School Improvement Plan

 

MAURY COUNTY PUBLIC SCHOOLS

School Improvement Plan

 

 

JosephBrownElementary School

 

 

 

 

 

 

Dr. Tina Weatherford

Principal Name

2014-15

 

 

 

SIP Leadership Team

Team Member Name

Position

Gloria McCabe

Co-Facilitator

Elizabeth Chapman

Pre-K

Erin Lawrence

Assistant

Charity Kotval

Special Ed

Rhonda Chantrenne

Librarian

Julie Deffenbaugh

Literacy Coach

Brittany Kratzer

Kindergarten

Daphne Collier - Chairperson

1stGrade

Elizabeth Thompson

2ndGrade

Lisa McNeece

3rdGrade

Daryl Hodge

4thGrade

Rita Perez

ELL

Tina Weatherford

Principal

Jared Karpel

Assistant Principal

Brenda Hammond

Supervisor of Federal Programs

Kelly Myers

Federal Programs Coordinator

Erica Holt

Parent

Erinand Andy Lawrence

Parent

Katherine Lewis

Parent

Paul and Lorna Moss

Parent

Sherman Miller & Karsonya Jones

Parent

Maureen Kitchen

Parent

Lisa Mayo

Parent

Officer Greene

SRO

 

 

 

 

I.      Analysis of Data  Complete Charts:

ACHIEVEMENT DATA: Math Grades 3-8                                                               Targets NOT MET

 

2011

2012

2013

Subgroup

% Proficient and Advanced

% Proficient and Advanced

% Proficient and Advanced

All Students

13.7

32.6

44.3

3rdGrade

17.9

41.5

51.9

4thGrade

8.6

21.7

35.5

African American

10.3

26.4

29.7

Hawaiian/Pacific

*

*

*

Hispanic

<5

19.0

30.8

White

20.0

43.6

57.8

Native American

*

*

100.0

Racial/Ethnic

8.7

24.8

31.4

ED

10

30.8

37.2

NonED

42.9

*

73.6

SWD

<5

20

19.1

NonSWD

16.3

34.6

51.3

LEP

*

*

*

NonLEP

13.7

33.3

45.8

Male

9.1

31.9

 

Female

18.6

32.9

 

 

 

 

GAP TARGET DATA: MATH                                                                           Gap Targets NOT MET

Group

2011 GAP

2012 GAP

2013 GAP

Racial/Ethnic vs. All Students

5.0

7.8

12.9

ED vs. NonED

32.9

40.7

36.4

LEP vs. NonLEP

0.0

0.0

45.8

SWD vs. NonSWD

11.3

14.6

32.2

 

 

ACHIEVEMENT DATA: Reading Grades 3-8                                                          Targets NOT MET

 

2011

2012

2013

Subgroup

% Proficient and Advanced

% Proficient and Advanced

% Proficient and Advanced

All Students

15.3

31.3

40.8

3rdGrade

13.6

34.1

41.5

4thGrade

17.2

27.5

40.0

African American

8.6

23.6

29.7

Hawaiian/Pacific

*

*

*

Hispanic

<5

19

30.8

Native American

*

*

100

White

25.5

43.7

50.0

Racial/Ethnic

7.2

22.6

31.4

ED

10.9

29.4

35.4

NonED

50

*

63.2

SWD

7.7

30.0

23.8

Non - SWD

17.3

31.5

45.5

LEP

*

*

*

NonLEP

15.3

32.0

42.1

Male

12.1

25.0

 

Female

19

36.7

 

 

 

GAP TARGET DATA: READING                                                                     Gap Targets NOT MET

Group

2011 GAP

2012 GAP

2013 GAP

Racial/Ethnic vs. All Students

8.1

8.7

9.4

ED vs. Non - ED

39.1

42.0

27.84

LEP vs. Non - LEP

0.0

32.0

0.0

SWD vs. Non - SWD

9.6

1.5

13.7

 

a)     AMOs & Gap Reduction - Areas of Greatest Progress (paragraph)

Math increased 18.9% in 3rd and 4th grade in 2012. 3rd grade math alone increased 23.7%.  The TVAAS report showed     growth in 4th grade math from a -3.1 in 2011 to a 9.6 in 2012. In 2013, 3rd grade had 51.9% proficient and advanced students in math and 41.5% proficient and advanced in reading. This reflects a 10.4% increase in math and a 7.4% increase in reading.  In 2013, 4th grade increased 13.8% in math and 12.5% in reading.  Targets were met in both grades.

 

b)    AMOs & Gap Reduction - Underlying Reasons for Progress (paragraph)

Common Core Standards and Tennessee State Standards are used throughout our school.  Data teams were formed to concentrate on SMART Goals.  This year we are having more testing which leads to more data to help find gaps and focus on instruction to help raise test scores and fill in gaps.  We conduct professional development activities to meet the needs of our teachers and students.  Teachers are offered reading and intervention courses in Maury County provided through the Tennessee Department of Education.

 

c)     AMOs & Gap Reduction - Areas of Greatest Challenge (paragraph)

The ED vs.Non-ED gap in reading decreased by 14.16% while the gap in math only decreased 4.3%. These students scored better, but will still be targeted to close this gap.  The SWD vs. NonSWD subgroup achievement data decreased and the gap increased in both reading and math.  In reading, the achievement score decreased by 6.2% and the gap increase was 12.2%. In math, the achievement score decreased 0.9% and the gap increased 17.6%.  An extreme amount of emphasis will be placed on this subgroup. 

 

d)    AMOs & Gap Reduction - Underlying Reasons for Challenge (paragraph)

JBES student population is very transient.  The change from Tennessee State Standards to Common Core Standards has been a challenge. More emphasis has been put on Common Core Standards through small group instruction and interventions in math and reading which increased our scores in 2013.  Additionally, we have strengthen our screening and S-Team process.

 

e)     Needs Assessment of Entire School and Subgroups (Subgroups are defined in ESEA/NCLB as All Students, African American, Asian, Hawaiian/Pacific Islander, Hispanic, Native American/Alaskan, White, SWD, ELL, ED Migrant, Female and Male)

 

AMO data is disaggregated by black, white, female, male, economically disadvantaged, and students with disabilities. Thirty students are needed in a category before it is counted in the report card.

In 2012, we increased our proficient and advanced rate over the 3-5% AMO for all students. All black students met 5% in math and reading. The AMO of 3-5% increase was met in 2012 for all white students, all females, all males, and all economically disadvantaged. The percentage of students with disabilities who are proficient or advanced is lower than any other subgroup in math and reading. An extreme amount of emphasis will be put on this subgroup to meet the AMO increase. Male students will also be targeted. Hispanic students are included in the ALL STUDENTS Report. There were not enough students for a subgroup of Hispanic students. Most of the Hispanic students were basic or below basic in reading and math. Two Asian students both scored proficient.

 

In 2013, we increased our proficient and advanced achievement percentages in all areas in math and reading except SWD.  3rd and 4th grades both exceeded the 2013 targets.

 

 

f)     Surveys (paragraph)

·         Faculty Survey

In January 2014, a survey was administered to the faculty to determine the focus of our School-wide program. The                results of the survey indicated that teachers place strong importance on providing a 150 minute Reading/Language Arts block which is driven by our Common Core standards, and using the enrichment teachers and support personnel to assist classroom teachers during this block.

 

Providing before and after school tutoring and the use of a school-wide discipline plan were of importance to a high percentage of the faculty. Using reading and math teachers and assistants to provide additional instruction to meet the needs of at risk students was also viewed as important.

 

The majority of teachers felt that attending seminars, conferences, and workshops is beneficial. They also think grade level release time for data analysis, pacing and aligning standards, and planning is of great help. Book studies are considered very important and effective.

 

 

·         A Professional Development Survey was given to all teachers to assess the means and topics of professional development that teachers would find most beneficial to support them in meeting student needs. The survey indicated a majority of teachers preferred grade level and cross grade level collaborative planning.  Teachers also requested more training in the RTI2 with a strong preference for in-house facilitating. 

 

·         Parent Survey

In January 2014, JBES sent home a parent survey to 97 parents to determine their perception of our School-wide program.  Parents agreed providing a 150 minute Reading/Language Arts block with the use of enrichment teachers and support personnel to assist the classroom teachers was needed. Parents indicated their appreciation for the importance of a before and after school tutoring program. Reading with my child at home, providing materials on school subjects, instilling respect for rules, and limiting TV/video games at night were reported as high priorities. Unfortunately, offering parent workshops and using a parent volunteer program were very important in only about half of surveys returned. 

 

An overwhelming majority of parents placed great emphasis on good communication between home and school.  Weekly communication folders and behavior reports were important.  Newsletters, phone calls, report cards, and parent/teacher conferences were also identified as good ways to communicate between home and school.

 

Parent or Guardian Demographics

A parent survey was sent home in January 2014 to 97 parents of children in K - 4. Sixty- seven of the surveys were returned. The majority of parents filling out forms were females(58). Most of the parents have completed high school, have their GED, or have gone to college. Of the parents who returned the survey, about half were employed with an income ranging from $0-$20,000 and about half had an income over $20,000. Not all questions were answered.

 

 

Ethnicity

African American  17

Hispanic 4

White 41

Other 1

 

Level of Education

H.S. Diploma  13

GED    13

College   20

Other      4

 

Employment Rate

Employed    34

Unemployed  18

 

Income Level

$0-$10,000     13

$10,000-$20,000 16

$20,000-$40,000  10

Above $40,000   21

 

 

 

·      Parent Involvement Survey

In the fall of 2014, JBES sent home a Needs Assessment Survey. The survey was sent to parents of students in grades K-4 and 64 were returned. The majority of parents were interested in workshops on using y situations to build reading, math, and science and communicating with your child. The majority of the parents reported that the best time to attend any workshop is in the evening. The next best time is a morning workshop.

 

 

II.    Goals for 2013-14 School Year (Will be updated after the 2014 Data is received in the fall)

a)  Your AMO targets for achievement and gap closure (State specifically and will be repeated in the Action Plan)

 

Goal 1:  Reading/Language Arts

Achievement Targets for Reading/Language Arts (AMOs)

·      Our Reading/Language Arts Achievement target for all students in grades 3 and 4 in 2013/2014 is 44.5%.

·      The 3rd grade Reading/Language Arts Achievement target is 45.2

 

Gap Closure Targets for Reading/Language Arts

·      9.4% Racial/Ethnic versus All Students

·      27.8% Economically Disadvantaged versus Non-Economically Disadvantaged

·      13.7% of SWD versus Non-SWD

Goal 2:  Math

Achievement Targets for Math (AMOs)

·      Our Math Achievement Target for All Students in grades 3 and 4 in 2013/2014 is 47.8%.

·      The 3rd grade math Achievement Target is 45.5%.

 

Gap Closure Targets for Math

·      12.9% Racial/Ethnic versus All Students

·      36.4% Economically Disadvantaged versus Non-Economically Disadvantaged

·      32.2% SWD versus Non-SWD

 

 

III.   Title I Components

a)    Data Analysis Process/Data Teams (Describe assessment decisions regarding the use of assessment in improving performance and instruction)

First, data is gathered and displayed from a formative assessment. Using the disaggregation, teams will plan for the learning of all. Teams identify strengths and needs of the students. Teams set incremental goals. Teams collaboratively identify research-based instructional strategies. Teams monitor their use of strategies to determine impact and effectiveness of their efforts. Last, teams monitor and reflect on their progress. When goals are met, teams shift their focus.

 

b)    HQ and Effectiveness of Staff

100% of JBES Faculty is highly qualified.  Professional development is another important strategy to attract and retain highly qualified teachers. Our principal, facilitator, and literacy coach strive to design and implement quality research based professional development that will enhance classroom instruction. Our principal encourages teachers to seek out other developmental opportunities that align with our district’s standards.

 

c)    Strategies to attract high quality/effective teachers to high needs schools

Joseph Brown Elementary is a small, personable, and family like school.  Generations of families have attended and supported our school.  Our principal and assistant principal are respected as instructional leaders and exhibit expertise in the day-to-day operation of the school. Their leadership styles display high expectations of all those involved in the educational process. They handle discipline issues in an appropriate and timely manner. They support all school employees and treat them with respect.  They have worked hard to establish and maintain a professional learning community of administrators, teachers, staff, students, parents, and community members.  The professional learning community works together to educate our students. Our literacy coach helps in the classrooms and offers many professional development in-services. She also houses a wonderful literacy room with an abundance of great literature, leveled student books, and a professional library for teachers. Our mentor at JBES works with new teachers providing new information and assistance in their classroom and with students. The facilitator works with the principal and the educational team to see that the school-wide plan is fully implemented.  She assists teachers and administrators with the interpretation of assessment results and serves as a resource to improve instruction and student learning.

 

d)    Federal, State and Local Programs Coordination

The school-wide plan coordinates and integrates Federal, State and Local services and programs. The plan also lists the consolidated and integrated State and Federal programs. The plan ensures that the intent and purposes of each Federal categorical program is included and that coordination with special education provides services for children with disabilities.  Our school identifies students who have participated in Head Start, a locally operated readiness program, and copies diagnostic data in the student’s file. Title I provides an extended contract for before and after school tutoring. Title II is used for professional development for regular classroom teachers.  Title II Part D is used for professional development for the integration of technology.  Title III provides services, materials, and supplies for ELL children.  Title X provides for homeless children. 

 

e)    Coordination and Transition

Kelly Myers and Barbara Baltzer meet with the parents of the Head Start students. The parents are informed about the pre-registration procedures, proof of medical records, and record of birth.  The parent handbooks in the “The Starting School Kit” that each child receives at the end of the year at Head Start are discussed.

                                  

Pre-Registration for next year’s Pre-K and Kindergarten students will be held at Joseph Brown Elementary School in the spring.  Parents will be notified of the necessary documentation to bring on registration day. They will be given a copy of the standard attire policy, a kindergarten supply list, and pamphlets that will help transition their children from Pre-K to Kindergarten. The Pre-K students will be visiting our Kindergarten rooms during the month of May.  Preliminary screening of these students will be done during May for the upcoming year.

 

Joseph Brown Elementary will provide students and parents with handouts to ease the transition from 4th grade to middle school.  Parent orientation will be held at Whitthorne Middle School in the spring.  A reminder letter will be sent home.    This night is to give parents and students information about the school year and a tour of the school so they can get oriented to the school layout.  They also send home information about the Whitthorne Band.

 

IV.  Action Plan  (Use Template  see next pages)

a)    Key strategies to achieve goals

b)    Key strategies to achieve progress for students with the greatest need

c)    Projected costs and funding resources for key strategies

d)    High quality and ongoing professional development

e)    Parent Involvement

f)     Performance Results and Outcomes

 

 

V.  Appendices (attach)

a)  Parent Involvement Plan

b)  Parent Compact

c)  Schoolwide Program Summary

 

 

 

 

 

 

 

 

 

 

 

 

 

ACTION PLAN

 

 

GOAL 1

 

 

Increase our 2013-2014baselineof reading and writing proficiency rate by 3-5% on the 2014-2015 TCAP for all students as well as reduce the achievement gap between subgroups.

ACTION STEPS

 

IMPLEMENTATION PLAN

Descriptively list the action you plan to take to ensure you will be able to progress toward your goal.Action steps are strategies and intervention 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.

 

Achievement Targets for Reading/Language Arts (AMOs)

·Our Reading/Language Arts Achievement target for all students in grades 3 and 4 in 2014/2015 is 34.1%.

·The 3rdgrade Reading/Language Arts Achievement target is 28.2%.

 

Gap Closure Targets for Reading/Language Arts

·12.2% Racial/Ethnic versus All Students

·41.7% Economically Disadvantaged versus Non-Economically Disadvantaged

·24.9% of SWD versus Non-SWD

 

 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

Action

Step 1.1

Use data team process to increase overall achievement and identify students at risk.

 

 

 

 

Every consecutive eight days

 

Aug. 2014 through May 2015

Principal Assistant Principal

 

Facilitator

 

K-4 Teachers

 

Enrichment Teachers

 

Instructional Coach

 

G. McCabe

P.Shackelford

 

 

 

 

 

 

Special Ed. Teachers

Master Schedule

 

Data Notebooks

Dividers$125

Title I

(IMS 71100-429)

 

Substitutes

4 – ½ day subs

$240 Title 1/Title II (PD 72210-195)

 

Digital Timers $200

Title I (Admin. 72210-499)

2 Federally Funded Teachers

2 Federally Funded Assistants

$179,100 Title 1 (salaries and benefits 71100-116,163)

 

GP Budget/ IDA

Minutes fromdata and grade level meetings

 

Data notebooks

 

Walkthroughs

 

Identification of at risk students using school wide screener

All Subgroups

 

Racial/ Ethnic

 

ED

 

SWD

44.5%

(3rdgrade 45.2%)

 

 

9.4%

 

27.8%

 

13.7%

Minutes are taken weekly at data team meetings.

 

Data notebooks and dividers have been purchased and distributed.

 

Substitutes have been provided for ½ day for 1stand 2ndgrades on 9/9/14 and ½ day for kindergarten and 4thgrade on March 27thfor mapping and aligning instruction with the pacing guide.

 

Digital timers have been received

 

Students are being identified using running records and fluency.

 

All students were given the fall benchmark Aimsweb universal screener in September and the winter benchmark in January. A final benchmark will be given in May

 

Professional Development:

Books will be purchased to provide professional development on data teams.

 

Phonological Awareness Flip Charts

andSimplifying Response to Interventionhave been purchased for identifying students at risk.

August/

September 2014

MCPS Resource Cara Skaggs

Teresa McClure

Books $400

Title I (PD 72210-524)

 

Subs $530 Title I/ Title II (PD 72210-195)

PD Documentation

Agenda

Sign-in sheets Evaluation Surveys

 

 

PD was held on Simplifying Response to Intervention from October – February.

 

Phonological Awareness Flip Chartshave been used to identify learning gaps in kindergarten and 1stgrade.

 

Technology:

Teachers will use web based resources to access achievement results and increase student achievement.

 

 

A new six computer station will be set up in the mini-lab

 

 

 

Weekly/ Monthly

 

 

 

 

July/ August 2014

Assistants

 

K-4 Teachers

 

 

Principal

 

Assistant Principal

 

Facilitator

Instructional

Coach

 

SuccessMakerK-8 $1,422 Title 1 (IMS 71100-429)

 

Reading Eggs

Reading Express

K-4

GP Budget

 

Study Island 3-8

GP Funds

Brain Pop K-4 $1,570 Title 1 (IMS 71100-429)

RazKids K-5

$849 Title 1 (IMS 71100-429 )

 

Safari Montage

K-4

$2,340 Title 1 (IMS 71100-429)

 

Headphones $404 Title I (IMS 71100-429)

Web-based resource reports as available

 

Walkthroughs

 

Lesson Plans

 

 

Teachers have used results from SAT10, TCAP, Study Island, and Aimsweb to access student achievement.

 

Success Maker has been used since 8/2014.

 

RazKids and BrainPophasbeen used since 8/2014.

 

3rdand 4thgrade students have taken the fall and winter benchmarks on Study Island.

 

Drops for 6 computers were installed on 9/25 in the mini-lab. Computers will be installed when available.

 

Communication:

Newsletters and Parent/ Teacher conferences will inform parents of the importance of data.

 

JBES school webpage will have updated data information.

 

An app for school information has been purchased.

Weekly

 

Quarterly

 

 

As applicable

K-4 Teachers

 

 

 

 

Technology teacher

Ink/Paper $200

Title I (PI 72130-499)

 

Newsletters

Parent/teacher conferences

 

 

 

$300 GP Budget

Newsletters on file

 

Parent sign-in sheets and conference summary sheets

All Subgroups

 

Teachers send newsletters home weekly.

 

JBES webpage is updated as needed by Rhonda Chantrenne.

 

Parent/Community Involvement:

Parent Orientation/Open house will be held to inform parents of assessments.

 

 

August 2014

 

All Faculty

Parent Orientation/ Open House

$24.62 - cookies Refreshments Title I (PI 72130-599)

Agenda

 

Sign-in sheet

All Subgroups

 

Parent Orientation Nights were held on 8/19 for 2nd, 3rd, and 4thgrades and on 8/21 for K and 1st. Cookies were served.













 

 


 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

 

Action

Step 1.2

Increasing academic vocabulary by the use of complex text, close reading, interactive read alouds, and power words.

 

 

 

 

Aug. 2014 through May 2015

 

Daily Instruction

 

Quarterly Benchmarks

Principal

 

Assistant Principal

 

Facilitator

 

K-4 Teachers

 

Enrichment Teachers

 

Instructional Coach

 

Federally Funded teachers

 

Special Ed. Teachers

 

ELL teachers

Complex Text $1,500 Title 1 (IMS 71100-429 )

 

Artist in Residence

Grant from Tennessee Arts Commission $2,000

 

Materials $500

(IMS 71100-429)

Vocabulary cards

Sleeve protectors

File folders

Rings

Highlighters

 

 

Academic Facilitator Title I (Set aside)

Salary

$60,000

 

 

Master Schedule

 

Lesson Plans

 

Checkout Log of materials

 

Walkthroughs

 

 

All Subgroups

 

Racial/ Ethnic

 

ED

 

SWD

44.5%

(3rdgrade 45.2%)

 

 

 

9.4%

 

27.8%

 

13.7%

One power word is focused on each week.This word is announced daily and reinforced through classroom instruction.

 

Readworks and other texts are being used by teachers for close reading and interactive read alouds.

 

Professional Development:

Instructional coach will help train teachers in this area through the use of weekly newsletters and monthly book studies.

Project Read

Phonics Guide and Lesson Plans with DVD’s

 

Flip for Comprehension

Flip for Non-Fiction Comprehension

Flip for Word Work

 

 

 

Weekly

 

Monthly

 

 

 

 

July 2014

 

 

Instructional Coach

 

 

 

MCPS

 

 

 

Technology Department

Jennifer Branton

Ink and Paper

$200 Title I (PD 72210-524)

 

 

 

PD Documentation

Agenda

Sign-in sheets Evaluation Surveys

Exit cards or evaluation

 

 

 

 

 

 

 

 

Julie Deffenbaugh distributes “Monday Musings” every Monday with websites and instructional information for teachers.

 

 

 

Teachers are using the “Flip for…” books in class.

 

 

 

 

Technology:

Teachers will use web based resources.

 

 

 

Daily

Principal, Assistant Principal, Facilitators, Instructional Coach

On-line resources

 

 

 

Lesson Plans

 

Walkthroughs

 

 

Teachers use Safari Montage, Brain Pop and RazKids in the classroom.

 

Communication:

Newsletters will be distributed to parents detailing classroom curriculum objectives on a regular basis.

 

Parents will monitor their child’s progress through student progress reports, report cards, and communication with teachers.

 

Weekly

 

 

 

 

 

Quarterly

K-4 Teachers

 

 

Ink and Paper $200 Title I (PI 72130-499)

 

Newsletters

 

PTA Funds

 

Nicky Folders

(communication folders) $575

Plastic 3 Prong folders

$500 Title 1 (PI 72130-499)

Newsletters on file

 

 

 

 

 

Phone Logs

Students’ Agendas

Communication Folders

 

 

Objectives are included in classroom newsletters.

 

 

Parent/Teacher conferences were held 8/25/14, 10/23/14, 1/12/15, and 3/23/15.

 

Progress reports were sent home on 9/19/14, 11/18/14, 2/11/15, and will be sent 4/22/15.

 

Report cards were sent home 10/20/14 and 1/9/15,3/19/15 and will be sent5/21/15.

 

 

Parent/Community

Involvement:

Literacy Nights will be held in November and March.Information will be conveyed to parents.

 

Community reading volunteers come to read with students in each class.

 

November 2014

March 2015

 

Weekly beginning in October 2014

Faculty/ Parent Involvement Committee

Take Home Books

$1,000 Title I

(71100-499)

 

Refreshments

$300 Title 1

(PI 72130-599)

 

Ink/Paper PTA funds

 

Parent and Teacher

Evaluation surveys

 

 

Literacy Night with a focus on writing was held November 18, 2014. Math night was held on March 23rd, and TCAP night was held on April 16th. Dates were conveyed to parents through newsletters, calendars, and invitations.

 

Community volunteers began after fall break.

Action

Step 1.3

The faculty will receive Professional

Development on the writing process emphasizing alignment to common core.

 

 

 

 

Aug. 2014 through May 2015

 

Quarterly

Principal

Assistant Principal

 

Facilitator

Instructional Coach

K-4 Teachers

 

Enrichment Teachers

Federally Funded Teachers

Substitutes

4 – ½ day subs

$240 Title I/Title II (PD 72210-195)

 

PD Books

$400 Title I

(PD 72210-524)

 

Writing Journals $400 Title I

(IMS 71100-429 )

 

Lined Writing Paper K-4$145Title I

(IMS 71100-429 )

Lined Flip Charts for handwriting

$105 Title I

(IMS 71100-429)

Assessments

 

Writing Journals

 

Writing on display

 

Lesson Plans

 

Walkthroughs

All Subgroups

 

Racial/ Ethnic

 

ED

 

SWD

44.5%

 

 

 

9.4%

 

27.8%

 

13.7%

12 teachers attended and Julie Deffenbaugh participated in the Middle TN Fall Writing Conference in Murfreesboro, TN on September 20, 2014.

 

Professional Development:

Instructional coach will conduct PD activities with teachers on writing processes.

 

Quarterly

Instructional Coach

Substitutes $530 (PD 72210-195)

Evaluation survey

 

 

Our lead teachers and Core Coach provided PD on the writing process in January and in March and were available throughout the year for guidance.

 

Technology:

Keyboarding skills will be taught to students.

 

 

Weekly

Technology teacher

 

Lesson Plans

 

Walkthroughs

 

 

Keyboarding skills are taught in technology class.

 

Communication:

Common Core pamphlets will be given to parents.

 

 

August 2014

Orientation

Facilitator

Channing Bete on Common Core Publications $250 Title I

(PI 72130-499)

 

 

 

Common Core pamphlets were given to parents during Parent Orientation nights in August.

 

Parent/Community Involvement:

Literacy Night will be planned with a focus on writing.

March 2015

Instructional Coach

Facilitator

Refreshments

$225 Title I

(PI 72130-599)

 

Parent and Teacher Evaluation Surveys

 

 

Literacy Night with a focus on writing was held on November 18.

 


 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

Action

Step 1.4

Teachers will engage students in guided, shared, independent, and modeled reading.

 

 

 

Aug. 2014 through May 2015

 

Daily instruction

 

Quarterly Benchmarks

Principal

 

Assistant Principal

 

Facilitator

Instructional

Coach

K-4 Teachers

 

Federally Funded Teachers and Assistants

 

Enrichment Teachers

Leveled Books for Bookroom $1,000 Title I

(IMS 71100-429)

 

Library Books $1,000 Title I (LB 72210-432)

 

Instructional Materials $1,500

Title I

(IMS 71100-429)

such as:

Composition Books

Post-it notes

Post-It Charts

Dry erase markers

Construction Paper

Bulletin Board Paper

Laminating Film

 

Kindergarten – 1stgrade RazKids $849.50

 

2ndgrade Scholastic News and 4thgrade Storyworks $908.67 Title I (IMS 71100-429)

 

3rdgrade National Geographic Explorers $346.50 Title I (IMS 71100-429 )

Walkthroughs

 

Principal, Assistant Principal Facilitator

Instructional Coach

 

Teachers’ Schedules

 

School Master Schedule

 

Lesson Plans

 

Writers’ Notebook

All Subgroups

 

Racial/ Ethnic

 

ED

 

SWD

44.5%

 

 

9.4%

 

 

27.8%

 

13.7%

 

 

 

 

 

Mrs. Ellison has ordered books for the library totaling almost $21,000.The books all camein,have been labeled and are ready for students to check out in April, 2015.

 

3rdand 4thgrade students completed fall and winter benchmarks on Study Island.

 

 

Raz-Kids has been purchased 8/14

Scholastic has been purchased 8/14

 

Studyworks has been purchased 8/14

 

National Geographic has been reordered due to a mix-up 9/14.

 

Professional Development:

Book studies will be conducted to reinforce the elements of a good reading program.

 

 

 

PD training on Promethean boards

 

 

 

 

 

Master Teacher brochures will be provided.

 

Responsibility Centered Discipline

Quarterly

 

 

 

 

 

 

 

July/August 2014

 

 

 

 

Weekly

 

 

July 2014

Instructional

Coach

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Larry Thompson

Substitutes

4 – ½ day subs

$240 Title I/ Title II (PD 72210-195)

 

Materials $900 (Admin. 72210-499)

Post-It Charts

Index Cards

Folders

Binders

Dividers

 

Master Teacher Brochures $221 GP Budget

 

$4,750 Contract $2,000 Expenses

(PD

72210-524)

PD Documentation

Agenda

Sign-in sheets Evaluation Surveys

 

Teacher Reflections

 

Evaluation surveys

 

 

 

 

 

PD documentation

Walkthroughs

Office Referrals

 

 

 

 

 

 

 

 

 

 

 

Daniel Ray began training on Promethean boards in April.

 

 

 

 

 

Teachers began receiving Master Teacher pamphlets periodically in 8/14.

 

Technology:

Web based sites. Links can be located on school website.

 

Technology Teacher

4 Promethean boards and Drops

$10,200 Title I

(IE 71100-722)

(Kindergarten)

Survey – increased parent-student use after hours

 

 

Promethean Boards with touch screens were installed in 4 classrooms.

 

 

 

Communication:

 

 

 

 

 

 

 

 

Parent/Community Involvement:

Weekly newsletters will address reading goals of each grade level.

Aug. 2014 May 2015

Teachers

 

 

Ink and Paper

$200 Title I

(PI 72130-499)

 

Parents’ feedback on surveys and during conferences.

 

 

Reading goals and progress are addressed in weekly newsletters.

Action

Step 1.5

Identified

studentswill be provided tutoring after school during the school year.

 

 

 

Aug. 2014 through May 2015

 

2 days per week

Extended contracts

 

Principal

 

Assistant

Principal

Facilitator

 

Teachers

Three 70 hour extended contracts

$5,250 Title I

(71100-189)

 

Bus Transportation Tues. , Thurs,

$2,500 Title I

(set aside)

 

Time sheets and tutoring summary

 

Pre/Post Assessment

 

Racial/ Ethnic

 

ED

 

SWD

 

 

9.4%

 

27.8%

 

13.7%

“Invitations” were sent home with students on 9/2 for 1stsemester after school tutoring and on December 16thfor 2ndsemester.A reminder went home on 1/6/15.

 

1stsemester tutoring began on September 9thwith 37 students attending and 2 buses for transportation home. 2ndsemester tutoring began on January 13thwith 58 students attending and 2 buses for transportation home.

 

Professional Development:

 

 

 

 

 

 

 

 

Technology:

 

 

 

 

 

 

 

 

 

Communication:Teachers will communicate progress to parents periodically.

Bi-weekly

Tutoring teachers

Ink and Paper

$200 Title I

(PI 72130-499)

 

 

 

 

Tutoring teachers periodically send papers home with students.

 

Parent/Community Involvement:

A newspaper article will be submitted about the tutoring program.

 

Tutoring Teachers

 

Kim Doddridge

 

Article in newspaper

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACTION PLAN

 

 

GOAL 2

 

Increase our 2013-2014 baseline of math proficiency rate by 3-5% on the 2014-2015 TCAP for all students as well as reduce the achievement gap between subgroups.

ACTION STEPS

 

IMPLEMENTATION PLAN

Descriptively list the action you plan to take to ensure you will be able to progress toward your goal.Action steps are strategies and intervention 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.

 

Achievement Targets for Math (AMOs)

·Our Math Achievement Target for All Students in grades 3 and 4 in 2013/2014 is 47.6%.

·The 3rdgrade math Achievement Target is 51.5%.

 

Gap Closure Targets for Math

·13.5% Racial/Ethnic versus All Students

·35.1% Economically Disadvantaged versus Non-Economically Disadvantaged

·15.7% SWD versus Non-SWD

 

 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

Action

Step 2.1

Use data team process to increase overall achievement and identify students at risk.

 

 

 

 

Every consecutive eight days

 

Aug. 2014-May2015

Principal

 

Assistant Principal

 

Facilitator

 

K-4 Teachers

 

Instructional Coach

 

Federally Funded Teachers

Master Schedule

 

Data Notebooks $125 Title I

(IMS 71100-429)

 

Substitutes

4 – ½ day subs

$240 Title I/ Title II (PD 72210-195)

 

Digital Timers

Minutes fromData and grade level meetings

 

Data notebooks

Walkthroughs

 

Identification of at risk children

Racial/ Ethnic

 

ED

 

SWD

12.9%

 

 

36.4%

 

32.2%

Minutes are taken at weekly data team meetings.

 

Data notebooks and dividers have been purchased and distributed.

 

Substitutes have been provided for ½ day for 1stand 2ndgrades on 9/9/14 and ½ day for kindergarten and 4thgrade on March 27thfor mapping and aligning instruction with the pacing guide.

 

Digital timers were received.

 

All students were given the fallbenchmarkAimswebuniversal screener in Septermber and the winter benchmark in January. The last one will be given in May.

 

 

Professional Development:

Books will be purchased to provide professional development on data teams.

Simplifying Response toInterventionhasbeen purchased for identifying students at risk.

August – September 2014

MCPS Resources Cara Skaggs

Teresa McClure

Books Title I

(PD 72210-524)

 

 

 

 

PD was held on Simplifying Response to Intervention from October – February.

 

Technology:

Teachers will use web based resources to access achievement results and increase student achievement.

 

A new six computer station will be set up in the mini-lab

 

Weekly/

Monthly

 

 

 

 

July or August 2014

Educational Assistants

 

K-4 Teachers

Principal

 

Assistant Principal

Facilitator

Instructional Coach

SuccessMaker

 

BrainPop

 

IXL Math

$1650 Title I (IMS 71100-429)

 

Headphones

 

Web-based Reports, as

available

 

Walkthroughs

 

Lesson Plans

 

 

Teachers have used SAT10, TCAP, Study Island, and Aimsweb results to assess student achievement..

 

 

Drops for 6 computers were installed on 9/25 in the mini-lab.Computers will be installed when available.

 

Communication:

Newsletters and Parent/ Teacher conferences will inform parents of the importance of data.

 

JBES webpage will have updated data information.

 

 

Weekly

 

Quarterly

K-4 Teachers

Ink and Paper $200 Title I

(PI 72130-499)

 

Newsletters

Parent/teacher conferences

Parent sign-in

 

Conference summary sheets

 

Newsletters on file

All Subgroups

 

Newsletters go home weekly.

 

SAT 10 and TCAP data was discussed at Parent – Teacher conferences on 8/25.

 

JBES webpage is updated as necessary.

 

Parent/Community Involvement::

Parent Orientation /Open house will be held to inform parents of assessments.

August 2014

All Faculty

Parent Orientation/ Open House

 

Sign-in sheets

 

Agendas

All Subgroups

 

Parent Orientation Nights were held on 8/19 for 2nd, 3rd, and 4thgrades and 8/21 for Kindergarten and 1st.













 

 


 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

Action

Step 2.2

 

Teachers will use intervention time to help students reach fluency in addition, subtraction, multiplication, and division through differentiated strategies.

 

 

 

Aug. 2014- May 2015

 

Daily Instruction

 

Quarterly Benchmarks

 

 

Principal

 

Assistant Principal

 

Facilitator

 

K-4 Teachers

 

Instructional Coach

 

Federally Funded Teachers

Enrichment Teachers

Special Ed. Teachers

Math Manipulatives

Geometric shapes $300 Title I

(IMS 71100-429 )

 

2 Federally Funded Teachers

2 Federally Funded Assistants

$179,100

 

Paper Title I

(set aside)

Master Schedule

 

Lesson Plans

 

Data Teams

 

Walkthroughs

All Subgroups

 

Racial/ Ethnic

 

ED

 

SWD

47.8%

(3rdgrade 45.5%)

 

12.9%

 

 

36.4%

 

32.2%

Teachers are using small group instruction and differentiated strategies to increase their students’ math fluency.

 

Professional Development:

Instructional Coach will help train teachers in this area.

 

 

 

Instructional Coach

MCPS Resource

Technology Department

Jennifer Branton

Use of Live Binders

 

$900 (Admin. Supplies 72210-499)

Chart paper

folders

paper

sheet protectors

Evaluation Survey

 

PD documentation

 

 

 

 

 

Technology:

Teachers will use web based resources.

 

 

 

 

Daily

Principal, Assistant Principal, Instructional Coach,

Facilitators

K-4 Teachers

On-line Resources

 

 

Lesson Plans

 

Walkthroughs

 

 

Teachers use Safari Montage, Brain pop, and IXL in their classrooms

 

Communication:

Newsletters will be distributed to parents detailing classroom curriculum objectives on a regular basis. Parents will monitor their child’s progress through student progress reports, and report cards.

Weekly

 

 

 

 

 

 

Quarterly

K–4 Teachers

Ink and paper

$ 200 Title I (PI 72130-499)

 

Newsletters on file

 

 

Student Agendas

 

Phone Logs

 

 

Newsletters are sent home weekly detailing objectives.

 

Progress reports were sent home on 9/19/14, 11/18/14, 2/11/15, and will be sent 4/22/15.

 

Report cards were sent home 10/20/14,1/9/15, and3/19/15 and will be sent home 5/21/15.

 

Parent/Communityinvolvement:

 

 

 

 

 

 

 

Action

Step 2.3

Teachers will receive PD in Common Core Standards with emphasis on constructed response assessments and the 8 mathematical practices.

September 2014

CORE Resource

Courtney Woods

Consultant

 

Substitutes

4 – ½ day subs

$240 Title 1/ Title II (PD 72210-195)

 

PD Materials

$500 Title I(PD 72210-524)

Sign In sheets

 

Evaluations

 

PD documentations

All Subgroups

 

 

 

47.8%

(3rdgrade 45.5%)

 

 

Professional Development:

Consultant, CORE Office will help train teachers in this area.

 

Addition and Subtraction K-3,

Multiplication and Division 2-6, Pre-K K Flip Chart:Numbers/Relationships Addition/Subtraction, 1st-2ndFlip Chart:Counting, Number Sense and Numeration,and3rd-4thFlip chart:Whole Numbers, Addition/Subtractionhave been purchased for PD relating to Common Core

 

 

 

Evaluation survey

 

PD documentation

 

 

 

 

Technology:

 

 

 

 

 

 

 

 

 

Communication:

Newsletters and Parent/ Teacher conferences will inform parents of the importance of mathematical practices.

Weekly

 

Quarterly

K-4 Teachers

Ink and Paper

$200 Title I (PI 72130-499)

 

 

Newsletters

Newsletters on file

 

Parent sign-in sheets

 

Conference summary sheets

 

 

Newsletters are sent home weekly detailing objectives.

 

Parent/Teacher conferences were held 8/25/14, 10/23/14, 1/12/15, and 3/23/15.

 

 

 

Parent/Community Involvement:

Materials will be sent home to explain Common Core Standards to parents.

 

Math relays are run in gym class to reinforce addition, subtraction, multiplication, and division.

August 2014

 

 

 

 

 

Feb. – May 2015

K – 4 teachers

Common Core Brochures

Channing Bete $250 Title I

(PI 72130-499)

 

Montee Sneed furnishes trophies for the math relays.

 

 

 

Common Core pamphlets were sent home on Parent Orientation nights.

 

Math relays are run during gym class.The winning classes receive a trophy in May.

 

 

 

 

 

 


 

Timeline

Person(s) Responsible

Req. Resources w/Projected Cost(s) & Funding Sources

Evaluation Strategy

AMO/Gap Closure Being Addressed

 

AMO/Gap Closure Target

Performance Results/Outcomes

Action

Step 2.4

 

Teachers will use Academic Vocabulary and power words across grade levels.

 

 

 

Aug. 2014- May 2015

 

Daily instruction

Principal

 

Assistant Principal

 

Facilitator

K-4 Teachers

 

Instructional Coach

 

Federally Funded Teachers

Substitutes

4 – ½ day subs

$240 Title I/ Title II

(PD 72210-195)

 

Materials

$500 Title I

(PD 72210-524)

 

Lesson Plans

 

Walkthroughs

 

Teacher Evaluation

All Subgroups

47.8%

(3rdgrade 45.5%)

One power word is focused on each week.This word is announced daily and reinforced through classroom instruction.

 

Professional Development:

 

 

 

 

 

 

 

 

 

Technology:

 

 

 

 

 

 

 

 

 

Communication:

Newsletters and Parent/ Teacher conferences will inform parents of the importance of academic vocabulary and power words.

 

Power words are explained during morning announcements.

Weekly

 

 

Quarterly

K-4 Teachers

 

 

 

 

 

Principal Assistant Principal

Newsletters

 

Ink and Paper

$200 Title I

(PI 72130-499)

 

Newsletters on file

 

Sign-in sheets

 

Conference summary

 

 

Newsletters are sent home weekly stressing the importance of academic vocabulary and power words.

 

Parent/Teacher conferences were held 8/25/14, 10/23/14, 1/12/15, and 3/23/15.

 

One power word is focused on each week.This word is announced daily and reinforced through classroom instruction.

 

Parent/Community Involvement:

A Family Math Night will be planned to share math activities.

 

Family Math Night Math Standards in Action K-6andFamily Math for Young Childrenhave been purchased to help plan for Family Math Night.

 

February 2015

Instructional Coach

Facilitators

K – 4 Teachers

Refreshments

$200 Title I

(PI 72130-599)

 

Materials

$300 Title I

(PI 72130-499)

 

Sign-in sheets

Parent and Teacher Evaluation surveys

 

 

Math Game Night was held on March 23rdin conjunction with Parent /Teacher conferences. Math in Literature books were given to each student who attended.

Action

Step 2.5

Identified

studentswill be provided tutoring after school during the school year.

 

 

 

Oct. 2014 through May 2015

Extended contracts

 

Principal

 

Assistant

Principal

 

Facilitator

 

Teachers

Three 70 hour extended contracts

$5,250 Title I (71100-189)

 

 

Bus transportation $2,500 Title I (set aside)

Time sheets and tutoring summary

 

 

Pre/Post Assessment

Racial/ Ethnic

 

ED

 

SWD

12.9%

 

 

36.4%

 

32.2%

“Invitations” were sent home with students on 9/2 for 1stsemester after school tutoring and on December 16thfor 2ndsemester.A reminder went home on 1/6/15

 

1stsemester tutoring began on September 9thwith 37 students attending and 2 buses for transportation home. 2ndsemester tutoring began on January 13thwith 58 students attending and 2 buses for transportation home.

 

Professional Development:

 

 

 

 

 

 

 

 

Technology:

 

 

 

 

 

 

 

 

Communication:

Teachers will communicate progress to parents periodically.

Bi-weekly

Tutoring Teachers

Ink and Paper

$200 Title I

(PI 72130-499)

 

 

 

Tutoring teachers periodically send papers home with students.

 

Parent/Community Involvement:

A newspaper article will be submitted about the tutoring program.

 

Tutoring Teachers

 

Kim Doddrige

 

Article in newspaper