Comprehensive School Improvement
Plan
Rutherford Elementary
Jefferson County
Kenya Natsis, Principal
301 Southland Boulevard
Louisville, KY 40214
Document Generated On December 22, 2016
TABLE OF CONTENTS
Introduction
1
Phase I - Equitable Access to Effective Educators School Diagnostic
Introduction
3
Equitable Access to Effective Educators - School
4
Phase I - The Missing Piece
Introduction
12
Stakeholders
13
Relationship Building
14
Communications
15
Decision Making
17
Advocacy
19
Learning Opportunities
20
Community Partnerships
21
Reflection
22
Report Summary
23
Improvement Plan Stakeholder Involvement
Introduction
25
Improvement Planning Process
26
Phase I - Needs Assessment
Introduction
28
Data Analysis
29
Areas of Strengths
30
Opportunities for Improvement
31
Conclusion
32
2016-2017 Rutherford CSIP
Overview
34
Goals Summary
35
Goal 1: Math-Increase the ProficiencyScores in Math from 35.1 proficiency to 67.8 by 2019.
37
Goal 2: Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
44
Goal 3: Math GAP- Increase the achievement for GAP students to 67.1% proficiency by 2019.
53
Goal 4: Readinig GAP-Increase the achievement for GAP students to 68% proficiency by 2019.
59
Goal 5: Social Studies- By 2019 at least 70.3% of all students will be proficient/distinguished
68
Goal 6: Social Studies GAP- By 2019, at least 69.8% of all GAP students will score proficient/distinguished.
71
Goal 7: Writing-By 2019 62% of all students will be proficient/distinguished.
73
Goal 8: Writing GAP- By 2019 61% of GAP students will be proficient/distinguished
74
Goal 9: Program Review- To achieve a proficiency score in each of the program review content areas.
75
Goal 10: Professional Growth And Effectiveness System (TGPES)
79
Goal 11: Instructional Resources
80
Goal 12: Program Review
81
Goal 13: To increase the average combined reading and math K-PREP proficiency scores
84
Goal 14: Community Involvement
86
Goal 15: PBIS participating co-hort school
87
Goal 16: Novice Reduction
88
Goal 17: Professional Learning to imporve teacher and leader effectiveness
92
Activity Summary by Funding Source
Phase II - KDE Assurances - Schools
95
Introduction
112
Assurances
113
Phase II - KDE Compliance and Accountability - Schools
Introduction
119
Planning and Accountability Requirements
120
Executive Summary
Introduction
169
Description of the School
170
School's Purpose
171
Notable Achievements and Areas of Improvement
172
Additional Information
173
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
The following Kentucky Department of Education resources should be referenced to assist in the development of
Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective
plans by component.
Needs Assessment: http://education.ky.gov/school/csip/Documents/Effective%20Needs%20Assessment.pdf
Goals: http://education.ky.gov/school/csip/Documents/Effective%20KBE%20Goals.pdf
Objectives: http://education.ky.gov/school/csip/Documents/Effective%20School%20Objectives.pdf
Strategies: http://education.ky.gov/school/csip/Documents/Effective%20Strategies.pdf
Activities: http://education.ky.gov/school/csip/Documents/Effective%20Activities.pdf
Executive Summary: http://education.ky.gov/school/csip/Documents/Effective%20Executive%20Summary.pdf
KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives,
strategies and activities specified in the Comprehensive Improvement Plan.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 1
Comprehensive School Improvement Plan
Rutherford Elementary
Phase I - Equitable Access to Effective
Educators School Diagnostic
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 2
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more
often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE)
required states to develop equity plans and use evidence based strategies to address this issue. Kentucky’s plan is focused on teacher
preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and
strategies to retain teacher and leaders.
All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable
access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement
Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice
reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan.
Kentucky’s Plan Submitted to U.S. Education Department
http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 3
Comprehensive School Improvement Plan
Rutherford Elementary
Equitable Access to Effective Educators - School
Label
Assurance
School Equity Data Complete the School Equity Data tab for this
(1)
diagnostic. Include at least one other selfselected indicator for consideration.
*Self-selected data could come from a variety of
sources. It should be relevant to the needs of
the school. Examples could include: principal,
teacher or student demographic data;
percentage of National Board Certified
Teachers or Advanced Degrees; teacher or
principal effectiveness data, TELL, turnover.
**The school should complete the information in
the chart ONLY for the subgroups reported in
the School Report Card where the data has
been suppressed to protect student
identification required by the Family Educational
Rights and Privacy Act (FERPA).
Follow the steps below:
Response Comment
I
acknowledg
e that I have
uploaded
the School
Equity Data.
Attachment
Equity Diagnostic
Rutherford
Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has
provided related to equitable access to effective educators.
Based on the school data from the attached chart, Rutherford Elementary students are at a socio-economic disadvantage with 93.7% of
students meeting the criteria for free and reduced meals. Along with the socio-economic disadvantage of our students, 33% of our students
are English Language Learners and 47% of our teachers have 3 years or less of teaching experience.
With many students arriving each year speaking little or no English, this serves as a barrier to learning. Classroom teachers along with ESL
teachers put in place a variety of strategies to support these students. Only 9.5% of our student population consist of students with
disabilities. It is clear that one of our challenges is to prepare English Language Learners for academic content.
With 46% of our teachers having 3 years of experience or less, it is apparent there is a high turn over rate among staff at the school.
After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An
identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once
the barriers have been identified, then root causes of why the barriers exist will be included.
The following barriers within the school have been identified; Larger number of students who meet the criteria for free and reduced lunch,
1/3 of the school population are English Language Learners and high teacher turnover.
Having 93.7% of our families meeting the criteria for free and reduced lunch often serves as a barrier to student achievement. Our families
struggle with day to day living and often don't know ways to help their children in school. We offer family literacy and math nights with food
served to bring families to school. Teachers model strategies parents/grandparents, guardians can use at home with their children to
reinforce learning that is happening at school. Our Family Resource Center also offers support and resources for families in need. Low cost
housing is available in this community and supports families with limited incomes. We often expect our students to come in prepared to learn
when actually getting to school was an accomplishment for them that day. We have breakfast in the classroom and every child is eligible to
eat each morning.
With 33% of our students English Language Learners, regardless of the grade level of the student, based on their English ability, it often is
like having kindergarten students in 4th grade. They must have time to learn the language basics, speaking and reading/writing, and then
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 4
Comprehensive School Improvement Plan
Rutherford Elementary
additional time to learn how to comprehend not only the spoken word but written text. Many times ELL students will work on initial sight word
programs on iPads and are often placed in small groups that use picture cues along with countless other strategies for speaking, reading,
and writing. Students who know some English, continue to have misconceptions with reading content and writing especially. Although a
student may learn the English words, the comprehension part is more challenging and when writing, at times finding the correct English word
to express thoughts can be tricky. The school works with Catholic Charities, Americana, and additional community organizations to assist
our families with basic needs.
High teacher turn over rate can affect academic achievement. With 47% of our teachers having 3 or less years of experience the school is
working to build capacity within teachers. Although our teachers are motivated and spend countless hours before and after school with the
goal clarity coach, school based resource teachers, and their team members preparing lessons and assessments, their lack of experience
can affect student achievement. Teachers can "burn out" quickly at this school due to the intensive needs of our students. The
administrative staff and family resource center work collaboratively to provide support for our teachers and families.
Label
Goal Setting (4)
Assurance
Complete the School Equity Goals tab. Use the
school's most recent measures in the Equity tab
of the School Report Card to set equitable
access goals for the next three years. The
measures include: Working Conditions, Overall
Teacher and Leader Effectiveness, Overall
Student Growth, Percentage of new and KTIP
teachers, and Percentage of Teacher Turnover.
Response Comment
I
acknowledg
e that I have
uploaded
the School
Equity Goal
Data.
Attachment
Equity Goals
Rutherford
***Goals should reflect an analysis of barriers,
root causes and strategies.
Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could
include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, jobembedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders,
particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous
section.
If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access,
the school may select the appropriate goal, objective, strategies and activities.
OR
The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the
school will need to include appropriate objectives, strategies and activities.
The school may choose to provide an optional narrative response to include any additional information, but this is not required.
Goal 1:
Professional Growth And Effectiveness System (TGPES)
Measurable Objective 1:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 5
Comprehensive School Improvement Plan
Rutherford Elementary
collaborate to increase teachers' awareness and understanding of the PGES Componenet by 12/20/2017 as measured by surveys and other
checks for understanding after completion of training modules..
Strategy1:
Professional Development - Professional Development Modules will be offered to teachers during Staff Meetings and Gold Day to deliever
information to teachers as TPGES continues implementation during the 2016-2017 school year.
Category: Teacher PGES
Research Cited: Danielson Framework of Evaluation
Activity - TPGES Collaboration
Activity
Type
Begin Date End Date
Teachers will be provided time to collaboratively
discuss the Danielson Framework for Teaching.
An in-depth study of each domain will promote Professional 08/01/2016
a better understanding of the domains and
Learning
allow teachers to meet the goal of
Accomplished.
Activity - TGPES Modules
Activity
Type
12/20/2017
Begin Date End Date
Professional development will occur during
faculty meetings and Gold Day to deliver
Professional 08/01/2016
informational regaridng Teachers Professional Learning
and Growth Effectiveness System.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, TPGES team,
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, TPGES team
comprised of teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Administration and
Teachers
Strategy2:
Hiring highly qualified teachers - Hiring of highly qualified teachers.
Category: Professional Learning & Support
Research Cited: Dufours
Activity - Hiring of Teachers
Activity
Type
An interview committee which consist of
teachers and administrators will convene as
needed to fill vacancies as they arise. The
committee will search to find highly qualified
teachers for the students at Rutherford
Elementary.
Recruitment
and
07/18/2016
Retention
Begin Date End Date
12/20/2017
Goal 2:
Instructional Resources
Measurable Objective 1:
collaborate to determine which resources/ textbooks and instructional materials align to Kentucky Core Academic Standards based
classroom practices by 12/20/2017 as measured by 100% of the funds allocated for Instructional Materials are being used to improve student
access to high quality standards aligned resources.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 6
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Instructional Resource Identification and Alignment - Identification of instructional materials (tools) used to teach the standards and meet the
learning needs of students.
Category: Management Systems
Research Cited: Dufours
Activity - Preview of Instructional Materials
Activity
Type
The Instructional Leadership Team will work
collaboratively, based on teacher feedback, to
recommend instructional materials/technology
that will promote student achievement and are
aligned to KCAS.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
08/08/2016
Principal, Assistant
Principal, District Goal
Coach, School
$5000 - Text Books Clarity
Based Resource
Teachers, Classroom
Teachers
12/20/2017
Staff Responsible
Goal 3:
Program Review
Measurable Objective 1:
collaborate to increase student achievement of students in the primary grades by 12/20/2017 as measured by teacher created assessments
along with district assessments.
Strategy1:
Bellarmine Literacy Project - Teachers will participate in the Bellarmine Literacy Project to increase their knowledge of how students learn to
read and to learn additional instructional strategies to implement with their students.
Category: Professional Learning & Support
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Class
Activity
Type
Research based reading strategies will be
examined and taught during weekly class
sessions.
Professional 08/15/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 7
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Summer Boost Literacy Progam
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Select students exiting kindergarten and first
grade in May are invited to attend the Summer
Boost Literacy Program. This program allows
students to participate in small group research
based literacy instruction. Students have less
summer slippage of their reading skills when
attending this program. The Summer Boost
program also provides opportunities for
students to increase their reading level. This
program runs the entire month of July each
summer and transportation is provided for
students.
Academic
Support
Program
06/27/2016
$0 - District
Funding
Reading Recovery
Teacher, Teacher Leader,
Teachers
12/20/2017
Goal 4:
Community Involvement
Measurable Objective 1:
collaborate to increase the number of parents/families attending Family Nights along with other school activities by 12/20/2017 as measured
by sign in sheets which will inform the school the number of families attending.
Strategy1:
Communication - Parents will receive multiple forms of communications regarding school events and activities.
Category: Stakeholder Engagement
Research Cited: Dufours
Activity - Language Barrier
Activity
Type
Begin Date End Date
We have a divers population of students
attending Rutherford Elementary. In an effort to
promote and increase community and family
Parent
involvement in our school, we are sending
08/08/2016
home written notices of school procedures and Involvement
events in the English language, Spanish
language, and Arabic language.
Activity - Electronic Communication
Activity
Type
12/20/2017
Begin Date End Date
In an effort to promote and increase family
participation in school events, our office staff
sends text messages and emails to our parents Parent
of events happening at Rutherford Elementary. Involvement 08/01/2016
These messages are follow up reminders of
events/activities already promoted through
written notices sent home to families.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, FRC, Office
Staff, ESL Staff
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Secretary, Office
Staff, FRC
Goal 5:
PBIS participating co-hort school
Measurable Objective 1:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 8
Comprehensive School Improvement Plan
Rutherford Elementary
collaborate to reduce the number of school referrals and provide teachers with additional strategies for classroom management by
12/20/2017 as measured by A decrease of students receiving referrals from teachers.
Strategy1:
Counseling Groups - The school counselor, behavior coach, and mental health counselor will meet with identified groups of students weekly
to provide strategies students can use to help them self-monitor.
Category: Continuous Improvement
Research Cited: PBIS
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Family Resource Center
Coordinator
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
PBIS committee,
Administrative Team
Activity
Type
Groups which will provide students strategies to Behavioral
help them self-monitor and cope with their
Support
feelings.
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - General Fund
Counselor, Behavior
Coach, Mental Health
Counselor, FRC
Activity - Character Education
The FRC coordinator will facilitate Character
Education classes on a monthly basis.
Activity - Professional Development
School staff will receive on-going professional
development pertaining to PBIS.
Activity - Groups
12/20/2017
12/20/2017
12/20/2017
Goal 6:
Professional Learning to imporve teacher and leader effectiveness
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy1:
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through
out the school year.
Category: Professional Learning & Support
Research Cited: dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 9
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Professional Development
Teachers will attend school based or district
provided professional development sessions
during the summer and throughout the school
year.
Activity
Type
Begin Date End Date
Professional 07/05/2016
Learning
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School based PDPrincipal, Goal Clarity,
Resource Teachers,
Teachers
District PD-District Staff,
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, ESL Goal Clarity
Coach, ESL Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Goal Clarity
Coach, Resource Teacher,
Teachers
Strategy2:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - Lesson Study
Activity
Type
Teachers will be video taped to demonstrate
specific strategies. The video will be shared
with staff along with questions to guide their
thinking. Teachers will view good instruction
and reflect on ways to incorporate strategies
into their teaching practices.
Professional 08/01/2016
Learning
Activity - ESL
Activity
Type
Begin Date End Date
12/20/2017
Begin Date End Date
The ESL Goal Clarity Coach and ESL teachers Professional
will model strategies that are effective with ESL Learning
08/01/2016
students.
Activity - Weekly PLCs
Activity
Type
Teachers will meet in grade groups to discuss
teaching strategies based on analysis of
student work/assessments.
Professional 08/15/2016
Learning
12/20/2017
Begin Date End Date
12/20/2017
Strategy3:
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity
Type
Teachers attend class sessions weekly and
apply learned strategies, knowledge to their
instructional practice.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 10
Comprehensive School Improvement Plan
Rutherford Elementary
Phase I - The Missing Piece
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 11
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory
Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to
build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate
the diagnostic content and respond to the questions.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 12
Comprehensive School Improvement Plan
Rutherford Elementary
Stakeholders
What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?
Principal, Assistant Principal, Counselor, Family Resource Center Coordinator, District Goal Clarity Coach, School Based Resource
Teachers
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 13
Comprehensive School Improvement Plan
Rutherford Elementary
Relationship Building
Overall Rating: 2.57
Statement or Question
Parents report that school staff understands
and demonstrates how strong relationships with
parents contribute to effective teaching and
learning.
Response
Teachers and staff have developed
collaborative partnering relationships with all
parents and students to improve teaching and
learning.
Statement or Question
School staff implements systematic steps to
welcome the parents of new and English as-aSecond-Language (ESL) students (for example,
using home visits, personal calls or letters,
open houses and/or other methods).
Response
Rating
Relationships with parents of new and ESL
Apprentice
students are informal, occasional or accidental,
and information is provided if requested.
Statement or Question
Parents and other stakeholders report that they
are actively welcomed when they visit the
school.
Response
Rating
Parents and other stakeholders report that they Proficient
are actively welcomed when they visit the
school.
Statement or Question
School staff implements systematic steps to
encourage parents to attend school activities
and participate in decisions about their
children's learning.
Response
Rating
Parents are invited to attend school activities
Apprentice
related to their own child and are encouraged to
attend parent teacher conferences.
2.5
Statement or Question
School staff involves parents in personal
communication about their students' progress
at least once a month.
Response
School staff involves parents in personal
communication about their students' progress
at least once a month.
2.6
Statement or Question
School staff completes needs assessment with
all parents to determine resources necessary
for their child's academic success.
Response
Rating
Teachers informally collect some student needs Apprentice
data and some parents are contacted to
discuss those needs.
Statement or Question
All parents are asked for feedback on the
school's efforts to welcome and engage parents
and the feedback is used to improve the
school's efforts.
Response
Rating
Staff occasionally asks for feedback on school’s Apprentice
efforts to welcome and engage parents, in an
informal or casual way with no regular data
collection.
2.1
2.2
2.3
2.4
2.7
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Distinguished
Rating
Proficient
Page 14
Comprehensive School Improvement Plan
Rutherford Elementary
Communications
Overall Rating: 2.43
3.1
3.2
3.3
3.4
3.5
3.6
Statement or Question
School staff implements systematic efforts to
inform parents about academic goals, class
work, grades and homework for their children in
their home language. (For example, classroom
contracts, student assignment books,
homework websites, and online grade books).
Response
Rating
School staff implements systematic efforts to
Proficient
inform parents about academic goals, class
work, grades and homework for their children in
their home language. (For example, using
classroom contracts, student assignment
books, homework websites, and online grade
books.)
Statement or Question
School staff offers varied ways that parents can
share information with teachers about their
children's learning needs. (For example, phone
and e-mail contacts, offering parent
conferences, making home visits, or other
methods).
Response
School staff offers varied ways to that parent
can see share information with teachers about
their children’s learning needs. (For example,
phone and email contact, offering parent
conferences, and making home visits).
Statement or Question
School staff partners with community leaders
and organizations to build parent understanding
of academic expectations, school strategies,
and student achievement results.
Response
Rating
School staff sometime provides community
Apprentice
organizations with information about academic
expectations for parents who use their services.
Statement or Question
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Response
School staff offers parents opportunities to
discuss school-wide achievement issues,
including assessment data, at least once a
semester.
Rating
Proficient
Statement or Question
School staff implements systematic efforts to
maximize parent-teacher conference
participation. (For example, offering multiple
locations, convenient times, follow-up with
parents who do not reply to first notices, and
opportunities for student-led conferences).
Response
Parent -teacher conferences are held twice a
year on school grounds and some teachers
send invitations to parents.
Rating
Apprentice
Statement or Question
At least 50 percent of parents respond to
annual school and/or district stakeholder
surveys.
Response
District-wide stakeholder surveys are given to
parents and teachers encourage parents to
respond.
Rating
Apprentice
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Proficient
Page 15
Comprehensive School Improvement Plan
Rutherford Elementary
3.7
Statement or Question
Stakeholder survey data is consistently used to
plan school improvement efforts and to
evaluate their effectiveness.
Response
Rating
School staff develops a survey that is sent to
Apprentice
parents, with low response rate and results are
reported in school improvement plan.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 16
Comprehensive School Improvement Plan
Rutherford Elementary
Decision Making
Overall Rating: 2.0
4.1
4.2
4.3
4.4
4.5
4.6
Statement or Question
The school staff offers professional learning
community opportunities, workshops, and easily
accessible written information to equip parents
for service on the SBDM council and
committees.
Response
Rating
Parents elected to serve on school council and Apprentice
some other parents who serve on SBDM
committees are invited to attend training offered
by school or district.
Statement or Question
School council and committees facilitate broad
parent participation by actively recruiting
diverse membership, providing interpreters and
translated materials when needed, setting
convenient meeting times, and seeking wide
parent input. At least 40 percent of parents vote
in SBDM parent election.
Response
Rating
School council and committees have some
Apprentice
parent members, may provide translators, meet
at time and place convenient to staff. Elections
are held at convenient times and are publicized,
but less than 20% of the parents vote in SBDM
parent election.
Statement or Question
Parents on the SBDM council and committees
engage and mentor many other parents by
reporting to multiple groups and seeking input
through surveys, meetings, and varied other
methods.
Response
Rating
School council chair reports feedback to head Apprentice
of largest parent organization who then decides
further dissemination methods or input. There is
no provision for parent input other than as
required by school law.
Statement or Question
The school council adopts measurable
objectives and plans coherent strategies to
build authentic parent participation, and the
school council monitors the implementation and
impact of that work.
Response
School council has some parent involvement
components and action items that deal with
specific academic areas. Little or no funding is
provided. Little or no implementation and
impact checking is done.
Statement or Question
School council policies ensure active roles for
parents on SBDM council and committees, and
other groups making decisions about school
improvement.
Response
Rating
School council encourages parents to serve
Apprentice
only on SBDM committees that deal with parent
involvement and/or school climate.
Statement or Question
Parents report that they are treated as valued
partners on school leadership teams, SBDM
council and committees, the school council, and
other groups making decisions about school
improvement.
Response
Parents report that they are treated as valued
partners on school leadership teams, SBDM
council and committees, and other groups
making decisions about school improvement.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Apprentice
Rating
Proficient
Page 17
Comprehensive School Improvement Plan
Rutherford Elementary
4.7
Statement or Question
School staff has a plan to identify new and
experienced parent leaders who support and
build capacity for parents to serve effectively on
the school council and committee work.
Response
Teachers share information from year to year
with parents who serve on the school council
and/or overlaps council terms of parents.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Novice
Page 18
Comprehensive School Improvement Plan
Rutherford Elementary
Advocacy
Overall Rating: 2.5
5.1
5.2
5.3
5.4
5.5
5.6
Statement or Question
School staff ensures every student has a parent
and/or another adult who knows how to
advocate, or speak up for them, regarding the
student's academic goals and individual needs.
Response
Rating
School staff ensures every student has a parent Proficient
and/or another adult who knows how to
advocate, or speak up for them, regarding the
students’ academic goals and learning needs.
Statement or Question
Most parents participate actively in student led
conferences or other two-way communication
about meeting their child's individual learning
needs.
Response
Most parents participate actively in student led
conferences or other two-way communication
about meeting their child's individual learning
needs.
Statement or Question
Parents report participating actively and
effectively in required planning for individual
learning, for example, Individual Education
Plans, Individual Learning Plans, Gifted Student
Plans, 504 Plans, and intervention strategies to
ensure college readiness (Senate Bill 130).
Response
Rating
Parents report that they are invited to attend
Apprentice
meetings to discuss Individual Education Plans,
Individual Learning Plans, 504 plans and/or
intervention strategies.
Statement or Question
School staff gives parents clear, complete
information on the procedures for resolving
concerns and filing complaints, and the council
reviews summary data on those complaints to
identify needed improvements.
Response
Rating
School council has a policy and a process to
Apprentice
resolve issues or complaints and outcomes are
sometimes tracked and reported to the council.
Statement or Question
School staff ensures that parents and
community members are well informed about
how to become educational advocates, or how
to access a trained educational advocate when
needed.
Response
Rating
School staff ensures that parents and
Proficient
community members are well informed about
how to become an educational advocate or how
to access an educational advocate when
needed.
Statement or Question
As students are identified by school staff as
having disabilities or performing at the novice
level, additional intentional steps are taken to
ensure that parents have the option to use a
trained advocate to assist them in speaking for
their child's needs.
Response
Rating
Novice level students are identified by school
Apprentice
staff to receive targeted strategies for academic
improvement. Parents are informed of the
strategies but do not receive training on how to
use those strategies or how progress will be
measured.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Rating
Proficient
Page 19
Comprehensive School Improvement Plan
Rutherford Elementary
Learning Opportunities
Overall Rating: 2.17
6.1
6.2
6.3
6.4
6.5
6.6
Statement or Question
Parents have multiple opportunities to learn
about and discuss the following: - Kentucky
standards and expectations for all students The school's curriculum, instructional methods,
and student services - The school's decisionmaking process, including opportunities for
parents to participate on SBDM councils and
committees - Their children's learning and
development, along with legal and practical
options for helping their children succeed, such
the IEP and/or ILP process - Community
resources to support learning - Opportunities to
participate in state and district school
improvement efforts, such as forums,
committees, and surveys.
Response
Rating
School provides open house and family nights Apprentice
for some parents to learn about: • Kentucky
standards and expectations for all students. •
School's curriculum, instructional methods, and
student services. • School's decision-making
process, including opportunities for parents to
participate on councils and SBDM committees.
• Their children's learning and development,
along with legal and practical options for
helping their children succeed such as
participation in IEP and/or ILP process. •
Community resources to support learning.
Statement or Question
School staff makes systematic use of written
communications (for example, newsletters,
websites, and bulletin boards) to help parents
understand their own children's progress and
the progress of the school.
Response
School staff makes systematic use of written
communications (for example, newsletters,
Web sites, bulletin boards) to help parents
understand their own children's academic
progress and the progress of school.
Rating
Proficient
Statement or Question
School staff displays proficient student work
with scoring guides to demonstrate academic
expectations to parents and students, and
updates the displays regularly.
Response
School staff displays proficient student work
with scoring guides to demonstrate academic
expectations to parents and students, and
updates the displays regularly.
Rating
Proficient
Statement or Question
School staff offers parent workshops and
meetings in convenient locations to help
parents develop skills in supporting their
children's learning and the school's
improvement efforts.
Response
School staff offers targeted parent workshops
and meetings to help parents develop skills to
support their child's learning.
Rating
Apprentice
Statement or Question
School council has a classroom observation
policy that welcomes families to visit all
classrooms.
Response
School staff allows parents to visit regular
education classrooms upon request. There is
no school policy.
Rating
Novice
Statement or Question
School staff develops parent leaders who
contribute regularly to other parents'
understanding and who help meet other parent
learning needs.
Response
School staff relies on the parent organizations
to provide learning opportunities for parent
leadership.
Rating
Apprentice
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 20
Comprehensive School Improvement Plan
Rutherford Elementary
Community Partnerships
Overall Rating: 2.17
7.1
7.2
7.3
7.4
7.5
7.6
Statement or Question
School leadership regularly shares information
on student achievement and involves business
and community leaders in school improvement
efforts.
Response
Rating
School leadership informs the community once Novice
a year about student achievement. (For
example, letters to editor or newspaper article).
Statement or Question
School leadership develops partnerships with
several businesses, organizations, and
agencies to support student learning and create
mentors for students and parents.
Response
Rating
Some teachers ensure that students participate Apprentice
in programs within the community that are
linked to student learning.
Statement or Question
School leadership collaborates with employers
to support parent and volunteer participation in
students' education.
Response
School leadership rarely invites employers to
support adult participation in education.
Rating
Novice
Statement or Question
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Response
School staff collaborates with businesses,
organizations, and agencies to address
individual student needs and shares that
information with parents.
Rating
Proficient
Statement or Question
Parents make active use of the school's
resources and community resources and report
that they provide meaningful help to resolve
family challenges that could interfere with
student learning. (For example, FRYSC or Title
I coordinators connect family with community
resources and follow up).
Response
Parents make active use of school and
community resources and report that they
provide meaningful help to resolve family
challenges that could interfere with student
learning. (For example, FRYSC or Title 1
coordinators connect family with community
resources and follow up).
Rating
Proficient
Statement or Question
School staff offers and publicizes communitybased learning activities aligned with the
curriculum, such as tutoring linked to the
curriculum and internships, for all students and
parents.
Response
Rating
School staff offers and publicizes communityProficient
based learning activities, such as tutoring linked
to the curriculum, for all students and parents.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 21
Comprehensive School Improvement Plan
Rutherford Elementary
Reflection
Reflect upon your responses to each of the Missing Piece objectives.
As a school, we understand and believe relationships with our families are essential for student achievement. We have many systematic
approaches in place but realize there are opportunities for improvement. Parents have shared they feel welcome when in our school. The
staff contacts parents via phone calls, text, emails, Class DoJo or notes on a consistent basis to inform them how their child is progressing
academically and socially in class. Upon reflection, our school could gain insight from parents and community members by having a brief
survey available for them to complete a couple of times a year. Based on the survey results, we could look at our procedures from their
perspectives and decide if changes should be made to improve how parents are informed about academic goals, class work, grades, etc.
and if they feel welcome when entering the school. We consistently send important notices home in the three primary languages of families
attending our school; English, Spanish, Arabic. We are fortunate to have staff members who speak Spanish and Arabic fluently. They are
often asked to assist with phone calls and/or conferences when working with non-English speaking families. The staff here is proficient in
ways to communicate with families. An area of growth would be in the communication of community leaders and organizations. We often
work with Catholic Charities on behalf of families who have children attending our school. Multiple fliers are sent home, in the three
languages mentioned above, letting parents know when conference dates are scheduled and when family functions are scheduled eg. Fall
Festival, Literacy Night, etc.
Quite often our parents do not return school surveys when they are sent home. We have experienced roadblocks in the past recruiting
parents for our SBDM council and for PTA. We have many parents who serve as advocates for their children. Often a staff member will
advocate for child in need of academic interventions, ECE services. Parent meetings are scheduled, although the turnout is often less than
desired. However, we continue to work for our families and through the Family Resource Center to create events that will cause parents to
attend and become involved in their child's education.
Through our Family Resource Center, we partner with community business to help families with their socio-economic needs along with other
needs that may interfere with student learning.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 22
Comprehensive School Improvement Plan
Rutherford Elementary
Report Summary
Scores By Section
Section Score
1
2
3
Relationship Building
4
2.57
Communications
2.43
Decision Making
2
Advocacy
2.5
Learning Opportunities
2.17
Community Partnerships
2.17
Sections
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 23
Comprehensive School Improvement Plan
Rutherford Elementary
Improvement Plan Stakeholder Involvement
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 24
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 25
Comprehensive School Improvement Plan
Rutherford Elementary
Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
The creation of the School Improvement Plan was a collaborative process. The stakeholders included the Principal, Assistant Principal,
District Goal Clarity Coach, Intervention Teachers, Reading Recovery Teacher, Classroom Teachers and the Family Resource Center
Coordinator. As the plan was being created, we incorporated committee meetings already scheduled to collaborate and communicate with
the staff regarding the needs of the school. Stakeholders provided input during regularly scheduled PBIS committee meetings, the FRC
Advisory Council meetings, Ram Support meetings along with conversations with teachers during PLCs. The Instructional Leadership Team
reviewed the Comprehensive School Improvement Plan and provided feedback. Team leaders were asked to share the plan with their grade
groups and provide additional feedback as needed.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
The stakeholders consisted of classified, interventionists, school based coaches, goal clarity coaches, and classroom teachers. Their
responsibilities in this process was to provide feedback and input on strategies involved for student achievement. Stakeholders provided
insight by sharing their perspectives when goals, strategies and activities for the plan were created. The plan was shared with the
Instructional Leadership Team who then reports to the teams they represent.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
Plan updates were shared with the Instructional Leadership Team and the Ram Support Team during their scheduled meetings. The final
plan was shared with the SBDM council, the Instructional Leadership Team, and some hard copies were placed in the office and staff lounge
for staff members to read. The Final Comprehensive School Improvement Plan was emailed to staff. and will be shared with parents at the
next volunteer parent meeting.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 26
Comprehensive School Improvement Plan
Rutherford Elementary
Phase I - Needs Assessment
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 27
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 28
Comprehensive School Improvement Plan
Rutherford Elementary
Data Analysis
What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?
What does the data/information not tell you?
The Rutherford Elementary 2016-2017 School Improvement Plan was written as a collaborative effort among all stakeholders. Vertical
Teams were used to analyze student data to determine academic needs. Information was presented and delivered by the Staff, ILT, RAM
Support, and SBDM Meetings. After analyzing the school report card, it is clear that we must focus on reducing our number of novice
students in reading. The 2015-2016 data shows that 51.7% of 3rd grade students scored novice in reading. The data tells us we must
ensure our core program in the primary grades is rigorous. We will need to evaluate the reading instruction occurring in K-3rd grade in-depth
to determine the types of changes needed. The data also shows that 44.6% of 4th grade students and 43.9% of 5th grade students scored
novice in reading. Based on the data, the question becomes was instruction based on standards? If so, where did the break down occur?
When looking at 3rd, 4th, and 5th grade English Language Learners, 62.4% of that sub-group scored novice in reading. With the majority of
our ESL students scoring novice in reading we must examine the instructional practices being used with these students. Are we providing
them enough support to actually learn the standards or are we providing to much support in the classroom and when they don't have the
continual coaching they are unable to work independently? Do our English Language Learner students have an understanding of
vocabulary? Do you know enough English to completely comprehend the questions being asked of them?
These will be questions we continually strive to answer as we instruct and assess students this year.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 29
Comprehensive School Improvement Plan
Rutherford Elementary
Areas of Strengths
What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there
cause to celebrate?
After analyzing the sub-groups, we noted a strength of our ECE students. The data showed a 2.7% decrease in the number of ECE students
scoring novice in reading. In order to sustain this strength we will continue utilizing MTSS, monitoring student performance, and adjusting
instructional practices according to students needs. We will continue to provide teachers with the time and the necessary resources to
understand KCAS to support students' needs.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 30
Comprehensive School Improvement Plan
Rutherford Elementary
Opportunities for Improvement
What were areas in need of improvement? What plans are you making to improve the areas of need?
Based on 2015-2016 KPREP Data, we need to improve in the content areas of Reading and Math. During the 2015-2016 school years, we
will implement plans that will allow our students to increase their reading and math achievement. Teachers will receive continuous
professional development provided by the School
Based Resource Teachers and the District Goal Clarity Coach will model lessons, co-teach and coach teachers as they continue to grow
professionally. Teachers will be afforded the opportunity to observe other teachers who exhibit best practice instructional strategies.
Teachers will analyze student work and assessments during Professional Learning Communities. They will share strategies used during
teaching and plan next steps for instruction based on the district curriculum map and KCAS aligned standards.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 31
Comprehensive School Improvement Plan
Rutherford Elementary
Conclusion
Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?
With 47% of teachers on staff having 3 years or less experience we need to continue to focus on deconstructing the Kentucky Core
Academic Standards to ensure that all teachers understand the standards and that instructional practices have a positive impact on student
achievement. Staff will have the opportunity to collaborate in Professional Learning Communities to deconstruct the standards to determine
the needs of all students. During PLC's, teachers will analyze district and teacher created assessments and plan next steps for instruction.
Student progress will be monitored and focus groups will be created and/or adjusted based on student learning needs. An emphasis on
vocabulary development will be embedded into daily instructional practices. It is essential our English Language Learner students hear the
vocabulary over and over as they begin to use the English language for speaking, reading, and writing. Multi-Tiered Systems of Support will
continue and assist teachers in understanding students' learning needs along with developing intentional plans to ensure all students are
proficient.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 32
Comprehensive School Improvement Plan
Rutherford Elementary
2016-2017 Rutherford CSIP
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 33
Comprehensive School Improvement Plan
Rutherford Elementary
Overview
Plan Name
2016-2017 Rutherford CSIP
Plan Description
CSIP plan created 12-7-16
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 34
Comprehensive School Improvement Plan
Rutherford Elementary
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
#
1
2
3
4
5
6
7
8
9
10
11
12
Goal Name
Goal Details
Math-Increase the ProficiencyScores in Math from Objectives:1
35.1 proficiency to 67.8 by 2019.
Strategies:3
Activities:10
Reading-Increase the Reading
Objectives:1
Proficienct/Distinguished Scores from 38.1 to 67.8 Strategies:2
by 2019.
Activities:16
Math GAP- Increase the achievement for GAP
Objectives:3
students to 67.1% proficiency by 2019.
Strategies:4
Activities:11
Readinig GAP-Increase the achievement for GAP Objectives:3
students to 68% proficiency by 2019.
Strategies:3
Activities:7
Social Studies- By 2019 at least 70.3% of all
Objectives:1
students will be proficient/distinguished
Strategies:1
Activities:4
Social Studies GAP- By 2019, at least 69.8% of all Objectives:1
GAP students will score proficient/distinguished.
Strategies:1
Activities:3
Writing-By 2019 62% of all students will be
Objectives:1
proficient/distinguished.
Strategies:1
Activities:2
Writing GAP- By 2019 61% of GAP students will be Objectives:1
proficient/distinguished
Strategies:1
Activities:2
Program Review- To achieve a proficiency score in Objectives:4
each of the program review content areas.
Strategies:6
Activities:6
Professional Growth And Effectiveness System
Objectives:1
(TGPES)
Strategies:2
Activities:3
Instructional Resources
Objectives:1
Strategies:1
Activities:1
Program Review
Objectives:3
Strategies:3
Activities:6
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal Type
Academic
Total Funding
$44728
Academic
$163828
Academic
$20682
Academic
$20682
Academic
$0
Academic
$21364
Academic
$21364
Academic
$21364
Organizational
$0
Organizational
$0
Organizational
$5000
Organizational
$1800
Page 35
Comprehensive School Improvement Plan
Rutherford Elementary
13
To increase the average combined reading and
math K-PREP proficiency scores
14
Community Involvement
15
PBIS participating co-hort school
16
Novice Reduction
17
Professional Learning to imporve teacher and
leader effectiveness
Objectives:2
Strategies:2
Activities:3
Objectives:1
Strategies:1
Activities:2
Objectives:1
Strategies:1
Activities:3
Objectives:3
Strategies:5
Activities:7
Objectives:1
Strategies:3
Activities:5
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Organizational
$0
Organizational
$0
Organizational
$0
Organizational
$0
Organizational
$0
Page 36
Comprehensive School Improvement Plan
Rutherford Elementary
Goal 1: Math-Increase the ProficiencyScores in Math from 35.1 proficiency to 67.8 by 2019.
Status
N/A
N/A
Progress Notes
According to our KPREP scores in the school year of 2014-15, 33.8% of our 3rd-5th grade students
scored proficiency. Based on our 2015-16 district proficiency assessments our 3rd-5th grade
students scored 42.20% proficiency in the area of math.
According to our KPREP scores in the school year of 2013-14, 41.7% of our 3rd-5th grade students
scored proficiency. Based on our 2014-15 district proficiency assessments our 3rd-5th grade
students scored 37.4% proficiency in the area of math.
Created On
June 08, 2016
Created By
Mrs. Kenya V Natsis
June 12, 2015
Mrs. Kenya V Natsis
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/31/2017 as measured by K-Prep.
Status
Not Met
Not Met
Progress Notes
Created On
We have made some progress toward the 48% proficiency however we did not meet the goal based June 09, 2016
on the results of the district proficiency assessments in the area of math.
We have made some progress toward the 48% proficiency however we did not meet the goal based June 12, 2015
on the results of the district proficiency assessments in the area of math.
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Strategy 1:
Professional Learning Communties - Teachers will collaborate in grade level teams to develop a thorough understanding of the Common Core Standards via common
planning, and develop common formative assessments to measure student achievement. These sessions will led by a District Goal Clarity Coach and school based
Instructional Coaches.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
N/A
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 12, 2015
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Page 37
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Data Analysis
Activity Type
Begin Date
End Date
Teacher will participate in professional learning communitities designed to
ensure mastery of Kentucky Core Academic Standards. Professional
development will be facilitated by the Goal Clarity Coach and Instructional
Coaches. Teachers will analyze student work from teacher created
assessments, district math diagnostic and proficiency assessments along
with Envision 2.0 Benchmark assessments. Teachers will analyze
assessments to plan next steps for instruction. Using the data, students
are grouped based on their individual needs.
Academic
Support
Program
08/08/2016
12/20/2017
Status
Completed
Completed
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 12, 2015
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum.
Activity - Problem Solving
Activity Type
Begin Date
End Date
During PLCs, teachers will plan instruction for students on how to access
information from anchor charts supporting Kentucky Core Academic
Standards and ways to use the anchor charts to problem solve and
produce quality work. Examples include Kentucky Core Academic
Standards math vocabulary charts, content information charts, number
lines, sample problems, and scoring guides. Teachers will utilize Envision
Math 2.0 to meet student needs. Principal and assistant principal will
monitor through informal observations.
Academic
Support
Program
08/08/2016
12/20/2017
Status
Completed
Resource
Assigned
$10682
Resource
Assigned
$0
Progress Notes
Created On
Throughout the 2015-16 school year, the teachers modeled, explained, and practiced with their
June 09, 2016
students on how to breakdown information in the different content areas in order to answer
questions and solve problems. Anchor charts were created to support students with their learning of
new strategies.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach
Resource
Teachers
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Page 38
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
Throughout the 2014-15 school year, the teachers modeled, explained, and practiced with their
June 12, 2015
students on how to breakdown information in the different content areas in order to answer
questions and solve problems. Anchor charts were created to support students with their learning of
new strategies.
Activity - Instructional Practice
Activity Type
Instruction will be supported through the use of best practices to plan and Academic
implement lessons using Envision Math 2.0. Lessons will be differentiated Support
according to the cognitive needs and learning styles of the students.
Program
Principal will monitor through formal/informal observations. Professional
Learning Communities will support student achievement.
Status
Completed
Completed
Begin Date
End Date
08/08/2016
12/20/2017
Progress Notes
Throughout the 2015-16 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices.
Throughout the 2014-15 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices.
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 12, 2015
Mrs. Kenya V Natsis
Activity - Evaluation
Activity Type
Begin Date
End Date
Teachers will meet in weekly PLC's to analyze student work, assessment
data, and plan next steps for instruction based on the Kentucky Core
Academic Standards and Envision 2.0. Using the Kentucky Core
Academic Standards, teachers will plan and/or create formative and
summative assessments that include extended response questions, short
answer questions, multiple choice questions or on-demand promptes.
Teachers will provide differentiated instruction for all students as needed.
Academic
Support
Program
08/08/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Mrs. Kenya V Natsis
Resource
Assigned
$10682
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Page 39
Comprehensive School Improvement Plan
Rutherford Elementary
Status
Completed
Completed
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 12, 2015
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Activity - Monitoring Students
Activity Type
In Professional Learning Communities, teachers and coachs will analyze
Academic
district math diagnostic, proficiency assessments and Envision 2.0
Support
benchmarks to plan next steps for instruction. Data will be collected and
Program
used to monitor student progress and inform instructional decisions.
Students performing at novice levels will receive differentiated instruciton in
focus groups which will also address individual student learning styles.
Additionally, students that have mastered the Kentucky Core Academic
Standards assessments will participate in enrichment opportunities.
Status
Completed
Completed
Activity - ILT
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 12, 2015
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Source Of
Funding
Staff
Responsible
Page 40
Comprehensive School Improvement Plan
Rutherford Elementary
The Instructional Leadership Team (PLC) meets monthly to monitor the
Academic
progress of goals set by teachers/students. The ILT also monitors the use Support
of effective strategies and interventions based on student achievement
Program
data.
Status
Completed
Completed
Activity Type
Rutherford Elementary provides support to new teachers through our
Academic
"Mentoring" process. During PLCs, teachers receive professional
Support
development in how to "analyze and interpret" district math proficiency data Program
and Envision 2.0 benchmark data during the months of October through
May. New teachers are also provided ongoing support by the goal clarity
coach and resource teachers in analyzing student work, using the
information for instructional planning of next steps to increase student
achievement through classroom instruction.
Completed
12/20/2017
Progress Notes
The instructional leadership team met monthly to discuss and monitor academic goals and
strategies. They also analyzed current systems and data in order to review/revise instructional
practices
The instructional leadership team met monthly to discuss and monitor academic goals and
strategies. They also analyzed current systems and data in order to review/revise instructional
practices
Activity - Mentoring
Status
Completed
08/08/2016
$0
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 12, 2015
Mrs. Kenya V Natsis
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 12, 2015
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
General Fund Administrator
s, District
Goal Clarity
Coach,
School Based
Resource
Teachers,
Interventionist
, Team
Leaders
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach
and School
Based
Resource
Teachers
Created By
Mrs. Kenya V Natsis
Mrs. Kenya V Natsis
Page 41
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Motivational/Achievement Recognition
Activity Type
Students participate in motivational assemblies throughout the school year Academic
which recognize their academic achievement in all district proficiency
Support
assessments. Students are recognized for growth and achievement based Program
on data analyzed during math PLCs.
Status
Completed
In Progress
Begin Date
End Date
08/08/2016
12/20/2017
Progress Notes
Throughout the school year, the students were recognized for their performance on the district level
assessments.
Throughout the school year, the students were recognized for their performance on the district level
assessments.
Resource
Assigned
$0
Source Of
Staff
Funding
Responsible
General Fund Administration
, Family
Resource
Center
Coordinator,
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Strategy 2:
Family Involvement - Teachers and families collaborate to enhance the learning of students through best research practices- bridging the gap between home and
school.
Category: Continuous Improvement
Research Cited: Marzano
Status
N/A
N/A
Progress Notes
Created On
In February of 2016, our school hosted math night for our students and their families. During the
June 09, 2016
math night the parents were given the opportunity to learn about the different strategies their children
were learning and how they could support their learning at home.
In February of 2014, our school hosted math night for our students and their families. During the
June 17, 2014
math night the parents were given the opportunity to learn about the different strategies their children
were learning and how they could support their learning at home.
Activity - Math Night
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 42
Comprehensive School Improvement Plan
Rutherford Elementary
Parents will be invited to participate in a Math Family Night which will
include multi-level instructional strategies parents can use at home with
their child to enhance their learning of the Kentucky Core Academic
Standards.
Status
Completed
Completed
Parent
Involvement
01/09/2017
12/01/2017
$2000
Progress Notes
Created On
In February of 2016, our school hosted math night for our students and their families. During the
June 09, 2016
math night the parents were given the opportunity to learn about the different strategies their children
were learning and how they could support their learning at home.
In February of 2014, our school hosted math night for our students and their families. During the
June 17, 2014
math night the parents were given the opportunity to learn about the different strategies their children
were learning and how they could support their learning at home.
Title I
Schoolwide
Family
Resource
Center
Coordinator,
District Goal
Clarity Coach,
Math Family
Night
Committee,
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Strategy 3:
Professional Development - Staff will be provided continuing professional development for the math program EnVision 2.0 along with best practice strategies for
teaching math concepts. Professional development will be provided on-going through the school year.
Category: Professional Learning & Support
Research Cited: Dufours
Status
N/A
Progress Notes
During the school year of 2015-2016, Professional development sessions occurred for teachers to
understand specific strategies to assist with students' understanding of the Math Content.
Created On
June 09, 2016
Activity - PD for Math
Activity Type
Begin Date
End Date
Staff will receive professional development using the math program
EnVision 2.0 along with additional best practice math strategies.
Academic
Support
Program
08/08/2016
12/20/2017
Status
Progress Notes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created On
Created By
Mrs. Kenya V Natsis
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach
Created By
Page 43
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
In February of 2014, our school hosted math night for our students and their families. During the
June 09, 2016
math night the parents were given the opportunity to learn about the different strategies their children
were learning and how they could support their learning at home.
Mrs. Kenya V Natsis
Goal 2: Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
Status
N/A
N/A
Progress Notes
According to 2012-13 KPREP assessment our 3rd-5th grade students scored 30.4% proficiency.
Based on the Proficiency assessment during the 2014-15 school year our 3rd-5th grade scored
47.8% proficiency in the area of Reading.
According to 2012-13 KPREP assessment our 3rd-5th grade students scored 30.4% proficiency.
Based on the Proficiency assessment during the 2013-14 school year our 3rd-5th grade scored
31.6% proficiency in the area of Reading.
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in English Language Arts by 05/31/2017 as measured
by K-Prep.
Status
Not Met
Not Met
Progress Notes
We have made some progress toward the 65.1% proficiency by 2017 however, we did not meet the
goal based on the results of the district proficiency assessments in the area of reading.
We have made some progress toward the 65.1% proficiency by 2017 however, we did not meet the
goal based on the results of the district proficiency assessments in the area of reading.
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Strategy 1:
Reading Instruction - Reading instruction- teachers will use research based best practices to ensure the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
Progress Notes
During the 2014-15 school year, the staff received on going professional development and training
in the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2014, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
Page 44
Comprehensive School Improvement Plan
Rutherford Elementary
N/A
: During the 2013-14 school year, the staff received on going professional development and training June 17, 2014
in the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2014, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
Activity - Instructional Practice
Activity Type
Teachers will use KCAS aligned district curriculum maps to plan and
Academic
implement classroom instructional lessons that include differentiated
Support
instruction according to the cognitive needs and learning styles of
Program
students. Principal and assistant principal will monitor through
formal/informal observations. Grade groups will meet in horizontal/ vertical
teams to analyze student work and plan KCAS aligned instruction based
on district curriculum maps as students prepare to move to the next grade
level. Staff members will implement Reading Workshop utilizing the
Kentucky Core Academic Standards. This will be monitored through
principal observations and walk throughs.
Status
Completed
Completed
Activity - PLC
Begin Date
End Date
08/08/2016
12/20/2017
Progress Notes
Throughout the 2014-15 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices
Throughout the 2013-14 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices.
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
$0
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Reading
Coaches
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 45
Comprehensive School Improvement Plan
Rutherford Elementary
The goal clarity coach and resource teachers will provide assistance to
Academic
teachers during ongoing PLCs in designing lessons based on the
Support
Kentucky Core Academic Standards. The focus of these lessons will be to Program
incorporate student engagement in active learning though effective, varied,
and research-based instructional practices designed to meet the learning
needs of students as evidenced by informal/formal observations.Teachers
will participate in Kentucky Core Academic Standards weekly planning
sessions in grade groups along with Professional Learning Communities to
analyze student work, assessment data, plan instructional activities,
review/revise teacher created formative and summative assessments
including extended response questions, short answers, multiple choice,
and on-demand in order to differentiate instruction for all students in
reading. Next steps based on student achievement will be determined and
implemented within classroom instruction as evident by formal and informal
observations.
Status
Completed
Completed
08/08/2016
12/20/2017
$64640
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 17, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Activity - Assessment
Activity Type
Teachers will engage in ongoing professional development to fully
Academic
implement the literacy program and use JCPS reading intervention protocol Support
which includes student assessments using running records, STAR
Program
assessment three times per year- fall, winter, spring, DRA's as needed
along with district and teacher created assessments. Additionally, staff will
assess students using extended response questions, short answer,
multiple choice questions, and place reading proficiency assessment data
on CASCADE as well as using teacher generated assessments and writing
analysis to monitor student progress. Data will be analyzed by teachers to
determine if re-teaching and /or enrichment is needed. Though PLCs,
teachers will review previous plans and student outcome data to determine
areas of strength and prioritize student learning needs. Opportunities for
improvement for student learning will be based upon grouping and
regrouping of students. Students will be given feedback on their learning
based upon formative assessments to improve the learning of KCAS.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Title I
Schoolwide
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Coaches
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Team
Leaders,
Teachers,
ECE
Teachers
Page 46
Comprehensive School Improvement Plan
Rutherford Elementary
Status
Completed
Completed
Progress Notes
Created On
During the 2013-14 school year the staff created weekly formative assessments. With the data from June 17, 2014
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
During the 2013-14 school year the staff created weekly formative assessments. With the data from June 17, 2014
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
Activity - Vocabulary
Activity Type
Teachers will provide instruction to students on how to access information Academic
from KCAS aligned anchor charts based on grade level appropriate content Support
vocabulary. Content specific vocabulary will be identified during PLC
Program
planning sessions based on instructional needs. Principal and assistant
principal will monitor through walk-throughs.
Status
Completed
Completed
Activity - ILT
Begin Date
End Date
08/12/2015
12/16/2016
Resource
Assigned
$0
Progress Notes
Created On
During the school the teachers were provided professional development with the focus on
June 09, 2016
vocabulary strategies. The teachers were provide several opportunities to bring student work back to
the meetings to discuss successes/failures and next steps in teaching.
During the school the teachers were provided professional development with the focus on
June 17, 2014
vocabulary strategies. The teachers were provide several opportunities to bring student work back
to the meetings to discuss successes/failures and next steps in teaching.
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Nichole Marshall
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 47
Comprehensive School Improvement Plan
Rutherford Elementary
The Instructional Leadership Team (PLC) will meet monthly and RAM
Academic
support team will meet weekly to monitor goals and strategies, analyze
Support
systems and data, and to review/revise the level of implementation and
Program
student achievement.The RAM support team/ILT team will utilize data
acquired from K-PREP and CASCADE to disaggregate data and identify
changes needed to reduce achievement gaps continuously throughout the
year.
Status
Completed
Completed
Completed
12/20/2017
Progress Notes
The instructional leadership team as well as the RAMS support team met monthly to discuss and
monitor academic goals and strategies. They also analyzed current systems and data in order to
review/revise instructional practices.
The instructional leadership team as well as the RAMS support team met monthly to discuss and
monitor academic goals and strategies. They also analyzed current systems and data in order to
review/revise instructional practices.
The instructional leadership team as well as the RAMS support team met monthly to discuss and
monitor academic goals and strategies. They also analyzed current systems and data in order to
review/revise instructional practices.
Activity - Planning
Activity Type
Teachers will participate in Kentucky Core Academic Standards weekly
Academic
planning sessions with grade groups to analyze student work, assessment Support
data, plan instructional activities, review/revise formative and summative
Program
assessments including extended response questions, short answers,
multiple choice, and on-demand in order to differentiate instruction for all
students.
Status
Completed
08/08/2016
$0
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 09, 2016
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
General Fund Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Team
Leaders
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Classroom
Teachers,
ECE
Teachers
Created By
Mrs. Kenya V Natsis
Page 48
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 17, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Activity - Notification
Activity Type
Begin Date
End Date
The principal and district will notify parents regarding the school's
improvement status.
Academic
Support
Program
02/01/2017
12/20/2017
Status
Completed
Progress Notes
Created On
The school and the district sent out newsletters notifying parents of the schools improvement status. June 17, 2014
Activity - Interventions
Activity Type
Tier 2 students will receive additional reading instruction 3-4 days per week Academic
and Tier 3 students will receive additional reading instruction on a daily
Support
basis. Students will be provided the additional intervention time.through
Program
Extended School Services and small focus groups facilitated by classroom
teachers, intervention teachers, and instructional assistants. Students will
be grouped into tiers based on RtI reading diagnostic assessment data,
reading proficiency assessment data, and teacher generated assessment
data. Additionally, students that have mastered the standard will be
provided enrichment activites which will include learing through writing.
Status
Completed
Resource
Assigned
$0
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Progress Notes
Created On
The MTSS committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 09, 2016
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Principal
Created By
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Reading
Recovery
Specialist,
Intervention
Teachers,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Page 49
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
The RtI committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 17, 2014
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
Activity - Reading Recovery
Activity Type
Begin Date
End Date
Students meeting the criteria for Reading Recovery will receive additional
reading instruction beyond their core classroom reading instruction.
Students' progress will be monitored through data analysis. Students will
be grouped/regrouped and exited based on the Reading Recovery criteria
and assessment data.
Academic
Support
Program
08/08/2016
12/20/2017
Status
Completed
Completed
Progress Notes
Qualifying first graders received reading recovery instruction in addition to the regular classroom
literacy instruction. These students were monitored daily and gruped and exited based on student
assessment data.
Qualifying first graders received reading recovery instruction in addition to the regular classroom
literacy instruction. These students were monitored daily and gruped and exited based on student
assessment data.
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Reading
Recovery
Teachers
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Activity - Literacy Night
Activity Type
Begin Date
End Date
Parents will be invited to attend a Family Literacy Night where they will
actively participate in grade level appropriate literacy activities with their
child. Parents will receive information about the Kentucky Core Academic
Standards and learn strategies that can be used at home to promote
academic achievement in reading.
Academic
Support
Program
01/09/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$64640
Nichole Marshall
Resource
Assigned
$2002
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Family
Resource
Center
Coordinator,
District Goal
Clarity Coach,
School
Based
Reading
Coaches,
Classroom
Teachers,
Literacy
Committee.
Page 50
Comprehensive School Improvement Plan
Rutherford Elementary
Status
Completed
Completed
Progress Notes
In March of 2016, parents of our students were provided the opportunity to come and learn about
the literacy strategies their children were learning how to support them at home
: In March of 2014, parents of our students were provided the opportunity to come and learn about
the literacy strategies their children were learning how to support them at home
Activity - Motivational/Acheivement Recognition
Activity Type
Students participate in motivational assemblies throughout the school year Academic
which recognizes their academic achievement in all district proficiency
Support
assessments. Students are recognized for growth and achievement in
Program
ELA based on data analyzed during PLCs.
Status
Completed
Completed
Activity Type
All students entering kindergarten will be given the Brigance Readiness
Academic
Assessment prior to the start of school and during the first month of school. Support
The data will be used to plan instruction for entering 5 year olds.
Program
Status
Progress Notes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Begin Date
End Date
11/01/2016
12/20/2017
Progress Notes
Throughout the school year, the students were recognized for their performance on the district level
assessments
Throughout the school year, the students were recognized for their performance on the district level
assessments
Activity - Brigance Assessment
Created On
June 09, 2016
Resource
Assigned
$0
Source Of
Staff
Funding
Responsible
General Fund Administration
, Family
Resource
Center
Coordinator
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$500
Created On
Source Of
Funding
Title I Part A
Staff
Responsible
School Based
Reading
Coach,
Kindergarten
Teachers,
ESL Goal
Clarity Coach,
Family
Resource
Center
Coordinator
Created By
Page 51
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
Completed
All kindergarten students were given the readiness assessment during the first month of school.
All kindergarten students were given the readiness assessment during the first month of school.
Activity - Kindergarten Orientation
Activity Type
Families are invited and encouraged to attend Kindergarten Orientation.
Academic
During this orientation, parents are provided information to help prepare
Support
their child to enter kindergarten. Parents are provided information
Program
regarding health requirements, JCPS attendance policies and school
procedures. Parents are also provided information regarding academic
readiness for their child, such as child needs to know name, be able to
write name, be able to identify colors, alphabet letters, numbers, etc. Many
of our parents aren't aware of what their child needs to know and this
provides them with information to help prepare their child for kindergarten.
Status
Completed
Completed
Activity Type
Students will develop behavioral support and social skills through sessions Behavioral
designed to assist students in problem solving through real world
Support
problems- TELL Survey
Program
Status
Completed
Completed
Begin Date
End Date
07/11/2016
12/20/2017
Progress Notes
All kindergarten students were given the readiness assessment during the first month of school.
All Kindergarten families were invited to Kindergarten orientation to prepare students for school.
Activity - Behavioral Support
June 09, 2016
June 17, 2014
Resource
Assigned
$0
Created On
June 09, 2016
June 17, 2014
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
The FRC coordinator meets with each class once per month to teach character education.
June 09, 2016
The student success coach met with each class once per week to teach students about social skills. June 17, 2014
The FRC coordinator meets with each class once per month to teach character education.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Counselor,
FRC
Coordinator,
Kindergarten
Team
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
Counselor,
FRC
Coordinator,
Student
Success
Coach,
Mental Health
Counselor
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Page 52
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Highly Qualified Educators
Activity Type
Begin Date
End Date
Teachers are recruited by the district who are highly qualified.
Academic
Support
Program
07/18/2016
12/20/2017
Status
Completed
Completed
Progress Notes
All teachers at the school are highly qualified.
all teachers at the school are highly qualified.
Resource
Assigned
$0
Created On
June 09, 2016
June 17, 2014
Source Of
Funding
No Funding
Required
Staff
Responsible
District Level
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Strategy 2:
Professional Development - Teachers will participate in professional development sessions to increase teacher knowledge and efficacy.
Category: Professional Learning & Support
Research Cited: Dufours
Activity - ELA Professional Development
Activity Type
Begin Date
End Date
Staff will be provided professional development sessions using the
Journey's reading program along with best practice strategies for ELA.
Professional development sessions on writing will also be provided.
Professional development will be provided on-going through the school
year.
Academic
Support
Program
08/08/2016
12/20/2017
Status
N/A
Progress Notes
During the school year of 2015-2016, professional development sessions were held to support
teachers' understanding of ELA Standards.
Resource
Assigned
$0
Created On
June 09, 2016
Source Of
Funding
No Funding
Required
Staff
Responsible
School Based
Resource
Teachers and
District Goal
Clarity Coach
Created By
Mrs. Kenya V Natsis
Goal 3: Math GAP- Increase the achievement for GAP students to 67.1% proficiency by 2019.
Status
N/A
Progress Notes
According to our KPREP scores in the school year of 2014-15, 37.3% of our 3rd-5th grade students
scored proficiency. Based on our 2015-16 district proficiency assessments our 3rd-5th grade
students scored 42.2% proficiency in the area of math.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
Page 53
Comprehensive School Improvement Plan
Rutherford Elementary
N/A
According to our KPREP scores in the school year of 2012-13, 37.3% of our 3rd-5th grade students
scored proficiency. Based on our 2013-14 district proficiency assessments our 3rd-5th grade
students scored 34.2% proficiency in the area of math.
June 16, 2014
Nichole Marshall
Measurable Objective 1:
52% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English
Learners students will demonstrate a proficiency on Common Core Standards in Mathematics by 05/31/2017 as measured by K-Prep..
Status
Not Met
Not Met
Progress Notes
Created On
We have made some progress toward the 40% proficiency however we did not meet the goal based June 09, 2016
on the results of the district proficiency assessments in the area of math.
We have made some progress toward the 40% proficiency however we did not meet the goal based June 16, 2014
on the results of the district proficiency assessments in the area of math.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Strategy 1:
Research Based Practices - Math instruction-teachers will use best practices through research driven methodology to enhance the learning of all students and
emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
N/A
Activity - ESS
Progress Notes
Created On
During the 2015-16 school year, the staff received ongoing professional development focused on
June 09, 2016
differentiation of instruction for math. One staff member from each grade 1st -5th went to the NCTM
conference and they trained the staff on the strategies learned.
During the 2013-14 school year, the staff received ongoing professional development focused on
June 17, 2014
differentiation of instruction for math. One staff member from each grade 1st -5th went to the NCTM
conference and they trained the staff on the strategies learned.
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 54
Comprehensive School Improvement Plan
Rutherford Elementary
Gap students scoring Novice in mathematics will participate in Extended
Academic
School Services. Student participation will be based on analysis of student Support
achievement data and student progress data. ESS Instruction will be
Program
based on KCAS aligned curriculum and designed to meet the needs of
different learner styles.
Status
Completed
In Progress
Activity Type
The math Envisions 2.0 program which is aligned with KCAS will be used Academic
by teachers as they design lesson plans that promote academic
Support
achievement. Lessons will be differentiated according to students' cognitive Program
levels, as well as the learning styles of students in the classroom. Math
instruction will allow GAP students to participate in active learning through
the use of effective, varied, and research based instruction.
In Progress
05/05/2017
$10000
Progress Notes
Created On
During the 2014-15 school year the principal’s club met one day weekly for math. Math focus groups June 09, 2016
and math camps met daily based on the data from the weekly formative assessments. Instruction
was also adjusted based on the progress and needs of the students.
During the 2013-14 school year the principal’s club met one day weekly for math. Math focus
June 17, 2014
groups and math camps met daily based on the data from the weekly formative assessments.
Instruction was also adjusted based on the progress and needs of the students.
Activity - Curriculum
Status
Completed
11/01/2016
Begin Date
End Date
08/15/2016
12/19/2018
Resource
Assigned
$0
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 17, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Activity - Assessment
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Title I
Schoolwide
ESS
Coordinator,
ESS Teacher,
Selected
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund District Goal
Clarity Coach,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 55
Comprehensive School Improvement Plan
Rutherford Elementary
Teachers will analyze multiple choice and extended response questions
during PLCs. Student progress will be monitored to ensure continuous
student achievement. Analysis of items missed will be used to reteach
needed content items. GAP students will be grouped and regrouped
based upon data.
Status
Completed
In Progress
Academic
Support
Program
08/15/2016
12/19/2017
Progress Notes
Teachers created and provided students with weekly formative assessments that had multiple
choice and extended response questions. The teachers analyzed the results and created next step
instructional plans as well as formed instructional focus groups based on the assessment data.
Teachers created and provided students with weekly formative assessments that had multiple
choice and extended response questions. The teachers analyzed the results and created next step
instructional plans as well as formed instructional focus groups based on the assessment data.
Activity - Focus Groups
Activity Type
$10682
Title I
Schoolwide
District Goal
Clarity Coach,
Classroom
teachers
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 17, 2014
Nichole Marshall
Begin Date
End Date
Students performing at Novice levels in grades k-5th will participate in
Academic
focus groups and receive additional KCAS aligned academic instruction.
Support
Teachers will group students for focus groups after analyzing student data Program
and work samples during PLCs. Students participating in focus groups will
increase their academic achievement which will reduce the achievement
gap and decrease Novice scores in mathematics.
08/12/2015
12/16/2016
Activity - Breakfast Club
Activity Type
Begin Date
End Date
Selected Gap students, based on formative assessments, summative
assessments, work samples, and classroom performance will have the
opportunity to participate in the Breakfast Club three days a week.
Students will eat breakfast while receiving specific and focused instruction
on concepts/strategies identified through analysis of data. Students have
to opportunity to move in and out of the breakfast club based on need.
Academic
Support
Program
10/10/2016
12/20/2017
Resource
Assigned
$0
Source Of
Staff
Funding
Responsible
General Fund District Goal
Clarity Coach,
Classroom
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Goal Clarity
Coach,
Interventionist
, Principal
Strategy 2:
Differentiated Instruction - Teachers will provide differentiated instruction based on student needs.
Category: Integrated Methods for Learning
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 56
Comprehensive School Improvement Plan
Rutherford Elementary
Research Cited: Dufour
Activity - Workshop Model
Activity Type
Begin Date
End Date
While implementing Envision 2.0, teachers will provide differentiation of
lessons by using interactive technology, the Envision 2.0 RtI component,
and workstations along with the math workshop model to meet the needs
of students.
Academic
Support
Program
08/08/2016
12/20/2017
Activity - Professional Development
Activity Type
Begin Date
End Date
The district goal clarity coach will provide teachers with on-going school
based professional development. Teachers will receive PD on how to
differentiate instruction while using the work-shop model. Lessons and
activities will be developed collaboratively while attending PD sessions.
Professional
Learning
08/01/2016
12/20/2017
Activity - Lesson Planning
Activity Type
Begin Date
End Date
The District Goal Clarity Coach will meet with grade level teams to plan
collaboratively. Planning will incorporate standards based instruction,
strategies to differentiate instruction, and use of technology,
Academic
Support
Program
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
Text Books
Staff
Responsible
District Goal
Clarity Coach,
Classroom
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
Classroom
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
Classroom
Teachers
Measurable Objective 2:
A 25% decrease of Third, Fourth and Fifth grade Black or African-American, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and
English Learners students will collaborate to show a reduction of novice scoring students in Mathematics by 05/31/2017 as measured by an increase of students
scoring apprentice, proficient, distinguished in the content of mathematics..
Strategy 1:
Math Instruction - Math instruction- teachers will use best practices though research driven methodology to enhance the learning of all students. An emphasis will be
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 57
Comprehensive School Improvement Plan
Rutherford Elementary
placed on GAP students to ensure they move towards proficiency.
Category: Learning Systems
Research Cited: DuFour
Status
N/A
N/A
Progress Notes
Created On
During the 2015-16 school year, the staff received ongoing professional development focused on
June 09, 2016
differentiation of instruction for math. One staff member from each grade 1st -5th went to the NCTM
conference and they trained the staff on the strategies learned.
During the 2013-14 school year, the staff received ongoing professional development focused on
June 16, 2014
differentiation of instruction for math. One staff member from each grade 1st -5th went to the NCTM
conference and they trained the staff on the strategies learned.
Activity - Curriculum
Activity Type
KCAS aligned instruction will be differentiated according to student needs Academic
and learning styles. Math instruction will allow GAP students to participate Support
in active learning through the use of effective, varied, and research based Program
instruction.
Status
Completed
In Progress
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 09, 2016
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The teachers
met in their PLC to dissect the standards they were teaching and to make sure were on pace and
following the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 16, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Activity - Assessment
Activity Type
Begin Date
End Date
Student progress will be monitored during PLCs using formative and
summative assessments. Students will participate in focus groups based
upon their needs. Content material will be retaught using alternative
learning techniques in targeted focus areas.
Academic
Support
Program
08/08/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund District Goal
Clarity Coach
and
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
Classroom
Teachers
Page 58
Comprehensive School Improvement Plan
Rutherford Elementary
Status
Completed
In Progress
Progress Notes
Teachers created and provided students with weekly formative assessments that had multiple
choice and extended response questions. The teachers analyzed the results and created next step
instructional plans as well as formed instructional focus groups based on the assessment data.
Teachers created and provided students with weekly formative assessments that had multiple
choice and extended response questions. The teachers analyzed the results and created next step
instructional plans as well as formed instructional focus groups based on the assessment data.
Created On
June 09, 2016
Created By
Mrs. Kenya V Natsis
June 16, 2014
Nichole Marshall
Measurable Objective 3:
A 8% increase of English Learners students will increase student growth scoring proficient as the number of novice students decrease in Mathematics by 05/31/2017
as measured by KPREP.
Strategy 1:
Differention of Instruction - Teachers will differentiate instruction using visual clues, manipulates, and technology to provide understanding of concepts taught.
Category: Continuous Improvement
Research Cited: Dufours
Activity - Small Group
Activity Type
Begin Date
End Date
Teachers will target students needing additional language support during
mathematics and provide small group instruction using visual clues,
manipulatives, and technology based on student needs to aid in the
reduction of students scoring novice.
Academic
Support
Program
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom
Teacher, ESL
Teacher, BAI
Goal 4: Readinig GAP-Increase the achievement for GAP students to 68% proficiency by 2019.
Status
N/A
N/A
Progress Notes
According to 2014-15 KPREP assessment our 3rd-5th grade students scored 39.1% proficiency.
Based on the Proficiency assessment during the 2015-16 school year our 3rd-5th grade scored
40..8% proficiency in the area of Reading.
According to 2012-13 KPREP assessment our 3rd-5th grade students scored 30.4% proficiency.
Based on the Proficiency assessment during the 2013-14 school year our 3rd-5th grade scored
31.6% proficiency in the area of Reading.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created On
June 10, 2016
Created By
Mrs. Kenya V Natsis
June 16, 2014
Nichole Marshall
Page 59
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 1:
55% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English
Learners students will demonstrate a proficiency on Common Core Standards in English Language Arts by 05/31/2017 as measured by K-Prep.
Status
Not Met
Not Met
Progress Notes
Created On
We have made some progress toward the 47% proficiency however we did not meet the goal based June 10, 2016
on the results of the district proficiency assessments in the area of reading.
We have made some progress toward the 47% proficiency however we did not meet the goal based June 16, 2014
on the results of the district proficiency assessments in the area of reading.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
(shared) Strategy 1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
N/A
Progress Notes
Created On
During the 2015-16 school year, the staff received on going professional development and training in June 10, 2016
the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2016, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
During the 2013-14 school year, the staff received on going professional development and training in June 16, 2014
the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2014, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
Activity - Assesesment
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 60
Comprehensive School Improvement Plan
Rutherford Elementary
Teachers will administer district reading diagnostic and proficiency
Academic
assessments and teacher created assessments to monitor GAP student
Support
performance and inform instructional practice. Students who consistantly Program
perform at novice and/or apprentice levels will participate in focus groups
led by teachers who differentiate instruction and address individual learning
styles. A Needs Assessment will be conducted utilizing data from K-PREP,
reading diagnostics and proficiencies and teacher generated assessments
to review previous plans to analyze student outcome data and identify
causes and contributing factors of students' learning. Based upon the
data, student needs will be prioritized and areas of strengths will be
celebrated. Opportunities for improvement in learning will be developed
though professional learning communities.
Status
In Progress
In Progress
12/20/2017
$0
Progress Notes
Created On
During the 2015-16 school year the staff created weekly formative assessments. With the data from June 10, 2016
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
During the 2013-14 school year the staff created weekly formative assessments. With the data from June 16, 2014
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
Activity - Interventions
Activity Type
Teachers will provide KCAS aligned core instruction and use supplemental Academic
instructional materials for GAP students who are below level in reading.
Support
Students will receive additional intervention services based on student
Program
needs through a program of reading interventions. Students will participate
in afterschool ESS to ensure proficiency. These programs will be
customized according to student academic needs and designed to meet
the learning needs of diverse learners to support literacy growth in order to
eliminate the achievement gap.
Status
Completed
08/01/2016
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$10000
Progress Notes
Created On
The RtI committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 10, 2016
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
General Fund School Based
Reading
Coaches,
Intervention
Teachers,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Other
Staff
Responsible
School Based
Reading
Coaches and
Classroom
teachers
Created By
Mrs. Kenya V Natsis
Page 61
Comprehensive School Improvement Plan
Rutherford Elementary
In Progress
: The RtI committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 16, 2014
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
Activity - PLC
Activity Type
Begin Date
End Date
During PLCs, data will be analyzed by teachers to monitor students'
progress and determine if re-teaching and/or enrichment activities are
needed. GAP students will be grouped and regrouped based on
assessment data (including the STAR data, three times a year).
Academic
Support
Program
08/01/2016
12/20/2017
Status
Completed
In Progress
Progress Notes
Teachers met weekly to discuss progress of students and to determine needs and instructional
implications and lesson adjustments.
teachers met a minimum of weekly to discuss progress of students and to determine needs and
instructional implications and lesson adjustments.
Activity - Student Attendance
Activity Type
Attendance committee will provide interventions (phone call, letter home,
Academic
etc.) after the third absence from school for GAP students as evidenced by Support
our school attendance plan. The attendance committee will have a list of Program
GAP students identified as having attendance challenges. The committee
will monitor students identified at the meeting and contact parents whose
child/ren have missed a day of school as indicated in the school
attendance plan.
Students with perfect attendance will be recognized through an attendance
celebration.
Status
Progress Notes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$10682
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
School Based
Reading
Coaches and
Classroom
Teachers
Created On
June 10, 2016
Created By
Mrs. Kenya V Natsis
June 16, 2014
Nichole Marshall
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Created On
Source Of
Staff
Funding
Responsible
General Fund Principal,
Assistant
Principal,
Attendance
Clerk, FRC
Coordinator,
Mental Health
Counselor,
Counselor
Created By
Page 62
Comprehensive School Improvement Plan
Rutherford Elementary
Completed
In Progress
Phone calls were made after 3 unexcused absences. Student conference and letter were sent home June 10, 2016
after 4 unexcused absences. Home visit and/or phone calls were made after 5 unexcused absences.
A referral was made to school social worker after 6 unexcused absences. We provide each grade
group with a traveling attendance trophy every month at the town meeting for the highest attendance
for the month. We also provide primary and intermediate with a traveling attendance cup for the
highest attendance for the month in primary and intermediate. Every student who has perfect
attendance will be presented with an individual attendance trophy at the May Town Meeting or at the
Kindergarten or 5th grade promotion ceremony.
Phone calls were made after 3 unexcused absences. Student conference and letter were sent home June 16, 2014
after 4 unexcused absences. Home visit and/or phone calls were made after 5 unexcused
absences. A referral was made to school social worker after 6 unexcused absences. We provide
each grade group with a traveling attendance trophy every month at the town meeting for the highest
attendance for the month. We also provide primary and intermediate with a traveling attendance cup
for the highest attendance for the month in primary and intermediate. Every student who has perfect
attendance will be presented with an individual attendance trophy at the May Town Meeting or at the
Kindergarten or 5th grade promotion ceremony.
Activity - Communication
Activity Type
Parents will be notified of students' learning though newsletters, phone
Academic
calls, and parent meetings to bridge the gap between home and school.
Support
Parents will provide feedback through the Comprehensive School Surveys Program
and Parent/Teacher Conference Surveys.
Status
In Progress
In Progress
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
Parents received monthly newsletters from our school notifying them with information about the
June 10, 2016
school. It also provided them with ongoing tips on how to support their child with their learning and
success in school. Parent surveys, flyers were sent home to parents to notify them about the events
happening at our school.
Parents received monthly newsletters from our school notifying them with information about the
June 16, 2014
school. It also provided them with ongoing tips on how to support their child with their learning and
success in school. Parent surveys, flyers were sent home to parents to notify them about the events
happening at our school.
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Classroom
Teachers,
FRC
Coordinator
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Measurable Objective 2:
A 20% increase of Third, Fourth and Fifth grade students will collaborate to move students towards proficiency in Reading by 05/31/2017 as measured by KPREP
scores..
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 63
Comprehensive School Improvement Plan
Rutherford Elementary
(shared) Strategy 1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
N/A
Progress Notes
Created On
During the 2015-16 school year, the staff received on going professional development and training in June 10, 2016
the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2016, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
During the 2013-14 school year, the staff received on going professional development and training in June 16, 2014
the area of vocabulary and writing in faculty meetings and embedded PD. In June of 2014, we
trained the entire staff on reading workshop framework. During this training staff were given
strategies to teach and use with students.
Activity - Assesesment
Activity Type
Teachers will administer district reading diagnostic and proficiency
Academic
assessments and teacher created assessments to monitor GAP student
Support
performance and inform instructional practice. Students who consistantly Program
perform at novice and/or apprentice levels will participate in focus groups
led by teachers who differentiate instruction and address individual learning
styles. A Needs Assessment will be conducted utilizing data from K-PREP,
reading diagnostics and proficiencies and teacher generated assessments
to review previous plans to analyze student outcome data and identify
causes and contributing factors of students' learning. Based upon the
data, student needs will be prioritized and areas of strengths will be
celebrated. Opportunities for improvement in learning will be developed
though professional learning communities.
Status
In Progress
In Progress
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
During the 2015-16 school year the staff created weekly formative assessments. With the data from June 10, 2016
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
During the 2013-14 school year the staff created weekly formative assessments. With the data from June 16, 2014
the assessments, the teachers established focus groups and made instructional adjustments based
on the students’ needs.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund School Based
Reading
Coaches,
Intervention
Teachers,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Page 64
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Interventions
Activity Type
Teachers will provide KCAS aligned core instruction and use supplemental Academic
instructional materials for GAP students who are below level in reading.
Support
Students will receive additional intervention services based on student
Program
needs through a program of reading interventions. Students will participate
in afterschool ESS to ensure proficiency. These programs will be
customized according to student academic needs and designed to meet
the learning needs of diverse learners to support literacy growth in order to
eliminate the achievement gap.
Status
Completed
In Progress
Begin Date
End Date
08/01/2016
12/20/2017
Progress Notes
Created On
The RtI committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 10, 2016
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
: The RtI committee meets every 6 to 8 weeks to assess the students’ progress as well as to
June 16, 2014
determine each of the students’ needs to help them become successful in reading. After each RtI
session, all the interventionist met and determined new strategies and groups based on the data
received from the teachers. We offered Principal’s Club (afterschool ESS) twice/week for 3rd thru
5th grade, daytime ESS, Literacy Lesson Interventions K-5, Reading Recovery for 1st grade, as well
as a breakfast club (before school ESS) that targeted 2nd and 3rd grade tier 2 students.
Activity - PLC
Activity Type
Begin Date
End Date
During PLCs, data will be analyzed by teachers to monitor students'
progress and determine if re-teaching and/or enrichment activities are
needed. GAP students will be grouped and regrouped based on
assessment data (including the STAR data, three times a year).
Academic
Support
Program
08/01/2016
12/20/2017
Status
Completed
Resource
Assigned
$10000
Progress Notes
Teachers met weekly to discuss progress of students and to determine needs and instructional
implications and lesson adjustments.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$10682
Created On
June 10, 2016
Source Of
Funding
Other
Staff
Responsible
School Based
Reading
Coaches and
Classroom
teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
School Based
Reading
Coaches and
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Page 65
Comprehensive School Improvement Plan
Rutherford Elementary
In Progress
teachers met a minimum of weekly to discuss progress of students and to determine needs and
instructional implications and lesson adjustments.
Activity - Student Attendance
Activity Type
Attendance committee will provide interventions (phone call, letter home,
Academic
etc.) after the third absence from school for GAP students as evidenced by Support
our school attendance plan. The attendance committee will have a list of Program
GAP students identified as having attendance challenges. The committee
will monitor students identified at the meeting and contact parents whose
child/ren have missed a day of school as indicated in the school
attendance plan.
Students with perfect attendance will be recognized through an attendance
celebration.
Status
Completed
In Progress
June 16, 2014
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
Phone calls were made after 3 unexcused absences. Student conference and letter were sent home June 10, 2016
after 4 unexcused absences. Home visit and/or phone calls were made after 5 unexcused absences.
A referral was made to school social worker after 6 unexcused absences. We provide each grade
group with a traveling attendance trophy every month at the town meeting for the highest attendance
for the month. We also provide primary and intermediate with a traveling attendance cup for the
highest attendance for the month in primary and intermediate. Every student who has perfect
attendance will be presented with an individual attendance trophy at the May Town Meeting or at the
Kindergarten or 5th grade promotion ceremony.
Phone calls were made after 3 unexcused absences. Student conference and letter were sent home June 16, 2014
after 4 unexcused absences. Home visit and/or phone calls were made after 5 unexcused
absences. A referral was made to school social worker after 6 unexcused absences. We provide
each grade group with a traveling attendance trophy every month at the town meeting for the highest
attendance for the month. We also provide primary and intermediate with a traveling attendance cup
for the highest attendance for the month in primary and intermediate. Every student who has perfect
attendance will be presented with an individual attendance trophy at the May Town Meeting or at the
Kindergarten or 5th grade promotion ceremony.
Activity - Communication
Activity Type
Parents will be notified of students' learning though newsletters, phone
Academic
calls, and parent meetings to bridge the gap between home and school.
Support
Parents will provide feedback through the Comprehensive School Surveys Program
and Parent/Teacher Conference Surveys.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$0
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Principal,
Assistant
Principal,
Attendance
Clerk, FRC
Coordinator,
Mental Health
Counselor,
Counselor
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Classroom
Teachers,
FRC
Coordinator
Page 66
Comprehensive School Improvement Plan
Rutherford Elementary
Status
In Progress
In Progress
Progress Notes
Created On
Parents received monthly newsletters from our school notifying them with information about the
June 10, 2016
school. It also provided them with ongoing tips on how to support their child with their learning and
success in school. Parent surveys, flyers were sent home to parents to notify them about the events
happening at our school.
Parents received monthly newsletters from our school notifying them with information about the
June 16, 2014
school. It also provided them with ongoing tips on how to support their child with their learning and
success in school. Parent surveys, flyers were sent home to parents to notify them about the events
happening at our school.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Strategy 2:
Read to Achieve Grant - Through the Read to Achieve grant, the Reading Recovery teacher will build capacity in the school by adding teachers to the Literacy team
where they will receive extensive training each year and attend national Reading Recovery conferences over the next 4 years. By providing primary teachers
intentional training in reading and writing strategies, students will exit the primary program and enter intermediate grades on grade level.
Category: Early Learning
Research Cited: Reading Recovery Research
Activity - Reading Recovery
Activity Type
First grade students meeting the eligibility criteria for Reading Recovery will Academic
receive one-on-one intervention services.
Support
Program
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
Grant Funds
Staff
Responsible
Reading
Recovery
Teacher
Measurable Objective 3:
A 28% increase of English Learners students will increase student growth moving towards proficiency in English Language Arts by 05/31/2017 as measured by
KPREP.
Strategy 1:
Differentiation of Instruction - Teachers will differentiate instruction for English Language Learners by providing visual clues, manipulatives, and technology as needed.
Category: Continuous Improvement
Research Cited: Dufours,
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 67
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Focus Groups
Activity Type
Begin Date
End Date
Teachers will meet with students in small focus groups to provide
additional language support. Teachers may use visual clues,
manipulatives, and technology as needed.
Academic
Support
Program
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom
Teachers,
ESL
Teachers, BAI
Goal 5: Social Studies- By 2019 at least 70.3% of all students will be proficient/distinguished
Status
N/A
N/A
Progress Notes
Created On
According to 2014-15 KPREP assessment our 5th grade students scored 47.8% proficiency in the
June 10, 2016
area of Social Studies. Our goal is to be 57%. Based on the district proficiency assessments during
the 2015-16 school year our 5th grade scored 52.0% proficiency in the area of social studies.
According to 2012-13 KPREP assessment our 5th grade students scored 42.4% proficiency in the
June 18, 2014
area of Social Studies. Our goal is to be 57%. Based on the district proficiency assessments during
the 2013-14 school year our 5th grade scored 56.3% proficiency in the area of social studies.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Measurable Objective 1:
58% of Fifth grade students will demonstrate a proficiency in State Standards in Social Studies by 05/31/2017 as measured by K-Prep.
Status
Not Met
Not Met
Progress Notes
Created On
According to our district proficiency data our students made progress however, we did not reach our June 10, 2016
goal of 57% proficiency.
According to our district proficiency data our students made progress however, we did not reach our June 18, 2014
goal of 57% proficiency.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Strategy 1:
Social Studies Instruction - Social Studies instruction- teachers will use best practices though research driven methodology to enhance the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 68
Comprehensive School Improvement Plan
Rutherford Elementary
Status
N/A
N/A
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 10, 2016
assessments and student level of understanding and progress in social studies. The teachers met in
their PLC to dissect the standards they were teaching and to make sure were on pace and following
the district curriculum maps.
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 18, 2014
assessments and student level of understanding and progress in social studies. The teachers met in
their PLC to dissect the standards they were teaching and to make sure were on pace and following
the district curriculum maps.
Activity - Curriculum
Activity Type
Teachers will design and implement lessons aligned with the district social Academic
studies curriculum. Lessons will be differentiated according to student
Support
needs, as well as the learning styles of students in the classroom. Social
Program
Studies instruction will allow all students to participate in active learning
through the use of effective, varied, and research based instruction.
Status
Completed
In Progress
Begin Date
End Date
08/08/2016
12/20/2017
Progress Notes
Teachers planned and taught social studies lessons during literacy and social studies times. The
teacher used varied strategies in order to make sure students knew content and to make sure they
understood their learning.
Teachers planned and taught social studies lessons during literacy and social studies times. The
teacher used varied strategies in order to make sure students knew content and to make sure they
understood their learning.
Activity - Assessment
Activity Type
Teachers will monitor student progress using formative and summative
Academic
assessments. Analysis of items will be used to plan lesson and activities to Support
promote student achievement. Students will participate in activities
Program
designed to promote differentiation of instruction.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Classroom
Teachers,
District Social
Studies Goal
Clarity Coach,
School Based
Resource
Teacher,
Created On
June 10, 2016
Created By
Mrs. Kenya V Natsis
June 18, 2014
Nichole Marshall
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
Page 69
Comprehensive School Improvement Plan
Rutherford Elementary
Status
Completed
In Progress
Progress Notes
Created On
Teachers created weekly formative assessments. With the data from the assessments, the teachers June 10, 2016
established focus groups and made instructional adjustments based on the students’ needs.
Teachers created weekly formative assessments. With the data from the assessments, the teachers June 18, 2014
established focus groups and made instructional adjustments based on the students’ needs.
Activity - PLC
Activity Type
During Professional Learning Communities, teachers will analyze social
Academic
studies district proficiency assessments and monitor student progress to
Support
determine next steps for instructional planning. Students performing below Program
the proficiency level will participate in focus groups led by teachers to
differentiate instruction and address learning styles.
Status
Completed
In Progress
Activity Type
Students participate in motivational assemblies throughout the school year Academic
which recognize their academic achievement in all district proficiency
Support
assessments. Students are recognized for growth and achievement based Program
on data analyzed during social studies PLCs.
In Progress
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Progress Notes
Created On
Teachers met weekly to discuss students’ progress in social studies. The teachers also determined June 10, 2016
next steps with instruction. Students who formed below level were put in focus groups to help them
to improve their understanding.
Teachers met weekly to discuss students’ progress in social studies. The teachers also determined June 18, 2014
next steps with instruction. Students who formed below level were put in focus groups to help them
to improve their understanding.
Activity - Motivational/Achievement Recognition
Status
Completed
Begin Date
Begin Date
End Date
08/08/2016
12/20/2017
Progress Notes
Throughout the school year, the students were recognized for their performance on the district level
assessments.
Throughout the school year, the students were recognized for their performance on the district level
assessments.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund Principal,
FRC
Created On
June 10, 2016
Created By
Mrs. Kenya V Natsis
June 18, 2014
Nichole Marshall
Page 70
Comprehensive School Improvement Plan
Rutherford Elementary
Goal 6: Social Studies GAP- By 2019, at least 69.8% of all GAP students will score
proficient/distinguished.
Status
N/A
N/A
Progress Notes
Created On
According to 2012-13 KPREP assessment our 5th grade students scored 42.4% proficiency in the
June 10, 2016
area of Social Studies. Our goal is to be 57%. Based on the district proficiency assessments during
the 2015-16 school year our 5th grade scored 52.0% proficiency in the area of social studies.
According to 2012-13 KPREP assessment our 5th grade students scored 42.4% proficiency in the
June 18, 2014
area of Social Studies. Our goal is to be 57%. Based on the district proficiency assessments during
the 2013-14 school year our 5th grade scored 56.3% proficiency in the area of social studies.
Created By
Mrs. Kenya V Natsis
Nichole Marshall
Measurable Objective 1:
51% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students will demonstrate a
proficiency in State Standards in Social Studies by 05/27/2016 as measured by K-Prep.
Status
Not Met
Progress Notes
Created On
According to our district proficiency data our students made progress however, we did not reach our June 18, 2014
goal of 57% proficiency.
Created By
Nichole Marshall
Strategy 1:
Social Studies Instruction - Social Studies instruction- teachers will use best practices though research driven methodology to enhance the learning of all students an
emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
Status
N/A
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 18, 2014
assessments and student level of understanding and progress in social studies. The teachers met in
their PLC to dissect the standards they were teaching and to make sure were on pace and following
the district curriculum maps.
Activity - Assessment
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Created By
Nichole Marshall
Source Of
Funding
Staff
Responsible
Page 71
Comprehensive School Improvement Plan
Rutherford Elementary
Teachers will monitor student progress using formative and summative
Academic
assessments. Analysis of items will be used to plan lesson and activities to Support
promote student achievement. Gap students will participate in activities
Program
designed to promote differentiation of instruction.
Status
In Progress
Activity Type
Teachers will design and implement lessons aligned with the district social Academic
studies curriculum. Lesson will be differentiated according to GAP students' Support
cognitive levels, as well as the learning styles of GAP students in the
Program
classroom. Social Studies instruction will allow GAP students to participate
in active learning through the use of effective, varied, and research based
instruction.
Activity - PLC
12/16/2016
$10682
Progress Notes
Created On
Teachers created weekly formative assessments. With the data from the assessments, the teachers June 18, 2014
established focus groups and made instructional adjustments based on the students’ needs.
Activity - Curriculum
Status
In Progress
08/12/2015
Begin Date
End Date
08/12/2015
12/16/2016
Progress Notes
Teachers planned and taught social studies lessons during literacy and social studies times. The
teacher used varied strategies in order to make sure students knew content and to make sure they
understood their learning.
Activity Type
During Professional Learning Communities, teachers will analyze district
Academic
social studies proficiency assessments and monitor GAP student progress Support
to determine next steps instructional practices. GAP students performing at Program
the novice level will be identified for focus groups led by teachers to
differentiate instruction and address learning styles.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Created On
June 18, 2014
Begin Date
End Date
08/12/2015
12/16/2016
Resource
Assigned
$10682
Title I
Schoolwide
District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
Created By
Nichole Marshall
Source Of
Staff
Funding
Responsible
General Fund District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
Created By
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
Page 72
Comprehensive School Improvement Plan
Rutherford Elementary
Status
In Progress
Progress Notes
Created On
Teachers met weekly to discuss students’ progress in Social studies. The teachers also determined June 18, 2014
next steps with instruction. Students who formed below level were put in focus groups to help them
to improve their understanding.
Created By
Nichole Marshall
Goal 7: Writing-By 2019 62% of all students will be proficient/distinguished.
Measurable Objective 1:
47% of Fifth grade students will demonstrate a proficiency on State Standards in English Language Arts by 05/31/2017 as measured by K-Prep.
Strategy 1:
Writing Instruction - Writing instruction- teachers will use best practices though research driven methodology to enhance the learning of all students to ensure
proficiency.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Instructional Practice
Activity Type
Teachers will plan and implement KCAS aligned writing instruction for all
Academic
students. Lesson plans will be designed to include differentiated instruction Support
according to the cognitive needs and learning styles of all students.
Program
Principal will monitor through formal/informal observations.Grade groups
will meet to analyze student work and plan next steps for instruction.
Status
Progress Notes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Created On
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School
Based
Reading
Resource
Teacher
Created By
Page 73
Comprehensive School Improvement Plan
Rutherford Elementary
In Progress
Throughout the 2013-14 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices.
June 18, 2014
Activity - Planning
Activity Type
Begin Date
End Date
Teachers will participate in monthly KCAS aligned writing planning
sessions in grade group PLCs to analyze student work, assessment data,
plan next step instructional activities, review/revise appropriate K-PREP
assessments including extended response questions, short answers, and
on-demand in order to differentiate instruction for all students.
Academic
Support
Program
08/08/2016
12/20/2017
Status
In Progress
Resource
Assigned
$10682
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 18, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teacher
Created By
Nichole Marshall
Goal 8: Writing GAP- By 2019 61% of GAP students will be proficient/distinguished
Measurable Objective 1:
61% of Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English Learners and Two or More Races
students will demonstrate a proficiency in State Standards in English Language Arts by 05/31/2017 as measured by K-Prep.
Strategy 1:
Writing Instruction - Writing instruction- teachers will use best practices though research driven methodology to enhance the learning of all students an emphasis will be
placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 74
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Instructional Practice
Activity Type
Begin Date
End Date
Teachers will create KCAS aligned differentiated writing lessons to meet
the needs of students according to their cognitive needs and the learning
styles of GAP students. Principal will monitor through formal/informal
observations. Grade groups will meet to analyze student writing and plan
instructional next steps based on student needs.
Academic
Support
Program
08/08/2016
12/20/2017
Status
In Progress
Progress Notes
Throughout the 2013-14 school year, the principal and assistant principal examined lesson plans
weekly. The principal and assistant principal did daily classroom walkthroughs/observations.
Teachers were provided with feedback from the lessons and provided with reflective questions
concerning the lesson and best practices.
Activity - Planning
Activity Type
Teachers will participate in monthly grade group professional development Academic
planning sessions which focus on KCAS aligned district writing curriculum Support
maps. During monthly grade group PLCs, teachers will analyze GAP
Program
student writing, assessment data, and plan next step instructional activities.
Teachers will also analyze K-PREP assessments including extended
response questions, short answers, and on-demand in order to differentiate
instruction for GAP students.
Status
In Progress
Resource
Assigned
$10682
Created On
June 18, 2014
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$10682
Progress Notes
Created On
Teachers met weekly to analyze data and make adjustments to their lessons based on the formative June 18, 2014
assessments and student level of understanding and progress. The focus groups and math camps
were adjusted as teachers taught the new and reviewed the already taught curriculum. The
teachers met in their PLC to dissect the standards they were teaching and to make sure were on
pace and following the district curriculum maps.
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teacher
Created By
Nichole Marshall
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
Created By
Nichole Marshall
Goal 9: Program Review- To achieve a proficiency score in each of the program review content
areas.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 75
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 1:
collaborate to implement effective instructional practices outlined in the Practical Living Program Review by 12/20/2017 as measured by Program Review Rubrics.
Strategy 1:
Healthy Choices - All students will receive instruction that enhances their ability to make healthy choices throughout life.
Category: Continuous Improvement
Activity - Instruction and assessment
Activity Type
Begin Date
End Date
All students will receive instruction, and be assessed in, the areas of
nutrition, fitness, and healthy lifestyle habits.
Direct
Instruction
08/08/2016
12/20/2017
Status
In Progress
Resource
Assigned
$0
Progress Notes
Created On
Students received lessons during the school year about nutrition, fitness, and healthy lifestyle habits June 18, 2014
in their practical living class.
Source Of
Funding
Other
Staff
Responsible
Classroom
teacher, FRC,
Practical
Living
teachers
Created By
Nichole Marshall
Strategy 2:
Physical activity - Students will be provided an opportunity to participate in moderate to vigorous physical activity daily.
Category: Continuous Improvement
Research Cited: Classroom Teachers
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 76
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Daily recess/activity
Activity Type
Begin Date
End Date
All students will participate in daily recess/organized activity outside or in
the classroom.
Other
08/08/2016
12/20/2017
Status
In Progress
Progress Notes
All students were provided the opportunity to participate in outside/Indoor/outdoor activity daily.
Resource
Assigned
$0
Created On
June 18, 2014
Source Of
Funding
No Funding
Required
Staff
Responsible
Classroom
teachers
Created By
Nichole Marshall
Strategy 3:
Compassionate Classes - Through a grant from the University of Virginia, we have two practical living teachers who are teaching our students to become
compassionate individuals, the use of self-calming skills along with life long skills.
Category: Continuous Improvement
Research Cited: University of Virginia
Activity - Practical Living
Activity Type
Begin Date
End Date
Students participate in Practical Living classes to learn life long skills on
ways to self- monitor and compassion along with other life learning skills.
Academic
Support
Program
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
Grant Funds
Staff
Responsible
Practical
living
teachers
Measurable Objective 2:
collaborate to implement effective instruction, assessment, and professional development practices outlined in the writing Program Review by 12/20/2017 as
measured by Program Review Rubrics.
Strategy 1:
Writing Assessments - Teachers and support staff will collaborate to increase effectiveness in assessments as measured by Demonstrator 1 (Teachers should use a
variety of assessments to formatively and summatively monitor student progress toward standards.) in Formative and Summative Assessment in the writing program
review.
Category: Continuous Improvement
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 77
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - PLC
Activity Type
Begin Date
End Date
During grade group PLCs teachers will analyze student writing and plan
Professional
next steps based on student needs. Teachers will create scoring guides to Learning
measure student progress and growth in writing.
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers
Measurable Objective 3:
collaborate to implement effective instructional, assessment, and professional development practices outlined in the Arts and Humantities Program Review by
12/20/2017 as measured by Program Review Rubrics.
Strategy 1:
Curriculum and Instruction - Program Review Committee will make recommendations on effective program improvements for demonstrators 2 and 3 in curriculum and
instruction.
Category: Continuous Improvement
Activity - Art Exemplars
Activity Type
The visual arts teacher will collaborate with classroom teachers on ways to Direct
incorporate works of dance, music, theatre and visual arts, cultural
Instruction
traditions and historical periods into their classroom instruction when
applicable.
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Visual Arts
Teacher and
Classroom
Teachers
Measurable Objective 4:
collaborate to implement effective instructional, assessment and professional development practices outlined in the Primary Program Review by 12/20/2017 as
measured by Program Review Rubrics.
Strategy 1:
Parent communication - Teachers and administrators will communicate with parents on a consistent basis through the use of school and classroom newsletters and the
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 78
Comprehensive School Improvement Plan
Rutherford Elementary
school website.
Category: Continuous Improvement
Research Cited: Dufours
Activity - Website
Activity Type
Begin Date
End Date
The Rutherford Elementary webpage along with individual class webpages Parent
will be updated with pertinent information for students and parents.
Involvement
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administration
and staff
members,
STC
Goal 10: Professional Growth And Effectiveness System (TGPES)
Measurable Objective 1:
collaborate to increase teachers' awareness and understanding of the PGES Componenet by 12/20/2017 as measured by surveys and other checks for understanding
after completion of training modules..
Strategy 1:
Professional Development - Professional Development Modules will be offered to teachers during Staff Meetings and Gold Day to deliever information to teachers as
TPGES continues implementation during the 2016-2017 school year.
Category: Teacher PGES
Research Cited: Danielson Framework of Evaluation
Activity - TGPES Modules
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 79
Comprehensive School Improvement Plan
Rutherford Elementary
Professional development will occur during faculty meetings and Gold Day Professional
to deliver informational regaridng Teachers Professional and Growth
Learning
Effectiveness System.
Status
Completed
08/01/2016
12/20/2017
Progress Notes
Staff received training throughout the 2013-14 school year on the professional Growth and
Effectiveness system.
Activity - TPGES Collaboration
$0
Created On
June 18, 2014
Activity Type
Begin Date
End Date
Teachers will be provided time to collaboratively discuss the Danielson
Professional
Framework for Teaching. An in-depth study of each domain will promote a Learning
better understanding of the domains and allow teachers to meet the goal of
Accomplished.
08/01/2016
12/20/2017
Begin Date
End Date
No Funding
Required
Principal,
Assistant
Principal,
TPGES team
comprised of
teachers
Created By
Nichole Marshall
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
TPGES team,
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administration
and Teachers
Strategy 2:
Hiring highly qualified teachers - Hiring of highly qualified teachers.
Category: Professional Learning & Support
Research Cited: Dufours
Activity - Hiring of Teachers
Activity Type
An interview committee which consist of teachers and administrators will
convene as needed to fill vacancies as they arise. The committee will
search to find highly qualified teachers for the students at Rutherford
Elementary.
Recruitment 07/18/2016
and Retention
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
12/20/2017
Page 80
Comprehensive School Improvement Plan
Rutherford Elementary
Goal 11: Instructional Resources
Measurable Objective 1:
collaborate to determine which resources/ textbooks and instructional materials align to Kentucky Core Academic Standards based classroom practices by 12/20/2017
as measured by 100% of the funds allocated for Instructional Materials are being used to improve student access to high quality standards aligned resources.
Strategy 1:
Instructional Resource Identification and Alignment - Identification of instructional materials (tools) used to teach the standards and meet the learning needs of students.
Category: Management Systems
Research Cited: Dufours
Activity - Preview of Instructional Materials
Activity Type
The Instructional Leadership Team will work collaboratively, based on
Academic
teacher feedback, to recommend instructional materials/technology that will Support
promote student achievement and are aligned to KCAS.
Program
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$5000
Source Of
Funding
Text Books
Staff
Responsible
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers
Goal 12: Program Review
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 81
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 1:
collaborate to increase student achievement in writing by 12/20/2017 as measured by student work samples and assessments.
Strategy 1:
PLC - Teachers will analyze student writing and plan next steps for instruction.
Category: Professional Learning & Support
Research Cited: Marzanos
Activity - Analyze Writing
Activity Type
Begin Date
End Date
Grade groups will use rubrics to analyze student writing in PLCs. Next
steps for instruction will be planned based on student needs.
Professional
Learning
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Reading
Recovery
Teacher
Measurable Objective 2:
collaborate to involve our families in the school by 12/20/2017 as measured by using sign-in sheets to account for the number of families participating.
Strategy 1:
Family Nights - Multiple family nights will be planned over the course of the school year.
Category: Other - Parental Involvement
Research Cited: Dufours
Activity - Multi-Cultural Night
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 82
Comprehensive School Improvement Plan
Rutherford Elementary
A multi-cultural family night will be planned in conjunction with the Family
Resource Center.
Parent
Involvement
01/02/2017
12/20/2017
$400
Title I
Schoolwide
Administration
, Teachers,
FRC, ESL
Team
Activity - Health and Visual Arts Night
Activity Type
Begin Date
End Date
The school will host a Health and Visual Arts Night to promote family
Parent
involvement. A variety of health agencies and organizations that promote Involvement
healthy lifestyles will be asked to set up tables. The Visual Arts teacher will
provide stations for families to create art projects together.
01/02/2017
12/20/2017
Resource
Assigned
$400
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
Administration
, Teachers,
FRC,
Practical
Living
Teachers
Activity - Math and Literacy Night
Activity Type
Begin Date
End Date
Math and Literacy night is designed to demonstrate to parents strategies
they can use at home when working with their child. Stations are set up
allowing families to interact with staff and create items for home use.
Parent
Involvement
01/02/2017
12/20/2017
Resource
Assigned
$1000
Source Of
Funding
Title I
Schoolwide
Staff
Responsible
FRC, District
Goal Clarity
Coach,
School Based
Resource
Teacher,
Measurable Objective 3:
collaborate to increase student achievement of students in the primary grades by 12/20/2017 as measured by teacher created assessments along with district
assessments.
Strategy 1:
Bellarmine Literacy Project - Teachers will participate in the Bellarmine Literacy Project to increase their knowledge of how students learn to read and to learn additional
instructional strategies to implement with their students.
Category: Professional Learning & Support
Research Cited: Bellarmine Literacy Project
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 83
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Bellarmine Class
Activity Type
Begin Date
End Date
Research based reading strategies will be examined and taught during
weekly class sessions.
Professional
Learning
08/15/2016
12/20/2017
Activity - Summer Boost Literacy Progam
Activity Type
Begin Date
End Date
06/27/2016
12/20/2017
Select students exiting kindergarten and first grade in May are invited to
Academic
attend the Summer Boost Literacy Program. This program allows
Support
students to participate in small group research based literacy instruction.
Program
Students have less summer slippage of their reading skills when attending
this program. The Summer Boost program also provides opportunities for
students to increase their reading level. This program runs the entire
month of July each summer and transportation is provided for students.
Resource
Assigned
$0
Source Of
Funding
District
Funding
Staff
Responsible
Teachers
participating
in the
Bellarmine
Literacy
Project
Resource
Assigned
$0
Source Of
Funding
District
Funding
Staff
Responsible
Reading
Recovery
Teacher,
Teacher
Leader,
Teachers
Goal 13: To increase the average combined reading and math K-PREP proficiency scores
Measurable Objective 1:
collaborate to increase the average combined reading and math K-PREP proficiency scores by 05/31/2017 as measured by an increase of the number of students
who score proficiency in reading and math.
Strategy 1:
PLC - Teachers will analyze student work/assessments to plan next steps for instruction.
Category: Professional Learning & Support
Research Cited: Marzonos
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 84
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Weekly PLCs
Activity Type
Begin Date
End Date
Teachers will meet with their PLC to analyze student work and
Academic
assessments, along with additional data to determine student progress and Support
needs. Based upon their analysis, teachers will plan next steps for
Program
instruction.
08/08/2016
12/20/2017
Activity - Collaboration with Coaches
Activity Type
Begin Date
End Date
Teachers will collaborate with the district Goal Clarity Coach, School
Based Resource Teacher, Reading Recovery Teacher for additional
teaching strategies, resources, etc. to promote student academic
achievement.
Academic
Support
Program
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers, All
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
School Based
Reading
Resource
Teacher,
Reading
Recovery
Teacher
Measurable Objective 2:
collaborate to increase the average 3rd grade math and reading combined K-PREP proficiency scores by 05/31/2017 as measured by an increase in 3rd grade
combined reading and math proficiency scores .
Strategy 1:
Vertical Team Conversations - Teachers will be provided the opportunity to meet in vertical teams to exam the Kentucky Core Academic Standards.
Category: Continuous Improvement
Research Cited: Marzano
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 85
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Vertical Teams
Activity Type
Begin Date
End Date
Teachers will be provided time throughout the year to meet in vertical
Professional
teams. During this time, teachers will have collegial conversations
Learning
regarding the standards they are expected to teach, the standards students
are expected to learn before/after specific grade levels and ways to support
each other if/when a student has not learned said standards. Teachers,
coaches, and resource teachers will discuss teaching strategies that
promote mastery of content and skills taught.
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Teachers,
District Goal
Clarity Coach,
School Based
Resource
Teachers
Goal 14: Community Involvement
Measurable Objective 1:
collaborate to increase the number of parents/families attending Family Nights along with other school activities by 12/20/2017 as measured by sign in sheets which
will inform the school the number of families attending.
Strategy 1:
Communication - Parents will receive multiple forms of communications regarding school events and activities.
Category: Stakeholder Engagement
Research Cited: Dufours
Activity - Language Barrier
Activity Type
Begin Date
End Date
We have a divers population of students attending Rutherford Elementary. Parent
In an effort to promote and increase community and family involvement in Involvement
our school, we are sending home written notices of school procedures and
events in the English language, Spanish language, and Arabic language.
08/08/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
FRC, Office
Staff, ESL
Staff
Page 86
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Electronic Communication
Activity Type
Begin Date
End Date
In an effort to promote and increase family participation in school events,
our office staff sends text messages and emails to our parents of events
happening at Rutherford Elementary. These messages are follow up
reminders of events/activities already promoted through written notices
sent home to families.
Parent
Involvement
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Secretary,
Office Staff,
FRC
Goal 15: PBIS participating co-hort school
Measurable Objective 1:
collaborate to reduce the number of school referrals and provide teachers with additional strategies for classroom management by 12/20/2017 as measured by A
decrease of students receiving referrals from teachers.
Strategy 1:
Counseling Groups - The school counselor, behavior coach, and mental health counselor will meet with identified groups of students weekly to provide strategies
students can use to help them self-monitor.
Category: Continuous Improvement
Research Cited: PBIS
Activity - Groups
Activity Type
Groups which will provide students strategies to help them self-monitor and Behavioral
cope with their feelings.
Support
Program
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Staff
Funding
Responsible
General Fund Counselor,
Behavior
Coach,
Mental Health
Counselor,
FRC
Page 87
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Character Education
Activity Type
Begin Date
End Date
The FRC coordinator will facilitate Character Education classes on a
monthly basis.
Behavioral
Support
Program
08/08/2016
12/20/2017
Activity - Professional Development
Activity Type
Begin Date
End Date
School staff will receive on-going professional development pertaining to
PBIS.
Behavioral
Support
Program
08/08/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Family
Resource
Center
Coordinator
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
PBIS
committee,
Administrative
Team
Goal 16: Novice Reduction
Measurable Objective 1:
collaborate to reduce the number of English Language Learner students scoring novice in the content area of math by 05/31/2017 as measured by a 4% reduction on
KPREP.
Strategy 1:
Focus Groups Math ELL - Based on analysis of formative and summative data, students will be placed in focus groups for additional instruction in math.
Category: Continuous Improvement
Research Cited: Dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 88
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Breakfast Club
Activity Type
Begin Date
End Date
Selected students will receive additional math instruction from 9:00-9:30
a.m. three days a week. These groups will provide fluid movement of
students based on academic performance, data analysis, and teacher
recommendations.
Academic
Support
Program
10/03/2016
12/20/2017
Activity - PLC
Activity Type
Begin Date
End Date
08/15/2016
12/20/2017
During PLCs, teachers will analyze student work and assessments. Based Academic
on the information learned, next steps for instruction will be planned.
Support
Program
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
District Goal
Clarity Coach,
Interventionist
, School
Based
Resource
Teacher, ESL
Teachers/BAI
s, District ESL
Goal Clarity
Coach
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
School Based
Resource
Teacher,
District Goal
Clarity Coach,
District ESL
Goal Clarity
Coach,
Teachers,
ESL Teachers
Measurable Objective 2:
collaborate to reduce the number of English Language Learner students scoring novice in Reading by 05/31/2017 as measured by 6% decrease in novice students on
KPEP.
Strategy 1:
Focus Groups ELL Reading - Based on analysis of formative and summative data, students will be placed in focus groups for additional instruction in reading.
Category: Continuous Improvement
Research Cited: dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 89
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Reading Focus Group
Activity Type
Begin Date
End Date
Selected students will receive additional reading instruction at least three
Academic
days a week. These groups will provide fluid movement of students based Support
on academic performance, data analysis, and teacher recommendations. Program
10/03/2016
12/20/2017
Activity - PLC
Begin Date
End Date
08/15/2016
12/20/2017
Activity Type
During PLCs, teachers will analyze student work and assessments. Based Academic
on the information learned, next steps for instruction will be planned.
Support
Program
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
School Based
Resource
Teacher,
Interventionist
, ESL
Teachers/BAI
s, ESL Goal
Clarity Coach
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
School Based
Resource
Teacher,
District Goal
Clarity Coach,
District ESL
Goal Clarity
Coach,
Teachers,
ESL Teachers
Measurable Objective 3:
collaborate to decrease the number of ECE students scoring novice in reading and math by 12/16/2019 as measured by student achievement on the KPREP .
Strategy 1:
Reading - The ECE teacher along with the regular classroom teacher will provide additional supports, graphic organizers, strategies for the ECE students to refer to
when answering questions.
Category: Continuous Improvement
Research Cited: dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 90
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Reading Strategies
Activity Type
Begin Date
End Date
The ECE teacher will instruct students on how to use graphic organizers
along with additional strategies to answer questions and respond to
prompts.
Academic
Support
Program
08/15/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
ECE
Teachers,
Counselor
Strategy 2:
Math - Students will be provided manipulative and calculators when appropriate for instruction. Students will be provided with and practice intentional strategies for
solving math problems and equations.
Category: Continuous Improvement
Research Cited: dufour
Activity - Math Instruction
Activity Type
Begin Date
End Date
The ECE teacher will provide specific strategies students will practice for
solving math problems and equations. Calculators and manipulatives will
be used as appropriate.
Academic
Support
Program
08/15/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
ECE Teacher,
Counselor
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Counselor,
ECE
Teachers
Strategy 3:
PLC - ECE teachers will participate in monthly PLCs at the school level one Tuesday a month after school.
Category: Professional Learning & Support
Research Cited: dufour
Activity - PLC
Activity Type
Begin Date
End Date
The Counselor will facilitate ECE PLC sessions once a month after school. Professional
ECE teachers will share instructional strategies and resources with each
Learning
other.
08/29/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 91
Comprehensive School Improvement Plan
Rutherford Elementary
Goal 17: Professional Learning to imporve teacher and leader effectiveness
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy 1:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - Weekly PLCs
Activity Type
Begin Date
End Date
Teachers will meet in grade groups to discuss teaching strategies based
on analysis of student work/assessments.
Professional
Learning
08/15/2016
12/20/2017
Activity - ESL
Activity Type
Begin Date
End Date
The ESL Goal Clarity Coach and ESL teachers will model strategies that
are effective with ESL students.
Professional
Learning
08/01/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Goal Clarity
Coach,
Resource
Teacher,
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal, ESL
Goal Clarity
Coach, ESL
Teachers
Page 92
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Lesson Study
Activity Type
Begin Date
End Date
Teachers will be video taped to demonstrate specific strategies. The video Professional
will be shared with staff along with questions to guide their thinking.
Learning
Teachers will view good instruction and reflect on ways to incorporate
strategies into their teaching practices.
08/01/2016
12/20/2017
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Teachers
Source Of
Funding
District
Funding
Staff
Responsible
Teachers
participating
in the
Bellarmine
Literacy
Project
Strategy 2:
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity Type
Begin Date
End Date
Teachers attend class sessions weekly and apply learned strategies,
knowledge to their instructional practice.
Professional
Learning
08/01/2016
12/20/2017
Resource
Assigned
$0
Strategy 3:
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through out the school year.
Category: Professional Learning & Support
Research Cited: dufour
Activity - Professional Development
Activity Type
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 93
Comprehensive School Improvement Plan
Rutherford Elementary
Teachers will attend school based or district provided professional
Professional
development sessions during the summer and throughout the school year. Learning
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
07/05/2016
12/20/2017
$0
No Funding
Required
School based
PD-Principal,
Goal Clarity,
Resource
Teachers,
Teachers
District PDDistrict Staff,
Teachers
Page 94
Comprehensive School Improvement Plan
Rutherford Elementary
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Kindergarten Orientation
Families are invited and encouraged to attend Kindergarten
Orientation. During this orientation, parents are provided
information to help prepare their child to enter kindergarten.
Parents are provided information regarding health
requirements, JCPS attendance policies and school
procedures. Parents are also provided information
regarding academic readiness for their child, such as child
needs to know name, be able to write name, be able to
identify colors, alphabet letters, numbers, etc. Many of our
parents aren't aware of what their child needs to know and
this provides them with information to help prepare their
child for kindergarten.
Professional development will occur during faculty meetings
and Gold Day to deliver informational regaridng Teachers
Professional and Growth Effectiveness System.
Academic
Support
Program
07/11/2016
Professional
Learning
Lesson Study
PLC
TGPES Modules
12/20/2017
Resource
Assigned
$0
Staff
Responsible
Principal,
Assistant
Principal,
Counselor,
FRC
Coordinator,
Kindergarten
Team
08/01/2016
12/20/2017
$0
Teachers will be video taped to demonstrate specific
Professional
strategies. The video will be shared with staff along with
Learning
questions to guide their thinking. Teachers will view good
instruction and reflect on ways to incorporate strategies into
their teaching practices.
08/01/2016
12/20/2017
$0
During Professional Learning Communities, teachers will
Academic
analyze social studies district proficiency assessments and Support
monitor student progress to determine next steps for
Program
instructional planning. Students performing below the
proficiency level will participate in focus groups led by
teachers to differentiate instruction and address learning
styles.
08/08/2016
12/20/2017
$0
Principal,
Assistant
Principal,
TPGES team
comprised of
teachers
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Teachers
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 95
Comprehensive School Improvement Plan
Rutherford Elementary
Vertical Teams
Teachers will be provided time throughout the year to meet
in vertical teams. During this time, teachers will have
collegial conversations regarding the standards they are
expected to teach, the standards students are expected to
learn before/after specific grade levels and ways to support
each other if/when a student has not learned said
standards. Teachers, coaches, and resource teachers will
discuss teaching strategies that promote mastery of content
and skills taught.
The district goal clarity coach will provide teachers with ongoing school based professional development. Teachers
will receive PD on how to differentiate instruction while
using the work-shop model. Lessons and activities will be
developed collaboratively while attending PD sessions.
During grade group PLCs teachers will analyze student
writing and plan next steps based on student needs.
Teachers will create scoring guides to measure student
progress and growth in writing.
Professional
Learning
08/01/2016
12/20/2017
$0
Professional
Learning
08/01/2016
12/20/2017
$0
Professional
Learning
08/01/2016
12/20/2017
$0
Collaboration with Coaches
Teachers will collaborate with the district Goal Clarity
Coach, School Based Resource Teacher, Reading
Recovery Teacher for additional teaching strategies,
resources, etc. to promote student academic achievement.
Academic
Support
Program
08/08/2016
12/20/2017
$0
PLC
During PLCs, teachers will analyze student work and
Academic
assessments. Based on the information learned, next steps Support
for instruction will be planned.
Program
08/15/2016
12/20/2017
$0
Communication
Parents will be notified of students' learning though
Academic
newsletters, phone calls, and parent meetings to bridge the Support
gap between home and school. Parents will provide
Program
feedback through the Comprehensive School Surveys and
Parent/Teacher Conference Surveys.
08/01/2016
12/20/2017
$0
Professional Development
PLC
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Principal,
Assistant
Principal,
Teachers,
District Goal
Clarity Coach,
School Based
Resource
Teachers
District Goal
Clarity Coach,
Classroom
Teachers
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers
District Goal
Clarity Coach,
School Based
Reading
Resource
Teacher,
Reading
Recovery
Teacher
School Based
Resource
Teacher,
District Goal
Clarity Coach,
District ESL
Goal Clarity
Coach,
Teachers,
ESL Teachers
Principal,
Assistant
Principal,
Classroom
Teachers,
FRC
Coordinator
Page 96
Comprehensive School Improvement Plan
Rutherford Elementary
Small Group
Electronic Communication
Character Education
Teachers will target students needing additional language
support during mathematics and provide small group
instruction using visual clues, manipulatives, and
technology based on student needs to aid in the reduction
of students scoring novice.
In an effort to promote and increase family participation in
school events, our office staff sends text messages and
emails to our parents of events happening at Rutherford
Elementary. These messages are follow up reminders of
events/activities already promoted through written notices
sent home to families.
The FRC coordinator will facilitate Character Education
classes on a monthly basis.
Academic
Support
Program
08/08/2016
12/20/2017
$0
Classroom
Teacher, ESL
Teacher, BAI
Parent
Involvement
08/01/2016
12/20/2017
$0
Behavioral
Support
Program
08/08/2016
12/20/2017
$0
Principal,
Assistant
Principal,
Secretary,
Office Staff,
FRC
Family
Resource
Center
Coordinator
School Based
Resource
Teacher,
Interventionist
, ESL
Teachers/BAI
s, ESL Goal
Clarity Coach
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers, All
Teachers
PBIS
committee,
Administrative
Team
Classroom
teachers
School based
PD-Principal,
Goal Clarity,
Resource
Teachers,
Teachers
District PDDistrict Staff,
Teachers
Reading Focus Group
Selected students will receive additional reading instruction Academic
at least three days a week. These groups will provide fluid Support
movement of students based on academic performance,
Program
data analysis, and teacher recommendations.
10/03/2016
12/20/2017
$0
Weekly PLCs
Teachers will meet with their PLC to analyze student work
and assessments, along with additional data to determine
student progress and needs. Based upon their analysis,
teachers will plan next steps for instruction.
08/08/2016
12/20/2017
$0
Professional Development
School staff will receive on-going professional development Behavioral
pertaining to PBIS.
Support
Program
08/08/2016
12/20/2017
$0
Daily recess/activity
All students will participate in daily recess/organized activity Other
outside or in the classroom.
Teachers will attend school based or district provided
Professional
professional development sessions during the summer and Learning
throughout the school year.
08/08/2016
12/20/2017
$0
07/05/2016
12/20/2017
$0
Professional Development
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Academic
Support
Program
Page 97
Comprehensive School Improvement Plan
Rutherford Elementary
Language Barrier
We have a divers population of students attending
Rutherford Elementary. In an effort to promote and
increase community and family involvement in our school,
we are sending home written notices of school procedures
and events in the English language, Spanish language, and
Arabic language.
The visual arts teacher will collaborate with classroom
teachers on ways to incorporate works of dance, music,
theatre and visual arts, cultural traditions and historical
periods into their classroom instruction when applicable.
Staff will receive professional development using the math
program EnVision 2.0 along with additional best practice
math strategies.
An interview committee which consist of teachers and
administrators will convene as needed to fill vacancies as
they arise. The committee will search to find highly
qualified teachers for the students at Rutherford
Elementary.
Teachers will meet in grade groups to discuss teaching
strategies based on analysis of student work/assessments.
Parent
Involvement
08/08/2016
12/20/2017
$0
Direct
Instruction
08/08/2016
12/20/2017
$0
Academic
08/08/2016
Support
Program
Recruitment 07/18/2016
and Retention
12/20/2017
$0
12/20/2017
$0
Administration
and Teachers
Professional
Learning
08/15/2016
12/20/2017
$0
ESL
The ESL Goal Clarity Coach and ESL teachers will model
strategies that are effective with ESL students.
Professional
Learning
08/01/2016
12/20/2017
$0
Lesson Planning
The District Goal Clarity Coach will meet with grade level
teams to plan collaboratively. Planning will incorporate
standards based instruction, strategies to differentiate
instruction, and use of technology,
The Rutherford Elementary webpage along with individual
class webpages will be updated with pertinent information
for students and parents.
Academic
Support
Program
08/01/2016
12/20/2017
$0
Parent
Involvement
08/01/2016
12/20/2017
$0
10/10/2016
12/20/2017
$0
Principal,
Goal Clarity
Coach,
Resource
Teacher,
Teachers
Principal, ESL
Goal Clarity
Coach, ESL
Teachers
District Goal
Clarity Coach,
Classroom
Teachers
Administration
and staff
members,
STC
Goal Clarity
Coach,
Interventionist
, Principal
Art Exemplars
PD for Math
Hiring of Teachers
Weekly PLCs
Website
Breakfast Club
Selected Gap students, based on formative assessments, Academic
summative assessments, work samples, and classroom
Support
performance will have the opportunity to participate in the
Program
Breakfast Club three days a week. Students will eat
breakfast while receiving specific and focused instruction on
concepts/strategies identified through analysis of data.
Students have to opportunity to move in and out of the
breakfast club based on need.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Principal,
Assistant
Principal,
FRC, Office
Staff, ESL
Staff
Visual Arts
Teacher and
Classroom
Teachers
District Goal
Clarity Coach
Page 98
Comprehensive School Improvement Plan
Rutherford Elementary
Breakfast Club
Selected students will receive additional math instruction
Academic
from 9:00-9:30 a.m. three days a week. These groups will Support
provide fluid movement of students based on academic
Program
performance, data analysis, and teacher recommendations.
10/03/2016
12/20/2017
$0
Assessment
Teachers will monitor student progress using formative and Academic
summative assessments. Analysis of items will be used to Support
plan lesson and activities to promote student achievement. Program
Students will participate in activities designed to promote
differentiation of instruction.
08/08/2016
12/20/2017
$0
Math Instruction
The ECE teacher will provide specific strategies students
will practice for solving math problems and equations.
Calculators and manipulatives will be used as appropriate.
Teachers will meet with students in small focus groups to
provide additional language support. Teachers may use
visual clues, manipulatives, and technology as needed.
Academic
Support
Program
Academic
Support
Program
08/15/2016
12/20/2017
$0
08/08/2016
12/20/2017
$0
Staff will be provided professional development sessions
using the Journey's reading program along with best
practice strategies for ELA. Professional development
sessions on writing will also be provided. Professional
development will be provided on-going through the school
year.
Students will develop behavioral support and social skills
through sessions designed to assist students in problem
solving through real world problems- TELL Survey
Academic
Support
Program
08/08/2016
12/20/2017
$0
Behavioral
Support
Program
08/08/2016
12/20/2017
$0
08/01/2016
12/20/2017
$0
Focus Groups
ELA Professional
Development
Behavioral Support
TPGES Collaboration
Teachers will be provided time to collaboratively discuss the Professional
Danielson Framework for Teaching. An in-depth study of
Learning
each domain will promote a better understanding of the
domains and allow teachers to meet the goal of
Accomplished.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
District Goal
Clarity Coach,
Interventionist
, School
Based
Resource
Teacher, ESL
Teachers/BAI
s, District ESL
Goal Clarity
Coach
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
ECE Teacher,
Counselor
Classroom
Teachers,
ESL
Teachers, BAI
School Based
Resource
Teachers and
District Goal
Clarity Coach
Counselor,
FRC
Coordinator,
Student
Success
Coach,
Mental Health
Counselor
Principal,
Assistant
Principal,
TPGES team,
Page 99
Comprehensive School Improvement Plan
Rutherford Elementary
Analyze Writing
Grade groups will use rubrics to analyze student writing in
PLCs. Next steps for instruction will be planned based on
student needs.
PLC
Reading Strategies
Highly Qualified Educators
Assessment
PLC
08/08/2016
12/20/2017
$0
During PLCs, teachers will analyze student work and
Academic
assessments. Based on the information learned, next steps Support
for instruction will be planned.
Program
08/15/2016
12/20/2017
$0
The ECE teacher will instruct students on how to use
graphic organizers along with additional strategies to
answer questions and respond to prompts.
Teachers are recruited by the district who are highly
qualified.
Academic
Support
Program
Academic
Support
Program
Academic
Support
Program
08/15/2016
12/20/2017
$0
07/18/2016
12/20/2017
$0
08/08/2016
12/20/2017
$0
District Goal
Clarity Coach,
Classroom
Teachers
Professional
Learning
08/29/2016
12/20/2017
$0
Counselor,
ECE
Teachers
Total
$0
Begin Date
End Date
08/08/2016
12/20/2017
Resource
Assigned
$5000
Student progress will be monitored during PLCs using
formative and summative assessments. Students will
participate in focus groups based upon their needs.
Content material will be retaught using alternative learning
techniques in targeted focus areas.
The Counselor will facilitate ECE PLC sessions once a
month after school. ECE teachers will share instructional
strategies and resources with each other.
Professional
Learning
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Reading
Recovery
Teacher
School Based
Resource
Teacher,
District Goal
Clarity Coach,
District ESL
Goal Clarity
Coach,
Teachers,
ESL Teachers
ECE
Teachers,
Counselor
District Level
Text Books
Activity Name
Activity Description
Preview of Instructional
Materials
The Instructional Leadership Team will work collaboratively, Academic
based on teacher feedback, to recommend instructional
Support
materials/technology that will promote student achievement Program
and are aligned to KCAS.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Staff
Responsible
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers
Page 100
Comprehensive School Improvement Plan
Rutherford Elementary
Workshop Model
While implementing Envision 2.0, teachers will provide
differentiation of lessons by using interactive technology,
the Envision 2.0 RtI component, and workstations along
with the math workshop model to meet the needs of
students.
Academic
Support
Program
08/08/2016
12/20/2017
$0
District Goal
Clarity Coach,
Classroom
teachers
Total
$5000
Staff
Responsible
District Goal
Clarity Coach,
Classroom
Teachers
General Fund
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Curriculum
The math Envisions 2.0 program which is aligned with
KCAS will be used by teachers as they design lesson plans
that promote academic achievement. Lessons will be
differentiated according to students' cognitive levels, as well
as the learning styles of students in the classroom. Math
instruction will allow GAP students to participate in active
learning through the use of effective, varied, and research
based instruction.
Teachers will design and implement lessons aligned with
the district social studies curriculum. Lesson will be
differentiated according to GAP students' cognitive levels,
as well as the learning styles of GAP students in the
classroom. Social Studies instruction will allow GAP
students to participate in active learning through the use of
effective, varied, and research based instruction.
Academic
Support
Program
08/15/2016
12/19/2018
Resource
Assigned
$0
Academic
Support
Program
08/12/2015
12/16/2016
$0
District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
Attendance committee will provide interventions (phone call,
letter home, etc.) after the third absence from school for
GAP students as evidenced by our school attendance plan.
The attendance committee will have a list of GAP students
identified as having attendance challenges. The committee
will monitor students identified at the meeting and contact
parents whose child/ren have missed a day of school as
indicated in the school attendance plan.
Students with perfect attendance will be recognized through
an attendance celebration.
Teachers will provide instruction to students on how to
access information from KCAS aligned anchor charts based
on grade level appropriate content vocabulary. Content
specific vocabulary will be identified during PLC planning
sessions based on instructional needs. Principal and
assistant principal will monitor through walk-throughs.
Academic
Support
Program
08/08/2016
12/20/2017
$0
Principal,
Assistant
Principal,
Attendance
Clerk, FRC
Coordinator,
Mental Health
Counselor,
Counselor
Academic
Support
Program
08/12/2015
12/16/2016
$0
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Curriculum
Student Attendance
Vocabulary
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 101
Comprehensive School Improvement Plan
Rutherford Elementary
Curriculum
Teachers will design and implement lessons aligned with
Academic
the district social studies curriculum. Lessons will be
Support
differentiated according to student needs, as well as the
Program
learning styles of students in the classroom. Social Studies
instruction will allow all students to participate in active
learning through the use of effective, varied, and research
based instruction.
08/08/2016
12/20/2017
$0
Instructional Practice
Teachers will use KCAS aligned district curriculum maps to
plan and implement classroom instructional lessons that
include differentiated instruction according to the cognitive
needs and learning styles of students. Principal and
assistant principal will monitor through formal/informal
observations. Grade groups will meet in horizontal/ vertical
teams to analyze student work and plan KCAS aligned
instruction based on district curriculum maps as students
prepare to move to the next grade level. Staff members will
implement Reading Workshop utilizing the Kentucky Core
Academic Standards. This will be monitored through
principal observations and walk throughs.
Teachers will administer district reading diagnostic and
proficiency assessments and teacher created assessments
to monitor GAP student performance and inform
instructional practice. Students who consistantly perform at
novice and/or apprentice levels will participate in focus
groups led by teachers who differentiate instruction and
address individual learning styles. A Needs Assessment
will be conducted utilizing data from K-PREP, reading
diagnostics and proficiencies and teacher generated
assessments to review previous plans to analyze student
outcome data and identify causes and contributing factors
of students' learning. Based upon the data, student needs
will be prioritized and areas of strengths will be celebrated.
Opportunities for improvement in learning will be developed
though professional learning communities.
Students participate in motivational assemblies throughout
the school year which recognize their academic
achievement in all district proficiency assessments.
Students are recognized for growth and achievement based
on data analyzed during social studies PLCs.
The Instructional Leadership Team (PLC) meets monthly to
monitor the progress of goals set by teachers/students.
The ILT also monitors the use of effective strategies and
interventions based on student achievement data.
Academic
Support
Program
08/08/2016
12/20/2017
$0
Academic
Support
Program
08/01/2016
12/20/2017
$0
School Based
Reading
Coaches,
Intervention
Teachers,
Classroom
Teachers
Academic
Support
Program
08/08/2016
12/20/2017
$0
Principal,
FRC
Academic
Support
Program
08/08/2016
12/20/2017
$0
Administrator
s, District
Goal Clarity
Coach,
School Based
Resource
Teachers,
Interventionist
, Team
Leaders
Assesesment
Motivational/Achievement
Recognition
ILT
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Classroom
Teachers,
District Social
Studies Goal
Clarity Coach,
School Based
Resource
Teacher,
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Reading
Coaches
Page 102
Comprehensive School Improvement Plan
Rutherford Elementary
ILT
The Instructional Leadership Team (PLC) will meet monthly Academic
and RAM support team will meet weekly to monitor goals
Support
and strategies, analyze systems and data, and to
Program
review/revise the level of implementation and student
achievement.The RAM support team/ILT team will utilize
data acquired from K-PREP and CASCADE to disaggregate
data and identify changes needed to reduce achievement
gaps continuously throughout the year.
08/08/2016
12/20/2017
$0
Curriculum
KCAS aligned instruction will be differentiated according to Academic
student needs and learning styles. Math instruction will
Support
allow GAP students to participate in active learning through Program
the use of effective, varied, and research based instruction.
08/08/2016
12/20/2017
$0
Groups
Groups which will provide students strategies to help them
self-monitor and cope with their feelings.
Behavioral
Support
Program
08/08/2016
12/20/2017
$0
Notification
The principal and district will notify parents regarding the
school's improvement status.
02/01/2017
12/20/2017
$0
Motivational/Acheivement
Recognition
Students participate in motivational assemblies throughout
the school year which recognizes their academic
achievement in all district proficiency assessments.
Students are recognized for growth and achievement in
ELA based on data analyzed during PLCs.
Students participate in motivational assemblies throughout
the school year which recognize their academic
achievement in all district proficiency assessments.
Students are recognized for growth and achievement based
on data analyzed during math PLCs.
Students performing at Novice levels in grades k-5th will
participate in focus groups and receive additional KCAS
aligned academic instruction. Teachers will group students
for focus groups after analyzing student data and work
samples during PLCs. Students participating in focus
groups will increase their academic achievement which will
reduce the achievement gap and decrease Novice scores in
mathematics.
Academic
Support
Program
Academic
Support
Program
11/01/2016
12/20/2017
$0
Academic
Support
Program
08/08/2016
12/20/2017
$0
Academic
Support
Program
08/12/2015
12/16/2016
$0
Total
$0
End Date
Resource
Assigned
Motivational/Achievement
Recognition
Focus Groups
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Team
Leaders
District Goal
Clarity Coach
and
Classroom
Teachers
Counselor,
Behavior
Coach,
Mental Health
Counselor,
FRC
Principal
Administration
, Family
Resource
Center
Coordinator
Administration
, Family
Resource
Center
Coordinator,
District Goal
Clarity Coach,
Classroom
teachers
District Funding
Activity Name
Activity Description
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Begin Date
Staff
Responsible
Page 103
Comprehensive School Improvement Plan
Rutherford Elementary
Summer Boost Literacy
Progam
Bellarmine Class
Bellarmine Classes
Select students exiting kindergarten and first grade in May
are invited to attend the Summer Boost Literacy Program.
This program allows students to participate in small group
research based literacy instruction. Students have less
summer slippage of their reading skills when attending this
program. The Summer Boost program also provides
opportunities for students to increase their reading level.
This program runs the entire month of July each summer
and transportation is provided for students.
Research based reading strategies will be examined and
taught during weekly class sessions.
Academic
Support
Program
06/27/2016
12/20/2017
$0
Reading
Recovery
Teacher,
Teacher
Leader,
Teachers
Professional
Learning
08/15/2016
12/20/2017
$0
Teachers attend class sessions weekly and apply learned
strategies, knowledge to their instructional practice.
Professional
Learning
08/01/2016
12/20/2017
$0
Teachers
participating
in the
Bellarmine
Literacy
Project
Teachers
participating
in the
Bellarmine
Literacy
Project
Total
$0
Begin Date
End Date
Other
Activity Name
Activity Description
Activity Type
Instruction and assessment
All students will receive instruction, and be assessed in, the Direct
areas of nutrition, fitness, and healthy lifestyle habits.
Instruction
08/08/2016
12/20/2017
Resource
Assigned
$0
Interventions
Teachers will provide KCAS aligned core instruction and
Academic
use supplemental instructional materials for GAP students Support
who are below level in reading. Students will receive
Program
additional intervention services based on student needs
through a program of reading interventions. Students will
participate in afterschool ESS to ensure proficiency. These
programs will be customized according to student academic
needs and designed to meet the learning needs of diverse
learners to support literacy growth in order to eliminate the
achievement gap.
08/01/2016
12/20/2017
$10000
Total
$10000
End Date
Resource
Assigned
Staff
Responsible
Classroom
teacher, FRC,
Practical
Living
teachers
School Based
Reading
Coaches and
Classroom
teachers
Title I Schoolwide
Activity Name
Activity Description
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Type
Begin Date
Staff
Responsible
Page 104
Comprehensive School Improvement Plan
Rutherford Elementary
Literacy Night
Parents will be invited to attend a Family Literacy Night
Academic
where they will actively participate in grade level
Support
appropriate literacy activities with their child. Parents will
Program
receive information about the Kentucky Core Academic
Standards and learn strategies that can be used at home to
promote academic achievement in reading.
01/09/2017
12/20/2017
$2002
Instructional Practice
Teachers will create KCAS aligned differentiated writing
lessons to meet the needs of students according to their
cognitive needs and the learning styles of GAP students.
Principal will monitor through formal/informal observations.
Grade groups will meet to analyze student writing and plan
instructional next steps based on student needs.
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Monitoring Students
In Professional Learning Communities, teachers and
coachs will analyze district math diagnostic, proficiency
assessments and Envision 2.0 benchmarks to plan next
steps for instruction. Data will be collected and used to
monitor student progress and inform instructional decisions.
Students performing at novice levels will receive
differentiated instruciton in focus groups which will also
address individual student learning styles. Additionally,
students that have mastered the Kentucky Core Academic
Standards assessments will participate in enrichment
opportunities.
During Professional Learning Communities, teachers will
analyze district social studies proficiency assessments and
monitor GAP student progress to determine next steps
instructional practices. GAP students performing at the
novice level will be identified for focus groups led by
teachers to differentiate instruction and address learning
styles.
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Academic
Support
Program
08/12/2015
12/16/2016
$10682
PLC
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Family
Resource
Center
Coordinator,
District Goal
Clarity Coach,
School
Based
Reading
Coaches,
Classroom
Teachers,
Literacy
Committee.
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Teacher
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
Page 105
Comprehensive School Improvement Plan
Rutherford Elementary
Instructional Practice
Instruction will be supported through the use of best
practices to plan and implement lessons using Envision
Math 2.0. Lessons will be differentiated according to the
cognitive needs and learning styles of the students.
Principal will monitor through formal/informal observations.
Professional Learning Communities will support student
achievement.
Academic
Support
Program
08/08/2016
12/20/2017
$0
Multi-Cultural Night
A multi-cultural family night will be planned in conjunction
with the Family Resource Center.
Parent
Involvement
01/02/2017
12/20/2017
$400
Reading Recovery
Students meeting the criteria for Reading Recovery will
receive additional reading instruction beyond their core
classroom reading instruction. Students' progress will be
monitored through data analysis. Students will be
grouped/regrouped and exited based on the Reading
Recovery criteria and assessment data.
Teachers will plan and implement KCAS aligned writing
instruction for all students. Lesson plans will be designed to
include differentiated instruction according to the cognitive
needs and learning styles of all students. Principal will
monitor through formal/informal observations.Grade groups
will meet to analyze student work and plan next steps for
instruction.
Academic
Support
Program
08/08/2016
12/20/2017
$64640
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Rutherford Elementary provides support to new teachers
through our "Mentoring" process. During PLCs, teachers
receive professional development in how to "analyze and
interpret" district math proficiency data and Envision 2.0
benchmark data during the months of October through May.
New teachers are also provided ongoing support by the
goal clarity coach and resource teachers in analyzing
student work, using the information for instructional
planning of next steps to increase student achievement
through classroom instruction.
During PLCs, data will be analyzed by teachers to monitor
students' progress and determine if re-teaching and/or
enrichment activities are needed. GAP students will be
grouped and regrouped based on assessment data
(including the STAR data, three times a year).
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Academic
Support
Program
08/01/2016
12/20/2017
$10682
Instructional Practice
Mentoring
PLC
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Administration
, Teachers,
FRC, ESL
Team
Reading
Recovery
Teachers
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School
Based
Reading
Resource
Teacher
District Goal
Clarity Coach
and School
Based
Resource
Teachers
School Based
Reading
Coaches and
Classroom
Teachers
Page 106
Comprehensive School Improvement Plan
Rutherford Elementary
ESS
Math Night
Assessment
Interventions
Gap students scoring Novice in mathematics will participate
in Extended School Services. Student participation will be
based on analysis of student achievement data and student
progress data. ESS Instruction will be based on KCAS
aligned curriculum and designed to meet the needs of
different learner styles.
Parents will be invited to participate in a Math Family Night
which will include multi-level instructional strategies parents
can use at home with their child to enhance their learning of
the Kentucky Core Academic Standards.
Academic
Support
Program
11/01/2016
05/05/2017
$10000
Parent
Involvement
01/09/2017
12/01/2017
$2000
Teachers will engage in ongoing professional development
to fully implement the literacy program and use JCPS
reading intervention protocol which includes student
assessments using running records, STAR assessment
three times per year- fall, winter, spring, DRA's as needed
along with district and teacher created assessments.
Additionally, staff will assess students using extended
response questions, short answer, multiple choice
questions, and place reading proficiency assessment data
on CASCADE as well as using teacher generated
assessments and writing analysis to monitor student
progress. Data will be analyzed by teachers to determine if
re-teaching and /or enrichment is needed. Though PLCs,
teachers will review previous plans and student outcome
data to determine areas of strength and prioritize student
learning needs. Opportunities for improvement for student
learning will be based upon grouping and regrouping of
students. Students will be given feedback on their learning
based upon formative assessments to improve the learning
of KCAS.
Tier 2 students will receive additional reading instruction 3-4
days per week and Tier 3 students will receive additional
reading instruction on a daily basis. Students will be
provided the additional intervention time.through Extended
School Services and small focus groups facilitated by
classroom teachers, intervention teachers, and instructional
assistants. Students will be grouped into tiers based on RtI
reading diagnostic assessment data, reading proficiency
assessment data, and teacher generated assessment data.
Additionally, students that have mastered the standard will
be provided enrichment activites which will include learing
through writing.
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Academic
Support
Program
08/08/2016
12/20/2017
$10682
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
ESS
Coordinator,
ESS Teacher,
Selected
Classroom
Teachers
Family
Resource
Center
Coordinator,
District Goal
Clarity Coach,
Math Family
Night
Committee,
Teachers
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Team
Leaders,
Teachers,
ECE
Teachers
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Reading
Recovery
Specialist,
Intervention
Teachers,
Classroom
Teachers
Page 107
Comprehensive School Improvement Plan
Rutherford Elementary
Planning
Teachers will participate in monthly KCAS aligned writing
Academic
planning sessions in grade group PLCs to analyze student Support
work, assessment data, plan next step instructional
Program
activities, review/revise appropriate K-PREP assessments
including extended response questions, short answers, and
on-demand in order to differentiate instruction for all
students.
08/08/2016
12/20/2017
$10682
District Goal
Clarity Coach,
School Based
Resource
Teacher
Math and Literacy Night
Math and Literacy night is designed to demonstrate to
Parent
parents strategies they can use at home when working with Involvement
their child. Stations are set up allowing families to interact
with staff and create items for home use.
01/02/2017
12/20/2017
$1000
Planning
Teachers will participate in monthly grade group
professional development planning sessions which focus on
KCAS aligned district writing curriculum maps. During
monthly grade group PLCs, teachers will analyze GAP
student writing, assessment data, and plan next step
instructional activities. Teachers will also analyze K-PREP
assessments including extended response questions, short
answers, and on-demand in order to differentiate instruction
for GAP students.
During PLCs, teachers will plan instruction for students on
how to access information from anchor charts supporting
Kentucky Core Academic Standards and ways to use the
anchor charts to problem solve and produce quality work.
Examples include Kentucky Core Academic Standards
math vocabulary charts, content information charts, number
lines, sample problems, and scoring guides. Teachers will
utilize Envision Math 2.0 to meet student needs. Principal
and assistant principal will monitor through informal
observations.
Teacher will participate in professional learning
communitities designed to ensure mastery of Kentucky
Core Academic Standards. Professional development will
be facilitated by the Goal Clarity Coach and Instructional
Coaches. Teachers will analyze student work from teacher
created assessments, district math diagnostic and
proficiency assessments along with Envision 2.0
Benchmark assessments. Teachers will analyze
assessments to plan next steps for instruction. Using the
data, students are grouped based on their individual needs.
Academic
Support
Program
08/08/2016
12/20/2017
$10682
FRC, District
Goal Clarity
Coach,
School Based
Resource
Teacher,
District Goal
Clarity Coach,
School Based
Resource
Teacher,
Classroom
Teachers
Academic
Support
Program
08/08/2016
12/20/2017
$0
Principal,
Assistant
Principal,
Goal Clarity
Coach,
Resource
Teachers,
Classroom
Teachers
Academic
Support
Program
08/08/2016
12/20/2017
$10682
District Goal
Clarity Coach
Resource
Teachers
Problem Solving
Data Analysis
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 108
Comprehensive School Improvement Plan
Rutherford Elementary
PLC
Academic
Support
Program
08/08/2016
12/20/2017
$64640
Principal,
Assistant
Principal,
District Goal
Clarity Coach,
School Based
Resource
Coaches
Academic
Support
Program
08/12/2015
12/16/2016
$10682
Teachers will participate in Kentucky Core Academic
Academic
Standards weekly planning sessions with grade groups to
Support
analyze student work, assessment data, plan instructional Program
activities, review/revise formative and summative
assessments including extended response questions, short
answers, multiple choice, and on-demand in order to
differentiate instruction for all students.
08/08/2016
12/20/2017
$10682
Health and Visual Arts Night The school will host a Health and Visual Arts Night to
Parent
promote family involvement. A variety of health agencies
Involvement
and organizations that promote healthy lifestyles will be
asked to set up tables. The Visual Arts teacher will provide
stations for families to create art projects together.
01/02/2017
12/20/2017
$400
Assessment
08/15/2016
12/19/2017
$10682
District Goal
Clarity Coach,
School Based
Reading
Coach,
Classroom
Teachers
District Goal
Clarity Coach,
School Based
Reading
Coaches,
Classroom
Teachers,
ECE
Teachers
Administration
, Teachers,
FRC,
Practical
Living
Teachers
District Goal
Clarity Coach,
Classroom
teachers
Assessment
Planning
The goal clarity coach and resource teachers will provide
assistance to teachers during ongoing PLCs in designing
lessons based on the Kentucky Core Academic Standards.
The focus of these lessons will be to incorporate student
engagement in active learning though effective, varied, and
research-based instructional practices designed to meet the
learning needs of students as evidenced by informal/formal
observations.Teachers will participate in Kentucky Core
Academic Standards weekly planning sessions in grade
groups along with Professional Learning Communities to
analyze student work, assessment data, plan instructional
activities, review/revise teacher created formative and
summative assessments including extended response
questions, short answers, multiple choice, and on-demand
in order to differentiate instruction for all students in reading.
Next steps based on student achievement will be
determined and implemented within classroom instruction
as evident by formal and informal observations.
Teachers will monitor student progress using formative and
summative assessments. Analysis of items will be used to
plan lesson and activities to promote student achievement.
Gap students will participate in activities designed to
promote differentiation of instruction.
Teachers will analyze multiple choice and extended
response questions during PLCs. Student progress will be
monitored to ensure continuous student achievement.
Analysis of items missed will be used to reteach needed
content items. GAP students will be grouped and
regrouped based upon data.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Academic
Support
Program
Page 109
Comprehensive School Improvement Plan
Rutherford Elementary
Evaluation
Teachers will meet in weekly PLC's to analyze student
work, assessment data, and plan next steps for instruction
based on the Kentucky Core Academic Standards and
Envision 2.0. Using the Kentucky Core Academic
Standards, teachers will plan and/or create formative and
summative assessments that include extended response
questions, short answer questions, multiple choice
questions or on-demand promptes. Teachers will provide
differentiated instruction for all students as needed.
Academic
Support
Program
08/08/2016
12/20/2017
$10682
Total
$305312
Begin Date
End Date
08/01/2016
12/20/2017
Resource
Assigned
$500
Total
$500
District Goal
Clarity Coach,
School Based
Resource
Teachers,
Classroom
Teachers,
ECE
Teachers
Title I Part A
Activity Name
Activity Description
Activity Type
Brigance Assessment
All students entering kindergarten will be given the Brigance Academic
Readiness Assessment prior to the start of school and
Support
during the first month of school. The data will be used to
Program
plan instruction for entering 5 year olds.
Staff
Responsible
School Based
Reading
Coach,
Kindergarten
Teachers,
ESL Goal
Clarity Coach,
Family
Resource
Center
Coordinator
Grant Funds
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Practical Living
Students participate in Practical Living classes to learn life
long skills on ways to self- monitor and compassion along
with other life learning skills.
First grade students meeting the eligibility criteria for
Reading Recovery will receive one-on-one intervention
services.
Academic
Support
Program
Academic
Support
Program
08/01/2016
12/20/2017
Resource
Assigned
$0
08/08/2016
12/20/2017
$0
Total
$0
Reading Recovery
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Staff
Responsible
Practical
living
teachers
Reading
Recovery
Teacher
Page 110
Comprehensive School Improvement Plan
Rutherford Elementary
Phase II - KDE Assurances - Schools
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 111
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
KDE Assurances - School
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 112
Comprehensive School Improvement Plan
Rutherford Elementary
Assurances
Label
Assurance
Response
Comprehensive
The school conducted a comprehensive needs Yes
Needs Assessment assessment, which included a review of
academic achievement data for all students and
assessed the needs of the school relative to
each of the schoolwide program components.
Comment
Attachment
Label
Core Academic
Programs
Assurance
Response
The school planned and developed Schoolwide Yes
researchbased instructional reform strategies to
strengthen the core academic program,
increase the amount and quality of learning
time, and provide additional support to all
students.
Comment
Attachment
Label
Preschool
Transition
Assurance
The school planned preschool transition
strategies and the implementation process.
Response
Yes
Comment
Attachment
Label
Research-based
Strategies
Assurance
Response
The school planned and developed schoolwide Yes
researchbased instructional strategies that
provide additional instruction for students
experiencing the greatest degree of difficulty
mastering the state's academic achievement
standards.
Comment
Attachment
Label
Highly Qualified
Teachers
Assurance
The school planned strategies to recruit and
retain highly qualified teachers.
Response
Yes
Comment
Attachment
Label
Title I, Part A
Schoolwide Funds
Assurance
The school allocated and spent Title I, Part A
Schoolwide funds only on allowable programs
and activities and maintained appropriate
financial records in this regard on its Title I,
Part A programs and activities.
Response
Yes
Comment
Attachment
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 113
Comprehensive School Improvement Plan
Rutherford Elementary
Label
Parental
Involvement
Assurance
Response
The school planned or developed strategies to Yes
increase parental involvement in the design,
implementation, evaluation and communication
of assessment results of the Schoolwide
activities, which included the development and
implementation of a Parent Compact and a
Parent Involvement Policy.
Comment
Attachment
Label
Schoolwide
Planning
Assurance
The school incorporated the ten schoolwide
planning criteria into the existing school
improvement planning process.
Response
Yes
Comment
Attachment
Label
Professional
Development
Assurance
The school planned or provided appropriate
professional development activities for staff
members who will be serving students.
Response
Yes
Comment
Attachment
Label
Comprehensive
Plan
Assurance
Response
The school an annual evaluation that addresses Yes
the implementation of the comprehensive plan
and student achievement results that will inform
changes when needed.
Comment
Attachment
Label
Assurance
Comprehensive
The school conducted a comprehensive needs
Needs Assessment assessment, which included a review of
academic achievement data, and established
objective criteria for identifying eligible Title I
students.
Response
Yes
Comment
Attachment
Label
Instructional
Strategies
Assurance
The school planned and developed research
based instructional strategies to support and
assist identified students.
Response
Yes
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
Response
The school planned targeted assistance
Yes
activities for identified students that coordinated
and integrate with other federal, state, and local
programs.
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
The school planned targeted assistance
activities for identified students that coordinate
with and support the regular educational
program so identified students have access to
both.
Comment
Attachment
Response
Yes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 114
Comprehensive School Improvement Plan
Rutherford Elementary
Label
Schoolwide
Activities
Assurance
Response
The school planned activities to coordinate and Yes
integrate with other federal, state, and local
programs.
Comment
Attachment
Label
Targeted
Assistance
Activities
Assurance
Response
The school planned or developed strategies to Yes
monitor and evaluate the success of targeted
assistance activities with the identified students
and will use the results of the evaluation to
inform and improve instructional strategies and
professional development activities.
Comment
Attachment
Label
Highly Qualified
Assurance
The school assigned paraprofessionals who
met the requirements of Highly Qualified under
ESEA to work with targeted assistance
programs and activities.
Response
Yes
Comment
Attachment
Label
Federal Program
Funds
Assurance
Response
The school allocated and spent federal program Yes
funds only on programs and activities for
identified eligible students. The school
maintained appropriate financial records on its
Title I, Part A programs and activities.
Comment
Attachment
Label
Parental
Involvement
Assurance
The school planned or developed strategies to
increase parental involvement in the design,
implementation, and evaluation of the targeted
assistance activities, which included the
implementation of a Parent Compact and a
Parent Involvement Policy.
Response
Yes
Comment
Attachment
Label
Targeted
Assistance
Planning
Assurance
Response
The school incorporated the eight Targeted
Yes
Assistance Planning components into the
existing school improvement planning process.
Comment
Attachment
Label
Professional
Development
Assurance
The school planned or provided appropriate
professional development activities for staff
members who serve identified Title I students.
Comment
Attachment
Response
Yes
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 115
Comprehensive School Improvement Plan
Rutherford Elementary
Label
Comprehensive
Improvement Plan
Assurance
The school planned an annual evaluation that
addressed the implementation of the
comprehensive plan and student achievement
results that informed changes when needed.
Response
Yes
Comment
Label
Transparency
Assurance
Response
The current school year Comprehensive School No
Improvement Plan (CSIP) is available for
stakeholders to examine on our school website
(provide the website link below).
Comment
Attachment
Upon previewing the updated
Rutherford Elementary website, a
link was not found for the current
school years CSIP.
Label
Teacher Quality
Assurance
The school notifies parents when their
child(ren) are taught for four or more
consecutive weeks by teachers who are not
highly qualified.
Response
Yes
Comment
This would only occur in a
situation where a teacher is out
on leave, eg. maternity leave.
Perhaps the long-term substitute
may not meet the criteria for
highly qualified.
Attachment
Label
Professional
Development
Assurance
The school provides professional development
for staff based on a comprehensive needs
assessment, which included a review of
academic achievement data and additional
criteria, to ensure all students are college and
career ready.
Response
Yes
Comment
Attachment
Label
Ranking Report
Assurance
Response
The school ensures that if the Title I Ranking
Yes
Report lists counselors, nurses, media,
specialists or "other" staff for the school, there
is documentation indicating this need in order to
improve student achievement.
Comment
Attachment
Label
Para-educators
Assurance
Response
The school ensures that all para-educators with Yes
instructional duties are under the direct
supervision of a highly qualified classroom
teacher and providing instruction rather than
clerical work.
Comment
Attachment
Label
Para-educators
Assurance
Response
The school ensures that all para-educators with Yes
instructional duties that involve targeted
students are under the direct supervision of a
highly qualified classroom teacher and
providing instruction rather than clerical work.
Comment
Attachment
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Attachment
Page 116
Comprehensive School Improvement Plan
Rutherford Elementary
Label
Assurance
Para-educator Non- The school ensures that there is a schedule of
Instructional Duties non-instructional duties for para-educators
demonstrating that the duties are on a limited
basis only.
Response
Yes
Comment
Attachment
Label
Assurance
Response
Para-educator Non- The school scheduled non-instructional duties Yes
Instructional Duties for para-educators working with targeted
students demonstrating that the duties are on a
limited basis only.
Comment
Attachment
Label
Cap Size
Requirements
Assurance
The school met its cap size requirements
without using Title I funds.
Response
Yes
Comment
Attachment
Label
Cap Size
Requirements
Assurance
The school met its cap size requirements
without using Title II funds.
Response
Yes
Comment
Attachment
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 117
Comprehensive School Improvement Plan
Rutherford Elementary
Phase II - KDE Compliance and Accountability Schools
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 118
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that
students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing
together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between
subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds
that flow into the district and the priority needs in schools.
Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address
gaps in student achievement.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 119
Comprehensive School Improvement Plan
Rutherford Elementary
Planning and Accountability Requirements
The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.
Goal 1:
Math-Increase the ProficiencyScores in Math from 35.1 proficiency to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/31/2017 as
measured by K-Prep.
Strategy1:
Professional Learning Communties - Teachers will collaborate in grade level teams to develop a thorough understanding of the Common
Core Standards via common planning, and develop common formative assessments to measure student achievement. These sessions will
led by a District Goal Clarity Coach and school based Instructional Coaches.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - ILT
Activity
Type
The Instructional Leadership Team (PLC)
meets monthly to monitor the progress of goals Academic
set by teachers/students. The ILT also
Support
monitors the use of effective strategies and
Program
interventions based on student achievement
data.
Activity - Motivational/Achievement
Recognition
Students participate in motivational assemblies
throughout the school year which recognize
their academic achievement in all district
proficiency assessments. Students are
recognized for growth and achievement based
on data analyzed during math PLCs.
Begin Date End Date
08/08/2016
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Administrators, District
Goal Clarity Coach,
School Based Resource
Teachers, Interventionist,
Team Leaders
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
08/08/2016
$0 - General Fund
Administration, Family
Resource Center
Coordinator,
12/20/2017
Goal 2:
Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 120
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Reading Instruction - Reading instruction- teachers will use research based best practices to ensure the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - ILT
Activity
Type
The Instructional Leadership Team (PLC) will
meet monthly and RAM support team will meet
weekly to monitor goals and strategies, analyze
systems and data, and to review/revise the
level of implementation and student
Academic
achievement.The RAM support team/ILT team Support
will utilize data acquired from K-PREP and
Program
CASCADE to disaggregate data and identify
changes needed to reduce achievement gaps
continuously throughout the year.
Activity - Planning
Activity
Type
Teachers will participate in Kentucky Core
Academic Standards weekly planning sessions
with grade groups to analyze student work,
assessment data, plan instructional activities,
Academic
review/revise formative and summative
Support
assessments including extended response
Program
questions, short answers, multiple choice, and
on-demand in order to differentiate instruction
for all students.
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource
Teachers, Team Leaders
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coaches,
Classroom Teachers, ECE
Teachers
Begin Date End Date
08/08/2016
12/20/2017
12/20/2017
Goal 3:
Professional Growth And Effectiveness System (TGPES)
Measurable Objective 1:
collaborate to increase teachers' awareness and understanding of the PGES Componenet by 12/20/2017 as measured by surveys and other
checks for understanding after completion of training modules..
Strategy1:
Professional Development - Professional Development Modules will be offered to teachers during Staff Meetings and Gold Day to deliever
information to teachers as TPGES continues implementation during the 2016-2017 school year.
Category: Teacher PGES
Research Cited: Danielson Framework of Evaluation
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 121
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - TGPES Modules
Activity
Type
Begin Date End Date
Professional development will occur during
faculty meetings and Gold Day to deliver
Professional 08/01/2016
informational regaridng Teachers Professional Learning
and Growth Effectiveness System.
Activity - TPGES Collaboration
Activity
Type
12/20/2017
Begin Date End Date
Teachers will be provided time to collaboratively
discuss the Danielson Framework for Teaching.
An in-depth study of each domain will promote Professional 08/01/2016
a better understanding of the domains and
Learning
allow teachers to meet the goal of
Accomplished.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, TPGES team
comprised of teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, TPGES team,
Goal 4:
Instructional Resources
Measurable Objective 1:
collaborate to determine which resources/ textbooks and instructional materials align to Kentucky Core Academic Standards based
classroom practices by 12/20/2017 as measured by 100% of the funds allocated for Instructional Materials are being used to improve student
access to high quality standards aligned resources.
Strategy1:
Instructional Resource Identification and Alignment - Identification of instructional materials (tools) used to teach the standards and meet the
learning needs of students.
Category: Management Systems
Research Cited: Dufours
Activity - Preview of Instructional Materials
The Instructional Leadership Team will work
collaboratively, based on teacher feedback, to
recommend instructional materials/technology
that will promote student achievement and are
aligned to KCAS.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
08/08/2016
Principal, Assistant
Principal, District Goal
Coach, School
$5000 - Text Books Clarity
Based Resource
Teachers, Classroom
Teachers
12/20/2017
Staff Responsible
Goal 5:
Program Review
Measurable Objective 1:
collaborate to increase student achievement of students in the primary grades by 12/20/2017 as measured by teacher created assessments
along with district assessments.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 122
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Bellarmine Literacy Project - Teachers will participate in the Bellarmine Literacy Project to increase their knowledge of how students learn to
read and to learn additional instructional strategies to implement with their students.
Category: Professional Learning & Support
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Class
Activity
Type
Research based reading strategies will be
examined and taught during weekly class
sessions.
Professional 08/15/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Goal 6:
PBIS participating co-hort school
Measurable Objective 1:
collaborate to reduce the number of school referrals and provide teachers with additional strategies for classroom management by
12/20/2017 as measured by A decrease of students receiving referrals from teachers.
Strategy1:
Counseling Groups - The school counselor, behavior coach, and mental health counselor will meet with identified groups of students weekly
to provide strategies students can use to help them self-monitor.
Category: Continuous Improvement
Research Cited: PBIS
Activity
Type
Groups which will provide students strategies to Behavioral
help them self-monitor and cope with their
Support
feelings.
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - General Fund
Counselor, Behavior
Coach, Mental Health
Counselor, FRC
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Family Resource Center
Coordinator
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
PBIS committee,
Administrative Team
Activity - Groups
Activity - Character Education
The FRC coordinator will facilitate Character
Education classes on a monthly basis.
Activity - Professional Development
School staff will receive on-going professional
development pertaining to PBIS.
12/20/2017
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 123
Comprehensive School Improvement Plan
Rutherford Elementary
Goal 7:
Professional Learning to imporve teacher and leader effectiveness
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy1:
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity
Type
Teachers attend class sessions weekly and
apply learned strategies, knowledge to their
instructional practice.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Goal Clarity
Coach, Resource Teacher,
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, ESL Goal Clarity
Coach, ESL Teachers
Strategy2:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - Weekly PLCs
Activity
Type
Teachers will meet in grade groups to discuss
teaching strategies based on analysis of
student work/assessments.
Professional 08/15/2016
Learning
Activity - Lesson Study
Activity
Type
Teachers will be video taped to demonstrate
specific strategies. The video will be shared
with staff along with questions to guide their
thinking. Teachers will view good instruction
and reflect on ways to incorporate strategies
into their teaching practices.
Professional 08/01/2016
Learning
Activity - ESL
Activity
Type
Begin Date End Date
12/20/2017
Begin Date End Date
12/20/2017
Begin Date End Date
The ESL Goal Clarity Coach and ESL teachers Professional
will model strategies that are effective with ESL Learning
08/01/2016
students.
12/20/2017
Strategy3:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 124
Comprehensive School Improvement Plan
Rutherford Elementary
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through
out the school year.
Category: Professional Learning & Support
Research Cited: dufour
Activity - Professional Development
Teachers will attend school based or district
provided professional development sessions
during the summer and throughout the school
year.
Activity
Type
Begin Date End Date
Professional 07/05/2016
Learning
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School based PDPrincipal, Goal Clarity,
Resource Teachers,
Teachers
District PD-District Staff,
Teachers
The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.
Goal 1:
To increase the average combined reading and math K-PREP proficiency scores
Measurable Objective 1:
collaborate to increase the average combined reading and math K-PREP proficiency scores by 05/31/2017 as measured by an increase of
the number of students who score proficiency in reading and math.
Strategy1:
PLC - Teachers will analyze student work/assessments to plan next steps for instruction.
Category: Professional Learning & Support
Research Cited: Marzonos
Activity - Collaboration with Coaches
Activity
Type
Teachers will collaborate with the district Goal
Clarity Coach, School Based Resource
Academic
Teacher, Reading Recovery Teacher for
Support
additional teaching strategies, resources, etc. to Program
promote student academic achievement.
Activity - Weekly PLCs
Activity
Type
Teachers will meet with their PLC to analyze
student work and assessments, along with
Academic
additional data to determine student progress
Support
and needs. Based upon their analysis, teachers Program
will plan next steps for instruction.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
District Goal Clarity
Coach, School Based
Reading Resource
Teacher, Reading
Recovery Teacher
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource
Teachers, All Teachers
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 125
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 2:
collaborate to increase the average 3rd grade math and reading combined K-PREP proficiency scores by 05/31/2017 as measured by an
increase in 3rd grade combined reading and math proficiency scores .
Strategy1:
Vertical Team Conversations - Teachers will be provided the opportunity to meet in vertical teams to exam the Kentucky Core Academic
Standards.
Category: Continuous Improvement
Research Cited: Marzano
Activity - Vertical Teams
Activity
Type
Begin Date End Date
Teachers will be provided time throughout the
year to meet in vertical teams. During this time,
teachers will have collegial conversations
regarding the standards they are expected to
teach, the standards students are expected to Professional
learn before/after specific grade levels and
08/01/2016
Learning
ways to support each other if/when a student
has not learned said standards. Teachers,
coaches, and resource teachers will discuss
teaching strategies that promote mastery of
content and skills taught.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Teachers,
District Goal Clarity
Coach, School Based
Resource Teachers
Goal 2:
Professional Learning to imporve teacher and leader effectiveness
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy1:
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through
out the school year.
Category: Professional Learning & Support
Research Cited: dufour
Activity - Professional Development
Teachers will attend school based or district
provided professional development sessions
during the summer and throughout the school
year.
Activity
Type
Begin Date End Date
Professional 07/05/2016
Learning
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School based PDPrincipal, Goal Clarity,
Resource Teachers,
Teachers
District PD-District Staff,
Teachers
Strategy2:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 126
Comprehensive School Improvement Plan
Rutherford Elementary
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity
Type
Teachers attend class sessions weekly and
apply learned strategies, knowledge to their
instructional practice.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, ESL Goal Clarity
Coach, ESL Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Goal Clarity
Coach, Resource Teacher,
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Teachers
Strategy3:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - ESL
Activity
Type
Begin Date End Date
The ESL Goal Clarity Coach and ESL teachers Professional
will model strategies that are effective with ESL Learning
08/01/2016
students.
Activity - Weekly PLCs
Activity
Type
Teachers will meet in grade groups to discuss
teaching strategies based on analysis of
student work/assessments.
Professional 08/15/2016
Learning
Activity - Lesson Study
Activity
Type
Teachers will be video taped to demonstrate
specific strategies. The video will be shared
with staff along with questions to guide their
thinking. Teachers will view good instruction
and reflect on ways to incorporate strategies
into their teaching practices.
Professional 08/01/2016
Learning
12/20/2017
Begin Date End Date
12/20/2017
Begin Date End Date
12/20/2017
All children-were screened for kindergarten readiness. If yes, name the assessment.
Goal 1:
Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 127
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Reading Instruction - Reading instruction- teachers will use research based best practices to ensure the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Brigance Assessment
Activity
Type
All students entering kindergarten will be given
the Brigance Readiness Assessment prior to
the start of school and during the first month of
school. The data will be used to plan
instruction for entering 5 year olds.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
08/01/2016
School Based Reading
Coach, Kindergarten
ESL Goal
$500 - Title I Part A Teachers,
Clarity Coach, Family
Resource Center
Coordinator
12/20/2017
Staff Responsible
The school identified specific strategies to increase the percentage of students who are Kindergarten ready.
Goal 1:
Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
Strategy1:
Reading Instruction - Reading instruction- teachers will use research based best practices to ensure the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Kindergarten Orientation
Activity
Type
Families are invited and encouraged to attend
Kindergarten Orientation. During this
orientation, parents are provided information to
help prepare their child to enter kindergarten.
Parents are provided information regarding
health requirements, JCPS attendance policies
and school procedures. Parents are also
Academic
provided information regarding academic
Support
readiness for their child, such as child needs to Program
know name, be able to write name, be able to
identify colors, alphabet letters, numbers, etc.
Many of our parents aren't aware of what their
child needs to know and this provides them with
information to help prepare their child for
kindergarten.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/11/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Counselor, FRC
Coordinator, Kindergarten
Team
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 128
Comprehensive School Improvement Plan
Rutherford Elementary
The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency
scores.
Goal 1:
Math-Increase the ProficiencyScores in Math from 35.1 proficiency to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in Common Core Standards in Mathematics by 05/31/2017 as
measured by K-Prep.
Strategy1:
Family Involvement - Teachers and families collaborate to enhance the learning of students through best research practices- bridging the gap
between home and school.
Category: Continuous Improvement
Research Cited: Marzano
Activity - Math Night
Activity
Type
Begin Date End Date
Parents will be invited to participate in a Math
Family Night which will include multi-level
instructional strategies parents can use at home Parent
01/09/2017
with their child to enhance their learning of the Involvement
Kentucky Core Academic Standards.
12/01/2017
Funding Amount
& Source
Staff Responsible
$2000 - Title I
Schoolwide
Family Resource Center
Coordinator, District Goal
Clarity Coach, Math
Family Night Committee,
Teachers
Strategy2:
Professional Learning Communties - Teachers will collaborate in grade level teams to develop a thorough understanding of the Common
Core Standards via common planning, and develop common formative assessments to measure student achievement. These sessions will
led by a District Goal Clarity Coach and school based Instructional Coaches.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 129
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Problem Solving
Activity
Type
During PLCs, teachers will plan instruction for
students on how to access information from
anchor charts supporting Kentucky Core
Academic Standards and ways to use the
anchor charts to problem solve and produce
quality work. Examples include Kentucky Core Academic
Academic Standards math vocabulary charts,
Support
content information charts, number lines,
Program
sample problems, and scoring guides.
Teachers will utilize Envision Math 2.0 to meet
student needs. Principal and assistant
principal will monitor through informal
observations.
Activity - Data Analysis
Activity
Type
Teacher will participate in professional learning
communitities designed to ensure mastery of
Kentucky Core Academic Standards.
Professional development will be facilitated by
the Goal Clarity Coach and Instructional
Coaches. Teachers will analyze student work Academic
from teacher created assessments, district
Support
math diagnostic and proficiency assessments
Program
along with Envision 2.0 Benchmark
assessments. Teachers will analyze
assessments to plan next steps for instruction.
Using the data, students are grouped based on
their individual needs.
Activity - Instructional Practice
Activity
Type
Instruction will be supported through the use of
best practices to plan and implement lessons
using Envision Math 2.0. Lessons will be
differentiated according to the cognitive needs Academic
Support
and learning styles of the students. Principal
Program
will monitor through formal/informal
observations. Professional Learning
Communities will support student achievement.
Activity - Monitoring Students
Activity
Type
In Professional Learning Communities,
teachers and coachs will analyze district math
diagnostic, proficiency assessments and
Envision 2.0 benchmarks to plan next steps for
instruction. Data will be collected and used to
monitor student progress and inform
instructional decisions. Students performing at Academic
Support
novice levels will receive differentiated
Program
instruciton in focus groups which will also
address individual student learning styles.
Additionally, students that have mastered the
Kentucky Core Academic Standards
assessments will participate in enrichment
opportunities.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - Title I
Schoolwide
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Classroom
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity Coach
Resource Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - Title I
Schoolwide
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Classroom
Teachers, ECE Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Resource Teachers,
Classroom Teachers, ECE
Teachers
12/20/2017
12/20/2017
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 130
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Evaluation
Activity
Type
Teachers will meet in weekly PLC's to analyze
student work, assessment data, and plan next
steps for instruction based on the Kentucky
Core Academic Standards and Envision 2.0.
Using the Kentucky Core Academic Standards, Academic
teachers will plan and/or create formative and
Support
summative assessments that include extended Program
response questions, short answer questions,
multiple choice questions or on-demand
promptes. Teachers will provide differentiated
instruction for all students as needed.
Activity - Mentoring
Activity
Type
Rutherford Elementary provides support to new
teachers through our "Mentoring" process.
During PLCs, teachers receive professional
development in how to "analyze and interpret"
district math proficiency data and Envision 2.0 Academic
benchmark data during the months of October Support
through May. New teachers are also provided
Program
ongoing support by the goal clarity coach and
resource teachers in analyzing student work,
using the information for instructional planning
of next steps to increase student achievement
through classroom instruction.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Resource Teachers,
Classroom Teachers, ECE
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity Coach
and School Based
Resource Teachers
12/20/2017
12/20/2017
Activity - Motivational/Achievement
Recognition
Students participate in motivational assemblies
throughout the school year which recognize
their academic achievement in all district
proficiency assessments. Students are
recognized for growth and achievement based
on data analyzed during math PLCs.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
08/08/2016
$0 - General Fund
Administration, Family
Resource Center
Coordinator,
Activity - ILT
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Administrators, District
Goal Clarity Coach,
School Based Resource
Teachers, Interventionist,
Team Leaders
The Instructional Leadership Team (PLC)
meets monthly to monitor the progress of goals Academic
set by teachers/students. The ILT also
Support
monitors the use of effective strategies and
Program
interventions based on student achievement
data.
08/08/2016
12/20/2017
12/20/2017
Strategy3:
Professional Development - Staff will be provided continuing professional development for the math program EnVision 2.0 along with best
practice strategies for teaching math concepts. Professional development will be provided on-going through the school year.
Category: Professional Learning & Support
Research Cited: Dufours
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 131
Comprehensive School Improvement Plan
Rutherford Elementary
Activity
Type
Staff will receive professional development
Academic
using the math program EnVision 2.0 along with Support
additional best practice math strategies.
Program
Activity - PD for Math
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
District Goal Clarity Coach
12/20/2017
Goal 2:
Reading-Increase the Reading Proficienct/Distinguished Scores from 38.1 to 67.8 by 2019.
Measurable Objective 1:
54% of Third, Fourth and Fifth grade students will demonstrate a proficiency in the Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
Strategy1:
Professional Development - Teachers will participate in professional development sessions to increase teacher knowledge and efficacy.
Category: Professional Learning & Support
Research Cited: Dufours
Activity - ELA Professional Development
Activity
Type
Staff will be provided professional development
sessions using the Journey's reading program
along with best practice strategies for ELA.
Academic
Professional development sessions on writing Support
will also be provided. Professional
Program
development will be provided on-going through
the school year.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
School Based Resource
Teachers and District Goal
Clarity Coach
12/20/2017
Strategy2:
Reading Instruction - Reading instruction- teachers will use research based best practices to ensure the learning of all students.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Interventions
Tier 2 students will receive additional reading
instruction 3-4 days per week and Tier 3
students will receive additional reading
instruction on a daily basis. Students will be
provided the additional intervention
time.through Extended School Services and
small focus groups facilitated by classroom
teachers, intervention teachers, and
instructional assistants. Students will be
grouped into tiers based on RtI reading
diagnostic assessment data, reading
proficiency assessment data, and teacher
generated assessment data. Additionally,
students that have mastered the standard will
be provided enrichment activites which will
include learing through writing.
Activity
Type
Academic
Support
Program
Begin Date End Date
08/08/2016
12/20/2017
Funding Amount
& Source
Staff Responsible
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coaches,
Reading Recovery
Specialist, Intervention
Teachers, Classroom
Teachers
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 132
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Vocabulary
Activity
Type
Teachers will provide instruction to students on
how to access information from KCAS aligned
anchor charts based on grade level appropriate Academic
content vocabulary. Content specific
Support
vocabulary will be identified during PLC
planning sessions based on instructional needs. Program
Principal and assistant principal will monitor
through walk-throughs.
Activity - Literacy Night
Activity
Type
Parents will be invited to attend a Family
Literacy Night where they will actively
participate in grade level appropriate literacy
Academic
activities with their child. Parents will receive
information about the Kentucky Core Academic Support
Program
Standards and learn strategies that can be
used at home to promote academic
achievement in reading.
Begin Date End Date
08/12/2015
12/16/2016
Begin Date End Date
01/09/2017
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource
Teachers, Classroom
Teachers, ECE Teachers
Funding Amount
& Source
Staff Responsible
$2002 - Title I
Schoolwide
Family Resource Center
Coordinator, District Goal
Clarity Coach, School
Based Reading Coaches,
Classroom Teachers,
Literacy Committee.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
The principal and district will notify parents
regarding the school's improvement status.
Activity
Type
Academic
Support
Program
02/01/2017
$0 - General Fund
Principal
Activity - Brigance Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All students entering kindergarten will be given
the Brigance Readiness Assessment prior to
the start of school and during the first month of
school. The data will be used to plan
instruction for entering 5 year olds.
Academic
Support
Program
08/01/2016
School Based Reading
Coach, Kindergarten
ESL Goal
$500 - Title I Part A Teachers,
Clarity Coach, Family
Resource Center
Coordinator
Activity - ILT
Activity
Type
Begin Date End Date
Activity - Notification
The Instructional Leadership Team (PLC) will
meet monthly and RAM support team will meet
weekly to monitor goals and strategies, analyze
systems and data, and to review/revise the
level of implementation and student
Academic
achievement.The RAM support team/ILT team Support
will utilize data acquired from K-PREP and
Program
CASCADE to disaggregate data and identify
changes needed to reduce achievement gaps
continuously throughout the year.
08/08/2016
12/20/2017
12/20/2017
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource
Teachers, Team Leaders
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 133
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Motivational/Acheivement
Recognition
Students participate in motivational assemblies
throughout the school year which recognizes
their academic achievement in all district
proficiency assessments. Students are
recognized for growth and achievement in ELA
based on data analyzed during PLCs.
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Academic
Support
Program
11/01/2016
$0 - General Fund
Administration, Family
Resource Center
Coordinator
Activity - Kindergarten Orientation
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/11/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Counselor, FRC
Coordinator, Kindergarten
Team
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$64640 - Title I
Schoolwide
Reading Recovery
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coaches,
Classroom Teachers, ECE
Teachers
Families are invited and encouraged to attend
Kindergarten Orientation. During this
orientation, parents are provided information to
help prepare their child to enter kindergarten.
Parents are provided information regarding
health requirements, JCPS attendance policies
and school procedures. Parents are also
Academic
provided information regarding academic
Support
readiness for their child, such as child needs to Program
know name, be able to write name, be able to
identify colors, alphabet letters, numbers, etc.
Many of our parents aren't aware of what their
child needs to know and this provides them with
information to help prepare their child for
kindergarten.
Activity - Reading Recovery
Activity
Type
Students meeting the criteria for Reading
Recovery will receive additional reading
instruction beyond their core classroom reading Academic
instruction. Students' progress will be
monitored through data analysis. Students will Support
be grouped/regrouped and exited based on the Program
Reading Recovery criteria and assessment
data.
Activity - Planning
Activity
Type
Teachers will participate in Kentucky Core
Academic Standards weekly planning sessions
with grade groups to analyze student work,
assessment data, plan instructional activities,
Academic
review/revise formative and summative
Support
assessments including extended response
Program
questions, short answers, multiple choice, and
on-demand in order to differentiate instruction
for all students.
12/20/2017
12/20/2017
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 134
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Instructional Practice
Activity
Type
Teachers will use KCAS aligned district
curriculum maps to plan and implement
classroom instructional lessons that include
differentiated instruction according to the
cognitive needs and learning styles of
students. Principal and assistant principal will
monitor through formal/informal observations.
Grade groups will meet in horizontal/ vertical
teams to analyze student work and plan KCAS
aligned instruction based on district curriculum
maps as students prepare to move to the next
grade level. Staff members will implement
Reading Workshop utilizing the Kentucky Core
Academic Standards. This will be monitored
through principal observations and walk
throughs.
Academic
Support
Program
08/08/2016
Activity - Behavioral Support
Activity
Type
Students will develop behavioral support and
social skills through sessions designed to assist Behavioral
students in problem solving through real world Support
Program
problems- TELL Survey
Activity - Assessment
Activity
Type
Teachers will engage in ongoing professional
development to fully implement the literacy
program and use JCPS reading intervention
protocol which includes student assessments
using running records, STAR assessment three
times per year- fall, winter, spring, DRA's as
needed along with district and teacher created
assessments. Additionally, staff will assess
students using extended response questions,
short answer, multiple choice questions, and
place reading proficiency assessment data on Academic
CASCADE as well as using teacher generated Support
assessments and writing analysis to monitor
Program
student progress. Data will be analyzed by
teachers to determine if re-teaching and /or
enrichment is needed. Though PLCs, teachers
will review previous plans and student outcome
data to determine areas of strength and
prioritize student learning needs. Opportunities
for improvement for student learning will be
based upon grouping and regrouping of
students. Students will be given feedback on
their learning based upon formative
assessments to improve the learning of KCAS.
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Reading Coaches
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Counselor, FRC
Coordinator, Student
Success Coach, Mental
Health Counselor
Funding Amount
& Source
Staff Responsible
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coaches, Team
Leaders, Teachers, ECE
Teachers
Begin Date End Date
12/20/2017
12/20/2017
Begin Date End Date
08/08/2016
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 135
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - PLC
Activity
Type
The goal clarity coach and resource teachers
will provide assistance to teachers during
ongoing PLCs in designing lessons based on
the Kentucky Core Academic Standards. The
focus of these lessons will be to incorporate
student engagement in active learning though
effective, varied, and research-based
instructional practices designed to meet the
learning needs of students as evidenced by
informal/formal observations.Teachers will
participate in Kentucky Core Academic
Standards weekly planning sessions in grade Academic
Support
groups along with Professional Learning
Program
Communities to analyze student work,
assessment data, plan instructional activities,
review/revise teacher created formative and
summative assessments including extended
response questions, short answers, multiple
choice, and on-demand in order to differentiate
instruction for all students in reading. Next
steps based on student achievement will be
determined and implemented within classroom
instruction as evident by formal and informal
observations.
Activity - Highly Qualified Educators
Teachers are recruited by the district who are
highly qualified.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$64640 - Title I
Schoolwide
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource Coaches
Begin Date End Date
Funding Amount
& Source
Staff Responsible
07/18/2016
$0 - No Funding
Required
District Level
12/20/2017
12/20/2017
Goal 3:
Math GAP- Increase the achievement for GAP students to 67.1% proficiency by 2019.
Measurable Objective 1:
52% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students
with Disabilities and English Learners students will demonstrate a proficiency on Common Core Standards in Mathematics by 05/31/2017
as measured by K-Prep..
Strategy1:
Research Based Practices - Math instruction-teachers will use best practices through research driven methodology to enhance the learning
of all students and emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 136
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will analyze multiple choice and
extended response questions during PLCs.
Student progress will be monitored to ensure
continuous student achievement. Analysis of
items missed will be used to reteach needed
content items. GAP students will be grouped
and regrouped based upon data.
Academic
Support
Program
08/15/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, Classroom
teachers
Activity - ESS
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Gap students scoring Novice in mathematics
will participate in Extended School Services.
Student participation will be based on analysis
of student achievement data and student
progress data. ESS Instruction will be based
on KCAS aligned curriculum and designed to
meet the needs of different learner styles.
Academic
Support
Program
11/01/2016
$10000 - Title I
Schoolwide
ESS Coordinator, ESS
Teacher, Selected
Classroom Teachers
Activity - Curriculum
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/15/2016
$0 - General Fund
District Goal Clarity
Coach, Classroom
Teachers
The math Envisions 2.0 program which is
aligned with KCAS will be used by teachers as
they design lesson plans that promote
academic achievement. Lessons will be
Academic
differentiated according to students' cognitive
levels, as well as the learning styles of students Support
Program
in the classroom. Math instruction will allow
GAP students to participate in active learning
through the use of effective, varied, and
research based instruction.
12/19/2017
05/05/2017
12/19/2018
Activity - Focus Groups
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students performing at Novice levels in grades
k-5th will participate in focus groups and
receive additional KCAS aligned academic
instruction. Teachers will group students for
focus groups after analyzing student data and
work samples during PLCs. Students
participating in focus groups will increase their
academic achievement which will reduce the
achievement gap and decrease Novice scores
in mathematics.
Academic
Support
Program
08/12/2015
$0 - General Fund
District Goal Clarity
Coach, Classroom
teachers
12/16/2016
Strategy2:
Differentiated Instruction - Teachers will provide differentiated instruction based on student needs.
Category: Integrated Methods for Learning
Research Cited: Dufour
Activity - Lesson Planning
Activity
Type
The District Goal Clarity Coach will meet with
grade level teams to plan collaboratively.
Academic
Planning will incorporate standards based
Support
instruction, strategies to differentiate instruction, Program
and use of technology,
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 137
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Workshop Model
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
While implementing Envision 2.0, teachers will
provide differentiation of lessons by using
interactive technology, the Envision 2.0 RtI
component, and workstations along with the
math workshop model to meet the needs of
students.
Academic
Support
Program
08/08/2016
$0 - Text Books
District Goal Clarity
Coach, Classroom
teachers
Activity - Professional Development
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
The district goal clarity coach will provide
teachers with on-going school based
professional development. Teachers will
Professional 08/01/2016
receive PD on how to differentiate instruction
while using the work-shop model. Lessons and Learning
activities will be developed collaboratively while
attending PD sessions.
12/20/2017
12/20/2017
Measurable Objective 2:
A 25% decrease of Third, Fourth and Fifth grade Black or African-American, White, Economically Disadvantaged, Hispanic or Latino,
Students with Disabilities and English Learners students will collaborate to show a reduction of novice scoring students in Mathematics by
05/31/2017 as measured by an increase of students scoring apprentice, proficient, distinguished in the content of mathematics..
Strategy1:
Math Instruction - Math instruction- teachers will use best practices though research driven methodology to enhance the learning of all
students. An emphasis will be placed on GAP students to ensure they move towards proficiency.
Category: Learning Systems
Research Cited: DuFour
Activity - Curriculum
Activity
Type
KCAS aligned instruction will be differentiated
according to student needs and learning styles. Academic
Math instruction will allow GAP students to
participate in active learning through the use of Support
Program
effective, varied, and research based
instruction.
Activity - Assessment
Activity
Type
Student progress will be monitored during PLCs
using formative and summative assessments. Academic
Students will participate in focus groups based Support
upon their needs. Content material will be
retaught using alternative learning techniques in Program
targeted focus areas.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - General Fund
District Goal Clarity Coach
and Classroom Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
12/20/2017
12/20/2017
Goal 4:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 138
Comprehensive School Improvement Plan
Rutherford Elementary
Readinig GAP-Increase the achievement for GAP students to 68% proficiency by 2019.
Measurable Objective 1:
A 20% increase of Third, Fourth and Fifth grade students will collaborate to move students towards proficiency in Reading by 05/31/2017 as
measured by KPREP scores..
Strategy1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Communication
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Parents will be notified of students' learning
though newsletters, phone calls, and parent
meetings to bridge the gap between home and
school. Parents will provide feedback through
the Comprehensive School Surveys and
Parent/Teacher Conference Surveys.
Academic
Support
Program
08/01/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Classroom
Teachers, FRC
Coordinator
Activity - Assesesment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$0 - General Fund
School Based Reading
Coaches, Intervention
Teachers, Classroom
Teachers
Teachers will administer district reading
diagnostic and proficiency assessments and
teacher created assessments to monitor GAP
student performance and inform instructional
practice. Students who consistantly perform at
novice and/or apprentice levels will participate
in focus groups led by teachers who
differentiate instruction and address individual
learning styles. A Needs Assessment will be
Academic
conducted utilizing data from K-PREP, reading Support
diagnostics and proficiencies and teacher
Program
generated assessments to review previous
plans to analyze student outcome data and
identify causes and contributing factors of
students' learning. Based upon the data,
student needs will be prioritized and areas of
strengths will be celebrated. Opportunities for
improvement in learning will be developed
though professional learning communities.
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 139
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Student Attendance
Activity
Type
Attendance committee will provide interventions
(phone call, letter home, etc.) after the third
absence from school for GAP students as
evidenced by our school attendance plan. The
attendance committee will have a list of GAP
students identified as having attendance
Academic
challenges. The committee will monitor
Support
students identified at the meeting and contact
Program
parents whose child/ren have missed a day of
school as indicated in the school attendance
plan.
Students with perfect attendance will be
recognized through an attendance celebration.
Activity - Interventions
Activity
Type
Teachers will provide KCAS aligned core
instruction and use supplemental instructional
materials for GAP students who are below level
in reading. Students will receive additional
intervention services based on student needs
Academic
through a program of reading interventions.
Support
Students will participate in afterschool ESS to
Program
ensure proficiency. These programs will be
customized according to student academic
needs and designed to meet the learning needs
of diverse learners to support literacy growth in
order to eliminate the achievement gap.
Activity - PLC
Activity
Type
During PLCs, data will be analyzed by teachers
to monitor students' progress and determine if Academic
re-teaching and/or enrichment activities are
Support
needed. GAP students will be grouped and
Program
regrouped based on assessment data
(including the STAR data, three times a year).
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, Attendance
Clerk, FRC Coordinator,
Mental Health Counselor,
Counselor
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10000 - Other
School Based Reading
Coaches and Classroom
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10682 - Title I
Schoolwide
School Based Reading
Coaches and Classroom
Teachers
Begin Date End Date
08/08/2016
12/20/2017
12/20/2017
12/20/2017
Strategy2:
Read to Achieve Grant - Through the Read to Achieve grant, the Reading Recovery teacher will build capacity in the school by adding
teachers to the Literacy team where they will receive extensive training each year and attend national Reading Recovery conferences over
the next 4 years. By providing primary teachers intentional training in reading and writing strategies, students will exit the primary program
and enter intermediate grades on grade level.
Category: Early Learning
Research Cited: Reading Recovery Research
Activity - Reading Recovery
First grade students meeting the eligibility
criteria for Reading Recovery will receive oneon-one intervention services.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - Grant Funds
Reading Recovery
Teacher
12/20/2017
Measurable Objective 2:
55% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 140
Comprehensive School Improvement Plan
Rutherford Elementary
with Disabilities and English Learners students will demonstrate a proficiency on Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
Strategy1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Interventions
Activity
Type
Teachers will provide KCAS aligned core
instruction and use supplemental instructional
materials for GAP students who are below level
in reading. Students will receive additional
intervention services based on student needs
Academic
through a program of reading interventions.
Support
Students will participate in afterschool ESS to
Program
ensure proficiency. These programs will be
customized according to student academic
needs and designed to meet the learning needs
of diverse learners to support literacy growth in
order to eliminate the achievement gap.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10000 - Other
School Based Reading
Coaches and Classroom
teachers
12/20/2017
Activity - Communication
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Parents will be notified of students' learning
though newsletters, phone calls, and parent
meetings to bridge the gap between home and
school. Parents will provide feedback through
the Comprehensive School Surveys and
Parent/Teacher Conference Surveys.
Academic
Support
Program
08/01/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Classroom
Teachers, FRC
Coordinator
Activity - Assesesment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
$0 - General Fund
School Based Reading
Coaches, Intervention
Teachers, Classroom
Teachers
Teachers will administer district reading
diagnostic and proficiency assessments and
teacher created assessments to monitor GAP
student performance and inform instructional
practice. Students who consistantly perform at
novice and/or apprentice levels will participate
in focus groups led by teachers who
differentiate instruction and address individual
learning styles. A Needs Assessment will be
Academic
conducted utilizing data from K-PREP, reading Support
diagnostics and proficiencies and teacher
Program
generated assessments to review previous
plans to analyze student outcome data and
identify causes and contributing factors of
students' learning. Based upon the data,
student needs will be prioritized and areas of
strengths will be celebrated. Opportunities for
improvement in learning will be developed
though professional learning communities.
08/01/2016
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 141
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - PLC
Activity
Type
During PLCs, data will be analyzed by teachers
to monitor students' progress and determine if Academic
re-teaching and/or enrichment activities are
Support
needed. GAP students will be grouped and
Program
regrouped based on assessment data
(including the STAR data, three times a year).
Activity - Student Attendance
Activity
Type
Attendance committee will provide interventions
(phone call, letter home, etc.) after the third
absence from school for GAP students as
evidenced by our school attendance plan. The
attendance committee will have a list of GAP
students identified as having attendance
Academic
challenges. The committee will monitor
Support
students identified at the meeting and contact
Program
parents whose child/ren have missed a day of
school as indicated in the school attendance
plan.
Students with perfect attendance will be
recognized through an attendance celebration.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10682 - Title I
Schoolwide
School Based Reading
Coaches and Classroom
Teachers
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, Attendance
Clerk, FRC Coordinator,
Mental Health Counselor,
Counselor
12/20/2017
Begin Date End Date
08/08/2016
12/20/2017
Measurable Objective 3:
A 28% increase of English Learners students will increase student growth moving towards proficiency in English Language Arts by
05/31/2017 as measured by KPREP.
Strategy1:
Differentiation of Instruction - Teachers will differentiate instruction for English Language Learners by providing visual clues, manipulatives,
and technology as needed.
Category: Continuous Improvement
Research Cited: Dufours,
Activity - Focus Groups
Activity
Type
Teachers will meet with students in small focus Academic
groups to provide additional language support. Support
Teachers may use visual clues, manipulatives, Program
and technology as needed.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Classroom Teachers, ESL
Teachers, BAI
12/20/2017
Goal 5:
Program Review- To achieve a proficiency score in each of the program review content areas.
Measurable Objective 1:
collaborate to implement effective instructional, assessment and professional development practices outlined in the Primary Program Review
by 12/20/2017 as measured by Program Review Rubrics.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 142
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Parent communication - Teachers and administrators will communicate with parents on a consistent basis through the use of school and
classroom newsletters and the school website.
Category: Continuous Improvement
Research Cited: Dufours
Activity - Website
Activity
Type
Begin Date End Date
The Rutherford Elementary webpage along with Parent
individual class webpages will be updated with Involvement 08/01/2016
pertinent information for students and parents.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Administration and staff
members, STC
Goal 6:
Instructional Resources
Measurable Objective 1:
collaborate to determine which resources/ textbooks and instructional materials align to Kentucky Core Academic Standards based
classroom practices by 12/20/2017 as measured by 100% of the funds allocated for Instructional Materials are being used to improve student
access to high quality standards aligned resources.
Strategy1:
Instructional Resource Identification and Alignment - Identification of instructional materials (tools) used to teach the standards and meet the
learning needs of students.
Category: Management Systems
Research Cited: Dufours
Activity - Preview of Instructional Materials
Activity
Type
The Instructional Leadership Team will work
collaboratively, based on teacher feedback, to
recommend instructional materials/technology
that will promote student achievement and are
aligned to KCAS.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
08/08/2016
Principal, Assistant
Principal, District Goal
Coach, School
$5000 - Text Books Clarity
Based Resource
Teachers, Classroom
Teachers
12/20/2017
Staff Responsible
Goal 7:
Program Review
Measurable Objective 1:
collaborate to increase student achievement of students in the primary grades by 12/20/2017 as measured by teacher created assessments
along with district assessments.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 143
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Bellarmine Literacy Project - Teachers will participate in the Bellarmine Literacy Project to increase their knowledge of how students learn to
read and to learn additional instructional strategies to implement with their students.
Category: Professional Learning & Support
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Class
Activity
Type
Funding Amount
& Source
Staff Responsible
Research based reading strategies will be
examined and taught during weekly class
sessions.
Professional 08/15/2016
Learning
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Activity - Summer Boost Literacy Progam
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Select students exiting kindergarten and first
grade in May are invited to attend the Summer
Boost Literacy Program. This program allows
students to participate in small group research
based literacy instruction. Students have less
summer slippage of their reading skills when
attending this program. The Summer Boost
program also provides opportunities for
students to increase their reading level. This
program runs the entire month of July each
summer and transportation is provided for
students.
Academic
Support
Program
06/27/2016
$0 - District
Funding
Reading Recovery
Teacher, Teacher Leader,
Teachers
Begin Date End Date
12/20/2017
12/20/2017
Goal 8:
To increase the average combined reading and math K-PREP proficiency scores
Measurable Objective 1:
collaborate to increase the average 3rd grade math and reading combined K-PREP proficiency scores by 05/31/2017 as measured by an
increase in 3rd grade combined reading and math proficiency scores .
Strategy1:
Vertical Team Conversations - Teachers will be provided the opportunity to meet in vertical teams to exam the Kentucky Core Academic
Standards.
Category: Continuous Improvement
Research Cited: Marzano
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 144
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Vertical Teams
Activity
Type
Begin Date End Date
Teachers will be provided time throughout the
year to meet in vertical teams. During this time,
teachers will have collegial conversations
regarding the standards they are expected to
teach, the standards students are expected to Professional
learn before/after specific grade levels and
08/01/2016
Learning
ways to support each other if/when a student
has not learned said standards. Teachers,
coaches, and resource teachers will discuss
teaching strategies that promote mastery of
content and skills taught.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Teachers,
District Goal Clarity
Coach, School Based
Resource Teachers
Measurable Objective 2:
collaborate to increase the average combined reading and math K-PREP proficiency scores by 05/31/2017 as measured by an increase of
the number of students who score proficiency in reading and math.
Strategy1:
PLC - Teachers will analyze student work/assessments to plan next steps for instruction.
Category: Professional Learning & Support
Research Cited: Marzonos
Activity - Collaboration with Coaches
Activity
Type
Teachers will collaborate with the district Goal
Clarity Coach, School Based Resource
Academic
Teacher, Reading Recovery Teacher for
Support
additional teaching strategies, resources, etc. to Program
promote student academic achievement.
Activity - Weekly PLCs
Activity
Type
Teachers will meet with their PLC to analyze
student work and assessments, along with
Academic
additional data to determine student progress
Support
and needs. Based upon their analysis, teachers Program
will plan next steps for instruction.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
District Goal Clarity
Coach, School Based
Reading Resource
Teacher, Reading
Recovery Teacher
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource
Teachers, All Teachers
12/20/2017
12/20/2017
Goal 9:
Novice Reduction
Measurable Objective 1:
collaborate to reduce the number of English Language Learner students scoring novice in Reading by 05/31/2017 as measured by 6%
decrease in novice students on KPEP.
Strategy1:
Focus Groups ELL Reading - Based on analysis of formative and summative data, students will be placed in focus groups for additional
instruction in reading.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 145
Comprehensive School Improvement Plan
Rutherford Elementary
Category: Continuous Improvement
Research Cited: dufour
Activity - Reading Focus Group
Activity
Type
Selected students will receive additional
reading instruction at least three days a week. Academic
These groups will provide fluid movement of
Support
students based on academic performance, data Program
analysis, and teacher recommendations.
Activity - PLC
Activity
Type
During PLCs, teachers will analyze student
work and assessments. Based on the
information learned, next steps for instruction
will be planned.
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
10/03/2016
$0 - No Funding
Required
School Based Resource
Teacher, Interventionist,
ESL Teachers/BAIs, ESL
Goal Clarity Coach
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/15/2016
$0 - No Funding
Required
School Based Resource
Teacher, District Goal
Clarity Coach, District ESL
Goal Clarity Coach,
Teachers, ESL Teachers
12/20/2017
12/20/2017
Measurable Objective 2:
collaborate to reduce the number of English Language Learner students scoring novice in the content area of math by 05/31/2017 as
measured by a 4% reduction on KPREP.
Strategy1:
Focus Groups Math ELL - Based on analysis of formative and summative data, students will be placed in focus groups for additional
instruction in math.
Category: Continuous Improvement
Research Cited: Dufour
Activity - Breakfast Club
Activity
Type
Begin Date End Date
Selected students will receive additional math
instruction from 9:00-9:30 a.m. three days a
week. These groups will provide fluid
movement of students based on academic
performance, data analysis, and teacher
recommendations.
Academic
Support
Program
10/03/2016
Activity - PLC
Activity
Type
Begin Date End Date
During PLCs, teachers will analyze student
work and assessments. Based on the
information learned, next steps for instruction
will be planned.
Academic
Support
Program
08/15/2016
12/20/2017
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District Goal Clarity
Coach, Interventionist,
School Based Resource
Teacher, ESL
Teachers/BAIs, District
ESL Goal Clarity Coach
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School Based Resource
Teacher, District Goal
Clarity Coach, District ESL
Goal Clarity Coach,
Teachers, ESL Teachers
Goal 10:
Professional Learning to imporve teacher and leader effectiveness
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 146
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy1:
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through
out the school year.
Category: Professional Learning & Support
Research Cited: dufour
Activity - Professional Development
Teachers will attend school based or district
provided professional development sessions
during the summer and throughout the school
year.
Activity
Type
Begin Date End Date
Professional 07/05/2016
Learning
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School based PDPrincipal, Goal Clarity,
Resource Teachers,
Teachers
District PD-District Staff,
Teachers
Strategy2:
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity
Type
Teachers attend class sessions weekly and
apply learned strategies, knowledge to their
instructional practice.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Teachers
Strategy3:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - Lesson Study
Activity
Type
Teachers will be video taped to demonstrate
specific strategies. The video will be shared
with staff along with questions to guide their
thinking. Teachers will view good instruction
and reflect on ways to incorporate strategies
into their teaching practices.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 147
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Weekly PLCs
Activity
Type
Teachers will meet in grade groups to discuss
teaching strategies based on analysis of
student work/assessments.
Professional 08/15/2016
Learning
Activity - ESL
Activity
Type
Begin Date End Date
12/20/2017
Begin Date End Date
The ESL Goal Clarity Coach and ESL teachers Professional
will model strategies that are effective with ESL Learning
08/01/2016
students.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Goal Clarity
Coach, Resource Teacher,
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, ESL Goal Clarity
Coach, ESL Teachers
The school identified specific strategies to address subgroup achievement gaps.
Goal 1:
Math GAP- Increase the achievement for GAP students to 67.1% proficiency by 2019.
Measurable Objective 1:
A 8% increase of English Learners students will increase student growth scoring proficient as the number of novice students decrease in
Mathematics by 05/31/2017 as measured by KPREP.
Strategy1:
Differention of Instruction - Teachers will differentiate instruction using visual clues, manipulates, and technology to provide understanding of
concepts taught.
Category: Continuous Improvement
Research Cited: Dufours
Activity - Small Group
Activity
Type
Teachers will target students needing additional
language support during mathematics and
Academic
provide small group instruction using visual
clues, manipulatives, and technology based on Support
Program
student needs to aid in the reduction of
students scoring novice.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Classroom Teacher, ESL
Teacher, BAI
12/20/2017
Measurable Objective 2:
A 25% decrease of Third, Fourth and Fifth grade Black or African-American, White, Economically Disadvantaged, Hispanic or Latino,
Students with Disabilities and English Learners students will collaborate to show a reduction of novice scoring students in Mathematics by
05/31/2017 as measured by an increase of students scoring apprentice, proficient, distinguished in the content of mathematics..
Strategy1:
Math Instruction - Math instruction- teachers will use best practices though research driven methodology to enhance the learning of all
SY 2016-2017
Page 148
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Comprehensive School Improvement Plan
Rutherford Elementary
students. An emphasis will be placed on GAP students to ensure they move towards proficiency.
Category: Learning Systems
Research Cited: DuFour
Activity - Assessment
Activity
Type
Student progress will be monitored during PLCs
using formative and summative assessments. Academic
Students will participate in focus groups based Support
upon their needs. Content material will be
retaught using alternative learning techniques in Program
targeted focus areas.
Activity - Curriculum
Activity
Type
KCAS aligned instruction will be differentiated
according to student needs and learning styles. Academic
Math instruction will allow GAP students to
participate in active learning through the use of Support
Program
effective, varied, and research based
instruction.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - General Fund
District Goal Clarity Coach
and Classroom Teachers
12/20/2017
12/20/2017
Measurable Objective 3:
52% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students
with Disabilities and English Learners students will demonstrate a proficiency on Common Core Standards in Mathematics by 05/31/2017
as measured by K-Prep..
Strategy1:
Research Based Practices - Math instruction-teachers will use best practices through research driven methodology to enhance the learning
of all students and emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - ESS
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Gap students scoring Novice in mathematics
will participate in Extended School Services.
Student participation will be based on analysis
of student achievement data and student
progress data. ESS Instruction will be based
on KCAS aligned curriculum and designed to
meet the needs of different learner styles.
Academic
Support
Program
11/01/2016
$10000 - Title I
Schoolwide
ESS Coordinator, ESS
Teacher, Selected
Classroom Teachers
05/05/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 149
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Breakfast Club
Activity
Type
Selected Gap students, based on formative
assessments, summative assessments, work
samples, and classroom performance will have
the opportunity to participate in the Breakfast
Academic
Club three days a week. Students will eat
breakfast while receiving specific and focused Support
Program
instruction on concepts/strategies identified
through analysis of data. Students have to
opportunity to move in and out of the breakfast
club based on need.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
10/10/2016
$0 - No Funding
Required
Goal Clarity Coach,
Interventionist, Principal
12/20/2017
Activity - Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will analyze multiple choice and
extended response questions during PLCs.
Student progress will be monitored to ensure
continuous student achievement. Analysis of
items missed will be used to reteach needed
content items. GAP students will be grouped
and regrouped based upon data.
Academic
Support
Program
08/15/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, Classroom
teachers
Activity - Curriculum
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/15/2016
$0 - General Fund
District Goal Clarity
Coach, Classroom
Teachers
The math Envisions 2.0 program which is
aligned with KCAS will be used by teachers as
they design lesson plans that promote
academic achievement. Lessons will be
Academic
differentiated according to students' cognitive
levels, as well as the learning styles of students Support
Program
in the classroom. Math instruction will allow
GAP students to participate in active learning
through the use of effective, varied, and
research based instruction.
12/19/2017
12/19/2018
Activity - Focus Groups
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students performing at Novice levels in grades
k-5th will participate in focus groups and
receive additional KCAS aligned academic
instruction. Teachers will group students for
focus groups after analyzing student data and
work samples during PLCs. Students
participating in focus groups will increase their
academic achievement which will reduce the
achievement gap and decrease Novice scores
in mathematics.
Academic
Support
Program
08/12/2015
$0 - General Fund
District Goal Clarity
Coach, Classroom
teachers
12/16/2016
Strategy2:
Differentiated Instruction - Teachers will provide differentiated instruction based on student needs.
Category: Integrated Methods for Learning
Research Cited: Dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 150
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Lesson Planning
Activity
Type
The District Goal Clarity Coach will meet with
grade level teams to plan collaboratively.
Academic
Planning will incorporate standards based
Support
instruction, strategies to differentiate instruction, Program
and use of technology,
Activity - Professional Development
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District Goal Clarity
Coach, Classroom
Teachers
12/20/2017
Begin Date End Date
The district goal clarity coach will provide
teachers with on-going school based
professional development. Teachers will
Professional 08/01/2016
receive PD on how to differentiate instruction
while using the work-shop model. Lessons and Learning
activities will be developed collaboratively while
attending PD sessions.
12/20/2017
Activity - Workshop Model
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
While implementing Envision 2.0, teachers will
provide differentiation of lessons by using
interactive technology, the Envision 2.0 RtI
component, and workstations along with the
math workshop model to meet the needs of
students.
Academic
Support
Program
08/08/2016
$0 - Text Books
District Goal Clarity
Coach, Classroom
teachers
12/20/2017
Goal 2:
Readinig GAP-Increase the achievement for GAP students to 68% proficiency by 2019.
Measurable Objective 1:
55% of Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students
with Disabilities and English Learners students will demonstrate a proficiency on Common Core Standards in English Language Arts by
05/31/2017 as measured by K-Prep.
Strategy1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 151
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Student Attendance
Activity
Type
Attendance committee will provide interventions
(phone call, letter home, etc.) after the third
absence from school for GAP students as
evidenced by our school attendance plan. The
attendance committee will have a list of GAP
students identified as having attendance
Academic
challenges. The committee will monitor
Support
students identified at the meeting and contact
Program
parents whose child/ren have missed a day of
school as indicated in the school attendance
plan.
Students with perfect attendance will be
recognized through an attendance celebration.
Activity - Interventions
Activity
Type
Teachers will provide KCAS aligned core
instruction and use supplemental instructional
materials for GAP students who are below level
in reading. Students will receive additional
intervention services based on student needs
Academic
through a program of reading interventions.
Support
Students will participate in afterschool ESS to
Program
ensure proficiency. These programs will be
customized according to student academic
needs and designed to meet the learning needs
of diverse learners to support literacy growth in
order to eliminate the achievement gap.
Activity - PLC
Activity
Type
During PLCs, data will be analyzed by teachers
to monitor students' progress and determine if Academic
re-teaching and/or enrichment activities are
Support
needed. GAP students will be grouped and
Program
regrouped based on assessment data
(including the STAR data, three times a year).
Activity - Assesesment
Activity
Type
Teachers will administer district reading
diagnostic and proficiency assessments and
teacher created assessments to monitor GAP
student performance and inform instructional
practice. Students who consistantly perform at
novice and/or apprentice levels will participate
in focus groups led by teachers who
differentiate instruction and address individual
learning styles. A Needs Assessment will be
Academic
conducted utilizing data from K-PREP, reading Support
diagnostics and proficiencies and teacher
Program
generated assessments to review previous
plans to analyze student outcome data and
identify causes and contributing factors of
students' learning. Based upon the data,
student needs will be prioritized and areas of
strengths will be celebrated. Opportunities for
improvement in learning will be developed
though professional learning communities.
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, Attendance
Clerk, FRC Coordinator,
Mental Health Counselor,
Counselor
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10000 - Other
School Based Reading
Coaches and Classroom
teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10682 - Title I
Schoolwide
School Based Reading
Coaches and Classroom
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$0 - General Fund
School Based Reading
Coaches, Intervention
Teachers, Classroom
Teachers
Begin Date End Date
08/08/2016
12/20/2017
12/20/2017
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 152
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Communication
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Parents will be notified of students' learning
though newsletters, phone calls, and parent
meetings to bridge the gap between home and
school. Parents will provide feedback through
the Comprehensive School Surveys and
Parent/Teacher Conference Surveys.
Academic
Support
Program
08/01/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Classroom
Teachers, FRC
Coordinator
12/20/2017
Measurable Objective 2:
A 20% increase of Third, Fourth and Fifth grade students will collaborate to move students towards proficiency in Reading by 05/31/2017 as
measured by KPREP scores..
Strategy1:
Reading Instruction - Reading instruction-Teachers will use research based best practice strategies for increase student achievement.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Student Attendance
Activity
Type
Attendance committee will provide interventions
(phone call, letter home, etc.) after the third
absence from school for GAP students as
evidenced by our school attendance plan. The
attendance committee will have a list of GAP
students identified as having attendance
Academic
challenges. The committee will monitor
Support
students identified at the meeting and contact
Program
parents whose child/ren have missed a day of
school as indicated in the school attendance
plan.
Students with perfect attendance will be
recognized through an attendance celebration.
Activity - PLC
Activity
Type
During PLCs, data will be analyzed by teachers
to monitor students' progress and determine if Academic
re-teaching and/or enrichment activities are
Support
needed. GAP students will be grouped and
Program
regrouped based on assessment data
(including the STAR data, three times a year).
Funding Amount
& Source
Staff Responsible
$0 - General Fund
Principal, Assistant
Principal, Attendance
Clerk, FRC Coordinator,
Mental Health Counselor,
Counselor
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10682 - Title I
Schoolwide
School Based Reading
Coaches and Classroom
Teachers
Begin Date End Date
08/08/2016
12/20/2017
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 153
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Assesesment
Activity
Type
Teachers will administer district reading
diagnostic and proficiency assessments and
teacher created assessments to monitor GAP
student performance and inform instructional
practice. Students who consistantly perform at
novice and/or apprentice levels will participate
in focus groups led by teachers who
differentiate instruction and address individual
learning styles. A Needs Assessment will be
Academic
conducted utilizing data from K-PREP, reading Support
diagnostics and proficiencies and teacher
Program
generated assessments to review previous
plans to analyze student outcome data and
identify causes and contributing factors of
students' learning. Based upon the data,
student needs will be prioritized and areas of
strengths will be celebrated. Opportunities for
improvement in learning will be developed
though professional learning communities.
Activity - Interventions
Activity
Type
Teachers will provide KCAS aligned core
instruction and use supplemental instructional
materials for GAP students who are below level
in reading. Students will receive additional
intervention services based on student needs
Academic
through a program of reading interventions.
Support
Students will participate in afterschool ESS to
Program
ensure proficiency. These programs will be
customized according to student academic
needs and designed to meet the learning needs
of diverse learners to support literacy growth in
order to eliminate the achievement gap.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$0 - General Fund
School Based Reading
Coaches, Intervention
Teachers, Classroom
Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/01/2016
$10000 - Other
School Based Reading
Coaches and Classroom
teachers
12/20/2017
12/20/2017
Activity - Communication
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Parents will be notified of students' learning
though newsletters, phone calls, and parent
meetings to bridge the gap between home and
school. Parents will provide feedback through
the Comprehensive School Surveys and
Parent/Teacher Conference Surveys.
Academic
Support
Program
08/01/2016
$0 - No Funding
Required
Principal, Assistant
Principal, Classroom
Teachers, FRC
Coordinator
12/20/2017
Strategy2:
Read to Achieve Grant - Through the Read to Achieve grant, the Reading Recovery teacher will build capacity in the school by adding
teachers to the Literacy team where they will receive extensive training each year and attend national Reading Recovery conferences over
the next 4 years. By providing primary teachers intentional training in reading and writing strategies, students will exit the primary program
and enter intermediate grades on grade level.
Category: Early Learning
Research Cited: Reading Recovery Research
Activity - Reading Recovery
First grade students meeting the eligibility
criteria for Reading Recovery will receive oneon-one intervention services.
Activity
Type
Academic
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - Grant Funds
Reading Recovery
Teacher
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 154
Comprehensive School Improvement Plan
Rutherford Elementary
Measurable Objective 3:
A 28% increase of English Learners students will increase student growth moving towards proficiency in English Language Arts by
05/31/2017 as measured by KPREP.
Strategy1:
Differentiation of Instruction - Teachers will differentiate instruction for English Language Learners by providing visual clues, manipulatives,
and technology as needed.
Category: Continuous Improvement
Research Cited: Dufours,
Activity - Focus Groups
Activity
Type
Teachers will meet with students in small focus Academic
groups to provide additional language support. Support
Teachers may use visual clues, manipulatives, Program
and technology as needed.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Classroom Teachers, ESL
Teachers, BAI
12/20/2017
Goal 3:
Social Studies GAP- By 2019, at least 69.8% of all GAP students will score proficient/distinguished.
Measurable Objective 1:
51% of Black or African-American, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities and English Learners students
will demonstrate a proficiency in State Standards in Social Studies by 05/27/2016 as measured by K-Prep.
Strategy1:
Social Studies Instruction - Social Studies instruction- teachers will use best practices though research driven methodology to enhance the
learning of all students an emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Curriculum
Activity
Type
Teachers will design and implement lessons
aligned with the district social studies
curriculum. Lesson will be differentiated
according to GAP students' cognitive levels, as Academic
well as the learning styles of GAP students in
Support
the classroom. Social Studies instruction will
Program
allow GAP students to participate in active
learning through the use of effective, varied,
and research based instruction.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/12/2015
$0 - General Fund
District Goal Clarity
Coach, School Based
Reading Coach,
Classroom Teachers
12/16/2016
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 155
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Teachers will monitor student progress using
formative and summative assessments.
Analysis of items will be used to plan lesson
and activities to promote student achievement.
Gap students will participate in activities
designed to promote differentiation of
instruction.
Academic
Support
Program
08/12/2015
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coach,
Classroom Teachers
Activity - PLC
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/12/2015
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Reading Coach,
Classroom Teachers
During Professional Learning Communities,
teachers will analyze district social studies
proficiency assessments and monitor GAP
student progress to determine next steps
Academic
instructional practices. GAP students
Support
performing at the novice level will be identified Program
for focus groups led by teachers to differentiate
instruction and address learning styles.
12/16/2016
12/16/2016
Goal 4:
Writing GAP- By 2019 61% of GAP students will be proficient/distinguished
Measurable Objective 1:
61% of Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English
Learners and Two or More Races students will demonstrate a proficiency in State Standards in English Language Arts by 05/31/2017 as
measured by K-Prep.
Strategy1:
Writing Instruction - Writing instruction- teachers will use best practices though research driven methodology to enhance the learning of all
students an emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
Activity - Instructional Practice
Activity
Type
Teachers will create KCAS aligned
differentiated writing lessons to meet the needs
of students according to their cognitive needs
Academic
and the learning styles of GAP students.
Support
Principal will monitor through formal/informal
Program
observations. Grade groups will meet to
analyze student writing and plan instructional
next steps based on student needs.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource Teacher
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 156
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Planning
Activity
Type
Teachers will participate in monthly grade group
professional development planning sessions
which focus on KCAS aligned district writing
curriculum maps. During monthly grade group
PLCs, teachers will analyze GAP student
Academic
writing, assessment data, and plan next step
Support
instructional activities. Teachers will also
Program
analyze K-PREP assessments including
extended response questions, short answers,
and on-demand in order to differentiate
instruction for GAP students.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Resource Teacher,
Classroom Teachers
12/20/2017
Goal 5:
Program Review- To achieve a proficiency score in each of the program review content areas.
Measurable Objective 1:
collaborate to implement effective instructional, assessment and professional development practices outlined in the Primary Program Review
by 12/20/2017 as measured by Program Review Rubrics.
Strategy1:
Parent communication - Teachers and administrators will communicate with parents on a consistent basis through the use of school and
classroom newsletters and the school website.
Category: Continuous Improvement
Research Cited: Dufours
Activity - Website
Activity
Type
Begin Date End Date
The Rutherford Elementary webpage along with Parent
individual class webpages will be updated with Involvement 08/01/2016
pertinent information for students and parents.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Administration and staff
members, STC
Measurable Objective 2:
collaborate to implement effective instructional practices outlined in the Practical Living Program Review by 12/20/2017 as measured by
Program Review Rubrics.
Strategy1:
Compassionate Classes - Through a grant from the University of Virginia, we have two practical living teachers who are teaching our
students to become compassionate individuals, the use of self-calming skills along with life long skills.
Category: Continuous Improvement
Research Cited: University of Virginia
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 157
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Practical Living
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students participate in Practical Living classes
to learn life long skills on ways to self- monitor
and compassion along with other life learning
skills.
Academic
Support
Program
08/01/2016
$0 - Grant Funds
Practical living teachers
12/20/2017
Goal 6:
Program Review
Measurable Objective 1:
collaborate to increase student achievement of students in the primary grades by 12/20/2017 as measured by teacher created assessments
along with district assessments.
Strategy1:
Bellarmine Literacy Project - Teachers will participate in the Bellarmine Literacy Project to increase their knowledge of how students learn to
read and to learn additional instructional strategies to implement with their students.
Category: Professional Learning & Support
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Class
Activity
Type
Funding Amount
& Source
Staff Responsible
Research based reading strategies will be
examined and taught during weekly class
sessions.
Professional 08/15/2016
Learning
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
Activity - Summer Boost Literacy Progam
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Select students exiting kindergarten and first
grade in May are invited to attend the Summer
Boost Literacy Program. This program allows
students to participate in small group research
based literacy instruction. Students have less
summer slippage of their reading skills when
attending this program. The Summer Boost
program also provides opportunities for
students to increase their reading level. This
program runs the entire month of July each
summer and transportation is provided for
students.
Academic
Support
Program
06/27/2016
$0 - District
Funding
Reading Recovery
Teacher, Teacher Leader,
Teachers
Begin Date End Date
12/20/2017
12/20/2017
Measurable Objective 2:
collaborate to involve our families in the school by 12/20/2017 as measured by using sign-in sheets to account for the number of families
participating.
Strategy1:
Family Nights - Multiple family nights will be planned over the course of the school year.
Category: Other - Parental Involvement
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 158
Comprehensive School Improvement Plan
Rutherford Elementary
Research Cited: Dufours
Funding Amount
& Source
$400 - Title I
Schoolwide
Staff Responsible
A multi-cultural family night will be planned in
conjunction with the Family Resource Center.
Activity
Begin Date End Date
Type
Parent
Involvement 01/02/2017 12/20/2017
Activity - Health and Visual Arts Night
Activity
Type
Funding Amount
& Source
Staff Responsible
The school will host a Health and Visual Arts
Night to promote family involvement. A variety
of health agencies and organizations that
promote healthy lifestyles will be asked to set
up tables. The Visual Arts teacher will provide
stations for families to create art projects
together.
Parent
Involvement 01/02/2017
$400 - Title I
Schoolwide
Administration, Teachers,
FRC, Practical Living
Teachers
Activity - Math and Literacy Night
Activity
Type
Funding Amount
& Source
Staff Responsible
$1000 - Title I
Schoolwide
FRC, District Goal Clarity
Coach, School Based
Resource Teacher,
Activity - Multi-Cultural Night
Begin Date End Date
12/20/2017
Begin Date End Date
Math and Literacy night is designed to
demonstrate to parents strategies they can use Parent
at home when working with their child. Stations Involvement 01/02/2017
are set up allowing families to interact with staff
and create items for home use.
12/20/2017
Administration, Teachers,
FRC, ESL Team
Goal 7:
Community Involvement
Measurable Objective 1:
collaborate to increase the number of parents/families attending Family Nights along with other school activities by 12/20/2017 as measured
by sign in sheets which will inform the school the number of families attending.
Strategy1:
Communication - Parents will receive multiple forms of communications regarding school events and activities.
Category: Stakeholder Engagement
Research Cited: Dufours
Activity - Language Barrier
Activity
Type
Begin Date End Date
We have a divers population of students
attending Rutherford Elementary. In an effort to
promote and increase community and family
Parent
involvement in our school, we are sending
08/08/2016
home written notices of school procedures and Involvement
events in the English language, Spanish
language, and Arabic language.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, FRC, Office
Staff, ESL Staff
Goal 8:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 159
Comprehensive School Improvement Plan
Rutherford Elementary
Novice Reduction
Measurable Objective 1:
collaborate to reduce the number of English Language Learner students scoring novice in the content area of math by 05/31/2017 as
measured by a 4% reduction on KPREP.
Strategy1:
Focus Groups Math ELL - Based on analysis of formative and summative data, students will be placed in focus groups for additional
instruction in math.
Category: Continuous Improvement
Research Cited: Dufour
Activity - Breakfast Club
Activity
Type
Funding Amount
& Source
Staff Responsible
Selected students will receive additional math
instruction from 9:00-9:30 a.m. three days a
week. These groups will provide fluid
movement of students based on academic
performance, data analysis, and teacher
recommendations.
Academic
Support
Program
$0 - No Funding
Required
District Goal Clarity
Coach, Interventionist,
School Based Resource
Teacher, ESL
Teachers/BAIs, District
ESL Goal Clarity Coach
10/03/2016
Activity - PLC
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
During PLCs, teachers will analyze student
work and assessments. Based on the
information learned, next steps for instruction
will be planned.
Academic
Support
Program
08/15/2016
$0 - No Funding
Required
School Based Resource
Teacher, District Goal
Clarity Coach, District ESL
Goal Clarity Coach,
Teachers, ESL Teachers
Begin Date End Date
12/20/2017
12/20/2017
Measurable Objective 2:
collaborate to reduce the number of English Language Learner students scoring novice in Reading by 05/31/2017 as measured by 6%
decrease in novice students on KPEP.
Strategy1:
Focus Groups ELL Reading - Based on analysis of formative and summative data, students will be placed in focus groups for additional
instruction in reading.
Category: Continuous Improvement
Research Cited: dufour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 160
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - PLC
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
During PLCs, teachers will analyze student
work and assessments. Based on the
information learned, next steps for instruction
will be planned.
Academic
Support
Program
08/15/2016
$0 - No Funding
Required
School Based Resource
Teacher, District Goal
Clarity Coach, District ESL
Goal Clarity Coach,
Teachers, ESL Teachers
Activity - Reading Focus Group
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
10/03/2016
$0 - No Funding
Required
School Based Resource
Teacher, Interventionist,
ESL Teachers/BAIs, ESL
Goal Clarity Coach
Selected students will receive additional
reading instruction at least three days a week. Academic
These groups will provide fluid movement of
Support
students based on academic performance, data Program
analysis, and teacher recommendations.
12/20/2017
12/20/2017
Goal 9:
Professional Learning to imporve teacher and leader effectiveness
Measurable Objective 1:
collaborate to increase teacher capacity within the school by 12/20/2017 as measured by teacher retention and student achievement.
Strategy1:
Summer Professional Development Sessions - Teachers will attend professional development sessions during summer months and through
out the school year.
Category: Professional Learning & Support
Research Cited: dufour
Activity - Professional Development
Teachers will attend school based or district
provided professional development sessions
during the summer and throughout the school
year.
Activity
Type
Begin Date End Date
Professional 07/05/2016
Learning
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
School based PDPrincipal, Goal Clarity,
Resource Teachers,
Teachers
District PD-District Staff,
Teachers
Strategy2:
Bellarmine Literacy Project - Teachers can become part of the Bellarmine Literacy Project through the partnership with JCPS.
Category: Continuous Improvement
Research Cited: Bellarmine Literacy Project
Activity - Bellarmine Classes
Activity
Type
Teachers attend class sessions weekly and
apply learned strategies, knowledge to their
instructional practice.
Professional 08/01/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - District
Funding
Teachers participating in
the Bellarmine Literacy
Project
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 161
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy3:
PLCs - Teachers will meet weekly with their grade group.
Category: Continuous Improvement
Research Cited: dufour
Activity - Weekly PLCs
Activity
Type
Teachers will meet in grade groups to discuss
teaching strategies based on analysis of
student work/assessments.
Professional 08/15/2016
Learning
Activity - Lesson Study
Activity
Type
Teachers will be video taped to demonstrate
specific strategies. The video will be shared
with staff along with questions to guide their
thinking. Teachers will view good instruction
and reflect on ways to incorporate strategies
into their teaching practices.
Professional 08/01/2016
Learning
Activity - ESL
Activity
Type
Begin Date End Date
12/20/2017
Begin Date End Date
12/20/2017
Begin Date End Date
The ESL Goal Clarity Coach and ESL teachers Professional
will model strategies that are effective with ESL Learning
08/01/2016
students.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Goal Clarity
Coach, Resource Teacher,
Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, Assistant
Principal, Goal Clarity
Coach, Resource
Teachers, Teachers
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
Principal, ESL Goal Clarity
Coach, ESL Teachers
Goal 10:
PBIS participating co-hort school
Measurable Objective 1:
collaborate to reduce the number of school referrals and provide teachers with additional strategies for classroom management by
12/20/2017 as measured by A decrease of students receiving referrals from teachers.
Strategy1:
Counseling Groups - The school counselor, behavior coach, and mental health counselor will meet with identified groups of students weekly
to provide strategies students can use to help them self-monitor.
Category: Continuous Improvement
Research Cited: PBIS
Activity
Type
Groups which will provide students strategies to Behavioral
help them self-monitor and cope with their
Support
feelings.
Program
Activity - Groups
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - General Fund
Counselor, Behavior
Coach, Mental Health
Counselor, FRC
12/20/2017
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 162
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Professional Development
School staff will receive on-going professional
development pertaining to PBIS.
Activity - Character Education
The FRC coordinator will facilitate Character
Education classes on a monthly basis.
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
PBIS committee,
Administrative Team
Activity
Type
Behavioral
Support
Program
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$0 - No Funding
Required
Family Resource Center
Coordinator
12/20/2017
12/20/2017
The school identified specific strategies to increase the average freshman graduation rate.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of students who are college and career ready.
N/A (this question does not apply)
The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS
and writing.
Goal 1:
Writing GAP- By 2019 61% of GAP students will be proficient/distinguished
Measurable Objective 1:
61% of Black or African-American, Asian, White, Economically Disadvantaged, Hispanic or Latino, Students with Disabilities, English
Learners and Two or More Races students will demonstrate a proficiency in State Standards in English Language Arts by 05/31/2017 as
measured by K-Prep.
Strategy1:
Writing Instruction - Writing instruction- teachers will use best practices though research driven methodology to enhance the learning of all
students an emphasis will be placed on GAP students to ensure that all are proficient.
Category: Professional Learning & Support
Research Cited: DuFour
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 163
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Planning
Activity
Type
Teachers will participate in monthly grade group
professional development planning sessions
which focus on KCAS aligned district writing
curriculum maps. During monthly grade group
PLCs, teachers will analyze GAP student
Academic
writing, assessment data, and plan next step
Support
instructional activities. Teachers will also
Program
analyze K-PREP assessments including
extended response questions, short answers,
and on-demand in order to differentiate
instruction for GAP students.
Activity - Instructional Practice
Activity
Type
Teachers will create KCAS aligned
differentiated writing lessons to meet the needs
of students according to their cognitive needs
Academic
and the learning styles of GAP students.
Support
Principal will monitor through formal/informal
Program
observations. Grade groups will meet to
analyze student writing and plan instructional
next steps based on student needs.
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
District Goal Clarity
Coach, School Based
Resource Teacher,
Classroom Teachers
Begin Date End Date
Funding Amount
& Source
Staff Responsible
08/08/2016
$10682 - Title I
Schoolwide
Principal, Assistant
Principal, District Goal
Clarity Coach, School
Based Resource Teacher
12/20/2017
12/20/2017
Goal 2:
Program Review- To achieve a proficiency score in each of the program review content areas.
Measurable Objective 1:
collaborate to implement effective instructional, assessment, and professional development practices outlined in the Arts and Humantities
Program Review by 12/20/2017 as measured by Program Review Rubrics.
Strategy1:
Curriculum and Instruction - Program Review Committee will make recommendations on effective program improvements for demonstrators
2 and 3 in curriculum and instruction.
Category: Continuous Improvement
Research Cited:
Activity - Art Exemplars
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
The visual arts teacher will collaborate with
classroom teachers on ways to incorporate
works of dance, music, theatre and visual arts,
cultural traditions and historical periods into
their classroom instruction when applicable.
Direct
Instruction
08/08/2016
$0 - No Funding
Required
Visual Arts Teacher and
Classroom Teachers
12/20/2017
Measurable Objective 2:
collaborate to implement effective instructional practices outlined in the Practical Living Program Review by 12/20/2017 as measured by
Program Review Rubrics.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 164
Comprehensive School Improvement Plan
Rutherford Elementary
Strategy1:
Physical activity - Students will be provided an opportunity to participate in moderate to vigorous physical activity daily.
Category: Continuous Improvement
Research Cited: Classroom Teachers
Activity - Daily recess/activity
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All students will participate in daily
recess/organized activity outside or in the
classroom.
Other
08/08/2016
$0 - No Funding
Required
Classroom teachers
12/20/2017
Strategy2:
Compassionate Classes - Through a grant from the University of Virginia, we have two practical living teachers who are teaching our
students to become compassionate individuals, the use of self-calming skills along with life long skills.
Category: Continuous Improvement
Research Cited: University of Virginia
Activity - Practical Living
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
Students participate in Practical Living classes
to learn life long skills on ways to self- monitor
and compassion along with other life learning
skills.
Academic
Support
Program
08/01/2016
$0 - Grant Funds
Practical living teachers
12/20/2017
Strategy3:
Healthy Choices - All students will receive instruction that enhances their ability to make healthy choices throughout life.
Category: Continuous Improvement
Research Cited:
Activity - Instruction and assessment
Activity
Type
Begin Date End Date
Funding Amount
& Source
Staff Responsible
All students will receive instruction, and be
assessed in, the areas of nutrition, fitness, and
healthy lifestyle habits.
Direct
Instruction
08/08/2016
$0 - Other
Classroom teacher, FRC,
Practical Living teachers
12/20/2017
Measurable Objective 3:
collaborate to implement effective instruction, assessment, and professional development practices outlined in the writing Program Review
by 12/20/2017 as measured by Program Review Rubrics.
Strategy1:
Writing Assessments - Teachers and support staff will collaborate to increase effectiveness in assessments as measured by Demonstrator 1
(Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.) in Formative
and Summative Assessment in the writing program review.
Category: Continuous Improvement
Research Cited:
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 165
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - PLC
Activity
Type
Begin Date End Date
During grade group PLCs teachers will analyze
student writing and plan next steps based on
Professional 08/01/2016
student needs. Teachers will create scoring
guides to measure student progress and growth Learning
in writing.
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District Goal Clarity
Coach, School Based
Resource Teachers,
Classroom Teachers
Goal 3:
Program Review
Measurable Objective 1:
collaborate to involve our families in the school by 12/20/2017 as measured by using sign-in sheets to account for the number of families
participating.
Strategy1:
Family Nights - Multiple family nights will be planned over the course of the school year.
Category: Other - Parental Involvement
Research Cited: Dufours
Activity - Health and Visual Arts Night
Activity
Type
The school will host a Health and Visual Arts
Night to promote family involvement. A variety
of health agencies and organizations that
promote healthy lifestyles will be asked to set
up tables. The Visual Arts teacher will provide
stations for families to create art projects
together.
Parent
Involvement 01/02/2017
Activity - Multi-Cultural Night
A multi-cultural family night will be planned in
conjunction with the Family Resource Center.
Begin Date End Date
12/20/2017
Activity
Begin Date End Date
Type
Parent
Involvement 01/02/2017 12/20/2017
Funding Amount
& Source
Staff Responsible
$400 - Title I
Schoolwide
Administration, Teachers,
FRC, Practical Living
Teachers
Funding Amount
& Source
$400 - Title I
Schoolwide
Staff Responsible
Administration, Teachers,
FRC, ESL Team
Measurable Objective 2:
collaborate to increase student achievement in writing by 12/20/2017 as measured by student work samples and assessments.
Strategy1:
PLC - Teachers will analyze student writing and plan next steps for instruction.
Category: Professional Learning & Support
Research Cited: Marzanos
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 166
Comprehensive School Improvement Plan
Rutherford Elementary
Activity - Analyze Writing
Activity
Type
Grade groups will use rubrics to analyze
student writing in PLCs. Next steps for
instruction will be planned based on student
needs.
Professional 08/08/2016
Learning
Begin Date End Date
12/20/2017
Funding Amount
& Source
Staff Responsible
$0 - No Funding
Required
District Goal Clarity
Coach, School Based
Resource Teacher,
Reading Recovery
Teacher
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 167
Comprehensive School Improvement Plan
Rutherford Elementary
Executive Summary
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 168
Comprehensive School Improvement Plan
Rutherford Elementary
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 169
Comprehensive School Improvement Plan
Rutherford Elementary
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Rutherford Elementary is located in the Southern portion of Louisville. The school is comprised of 545 students that include the following
populations; Hispanic Population 22%, Asian Population 18%, African American Population 28%, White Population 28%, Two or More Races
Population 4%. Of the 545 students, 33% of those students are classified as Limited English Proficiency students.
One change that has been experienced at Rutherford is the increased LEPL population by 100% There are approximately 70 staff members
with four international languages spoken at the school. Rutherford has 35 certified teachers with 51% having less than 5 years of
experience.
The unique challenge that is associated with the community the school serves is the language barrier. As a result, it is one of the
contributing factors of low parental involvment within the Parent/Teacher Association.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 170
Comprehensive School Improvement Plan
Rutherford Elementary
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
The school leadership always states to our parents and staff the purpose and direction for our school as well as for our district.
At the
beginning of each school year the principal invites team leaders along with resource teachers and the district goal clarity coach to a
leadership retreat where the school purpose, goals, and non-negotiables for the year are discussed. On opening day, the Instructional
Leadership Team presents information from their leadership retreat to the staff. The principal also presents the information to the SBDM
Council. The school leadership begins her weekly principal notes with the mission of the school as well as the district mission. Our staff
works hard to hold each and every person to high standards and accountability. The ILT meets monthly to review student data, make
instructional practice decisions and set next step instructional goals for our school.
The school leadership and staff are committed to a culture where we have shared values and beliefs about teaching and learning and this is
evident through on-going professional development. Some examples include: Writing across the curriculum, standards based planning and
implementation and many more. The principal has always encouraged faculty to attend conferences outside of our district in order to broaden
and expand their professional knowledge. In return, information learned that will directly impact student learning and teacher implementation,
is always asked to be presented and shared with faculty.
The struggle is getting representatives from all stakeholders in this process. Rutherford Elementary informs parents and community
members about the learning taking place in the classrooms through family night activities in addition to the school's newsletters, website,
parent text messages, as well as emails. We also post meetings on our kiosk and dates of events that are happening at our school. Parents
also receive a copy of our student handbook that informs them of our schools expectations. Because our school has over 20 different
languages spoken, it is difficult to have all of our documents inviting parents to the meetings in all of the native languages spoken by our
families. We use our Spanish and Arabic bilingual instructors to translate information to be sent home as possible. We have also begun a
distribution of emails were we send documents via email and the families can use their computers to help translate. We are continuously
working as a leadership team and as a school to come up with different strategies to successfully communicate with all of our stakeholders.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 171
Comprehensive School Improvement Plan
Rutherford Elementary
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
Rutherford Elementary strives to integrate the content areas of mathematics, science, social studies, reading, and writing. We have seen
gains and losses in our writing and social studies scores during the last three years. Our students are demonstrating their learning through
projects and performance based activities.
Rutherford Elementary also offers an Art Club to enhance the learning needs of the students as well as Children's Fine Art Classes for the
community that is sponsored by the Louisville Visual Art Association. Over the past three years, Rutherford Elementary School has been
steadily improving our academic program and school culture to provide a safe, nurturing environment for every child. In terms of academics,
we have been able to offer not only core academic areas, but also offer instruction in Arts and Humanities, Technology, Library, and Physical
Education. Rutherford was chosen as a site for the district Compassionate Program. During Practical Living/Compassionate class students
learn strategies for self-monitoring and self-calming. Rutherford students have also won district awards for our Academic Team's
participation in quick recall, problem solving events, RAMS Basketball, and RAMS Cheerleading Team in competitions,. Rutherford has also
raised funds for such community events as Dare to Care, Crusade for Children Talent Show, and Metro United Way. The school also prides
itself in fostering relationships with the community and collaborated to develop a community playground for the students and neighborhood.
An area of improvement that has occurred during the past three years at Rutherford Elementary, is the development of professional learning
communities to assist instructional staff with the understanding of the Kentucky Academic Core Standards. During these sessions student
achievement is the focus to adjust instructional practice to meet the needs of all learners. We will continue to focus on ensuring that all
instructional staff has a deep understanding of the standards to master the learning needs of the students.
Rutherford Elementary is a caring community in which all students are valued and respected. High expectations for all learners is observed
throughout the school. It is truly a melting pot for learning through the many cultures and languages that are within the school's environment.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 172
Comprehensive School Improvement Plan
Rutherford Elementary
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
Rutherford Elementary is a diverse community that strives to ensure all students are proficient. We offer learning through active
engagement.
SY 2016-2017
© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 173