Fannie Bush Elementary
COMPREHENSIVE SCHOOl IMPROVEMENT Plan
SCHOOL ASSURANCE REVIEW
SCHOOL YEAR 2002-2003
The Fannie Bush Elementary_ school council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning Guidebook (2002-2003) prior to approval of our plan.
__Lee Cruse _______________________ _____02-04-2002______________
Chairperson, School Council Date
__Lee Cruse________________________ _____02-04-2002______________
Chairperson, School Planning Committee Date
Plan Approved by the School Council:
_______02-12-2002_______
Date
School Council Members:
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Lee Cruse – Chairman |
Mark Fatkin - Parent |
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Angela Carter - Teacher |
Carla Blair - Parent |
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Kimberly Angel - Teacher |
Manuel Alvarez - Parent |
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Paula McDonald - Teacher |
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Kay Welsh - Teacher |
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Note: Although the Assurance Certification is not included in the school’s improvement plan, the assurances for the categorical programs listed on the previous page should be reviewed by the school council and the school planning committee prior to approval of the plan by the school council. The Assurances for 2002-2003 are in the Comprehensive Improvement Planning Guidebook (2002-2003) and can be downloaded from the Web Page at: http://www.kde.state.ky.us/olsi/conp/Emanual/default.asp
COMPREHENSIVE SCHOOL IMPROVEMENT PLAN
EXECUTIVE SUMMARY:
School: Fannie Bush Elementary School
MISSION STATEMENT
We the staff of F. Bush Elementary School believe in the individuality of each child. We are dedicated to providing developmentally appropriate learning experiences, which result in high levels of academic performance for all children. We believe in cultural enrichment for each child to enhance world awareness. We recognize the vital importance of parental involvement between the classroom and the home. As a staff collectively, we accept the responsibility to teach and educate all students within our school.
PROCESS OF DEVELOPING THE CONSOLIDATED PLAN
How Planning and Needs Assessment Teams Were Organized:
We organized all staff into five different committees. The planning committee, which is also our SBDM Council, had the responsibility of coordination of all facets of the consolidated plan. The rest of the staff was divided among four other committees grouped according to area of expertise and equal division between Primary, Intermediate, and Special Classes. The four committees were School Climate Committee, Communication Committee, Staff Development and Technology committee, and Curriculum and Instruction Committee.
Members/Representative Groups Who Served on Planning and Needs Assessment Teams:
All teachers and academic areas were represented on the committees. Once the groups were set, then it was the responsibility of each group to recruit parents volunteers to serve on their committees. The parents who served on the planning committee wee elected by being part of the SBDM. We also recruited business personnel from the community to help review the overall process.
How the Needs of the School or District Were Determined:
The needs of the school were determined by utilization of parent, teacher, staff, and technology surveys. All staff participated in the evaluation using Standards and Indicators for School Improvement. We also used results from CATS testing for our 4th and 5th grade students and CTBS scores from our 3rd grade students. Each committee met and, through long hours of discussion and analysis of data, our needs were determined which are reflected in our consolidated plan. All goals were based upon concrete data that we gathered.
How Goals and Strategies Were Decided Upon:
All committees evaluated all facets of building and curriculum through the Academic Performance Standards. After gathering all data, each committee took those results and evaluated them and came up with what they considered their areas greatest priority need. Once the priority needs were determined, methods were discussed on how to achieve that goal. Committees came up with what they considered to be the best means to reach the goal and that became part of the action plan.
What Implementation of the Plan is Expected to Achieve:
It is our school’s hope that, through the research and the implementation of our consolidated plan, we will see positive results from our students and positive results with our test scores. We also hope that through this plan we will have a better indication of where we are at present and where we need to be in the near future.
How Public Comment was Secured and what District Response was made:
Public comment was secured with the hiring of a firm that helped us to conduct a survey of the majority of our parents. Results were then put together and given to each committee to utilize in their specific area or concentration. Parent input and opinions were considered. The district response was positive.
How Consolidated Planning will be ensured in the Future:
The consolidated plan will be ongoing with committees staying intact. There will be rotation of members on and off the planning committee as SBDM election takes place. Our school feels a need to access and evaluate how to better meet the needs of our students.
COMMUNICATON PLAN
How will the Consolidated Plan and Other Important Information be shared with Stakeholders:
Each member of the school and committees will receive copies of the overall plan. Each committee will have opportunities to share and discuss with other members of staff their results. Title I meetings will be conducted to inform parents of policy and plans for the future. Better means of communication will be addressed by our communication committee, and parent meetings will be conducted to inform parents of test results and other pertinent information.
How Input will be Continually Gathered from Stakeholders:
Important data will continually be gathered yearly from test scores and surveys, which will be distributed to relevant committees for analysis and feedback.
For guidelines regarding the Executive Summary, download the Comprehensive Improvement Planning Guidebook 2002-2003 from the Kentucky Department of Education web page: www.kde.state.ky.us/olsi/conp/default.asp
Action Component __Curriculum/Instruction _
District Name _______Clark County __________ Component Manager ____Mary Ann Taylor _____________
School Name _______F. Bush _____________ Date _______________________________________________
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Priority Need (Based of Needs Assessment) |
Goal (Addresses the Priority Need) (See Step 2 on page 23) |
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According to the 2001 CTBS science assessment for third grade, the anticipated score was 41% and the obtained score was 37%. The lower obtained score of 37% demonstrates a need to improve science concepts for primary grades.
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A. To increase by 10% the number of fourth grade students moving into the proficient category of science while simultaneously decreasing the apprentice category of science by 10% on the 2002 CATS assessment. This will target students not meeting their anticipated scores. |
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Causes and Contributing Factors (Both Positive and Negative; Based of Needs Assessment) |
Objectives with Measures of Success (See Step 3 on page 23) |
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According the the 4th grade CATS assessment for physical science, there exists a need to improve instructional strategies in light, heat, electricity, magnetism, properties, position, and motion. Student questionnaires revealed 30% never use equipment in experiments, 33% never do experiments given by the teacher and 37% never talk about experiments or investigations with peers or the teacher. Only 14% of boys verses 33% of girls ranked proficient or distinguished in science.
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A1. Teacher plans will address instructional strategies, which include physical science experiments, equipment and hands on activities in the areas of light, heat, electricity, magnetisim, properties, position and motion. Boys need to be targeted for movement from apprentice to proficient or distinguished in science by being challenged in higher level content. |
Action Component _Curriculum/Instruction __
District Name ______Clark County ________ Component Manager __________________________________
School Name ______F. Bush_________________ Date _______________________________________________
Strategies/Activities
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Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
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1.
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A. Address the needs of Physical science by: a.) Encouraging students to use computers and other forms of technology as tools to work with for all grade levels. b.) Providing professional development to enhance teaching strategies. c.) Providing staff development to enhance teaching strategies. d.) Updating physical science equipment for all grade levels. e.) Incorporation hands on science activities for all grade levels. f.) Using supplement materials and equipment to enrich and extend learning for all males in each grade level. g.) Providing extra help to assist boys in mastery of higher level content for all grade levels. h.) Creating a science lab to facilitate the coordination of materials and implementation of experiments for all grade levels. i.) Text adoption for science to align curriculum at all grade levels.
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With improved practices in the teaching of physical science, students test scores will improve for the primary grades on the CTBS as well as improving on the CATS assessment for the 4th grade.
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Staff and Administration |
March 2002 |
March 2003 |
Undetermined |
Action Component __Curriculum/Instruction _
District Name _______Clark County __________ Component Manager ____Mary Ann Taylor________________
School Name _______F. Bush _____________ Date _______________________________________________
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Priority Need (Based on Needs Assessment) |
Goal (Addresses the Priority Need) (See Step 2 on page 23) |
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Based on the 2001 CATS assessment, fifth grade regressed in the math index from, 54.9% in 2000 to 46.7% in 2001. The index of 46.7% was below the 2001 local and state index of 66. 4% and 63.9% respectively. The lower index score of 46.7% demonstrates a need to improve math concepts at all grade levels.
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To decrease by 10% the number of fifth grade students scoring novice in math while simultaneously increasing the apprentice category by 10% and 5% of the same apprentice category moving into the proficient category of math on the 2002 CATS assessment. This will target students scoring lower than their same age peers at the local and district level.
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Causes and Contributing Factors (Both Positive and Negative; Based on Needs Assessment) |
Objectives with Measures of Success
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According to the grade CATS assessment for math, there exists a need to improve instructional strategies in all math areas, which include numbers, computation, geometry, measurement, probability, statistics and algebraic ideas. Student questionnaires revealed 43% sometimes but not every week participated in math projects or tasks requiring more than one period, 54% sometimes but not every week used calculators and43% sometimes but not every week used hands-on material for math instruction, 51% never used a computer for math instruction. 16% of girls scored proficient or distinguished in math while only 11% of boys were included in the same categories.
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Teacher plans will reflect instructional strategies, which strengthen the math areas of numbers, computation, geometry, measurement, probability, statistics, and algebraic ideas. |
Action Component __Curriculum/Instruction __
District Name ______Clark County ________ Component Manager _________Mary Ann Taylor___________
School Name ______F. Bush_________________ Date _______________________________________________
Strategies/Activities
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Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
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2.
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B. Address the needs of math at all grade levels by:
a.) Providing extra help for males in the mastery of higher-level math content. b.) Using manipulatives for all targeted math areas, c.) Encouraging students to use computers, calculators or other forms of technology as tools to work with. d.) Focusing on active learning, acceleration and intervention. e.) Providing staff development for mathematics.
f.) Providing staff development in the use of hands-on materials, best practices and technology. g.) Providing outside consultation for curriculum enhancement. h.) Setting up school wide math labs for students experiencing problems in application and understanding. i.) Utilizing supplemental materials for enrichment and extension for males. j.) Updating equipment to improve student achievement. k.) Using technological programs to assess and target students needs with emphasis on evaluation, diagnosis, prescriptive teaching, evaluate, mastery and re-teaching. l.) Incorporating hands-on math activities with daily lesson plans.
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With improved practices in the teaching of math at all grade levels, student test scores will improve on the CATS assessment for 5th grade.
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Staff and Administration |
March 2002 |
March 2003 |
Undetermined |
Action Component __Curriculum/Instruction__
District Name _______Clark County __________ Component Manager ______Mary Ann Taylor _____________
School Name _______F. Bush _____________ Date _______________________________________________
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Priority Need (Based on Needs Assessment) |
Goal (Addresses the Priority Need) (See Step 2 on page 23) |
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Based on the 2001 CATS assessment, the fourth grade writhing index was 52.7%. The local and state writing index for 2001 was 63.5% and 58.6% respectively. The lower index score of 52.7% demonstrates a need to improve writing skills for all grade levels.
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To decrease by 10% the number of fourth grade students scoring novice n on-demand writing while simultaneously increasing the apprentice category by 10% and 5% of the same apprentice category moving into the proficient category of on-demand writing for the 2002 CATS assessment. This will target students scoring lower than same age peers at the local and district level.
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Causes and Contributing Factors
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Objectives with Measures of Success
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According to the 4th grade CATS assessment for on-demand writing, there exist a need to improve instructional strategies at all grade levels. 50% of 4th graders scored novice, 48% scored apprentice and only 2% were proficient with 0% distinguished in on demand writing, 33% of fourth grade students stated they sometimes but not every week participated in writing activities similar to ones in the CATS assessment. 20% stated they only used the on-demand writing format once a week.
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C. Teacher plans in reading, math, science, social studies, arts, humanities, practical living and vocational studies will address instructional strategies which include at the minimum BI-weekly on-demand writing activities at all grade levels. |
Action Component __Curriculum/Insturction __
District Name ______Clark County ________ Component Manager __________________________________
School Name ______F. Bush_________________ Date _______________________________________________
Strategies/Activities
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Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
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3.
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C. Address the needs of on-demand writhing at all grade levels by: a.) incorporating developmentally appropriate writhing activities which mirror the on-demand format. b.) Incorporating on-demand writing in all academic areas at a minimum of 2 sessions per week. c.) Providing extra help to assist students in the mastery of higher level writing. d.) Incorporation assessment strategies and evaluative tools for on demand writhing. e.) Focusing on interdisciplinary partnerships for arts, humanities, and practical living and vocational studies in on-demand writing. f.) Incorporation learning strategies in on-demand writing for intervention and acceleration. g.) Purchasing materials and enrichment activities for on-demand writing.
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With improved practice in teaching on-demand writing and more time focused on activity writing, student test scores will improve for the 4th grade on the CATS assessment.
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Staff and Administration |
March 2002 |
March 2003 |
Undetermined |
Action Component ___Communicatons______
District Name _______Clark County __________ Component Manager _________________ _____________
School Name _______F. Bush _____________ Date _______________________________________________
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Priority Need (Based on Needs Assessment) |
Goal (Addresses the Priority Need) See Step 2 on page 23) |
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According to a January 2002 Classroom Teacher Technology Survey, 100% of teachers do not have adequate computers, printer, etc. to meet their academic and communications needs. All teachers list technology needs as a “high priority” of our school. It is important for communications within our school, for maintaining contact with parents/guardians, and for networking with other educators near and far. .
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Our one year goal is to have at least three fully functional, reliable computers, (with enough disk capacity and memory) to perform the following academic and communication functions: a. access the Internet in a timely manner b. support new software, work processing programs c. access Edconnect and Riverdeep d. support Accelerated Reader e. support Star Reading f. access Internet Lesson Planning Site for editing, printing g. access attendance h. access foreign language translation sites i. send and receive email within school and for networking. In addition, our technology goal includes having one fully functioning inkjet printer with adequate ink cartridges, in each classroom and an online computer lab for use by all students in our school.
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Causes and Contributing Factors (Both Positive and Negative; Based on Needs Assessment) |
Objectives with Measures of Success (See Step 3 on page 23) |
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1. improperly configured computers 2. low hard disk drive capacity (some are only 500MB) 3. small memory capacity (many are only 16MB) 4. lack of funds to maintain, upgrade and replace outdated hardware. 5. technology has never been a recipient of any of our school wide fund raising efforts. 6. obsolete computer hardware that is not compatible with newer sound or memory cards, etc. 7. insufficient number if inkjet printers in the school, cartridges in short supply.
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1. to have three fully functioning computers, as described in the goals, in every classroom, as reported in the Teacher technology Survey for the j2002-2003 school year.
2. to have one fully functioning inkjet printer with adequate cartridges, in every classroom, as reported in the Teacher Technology Survey for the 2002-2003 school year. |
Action Component __Communications __ __
District Name ______Clark County ________ Component Manager __________________________________
School Name ______F. Bush_________________ Date _______________________________________________
Strategies/Activities
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Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
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A1
A2
A3
A4
A5
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Notify the Director of Technology for the Clark County Schools and the Clark County Board of Education, of the results of January 2002 Teacher Technology Survey.
Notify and continually update the F. Bush SBDM council and the PTO leadership if the need for improved technology in our school.
Research technology grants that may be available, apply for such grants
Establish and convene a standing technology committee for our school
Target technology in fund raising activities
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Increased awareness of our school’s technology shortcomings for those with the power to address them.
Greater focus on technology needs of our school by parents, administration and staff.
Provide possible funding for improvements to the technology available to F. Bush students.
Provide continuity in efforts to improve technology experiences for F. Bush students. Maintain technology at the forefront of goals for our school. Oversee possible expenditures of funds made available through various sources.
Get parents, students and staff involved in an effort to improve the state of technology at F. Bush
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Chairmen of Staff Development and Technology Committee and Communications Committee
Staff member currently on SBDM council
Members of Staff Development or Communications Committees, or other interested parties
School principal, and Staff Development and Technology Committee chairman.
PTO leadership |
2/02
2/02
2/02
2/02
2/02 |
2/02
5/03
5/03
5/03
5/03 |
N/A
N/A
N/A
N/A
Fund raising proceeds |
Action Component _______Climate__________
District Name _______Clark County __________ Component Manager _________________ _____________
School Name _______F. Bush _____________ Date _______________________________________________
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Priority Need (Based on Needs Assessment) |
Goal (Addresses the Priority Need) (See Step 2 on page 23) |
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According to the STI Attendance system of the Clark County School System, there were 2,300 absences and 1,529 tardies recorded for the 2000-2001 school year for approximately 260 students at Bush Elementary.
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A. The number of student absences will decrease by 10% as measured by the STI attendance system of the Clark County schools for the school year 2002-2003.
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Causes and Contributing Factors (Both Positive and Negative; Based on Needs Assessment) |
Objectives with Measures of Success (See Step 3 on page 23) |
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a. Based on the 2000-2001 Title 1 data 86% of the student body is eligible for free/reduced lunch.
b. Based on STI attendance data, contributing causes of absences include health issues (illness, head lice, etc.), lack of adequate health care, parents’ indecision about validity of keeping child home or sending child to school, and tardies that due to time length are considered absences.
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A1. Investigate and implement instructional programs and materials designed to specifically impact students of low-socioeconomic and culturally deprived backgrounds.
A2. Increase availability of school nurse with the goal of having a full-time nurse to assess illness and advise parents about possibility of child remaining at school or being sent home.
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Action Component ___Climate __________ __
District Name ______Clark County ________ Component Manager __________________________________
School Name ______F. Bush_________________ Date _______________________________________________
Strategies/Activities
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Objective Label |
Strategy/Activity |
Expected Impact in Terms of Progress and Success |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
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Implement/provide incentives for parents whose children have perfect attendance and zero tardies for a given period of time (i.e. 9 week semester).
Extend special invitations to parents of culturally diverse backgrounds to attend functions; continue Parent/Student reading day with free book giveaways provided by Title 1.
Secure services of full-time nurse
Increase school-to-home communication: include student tardy totals on mid-term reports, periodic letters home to parents reminding them of school start/end times and procedures for determining absences, strict adherence to county policy for attendance clerk’s contact with home for absences/tardies. |
Reduce absences/tardies to allow for more continuous and optimal learning environment.
Increase parent involvement, parent/staff communication, and impact parent opportunity to become involved with their student in the school setting.
Provide needed medical attention, reduce absences/tardies by providing parents with help in deciding whether to keep child home and allowing for more continual learning.
Provide increased communication and understanding of attendance policies for parents with the goal of reducing absences and tardies.
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Parent
Staff
Nurse
Staff Attendance Clerk |
Fall 2002
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