BOWLING GREEN INDEPENDENT DISTRICT IMPROVEMENT PLAN Year 2009 - 2010
vicki writsel Reponsible Person vicki writsel Contact Person
Approved : 2/16/2009 Date Members or Committee:
Deborah
Williams
Diane
Howerton
Hamp
Moore
Jacqueline
Pope-Tarrence
Michael
Bishop
Lee
Jordan
Jeff
Herron
Jennifer
Davis
Joe
Tinius
Jon
Lawson
Ken
May
Kim
Simpson
Leslie
Peek
Mike
McCloud
Rickey
Shive
Dennis
Chaney
Doug
Hawkins
Tonya
Matthews
Susan
George
Debi
Alan
Read
Morrie
Popelier
Heidi
Brandon
Patty
Alford
Kelly
Wiseman
Monyanna
Abraham
Michele
Boling
Jessie
Parks
James
Robinson
Frances
Johnson
Brown
Fred
Gouvas
Ernie
Freeman
Lisa
Jack
Neal
Renee
White
Mi'Shan
Dunn
Karrie
Aikins
Karen
Manley
Executive Summary
BOWLING GREEN INDEPENDENT
Mission Statement: Our mission statement is: "Building on a tradition of excellence, Bowling Green City Schools lead the way in education for all". This mission statement was last revised in September, 2006, during a two day strategic planning initiative. Teachers, principals, Board members, parents, central office staff and students continually revisit the mission statement as a guide for planning and decision making. To achieve this mission, Bowling Green City Schools staff continually focuses on Building Relationships, Engaging Students, Teaching 21st Century Skills, and Personal and Professional Growth. Needs Assessment: A committee consisting of school and district administrators, school council members and teachers reviewed CATS Assessment data disaggregated by sub groups, attendance data, employee satisfaction surveys, discipline data, the Kentucky Continuous Monitoring Process for special education, the preschool performance report, and AMAO data for English Language Learners. This group also reviewed the Standards and Indicators for School Improvement and identified district needs for improving teaching and learning to reduce achievement gaps. Additionally, because the administrative team conducted a self-study using the Southern Association of Colleges and Schools Standards. Goals: The district leadership team studied current practice using the Standards and Indicators for School Improvement. Strategies were developed to improve teaching and learning based on the rubric associated with the SISI document. The leadership team developed achievement goals in Reading and Math to meet No Child Left Behind Accountability Targets and to reduce achievement gaps per KRS 158.649. Because the district did not make the Annual Measurable Achievement Objective for the rate at which ESL students were becoming fluent in English, strategies were written to address improved services and supports for ESL students. Strategies were also written to address improvements in transition planning for students with disabilities. Because the district did not make Adequate Yearly Progress for students with disabilities in Reading, goals and activities were written to accelerate the achievement of students with disabilities in Reading. Goals were also written to address leadership development opportunities for the administrative team. Evaluation: The effectiveness of the plan with respect to improved student performance in Reading and Math will be evaluated through benchmark assessments three times per year. The effectiveness of school and district leadership will be assessed through teacher surveys and district wide culture audits. Stakeholders: In October, building and school administrators met with SBDM councils from all schools to identify achievement gaps and design strategies to reduce those gaps. All administrators have been involved in determining benchmark assessment targets. Additionally, parents, teachers, and administrators met for two days to study the district's special education program and develop strategies to improve student achievement. ACCESS data and ESL delivery models were studied to develop strategies to improve the rate at which students are learning English.
Component: Leadership Component Manager: Joe Tinius Date: 1/14/2009 Name: BOWLING GREEN INDEPENDENT
Priority Need: Walkthrough observations, studies of student data, and interviews with teachers show that teachers need guidance regarding effective research based instructional practices for students in poverty, students with disabilities, ESL students, students who represent minority ethnic groups and gifted and talented students. According to the Kentucky Continuous Monitoring Report for Special Education, suspension rates for students with disabilities are among the highest in the region. According to the AMAO report for English language learners, ESL students are not achieving fluency in reading and writing the English language at an acceptable rate.
Goal: Walkthrough observations will show positive behavior supports, effective research based instructional strategies, and proficient student work displayed in 90% of all classrooms.
Benchmark
Measure
Date
Projected Data
Actual Data
walkthrough observations
4/30/2008
60
9/30/2009
75
12/15/2009
90
GS No.
NCLBSB168
Strategy/Activity
Responsible Person
Start Date
End Date
Cost/Funding Source
INI
Impact
1
Both
Principals and School Leadership Teams will receive professional development strategies for coaching teachers in effective practices for classroom instruction, assessment design and grading practices.
2/10/2009
11/10/2009
$2000
Title II,
2
Professional development will be provided for all instructional staff regarding positive behavior supports and interventions for at risk students as well as how to use disciplinary data to identify students who need individualized instruction and support to build prosocial skills.
Writsel
4/15/2008
12/15/2008
$3000
IDEA
3
The district Walkthrough Observation Tool will be revised to provide more explicit feedback to teachers to facilitate 21st Century Teaching and Learning including building relationships, engaging students to help students develop global awareness, critical thinking skills, communication skills, collaboration skills and technology skills.
2/12/2008
12/9/2008
0
No Funding
4
Highly qualified employees who are committed to the district's mission of an excellent and equitable learning opportunity for all students will be recruited and hired through a rigorous screening process.
1/28/2008
12/19/2008
5
District leadership will work with principals and teams of teachers from each school to develop Professional Learning Communities in each school, based on the research of Richard and Rebecca DuFour, to build capacity for continuous improvement and higher levels of learning for all students and to insure that systems are in place to monitor student learning, to respond immediately when students have difficulty, and to extend learning for students who are proficient.
1/20/2009
3/25/2009
3600
Title I
1200
Title II
6
District leadership will facilitate monthly meetings with teams of content teachers from each school to ensure that each school's curriculum is properly sequenced between grade levels and between schools, to eliminate gaps and overlaps, to develop a balanced assessment in each classroom to promote 21st century learning.
3000
Component: Math Component Manager: Jennifer Davis Date: 1/14/2009 Name: BOWLING GREEN INDEPENDENT
Priority Need: According to the No Child Left Behind Adequate Yearly Progress Report, 68.27% of all students scored at the Proficient Level in Math in Spring of 2008 on the Kentucky Core Content Test. However, this report showed disparities in student achievement in Math among subgroups of students. 46.87% of African American students scored at the proficient level in Math. 49.38% of Hispanic students scored at the proficient level in Math. 44.44% of students with limited English proficient scored at the proficient level in Math. 50.73% of students in poverty scored at the proficient level in Math. 32.86% of students with disabilities scored at the proficient level in Math.
Goal: By December 2009, Think Link Benchmark assessment will show that 64.58% of African American students, 66.25% of Hispanic students, 67.15% of students in poverty, 62.96% of ESL students and 55.25% of students with disabilities are scoring at the proficient level in Math. To achieve these goals, 78.85% of all students will score at the Proficient Level in Math on the Think Link Benchmark administered in December, 2009. When the district meets these goals for student subgroups, 78.85% of all students will score at the Proficient Level in Math.
Think Link Benchmark
3/28/2009
73
KCCT
5/21/2009
78
12/21/2009
All students in grades K-2 will be assessed with Mclass Math assessment three times yearly. Students performing below benchmark, will receive targeted and systematic intervention using scientifically research based instructional strategies at least 30 minutes daily.
1/12/2009
12/18/2009
5000
Title III
All students in grades 3-10 will be assessed with the Think Link Math Predictive Assessment System, three times during the school year. Students performing below the Proficient level in Math will receive at least 30 minutes of Math intervention daily using scientifically research based instructional strategies.
District leadership will facilitate discussion and study of student work with Math teachers from each school to insure that the taught curriculum is of high quality across all schools and that teacher designed assessments are standards based requiring students to use higher order thinking skills at a proficient level.
11/9/2009
Component: Reading Component Manager: Vicki Writsel Date: 1/14/2009 Name: BOWLING GREEN INDEPENDENT
Priority Need: 73.76% of all students within the Bowling Green School System scored at the Proficient level in Reading on the Spring, 2008 Kentucky Core Content Test as reported on the No Child Left Behind Adequate Yearly Progress Report. Among these students there were discrepancies between subgroups. 52.71% of African American students scored at the Proficient Level. 55.76% of Hispanic students scored at the Proficient Level. 47.74% of students with limited English proficiency scored at the Proficient Level. 57.02% of students in poverty scored at Proficient Level and 35% of Special Education students scored at Proficient Level.
Goal: By December 2009, Think Link benchmark probes will show that 82.51% of all students are scoring at the Proficient Level in Reading. 68.47% of African American students will score at the Proficient Level. 70.51% of all Hispanics students will score at the Proficient Level. 65.09% of all students with limited English proficiency will score at the Proficient Level. 71.35% of students in poverty will score at the Proficient Level. 56.67% of students with disabilities will score at the Proficient Level.
Think Link PAS
2/2/2009
77.76
5/15/2009
82.51
Each student in grades K-3 will be assessed three times during the school year with the Group Reading Assessment and Diagnostic Evaluation (GRADE) and Dynamic Indicators of Basic Early Literacy (DIBELS). Students performing below benchmark will receive 30 to 60 minutes of reading intervention daily using scientifically research based instructional strategies.
1/5/2009
12/30/2009
$50,000
ESS
$10,000
$15,000
$30,000
Students in grades 3 through 10 will be assessed three times yearly with think Link benchmark assessment. Students performing below benchmark will receive systematic and explicit intervention 30 to 60 minutes daily.
Literacy Coaches will provide job embedded professional development for classroom teachers to support more rigorous core instruction.
10,000
Adolescent Literacy
$20,000
$25,000
Reading First
Read to Achieve
General education teachers, special education teachers and ESL teachers will receive professional development regarding research based instructional strategies for building Reading Comprehension and Reading Fluency skills among ESL students and student with disabilities.
12/14/2009
$5000
Early literacy skills including vocabulary and phonemic awareness will be taught in the preschool program and student progress will be monitored quarterly with the Peabody Picture Vocabulary Test and PALs.
1/19/2009
preschool
Even Start
A curriculum pacing guide will be developed to insure that support teachers such as special education and ESL teachers teach the Kentucky Program of Studies to students during the time these students receive Reading Intervention.
1/26/2009