Barbourville Independent
School
Comprehensive District Improvement Plan
2007-2008
ASSURANCE CERTIFICATION
School Year 2007-2008
I certify that to the best of my knowledge, the information
contained in this application is correct and complete and that the agency named
in this application has authorized me, as its representative, to obligate this
agency to conduct any ensuing program or activity in accordance with all applicable
Federal and State laws, regulations and specific program assurances contained
in the Kentucky Comprehensive Improvement
Planning Guidebook. It is
understood that this application, once posted to our local district server for
public access constitutes an offer, and if accepted by the Kentucky Department
of Education or negotiated to acceptance, will form a binding agreement.
Superintendent
Larry E. Warren Board
Chairperson Shirley F. Treadway
Assurances
approved by Barbourville Board of Education
Executive Summary
Mission Statement: Believing in children, and expecting the best, the mission
of the Barbourville Independent School System is to promote academic excellence
and foster a love of learning ensuring that all our students will become contributing
members of society.
The Barbourville Independent
School District Planning Committee followed the board policy on district
planning to develop the Comprehensive District Improvement Plan. The plan maintains a focus on improving the
academic achievement of students with emphasis on two action components, which
are;
1. Gender/Socio-Economic Achievement Gap
2. Academic Performance
The CDIP Committee members
represented the following groups; district administrators, principal, teachers,
parents, students, and classified staff. The needs assessment process, aligned
with the Standards & Indicators for School Improvement, consisted of a
complete data analysis including analysis of the Kentucky Core Content Test
(KCCCT) data, No Child Left Behind (NCLB) Report data, CTBS, GRADE results,
STAR, ACT, Kentucky Continuous Monitoring Process Report, STI /Infinite Campus
attendance data, Safe Schools Report and a review of the current CDIP.
Achievement gaps were studied by stakeholders and determined through careful
analysis of subpopulation data.
The Implementation and
Impact Checks will be completed two times during the year. Staff will determine
the status of the activity and if and what impact it had on student
achievement. It will be determined if the activity needs to continue or be
adjusted. The end of the year status report will be held on May 8, 2008 at the
Barbourville Board of Education meeting. School board members, administrators,
parent, community and others will be invited to attend.
CATEGORICAL PROGRAMS
|
FEDERAL GRANT
PROGRAMS 2002-2003 |
LOCAL CONTACT
EMAIL |
LOCALTELEPHONE |
|
NCLB, Title I: Part A (Improving Basic Programs) |
Jayne Todd |
(606) 546-3144 |
|
NCLB, Title 1: Part B (Even Start Continuation) |
Jayne Todd |
(606) 546-3144 |
|
NCLB, Title I: Part C (Education of Migratory Children) |
Jayne Todd |
(606) 546-3144 |
|
NCLB, Title I: Part D (Neglected and Delinquent) |
Jayne Todd |
(606) 546-3144 |
|
NCLB, Title II: Part
A (High Quality Teachers and
Principals) |
Kay J. Dixon |
(606) 546-3120 |
|
NCLB, Title II: Part
D (Education Technology) |
Kay J. Dixon |
(606) 546-3120 |
|
NCLB, Title IV: Part A (Safe and Drug Free Schools & Communities) |
Kay J. Dixon |
(606) 546-3120 |
|
NCLB, Title V: Part A (Innovative Programs) |
Kay J. Dixon |
(606) 546-3120 |
|
NCLB, Title VI Part B,
Subpart 2 (Rural and Low-Income
Schools) |
Kay J. Dixon |
(606) 546-3120 |
|
Individuals with
Disabilities Education Act (IDEA)
Basic |
Larry Warren |
(606) 546-3120 |
|
Individuals with
Disabilities Education Act (IDEA)
Preschool |
Larry Warren |
(606) 546-3120 |
|
McKinney -Vento Homeless
Education Act (NCLB Title X
Part B) |
Brian Carey |
(606) 546-3144 |
|
Carl D. Perkins
Vocational and Technical Education Act-
Basic |
Monica Bolinger |
(606) 546-3129 |
|
Extended School Services |
Kay J. Dixon |
(606) 546-3120 |
|
Gifted and Talented
Education |
Kay J. Dixon |
(606) 546-3120 |
|
State Preschool Program |
Kay J. Dixon |
(606) 546-3120 |
|
Kentucky Education
Technology System |
Mike Deaton |
(606) 546-3129 |
|
Textbooks |
Kay J. Dixon |
(606) 546-3120 |
|
Professional Development |
Kay J. Dixon |
(606) 546-3120 |
Action Component Gender / Socio-Economic Achievement
Gaps
District Name __Barbourville
Independent________ Component
Manager Kay Dixon –Instructional Supervisor
Paul
Middleton_-Principal
|
Priority Need |
Goal (Addresses the Priority Need) |
|
According
to the 2007 Kentucky Performance Report, an 11% achievement gap exists
between low SES /all students in Reading and Mathematics. |
Based on the 2007 KCCT,
the number of students scoring at or above proficiency in reading will
increase as evidenced by an increase in the AMO from 64.78% to 70.00% and by
all population groups meeting AYP; the number of students scoring at or above
proficiency in math will increase as evidenced by an increase in the AMO from
39.43% to 48.00% and all subgroups meeting AYP. |
|
Causes and Contributing
Factors |
Objectives with
Measures of Success |
|
A.
Instructional
strategies do not target low achieving students. B.
Classroom strategies
do not address the needs and learning styles of all learners. C.
Teacher interviews
and surveys reveal students lack a common vocabulary in content areas. D.
Inconsistent use of
the writing process across the curriculum. E.
According to teacher
interviews and surveys, some students from the SES and Gender gaps are not as
motivated to learn. F.
Students from low SES
backgrounds lack the experiences as non-low SES students. G.
Materials (Home and
School) are needed to support instruction for low achieving role groups. |
A1, B1, and E1: By June 30, 2008, all teachers will use
research-based instructional strategies that are motivational, demonstrate
real-life applications, and address learning styles and needs of low
performing students as evidenced by lesson plans and classroom observations. C1: By January 31, 2008, all content teachers
will use standards and resources to develop and implement a common vocabulary
as evidenced by vocabulary lists and classroom assessments. D1: By June 30, 2008, all staff will use the
writing process for ODW, assessments, and transactive pieces for the writing
portfolio as evidenced by student portfolios and classroom assessments. F1: By June 30, 2008, all teachers will use
classroom strategies will provide student with experiences that allow them to
demonstrate proficiency in each content area as evidenced by lesson plans and
classroom observations. |