Dewayne Abshire

This document details the Pike County School District's Advanced Coursework Plan for 2025-2026, designed to enhance academic growth and meet the diverse needs of advanced learners. The plan encompasses comprehensive administrative procedures for student acceleration, including criteria, evaluation, and placement options. It also outlines policies for gifted and talented programs, covering identification, service delivery, curriculum, and personnel. Furthermore, the plan provides various alternative credit options such as online courses, dual credit, and performance-based credits, with the overarching goal of challenging students with rigorous content and fostering their full potential through flexible curricular experiences.

This document outlines a continuous improvement plan for Feds Creek School, detailing the framework of goals, objectives, strategies, and activities designed to transition the school from its current state to a desired state. The plan focuses on several key areas: increasing student proficiency in combined reading and math, improving performance in separate academic indicators such as science, social studies, and writing, closing achievement gaps for specific student populations including Free/Reduced and Disability with IEP students across various subjects, and enhancing overall student growth in reading and math. The strategic approach emphasizes the use of research-based strategies, data analysis, and a structured Response to Intervention (RTI) process to achieve these educational targets.

This document outlines the 2019-20 Comprehensive Improvement Plan for Valley Elementary School, focusing on a collaborative process to address priority needs, funding, and achievement gaps. The plan establishes long-term goals for student proficiency, academic indicators, achievement gaps, growth, and transition readiness, guided by Kentucky's six Key Core Work Processes, which include designing and deploying standards, delivering instruction, assessment literacy, data analysis, providing support, and establishing a positive learning culture and environment. The overarching aim is to foster an environment that promotes student growth and achievement.

This document outlines the 2019-20 Phase One: Continuous Improvement Diagnostic for Mullins Elementary School, which is an integral part of the comprehensive school and district improvement plan process in Kentucky. The plan aims to support student achievement and growth, and to eliminate achievement gaps among student groups. The diagnostic process is structured into four phases: Phase One focuses on the Continuous Improvement Diagnostic; Phase Two includes Needs Assessment, School Assurances, and School Safety Report; Phase Three encompasses the Comprehensive School Improvement Plan, Executive Summary, Closing the Achievement Gap Diagnostic, and Title I Annual Review Diagnostic; and Phase Four involves Progress Monitoring. The principal commits to implementing these continuous improvement processes to achieve the stated goals.

This document is a 'Closing the Achievement Gap Diagnostic' report for Belfry Middle School, mandated by KRS 158.649. It outlines the school's approach to continuous improvement by identifying, analyzing, and planning to address achievement gaps among underserved student populations. The report details the school's climate, analyzes trends in gap closure, identifies areas needing improvement, and describes stakeholder involvement and professional development plans. Key goals are established to increase the percentage of economically disadvantaged students scoring proficient/distinguished in mathematics, reading, writing, science, and social studies by May 2022.