TSIP Kingsbury Elementary School 2014-2015
Tennessee School Improvement Plan 2014-2015 Kingsbury Elementary School
4055 Bayliss Avenue Memphis, TN 38108 (901) 416-6020
Mrs. Angela Cramer, Principal Dorsey E. Hopson, II, ESQ, Superintendent
Tennessee Department of Education Commissioner Kevin S. Huffman
1 | P a g e Tennessee School Improvement Planning Process
(TSIPP)
Assurances with Signature of Principal
2 | P a g e TSIP Kingsbury Elementary School 2014-2015
I certify that Kingsbury Elementary School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
______
Signature of Principal Date Signed
School Name: Kingsbury Elementary School Accountability status: Reward Analysis of last Areas of Greatest Progress: Areas of Greatest Challenge: year’s final results: Math All students: 8.3% gain from 36.8% in 2012- Reading/Language Arts All students: 4.3% loss 2013 to 45.1% in 2013-2014 from 31.5% in 2012-2013 to 27.2% in 2013- Science: All Students: 8.7% gain from 46.4% in 2014. 2012-2013 to 55.1% in 2013-2014 Reading/Language Arts Gap Reading/Language Arts Third Grade students: Economically Disadvantage (ED) and Non- 9.4% loss from 25.3% in 2012-2013 to 15.9% in ED gap target went from -8.3 to 1.4 in 2013-2014 2014. No Gap target was set for 2015. Students with Disabilities (SWD) and Non- Math Third Grade students: 12.9% loss SWD gap target went from –9.3 to -20 in from 36% in 2012-2013 to 23.1% in 2014. The subgroup outperformed its 2013-2014 comparison group and a gap target was not set for 2015. Math Gap Reading/Language Arts Gap Economically Disadvantage (ED) and Non- Limited English Proficient (LEP) and ED gap target went from -14.2 to -17 in Non-LEP gap target increased from 5 to 2014. The subgroup outperformed its 15.7 in 2014. The gap target was set for 4.7 in 2015. 3 | P a g e comparison group and a gap target was not Black/Hisp/Nat Am (BHA) and set for 2015. Non-BHA gap target increased Students with Disabilities (SWD) and Non- from 1.9 to 3.9 in 2014.The gap SWD gap target decreased from -2 to -0.8 target was set for 1.8 in 2015. in 2014.The gap target was set for 1.9 in 2015. Limited English Proficient (LEP) and Non- LEP gap target was- 3.9 to 1.3 in 2014. No Gap target was set for 2015. Black/Hisp/Nat Am (BHA) and Non-BHA gap target decreased from 3 to -2.4 in 2014.The gap target was set for 2.8 in 2015. Underlying Reasons for Progress: Underlying Reasons for Challenge: Kingsbury Elementary students made tremendous Students at all grade levels faced many progress in math, science and gap closure. The challenges. 1.) Increased number of students significant gains allowed for KES to be named as a identified as having Limited English Proficiency Reward School for Progress for the 2013-2014 presents a major challenge for KES. The school year. Gains may be attributed to the language barriers in all subject areas present following: 1.) The departmentalization of grades 4-5 teachers and students with difficult hurdles. 2.) 2.) An ESL teacher was assigned specifically to work The balancing of Common Core standards and with each grade level team. 3.) Five common tested State Performance Indicators proved to planning times. These planning times were inclusive be a challenge in preparing students for state of the ESL teacher and Exceptional Ed. Teacher. 4.) mandated testing. 3.) District Initiatives with 3 Inclusive practices with exceptional children. This week common assessments, 3 formative helped to establish enhanced expectations within assessments along with state mandating and the grade level inclusive of both teachers and pilot testing took excessive amounts of time
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students. 6.) Grade level subject teachers were from instruction and presented itself to be enlisted as tutoring teachers for the grade they overwhelming for both students and teachers. taught 2 days a week. 7.) All teachers used assessment data and teacher created common assessments to establish target groups after each assessment for intervention, good first teaching and enrichment. 8.) All students grades K-5 were taught how to monitor their own data and kept personal data folders. Goals 2014-15 school Overall Achievement Goals: year: 1. Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for all students from 27.2% in 2013-2014 to 31.8% in 2014 to 2015 to meet the guidelines set by the ESEA Waiver. 2. Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for all students from 45.1% in 2013-2014 to 48.5% in 2014-2015 to meet the guidelines set by the ESEA Waiver. 3. Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for the 3rd grade students from 15.9% in 2013-2014 to 21.2 % in 2014- 2015 to meet the guidelines set by the ESEA Waiver. 4. Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for the 3rd grade students from 23.1% in 2013-2014 to 27.9% in 2014-2015 to meet the guidelines set by the ESEA Waiver. Subgroup Goals: 1. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the English Language Learners subgroup to 14.7% in 2014-2015. 2. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Black/Hispanic/Native American subgroup to 3.7% in 2014-2015. 3. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the English Language Learners subgroup to 1.2% in 2014-2015. 4. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Black/Hispanic/Native American vs. All Students subgroup to 2.2% in 2014-2015. Plan for this school Key strategies to achieve goals: year: 1. Strategy: Title I Writing Teacher Implementation Plan: Writing Teacher will work in collaboration with administration to ensure implementation of schoolwide writing initiative. Desired outcomes: Increase student achievement in Reading/Language Arts for focus grades 3-5. Writing teacher will teach/work/plan with teachers in PLCs and classrooms to implement school level writing plan. Projected costs and funding sources: Approximately $60,000 Title I funds for Title I Writing Teacher and supporting materials. This strategy will support both school and district focus on building the foundational skills of literacy that students need to be effective readers and writers. It will also be used purposefully to support all content area writing. Additionally, this strategy will support teachers in ensuring their students are skilled and engaged writers. 2. Strategy: Chess Instruction Implementation Plan: Chess classes will be taught to students in grades 2-5 as a weekly fifty minute instructional support. Desired outcomes: Students will demonstrate increased math and reading scores on standardized testing from participating in Chess weekly. Projected costs and funding sources: Approximately $26,000 district funds for instructional assistant.
5 | P a g e The strategy will benefit students through numerous aspects as documented by research. The benefits include, but are not limited to: Raised IQ, improved reading and math skills, teaches student analysis, logic and problem solving, improved verbal skills, increased problem solving skills, improved concentration, increased creativity, improving memory, exercises both sides of the brain, teaches planning and foresight, improves spatial intelligence, and grows dendrites. 3. Strategy: Departmentalize grades 4-5 (90 min block for RLA, ESL, Math and Science, taught by one HQ teacher at each grade level). Implementation Plan: The strategy was implemented at the end of the 2013-2014 school year. Identified content and Specialty Teachers were selected May 2014 and will begin day 1 of the 2014-15 school year. Desired outcomes: Student achievement will increase and group gaps will close. Projected costs Title III funds (Approx. $120,000) for 2 ESL teachers, IDEA funds (Approx. $120,000) for 2 Exceptional Ed Teachers, District Funds for Teaching Staff and Title I funds (Approx. $145,000) for additional Title I teacher, PLC Coach and Title I Assistant. The strategy will promote growth in student achievement and the decrease in gaps since teacher focus will be on one content area. Additionally, each grade level will have one ESL and Exceptional Children’s teacher to support students within that grade level. This also allows for team building and planning 4. Strategy: Grade and Team PLCs for the implementation of selected grade level targets (standards) and Common Assessments every 4.5 weeks. Implementation Plan: Teachers and administrators will meet in weekly PLC teams to identify targets and create common assessments. Desired outcomes: Teachers and Administrators will have meaningful real time data concerning students’ needs and plan instruction relative to the needs. Projected costs and funding sources: Approximately $6000 Title I funds for Assessment Materials and Mastery Connect for scoring and analyzing data. Site Based funds for Material 6 | P a g e TSIP Kingsbury Elementary School 2014-2015
(Approx. $200 per teacher). This strategy will guarantee teachers are reviewing pacing and curriculum guides while refining skills that are essential to the growth of KES students. This strategy will also help to ensure that grade level teams are working together, and all students are receiving the vital skills they need to be successful. Additionally, teachers will be able to collaborate regularly to share teaching strategies and instructional practices to better serve all students. Challenges from previous years including individual teacher assessments and understanding of instructional needs for all students will decrease. 5. Strategy: On-Going Data Meetings Implementation Plan: Teachers and Administrators will meet the week after each 4.5 week common assessment and formative assessment. Desired outcomes: Teachers and Administrators will use real time data to drive instruction, address student interventions/enrichment to increase student growth and achievement. Projected costs and funding sources: Same materials used in strategy 2 This strategy will allow time for teachers to analyze meaningful data from assessments in order to identify the needs of all learners as well as monitor and adjust instruction as needed. Moreover, teachers will be able to identify students’ needs by each student’s name and need. Because teachers are working as teams, students will benefit from the input each professional brings to the table thus opening up more opportunities for student growth and achievement. This strategy will address the challenge of the need for real time data in order to remediate and enrich immediately. Key benchmarks for Benchmark: Timeline: progress on 1. Grade level (inclusive of HQ ESL and Exceptional August 2014 – May 2015 weekly strategies: teachers assigned to grade level) PLC meetings will be held with data from Common Assessments and planning focus in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math. 2. Students in grades 3-5 scoring below proficiency will October 15, 2014 – May 2015 - attend before and after school tutoring for additional Before school Tutoring (M-F) support in order to achieve a 31.8% proficiency rate in January 15 – April 24, 2015 – After RLA and 48.5% proficiency rate in math. School Tutoring (Tu/Th) 3. Teachers in grades K-5 Lesson Plans will reflect Weekly plans submitted for differentiation of skills being taught to improve following week submitted each knowledge in core academics of RLA and math in order Friday. to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math. 4. IStation and iReady benchmarking for RLA and math BM 1 – September 2014 will be administered 3 times per year to track student BM 2 - January 2015 progress in grades K-5 in reading. Progress monitoring BM 3 - May 2015 is used for Tier II and Tier III students monthly in order PM - Tier 2 and Tier 3 weekly Sept. to achieve a 31.8% proficiency rate in RLA and 48.5% 2014-May 2015 proficiency rate in math. 5. Content Area Action Planning meetings, after each 9 October 15, 2014 week common assessment, to deeply dive into data January 14, 2015 and develop content, whole class, and student specific March 25, 2015 action plan in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math. 6. Report cards, progress reports and attendance September 10, 2014 October 15, reports will be used to assist in monitoring students’ 2014 progress and assigning interventions in order to November 12, 2014 January 14, achieve a 31.8% proficiency rate in RLA and 48.5% 2015
7 | P a g e proficiency rate in math. February 4, 2015 March 25, 2015 April 15, 2015 7. Discovery Education Formative Assessment will be October 2014 administered in grade 2-5 three times per year to track December 2014 student progress and mastery of TCAP skills in order to February 2015 achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math. .
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Title I Addendum
9 | P a g e Assurance Page
I,______, principal of Kingsbury Elementary School, give assurance that this Title I School-wide Plan was developed during a one-year period with parents and
10 | P a g e TSIP Kingsbury Elementary School 2014-2015 other members of the community. This plan is available to the local educational agency, parents, and the public. The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act, and Head Start.
______
Principal Signature Date
11 | P a g e TSIP Kingsbury Elementary School 2014-2015
SCS Literacy Framework
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Kingsbury Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.) Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for all students from 27.2% in 2013-2014 to 31.8% in 2014 to 2015 to meet the guidelines set by the ESEA Waiver. Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for the 3rd grade students from 15.9% in 2013-2014 to 21.2 % in 2014- Goal 2015 to meet the guidelines set by the ESEA Waiver. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the English Language Learners subgroup to 14.7% in 2014-2015. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Black/Hispanic/Native American subgroup to 3.7% in 2014-2015. There is currently a gap between our subgroups proficiency levels and the level required by ESEA. These Which need(s) does this Goal address? goals address the need to accelerate achievement in Reading/LA and Writing for all learners. This goal is linked to the District’s strategic 80-90-100 plan to prepare students in elementary school to How is this Goal linked to the District’s Strategic Plan? be college and career ready by 2025. ACTION STEPS IMPLEMENTATION PLAN Section B – Descriptively list the action you plan to Section C – For each of the action steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. your goal. Action steps are strategies and (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based where possible and include professional Performance Timeli Person(s) Projected Cost(s) & Funding development, technology, communication, and Evaluation Strategy Results/Outcome ne Responsible Sources parent and community involvement initiatives within s the action steps of each goal. Action Step All K-5 Teachers will August Principal Journeys Reading Title I funds to Curriculum and Student RLA 1 implement the Journeys 2014- Program print black line Pacing Guides achievement will program as addresses in May PLC Coach masters increase using the curriculum and pacing 2015 decodable Lesson Plans the curriculum
12 | P a g e TSIP Kingsbury Elementary School 2014-2015
guides. Highly readers guides with Qualified Approx. $500 Common and fidelity. PD - Teaching staff will Classroom Formative attend Journeys initial Teachers Assessments training on various dates established by district. Paraprofession Weekly PLC als meetings PD – All KES K-3 teachers will participate in 7 the TN Department of Ed CCSS for ELA Year Long Course on district designated days.
September 19, 2014
February 16, 2015
Identify students needing Sept Principal IStation Diagnostic District Funds IStation Students needing Tier II and III RLA 2014 Assessment Diagnostic Tier tier II and III math intervention through use Jan PLC Coach Reports intervention will of iStation Benchmarks. 2015 be identified. Action Step April Highly 2 PD - Teaching staff will 2015 Qualified attend IStation Training as Classroom needed. Teachers
Paraprofession als Action Step Scheduling and Progress Weekl Principal IStation Program, Supplies – Weekly and Bi- Students’ literacy 3 Monitoring of Tier II and III y Lessons and paper and ink Weekly progress achievement will intervention students for 2014- PLC Coach Reports to print reports monitoring increase due to computer times and small 2015 and lesson for strategically groups. Computers instruction targeting areas of need.
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Schedules Title I Funds approx. $600 PLC Meetings The school will provide Januar Principal Extended Contract Extended TCAP Students scoring tutoring intervention y 2014- 2015 funds Contract Achievement below proficiency programs for RLA in 2015- PLC Coach approx. $5000 on the 2014 RLA grades 3-5 beginning in April Tutoring Materials TCAP will be Action Step January 2 times a week to 2015 Title I for proficient on 4 enrich student Tutoring Teacher materials 2015 TCAP. performance for students approx. $500 that fall below proficient on TCAP. The school will provide Sept PLC Coach Title I Extended Title I funds Weekly and Bi- Students’ literacy daily before- school 2014- Day Proposal approx. $7800 Weekly progress achievement will intervention tutoring May Tutoring for salaries monitoring increase due to program in addition to in- 2015 Teachers Tutoring Teachers strategically Action Step school intervention to targeting areas of 5 support students IStation need. identified as needing Tiers Computers II and III IStation interventions.
Action Step Teacher will differentiate Sept Principal Envisions Title I funds for MasteryConnect Students’ literacy 6 literacy instruction daily 2014- Curriculum MasteryConnec Reports achievement will utilizing student data. May PLC Coach t Program increase due to 2015 Curriculum and approx. $4800 IStation Reports desegregation of PD – During PLC Meetings, weekl Highly Pacing Guides data for targeting teachers will learn to y Qualified Title I funds for student areas of effectively interpret and Teachers Common PD $1500 need and apply essential school Assessments enrichment. data. MasteryConnect
PD – Teachers will learn Sept 6, how to use the 2014 MasteryConnect Program to score common assessments and
14 | P a g e TSIP Kingsbury Elementary School 2014-2015
understand the data analysis functions of the program in order to support student growth in grades K-5.
Students in grades K-3 will Aug Principal Envisions Title I School Observations Students’ literacy work in literacy learning 2014- Curriculum Wide Budget performance will stations (Daily 5) weekly May PLC Coach Approximately Lesson Plans increase as a result demonstrating skills 2015 Curriculum and $5000.00 … of differentiated small group learned in differentiated Daily Highly Pacing Guides Materials to Assessment Data reading instruction small-guided reading Qualified support the for targeted skills. groups that extends and Teachers making of and aligns with CCSS. continued use of stations. Community Volunteers Action Step (Street Ministries, St. 7 Mary’s, and FACS (First Assembly Christian School) will provide tutoring intervention programs for grades K-2 beginning in September 2014 to enrich student performance for students that fall within Tiers 2 and 3 using strategies from The Daily Five. Action Step The school will use Aug Principal MasteryConnect Title I funds for Observation Students will 8 research-supported 2014- informational increase their daily reading skills and activities daily to instruct May PLC Coach Additional Text (nonfiction) IStation students at their learning 2015 Benchmarks and raise achievement text to support as a result of the levels and learning styles Highly IStation Progress school and all to foster their Qualified classroom Monitoring libraries. stakeholders using independent thinking, Teachers research supported while at the same time MasteryConnect activities for building their daily reading Approx. Data student instruction. skills through the use of
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50/50 fiction/nonfiction $3000.00 text.
Parents and Community Every Principal Sign-In Sheets Title I Parental Parent’s Parent’s members will be invited first Involvement participation will participation in monthly to participate in Wed PLC Coach Funds Approx. be monitored by family based activities to integrate of $1000 sign in sheets activities will increase and home and school learning each Highly students’ literacy as well as yearly month Qualified achievement will Action Step participation in Literacy Sept Teachers increase due to 9 Night. 2014- parental May Parents involvement. 2015 Community Octob er 2, Adopters 2014 The school will employ a Aug Principal Title I Approval Title I Funds Observation Teacher knowledge Title I Writing Teacher to 2014- Approx. of Writing support teachers and May PLC Coach Job Description $60,000 Writing Samples Instruction will students with SBBR 2015 improve, and student skills and Action Step strategies, PD, instruction District Literacy TCAP Writing and achievement 10 and leadership in an effort Initiative Literacy Scores scores will to improve writing and increase. literacy instruction and Common and scores. Formative Assessment Data Action Step The New Leaders resident Aug Principal Data Room No additional Observation Third grade 11 principal will be assigned 2014- funds needed students’ literacy rd performance will to the 3 grade team to May New Student data IStation support and focus on 3rd Leaders Benchmarks and increase as a result 2015 of targeted grade literacy instruction Resident Common and Progress instruction based using a variety of Principal formative Monitoring on student needs. strategies inclusive of assessments literacy PD, targeting and MasteryConnect tracking student growth Data and setting individual
16 | P a g e TSIP Kingsbury Elementary School 2014-2015
goals for students. Formative assessment data Aug Principal Data Room Title I funds Observation The gap closure 2014- Approx. for ELL and BHN Two Paraprofessionals May New Student data $28,000 IStation in RLA will Leaders Benchmarks and decrease by 2%. (district and T1) will be 2015 used to provide assistance Resident Common and Progress Action Step in the implementation of Principal formative Monitoring 12 intervention specifically to assessments address KES gap subgroup MasteryConnect needs. Data
Formative assessment data
17 | P a g e TSIP Kingsbury Elementary School 2014-2015
SCS Mathematics Framework
MATHEMATICS ACTION PLAN DEVELOPMENT
School: Kingsbury Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.) Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for all students from 45.1% in 2013-2014 to 48.5% in 2014-2015 to meet the guidelines set by the ESEA Waiver. Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for the 3rd grade students from 23.1% in 2013-2014 to 27.9% in 2014-2015 to meet the Goal guidelines set by the ESEA Waiver. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the English Language Learners subgroup to 1.2% in 2014-2015. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Black/Hispanic/Native American vs. All Students subgroup to 2.2% in 2014-2015. There is currently a gap between our subgroups proficiency levels and the level required by NCLB. This Which need(s) does this Goal address? goal addresses the need to accelerate achievement in Mathematics for all learners. This goal is linked to the District’s strategic 80-90-100 plan to prepare students in elementary school to How is this Goal linked to the District’s Strategic Plan? be college and career ready by 2025. ACTION STEPS IMPLEMENTATION PLAN Section B – Descriptively list the action you plan to Section C – For each of the action steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. your goal. Action steps are strategies and (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected Cost(s) Performance where possible and include professional Timeli Required & Funding Evaluation Strategy Results/Outcom development, technology, communication, and ne Resources parent and community involvement initiatives within Sources es the action steps of each goal. Action Step All K-5 Teachers will A Principal Scott Foreman Title I for On-line Curriculum and Student math 1 implement the Envisions u Envisions Calendar Math Pacing Guides achievement
18 | P a g e TSIP Kingsbury Elementary School 2014-2015
program and Calendar g PLC Coach Program Approx. will increase Math Daily addressing u $2400.00 Lesson Plans using the curriculum guides and st Highly Qualified Calendar Math curriculum CCSS utilizing results of 2 Classroom Program Common guides with student data. 0 Teachers Assessments fidelity. 1 PD - Teaching staff will 4- Paraprofessionals Weekly PLC Student’s math attend weekly grade M meetings fluency will be level/PLC meetings a increased. inclusive of general y education teachers, 2 special education 0 teachers, ESL teachers, 1 and paraprofessionals (as 5 time permits) to address math strategies and interventions as needed. Identify students needing S Principal iReady Diagnostic District Funds iReady Diagnostic Students Tier II and III math e Assessment Tier Reports needing tier II intervention through use pt PLC Coach and III math of iReady Benchmarks. 2 intervention will 0 Highly Qualified be identified. PD - Teaching staff will 1 Classroom attend iReady Training. 4 Teachers August 25, 2014 Ja September 10, 2014 n Paraprofessionals Action Step 2 2 0 1 5 A pr il 2 0 1 5
19 | P a g e TSIP Kingsbury Elementary School 2014-2015
Scheduling and Progress W Principal iReady Program, Supplies – paper Weekly and Bi- Students’ math Monitoring of Tier II and III e Lessons and and ink to print Weekly progress achievement intervention students for e PLC Coach Reports reports and monitoring will increase computer times and small kl lesson for due to groups. y Computers instruction strategically 2 targeting areas Action Step 0 Schedules Title I Funds of need. 3 1 approx. $300 4- PLC meetings 2 0 1 5 The school will provide Ja Principal Extended Extended TCAP Achievement Students tutoring intervention n Contract 2014- Contract approx. scoring below programs for math in u PLC Coach 2015 funds $5000 proficiency on grades 3-5 beginning in ar the 2014 Math January 2 times a week to y Tutoring Title I for TCAP will be enrich student 2 Materials materials proficient on performance for students 0 approx. $500 2015 TCAP. Action Step that fall below proficient 1 Tutoring 4 on TCAP. 5- Teachers A pr il 2 0 1 5 Action Step The school will provide a S PLC Coach Title I Extended Title I funds Weekly and Bi- Students’ math 5 daily before- school e Day Proposal approx. $7800 Weekly progress achievement intervention tutoring pt Tutoring for salaries monitoring will increase program to support 2 Teachers Tutoring due to students identified as 0 Teachers strategically needing Tiers II and III 1 targeting areas iReady interventions. 4- iReady of need. M -Computers a
20 | P a g e TSIP Kingsbury Elementary School 2014-2015
y 2 0 1 5 Teacher will differentiate S Principal Envisions Title I funds for MasteryConnect Students’ math math instruction daily e Curriculum MasteryConnect Reports achievement utilizing student data. pt PLC Coach Program approx. will increase 2 Curriculum and $4800 due to PD – During PLC Meetings, 0 Highly Qualified Pacing Guides desegregation teachers will learn to 1 Teachers Title I funds for of data for effectively interpret and 4- Common PD $1500 targeting apply essential school M Assessments student areas of data. a need and y MasteryConnect enrichment. 2 PD – Teachers will learn 0 how to use the 1 MasteryConnect Program 5 to score common w Action Step assessments and e 6 understand the data e analysis functions of the kl program in order to y support student growth in grades K-5.
S e pt 6, 2 0 1 4
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Grades 2-5 students will A Chess Instructor Chess Software No additional Common Students’ math participate in a Chess u costs Assessments and achievement, program weekly. g Student Chess TCAP results logic and 2 Sets problem solving 0 skills, verbal 1 Chess skills and Action Step 4- Instructional concentration 7 M Materials will improve. a y 2 0 1 5 Action Step Parents and Community E Principal Sign-In Sheets Title I Parental Parent’s Parent’s 8 members will be invited v Involvement participation will be participation in monthly to participate in er PLC Coach Approx. $1000 monitored by sign family based activities to integrate y in sheets activities will home and school learning fir Highly Qualified increase and as well as yearly st Teachers students’ math participation in W achievement Math/Science Night. e Parents will increase d due to parental of Community involvement. e a Adopters c h m o nt h S e pt 2 0 1
22 | P a g e TSIP Kingsbury Elementary School 2014-2015
4- M a y 2 0 1 5
M ar 1 2, 2 0 1 5 The New Leaders resident A Principal Data Room No additional Observation Third grade principal will be assigned u funds needed students’ math rd to the 3 grade team to g New Leaders Student data IStation performance support and focus on 3rd Resident Principal Benchmarks and will increase as 2 grade math instruction Common and Progress a result of using a variety of 0 formative Monitoring targeted strategies inclusive of 1 assessments instruction 4- Action Step math PD, targeting and MasteryConnect based on 9 tracking student growth M Data student needs. and setting individual a goals for students. y Formative assessment data 2 0 1 5
Action Step Two Paraprofessionals A Principal Data Room Title I funds Observation The gap closure 10 (district and T1) will be u Approx. $28,000 for ELL and BHN used to provide assistance g New Leaders Student data iReady Benchmarks in Math will be in the implementation of Resident Principal and Progress closed. 2 23 | P a g e TSIP Kingsbury Elementary School 2014-2015
0 Common and Monitoring 1 formative 4- assessments MasteryConnect Data M intervention specifically to a address KES gap subgroup Formative y needs. assessment data 2 0 1 5
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SCHOOLWIDE ACADEMIC INTERVENTION PLAN
SCHOOL: Kingsbury Elementary SCHOOL YEAR: 2014-2015
Action Steps Timeline Required Resources Person(s) Responsible
Select members for school level support team; set and August 2014 SCS RTI2 Manual Principal publish meeting dates (every 4.5 weeks). PLC Coach Data Team Ensure that staff members receive professional August-September District professional development Principal development on universal screener and intervention 2014 schedule in MLP PLC Coach programs, as needed. Site-based fidelity check Data Team Develop and implement building procedures for fidelity August 2014-May 2015 SCS RTI2 Manual Principal monitoring to include data/usage review and classroom Checklists, electronic monitoring PLC Coach observations in Tier I, Tier II, and Tier III. tools Data Team Schedules with who/when/how often Site-based fidelity check Administer universal screeners in Reading and Mathematics September 2014 iReady, Mathematics Principal to all students; administer Writing on an “as needed” basis. Istation, Reading PLC Coach Data review, Writing Data Team Identify students in need of strategic Tier II and intensive September 2014 Data from universal screeners, PLC Coach Tier III intervention in Reading and/or Mathematics. December 2014 report cards, teacher observation, Teachers May 2015 other student assessment data as appropriate Communicate assignments to intervention programs to September 2014 Parent letters- See SCS RTI2 PLC Coach parents of students involved Manual for examples Teachers Set schedules for Tier II and Tier III interventions; realign September-December Computers/labs Principal staffing as needed. 2014 Resources for small group PLC Coach intervention Provide Tier II and Tier III interventions for all students in September 2014-May iReady, Mathematics PLC Coach need of intervention. 2015 Istation, Reading Teachers Interventionists Establish progress monitoring for students receiving September 2014-May iReady, Mathematics PLC Coach interventions—biweekly for Tier II and weekly for Tier III 2015 Istation, Reading Teachers
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School level support team meets every 4.5 weeks to review September 2014-May Student assessment data Principal data and make recommendations for modification. 2015 Attendance records PLC Coach Completed fidelity checklists Data Team Teacher observation Communicate progress and/or changes in intervention September 2014-May Parent letters- See SCS RTI2 PLC Coach assignments to parents (e.g., moving between/among tiers, 2015 Manual for examples Teachers newly assigned, moving out of intervention). School level before and after school enrichment clubs to October 2014-May Chess Club, Library Club, Book Club, Principal ensure current success of Tier I students. 2015 Writing Club, Good News Club, Teacher/Club leaders Ready Readers Administer universal screeners in Reading and Mathematics December 2014 iReady, Mathematics PLC Coach to all students; administer Writing on an “as needed” basis. Istation, Reading Teachers Data review, Writing Librarian Interventionist School level support team meets to review data and make December 2014 Student assessment data Principal adjustments to intervention schedules for the second Attendance records PLC Coach semester, as indicated by the new data. Completed fidelity checklists Data Team Teacher observation Revise schedules for Tier II and Tier III interventions, as December 2014- iReady, Mathematics Principal needed, based on December universal screening January 2015 Istation, Reading PLC Coach School choice, Writing Data Team Administer universal screeners in Reading and Mathematics May 2015 iReady, Mathematics Principal to all students; administer Writing on an “as needed” basis. Istation, Reading PLC Coach School choice, Writing Data Team School level support team meets to review end-of-year data May 2015 Student assessment data Principal and make preliminary plans for next year. Attendance records PLC Coach Completed fidelity checklists Data Team Teacher observation
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Kingsbury Elementary School Pre-School Transition Plan 2014-2015
Action Steps Timeline Required Person(s) Parent Involvement Resources Responsible
Kindergarten August Pre-School – Pre-School and Monthly Parent teachers will submit 2014 Kindergarten Kindergarten Meetings a list of suggested Coordination Teachers Field Trips specific skills to be Form Volunteering addressed in pre- Opportunities school.
Pre-School Monthly Newsletter Pre-School Parents receive newsletter that Teacher and monthly provides tips to Translator parents on preparing children for Kindergarten transition
Monthly meetings Monthly Snacks Pre-School Parents are required to for Pre-School Teacher and attend the meeting. Pertinent Topic Parents Translator
Common Planning August Meeting Place Pre-School and Parents invited to Times for PLC 2014-May Kindergarten attend any Planning 2015 Teachers Meeting
Bi- Monthly
Prerequisite skills Twice a Envelopes Kindergarten sent to Year Teachers, Stamps neighborhood child Leadership care centers Prerequisite Team, Guidance Skills
Leadership Team October Needs Pre-school Leadership Team and Pre-school 2014 Assessment Team, includes parents Team plan Leadership
27 | P a g e TSIP Kingsbury Elementary School 2014-2015 strategies to Team strengthen school readiness based on needs assessment Kingsbury Elementary School Middle School Transition Plan 2014-2015 Required Person(s) Parental Action Step Timeline Resources Responsible Involvement
1. Parent Training, Requirements at Middle School Level Guidance Parents invited to Counselor training session to March 2015 None understand the Invite Kingsbury Middle new Representatives of School requirements. Neighboring Middle Schools to present to students / Parents
KES Principal
KMS Principal Parents will be notified of 2. Monthly PLCs Monthly PLC Monthly KES PLC Coach relevant with vertical teams rd Agenda and Meetings – 3 KMS PLC Coach information to address student, Wednesday of Minutes discussed during school, teacher, each month KES Fifth Grade PLCs to allow for curricular and Teachers and parent transition needs. KMS involvement.
Sixth Grade
None KES Principal, Parents will be notified of the 3. Arrange for April 2015 KMS Principal, date and times of students to visit KES Guidance visits to allow for Middle Schools parent
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KMS Guidance involvement.
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Kingsbury Elementary School Technical Assistant Report 2014-2015
Name Title/Position Check One Topic Check One
State District School Site Phon Email Based Visit e Call Dr. Linda Kennard District Staff X Walk X Through
Jason Olgle Office of X Changes to X X Assessment Formative Assessment, Data uploads, CRA Updates
Natasha Perkins Pit Crew X TEM PD, X X X Learning Coach Support, Teacher Support
Chris Burgess iReady X Uploads, X X X Support, Weekly
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Reports
Bobby Gammel Exceptional X Assistance X X X Children with IEPs, student and teacher needs
Derrick Sanders/S. Story Federal X Title I X X Programs Budget
Federal Programs Staff Federal X Quick X X X Programs Reference Guide, compliance information
Nutrition Services X Breakfast in X X X the Classroom
Dr. Geralyn Seals Federal X Assistance X X X Programs with various T1 questions and concerns – Extended Learning
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Program
Dr. Deborah Currie Federal X Assistance X Programs with various T1 questions and concerns – Extended Learning Program
Andy Duck ESL Office X Assistance X X X with ELL staff and materials
James Lancaster ESL Office X Assistance X X X with ELL staff and materials
Yolunda Bass Memphis X Support to X X X Teaching MTR Residence students and supporting teachers
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Susan Dold Curriculum and X District X X Instruction IStation, Journeys, RTI and CCSS Support
Pamela Haney MLP X My Learning X X Plan Support
Mr. Russell Instructional X Support to X X X Technology teachers with lessons, technology issues, instructional websites
Constance Bolton Procurement X APECS X X ordering support
Denise Swan Extended X Extended X X Contract Office Contract Tutoring
Ms. Douglas Office of X Assessment X
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Assessment s Updates
Carin Sanders Office of X Assessment X Assessment s Updates
Kingsbury Elementary 2014-2015 Coordination and Integration of Federal, State and Local Funds 2013-2014
The following is a list of all State educational programs and other Federal educational programs that are consolidated in our 2011- 2013 School Improvement Plan.
Local School Funds – Site-Based (Instructional Materials)
Title I Funds
Title III Funds – ELL
Title IV Funds – PBIS
Title V – Breakfast in the Classroom
Title X Funds – Homeless
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Individuals with Disabilities Education Act
Safe and Drug Free Schools
Extended Contract Tutoring
Local Business and Community Grants and Donations
Kingsbury Elementary 2014-2015 Teacher Mentoring/Coaching Program
Action Steps Timeline Required Resources Person(s) Responsible
Teachers interested in serving May 2014 Learning Coach Application Administrative Team as Learning Coaches for the 2013-2014 school year submit application to the principal
Obtain Learning Coach May 2014 Learning Coach Allotment Principal Allotment for the 2013-2014 SCS Talent Management Staff School year
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Review Learning Coach May 2014 Learning Coach Application Administrative Team, applications and select Learning Coaches SCS Talent Management Staff Learning Coaches based on eligibility requirements
Learning Coaches attend four July 2014 Summer Coaching Institute SCS Talent Management Staff day SCS Summer Coaching Institute
Assign Learning Coaches to July 2014 Learning Coaches Administrative Team New Teachers New Teachers
New Teachers and Learning July 2014 Bellevue Baptist MCS Central Office Coaches attend New Teacher SCS Talent Management Staff Induction
Provide Demonstration July 2014 Completed Classroom Administrative Team Classroom Agenda Learning Coach
Handbooks
Welcome Basket
Refreshments
Attend TEM 4.0 Training September TEM Rubric PIT Crew Member (Learning Coach) SCS Talent Management Staff
Highly Qualified Learning Weekly TEM Rubric Learning Coach Coach will meet weekly with
36 | P a g e TSIP Kingsbury Elementary School 2014-2015 mentee to maintain highly Learning Coach Forms qualified staff. Teacher Support Logs
TLAC
Meet monthly with PIT Crew Monthly TEM Rubric Learning Coach Member Learning Coach Forms Pit Crew Member
Teacher support logs
TLAC
Complete Monthly Teacher Monthly Teacher Support Logs Learning Coach Support Logs My Learning Plan PIT Crew Member
SCS Talent Management Staff
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Kingsbury Elementary School Parental Engagement Plan 2014-2015 The Kingsbury Elementary Family Engagement Plan was developed jointly with parents to establish expectations for parental involvement and to define the commitment of the school toward providing parents with the skills and information necessary to help their children achieve academic excellence. It is our goal to assist parents to be knowledgeable of the skills and information needed to help their child/children be successful in school. Parental Commitment Kingsbury Elementary parents will act as advisors, resource persons, and coordinators in the following ways:
Supporting our school’s efforts to maintain a safe and respectful environment Encouraging their child to solve conflicts peacefully Supporting our school’s efforts to help their child achieve academically Assisting their child with homework and special projects Expressing ideas, concerns, and suggestions to teachers and school administrators Providing frequent and meaningful attention to help their child reach their full potential in school and in life Maintaining ongoing communication including attending parent/teacher conferences Actively participating in the KES parent/school organization and other parent/school committees and trainings Responding to memos, surveys and questionnaires expressing their ideas and/or concerns Using their talents and resources to enhance Kingsbury’s instructional program Becoming Kingsbury Elementary School supporters and advocates within their community
Federal Programs Commitment
FEDERAL PROGRAMS requires that Kingsbury Elementary parents, administrators, staff and community members work together to plan for and insure high quality academic programs in the following ways: Making parents and community members aware of Kingsbury’s participation in state and federal programs Providing timely information to families about program and policies administered under federal programs guidelines Encouraging parents to observe and volunteer in the school’s programs and classrooms Providing parents with ongoing, current student information and progress reports Soliciting ongoing feedback and suggestions from parents on decisions relating to the education of their children Providing parents with copies and explanations of the Family Engagement Plan and Parent/Student/School Compact Assisting parents in understanding State Academic Achievement Standards, SCS curriculum, State and District assessments used to measure student progress, and the proficiency levels students are expected to meet Assisting parents on how to monitor their child’s progress and providing materials and training to help parents work with the school to improve their child improve achievement
School Commitment
Kingsbury Elementary will encourage families to become meaningfully engaged in their child’s education by doing the following: Inviting all parents to annual meetings (at flexible times) to inform them of federal programs and Title I requirements, the school’s participation in Title I, and the rights of parents to be involved in the school Conducting regular and flexible parent meetings, to keep parents informed of current events and issues, timely progress reports, parent/teacher conferences and additional meetings per parent request. Involving parents in organized and ongoing development and future revisions of the School Improvement Plan, Family Engagement Plan, Parent/School Compact and other documents and programs relating to their child’s academic instruction Eliminating language barriers for limited English proficiency parents by providing written and verbal communication in their primary language
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Encouraging parents to meet the challenges of raising happy, successful children by offering diverse parent trainings and workshops, based on surveyed parental needs Providing appropriate resources to support school learning Ensure Staff are educated (with the assistance of parents) in the value of ,working with, communicating with parents to implement and coordinate parent programs Provide information, training opportunities, and family services to improve parents’ ability to help with their child’s education Jointly developing, acquiring appropriate signatures and distributing Parent/Student Handbooks, Family Engagement Plans and Parent/School Compacts Listening to those we serve, our parents and our students, to help gain insight into the hearts, minds and cultures of our families and use this information to develop and administer programs and policies that positively affect our student’s school experience Kingsbury Elementary School Parental Engagement Plan 2014-2015 This compact has been jointly developed and agreed upon by students, parents and staff, and community stakeholders as a way to promote positive and productive working relationships and a shared commitment to improving academic achievement for all Kingsbury Elementary students. Parent/Guardian Agreement I want my child to achieve. Therefore I will encourage and support his/her learning by doing the following: Let my child know that I think school is important Encourage my child’s efforts, be available for questions and support and provide a safe, loving environment and be a positive role model Provide a safe, loving environment and be a positive role model Insure that my child gets plenty of rest each night, attends school regularly, is on time, and is picked up on time Encourage my child to verbalize his/her problems, misunderstandings and support the school in maintaining proper discipline Encourage my child to verbalize his/her problems and/or misunderstandings to his/her teacher/advocate Establish a daily time and place for homework, maintain the necessary supplies, and review assignments regularly Read contents of the Thursday Folder weekly, sign and return all documents with any necessary comments Read to and with my child every day Join the KES parent organization and attend parent conferences, meetings and school functions regularly Be an active participant in what my child is learning and doing by visiting and/or volunteering in the classroom and completing appropriate documentation Provide proper uniforms and materials necessary for school each day Make an effort to establish a positive relationship and ongoing communication with my child’s teacher Assist my child in getting a library card, and visit the library regularly Parent’s Signature ______Student Agreement It is important that I work to the best of my ability. Therefore I will strive to do the following: Show a positive attitude toward school daily Respect all persons and materials at school and act accordingly Get plenty of rest each night and attend school regularly and on time Come to school each day with the necessary tools for learning Participate in all classroom activities and complete assignments Observe regular study hours at home and complete and return homework assignments Wear the correct school uniform daily Take responsibility for my actions and grades Verbalize problems and misunderstandings Student’s Signature______
Teacher Agreement It is important that my students achieve. Therefore I will strive to do the following:
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Demonstrate respect and commitment to all of my students Provide a classroom welcoming, developmentally appropriate environment, responsive to the differing needs of my students, and is conducive to learning Make sure every student experiences some type of success daily Maintain high expectations and plan challenging and meaningful activities that lead toward academic growth Provide appropriate homework assignments that match my students needs Communicate with parents frequently about their child’s successes and challenges through conferences, calendars, newsletters, progress reports, Thursday Folders, phone calls, email messages Participate in professional development that enables me to teach more effectively Encourage parents to visit, volunteer, and participate in our classroom Provide necessary guidance to parents so they can help their child to succeed Act as a personal advocate on behalf of the students I serve Teacher’s Signature______
School/Principal Agreement It is essential that we work together for students to achieve. Therefore I will strive to do the following: Provide a safe, nurturing environment that allows for positive communication between teachers, parents, and students Ensure all students, parents and staff are treated with respect Demonstrate enthusiasm and involvement with students, parents, and staff Observe Board of Education expectations and Communicate them to parents and the surrounding community Provide high quality instruction in a supportive and effective learning community that enables students to meet the state’s academic achievement standards Encourage teachers to provide regular, appropriate homework assignments to reinforce classroom instruction Plan and implement professional development opportunities that meet the needs and strengthen the skills of parents and staff Provide parents with reasonable access to staff and encourage them to become an active part of the Kingsbury community by visiting, volunteering and observing in their child’s classroom Hold annual parent/teacher conferences to discuss this compact and how it relates to their child’s academic achievement Verbalize problems and misunderstandings Principal’s Signature______
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2014-2015
Professional Development Plan
School: Principal: PD Budget: Kingsbury Elementary School Angela Cramer $129, 300.00 Date: Academic Supt: PLC Coach: Monica Ayers
Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows: 1. Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for all students from 27.2% in 2013-2014 to 31.8% in 2014 to 2015 to meet the guidelines set by the ESEA Waiver. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Limited English Proficiency vs. Non-LEP subgroup to 4.7% in 2014-2015. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Black/Hispanic/Native American vs. All Student subgroup to 1.8% in 2014-2015. 2. Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for all students from 45.1% in 2013-2014 to 48.5% in 2014-2015 to meet the guidelines set by the ESEA Waiver. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Students with Disabilities vs. All Students subgroup to 1.9% in 2014-2015. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Black/Hispanic/Native American vs. All Students subgroup to 2.8% in 2014-2015.
Goal 1: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional strategies to meet individual student needs in Reading, Language Arts and Writing.
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Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional strategies to meet individual student needs in Math. Action Plans The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.
Goal 1: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional strategies to meet individual student needs in Reading, Language Arts and Writing. Content: What will be learned? Process: What effective processes will be used? Context: What aspects of our learning environment will support this goal? Presentations Understand data in order to drive instructional Workshops Professional Learning Communities decisions and use the results to implement Mentoring/Coaching Common Planning Scientifically Based Best Practices for literacy and Across Discipline, Grade Level, and Faculty Classroom Observations writing instruction as well as the development of Discussions Data Teams curriculum to differentiate individual/group needs. Peer Observations Grade Chair Meetings Quality Student Work/Portfolios Leadership Meetings Data Analysis Individual Data Analysis Forms Book/Article Studies Vertical Teaming
What data sources will you PD Professional Learning Presenters/ Implementation use to evaluate Budget Activities/Events and Expected Outcomes Leaders Timeline effectiveness? Balance Avatar Numbers $129,300.00 (i.e., teacher data, student data)
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(Applies to both goals 1 Teachers and Staff will develop MLP Transcripts -$ 0.00 and 2) SCS Sept 24, 2014 an understanding that the $129,300.00 Professional Teacher Effectiveness Measure Sign in Sheets Teacher Effectiveness Developmen (TEM 3.0) relies on a diverse set Measure 4.0 t Staff, Pit of criteria for evaluating teachers. TEM 4.0 Teacher Crew, It was developed by a working Evaluations group comprised of SCS teachers, principals, administrators, education experts, and stakeholders, and, is unique in its holistic approach to performance management.
Teachers will understand that the use of the TEM will allow for: Greater opportunities to directly impact their own evaluations with the inclusion of information from three additional areas of consideration Immediate feedback and coaching from evaluators Professional development and support aligned to performance indicators Reward and recognition opportunities tied to performance
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(Applies to both goals 1 Safe Schools Sept 2014-May Ensure that all staff meet state Safe School -$ 0.00 and 2) Staff 2015 requirements for being trained Certificates $129,300.00 Safe Schools Ongoing Monthly through safe schools.
(Applies to both goals 1 Principal Weekly PLC Teachers will achieve a common Common -$ 0 .00 and 2) Meetings goal in which each team member Assessment Data $129,300.00 PLC Theory of Action PLC Coach beginning is mutually accountable. Collaboration and September 2014 – Teachers will unpack standards, IStation and Effective Teams Title I May 2015 determine essential standards, iReady Essential Curriculum and Teacher develop learning targets, create Benchmarks and Unpacking the Standards common assessments, Progress Common Formative PLC Teams collaborate to analyze data and Monitoring Assessment reflect upon instructional Data Conversations practices. PLC Agendas and Interventions and Enrichments Teachers will ensure that Minutes students receive appropriate *PLC reviews interventions and enrichment Lesson Plan opportunities based on data Review *Classrooms visit to review. observe continued Informal and implementation formal observations and evaluations Portfolios (Applies to both goals 1 and 2) Grade Level Sept 2014 – April Student achievement will be -$ 0 .00 Chairs 2015 increased by meeting the learning Lesson Plan $129,300.00 Expand in knowledge and needs of each gender. Review understanding of how PLC Coach Monthly Faculty The students will benefit from Gender Differences Meetings and instructional practices that meet Classroom in classrooms affect Assistant Weekly PLC the needs of both genders. observations student learning. Principal Meetings Teachers, Administration and Staff will gain an understanding PLC and Faculty
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Guidance of how gender differences affect Meeting Agendas *Computer Assisted Counselor student learning. Instructional Units PLC Minutes and Teachers, Administration and agendas *Web Based Learning Staff will implement strategies to Tutorials support gender learning Sign-In sheets preferences/styles. *PLCs (Applies to both goals 1 and 2) Data Team Sept 6, 2014 Staff will collaborate and use data Mastery Connect -$ 1500.00 Data Driven Principal effectively to differentiate Data System $127,800.00 Differentiated Assistant Ongoing every 4.5 instruction using Common Instruction – Principal weeks September Characteristics and Best PLC Agendas and PD on Mastery PLC Coach 2013- April 2014 Practices of High Quality Schools, Minutes Technology and researched based Connect Data Leaders/Coa instructional strategies. Data Results from Management System ches Staff will use Data to effectively Assessments Leadership plan, differentiate and *Grade Level Teams Team implement instruction for all MasteryCon student subgroups as well as Tier Progress *Vertical Level Teams nect Staff II and III Interventions for Monitoring targeted groups. *Leadership Teams Teachers, Paraprofessionals, Teacher Data Administrative and Parents will: Forms *Data Team *Know their Learner *Assess the Learner *Understand and demonstrate the meaning of adjusting, compacting and grouping *Increase use of varied instructional strategies for student success
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*Use differentiated instruction in classrooms *Engage the brains of all learners. *Student achievement will be raised by meeting the learning needs of each student. School Level August 2013- Title I teacher’s salary from Title I -$ 60,000.00 Title I Teacher $67,800 Literacy August 2014 allocated as Professional PLC Agendas Focus Development and Minutes Teacher Planning, Organizing, and Coordinating 1. Assists the building administrator and Data Results faculty to assess the school’s current reading program and to develop a from RLA vision, goals and benchmarks for the school’s reading program. Assessments 2. Assists the building administrator with coordination and assistance necessary for the successful implementation of Progress the school’s vision around reading for Monitoring all children. 3. Planning of RLA lessons for instruction to targeted students, K-5. Mentoring 4. Organizes grade level meetings and Documentatio small group sessions, to support teacher instruction of RLA. n 5. Monitors the implementation of the K-5 reading program with classroom visits; PD assures that a 90 minute (or more) block of reading is scheduled for every Documentatio child in every class every day. n Professional Development 6. Participates with teachers and principals in all required professional development; organizes additional professional development and technical assistance, as needed, to improve RLA achievement. 7. Assists K-5 teachers in RLA Professional
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Learning Communities. 8. Ensures classroom follow-up to training; encourages reflective practice and shared accountability. Instruction & Coaching 9. Teaches Writing classes to small groups of targeted students in grades K-5. 10. Teaches targeted lessons, aligned with grade level standards, based on assessment results. 11. Co-teaches writing classes with K-5 teachers, to model strategies and support best instructional practices. 12. Works with teachers to ensure that kindergarten through fifth grade curricula and programs are grounded in state standards for writing. 13. Provides information about and assists K-5 teachers in effective classroom management for the teaching of reading, focusing on flexible grouping based on assessment results and instructional needs, including intervention. 14. Serves as a writing coach and mentor; models effective reading instruction for teachers when necessary; gives teachers supportive feedback on their implementation of reading instruction. Accountability 15. Ensures that K-5 teachers understand the use of assessment to inform instructional decisions and strategies as well as the use of approved screening, diagnosis, progress monitoring and outcome assessments. 16. Ensures that assessments are conducted in accordance with an annual assessment plan and schedule and that these results are available to teachers in
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a timely manner. 17. Leads deep data days with K-5 teachers, after each formative assessment, to interpret and use data to make good instructional decisions around reading. 18. Works with K-5 teachers to continually monitor student achievement to ensure that every child is making adequate progress; ensures the reading instructional team has high expectations for all learners. Special Education and Other Academic Areas 19. Participates, as appropriate, in the special education referral process to help identify children at risk of referral to special education because of difficulty in learning to read. 20. Helps faculty move away from reading as an isolated endeavor toward an integration of reading within the classrooms and the curricula of the school.
All KES K-3 teachers will Principal September 19, Goals and Objectives: Agendas and -$0.00 participate in 7 courses of PLC 2014 Class One Sign-In Sheets $67,800.00 TN Department of Ed CCSS Coach Revisit the ELA Shift, the simple view of for ELA Year Long Course February 16, 2015 reading, the rope model and Ehri’s Observations Phases of Word reading. on district designated Connect the Foundational Skills days. Standards and explore how to embed them in daily instruction. Assessments Learn the correct pronunciation of the Results V/C phonemes. *Grade Level PLCs Plan a lesson that integrates reading skills and the ELA standards. Practice Tasks Class Two *Vertical Level PLCs 48 | P a g e TSIP Kingsbury Elementary School 2014-2015
Study the Outcome-Driven Model Products from *Common Core PLCs Engage in data review, goal setting and study groups plan for Tier I. *District PD Days Reading Brain MLP Story elements Transcripts Plan retelling and writing summaries. Class Three Analyze writing samples to plan instruction. Practice phoneme-grapheme mapping and syllable spelling. Plan vocabulary instruction. Plan a lesson that integrates vocab and writing skills. Class Four Practice analyzing writing samples and planning instruction Practice decoding activities Text-dependent questions and close reading Plan a reading comprehension lesson. Class Five Define and compare regular words, irregular words, high-frequency words and sight words. Learn the routine of teaching irregular words Consider the role vocab plays in comprehension. Learn techniques for writing, expanding and combining sentences. Integrate sentence writing with reading comprehension to add to the reading comprehension lesson. Class Six Practice fluency-based activities
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Study writing standards and connect with reading Learn Simple View of Writing Create writing lesson Class Seven Small Group activities during Tier 1 (Applies to both goals 1 Learning July 2014 – May Provide individualized assistance -$0.00 $67,800.00 and 2) Coaches 2015 to new teacher on all aspects of Learning New Teacher Learning Pit Crew Weekly Meetings becoming a highly qualified Coach Logs Coach(es) Principal Monthly Logs teacher. and Forms Assistant Increase the level of expertise in Principal the field of education with new Teacher PLC Coach teachers. Support Logs New teachers will use information they learn from My Learning Learning Coach to assist students Plan in becoming more effective learners. Mentee Learning Coach logs and teacher Reflection support logs submitted to district Form as deemed necessary for requirements of program. Student achievement will be Lesson Plans increased by supporting novice teachers. KES will attract and maintain TEM Rubric highly qualified teachers through and our mentoring program. Observations
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Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional strategies to meet individual student needs in Math. Content: What will be learned? Process: What effective processes will be used? Context: What aspects of our learning Understand data in order to drive instructional Presentations environment will support this goal? decisions as well as use the results to implement Workshops Professional Learning Communities Scientifically Based Best Practices for Mentoring/Coaching Common Planning Mathematics instruction and the development of Across Discipline, Grade Level, and Faculty Classroom Observations curriculum to differentiate individual/group needs. Discussions Data Teams Peer Observations Grade Chair Meetings Quality Student Work/Portfolios Leadership Meetings Data Analysis Individual Data Analysis Forms Book/Article Studies
Professional Learning What data sources will you use Budget Implementation Balance Activities/Events Presenters/ Leaders Timeline Expected Outcomes to evaluate effectiveness? (i.e., Carried over Title and Avatar teacher data, student data) from Goal #1 $ Number (Applies to both goals 1 PLC Coach August 2014- PLC Coaches salary Agendas -$60,000.00 and 2) August 2015 from Title I allocated $ 7,800.00 PLC Coach at Professional Minutes Development Engages teachers to Mentoring develop a culture Documentation that. Fosters the PLC Coach development Professional Learning and implementatio Planning Form n of professional PLCs Coach’s Daily Activity learning Report
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communities and promotes staff as learners acquiring and building a repertoire of skills to meet the needs of every student. Identifies plans, organizes and conducts PD aligned to school improvement needs. Provides coaching and mentoring to all identified needing additional help. Creates PD related to: Evidence of student learning Data analysis to drive instruction Instructional best practices\ Collaborative team planning
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Researches, identifies and models best practices in a variety of teaching methods, staff development and teaching skills for continuous school improvement. Supports the development, implementation, and monitoring of the school improvement plan. Analyzes student results and achievement data for instructional decision making.
(Applies to both goals 1 District, state, and August 2014- Teachers will attend Formative Assessment -$7800.00 and 2) National Presenters May 2015 Professional $ 0.00 Development as Stanford EPGY Benchmarks Substitute Salaries determined by and Progress Monitoring for Professional Induction Staff Development ,District Staff and PLC Agendas and Minutes Leadership Team Lesson Plan Review Informal and formal observations and evaluations
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Portfolios PD Documentation iReady Math iReady Trainers August 25, Teachers will learn to MLP Transcripts -$ 0.00 Training Principal 2014 administer the $ 0.00 PLC Coach September diagnostic Sign-In Sheets 10, 2014 assessment, use iReady reports to Other dates as inform instructional district post decisions, deliver data driven instruction, insure use of on-line instruction and monitor progress using reports and data and adjust accordingly. (Applies to both goals 1 Guidance Counselor October 15, Staff will be skilled at Agenda -$ 0.00 and 2) 2014 $ 0.00 PD – All Staff will be identifying the signs PLC Coach Sign-In Sheets instructed on how and needs of students to identify and assist that are possibly students can be homeless. potentially Displaced Staff will gain an (Homeless). understanding of the needs of displaced PD – All Staff will be students and how to instructed on the accommodation their Homeless Act. needs.
Calendar Math Principal November Teachers will use Agenda -$ 0.00
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2015 Every Day Counts: $ 0.00 PLC Coach Calendar Math to Sign-In Sheets focus on key concepts and skills, including Assessments place value, measurement, time, money, geometry, estimation, patterns, graphing, algebra, and problem solving.
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