Comprehensive School Improvement Plan Ponderosa Elementary

Comprehensive School Improvement

Plan

Ponderosa Elementary School

Boyd County

Matthew Spade, Principal 16701 Ponderosa Drive Catlettsburg, KY 41129

Document Generated On January 19, 2017

TABLE OF CONTENTS

Introduction 1

Phase I - Equitable Access to Effective Educators School Diagnostic

Introduction 3 Equitable Access to Effective Educators - School 4

Phase I - The Missing Piece

Introduction 15 Stakeholders 16 Relationship Building 17 Communications 18 Decision Making 20 Advocacy 22 Learning Opportunities 23 Community Partnerships 24 Reflection 25 Report Summary 26

Improvement Plan Stakeholder Involvement

Introduction 28 Improvement Planning Process 29

Phase I - Needs Assessment

Introduction 31 Data Analysis 32 Areas of Strengths 33 Opportunities for Improvement 34 Conclusion 35

Submitted CSIP 2016-2017

Overview 37 Goals Summary 38

Goal 1: 2016-17 KPrep Proficiency: Increase the average combined reading and math proficiency from 65.7 in 2016 to

74.5% in 2019.. 39

Goal 2: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the K-3 Program

Review. 40

Goal 3: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Arts and

Humanities Program Review 41

Goal 4: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Practical

Living/Career Studies Program Review 42

Goal 5: 2016-17 KPrep Writing Proficiency: Increase the achievement for all student groups in writing from 36.5% in

2016 to 70.7% in 2019. 43

Goal 6: 2016-17 Students will demonstrate proficiency of averaged combined reading and math K-Prep scores for

elementary students frin 65.7% in 2016 to 74.5% in 2019. 45

Goal 7: 2016-17 KPrep Novice Reduction: Decrease the percent of novice in individual student groups and the non-

duplicated gap group by 50% over the next five years in reading. 50

Goal 8: 2016-17 KPrep Achievement Gap: Increase the average math proficiency ratings for all students in the non-

duplicated gap group from 58.7% in 2016 to 65.8% in 2019. 51

Goal 9: 2016-2017 Ponderosa Elementary School will demonstrate proficiency in the World Language Program Review

53

Activity Summary by Funding Source 55

Phase II - KDE Assurances - Schools

Introduction 60 Assurances 61

Phase II - KDE Compliance and Accountability - Schools

Introduction 67 Planning and Accountability Requirements 68

Executive Summary

Introduction 90 Description of the School 91 School's Purpose 92 Notable Achievements and Areas of Improvement 93 Additional Information 94

Introduction

The following Kentucky Department of Education resources should be referenced to assist in the development of

Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective

plans by component.

Needs Assessment: http://education.ky.gov/school/csip/Documents/Effective%20Needs%20Assessment.pdf

Goals: http://education.ky.gov/school/csip/Documents/Effective%20KBE%20Goals.pdf

Objectives: http://education.ky.gov/school/csip/Documents/Effective%20School%20Objectives.pdf

Strategies: http://education.ky.gov/school/csip/Documents/Effective%20Strategies.pdf

Activities: http://education.ky.gov/school/csip/Documents/Effective%20Activities.pdf

Executive Summary: http://education.ky.gov/school/csip/Documents/Effective%20Executive%20Summary.pdf

KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives,

strategies and activities specified in the Comprehensive Improvement Plan.

Comprehensive School Improvement PlanPonderosa Elementary School

SY 2016-2017 Page 1© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase I - Equitable Access to Effective

Educators School Diagnostic



Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more

often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE)

required states to develop equity plans and use evidence based strategies to address this issue. Kentucky’s plan is focused on teacher

preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and

strategies to retain teacher and leaders.

All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable

access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement

Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice

reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan.

Kentucky’s Plan Submitted to U.S. Education Department

http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf



Equitable Access to Effective Educators - School

Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has

provided related to equitable access to effective educators. Our school has no teachers participating in KTIP this year. All teachers in our building are highly qualified. Leadership in our building has

more than 3 years of experience. All homeroom teachers track individual student progress via student data folders. Information from these

folders inform instructional practice and RTI based on student needs. Teachers participate in grade level PLC teams to plan instruction and

assessments, and design intervention strategies for students who are struggling. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An

identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once

the barriers have been identified, then root causes of why the barriers exist will be included. We are experiencing no significant barriers. Our school has a 53.6 percent free and reduced lunch population, yet our school is designated

as a high-performing school of distinction.

Label Assurance Response Comment AttachmentSchool Equity Data(1)

Complete the School Equity Data tab for thisdiagnostic. Include at least one other self-selected indicator for consideration.*Self-selected data could come from a variety ofsources. It should be relevant to the needs ofthe school. Examples could include: principal,teacher or student demographic data;percentage of National Board CertifiedTeachers or Advanced Degrees; teacher orprincipal effectiveness data, TELL, turnover.**The school should complete the information inthe chart ONLY for the subgroups reported inthe School Report Card where the data hasbeen suppressed to protect studentidentification required by the Family EducationalRights and Privacy Act (FERPA).Follow the steps below:

Iacknowledge that I haveuploadedthe SchoolEquity Data.

Ponderosa equitydiagnostic

Label Assurance Response Comment AttachmentGoal Setting (4) Complete the School Equity Goals tab. Use the

school's most recent measures in the Equity tabof the School Report Card to set equitableaccess goals for the next three years. Themeasures include: Working Conditions, OverallTeacher and Leader Effectiveness, OverallStudent Growth, Percentage of new and KTIPteachers, and Percentage of Teacher Turnover.

***Goals should reflect an analysis of barriers,root causes and strategies.

Iacknowledge that I haveuploadedthe SchoolEquity GoalData.

ponderosa schoolequity goals



Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could

include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, job-

embedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders,

particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous

section.

If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access,

the school may select the appropriate goal, objective, strategies and activities.

OR

The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the

school will need to include appropriate objectives, strategies and activities.

The school may choose to provide an optional narrative response to include any additional information, but this is not required.

Goal 1:

2016-17 KPrep Proficiency: Increase the average combined reading and math proficiency from 49% in 2014 to 74.5% in 2019.. Measurable Objective 1:

69% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White,

Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade,

Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native,

Native Hawaiian or Other Pacific Islander and Top 75% students will demonstrate a proficiency in Reading and in Mathematics by

05/31/2016 as measured by KPREP Assessment. Strategy1:

Earlier Identification of At-Risk Students, Pyramid of interventions - Non-Cognitive Data for students, such as attendance, behavior and

retention will be provided by the Persistence to Graduation component of Infinite Campus. Academic Data will be gathered, from Infinite

Campus, as well. This will be used to identify at-risk students as early as elementary school.

Category: Persistance to Graduation

Research Cited: Ruby K. Payne

Activity - Mentoring ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Utilizing Infinite Campus resources, such asreport cards and the Persistence to Graduationtool, each school will identify at least 10students to place with a mentor, who can helpthem to set personal goals, based on theirstruggles. The mentor will meet with theirassigned student(s), at least once a week, tobuild a relationship and to discuss progresstoward the goal(s) that they have set.

AcademicSupportProgram

01/01/2015 06/01/2016 $0 - Other District Office Staff,Ponderosa Principal



Strategy2:

STAR Assessment, Assessment development, Classroom assessment, Monitoring student achievement - Our school uses the STAR

assessment for reading and language. Our students take this assessment three times per year; beginning, mid-year and end of the year.

The STAR test generates target scores for all students in reading, as well as specific intervention strategies for every student. Our teachers

use these individualized STAR skills lists to develop RTI strategies for each student. Student performance on the STAR assessment has a

close correlation to performance on the KPREP assessment, so using STAR-generated strategies will contribute to significantly improved

student performance in reading.

Category: Continuous Improvement

Research Cited: https://www.renaissance.com/Resources/Research

Goal 2:

2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the K-3 Program Review. Measurable Objective 1:

100% of Kindergarten, First, Second and Third grade students will demonstrate a proficiency in primary grades in English Language Arts by

06/01/2015 as measured by K-3 Program Review. Strategy1:

Primary Working Document - Primary program review coordinator will train and assist primary teachers and administration in curriculum,

instruction, assessment, professional development, leadership and support of the primary program. The primary working document will

Activity - TELL GOAL: School Leadership ActivityType Begin Date End Date Funding Amount


Principal will work individually with teachers inleadership roles to increase opportunities toprovide building leadership. He will consult withleadership groups such as committees andSBDM members to create more effectivecollaborative leadership.


08/01/2016 06/01/2017 $5000 - GrantFunds Principal and faculty.

Activity - Response to Intervention ActivityType Begin Date End Date Funding Amount


Teachers will design and initiate response tointervention strategies for students as identifiedby common assessments and STARassessment. Each identified student willreceive two interventions per week, one forreading and one for math.

DirectInstruction 08/01/2016 06/01/2017 $0 - No Funding

Required

PLC committeescomprised of grade levelclassroom teachers

Activity - Student Data Folders ActivityType Begin Date End Date Funding Amount


Teachers will track student progress inclassroom student data folders. This folder willallow quick identification of students in need ofRTI.


08/01/2016 06/01/2017 $0 - No FundingRequired All classroom teachers.



serve as an ongoing, formative assessment of the primary program and provide target areas for growth and improvement.

Category:

Research Cited: https://gradschool.unh.edu/pdf/pol_program_review.pdf

Goal 3:

2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Arts and Humanities Program Review Measurable Objective 1:

100% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White,

Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races,

American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in visual art, music,

dance and drama in Art & Humanities by 06/01/2015 as measured by Arts and Humanities program review. Strategy1:

Arts and Humanities Working Document - Program review coordinator and arts PLC team will use the Arts and Humanities Working

Document to identify areas of need in the arts at our school. We will then create goals and plans to address these needs to increase

proficiency in arts and humanities.

Category:

Research Cited: http://ncipp.education.ufl.edu/files_9/administrators/AII-09%20Professional%20Learning%20Communities.pdf

Goal 4:

2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Practical Living/Career Studies Program

Review Measurable Objective 1:



American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in practial living,

physical education, consumerism and career studies in Practical Living by 06/01/2015 as measured by PLCS Program Review.

Activity - Working Document ActivityType Begin Date End Date Funding Amount


Primary program review coordinator will trainprimary teachers in collection of evidence for K-3 program review

ProfessionalLearning 08/01/2016 06/01/2017 $500 - Other Paula Burdette

Activity - School Wide Arts Training ActivityType Begin Date End Date Funding Amount


Arts and Humanities program reviewcoordinator and PLC members will conductprofessional development for all faculty andstaff to enhance interdisciplinary application ofarts instruction in all classrooms.

ProfessionalLearning 08/01/2016 06/01/2017 $500 - General

Fund Christi Miller



Strategy1:

PLCS Working Document - PLCS coordinator PLC team and school health committee will identify areas of need using the PLCS working

document to evaluate programs and evidence.

Category:

Research Cited: http://www.edu.gov.on.ca/eng/policyfunding/leadership/ideasintoactionspring.pdf

Goal 5:

2016-17 KPrep Writing Proficiency: Increase the achievement for all student groups in writing from 41.3% in 2014 to 70.7% in 2019. Measurable Objective 1:

59% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically

Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian

or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in narrative, literary, transactive and

reflective forms in Writing by 06/01/2015 as measured by Writing Program Review and K-PREP.. Strategy1:

Writing Working Document - Writing coordinator and Program Review team will use the Writing Working Document to identify areas of need

in our writing program. We will revise curriculum, instruction, assessment and leadership/monitoring to increase proficiency in writing at our

school.

Category:

Research Cited: http://readingandwritingproject.com/about/research-base.html

Strategy2:

Common Writing Graphic Organizers and Planning Strategies - District Leadership will provide a focused and common approach to teaching

writing. Common district writing graphic organizers and brainstorming strategies will be adopted.


Research Cited:

Activity - PLCS Training ActivityType Begin Date End Date Funding Amount


PLCS coordinator will train all faculty toimplement interdisciplinary PLCS instruction inall classrooms, and collect evidence to proveproficiency in our PLCS program review.


Fund Penny Fuller

Activity - Writing Professional Development ActivityType Begin Date End Date Funding Amount


Writing coordinator and program reviewcommittee will train all faculty in effective writingcurriculum, instruction, assessment andevidence collection


Fund Christi Miller



Goal 6:

2016-17 Students will demonstrate proficiency of averaged combined reading and math K-Prep scores for elementary students of 59.2 in

2016. Measurable Objective 1:

59% of Third, Fourth and Fifth grade students will demonstrate a proficiency in combined Mathematics and in Reading by 05/31/2016 as

measured by KPREP Assessment at Ponderosa Elementary.. Strategy1:

Develop Math Reasoning and Problem - Solving Skills-Teachers will build lessons that engage students and foster a deeper learning that

develops students’ abilities to reason, understand and apply mathematical concepts.

Category: Learning Systems

Research Cited:

Strategy2:

Build Literacy Skills - Teachers will build students’ literacy skills and understanding of science, history, literature, and other important

academic content through meaningful reading and writing assignments that are aligned to the CCSS.

Activity - Teacher Training on CommonWriting Graphic Organizers and PlanningStrategies

ActivityType Begin Date End Date Funding Amount


Teachers, from across the school district, willidentify common writing graphic organizers thatwill be used district-wide. Teacher leaders willtrain teachers on how to use the graphicorganizers and adapt them at each grade-level.Teacher leaders will also share and modelcommon brainstorming and organizationalstrategies that can be used at all grade-levels.This will ensure that teachers and studentshave a common vocabulary and commonwriting strategies district-wide.

ProfessionalLearning 08/01/2016 06/01/2017 $0 - Other District Office, Ponderosa

Principal, All Teachers

Activity - Real-World Writing ActivityType Begin Date End Date Funding Amount


Teachers will allow students to practice real-world writing situations by writing under timeconstraints. Teachers will model, with students,how to plan, organize, write, and edit aresponse to a prompt within a limited amount oftime. This will prepare students for real-worldsituations, such as college assessments andjob interviews, in which they must perform on-demand.

CareerPreparation/Orientation

08/01/2016 06/01/2017 $0 - No FundingRequired

District Office Staff,Ponderosa Principal, AllTeachers

Activity - Mathematics Design Collaborative ActivityType Begin Date End Date Funding Amount


Teachers will work with KDE math consultant,Renee' Yates, to develop embedded formativeassessments that will lead to a deeperunderstanding of mathematical concepts.

ProfessionalLearning 08/01/2016 06/01/2017 $3000 - Grant

FundsDistrict Office, PonderosaPrincipal, Teacher Leaders




Research Cited:

Strategy3:

STAR Assessment - Our school uses the STAR assessment for reading and language. Our students take this assessment three times per

year; beginning, midyear and end of the year. The STAR test generates target scores for all students in reading, as well as specific

intervention strategies for every student. Our teachers use these individualized STAR skills lists to develop RTI strategies for each student.

Student performance on the STAR assessment has a close correlation to performance on the KPREP assessment, so using STAR-

generated strategies will contribute to significantly improved student performance in reading.



Activity - Literacy Design Collaborative ActivityType Begin Date End Date Funding Amount


Teachers will work with LDC Lead, KellyPhilbeck, to build LDC modules in order tocreate literacy-rich experiences for studentsacross content areas.


Funds

District Office, PonderosaElementary Principal,Teacher Leaders

Activity - IStation ActivityType Begin Date End Date Funding Amount


Students will participate in Istation, a computer-adaptive assessment and instructional softwareprogram that dynamically adjust to eachstudent's skill level, utilizing Pre-K through 5thgrade curriculum and differentiated instructionthat corresponds to RTI tiers in reading andmath.


08/01/2016 06/01/2017 $4400 - Title ISchoolwide Classroom teachers



Teachers will design and initiate response tointervention strategies for students as identifiedby common assessments and MAPassessment. Each identified student will receivetwo interventions per week, one for reading andone for math. Teachers will attend ProfessionalLearning on appropriate RTI strategy designand documentation.


Required

PLC committeescomprised of grade levelclassroom teachersspecial education staff.

Activity - Successmaker Math ActivityType Begin Date End Date Funding Amount


Students will participate (on a weekly basis) inSuccessmaker Math, an computer basedinteractive and individualized learning programwhich helps students improve basic math skillsin a computer lab environment.


08/01/2016 06/01/2017 $0 - No FundingRequired All Classroom teachers



Strategy4:

Differentiated Language Arts & Mathematics Instruction - Teachers will continue to implement the strategies and activities that align with the

Daily 5 Framework for English/Language Arts. Teachers will begin to implement strategies and activities that align with a similar framework

for mathematics.

Category: Professional Learning & Support

Research Cited:

Strategy5:

Curriculum Development - Math curriculum mapping and assessment alignment will continue. As math is completed, the area of

English/Language Arts will be added.


Research Cited: Marzano

Goal 7:

2016-17 KPrep Novice Reduction: Decrease the percent of novice in individual student groups and the non-duplicated gap group by 50%

over the next five years in reading.

Activity - Kindergarten Readiness ActivityType Begin Date End Date Funding Amount


Students will attend Kindergarten Jump Startprogram and participate in KindergartenReadiness screenings to identify studentsneeding intervention in reading and math



All Kindergarten teachersand school administration.



Teachers will track student progress inclassroom student data folders. These folderswill allow quick identification of students in needof RTI.


08/01/2016 06/01/2017 $0 - No FundingRequired Classroom teachers

Activity - Teacher Training on DailyEnglish/Language Arts & MathematicsFramework



Teachers will receive professional learningopportunities to continue implementing theDaily 5 reading framework. They will also beginto receive training, in the area of mathematics,utilizing a similar daily framework.


Funds

District Office Staff,Ponderosa Principal,Teacher Leaders

Activity - Mathematics/Language ArtsAlignment



A teacher committee, from across the district,will be formed to develop English/LanguageArts pacing guides and aligned summativeassessments. Benchmark assessments will bedeveloped, at the district-level, based onsummative assessments that teacherscollaborate together to create.


08/01/2016 06/01/2017 $0 - OtherDistrict Office Staff,Ponderosa ElementaryPrincipal, Teacher Leaders



Measurable Objective 1:

A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency and reduce novice in individual student groups and

the non-duplicated gap group in Reading by 05/31/2016 as measured by KPREP Assessment. Strategy1:

STAR Assessment - Our school uses the STAR assessment for reading. math, and language arts. Our students take this assessment three

times per year, beginning, mid-year and end of the year. The STAR test generates target scores for all students in reading and math, as well

as specific intervention strategies for every student. Our teachers use these individualized STAR skills lists to develop RTI strategies for

students. Student performance on the MAP assessment has a close correlation to performance on the K-PREP assessment, so using STAR-

generated strategies will contribute to significantly improved student performance in reading and math.



Goal 8:

2016-17 KPrep Achievement Gap: Increase the average math proficiency ratings for all students in the non-duplicated gap group from 41.3%

in 2014 to 70.7% in 2019. Measurable Objective 1:

65% of Third, Fourth and Fifth grade students will demonstrate a proficiency and reach our delivery target score in Mathematics by

05/31/2016 as measured by KPREP Assessment.





08/01/2016 06/01/2017 $4400 - Title ISchoolwide All classroom teachers





08/01/2016 06/01/2017 $0 - No FundingRequired All classroom teachers



Teachers will design and initiate response tointervention strategies for students as identifiedby common assessments and STARassessment. Each identified student will receivetwo interventions per week, one in reading andone in math. Teachers will also attend PL onappropriate RTI strategies and documentation.


Required All classroom teachers



Strategy1:

RTI - RTI - Each grade level is utilizing at least two RTI sessions each week. Those students not showing mastery through exit slips, quizzes,

and tests in math will receive intervention while those showing mastery receive enrichment. Teachers will receive training in appropriate RTI

strategies and documentation.


Research Cited: http://www.nwea.org/our-research

Strategy2:

STAR Assessment - We use the STAR assessment for Math. The STAR assessment will give us target scores for all students in math, as

well as recommendations for specific interventions for every student. Utilizing individualized STAR skills lists will contribute to significantly

improved student performance in mathematics.





Teachers will track student progress inclassroom student data folders. These folderswill allow quick identification of students in needof RTI. These folders, combined with istation,STAR, and classroom assessments, allows usto quickly identify learning gaps and targetstudents who need intervention.





Students will participate in Successmaker Math,an interactive and individualized computerbased learning program which helps studentsimprove basic reading and math skills in acomputer lab environment.



Activity - Americorp ActivityType Begin Date End Date Funding Amount


We have employed an Americorp worker toassist in delivering RTI to identified students inreading. This person works with small groups ofidentified students to give additionalinstructional support within the classroom. 50%of this position is funded through Title 1 and50% percent is funded through ESS.


08/01/2016 06/01/2017 $5500 - Title ISchoolwide

Classroom teachers,Americorp worker andbuilding administration



Phase I - The Missing Piece



Introduction This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory

Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to

build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate

the diagnostic content and respond to the questions.



Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic? All members of our Site Based Decision Making Council were engaged for the purpose of completing the Missing Piece diagnostic. Each

member was given Family Friendly School Checklist for completion. This checklist was discussed and results were used to rate our school in

the six areas addressed in the Missing Piece.



Relationship Building

Overall Rating: 3.0

Statement or Question Response Rating2.1 Parents report that school staff understands

and demonstrates how strong relationships withparents contribute to effective teaching andlearning.

Parents report that school staff understandsand demonstrates how strong relationships withparents contribute to effective teaching andlearning.

Proficient

Statement or Question Response Rating2.2 School staff implements systematic steps to

welcome the parents of new and English as-a-Second-Language (ESL) students (for example,using home visits, personal calls or letters,open houses and/or other methods).

School staff implements systematic steps towelcome the parents of new and ESL students(for example, using home visits, personal callsor letters, open houses, and/or other methods).

Proficient

Statement or Question Response Rating2.3 Parents and other stakeholders report that they

are actively welcomed when they visit theschool.

Parents and other stakeholders report that theyare actively welcomed when they visit theschool.

Proficient

Statement or Question Response Rating2.4 School staff implements systematic steps to

encourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

School staff implements systematic steps toencourage parents to attend school activitiesand participate in decisions about theirchildren's learning.

Proficient

Statement or Question Response Rating2.5 School staff involves parents in personal

communication about their students' progressat least once a month.

School staff involves parents in personalcommunication about their students' progressat least once a month.

Proficient

Statement or Question Response Rating2.6 School staff completes needs assessment with

all parents to determine resources necessaryfor their child's academic success.

School staff completes needs assessment withall parents to determine resources necessaryfor their child's academic success.

Proficient

Statement or Question Response Rating2.7 All parents are asked for feedback on the

school's efforts to welcome and engage parentsand the feedback is used to improve theschool's efforts.

All parents are asked for feedback on school’sefforts to welcome and engage parents, and thefeedback is used to improve school’s efforts.

Proficient



Communications

Overall Rating: 2.86

Statement or Question Response Rating3.1 School staff implements systematic efforts to

inform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, classroomcontracts, student assignment books,homework websites, and online grade books).

School staff implements systematic efforts toinform parents about academic goals, classwork, grades and homework for their children intheir home language. (For example, usingclassroom contracts, student assignmentbooks, homework websites, and online gradebooks.)

Proficient

Statement or Question Response Rating3.2 School staff offers varied ways that parents can

share information with teachers about theirchildren's learning needs. (For example, phoneand e-mail contacts, offering parentconferences, making home visits, or othermethods).

School staff offers varied ways to that parentcan see share information with teachers abouttheir children’s learning needs. (For example,phone and email contact, offering parentconferences, and making home visits).

Proficient

Statement or Question Response Rating3.3 School staff partners with community leaders

and organizations to build parent understandingof academic expectations, school strategies,and student achievement results.

School staff partners with community leadersand organizations to build parent understandingof academic expectations, school strategies,and student achievement.

Proficient

Statement or Question Response Rating3.4 School staff offers parents opportunities to

discuss school-wide achievement issues,including assessment data, at least once asemester.

School staff offers parents opportunities todiscuss school-wide achievement issues,including assessment data, at least once asemester.

Proficient

Statement or Question Response Rating3.5 School staff implements systematic efforts to

maximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices, andopportunities for student-led conferences).

School staff implements systematic efforts tomaximize parent-teacher conferenceparticipation. (For example, offering multiplelocations, convenient times, follow-up withparents who do not reply to first notices,opportunities for student-led conferences).

Proficient

Statement or Question Response Rating3.6 At least 50 percent of parents respond to

annual school and/or district stakeholdersurveys.

District-wide stakeholder surveys are given toparents and teachers encourage parents torespond.

Apprentice



Statement or Question Response Rating3.7 Stakeholder survey data is consistently used to

plan school improvement efforts and toevaluate their effectiveness.

Stakeholder survey data is consistently used toplan school improvement efforts and toevaluate their effectiveness.

Proficient



Decision Making


Statement or Question Response Rating4.1 The school staff offers professional learning

community opportunities, workshops, and easilyaccessible written information to equip parentsfor service on the SBDM council andcommittees.

Parents elected to serve on school council andsome other parents who serve on SBDMcommittees are invited to attend training offeredby school or district.

Apprentice

Statement or Question Response Rating4.2 School council and committees facilitate broad

parent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials when needed, settingconvenient meeting times, and seeking wideparent input. At least 40 percent of parents votein SBDM parent election.

School council and committees facilitate broadparent participation by actively recruitingdiverse membership, providing interpreters andtranslated materials, setting convenient meetingtimes, seeking wide parent input. At least 40%of parents vote in SBDM parent election.

Proficient

Statement or Question Response Rating4.3 Parents on the SBDM council and committees

engage and mentor many other parents byreporting to multiple groups and seeking inputthrough surveys, meetings, and varied othermethods.

Parents on the SBDM council and committeesengage and mentor many other parents byreporting to multiple groups and seeking inputthrough surveys, meetings, and varied othermethods.

Proficient

Statement or Question Response Rating4.4 The school council adopts measurable

objectives and plans coherent strategies tobuild authentic parent participation, and theschool council monitors the implementation andimpact of that work.

School council adopts measurable objectivesand plans coherent strategies to build authenticparent participation, and the school councilmonitors the implementation and impact of thatwork.

Proficient

Statement or Question Response Rating4.5 School council policies ensure active roles for

parents on SBDM council and committees, andother groups making decisions about schoolimprovement.

School council policies ensure active roles forparents on SBDM committees, in schoolimprovement planning, and also in decisionsabout the education of their individual children.

Proficient

Statement or Question Response Rating4.6 Parents report that they are treated as valued

partners on school leadership teams, SBDMcouncil and committees, the school council, andother groups making decisions about schoolimprovement.

Parents report that they are treated as valuedpartners on school leadership teams, SBDMcouncil and committees, and other groupsmaking decisions about school improvement.

Proficient



Statement or Question Response Rating4.7 School staff has a plan to identify new and

experienced parent leaders who support andbuild capacity for parents to serve effectively onthe school council and committee work.

School staff has a plan to identify new andexperienced parent leaders who support andbuild capacity for parents to serve effectively onthe school council and in committee work.

Proficient



Advocacy

Overall Rating: 3.0

Statement or Question Response Rating5.1 School staff ensures every student has a parent

and/or another adult who knows how toadvocate, or speak up for them, regarding thestudent's academic goals and individual needs.

School staff ensures every student has a parentand/or another adult who knows how toadvocate, or speak up for them, regarding thestudents’ academic goals and learning needs.

Proficient

Statement or Question Response Rating5.2 Most parents participate actively in student led

conferences or other two-way communicationabout meeting their child's individual learningneeds.

Most parents participate actively in student ledconferences or other two-way communicationabout meeting their child's individual learningneeds.

Proficient

Statement or Question Response Rating5.3 Parents report participating actively and

effectively in required planning for individuallearning, for example, Individual EducationPlans, Individual Learning Plans, Gifted StudentPlans, 504 Plans, and intervention strategies toensure college readiness (Senate Bill 130).

Parents report participating actively andeffectively in required planning for individuallearning, for example, Individual EducationPlans, Individual Learning Plans, Gifted StudentPlans, 504 Plans, and intervention strategies toensure college readiness (Senate Bill 130).

Proficient

Statement or Question Response Rating5.4 School staff gives parents clear, complete

information on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

School staff gives parents clear, completeinformation on the procedures for resolvingconcerns and filing complaints, and the councilreviews summary data on those complaints toidentify needed improvements.

Proficient

Statement or Question Response Rating5.5 School staff ensures that parents and

community members are well informed abouthow to become educational advocates, or howto access a trained educational advocate whenneeded.

School staff ensures that parents andcommunity members are well informed abouthow to become an educational advocate or howto access an educational advocate whenneeded.

Proficient

Statement or Question Response Rating5.6 As students are identified by school staff as

having disabilities or performing at the novicelevel, additional intentional steps are taken toensure that parents have the option to use atrained advocate to assist them in speaking fortheir child's needs.

As students are identified by school staff ashaving disabilities or performing at the novicelevel, additional intentional steps are taken toensure that the parent has the option to use atrained advocate to assist them in speaking fortheir child's needs.

Proficient



Learning Opportunities


Statement or Question Response Rating6.1 Parents have multiple opportunities to learn

about and discuss the following: - Kentuckystandards and expectations for all students -The school's curriculum, instructional methods,and student services - The school's decision-making process, including opportunities forparents to participate on SBDM councils andcommittees - Their children's learning anddevelopment, along with legal and practicaloptions for helping their children succeed, suchthe IEP and/or ILP process - Communityresources to support learning - Opportunities toparticipate in state and district schoolimprovement efforts, such as forums,committees, and surveys.

School provides open house and family nightsfor some parents to learn about: • Kentuckystandards and expectations for all students. •School's curriculum, instructional methods, andstudent services. • School's decision-makingprocess, including opportunities for parents toparticipate on councils and SBDM committees.• Their children's learning and development,along with legal and practical options forhelping their children succeed such asparticipation in IEP and/or ILP process. •Community resources to support learning.

Apprentice

Statement or Question Response Rating6.2 School staff makes systematic use of written

communications (for example, newsletters,websites, and bulletin boards) to help parentsunderstand their own children's progress andthe progress of the school.

School staff makes systematic use of writtencommunications (for example, newsletters,Web sites, bulletin boards) to help parentsunderstand their own children's academicprogress and the progress of school.

Proficient

Statement or Question Response Rating6.3 School staff displays proficient student work

with scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

School staff displays proficient student workwith scoring guides to demonstrate academicexpectations to parents and students, andupdates the displays regularly.

Proficient

Statement or Question Response Rating6.4 School staff offers parent workshops and

meetings in convenient locations to helpparents develop skills in supporting theirchildren's learning and the school'simprovement efforts.

School staff offers parent workshops ormeetings in convenient locations to helpparents develop skills in supporting theirchildren's learning and school's improvementefforts.

Proficient

Statement or Question Response Rating6.5 School council has a classroom observation

policy that welcomes families to visit allclassrooms.

School council has a classroom observationpolicy that welcomes families to visit allclassrooms.

Proficient

Statement or Question Response Rating6.6 School staff develops parent leaders who

contribute regularly to other parents'understanding and who help meet other parentlearning needs.

School staff develops parent leaders whocontribute regularly to other parents'understanding and who help meet other parentlearning needs.

Proficient



Community Partnerships


Statement or Question Response Rating7.1 School leadership regularly shares information

on student achievement and involves businessand community leaders in school improvementefforts.

School leadership regularly shares informationon student achievement and involves businessand community leaders in school improvementefforts.

Proficient

Statement or Question Response Rating7.2 School leadership develops partnerships with

several businesses, organizations, andagencies to support student learning and creatementors for students and parents.

School leadership develops partnerships withseveral businesses, organizations, andagencies to support student learning and creatementors for students and parents.

Proficient

Statement or Question Response Rating7.3 School leadership collaborates with employers

to support parent and volunteer participation instudents' education.

Employer-partners adopt practices to promoteand support parent and volunteer participationin students' education.

Apprentice

Statement or Question Response Rating7.4 School staff collaborates with businesses,

organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

School staff collaborates with businesses,organizations, and agencies to addressindividual student needs and shares thatinformation with parents.

Proficient

Statement or Question Response Rating7.5 Parents make active use of the school's

resources and community resources and reportthat they provide meaningful help to resolvefamily challenges that could interfere withstudent learning. (For example, FRYSC or TitleI coordinators connect family with communityresources and follow up).

Parents make active use of school andcommunity resources and report that theyprovide meaningful help to resolve familychallenges that could interfere with studentlearning. (For example, FRYSC or Title 1coordinators connect family with communityresources and follow up).

Proficient

Statement or Question Response Rating7.6 School staff offers and publicizes community-

based learning activities aligned with thecurriculum, such as tutoring linked to thecurriculum and internships, for all students andparents.

School staff offers and publicizes community-based learning activities, such as tutoring linkedto the curriculum, for all students and parents.

Proficient



Reflection

Reflect upon your responses to each of the Missing Piece objectives. Boyd County Public Schools value and celebrate parent involvement. As a district, we realize the importance of parent involvement, and

what a critical role this plays in the success of our students. To that end, we have used some of each school's Title I funds to designate a

parent involvement coordinator for each school in our district. (Since the high school is not a Title I funded school, the district pays the

stipend for their parent involvement coordinator.) The meaningful involvement of parents in children's schooling can greatly enhance the

educational process. Parents can contribute insights and knowledge that complement the professional skills of school staffs in ways that

strengthen academic and social programs. We have found that for parent involvement programs to be successful, they should be part of a

focused school improvement process designed to create positive relationships that support children's total development. We involve parents

at all levels of school life, through general support of our academic programs, active participation in daily activities, and in school planning

and management. Parents work together with school staffs to establish academic and social goals and to develop and implement

comprehensive school plans. Having an identified person at each school who are charged with this responsibility gives each school a sense

of autonomy and allows the freedom to customize the strategic plan to best fit that school's needs.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Relationship Building

Communications

Decision Making

Advocacy

Learning Opportunities

Community Partnerships

3

2.86

2.86

3

2.83

2.83



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Administrators, faculty, families and students are all involved in the development of our school improvement plan as stakeholders. Our state

assessment data and data from STAR assessments is analyzed to identify academic areas for improvement. Once all of this data is

collected, our improvement plan is drafted to align with the district improvement plan. Our CSIP draft is then distributed to program review,

curriculum and student success committees in our school. These committees consist of teacher and parent stakeholders who review the

improvement plan and make recommendations for revisions. The plan is then revised and submitted to our school's site-based decision

making council. This council is made up of administrators, parents and teachers who are all stakeholders. They review the plan and either

approve it or make further recommendations for revision. Site based council members are nominated and then selected by school election.

Meetings for program review, curriculum and student success committees and site-based council are scheduled after school on dates and

times that best accommodate all members' schedules. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Administrators, SBCM council, Parents, Teachers and community members participate in the development of our school's improvement plan.

Our administrator gathers data, assigns or recommends committee members, participates in our SBDM council and oversees the

improvement plan process. Parents and community members participate as SBDM council as parent members or by participating in needs

surveys. Students participate by participating in needs surveys. Teachers participate by serving on committees who make recommendations

on improvement plan goals, objectives, strategies and activities, participating in needs surveys, analyzing assessment data and serving on

the SBDM council as teacher members. All SBDM members must read and approve the final improvement plan. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Once our improvement plan is approved by the Site Based Decision Making Council, it is posted to our school's website, where it can be

easily accessed and viewed by all stakeholders. A physical copy of the improvement plan is also available to any stakeholder not having

access to the internet.



Phase I - Needs Assessment



Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.



Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?

What does the data/information not tell you? The question we are trying to answer with our needs assessment is how do various stakeholders (parents, students, staff) perceive our

school in regard to Its purpose and direction, governing body, teaching and assessing learning, resources and support systems, and using

results for continuous improvement.

State and local assessment data tells us that we are progressing and making great strides in educating our students. Our survey data tells

us that parents' perception of our school in all areas meet with their satisfaction and approval. Staff and student surveys indicate that there is

a need for more materials and resources for our students. The data does not tell us how to generate funding for additional materials and

resources for our students when budgets for education continue to be cut.



Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there

cause to celebrate? Per our 2015-2016 School Report Card, Ponderosa Elementary School is once again designated as a distinguished school. Our school has

also again been named a School of Distinction as a result of our students' performance on state assessment. As a school, we have

continued to increase the number of students scoring proficient and distinguished, while reducing the number of students scoring novice.

Each grade level is utilizing at least two RTI sessions each week. Those students not showing mastery through exit slips, quizzes, and tests

receive intervention while those showing mastery receive enrichment. We have expanded these RTI sessions to include science, social

studies and writing. We have also purchased new computer software to assist in implementing and tracking RTI.

Students in Kindergarten through third grade attend weekly writing classes. These classes focus on open response writing strategies and

timed writing activities.

We have begun using STAR assessments for on-going growth and progress-monitoring in the areas of reading and mathematics. The STAR

assessment will give us target scores for all students, while enabling us to create instructional groupings and identify specific instructional

plans for every student. Utilizing individualized skills, identified through STAR assessment results, contributes

to significantly improved student performance in reading and math.

We are continuing the use of a centralized student data board to track individual student progress. This board, combined with STAR and

classroom assessments, allows us to quickly identify learning gaps and target students who need intervention. We have also integrated

IStation in our computer lab.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? One area that we have noted as an opportunity for improvement is our documentation of appropriate RTI strategies used in our school. Our

staff has received training on designing, implementing and documenting RTI strategies and we will continue to work on maintaining better

records of RTI strategies and their effectiveness on student learning.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? In order to address instructional areas of need, our school Professional Learning Community (PLC) teams will continue to work together to

refine SMART goals, power standards, common assessments and Response to Intervention strategies. These teams will work together to

ensure best practice instruction in every classroom. Our grade-level PLCs meet on a weekly basis and are working together to address

achievement gaps and improve grade level curriculum delivery. Each grade builds and adjusts instructional units and common assessments.

They create exit slips as a monitoring assessing for learning after each lesson. Monitoring each learning target for mastery throughout unit is

accomplished through use of target check sheets.






Overview

Plan Name


Plan Description

2016-2017



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 2016-17 KPrep Proficiency: Increase the average

combined reading and math proficiency from 65.7in 2016 to 74.5% in 2019..

Objectives:1Strategies:2Activities:2

Academic $5000

2 2016-17 KPrep Proficiency: Ponderosa ElementarySchool will demonstrate proficiency in the K-3Program Review.


Academic $500

3 2016-17 KPrep Proficiency: PonderosaElementary School will demonstrate proficiency inthe Arts and Humanities Program Review


Academic $500

4 2016-17 KPrep Proficiency: PonderosaElementary School will demonstrate proficiency inthe Practical Living/Career Studies ProgramReview


Academic $500

5 2016-17 KPrep Writing Proficiency: Increase theachievement for all student groups in writing from36.5% in 2016 to 70.7% in 2019.


Academic $500

6 2016-17 Students will demonstrate proficiency ofaveraged combined reading and math K-Prepscores for elementary students frin 65.7% in 2016to 74.5% in 2019.


Academic $14400

7 2016-17 KPrep Novice Reduction: Decrease thepercent of novice in individual student groups andthe non-duplicated gap group by 50% over the nextfive years in reading.


Academic $4400

8 2016-17 KPrep Achievement Gap: Increase theaverage math proficiency ratings for all students inthe non-duplicated gap group from 58.7% in 2016to 65.8% in 2019.


Academic $5500

9 2016-2017 Ponderosa Elementary School willdemonstrate proficiency in the World LanguageProgram Review


Academic $500



Goal 1: 2016-17 KPrep Proficiency: Increase the average combined reading and math proficiency

from 65.7 in 2016 to 74.5% in 2019..

Strategy 1: STAR Assessment, Assessment development, Classroom assessment, Monitoring student achievement - Our school uses the STAR assessment for reading and

language. Our students take this assessment three times per year; beginning, mid-year and end of the year. The STAR test generates target scores for all students in

reading, as well as specific intervention strategies for every student. Our teachers use these individualized STAR skills lists to develop RTI strategies for each student.

Student performance on the STAR assessment has a close correlation to performance on the KPREP assessment, so using STAR-generated strategies will contribute

to significantly improved student performance in reading. Category: Continuous Improvement Research Cited: https://www.renaissance.com/Resources/Research

Strategy 2: Earlier Identification of At-Risk Students, Pyramid of interventions - Non-Cognitive Data for students, such as attendance, behavior and retention will be provided by the

Measurable Objective 1:69% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency in Reading and in Mathematics by 06/01/2017 as measured by KPREP Assessment.

Activity - TELL GOAL: School Leadership Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Principal will work individually with teachers in leadership roles to increaseopportunities to provide building leadership. He will consult with leadershipgroups such as committees and SBDM members to create more effectivecollaborative leadership.


08/01/2016 06/01/2017 $5000 Grant Funds Principal andfaculty.

Status Progress Notes Created On Created ByIn Progress TELL Survey results have been analyzed, and Leadership goals have been developed to address

identified needs.August 23, 2016 Ms. Christi L Miller



Persistence to Graduation component of Infinite Campus. Academic Data will be gathered, from Infinite Campus, as well. This will be used to identify at-risk students

as early as elementary school. Category: Persistance to Graduation Research Cited: Ruby K. Payne

Goal 2: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in

the K-3 Program Review.

Strategy 1: Primary Working Document - Primary program review coordinator will train and assist primary teachers and administration in curriculum, instruction, assessment,

professional development, leadership and support of the primary program. The primary working document will serve as an ongoing, formative assessment of the

primary program and provide target areas for growth and improvement. Category: Research Cited: https://gradschool.unh.edu/pdf/pol_program_review.pdf

Activity - Student Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide individualized and small group instruction, supportand interventions for students with identified needs.

DirectInstruction,Tutoring,AcademicSupportProgram

08/03/2016 06/01/2017 $0 No FundingRequired

All educatorsand para-educators

Measurable Objective 1:100% of Kindergarten, First, Second and Third grade students will demonstrate a proficiency in primary grades in English Language Arts by 06/01/2017 as measuredby K-3 Program Review.



Goal 3: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency

in the Arts and Humanities Program Review

Strategy 1: Arts and Humanities Working Document - Program review coordinator and arts PLC team will use the Arts and Humanities Working Document to identify areas of need

in the arts at our school. We will then create goals and plans to address these needs to increase proficiency in arts and humanities. Category: Research Cited: http://ncipp.education.ufl.edu/files_9/administrators/AII-09%20Professional%20Learning%20Communities.pdf

Activity - Working Document Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Primary program review coordinator will train primary teachers in collectionof evidence for K-3 program review

ProfessionalLearning

08/01/2016 06/01/2017 $500 Other PaulaBurdette

Status Progress Notes Created On Created ByIn Progress Evidence for this program review is being collected by all staff. This evidence will be reviewed with a

working document prior to scoring in the spring. Last year's evidence was audited by our districtoffice and suggestions for improvements were made. We are on track to implement these strategiesfor improvement.

August 23, 2016 Ms. Christi L Miller

In Progress Program review coordinatosr and program review committee use working documents to monitor theprogress in each program review. Once scored, areas scoring proficient or above are regarded asareas of strength and areas scoring below proficient are regarded as target areas for improvement.Target areas for improvement are brought back to primary PLC groups for revision.


Measurable Objective 1:100% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Giftedand Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or OtherPacific Islander students will demonstrate a proficiency in visual art, music, dance and drama in Art & Humanities by 06/01/2017 as measured by Arts and Humanitiesprogram review.

Activity - School Wide Arts Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 4: 2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency

in the Practical Living/Career Studies Program Review

Strategy 1: PLCS Working Document - PLCS coordinator PLC team and school health committee will identify areas of need using the PLCS working document to evaluate

programs and evidence. Category: Research Cited: http://www.edu.gov.on.ca/eng/policyfunding/leadership/ideasintoactionspring.pdf

Arts and Humanities program review coordinator and PLC members willconduct professional development for all faculty and staff to enhanceinterdisciplinary application of arts instruction in all classrooms.


08/01/2016 06/01/2017 $500 General Fund Christi Miller

Status Progress Notes Created On Created ByIn Progress Staff has been trained in cross-curricular integration of program review We are still implementing

evidence collection emails sent out by program review coordinators. We are also implementing 9week monitoring checks to ensure better evidence collection over time.


In Progress Program review coordinators are communicating with staff about types and formatting of evidence tocollect and submit for program reviews.


Measurable Objective 1:100% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Giftedand Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or OtherPacific Islander students will demonstrate a proficiency in practial living, physical education, consumerism and career studies in Practical Living by 06/01/2017 asmeasured by PLCS Program Review.

Activity - PLCS Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PLCS coordinator will train all faculty to implement interdisciplinary PLCSinstruction in all classrooms, and collect evidence to prove proficiency inour PLCS program review.


08/01/2016 06/01/2017 $500 General Fund Penny Fuller



Goal 5: 2016-17 KPrep Writing Proficiency: Increase the achievement for all student groups in

writing from 36.5% in 2016 to 70.7% in 2019.

Strategy 1: Writing Working Document - Writing coordinator and Program Review team will use the Writing Working Document to identify areas of need in our writing program. We

will revise curriculum, instruction, assessment and leadership/monitoring to increase proficiency in writing at our school. Category: Research Cited: http://readingandwritingproject.com/about/research-base.html

Status Progress Notes Created On Created ByIn Progress Staff is trained annually in PLCS evidence collection and content area integration. Evidence of the

day emails will support this. We are planning a school wide career day activity to support practicalliving program review.


In Progress Program review coordinator trains all faculty and staff and communicates via email with ideas forintegrating program review material across content areas. We are also implementing nine weekmonitoring checks to ensure a steady flow of evidence


Measurable Objective 1:59% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Giftedand Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or OtherPacific Islander students will demonstrate a proficiency in narrative, literary, transactive and reflective forms in Writing by 06/01/2017 as measured by WritingProgram Review and K-PREP..

Activity - Writing Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Writing coordinator and program review committee will train all faculty ineffective writing curriculum, instruction, assessment and evidencecollection


08/01/2016 06/01/2017 $500 General Fund Christi Miller



Strategy 2: Common Writing Graphic Organizers and Planning Strategies - District Leadership will provide a focused and common approach to teaching writing. Common district

writing graphic organizers and brainstorming strategies will be adopted. Category: Continuous Improvement

Status Progress Notes Created On Created ByIn Progress All staff has attended Literacy Design Collaborative training to facilitate better integration of writing

and communication activities across content areas. Students are writing in all academic areas.August 23, 2016 Ms. Christi L Miller

In Progress All staff has attended Literacy Design Collaborative training to facilitate better integration of writingand communication activities across content areas. We are still using email to provide teachers withideas for integrating program review content into their classrooms. . All students in our schooldevelop a pass-on portfolio containing writing that demonstrates student communication, choice andgrowth. We are on track to demonstrate proficiency in this program review.


Activity - Teacher Training on Common Writing Graphic Organizers andPlanning Strategies

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers, from across the school district, will identify common writinggraphic organizers that will be used district-wide. Teacher leaders will trainteachers on how to use the graphic organizers and adapt them at eachgrade-level. Teacher leaders will also share and model commonbrainstorming and organizational strategies that can be used at all grade-levels. This will ensure that teachers and students have a commonvocabulary and common writing strategies district-wide.


08/01/2016 06/01/2017 $0 Other District Office,PonderosaPrincipal, AllTeachers

Status Progress Notes Created On Created ByIn Progress Teachers have received trained on using graphic organizers in writing and are implementing these

strategies during regular classroom instruction. PLC teams act as mentors to new staff, helpingthem to implement these strategies and tools.


Activity - Real-World Writing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will allow students to practice real-world writing situations bywriting under time constraints. Teachers will model, with students, how toplan, organize, write, and edit a response to a prompt within a limitedamount of time. This will prepare students for real-world situations, suchas college assessments and job interviews, in which they must perform on-demand.



District OfficeStaff,PonderosaPrincipal, AllTeachers



Goal 6: 2016-17 Students will demonstrate proficiency of averaged combined reading and math

K-Prep scores for elementary students frin 65.7% in 2016 to 74.5% in 2019.

Strategy 1: STAR Assessment - Our school uses the STAR assessment for reading and language. Our students take this assessment three times per year; beginning, midyear and

end of the year. The STAR test generates target scores for all students in reading, as well as specific intervention strategies for every student. Our teachers use these

individualized STAR skills lists to develop RTI strategies for each student. Student performance on the STAR assessment has a close correlation to performance on the

KPREP assessment, so using STAR-generated strategies will contribute to significantly improved student performance in reading. Category: Continuous Improvement Research Cited: https://www.renaissance.com/Resources/Research

Status Progress Notes Created On Created ByIn Progress Students receive many opportunities to write for real world purposes in varied genres of writing

(articles, letters, narratives, reflective writing). This process is ongoing throughout the school yearand integrated across content areas.


Measurable Objective 1:69% of Third, Fourth and Fifth grade students will demonstrate a proficiency in combined Mathematics and in Reading by 05/31/2016 as measured by KPREPAssessment at Ponderosa Elementary..

Status Progress Notes Created On Created ByN/A This year's school assessment will be the STAR assessment for reading and math. August 10, 2015 Ms. Christi L Miller

Activity - Response to Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Teachers will design and initiate response to intervention strategies forstudents as identified by common assessments and STAR assessment.Each identified student will receive two interventions per week, one forreading and one for math. Teachers will attend Professional Learning onappropriate RTI strategy design and documentation.

DirectInstruction


PLCcommitteescomprised ofgrade levelclassroomteachersspecialeducationstaff.

Status Progress Notes Created On Created ByIn Progress Students needing intervention are being identified and RTI strategies are being implemented.

Student progress is being monitored. We are on track with this activity.August 23, 2016 Ms. Christi L Miller

Activity - Student Data Folders Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will track student progress in classroom student data folders.These folders will allow quick identification of students in need of RTI.



Classroomteachers

Status Progress Notes Created On Created ByIn Progress Students' needs are being identified and will be placed in classroom data folders to track individual

student progress. This folder helps teachers identify students who need additional interventionstrategies to be successful. We are on track with this activity.


Activity - IStation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in Istation, a computer-adaptive assessment andinstructional software program that dynamically adjust to each student'sskill level, utilizing Pre-K through 5th grade curriculum and differentiatedinstruction that corresponds to RTI tiers in reading and math.


08/01/2016 06/01/2017 $4400 Title ISchoolwide

Classroomteachers

Status Progress Notes Created On Created By



Strategy 2: Build Literacy Skills - Teachers will build students’ literacy skills and understanding of science, history, literature, and other important academic content through

In Progress Each homeroom class visits the computer lab once per week for iStation and Success Maker Mathactivities. These programs assist in improving student academic performance in reading and math.We are on track with this activity.


Activity - Successmaker Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate (on a weekly basis) in Successmaker Math, ancomputer based interactive and individualized learning program whichhelps students improve basic math skills in a computer lab environment.



All Classroomteachers

Status Progress Notes Created On Created ByIn Progress Mathematics and Literacy Design Collaborative training has been provided to classroom teachers,

and strategies are being implemented in the classroom.August 23, 2016 Ms. Christi L Miller

In Progress Each homeroom class visits the computer lab once per week for iStation and Success Maker Mathactivities. These programs assist in improving student academic performance in reading and math.We are on track with this activity.


Activity - Kindergarten Readiness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will attend Kindergarten Jump Start program and participate inKindergarten Readiness screenings to identify students needingintervention in reading and math



AllKindergartenteachers andschooladministration.

Status Progress Notes Created On Created ByIn Progress All Kindergarten students are screened at the beginning of the school year to determine needs and

Kindergarten readiness.August 23, 2016 Ms. Christi L Miller

In Progress Preschool students visited our school at the end of last year for Kindergarten transition activities.Each family received a Kindergarten Readiness packet. We held our annual Jumpstart programbefore school started as a Kindergarten readiness program. Preschool teachers and aides attendedon the first day of school to help new Kindergarten students transition to their new school. We are ontrack with this activity.




meaningful reading and writing assignments that are aligned to the CCSS. Category: Learning Systems

Strategy 3: Develop Math Reasoning and Problem - Solving Skills-Teachers will build lessons that engage students and foster a deeper learning that develops students’ abilities to

reason, understand and apply mathematical concepts. Category: Learning Systems

Activity - Literacy Design Collaborative Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will work with our effectiveness coach and literacy specialists tobuild LDC modules in order to create literacy-rich experiences for studentsacross content areas.


08/01/2016 06/01/2017 $5500 Grant Funds District Office,PonderosaElementaryPrincipal,TeacherLeaders

Status Progress Notes Created On Created ByIn Progress LDC training has been provided district wide and teachers are implementing those strategies into

classroom instruction.August 23, 2016 Ms. Christi L Miller

Activity - Mathematics Design Collaborative Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will work with KDE math consultant, Renee' Yates, and mathspecialists to develop embedded formative assessments that will lead to adeeper understanding of mathematical concepts.


08/01/2016 06/01/2017 $3000 Grant Funds District Office,PonderosaPrincipal,TeacherLeaders

Status Progress Notes Created On Created ByIn Progress Staff has been trained in the Mathematics Design Collaborative. Teachers are implementing

effective instructional strategies in the classroom.August 23, 2016 Ms. Christi L Miller



Strategy 4: Curriculum Development - Math curriculum mapping and assessment alignment will continue. As math is completed, the area of English/Language Arts will be added. Category: Continuous Improvement Research Cited: Marzano

Strategy 5: Differentiated Language Arts & Mathematics Instruction - Teachers will continue to implement the strategies and activities that align with the Daily 5 Framework for

English/Language Arts. Teachers will begin to implement strategies and activities that align with a similar framework for mathematics. Category: Professional Learning & Support

Activity - Mathematics/Language Arts Alignment Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A teacher committee, from across the district, will be formed to developEnglish/Language Arts and Mathematics pacing guides and alignedsummative assessments. Benchmark assessments will be developed, atthe district-level, based on summative assessments that teacherscollaborate together to create.


08/01/2016 06/01/2017 $0 Other District OfficeStaff,PonderosaElementaryPrincipal,TeacherLeaders

Status Progress Notes Created On Created ByCompleted Mathematics/Language Arts curricula are aligned to state and national standards. This activity is

complete. PLC teams act as mentors to train new staff.August 23, 2016 Ms. Christi L Miller

Activity - Teacher Training on Daily English/Language Arts & MathematicsFramework

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will receive professional learning opportunities to continueimplementing the Daily 5 reading framework. They will also begin toreceive training, in the area of mathematics, utilizing a similar dailyframework.


08/01/2016 06/01/2017 $1500 Grant Funds District OfficeStaff,PonderosaPrincipal,TeacherLeaders



Goal 7: 2016-17 KPrep Novice Reduction: Decrease the percent of novice in individual student

groups and the non-duplicated gap group by 50% over the next five years in reading.

Strategy 1: STAR Assessment - Our school uses the STAR assessment for reading. math, and language arts. Our students take this assessment three times per year, beginning,

mid-year and end of the year. The STAR test generates target scores for all students in reading and math, as well as specific intervention strategies for every student.

Our teachers use these individualized STAR skills lists to develop RTI strategies for students. Student performance on the STAR assessment has a close correlation to

performance on the K-PREP assessment, so using STAR-generated strategies will contribute to significantly improved student performance in reading and math. Category: Continuous Improvement Research Cited: https://www.renaissance.com/Resources/Research

Status Progress Notes Created On Created ByN/A Staff has been trained on Daily English/Language Arts and Mathematics Framework. Teacher

observations use the Framework for teaching model. We will update this training as needed, andPLC teams will mentor new staff in this activity.


Measurable Objective 1:A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency and reduce novice in individual student groups and the non-duplicated gapgroup in Reading by 06/01/2017 as measured by KPREP Assessment.

Activity - Response to Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will design and initiate response to intervention strategies forstudents as identified by common assessments and STAR assessment.Each identified student will receive two interventions per week, one inreading and one in math. Teachers will also attend PL on appropriate RTIstrategies and documentation.

DirectInstruction


All classroomteachers



Goal 8: 2016-17 KPrep Achievement Gap: Increase the average math proficiency ratings for all

students in the non-duplicated gap group from 58.7% in 2016 to 65.8% in 2019.

Status Progress Notes Created On Created ByIn Progress RTI Identification and implementation of strategies is progressing as planned. PLC teams are

collaborating to identify students based on multiple indicators. RTI strategies are then implementedto address student needs.



Source OfFunding

StaffResponsible

Teachers will track student progress in classroom student data folders.These folders will allow quick identification of students in need of RTI.




Status Progress Notes Created On Created ByIn Progress Students have been, and continue to be assessed so that we can track individual student progress

and identify students needing interventions. We are on track with this activity.August 23, 2016 Ms. Christi L Miller

Activity - IStation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in Istation, a computer-adaptive assessment andinstructional software program that dynamically adjust to each student'sskill level, utilizing Pre-K through 5th grade curriculum and differentiatedinstruction that corresponds to RTI tiers in reading and math.




Status Progress Notes Created On Created ByIn Progress All classes attend iStation sessions in our computer lab once per week. These sessions help

students refine identified skills in reading. We are on track with this activity.August 23, 2016 Ms. Christi L Miller




Strategy 1: STAR Assessment - We use the STAR assessment for Math. The STAR assessment will give us target scores for all students in math, as well as recommendations for

specific interventions for every student. Utilizing individualized STAR skills lists will contribute to significantly improved student performance in mathematics. Category: Continuous Improvement Research Cited: https://www.renaissance.com/Resources/Research

Strategy 2: RTI - RTI - Each grade level is utilizing at least two RTI sessions each week. Those students not showing mastery through exit slips, quizzes, and tests in math will

receive intervention while those showing mastery receive enrichment. Teachers will receive training in appropriate RTI strategies and documentation. Category: Continuous Improvement Research Cited: http://www.nwea.org/our-research

65% of Third, Fourth and Fifth grade students will demonstrate a proficiency and reach our delivery target score in Mathematics by 06/01/2017 as measured byKPREP Assessment.

Activity - Americorp Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

We have employed an Americorp worker to assist in delivering RTI toidentified students in reading. This person works with small groups ofidentified students to give additional instructional support within theclassroom. 50% of this position is funded through Title 1 and 50% percentis funded through ESS.



Classroomteachers,Americorpworker andbuildingadministration

Status Progress Notes Created On Created ByIn Progress Our Americorp employee works with small groups and individual students to re-teach concepts and

practice skills in the library media center. We are on track with this activity.August 23, 2016 Ms. Christi L Miller

In Progress Americorp worker is assigned to small groups to reinforce instruction and assist individual studentsin the library.



Source OfFunding

StaffResponsible



Goal 9: 2016-2017 Ponderosa Elementary School will demonstrate proficiency in the World

Language Program Review

Strategy 1: World Language Working Document - World Language review coordinator will train and assist primary teachers and administration in curriculum, instruction,

Teachers will track student progress in classroom student data folders.These folders will allow quick identification of students in need of RTI.These folders, combined with istation, STAR, and classroom assessments,allows us to quickly identify learning gaps and target students who needintervention.



Classroomteachers

Status Progress Notes Created On Created ByIn Progress Student Data Folders arebeing used in individual classrooms to track individual student progress

and identify students needing intervention.August 23, 2016 Ms. Christi L Miller

Activity - Successmaker Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in Successmaker Math, an interactive andindividualized computer based learning program which helps studentsimprove basic reading and math skills in a computer lab environment.




Status Progress Notes Created On Created ByIn Progress Successmaker Math is being used in our computer lab to help students practice identified skills in

mathematics. We are on track with this activity.August 23, 2016 Ms. Christi L Miller

In Progress Successmaker Math is used on a weekly basis to reinforce math skills and target student needs. August 23, 2016 Ms. Christi L Miller

Measurable Objective 1:50% of All Students will increase student growth in multicultural awareness in World Languages by 06/01/2017 as measured by as measured by the ProgramReview..



assessment, professional development, leadership and support of the primary program. The World Language working document will serve as an ongoing, formative

assessment of the primary program and provide target areas for growth and improvement. Category: Continuous Improvement Research Cited: Research Cited: https://gradschool.unh.edu/pdf/pol_program_review.pdf

Activity - Training in World Language Progran Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

World Langauge program review coordinator will train primary teachers incollectionof evidence for world language program review


08/03/2016 06/01/2017 $500 Other Worldlanguageprogramreviewcoordinator



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Grant Funds

General Fund

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Mathematics DesignCollaborative

Teachers will work with KDE math consultant, Renee'Yates, and math specialists to develop embedded formativeassessments that will lead to a deeper understanding ofmathematical concepts.


08/01/2016 06/01/2017 $3000 District Office,PonderosaPrincipal,TeacherLeaders

Literacy Design Collaborative Teachers will work with our effectiveness coach and literacyspecialists to build LDC modules in order to create literacy-rich experiences for students across content areas.


08/01/2016 06/01/2017 $5500 District Office,PonderosaElementaryPrincipal,TeacherLeaders

Teacher Training on DailyEnglish/Language Arts &Mathematics Framework

Teachers will receive professional learning opportunities tocontinue implementing the Daily 5 reading framework. Theywill also begin to receive training, in the area ofmathematics, utilizing a similar daily framework.


08/01/2016 06/01/2017 $1500 District OfficeStaff,PonderosaPrincipal,TeacherLeaders

TELL GOAL: SchoolLeadership

Principal will work individually with teachers in leadershiproles to increase opportunities to provide buildingleadership. He will consult with leadership groups such ascommittees and SBDM members to create more effectivecollaborative leadership.


08/01/2016 06/01/2017 $5000 Principal andfaculty.

Total $15000


StaffResponsible

School Wide Arts Training Arts and Humanities program review coordinator and PLCmembers will conduct professional development for allfaculty and staff to enhance interdisciplinary application ofarts instruction in all classrooms.


08/01/2016 06/01/2017 $500 Christi Miller

Writing ProfessionalDevelopment

Writing coordinator and program review committee will trainall faculty in effective writing curriculum, instruction,assessment and evidence collection


08/01/2016 06/01/2017 $500 Christi Miller



Other

No Funding Required

PLCS Training PLCS coordinator will train all faculty to implementinterdisciplinary PLCS instruction in all classrooms, andcollect evidence to prove proficiency in our PLCS programreview.


08/01/2016 06/01/2017 $500 Penny Fuller

Total $1500


StaffResponsible

Training in World LanguageProgran Review

World Langauge program review coordinator will trainprimary teachers in collectionof evidence for world language program review


08/03/2016 06/01/2017 $500 Worldlanguageprogramreviewcoordinator

Mathematics/Language ArtsAlignment

A teacher committee, from across the district, will be formedto develop English/Language Arts and Mathematics pacingguides and aligned summative assessments. Benchmarkassessments will be developed, at the district-level, basedon summative assessments that teachers collaboratetogether to create.


08/01/2016 06/01/2017 $0 District OfficeStaff,PonderosaElementaryPrincipal,TeacherLeaders

Working Document Primary program review coordinator will train primaryteachers in collection of evidence for K-3 program review


08/01/2016 06/01/2017 $500 PaulaBurdette

Teacher Training onCommon Writing GraphicOrganizers and PlanningStrategies

Teachers, from across the school district, will identifycommon writing graphic organizers that will be used district-wide. Teacher leaders will train teachers on how to use thegraphic organizers and adapt them at each grade-level.Teacher leaders will also share and model commonbrainstorming and organizational strategies that can beused at all grade-levels. This will ensure that teachers andstudents have a common vocabulary and common writingstrategies district-wide.


08/01/2016 06/01/2017 $0 District Office,PonderosaPrincipal, AllTeachers

Total $1000


StaffResponsible

Successmaker Math Students will participate (on a weekly basis) inSuccessmaker Math, an computer based interactive andindividualized learning program which helps studentsimprove basic math skills in a computer lab environment.


08/01/2016 06/01/2017 $0 All Classroomteachers



Real-World Writing Teachers will allow students to practice real-world writingsituations by writing under time constraints. Teachers willmodel, with students, how to plan, organize, write, and edita response to a prompt within a limited amount of time.This will prepare students for real-world situations, such ascollege assessments and job interviews, in which they mustperform on-demand.


08/01/2016 06/01/2017 $0 District OfficeStaff,PonderosaPrincipal, AllTeachers

Response to Intervention Teachers will design and initiate response to interventionstrategies for students as identified by commonassessments and STAR assessment. Each identifiedstudent will receive two interventions per week, one forreading and one for math. Teachers will attendProfessional Learning on appropriate RTI strategy designand documentation.

DirectInstruction

08/01/2016 06/01/2017 $0 PLCcommitteescomprised ofgrade levelclassroomteachersspecialeducationstaff.

Student Data Folders Teachers will track student progress in classroom studentdata folders. These folders will allow quick identification ofstudents in need of RTI.


08/01/2016 06/01/2017 $0 Classroomteachers

Student Support Teachers will provide individualized and small groupinstruction, support and interventions for students withidentified needs.

DirectInstruction,Tutoring,AcademicSupportProgram

08/03/2016 06/01/2017 $0 All educatorsand para-educators

Successmaker Math Students will participate in Successmaker Math, aninteractive and individualized computer based learningprogram which helps students improve basic reading andmath skills in a computer lab environment.


08/01/2016 08/01/2017 $0 All classroomteachers

Response to Intervention Teachers will design and initiate response to interventionstrategies for students as identified by commonassessments and STAR assessment. Each identifiedstudent will receive two interventions per week, one inreading and one in math. Teachers will also attend PL onappropriate RTI strategies and documentation.

DirectInstruction


Student Data Folders Teachers will track student progress in classroom studentdata folders. These folders will allow quick identification ofstudents in need of RTI. These folders, combined withistation, STAR, and classroom assessments, allows us toquickly identify learning gaps and target students who needintervention.



Student Data Folders Teachers will track student progress in classroom studentdata folders. These folders will allow quick identification ofstudents in need of RTI.





Title I Schoolwide

Kindergarten Readiness Students will attend Kindergarten Jump Start program andparticipate in Kindergarten Readiness screenings to identifystudents needing intervention in reading and math


08/01/2016 06/01/2017 $0 AllKindergartenteachers andschooladministration.

Total $0


StaffResponsible

Americorp We have employed an Americorp worker to assist indelivering RTI to identified students in reading. This personworks with small groups of identified students to giveadditional instructional support within the classroom. 50% ofthis position is funded through Title 1 and 50% percent isfunded through ESS.


08/01/2016 06/01/2017 $5500 Classroomteachers,Americorpworker andbuildingadministration

IStation Students will participate in Istation, a computer-adaptiveassessment and instructional software program thatdynamically adjust to each student's skill level, utilizing Pre-K through 5th grade curriculum and differentiated instructionthat corresponds to RTI tiers in reading and math.



IStation Students will participate in Istation, a computer-adaptiveassessment and instructional software program thatdynamically adjust to each student's skill level, utilizing Pre-K through 5th grade curriculum and differentiated instructionthat corresponds to RTI tiers in reading and math.



Total $14300



Phase II - KDE Assurances - Schools



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data for all students andassessed the needs of the school relative toeach of the schoolwide program components.

Yes Our school conducted acomprehensive needsassessment, reviewing academicachievement data for all studentsand assessed the needs of theschool as reported on our schoolreport card.

Label Assurance Response Comment AttachmentCore AcademicPrograms

The school planned and developed Schoolwideresearchbased instructional reform strategies tostrengthen the core academic program,increase the amount and quality of learningtime, and provide additional support to allstudents.

Yes Our school planned anddeveloped schoolwide researchbased instructional strategies tostrengthen the core academicprogram, increase the amountand quality of learning time, andprovide additional support to allstudents.

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

Yes Our school implements annualschool wide transition activitiesfor every grade from preschoolthrough fifth.

Label Assurance Response Comment AttachmentResearch-basedStrategies

The school planned and developed schoolwideresearchbased instructional strategies thatprovide additional instruction for studentsexperiencing the greatest degree of difficultymastering the state's academic achievementstandards.

Yes Our school plans and developsresponse to interventionstrategies that are targeted toprovide additional instruction forstudents experiencing thegreatest degree of difficultymastering the state's academicachievement standards.

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes Our school is designated as adistinguished, high-performingschool of distinction. We recruitand retain highly qualifiedteachers.



Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

The school allocated and spent Title I, Part ASchoolwide funds only on allowable programsand activities and maintained appropriatefinancial records in this regard on its Title I,Part A programs and activities.

Yes Our school allocats and spendsTitle I, Part A Schoolwide fundsonly on allowable programs andactivities and maintainedappropriate financial records inthis regard on its Title I, Part Aprograms and activities.

Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, evaluation and communicationof assessment results of the Schoolwideactivities, which included the development andimplementation of a Parent Compact and aParent Involvement Policy.

Yes Our school utilizes a parentinvolvement committee in thedesign, implementation,evaluation and communication ofassessment results of schoolwideactivities, including ParentCompacts and a ParentInvolvement Policy.

Label Assurance Response Comment AttachmentSchoolwidePlanning

The school incorporated the ten schoolwideplanning criteria into the existing schoolimprovement planning process.

Yes Our school incorporates the tenschoolwide planning criteria intothe existing school improvementplanning process.

Label Assurance Response Comment AttachmentProfessionalDevelopment

The school planned or provided appropriateprofessional development activities for staffmembers who will be serving students.

Yes Our school and district plans andprovides relevant, appropriateprofessional developmentactivities for staff members whoserve our students.

Label Assurance Response Comment AttachmentComprehensivePlan

The school an annual evaluation that addressesthe implementation of the comprehensive planand student achievement results that will informchanges when needed.

Yes Our school reviews our CSIP ona regular basis to address theimplementation and impact ofstrategies and activities of thecomprehensive plan and studentachievement results that willinform changes when needed.

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data, and establishedobjective criteria for identifying eligible Title Istudents.

Yes Our school is a schoolwide Title Ischool.

Label Assurance Response Comment AttachmentInstructionalStrategies

The school planned and developed researchbased instructional strategies to support andassist identified students.

Yes Our school planned anddeveloped researchbasedinstructional strategies to supportand assist identified students.



Label Assurance Response Comment AttachmentTargetedAssistanceActivities

The school planned targeted assistanceactivities for identified students that coordinatedand integrate with other federal, state, and localprograms.

Yes school plans targeted assistanceactivities for identified studentsthat coordinate and integrate withother federal, state, and localprograms such as heatingassistance, food benefits,insurance, etc.


The school planned targeted assistanceactivities for identified students that coordinatewith and support the regular educationalprogram so identified students have access toboth.

Yes Our school plan targetedassistance activities such asExtended School Services,special education, and pull-outgroups for identified students thatcoordinate with and support theregular educational program soidentified students have access toboth.

Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities to coordinate andintegrate with other federal, state, and localprograms.

Yes Our school plans activities tocoordinate and integrate withother federal, state, and localprograms.


The school planned or developed strategies tomonitor and evaluate the success of targetedassistance activities with the identified studentsand will use the results of the evaluation toinform and improve instructional strategies andprofessional development activities.

Yes Our school develops strategies tomonitor and evaluate the successof targeted assistance activitieswith the identified students anduses the results to inform andimprove instructional strategies.

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

met the requirements of Highly Qualified underESEA to work with targeted assistanceprograms and activities.

Yes Paraprofessionals who meet therequirements of Highly Qualifiedunder ESEA work with targetedassistance programs andactivities.

Label Assurance Response Comment AttachmentFederal ProgramFunds

The school allocated and spent federal programfunds only on programs and activities foridentified eligible students. The schoolmaintained appropriate financial records on itsTitle I, Part A programs and activities.

Yes Our school allocats and spendsfederal program funds only onprograms and activities foridentified eligible students. Theschool maintains appropriatefinancial records on its Title I,Part A programs and activities.



Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, and evaluation of the targetedassistance activities, which included theimplementation of a Parent Compact and aParent Involvement Policy.

Yes Our school develops strategies toincrease parental involvementincluding the implementation of aParent Compact and a ParentInvolvement Policy.

Label Assurance Response Comment AttachmentTargetedAssistancePlanning

The school incorporated the eight TargetedAssistance Planning components into theexisting school improvement planning process.

Yes Our school incorporates the eightTargeted Assistance Planningcomponents into the existingschool improvement planningprocess.


The school planned or provided appropriateprofessional development activities for staffmembers who serve identified Title I students.

Yes Our school provides appropriateprofessional developmentactivities for staff members whoserve identified Title I students.

Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

The school planned an annual evaluation thataddressed the implementation of thecomprehensive plan and student achievementresults that informed changes when needed.

Yes Our school reviews the goals,strategies and activities of ourCSIP on a regular basis.

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

Improvement Plan (CSIP) is available forstakeholders to examine on our school website(provide the website link below).

Yes The current school yearComprehensive SchoolImprovement Plan (CSIP) isavailable for stakeholders toexamine on our school websitehttp://www.boyd.kyschools.us/5/Home

Label Assurance Response Comment AttachmentTeacher Quality The school notifies parents when their

child(ren) are taught for four or moreconsecutive weeks by teachers who are nothighly qualified.

N/A All teachers in our school arehighly qualified.


The school provides professional developmentfor staff based on a comprehensive needsassessment, which included a review ofacademic achievement data and additionalcriteria, to ensure all students are college andcareer ready.

Yes Our school provides professionaldevelopment based on the needsof our students and staff.



Label Assurance Response Comment AttachmentRanking Report The school ensures that if the Title I Ranking

Report lists counselors, nurses, media,specialists or "other" staff for the school, thereis documentation indicating this need in order toimprove student achievement.

Yes Our school ensures that if theTitle I Ranking Report listscounselors, nurses, media,specialists or "other" staff for theschool, there is documentationindicating this need in order toimprove student achievement.

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties are under the directsupervision of a highly qualified classroomteacher and providing instruction rather thanclerical work.

Yes Our school ensures that all para-educators with instructional dutiesare under the direct supervisionof a highly qualified classroomteacher and providing instructionrather than clerical work.

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties that involve targetedstudents are under the direct supervision of ahighly qualified classroom teacher andproviding instruction rather than clerical work.

Yes Our school ensures that all para-educators with instructional dutiesthat involve targeted students areunder the direct supervision of ahighly qualified classroomteacher and providing instructionrather than clerical work.

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for para-educatorsdemonstrating that the duties are on a limitedbasis only.

Yes Our school ensures that there is aschedule of non-instructionalduties for para-educatorsdemonstrating that the duties areon a limited basis only.

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school scheduled non-instructional dutiesfor para-educators working with targetedstudents demonstrating that the duties are on alimited basis only.

Yes Our school scheduled non-instructional duties for para-educators working with targetedstudents demonstrating that theduties are on a limited basis only.

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title I funds.

N/A Our school is school wide Title I

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title II funds.

N/A Our school is School wide Title I



Phase II - KDE Compliance and Accountability -

Schools



Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that

students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing

together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between

subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds

that flow into the district and the priority needs in schools.

Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address

gaps in student achievement.



Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results. Goal 1:

2016-17 KPrep Proficiency: Increase the average combined reading and math proficiency from 65.7 in 2016 to 74.5% in 2019.. Measurable Objective 1:

69% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically


or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in Reading and in Mathematics by







Strategy2:








Activity - Student Support ActivityType Begin Date End Date Funding Amount


Teachers will provide individualized and smallgroup instruction, support and interventions forstudents with identified needs.

TutoringAcademicSupportProgramDirectInstruction


All educators and para-educators









The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. Goal 1:










Required






















Strategy2:










Required















DirectInstructionAcademicSupportProgramTutoring





Goal 2:

2016-17 Students will demonstrate proficiency of averaged combined reading and math K-Prep scores for elementary students frin 65.7% in

2016 to 74.5% in 2019. Measurable Objective 1:






Research Cited:

Strategy2:



for mathematics.


Research Cited:








Teachers will work with KDE math consultant,Renee' Yates, and math specialists to developembedded formative assessments that will leadto a deeper understanding of mathematicalconcepts.





Strategy3:





Strategy4:













Funds





A teacher committee, from across the district,will be formed to develop English/LanguageArts and Mathematics pacing guides andaligned summative assessments. Benchmarkassessments will be developed, at the district-level, based on summative assessments thatteachers collaborate together to create.





Teachers will design and initiate response tointervention strategies for students as identifiedby common assessments and STARassessment. Each identified student will receivetwo interventions per week, one for reading andone for math. Teachers will attend ProfessionalLearning on appropriate RTI strategy designand documentation.


Required









Strategy5:




Research Cited:

Goal 3:


over the next five years in reading. Measurable Objective 1:


the non-duplicated gap group in Reading by 06/01/2017 as measured by KPREP Assessment.



















Teachers will work with our effectiveness coachand literacy specialists to build LDC modules inorder to create literacy-rich experiences forstudents across content areas.


Funds




Strategy1:




students. Student performance on the STAR assessment has a close correlation to performance on the K-PREP assessment, so using

STAR-generated strategies will contribute to significantly improved student performance in reading and math.



All children-were screened for kindergarten readiness. If yes, name the assessment. Goal 1:





06/01/2017 as measured by KPREP Assessment.


















Strategy1:






Strategy2:

















TutoringDirectInstructionAcademicSupportProgram










Goal 2:

2016-17 KPrep Writing Proficiency: Increase the achievement for all student groups in writing from 36.5% in 2016 to 70.7% in 2019. Measurable Objective 1:

59% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically


or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in narrative, literary, transactive and

reflective forms in Writing by 06/01/2017 as measured by Writing Program Review and K-PREP.. Strategy1:

Common Writing Graphic Organizers and Planning Strategies - District Leadership will provide a focused and common approach to teaching

writing. Common district writing graphic organizers and brainstorming strategies will be adopted.


Research Cited:










Required


Activity - Real-World Writing ActivityType Begin Date End Date Funding Amount


Teachers will allow students to practice real-world writing situations by writing under timeconstraints. Teachers will model, with students,how to plan, organize, write, and edit aresponse to a prompt within a limited amount oftime. This will prepare students for real-worldsituations, such as college assessments andjob interviews, in which they must perform on-demand.



District Office Staff,Ponderosa Principal, AllTeachers



Strategy2:

Writing Working Document - Writing coordinator and Program Review team will use the Writing Working Document to identify areas of need

in our writing program. We will revise curriculum, instruction, assessment and leadership/monitoring to increase proficiency in writing at our

school.

Category:

Research Cited: http://readingandwritingproject.com/about/research-base.html

Goal 3:









Activity - Teacher Training on CommonWriting Graphic Organizers and PlanningStrategies



Teachers, from across the school district, willidentify common writing graphic organizers thatwill be used district-wide. Teacher leaders willtrain teachers on how to use the graphicorganizers and adapt them at each grade-level.Teacher leaders will also share and modelcommon brainstorming and organizationalstrategies that can be used at all grade-levels.This will ensure that teachers and studentshave a common vocabulary and commonwriting strategies district-wide.

ProfessionalLearning 08/01/2016 06/01/2017 $0 - Other District Office, Ponderosa

Principal, All Teachers

Activity - Writing Professional Development ActivityType Begin Date End Date Funding Amount


Writing coordinator and program reviewcommittee will train all faculty in effective writingcurriculum, instruction, assessment andevidence collection


Fund Christi Miller



Strategy2:




Research Cited:

Strategy3:




Research Cited:

Strategy4:


















Funds









Strategy5:



for mathematics.


Research Cited:





















Required









Narrative:

Brigance Kindergarten Screener

The school identified specific strategies to increase the percentage of students who are Kindergarten ready. Goal 1:
















Funds





AcademicSupportProgramDirectInstructionTutoring










Strategy2:









Goal 2:















Required















Strategy2:



























Required






Research Cited:

Strategy3:



for mathematics.


Research Cited:

Strategy4:




Research Cited:

Strategy5:









Funds







Funds









Narrative:

Additionally, kindergarten transition activities are completed at the end of the previous school year in collaboration with the preschool. Before

school begins, Kindergarten Jumpstart is conducted. Shortly after the start of school, kindergarten screening activities are conducted in

collaboration with the preschool teachers.

The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency

scores. Goal 1:







Category:


The school identified specific strategies to address subgroup achievement gaps. Goal 1:


over the next five years in reading.















the non-duplicated gap group in Reading by 06/01/2017 as measured by KPREP Assessment. Strategy1:




students. Student performance on the STAR assessment has a close correlation to performance on the K-PREP assessment, so using

STAR-generated strategies will contribute to significantly improved student performance in reading and math.



Goal 2:

2016-17 KPrep Achievement Gap: Increase the average math proficiency ratings for all students in the non-duplicated gap group from 58.7%

in 2016 to 65.8% in 2019. Measurable Objective 1:

65% of Third, Fourth and Fifth grade students will demonstrate a proficiency and reach our delivery target score in Mathematics by



















RTI - RTI - Each grade level is utilizing at least two RTI sessions each week. Those students not showing mastery through exit slips, quizzes,

and tests in math will receive intervention while those showing mastery receive enrichment. Teachers will receive training in appropriate RTI

strategies and documentation.


Research Cited: http://www.nwea.org/our-research

Strategy2:

STAR Assessment - We use the STAR assessment for Math. The STAR assessment will give us target scores for all students in math, as

well as recommendations for specific interventions for every student. Utilizing individualized STAR skills lists will contribute to significantly

improved student performance in mathematics.



The school identified specific strategies to increase the average freshman graduation rate. N/A (this question does not apply)



Students will participate in Successmaker Math,an interactive and individualized computerbased learning program which helps studentsimprove basic reading and math skills in acomputer lab environment.





Teachers will track student progress inclassroom student data folders. These folderswill allow quick identification of students in needof RTI. These folders, combined with istation,STAR, and classroom assessments, allows usto quickly identify learning gaps and targetstudents who need intervention.



Activity - Americorp ActivityType Begin Date End Date Funding Amount


We have employed an Americorp worker toassist in delivering RTI to identified students inreading. This person works with small groups ofidentified students to give additionalinstructional support within the classroom. 50%of this position is funded through Title 1 and50% percent is funded through ESS.


08/01/2016 06/01/2017 $5500 - Title ISchoolwide

Classroom teachers,Americorp worker andbuilding administration



The school identified specific strategies to increase the percentage of students who are college and career ready. N/A (this question does not apply)

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS

and writing. Goal 1:







Category:


Goal 2:

2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Arts and Humanities Program Review Measurable Objective 1:



American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in visual art, music,

dance and drama in Art & Humanities by 06/01/2017 as measured by Arts and Humanities program review. Strategy1:

Arts and Humanities Working Document - Program review coordinator and arts PLC team will use the Arts and Humanities Working

Document to identify areas of need in the arts at our school. We will then create goals and plans to address these needs to increase







proficiency in arts and humanities.

Category:

Research Cited: http://ncipp.education.ufl.edu/files_9/administrators/AII-09%20Professional%20Learning%20Communities.pdf

Goal 3:

2016-17 KPrep Proficiency: Ponderosa Elementary School will demonstrate proficiency in the Practical Living/Career Studies Program

Review Measurable Objective 1:



American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in practial living,

physical education, consumerism and career studies in Practical Living by 06/01/2017 as measured by PLCS Program Review. Strategy1:

PLCS Working Document - PLCS coordinator PLC team and school health committee will identify areas of need using the PLCS working

document to evaluate programs and evidence.

Category:

Research Cited: http://www.edu.gov.on.ca/eng/policyfunding/leadership/ideasintoactionspring.pdf

Activity - School Wide Arts Training ActivityType Begin Date End Date Funding Amount


Arts and Humanities program reviewcoordinator and PLC members will conductprofessional development for all faculty andstaff to enhance interdisciplinary application ofarts instruction in all classrooms.


Fund Christi Miller

Activity - PLCS Training ActivityType Begin Date End Date Funding Amount


PLCS coordinator will train all faculty toimplement interdisciplinary PLCS instruction inall classrooms, and collect evidence to proveproficiency in our PLCS program review.


Fund Penny Fuller



Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Ponderosa Elementary School is situated in rural Boyd County, Kentucky. We currently have an enrollment of 386 students. Our school

services students from kindergarten through fifth grade, and also hosts an after school daycare program. Our school has a limited ethnic

diversity, with a student demographic population of 98% Caucasian, 1.2% African American, .2% Asian, and .2% Hispanic. We are a Title

one school with 56.9% of our students on free or reduced lunch status. We participate in the Community Eligibility Provision, which provides

all students one free breakfast and one free lunch each day. We are fortunate to have an active community of parents and businesses that

collaborate with our school to provide resources for our students. Local foundations provide classroom grant opportunities so that our

teachers can design and implement exciting educational enrichment activities. Our parent teacher organization is actively involved in our

school and helps us meet student academic and enrichment needs through fundraising and hosting of special events in our building.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission statement of Ponderosa Elementary School - a cohesive team of committed educators, parents and community members - is to

educate the whole student. This goal will be reached by providing an environment that is safe and secure, child-centered, nurturing, and

challenging. This environment, conducive to effective learning, will enable students to attain their full educational potential to develop as

productive members of tomorrow's society. Our school site-based council, containing representatives from all stakeholder groups, developed

our school's mission statement in 1997. This mission statement is reviewed annually and revised as needed. Programs that our school offers

in addition to core academic classes include visual art, music, library media with drama integration, physical education with dance integration,

full time counselor services, gifted education services provided in the classroom and at an off-campus location, extended school services,

Governor's Cup academic team, and Math/Science Family Fun nights. We believe that all students can achieve academic success.

Expectations for learning are posted in every classroom in student-friendly language, and students have ownership of their learning through

using student data notebooks and student-led conferences with parents.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. The primary focus of our school and its staff is always student achievement. Our school is currently identified as a "distinguished" school, as

well as a "KY School of Distinction". Our overall percent of students scoring proficient/distinguished in Reading and Math for 2015-2016 was

65.7. We will continue to target science, social studies and writing in grades 4 and 5, to ensure continued improvement in those areas. Our

overall goal is to continue to be recognized as a School of Distinction and to continue to meet the needs of our students.

Our goal is to continue improving student performance each year. To achieve this goal our school has implemented grade level Professional

Learning Communities (PLC). These teams meet to refine SMART goals, power standards, common assessments and Response to

Intervention strategies, and work together to ensure best practice instruction in every classroom. Our grade-level PLCs meet on a weekly

basis. These committees work together to improve grade level curriculum delivery. Each grade builds and adjusts instructional units and

common assessments. They create exit slips as a formative assessment for monitoring student learning after each lesson. Monitoring each

learning target for mastery throughout unit is accomplished through use of target check sheets and a student data wall that tracks student

progress. Each grade level is utilizing at least two RTI sessions each week. Those students not showing mastery through exit slips, quizzes,

and tests receive intervention while those showing mastery receive enrichment. In order to better identify and respond to our students' needs,

our school has also introduced a student data wall that has been in place for two years and tracks individual student progress. This board,

combined with STAR and classroom assessments, allows us to quickly identify students who need intervention.



Additional Information

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

sections. Ponderosa Elementary School is classified as a Distinguished school and has been honored as a Kentucky School of Distinction. Our school

emphasizes good attendance with all students and we are an attendance leader in our district. We know that in order to continue to be

successful our students need to be in school every day possible.

