Lawrence County High school

Lawrence County High school

Comprehensive school

IMPROVEMENT Plan

SCHOOL ASSURANCE REVIEW

SCHOOL YEAR 2008-2009

Assurance Certification

I certify that to the best of my knowledge, the information contained in this application is correct and complete and that the agency named in this application has authorized me, as its representative, to obligate this agency to conduct any ensuing program or activity in accordance with all applicable Federal and State laws, regulations and specific program assurances contained in the Kentucky Consolidated Planning Guidebook. It is understood that this application constitutes an offer, and if accepted by the Kentucky Department of Education or negotiated to acceptance, will form a binding agreement.

_ James S. Boggs.______ June, 2008

Chairperson, School Council Date

Plan Approved by the School Council:

Biennial Targets approved:

Adoption Date

School Council Members:

James Boggs, Principal	John Baumgardner, Teacher
Melissa Branham, Teacher	David Prince, Teacher
Sandra Stark, Parent	Bob Martin, Parent

Standard Plan Format Copyright Ó Kentucky Department of Education, 2006

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

EXECUTIVE SUMMARY:

School: Lawrence County High School

PLan Summary

Lawrence County High School staff and all members of the School Based Decision Making Council wish to focus all efforts on the continuous improvement of academic performance of all students at LCHS. Student success is dependent upon the intensive and aligned efforts of all staff members, council members, parents, students and community members to insure that each and every student has the opportunity to achieve at the highest levels possible. With that goal in mind, members of the Comprehensive School Improvement Plan committees, through methods of test data analysis, surveys, and analysis of attendance data and graduation rate, developed a list of needs for students at Lawrence County High School. The Standards and Indicators for School Improvement document, as well as a Culture Review, was utilized to develop action components to encompass the Academic Performance and Learning Environment.

Each component was reviewed, and discussion concerning the viability of each concern and activity was perused. The necessities for Lawrence County High School have greatly evolved, and many strategies were replaced with specific and pertinent issues.

The Lawrence County High School Council approved the Comprehensive School Improvement Plan, and intend for it to be a very purposeful and useful document, that will be continually gauged for completion of activities, timelines, etc. Revision will be conducted as necessary. Monthly, the council will review the document, focusing on goal progress, next steps, responsible people, etc. Scheduled Implementation and Impact checks will be shared with the School Based Decision Making Team each October, January and April, July.

The Lawrence County High School Comprehensive School Improvement Plan has been made available for public review in the school office and the School Library.

MISSION STATEMENT:

We, the staff of Lawrence County High School, are committed to providing all student quality educational experiences that prepare them to become successful lifelong learners.

Process summary

How Planning and Needs Assessment Teams Were Organized:

The school CSIP committee was formed to represent all relevant stakeholders and served to direct all planning and analysis of the needs assessment data.

Members and Representative Groups:

Comprehensive School Improvement Planning Committee:

Stephanie Myers (Chair)

Teachers -Scott Johnson

Travis Feltner

Randy Anderson

Todd Norton

Cindy Michael

Don Fannin

Charles L. Blevins, Jr.

Jene’ O’Brian

LeaAnne Preece

James Boggs – Principal

Debbie DeLong – Assistant Principal

James Ellis – FRYSC

Jennifer Dheel – Special Needs Department

Scott Osborn – Department Chair, English and Language Department

Rebecca Hall – Department Chair, Science Department

Janice Salyer – Department Chair, Social Studies Department

John Baumgardner – Department Chair, Mathematics

Jane Lowe – Department Chair, Arts and Humanities

Billy Goldsmith – Department Chair, Practical Living

Dave Fugitt, - Department Chair, Career-Technical

Cassandra Webb- Career and Technical Director

SBDM Council

All Staff members were involved in analysis of needs assessment data and planning.

How the Needs of the School were Determined:

During the 2007-2008 school year, Lawrence County High School staff reviewed and revised the current Comprehensive School Improvement Plan, attempting to keep the plan pertinent to the goals of the school. Implementation and Impact checks were completed in November, 2007, February, 2008, and April, 2008. This process to produce the plan began on November 5, 2007, with a professional development concerning data analysis. Data was extracted from Kentucky Performance Reports (KCCT Data), ACT results, KOSSA results and NCLB reports. A survey was presented to all staff members, in order to gauge specific needs of the school. Attendance data was greatly influential.

How Goals and Strategies Were Decided Upon:

Analysis of the above data revealed need areas. Analysis of root cause was used to determine goals and strategies. Critical review of the previous plan and Implementation and Impact checks also were considered in selection of goals and strategies.

Development Process

Revision of the improvement plan continued in CSIP committee and component meetings to review data, identify goals, determine root cause and contributing factors, and objectives and effective activities addressing pertinent needs. Each strategy and activity was aligned to the appropriate Standard and Indicator(s) for School Improvement. Review of disaggregated data was completed and achievement gap targets identified.

How Public Comment was Secured and What Response was Made:

Open school council meetings, CSIP committee meetings, and all stakeholder meetings were advertised for public comment. Surveys were reviewed. Suggestions or clarifications were taken back to committee for consideration.

When the Revised Plan was Officially Approved and Adopted:

The revision of the plan was officially approved and adopted by the Lawrence County High School SBDM on June 9, 2008.

How Consolidated Planning Will be Evaluated and When

At the beginning of the month, those parties listed as responsible for strategies identified in each component will be emailed a reminder of the Implementation from the CSIP committee chair. Implementation and Impact checks will be conducted according to district guidelines and timeline in October, January April and July with reporting by component managers. SBDM monthly review of impact and implementation checks (based on principal summary of school wide I & I check reports) will be completed.

Communication of the Plan

In June of 2008, the CSIP will be presented to the District and published on the school website http://www.lawrence.k12.ky.us/schools/high/default.htm with copies available for public viewing in the school library and main office, Copies of the CSIP will also be available at Open-House in August and second semester Open-House and reviewed during departmental planning periods in August. Minutes of SBDM meetings are available for review in the main office, as well as online

Achievement Gap Targets

Lawrence County High School

June, 2008


Male	Reading	2007	2008 P	2009 P	2010 P
	% Novice	5	0	0	0
	% Proficient/Dist	30	42	54	66

Male	PLVS	2007	2008 P	2009 P	2010 P
	% Novice	29	23	17	11
	% Proficient/Dist	31	43	55	67


F/R Lunch	Reading	2007	2008 P	2009 P	2010 P
	% Novice	4	0	0	0
	% Proficient/Dist	36	47	58	69

F/R Lunch	Math	2007	2008 P	2009 P	2010 P
	% Novice	58	51	44	37
	% Proficient/Dist	9	24	39	54

	Science	2007	2008 P	2009 P	2010 P
	% Novice	26	21	16	11
	% Proficient/Dist	23	36	49	62

	Social Studies	2007	2008 P	2009 P	2010 P
	% Novice	22	18	14	10
	% Proficient/Dist	24	37	50	63

S/W Disab.	Reading	2007	2008 P	2009 P	2010 P
	% Novice	64	58	52	48
	% Proficient/Dist	0	16	32	48

	Math	2007	2008 P	2009 P	2010 P
	% Novice	95	79	63	47
	% Proficient/Dist	0	16	32	48

	Science	2007	2008 P	2009 P	2010 P
	% Novice	64	56	48	40
	% Proficient/Dist	0	16	32	48

	Social Studies	2007	2008 P	2009 P	2010 P
	% Novice	64	56	48	40
	% Proficient/Dist	0	16	32	48

	Writing Portfolio	2007	2008 P	2009 P	2010 P
	% Novice	71	60	49	38
	% Proficient/Dist	0	16	32	48

	O/D Writing	2007	2008 P	2009 P	2010 P
	% Novice	86	71	56	41
	% Proficient/Dist	0	16	32	48

Action Component Academic Performance

District Name Lawrence County_______ Component Manager __James Boggs__

School Name Lawrence County High School_____ Date _June, 2008___

Priority Need

Goal (Addresses the Priority Need)

Lawrence County High School Students are not achieving at high levels.

· 2007-2008 Accountability Index was 68.4. Academic Index was 66.7%

· Combined Novice percentage was 22.49%

· Winter Measures of Academic Progress diagnostic testing scores indicate a need for improved student achievement.

· According to the 2007 KPR, significant differences/gaps were identified in Disability, Free/Reduced Lunch, Gender student subgroups in all content areas.

Aside from 2006 (90.47) attendance rates for LCHS have been below 90.00%, since 2003.
Available data (KCCT writing scores, MAP assessment data and classroom assessment data, as well as WalkThrough observations) indicates significant deficiencies with the two main components of literacy (writing and reading).

By May 2009, a greater percentage of students will be achieving at higher levels.

Our 2008 Kentucky Performance Report results will indicate:

A 2008-2009 Accountability Index of 82.5.
A 08-09 goal for Novice Percentage of 18.2%
Freshmen and Sophomore students will be at or above expected RIT band levels with the Winter MAP Assessment.
By August 2008, we will have implemented strategies to reduce achievement gaps in disability, Free/Reduced Lunch, and Gender by 10%
Attendance reports from KDE will indicate an improvement in attendance rates for LCHS of 92.00% during school year 2008-2009.
2008-2009 KCCT Writing Index scores will reflect 50% of Seniors at proficient or higher.
MAP Scores for reading will indicate an average growth of 10 RIT points from Fall 2008 to Spring 2009.

Causes and Contributing Factors

Objectives with Measures of Success

A Curriculum - Newly completed and applicable Curriculum Documents must be accessible to students, parents, all community stakeholders.

B.Assessment - KPR (Spring, 2007) indications include 11.82% of Junior students scored a Novice Non-Performance on the Spring, 2007 Mathematics KCCT test. In addition, 17.74% of the Junior class scored a Novice Medium on the Spring, 2007 Mathematics KCCT test. In totality, over 28% of the Junior class did not score a Novice High or above on the Spring, 2007 Mathematics KCCT test.

C. Assessment - Spring 2007 KPR indicates 5.55% of Junior students scored a Novice Non-Performance on the Spring 2007 Science KCCT test. 11.11% scored a Novice Medium, and 11.9% scored a Novice High. In totality, 28.5% of the Junior class scored below an apprentice level in Science.

* 2007 Writing scores indicate 83% of Seniors scored below proficient in writing portfolio.

2007 Writing scores indicate 89% of Seniors scored below proficient in on-demand writing.
The corresponding KCCT Academic Index for writing was 49.98.
The Writing Plan has not been fully implemented.

Curriculum - Teachers have completed Curriculum Documents, which include newly released Kentucky’s Core Content 4.1. This major project, completed in May, 2008, required realignment, monitoring, evaluating and reviewing the current LCHS curriculum to ensure delivery of content statements in a clear, well-defined and organized manner. All documents will be posted on the district website, as well as being posted in all classrooms,.

Assessment - Interdisciplinary Math, taught at the Freshmen level, will have an impact on Math abilities, beginning with the Class of 2011, as evidenced by MAP scores. Students will receive an appropriate foundation in Mathematics, in order to be successful in higher level Math courses and on the Mathematics KCCT test.

C. Assessment – A large portion of Science testing revolves around the ability to discern information from a chart or a graph, therefore, these tasks will be emphasized in mathematics classes throughout the building.

D. The Revised Writing Plan will be presented to all staff members through the Cluster Leader with monitoring support provided by Principal and/or Assistant Principals (including successful completion of Administrator’s Checklist).

Action Component ____Academic Performance__________

District Name: Lawrence County Component Manager __James Boggs

School Name Lawrence County High School Date __June, 2008

Strategies/Activities

Objective Label	Strategy/Activity		Expected Impact in Terms of Progress and Success	Responsible Person	Start Date	End Date		Estimated Resources and Costs
Objective: A. CURRICULUM – During the 2008-2009 school year, 100% of LCHS students will receive instruction from a the curriculum document incorporating curriculum maps, pacing guides, syllabi, and lesson plans which will be used to monitor, evaluate and review delivery of curriculum
A1 Delivery of Instruction from Aligned Curriculum Document	Completed curriculum documents, aligned with Kentucky Core Content 4.1, will be posted on the district website, in all pertinent classrooms, and given to students. SISI 1.1.a, b, c, d		All stakeholders will have access to the documents, which will prepare students on upcoming expectations.	Administration	June 2008	May 2009		N/A District Instructional Supervisor, HSE, KDE

A2 Content Delivery Notebooks	Teachers will compile a notebook of lesson plans, curriculum maps, syllabi, and assessments for each course to be kept in the classroom and available for observations and walkthroughs. SISI 1.1.f		Delivery of curriculum and assessment will be evidenced.	Department Chairs	August 2008	May 2010		N/A
A4 Accommodations and Modifications	The aligned curriculum document will identify possible teaching strategies, in order to enhance accommodations and modifications for assessment for students with disabilities. SISI 1.1g		Students with disabilities will receive instruction addressing a common academic core, accommodating individual learning needs while maintaining expectations for high academic performance.	Department Chairs and Special Education Dept.	August 2008	May 2010		N/A, Brenda King Special Needs Dept.

Objective: B. ASSESSMENT - By August 2008, progress of all LCHS students will be monitored through rigorous authentic assessments with clearly communicated academic standards and expectations and reflecting the use of higher order thinking skills/Depth of Knowledge (1,2,3), which will be collaboratively analyzed and used to modify instruction as evidenced in lesson plans, samples of student work, walkthroughs and classroom observations.
B1 Special needs collaboration	Special needs teachers will have the same planning time as the department they primarily serve in.		Special needs teachers and regular education teachers for collaboration purposes.	Principal	August, 2008		May, 2010		N/A
B2 Collaboration on Assessment	Teachers will collaboratively create content specific assessments and corresponding scoring guides based on Core Content 4.1 and DOK. SISI 2.1.b		Teachers will be able to draw from assessment bank when creating classroom-based assessments.	Mr. Boggs, Principal, Department Chairs	August 2008		May 2010		N/A District Resource Teachers, HSE
B3 Delivery of rigorous, aligned CATS-like assessments	All students will be assessed every 10-15 instructional days using rigorous, aligned, CATS-like assessments. SISI 2.1a		Students will gain experience in CATS-like assessments.	Mr. Boggs, Principal, Department Chairs	August 2008		May 2010		N/A
B4 Classroom Display of Essential Questions and Core Content Standards	All Teachers will display and call attention to the core content standard(s) and essential questions addressed in each lesson in a specific area of the classroom to establish clear expectations in learning goals. SISI 2.1c, 2.1f		Students will be aware of daily expectations of learning goals.	Department Chairs	August 2008		May 2010		N/A
B5 Science Fair	All Science students will participate in a Science Fair, creating depictions of Science concepts to be displayed.		Students’ understanding of Science concepts will be enhanced by developing a portrayal of a Science concept.	All Science teachers	August 2008		May, 2010
B6 MAP Testing	MAP Testing (Measures of Academic Progress) will be conducted and results used to inform instruction each fall and spring with Freshman and Sophomore classes to measure student progress in Mathematics, Language Arts, Reading and Science. SISI 2.1d, 2.1e		Progress monitoring in reading, language arts, math and science will diagnose instructional needs, develop appropriate instruction to meet student needs and monitor academic growth over time.	All classroom Teachers and Administration	August 2008		May 2010		PD
B7 Progress Monitoring through Learning Checks GAP STRATEGY	Teachers will collect and record periodic assessment data by conducting one school wide Learning Check each of the first three nine weeks to monitor individual student progress in core content areas by disaggregated data. Progress will be recognized, celebrated, and used to set goals. SISI 2.1.e		Teachers will be able to track student progress through out the year. This information will be shared with individual students for goal setting purposes. Students will be aware of their progress throughout the year.	Assessment Committee Chair, Department Chairs	August 2006		May 2008		N/A
B8 Display of Proficient and Distinguished Student Work	All teachers will display rubrics and samples of proficient/distinguished student work. SISI 2.1.f		Performance standards will be clearly communicated, evident in classrooms, and observable in student work.	All Classroom Teachers	August 2008		May 2010
B9 RTI	Freshmen students will participate in a system of interventions (Lawrence County System of Interventions) which will identify targeted group of low-achievers, provide specific interventions, and continuously monitor student progress.		Targeted students will demonstrate progress in identified areas of need.	Freshmen Team	August 2008		May 2010
Objective: C. INSTRUCTION - By August, 2008, 100% of LCHS students will receive instruction from a variety of research-based “best practices” in all content areas, incorporating differentiated instructional strategies as evidenced in lesson plans, teacher observations, and sample student work.
C1 Differentiated Instruction *GAP STRATEGY*		All teachers will provide instruction using appropriate Marzano research-based instructional strategies, as well as incorporating learning styles, multiple intelligences, in order to address individual student needs. SISI 3.1a,b, c	All students will receive instruction delivered through research-based strategies identified as increasing student engagement and achievement. Subpopulation groups will be addressed appropriately, in order to raise the achievement level of all learners.	All Classroom Teachers	August 2007	May 2008		N/A District Resource Teachers, HSE, KDE, SEEK, Instructional Funds
C3: Construction/ Geometry Class C4: Freshmen Reading Class C5: Interdisciplinary Math C6 Dual Credit Classes		Carpentry/Geometry class will be taught jointly. Freshmen scoring a 212 or below on their 8^th grade MAP Reading Test, will be enrolled in Freshmen Reading Class. Freshmen scoring a 207 or below on their 8^th grade MAP Math Test, will be enrolled in Interdisciplinary Math Dual Credit Classes, associated with ACTC, will be offered for Eng 101, 102, Psychology, and Algebra.	Students will see the connection between instruction and real life application of curriculum. Student achievement will improve. MAP Scores in Reading will improve. KCCT Reading Scores for Sophomores for the Spring of 2009 will improve. Students will be more prepared to achieve in all classes. Student achievement in Math classes will improve. MAP Scores in Math will improve. KCCT Math Scores for Sophomore for the Spring of 2009 will improve. Students will be more prepared for post secondary/college curriculum.	Geometry and Carpentry Teachers – Scheduling Team Principal and assigned staff Principal and assigned staff Department Chair Principal Principal Dept Chair	August 2007 August 2008 August 2007 August 2008 August 2008	May 2008 May 2010 May 2008 May 2010 May 2010
C7 Writing Portfolio Development		A sequenced approach to writing portfolio development, including the development of content pieces, with identified status checks and process checkpoints will be developed and communicated to students and parents. SISI 3.1a,b	All seniors will have at least an apprentice portfolio.	Writing Cluster Leader and all Classroom Teachers	August 2008	May 2010		N/A
C5. Examples of Prof/Distinguished work displayed.		Each classroom shall display an example of proficient/distinguished work, very prominently.	Students will observe proficient/distinguished work, and know what is expected.	All classroom teachers.	August, 2008	May, 2010
C6 Required Reading		D. 4 Students will receive a list of required books and/or articles compiled for each course by all faculty in all content areas in accordance with recommendations by HSTW.	Increased student achievement in reading in the content areas will be reflected in an increase on KCCT, CTBS, and TABE.	Department Chairs and Classroom Teachers	August 2008	May 2010		N/A

Action Component Learning Environment

District Name Lawrence County_____ Component Manager James Ellis, Mary Adams, Luanne Finley

School Name Lawrence County High School_____ Date __June, 2008

Priority Need

Goal (Addresses the Priority Need)

All Lawrence County High School Students are not achieving at high levels

* Aside from 2006 (90.47) attendance rates for LCHS have been below 90.00%, since 2003.

· Combined Novice percentage for 2007 was 22.49%.

Measures of Academic Progress diagnostic testing results and Learning Check results indicate a need for improved student achievement.

· According to the 2007 KPR, significant differences/gaps were identified in Disability, Free/Reduced Lunch, Gender student subgroups in all content areas

LCHS will reduce novice percentages and achievement gaps of student subpopulations.

Attendance reports from KDE will indicate an improvement in attendance rates for LCHS of 92.00% during school year 2008-2009.

The 2008 Kentucky Performance Report results will indicate a reduction in novice percent to 20%, during the 2008-2009 school year.

MAP testing and Learning Check results will show improved student achievement

By May 2008, achievement gaps in Disability, Free/Reduced Lunch, Gender student subpopulation groups will be reduced by 10%

Causes and Contributing Factors

Objectives with Measures of Success

A. School, Family, Community Support - The 2007 KPR indicates LCHS does not provide adequate support services to fully meet student needs to reduce the number of novices among student subpopulations groups in all content areas by identifying and reducing barriers to learning.

B. Professional Development - Our professional development is inadequately aligned with our school wide goals for student performance and not effectively reflected in classroom practice.

C. Truancy – According to attendance records, truancy is a large issue at Lawrence County High School. Students are not prepared to achieve at high levels, due to loss of instructional minutes.

A. School, Family, Community Support - By May 2009, additional support will be provided for students with disabilities, students receiving free/reduced lunch and others at-risk. A 10% reduction in achievement gaps will be realized in these sub-populations..

B. Professional Development - By August 2008, all professional development will be aligned with goals for student achievement and reflected in classroom practice.

C. Truancy – By May, 2009, attendance issues at Lawrence County High School will have improved by 2%, through the use of Truancy Diversion Programs, Game Day, and teacher incentives.

Action Component ____Learning Environment

District Name Lawrence County Component Manager _James Ellis, Luanne Finley, Mary Adams

School Name Lawrence County High School Date _________June, 2008_

Objective Label	Strategy/Activity	Expected Impact in Terms of Progress and Success	Responsible Person	Start Date	End Date	Estimated Resources and Costs
Objective: A. SCHOOL CULTURE – By May, 2010, attendance at Lawrence County High School will increase by at least 2%.
A1. Truancy Diversion Program	A Truancy Diversion Team will be formed to address attendance issues.	Student attendance will increase, which will, in turn, increase grades, test scores and self esteem levels of all students.	Truancy Diversion Team, LC DPP	August, 2008	May, 2010
A2 Display of Attendance	Attendance information will be prominently displayed, in graph form, to inform all stakeholders.	Stakeholders are informed, and student ability to devise information from a graph is enhanced.	LCHS 360, Attendance Dept, Math Dept.	August 2008	May, 2010
A2 Positive Reinforcement for Students	Each quarter, students with no zeros in the gradebook, no disciplinary referrals, and no unexcused absences, will be rewarded with Reward Time. SISI – 4.1 i	Student attendance, grades and discipline will improve.	Principal, LCHS 360, Attendance Officer.	August 2008	May, 2010
A3. Student /Staff Recognition	Student/staff success will be celebrated monthly at the SBDM meeting, and quarterly in all school publications, on school website, in recognition ceremonies, and bulletin board throughout the building. SISI – 4.1 j	Student and staff achievements will be valued and highly celebrated.	James Ellis, School Community Relations Committee, School Boosters Clubs.	August 2008	May 2010
A4. AP link to school website	Advanced Placement classes will have a website, linked to the school website.	Testing dates, information about materials, texts, and classroom expectations will be posted on the AP website, linked to the school website.	AP Coordinator, Principal, AP Teachers	August, 2008	May, 2010
A5. SBDM Minutes	SBDM minutes will be posted within 72 hours of each meeting, as well as emailed to all teachers and stakeholders.	SBDM minutes are well communicated.	SBDM Secretary	August, 2008	May, 2010
Objective: B. STUDENT, FAMILY, COMMUNITY SUPPORT - By May 2007, additional support will be provided for students with disabilities, students receiving free/reduced lunch and others at-risk. subpopulations resulting in a 10% reduction in achievement gaps
B1 Counseling GAP STRATEGY	Counselors will work individually and in groups with students of subpopulation groups identified as being at risk of failing each nine weeks to improve opportunities for success and reduce incidences of dropout. SISI – 5.1c	Logs of counselor/student contacts will be maintained. A decrease in the achievement gap of sub-population groups will occur.	Luanne Finley, Mary Adams,and all Special Education teachers	May 2008	May 2010	N/A
B2 Parent-Teacher Communication GAP STRATEGY	In addition to mid-terms and report cards, two additional communications (conferences, telephone calls, ARC meetings, etc.) with parents of students identified as failing will be conducted, as evidenced by teacher records. SISI – 5.1a	The number of failing students and students who drop-out will decrease.	All Classroom Teachers	August 2008	May 2010	STI Caller
B3 Use of parent volunteers	Lawrence County High School will utilize volunteers that have been through the district training.	Parents will be more positively involved in the school.	Principal, or designee	August, 2008	May, 2010
B7 Open-House	The Family/Community Relations Committee and LCHS 360 will organize, advertise and conduct two school-wide Open-Houses	Parents will be welcomed as active partners in the school program.	School Community Relations Committee	August 2008	May 2010
B9 ILPs	All students will be assisted by their assigned advisor to maintain individual graduation plans. SISI 5.1.e	Current and well-maintained ILPs will help students set career and postsecondary goals to help provide a successful transition after graduation.	Guidance Dept. and Advisor/Advisee	August 2008	May 2010
B10. ILPs	ILPs are discussed at all parent conferences, ARCs, etc.	Parents are more informed, concerning their child’s future, and what their child’s needs are, in order to be successful.	Guidance, Special needs, Principals	August, 2008	May, 2010
Objective - C. PROFESSIONAL DEVELOPMENT - By May 2007, all professional development will be aligned with goals for student achievement and reflected in classroom practice.
C1 Professional Growth Plans	Professional growth plans of staff members will be tied to the goals and activities of the CSIP, evaluations, and identified areas of growth. SISI 6.1a	Professional development will support the acquisition of school improvement and professional goals.	Administration	August 2007	May 2008	N/A
C2 Attendance at State/National Conferences	Department chairs, staff will attend state and national conferences related to their content areas and research-based practices in curriculum, instruction, and assessment. SISI 6.1b	Attendees will enhance content professional strategies and share schoolwide upon return.	Department Chairs, PD Committee	August 2007	May 2008	PD
C3 Implementation of Professional Development Trainings	The SBDM Council will develop an ongoing process for monitoring the implementation of the practices gained from PD. SISI 6.1e	The implementation of professional development training will be evidenced in classroom practice, lesson plans, observations, and professional growth plans	Administration and SBDM Council	May 2007	August 2008	N/A
C4 Training in Protocols for Analysis of student work	All teachers will receive training in protocol for analysis of student work and classroom assessments. SISI 6.1. c	Teachers will be able to analyze student work.	Department Chairs and Professional Development Committee	May, 2008	Dec.. 2008	PD funds District Resource Teachers, HSE
C5 Differentiated Instruction GAP STRATEGY	All teachers will receive training in differentiation of instruction and assessment. SISI 6.1 c	Learning styles and multiple intelligences will be integrated into curriculum, instruction, and assessment, engaging, motivating, and raising the achievement levels of all learners	PD Committee Chair Teachers participating in Collaboration Training with Big East Development	May 2007	May 2008	District Funding, PD Thoughtful Classrooms, Resource Teachers, HSE
C6 Science and Math ARSI Math and Science Leadership Workshops	Representatives from the Math and Science Departments will participate in the University of Kentucky/ARSI Math and Science Leadership Network. SISI 6.1 b, 6.1c	Representatives will build instructional leadership capacity and improve their content and pedagogical knowledge.	PD Committee Chair and Math and Science Dept. Chair	Oct. 2007	May 2008	District Funding/ P. D.
C7 Effective Classroom Practices in Math and Science GAP STRATEGY	Participants in the Math and Science network will collaborate quarterly with their departments to translate the latest research on effective classroom practices in Mathematics and Science. SISI 6.1 b, 6.2e	All Math and science teachers who did not participate in ARSI will gain the same knowledge as those who did and translate research into effective classroom practices, focusing on instructional strategies to enhance achievement in subpopulation groups.	Math and Science Dept. Chairs	Oct. 2007	May 2008	District Funding/ P.D.

Action Component: Academic and Technical

District Name Lawrence County Component Manager __David Fugitt

School Name Lawrence County High School_____ Date _______June, 2008

Priority Need

A. According to the 2007 – 2008 Career and Technical Education District Accountability Profile, an average of ??? % of Lawrence County High School students participating in the Skills Standards Assessment met proficiency in their respective career majors.

Goal (Addresses the Priority Need)

A. By May, 2009, 50% of Lawrence County High School students participating in Skill Standards will meet proficiency and receive a Skill Standards certificate.

Causes of the Need:

A. Career Technical Education curriculum is not aligned with Core Content for Assessment 4.0, Kentucky Program of Studies, with state and national skill standards and the Kentucky Community and Technical College (KCTC) Curriculum.

B. Career-Technical Education data has not been used effectively to plan for student improvement.

C. Our instructional and assessment strategies are not varied and are not adequately responsive to student needs.

D. Support and guidance is not adequately provided for students making a transition from one level to the next and then on to continuing education, life and career options.

Objectives for Reaching the Goal:

Career Technical Education curriculum will be aligned with Core Content for Assessment 4.0, Kentucky Program of Studies, state and national skill standards and the KCTC Curriculum.
Career-Technical Education data will be used to plan for student improvement.
Instructional and assessment strategies will be varied and responsive to student needs.
Adequate support and guidance will be provided to students making a transition from one level to the next and then on to continuing education, life and career options.

Evidence of Causes

Objectives with Measures of Success

A1. CTE teachers have completed Curriculum Mapping Projects for each of their classes, paralleled to non CTE Curriculum Mapping Projects

B1. Career Technical Education data has not been utilized, as per data analysis review.

C1. According to a review of lesson plans and program assesement reviews, a variety of instructional and assessment strategies are not being utilized to deliver instruction.

A1. The delivery of instruction, as well as the expectations for CTE students are parallel to non CTE classes, as depicted in Curriculum Mapping Projects.

B1. By November 2008, data analysis of KOSSA testing will be completed.

C1. By August 2008, all students will be receiving instruction from a variety of research-based “best” practices. Implementation will be measured through review of unit and lesson plans, analysis of student work, classroom observations, decreased student retention rates, and student achievement on skills standards assessments.

Action Component ____Academic and Technical

District Name Lawrence County Component Manager __David Fugitt

School Name Lawrence County High School Date _ June, 2008

Strategies/Activities

Objective Label	Strategy/Activity	Expected Impact in Terms of Progress and Success	Responsible Person	Start Date	End Date	Estimated Resources and Costs
Objective: A. Our Career Technical Education curriculum will be aligned with Core Content for Assessment 4.1 and Kentucky Program of Studies and CTE Standards.
A1 Completion of Curriculum Mapping Projects	1 Students will receive instruction from a curriculum map, aligned with Kentucky Core Content 4.1, CTE Standards, and Kentucky Program of Studies, developed with the same standards as those of nonCTE instructors.	CTE students will receive appropriate curriculum, and at the same rate as students in other departments.	CTE Instructors	August 2008	May 2010	KETS SLD Carl D. Perkins
A2 Curriculum Maps, Course Syllabi	All LCHS Curriculum Maps will be posted to the District website. SISI 1.1.a	Teachers will be able to make their long range curriculum plans and course syllabus prior to the start of the school year. The community will be more informed about the curriculum.	Department Chairs	August 2008	May 2010
A3. ILPs	Facilitate cross-school (high school and middle grade teachers) discussions/training on Individual Learning Plans (ILPs), their importance and correct completion. SISI 1.1e	ILPs will be useful and correctly completed.	CTE Teachers, Department Chair	August 2008	May 2010
A4 CTE Standards	Utilize the “21 CTE Standards” Program Assessment and monitoring process to support curriculum implementation. SISI 1.1f	All documents will be aligned with the same standards.	Principal	August 2008	May 2010

Objective: B. ASSESSMENT – Career Technical Education data will be used to plan for student improvement.
B1 Analysis of current academic and CTE data.	Facilitate the analysis of current academic and CTE data. SISI 2.1d	This information can be invaluable in planning for future necessary changes.	Principal Department Chair	August 2008	May 2010
B2 Use results from data to design and provide strategies for reducing gaps.	Each program contact/department will use the results from data analysis to design and provide specific strategies for improvement/reducing gaps in achievement. SISI 2.1d	Strategies for reducing gaps will be more aligned with solving the issues, with more direct information.	Principal Department Chairs	August 2008	May 2010

Objective: C. INSTRUCTION – Instructional strategies will be varied and responsive to students’ needs.

C2- Utilization of PD meetings, workshops, or conferences.	Follow-up to professional development meetings, workshops, or conferences will occur at monthly department meetings with a prepared agenda. SISI 3.1d	Information will benefit more staff members.	Principal Department Chair	August 2008	May 2010	Title 1 Part C Perkins Vocational & Technical Education Act SLD