Eugenia Jones
119
E. Highway 92
Pine
Knot,
606
–354-2161 606 354-4466
TELEPHONE FAX
Kentucky Department of Education
I certify that to the best
of my knowledge, the information contained in this application is correct and
complete and that the agency named in this application has authorized me, as
representative, to obligate this agency to conduct any ensuing program or
activity in accordance with all applicable Federal and State laws, regulations,
and specific program assurances contained in the Kentucky Consolidated Planning Guidebook. It is understood that this application
constitutes an offer, and if accepted by the Kentucky Department of Education
or negotiated to acceptance, will form a binding agreement.
School
Eugenia
Jones, Principal
The mission of the
Executive Summary
Teachers, parents, students, and community
members helped to provide input and assess needs. The plan was developed with the help of the
Site-Based Decision –Making Council. The
Family Resource Center Coordinator was involved in planning.
The needs of the school were determined
through informal surveys, Family Resource Survey, CATS test scores,
school-based test scores, school records, and interviews and observations with
staff, students, and parents.
Goals and strategies were decided on the
basis of the needs of the school and its students. Teachers, administrators, students, parents,
and specialized advice were all used as sources in determining appropriate goals
and strategies.
It is expected that implementation of the
plan will result in a school climate that is conducive to increased academic
achievement for all students and a positive sense of school pride and ownership
by Pine Knot Primary School students, staff, parents, and community
members. A focus on academics and
instructional methods is expected to benefit students in all areas. Equity is addressed as an imbedded component.
The public has been notified of its right to
review the plan through media advertisements.
The plan remains open to public inspection and comment.
Comprehensive planning will be ensured in the
future through implementation and development of the plan. Implementation and Impact Checks will be
conducted periodically. Committee
meetings and/or open public forums will continue to provide feedback on the
implementation of the plan.
The Comprehensive School Improvement Plan and
other important information will be shared with the stakeholders throughout the
implementation of the plan. The plan
will be on display in the library at all times.
A newsletter summarizing the plan will be sent to all the parents.
Input from stakeholders will be encouraged at
all times. Informal meetings and written
letters will actively seek continued input.
Input will be sought biannually at SBDM Council and other
parent/community meetings.
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ACTION COMPONENT |
Curriculum/Instruction |
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School |
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Preliminary |
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Revised |
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District Name |
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Component Manager |
Anna Taylor |
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School Name |
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Current Date |
January 2009 |
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Priority Need (Based on Needs Assessment |
Goal (Addresses the Priority Need) |
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2008 KCCT End of Primary Level P4-KPR Reading-71% Prof/Dist.-2% Nov. Index-92.6 Math-71% Prof/Dist-10% Nov. Index-95.2 Pine Knot Intermediate 2008 KPR Average of Grades 4 and 5 Reading-78% Prof/Dist.-3% Nov. Math-68% Prof/Dist.-8% Nov. |
According to 2010 KCCT data, 77% of end
of primary students will be proficient/distinguished. |
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Causes
and Contributing Factors (Both Positive and Negative; Based on Needs
Assessment) |
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INSTRUCTIONAL B-1
Staff need to develop
assessments and scoring guides to be used in the classrooms and to be used
for designing instruction. B-2. Students’ learning experiences need to be
connected to real-life situations. B-3. Staff need to regularly and
consistently collaborate with teams/departments in development of
interdisciplinary units. B-4. Staff need to increase their use of research-based instructional
strategies. Intentional effort needs
to be made to abandon less effective instructional practices and replace them
with research proven best practices…e.g. Marzano/Layered Curriculum. B-5
Staff need to develop the use of technology in instruction in the
classroom and lab setting. B-6 The ungraded primary concept is not clearly
understood by staff, community, students. B-7-Routines
and procedures are not fully developed to maximize instruction time. B-8-Achievement gaps between students
with disabilities and those without need to be addressed. |
B-1 Instructional
staff will collaborate during teaming and faculty meetings in the design of assessments
and scoring guides and quality student learning experiences. B-2.All
instructional staff will plan for and engage all students in quality learning
experiences that includes students being engaged in the use of content
knowledge and skills in real-life learning and application experiences. B-3.
Instructional staff will collaborate in development of interdisciplinary
units of study that are content rich and both challenging and interesting to
students. B-4.All teachers
will plan for and use a variety of instructional strategies with each
instructional session. B-6.All staff will
develop a working knowledge of effective research-based instructional
strategies. B5-All teachers
will plan for and use technology for instruction in the classroom and lab
setting. B-6-1/2
step levels will be developed to assist with the ungraded primary concept and
to reduce retention in the ungraded primary. B-7-Routines
and procedures will be developed to maximize instruction time.. B-8-Strategies
will be put in place to address achievement gaps with students with
disabilities. |
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Action Component
Curriculum/Instruction .
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› x Final |
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Component
Manager Anna Taylor
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School Name Pine Knot Primary .
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Date January 2009 |
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Public
Private, Non-Profit
Strategies/Activities (Activity Strategic Sequence of Activities
to Achieve Objectives) |
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Objective Label
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Strategy/Activity
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Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Costs |
Fund Source |
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B1
B1 B3
B2 B3 B4 B7 B7 B4 B5 B6 |
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Teachers will post Core Content and Academic Expectations, ·
Professional development and faculty meetings will be used to collaborate in review/ /revision/development
of instructional strategies and assessments aligned with proficiency standards of
performance and Core Content. ·
Instruction/Lesson plans will
include both instructional and assessment connections to real life
(discussion, performance, products, service, speakers, etc.) ·
All instructional and Administrative staff will engage in PD training using the research based
instructional strategies and technology.
(e.g. Reading First Training, etc.) ·
All instructional staff will create daily lessons and establish
classroom procedures that maximize time-on –task and minimize wasted time. ·
Administration will develop and implement operational procedures that
ensure optimal school climate. . Tech
lab schedule will be developed.
Training will be given for classroom use of technology. ½ step levels
will be developed as needed Ungraded primary concepts, such as ongoing
assessment (retention in 4th year,) flex levels,etc. will be put
in place and shared with parents All staff will be trained and use CCITL. Special education teachers will be trained and use
RWG. Increase
use of instruction in math using calculators. Increase
use of Open Response in Levels 3
and 4-one per week. Implement
Fluency First with students performing at low levels in DIBELS fluency
testing. Implement/Refine
Implement/Refine Connecting Math Flex Grouping Development and use of research-based strategies/materials
for Instructional Tiers 1,2,3—RTI (Great Leaps, Skills Tutor, Read Naturally,
Compass as specific programs) |
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All staff and students will have clear expectations of what students
and staff should know and be able to do. ·
All instructional staff will
feel they are part of an important team. ·
All staff will work together as a team for the welfare of students as
well as themselves. ·
Students will have a clear understanding of content connections. ·
Students will be able to use curriculum content and skills to solve
real-life problems. ·
Professional Development will be on-going and embedded. ·
Instructional staff will be proficient in the develop-mint of
instructional units that connect content. ·
All instructional staff will be skilled with use of varied research
proven effective instructional strategies and the use of technology for
instruction. ·
All students will learn in an environment of richly diverse
instructional strategies. ·
Instructional staff will become mentors for their peers in the use of
varied instructional strategies. ·
All staff will organize to provide appropriate learning environments
for all students. ·
All students will have a clear understanding of routines and
procedures. . Technology
will be used in instruction both in a lab setting and integrated in
the classroom. Achievement gaps with students with
disabilities will be reduced. All staff training/implementation
through individual classrooms and lab setting |
School Level Teachers School Level Grade level Chairs School Level All Staff All PKPS Teachers Ms. Jones Ms Coffey District Level Ted Cash Renee Holloway All PKPS Teachers Ms. Jones District Level Renee Holloway Ted Cash Ms. Jones Ted Cash School
Level All Staff School Level All Staff Jones/ Marlow All Teachers Jones/Council/Staff |
08-09 08-09 08-09 08-09 08-09 ongoing 2007 2007 |
06-2010 06-2010 06-2010 06-2010 06-2010 ongoing 12-2010 12-2010 06-2010 2010 2010 |
$30.00 N/A N/A ______ ______ _____ $50.00 ______ _____ 35,000 (consumable books) 15,000 Update of license/Training |
School Funds N/A N/A Title I Title I Title I PD Funds School Funds Professional Development Board Funding for
Staff/Textbook Funds Professional Development District Title District/School School-Skills Tutor, Great
Leaps---/District-Compass and subs for training (Title 1) |
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ACTION COMPONENT |
Assessment |
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School |
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District |
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Preliminary |
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Revised |
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District Name |
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Component Manager |
Syndi Morgan |
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School Name |
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Current Date January 2009 |
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Priority Need (Based on Needs Assessment |
Goal (Addresses the Priority Need) |
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2008 KCCT End of Primary Level P4-KPR Reading-71% Prof/Dist.-2% Nov. Index-92.6 Math-71% Prof/Dist-10% Nov. Index-95.2 Pine Knot Intermediate 2008 KPR Average of Grades 4 and 5 Reading-78% Prof/Dist.-3% Nov. Math-68% Prof/Dist.-8% Nov. |
According
to 2010 KCCT data, 77% of end of primary students will be proficient. |
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Causes
and Contributing Factors (Both Positive and Negative; Based on Needs
Assessment) |
Objectives
with Measures of Success |
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ASSESSMENT C-1.Assessments
need to be more authentic. C-2.Students are
frequently not assessed beyond the textbook/district unit tests. C-3.Assessing
student work for the design and implementation of instruction is not a
consistent expectation. C-4 Parents and staff have difficulty
understanding the current report card and “promotion” system. |
C-1.All
assessments will be developed to show direct alignment to Kentucky’s Academic
Expectations, Core Content and Program of Studies and professional
development will be utilized by staff (in collaboration) to analyze
assessments for both alignment and developmental appropriateness. C-2.Instructional
staff will plan for and document in their lesson plans/unit of study, etc., a
variety of assessments appropriate for student choice and in consideration of
the multiple intelligences. C-3.Students will
become proficient in self-assessing their work through using teacher/student
designed scoring guides on a regular/weekly basis with specific feedback from
both teacher and peers. C-4
Students, staff, and parents will understand reports of student
progress better. |
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Action Component
Assessment .
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Component
Manager Syndi Morgan
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Date January 2009
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Public
Private, Non-Profit
Strategies/Activities (Activity Strategic Sequence of Activities
to Achieve Objectives) |
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Objective Label
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Strategy/Activity
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Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Costs |
Fund Source |
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C1, C2, C3
C1,
C2
C1, C2, C3 C1 C1-C2-C3 C-4 |
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All instructional staff will participate in PD sessions(s) that guide
them in developing assessments and scoring guides for a variety of student
work. Follow-up session(s) will be
conducted to allow staff to share their work-in-progress in their classes
with their classes with their peers and reflect upon successes and/or needs. ·
Instructional staff will collaboratively address the design,
delivery, and results of rigorous, authentic assessments that are
appropriately aligned with the curriculum and integrate them into the
curriculum mapping. ·
All staff will engage all their students, on a regular basis, in the
practice of using teacher/student scoring guides for peer and
self-assessment. The use of CRS will
be integrated into assessment ·
Instructional staff will use the appropriate grade level specific
content state student performance standards as an instructional tool with all
their students. Implementation of Think-Link or ETS testing throughout year. Implementation of COACH series in
Reading/Math/Science---Maps Testing school-wide in fall and spring Implementation of Implementation/Refinement of DIBELS testing and
progress monitoring with instructional grouping and instruction. (assessment
for Tiers 1, 2, 3-RTI) New Development of Report Card and Criteria for
primary Exit. |
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Assessment will be rigorous and authentic. ·
Assessment will be appropriate to determine the ability of students ·
Assessment will be appropriate to plan instruction to meet the needs
of all students. ·
Students will achieve proficiency as the result of their own
self-assessment. ·
Classrooms will become a resource of proficient level product models. ·
The analysis of student work will become the standard of professional
staff. ·
All instructional staff will become proficient with the strategy
of student work analysis to plan
instruction. |
District Level Professional
Development Mr. Ted Cash School Level All Instructional Staff School Level All Instructional Staff School Level Department Chairs and
Instructional Staff District Level Professional
Development Mr. Ted Cash School Level Department Chairs and
Instructional Staff SBDM council |
08-09 08-09 08-09 08-09 2006 2006 |
06-2010 06-2010 06-2010 06-2010 2010 2010 |
$1030.00 N/A N/A N/A Cost of update to license
for Think-Link, MAPS Coach Science books$1400 |
District/ School Professional
Development Funds N/A N/A N/A School Title
1-Think Link/Coach District-Compass |
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ACTION COMPONENT |
Community Student Needs/Safety |
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School |
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Preliminary |
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District Name |
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Component Manager: Diane
Gregory |
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School Name |
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Current Date |
January 2009 |
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Priority Need (Based on
Needs Assessment |
Goal (Addresses the Priority Need) |
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School records and informal observation
indicates that: D-1
Progress reports are not completed on all students. Emphasis is not
placed on personal delivery/contact.
D-1 Parents frequently do not
receive the mid-term reports D-2
All parents do not feel valued as stakeholders (based on perception) Many parents do not feel welcome and see
themselves as alienated due to soc.-economic background. D-2
School does not actively promote interest and sense of belonging of
students and community within the school.
D-2 Few community or school
celebrations and/or traditions within
the school currently exist. D-3
Specific strategies need to be adopted to promote attendance by
younger students. |
In 2010, school records and surveys
will indicate that: ·
School/staff will host three Open
Houses per year for parents to receive school reports. Mid-term reports will be mailed for
students receiving 1-3. Students with 4-5 scores will take reports home. ·
Mid-term reports/grades for all students
will be generated by Infinite Campus Program. ·
Three report card nights will be hosted
throughout the year-in addition to the Back-to-School Bash. ·
All staff will understand the
significance of parent involvement and will encourage all parents of all
students to regularly attend parent/teacher conferences/report card nights
All parents will feel welcome and respected as a contributing
educational partner at Pine Knot Primary ·
The community will be actively involved
in a positive manner with all school activities. Ongoing
celebrations/traditions will increase school attendance, pride, and
participation of students and parents. Specific strategies will be developed to
promote student attendance. ·
Parents and students will understand
the direct connection between student attendance and student academic
success. ·
School will maintain a variety of
instructional strategies, activities, and celebrations to motivate students
to attend school In
our 2010 data: ·
Attendance Rate 94.5% ·
Retention Rate-Students who need retention
will be held at the end (4th
year) of the primary block for a fifth year. |
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Causes and Contributing Factors (Both Positive and
Negative; based on Needs Assessment) |
Objectives with Measures of Success |
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D-4 Parents do not understand the importance
of safety in regard to building visitors, student pick-up/drop off. D-5 Few alternatives to corporal
punishment/suspension exist for disciplinary infractions. |
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Parents will understand and follow
procedures put in place for parent transport of students. Parents will understand the importance of
signing in/using designated entrances when visiting the school. Alternatives
to suspension and corporal punishment will be developed and implemented. |
Action Component Community/Student Needs/Safety .
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Component Manager Diane Gregory
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School Name Pine
Knot Primary .
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Date January 2007
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Public
Private, Non-Profit
Strategies/Activities (Activity Strategic Sequence of Activities
to Achieve Objectives) |
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Objective Label
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Strategy/Activity
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Expected Impact in Terms of
Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Costs |
Fund Source |
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D4 D-2 D-4 D-4 D-2 D-2 D-5 |
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SBDM Council will maintain policy that requires mid-term reporting
for all students. In addition, three
report card nights plus Back to School Bash will be hosted. ·
. Teachers will mail progress
reports on students receiving 1-3. ·
Staff will use STI for
generating student academic mid-term reports. (all students) School and Community Celebrations and
Traditions will be hosted Procedures for pick-up/drop of students and
for Visitor
sign-in will be implemented and access to building centralized. SBDM Council will develop a Public Relations Plan of Action. . Regular celebrations, festivals, and
“mini-activities” will occur to enhance student attendance and pride in
school. Alternatives to suspension and corporal
punishment will be implemented. Staff will be trained on parent conferencing
and/or public relations. Procedures will be developed and implemented
for sign-in of visitors and restricted building entry. Procedures will be developed and implemented
for students transported by parents. |
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Parents will be viewed as a valuable and accessible resource for
achieving student proficiency. ·
Staff will have positive attitudes about parent involvement. ·
Parents will have positive attitudes about school and school staff. ·
School will not be threatening environment for parents regardless of
their level of schooling. Communication will be on-going between
school staff , parents, and students.
.All parents will feel valued in the educational process. ·
Parents will be knowledgeable of what students are expected to know
and be able to do. Parents will
understand procedures of the school. ·
Staff, students, and parents will feel a part of a collaborative team
who is creating a safe school environment for all stakeholders ·
Student attendance will increase. There will be few suspensions. There will be less use of corporal
punishment. |
SBDM Chairperson Eugenia Jones All teachers SBDM Eugenia Jones District Level Renee Holloway Ted Cash Ms. Jones/ Assist Principal/ Counselor Principal/Staff Assistant Prin. Principal District Level Renee Diamond Ted Cash Ms. Jones All staff Ms. Jones All staff |
12-05 8/05 8/07 6/06 8/05 6/06 8/06 6/06 6/06 |
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