Comprehensive School Improvement Plan
Executive Summary

The CSIP was created using data from the KCCT, CTBS, and StarMath/SRI testing. Suggestions came from the SBDM committees whose membership consists of parents and teachers. The staff and the SBDM Council reviewed the draft CSIP and changes were incorporated into the final copy.

Our data indicate that while our performance on open response questions lags far behind the level of our reading and our math scores. Therefore, our goals include a strong emphasis on the use of open response questions as a means of assessment. If we can raise our ORQ performance to that of the multiple-choice tests, our school would be scoring in the proficient range on the KCCT.

We will be having PD on developing orq’s at the higher levels of Bloom’s Taxonomy. We are also working to improve our performance on writing portfolios and on-demand pieces, but the orq’s will be our primary focus at all grade levels.

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CURRICULUM AND INSTRUCTION

Priority Need

Goal

As of winter 2004:

80% of 2-5 grade students are on or above grade level in reading as measured by the SRI.
76% of 3-5 grade students are on or above grade level in mathematics as measured by StarMath.

On the KCCT given in spring of 2003, students scored:

92 in reading (83% - multiple choice; 2.1 – orq)
80 in math (72% - multiple choice; 2.5 – orq)
62 in writing (portfolios and on-demand)
Our overall Academic Index on the KCCT was 85.1

By spring, 2005:

85% of our 2-5 students will be on or above grade level in reading as measured by the SRI.
85% of our 3-5 students will be on or above grade level in mathematics as measured by StarMath.

By spring, 2006, on the KCCT, our students will:

Score in the proficient range in reading (100+)
Score in the proficient range in math (100+)
Increase writing scores to 75
Increase the overall academic index to 95

Causes of the Need

Objectives for Reaching the Goal

· Our SRI and StarMath scores are excellent. More attention will be given to making sure that students scoring below grade level receive appropriate interventions.

· Scores on the KCCT were excellent in the multiple- choice sections in math and reading, but were hurt by student performance on open response questions.

· Writing portfolio and on-demand scores have improved, but are still well below the level of reading and math scores. Portfolio pieces and on-demand writing prompts have not been used in conjunction with the standard scoring guides by all levels. These types of writing need to be integrated more effectively into the curriculum instead of being taught as a separate subject.

A. Students scoring below grade level will increase scores on SRI and StarMath by 10 NCE’s between the fall and spring testing.

B. Student scores on the open-response part of the KCCT will increase to 3.0 out of a possible 4.0.

C. On writing portfolios, student scoring in the novice/apprentice range will be reduced from 73% to 50% by April 2006.

D. On on-demand writing, our students scoring in the novice/apprentice range will be reduced from 95% to 70%.

Objective A: Students scoring below grade level will increase scores on SRI and StarMath by 10 NCE’s between the fall and spring testing.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
Reading Tutor will be purchased to work with students in Grades 1 and 2 who are performing below grade level in reading.	Gates; series tests; SRI	Reading Tutor	Aug. 2004	May 2006	$13,000	Parks/Rec Donation; Sec. 6A
Principal will meet with grade levels after the fall and winter testing windows to review the SRI and StarMath scores in order to develop plans for students scoring below grade level. These plans will consider including a technology component.	Meeting notes and plans	Principal and teachers; STC	Sept. 2004	May 2006	None	NA
Teachers will incorporate ideas from the Parent Involvement Kit in order to fully inform and involve parents in helping their children to increase achievement in reading and math.	Grade Level Meeting held with parents	Grade level teachers	Aug. 2004	Continuing	None	(We have the kit)

Objective B: Student scores on the open-response part of the KCCT will increase to 3.0 out of a possible 4.0.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
Open Response Questions will be used at all grade levels as a standard means of assessing students.	Teacher Plans	Teachers	Aug. 2004	May 2006	None	NA
Teachers at each grade level will meet regularly to develop open response questions and scoring guidelines in the areas corresponding to the curriculum map.	Teacher plans	Teachers	Aug. 2004	May 2006	None	NA
Teachers will use open response questions that require higher order thinking skills from Bloom’s Taxonomy.	Teacher Plans	Teachers	Aug. 2004	May 2006	None	NA
The Principal and the PSA will collect open response assessments and review them with the grade level teachers to identify students performing below grade level and to develop plans for improvement.	Meeting Notes	Principal and PSA	Aug. 2004	May 2006	None	NA

Objective C: On writing portfolios, student scoring in the novice/apprentice range will be reduced from 73% to 50% by April 2006.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
Students at each grade level will produce writing portfolios that will be passed along to the next grade level.	Student product; teacher plans	Teachers and students	Aug. 2004	May 2006	None	NA
Teachers will participate in a professional development session on developing writing portfolios presented by Columbia University.	PD Plans	PD Committee; Teachers; Principal	Summer 2004	Same	$1500	PD Funds
Teachers will incorporate ideas from the Parent Involvement Kit to inform and involve parents about writing portfolios.	Grade Level Meeting	Grade Level Teachers	Aug. 2004	Contin-uing	None	NA
Intermediate students will use technology (e.g. word processing) to develop, revise, and edit their portfolios. The skills to begin this process will be taught throughout the primary years.	Student Product; technology class plans	Technology Teacher; Teachers	Aug. 2004	May 2006	None	NA
Teachers will use the holistic scoring guide during the development of the portfolios.	Teacher Plans; grades	Teachers	Aug. 2004	May 2006	None	NA

Objective D: On on-demand writing, our students scoring in the novice/apprentice range will be reduced from 95% to 70%.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
Teachers will use on-demand writing as part of the assessment for the units they are teaching.	Teacher Plans	Teachers	Aug. 2004	May 2006	None	NA
Teachers will use the holistic scoring guide to score the on-demand pieces.	Teacher plans; grades	Teachers	Aug. 2004	May 2006	None	NA
The Principal and the PSA will meet with grade level teachers to review on-demand pieces to identify students performing below grade level and to develop plans for improvement.	Principal plans; grade level notes and plans	Principal; PSA; teachers	Aug. 2004	May 2006	None	NA

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EQUITY

Priority Need	Goal
Disaggregated data show that achievement gaps exist between majority/minority students and low/high SES students. Teachers will continue to concentrate on increasing achievement in those students performing below grade level. While we are no longer a magnet school, we recognize that a diverse student/family population contributes positively to our overall school climate and student achievement, so we will continue to make efforts to attract minority families to Stonewall. High expectations of all students is a core value of Stonewall School. These expectations will be communicated by the staff to parents and students.	By May of 2006, the achievement gap in reading and math will be reduced by 5 NCE’s as measured by the SRI and StarMath Tests. Our present minority population is 17%. We will plan on increasing that figure to 20% by May of 2006. By reinforcing the value of having high expectations for all students, the Stonewall staff and parents will work cooperatively to increase student achievement and to close achievement gaps.
Causes of the Need	Objectives for Reaching the Goal
Achievement gaps are a problem throughout the USA. While there are many ideas on why this has happened, we can only deal with the fact that it exists and eliminate it through the execution of our plans to increase student achievement. Our school is in a community made up of largely majority families. Since we are not a magnet school, we hope to attract families to attend Stonewall as out-of-district if there is available room. Fayette County has 26% minority students and Stonewall has 17%. Having high expectations of all students by our staff and our parents is necessary to improve overall student achievement and to close achievement gaps.	A. Minority student scores on the SRI and StarMath tests will improve by 10 NCE’s. B. Stonewall will explore ways of attracting and keeping minority families. C. Stonewall teachers will effectively communicate the expectation of high standards of learning to parents and students.

Objective A: Minority student scores on the SRI and StarMath tests will improve by 10 NCE’s.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
The principal will review disaggregated data with the grade levels to assess achievement by each demographic group and make plans for improvement.	SRI and StarMath	Principal	Sept. 2004	May 2006	None	NA
Teachers will utilize the Parent Involvement Kit in order to make sure that minority families are informed and involved with their children’s academic success.	Parent meetings	Teachers and Parents	Aug. 2004	Continu-ing	None	NA
Teachers will meet regularly to determine that each student is being served appropriately, e.g. ESS, ESL, reading tutor, SAT, IEP, 504, Quest, Talent Pool, etc.	Teacher Plans	Teachers	Aug. 2004	May 2006	None	NA
Professional Development activities will be offered, including culturally responsive instruction and learning.	Session notes	PD Committee	May 2004	May 2005	None	NA

Objective B: Stonewall will explore ways of attracting and keeping minority families.
Activity	Measure	Responsible Person	Start Date	End Date	Cost	Fund Source
The Principal will contact the Central Office person responsible for out-of-district applications to see if there are any minority families interested in attending Stonewall.	An increase in out-of-district apps.

Comprehensive School Improvement Plan Executive Summary

Priority Need

Goal

Causes of the Need

Teachers will meet regularly to determine that each student is being served appropriately, e.g. ESS, ESL, reading tutor, SAT, IEP, 504, Quest, Talent Pool, etc.

Professional Development activities will be offered, including culturally responsive instruction and learning.

Comprehensive School Improvement Plan
Executive Summary