The Corbin Board of Education received an overview of the Comprehensive School Improvement Plans (CSIP) and Comprehensive District Improvement Plans (CDIP) during the Jan. 8 meeting.
Deputy Superintendent Cynthia Davis explained that Comprehensive Improvement Plans are required for the district’s “A1 schools,” which include Corbin Primary School, Corbin Elementary School, Corbin Middle School, and Corbin High School.
Other schools, such as Corbin Preschool Center, Corbin Educational Center, and the School of Innovation, are not required to complete the CSIP, but their data is still incorporated into the district’s planning process.
Plans are developed over a yearlong, four-phase process. The district is currently entering the final phase, which involves implementing and monitoring goals.
Each participating school principal provided a brief overview of their goals during the meeting.
Principal Tonya Proffitt of Corbin Primary School reported that by the end of the 2025–2026 school year, the school aims to increase average reading proficiency from 71 percent to 72.5 percent and math proficiency from 68 percent to 69.6 percent, as measured by the Kentucky Summative Assessment (KSA). The school also wants to address the achievement gap for students with disabilities, targeting 54.5 percent proficiency in reading and 29.5 percent in math. To achieve these goals, all special education (SPED) teachers will attend Professional Learning Communities (PLCs) and continue building positive relationships with students.
Principal Liberty Roberts of Corbin Elementary School shared that the school aims to increase reading proficiency from 73 percent to 73.4 percent, and math proficiency from 78 percent to 79.1 percent. The school wants to increase the average Social Studies proficiency from 62 percent to 68 percent. The school also wants to address the achievement gap for students with disabilities in reading from 34 percent to 34.5 percent and math from 39 percent to 39.5 percent. The school wants to increase the average Quality of School Climate and Safety indicator score from 82.7 percent to 83.8 percent.
Principal Evan Robinson of Corbin Middle School stated that the school aims to increase reading proficiency from 72 percent to 73.8 percent and math proficiency from 63 percent to 64.7 percent. The school is also working to address the achievement gap for students with disabilities in reading from 26 percent to 26.5 percent, and in math from 30 percent to 30.5 percent.
Principal Shannon Dixon of Corbin High School outlined goals to increase reading proficiency from 67 percent to 68.3 percent, and math proficiency from 61 percent to 63.3 percent. The school also plans to address the achievement gap for students with disabilities in reading from 26 percent to 26.5 percent and in math from 26 percent to 26.5 percent.
At the district level, the CDIP used CSIP data on reading and math proficiencies, along with each school’s plan to achieve those goals.
For reading, the district will increase the average proficiency from 71 percent to 72.5 percent in district elementary, from 71 percent to 72.5 percent in district middle school, and from 67 to 67.8 in district high school. For math, the district will increase the average proficiency from 72 percent to 73.4 percent in district elementary, from 61 percent to 62.9 percent in district middle school, and 61 percent to 63 percent in district high school.
The district’s second goal aims to increase the average proficiency in social studies from 62 percent to 67.5 percent in district elementary.
The district’s third goal aims to increase the achievement gap to 41.5 percent in reading and 34.5 percent in math for district elementary, to 27.5 percent in reading and 29.5 percent in math for district middle school, and to 25.5 percent in reading and 25.5 percent in math for district high school. The district’s last goal was to increase the average Quality of School Climate and Safety indicator score from 87.9 to 88.5 in district elementary.
Davis added that while schools are no longer required to set goals for every assessment indicator, work continues in all areas, even when not formally listed in the plans.
