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2020-21 Garden Springs Elementary Executive Summary for Schools

Garden Springs Elementary SchoolJoey Sheroan

2151 Garden Springs DrLexington, Kentucky, 40504

United States of America

©Cognia, Inc.

2020-21 Phase Three: Executive Summary for Schools - 2020-21 Garden Springs Elementary Executive Summary for Schools -

Generated on 01/09/2021

Garden Springs Elementary School

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Table of Contents

2020-21 Phase Three: Executive Summary for Schools


Generated on 01/09/2021 Garden Springs Elementary School

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2020-21 Phase Three: Executive Summary for Schools

Garden Springs Elementary originally opened in August 1964 as one of the first open-classroom schools in the nation. In early 1988, fire damaged the school extensively. It was rebuilt and reopened for classes in August 1988. Though the open classroom concept is no longer in place at GSE, the collaborative and teamwork concepts of the open-classroom system remain. This collaborative and teamwork model that the school was built on is most present today in the school wide implementation of Kagan Cooperative Learning strategies and Total Participation Techniques to meet the learning needs of all students in meeting the increased rigor of the common core standards. This collaborative learning environment where students feel part of a family and team of learners has helped Garden Springs maintain an attendance rate well above the district and state. We also have a true professional learning community where all staff play an important part in collaborating to improve our school. Garden Springs Elementary is home to 380 students in grades Kindergarten - 5. GSE proudly serves families in the southwest part of Lexington primarily living in the subdivisions of Garden Springs, Clemens Heights, Dogwood Trace, and Firebrook. Garden Springs employs approximately 35 certified teachers for a student/teacher ratio of 12:1. Garden Springs Elementary students mirror the diversity found in the community the school serves. The ethnic diversity consists of 66.2% of students white (non- Hispanic), 9% African American, 15.5% Hispanic, 2% Asian, and 6.7% two or more races. 48.1% of students at Garden Springs qualify for free/reduced lunch. Beginning in June 2013 Garden Springs began an extensive renovation project that was completed during the summer of 2015. This renovation included a complete remodel of all existing spaces, the addition of 5 regular classrooms, 2 early start classrooms, a science lab, a new music and art room, and new front office and administration space. The expansion and update greatly improved the library and cafeteria. This renovation ensures that students at Garden Springs can continue to have access to top level resources and technology needed to meet the demands of today.

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

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




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Garden Springs Elementary Mission Statement Garden Springs Elementary exists to create a collaborative community of learners that ensures all students achieve at high levels and are prepared for lifelong success in a global society. Garden Springs Elementary Vision Statement: Garden Springs Elementary envisions a learning community that promotes superior student success in all areas through sustaining a culture of high expectations and mutual respect between all stakeholders. Garden Springs will be a "School of Distinction" by focusing exclusively on what is best for students. Student Achievement Garden Springs envisions a systematic, research supported, tiered instructional model that intentionally uses ALL instructional minutes to allow ALL students to reach and/or exceed proficiency levels and yearly make and/or exceed a year's growth through meeting the individual needs of all students. Community Engagement Garden Springs envisions a partnership with the community by which community members and businesses work alongside the school to provide students rich and relevant learning experiences that prepare them to be contributing members of the community in the future. Family Engagement Garden Springs envisions a partnership with families where, through effective communication and education, the school and families are able to communicate to students and community members how the school and families systematically work to support each other to ensure student achievement through a combined home-school effort. Student Engagement Garden Springs envisions intentionally planned instruction that fosters student engagement through students interacting, communicating, creating, and problem solving with content through the use of learning structures that prepare students for work in a global society. Staff Engagement Garden Springs envisions a staff culture that is built around collaboration, mutual respect, intentional team based decision making, and a relentless commitment to continuous improvement and student first decision making. Garden Springs believes that it our responsibility to provide students a safe environment where they know they are cared for and respected so that all students are able to meet the demands of high level teaching and learning. Garden Springs offers a variety of opportunities to engage all stakeholders. Community partners provide students with health and wellness support, teach students important life lessons during school assemblies and assist with school activities such as the REAL Read program. Parents are invited to attend open house, parent conferences, Title I Learning Nights, PTA events and various school activities throughout the year. We have high expectations for learning for all students throughout the regular school day. Outside the school day, students have the opportunity to engage in a variety of activities including Chorus, Girls on the Run, Battle of the Books, DES Golf Club, Basketball, Cross Country, and the Student Technology Team.

. 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




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Garden Springs was proud to achieve a four star rating on the state accountability testing system in 2018-2019. Our school achieved Gold status through the Positive Behavioral Interventions and Support. These achievements are a result of a strong commitment by all staff to continue to help student grow socially, emotionally, and behaviorally. We continue to identify individual students and student groups that are not meeting proficiency goals in core subjects. One specific group we are targeting for improvement is our Hispanic students. Our school is working to improve in the following areas: -improve student engagement using technology resources and other strategies during NTI-2DL -Implement an effective PLC process -Teacher Clarity -implement high yield/best practice instructional strategies-implement our school-wide writing plan -culturally responsive teaching andlearning -Implicit Bias training -continue to improve our MTSS program

n/a

At Garden Springs, we continue to strive to improve our academic performance, as well as the social, emotional and behavioral growth of our students. We are able to accomplish this as a collaborative group of faculty and staff who are committed to continuous improvement.

in the next three years.

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

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




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Attachment Name Description Associated Item(s)

Attachment Summary

2020-21 Garden Springs Elementary Continuous Improvement Diagnostic




©Cognia, Inc.

2020-21 Phase One: Continuous Improvement Diagnostic for Schools - 2020-21 Garden Springs Elementary Continuous Improvement

Diagnostic - Generated on 01/09/2021 Garden Springs Elementary School

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2020-21 Phase One: Continuous Improvement Diagnostic for Schools


Diagnostic - Generated on 01/09/2021


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2020-21 Phase One: Continuous Improvement Diagnostic for Schools

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

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

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

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

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

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

Phase Four: January 1 - December 31 • Progress Monitoring

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

Please enter your name and date below to certify.


Diagnostic - Generated on 01/09/2021


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Joey Sheroan September 22, 2020

2020-21 Garden Springs Elementary The Needs Assessment for Schools




©Cognia, Inc.

2020-21 Phase Two: The Needs Assessment for Schools - 2020-21 Garden Springs Elementary The Needs Assessment for Schools -


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2020-21 Phase Two: The Needs Assessment for Schools

Understanding Continuous Improvement: The Needs Assessment

Protocol

Current State

Priorities/Concerns

Trends

Potential Source of Problem

Strengths/Leverages




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2020-21 Phase Two: The Needs Assessment for Schools




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Understanding Continuous Improvement: The Needs Assessment

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

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

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




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Protocol

At Garden Springs Elementary, we use a variety of approaches to ensure stakeholders are involved in the improvement planning process. Stakeholder groups include families, district level administration, community partners, students, and faculty and staff from our school. All of these stakeholder groups play an important part in the development of our school improvement plan. Parents have been involved through our School Based Council, during our Title I Advisory Council, and through family surveys. SBDM parents are elected to serve as council members and contribute to our school improvement efforts. They are informed of their roles and responsibilities at their first council meeting. We schedule monthly meetings after school hours to allow parents, teachers and community members the opportunity to attend these meetings. At our monthly SBDM meetings, we analyze a variety of academic, behavioral and attendance data. We use this data to celebrate accomplishments and to create strategies to address areas of need. Parents also have an opportunity to get involved in the improvement process by participating on our Title I Advisory Council. This platform allows parents the opportunity to provide feedback about our improvement efforts and gives them a chance to share their ideas for improvement. Finally, parents have an opportunity to provide feedback by completing our parent satisfaction survey. Faculty and staff are involved through their participation during faculty meetings, PLC meetings, and during School Improvement Team meetings. All teachers participate in our weekly faculty and PLC meetings. We use this time to analyze a variety of data to determine our progress toward improvement goals and evaluate implementation of activities to meet these goals. The School Improvement Team is made up of team leads from all grade levels and departments. This team meets frequently throughout the school year and they are a key part of our school improvement planning and evaluation. Minutes are kept for all School Improvement Team meetings. District level administration has been involved by providing support and guidance throughout the improvement planning process. They are instrumental in helping us secure high quality professional learning opportunities for our teachers. The professional learning opportunities directly impact the teaching and learning taking place in the classroom. All of these stakeholder groups play an important role in analyzing a variety of data to determine needs in our school, identifying improvement efforts that will address these needs, and monitoring progress toward our school-wide goals.

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



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Current State

KPREP Assessment Results from Spring 2019 17.7% of students scored novice in reading in 2019 compared to 17.1% in 2018 as measured by the KPREP assessment. This is a .6% increase in the percentage of novice students on the reading assessment. 59.7% of students scored proficient/distinguished in reading in 2019 compared to 57.2% in 2018 as measured by the KPREP assessment. This is a 2.5 % increase. 12.4% of students scored novice in math in 2019 compared to 17.1% in 2018 as measured by the KPREP assessment. This is a 4.7% reduction in the percentage of novice students on the math assessment. 60.2% of students scored proficient/distinguished in math in 2019 compared to 54.9% in 2018 as measured by the KPREP assessment. This is a 5.3% increase. The overall proficiency score for math increased from 75.5 in 2018 to 77.8 in 2019 as measured by the KPREP assessment. This is a 2.3 point increase. 6% of students scored novice in social studies in 2019 compared to 12.2% in 2018 as measured by the KPREP assessment. This is a 6.2% reduction in the percentage of novice students on the social studies assessment. 71.1% of students scored proficient/distinguished in social studies in 2019 compared to 56.7% in 2018 as measured by the KPREP assessment. This is a 14.4% increase in the percentage of proficient/distinguished students. 10.5% of students scored novice in science in 2019 compared to 15.1% in 2018 as measured

. Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used. Example of Current Academic State: -Thirty-four percent (34%) of students in the achievement gap scored proficient on KPREP Reading. -From 2018 to 2020, the school saw an 11% increase in novice scores in reading among students in the achievement gap. -Fifty-four percent (54%) of our students scored proficient in math compared to the state average of 57%. Example of Non-Academic Current State: -Teacher Attendance: Teacher attendance rate was 84% for the 2019-20 school year – a decrease from 92% in 2017-18. -The number of behavior referrals increased from 204 in 2018-19 to 288 in 2019-20. -Survey results and perception data indicated 62% of the school’s teachers received adequate professional development.




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by the KPREP assessment. This is a 4.6% reduction in novice students. 34.2% of students scored proficient/distinguished in science in 2019 compared to 34.9% in 2018 as measured by the KPREP assessment. This is a reduction of .7. 13.3% of students scored novice in writing in 2019 compared to 27.8% in 2018 as measured by the KPREP assessment. This is a reduction of 14.5% novice students in on demand writing. 56.3% of students scored proficient/distinguished in writing in 2019 compared to 30% in 2018 as measured by the KPREP assessment. This is a 26.6% increase in proficient/distinguished students in on demand writing. We have substantial gaps between our African American, Hispanic, EL Monitored, Economically Disadvantaged, and Disability IEP students when compared to all students in both reading and math. MAP Assessment Results 76% of students scored above the 40th percentile in reading on the fall 2020 MAP test compared to 73% on the fall 2019 MAP test 77% of students scored above the 40th percentile in reading on the fall 2020 MAP test compared to 70% on the fall 2019 MAP test




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Priorities/Concerns

Based on 2019 KPREP Data Reading 17.7% of students scored novice in reading in 2019 compared to 17.1% in 2018 as measured by the KPREP assessment. This is a . 6% increase in the percentage of novice students on the reading assessment. 67.4% of all students met their spring to spring growth goal in reading on the 2019 spring MAP assessment. Science 34.2% of students scored proficient/distinguished in science in 2019 compared to 34.9% in 2018 as measured by the KPREP assessment. This is a reduction of .7. The following sub groups have significant gaps compared to all students based on the KPREP assessment in each of the following content areas: Math All Students - 12.4% of all students scored novice while 60.2% of all students scored proficient/distinguished on the KPREP math test. African American Students - 35.7% of African American students scored novice while 35.7% scored proficient/distinguished on the KPREP math test. English Learners Plus Monitored Students - 29.4% of EL Monitored students scored novice while 35.3% scored proficient/distinguished on the KPREP math test. Disabilities IEP - 28% of Disability IEP students scored novice while 32% scored proficient/distinguished on the KPREP math test. Reading All Students - 17.7% of all students scored novice while 59.7% of all students scored proficient/distinguished on the KPREP reading test. African American Students - 28.5% of African American students scored proficient/ distinguished on the KPREP reading test. Hispanic Students - 34.9% of Hispanic students scored novice while 28% scored proficient/distinguished on the KPREP reading test. English Learners Plus Monitored Students - 44.1% of EL Monitored students scored novice while 23.5% scored proficient/distinguished on the KPREP reading test. Writing All Students - 13.3% of all students scored novice while 56.6% of all students scored proficient/distinguished on the KPREP writing test. English Learners Plus Monitored Students - 20% of EL monitored students scored proficient/distinguished on the KPREP writing test. Science All Students - 10.5% of all students scored novice while 34.2% of all students scored proficient/distinguished on the KPREP science test. English Learners Plus Monitored Students - 45.5% of EL Monitored students scored novice while 9.1% scored proficient/distinguished on the KPREP science test. Economically Disadvantaged Students - 18.4% of economically

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

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




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disadvantaged students scored proficient/distinguished on the KPREP science test. Social Studies All Students - 6% of all students scored novice while 71.1% of all students scored proficient/distinguished on the KPREP social studies test. Hispanic Students - 33% of Hispanic students scored proficient/distinguished on the KPREP social studies test. English Learners Plus Monitored Students - 10% of EL plus monitored students scored proficient/distinguished on the KPREP social studies test. Economically Disadvantaged Students - 50% of economically disadvantaged students scored proficient/distinguished on the KPREP socail studies test. Combined Reading and Math NAPD Gap Ratings White - 86.5 Hispanic - 55.5 Difference - 31 Not Economically Disadvantaged - 94.6 Economically Disadvantaged - 61.6 Difference - 33 Not EL Plus Monitored - 83.3 EL Plus Monitored - 46.7Difference - 36.6 Reading Growth The performance level of 42 of our 159 studentsin 4th and 5th grade declined from the previous year in reading. The performancelevel of 67 students stayed the same. Of those 67 students, 54 students stayed atproficient or distinguished.



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Trends

Based on 2019 KPREP Data We are not reducing the percentage of students scoring novice in reading on the KPREP assessment. 17.1% of students scored novice in reading in 2018 and 17.7% scored novice in reading in 2019. This is a .6% increase. 32.6% of students did not meet their growth goal in reading from spring of 2018 to spring of 2019. There are substantial gaps between all sub groups as compared to all students in both reading and math based on KPREP assessment data. The sub groups who are under-performing include African American, Hispanic, EL Monitored Students, Economically Disadvantaged, and Disability Students with an IEP. Overall scores for each of these groups can be found on the attached chart. Science - Only 34.2% of students are scoring proficient and we do not have any distinguished students. The majority of students (55.3%) are scoring apprentice in science. Our growth indicator score of 63.8 is the lowest of our three indicator scores. Our proficiency indicator score is 77.8 and our Separate Academic Indicator score is 73.8.

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




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Potential Source of Problem

We will focus our improvement efforts around KCWP 2: Design and Deliver Instruction. We are participating in a number of professional learning opportunities centered around our reading program (Reading Wonders), our new math programs (Investigations/EnVisions), our new science program (Amplify), around our schoolwide writing plan, and around Teacher Clarity. Teachers will gain knowledge that will help improve instructional practices in the classroom.

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

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

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

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

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

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

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

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




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Strengths/Leverages

Based on 2019 KRPEP Assessment Results 59.7% of students scored proficient/ distinguished in reading in 2019 compared to 57.2% in 2018 as measured by the KPREP assessment. This is a 2.5 % increase. 12.4% of students scored novice in math in 2019 compared to 17.1% in 2018 as measured by the KPREP assessment. This is a 4.7% reduction in the percentage of novice students on the math assessment. 60.2% of students scored proficient/distinguished in math in 2019 compared to 54.9% in 2018 as measured by the KPREP assessment. This is a 5.3% increase. The overall proficiency score for math increased from 75.5 in 2018 to 77.8 in 2019 as measured by the KPREP assessment. This is a 2.3 point increase. 6% of students scored novice in social studies in 2019 compared to 12.2% in 2018 as measured by the KPREP assessment. This is a 6.2% reduction in the percentage of novice students on the social studies assessment. 71.1% of students scored proficient/distinguished in social studies in 2019 compared to 56.7% in 2018 as measured by the KPREP assessment. This is a 14.4% increase in the percentage of proficient/distinguished students. 10.5% of students scored novice in science in 2019 compared to 15.1% in 2018 as measured by the KPREP assessment. This is a 4.6% reduction in novice students. 13.3% of students scored novice in writing in 2019 compared to 27.8% in 2018 as measured by the KPREP assessment. This is a reduction of 14.5% novice students in on demand writing. 56.3% of students scored proficient/distinguished in writing in 2019 compared to 30% in 2018 as measured by the KPREP assessment. This is a 26.6% increase in proficient/distinguished students in on demand writing. MAP Assessment Results 76% of students scored above the 40th percentile in reading on the fall 2020 MAP test compared to 73% on the fall 2019 MAP test 77% of students scored above the 40th percentile in reading on the fall 2020 MAP test compared to 70% on the fall 2019 MAP test

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

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




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Attachment Summary

2020-21 Garden Springs Elementary School Assurances




©Cognia, Inc.

2020-21 Phase Two: School Assurances - 2020-21 Garden Springs Elementary School Assurances - Generated on 01/09/2021


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2020-21 Phase Two: School Assurances

Introduction

Teacher Performance

Title I Schoolwide Programs

Title I Targeted Assistance School Programs

Schools Identified for Targeted Support and Improvement

All School Programs

2020-21 Phase Two: School Assurances - 2020-21 Garden Springs Elementary School Assurances - Generated on 01/09/2021 Garden Springs Elementary School

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2020-21 Phase Two: School Assurances



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



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Teacher Performance

Yes No

N/ACOMMENTS

1. The KDE focuses on promoting equitable access to effective educators for all students,including minority students, those experiencing poverty, English learners and students with disabilities. Therefore, all districts and schools are charged with ensuring equitable access to experienced and effective educators. The Every Student Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. An ineffective teacher receives a summative effectiveness rating of “ineffective” as determined through the local performance evaluation system that meets the requirement established by KRS 156.557. An ineffective teacher consistently fails to meet expectations as determined by a trained evaluator, in competencies identified as the performance criteria in the Kentucky Framework for Teaching.

Due to the passage of Senate Bill 1 (2017), the measure and method for collecting teacher and leader effectiveness data was adjusted to fulfill the state law regarding district reporting and data collection. Number of students taught by ineffective teachers is self-reported by each school, in aggregate, by subpopulation. Names of ineffective teachers are not provided/collected.

Responses to this assurance will be collected in the Kentucky Equitable Access to Effective Educators Survey. Responses to each survey question should be based on data from the 2019-20 school year. This survey collects data on ineffective teachers only. Data on inexperienced and out-of-field teachers is collected using the EPSB identification number provided in Infinite Campus. Please be sure all teachers have an EPSB number on file.

Once you have completed the survey, return to the 2020-21 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic.

I certify this school has accurately completed the Kentucky Equitable Access to Effective Educators Survey by opening the survey link, entering all requested information, and submitting the completed survey as directed. I also certify that all certified staff members have an EPSB number entered in Infinite Campus.

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






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Title I Schoolwide Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

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

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

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

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



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N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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


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Title I Targeted Assistance School Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes

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

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

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

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



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No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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

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



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Yes No

N/ACOMMENTS

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



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Schools Identified for Targeted Support and Improvement

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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


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All School Programs

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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

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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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

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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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

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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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



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Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

Yes No

N/ACOMMENTS

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

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

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


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Attachment Summary

2020-21 Garden Springs Elementary Professional Development Plan




©Cognia, Inc.

2020-21 Phase Three: Professional Development Plan for Schools - 2020-21 Garden Springs Elementary Professional Development

Plan - Generated on 01/09/2021 Garden Springs Elementary School

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Table of Contents

2020-21 Phase Three: Professional Development Plan for Schools

Attachment Summary


Plan - Generated on 01/09/2021


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

Annual Professional Development Plan:

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

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

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

Garden Springs Elementary Mission Statement Garden Springs Elementary exists to create a collaborative community of learners that ensures all students achieve at high levels and are prepared for lifelong success in a global society.

1. What is the school's mission?

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

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

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

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




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1. Strengthen the approaches to ensure all learners have access to gradeappropriate assignments, deep engagement, high expectations, and rigorousinstruction. 2. Implement strategies of culturally responsive teaching and learningto address needs and relevant issues pertaining to our diverse student population.

The two PD priorities are integrated into our school's Comprehensive School Improvement Plan.

Professional learning centered around the 4 key resources - grade level appropriate assignments, deep engagement, rigorous instruction, and high expectations Professional learning of the KY Core Academic Standards aligned to our guaranteed and viable curriculum Professional learning to increase the effectiveness of instruction and student achievement using technological resources Professional learning in the area of Assessment Literacy to increase the use of data to make instructional decisions

Increase transition readiness Increase student proficiency in all content areas and language acquisition Increase cultural competency Build staff capacity to deliver high quality instruction in all content areas Increase monitoring and accountability for data

Student achievement data will improve - MAP, Galileo, failure rates, ACCESS, KPrep, and NSGR

Teachers Principals Paraeducators

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

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

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

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

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




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Students Teachers Principals Paraeducators

Staff Funding Technology Materials Time

Coaching Professional Learning Communities Follow up

Walkthrough and classroom observation data Impact Kentucky Results - Principal/ Chiefs - completed every other year PLC meeting agendas and minutes Faculty Meeting agendas and minutes

Kirwan Institute Implicit Bias Module Objectives: disrupting undesirable implicit biases within ourselves our institutional systems and our school communities. Module 1: Understanding Implicit Bias? -Provides foundational understanding of how we define implicit bias and why it matters for our pursuit of diversity, inclusion equity & justice. Module 2: Real World Implications -Focus on real life impacts of implicit associations within various context delving into topics to our line of work. Module 3: Understanding Your Own Biases - In this module we’ll discuss how to understand our own biases. Module 4: Mitigating Unwanted Biases -Aims to help us to understand when you are most susceptible to implicit biases, and then offer ideas and strategies for addressing them. Equity Literacy Professional Learning Series: Equity Literacy Professional Services provide opportunities for district and school administrators, faculty and staff to cultivate the knowledge and skills that close opportunity gaps and prepares individuals to respond to inequity in

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

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

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

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

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




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transformational ways: - From Cultural Competency to Cultural Humility - Equity Literacy- What, Why and How? - Leadership for Equitable Practices in African Systemic work through the service delivery model to build capacity with both district and school level leadership is being facilitated. Through support and resources, the ultimate goal is for the work of the module on Equity, Implicit/Explicit Bias and discrimination to mitigate equity issues while empowering and equipping all FCPS personnel to mitigate opportunities/issues of equity or inequities.

Outcomes: - deconstructing what is not working around racial equity - reconstructing and supporting what is working - thinking about how decisions are made and shifting the way decisions are made - healing and transforming structures environments and personal selves Implicit bias is a powerful cognitive mechanism that can derail even the best of our intentions. All of these reasons, and more, are why understanding what implicit bias is and how it operates is vital to creating just and inclusive communities. The Kirwan Institute Module introduces all to insights about how our minds operate and help us to understand the origins of implicit associations. We will uncover some of our own biases and learn strategies for addressing them. Removing Barriers to learning to ensure each student has equitable access and opportunity to a world class education. Ultimately, positive impact on student achievement. Positive and welcoming environment. Data points: growth rate in graduations, PBIS (reduction of loss of instruction, disproportionality rate, referrals, Suspension, ISRM data, MAP (Reading and Math), College and Career Readiness, Novice Reduction and Gap Closure Data, Student Surveys, Trend and Longitudinal data, Access, Opportunity, and Participation in Rigorous Coursework (ACT, PSAT. AP, IB). Build skills, wills and competencies in being responsive to all students.

Increase in student success and staff competency, Positive learning cultures, diversification in personnel (staff reflects students population being served, PBIS trend in reduction in loss of instruction, disproportionality rate, referrals, suspension etc.

All school employees

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

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

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




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Students, teachers, classified staff and principals

Technology, capacity, materials, time

-Systems approach that is implemented through a service delivery model tobuilding... -Professional Learning Communities -Consistent review of Curriculum,Instruction and Assessment resources -Equity Officer and Equity Office whosupports Professional Development

-Monitoring module completion -PBIS data PBIS trend in reduction in loss ofinstruction, disproportionality rate, referrals, suspension etc.) -Walkthroughs(engagement, formative assessment, rigor, etc) -Diversification of Staff throughoutthe district in every role and level -Monitoring MAP Projection/Growth report andother data demographically to ensure to make informed decisions.

see attachment

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

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

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

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

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




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GSE PD Plan 20-21


•

Attachment Summary

2020-21 Garden Springs Elementary Closing the Achievement Gap




©Cognia, Inc.

2020-21 Phase Three: Closing the Achievement Gap Diagnostic - 2020-21 Garden Springs Elementary Closing the Achievement Gap -


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Table of Contents

2020-21 Phase Three: Closing the Achievement Gap Diagnostic

I. Achievement Gap Group Identification

II. Achievement Gap Analysis

III. Planning the Work

Attachment Summary




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2020-21 Phase Three: Closing the Achievement Gap Diagnostic

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

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




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I. Achievement Gap Group Identification

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

There are three gap groups that have been identified for improvement including Hispanic students, EL monitored students, and economically disadvantaged students. 15.2% of our students are Hispanic, 12.5% of our students are EL, and 48.1% of our students are economically disadvantaged based on free/reduced lunch status.

. Complete the Achievement Gap Group spreadsheet and attach it.

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



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II. Achievement Gap Analysis

The climate and culture of Garden Springs is one that is positive, respectful, and motivating for both students and staff. Staff members act and make decisions based on a common understanding that all students can achieve at high levels. Staff members are welcoming and embrace their role in developing and fostering growth in students regardless of race, socio-economic status, or disability. We teach character education regularly through the Caring School Community program to promote a positive school climate and to prepare students to be productive citizens. We also have a strong focus on improving our PBIS program to proactively teach and reward positive behavior. Our school received a Gold PBIS rating in 2019-2020. Parents and community are our partners in our effort to foster a learning environment where all students can achieve at high levels and are prepared to excel in a global society. We are working to continuously improve our programs that serve our Gap population including ELL, MTSS, special education and Culturally Responsive Teaching.

Our EL Data Report from the Access Assessment shows we exceeded the KDE goal by 40.2 points. The KDE goal was 31.2 for 2020 and our actual score was 71.4. We also scored at or above the district average in all areas of the assessment. We increased the percentage of Hispanic students scoring proficient/distinguished in math from 38.5% in 17-18 to 41.9% in 18-19. We decreased the percentage of Economically Disadvantaged students scoring novice in math from 27.3% in 17-18 to 21.7% in 18-19. We increased the percentage of Economically Disadvantaged students scoring proficient/distinguished in math from 38.3% in 17-18 to 43.5% in 18-19. We increased the percentage of EL Monitored students scoring proficient/ distinguished in math from 32.3% in 17-18 to 35.3% in 18-19. We increased the percentage of Hispanic students scoring proficient/distinguished in social studies from 20% in 17-18 to 33.3% in 18-19. We decreased the percentage of Economically Disadvantaged students scoring novice in social studies from 17.9% in 17-18 to 9.5% in 18-19. We increased the percentage of Economically Disadvantaged students scoring proficient/distinguished in social studies from 38.5% in 17-18 to 50% in 18-19. We decreased the percentage of Hispanic students scoring novice in writing from 20% in 17-18 to 13.3% in 18-19. We increased the percentage of Hispanic

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

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




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students scoring proficient/distinguished in writing from 10% in 17-18 to 46.7% in 18-19. We decreased the percentage of Economically Disadvantaged studentsscoring novice in writing from 33.3% in 17-18 to 16.7% in 18-19. We increased thepercentage of Economically Disadvantaged students scoring proficient/distinguished in writing from 17.9% in 17-18 to 40.5% in 18-19. Our EconomicallyDisadvantaged student gap in reading reduced from a 37.7% proficiency gap in17-18 to a 36.7% proficiency gap in 18-19. Our EL student gap in math reduced froma 42.2% proficiency gap in 17-18 to a 40.2% proficiency gap in 18-19.

Our Hispanic students have shown progress based on increased proficiency in math, social studies, and writing. Our Economically Disadvantaged students have shown progress based on increased proficiency in math, social studies, and writing. Our Economically Disadvantaged student gap in reading reduced from a 37.7% proficiency gap in 17-18 to a 36.7% proficiency gap in 18-19. Our EL student gap in math reduced from a 42.2% proficiency gap in 17-18 to a 40.2% proficiency gap in 18-19.

The percentage of Hispanic students scoring proficient/distinguished in reading decreased from 33.3% in 17-18 to 27.9% in 18-19. The percentage of Economically Disadvantaged students scoring proficient/distinguished in reading decreased from 38.3% in 17-18 to 41.7% in 18-19. The percentage of EL Monitored students scoring proficient/distinguished in reading decreased from 32.3% in 17-18 to 23.5% in 18-19. Our Economically Disadvantaged student gap in math increased from a 33%proficiency gap in 17-18 to a 34% proficiency gap in 18-19. Our EL student gap inreading increased from a 50.4% proficiency gap in 17-18 to a 51.9% proficiency gapin 18-19.

One of the key barriers preventing us from closing the achievement gap with our Hispanic students and EL students is the lack of knowledge with evidence-based strategies designed to promote learning for these students. Our Economically

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

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

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



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Disadvantaged students arrive in Kindergarten with a significant gap when compared to Non-Economically Disadvantaged students. We feel preschool for these students would help reduce the gap and prepare them for entry into kindergarten.

All teachers are involved in analyzing data to identify areas of growth within the school. Our School Improvement Team which consists of team leads from all grade levels and departments also plays a key role in our improvement planning process. Based on the findings, strategies and activities are developed and included in our Comprehensive School Improvement Plan (CSIP). Support is also provided from the district to help with the CSIP process. We also involve parents in our improvement planning process during the School Improvement Parent Forum. The CSIP plan is shared at an open SBDM meeting so all stakeholders have an opportunity to provide input before council approval. The CSIP strategies are implemented and monitored for effectiveness. Implementation and impact checks are conducted several times throughout the year to monitor effectiveness. The SBDM council also reviews student academic progress at open meetings regularly.

A copy of our school's professional development plan is attached. In addition to the activities described in our school PD plan, we are focusing on high yield distance learning strategies to increase student engagement while students are learning virtually.

ATTACHMENTS

Attachment Name

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

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




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Closing the Achievement Gap Group Identification

Closing the Achievement Gap Summary




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III. Planning the Work

Increase the reading proficiency percentage for all accountable Hispanic students from 28% in 2018 - 2019 to 43% in 2021 – 2022 as measured by KPREP assessment results. This will be a 5% increase in proficiency each year for our Hispanic students on the reading portion of the KPREP assessment. Increase the math proficiency percentage for all accountable Hispanic students from 41.8% in 2018 - 2019 to 56.8% in 2021 – 2022 as measured by KPREP assessment results. This will be a 5% increase in proficiency each year for our Hispanic students on the math portion of the KPREP assessment.

Our Closing the Achievement Gap Summary is attached.

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

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

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



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Closing the Achievement Gap Group Identification

Closing the Achievement Gap Summary

Garden Springs Elementary 20-21 PD Plan


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•

• II.G

Attachment Summary

SBDM Approval Date: December 7, 2020

Garden Springs Elementary

Comprehensive School Improvement Plan

2020 - 2021


1: Proficiency Goal

Goal 1: Increase the averaged combined reading and math proficiency score from 59.95% in 2018 – 2019 to 67.2% in 2022 – 2023.

Goal Breakdown by Reading and Math

Increase reading KPREP Assessment proficiency percentage from 59.7% in 2018 – 2019 to 67% in 2022 – 2023.

Increase math KPREP Assessment proficiency percentage from 60.2% in 2018 – 2019 to 67.4% in 2022 – 2023.

Objective Strategy Activities to deploy strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1: Increase the reading KPREP Assessment proficiency percentage from 59.7% in 2018 – 2019 to 61.5% by May 2021.

*Must grow by 1.8% this year toreach objective.

Objective 2: Increase the math KPREP Assessment proficiency percentage from 60.2% in 2018 – 2019 to 62% by May 2021.

*Must grow by 1.8% this year toreach objective.

Continue to develop a systematic approach for the design and deployment of standards in order to ensure that all students are being taught the standards at appropriate levels of rigor.

Ensure the following occur during the PLC planning process at PLC meetings, faculty meetings, and at long range planning meetings:

• review the alignmentbetween standards,learning targets, andassessment measures

• ensure tasks are gradeappropriate

• ensure assessmentmeasures cover allstandards and meet theindividual needs ofstudents

• conduct cyclicalcurriculumreviews/checks

Teaching teams will complete unit plans at PLC meetings. Teachers also will evaluate, analyze, and discuss the effectiveness of lesson implementation at PLC meetings.

Teachers will submit lesson plans to administration weekly; and administrators will monitor lesson plan submission.

Administrators will monitor instruction through daily walkthroughs and PGES evaluations.

Teachers will analyze and evaluate data using data monitoring protocols during PLC meetings.

Plus/deltas and survey data will be reviewed to determine

Lesson plans are created at PLC meetings each week and are uploaded into the Google Drive for administration to monitor regularly.

Administration monitors instruction daily through walkthroughs and PGES evaluations.

Student assessment data is monitored regularly to determine student progress.

No funding needed

Continue to develop a systematic approach to design and deliver instruction to ensure all students have access during Tier I to highly effective, culturally responsive, evidenced based core instruction.


• review formative and summative data to determine support or acceleration opportunities for students

• review walkthrough data and formal observation data to measure progress and identify areas for improvement

The school administrative team will identify ongoing professional development in the area of best practice/high yield instructional strategies for teachers to participate in to improve ELA instruction. The school administrative team will identify ongoing professional development in the area of best practice/high yield instructional strategies for teachers to participate in to improve math instruction.

effectiveness of professional learning.


2: Separate Academic Indicator Goal

Goal 2: Increase the averaged combined science, social studies, and on-demand writing proficiency score from 53.97% in 2018 – 2019 to 62.37% in 2022 – 2023.

Goal Breakdown by Science, Social Studies, and On-demand Writing

Increase science KPREP Assessment proficiency percentage from 34.2% in 2018 – 2019 to 46.2% in 2022 – 2023.

Increase social studies KPREP Assessment proficiency percentage from 71.1% in 2018 – 2019 to 76.4% in 2022 – 2023.

Increase on-demand writing KPREP Assessment proficiency percentage from 56.6% in 2018 – 2019 to 64.5% in 2022 – 2023.

Objective Strategy Activities to deploy strategy Measure of Success Progress Monitoring Date & Notes

Funding

Objective 1: Increase the science KPREP Assessment proficiency percentage from 34.2% in 2018 – 2019 to 37.2% by May 2021.

*Must grow by 3% this year toreach objective.

Objective 2: Increase the social studies KPREP Assessment proficiency percentage from 71.1% in 2018 – 2019 to 72.4% by May 2021.

*Must grow by 1.3% this yearto reach objective.

Objective 3: Increase the on-demand writing KPREP Assessment proficiency percentage from 56.6% in 2018 – 2019 to 58.6% by May 2021.

Continue to develop a systematic approach to design and deliver instruction to ensure all students have access during Tier I to highly effective, culturally responsive, evidenced based core instruction in science.

The school administrative team will identify ongoing professional development in the area of best practice/high yield instructional strategies for teachers to participate in around the implementation of our Amplify science program.

Plus/deltas and survey data will be reviewed to determine effectiveness of professional learning.

Professional learning opportunities are evaluated by teachers and administrators.

No funding needed

Continue to develop a systematic approach to design and deliver instruction to ensure all students have access during Tier I to highly effective, culturally responsive, evidenced based core instruction in writing.

The school administrative team will identify ongoing professional development in the area of best practice/high yield instructional strategies for teachers to participate in around the implementation of our school-wide writing program.

Teachers will implement all components of the writing plan, student work will be analyzed throughout the year, and revisions will be made to the writing plan to promote improved student achievement in writing.

Plus/deltas and survey data will be reviewed to determine effectiveness of professional learning.

During PLC meetings and at faculty meetings, teachers will analyze student writing to determine next steps with student writing and adjustments that are needed to the writing plan.

Teachers have analyzed student writing and next steps have been developed.

No funding needed


3: Achievement Gap Goal

*Must grow by 2% this year toreach objective.

Goal 3: Increase reading KPREP Assessment proficiency percentage for Hispanic students from 27.9% in 2018 – 2019 to 41.0 % in 2022 – 2023.


Funding

Objective 1: Increase the reading KPREP Assessment proficiency percentage for accountable Hispanic students from 27.9% in 2018 – 2019 to 31.2% by May 2021.

*Must grow by 3.3% this yearto reach objective.

Develop a systematic approach to design and deliver instruction to ensure our Hispanic students are successful in reading.

Teachers will participate in ongoing Culturally Responsive Teaching and Learning training during PLC meetings and at our regular faculty meetings to ensure best practice/high yield strategies are being implemented with our Hispanic students.

Through daily walkthroughs and PGES evaluations, administrators will monitor instruction, specifically the implementation of Culturally Responsive Teaching and Learning strategies.

Professional learning opportunities are evaluated by teachers and administrators.


4: Growth Goal

Goal 4: By May 2021, we will increase the growth indicator score on the state assessment from 63.7 to 69.

This is a 5.3 point increase over two years.


Funding

Objective 1:

By May 2021, we will increase the Garden Springs Elementary school students’ reading growth indicator score from 61.5 to 64.15.

*Must increase by 2.65

Objective 2:

Develop a systematic approach to design and deliver instruction to ensure students scoring below the 40th percentile on the MAP math assessment receive needed support to continuously improve their math achievement.

Ensure assessment item analysis methods are occurring within PLCs to evaluate instructional effectiveness and determine if instructional adjustments are needed.

Develop a clearly defined MTSS process with applicable checklist(s) and documentation tools, including such information as service frequency, intervention programs/strategies, and progress monitoring checks.

Monitor assessment data during PLC meetings to ensure completion

Evaluate systems to determine effectiveness

Formative and summative data is analyzed regularly at PLC meetings and instructional adjustments are made based on data.

The MTSS team meets monthly to review student progress, analyze the effectiveness of interventions, and develop next steps.

No funding needed


By May 2021, we will increase Garden Springs Elementary school students’ math growth indicator scores from 65.9 to 68.55.

*Must increase by 2.65

Develop a systematic approach to design and deliver instruction to ensure students scoring below the 40th percentile on the MAP reading assessment receive needed support to continuously improve their reading achievement.

Continue to develop a systematic approach to design and deliver instruction to ensure all students have access during Tier I to highly effective, culturally responsive, evidenced based core instruction.



Addendum Targeted Services Plan

Garden Springs Elementary - Targeted Services Plan

Hybrid Plan

Garden Springs Elementary - Hybrid Plan

https://docs.google.com/document/d/1hb9ZTTaQ4rjpiM5LAVY5Fw8E403kiTkQV3CvqD6QoNI/edit?usp=sharing

https://drive.google.com/file/d/1BuEcthNSey5uTUirJpVHOVAZ4xpDhskw/view?usp=sharing