2014-2015 - Memphis Central High School Mr. Greg McCullough, ... Librarian Professional School Counselors ... struggling teachers based on the TEM 4.0 Rubric

2014-2015

Mr. Greg McCullough, Principal 306 South Bellevue

Memphis, TN 38104

901.416.4500 (Main Office)

901.416.4506 (fax)

Minnie Parker-Blackmon, Title I PLC Coach

Felecia Harrison-Bush, Instructional Facilitator

Central High School Addendum

http://www.memphiscentral.org/the-high-school/

2 | C e n t r a l H i g h S c h o o l

In order to improve student achievement, Central High School will offer assistance to students before, during, and after school in a variety of

formats:

Teacher Tutoring All instructors on our staff have specified times, either before or after school, during which they provide tutoring assistance. A comprehensive list of

tutoring assistance is posted on the school website and parent handbook.

Peer Tutoring Students who are members of the Charles P. Jester Chapter of the National Honor Society at Central High School are required to provide several hours of

peer tutoring each nine weeks. Students in need of tutoring are instructed to go to Room D35 or C21 to sign up for services.

End of Course Support Students may seek assistance before taking any end of course exam from instructors working under Extended Contracts or Extended Learning Proposal;

as well as, teachers who offer before and after school tutoring.

ACT / SAT Preparation After-school prep sessions are available through the district and the counseling department for students who need assistance in preparing for college

admission tests.

E-Learning(Virtual School) Online Recovery Classes are available during and after school for students who failed English I-IV, Algebra I, Algebra II, Unified Geometry, Biology,

Chemistry, U.S. History, U. S. Government, World History, World Geography, and Economics.

Counseling Department Support Professional School Counselors provide career and college counseling, obtain weekly progress reports for “at-risk” students when requested by

parents/guardians, and refer students for special services such as mental health counseling, social services intervention, S-Team support, Bridge Builders,

and A-Team Mentoring Program.

Discovery Education Assessments Teachers utilize formative assessments results to identify students needing additional support and target skills needed to be re-taught as a result of non-

mastery on State Performance Indicators required to be proficiency on end of course exams.

Intervention Plan


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 TN DOE RTI2 Manual and Implementation

Guide Mr. Greg McCullough, Principal

Ms Amy Epps, BTC

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

August-September 2014

District professional development schedule in MLP

Site-based fidelity check

Ms. Minnie Parker-Blackmon, PLC Coach Ms Amy Epps, BTC

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

TN DOE RTI2 Manual and Implementation Guide

Checklists, electronic monitoring tools Schedules with who/when/how often

Mr. Greg McCullough, Principal Ms Amy Epps, BTC

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

August-September 2014

School choice

Ms Ampy Epps, BTC Ms. Kimberly Gray, 9th Grade Counselor

9th Grade English Teachers : Brandy Bailey

Dr. Loria McCkinnie John Whitehead

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

September 2014 December 2014

May 2015

Data from universal screeners, report cards, teacher observation, other student

assessment data as appropriate

Ms Amy Epps, BTC Minnie Parker-Blackmon, PLC Coach

Professional School Counselors

Communicate assignments to intervention programs to parents of students involved

September 2014 Parent letters Minnie Parker-Blackmon, PLC Coach


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

September-December 2014

Computers/labs Resources for small group intervention

Debbie Dodson, Librarian Professional School Counselors

Amy Epps, BTC

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

September 2014-May 2015

School Choice Teachers

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


School Choice Teachers

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


Student assessment data Attendance records

Completed fidelity checklists Teacher observation

Mr. Greg McCullough, Principal Amy Epps, BTC

Minnie Parker-Blackmon, PLC Coach Administrative Team

District Intervention Plan


Communicate progress and/or changes in intervention assignments to parents (e.g., moving between/among tiers, newly assigned,

moving out of intervention).


Parent letters Minnie Parker-Blackmon, PLC Coach


Insert building-level supports for Tier I; can include reinforcements for positive behaviors, exemplary attendance, academic achievement, before/after school tutoring, Saturday

school, etc.

TBD School Choice

Greg McCullough, Principal

Minnie Parker-Blackmon, PLC Coach Professional School Counselors

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

December 2014

School Choice

Ms Ampy Epps, BTC Minnie Parker-Blackmon, PLC Coach

Teachers Professional School Counselors

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





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

December 2014-January 2015

School Choice Ms Amy Epps, BTC

Minnie Parker-Blackmon, PLC Coach Professional School Counselors

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

May 2015

School Choice

Ms Ampy Epps, BTC Minnie Parker-Blackmon, PLC Coach

Teachers Professional School Counselors

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

May 2015






All first time ninth grade students at Central High School are a part of a Freshman Academy aimed at:

Increasing student accountability to strengthen academic and social engagement

Increasing involvement in extracurricular activities

Increasing positive, responsible behavior

Increasing attendance

Increasing proficiency on all assessments

Increasing the four-year graduation rate.

Action Steps Timeline Person Responsible

Freshman Orientation August 1, 2014 Freshman Academy Administrators

Freshman School Counselors

Administrative Orientation August 9, 2014 Executive Principal

Freshman Academy Administrators

“Warrior of the Week” Incentive

Program October 2014 – May 2015


Freshman School Counselors

Freshman Academy Teachers

Classroom Guidance (character

development, social skills, interest

inventories, college preparation,

and career readiness).

August 2014- April 2015 Freshman School Counselors

Career Café

(Students are able to dine and hear

from professional in a field in

which they are interested.)

October 2014 – May 2015 Freshman School Counselors


Advisory Sessions (The 7 Habits

of Highly Effective Teens) August 2014- April 2015 Freshman School Counselors

Freshman Transition Plan


All students will be oriented on school services, district/school policies and procedures, Central’s athletic programs, clubs, and special programs.

Guidance Counselors work collaboratively with colleges, universities, faculty members, and students in bringing over 40 different recruiters to

Central continuously throughout the school-year so that students have the opportunity to obtain post-secondary information during the school-

day. In addition, Central’s guidance department offers valuable services to student and parents in the area of counseling, career search programs,

and helping students explore possibilities and determine preferences.

Action Steps Timeline Person(s) Responsible

Administrative Orientation August 7, 2014 Principal

Assistant Principals

College Visits Ongoing Professional School Counselors

Senior Parent Night September 11, 2014

September 23, 2014 Professional School Counselors

Coffee with the Counselors September 12, 2014

September 24, 2014 Professional School Counselors

Senior Parent Athletes September 11,2014 Lance Allred

Professional School Counselor

Financial Aid Workshop December 4,2014 Professional School Counselors

Classroom Guidance

(character development, social skills,

interest inventories, college preparation,

and career readiness)

Ongoing Professional School Counselors

Mini College Fair February 5, 2015 Professional School Counselors

Exceptional Children Department

Senior/College Transition Plan


Name Position Date of Service Service Provided

Kristin Dent School Psychologist

Every Monday Testing as needed and psychological services

Annette Lawrence School Social Worker Weekly Liaison for social services agencies and counseling as

needed

Rita Moore Science Advisor Monthly Provides support for science teachers

Dr. Camilla Horton

Dr. Emily Barbee

Marcia White

Mathematics Instructional Advisor As Needed Provides support for math teachers

Andy Duck ESL Supervisor As Needed

Provides support for ESL students

Multiple Nurses District did not designate a specific

nurse.

Registered Nurse Weekly

Provides health care for students and staff

Information

Technology Techs Information Technology Specialist Weekly Provides computer technical assistance

Angela Samuels PIT Crew Ongoing Provides support and professional development for

teachers and Learning Coaches

Sandra Gipson

Holly Cooper Learning Coaches Ongoing

Provides instructional support to new teacher and

struggling teachers based on the TEM 4.0 Rubric.

Latonja Robinson Master Teacher Ongoing

Assists with peer coaching, formal observations and

school-wide PD, and drive the culture of feedback

and reflective practice.

Randy McPherson PBIS As needed Provide support in implementing and managing a

school wide behavior model

Kelly Richert School Speech Pathologist Weekly

Provides testing as needed and develop individual

plans for students that will foster their needs

Technical Assistance Report


Janis Holeyfield Exceptional Education Supervisor As needed

Provides support in implement and managing

exceptional educational support to teachers, parents,

and students

Dr. Deborah Currie Title I Supervisor As needed

Provides support to Title I PLC Coach in

implementing and managing Title I duties and

responsibilities

Felecia

Harrison-Bush Instructional Facilitator Daily

Provides instructional support and professional

development to all teachers

Rachael Addison Professional Learning Community

Advisor Monthly

Provides support to PLC Coach in implementing

professional learning communities

Fonda Booker ELA Instructional Advisor As needed Provides support and professional development to

English Language Art teachers

Gregg Coats Fine Arts Instructional Advisor As needed Provides support and professional development to

fine art teachers

Dave Barrett Social Studies

Instructional Advisor As needed

Provides support and professional development to

social studies teachers

Alyssa Villarreal World Language Advisor As needed Provide support and professional development to

world language teachers

Minnie

Parker-Blackmon PLC Coach Daily

Provide support and professional development to all

teachers and PLC teams


State and Federal Programs

1. No Child Left Behind (NCLB)

Title I – Approving the academic achievement of the disadvantaged

Title IIA – Preparing, training and recruiting high quality teachers

Title IID – Enhancing education through technology

Title III – Language instruction of limited English proficient students

Title IV – Safe and drug-free schools

Title V – Innovative programs

Title X – Education for homeless children and youths

2. Exceptional Children

Intellectually Gifted and Talented Education

Special Education

3. National School Lunch Program (NSLP)

Free lunches to children each school day

Free breakfast to children each school day

4. Virtual School – Credit recovery program

5. Grants

Advance Placement Grant for students

The Green Club


Action Steps Timeline Required Resources Person(s) Responsible

Selection Process: Applications are submitted by teachers

within the building. Selections are made

based on coaching needs of school and

qualifications of applicants.

4/28/14 - 5/15/14

Learning Coach Application Principal, Title I PLC

Coach and Instructional

Facilitator

Job Overview: Learning Coaches receive overview of job

description, responsibilities, roles, and

Coaching Model for Unified District.

5/19/14

SCS Coaching Model

Teach Like A Champion by Doug

Lemov

Principal, Title I PLC

Coach and Instructional

Facilitator

New Faculty Orientation: Teachers new to the profession and new to

Central High School are orientated on

faculty expectations and first day

procedures.

7/24/14

CHS Teacher Handbook

CHS First Day Procedures

The First Days of School by Harry

Wong

Title I PLC Coach

Demonstration Classroom: Learning Coaches assist Mentees with

classroom setup, development of student

procedures, and methods of record keeping.

7/25/14 Demonstration Classroom Checklist Master Teacher and

Learning Coaches

Learning Coach Collaboratives: Learning Coaches attend local Collaborative

to discuss needs and teacher support.

08/26/14 9/23/14 10/28/14 1/27/14 2/24/14 3/24/14 4/28/14

Classroom Readiness Checklist

Observation Schedules

TEM 4.0 General Education Rubric

SCS Coaching Model

Title I PLC Coach and

Instructional Facilitator

Central High School Teacher Mentoring Plan 2014-2015

2014-2015


Informal Classroom Walkthroughs: Learning Coaches perform classroom

walkthroughs for mentees and provide

feedback prior to TEM walkthroughs.

8/18/14 – 9/5/14


Informal Observation Form Learning Coaches

Informal Classroom Observations: Learning Coaches perform informal

classroom observations and provide

feedback prior to TEM lesson-length

observation #1.

10/22/14 – 11/03/14

TEM 4.0 General Education Rubric Learning Coaches

Mentee Collaboratives: Mentees receive small group peer support in

a structured PLC.

8/5/13 11/4/13 – 4/25/13


Teach Like A Champion by Doug

Lemov

The First Days of School by Harry

Wong

Title I PLC Coach and


Professional Development: Mentees attend large-group school-based

professional development on: Title I & Classroom Instruction TEM 4.0 Differentiated Instruction Power School SMS Connecting Prior Knowledge and

Closures

7/28/14 7/31/14 10/22/14 9/3/14

10/29/14

CHS Title I Handbook

Classroom Readiness Checklist


TEM 4.0 Process Guides

Differentiated Instructional Strategies

by Carolyn Chapman

Explicit Direct Instruction by John

Hollingsworth

Power School SMS

Title I/PLC Coach, Instructional Facilitator,

and Power School SMS

Support Team

Title I School/Family Engagement Plan

Revised for 2014-2015

Central High School Teacher Mentoring Plan


Central High School encourages parental involvement in the educational process and has established an expectation for parental involvement at

our school. In order to promote student success, our parents will work with the school by acting as advisors, resource persons, and coordinators

in the following ways:

1. Become school advocates and offer support.

2. Utilize their talents and /or resources to enhance the instructional programs at our school.

3. Serve on the Central High School Based Decision Making Council, become active members of the PTSA, and join booster clubs

when appropriate.

4. Respond to questionnaires, surveys, and memos expressing thoughts, suggestions, and concerns.

5. Attend school events and serve as advisors to various organizations.

Title I Involvement

The administrators, faculty, and staff will provide a strategic plan and implement Title I requirements according to the guidelines set forth in

the law, which include the following:

1. Inform parents of Title I requirements and our school’s participation at the annual Title I meeting on Tuesday, August 26th,

6:00 PM or at the alternate meeting on Wednesday, August 27th at 7:30 AM.

2. Allow parents to observe the school’s programs and visit classrooms, supporting classroom instruction.

3. Provide parents with student information and send home progress reports the middle of each nine weeks.

4. Provide two-way communication between parents and the school.

5. Provide information in a language that parents can understand.

6. Provide parents with assessment results.

7. Provide parents with a copy of the Family Engagement Plan, Student Code of Conduct, NCLB Parents’ Right-To-Know, and PBIS

Plan.

8. Provide parents with a description and explanation of the curriculum used at Central High, forms of academic assessment used to

measure student progress, and the proficiency levels students are expected to meet.

To ensure that our parents participate in the development and implementation of our school’s program, we will do the following:

1. Inform parents of their rights to be involved in their child’s education.

2. Encourage parental involvement in an organized, on-going, and timely way in the planning, reviewing, and improvement of programs

for family engagement and CHS Family Engagement Plan.


3. Provide flexible times for our parents to attend parent meetings, with opportunities to attend regular meetings at night and alternate

meetings in the morning of that same week.

4. Provide parents training that will support our students’ education.

5. Jointly develop with parents a school/parent compact showing how parents, schools, and students have shared responsibilities, by

distributing and acquire appropriate signatures of all stakeholders (parents, students, and teachers).

6. Encourage parents to visit our school regularly and to take an active role in school planning by serving on School Improvement Plan

committees.

7. Support our Parent/Teacher/Student Association as they conduct regular meetings each month.

8. Parents will serve on the Family Engagement Plan Committee, and the document created will be presented to parents for input and

approval before distribution to CHS families and the community.

9. Provide access to community and support services.

10. Develop programs that enable parents to actively participate in their child’s education.

11. Provide training to staff to promote parental involvement.

12. Provide timely information about programs under family engagement through Parent Link, Power Teacher, flyers, Teacher websites,

PTSA Website, Central Website, Central marquee, and Central Newsletter articles.

Note: Parent can also mean a guardian or person who has custody of the child, or it may refer to an individual who has care giving

authority.

-Revised April 22, 2014

Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion,

national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.


Central High School

Home-School Compact

2014-2015

Central High School has jointly developed with parents a home-school compact that will be reviewed during parent conferences. This compact

outlines how parents, the entire school staff, and students will share the responsibility for improving student academic achievement and how

parents will develop a partnership to help children achieve the State’s high standards.

PARENT’S AGREEMENT

It is important that I take a more responsible role in supporting my child’s learning. Therefore, I shall strive to do the following:

See that my child is punctual and attends school regularly

Support the school in its efforts to maintain proper discipline

Establish a time for homework and review it for completion

Provide a quiet, well-lighted place for study, and limit television time

Volunteer to work at my child’s school in various capacities

Make certain that my child wears the required uniforms

Participate in decisions related to education, parent meetings, conferences, and workshops

Communicate with the teachers frequently to discuss my child’s progress and behavior

Encourage my child to be respectful

Develop a partnership with the school to help my child achieve the state’s high standards

Parent’s Signature ________________________________________________________

STUDENT’S AGREEMENT

It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

Attend school regularly

Arrive at school on time and attend all classes daily

Wear uniforms everyday

Come to school each day with a pen, pencil, paper and other necessary tools for learning

Perform at my highest level of learning each day


Complete and return homework assignments

Observe regular study hours

Respect others

Follow all rules that govern student conduct at my school

Observe and follow classroom policies and procedures

Take responsibility for my actions, grades, and cooperate with others in order to receive a quality education

Student’s Signature _________________________________________________________

TEACHERS’ AGREEMENT

It is important that students achieve. Therefore, I shall strive to do the following:

Provide instructions that foster high academic expectations and provide challenging and exciting class assignments

Encourage and maintain ongoing communication with parents by providing information about student progress (phone calls,

emails, texts, conferences, parent meetings, parent visitations)

Determine the student’s educational needs and adjust the instruction to accommodate those needs

Provide meaningful homework assignments for students

Inform parents of homework and classroom policies and procedures

Teachers’ Signatures:

Homeroom Teacher ________________________________________________

Period 1 Teacher ___________________________________________________

Period 2 Teacher ___________________________________________________

Period 3 Teacher ___________________________________________________

Period 4 Teacher ___________________________________________________

Period 5 Teacher ___________________________________________________

Period 6 Teacher ___________________________________________________

Period 7 Teacher___________________________________________________


SCHOOL’S RESPONSIBILITY

I support this form of parental involvement. Therefore, I shall strive to the following:

Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent,

and student

Provide time to listen to students and parents concerns

Provide high quality curriculum and instruction in a supportive and effective learning environment that enables children to meet

Tennessee’s academic achievement standards

Encourage teachers and students to have high expectations academically, socially, emotionally,

and physically

Make expectations widely known

Maintain open communication with parents (phone calls, emails, texts, conferences, parent meetings, parent visitations)

Provide multiple/flexible opportunities for parent-teacher conferences and reasonable access to staff to volunteer, participate, and

observe in their child’s class.

Principal’s Signature ______________________________________________________

Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion,

national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.

Revised April 22, 2014


2014-2015

Professional Development Plan

School:

Central High Principal:

Greg McCullough *Beginning PD Budget Amount

$20,000.00

Date:

September 15, 2014

PLC Coach:

Minnie Parker-Blackmon

*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.

Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by

subgroups as follows:

1. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring

proficient or advanced on the End of Course English III End of Course 33.6 percent to 37.8 percent by the end of the 2014-2015

academic school year.


proficient or advanced on the End of Course Algebra II End of Course 43.1 percent to 46.7 percent by the end of the 2014-2015



proficient or advanced on the End of Course Algebra I End of Course 74.8 percent to 76.4 percent by the end of the 2014-2015


http://www.scsk12.org/uf/


The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet

our identified objectives:

Goal 1: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III

assessments.

Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II

assessment.

Goal 3: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course

Algebra I assessment.

Action Plans The following plans describe our school’s 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: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III

assessments.

Content: What will be learned?

ELA: Research-based strategies for

literacy.

Process: What effective processes will be used?

Workshops by outside guests and district staff,

coaching, examination of student work, and

analysis of data

Context: What aspects of our learning

environment will support this goal?

Observations, PLC’s meeting minutes, test scores,

lesson plans, student work review, and formative

assessments

Professional Learning

Activities/Events

Title and Avatar Number

Presenters/Leaders Implementati

on Timeline Expected Outcomes

What data sources

will you use to

evaluate

effectiveness? (i.e.,

teacher data,

student data)

$20,000.00 PD Budget

Balance

Teachers will attend


Community Meetings

Teachers will attend an

End of Course Training

Meeting (Discovery)

English Chair

Title I PLC Coach


Title I PLC Coach


Administrators

Aug. 2014 to

May 2015 (weekly)

Oct. 20-24, 2014

Teachers will meet weekly to share strategies, analyze data, and design quality lesson within content area.

Teachers will be trained to

analyze and use data to create

assessment and strategies for

low performing students in an

attempt to increase student

achievement.

Meeting Minutes Lesson Plans Observations Review of student work Observations Lesson Plans Test scores Formative assessments results

$20,000.00 No direct cost to

school


school


End of Course


Community Meetings

Teachers will acquire

strategies for assisting

sub-group students with

scores below proficient

in English


District English

Networking Sessions

Teachers will attend the

National Council of

Teachers of English

Conference

Title I PLC Coach


English Chair

Administrators

Principal

Instructional Facilitators

Exceptional Children

Chair

ESL Chair

District Literacy

Instructional Advisor

Multiple Recognized

National Speakers

Aug. 2014 to

May 2015 Ongoing weekly

Aug. 2014 to May 2015

Ongoing weekly

Aug. 2014 to May 2015 Monthly

Nov. 20-23,2014

Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction. Teachers will acquire strategies that can increase student participation and achievement among struggling students Teachers will network with district English teachers to acquire strategies to assist student achievement Teachers will gain instruction on research-based strategies for English to be shared with the department and faculty.

Observations Test Scores Lesson Plans Observations Test Scores Lesson Plans Review of Student work Observations Lesson plans Test Scores Review of student work Meeting Minutes Agendas Sign-in Test Scores Lesson Plans Conference Journals


school)\


school


school

$17,000.00 ($1500 per person

for lodging, food,

and travel)


Parents will acquire

strategies to assist their

students in increasing

student achievement in

English during

Curriculum Night


strategies to increase

student achievement on

the state writing and

end of course

assessments for English

– “End of Course

Night”


parents will acquire

information about

inclusion classrooms

and strategies used in

classes- “Exceptional

Children Night”


instructional technology

strategies to incorporate

in their classes.

Title I PLC Coach


English Chair

Title I PLC Coach


English Chair

Title I PLC Coach



Chair & Teachers

Instructional Technology

Department

Oct. 23, 2104

March 12, 2015

Sept. 25, 2014

Aug. 2014 to May 2015

(bi monthly)

Teachers will share instructional strategies with parents and community member to increase student achievement. Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments. Inclusion Teachers and Co-

Teachers will share

information and strategies

used in an inclusion class to

parents and community

members.

Teachers will gain

information on how to

effectively incorporate

technology into their

classroom.

Meeting Minutes Agendas Sign-in Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Observations Test scores


school


school


school


school


Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II

assessment.


Algebra: Research-based best practices in

mathematical instruction


Workshops by outside guests and district staff,

coaching, examination of student work, and

analysis of data



Observations, PLC’s meeting minutes, test scores,

lesson plans, student work review, and formative

assessments


Activities/Events


Presenters/Leaders Implementation

Timeline

Expected

Outcomes

What data sources will

you use to evaluate


teacher data, student

data)

$17,000.00 PD Budget

Balance



Community Meetings


End of Course Training

Meeting (Discovery)

Title I PLC Coach

Math Chair


Administrator

Title I PLC Coach


Math Chair

Administrator

Aug. 2014 to

May 2015 weekly

Oct. 20-24, 2014

Teachers will meet weekly to share strategies, analyze data, and design quality lesson within content area.

Teachers will be trained

to analyze and use data

to create assessment and

strategies for low

performing students in

an attempt to increase

student achievement.

Meeting Minutes Lesson plans Observations Review of student work Observations Lesson plans Test scores Formative assessments results

$17,000.00 No direct cost

to school

$17, 000.00 No direct cost

to school


End of Course


Community Meetings


strategies for assisting

sub-group students with

scores below proficient in

Algebra II


District Mathematics

Networking Sessions

Title I PLC Coach


Math Chair

Principal

Title I PLC Coach



Chair

District Math

Instructional Advisors

Aug. 2014 to

May 2015 (ongoing)

Aug. 2014 to May 2015 (ongoing)

Aug. 2014 to May 2015 Monthly

Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction.

Teachers will acquire strategies that can increase student participation and achievement among struggling students Teachers will network with district mathematics teachers to acquire strategies to assist student achievement

Observations Test Scores Lesson Plans Observations Test Scores Lesson Plans Review of Student work Observations Lesson Plans Test Scores Meeting Minutes Review of student work


to school


to school


to school


Teachers will attend the

National Council of

Teachers of Mathematics

Annual Meeting


strategies to assist their

students in increasing


Algebra II during

Curriculum Night


information about


achievement on the state

writing and end of course

assessments for Algebra II

– “End of Course Night”



information about

inclusion classrooms and

strategies used in classes-

“Exceptional Children

Night”

Multiple Recognized

National Speakers

Title I PLC Coach


Math Chair

Title I PLC Coach


Science Chair

Title I PLC Coach



Chair & Teachers

April 15-18,2015

Oct. 23, 2014

March 12, 2015

Oct. 25, 2014

Teachers will gain instruction on research-based strategies for mathematics to be shared with the department and faculty. Teachers will share instructional strategies with parents and community member to increase student achievement. Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments. Inclusion Teachers and

Co-Teachers will share

information and

strategies used in an

inclusion class to


members.

Meeting Minutes Agendas Sign-in Test Scores Lesson Plans Meeting Minutes Agendas Sign-in Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores

$15,000.00 ($1,500 per

person for

lodging, food,

and travel)


to school


to school


to school



instructional technology

strategies to incorporate in

their classes.

Instructional

Technology Department

Aug. 2014to May 2015 (bi monthly)

Teachers will gain




classroom.

Observations Test scores


to school


Goal#3: To increase the number of Students with Disabilities, Economically Disadvantage Students scoring proficient or advanced on the End

of Course and Gateway Algebra I assessment from 52.5 percent to 55.5 percent by the end of the 2014-2015 academic school year.


Algebra: Research-based best practices in

mathematical instruction


Workshops by outside quests and district staff,

coaching, examination of student work , and

analysis of data



Observations, PLC meeting minutes, lesson plans

and review or student performance on formative

assessments.


Activities/Events


Presenters/Leaders Implementation

Timeline Expected Outcomes

What data sources will you

use to evaluate

effectiveness? (i.e., teacher

data, student data)

$15,000.00

PD Budget

Balance

Teacher will attend

National Council of

Teachers of

Mathematics Annual

Meeting


End of course Training

Meeting (Discovery)


instructional

technology strategies

to incorporate in their

classes.

Multiple, Nationally

recognized speakers


Instructional

Technology Department

April 15-18, 2015

Oct. 20 – 24, 2014

Aug. 2014 to May 2015 (bi monthly)

Participants will obtain

and acquire ideas for

activities that can be

shared with teachers to

improve classroom

instruction

Teachers will be trained

to analyze and use data

to create assessment and

strategies for low

performing students in

an attempt to increase

student achievement.

Teachers will gain




classroom

Observation Lesson Plans Test Scores Observation Lesson Plans Test Scores Formative Assessment Observations Test Scores

$15,000.00 ($1,300.00/teacher,

registration,

lodging, mileage,

and meals)


school


school



district Algebra I

networking sessions


the T3 Conference

Teacher will attend


Community Meetings

(Departmental

meetings)


strategies from

teachers to increase


Math during

Curriculum Night

Assigned District

Mathematics

Instructional Advisors

Multiple, Nationally

Recognized Speakers

Title I PLC Coach


Math Departmental

Chair

Title I PLC Coach


Math Department Chair

Aug. 2014 to May 2015

(monthly)

March 13-15, 2015

Aug. 2014 to May

20154

(Weekly)

Oct. 23, 2014

Teachers will network

with district math

teachers to acquire

additional strategies to

assist their students.

Participates will obtain

and acquire ideas for

implementing the

graphing calculators,

navigator system and TI-

Inspire activities that can

be shared with teachers

to improve classroom

instruction.

Teachers will meet

weekly to share

strategies, analyze data,

and design quality

lesson within content

area.

Teachers will share

mathematical strategies

with parents and

community members to

increase student

achievement in

mathematics.

Test Scores Student Data Observations Lesson Plans Test Scores Review of student work Observations Lesson Plan Student Data Meeting Minutes Sign-in sheets Agendas Review of Students work


school


school

$11,400.00

($1,800.00 per

teacher:

registration,

lodging, meals,

and airlines)


school




student achievement

for the end of course

assessment for

Algebra I-“End of

Course Night”



information about

inclusion classrooms

and strategies used in

these classes-

“Exceptional Children

Night”

End of Course


Community Meetings

Title I PLC Coach





Chair

Title I PLC Coach



March 12, 2015

Sept. 25, 2014

Aug. 2014 to

May 2015

(weekly)

Teachers will share

strategies with parents

and community

members to increase

student achievement on

State Assessments.

Inclusion Teachers and

Co-Teachers will share

information and

strategies used in an

inclusion class to


members.

Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction.

Meeting Minutes Sign-in sheets Agendas Test Scores Meeting Minutes Sign-in sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Observations


school


school


school


Addendum


Activities/Events Presenters/Leaders

Implementation

Timeline Expected Outcomes

What data sources will

you use to evaluate


teacher data, student

data

$11,400.00

Total PD Budget Balance

Differentiated Instruction Title I PLC Coach

Master Teacher October 22, 2014

Teachers will learn the

strategies to meet the

unique needs of each

student with a differentiated

approach to teaching, by

learning practical tips,

strategies, and insights on

how to differentiate various

aspects of instruction

Student Test Scores

Lesson Plans

Observations

$11,400.00 No direct cost to school

Modification and

Accommodations

Exceptional Education

and ESL Department October 15, 2014

Teachers will learn how to

identify their students with

disabilities, how to access

IEP’s, and gain tips on

modifying instruction.

Student Test Scores

Lesson Plans

Observations


TEM 4.0 Rubric Training Title I PLC Coach

Master Teacher

August 27-28, 2014

October 2-3, 2014

Teachers will learn

strategies and knowledge of

each indicator, which will

assist them reaching the

need of all students within

their class.

Student Test Scores

Lesson Plans

Observations


National Council of Social

Studies Teachers

Multiple National

Recognized Presenters Nov. 21-23, 2014

Teachers will acquire new

skills, resources, strategies,

and information that will

aid teachers in providing a

more rigorous class.

Student Test Scores

Lesson Plans

Observations

$8,328.60 ($1535.70 per person for

meals, lodging, and

registration)


National Title I Conference

Multiple National

Recognized Presenters Feb. 5-8, 2015

To provide teachers with

instructional facilitators,

who are up to date on

policies, proven techniques

and strategies that will take

our program to new heights.

Student Test Scores

Teacher Evaluation

Scores

TVASS School-wide

Scores

Teacher Retention

$5,328.60 ($1500.00 per person for

meals, lodging, and

registration)

Council of Exceptional

Children

Multiple National

Recognized Presenters April 8-11,2015

Teachers will acquire new

skills, resources, strategies,

and information that will

aid teachers in providing a

more rigorous class

Student Test Scores

Lesson Plans

Observations

$2,328.60 ($1500.00 per person for

meals, lodging, and

registration)

Autism, Asperger’s

Sensory & ADHD In

Children and Adolescents

Gary M. Eisenberg, Ph.D

Licensed Psychologist

and Professor

October 21, 2013

Teachers and Counselors

will acquire skills,

resources, strategies, and

information that will aid

teachers and counselors in

handling students with

these disorders.

Observations

Pass/Retention Rate

Student Referrals

$845.00 ($169.00 per person)

NOTE: Professional development activities are subject to change or additional professional development activities may be added as needed.


The office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following

assessments:

TCAP Writing Assessment

End-of-Course Tests

o English I, English II & English III

o Algebra I & Algebra II

o Biology

o United States History

Central High School provides individual student assessment results to parents for the following assessments:

PLAN

PSAT

ACT

Report to Parents in Multiple Languages

Central High School is committed to providing communication to all parents in an effective manner. When parents call and need assistance, our

ELL teacher arranges for a translator to be present during the conference. The following statement, provided by the ELL Department, is attached

to each document sent to parents.

“If you need additional information or if you have questions, please call your school’s principal.”

The statement above is available in the following languages:

Arabic

Bosnian

Korean

Kurdish

Lao

Somali

Spanish

Vietnamese

Reports of Assessments Results


Check all that apply:

__X__ Support uncertified personnel in gaining certification

__X__ Establish collaboration with colleges and universities

__X__ Provide ongoing professional development

__X__ Encourage local, state, and national professional development

__X__ Implement mentoring program

__X__ Establish networks to build capacity

__X__ Provide time for team planning and collaboration

__X_ Provide generous resources and materials to assist teachers

Strategies to Attract High Quality, Highly Qualified Teachers


Central High School’s

Assurance Page

I, Greg McCullough, principal of Central High School, give assurance that this Title I Schoolwide 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 Carl D.

Perkins Vocational Act, and Head Start.

September 15, 2014

Principal Signature Date

Documents

2014-2015 - Memphis Central High School Mr. Greg McCullough, ... Librarian Professional School Counselors ... struggling teachers based on the TEM 4.0 Rubric