Novice reduction.

Ensure that formative, interim, summative               Common standards in ELA and        -Fall 2019, common
assessment results, as well as universal screener       Math identified to be              standards shared
data, are used appropriately to determine tiered        reinforced and shared with         with special
intervention needs (KCWP 4)                             special education staff            education staff
    30 days:
        MTSS (Academic/Behavior (PBIS))                 -Standards Mastery
     Assessed with NWEA MAP, guided reading            -Closing skill deficit gaps
        levels, KPREP, FAST assessment (40% and         -reduction in missed instruction
        below on MAP), Brigance, Lit first, district    due to behavior incidences
        placement assessment, district curriculum       -Novice Reduction, increased
        assessment), provide tiered II and III          proficiency growth
        (guided reading, intervention with 3            -Removed from CSI status
        students or less, running records to flexibly
        group) academic services for targets and
        intense students
     Based on previous year PBIS data (level 3
        ODRs) provided Tier II and III behavior
        intervention (Social skills, therapist, check
        and connect, zones of regulation, referral
        to mental health agency services)
     Create and monitor a “Watch (Cusp) List”
        for students performing below proficiency.

    60 days
     Develop a progress monitoring system to
        monitor standards mastery for each
        student.

                                                                                                                17
 Develop a tracking system for monitoring
                                      of student achievement progress by
                                      learning target and by standard
                                     Create and monitor a “Watch (Novices
                                      and Cusp) List” for students performing
                                      below proficiency and reteach

CSIP Goal 4: Growth (Turnaround Plan: Leadership Accountability- Developing systems and monitoring for                                       LIFT. LEARN. LOVE.

fidelity of implementation)
May 2021 increase the growth indicator score from 52.7 to 57.3.

Objective         Strategy                           Activities                           Measures of Success         Progress Monitoring       Funding

Objective 1   KCWP 2: Design,   In addition to strategies and activities under the
By May        Align, Deliver    Proficiency and SAI Goal-
2020          Support
increase      Processes         Condition:
students’
Reading       Turnaround Plan   Develop school culture systems, structures and
indicator     Strategic         supports, both academic and behavioral, to           - Removed from CSI status
score from    Objective 3:      promote and support learning for all                 -Systemic process are evidence
59.0 to       Leadership                                                             triangulation (audits, walk
61.3.         Accountability    30 days:                                             through documentation, verbal
                                    • Implement and Monitor for effectiveness        communication) for academic
                                       Year 1 and Year 2 continuation of             and behavioral tiers
                                       Turnaround Plan ( Red, Yellow, Green)         -Document feedback and mid-
                                           MTSS (academic and PBIS                  course correction made
                                               behavior) Encourage participation     informed by data
                                               by all stakeholders in open forums
                                               via student focus groups,                                              Administrative
                                               community partner input sessions,                                      Teams facilitate PLC
                                               three family informational                                             and planning to
                                               sessions, advisory council,                                            ensure process is
                                               plus/delta feedback focused on        1. Common articulation and       implemented with
                                               continuous improvement                utilization of the process.      fidelity
                                               planning. This includes evaluating    2.Increased achievement in
                                               the current state, triangulating      student outcomes and

                                                                                                                                                         18
data sources, identifying of the       3. gradual release to start 2020-
               desired state, creating action steps   2021 school year
               for goal attainment, establishing a    4. Consistently implement a
               periodic monitoring timeline (30-      continuous improvement              -Assessment data, PLC
               60-90 or 5-10-15 day action            model such as PDSA                  agendas/minutes,
                                                                                          teacher facilitation of
               planning urgency dependent), and       5. 30-60-90 day plan                PLCs,
               defining timelines for                 6. When behavior incidences         PBIS data,
               communication updates.                 are not perceived to supersede      Report out faculty and
                                                      instruction.                        staff, Review and
                                                                                          Highlight for completion
            MTSS (PBIS behavioral) create            7. When Principal and
                                                                                          and effectiveness of 30-
             school-wide behavioral support           leadership team spends more         60- 90 in Leadership
             system that aligns with the Code         time on instructional issues        Team meetings,
             of Conduct as well as student            than behavior.                      Implement a system of
             action plans for self-monitoring         8. Systems and structures are       accountability for
                                                                                          teacher fidelity of
             and immediate feedback.                  implemented consistently and        implementation
                                                      monitored for fidelity of           ( academic and Behavior)
   •   Leadership team (school/district) models       implementation
       the development and deployment of
       PLC/Planning protocols/strategies
       (academic and behavioral) with an
       effective cyclical process (e.g. PDSA). For
       classroom management, instructional
       discipline, standards deconstruction,
       designing of assessment measures,
       resource sharing and collaborative lesson
       creation, and analysis of data through
       (Plan-Do-Study-Act and Teacher Clarity
       (academic) process with anticipate gradual
       release before the end of the 2019-2020
       school year.

60 Days
In addition to the 30 day activities
    • Continuous School Improvement Plan and
        Turnaround plan (Year 2) –Collapse the
        two plans into CSIP template as
        recommended by KDE. Revise, implement

                                                                                                                     19
and monitor (red, yellow, green) with
       stakeholder input and feedback.

            Ensure that Needs Assessment
               results are reflected in the            Effective implementation of          Approval by school
               systemic approach to funding            CSIP and Turnaround Plans              board and KDE
               expenditures that support school
               improvement efforts (adheres to
               guidelines set forth by SIF, Federal,
               state and local funds)
           
   •   Data analysis protocol and utilize data
       wise questions to evaluate “as is” state at
       a minimum of every 30 days. (Data wise          Data Dive:
       questions include: What does the data tell      Determine As is vs Desired
       us? What does the data not tell us? What        state of school and action plan
       are causes for celebration? What are            to increase student
       causes for concern? What are the next for       achievement.
       school/district improvement?)
                                                                                         Increased student
            Develop watch list of students                                              outcomes for watch list
               scoring novice, high apprentice                                           students
               (cusp)
            Ensure that formative, interim,
               summative assessment results, as
               well as universal screener data,
               are used appropriately to
               determine tiered intervention
               needs or total review for
               understanding on teacher part
               reteach of content standards and
               skills.

90 days
In addition to the 30-60 day activities
    • Develop a clearly defined MTSS/RtI
        (academics) school/district-wide process

                                                                                                                   20
with applicable checklist(s) and
                                         documentation tools, including such
                                         information as service frequency,
                                         intervention programs/strategies, SMART
                                         goal measurement, and progress
                                         monitoring checks.

                                             Develop a protocol and
                                              monitoring/documentation tool for
                                              tiered intervention movement
                                              considerations.
                                                                                     Evidence via School
                                             Establish communication protocols      Improvement and Turnaround
                                              for parents/guardians regarding        Plan
                                              placement and progress in
                                              intervention support systems.

                                     •   PDSA- Review and monitor fidelity of
                                         implementation of the Continuous
                                         Implement Model of PDSA
                                     •   Program/Initiative effectiveness-Ensure a
                                         30-60-90 day plan and monitoring tool are
                                         developed and implemented for
                                         determination of program and initiative
                                         effectiveness, incorporating data
                                         measures such as faculty/staff surveys,
                                         leadership observations and evaluations,
                                         Quality Tool data, and other formal and     Data analysis to determine
                                         informal data sources                       trends over time to determine “
                                                                                     Start, Stop Continue” due to
                                                                                     effectiveness

Objective 2   *The strategies    *The activities from objective 1 will be used for   *The measures of success from     *The progress
By May        from Objective 1   Objective 2, but will focus on Math.                Objective 1 will be used for      monitoring from
2020          will be used for                                                       Objective 2, but will focus on    Objective 1 will be
increase      Objective 2, but                                                       Math.                             used for Objective 2,
students’     will focus on                                                                                            but will focus on
Math          Math.                                                                                                    Math.

                                                                                                                                               21
indicator
score from
46.4 to
48.7.

                               LIFT. LEARN. LOVE.
             LIFT the community. LEARN at high levels. LOVE our students and families.

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