Unbridled Learning: CSIP Development and Delivery Targets November/December 2014 Intermediate School Brian Futrell, Principal

Delivery Target Areas – Intermediate  Closing the Achievement Gap  Increase the average combined reading and math proficiency ratings for elementary students in the non-duplicated gap group from 40.8% in 2012 to 70.4% in 2017  Proficiency  Increase the averaged combined reading and math K-Prep scores for elementary students from 48.9% to 74.5% in 2017

CSIP Goals #1 – Trigg County Intermediate will increase the averaged combined reading and math K-PREP scores from 48.9% to 74.5% in 2017 #2--Trigg County Intermediate will increase the average combined K- PREP reading and math proficiency ratings for all students in the non- duplicated gap group from 40.8% in 2012 to 70.4% in 2017.

Goal 1: Trigg County Intermediate will increase the averaged combined reading and math K-PREP scores from 48.9% to 74.5% in 2017 Objective for School Year: Increase the overall reading and math scores for Trigg Co. Intermediate from 54.0% to 59.1% by 5/30/2014 as measured by K-PREP. Result: TCIS scored 50.8% for a combined reading and math proficiency score on the K-PREP Assessment. Objective for School Year: Increase the overall reading and math scores for Trigg. Co. Intermediate from 50.8% to 64.2% by 5/30/15 as measured by K-PREP. Strategies to be utilized: a.TAG ---Interventions via online software and small groups with progress monitoring. b.Literacy Initiative—TCIS Needs Assessment lists a need for a school-wide reading program that is aligned to the common core. c.Math Initiative—TCIS Needs Assessment lists a need for a school-wide math program that is aligned to the common core. Increase the use of manipulatives and seek a spiral math curriculum. d. Innovation Work: Project Based Learning with Team Learning, Blended Learning via Lab- Rotations and Station Rotations, Online Learning, & 21 st Century Skills involving the 4C’s. e.ESS Tutors will work with students who are not proficient in math and reading.

Goal 2:Trigg County Intermediate will increase the average combined K-PREP reading and math proficiency ratings for all students in the non-duplicated gap group from 40.8% in 2012 to 70.4% in Objective for School Year: Collaborate to increase the average combined reading and math proficiency ratings in the non-duplicated gap group from 46.7% to 52.6% by 05/31/2014 as measured by K-PREP. Result: TCIS scored 42.5% for a combined reading and math proficiency score in the non-duplicated gap on the K-PREP Assessment. Objective for School Year: Increase the overall reading and math scores for Trigg. Co. Intermediate in the non-duplicated gap from 42.5% to 58.6% by 5/30/15 as measured by K-PREP Assessment. Strategies to be utilized: Teachers meet in weekly Professional Learning Community meetings to ensure that all curriculum and assessments are congruent to Kentucky Core Academic Standards. Student assessment data is disaggregated to identify individual student instructional needs. Lab Rotation is being used to focus on each individual student’s academic level for reading and math. Students are provided an extra hour each day to work on this initiative.

Digging Deeper in Gap Performance includes all types of student populations tracked: Disability, White, African-American, Hispanic, Asian, Limited English Proficiency, Free/Reduced Price Meals, and All students  Describe the achievement gap that exists.  TCIS is 8.3% behind the combined reading and math proficiency delivery target for all students and currently 10.2 % behind the combined reading and math proficiency delivery target for the non-duplicated gap group.  Describe the barriers that prevented the school from closing the achievement gap.  - Over 60 percent of students free/reduced lunch.  - Need for additional research-based effective interventions, and core curricular reading and math resource aligned to the common core.  A decrease in writing skills by students and a need for building teacher capacity in the area of writing instruction.  Assessments need to be improved. Refine and revise our formative assessment process. The process needs to mirror current state assessment.

Digging Deeper in Gap Performance  Describe the actions that will be taken to remove the barriers that prevented the school from closing the achievement gap.  Innovation Work: Project Based Learning with Team Learning, Blended Learning via Lab-Rotations and Station Rotations, Online Learning, & 21st Century Skills involving the 4C’s.  Analyze assessment data more frequently during PLC meetings from MAP Assessments, Classroom Assessments, School wide Assessments, our Lab Rotation Software Assessments, and TAG Progress Monitoring. Teachers will problem solve and find solutions for any reading and math weakness areas and seek additional interventions to address concerned skills.  Strengthen student engagement via innovation work and continue to strengthen the use of higher order questions for students.