2019-20 Morton's Executive Summary...2019-20 Phase Three: Executive Summary for Schools Report - Generated on 01/10/2020 Morton Middle School Powered by AdvancED eProve Page 3 of 6

2020-2021 Morton Middle SchoolExecutive Summary

Morton Middle SchoolRonda Kay Runyon1225 Tates Creek Rd

Lexington, Kentucky, 40502United States of America

©Cognia, Inc.

2020-21 Phase Three: Executive Summary for Schools - 2020-2021 Morton Middle School - Executive Summary for Schools - Generated

on 01/10/2021

Morton Middle School

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2020-21 Phase Three: Executive Summary for Schools


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2020-21 Phase Three: Executive Summary for Schools

Morton is a beautiful school structured in resemblance of Mt. Vernon, the home of George Washington. We are located near downtown Lexington neighboring to the University of Kentucky. The legacy established at Morton began in 1834 and continues to flourish today. Over the last few years, our population has become more diverse. Currently, we have 791 students, about 47% of who qualify for free/ reduced lunch, 17% are African American, 10% qualify for Special Education services, and about 7% qualify for English as a Second Language services. With academics and tradition as cornerstones, Morton Middle School's foundation is built on a middle school culture with our success being all about relationships and a rigorous academic focus. Morton is a Pacesetting School and has received several top state rankings including the classification of "School of Distinction." The 2019 Kentucky Performance Rating for Educational Progress (K-PREP) testing results continue to affirm our achievement of middle school of excellence. On a daily basis, we develop a community of learners by exemplifying our school motto, "Work Hard, Play Fair and Take Care of Each Other.” Morton assures an equal opportunity for every student to learn to their academic potential through a team-based middle school philosophy and is especially recognized for its state of the art math program. ALL students take Algebra! Morton's mission is "Exemplary Learning, No Excuses, No Exceptions!" The high expectations of its leadership and staff enable the school to bring this extraordinary mission, vision, and culture to life!

The mission of Morton Middle School, a school dedicated to academic excellence, children, and community, is to educate all students to demonstrate proficiently the knowledge and skills essential for lifelong learning, social well-being, and active responsible citizenship. The faculty, staff, students and community of Morton Middle School are committed to academic excellence and the cultivation of individual strengths and talents in a safe, supportive environment where individual differences and respect for the rights of others guide school and community behavior. We believe that all students can learn at high levels and be critical thinkers, problem solvers, and effective communicators. Students are taught using

. Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

. Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.


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Kentucky Academic Standards. Every student is given the opportunity to be successful in challenging classes, with rigorous curriculum, and provided resources such as Student Achievement Conferences, MAP/RAP differentiation meetings, Science Achievers, Leadership Academy, and Student Academic Enhancement/ Targeted Services/Intervention when needed. All students can participate in exploration and enrichment activities; we emphasize the development of the whole child. Additionally, we believe all stakeholders share in the responsibility for learning outcomes, and as a result, collaboration is a key core principle. At Morton, all students have equal access to a quality education; the diversity of students and staff is encouraged and celebrated. Morton's success is all about relationships! Our motto is, "Work Hard, Play Fair and Take Care of each other." With the help of our SBDM Council, faculty and staff, we work cooperatively to create a school climate fostering excellence and equity for all. We have regularly scheduled monthly staff meetings including MTSS, team leader, departmental, new to Morton, weekly professional learning communities and weekly leadership team meetings to help us stay focused on student achievement and success. We accentuate our successes and turn opportunities for improvement into teachable moments. Data drives our instruction, and it determines our strategies for improvement. We analyze data from our most recent K-PREP scores, SAFE data, surveys from students, parents & staff, current CSIP, Impact survey, 2019 and 2020 Reading and Math MAP Diagnostic Assessments, and the Needs Assessment Process Guide. According to our most recent Organizational Health Inventory (OHI) data, Morton is a goal-focused school that connects a variety of subpopulations into a strong, productive community. Both our 2015 and 2017 TELL Survey results indicate Morton's effective collaboration between family involvement and community support. Our 2017 TELL results show improvement in both effective teacher and school leadership, as well as in instructional practices and support. More recently, our 2020 Impact Survey results indicate our positive attributes are school climate and school leadership. Staff-Leadership relationships and educating all students are top strengths at Morton according to the survey. This data sets Morton apart from other schools, both in the state and district. Morton is a safe place where students are academically engaged and have fun learning! Increased instructional time to meet individual student needs is an identified opportunity for improvement. We seek to offer more occasions for students to get individualized help in deficient skill and/or application areas.

. Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.


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ACADEMICS Morton had 86 students scoring straight Distinguished (D) on the 2019 K-PREP. Academics are of utmost importance to us. Our academic teams competeat both the district and regional levels. At the district level, Morton’s Academic Teamcame in second place overall, with a second place finish in social studies, secondplace finish in ELA and written composition, third place finish in arts andhumanities, and 4th and 5th places in math. In regional competition, Morton placed5th overall, which included a 4th place finish in Quick Recall competition, 2nd placein social studies, 4th in written composition, and 6th place in math. Writing acrossthe curriculum is an important school-wide initiative. All students participate inWriting to Learn, Writing to Demonstrate, and Writing to Publish activities. As aresult of this emphasis on writing, Morton students earned 1st, 2nd, and 3rd placesin the MLK essay contest. In addition, a Morton student won first place in thedistrict and second place in the state in the literary division for the PTSA ReflectionsContest. Excellence in the arts is critical to well-rounded students as well. At theKMEA Assessment, Morton bands, orchestras and choruses received allDistinguished/Proficient ratings. Additionally, Band, Orchestra and Chorus receivedDistinguished ratings at the KMEA Solo & Ensemble Festival. We also showcasestudents’ talents in the arts by a dramatic production each year; in 2012, Godspell,Jr., in 2013, Time Travel Through the Theatre, in 2014, Hairspray!, in 2015, The Trialsof Alice in Wonderland, in 2016, The Ever After, in 2017, Annie, Jr. and in 2018-19,Willie Wonka, Jr. Due to the pandemic last year, students were unable to completetheir musical play production. In the past five years, Morton Middle School wasnamed a Kentucky Green and Healthy School, a Model Kentucky Green and HealthySchool and a National Green Ribbon School. At Morton, we recycle paper,aluminum, plastic, cardboard and plastic caps. In the past two years, we havemanaged to redo our entire outdoor classroom with 6 benches and a picnic tablemade completely out of 4,100 pounds of plastic caps. We have a rain garden, plantsin the classrooms to filter the air, an Aquaponics Farm, an outdoor classroom, andfive in-classroom trout farms. During virtual learning, cameras have been arrangedin a science classroom, so students can follow the trout life cycle. In order tocontinue the development of our health and wellness goals, Morton began a newproject called “Walk and Talk,” in the Fall of 2019. Every Wednesday, weatherpermitting, students have an option to walk the track for 20 minutes before schoolbegins. We also completed our proposal to start three raised garden beds; plantingof the beds has been delayed due to the pandemic. We are honored to be aChampion Wastebuster Partner, a member of the Kentucky Chapter of TroutUnlimited, as well as a member of the National Energy Education Development(NEED) program and the E = USE2 (Education leads to Understanding Sustainability,Energy and the Environment) organization. Our students regularly complete energyaudits throughout the building, and we enjoy using our Water Bottle RefillingStation. Additionally, Morton was the first middle school in Fayette County to initiate


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a “No Idling” campaign, in which we participate in every fall and spring. During the 2019-2020 school year, Morton won the Fayette County Middle School Sustainability Award, as well as top Middle School in Environmental Literacy. Additionally, twelve students earned top honors at the regional science fair, and four students earned top honors at the state Science Fair competition. Lastly, Morton students competed in the FCPS Earth Week competition and ranked as one of the top five middle schools, which earned Morton $1,000. New raised garden beds were purchased with the money earned from the competition. STAFF RECOGNITIONS All of our teachers are highly qualified for the subject areas they teach. Furthermore, Morton has several staff members receiving awards such as Building Assessment Coordinator of the Year, Technology Program of Excellence Award recipient, John R. Bryden Great Teacher Award recipient, Governors Scholar Program Outstanding Teacher Educator Award, and several Who's Who Among American Teachers Recipients. EXTRACURRICULAR Morton is recognized as an exemplary middle school, as well as a Distinguished School. Morton also takes much pride in our student-athletes. Per our SBDM Policy, students participating in our athletic programs must maintain at least a 2.5 GPA. Our sports programs strive to develop character, discipline, and teamwork while emphasizing work ethic and an academic focus. Our girl’s basketball team was A-Team Tournament Runner-Up and earned an Elite 8 ranking in the state tournament. In the most recent season, both girls and boys track teams placed 3rd in the county. Also, we are proud to report that we house a trophy for having the highest Fayette County Middle School team grade- point average for girl's basketball. Educating and equipping well-rounded youth is a responsibility that we take very seriously.

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Extracurricular Opportunities at Morton include: Academic Team, Future Problem Solving Team, MathCounts Team, Math Bowl Team, Speech & Drama Team, Cheerleading Team, Dance Team, Football Team, Girls Volleyball Team, Girls & Boys Basketball Teams, Girls & Boys Track Teams, Boys and Girls Cross Country, NXT Lego League, Robotics, Student Council, Student Voice Team, BETA Club, PTSA Sponsored Dances, STLP, TSA, Yearbook, Recycling Club, Science Club, MMS News, FCA, Morton

. CSI/TSI Schools (including ATSI) Only: Describe the procedures used to create the school's improvement plan and briefly state the specific efforts to address the causes of low student performance and resource inequities.

. Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.


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Men of Integrity, Mustang Mentoring Club, Edible Book Contest, Breakfast Book Club, and Cassidy Study Buddies.


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Attachment Name Description Associated Item(s)

Attachment Summary

2020-2021 Continuous Improvement Diagnostic



©Cognia, Inc.

2020-21 Phase One: Continuous Improvement Diagnostic for Schools - 2020-2021 Morton Middle School - Continuous Improvement

Diagnostic for Schools - Generated on 01/10/2021 Morton Middle School

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2020-21 Phase One: Continuous Improvement Diagnostic for Schools


Diagnostic for Schools - Generated on 01/10/2021


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2020-21 Phase One: Continuous Improvement Diagnostic for Schools

. The Comprehensive School Improvement Plan or CSIP is defined as a plan developed by the school council, or successor, and charter schools with the input of parents, faculty, and staff, based on a review of relevant data that includes targets, strategies, activities, and a time schedule to support student achievement and student growth, and to eliminate gaps among groups of students.

The comprehensive school and district improvement plan process is outlined in 703 KAR 5:225. The requirements included in the administrative regulation are key components of the continuous improvement process in Kentucky and ultimately fulfillment of school, district, and state goals under the Kentucky State Plan as required by the Every Student Succeeds Act (ESSA).

While the regulation outlines a timeline for compliance purposes, the plan itself is a strategic and proven approach to improve processes and to ensure students achieve. The timeline for the school’s 2020-21 diagnostics is as follows:

Phase One: August 1 - October 1 • Continuous Improvement Diagnostic for Schools

Phase Two: October 1 - November 1 • The Needs Assessment for Schools• School Assurances• School Safety Report

Phase Three: November 1 - January 1 • Comprehensive School Improvement Plan• Executive Summary for Schools• Closing the Achievement Gap Diagnostic for Schools• Professional Development Plan for Schools

Phase Four: January 1 - December 31 • Progress Monitoring

As principal of the school, I hereby commit to implementing continuous improvement processes with fidelity to support student achievement and student growth and to eliminate achievement gaps among groups of students.

Please enter your name and date below to certify.


Diagnostic for Schools - Generated on 01/10/2021


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Twanjua Jones, 09/25/2020

2020-2021 The Needs Assessment



©Cognia, Inc.

2020-21 Phase Two: The Needs Assessment for Schools - 2020-2021 Morton Middle School - The Needs Assessment for Schools -

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2020-21 Phase Two: The Needs Assessment for Schools

Understanding Continuous Improvement: The Needs Assessment

Protocol

Current State

Priorities/Concerns

Trends

Potential Source of Problem

Strengths/Leverages




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2020-21 Phase Two: The Needs Assessment for Schools




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Understanding Continuous Improvement: The Needs Assessment

In its most basic form, continuous improvement is about understanding the current state and formulating a plan to move to the desired state. The comprehensive needs assessment is a culmination of an extensive review of multiple sources of data collected over a period of time (e.g. 2-3 years). It is to be conducted annually as an essential part of the continuous improvementprocess and precedes the development of strategic goals (i.e. desired state).

The needs assessment requires synthesis and analysis of multiple sources of data and should reach conclusions about the current state of the school, as well as the processes, practices and conditions that contributed to that state.

The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that will be addressed later in the planning process through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as part of continuous improvement planning for schools, each school complete the needs assessment between October 1 and November 1 of each year and include: (1) a description of the data reviewed and the process used to develop the needs assessment; (2) a review of the previous plan and its implementation to inform development of the new plan; and, (3) perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I schools implementing a schoolwide program must base their Title I program on a comprehensive needs assessment.




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Protocol

Individuals and groups involved in the continuous improvement process: - Twanjua Jones, Principal, and Andy Williams, Associate Principal - monitors and reviews information gathered; guides stakeholders to buy-in to productive strategies for each and every student - Lisa Owens, PGES Coach/Academic Dean - gathers and analyzes data and evidence to guide the improvement plan - Counselors: Joe Dewees, Heather Ferguson, and Sarah Woods - provides a student perspective and shares strategies to enhance all aspects of adolescents - Dean of Students: Clay Sutherland – mentors students, monitors grades/behaviors and participates in the MTSS team process; monitors intervention strategies and provides guidance for Tiers II and III strategies - Karen Ziegler, Literacy Specialist - monitors student progress, identifies intervention strategies, and provides instructional support to teachers - Kate Barnes, FRYSC Coordinator - identifies student needs; collaborates and connects appropriate resources to individual students/families -Team Leaders & Department Chairs - identifies needs, strategies for improvement, and activities for student growth - PTSA - collaborates to connect families and school staff; provides listening ear to the community and makes suggestions to promote better relationships - Sue Hufnagel, Registrar, and Ann Soult, Attendance Specialist - provides GREAT customer service; monitors student attendance and medical needs; KNOW our families - Amanda Biddle & Amy Downey, Special Needs Facilitator/ACC Coach - give advice on intervention strategies and provides guidance for Tiers II and III strategies - Vicki Yates, Math Intervention teacher - leads the MTSS/PBIS team; monitors intervention strategies and provides guidance for Tiers II and III strategies - Student Council – connects student voices from all subpopulations, identifiesstudent concerns and promotes strategies to enhance school culture and climate-The Voice – student input/feedback group connects student voices from allsubpopulations and makes suggestions to improve school culture and climate -4Kids Community Partnership & Anti-Virus Community Partnership - implementsactivities (mentoring, leadership, character) for well-rounded student growth, if/when the pandemic allows - SBDM Council - looks at the big picture; supportsimplementation of strategies to help every Morton student When making schooldecisions, we try to include staff representatives from all grades and departments,parents/guardians and community members by scheduling meetings consistentlyand in advance and soliciting input via ad-hoc committees and surveys. Dataanalysis and strategies for improvement are integral parts of meetings throughout

. Clearly detail the process used for reviewing, analyzing and applying data results. Include names of school councils, leadership teams and stakeholder groups involved. How frequently does this planning team meet and how are these meetings documented?




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the school year. Our leadership team consists of our administrators, our counselors, our PGES Coach, and our Literacy Specialist; it meets weekly to review information from the previous week and to be proactive in addressing the events of the upcoming week, as well as to review data and problem solve any issues of concern. Faculty meetings are held biweekly to share important information and to elicit input from the entire staff. Our Team Leaders and Department Chairs meet biweekly to celebrate team and academic endeavors as well as to problem-solve issues. The Administrators and PGES Coach meet regularly with "New to Morton" staff to discuss things that many "take for granted," to discuss areas of concern, and to identify intervention strategies for both academics and procedures. New Teacher Induction (NTI) mentors meet regularly with new teachers to provide support and offer differentiated professional learning opportunities. Monthly grade level meetings are held to critically examine data and to problem solve school-wide issues. MAP/RAP meetings are scheduled for each team, two times per grading period, to discuss resources needed for Watch List students. Our grade level teams meet weekly to gather and document data/evidence on struggling students. Our MTSS team meets as needed to discuss student interventions and progress monitoring. Our PBIS team meets monthly to review behavior data and to reflect on the effectiveness of current policies and procedures. Additionally, a member of the leadership team communicates with the 4Kids mentors – at least every two weeks, when the program is active, to monitor strategies being implemented and to revise plans to make them as effective as possible. The FRYSC Advisory Council meets regularly and provides suggestions for school improvement. Our monthly SBDM Council meetings include regular agenda discussion items such as student proficiency, growth, and separate academic indicators, and some time for brainstorming ideas to help every student. The Morton CSIP team seeks to utilize all the information from the various meetings to set goals for school improvement. Therefore, gathering the evidence in this manner allows us to include all stakeholders in the process.




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Current State

ACADEMIC: Based on the 2018-19 KPREP reading assessment data - • 71.4% of all students scored proficient/distinguished (P/D) in reading as compared to the state average of 59.6 % and the district average of 61.8%. This is a 4.5% decrease from our 2017-18 reading score. However, it is still higher than our 2016 – 17 score. • 38.0 % of African American students scored P/D. This is a 13.7% decrease from previous school year. However, it is still higher than our 2016 – 17 score. • 53.5% of Free/ Reduced lunch students scored P/D. This is a 2.7% decrease from the previous school year. However, it is still higher than our 2016 – 17 score and higher than the district and state scores. • Novice scores for students with an IEP dropped to 46.6%. This is a decrease of 4.3% from the previous school year. • Overall, novice reading scores increased from 11.5% during the 2017 – 18 school year to 13.6% during the 2018-19 school year. Based on the 2018 – 19 KPREP math assessment data – • 65.4% of all students scored proficient/distinguished in math as compared to the state average of 46.4%. • 44.0% of economically disadvantaged students scored P/D. This is an increase of 1.5% over the previous school year. • 32.4% of African American students scored P/D. This is a 3.6% decrease from the previous school year. However, it is higher than the district score of 24.7% and the state score of 22.2%. • The novice score of our students with disabilities (IEP) decreased to 35.6%.

. Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used.

Example of Current Academic State: -Thirty-four percent (34%) of students in the achievement gap scored proficient on KPREPReading.-From 2018 to 2020, the school saw an 11% increase in novice scores in reading amongstudents in the achievement gap.-Fifty-four percent (54%) of our students scored proficient in math compared to the stateaverage of 57%.

Example of Non-Academic Current State: -Teacher Attendance: Teacher attendance rate was 84% for the 2019-20 school year – adecrease from 92% in 2017-18.-The number of behavior referrals increased from 204 in 2018-19 to 288 in 2019-20.-Survey results and perception data indicated 62% of the school’s teachers receivedadequate professional development.


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This is a decrease of 0.8% over the previous school year. • Overall, novice math scores increased from 6.2% during the 2017-18 school year to 9.0% during the 2018-19 school year. This is a 2.8% increase in novice scores. We are still proud that our novice rate is less than 10%. KPREP 2018 – 19 assessment data for other academic areas: • 46.4% of students scored P/D in writing. This is an 11.3% decrease from the previous school year (57.7%). However, this score is 14.5% higher than the state score of 31.9% and 10% higher than the district score of 36.4%. • 76.8% of students scored P/D in social studies. This is a 0.7% increase from the previous school year (76.1%). This score is 18% higher than the state score of 58.8% and 15.8% higher than the district score of 61%. • 37.3% of students scored P/D in science. This is a 1.2% decrease from the previous school year (38.5%). This score is 11.3% higher than the state score of 26.0% and 6.4% higher than the district score of 30.9%. NON-ACADEMIC: • During the 2019-20 school year, the average student attendance rate through March was 95.35%. This reflects no change from the previous school year. • The number of student referrals during the 2019 – 2020 school year through March was 465. While there was a slight increase last school year, this is a still a decrease of 40 referrals from two years ago. • The number of community partnership/volunteer hours served at Morton during the 2019-20 school year was 3,227. (Leadership Academy, Anti-Virus, JA, Bluegrass Green Source, Trout Unlimited, a University of Kentucky Professor and Graduate Student, etc.) When we return to in school learning, we plan to expand our use of community resources to enrich students and deepen content connections.




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Priorities/Concerns

Areas of weakness based on reading and math assessment data – Reading: • Novice scores increased in all demographic groups with the exception of the disability group. • P/D scores dropped in all student demographic groups with a significant drop of 13.7% in the African American demographic group. Math: • Novice scores increased in most subpopulations with the exception of the demographic groups of white and disability (IEP). • While P/D scores only dropped 0.6%, the African American demographic group dropped 3.6% and the disability (IEP) dropped 3.1%.

. Clearly and concisely identify areas of weakness using precise numbers and percentages. NOTE: These priorities will be thoroughly addressed in the Comprehensive School Improvement Plan (CSIP) diagnostic and template.

Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency on the KPREP test in reading as opposed to just 12% of non-gap learners.




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Trends

As a result of being classified a TSI school in the demographic group of disability based on the 2017-18 KPREP data, we focused our attention on this subpopulation during the 2018-19 school year. As a result of the strategies and activities implemented and intentional focus on this group of students, we did demonstrate reading and math gains with this demographic group. In reading, novice scores decreased 4.3 %, and in math, novice scores decreased 0.8%. However, much work is still needed to improve the percent of P/D in this subpopulation. Three years ago, our data led us to focus on improving growth in the areas of reading and math for our African American subpopulation. As a result of the strategies and activities implemented, this population demonstrated noticeable improvement in both content areas. With the 2018-2019 K-PREP decrease in P/D % in our African- American subpopulation in both reading (13.7%) and math (3.6%), we need to implement those effective strategies once again with fidelity. Overall, with the exception of social studies, our percentage of novice scores increased and our percentage of P/D scores decreased. This data highlights the necessity for our school to place intentional focus on strategies and activities that will support growth for all demographic groups. While this is disappointing, in each area tested, our percentage of P/D is still significantly higher than all district and state scores!

. Analyzing data trends from the previous two academic years, which academic, cultural and behavioral measures remain significant areas for improvement?




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Potential Source of Problem

A careful examination of the KPREP data spotlights that our African American subpopulation had the greatest decline based on this data point. Moving forward, we will once again focus on this subpopulation with overt intentionality, as well as continue to track all subpopulations to ensure their academic growth. In order to produce desired changes for our gap subpopulations, Morton will build on the lessons of the last school year, extend, and improve using the evidence gathered from KPREP, MAP, PBIS, MAP/RAP, and walk through data. The strategies and activities implemented will focus on one Key Core Work Process – Design and Deliver Instruction (KCWP 2). Our focus will be, “How will students learn the standards?” Utilizing this Key Core Work Process will enable us to have a laser sharp focus on standards based instruction, strategies used in the classroom to ensure learning, instructional effectiveness based on student data, and cognitive engagement. We feel confident that by continuing to build meaningful relationships with students, focusing on student engagement, standards based instruction, and participating in weekly, intentional data analysis, all Morton students will show academic growth.

. Which processes, practices or conditions will the school focus its resources and efforts upon in order to produce the desired changes? Note that all processes, practices and conditions can be linked to the six Key Core Work Processes outlined below:

KCWP 1: Design and Deploy Standards KCWP 2: Design and Deliver Instruction KCWP 3: Design and Deliver Assessment Literacy KCWP 4: Review, Analyze and Apply Data KCWP 5: Design, Align and Deliver Support KCWP 6: Establishing Learning Culture and Environment

https://education.ky.gov/school/csip/Documents/KCWP 1 Strategic Design and Deploy Standards.pdf

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

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

https://education.ky.gov/school/csip/Documents/KCWP 4 Strategic Review Analyze and Apply Data.pdf

https://education.ky.gov/school/csip/Documents/KCWP 5 Strategic Design Align Deliver Support Processes.pdf

https://education.ky.gov/school/csip/Documents/KCWP 6 Strategic Establish Learning Culture and Environment.pdf




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Strengths/Leverages

The tradition of excellence continues at Morton as evidenced by the 2018-19 KPREP data. In each area tested, our percentage of P/D is considerably higher than all district and state scores! Furthermore, in both reading and math, our students with IEPs decreased in novice scores and had a higher percentage P/D than the district. In math, 44.0% of our economically disadvantaged students scored P/D, which is a 1.5% increase from 2018 scores, and our overall novice rating for math is less than 10%. In reading, 53.5% of our economically disadvantaged students scored P/D, which is 7.5% higher than the district scores. Our initial KPREP score ranked us two points from being a five star school. However, due to our identified gaps, we ended up as a three star school. Focusing on increasing the academic achievement of our African American subpopulation, will also empower growth in both our IEP and F/R subpopulations. Additionally, school wide emphasis on our identified three Big Rocks (using data analysis to guide instruction, managing student behavior, and technology and professional learning) will be instrumental in helping us to achieve our goals. With intentionality and a standards based focus, there is no doubt Morton has the potential to earn a five star rating during the next accountability cycle.

. Plainly state, using precise numbers and percentages revealed by current data, the strengths and leverages of the school.

Example: Graduation rate has increased from 67% the last five years to its current rate of 98%.




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Attachment Summary

2020-2021 School Assurances



©Cognia, Inc.

2020-21 Phase Two: School Assurances - 2020-2021 Morton Middle School - School Assurances - Generated on 01/10/2021


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Table of Contents

2020-21 Phase Two: School Assurances

Introduction

Teacher Performance

Title I Schoolwide Programs

Title I Targeted Assistance School Programs

Schools Identified for Targeted Support and Improvement

All School Programs

2020-21 Phase Two: School Assurances - 2020-2021 Morton Middle School - School Assurances - Generated on 01/10/2021 Morton Middle School

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2020-21 Phase Two: School Assurances



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IntroductionAssurances are a required component of the improvement planning process (703 KAR 5:225). Please read each assurance carefully and indicate whether your school complies by selecting the appropriate response (Yes, No or N/A). If you wish to provide further information or clarify your response, space for comments is provided. Comments are optional. You may upload any supporting documentation as needed.


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Teacher Performance

Yes No

N/ACOMMENTS

1. The KDE focuses on promoting equitable access to effective educators for all students, including minority students, those experiencing poverty, English learners and students with disabilities. Therefore, all districts and schools are charged with ensuring equitable access to experienced and effective educators. The Every Student Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. An ineffective teacher receives a summative effectiveness rating of “ineffective” as determined through the local performance evaluation system that meets the requirement established by KRS 156.557. An ineffective teacher consistently fails to meet expectations as determined by a trained evaluator, in competencies identified as the performance criteria in the Kentucky Framework for Teaching. Due to the passage of Senate Bill 1 (2017), the measure and method for collecting teacher and leader effectiveness data was adjusted to fulfill the state law regarding district reporting and data collection. Number of students taught by ineffective teachers is self-reported by each school, in aggregate, by subpopulation. Names of ineffective teachers are not provided/collected. Responses to this assurance will be collected in the Kentucky Equitable Access to Effective Educators Survey. Responses to each survey question should be based on data from the 2019-20 school year. This survey collects data on ineffective teachers only. Data on inexperienced and out-of-field teachers is collected using the EPSB identification number provided in Infinite Campus. Please be sure all teachers have an EPSB number on file. Once you have completed the survey, return to the 2020-21 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic. I certify this school has accurately completed the Kentucky Equitable Access to Effective Educators Survey by opening the survey link, entering all requested information, and submitting the completed survey as directed. I also certify that all certified staff members have an EPSB number entered in Infinite Campus.

https://www.surveymonkey.com/r/PNPMCCV






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Title I Schoolwide Programs

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

2. If the school is implementing a schoolwide program, the school developed acomprehensive plan during a 1-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

3. If the school is implementing a schoolwide program, the school developed acomprehensive plan with the involvement of parents and other members of the community to be served as well as individuals who will carry out such plan (e.g. teachers, administrators, classified staff, etc.) as required by Section 1114(b)(2) of ESSA.

4. If the school is implementing a schoolwide program, the school developed acomprehensive plan that will remain in effect for the duration of the school's participation under Title I, Part A of ESSA as required by Section 1114(b)(3) of ESSA.

5. If the school is implementing a schoolwide program, the school developed acomprehensive plan that is available to district leadership, parents, and the public and in an understandable and uniform format as required by Section 1114(b)(4) of ESSA.


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N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

6. If the school is implementing a schoolwide program, the school developed a comprehensive plan that, to the extent appropriate and applicable, coordinates with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1114(b)(5) of ESSA.

7. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is based on a comprehensive needs assessment, which included a review of academic achievement data, and includes, among other items, a description of the strategies the school will implement to address school needs as required by Section 1114(b)(6) of ESSA. The comprehensive needs assessment was developed with the participation of individuals who will carry out the schoolwide program plan, and the school documents how it conducted the needs assessment, the results it obtained, and the conclusions it drew from those results, as required by 34 Code of Federal Regulations (CFR) 200.26.

8. If the school is implementing a schoolwide program, the school developed, pursuant to Section 1114(b)(7), a comprehensive plan that includes a description of the strategies to be implemented to address school needs, including how such strategies: (1) provide opportunities for all children; (2) use methods and instructional strategies that strengthen the academic program in the school, increase learning time, and provide an enriched and accelerated curriculum; and, (3) address the needs of all children through, for example, the following activities: school-based mental health programs; a tiered model to prevent and address behavioral problems; professional development to



Page 9 of 19

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

improve instruction and use of data from academic assessments, and to recruit and retain effective teachers; and/or, strategies for assisting preschool children transition to local elementary school programs.

9. The school regularly monitors the implementation and results achieved by theschoolwide program, using data from the State's annual assessments and other indicators of academic achievement. The school determines whether the schoolwide program has been effective in increasing the achievement of students in meeting the challenging State academic standards, particularly for those students who had been furthest from achieving the standards. The school revises the plan as necessary based on student needs and on the results of the regular monitoring, to ensure continuous improvement of students in the schoolwide program and to ensure that all students are provided opportunities to meet the challenging State academic standards, as required by Section 1114 (b)(3) of ESSA and 34 CFR 200.26.


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Title I Targeted Assistance School Programs

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

10. If the school is implementing a targeted assistance school program, participating students are identified in accordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

11. If the school is implementing a targeted assistance school program, the school serves participating students using resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section 1115(b)(2)(A) of ESSA.

12. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen the academic program of the school, which may include, for example, expanded learning time, summer programs, and/or a tiered model to prevent and address behavioral problems.

13. If the school is implementing a targeted assistance school program, the school serves participating students by coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) of ESSA.



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No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

14. If the school is implementing a targeted assistance school program, the school servesparticipating students by providing professional development to, for example, teachers, administrators, classified staff, and/or other school personnel who work with participating students as required by Section 1115(b)(2)(D) of ESSA.

15. If the school is implementing a targeted assistance school program, the school serves,pursuant to Section 1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parents of participating students in accordance with Section 1116 of ESSA.

16. If the school is implementing a targeted assistance school program, the school servesparticipating students, to the extent appropriate and applicable, by coordinating with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1115(b)(2)(F) of ESSA.

17. If the school is implementing a targeted assistance school program, the school serves



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Yes

No

N/ACOMMENTS

participating students by reviewing the progress of participating students on an ongoing basis and revising the targeted assistance program, if necessary, to provide additional assistance to meet challenging state academic standards as required by Section 1115(b) (2)(G) of ESSA.



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Schools Identified for Targeted Support and Improvement

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

18. If identified for targeted support and improvement, including additional targetedsupport and improvement, pursuant to Section 1111(d)(2) of ESSA, the school developed and implemented a plan to improve student outcomes that, among other items, was informed by all indicators, including student performance against long-term goals; included evidence-based interventions; and, approved by local leadership. For reference, “evidence-based” is defined in ESSA Section 8101(21).

19. If identified for additional targeted support and improvement pursuant to Section1111(d)(2)(C), the school developed and implemented a plan to improve student outcomes that also identified resource inequities to be addressed through implementation of such plan.


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All School Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

20. The school provides professional development for staff that is in accordance with the purpose of Title II of ESSA; addresses the needs of all students; and, strives to ensure all students are college, career and transition ready as intended by Section 2103 of ESSA, which governs the local use of Title II funding.

21. The school ensures that the use of federal funding, including expenditures for certified or classified positions (e.g. counselors, nurses, media specialists, etc.), is reasonable and necessary in compliance with 2 CFR 200.403 and 200.405.

22. The school ensures that all teachers and paraprofessionals working in a program supported with Title I, Part A funding meet applicable state requirements as required by Section 1111(g)(2)(J) of ESSA.

23. The school distributes to parents and family members of participating children, or all children in a schoolwide program, a written parent and family engagement policy, which is agreed on by such parents, that describes the means for carrying out the requirements of ESSA Section 1116 (c) through (f). The school makes the policy available to the local community and updates it periodically to meet the changing needs of parents and the school. For reference, Section 1116(b) of ESSA allows existing parent and family



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Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

engagement policies the school may have in place to be amended to meet the requirements under Title I, Part A.

24. The school convenes an annual meeting, at a convenient time, to which all parents ofparticipating children, or all children in a schoolwide program, are invited and encouraged to attend, to inform parents of their school's participation in Title I, Part A and to explain the requirements of Title I, Part A, and the right of the parents to be involved, as required under Section 1116(c)(1).

25. The school offers a flexible number of meetings to parents, such as meetings in themorning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement (ESSA Section 1116(c)(2).

26. The school involves parents, in an organized, ongoing, and timely way, in theplanning, review, and improvement of programs under Title I, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan undersection 1114(b), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children (ESSA Section 1116 (c)(3)).



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Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

27. The school provides parents of participating children, or all children in a schoolwideprogram—

A. timely information about programs under Title I;B. a description and explanation of the curriculum in use at the school, the forms ofacademic assessment used to measure student progress, and the achievement levels ofthe challenging State academic standards; andC. if requested by parents, opportunities for regular meetings to formulate suggestionsand to participate, as appropriate, in decisions relating to the education of their children,and respond to any such suggestions as soon as practicably possible (ESSA Section 1116(c)(4)).

28. If the schoolwide program plan under section 1114(b) is not satisfactory to theparents of participating children, the school submits any parent comments on the plan when the school makes the plan available to the local educational agency.

29. The school jointly develops with parents for all children served under this part aschool-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. The compact meets the requirements outlined in ESSA 1116(d)(1-2).



Page 17 of 19

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

Yes

No

N/ACOMMENTS

30. The school provides assistance to parents of children served by the school inunderstanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of Title I, and how to monitor a child's progress and work with educators to improve the achievement of their children, as required by ESSA Section 1116(e)(1).

31. The school provides materials and training to help parents to work with their childrento improve their children's achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement, as required in ESSA Section 1116(e)(2).

32. The school educates teachers, specialized instructional support personnel, principals,and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school, as required in ESSA Section 1116(e)(3).


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Yes

No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

33. To the extent feasible and appropriate, the school coordinates and integrates parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducts other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children (ESSA Section 1116(e)(4)).

34. The school ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children, or all children in a schoolwide program, in a format and, to the extent practicable, in a language the parents can understand, as required in ESSA Section 1116(e)(5).

35. To the extent practicable, the school provides opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language parents understand (ESSA Section 1116(f)).



Page 19 of 19


Attachment Summary

2020-2021 Professional Development Plan



©Cognia, Inc.

2020-21 Phase Three: Professional Development Plan for Schools - 2020-2021 Morton Middle School - Professional Development Plan

for Schools - Generated on 01/10/2021 Morton Middle School

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3

9

Table of Contents

2020-21 Phase Three: Professional Development Plan for Schools

Attachment Summary


for Schools - Generated on 01/10/2021


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2020-21 Phase Three: Professional Development Plan for SchoolsThe purpose of this diagnostic is to support the school in designing and implementing a professional development plan that aligns to the goals established in KRS 158.6451 and the local needs assessment. The basis of the professional development plan aligns to 704 KAR 3:035, which states the following:

Annual Professional Development Plan:

Section 2. Each local school and district shall develop a process to design a professional development plan that meets the goals established in KRS 158.6451 and in the local needs assessment. A school professional development plan shall be incorporated into the school improvement plan and shall be made public prior to the implementation of the plan. The local district professional development plan shall be incorporated into the district improvement plan and posted to the local district Web site prior to the implementation of the plan.

Section 3. Each school and local district professional development plan shall contain the following elements:

1. A clear statement of the school or district mission2. Evidence of representation of all persons affected by the professional development plan3. A needs assessment analysis4. Professional development objectives that are focused on the school or district mission, derivedfrom the needs assessment, and specify changes in educator practice needed to improve studentachievement; and5. A process for evaluating impact on student learning and improving professional learning, usingevaluation results

Exemplary Learning: No Excuses, No Exceptions The faculty, staff, students and community of Morton Middle School are committed to academic excellence and the cultivation of individual strengths and talents in a safe, supportive environment where individual differences and respect for the rights of others guide school and community behavior.

1. What is the school's mission?

2. The needs assessment provides the framework for all schools to clearly identifytheir most critical areas for improvement that will be addressed in the planning process through the development of goals, objectives, strategies and activities.

Based on the most critical areas for improvement identified in the completed needs assessment per 703 KAR 5:225 (3), what are the school's top two priorities for professional development that support continuous improvement?

https://apps.legislature.ky.gov/Law/kar/704/003/035.pdf

https://apps.legislature.ky.gov/law/kar/703/005/225.pdf




Page 4 of 9

Morton’s top priorities for professional development to support continuous improvement include using data to analyze and guide instruction and the enhanced use of technology as an instructional resource tool.

ATTACHMENTS

Attachment Name

Morton’s top priorities of professional development directly align to our school goals. Using data to analyze and guide instruction and improving our usage of technology as an instructional resource tool, reflects Morton’s desire to increase school wide proficiency, increase the Separate Academic Indicator rating, increase the Proficient/Distinguished scoring percentage of Africa American students, and increase our overall growth rating. A wealth of research exists that documents the importance of using meaningful data analysis to direct instructional next steps for school improvement. Likewise, research shows that quality technology usage in the classroom can improve student engagement and be a powerful tool for powering student academic growth.

ATTACHMENTS

Attachment Name

The specific objectives for PD priority need one, using data to analyze and guide instruction, include: To increase the use of multiple, timely data points by at least 70% of Morton teachers to guide instructional next steps with fidelity during the 20 – 21 school year. To increase and improve the quality of discussions and analysis ofdata by teachers during scheduled PLC meetings, resulting in the development ofquality classroom lessons that target the differentiated needs of students duringthe 20 – 21 school year, as evidenced by PLC and CAR sheets.

3. How do the identified top two priorities of professional development relate toschool goals?

4a. For the first priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

4b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)




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From our targeted PD focus on using data to analyze and guide instruction, the intended results will be a better awareness of the differentiated needs of students, leading to the teacher development of and effective use of enhanced instructional materials, and resulting in increased student achievement. Moving forward, teachers will understand the value of using data to drive instruction, and it will innately become a part of their best practices for students in classroom learning.

The indicators of success for PD priority need one are increased student achievement, increased teacher collaboration, and curriculum aligned to the differentiated needs of students.

ATTACHMENTS

Attachment Name

The targeted audience for this professional development is all classroom teachers at Morton including instructional staff.

Teachers, instructional leaders, and students are all impacted by this component. Teachers and instructional leaders will be actively engaged in participating in the PD on how to better use data to guide instruction, and the impact on students will be improved classroom instruction, teachers better understanding their individual needs, and their own student growth.

The resources needed to support PD priority number one are time and instructional staff support. Time will be needed for PLC meetings, grade level meetings, faculty meetings, and one-one-one meetings with teachers. Instructional staff will be needed to model, mentor, lead, and coach best practices in data analysis.

4c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

4d. Who is the targeted audience for the professional development?

4e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)

4f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)




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Time will be scheduled throughout the school year for teacher training, collaboration, and intentional focus on data usage. More specifically, PLC groups will meet weekly with the main purpose of examining timely student data. Instructional staff will serve as the PLC leads in order to support the professional learning.

This professional development effort will be monitored by weekly PLC meeting observations, weekly PLC sheets, weekly CAR sheets, classroom walk through data, and student growth data.

ATTACHMENTS

Attachment Name

The specific objectives for PD priority need two, improving our use of technology as an instructional resource tool, include: 100% of teachers will participate in Canvas training prior to the start of school in order to successfully utilize this platform during the 20 – 21 school year. 70% of teachers will increase their use of technology by implementing strategies to integrate student learning with quality technology instruction in the classroom during the 20 – 21 school year.

By intentionally focusing on technology and teacher professional learning, student participation and engagement will increase resulting in higher student academic growth. Additionally, teachers will become knowledgeable with the educational tools needed to help students become 21st century literate. As teachers train and become proficient with using technology as an instructional tool, technology will become an integral part of the instructional design of all classrooms at Morton.

4g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)

4h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

5a. For the second priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

5b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)




Page 7 of 9

The indicators of success for Morton’s second PD priority are increased student participation, increased student engagement, higher student growth, and a seamless use of quality content lessons embedded with technology in classrooms.

The targeted audience for this professional development is all classroom teachers and instructional staff.

Teachers, instructional leaders, and students are each impacted by this professional development component. Teachers and instructional leaders will become more equipped with utilizing technology in the educational setting. The student impact will occur as students are exposed to more engaging classroom instruction and become more active participants in their learning.

The resources needed to support this PD priority are time and access to quality training modules. Time needs to be allocated for teachers to participate in training; thanks to our district technology support, quality technology resources and trainings are available to our teachers. Additionally, within our building, we have staff members who serve as excellent mentors and coaches to aid in the implementation of technology usage in classrooms and to answer on the spot questions. Utilizing district and in school support, our teachers are set up for success with this PD priority.

ATTACHMENTS

Attachment Name

5c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

5d. Who is the targeted audience for the professional development?

5e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)

5f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)

5g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)




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Our district offers ongoing training and support to assist teachers in technology implementation. This is available both during the school year and in the summer. In addition, a collaborative environment exists at Morton. Several staff members are distinguished in their technology usage in classrooms. They are willing to serve as mentors and coaches to other staff members who are not as far along in their technology usage progression.

ATTACHMENTS

Attachment Name

This professional development effort will be monitored by walk through data, classroom observations, lesson plans, student work products, PD training certificates, and student and teacher survey data.

N/A

5h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

6. Optional Extension: If your school has identified additional professional developmentpriorities that you would like to include, you may upload an attachment with the answers to question 3 and a-h as seen in questions 4 and 5. If you do not wish to include an optional extension, please list N/A in the space provided below.




Page 9 of 9

CAR - Concept Analysis Reflection & Next Steps for

2020-2021 PLCs

Copy of Team Name MAP RAP Next Steps

Morton - PD Schedule - Week of August 10, 2020

Morton - PD Week of August 17 - Schedule

Morton-Big Rock PGP Example Goals for 2020-2021

Morton-School Based PD Plan Summary Sheet 2020-21 w-

Principal Signature


• 4h

• 4c

• 5f

• 5g

• 3

• 2

Attachment Summary

2020-2021 Closing the Achievement Gap



©Cognia, Inc.

2020-21 Phase Three: Closing the Achievement Gap Diagnostic - 2020-2021 Morton Middle School - Closing the Achievement Gap

Diagnostic - Generated on 01/10/2021


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5

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Table of Contents

2020-21 Phase Three: Closing the Achievement Gap Diagnostic

I. Achievement Gap Group Identification

II. Achievement Gap Analysis

III. Planning the Work

Attachment Summary




Page 3 of 10

2020-21 Phase Three: Closing the Achievement Gap Diagnostic

The Closing the Achievement Gap Report is required by KRS 158.649, which requires the school-based decision making council, or the principal if no council exists to set the school's targets for eliminating any achievement gap. The targets should be established with input from parents, faculty, and staff and submitted to the superintendent for consideration and the local board of education for adoption.

In addition to being a legal mandate, the Closing the Achievement Gap Report is also a vital component of the continuous improvement process. The report is designed to underscore a school's trend data (i.e. two-year window) relating to its individual gap groups. Upon completion of the Closing the Achievement Gap Report, schools will have already engaged in a significant piece of school improvement work by intentionally focusing on the gaps that exist among its underserved student populations.




Page 4 of 10

I. Achievement Gap Group Identification

Schools should use a variety of measures and analysis to conduct its annual Closing the Achievement Gap Report pursuant to KRS 158.649.

See attachment.

ATTACHMENTS

Attachment Name

. Complete the Achievement Gap Group spreadsheet and attach it.

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




Page 5 of 10

II. Achievement Gap Analysis

Morton, a school built on a tradition of academic excellence, provides a safe, supportive environment for both students and staff. Our success is all about RELATIONSHIPS! We develop a community of learners by exemplifying on a daily basis our school motto, "Work hard, play fair, and take care of each other." All stakeholders work cooperatively to create a school climate fostering excellence and equity for all. Many safety nets including PBIS, Student Voice Team, Morton Men of Integrity (MMI), Mustang Club, Leadership Academy, check and connect mentors, lab/application classes, intentional goal setting, reading and math intervention classes, and extended school services exist for our gap population in order to cultivate a learning environment built on academic rigor and trusting relationships. This is evidenced by our consistently high daily attendance rate of over 95%.

Last school year, our data led us to focus on improving growth in the areas of reading and math for our disability subpopulation. As a result of the strategies and activities implemented, Morton is no longer a TSI school. For reading, the novice scores of our disability subpopulation dropped from 50.9% to 46.6%, and in math, the novice scores dropped from 36.4% to 35.6%. However, for both reading and moth, the percent of proficient/distinguished decreased. We will continue to focus on reducing the number of students in the novice category with this population, while focusing on moving more students to the proficient/distinguished category. Two years ago, our data led us to focus on the African American subpopulation. As a result, this subpopulation demonstrated significant gains. Unfortunately, last school year, without a school-wide intentional focus, this subpopulation declined in both reading and math. In reading, the percent of proficient/distinguished students in this category dropped 13.7%. In math, the drop was 3.6%. Additionally, the novice scores increased in both reading and math for African American students. For math, the novice scores increased from 12.4% to 23.1%, and in reading, the novice scores increased from 21.3% to 29.6%. This data highlights the necessity for our school to place intentional focus on strategies and activities that will support growth for this group of students.

A. Describe the school's climate and culture as they relate to its achievement gappopulation.

B. Which achievement gaps has the school successfully closed? Use specific datafrom the previous two academic years when analyzing trends.




Page 6 of 10

Improved: Math – Hispanic – 36.5 increased to 42.9 Math – ELL – 6.1 increased to 22.9 Math – ELL plus monitored - 17.4 increased to 27.0 Math – F/R Lunch – 42.5 increased to 44.0

Reading – African American – 51.7 decreased to 38.0 Reading – Hispanic – 58.1 decreased to 56.0 Reading – EL – 12.1 decreased to 8.3 Reading – ELL plus monitored – 28.3 decreased to 17.5 Reading – F/R Lunch – 56.2 went down to 53.5 Reading – With Disability – 25.5 decreased to 21.9 …overall still higher than year before last Math – African American – 36.0 decreased to 32.4 Math – With Disability – 12.7 dropped to 9.6

Lack of funding for additional intervention teachers has been problematic for our school. Students in the gap need extra support with a small student to teacher ratio. Last school year, our budget was once again cut which resulted in the elimination of our grade level support classes for our struggling students. This current school year, the budget has allowed us to add additional intervention classes in both math and reading. This will allow identified students who are lacking basic foundational skills to get extra practice. We all know that it is the teacher that makes/breaks the class… not a program or a computer. Students who are in the gap often times do not have transportation available to them to work before or after school with teachers or to attend ESS. This means these students are not able to receive extra remediation support that is available to them. Furthermore, many of our struggling students have mental health issues that serve as an obstacle to their classroom learning. Our counseling staff works diligently with parents and students to assist in this area.

C. Based upon the analysis of the school's achievement gap data, identify the gap groupsand content areas where the school has shown improvement. Use specific data from the previous two academic years when analyzing trends.

D. Based upon the analysis of the gap data, identify the gap groups and content areaswhere the school has lacked progression or regressed. Use specific data from the previous two academic years when analyzing trends.

E. Describe the processes, practices and/or conditions that have prevented the schoolfrom closing existing and persistent achievement gaps.

F. Describe the process used to involve teachers, leaders, and other stakeholders in thecontinuous improvement and planning process as it relates to closing the achievement gap. List the names and roles of strategic partners involved.




Page 7 of 10

Collaboration among stakeholders is a source of pride for Morton. Our SBDM is an integral part of all decision making centered on closing the achievement gap. The achievement gap is discussed regularly at these meetings along with things that are being implemented at school to aid in closing it. Additionally, the leadership team comprised of administrators, counselors, PGES coach, academic dean, and literacy specialist meet weekly to discuss closing the achievement gap. Weekly, grade level teams meet to review, discuss, reflect, document and track intervention data. In addition, a representative from each grade level team meets monthly as a part of the MTSS process to discuss students progressing through each tier. MAP/RAP meetings are designed to have a group of resources including at least one administrator, guidance counselors, social worker, FRYSC coordinator, psychologist, ACC and team teachers all together two times quarterly to discuss students who are on our academic or behavioral watch list, and teachers meet weekly with their grade level content colleague during PLCs to discuss curriculum, student data, and high yield strategies to promote academic growth for our gap students. Staff members serve as check and connect mentors. Teachers, counselors, and administrators maintain regular contact with parents of students who are in our gap group as well.

Students who are identified by teachers as not mastering content standards are invited to attend ESS (Extended School Services), and special consideration is given to gap students for remediation services. Morton offers ESS three times per week after school and on Saturday 6-7 times during the school year. This is in addition to the numerous opportunities students are given to meet with classroom teachers before or after school to learn and review critical concepts taught in class. Moreover, Morton’s professional development plan is centered on student and teacher data analysis and strategies for enhancing academic growth for all students. This school year math and ELA teachers have spent a great deal of PD time learning how to use the new textbooks, curriculum pacing guide, technology more efficiently, and assessments mandated by the district. Another area of PD

G. Describe in detail the school's professional development plan related to itsachievement gaps.

(Note: School-based decision making councils, or principals in schools where no council exists, are required by KRS 158.649(8) to submit revisions to the school improvement plan describing the use of professional development funds to reduce achievement gaps for review and approval by the superintendent. Superintendents shall report, pursuant to KRS 158.649(9), to the local school board and Commissioner of Education schools failing to meet targets to reduce the gap in student achievement for any student group two years in a row, and improvement plans for those schools will be subject to review and approval by KDE.)




Page 8 of 10

focus to help or gap students has been MTSS and PBIS trainings. Teachers have learned how to implement each tier of MTSS, as well as how to use FAST/MAP interventions. All teachers are promoting CHAMPS structures in common areas as well as in the classroom to encourage focus and work ethic.




Page 9 of 10

III. Planning the Work

Gap Goal 3: Increase the combined math and reading Proficient/Distinguished scoring percentage of African American students from 70.4% to 73.9%% (at least 1.5% annually) by 2021 as measured by state required academic assessments. Objectives: Increase the combined math and reading Proficient/Distinguished scoring percentage of African American students from 70.4% to 73.9% by 2021. Decrease the percentage of Morton African American students scoring novice in both reading and math from 52.7% to 51.1% by 2021.

See attachment.

ATTACHMENTS

Attachment Name

. 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).

. 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.

https://drive.google.com/file/d/0B6i22i6omk4ySmUtTHZuSVRFazQ/view


Diagnostic - Generated on 01/10/2021 Morton Middle School

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2020-2021 CSIP - Phase 3 - Achievement Gap Group

Identification - Morton - Dec 2020 - Final

2020-2021 CSIP - Phase 3 - Achievement Gap Summary -

Morton - December 2020 - Final


• I

• III

Attachment Summary

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 (State your proficiency goal): Increase the overall school proficiency rating from 86.3 to 90.6 (at least 1.5% annually) by 2021 as measured by state required academic assessments. 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

Classroom Activities

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 Increase the school wide proficiency rating of all students from 86.3 to 90.6 by 2021.

KCWP 1 – Design and Deploy Standards: Ensure the current curriculum is valid (e.g., aligned to state/essential standards, components that support the instruction and assessment, and paced with accuracy.) Core Content Implementation

Ensure effective coverage of curriculum per subject and grade level All departments will participate in PD in mapping out long-range plans, including standards-based units of study to ensure effective coverage of curriculum per subject per grade level, as well as horizontal and vertical alignment.

Successful completion of a long-range planning map by all content teachers at each grade level with pacing check points throughout the year by subject area representative.

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Common Assessments All teachers will work collaboratively with their PLC Facilitator and PGE Coach to create and/or modify district tests, if necessary, and administer rigorous CCS common assessments for their subject areas. Teachers will analyze the results and use them to drive instruction.

Teachers will analyze scores and re-teach to mastery as evidenced by assessment data reports. Reading and math teachers will maintain a master data file, updated weekly, of monthly

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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


Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding student assessment scores.

KCWP 2: Design and Deliver Instruction: Refining our system to ensure the instructional program is intentional and of the highest quality. High Quality Instructional Program

Math Design Collaborative (MDC) Algebra teachers will receive additional training and support to implement Formative Assessment Lessons (FALs). Students will be offered additional math opportunities by participating in engaging, critical thinking activities to increase math computation, application and math reasoning skills.

Teachers will attend PD sessions and implement the strategies during classroom activities as evidenced by PLC sheets and leadership team walkthroughs.

District

Teacher Training in Math Strategies All math teachers will participate in district training on the new enVisions curriculum and textbook resources.

Teachers will attend PD sessions and implement the strategies during classroom activities as evidenced by PLC sheets, District Learning Walks, and administrative walkthroughs.

District

Teacher Training in Reading Strategies Each teacher will be trained on reading strategies that can best be implemented in his/her subject area. ELA teachers will participate in Collections training sessions and share effective strategies with colleagues during both PLC and department meetings.

Teachers will attend PD sessions and implement the strategies during classroom activities as evidenced by PLC sheets, administrative walkthroughs, and ELA Learning Walks.

District

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

KCWP 2: Design and Deliver Instruction: A process is used to measure teacher’s instructional effectiveness based on student data. Formative Assessments to Guide Instruction

Daily Bell Ringers/Warm-Ups Teachers create and implement daily warm-ups, bell ringers and/or flashbacks to formatively assess current content and prior knowledge. The results are discussed and shared during PLC meetings and are used to re-teach misconceptions and to guide next steps for instruction in the classroom.

Success will be monitored by PLC sheets, walkthroughs, and master data sheets.

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KCWP 4: Review, Analyze, and Apply Data: Systems are in place to ensure that student data is collected, analyzed, and being used to drive classroom instruction. Continuous Data Analysis

Data to Drive Instruction Ongoing analysis of data from KPREP, common assessments, formative assessments, and master data sheets will occur by stakeholders, and teachers will intentionally use the data to guide classroom instructional plans and activities. (MMS Big Rock #1) CAR (Concept Analysis Reflection) Sheets Teachers will document standards-based data weekly to intentionally analyze and use data to guide instruction. PLC time will be used to discuss common student data to inform instructional next steps. (MMS Big Rock #1)

More students will score proficient or higher on district and state assessments. Curriculum will be aligned to the differentiated needs of students.

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2: Separate Academic Indicator Goal 2 (State your separate academic indicator goal): Increase Morton’s Separate Academic Indicator rating from 76.0 to 79.8 (at least 1.5% annually) by 2021 as measured by state required academic assessments.

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.)







Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 Increase Morton’s Separate Academic Indicator rating from 76.0 to 79.8 by 2021.

KCWP 1: Design and Deploy Standards: A process for ensuring vertical curriculum work includes Introduction, Development, and Mastery of Standards. Core Content Implementation

Intentional Curriculum Planning Departments participate in long range planning to ensure required grade level standards are aligned and being taught in each content area.

Successful completion of a long-range planning map in each content area, as well as teacher weekly PLC sheets to verify implementation.

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KCWP 1: Design and Deploy Standards: The current curriculum is valid and aligned to state standards and assessments and paced with accuracy. Core Content Implementation

Curriculum Updates Science and Social Studies teachers will stay abreast of new standards and curriculum changes by attending district provided sessions and/or professional learning communities.

Long Range plans, PLC sheets, and teacher discussions will reflect all core content updates and standards revisions.

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KCWP 2: Design and Deliver Instruction:

Morton ensures teachers determine the most appropriate and effective high yield strategies to implement.

Focus on High Yield Instructional Strategies

Effective Instructional Strategies Teachers review, discuss and reflect on High Yield Instructional strategies during Grade Level meetings. Teachers will commit to using High Yield Instructional strategies in their classrooms.

Technology & Professional Learning Teachers will participate in professional development on technology to enhance the use of it as an instructional resource tool in the classroom. (MMS Big Rock #3)

Teachers will discuss and reflect on High Yield strategies used in their classrooms during PLC meetings, and PLC sheets will reflect more High Yield strategies being implemented in classrooms.

Student engagement will increase resulting in higher student academic growth.

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District


Programs are implemented to measure their effectiveness on student achievement.

Writing Across the Curriculum

Schoolwide Writing Program All teachers use writing as a learning tool in their classrooms; therefore, all students will participate in Writing to Learn, Writing to Demonstrate, and Writing to Publish activities. Each teacher will document their student writing on PLC sheets and CAR sheets and provide student writing samples to demonstrate the use of writing as a learning tool in their classrooms. ELA, Science, and Social Studies content areas will provide Writing to Publish pieces for student writing folders.

PLC sheets and CAR sheets will reflect writing across the curriculum.

Student writing folders will demonstrate quality student writing across the curriculum.

The writing audit at the end of the year will exhibit writing across the curriculum at each grade level.

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Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding KCWP 4: Review, Analyze, and Apply Data:

The school ensures that assessments are of high quality and aligned to the rigor of the standards, resulting in quality data.

Continuous Data Analysis

Intentional Data to Drive Instruction Ongoing analysis of Separate Academic Indicator data from KPREP, MAP, common assessments, learning checks, and formative assessments will occur by stakeholders, and teachers will intentionally use the data to guide classroom instructional plans and activities. (MMS Big Rock #1)

More students will score proficient or higher on district and state assessments in science, social studies and writing content areas.

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3: Gap Goal 3 (State your Gap goal): Increase the combined math and reading Proficient/Distinguished scoring percentage of African American students from 70.4% to 73.9% (at least 1.5% annually) by 2021 as measured by state required academic assessments.








Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 Increase the combined math and reading Proficient/Distinguished scoring percentage of African American students from 70.4% to 73.9% by 2021.

KCWP 2 - Design & Deliver Instruction Systems of collaboration are in place in order to meet the Tier 1 educational needs of all students. Develop Problem Solving Skills

Training Teachers on Engaging Math Activities Math teachers will be trained to implement engaging problem-solving strategies for students in math. They will participate in enVision training sessions and collaborate with each other.

Teachers will attend PD sessions and implement the strategies during classroom activities as evidenced by PLC sheets and walkthroughs.

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KCWP 2 - Design & Deliver Instruction A protocol exists for ensuring Tier 1 and Tier II instructional needs are met and next steps are identified. Work Collaboratively

Professional Learning Communities Math, ELA, EL, and Special Education grade level teachers meet weekly with PLC Facilitators to analyze data, share effective strategies, to discuss strategies for helping struggling students, align expectations, and to identify next steps to meet student needs. (MMS Big Rock #1)

Improved collaboration and alignment of curriculum among general education, EL, and special education teachers/ classes as monitored weekly by PLC Facilitators and documented on PLC sheets.

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KCWP 4: Review, Analyze and Apply Data A system is in place to ensure that student data is collected, analyzed, and being used to drive classroom instruction. Continuous Data Analysis

MAP Analysis & Monitoring Reading and math teachers will administer the MAP test 2 times per year (Grade 8 – 3 times per year). Teachers will monitor student progress and specific concept understanding in math and in reading. Intentional focus will be given to the data of our African American subpopulation.

Data analysis and next steps identified by teachers during Grade Level Meetings and PLCs. PLC Facilitators will monitor.

District

KCWP 4: Review, Analyze and Apply Data School leaders use all of the data and information to improve instruction and reduce the number of students scoring novice. Participate in District Co-teaching Cohort #3

Effective Collaboration Co-teaching participants will attend district training to learn and practice evidence based instructional strategies to use in Collaborative ELA and math classrooms. Internal coaches and external coaches will conduct implementation checks to verify strategies usage.

Math and reading skills improve for students in co-teaching classrooms as evidenced by classroom, district, and/or state assessments.

District

Objective 2 Decrease the percentage of Morton African American students scoring novice in both reading and math from 52.7% to 51.1% by 2021.

KCWP 2 - Design & Deliver Instruction Systems of collaboration are in place in order to meet the Tier 1 educational needs of all students.

Focused Literacy A lead special education teacher will attend district PD on Flex Literacy and share strategies and resources with other teachers during monthly special education department meetings. Special education teachers will use the resources in their classrooms with

Novice scores of students will decrease.

District

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

fidelity (both print resources and digital resources). Grade Level Curriculum All special education ELA resource students will read the district mandated anchor texts and complete the district required common assessments.

Novice scores of disability students will decrease.

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KCWP 2 - Design & Deliver Instruction Strategies are implemented to measure the effectiveness on student achievement. Focus on High Yield Instructional Strategies

Effective Instructional Strategies During a Grade Level meeting, teachers will review, discuss and reflect on High Yield Instructional strategies to address diversity per class with 2019 K-PREP scores. Teachers will commit to using High Yield Instructional strategies in their classrooms. Technology & Professional Learning Teachers will participate in professional development on technology to enhance the use of it as an instructional resource tool in the classroom. (MMS Big Rock #3)

Teachers will discuss High Yield strategies used in the classroom during PLC meetings, and PLC sheets will reflect more High Yield strategies being implemented in classrooms. Student engagement will increase resulting in higher student academic growth.

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District

KCWP 2 - Design & Deliver Instruction A process exists to measure teacher’s instructional effectiveness based on student data. Continuous Data Analysis

Progress Monitoring Teachers will use FAST, Flex Literacy, Collections, enVision, KPREP, schoolwide Learning Checks, MAP, classroom formative assessments, and Master Data sheets to monitor learning and progress of all students with an intentional focus on our African American subpopulation. Differentiation

Fewer African American students will score novice on assessments.

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Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding decisions will be determined based on assessment data. (MMS Big Rock #1)

KCWP 2 - Design & Deliver Instruction

A process exists to measure teacher’s instructional effectiveness based on student data.

Continuous Data Analysis

KCWP 4 – Review, Analyze and Apply Data

School leaders use all of the data and information to improve instruction and reduce the number of students scoring novice.

MTSS Grade level teams meet weekly to review, discuss, reflect, document and track intervention data.

Additionally, a teacher representative from each team meets monthly (or as needed to complete referrals) with the MTSS Coordinator to track the data and progress of students identified as needing MTSS interventions.

Managing Student Behavior Teachers will implement school wide PBIS best practices and intentionally focus on reducing the number of classroom discipline referrals, especially for the African American Population. (MMS Big Rock #2)

ESS & Saturday School – Extended School Services Teachers will identify struggling students in reading and math, and then recommend that they attend ESS and/or Saturday School for extra help and support with the purpose of increasing their mastery level of the content.

MTSS Coordinator and team teachers will track intervention data.

Students will demonstrate academic growth due to less class disruptions and more time spent on task and engaged in classroom learning.

ESS Coordinator and team teachers will track student attendance and academic improvement.

District

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District Funding + school ($1,000) for snacks

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

KCWP 4 – Review, Analyze and Apply Data

School leaders use all the data and information to improve instruction and reduce the number of students scoring novice.

Closing the Gap

Intervention Brainstorming Session During a Grade Level meeting, teachers will work with their team to identify successful intervention strategies used in their classrooms. A document will be created to compile the grade level lists for school wide sharing of information.

PGE Coach will compile the comprehensive intervention list and share with teachers at all grade levels. Teachers will use the intervention list as a resource when planning classroom activities.

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4: Growth Goal 4 (State your Growth goal): Increase Morton’s growth rating from 55.6 to 58.4 (at least 1.5% annually), by 2021 as measured by state required assessments.








Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1 Increase Morton’s growth rating from 55.6 to 58.4 by 2021.

KCWP 4 – Review, Analyze and Apply Data Teachers use different types of assessments to ensure a balanced approach. Core Content Implementation KCWP 4 – Review, Analyze and Apply Data Teachers use different types of assessments to

MAP Analysis & Monitoring in Reading and Math Reading and math teachers administer the MAP test 2 times per year (Grade 8 – 3 times per year). Teachers will monitor student progress and specific concept understanding in math and reading with an intentional focus on our African American subpopulation. Teachers will use the Learning Continuum to identify and stretch specific content understanding for individual students.

Data analysis and next steps identified by teachers during Grade Level Meetings and PLCs. PLC Facilitators will monitor.

District

Common Assessments All teachers work collaboratively with PGE Coach, Literacy Specialist, Subject Area Representatives and grade level teachers to create and/or modify district tests, if necessary, and

Teachers will analyze scores and re-teach to mastery as evidenced by assessment data reports.

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Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding ensure a balanced approach. Core Content Implementation

administer common assessments for their subject areas. Teachers will analyze the results and use them to drive instruction.

KCWP 4 – Review, Analyze and Apply Data Teachers use different types of assessments to ensure a balanced approach. Core Content Implementation

K-PREP Data Analysis All teachers will meet with the PGE Coach during Grade Level Meetings to analyze deeply all aspects of K-PREP data, specifically including gap and growth. This data is used to create watch lists, to identify students who need to be stretched and those students who need interventions.

Success will be measured by the review of subject/grade analysis sheets and teacher implementation of next steps as observed by classroom visits.

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KCWP 4 – Review, Analyze and Apply Data A system is in place to ensure that student data is collected, analyzed, and being used to drive classroom instruction. Concept Analysis Reflection (CAR)

Weekly Data Analysis All teachers complete a weekly CAR sheet in order to thoroughly analyze a formative or summative assessment given in their classroom. Teachers reflect on the data to determine concepts students have mastered and concepts students need to re-visit, as well as strategies for enrichment and re-teaching. Teachers share CAR data reflections during weekly PLC meetings. (MMS Big Rock #1)

Students will show mastery of standards and classroom data averages will demonstrate growth.

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KCWP 4 – Review, Analyze and Apply Data Systems are in place to ensure that students are

Student Achievement Meetings Academic Leadership Teachers lead goal setting sessions at least 3 times per year to set MAP goals, Learning Check goals, and K-PREP

Success will be evidenced by the attainment of each student’s personally set goals for

$150

Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding actively involved in knowing their own data and making decisions about their own learning. Increased Student Engagement KCWP 4 – Review, Analyze and Apply Data The school leadership ensure teachers use data to determine students’ needs. Creating a Watch list KCWP 4 – Review, Analyze and Apply Data Students are actively involved in knowing their own data and making decisions about their learning. Developing Student Work Habits

goals. A member of the Morton Teacher-Leader team meets with all students in small groups in the spring to challenge/motivate students to set appropriate goals for their future, as well as to set 2019 K-PREP goals.

assessments via intentional tracking of the student’s goals and successes throughout the year.

MAP-RAP Sessions Each team of teachers meets with the Leadership Team and Support Staff every 4-5 weeks to discuss the needs of the struggling students on the team, identify interventions implemented, evaluate their effectiveness, discuss differentiation strategies, discuss parent contacts made and resources available, and determine next steps on the road to success. All meeting notes are documented in team notebooks.

Success will be evidenced by decreasing the number of students on the watch lists and teacher observed student improved engagement in the classroom.

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Leadership Academy Our Dean of Students and our 4Kids Community Partner in collaboration with our Math and Reading/Writing Lab teachers facilitate a 6th grade Leadership Academy based on the 7 Habits of Highly Effective Teens. Once a week, the class has a research-based lesson about leadership qualities, character traits, and organizational skills and how to be successful in all situations.

Success will be measured by the 4Kids student and family surveys.

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Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding KCWP 2: Design and Deliver Instruction:

Strategies are implemented in classrooms to measure their effectiveness on student achievement.

Weekly Literacy Practice

Timed Reading The Literacy Specialist provides grade level/content specific passages for ELA teachers to use 3 times per month for timed reading practice, along with foundational reading skills practice ideas. ELA teachers implement these activities and track student progress.

ELA teachers and Literacy Specialist will analyze data reports monthly to look for growth trends.

$500



Reading Skills Enhancement

Student Selection – Reading Skills Development Class Selected 6th, 7th and 8th grade students, who are 1-2 years below grade level in reading, will be enrolled in Reading Development class. The teacher provides individually designed reading instruction to meet the individual needs of each student in the class. The student-teacher ratio in this class should be small (less than 15:1).

Success is measured by improvement on Common Assessments and growth on MAP.

District



Math Skills Enhancement

Student Selection – Math Skills Development Class Selected 6th, 7th, and 8th grade students, who are identified as struggling with basic math foundational skills, will be enrolled in Math Intervention class. The teacher provides individually designed math instruction to meet the individual needs of each student in the class. The student-teacher ratio in this

Success is measured by improvement on Common Assessments and growth on MAP.

District

Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding class should be small (less than 15:1).

KCWP 2: Design and Deliver Instruction: Strategies are implemented in classrooms to measure their effectiveness on student achievement. Reading and Math Labs

Reinforcement of Key Reading and Math Foundational Skills Sixth grade students participate in a reading and math lab rotating each semester. The class is aligned with their general education math and ELA classes and allows for application and practice of key ideas and concepts in both content areas.

Students will show growth on common assessments in math and in ELA classes.

District; school staffing allocations

Addendum: Hybrid School Plans and Targeted Service School Plan

Morton Middle School Hybrid Model Reopening Plan

MORTON MIDDLE SCHOOL

As the district and schools continue providing instruction utilizing the NTI-2DL model, it may be necessary for schools to bring small groups of students into the building for short orientation periods or to provide targeted services. This document should be used to capture and communicate the districts’ targeted services model.

General Health Procedures and Protocols

Masks: All students and staff are required to wear a mask at all times while in the building or on the bus, with the exception of those who have a medical exemption. Students and staff should only lower their masks while actively eating or drinking. Masks will be provided for students or staff members who do not have one. Masks should be worn over both the mouth and the nose.

Clean Hands: Frequent hand-washing will be encouraged, and hand-cleaning supplies including hand soap, paper towels, and hand sanitizer containing at least 60% alcohol will be readily available on buses, in classrooms and throughout the school grounds. Wash hands for 30 secs; sing the birthday song!

Temperature Check Temperatures will be taken as students enter school busses for those that have a monitor. If a bus does not have a monitor a red sign will be placed in the window to alert school staff. These students will be screened upon entry to the building by school staff. Walkers and car riders will also be screened upon entry via thermal imaging camera in foyer; camera will be monitored by a staff member.

Healthy Habits: Students and staff will be encouraged to avoid touching their eyes, nose and mouth, stay home when sick and cover coughs or sneezes with a tissue, then throw the tissue in the trash. Social distancing will be adhered to by all staff and students--- at least 6 ft apart. Students will all sit facing the same direction in the classroom and cafeteria.

Social Distancing: Everyone – employees, students, contractors and visitors – will be expected to maintain at least six feet of space between themselves and others at all times. This mitigation measure is known as social distancing and will be accomplished by ensuring increased spacing throughout the building and in classrooms. Classroom layouts and arrival and dismissal processes will be modified to maintain physical distancing. Floors will be marked to indicate safe distancing. Students will remain six feet apart in line, in the hallways, in common areas and as much as possible in classrooms and on school buses.

Family Assurance of Student Health

• Families who send their child to school will be asked to attest that their child does not have a fever and hasnot exhibited any of the symptoms of COVID-19 within the past 48 hours.

• Exclusion criteria includes:o Temperature greater than 100.4 and/oro New uncontrolled cough that causes difficulty breathing (for students with chronic allergic/asthmatic

cough, a change in their cough from baseline) and/oro Vomiting/Diarrhea and/oro New rash and/oro Exposure to COVID-19 case in 48-hour period

Transportation

• All families who can transport their children to school are strongly encouraged to do so to help reduce thenumber of students on each bus.

• Buses that have monitors will screen student temperatures as they board the bus. Students with a fever willsit in a designated section and upon verification of fever at school, family will be called to pick up the child. Ifthere is not a bus monitor, then students will have their temperature taken by school staff upon arrival or viathermal imaging cameras in the foyer.

• Leave first seat empty behind the driver.• Wearing a mask while riding the bus is a safety expectation unless medically waived.• Hand sanitizer will be provided by FCPS as students enter and exit the bus.• Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus.• Stagger seating if bus is not at full capacity.• Seat passengers from the same household together.• Assign seating for all passengers (if feasible).• Students should remain seated until their time to exit to maintain social distance.• No congregating in aisles.• Buses will be loaded from the back to the front, and unloaded from the front to the back.• Buses will be sanitized between routes and at the end of the day.

Arrival

Staff Arrival • Staff will enter the building through the front doors daily.• Teachers should check-in with Michelle Gardner daily upon entry of the building.• Staff arrival time will be 8:30 a.m.• Staff should report to AL or designated post by 8:45 am daily.• If a staff member is not able to take their temperature at home, he/she may utilize the thermometers

located at the front check stations or the thermal imaging cameras.• If a staff member is not able to report to work, he or she should follow standard operating procedure as

defined in the staff handbook. Additionally, he or she should contact one of the substitutes identified onMorton’s preferred list.

Supervision Duty • Each teacher will be stationed at their door or designated post.• In order to facilitate a smooth arrival, staff will be assigned specific morning duties to implement the morning

arrival plan.• Staff member(s) will monitor thermal imaging cameras in the foyer and/or take temperatures.• Administrators will be in the front foyer to greet students.

Student Bus Arrival • Through the preferred protocol, students will have a temperature check conducted by the bus monitor at the

bus stop prior to arrival at Morton.• If students on the bus have not had a temperature check conducted or are being dropped off by buses

without monitors, they will proceed to the front entrance and will go through the screening conducted at thatlocation or via thermal imaging camera directly monitored by an assigned staff member.

• Students being dropped off by buses with monitors will have already had their temperatures taken. Studentswith a fever of 100.4 or higher or demonstrates COVID-19 like symptoms will exit first and be taken to theisolation area in the former blended lab, room #106, to await a family member to take them home.

• Students will be reminded to keep their masks on as they enter the building.

Walker/Car Arrival • Building will open at 8:45 am.• Car riders may be dropped off on the side lot closest to Providence. All walkers and car riders will enter

through the front entrance to the school. Family members may walk students to the front doors, but musthave a mask on to do so.

• Walkers and car riders should line up 6 feet apart (spacing will be marked) on the front porch while waiting topass through the temperature screening area.

• Students will be reminded to keep their masks on as they enter the building.

Visitors

• To ensure the health and safety of students and staff, entry points to buildings will be restricted and accessto schools will be limited to students and staff as much as possible.

• Special programs or activities that invite visitors into the building will not be permitted.

Health Screenings

• All students and staff are required to complete a daily health screening questionnaire. (details forthcomingfrom district)

• All students and staff will have their temperature checked upon arrival primarily via thermal image cameras.• Students or staff should stay home OR be sent home if they meet any of the exclusion criteria.

o Temperature greater than 100.4o Cougho GI (vomiting/diarrhea)o New rasho Exposure to a COVID-19 case during a 48-hour period before onset of symptoms until meeting

criteria for discontinuing home isolation. Contact the local health department for more detailedguidance.

Sick Room

• The nurse’s office will remain open for routine student needs, such as dispensing medication.• Staff will continue using the self-check guidance and protocols from the FCPS Health Screening Form.• We will monitor the protocols and guidance of the District Health and Safety Team around parent

expectations for screening their children and verification of accordance to the plan.• Students who have a fever of 100.4 or higher or display symptoms of COVID-19 will be escorted to the

wellness room and supervised by an assigned adult in room #106, former blended lab. Student should bewearing a face covering while waiting for transport if there is no medical reason to prevent this.

• Families will be contacted to pick-up their child as soon as possible.• Family members will wait in the vestibule when picking up a sick student. They should enter the building

through the front doors, and let the window person, Michelle Gardner, know who they are here to pick up. Atthat time, a staff member will walk to #106 and escort the sick student back to the family member in thevestibule. Escorts will be socially distancing from ill students at all times.

• If a student does not have transportation home or staff is unable to make contact with a family member, wewill call all of the contacts in Infinite Campus and have a staff member do a home visit. If a parent/guardiandoes not have transportation, we will send a taxi or Uber to pick up a family member to come and pick up thestudent. If all else fails, we will have to call social services.

• Students sent home due to COVID-like symptoms may return to school when the local health department orthe student’s provider brings clearance documentation for school record.

• Students will continue virtual learning through asynchronous instruction with open communication with theirscheduled teachers.

Meal Service Protocols

• Students will wash their hands before and after meal service.• Our custodial staff will be working in collaboration with food services to ensure a sanitary meal experience.• Surfaces will be disinfected regularly.• Child nutrition staff will follow standard operating procedures regarding food safety and COVID-19 safety

procedures (including masks, social distancing, proper hand hygiene, plexiglass barriers, and additionaldisinfecting of surface and high contact areas).

• Breakfast will be served “grab and go” style; students will pick up breakfast on the way to their AL class eachmorning.

• Social distancing guidelines will be followed during meal service and transitions.• Lunch will be served “grab and go” style or via “adult delivery” style. As numbers permit, students may eat in

the classroom, outside, or in the cafeteria.• Lunch schedules will be staggered, seats will be assigned, and more sanitation of the eating areas will be

required to ensure the implementation of safety guidelines.• All students and staff will be encouraged to be mindful of those with food allergies.

Hallway Protocols

• School hallways have been marked with floor stickers to designate social distancing requirements.• School schedules will be adjusted to reduce hallway traffic. Grade-level teachers will escort students, single

file and socially distanced, to their elective classes. We will stagger grade-level departure times and lunchchange so as to limit hall traffic.

• Hallways will be designated one way to lessen the number of people traveling the same pathway.• The smaller stairwells will be designated as traffic flow in one direction or only for a specific group of classes.

• Floors will be marked to indicate safe distancing. Students and staff traffic flow will follow directions offloor arrows. Our PBIS school-wide expectation is that all students walk on the right side of the hallway.

Instruction

Classroom

Classroom set-ups • We will rearrange seating to maximize space between students to be 6 feet or greater.• If the physical space in the classroom does not allow for spacing students’ desks 6 feet apart, seating will be

spaced as far away as possible.• All desks/tables should be arranged so students’ seats face the same directions.• The use of cloth face masks is a safety expectation for all students and staff at all times, unless medically

waived. All students will sit in assigned seats and will keep the same seats each day• Students will stay in designated small groups for core instruction with teachers rotating from room to room to

decrease potential need for contact tracing. As needed, per equipment usage, core teachers may use theirroom; however, time would be built in for deep cleaning.

• Students will be supervised and escorted during all transitions including travel to elective classes and lunch.

Materials • Students will maintain their own set of supplies (Chromebooks, writing utensils, etc.) and take all materials

home with them at the conclusion of their daily instruction.• If there are any materials that need to be shared (i.e. “A” day materials used again by “B” day kids) will be

kept on top of the desks/tables to be sanitized.• Backpacks will be placed under the students’ workspaces.• Students will not use lockers this school year.

Transitioning • When lining up in the classroom to leave for a common area, students will line up in the same order each time

based on class seating chart and space themselves to maintain a social distance.• Students will stay in designated small groups for core instruction with teachers rotating from room to room to

decrease potential need for contact tracing.• Students will be supervised and escorted during all transitions including travel to elective classes and lunch.• School schedules will be adjusted to reduce hallway traffic. Grade-level teachers will escort students, single

file and socially distanced, to their elective classes. We will stagger grade-level departure times and lunchchange so as to limit hall traffic.

• Floors will be marked to indicate safe distancing. Students and staff traffic flow will follow directions offloor arrows. Our PBIS school-wide expectation is that all students walk on the right side of the hallway.

• Maintain a social distance of 6 feet in bathrooms or create barriers between sinks/stalls.

https://drive.google.com/file/d/1Jad9tqxswuqDX65611IYrL9VlLJP_pUB/view?usp=sharing

Lunch

• Lunches will be single serve meals with disposable containers and plastic ware. • Self-service food stations and condiment stations will be removed. • We will not have share tables, and we will discourage students from sharing food. • Students will wash their hands before and after meal service. • Our custodial staff will be working in collaboration with food services to ensure a sanitary meal experience. • Child nutrition staff will follow standard operating procedures regarding food safety and COVID-19 safety

procedures (including masks, social distancing, proper hand hygiene, plexiglass barriers, and additional disinfecting of surface and high contact areas).

• Social distancing guidelines will be followed during meal service and transitions. • Lunch will be served “grab and go” style or via “adult delivery” style. As numbers permit, students may eat in

the classroom, outside, or in the cafeteria. • Lunch schedules will be staggered, seats will be assigned, and more sanitation of the eating areas will be

required to ensure the implementation of safety guidelines. • All students and staff will be encouraged to be mindful of those with food allergies.

Library

• Students will have access to library books. • Students will be trained on safe, library check-out protocol by the Library Media Specialist. • Materials will be held out of circulation to allow disinfection per American Library Association guidelines.

Specialized Pull-Out Services (special education, intervention, gifted and talented, English language and other support)

• Maintaining 6 feet distance for care when reasonable. • Reasonable accommodations for IEPs, PSPs, or 504s. Students are receiving the services guaranteed by their

IEP modified as needed for current circumstances with guardian consent. • Families are included in the planning process and provided with regular updates regarding their child’s

progress. • Regular, SPED and EL teachers are collaborating around content, planning, and instruction. • Staff will coordinate with families to meet medicinal and hygiene needs of students. • Staff has been trained and is implementing a variety of GT services to meet the individual needs of our GT

students. • GT students are being serviced with resources and support whether learning is virtual, hybrid, or in-person. • Intervention students will receive intentional focus and support during our hybrid schedule. • Teachers and paras are clear on their role in the classroom and are included in planning for instruction.

Common Area Procedures

Restrooms

• Facilities will be cleaned every 30 minutes. • Sinks, stalls and urinals will be limited to allow for social distancing. • Individual bathroom breaks will be scheduled as needed. • Scheduled bathroom breaks will be provided by staggering groups of students. • Maintain a social distance of 6 feet in bathrooms. • To implement social distancing, bathroom features including sinks, stalls, and hand dryers will be blocked off

per best practices from the Lexington Health Department. • Staff members will monitor restroom breaks to ensure social distancing and proper handwashing. • Proper handwashing posters will be placed in restrooms for guidance.

Water Breaks

• Water fountains will not be used. • Water bottle filling stations will be available and sanitized frequently throughout the day. • Students will be allowed to bring individual water bottles from home. • Water bottles will be provided for students who do not have one. Students or school will provide reusable

water bottles to be refilled with water throughout the day. Water bottles will be labeled with each student’s name.

Dismissal/Student Pick-up

Bus Dismissal • All families who can transport their children from school are strongly encouraged to do so to help reduce the

number of students on each bus.• Hand sanitizer will be provided by FCPS as students enter and exit the bus.• Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus.• Buses will be loaded from the back to the front, and unloaded from the front to the back.• Buses will be sanitized between routes and at the end of the day.

Dismissal Procedures Parent Pick-up/Car Dismissal/Walker

• Dismissal procedures will begin earlier to stagger movement and spacing of students.• Students will remain in their 8th hour class until they are dismissed via the intercom.• Teachers will supervise their 8th hour class until all students are dismissed.• Students will be dismissed via intercom upon arrival of their bus.• We will announce by grade level & bus individually. Students will exit via the Cassidy-side door as they are

being monitored by staff at designated posts.• Announcements by grade level for car riders will be made next; they will exit through Providence- side door to

parking lot as they are being monitored by staff at designated posts.• Next up will be walkers called by grade level to exit through the back doors near the library stairwell OR the

back doors to the portables who will be monitored by staff.

Visitors/Student Pick-up

• To ensure the health and safety of students and staff, entry points to buildings will be restricted and accessto schools will be limited to students and staff as much as possible.

• Parents will wait in the vestibule.• Students will wait until they are called before coming to the office for parent pick up.

Cleaning Protocols

• Post signs throughout the school encouraging proper hand and respiratory hygiene practices(covering coughs and sneezes).

• Increased cleaning and sanitizing protocols will be implemented in all classrooms, schools, facilities and buses.• High-touch surfaces will be cleaned and disinfected frequently.• Cleaning supplies and personal protective equipment (PPE) for staff are already in stock and located in #102F,

Officer’s office, to ensure availability.• Time for deep cleaning will be built into the school schedule.• Staff will be trained on cleaning protocols.

Large Group Gatherings

• Assemblies, pep rallies, field trips and other group gatherings will not be permitted at this time.

Extra-curricular and Co-curricular Activities

• We will follow the Healthy at School guidance regarding extra-curricular activities in accordance with thedistrict/state guidelines.

• No locker room access at this time.• Encourage students and athletes to practice good hand hygiene before and after using workout and/or

sporting equipment.• Clean and sanitize frequently used equipment between classes or sports teams.

Communication and Notification Procedures- 902 KAR 2:220E Emergency Administrative Regulation

• Families are required to notify FCPS if their student tests positive for COVID-19. To report a positive case,families should call 859-381-FCPS (3277), email [email protected] or visit www.fcps.net/covid19.

• The Lexington-Fayette County Health Department will conduct contact tracing, a process of identifying andanalyzing the interactions the individual who tests positive has had with others to assess the potential risk toour school community.

• The Lexington-Fayette County Health Department will identify individuals who need to quarantine as a resultof interactions with someone who tested positive for COVID-19.

• Anyone identified as a close contact of a staff or student who tests positive for COVID-19 will be notified byphone and instructed to quarantine for 14 days from the time they last interacted with the individual.

• After close contacts have been personally notified, all families at our school will receive an email via InfiniteCampus making them aware of the case.

• IC easy caller, Canvas, school website, parent monthly newsletter, staff weekly newsletter, SBDM, PTSA,Monday Memo, Facebook, staff meetings via ZOOM and bi-monthly Town Hall meetings.

• While committed to maintaining the confidentiality of students and staff, we will make every effort to betransparent regarding all COVID-19 related matters.

Appendices

Faculty and Staff Informational Meetings Agenda and Opportunities for Feedback Flipped Explanation of Targeted Services and request for input Committee, Team and/or Grade Level Agenda and Input Staff Survey Families Survey SBDM Consultation Family/Community Communications (Parent Newsletter) Targeted Services for Special Education Students Targeted Services for EL Students Building Capacity - Targeted Assistance 15% Building capacity

mailto:[email protected]

http://www.fcps.net/covid19

https://docs.google.com/document/d/1_U75Pz7D7rU2uApkCiT-ADc8BB0QJAjiTcSzJcR3Yx4/edit?usp=sharing

https://drive.google.com/file/d/1ajq4NRd9W4Lmu2vBSynbyyVcGUf8Wy0I/view?usp=sharing

https://docs.google.com/spreadsheets/d/1dESRd6VLZZh3OAdgQemqOp6A-kwQXZKZw2SO_ojMcNI/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1fIdqt7mKlulaUv-5oWKMYFZsNag2-82l9_46kBlRbZQ/edit?usp=sharing

https://docs.google.com/document/d/1er_bQ1Hg9zGCO32-g9w9o2JBA75lFxTiIL_euDluRYY/edit?usp=sharing

https://docs.google.com/document/d/1geOYKlhrRLeko97gFdI6aRAgSVs5b6GRIC1ELqBmrac/edit?usp=sharing

https://drive.google.com/open?id=1F_q4Z04qMRsPlAA1mCTfV-hWX3mNsJlT&authuser=allison.marcum%40fayette.kyschools.us&usp=drive_fs

https://sites.google.com/fayette.kyschools.us/fcps-principal-covid-19-inform/back-to-school/targeted-services#h.etalt0ijns0a

Morton Middle Schools Targeted Services Reopening Plan

MORTON MIDDLE SCHOOL As the district and schools continue providing instruction utilizing the NTI-2DL model, it may be necessary for schools to bring small groups of students into the building for short orientation periods or to provide targeted services. This document should be used to capture and communicate the districts’ targeted services model.

General Health Procedures and Protocols Masks: All students and staff are required to wear a mask at all times while in the building or on the bus, with the exception of those who have a medical exemption. Students and staff should only lower their masks while actively eating or drinking. Masks will be provided for students or staff members who do not have one. Masks should be worn over both the mouth and the nose.

Clean Hands: Frequent hand-washing will be encouraged, and hand-cleaning supplies including hand soap, paper towels, and hand sanitizer containing at least 60% alcohol will be readily available on buses, in classrooms and throughout the school grounds. Wash hands for 30 secs; sing the birthday song!

Temperature Check:Temperatures will be taken as students enter school busses for those that have a monitor. If a bus does not have a monitor a red sign will be placed in the window to alert school staff. These students will be screened upon entry to the building by school staff. Walkers and car riders will also be screened upon entry via thermal imaging camera in foyer; camera will be monitored by a staff member.

Healthy Habits: Students and staff will be encouraged to avoid touching their eyes, nose and mouth, stay home when sick and cover coughs or sneezes with a tissue, then throw the tissue in the trash. Social distancing will be adhered to by all staff and students--- at least 6 ft apart. Students will all sit facing the same direction in the classroom and cafeteria.

Social Distancing: Everyone – employees, students, contractors and visitors – will be expected to maintain at least six feet of space between themselves and others at all times. This mitigation measure is known as social distancing and will be accomplished by ensuring increased spacing throughout the building and in classrooms. Classroom layouts and arrival and dismissal processes will be modified to maintain physical distancing. Floors will be marked to indicate safe distancing. Students will remain six feet apart in line, in the hallways, in common areas and as much as possible in classrooms and on school buses.

Family Assurance of Student Health ● Families who send their child to school will be asked to attest that their child does not have a fever and has not exhibited

any of the symptoms of COVID-19 within the past 48 hours.

Transportation ● All families who can transport their children to school are strongly encouraged to do so to help reduce the number of

students on each bus.● Buses that have monitors will screen student temperatures as they board the bus. Students with a fever will sit in a

designated section and upon verification of fever at school, family will be called to pick up the child. If there is not a busmonitor, then students will have their temperature taken by school staff upon arrival; via thermal imaging cameras in thefoyer.

● Hand sanitizer will be provided as students enter and exit the bus.● Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus.● Buses will be loaded from the back to the front, and unloaded from the front to the back.● Buses will be sanitized between routes and at the end of the day.

Arrival

Screening checklists will be posted on the outside entry points for all stakeholders who enter the building to read and comply with the healthy at school screener requirements.

Staff Arrival

Enter front doors to the building daily. As we must keep an accurate count of # people in building, please be sure Michelle Gardner knows you are here. “Eye contact/recognition” upon entry OR text message to her.

Staff members will arrive at the building by 1:30 p.m. and will be at his/her designated post by that time. If a staff member is not able to take his or her temperature at home, he/she may utilize the thermometers located at the front check stations; via thermal imaging cameras.

If a staff member is not able to report to work, he or she should follow standard operating procedure as defined in the staff handbook. Additionally, he or she should contact one of the substitutes identified on Morton’s preferred list.

Supervision Duty

Each teacher will be stationed at their door. Select staff will monitor thermal imaging cameras in the foyer. Administrators will be in the front foyer to greet students.

Staff will perform specific afternoon duties to facilitate the implementation of the afternoon arrival plan. Please see the linked document for a listing of assignments and duty responsibilities.

Staff members will be stationed in various areas throughout the building to ensure social distancing.

Student Bus Arrival

Students being dropped off by buses, through the front doors, with monitors will have already had their temperatures taken. Students with a fever (100.4 or higher) will exit first and be taken to the isolation area in the former blended lab; room #106, to await a family member to take them home.

Through the preferred protocol, students will have a temperature check conducted by the bus monitor at the bus stop prior to arrival at Morton.

If students on the bus have not had a temperature check conducted, they will proceed to the front entrance and will go through the screening conducted at that location; via thermal imaging camera.

If a bus student arrives at school with a fever or demonstrates COVID-19 like symptoms, he or she will be escorted to the isolation room former blended lab; room #106, to call home for a family member to pick up from school.

Students will be reminded to keep their masks on as they enter the building.

Walker/Car Arrival

● Walkers, car riders and those being dropped off by buses without monitors should line up 6 feet apart (spacing will be marked) on the front porch while waiting to pass through the temperature screening area.

● Building will open at 1:45pm. Car riders may be dropped off in the side lot closest to Providence. All walkers, car riders, and bus riders will enter through the front entrance to the school. Family members may walk students to the front doors but must have a mask on to do so.

Health Screenings ● All students and staff are required to complete a daily health screening questionnaire. ● All students and staff will have their temperature checked upon arrival; via thermal image cameras.

Sick Room ● The nurse’s office will remain open for routine student needs, such as dispensing medication. ● Staff will continue using the self-check guidance and protocols from the FCPS Health Screening Form. ● We will monitor the protocols and Guidance of the DIstrict Health and Safety Team around parent expectations

for screening their children and attestation submission. ● All students and staff will have their temperature checked upon arrival. Students or staff with temperatures over

100.4 will be required to return home. ● Students who have a fever of 100.4 or higher or display symptoms of COVID-19 will be supervised by an adult in the

wellness room; #106, former blended lab. Families will be contacted to come pick-up their children as soon as possible ● Family members will wait in the vestibule when picking up a sick student. They should enter the building through the

front doors, and let the window person (Michelle Gardner) know who they are here to pick up. At that time, a staff member will walk to #106 and escort sick students back to the family member in the vestibule. Escorts will be socially distancing from ill students at all times.

● In the event that there is a confirmed case of COVID-19, the school will work with the district office, the Fayette County Health department, and transportation to conduct contact tracing. Communication to families will follow.

Hallway Protocols ● School hallways have been marked with floor stickers to designate social distancing requirements. ● School schedules will be adjusted to reduce hallway traffic.Teachers will escort students, single file and socially distanced,

to their next class. We will stagger departure times during class change so as to limit hall traffic. ● Hallways will be designated one way to lessen the number of people traveling the same pathway. ● The smaller stairwells will be designated as traffic flow in one direction or only for a specific group of classes.

School schedules will be adjusted to reduce hallway traffic. Students and staff will maintain a social distance of 6 feet in hallways during arrival, transitions, and dismissal. Floors will be marked to indicate safe distancing. Students and staff traffic flow will follow directions of floor arrows.

Instruction Classroom Classroom set-ups will rearrange seating to maximize space between students to be 6 feet or greater. If the physical space in the classroom does not allow for spacing students’ desks 6 feet apart, seating will be spaced as far away as possible. All desks/tables should be arranged so students’ seats face the same directions. The use of cloth face masks is a safety expectation for all students and staff at all times, unless medically waived. All students will sit in assigned seats and will keep the same seats each day.

Materials - Students will maintain their own set of supplies (glue, scissors, etc.) and take all materials home with them at the conclusion of their weekly instruction. If there are any materials that need to be shared (i.e. “A” day materials used again by “B” day kids) will be kept on top of the desks/tables to be sanitized. Backpacks will be placed under the students’ workspaces. Students will not use lockers this school year.

Transitioning: When lining up in the classroom to leave for a common area, students will line up in the same order each time based on class seating chart and space themselves to maintain a social distance.

https://drive.google.com/file/d/1Jad9tqxswuqDX65611IYrL9VlLJP_pUB/view?usp=sharing

Targeted Services Delivery Plan

Who will be identified to participate in targeted services (Which students and which staff):

15% of the schools student building capacity = 110 people

Our students with a global intellectual delay (4) or other disabilities as outlined in the SPED targeted services document, as well as our English Language Learners, 56 possible students, (Those below level 3 on the ACCESS Test or those who have demonstrated needing extra support for reading, writing, speaking and listening, or social interaction) will be offered the first opportunity for targeted services. Additionally, our targeted student population will include students who have not received technology access due to lack of Hot Spots (26 students); supplemental supports will be provided (this is not Tier 1 instruction). Finally, students who perform at/or below the 20th percentile in math and/or reading on their MAP assessment will be part of the targeted group. If space is available, students who are failing multiple classes will also be included in the plan for supplemental not Tier 1 instruction. These are our most vulnerable populations needing targeted assistance.

Why are targeted services being provided to the group selected? Describe the process, including which data was used to identify which students needed the most help:

District guidance for SPED and EL was used to determine qualified students for targeted assistance. Furthermore, students without Hot Spots, and or limited technology, have been unable to attend classes and/or complete class assignments. Therefore, this is an opportunity for these targeted students to get caught up with their peers. Likewise, failing students need the extra support and attention to help them achieve academic progress. Students who are multiple standard deviations below their peers need intervention and targeted support when it is available. MAP testing and Galileo testing will be used to identify targeted students. Students in the less than 20% on MAP Reading and Math assessments will be targeted and at the high to moderate risk category will be identified for these supplemental services.

When are target services being provided: FCPS transportation dependent and additional student opportunities:

● Students will not be brought into the building to receive primary instruction during periods of fully virtual learning.● Beginning as early as Oct. 19th, as outlined in the SPED guidelines, SPED students will be offered targeted

assistance. However, transportation will only be provided on Wednesdays when targeted assistance is beingprovided.

● We will provide services, with bus transportation on Wednesdays ONLY beginning Oct. 28th from 2:00 p.m. til 4:00p.m. for all identified students; Wednesdays ONLY on Oct. 28, Nov. 4, Nov. 11., Nov. 18, Dec. 2, Dec. 9 and Dec. 16.

● Mondays, Tuesdays, Thursdays, and Fridays targeted services may be provided for students where transportationcan be provided by families (No transportation will be provided by FCPS except on Wednesdays)

● All schools may provide additional Targeted Services (no more than 2 hours) that are not FCPS Transportationdependent

As outlined by the district, targeted services for middle schools will possibly begin as early as November 2, from 2:00 - 4:00,

excluding Wednesdays.

The schedule will be arranged to include at least 1 ½ hours of supplemental instruction/intervention with a 1/2 hour to allow for movement breaks and transitions.

Option#1 Schedule for Targeted Services

Where will the targeted services take place: Instructional setting- how will Safety Expectations and Best Practices for Kentucky Schools (K-12) be implemented:

Groups of no more than 15 people including instructional staff will be in any given area. 2 rooms in 6th grade area 2 rooms in 7th grade area 2 rooms in 8th grade area

Elective teachers would utilize one of the rooms already being used to lessen areas for custodial staff to clean.

Schedule for Targeted Services

Input and Communication plan- staff, counsel, families, and stakeholders:

Input was collected from various stakeholders, including special education, EL and Gifted and Talented,

Targeted Services for Special Education Students Targeted Services for EL Students

Communication

October 6 - Leadership Team

October 8 - A video was sent out to staff for feedback and clarification of draft of Targeted Assistance Plan.

October 11 &12 - Parent Newsletter and Emails via IC

October 12 - SBDM Meeting

October 13 - Faculty Meeting

October 19 - Video of current preparation

https://docs.google.com/spreadsheets/d/1MjRxURsg75Vlk_5EjFlApBFaeFpLjZgNApNt0g0-g4s/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1MjRxURsg75Vlk_5EjFlApBFaeFpLjZgNApNt0g0-g4s/edit?usp=sharing



https://www.youtube.com/watch?v=knpWQc3mgos

How will targeted services be provided: Service delivery model (instructional grouping etc.)

● Schools will adhere to the Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12)

document, including social distancing, temperature checks, and mask requirements. ● Schools will not exceed a total capacity of 15 percent of their usual student building capacity. ● Schools will have no more than 15 individuals in a classroom at any given time, including adults. ● Time bound of no more than 2 hours ● Staggered start and end times ● Limited number of students in entryways and hallways at any given period of time

Delivery Models:

● Tutoring ● Homework help ● Life- skills ● Reading and Math Intervention - guided by Galileo, Imagine Learning, and MAP assessment data; small groups to

address areas of deficits

Common Area Procedures

Restrooms

● Facilities will be cleaned every 30 minutes. ● Sinks, stalls and urinals will be limited to allow for social distancing. ● Individual bathroom breaks will be allowed as needed; students.

● Scheduled bathroom breaks will be provided by staggering groups of students.

Maintain a social distance of 6 feet in bathrooms or create barriers between sinks/stalls. Staff members will monitor restroom breaks to ensure social distancing and proper handwashing. Proper handwashing posters will be placed in restrooms for guidance. Staff members will follow proper cleaning and disinfecting procedures and document completion.

Water Breaks

● Water fountains will not be used. Water bottle filling stations will be available. ● Students will be allowed to bring individual water bottles from home. ● Water bottles will be provided for students who do not have one. Students or school will provide reusable water bottles

to be refilled with water throughout the day. Water bottles will be labeled with each student’s name. This will reduce the number of students drinking directly from the water fountains.

Dismissal/Student Pick-up Bus Dismissal

● All families who can transport their children from school are strongly encouraged to do so to help reduce the number of students on each bus.

● School staff will screen students and take temperatures before boarding the bus.This will be done by staff member when students buses are called/they will walk down to the counseling hallway to exit through Cassidy side door to board buses. Students with a fever will stay at school, and the family will be called to pick up the child.

● Hand sanitizer will be provided as students enter and exit the bus. ● Students who have a medical exemption for wearing a mask will be assigned seating at the front of the bus. ● Buses will be loaded from the back to the front, and unloaded from the front to the back. ● Buses will be sanitized between routes and at the end of the day.

https://education.ky.gov/comm/Documents/Safety%20Expectations_FINAL%20DOC.pdf

Dismissal Procedures Parent Pick-up/Car Dismissal/Walker ● Dismissal procedures will begin earlier to stagger movement and spacing of students.● Begin calling for busses when the bus pulls in● Call for grade level & bus individually and they exit out of the hallway closest to Cassidy Elementary● Call for grade level & car riders and they exit through Providence side doors to parking lot.● Call for grade level & walkers and they exit through back doors near library stairwell OR back doors to portables.● Manifest can be ordered by stop and grade level

Visitors/Student Pick-up ● To ensure the health and safety of students and staff, entry points to buildings will be restricted and access to schools will

be limited to students and staff as much as possible- Parents will wait in the vestibule- Students will wait until they are called before coming to the office for parent pick up

Cleaning Protocols ● Increased cleaning and sanitizing protocols will be implemented in all FCPS classrooms, schools, facilities and buses.● High-touch surfaces will be cleaned frequently.● Cleaning supplies and personal protective equipment (PPE) for staff are already in stock; located in #102F to ensure

availability.● Time for deep cleaning will be built into the school schedule.

Large Group Gatherings Assemblies, pep rallies, field trips and other group gatherings will not be permitted at this time.

Communication and Notification Procedures- 902 KAR 2:220E Emergency Administrative Regulation ● Families are required to notify FCPS if their student tests positive for COVID-19. To report a positive case, families should

call 859-381-FCPS (3277), email [email protected] or visit www.fcps.net/covid19.● The Lexington-Fayette County Health Department will conduct contact tracing, a process of identifying and analyzing the

interactions the individual who tests positive has had with others to assess the potential risk to our school community.● The Lexington-Fayette County Health Department will identify individuals who need to quarantine as a result of

interactions with someone who tested positive for COVID-19.● Anyone identified as a close contact of a staff or student who tests positive for COVID-19 will be notified by phone and

instructed to quarantine for 14 days from the time they last interacted with the individual.● After close contacts have been personally notified, all families at our school will receive an email via Infinite Campus

making them aware of the case.● IC easy caller, Canvas, school website, parent monthly newsletter, staff weekly newsletter, SBDM, PTSA, Monday Memo,

Facebook, staff meetings via ZOOM and bi-monthly Town Hall meetings.● While committed to maintaining the confidentiality of students and staff, we will make every effort to be transparent

regarding all COVID-19 related matters.

mailto:[email protected]

http://www.fcps.net/covid19

Appendices

Faculty and Staff Informational Meetings Agenda and Opportunities for Feedback Flipped Explanation of Targeted Services and request for input Committee, Team and/or Grade Level Agenda and Input Staff Survey Families Survey SBDM Consultation Family/Community Communications (Parent Newsletter) Targeted Services for Special Education Students Targeted Services for EL Students Building Capacity - Targeted Assistance 15% Building capacity

https://docs.google.com/document/d/1_U75Pz7D7rU2uApkCiT-ADc8BB0QJAjiTcSzJcR3Yx4/edit?usp=sharing

https://drive.google.com/file/d/1ajq4NRd9W4Lmu2vBSynbyyVcGUf8Wy0I/view?usp=sharing

https://docs.google.com/spreadsheets/d/1dESRd6VLZZh3OAdgQemqOp6A-kwQXZKZw2SO_ojMcNI/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1fIdqt7mKlulaUv-5oWKMYFZsNag2-82l9_46kBlRbZQ/edit?usp=sharing

https://docs.google.com/document/d/1er_bQ1Hg9zGCO32-g9w9o2JBA75lFxTiIL_euDluRYY/edit?usp=sharing



https://sites.google.com/fayette.kyschools.us/fcps-principal-covid-19-inform/back-to-school/targeted-services#h.etalt0ijns0a