Melanie Gleason

The school improvement plan focuses on improving student performance and closing achievement gaps through collaborative efforts involving multiple stakeholders. Key priorities include state assessment results in reading and mathematics, science, social studies, writing, achievement gap, English Learner progress, and quality of school climate and safety. The plan emphasizes the use of data-driven strategies, professional learning communities, community partnerships, and positive behavior interventions to promote student growth and achievement.

This needs assessment for Erlanger-Elsmere Independent focuses on identifying key areas for improvement to enhance student achievement. The assessment reviews data from the previous two years, highlighting trends such as high staff turnover and the impact of the COVID-19 pandemic on student academic and social-emotional well-being. Areas of concern include low performance on state assessments (KPREP and ACT), particularly in mathematics, and an increase in behavioral issues. The plan emphasizes improving Tier I instruction, providing additional support, and ensuring consistent in-person learning to address these challenges. Strengths include a high graduation rate and a commitment to whole-child/whole-family support. The district will use this assessment to inform the development of a comprehensive district improvement plan.

The 2022-23 Phase One Continuous Improvement Diagnostic for Erlanger-Elsmere Independent focuses on developing a Comprehensive District Improvement Plan (CDIP). The CDIP will be created with input from parents, faculty, staff, and school councils, using data to set targets, strategies, and activities to improve student achievement, growth, and address achievement gaps. The plan aligns with Kentucky regulations (703 KAR 5:225) and the Every Student Succeeds Act (ESSA). The diagnostic process is divided into four phases: Phase One (August 1 - October 1) involves the diagnostic itself and an executive summary; Phase Two (October 1 - November 1) includes a needs assessment, district assurances, and a safety report; Phase Three (November 1 - January 1) focuses on the CDIP and superintendent gap assurance; and Phase Four (January 1 - December 31) involves the continuation of learning, English learner, and professional development plans, along with progress monitoring.

The 2021-2022 Phase Three Comprehensive District Improvement Plan for Erlanger-Elsmere Independent focuses on improving student performance by addressing teaching and learning factors that affect student outcomes. The plan uses a template to set short- and long-term targets and outlines activities to achieve desired changes. It addresses current needs, including those of identified gap groups, by maintaining, adding, or modifying objectives and strategies. The plan incorporates six required district goals: proficiency, separate academic indicator, achievement gap closure, graduation rate, growth, and transition readiness. These goals are supported by strategies aligned with Kentucky's Key Core Work Processes (KCWPs) or other established improvement approaches.

The 2021-2022 Phase One Continuous Improvement Diagnostic for Erlanger-Elsmere Independent focuses on developing a Comprehensive District Improvement Plan (CDIP). The CDIP will be created with input from parents, faculty, staff, and school councils, using data to set targets, strategies, and activities to improve student achievement, growth, and address achievement gaps. The plan aligns with Kentucky regulations (703 KAR 5:225) and the Every Student Succeeds Act (ESSA). The diagnostic is part of a four-phase process, including a needs assessment, district assurances, safety reports, and the development of a comprehensive improvement plan, executive summary, superintendent gap assurance, and professional development plan. The plan also includes a continuation of learning plan, an English learner plan, and progress monitoring.