2018-2019 Closing the Achievement Gap Sutton · Closing the Gap Step 1: Download the . Closing the...

Phase Three: Sutton Elementary School Closing the Achievement GapDiagnostic 2018-2019

Phase Three: Closing the Achievement Gap Diagnostic

Sutton Elementary School Danna Johnson

2060 Lewis Lane Owensboro, Kentucky, 42301

United States of America

Last Modified: 12/27/2018 Status: Open

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Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019

Sutton Elementary School

TABLE OF CONTENTS

I. Achievement Gap Group Identification .................................................................................................. 3 II. Achievement Gap Analysis ................................................................................................................... 4 III. Planning the Work ................................................................................................................................ 6 ATTACHMENT SUMMARY....................................................................................................................... 7


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Phase Three: Closing the Achievement Gap Diagnostic

I. Achievement Gap Group Identification

Schools should use a variety of measures and analysis to conduct its annual GAP report pursuant to KRS 158.649. Complete the Achievement Gap Group spreadsheet and attach it. Please see attached Sutton Elementary School Spreadsheet

ATTACHMENTS Please be sure to upload the files in the Attachments section at the end of the diagnostic.


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https://drive.google.com/file/d/0B7A6n8V1dmUOWFNKY2dSTTFibjA/view?usp=sharing



II. Achievement Gap Analysis

A. Describe the school's climate and culture as they relate to its gap population. Sutton Elementary School completes data analysis on student achievement throughout the school year. Data Action Team meetings occur in September, February and May analyzing assessment data. Data boards are created during the analysis and students are targeted for specific interventions in reading and math that score below the 40th% in MAP. Interventions include researched based reading programs, KCM numeracy interventions, Leveled Literacy Interventions, computer-based literacy and numeracy programs, ESS services through the daytime waiver program, and after-school services. Student progress in interventions is reviewed during our monthly response to intervention meetings with teachers. At those meetings, the team determines to continue interventions or create a new plan based on student progress.

B. Analyzing gap trends and using specific data from the previous two academic years, which gaps has the school successfully closed and which ones persist? Use the work steps below to answer. After analyzing achievement within gap groups in the areas of reading and math, all gap groups perform below the overall score of all students in the areas of reading and math. However, in analyzing our gap group achievements it should be noted that Sutton's gap groups do perform higher than the state's gap groups in the areas of reading and math. In looking at the trend data there are some years where specific gap groups were not reported due to the number of students tested were below ten. However, free and reduced students and students with disabilities data did indicate a drop in achievement from 2017-2018 in the area of reading. Analysis of data indicated transciency within the fourth-grade group and the specific areas of identification is for students with disabilities in reading.

C. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has shown improvement. Based upon analysis, the students with disabilities have shown improvement in the area of math from 2016 to 2018. In 2016, 45% of students with disabilities were scoring proficient or distinguished compared to 47% of students scored proficient or distinguished in 2018.

D. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has lacked progression or regressed. Based upon the analysis, students in the areas of free and reduced lunch and disabilities are scoring significantly below the student group in the area of reading. The free and reduced lunch group scored 46% proficient and distinguished, students with disabilities scored 23.6% proficient and distinguished compared to our overall group which was 66.2% proficient or distinguished in reading.

E. Describe in detail the school's professional development plan and extended school services plan as related to its achievement gaps. (Note: Schools that missed any gap target the previous school year need documentation of superintendent approval of PD and ESS plans as related to achievement gaps. Schools missing the same target two consecutive years will be reported to the local board and the Commissioner of Education, and their school improvement plans will be subject to review and approval by KDE).

Sutton Elementary School completes data analysis on student achievement throughout the school year. Data Action Team meetings occur in September, February and May analyzing assessment data. Data boards after-school during the analysis and students are targeted for specific interventions in reading and math that score below the 40th% in MAP. Interventions include researched based reading programs, KCM numeracy interventions, Leveled Literacy Interventions,


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computer-based literacy and numeracy programs, ESS services through the daytime waiver program, and after-school services. Student progress in interventions is reviewed during our monthly response to intervention meetings with teachers. At those meetings, the team determines to continue interventions or create a new plan based on student progress. This year, kindergarten and first grade teachers are receiving professional development in guided reading instruction with Jan Richardson. Third, fourth and fifth grade teachers are using Wit and Wisdom and are receiving on going professional development throughout the school year. Currently, our district is participated in the Striving Readers' grant which literacy teachers are participating in literacy based professional development. Teachers also participate in job embedded professional development through professional learning community groups.


F. Describe the processes, practices and/or conditions that have prevented the school from closing existing and persistent achievement gaps. After analyzing data, all special education teachers that teach resource reading will use Read Well, by Sopris West to teach the foundations of reading. In third, fourth and fifth grades, a new reading program, Wit and Wisdom has been implemented in all literacy classrooms. Transciency and cap size classrooms among students continues to be a problem in third, fourth and fifth grade classrooms. Currently, there are 26 new students and all classrooms in these grade levels are at cap size or higher making it difficult to meet the educational needs of all students.

G. 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. All stakeholders are involved in continuous improvement and the planning process as it relates to student achievement. All teachers serve within the response to interventions committee and all teachers participate in Sutton Action Teams: Leadership, Culture, Academics and Student Leadership. Teams meet in vertical team planning in the areas of ELA, math, science and arts and humanities. These teams meet monthly and report back to the faculty as it relates to student achievement. Tiffany Hoffman, Crystal Richards, Mary Booth, Rachael Roberts, Susan Bratcher, Vanessa Gentry, Casey Wallace, Amy Schertzinger, Margaret Douglas, Dita Neely, Melissa Riney, Mandy Walker, Tiffany Smith, Beth Worth, Jaime Quattrocchi, Gina Davis, Victoria Coleman, Carrie Colbert, Jennifer Settle, Monica Huff, Blake Roberts, Vic Harrison, Kim Kingsley, Jamie Self, Krista Thompson, Jennifer Thurman, Lore' North, Jennifer Wells, Sarah Hagan, Melody Hayden, Michelle Whitmer, Renee Guinn, Karen Poe and Amber Bryant.


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III. Planning the Work

Gap Goals List all measurable goals for each identified gap population and content area for the current school year. This percentage should be based on trend data identified in Section II and based on data such as universal screeners, classroom data, ACT, and Response to Intervention (RTI). Content areas should never be combined into a single goal (i.e., Combined reading and math should always be separated into two goals – one for reading and one for math – in order to explicitly focus on strategies and activities tailored to the goal).

Goal 3: Increase the average combined reading and math proficiency ratings for all students in the consolidated gap group from 48.5% in 2018 to 65% by 2022. Objective 1: During the 2018-2019 school year, increase the percentage of gap students scoring proficient or better in reading form 37.6% to 45%. Objective 2: During the 2018-2019 school year, increase the percentage of gap students scoring proficient or better in math from 59.4% to 65%. Please see attachment for strategies and activities


Closing the Gap Step 1: Download the Closing the Achievement Gap Summary spreadsheet. Step 2: Complete your findings and answers. Step 3: Upload the Completed Closing the Achievement Gap Plan Summary spreadsheet.

Please see attachment



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https://drive.google.com/file/d/0B6i22i6omk4ySmUtTHZuSVRFazQ/view?usp=sharing



ATTACHMENT SUMMARY Attachment Name Description Item(s)

Goals for the Gap Groups in Reading andMath

Gap goals III

Sutton Elementary School Gap GroupIdentification Summary Sheet 2018-2019

This is a summary of the gap groups identified at Sutton. III


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Gap Group/Total number of students Percentage of Total School Population African American--5 3% Hispanic--9 6% Asian--0 0% Two or More Races--10 7% English Learners--0 0% Free/Reduced Learners--70 47% Disabilities-17 9% Consolidated Group--32 21%

Comprehensive Improvement Plan for Schools

Rationale School improvement efforts focus on student needs through a collaborative process involving all stakeholders to establish and address priority needs, district funding, and closing achievement

gaps between identified subgroups of students. Additionally, schools build upon their capacity for high-quality planning by making connections between academic resources and available

funding to address targeted needs.

Operational definitions of each area within the plan Goal: Long-term three to five year target based on Kentucky Board of Education required goals. Schools may supplement with individual or district goals.

Objective: Short-term target to be attained by the end of the current school year.

Strategy: Research-based approach based on the 6 Key Core Work Processes designed to systematically address the process, practice or condition that the district will focus its efforts upon in

order to reach its goals/objectives.

Activity: The actionable steps used to deploy the chosen strategy.

Key Core Work Processes: A series of processes 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.

Measure of Success: the criteria that you believe shows the impact of our work. The measures may be quantifiable or qualitative, but they are observable in some way. Without data on what is

being accomplished by our deliberate actions, we have little or no foundation for decision-making or improvement.

Progress Monitoring: is used to assess the plan performance, to quantify a rate of improvement based on goals and objectives, and to evaluate the effectiveness of the plan.

Guidelines for Building an Improvement Plan ● There are 6 required District Goals: Proficiency, Separate Academic Indicator, Achievement Gap Closure, Graduation rate, Growth, and Transition readiness.

● There are 5 required school-level goals:

For elementary/middle school: Proficiency, Separate Academic Indicator, Gap, Growth, and Transition readiness.

For high school: Proficiency, Separate Academic Indicator, Gap, Graduation rate, and Transition readiness.

● There can be multiple objectives for each goal.

● There can be multiple strategies for each objective.

● There can be multiple activities for each strategy.

1: Proficiency Goal Goal 1: Increase the percentage of students scoring proficient or better in combined reading and mathematics from 66.2% in 2018 to 80% by 2022.

Which Strategy will the district use to address this goal? (The

Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide

justification and/or attach evidence for why the strategy was

chosen.)

● 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

Which Activities will the district deploy based on the strategy or strategies

chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for

the activity.

● KCWP1: Design and Deploy Standards Classroom Activities

● KCWP2: Design and Deliver Instruction Classroom Activities

● KCWP3: Design and Deliver Assessment Literacy

Classroom Activities

● KCWP4: Review, Analyze and Apply Data Classroom Activities

● KCWP5: Design, Align and Deliver Support Classroom Activities

● KCWP6: Establishing Learning Culture and Environment


In the following chart, identify the timeline for the activity or

activities, the person(s) responsible for ensuring the fidelity

of the activity or activities, and necessary funding to execute

the activity or activities.

Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding

Objective 1: During the 2018-

2019 school year, increase the

percentage of students

scoring proficient or better in

reading from 66.2% to 70%.

● KCWP 1: Design and

Deploy Standards

● Curricular alignment reviews

will be an ongoing action of the

grade level and vertical

planning process

● Grade level teachers will meet

with the curriculum facilitator,

assistant principal and principal

will meet on a bimonthly basis

to curriculum map Kentucky

Common Core Reading

Standards, analyze student

achievement through MAP data

and create learning paths using

EdGenuity and NWEA

Descartes to meet the

individual needs of students in

literacy.

● Vertical content teams will

meet on a monthly basis to

identify instructional gaps,

including planning for

introduction and mastery of

standards.

August 2018

Monthly Team Meetings

PLC Meetings Data Action Teams in

September and February

$3,000.00 Sutton

Title I Monies

https://education.ky.gov/school/csip/Documents/KCWP%201%20Strategic%20Design%20and%20Deploy%20Standards.pdf

https://education.ky.gov/school/csip/Documents/KCWP%202%20Strategic%20Design%20and%20Deploy%20Instruction.pdf

https://education.ky.gov/school/csip/Documents/KCWP%203%20Strategic%20Design%20and%20Deploy%20Assessment%20Literacy.pdf

https://education.ky.gov/school/csip/Documents/KCWP%204%20Strategic%20Review%20Analyze%20and%20Apply%20Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP%205%20Strategic%20Design%20Align%20Deliver%20Support%20Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP%206%20Strategic%20Establish%20Learning%20Culture%20and%20Environment.pdf

https://education.ky.gov/school/csip/Documents/KCWP%201%20Design%20and%20Deploy%20Standards%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%202%20Design%20and%20Deliver%20Instruction%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%203%20Design%20and%20Deliver%20Assessment%20Literacy%20Classroom%20Activities.pdf


https://education.ky.gov/school/csip/Documents/KCWP%204%20Review%2c%20Analyze%2c%20and%20Apply%20Data%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%205%20Design%20Align%20Deliver%20Support%20Classroom%20Activities.pdf

https://education.ky.gov/school/csip/Documents/KCWP%206%20Establishing%20Learning%20Culture%20and%20Environment%20Classroom%20Activities.pdf




● Teachers will provided with

ongoing, job embedded

collaborative professional

development on a weekly,

monthly and quarterly basis:

1. PD days in the school

calendar.

2. PLC meetings on a

monthly basis.

3. Data Action Days in

September and February.

August 2018


PLC Meetings Data Action Teams in


$3,000.00 Sutton

Title I Monies

● KCWP 5: Design, Align ● On a weekly basis, identify August 2018 $0.00 and Deliver Support

●

academic data and non-

cognitive data (attendance

behavior, home problems and

health issues) of all students at

Sutton and engage in solutions

to help decrease barriers to

learning in identified students.

The master schedule will be

●

scrutinized for the most

effective use of time to support

literacy and math instruction

for all grade levels.

The guidance counselor will

August 2018 $0.00

provide weekly instruction to

all students in helping them to

develop the ability to make

good choices and leadership

abilities through The Leader in

Me using the character

education program: Core

Essentials.

August 2018 $42,000.00 SBDM

Allocations

● The Family Resource Center

Director will provide support to

students and families that

carries to learning through the

Back Pack Feeder Program,

Dental Health Clinic, Noon

August 2018 $36,000.00 FRYSC



●

Optimist Vision Support, Alma

Randolph, Building Stronger

Families, Sunrise Services,

River Valley Behavioral Health

and Good Fellows Club.

The curriculum facilitator will

provide job embedded pd, meet

bi weekly with teachers,

analyze students achievement

data and assist teachers in

developing instructional

strategies to meet the needs of

diverse learners.

August 2018 $65,000.00 Title II

and District Funding


Deliver Instruction

● Classroom teachers will

implement effective student

grouping methods to address

differentiated reading

instruction based on diagnosed

student level needs from the

beginning of the year, mid-

year, and end of the year data.

August 2018 $0.00

● Teachers will use the following

literacy resources to support

literacy instruction: Kentucky

Common Core Standards,

EdGenuity, Guided Reading

with Jan Richardson, Phonics

Instruction with Michael

Haggerty, Accelerated Reading

Program, Wit and Wisdom,

Fountas and Pinnell Phonics,

Open Court Phonics, Kentucky

Reading Support Coach,

Scholastic Read Aloud

materials, Lucy Calkins

Writing Curriculum, Striving

August 2018 $18,000.00 District

Reading Initiative

Monies



● KCWP 6: Establishing

Learning Culture and

Environment

Readers Grant, Professional

Development

● The district gifted and talented

specialist will work with

students identified in gifted and

talented areas and the primary

talent pool to meet the

individual needs of students.

● Ensure that technology

instructional needs are met,

equipment updated and

equipment is being used

throughout the building( iPads,

Chromebooks, I Macs,

Proximas, Smart Boards, etc.)

The following web based

programs are used to integrate

elementary curriculum:

Learning A to Z, Eureka Math,

Raz Kids, Edgenuity, Star

Literacy, DIBELS, Footsteps to

Brilliance, Accelerated Reader,

Moby Max, SumDog, Zearn,

Dream Box, and Brain Pop.

● Personalized Learning for

students-Sutton Elementary

will provide personalized

learning to all students

though development of

learning, teaching,

leadership and management

and community engagement.

August 2018

August 2018

August 2018

$6,800.00 District

Funding

$13,000.00

designated

technology SBDM

allocations

$1,000.00 SBDM

monies




● 1. Teachers will work with

student to take full

ownership of their learning.

● 2.Sutton Elementary

teachers will engage in high

quality teaching practices

that engage, motivate,

explain and challenge

students to take ownership of

their learning.

● 3. Sutton Elementary will

foster a culture of leadership

that will enable teachers to

facilitate change in Sutton.

Leadership opportunities

will include the following:

Data Team, Leader in Me

Lighthouse Team,

Leadership Action Teams,

Academic Committee,

Student Conduct Action

Teams, Academic

Committee, Student Conduct

Team, Scheduling Team and

Facilities and Resources

Team.

● 4. Sutton students will begin

to learn to take ownership of

their career and college

readiness goals through the

Leader in Me, Sutton

Leadership Day, Career Day,

and visiting colleges in our

region. Students will also

have the opportunity to have

leadership roles within the

school and classroom.

● Encourage teaching staff to

participate in the TELL

August 2018 $0.00

Survey, encourage families

to complete FRC/Title I

Needs Assessment Surveys,

and develop surveys for

students, and community

members to participate in.

The Leadership and data

teams will analyze the

results and communicate

those results to stakeholders.

● The Sutton staff and

Lighthouse Teams will

identify first steps in creating

a welcoming environment

for students, their families

and the community.

August 2018 $0.00

● Grade Level Information

Meetings: At the beginning

of the school year, parents

will have the opportunity to

meet with grade level

teachers and learn about

grade level expectations and

the Kentucky Core

Standards. Parents will also

learn about the support

services offered through the

Family Resource Center and

guidance office.

August 2018 $250.00 Title I

Monies

● The Family Resource

Director will plan monthly

parent meetings and

activities to encourage

parents to be active partners

in their child’s education: AR Night, Harvest Hustle,

All Pro Dads, Storybook

August 2018 $3,500.00 FRYSC

and Sutton SBDM

monies

Christmas, Literacy Night,

and Math Nights.

● Student Agenda books and

homework folders will

bridge communication with

school and parents.

August 2018 $1, 600.00 Title I

and Title I Parent

Involvement Monies

Objective 2:

During the 2018-2019 school

year, increase the percentage

of students scoring proficient

or better in math from 66.2%

to 70%.


Deliver Assessment

Literacy

● Grade level and vertical

teams will analyze

curriculum, MAP data, and

K-Prep data to identify

learning gaps in the areas of

literacy and make necessary

adjustments to the

curriculum.

● Vertical Literacy Team will

analyze Sutton’s writing

policy and program to

determine if plans should be

revised or updated.

● Analyze student

achievement by gap groups

according to state, district

and school assessments in

the area of literacy.

● Analyzing and making

ongoing modifications to

instruction based on

formative and summative

data. through this analysis

teachers will develop

intervention strategies that

are research based and will

meet the needs of individual

students.

August 2018

Monthly Vertical Team Planning

Meetings

August 2018

August 2018

Monthly Vertical Team Planning

August 2018

$0.00

$0.00

$3,000.00 Title I

Monies

$1,000.00 Title I

Monies





Deploy Standards

● KCWP 5: Design, Align

and Deliver Support

● Curricular alignment reviews

will be ongoing action of the

grade level and vertical

planning process.

● Grade level teachers will

meet with the curriculum

facilitator and principal on a

bimonthly basis to

curriculum map Kentucky

Common Core Reading

standards, analyze student

achievement through MAP

data and creating learning

paths using Edgenuity and

NWEA Descartes to meet

the individual needs of

students in literacy.





introduction an mastery of

standards.

August 2018


PLC Meetings

Data Action Teams in September and

February

August 2018

August 2018

$3,000.00 Sutton

Title I Monies

$0.00

$0.00

● Teachers will be provided

with ongoing, job embedded


development on a weekly,

monthly, and quarterly basis:

1. PD days in the school

calendar

2. PLC meeting days on a

monthly basis

August 2018


PLC Meetings

PLC Meetings

Data Action Teams in September and

February

$5,000.00 Title I

Monies





3. Data Action Days in

September and February.

● On a weekly basis identify


cognitive data (attendance

behavior, home problems

and health issues) of all

students at Sutton and

engage in solutions to help

decrease barriers to learning

in identified students.

August 2018 $0.00

● The master schedule will be


effective use of time to

support math instruction for

all grade levels.

● The guidance counselor will

July 2018 $0.00

provide weekly behavioral

instruction to all students in

helping students develop the

ability to make good choices

and leadership abilities

through the Leader in Me

using the character

educational program: Core

Essentials.


August 2018 $42,000.00 SBDM

Allocations

Director will provide support

to students and families

through the Backpack

feeding program, Dental

Health Clinic, Noon

Optimist Vision Support,

Alma Randolph, Building

Stronger Families, Sunrise

Services, River Valley

August 2018 $36,000.00 FRYSC

Behavioral Health and

Goodfellows Club.

● The curriculum facilitator

will provide job embedded

PD, meet bi weekly with

teachers, and analyze student

achievement data and assist

teachers in developing

instructional strategies to

meet the needs of diverse

learners.

● Classroom Teachers will

August 2018 $65,000.00 Title II


Deliver Instruction



differentiated mathematics


diagnosed student level

needs from the beginning of

the year, mid-year and end

of the year data.

● Teachers will use the

August 2018 $0.00

$1,800.00 SBDM

following resources for

mathematics instruction:

Eureka Math will be used for

core math instruction.

Supplemental materials such

as Edgenuity, Moby Max,

Dreambox, Zearn and KCM

math instructional resources

will be implemented.

August 2018 Monies


● KCWP 4: Review,

Analyze and Apply Data

teams will analyze


K-Prep data, and Advantage

Math Recovery to identify

August 2018 $0.00






mathematics and make

necessary adjustments to the

curriculum.

● Analyze student

achievement and gap groups



the area of math.


August 2018 $0.00




data. Through this analysis,




meet the needs of individual

students.

● Principal will monitor and

August 2018 $0.00

support instructional

practices with the Eureka

Math curriculum to ensure

that instruction is occuring at

the grade levels on a daily

basis.

August 2018 $0.00

2: Separate Academic Indicator

Goal 2: Increase the percentage of students scoring proficient or better in science in 2018 from 49.3% to 65%, in writing from 40.3% to 60%, in social studies from 60.3% to 70% by 2022.

Which Strategy will the district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes

listed below or another research-based approach. Provide

justification and/or attach evidence for why the strategy was

chosen.)








chosen? (The links to the Key Core Work Processes activity bank below

may be a helpful resource. Provide a brief explanation or justification for

the activity.


















science from 49.3% to 55%.


Deploy Standards ● Curricular alignment reviews

will be on ongoing action of

the grade level and the

vertical planning process.


meet on a bi monthly basis to

identify instructional gaps



standards.




development during the

school year.



pd with teachers, analyze

student achievement data

and assist teachers in


strategies to meet the needs

of diverse learners.

August 2018

Monthly Team meetings

PLC Meetings, Data Action Teams in


August 2018

August 2018

August 2018

$3,000.00 SBDM

Monies

$0.00

$0.00

$0.00




















scoring proficient in writing

from 40.3% to 45%.


Deliver Instruction

● Teachers will use the

following resources to

support science instruction :

Kentucky Common Core

Standards, Owensboro

Public Schools Science

Continuum.

August 2018 $0.00











standards.

August 2018 $3,000.00 SBDM

Monies





school year.

August 2018 $0.00









August 2018 $0.00






Deliver Instruction Teachers will use the following

resources to support science

instruction : Kentucky Common

Core Standards, Owensboro Public

Schools Writing Continuum and the

Sutton Elementary Writing Policy

August 2018 $0.00




scoring proficient in social

studies 60.3% to 65%.











standards





school year.









August 2018

August 2018

August 2018

August 2018

$3,000.00 SBDM

Monies

$0.00

$0.00

$0.00






Deliver Instruction Teachers will use the following

resources to support science

instruction : Kentucky Common

Core Standards, Owensboro Public

Schools Social Studies Continuum,

August 2018 $0.00



3: Gap

Goal 3: Increase the average combined reading and math proficiency ratings for all students in the consolidated gap group from 48.5% in 2018 to 65% by 2022.


Strategy can be based upon the six Key Core Work Processes

listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was

chosen.)









may be a helpful resource. Provide a brief explanation or justification for the activity.
















percentage of gap students


reading form 37.6% to 45%.

● KCWP 4: Review,

Analyze and Apply Data ● The Sutton Intervention

Team will monitor student

progress in researched based

interventions using grade

level benchmarks according

to the Dynamic Indicators of

Basic Early Literacy Skills,

BAS, and DRA and make

decisions about student

progress among the tiers of

Response to Interventions.

● ESS funds will be used to

support students achieving

below grade level standards

in various reading

assessments.

● The reading intervention

specialist provided by the

Read to Achieve grant will

work with students in

Kindergarten through third

August 2018 Monthly RTI Team

Meetings

August 2018

August 2018

$15,000.00 SBDM

Monies

$14,500.00 ESS

Funds

$48,000.00 Read to

Achieve Grant

















grade who are below grade

level benchmarks within the

area of literacy. The reading

specialist will use researched

based intervention programs,

specifically Leveled Literacy

Intervention and progress

monitor students on a bi

weekly basis.

● Regular classroom and

special education teachers

will design, develop and

implement instruction for

students identified with

disabilities based on

collaborative instructional

strategies and efforts.

August 2018 $85,000.00 IDEA

Monies

● Analyze student





August 2018 $0.00









need meet the needs of

individual students.

August 2018 $0.00

● Students that are performing

below grade level in

kindergarten and first grade

will be targeted for

August 2018 $14,500.00 ESS

Funds

additional literacy

instruction through the ESS

Daytime Waiver Program

and students in second

through fifth grade who are

scoring below grade level

benchmarks in literacy will

be targeted for after school

ESS literacy instruction.



percentage of gap students


math from 59.4% to 65%.

● KCWP 4: Review,

Analyze and Apply Data ● The Sutton Intervention

Team will monitor student

progress in researched based

interventions using grade

level benchmarks according

to the Dynamic Indicators of

Basic Early Mathematical

Skills, and make decisions

about student progress

among the tiers of Response

to Interventions.

August 2018 $15,000.00 SBDM

Monies

● ESS funds will be used to

support students achieving

below grade level standards

in various math assessments.

August 2018 $17,000.00 ESS

Funds

● The math intervention

specialist provided by the

Kentucky Center of

Mathematics grant will work

with students in

Kindergarten through third

grade who are below grade

level benchmarks within the

August 2018 $50,000.00

Kentucky Center of

Mathematics Grant



area of mathematics. The

math specialist will work

with students using

researched based

interventions in the areas of

number and operations in

base ten, operations and

algebraic thinking,

measurement and data, and

geometry.

● Regular classroom and

special education teachers

will design, develop and

implement instruction for

students identified with

disabilities based on

collaborative instructional

strategies and efforts.

August 2018 $85,000.00 IDEA

Monies

● Analyze student




the area of mathematics.

August 2018 $0.00









need meet the needs of

individual students.

August 2018 $0.00

● Students that are performing

below grade level

benchmarks in mathematics

August 2018 $14,500.00 ESS

Funds

will be targeted for after

school ESS math instruction.

4: Graduation rate

Goal 4 (State your Graduation Rate goal):




chosen.)























Objective 1

Objective 2















5: Growth

Goal 5: Decrease the percentage of student scoring novice in reading from 12.2% in 2018 to 10% in 2019, and reduce students scoring novice in math from 7.4% in 2018 to 6% in 2019.




chosen.)























Objective 1: Decrease the


scoring novice in reading

from 12.2% to 10%.



will be an ongoing actions of

the grade level and vertical

planning process

August 2018 $3,000.00 Sutton

Title I Monies


meet with curriculum

facilitator, assistant

principal, and principal on a

bi monthly basis to


Common Core Literacy



data and create learning

paths using EdGenuity and


the individual needs in

literacy


August 2018 $0.00



August 2018 $0.00



















standards.

● Grade level teachers and

administrators will target

literacy interventions for all

students scoring below the

25th% using the Reading

Specialist, Classroom

Assistants, ESS Daytime

Waiver Teacher, and After

School ESS instruction.

● Homework Help will be

offered each morning to

students needing additional

supports for reinforcement in

instruction.

August 2018

August 2018

$14,500.00 ESS

Funds

$2,500.00 ESS

Funds


and Deliver Support ● On a weekly basis, identify


cognitive data (attendance,


and health issues) of targeted


determine solutions to help

decrease barriers to learning.

● The master schedule will

August 2018 $0.00



support literacy for all grade

levels.

August 2018 $0.00



● KCWP 2: Design and ● Classroom teacher will August 2018 $0.00 Deliver Instruction implement effective student


differentiated literacy



needs form the beginning of

the year, mid year and end of

the year data.

● Teacher will use the

following literacy resources

to support literacy

instruction: Kentucky

Common Core Standards,

Edgenuity, Accelerated

Reading, Novel Ties,

Reading Naturally, Marie

Carbo Reading Fluency,

Leveled Literacy Instruction,

Weekly Informational

Reading Magazines, Guided

Reading with Jan

Richardson, Fountas and

Pinnell Phonics, Michael

Haggerty Phonics

Continuum, Open Court

Phonics, Kentucky Reading

Support Coach, Scholastic

Read Aloud Instructional

materials, Lucy Calkins

Writing, On Demand

Writing Strategies, and Wit

and Wisdom Reading

August 2018 $18,000.00 District

Reading Initiative

Monies

● KCWP 6: Establishing Program. Learning Culture and ● Personalized Learning for all August 2018 $1,000.00 SBDM Environment

students: Sutton Elementary


learning for through the

Monies






development of learning,

teaching, leadership, and

community engagement:

1. Teachers will work

with students to teach

them to take

ownership of their

learning. Students

will have access to a

wide range of tools

through The Leader

in Me and these tools

will be integrated as

part of the learning

process.

2. Sutton Elementary

teachers will engage

in high quality

teaching practices

that engage motivate,

explain and challenge

students to take

ownership of their

learning.

3. Sutton Elementary

will foster a culture

of leadership that

will enable teachers

to facilitate change at

Sutton. Leadership

opportunities will

include the

following: Data

Team, The Leader in

Me, Lighthouse

Team, Leadership

Action Teams,

Academic

Committee, Student

Conduct Team,

● KCWP 4: Review,


Scheduling Team,

and Facilities and

Resources Team.


teams will analyze





adjustments to the

curriculum.

August 2018 $0.00

● Vertical Literacy Team and

SBDM will review, and

analyze Sutton Elementary

Writing Policy to determine

if plans should be revised or

updated.

August 2018 $0.00

● Analyze student


according to state, district,



August 2018 $0.00





data.

August 2018 $0.00



practices with the literacy

programs and curriculum to

ensure that instruction is

occurring at all grade levels

on a daily basis.

August 2018 $0.00



Objective 2: Decrease the


scoring novice in math from

7.4% to 6%.



will be an ongoing actions of

the grade level and vertical

planning process

August 2018 $3,000.00 Sutton

Title I Monies


meet with curriculum

facilitator, assistant

principal, and principal on a

bi monthly basis to


Common Core Mathematics



data and create learning

paths using EdGenuity and


the individual needs in

mathematics

August 2018 $0.00






standards.

● Grade level teachers and

August 2018 $0.00

administrators will target

math interventions for all

students scoring below the

25th% using the Math

Specialist, Classroom

Assistants, and After School

ESS instruction.

● Homework Help will be

August 2018 $14,500.00 ESS

Funds

offered each morning to

students needing additional

August 2018 $2,500.00



supports for reinforcement in

instruction.


and Deliver Support ● On a weekly basis, identify


cognitive data (attendance,


and health issues) of targeted


determine solutions to help

decrease barriers to learning.

● The master schedule will



support math instruction for

all grade levels.

August 2018

August 2018

$0.00

$0.00


Deliver Instruction ● Classroom teacher will



differentiated mathematics



needs form the beginning of

the year, mid year and end of

the year data.

August 2018 $0.00

● Teacher will use the

following math resources to

support math instruction:

Kentucky Common Core

Standards, Eureka Math

Program, Kentucky Center

of Mathematics instructional

resources, Edgenuity, Zearn,

Sum Dog and Dreambox.

August 2018 $1,800.00 SBDM

Monies





● KCWP 6: Establishing

Learning Culture and

Environment

● Personalized Learning for all

students: Sutton Elementary


learning for through the

development of learning,

teaching, leadership, and

community engagement:

August 2018 $1,000.00

1. Teachers will work with

students to teach them to

take ownership of their

learning. Students will have

access to a wide range of

tools through The Leader in

Me and these tools will be

integrated as part of the

learning process.

2. Sutton Elementary teachers

will engage in high quality

teaching practices that

engage motivate, explain and

challenge students to take

ownership of their learning.

3. Sutton Elementary will

foster a culture of leadership

that will enable teachers to

facilitate change at Sutton.

Leadership opportunities

will include the following:

Data Team, The Leader in

Me, Lighthouse Team,

Leadership Action Teams,

Academic Committee,

Student Conduct Team,

Scheduling Team, and

Facilities and Resources

Team.

4. Grade level and vertical

teams will analyze




● KCWP 4: Review,





adjustments to the

curriculum.

Analyze and Apply Data ● Vertical Literacy Team and

SBDM will review, and

analyze Sutton Elementary

Writing Policy to determine

if plans should be revised or

updated.

August 2018 $0.00

● Analyze student


according to state, district,



August 2018 $0.00





data.

August 2018

$0.00



practices with the Eureka

Math curriculum to ensure

that instruction is occuring at

all grade levels on a daily

basis.

August 2018 $0.00



6: Transition Readiness

Goal 6: Increase the percentage of students ready for kindergarten from 51.1% in 2018 to 70% by 2022.




chosen.)

























percentage of readiness for

kindergarten from 51.1% to

60%.

●

●

KCWP 5: Design, Align

and Deliver Support

KCWP 4: Review,


● Principal, Assistant

Principal, Curriculum

Facilitator and teachers will

collaborate with preschool

providers and gather any

transition data from area

preschools to gather

information which will

provide effective transitions

for incoming kindergarten

students.

August 2018 $0.00


and guidance counselor will

collaborate with families

throughout the year to

provide information and

assistance to preschool

students who will be

attending in the future

(Welcome to kindergarten

readiness packets, etc).

July 2018 $300.00 FRYSC

monies



















● Assess all kindergarten

students with the common

statewide Brigance Screener

at the beginning of the

school year to determine

kindergarten readiness and

analyze the data to develop

instruction for kindergarten

students.

August 2018 $0.00

7: Other (optional)

Goal 7 (State your goal):




chosen.)























Objective 1

Objective 2















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