Kingsbury Elementary School - Shelby County Schools · Web viewThe strategy will benefit students through numerous aspects as documented by research. The benefits include, but are

TSIP Kingsbury Elementary School 2014-2015

Tennessee School Improvement Plan

2014-2015

Kingsbury Elementary School

4055 Bayliss AvenueMemphis, TN 38108

(901) 416-6020

Mrs. Angela Cramer, PrincipalDorsey E. Hopson, II, ESQ, Superintendent

Tennessee Department of EducationCommissioner Kevin S. Huffman

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Tennessee School Improvement Planning Process

(TSIPP)

Assuranceswith Signature of Principal

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

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School Name: Kingsbury Elementary SchoolAccountability status: RewardAnalysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge:Math All students: 8.3% gain from 36.8% in 2012-2013 to 45.1% in 2013-2014Science: All Students: 8.7% gain from 46.4% in 2012-2013 to 55.1% in 2013-2014Reading/Language Arts Gap

Economically Disadvantage (ED) and Non-ED gap target went from -8.3 to 1.4 in 2014. No Gap target was set for 2015.

Students with Disabilities (SWD) and Non-SWD gap target went from –9.3 to -20 in 2014. The subgroup outperformed its comparison group and a gap target was not set for 2015.

Math Gap Economically Disadvantage (ED) and Non-

ED gap target went from -14.2 to -17 in 2014. The subgroup outperformed its comparison group and a gap target was not set for 2015.

Students with Disabilities (SWD) and Non-SWD gap target decreased from -2 to -0.8 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.

Reading/Language Arts All students: 4.3% loss from 31.5% in 2012-2013 to 27.2% in 2013-2014.

Reading/Language Arts Third Grade students: 9.4% loss from 25.3% in 2012-2013 to 15.9% in 2013-2014

Math Third Grade students: 12.9% lossfrom 36% in 2012-2013 to 23.1% in2013-2014

Reading/Language Arts Gap Limited English Proficient (LEP) and

Non-LEP gap target increased from 5 to 15.7 in 2014. The gap target was set for 4.7 in 2015.

Black/Hisp/Nat Am (BHA) andNon-BHA gap target increasedfrom 1.9 to 3.9 in 2014.The gaptarget was set for 1.8 in 2015.

Underlying Reasons for Progress: Underlying Reasons for Challenge:Kingsbury Elementary students made tremendous progress in math, science and gap closure. The significant gains allowed for KES to be named as a Reward School for Progress for the 2013-2014 school year. Gains may be attributed to the following: 1.) The departmentalization of grades 4-5 2.) An ESL teacher was assigned specifically to work with each grade level team. 3.) Five common planning times. These planning times were inclusive of the ESL teacher and Exceptional Ed. Teacher. 4.) Inclusive practices with exceptional children. This helped to establish enhanced expectations within the grade level inclusive of both teachers and students. 6.) Grade level subject teachers were enlisted as tutoring teachers for the grade they taught 2 days a week. 7.) All teachers used

Students at all grade levels faced many challenges. 1.) Increased number of students identified as having Limited English Proficiency presents a major challenge for KES. The language barriers in all subject areas present teachers and students with difficult hurdles. 2.) The balancing of Common Core standards and tested State Performance Indicators proved to be a challenge in preparing students for state mandated testing. 3.) District Initiatives with 3 week common assessments, 3 formative assessments along with state mandating and pilot testing took excessive amounts of time from instruction and presented itself to be overwhelming for both students and teachers.

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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 year:

Overall Achievement Goals: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 year:

Key strategies to achieve goals: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 InstructionImplementation 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. 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

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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 (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 MeetingsImplementation 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 progress on strategies:

Benchmark: Timeline:1. Grade level (inclusive of HQ ESL and Exceptional

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.

August 2014 – May 2015 weekly

2. Students in grades 3-5 scoring below proficiency will attend before and after school tutoring for additional

October 15, 2014 – May 2015 - Before school Tutoring (M-F)

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support in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math.

January 15 – April 24, 2015 – After School Tutoring (Tu/Th)

3. Teachers in grades K-5 Lesson Plans will reflect differentiation of skills being taught to improve knowledge in core academics of RLA and math in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math.

Weekly plans submitted for following week submitted each Friday.

4. IStation and iReady benchmarking for RLA and math will be administered 3 times per year to track student progress in grades K-5 in reading. Progress monitoring is used for Tier II and Tier III students monthly in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math.

BM 1 – September 2014BM 2 - January 2015BM 3 - May 2015PM - Tier 2 and Tier 3 weekly Sept. 2014-May 2015

5. Content Area Action Planning meetings, after each 9 week common assessment, to deeply dive into data and develop content, whole class, and student specific action plan in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math.

October 15, 2014January 14, 2015March 25, 2015

6. Report cards, progress reports and attendance reports will be used to assist in monitoring students’ progress and assigning interventions in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math.

September 10, 2014 October 15, 2014November 12, 2014 January 14, 2015February 4, 2015 March 25, 2015April 15, 2015

7. Discovery Education Formative Assessment will be administered in grade 2-5 three times per year to track student progress and mastery of TCAP skills in order to achieve a 31.8% proficiency rate in RLA and 48.5% proficiency rate in math. .

October 2014December 2014February 2015

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Title I Addendum

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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 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

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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.)

Goal

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 2014-2015 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.

Which need(s) does this Goal address? There is currently a gap between our subgroups proficiency levels and the level required by ESEA. These goals address the need to accelerate achievement in Reading/LA and Writing for all learners.

How is this Goal linked to the District’s Strategic Plan? This goal is linked to the District’s strategic 80-90-100 plan to prepare students in elementary school to be college and career ready by 2025.

ACTION STEPS IMPLEMENTATION PLAN

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation StrategyPerformance

Results/Outcomes

Action Step1

All K-5 Teachers will implement the Journeys program as addresses in the curriculum and pacing

August 2014- May 2015

Principal

PLC Coach

Journeys Reading Program

Title I funds to print black line masters decodable

Curriculum and Pacing Guides

Lesson Plans

Student RLA achievement will increase using the

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guides.

PD - Teaching staff will attend Journeys initial training on various dates established by district.

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

Highly Qualified Classroom Teachers

Paraprofessionals

readersApprox. $500 Common and

Formative Assessments

Weekly PLC meetings

curriculum guides with fidelity.

Action Step2

Identify students needing Tier II and III RLA intervention through use of iStation Benchmarks.

PD - Teaching staff will attend IStation Training as needed.

Sept 2014Jan 2015April 2015

Principal

PLC Coach


Paraprofessionals

IStation Diagnostic Assessment

District Funds IStation Diagnostic Tier Reports

Students needing tier II and III math intervention will be identified.

Action Step3

Scheduling and Progress Monitoring of Tier II and III intervention students for computer times and small groups.

Weekly 2014-2015

Principal

PLC Coach

IStation Program, Lessons and Reports

Computers

Supplies – paper and ink to print reports and lesson for instruction

Title I Funds

Weekly and Bi-Weekly progress monitoring

Students’ literacy achievement will increase due to strategically targeting areas

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Schedules

PLC Meetings

approx. $600 of need.

Action Step 4

The school will provide tutoring intervention programs for RLA in grades 3-5 beginning in January 2 times a week to enrich student performance for students that fall below proficient on TCAP.

January 2015-April 2015

Principal

PLC Coach

Extended Contract 2014- 2015 funds

Tutoring Materials

Tutoring Teacher

Extended Contract approx. $5000

Title I for materials approx. $500

TCAP Achievement Students scoring below proficiency on the 2014 RLA TCAP will be proficient on 2015 TCAP.

Action Step 5

The school will provide daily before- school intervention tutoring program in addition to in-school intervention to support students identified as needing Tiers II and III IStation interventions.

Sept 2014-May 2015

PLC Coach

Tutoring Teachers

Title I Extended Day Proposal

Tutoring Teachers

IStation Computers

Title I funds approx. $7800 for salaries


Students’ literacy achievement will increase due to strategically targeting areas of need.

Action Step 6

Teacher will differentiate literacy instruction daily utilizing student data.

PD – During PLC Meetings, teachers will learn to effectively interpret and apply essential school data.

PD – Teachers will learn how to use the MasteryConnect Program to score common

Sept 2014-May2015 weekly

Sept 6, 2014

Principal

PLC Coach

Highly Qualified Teachers

Envisions Curriculum


Common Assessments

MasteryConnect

Title I funds for MasteryConnect Program approx. $4800

Title I funds for PD $1500

MasteryConnect Reports

IStation Reports

Students’ literacy achievement will increase due to desegregation of data for targeting student areas of need and enrichment.

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assessments and understand the data analysis functions of the program in order to support student growth in grades K-5.

Action Step 7

Students in grades K-3 will work in literacy learning stations (Daily 5) weekly demonstrating skills learned in differentiated small-guided reading groups that extends and aligns with CCSS.

Community Volunteers (Street Ministries, St. 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.

Aug 2014-May 2015Daily

Principal

PLC Coach




Title I School Wide Budget Approximately $5000.00 …Materials to support the making of and continued use of stations.

Observations

Lesson Plans

Assessment Data

Students’ literacy performance will increase as a result of differentiated small group reading instruction for targeted skills.

Action Step8

The school will use research-supported activities daily to instruct students at their learning levels and learning styles to foster their independent thinking, while at the same time building their daily reading

Aug 2014-May 2015

Principal

PLC Coach


MasteryConnect

Additional Text

IStation

Title I funds for informational (nonfiction) text to support classroom libraries.

Approx.

Observation

IStation Benchmarks and Progress Monitoring

MasteryConnect Data

Students will increase their daily reading skills and raise achievement as a result of the school and all stakeholders using research supported

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skills through the use of 50/50 fiction/nonfiction text.

$3000.00 activities for student instruction.

Action Step 9

Parents and Community members will be invited monthly to participate in activities to integrate home and school learning as well as yearly participation in Literacy Night.

Every first Wed of each month Sept 2014-May 2015

October 2, 2014

Principal

PLC Coach


Parents

Community

Adopters

Sign-In Sheets Title I Parental Involvement Funds Approx. $1000

Parent’s participation will be monitored by sign in sheets

Parent’s participation in family based activities will increase and students’ literacy achievement will increase due to parental involvement.

Action Step 10

The school will employ a Title I Writing Teacher to support teachers and students with SBBR strategies, PD, instruction and leadership in an effort to improve writing and literacy instruction and scores.

Aug 2014-May 2015

Principal

PLC Coach

Title I Approval

Job Description

District Literacy Initiative

Title I Funds Approx. $60,000

Observation

Writing Samples

TCAP Writing and Literacy Scores

Common and Formative Assessment Data

Teacher knowledge of Writing Instruction will improve, and student skills and achievement scores will increase.

Action Step11

The New Leaders resident principal will be assigned to the 3rd grade team to support and focus on 3rd grade literacy instruction using a variety of strategies inclusive of literacy PD, targeting and tracking student growth and setting individual

Aug 2014-May 2015

Principal

New Leaders Resident Principal

Data Room

Student data

Common and formative assessments

No additional funds needed

Observation


MasteryConnect Data

Third grade students’ literacy performance will increase as a result of targeted instruction based on student needs.

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goals for students. Formative assessment data

Action Step12

Two Paraprofessionals (district and T1) will be used to provide assistance in the implementation of intervention specifically to address KES gap subgroup needs.

Aug 2014-May 2015

Principal


Data Room

Student data


Title I fundsApprox. $28,000

Observation


MasteryConnect Data

Formative assessment data

The gap closure for ELL and BHN in RLA will decrease by 2%.

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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.)

Goal

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 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.

Which need(s) does this Goal address? There is currently a gap between our subgroups proficiency levels and the level required by NCLB. This goal addresses the need to accelerate achievement in Mathematics for all learners.

How is this Goal linked to the District’s Strategic Plan? This goal is linked to the District’s strategic 80-90-100 plan to prepare students in elementary school to be college and career ready by 2025.

ACTION STEPS IMPLEMENTATION PLAN

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline


Required Resources

Projected Cost(s) & Funding Sources

Evaluation StrategyPerformance

Results/Outcomes

Action Step1

All K-5 Teachers will implement the Envisions program and Calendar Math Daily addressing curriculum guides and

August 2014- May 2015

Principal

PLC Coach

Highly Qualified

Scott Foreman Envisions Program

Calendar Math

Title I for On-line Calendar MathApprox. $2400.00


Lesson Plans

Student math achievement will increase using the curriculum

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CCSS utilizing results of student data.

PD - Teaching staff will attend weekly grade level/PLC meetings inclusive of general education teachers, special education teachers, ESL teachers, and paraprofessionals (as time permits) to address math strategies and interventions as needed.

Classroom Teachers

Paraprofessionals

Program Common Assessments

Weekly PLC meetings

guides with fidelity.

Student’s math fluency will be increased.

Action Step 2

Identify students needing Tier II and III math intervention through use of iReady Benchmarks.

PD - Teaching staff will attend iReady Training.August 25, 2014September 10, 2014

Sept 2014Jan 2015April 2015

Principal

PLC Coach


Paraprofessionals

iReady Diagnostic Assessment

District Funds iReady Diagnostic Tier Reports

Students needing tier II and III math intervention will be identified.

Action Step 3

Scheduling and Progress Monitoring of Tier II and III intervention students for computer times and small groups.

Weekly 2014-2015

Principal

PLC Coach

iReady Program, Lessons and Reports

Computers

Schedules

PLC meetings

Supplies – paper and ink to print reports and lesson for instruction

Title I Funds approx. $300


Students’ math achievement will increase due to strategically targeting areas of need.

Action Step4

The school will provide tutoring intervention programs for math in grades 3-5 beginning in

January 2015-April

Principal

PLC Coach

Extended Contract 2014-

Extended Contract approx. $5000

TCAP Achievement Students scoring below proficiency on the 2014 Math

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January 2 times a week to enrich student performance for students that fall below proficient on TCAP.

2015 2015 funds

Tutoring Materials

Tutoring Teachers

Title I for materials approx. $500

TCAP will be proficient on 2015 TCAP.

Action Step 5

The school will provide a daily before- school intervention tutoring program to support students identified as needing Tiers II and III iReady interventions.

Sept 2014-May 2015

PLC Coach

Tutoring Teachers

Title I Extended Day Proposal

Tutoring Teachers

iReady -Computers

Title I funds approx. $7800 for salaries


Students’ math achievement will increase due to strategically targeting areas of need.

Action Step 6

Teacher will differentiate math instruction daily utilizing student data.

PD – During PLC Meetings, teachers will learn to effectively interpret and apply essential school data.

PD – Teachers will learn how to use the MasteryConnect Program to score common assessments and understand the data analysis functions of the program in order to support student growth in grades K-5.

Sept 2014-May2015 weekly

Sept 6, 2014

Principal

PLC Coach




Common Assessments

MasteryConnect

Title I funds for MasteryConnect Program approx. $4800

Title I funds for PD $1500

MasteryConnect Reports

Students’ math achievement will increase due to desegregation of data for targeting student areas of need and enrichment.

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Action Step7

Grades 2-5 students will participate in a Chess program weekly.

Aug 2014-May 2015

Chess Instructor Chess Software

Student Chess Sets

Chess Instructional Materials

No additional costs

Common Assessments and TCAP results

Students’ math achievement, logic and problem solving skills, verbal skills and concentration will improve.

Action Step8

Parents and Community members will be invited monthly to participate in activities to integrate home and school learning as well as yearly participation in Math/Science Night.

Every first Wed of each month Sept 2014-May 2015

Mar 12, 2015

Principal

PLC Coach


Parents

Community

Adopters

Sign-In Sheets Title I Parental Involvement Approx. $1000

Parent’s participation will be monitored by sign in sheets

Parent’s participation in family based activities will increase and students’ math achievement will increase due to parental involvement.

Action Step9

The New Leaders resident principal will be assigned to the 3rd grade team to support and focus on 3rd grade math instruction using a variety of strategies inclusive of math PD, targeting and tracking student growth and setting individual goals for students.

Aug 2014-May 2015

Principal


Data Room

Student data


No additional funds needed

Observation


MasteryConnect Data


Third grade students’ math performance will increase as a result of targeted instruction based on student needs.

Action Step10

Two Paraprofessionals (district and T1) will be used to provide assistance in the implementation of

Aug 2014-May

Principal

New Leaders Resident

Data Room

Student data

Title I fundsApprox. $28,000

Observation

iReady Benchmarks and Progress

The gap closure for ELL and BHN in Math will be closed.

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intervention specifically to address KES gap subgroup needs.

2015 Principal Common and formative assessments

Monitoring

MasteryConnect Data


SCHOOLWIDE ACADEMIC INTERVENTION PLAN

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SCHOOL: Kingsbury Elementary SCHOOL YEAR: 2014-2015

Action Steps Timeline Required Resources Person(s) Responsible

Select members for school level support team; set and publish meeting dates (every 4.5 weeks).

August 2014 SCS RTI2 Manual PrincipalPLC CoachData Team

Ensure that staff members receive professional development on universal screener and intervention programs, as needed.

August-September 2014

District professional development schedule in MLPSite-based fidelity check

PrincipalPLC CoachData Team

Develop and implement building procedures for fidelity monitoring to include data/usage review and classroom observations in Tier I, Tier II, and Tier III.

August 2014-May 2015 SCS RTI2 ManualChecklists, electronic monitoring toolsSchedules with who/when/how oftenSite-based fidelity check


Administer universal screeners in Reading and Mathematics to all students; administer Writing on an “as needed” basis.

September 2014 iReady, MathematicsIstation, ReadingData review, Writing


Identify students in need of strategic Tier II and intensive Tier III intervention in Reading and/or Mathematics.

September 2014December 2014May 2015

Data from universal screeners, report cards, teacher observation, other student assessment data as appropriate

PLC CoachTeachers

Communicate assignments to intervention programs to parents of students involved

September 2014 Parent letters- See SCS RTI2 Manual for examples

PLC CoachTeachers

Set schedules for Tier II and Tier III interventions; realign staffing as needed.

September-December 2014

Computers/labsResources for small group intervention

PrincipalPLC Coach

Provide Tier II and Tier III interventions for all students in need of intervention.

September 2014-May 2015

iReady, MathematicsIstation, Reading

PLC CoachTeachersInterventionists

Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III


iReady, MathematicsIstation, Reading

PLC CoachTeachers

School level support team meets every 4.5 weeks to review data and make recommendations for modification.


Student assessment dataAttendance recordsCompleted fidelity checklists


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Teacher observationCommunicate progress and/or changes in intervention assignments to parents (e.g., moving between/among tiers, newly assigned, moving out of intervention).


Parent letters- See SCS RTI2 Manual for examples

PLC CoachTeachers

School level before and after school enrichment clubs to ensure current success of Tier I students.

October 2014-May 2015

Chess Club, Library Club, Book Club, Writing Club, Good News Club, Ready Readers

PrincipalTeacher/Club leaders


December 2014 iReady, MathematicsIstation, ReadingData review, Writing

PLC CoachTeachersLibrarianInterventionist

School level support team meets to review data and make adjustments to intervention schedules for the second semester, as indicated by the new data.

December 2014 Student assessment dataAttendance recordsCompleted fidelity checklistsTeacher observation


Revise schedules for Tier II and Tier III interventions, as needed, based on December universal screening

December 2014-January 2015

iReady, MathematicsIstation, ReadingSchool choice, Writing



May 2015 iReady, MathematicsIstation, ReadingSchool choice, Writing


School level support team meets to review end-of-year data and make preliminary plans for next year.

May 2015 Student assessment dataAttendance recordsCompleted fidelity checklistsTeacher observation


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Kingsbury Elementary School Pre-School Transition Plan 2014-2015

Action Steps Timeline Required Resources


Parent Involvement

Kindergarten teachers will submit a list of suggested specific skills to be addressed in pre-school.

August 2014

Pre-School – Kindergarten Coordination Form

Pre-School and Kindergarten Teachers

Monthly Parent Meetings

Field Trips Volunteering

Opportunities

Pre-School newsletter that provides tips to parents on preparing children for Kindergarten transition

Monthly Newsletter Pre-School Teacher and Translator

Parents receive monthly

Monthly meetings for Pre-School Parents

Monthly Snacks

Pertinent Topic

Pre-School Teacher and Translator

Parents are required to attend the meeting.

Common Planning Times for PLC

August 2014-May

2015

Bi-Monthly

Meeting Place Pre-School and Kindergarten Teachers

Parents invited to attend any Planning Meeting

Prerequisite skills sent to neighborhood child care centers

Twice a Year

Envelopes

Stamps

Prerequisite Skills

Kindergarten Teachers, Leadership Team, Guidance

Leadership Team and Pre-school Team plan strategies to strengthen school readiness based on needs assessment

October 2014

Needs Assessment

Pre-school Team, Leadership Team

Leadership Team includes parents

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Kingsbury Elementary SchoolMiddle School Transition Plan 2014-2015

Action Step TimelineRequired

ResourcesPerson(s)

ResponsibleParental

Involvement

1. Parent Training, Requirements at Middle School Level

Invite Representatives of Neighboring Middle Schools to present to students / Parents

March 2015 None

Guidance Counselor

Kingsbury Middle School

Parents invited to training session to understand the new requirements.

2. Monthly PLCs with vertical teams to address student, school, teacher, curricular and transition needs.

Monthly PLC Meetings – 3rd Wednesday of each month

Monthly Agenda and Minutes

KES Principal

KMS Principal

KES PLC Coach

KMS PLC Coach

KES Fifth Grade Teachers and KMS

Sixth Grade

Parents will be notified of relevant information discussed during PLCs to allow for parent involvement.

3. Arrange for students to visit Middle Schools April 2015 None

KES Principal,

KMS Principal,

KES Guidance

KMS Guidance

Parents will be notified of the date and times of visits to allow for parent involvement.

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Kingsbury Elementary SchoolTechnical Assistant Report 2014-2015

Name Title/Position Check One Topic Check One

State District SchoolBased

SiteVisit

PhoneCall

Email

Dr. Linda Kennard District Staff X Walk Through X

Jason Olgle Office of Assessment

X Changes to Formative Assessment, Data uploads, CRA Updates

X X

Natasha Perkins Pit Crew X TEM PD, Learning Coach Support, Teacher Support

X X X

Chris Burgess iReady X Uploads, Support, Weekly Reports X X X

Bobby Gammel Exceptional Children

X Assistance with IEPs, student and teacher needs

X X X

Derrick Sanders/S. Story Federal Programs X Title I Budget X X

Federal Programs Staff Federal Programs X Quick Reference Guide, compliance information

X X X

Nutrition Services X Breakfast in the Classroom X X X

Dr. Geralyn Seals Federal Programs X Assistance with various T1 questions and concerns – Extended Learning Program

X X X

Dr. Deborah Currie Federal Programs X Assistance with various T1 questions and concerns – Extended Learning Program

X

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Andy Duck ESL Office X Assistance with ELL staff and materials X X X

James Lancaster ESL Office X Assistance with ELL staff and materials X X X

Yolunda Bass Memphis Teaching Residence

X Support to MTR students and supporting teachers

X X X

Susan Dold Curriculum and Instruction

X District IStation, Journeys, RTI and CCSS Support

X X

Pamela Haney MLP X My Learning Plan Support X X

Mr. Russell Instructional Technology

X Support to teachers with lessons, technology issues, instructional websites

X X X

Constance Bolton Procurement X APECS ordering support X X

Denise Swan Extended Contract Office

X Extended Contract Tutoring X X

Ms. Douglas Office of Assessment

X Assessments Updates X

Carin Sanders Office of Assessment

X Assessments Updates X

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Kingsbury Elementary 2014-2015Coordination 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

Individuals with Disabilities Education Act

Safe and Drug Free Schools

Extended Contract Tutoring

Local Business and Community Grants and Donations

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Kingsbury Elementary 2014-2015Teacher Mentoring/Coaching Program

Action Steps Timeline Required Resources Person(s) Responsible

Teachers interested in serving as Learning Coaches for the 2013-2014 school year submit application to the principal

May 2014 Learning Coach Application Administrative Team

Obtain Learning Coach Allotment for the 2013-2014 School year

May 2014 Learning Coach Allotment Principal

SCS Talent Management Staff

Review Learning Coach applications and select Learning Coaches based on eligibility requirements

May 2014 Learning Coach Application

Learning Coaches

Administrative Team,


Learning Coaches attend four day SCS Summer Coaching Institute

July 2014 Summer Coaching Institute SCS Talent Management Staff

Assign Learning Coaches to New Teachers

July 2014 Learning Coaches

New Teachers

Administrative Team

New Teachers and Learning Coaches attend New Teacher Induction

July 2014 Bellevue Baptist MCS Central Office


Provide Demonstration Classroom July 2014 Completed Classroom Administrative Team

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Agenda

Handbooks

Welcome Basket

Refreshments

Learning Coach

Attend TEM 4.0 Training (Learning Coach)

September TEM Rubric PIT Crew Member


Highly Qualified Learning Coach will meet weekly with mentee to maintain highly qualified staff.

Weekly TEM Rubric

Learning Coach Forms

Teacher Support Logs

TLAC

Learning Coach

Meet monthly with PIT Crew Member

Monthly TEM Rubric

Learning Coach Forms

Teacher support logs

TLAC

Learning Coach

Pit Crew Member

Complete Monthly Teacher Support Logs

Monthly Teacher Support Logs

My Learning Plan

Learning Coach

PIT Crew Member


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Kingsbury Elementary School Parental Engagement Plan 2014-2015The 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 CommitmentKingsbury 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,

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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

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 2014-2015This 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 AgreementI 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 AgreementIt 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 AgreementIt is important that my students achieve. Therefore I will strive to do the following:

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

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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 AgreementIt 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:Kingsbury Elementary School

Principal:Angela Cramer

PD Budget:$129, 300.00

Date: Academic Supt: PLC Coach:Monica Ayers

Professional Development Plan OverviewBased 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 PlansThe 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?

Understand data in order to drive instructional decisions and use the results to implement Scientifically Based Best Practices for literacy and writing instruction as well as the development of curriculum to differentiate individual/group needs.

Process: What effective processes will be used?

Presentations Workshops Mentoring/Coaching Across Discipline, Grade Level, and Faculty

Discussions Peer Observations Quality Student Work/Portfolios Data Analysis

Context: What aspects of our learning environment will support this goal?

Professional Learning Communities Common Planning Classroom Observations Data Teams Grade Chair Meetings Leadership Meetings Individual Data Analysis Forms Book/Article Studies Vertical Teaming

Professional Learning Activities/Events and Avatar

Numbers

Presenters/ Leaders

Implementation Timeline Expected Outcomes

What data sources will you use to

evaluate effectiveness? (i.e.,

teacher data, student data)

PD BudgetBalance

$129,300.00

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(Applies to both goals 1 and 2)

Teacher Effectiveness Measure 4.0

SCS Professional Development Staff, Pit Crew,

Sept 24, 2014Teachers and Staff will develop an understanding that the Teacher Effectiveness Measure (TEM 3.0) relies on a diverse set of criteria for evaluating teachers. It was developed by a working 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

MLP Transcripts

Sign in Sheets

TEM 4.0 Teacher Evaluations

-$ 0.00$129,300.00

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Safe Schools

Safe Schools Staff Sept 2014-May 2015Ongoing Monthly

Ensure that all staff meet state requirements for being trained through safe schools.

Safe School Certificates

-$ 0.00$129,300.00


PLC Theory of Action Collaboration and

Effective Teams Essential Curriculum and

Unpacking the Standards Common Formative

Assessment Data Conversations Interventions and

Enrichments

*PLC reviews

*Classrooms visit to observe continued implementation

Principal

PLC Coach

Title I Teacher

PLC Teams

Weekly PLC Meetingsbeginning September 2014 – May 2015

Teachers will achieve a common goal in which each team member is mutually accountable.Teachers will unpack standards, determine essential standards, develop learning targets, create common assessments, collaborate to analyze data and reflect upon instructional practices.Teachers will ensure that students receive appropriate interventions and enrichment opportunities based on data review.

Common Assessment Data

IStation and iReady Benchmarks and Progress Monitoring

PLC Agendas and Minutes

Lesson Plan Review

Informal and formal observations and evaluationsPortfolios

-$ 0 .00$129,300.00


Expand in knowledge and understanding of how Gender Differences in classrooms affect student learning.

*Computer Assisted Instructional Units

*Web Based Learning

Grade Level Chairs

PLC Coach

Assistant Principal

Guidance Counselor

Sept 2014 – April 2015

Monthly Faculty Meetings and Weekly PLC Meetings

Student achievement will be increased by meeting the learning needs of each gender.The students will benefit from instructional practices that meet the needs of both genders.Teachers, Administration and Staff will gain an understanding of how gender differences affect student learning.

Teachers, Administration and Staff will implement strategies to support

Lesson Plan Review

Classroom observations

PLC and Faculty Meeting Agendas

PLC Minutes and agendas

Sign-In sheets

-$ 0 .00$129,300.00

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Tutorials

*PLCs

gender learning preferences/styles.


Data Driven Differentiated Instruction –PD on Mastery Connect Data Management System

*Grade Level Teams

*Vertical Level Teams

*Leadership Teams

*Data Team

Data TeamPrincipalAssistant PrincipalPLC CoachTechnology Leaders/CoachesLeadership TeamMasteryConnect Staff

Sept 6, 2014

Ongoing every 4.5 weeks September 2013- April 2014

Staff will collaborate and use data effectively to differentiate instruction using Common Characteristics and Best Practices of High Quality Schools, and researched based instructional strategies.Staff will use Data to effectively plan, differentiate and implement instruction for all student subgroups as well as Tier II and III Interventions for targeted groups.Teachers, Paraprofessionals, Administrative and Parents will:*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*Use differentiated instruction in classrooms*Engage the brains of all learners.*Student achievement will be raised by meeting the learning needs of each student.

Mastery Connect Data System


Data Results from Assessments

Progress Monitoring

Teacher Data Forms

-$ 1500.00$127,800.00

Title I Teacher School Level Literacy Focus Teacher

August 2013-August 2014

Title I teacher’s salary from Title I allocated as Professional DevelopmentPlanning, Organizing, and Coordinating


-$ 60,000.00$67,800

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1. Assists the building administrator and faculty to assess the school’s current reading program and to develop a vision, goals and benchmarks for the school’s reading program.

2. Assists the building administrator with coordination and assistance necessary for the successful implementation of the school’s vision around reading for all children.

3. Planning of RLA lessons for instruction to targeted students, K-5.

4. Organizes grade level meetings and small group sessions, to support teacher instruction of RLA.

5. Monitors the implementation of the K-5 reading program with classroom visits; assures that a 90 minute (or more) block of reading is scheduled for every child in every class every day.

Professional Development6. 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 Learning Communities.

8. Ensures classroom follow-up to training; encourages reflective practice and shared accountability.

Instruction & Coaching9. 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

Data Results from RLA

Assessments

Progress Monitoring

Mentoring Documentation

PD Documentation

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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.

Accountability15. 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 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 Areas19. Participates, as appropriate, in the

special education referral process to help identify children at risk of referral

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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 participate in 7 courses of TN Department of Ed CCSS for ELA Year Long Course on district designated days.

*Grade Level PLCs

*Vertical Level PLCs

*Common Core PLCs

*District PD Days

PrincipalPLC Coach

September 19, 2014

February 16, 2015

Goals and Objectives:Class One

Revisit the ELA Shift, the simple view of reading, the rope model and Ehri’s Phases of Word reading.

Connect the Foundational Skills Standards and explore how to embed them in daily instruction.

Learn the correct pronunciation of the V/C phonemes.

Plan a lesson that integrates reading skills and the ELA standards.

Class Two Study the Outcome-Driven Model Engage in data review, goal setting and

plan for Tier I. Reading Brain Story elements 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,

Agendas and Sign-In Sheets

Observations

Assessments Results

Practice Tasks

Products from study groups

MLP Transcripts

-$0.00$67,800.00

40 | P a g e


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 Study writing standards and connect

with reading Learn Simple View of Writing Create writing lesson

Class Seven Small Group activities during Tier 1


New Teacher Learning Coach(es)

Learning CoachesPit CrewPrincipalAssistant PrincipalPLC Coach

July 2014 – May 2015Weekly MeetingsMonthly Logs

Provide individualized assistance to new teacher on all aspects of becoming a highly qualified teacher.Increase the level of expertise in the field of education with new teachers.New teachers will use information they learn from Learning Coach to assist students in becoming more effective learners.Learning Coach logs and teacher support logs submitted to district as deemed necessary for requirements of program.Student achievement will be increased by supporting novice teachers.KES will attract and maintain highly qualified teachers through our mentoring program.

Learning Coach Logs and Forms

Teacher Support Logs

My Learning Plan

Mentee Reflection Form

Lesson Plans

TEM Rubric and Observations

-$0.00$67,800.00

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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?Understand data in order to drive instructional decisions as well as use the results to implement Scientifically Based Best Practices for Mathematics instruction and the development of curriculum to differentiate individual/group needs.

Process: What effective processes will be used? Presentations Workshops Mentoring/Coaching Across Discipline, Grade Level, and Faculty

Discussions Peer Observations Quality Student Work/Portfolios Data Analysis

Context: What aspects of our learning environment will support this goal?

Professional Learning Communities Common Planning Classroom Observations Data Teams Grade Chair Meetings Leadership Meetings Individual Data Analysis Forms Book/Article Studies

Professional Learning Activities/Events

Title and Avatar Number

Presenters/ Leaders

Implementation Timeline Expected Outcomes

What data sources will you use to

evaluate effectiveness? (i.e.,

teacher data, student data)

BudgetBalance

Carried over from Goal #1$

(Applies to both goals 1 and 2)PLC Coach

PLC Coach August 2014-August 2015

PLC Coaches salary from Title I allocated at Professional DevelopmentEngages teachers to develop a culture that.

Fosters the development and implementation of professional learning 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

Agendas

Minutes

MentoringDocumentation

PLC CoachProfessional Learning

Planning Form

PLCs Coach’s Daily Activity Report

-$60,000.00$ 7,800.00

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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

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.


Substitute Salaries for Professional Development

District, state, and National Presenters

August 2014-May 2015

Teachers will attend Professional Development as determined by Induction Staff ,District Staff and Leadership Team

Formative Assessment

Stanford EPGY Benchmarks and Progress Monitoring


Lesson Plan ReviewInformal and formal

-$7800.00$ 0.00

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observations and evaluations

PortfoliosPD Documentation

iReady Math Training iReady TrainersPrincipalPLC Coach

August 25, 2014September 10, 2014

Other dates as district post

Teachers will learn to administer the diagnostic assessment, use iReady reports to inform instructional decisions, deliver data driven instruction, insure use of on-line instruction and monitor progress using reports and data and adjust accordingly.

MLP Transcripts

Sign-In Sheets

-$ 0.00$ 0.00

(Applies to both goals 1 and 2)PD – All Staff will be instructed on how to identify and assist students can be potentially Displaced (Homeless).

PD – All Staff will be instructed on the Homeless Act.

Guidance Counselor

PLC Coach

October 15, 2014

Staff will be skilled at identifying the signs and needs of students that are possibly homeless.

Staff will gain an understanding of the needs of displaced students and how to accommodation their needs.

Agenda

Sign-In Sheets

-$ 0.00$ 0.00

Calendar Math Principal

PLC Coach

November 2015

Teachers will use Every Day Counts: Calendar Math to focus on key concepts and skills, including place value, measurement, time, money, geometry, estimation, patterns, graphing, algebra, and problem solving.

Agenda

Sign-In Sheets

Assessments

-$ 0.00$ 0.00

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Kingsbury Elementary School - Shelby County Schools · Web viewThe strategy will benefit students through numerous aspects as documented by research. The benefits include, but are

Documents