CSIP

Comprehensive School Improvement Plan (CSIP)

Alignment to Needs:

Results of the Phase Two needs assessment process should inform the development of the comprehensive school improvement plan. List the identified priorities below to be addressed in order to build staff capacity and increase student achievement.

Priorities/Concerns from Needs Assessment for Schools

List two or three of the greatest areas of weakness identified in question #5 of the Needs Assessment for Schools that will be thoroughly addressed in the strategies and activities outlined in this template.

Based on the 21-22 and 22-23 school years we have shown no growth in our reading assessment. 58% of the students have reached proficiency on the KY Summative Assessment the last two years. We would like to see that increase yearly.

Our science score dropped by 11% (40%-29%).

We have a high number of students scoring apprentice. 33% of students scored apprentice in math and reading. 65% scored apprentice on the separate academic indicators of Social Studies, Science, and Writing.

Processes, Practices, or Conditions to be Addressed from Key Elements Template

List two or three of the processes, practices, or conditions identified on the School Key Elements Template that the school will focus its resources and efforts upon and thoroughly address in the strategies and activities outlined in this template.

The data is used for RTI and RTA programs. We use the data to find students that need extra support or may need to be pushed to reach their highest potential. On the weekly lesson plans, teachers use data to identify students that they are going to work with in RTI time. We have increased the amount of time in 4^th-5^th grade classes to allow more time for RTI.

JHC has school wide analysis and reflection tools that teachers complete after the MAP and CMA test. We have monthly PLC meetings that are used to analyze student data. We have a school wide data chart that has each student’s assessment results. This allows staff to monitor and identify trends throughout the year. After each CMA and MAP test, teachers fill out a data reflection sheet and item analysis to identify standards students are having trouble with as well as students that are falling behind or excelling.

JHC teachers turn in lesson plans weekly. The lesson plans include “I Can” statements and the standards being taught. Teachers are provided resources that are aligned to Kentucky Academic Standards and help with the instructional process. Our reading curriculum: Core Knowledge Language Arts is designed based on the Science of Reading. It provides deep content knowledge with research based foundational skills. Also, our phonics instruction UFLI, is a systematic and explicit phonics instruction with research based instructional methods. Our math curriculum, Reveal Math, is a researched based core math program that deepens conceptual understanding.

Indicator Scores

List the overall scores of status and change for each indicator.

Indicator	Status	Change
State Assessment Results in reading and mathematics	76.4	4
State Assessment Results in science, social studies and writing	69.9	-2.9
English Learner Progress	N/A	N/A
Quality of School Climate and Safety	88.4	-0.2
Postsecondary Readiness (high schools and districts only)
Graduation Rate (high schools and districts only)

1: State Assessment Results in Reading and Mathematics

Goal 1 (State your reading and math goal.): Joe Harrison Carter Elementary school will increase reading and math Indicator Score from 80.4 on 2022-2023 KSA to minimum of 88 on the 2025-2026 as measured by the state KSA assessment.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Increase the number of students scoring proficient/distinguished on KSA reading from 58% in 2023 to 65% in 2024.	Remediation and Acceleration Programs based on student ability levels and progression of standards being taught.	Literacy groups in Kindergarten and second grade.	Students’ achievement level on literacy assessment.	Literacy assessment in Fall, Winter and Spring.	School
		Daily small group and RTI in K-5 reading classes.	Students’ achievement level on literacy assessment.	Literacy assessment in Fall, Winter and Spring.	School
		Use Lexia and Reading Plus in all grades.	Students’ progress and achievement level on programs.	Benchmark assessments in programs-Fall, Winter, and Spring.	District
		Lexia and Reading Plus incentive programs.	Students’ progress and achievement level on programs.	Benchmark assessments in programs-Fall, Winter, and Spring.	District
		RTA Grant provides a Reading Intervention focused on UFLI and science of reading.	Students’ progress though UFLI.	Performance on Core Phonics Survey and literacy assessment.	RTA Grant
	Data Analysis	Data Analysis using: KSA, MAP, CMA, Lexia, Reading Plus, IXL, classroom formative assessments, Core Phonics Survey and weekly four questions. Data is used to determine RTI groups, individual student needs and lesson plans.	Student achievement on assessments.	KSA-Yearly MAP- Fall, Winter, Spring, Summer CMA(common assessment)- Each 9 weeks Lexia/Reading Plus-Daily 4 questions (formative assessment)- Weekly Core Phonics Survey(K-2)- Fall, Winter, Spring, Summer	School/District
Objective 2 Increase the number of students scoring proficient/distinguished on KSA math from 52% in 2023 to 60% in 2024.	Remediation and Acceleration Programs based on student ability levels and progression of standards being taught.	Use of IXL, Reveal Math and Get More Math to practice skills on stands as they are taught in the classroom or according to student progress.	Student achievement on math assessments and advancement in the program.	Weekly formative and summative assessments, Reveal Math, Get More Math and IXL.	School/District
		Daily small group and RTI in K-5 math classes			School/District
	Data Analysis	Data Analysis using: KSA, MAP, CMA, Get More Math, IXL, Reveal Math classroom formative assessments, and weekly for questions. Data is used to determine RTI groups, individual student needs and lesson plans.	Student achievement on assessments.	KSA- Yearly MAP-Fall, Winter, Spring, Summer CMA-Each 9 weeks Get More Math/Reveal Math/IXL-Daily 4 Question Assessment- Weekly Formative Assessments- Daily	School/District
	Data Analysis		Student achievement on assessments.

2: State Assessment Results in Science, Social Studies and Writing

Goal 2 (State your science, social studies, and writing goal.): Joe Harrison Carter Elementary School will increase Science, Social Studies and Writing Indicator Score from 72.8 on 2021-2022 KSA assessment to an Indicator Score of 76 on the 2024-2025 KSA assessment.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Increase the number of students scoring proficient and/or distinguished in Science from 28% in 2023 to minimum of 50% in 2024.	Scheduling	Class 5 days per week, 50 minutes per class. Science in Morning for 4^th-5^th grade.	Updated Schedule	Lesson Plans, Walkthroughs	None
	Scheduling		No pullouts	Lesson Plans, Walkthroughs	None
	Design and deliver targeted instruction	Mystery Science	Student Achievement on Assignments	Mystery Science Data	School
	Design and deliver targeted instruction	Data analysis using: KSA, CMA, 4 Questions Weekly Assessment, and Classroom Formative Assessments to determine RTI groups and Individual student needs.	Student achievement on assessments	CMAs, 4 Questions, KSA, MAP	School/District
Objective 2 Increase the number of students scoring proficient and/or distinguished in Social Studies from 52% in 2023 to minimum of 60% in 2024.	Design and deliver targeted instruction	Teacher collaboration with district Social Studies teachers, Social Studies specific PD	Improved Lesson Plans and time management	Lesson Plans, Walkthroughs	School
	Design and deliver targeted instruction	Data analysis using: KSA, CMA, 4 Questions Weekly Assessment, and Classroom Formative Assessments to determine RTI groups and Individual student needs.	Student achievement on assessments	CMAs, 4 Questions, KSA	School/District
	Instructional Minutes/ Scheduling	Class 5 days per week, 50 minutes per class. Social Studies in Morning for 4^th-5^th grade.	Updated Schedule	Lesson Plans, Walkthroughs	None
	Instructional Minutes/ Scheduling		No pullouts	Lesson Plans, Walkthroughs	None
Objective 2 Increase the number of students scoring proficient and/or distinguished in Writing from 59% in 2023 to minimum of 65% in 2024.	Prioritize curriculum standards to focus instruction. Schedule Daily writing.	Schedule revision to include school wide daily writing.	Completed Schedule Class 5 days per week, 45 minutes per class.	Lesson Plans Walkthroughs	None
		Collaboratively prioritize standards	Writing plan progress	Lesson Plans, KSA, Formative assessments	None
	Design and deliver targeted instruction	Using prioritized standards, collaboratively develop lessons that break down the standards into small and manageable lessons	Improved Lesson Plans, Students progression	Lesson Plans, KSA, Formative assessments	None

3: Achievement Gap

KRS 158.649 requires the school-based decision making (SBDM) council, or the principal if no council exists, to set the school's yearly 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 statutory requirement, intentionally focusing on the achievement gaps that exist among a school’s underserved student populations is also a vital component of the continuous improvement process. Schools should use a variety of measures and analysis when conducting its review of its achievement gaps, including a review of the school’s climate and culture. Schools are not required to establish long term achievement gap goals; however, schools must establish yearly targets (objectives).

Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Decrease the Gap in all students scoring proficient and/or distinguished in Reading (58%) and Free/Reduced Lunch students (56%) from 2 points in 2023 to 0 points in 2024.	PLC Work, Targeted Intervention	Create individual learning plans for response to intervention for students performing in the Gap group.	Reduce of Gap points	RTI documentation	None
	PLC Work, Targeted Intervention	Daily and Weekly RTI using data from: KPREP, MAP, CMA, Lexia, Reading Plus, 4 Questions Weekly Assessment, and Classroom Formative Assessment to determine RTI groups and individual student need.	Student performance on assessments	KSA- Yearly MAP-Fall, Winter, Spring, Summer CMA-Each 9 weeks Reading Plus/IXL-Daily 4 Question Assessment- Weekly Formative Assessments- Daily	School/District
Objective 2 Decrease the Gap in all students scoring proficient and/or distinguished in Math (52%) and Free/Reduced Lunch students (43%) from 9.0 points in 2023 to a maximum of 4.0 in 2024.	PLC Work, Targeted Intervention	Create individual learning plans for response to intervention for students performing in the Gap group.	Reduce of Gap points	RTI documentation	None
	PLC Work, Targeted Intervention	Daily and Weekly RTI using data from: KPREP, MAP, CMA, IXL, Edulastic, 4 Questions Weekly Assessment, and Classroom Formative Assessment to determine RTI groups and individual student need.	Student performance on assessments	KSA- Yearly MAP-Fall, Winter, Spring, Summer CMA-Each 9 weeks Get More Math/IXL-Daily 4 Question Assessment- Weekly Formative Assessments- Daily	School/District

4: English Learner Progress

Goal 4 (State your English Learner goal.): Joe Harrison Carter Elementary School will increase each proficiency level sub scores on the 2023 ACCESS test for English Language Learners by one point within each language domain.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Increase the amount of students scoring above the proficiency level for overall domain scores on ACCESS for ELL from 0% to 50% in 2024.	PLC work, ELL accommodations	Individualized learning plans for ELL students to focus on each language domain. Set goals with ELL students for each individual language domain Lexia English Program Tier 2 Reading/Phonics Instructional Intervention	Assessment performance scores ACCESS 2023 scores Assessment performance scores	RTI Documentation ACCESS scores 9 weeks assessment performance scores	School/District
Objective 2 Increase the amount of students scoring above the proficiency level in the Literacy domain sub score on ACCESS for ELL from 50% to 75% in 2024.	PLC work, ELL accommodations, LETRS Training, Heggerty	Individualized learning plans for ELL students to focus on Literacy Skills. Incorporate Heggerty into daily lessons	Assessment performance scores	RTI Documentation ACCESS Scores	School/District

5: Quality of School Climate and Safety

Goal 5 (State your climate and safety goal.): Joe Harrison Carter Elementary School will increase our Quality of School Climate & Safety Status Indicator Score on the KSA assessment survey from 88.6 in 2021 to 92.0 on the 2024 KSA Assessment.
Objective	Strategy	Activities	Measure of Success	Progress Monitoring	Funding
Objective 1 Increase the Climate score on the KSA Quality of School Climate & Safety Survey from 90.7 2023 to 92.0 in 2024.	Relationship Building	Focus first two weeks of school on building relationships	Students’ attendance.	Monthly positive parent contacts	None
	Celebration of student and school success	Rewards for Behavior, Assessment Results, Progress on Lexia, Progress on Reading Plus, Progress on IXL, and attendance	Students motivated to give their best effort	Increase in students receiving rewards	School
	Be consistent on discipline and school procedures	School handbook, school rules, classroom rules and procedure are gone over with staff and students.	Students and staff understand and follow school procedures.	Discipline log, DOJO	None
Objective 2 Increase the Safety score on the KSA Quality of School Climate & Safety Survey from 86.1 2023 to 90.0 in 2024.	Educate students on safety procedures	Practice Emergency Procedures: Lockdown, Evacuation, Fire, Tornado, Earthquake	Drill time decreases, Students know roles for each situation	Regular scheduled drill success	None
	Educate students on safety procedures	SRO building relationships and talking with students about safety	Students feel comfortable with SRO	Weekly meeting with SRO	District
	Educate students on respect, manners, coping skills	Morning assemble discusses the books: Essential 55, bullies to buddies	A change in students’ behavior and conversations about how to treat others.	DOJO marks related to mistreating classmates. Office Discipline referrals.	School

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