School Improvement Plan - Shelby County Schools€¦ · 2014-15 Tennessee School Improvement Planning Template The final plan should be no longer than four pages. School Name: Whitehaven

Whitehaven Elementary STEM School

Engage, Educate, and Empower

Every Student, Everyday!!!

School Improvement Plan Revisions 2014-2015

Tommy Elliott, Principal

Tonya Cooper, ILD (Zone 12)

Dorsey E. Hopson, II, Esq, SCS Superintendent

2014-15 Tennessee School Improvement Planning Template

The final plan should be no longer than four pages.

School Name: Whitehaven Elementary

Accountability status:

Reward, Focus, or Priority if applicable.

Analysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge: RLA (ALL ETT): Increase by 7.8% (from 19.8% in 12-13 to 27.6% in 13-14) Math (ALL ETT): Increase by 9% (from 25.1% in 12-13 to 34.1% in 13-14) Based on TVAAS Data (2014), in Math, the 3rd grade growth measure, 4.6, met the Standard for

Academic Growth, by 2 standard errors. The 4th grade estimated mean NCE Gain (3.3) is

substantially above the growth standard by at least 1 standard error. In 5th grade, the

estimated mean NCE Gain (1.6) is equal to or greater than the growth standard by at least 1

standard error.

In Reading Language Arts, the 3rd grade growth measure, 4.6 made substantially more progress

than the Standard for Academic Growth, by 2 standard errors. In 4th grade, the estimated

mean NCE Gain (1.7) is substantially above the growth standard by at least 1 standard error.

In Science, the 3rd grade growth measure, 18.2 made substantially more progress than the

Standard for Academic Growth, by 2 standard errors. The 4th grade estimated mean NCE Gain

(0.1) is equal to or greater than the growth standard by at least 1 standard error. In 5th grade

in Science, the estimated mean NCE Gain (8.0) is substantially above the growth standard by at

least 1 standard error.

In Social Studies, the 3rd grade growth measure, 4.2 made substantially more progress than the

Standard for Academic Growth, by 1 standard error. Fifth grade students scored above the

Standard for Academic Growth. In 5th grade, the estimated mean NCE Gain (2.4) is

substantially above the growth standard by at least 1 standard error.

In Reading Language Arts, the number of students (ALL) in 2013 who reported Below Basic in

2013 (77) decreased in 2014 (63); Basic in 2013 (113) decreased in 2014 (97); Proficient in 2013

(42) increased in 2014 (57)

In mathematics, the number of students (ALL) in 2013 who reported Below Basic in 2013 (65)

decreased in 2014 (54); Basic in 2013 (111) decreased in 2014 (91); Proficient in 2013 (51)

increased in 2014 (59); Advanced in 2013 (8) increased in 2014 (16).

In Science, the number of students (ALL) in 2013 who reported Below Basic in 2013 (91)

decreased in 2014 (67); Basic in 2013 (73) decreased in 2014 (45); Proficient in 2013 (67)

increased in 2014 (88); Advanced in 2013 (4) increased in 2014 (20).

In Social Studies, the number of students (ALL) in 2013 who reported Below Basic in 2013 (0)

remained consistent in 2014 (0); Basic in 2013 (91) decreased in 2014 (66); Advanced in 2013

(22) increased in 2014 (32).

The target for 2013-2014 AMO in mathematics arts was 29.8%. The percent proficient/advanced in 2014 for all students was 34.1%. We did meet the AMO target for mathematics.

The target for 2013-2014 AMO in reading language arts was 24.8%. The percent proficient/advanced in 2014 for all students was 27.6%. We did meet the AMO target for reading language arts.

For the 2014-15 school year, we have no gaps in reading language arts for subgroups Black/Hispanic/Native American, Economically Disadvantaged, and Students with Disabilities. In mathematics, there are no gaps in mathematics for subgroups Economically Disadvantaged and Students with Disabilities. This is due to the fact that there are not enough students in the subgroups or non-subgroups to make a comparison. There must be at least 30 students in each subgroup. Therefore, we are not held accountable for these subgroups. However, in mathematics, there is a slight gap of 0.3 for Black/Hispanic/Native American.

The percent proficient and advanced for with Black, Economically Disadvantaged, Students with Disabilities and White in mathematics are 33.8%, 32%, 38.4%, and 100% respectively. The 2013-14 goal for Black, Economically Disadvantaged, and Students with Disabilities in mathematics was 29.9%, 28.7%, and 32.5% respectively. We met the goal for the following subgroups: Black, Economically Disadvantaged, and Students with Disabilities.

The percent proficient and advanced for with Black, Economically Disadvantages, Students with Disabilities and White in reading language arts are 27.7%, 25.1%, 23%, and 0% respectively. The 2013-14 goal for Black and Students with Disabilities in mathematics was 24.5% and 24.3% respectively. We met the goal for the following subgroups: Black and Students with Disabilities.

Based on TVAAS Data (2014), in 5th grade, Reading/Language is an area for continued growth, as the estimated mean NCE Gain (-0.4) is more than 2 standard errors below the growth standard. We made slightly less progress than the Standard for Academic Growth in 5th grade Reading/Language. Grade 4 Social Studies is an area for continued

growth. Fourth grade students scored

substantially less than the Standard for Academic

Growth. In 4th grade, the estimated mean NCE

Gain (-4.7) is below the growth standard by at

least 1 standard error.

The number of students (ALL) in 2013 who

reported Advanced (5) in reading/language arts

slightly decreased and reported (4) in 2014.

The number of students (ALL) in 2013 who

reported Proficient (122) in social studies slightly

decreased and reported (119) in 2014.

The percent proficient and advanced for Economically Disadvantaged was 25.1%. The 2013-14 goal for Economically Disadvantaged was 25.2%. We did not meet the goal for this subgroup.

Underlying Reasons for Progress: Underlying Reasons for Challenge:

Students in grades 3-5 at Whitehaven Elementary have made gains in Reading/LA, Mathematics, and Science. Gains for these grade level may be attributed to the following: 1) Whitehaven Elementary tutored 2 days per week before school (Tuesday and Thursday

for Targeted Basic to Proficient Students). We also implemented dates for a Saturday TCAP Writing Blitz (January/February) and a Saturday TCAP Blitz (March/April).

2) Students were placed in homerooms based upon their ability (skills) to assist teachers with differentiation in the classroom.

3) Teachers in grades 3-5 were departmentalized in order to provide excellent instruction in the classroom where teachers were able to develop the necessary skills for effective instructional practices in the classroom.

4) The STEM Program continued to be implemented. 5) Whitehaven Elementary continued to implement district initiatives such as Reading Plus,

Stanford Math, and Istation. 6) With the implementation of the TEM 3.0 Teacher Evaluation Process, teachers began

teaching at a higher level to meet levels 3, 4, and 5 of the indicators. 7) Select teachers attended the Six Trait Writing for Common Core Success. Teachers

learned writing strategies to help create a classroom of enthusiastic and successful writers ready to meet the new rigor and requirements of the CCSS.

8) STEW (W-Writing) lab was added for students in grades 2-5 to help prepare these students for the TCAP Writing Assessment.

9) Select teacher attended the NCTE Conference. Teacher learned literacy skills that are used to transform teaching in the classroom.

10) Teachers in grades K-5 participated in a monthly class in reading instruction and/or intervention at all grade levels (Sopris Training).

11) All Grade K-5 teachers participated in six months of Common Core Study Groups (7 Sessions) and learned about Common Core Standards and how to apply them in the classroom.

12) All Grade K-5 teachers met in common content area/grade level PLC’s to disaggregate data, plan lessons by aligning instruction to the standards, create assessments, plan interventions, discuss instructional strategies, etc., as well as what content needs to be re-taught using their formative assessments.

13) Grades 3-5 students participated in a monthly practice TCAP assessment (arena style) to assist them in determining mastery and non-mastery skills and placement in necessary interventions; During March/April of the second semester, a weekly school wide common formative assessment for each grade (3-5) was utilized to assist in determining which skills students mastered and did not master.

14) Teachers in these three grade levels reviewed student assessment data to determine which students were in need of tutoring and other interventions. Teachers used data to determine “target students” and plan for small group instruction. The school also offered tutoring two days per week before school for targeted Basic to Proficient students. Teachers met with the principal in data PLC’s to review and reflect (SDIS) on the DEA formative assessment data.

15) One hundred percent (100%) of Whitehaven administrators/ faculty members hold Bachelor’s degrees. All staff members are highly qualified to teach in their respective areas.

Students in grade 5 at Whitehaven Elementary did not make gains in Reading/LA, and students in grade 4 did not make gains in social studies. Losses for these grade levels may be attributed to the following: 1) More professional development is required

for our teachers in grades K-5 to fully understand the changes that have occurred in the new framework with common core literacy.

2) Working computers to implement district initiatives.

3) More professional development is required for our teachers in grades K-5 for differentiation.

4) It was quite difficult for the grade 5 reading language arts to teach reading, language arts, and writing in the 90 minute block. Other grades had a reading teacher and a language arts/writing teacher. This gave students a double dose of instruction in these areas.

5) As much instructional time was not devoted to social studies instruction as reading/language arts, mathematics, and science. Each teacher had to teach their homeroom one of the assigned content areas in addition to social studies.

6) Although many innovative instructional strategies are utilized, more emphasis needs to be placed on small group instruction rather than whole group.

7) More professional development is required for our teachers in grades K-5 for core content training to increase pedagogical knowledge and the repertoire of skills/strategies in social studies, science, and reading language arts (particularly for grade 3-5 teachers).

8) Teachers need more professional development in ways to decrease the small achievement gap for the Black subgroup.

9) Having effective use of the STEM Project-Based Lab, Science Lab, and Engineering Lab with classes. More professional development on strategies for use in the lab setting.

10) More parental involvement is required from parents.

Goals for 2014-15 school year:

1. Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.

2. Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015.

(Whitehaven Elementary will increase its Annual Measure Objectives (AMOs) by 10 percent in order to meet the adequate yearly progress growth targets this school year; School's proficiency target goal in reading/language is 42.2% and 48.2% in math. Accomplishing this goal would result in all students, regardless of race, ethnicity, income level, disability, or language, achieving progress towards proficient and closing the achievement gap.)

To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015.

To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015. To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015. To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.

Plan for this school year:

Key strategies to achieve goals: 1. Strategy: Weekly common grade level meeting led by PLC Coach

Implementation Plan: To examine content with appropriate pedagogy for grade level common core content in mathematics and RLA, instructional strategies, student/teacher/school wide data, etc.; Instructional topics of focus vary each week (TEM 4.0, Sopris Training, TN Core Literacy School Team Training, Gender Equity, Revised Blooms Taxonomy/Costa’s Levels of Questioning, Accountable Talk, etc.). Additional district profession development and on-line courses are required for those teachers who need more assistance. Desired Outcomes: Increase core content knowledge and learn more about instructional strategies, differentiation, small group instruction, common core in the classroom. Projected Costs and Funding: This strategy will not require additional funding as common planning in already in place at Whitehaven Elementary and personnel to provide the content training, instructional strategies, and data are in place. Required district professional development and on-line courses (My Learning Plan course(s), TeachScape- SCS District Funding) This strategy will help us achieve our goals by providing professional development for teachers to help them close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.

2. Strategy: Weekly common grade level meeting Implementation Plan: To disaggregate data, plan lessons by aligning instruction to the standards, create assessments, plan interventions, discuss instructional strategies, etc., based on the appropriate common core grade level standards and to determine appropriate materials for teaching the standards as well as what content needs to be re-taught using their formative assessments; Grade level teams share what they are doing and what they have learned at professional development sessions. Desired Outcomes: Increase alignment of classroom instruction with the TEM 4.0 rubric. Projected Costs and Funding: This strategy will not require additional funding as common planning is already in place at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to review and reflect on classroom instruction and to make the necessary adjustments in instruction. This will help teachers to reach the levels 3, 4, and 5 of the TEM 4.0 indicators and as a result increase student achievement for subgroups and all students in reading/language arts and mathematics.

3. Strategy: Weekly common grade level meeting Data PD for teachers and staff Implementation Plan: To assure that all teachers can use the assessment data (SDIS) to determine specific content needs for their students and to use the Value Added website for growth, projections, etc. – PD provided by principal and PLC Coach during common planning time. Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing teachers the opportunity to analyze and reflect on student assessment data. Projected Costs and Funding: This strategy will not require additional funding as common planning in already in place at Whitehaven Elementary for data meetings. This strategy will help us achieve our goals by allowing teachers to review and reflect on student assessment data. This will help teachers to know which students have mastered and have not mastered the content skills and prepare to reteach and provide the necessary interventions.

4. Strategy: WESA utilizes the Academic Intervention Plan daily; Use of student intervention folders. Implementation Plan: To provide a student schedule that allows time during the school day to obtain tutoring/enrichment for all students;

Students may participate in one of three tiers (Tier 1- screening and group interventions, Tier II- targeted interventions, and/or Tier III- intensive interventions and comprehensive evaluation); Provide extended learning and extended contract before school tutoring opportunities for one “target” group of students (Basic to Proficient); Use student intervention folders for grades 3-5 for students and teachers to review and reflect on content skills students have and have not mastered, so that teachers can reteach and provide the necessary interventions. Desired Outcomes: Increase student proficiency in reading/language arts and mathematics by providing various interventions to address the needs of our students.

Projected Costs and Funding: This strategy will require funding for the Extended Learning and Extended Contract before school tutoring. Extended Learning- ESEA/Title I funds $19,320.00, Extended Contract funds $ 4,796.40, cost of printing and supplies- ESEA/Title I funds $100.00 This strategy will help us achieve our goals by providing interventions to help students who have not mastered the content skills and to maintain proficiency for students who have mastered the necessary skills in reading/language and mathematics.

5. Strategy: WESA will particularly focusing on “target” students in grades 3-5. Implementation Plan: To assign students in grades 3-5 to assigned tiered homerooms. Within each homeroom are additional tier levels for

teachers to focus on the low, middle, and high students; To assign content areas (reading language arts, mathematics, science, social studies) to specific teachers to teach. Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing teachers the opportunity to teach students who are ability based; Teachers will also provide differentiation for the tiered students in each homeroom; Increase student proficiency in reading language arts, mathematics, science, social studies by allowing one specific teacher to focus instruction on one/two assigned content area.

Projected Costs and Funding: This strategy will not require additional funding as teachers are in place for the tiered homerooms, common planning is already in place, and teachers have been assigned specific content areas to teach in grades 2-5 at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to focus and instruct whole groups of students with the same ability using

differentiation for the varying groups and provide additional differentiated instruction for low, middle, and high students within each homeroom. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students. This will help teachers to focus instructional lessons on one/two content area(s)

6. Strategy: WESA grades 2-5 are departmentalized. Implementation Plan: To assign content areas (reading language arts, mathematics, science, social studies) to specific teachers to teach.

Desired Outcomes: Increase student proficiency in reading language arts, mathematics, science, social studies by allowing one specific teacher to focus instruction on one/two assigned content area.

Projected Costs and Funding: This strategy will not require additional funding as teachers have been assigned specific content areas to teach in grades 2-5 at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to focus instructional lessons on one/two content area(s).

7. Strategy: WESA will administer monthly practice TCAP assessments to grades 3-5 to “target” students. Implementation Plan: To use the TN State Department of Education Samplars and Practice Test as assessments that are aligned to the nine

week curricula. This assessment will allow us to determine which students have not mastered the skills and which students require assistance. Each month will be a different content area of focus (reading/la, mathematics, and science). Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing “target” student to participate in monthly practice TCAP assessments. Teachers can continue to monitor students’ proficiency of the content skills.

Projected Costs and Funding: This strategy will require funding to print the monthly practice TCAP assessments and costs for pencils, erasers, ………containers, etc. (cost of printing and supplies- ESEA/Title I funds $500.00).

This strategy will help us achieve our goals by allowing students various opportunities to practice with the tested skills on the TCAP and provide students with what they have learned and what they need to focus more on. This will also help teachers to know which students have and have not mastered the content skills in reading/language and mathematics, so that they can reteach the skills. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.

8. Strategy: Whitehaven Elementary will continue to implement district initiatives. Implementation Plan: To implement district initiatives such as Istation and iReady for Tier II & Tier III intervention students. Desired Outcomes: Increase student proficiency in reading/language arts and mathematics by allowing Tier II and Tier III students an opportunity to participate in district initiatives such as Istation and iReady. Projected Costs and Funding: This strategy will require funding from SCS district funds for district initiatives. This strategy will help us achieve our goals by allowing students various opportunities to practice with content skills in reading/language and

mathematics that they have not mastered. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.

9. Strategy: WESA will utilize Accelerated Reader (AR). Implementation Plan: To use Accelerated Reader, a software tool, to assess a student's reading level, suggests titles of books at that level,

and then assess whether a student has completed reading the book by asking a series of questions. It provides information to students regarding reading rates, amount of reading, and other factors related to reading. Desired Outcomes: Increase student proficiency in reading. Projected Costs and Funding: This strategy will require funding for Accelerated Reader from Renaissance Learning . ESEA/Title I funds $5,138.00. This strategy will help us to determine a student's reading skills in comparison to their current school grade and other students of comparative level. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts for all students.

10. Strategy: WESA will pilot Project Lead the Way (PLTW). Implementation Plan: To provide hands-on, project-based science, technology, engineering and math (STEM) curricula. Desired Outcomes: Increase student proficiency in mathematics and science. Projected Costs and Funding: This strategy will require funding for Project Lead the Way Materials and Resources. ESEA/Title I funds $36,770.00. This strategy will help students link math and science concepts to real-world problem solving. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in mathematics and science for all students.

11. Strategy: WESA will implement STEW (W-Writing Lab). Implementation Plan: To provide practice in writing for grades 1-5. Projected Costs and Funding: This strategy will not require additional funding as an educational assistant for the Writing Lab is already in place from Fund 1. This strategy will help to increase TCAP Writing scores for students in grades 3-5.

Key benchmarks for progress on strategies:

Benchmark: Timeline: 1. All teachers in grades K-5 will examine appropriate pedagogy for grade level common core content in mathematics and RLA, instructional strategies, student/ teacher/school wide data, etc. District content advisors will assure that all teachers in the session understand the content and can use pedagogy appropriate to the content and grade level.

Weekly meetings throughout the school year with PLC Coach; ILD and PIT Crew meet with principal at least monthly to review progress and determine teachers who need additional professional development; The Master Teacher and Learning Coaches will provide additional support for teachers who require assistance.

2. All grade levels meet weekly to cooperatively prepare lesson plans and select/find instructional materials and resources; Core content area lesson plans are submitted to the PLC Coach weekly for review and feedback with teachers (rotate review and feedback with core content areas); PLC Coach will share summary with principal.

Weekly : Grades K-5 submit their meeting minutes and agenda; Weekly: Lesson plans and materials submitted to PLC Coach.

3. Weekly data training/review/reflection

Weekly (Wednesday’s/Thursday’s): Principal meets with each grade level (1-5) to review and reflect on assessment data; Teachers are able to determine SPI’s and standards to reteach and refocus on by reviewing the data; Weekly (Wednesday’s/Thursday’s): PLC Coach will train teachers on how to access data, navigate for data, and read reports to determine student needs (Discovery, TCAP Practice, Istation, iReady, TVAAS). Teachers are able to access, analyze and reflect on their own data.

4. Formative assessment data ; Administer monthly TCAP practice assessments to “target” students in grades 3-5 and use the data to determine tutoring and student needs (which students did not master the skills).

September 2014-April 2015: Select formative assessments- September 30: 1st TCAP Practice assessment (reading/language arts); October 28: 2nd TCAP Practice assessment (mathematics); November 18: 3rd TCAP Practice assessment (science); January 27: 4th TCAP Practice assessment (reading/language arts); February 24: 5th TCAP Practice assessment (mathematics); March 10: 6th TCAP Practice assessment (science): Weekly Common Assessments- March 27th, April 2nd, April 10th, April 17th, April 24th

5. Monitor targeted students’ attendance at tutoring sessions; Monitor their progress on classroom, school-wide, and district-wide formative assessments.

Tutoring (Monitor attendance weekly by PLC Coach and Counselor); Weekly- Teachers monitor classroom formative assessment data; Monthly- PLC Coach and Principal monitor school wide formative assessment data; Quarterly- PLC Coach and Principal monitor district-wide DEA formative assessment data.

6. Monitor Tier II & Tier III intervention students’ progress weekly in Istation and iReady.

Weekly- Monitor Istation and iReady data.

7. Monitor Accelerated Reader (AR) Usage and student data.

Usage (Monitor Accelerated Reader usage by Principal, PLC Coach, and Librarian); Weekly- Librarian monitor weekly usage; Bi-weekly- PLC Coach monitor bi-weekly usage; Monthly- Principal monitor monthly usage. Student Data (Monitor Student Data by Principal, PLC Coach, and Teacher); Bi-weekly- PLC Coach and teacher monitor Accelerated Reader student data bi-weekly; Monthly- Principal monitors Accelerated Reader student data monthly.

8. Monitor Project Lead the Way (PLTW). Usage- (Monitor PLTW usage by Principal, STEM Optional Facilitator); Weekly- Principal monitors PLTW weekly via STEM lesson plans and classroom observations; STEM Optional Facilitator monitors PLTW via classroom observations.

9. STEW (W-Writing). Instruction- (Monitor Writing Lab Instruction by Principal and PLC Coach); Weekly- PLC Coach monitors writing in lesson plans and via classroom observations; Bi-weekly- Principal monitors writing via classroom observations.

http://en.wikipedia.org/wiki/Curriculum

SCS Framework

6

LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS

School: Whitehaven Elementary STEM School

Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)

Goal Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th

graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.


To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.

Which need(s) does this Goal address? Student Achievement- Reading and Language Arts

How is this Goal linked to the District’s Strategic Plan?

Goal 1: Accelerate Student Achievement a) Focusing on Pre K-3 Literacy

b) Developing, Recruiting, and Retaining Effective Teachers, Leaders and Staff

c) Improving Low-Performing Schools

d) Expanding Opportunities for High Achievers

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 Strategy

Performance

Results/Outcomes

Action

Step 1

The school will provide professional

development on:

Professional Learning Communities

My Learning Plan

Analyzing Data- TCAP, SAT10, Practice Common Assessments, Discovery Assessments, Istation, iReady

Research-based Literacy Strategies

Differentiated Instruction

Discovery Education

Instructional Curricula, Lesson Plans, Classroom Observations

Revised Bloom’s Taxonomy/Costa’s Levels of Questioning

TVASS Data Review and Analysis

TEM 4.0

June 18, 2014-

May 2015, July

2015- May 2016

Outside

Consultants,

District

Personnel,

Principal,

PLC Coach,

Teacher

Leaders

Instructional

Materials and

Supplies for

each session

ESEA Instructional

Supplies- $1,000.00,

Salary of PLC Coach-

ESEA

Classroom

Observations, Lesson

Plans, PLC Meeting

Reports, Discovery

Assessment Data,

TCAP Data, SAT10

Data, TCAP Writing

Data, TCAP Common

Assessment Data, TEM

Data, TVASS Data

Increased

collaboration

between faculty and

parents, increased

TCAP, SAT10, and

TCAP Writing in

reading/language

arts/writing, and

enhanced teacher

performance,

knowledge and

skills.

SCS Framework

7

Common Core State Standards

Gender Equity in the Classroom

Responsive Classrooms

Small Group Focused Instruction

PBIS

Accountable Talk

Use of STEM Technology in the Classroom

Successful Parent Teacher Conferences/Ways to Assist Parents at Home with Their Child

Istation

iReady

STEM Curricula- Project Lead The Way

Kindergarten Curriculum Materials/Resources

Common Core Close Reading and Informational Texts (Grades 3-5)- Text Exemplars

Youth Suicide Prevention, Bullying, and Child Abuse

Homeless/Displaced Students

TeachScape

TN Online Learning Series for Teachers- Reading Foundational Skills

Reading Literature

Reading Informational Text

Speaking and Listening

Text Complexity

Academic Vocabulary

Action

Step 2

The school will provide academic intervention

programs including: Extended Learning/

Extended Contract- Before school, Blitz’s,

Saturday tutoring (Targeted Students- Tier I)

WESA “In-house” Tutoring (Tier II/III)

Istation (Tier II/III) (Use of Student Intervention Folders for students

and teachers to track students’ mastery and non-

mastery of content skills.)

September

2014- June

2015,

September

2015-June 2016

PLC Coach,

Extended

Contract

Coordinator,

Select Grades

3-5 Teachers,

Educational

Assistants

Computers,

Printers,

Tutors,

Instructional

Supplies

ESEA Extended

Learning Funds

($19,320.00),

Extended Contract

Funds ($4,796.40),

District Funds-

Istation, Salary of

ESEA Educational

Assistants, Salary of

PLC Coach- ESEA

Student Progress

Reports & Report Cards,

Teacher Observations,

Teacher-Made

Assessments, Istation

Data, Discovery

Education Assessment

Data, TCAP Common

Assessment Data,

TCAP Test Data, TCAP

Writing Assessment

Data

TCAP and TCAP

writing scores in

reading language

arts will increase on

state assessments:

better grades in the

classroom; Increase

in student

achievement.

Action Teachers in grades K-5 will use the Discovery

Education Formative Assessment (grades 3-5

only), Discovery Probes, and Journey’s to

September

2014-May 2015,

September

Grades K-5

Teachers,

Discovery

online test

materials and

District Funds-

Discovery Education,

Journey’s, Salary of

Discovery Assessment

Data(weekly & quarterly)

& Journey’s Assessment

Students’ TCAP,

SAT10, and TCAP

writing scores will

http://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1061






SCS Framework

8

Step 3 identify mastery and non-mastery of SPI’s. It will

also be used to determine gains and losses.

With this data, teachers will be better able to

plan and modify classroom instruction in order

to target the needs of all students. They will

determine best practices/instructional strategies

to increase student achievement in

reading/language arts/writing. Parents will be

involved in a timely manner of the progress their

students are making of these practice tests.

2015-May 2016 PLC Coach data supplied

by SCS; Online

access to

Journey’s for

assessments

will be provided

by SCS.

PLC Coach- ESEA Data (weekly and

monthly), TEMS, Weekly

Lesson Plans, Parent

Contact Logs,

Classroom

Observations, PLC

Meeting Reports

increase; better

grades in the

classroom. Parental

involvement will

increase; Increase

in student

achievement.

Action

Step 4

Grade K-5 teachers will participate in weekly

PLC’s with the PLC Coach, meet weekly in grade

level meetings, meet weekly in data meetings,

and meet in faculty settings to network and

collaborate in sessions (PLC’s) to focus

collectively on teacher learning that leads to

greater student learning across grade levels and

develop common lessons, instructional

strategies, classroom assessments, and data.

These sessions are designed to increase student

achievement in the classroom and on the TCAP

Test and TCAP Writing Assessment.

August 2014-

On-going

through May

2015, August

2015- On-going

through May

2016 (Dolman-

Wednesday’s/Th

ursday’s, Elliott-

Wednesday’s/Th

ursday’s, Grade

Level- once per

week, Faculty

Meeting PD-

once per week

Vertical Team

Meetings- once

per month

Principal, PLC

Coach, All

Teachers

Materials

(paper, copies,

etc.) for each

session


ESEA

Classroom


Plans, PLC Meeting

Reports, Test Score

Data, Examples of

Student Work

Increased

collaboration

amongst the faculty,

better

communication and

collaboration


increased number

of students

mastering

Language

Arts/Reading/Writin

g SPI’s and English

CCSS, and

enhanced teacher

performance,

knowledge, and

skills; Increase in

student

achievement.

Action

Step 5

Teacher Mentoring- Learning Coaches and SCS

PIT Crew will meet with new and struggling

teachers to share their ideas and experiences,

grow professionally, and improve the education

of students in the classroom.

August 2014-

May 2015,

August 2015-

May 2016

SCS PIT

Crew, SCS

Learning

Coaches, New

Teachers,

Struggling

Teachers

Instructional

Materials

Salary of SCS PIT

Crew, $2,000.00/

Learning Coach

($2,000.00)- SCS

District Funds

Monthly Time Logs,

Informal Observations

using the TEM 4.0

Rubric, Learning Walks/

Peer Observations,

Personal Learning Plans

Increased

knowledge and

expertise of new

and struggling

teachers in reading

language arts and

improved student

learning in the

classroom.

Action

Step 6

The school will encourage parent/community

participation via Family Reading Night.

Winter 2014-

2015

PLC Coach,

Librarian,

Counselor,

Instructional

Materials and

Supplies and

Materials: $300.00-

ESEA, Salary of PLC

Sign In Sheets,

Evaluation

Forms/Survey,

Increased parents’

awareness of the

reading/language

SCS Framework

9

Teachers of

Grades K-5

Supplies Coach- ESEA

Attendance arts/writing

curriculum and

SPI’s and informed

parents on what

they can do to

assist students with

reading/language

arts/writing at home.

Increased number

of students

mastering

Language

Arts/Reading/Writin


CCSS.

Action

Step 7

Grade K-5 teachers will use technology (Smart

Boards, CPS systems, computers/laptops,

printers, projectors, SMART Response systems,

Gizmos) to enhance instruction, increase

student engagement, and interactivity with

lessons, and increase student achievement in

AYP areas.

August 2014-

May 2015,

August 2015-

May 2016

PLC Coach;

All Teachers

Smart Boards

in each

classroom

(already in

place- ordering

1 additional

SMART Board

set-up and

mounting for

PLRC and

Science Labs );

CPS/Smart

Response units

in select

Grades K-5

classes and

training for

those teachers;

working

computers and

access to print

in all

classrooms

Smart Boards and

Projectors w/ PD-

$6,224.00 (ESEA)

laptops- $13292.79

(ESEA), Salary of PLC

Coach- ESEA

Classroom

Observations, Examples

of Student Work, TEM

4.0 observations,

Weekly Lesson Plans,

PLC meeting reports,

CPS/Smart

Response/Gizmos Data

Students will take

more responsibility

for their own

learning and will be

more engaged with

the process; this in

turn will increase

reading language

arts test scores.

Action

Step 8

K-5 students who have been identified as Tier II

and Tier III from the RTI2 benchmark will use

Istation as an intervention for reading language

arts.

September

2014- May 2015,

September

2015-May 2016

PLC Coach,

Grades K-5

Teachers

Benchmark-

Istation data

District Funds-

Istation, Salary of

PLC Coach- ESEA

Test Score Data, Data

from Istation classes.

Low-achieving

students will make

gains on the TCAP

and SAT10 tests.

SCS Framework

10

Action

Step 9

Black, ED, and Students with Disabilities

students will receive additional support to

prepare for TCAP and SAT10 testing; this

support will take place in the regular classroom

and through WESA “in-house” tutoring during

the day and before school.

October 2014-

April 2015,

September

2015- April 2016

PLC Coach,

Grades K-5

teachers,

Educational

Assistants,

SPED

Teacher

Achievement

data for, Black,

ED, and

Students with

Disabilities

ESEA Extended

Learning Funds

($19,320.00),

Extended Contract

Funds ($4,796.40),

District Funds-

Istation, Salary of

ESEA Educational

Assistants, Salary of

PLC Coach- ESEA

Discovery and Practice

TCAP Assessment Test

Data, TEM

Observations, Weekly

Lesson Plans

TCAP and SAT10

test scores for

students in these

subgroups will

increase.

Action

Step 10

Data (test scores, report card grades) will be

used in conjunction with teacher

recommendations in scheduling students into

the Optional Program.

August 2014-

May 2015,

August 2015-

May 2016

School

Counselor,

Optional

Schools

Facilitator

Physical

evidence of

past student

achievement;

Optional School

Assessment,

test scores,

report cards,

records

Salary Optional

School Facilitator

(SCS Optional

Schools);

Instructional

Materials, Supplies,

Equipment,

Computers, Field

Trips (SCS Optional

Schools)

Schedules Accessed

through Power School;

Student Progress

Reports, Student Report

Cards

High-achieving

students will be

placed in more

rigorous classes,

while lower-

achieving students

will be placed in

classes that provide

more structure.

This will allow

optional teachers to

increase the rigor

and depth of study,

which in turn will

increase TCAP and

SAT10 test scores

among those

students.

Action

Step 11

Teachers will use SCS curriculum maps for

rigorous lesson planning and instruction.

July 2014-May

2015, July 2015-

May 2016

All Teachers,

PLC Coach

SCS curriculum

maps


ESEA

Classroom

Observations, TEMS,


PLC meeting reports

Increased TCAP

and SAT10 scores.

Action

Step 12

Substitute Teacher to cover regular teacher

classes for job-embedded PD sessions -Ongoing

throughout 2014-2015 school year. Subs will be

required for teachers to participate in

professional development to assist teachers with

increasing the rigor and relevance in daily

lessons as well as plan strategies to increase

October 2014 -

May 2015,

August 2015-

May 2016

PLC Coach,

Select

Teachers

Instructional

Materials for

each session

$1,000.00-

Substitutes (ESEA),


ESEA

Classroom


Plans, PLC Meeting

Reports

Increased

knowledge of

content area and

instructional

strategies;

Increased rigor and

relevance in daily

lessons; Increased

SCS Framework

11

student achievement on TCAP and SAT10 tests.

knowledge of

strategies to

increase student

achievement on

TCAP and SAT10

tests.

Action

Step 13

Select K-3 teachers will participate in classes in

reading instruction for grade levels K-3. The

content was developed by the State to align with

CCSS, and each course offers a variety of

strategies or activities over a period of seven

months that can be used with students

immediately. Teachers in K-3 will learn valuable

information for good first teaching. These

sessions will help teachers to refine their

practices and gain new ideas in reading

instruction.

Sept. 19, 2014,

Jan. 5, 2015,

Feb. 6. 2014,

July/August

2015

SCS Literacy

PLC Coach

Instructional

Materials and

Supplies for

each session;

Supplies and

Materials

Materials and

supplies- SCS and TN

Department of

Education, Salary of

PLC Coach- ESEA

Classroom


Plans, PLC Meeting

Reports, Test Score

Data, Examples of

Student Work

Increased

collaboration


better

communication and

collaboration


increased number

of students

mastering

Language

Arts/Reading/Writin


CCSS, and

enhanced teacher

performance,

knowledge, and

skills.

Action

Step 14 Learning Forward Annual Conference

December 7-10,

2014, December

2015

Conference

Presenters,

PLC Coach

N/A

Conference

Registration & Travel-

ESEA

Classroom


Plans, PLC Meeting

Reports

Participant will

learn research

based skills and

principles that

can be used to

increase rigor in

the curriculum.

Participant will

identify

breakthrough

practices for

school leadership

and

administration.

SCS Framework

12

LITERACY ACTION PLAN DEVELOPMENT: WRITING



Goal Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th

graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.


To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.

Which need(s) does this Goal address? Student Achievement- Reading and Language Arts (Writing)







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.


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 Strategy

Performance

Results/Outcomes

Action

Step 1

STEW (W- Writing)- Students in grades 1-5 will

report weekly to the writing lab. In this lab,

students will write about topics of interests to get

students engaged and interested in writing.

August 2014-

May 2015,

August 2014-

May 2016

Principal,

Educational

Assistant,

Grades 1-5

Teachers

Paper, pencils,

composition/spir

al tablets,

computers,

printer, Ink

Salary of ESEA

Educational

Assistant

Classroom


Plans, PLC Meeting

Reports, TCAP Writing

Assessment Data, STTS

Student Writing, STTS

Student Writing Practice

Exercises on MIST

TCAP writing

scores will increase

and students will

learn how to use

informational text

and compose

analytical essays.

Action

Step 2

School Team Training Series- A grade 5 teacher

who attended the STTS session during the

summer of 2014 will lead this series with teachers

in grades 3-5 with several Bridge to Practice

Activities and PLC’s to help teachers prepare

Summer

2014,

September 9,

2014,

Grade 5 Lead

STTS Teacher,

PLC Coach,

Paper, pencils,

pens,

highlighters,

Stipend for Lead

STTS teacher

provided by TN

Core form TN

State Department

Classroom


Plans, PLC Meeting



TCAP writing

scores will increase

and students will

learn how to use

informational text

SCS Framework

13

students for the TCAP Writing Assessment. September

19, 2014, Fall

2014, January

2015,

February 2015

Grades 3-5

Teachers

sticky notes,

computers,

printer, Ink,

MIST

of Education from

Summer 2014

training, MIST-

purchased by

SCS, Salary of

PLC Coach- ESEA



Exercises on MIST

and compose

analytical essays.

Action

Step 3

Edutyping- Students in grades 4 and 5 began

using Edutyping last school year. Students in

grade 3 will be introduced to it. All students in

grades 3-5 will use Edutyping to help them learn

how to type in preparation for the TCAP Writing

Assessment.

September

2014- May

2015

Grade 3-5

Teachers,

Educational

Assistant

Edutyping,

computers

Edutyping

License-

purchased by

SCS

Edutyping Data

Reports, STTS Student

Writing Practice

Exercises on MIST

(Speed and Accuracy)

Students will learn

how to type and

effectively use

MIST; TCAP writing

scores will increase.

Action

Step 4

The school will provide professional development

on:

Writing Across the Curriculum

MIST for Elementary Students

Writing on the Road to PARCC K-2

Writing on the Road to PARCC 3-5

K-5 PARCC Resources

3-11 Writing Resources

TN Core K-12 Writing Scoring Rubrics

TN Online Learning Series for Teachers- Writing

TN Core- Student Writing Samples for K-3 Reading Units

September

2014- May

2015,

September

2015- May

2016

TN Core, District

Personnel,

Principal, PLC

Coach,

Teacher Leaders

Instructional

Materials and

supplies for each

session

ESEA

Instructional

Supplies and

Materials-

$1,000.00

(Included with

Reading

Language Arts

Materials and

Supplies), Salary

of PLC Coach-

ESEA

Classroom


Plans, PLC Meeting





Exercises on MIST

Increased

collaboration

between faculty and

parents, increased

TCAP Writing

scores, and

enhanced teacher

performance,

knowledge and

skills.

Action

Step 5



Extended Contract- Saturday Writing Blitz

(Targeted Students)

January 2015,

February 2015

PLC Coach,

Extended

Contract

Coordinator,

Select Grades 3-

5 Teachers,

Paper, pencils,

pens,

highlighters,

sticky notes,

computers,

printer, Ink,

MIST,

composition/spir

al tablets, tutors

ESEA Extended

Learning Funds

($19,320.00),

Extended

Contract Funds

($4,796.40), Salary

of PLC Coach-

ESEA

Classroom

Observations, Teacher

Observations, Teacher-

Made Assessments,

TCAP Writing




Exercises on MIST

TCAP writing

scores will increase;

better grades in the

classroom; increase

in student

achievement;

students will learn

how to use

informational text

and compose

analytical essays.

MATHEMATICS ACTION PLAN DEVELOPMENT

http://www.scsk12.org/uf/ci/files/2013/writing/MIST%20for%20Elementary%20Students.pptx

http://www.scsk12.org/uf/ci/files/2013/writing/Writing_on_the_Road_to_PARCC-K-2.pptx

http://www.scsk12.org/uf/ci/files/2013/writing/Writing_on_the_Road_to_PARCC-3-5.pptx

http://www.scsk12.org/uf/ci/files/2013/writing/K-5%20Writing%20PARCC%20Resources/K-5%20Writing%20PARCC%20Resources.pptx

http://www.scsk12.org/uf/ci/files/2013/writing/3-11%20Writing%20Resources/3-11%20Writing%20Resources.pptx

http://www.tncore.org/english_language_arts/assessment/scoring_resources.aspx

SCS Framework

14



Goal Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders

(All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015.

To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015.

To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.

Which need(s) does this Goal address? Student Achievement- Mathematics










where possible and include professional development, technology,

communication, and parent and community involvement initiatives

within the action steps of each goal.




Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s)

& Funding Sources Evaluation Strategy

Performance

Results/Outcomes

Action

Step 1

The school will provide professional development

on:

Professional Learning Communities

My Learning Plan

Analyzing Data- TCAP, SAT10, Practice Common Assessments, Discovery Assessments, Istation, iReady

Research-based Literacy Strategies

Differentiated Instruction

Discovery Education

Instructional Curricula, Lesson Plans, Classroom Observations

Revised Bloom’s Taxonomy/Costa’s Levels of Questioning

TVASS Data Review and Analysis

TEM 4.0

Common Core State Standards

Gender Equity in the Classroom


Small Group Focused Instruction

June 18,

2014- May

2015, July

2015- May

2016

Outside

Consultants,

District

Personnel,

Principal, PLC

Coach,

Teacher Leaders

Instructional

Materials and

Supplies for

each session

ESEA

Instructional

Supplies-

$1,000.00

Classroom


Plans, PLC Meeting

Reports, Discovery

Assessment Data,

TCAP Data, SAT10

Data, TCAP Writing

Data, TCAP Common

Assessment Data,

TEM Data, TVASS

Data

Increased

collaboration between

faculty and parents,

increased TCAP and

SAT10 in

mathematics/science,

and enhanced teacher

performance,

knowledge and skills.

SCS Framework

15

PBIS

Accountable Talk

Use of STEM Technology in the Classroom

Successful Parent Teacher Conferences/Ways to Assist Parents at Home with Their Child

Istation

iReady

STEM Curricula- Project Lead The Way

Kindergarten Curriculum Materials/Resources

Common Core Close Reading and Informational Texts (Grades 3-5)- Text Exemplars

Youth Suicide Prevention, Bullying, and Child Abuse

Homeless/Displaced Students

TeachScape

TN Online Learning Series for Teachers- Math Progressions

Math Practices

Operations & Algebraic Thinking

Number & Operations—Fractions

Ratios & Proportional Systems

Functions

TN Core-Kindergarten Mathematics Running Record Tool

Engineering is Elementary

Action

Step 2


programs including: Extended Learning/ Extended

Contract- Before school, Blitz’s, Saturday tutoring

(Targeted Students- Tier I)


iReady (Tier II/III)

Istation (Tier II/III) (Use of Student Intervention Folders for students and

teachers to track students’ mastery and non-mastery of

content skills.)

September

2014- June

2015,

September

2015-June

2016

PLC Coach,

Extended

Contract

Coordinator,

Select Grades 3-

5 Teachers,

Educational

Assistants

Computers,

Printers,

Tutors,

Instructional

Supplies

ESEA Extended

Learning Funds

($19,320.00),

Extended

Contract Funds

($4,796.40),

District Funds-,

iReady, Istation,

Salary of ESEA

Educational

Assistants

Student Progress

Reports & Report

Cards, Teacher

Observations,

Teacher-Made

Assessments, iReady

Data, Discovery

Education

Assessment Data,

TCAP Common

Assessment Data,

TCAP Test Data

TCAP scores in

mathematics/science

will increase on state

assessments: better

grades in the

classroom; Increase in

student achievement.

Action

Step 3

Teachers in grades K-5 will use the Discovery

Education Formative Assessment (grades 3-5 only)

and Discovery Probes to identify mastery and non-

mastery of SPI’s. It will also be used to determine

gains and losses. With this data, teachers will be

September

2014-May

2015,

September

2015-May

Grades K-5

Teachers, PLC

Coach

Discovery

online test

materials and

data supplied

District Funds-

Discovery

Education

Discovery

Assessment

Data(weekly &

quarterly), TEMS,


Students’ TCAP and

SAT10 scores will

increase; better

grades in the

classroom. Parental







SCS Framework

16

better able to plan and modify classroom

instruction in order to target the needs of all

students. They will determine best

practices/instructional strategies to increase

student achievement in mathematics/science.

Parents will be involved in a timely manner of the

progress their students are making of these

practice tests.

2016 by SCS Parent Contact Logs,

Classroom

Observations, PLC

Meeting Reports

involvement will

increase; Increase in


Action

Step 4

Grade K-5 teachers will participate in weekly PLC’s

with the PLC Coach, meet weekly in grade level

meetings, meet weekly in data meetings, and meet

in faculty settings to network and collaborate in

sessions (PLC’s) to focus collectively on teacher

learning that leads to greater student learning

across grade levels and develop common lessons,

instructional strategies, classroom assessments,

and data. These sessions are designed to increase

student achievement in the classroom and on the

TCAP Assessment.

August 2014-

On-going

through May

2015, August

2015- On-

going

through May

2016

(Dolman-

Wednesday’

s/Thursday’s,

Elliott-

Wednesday’

s/Thursday’s,

Grade Level-

once per

week,

Faculty

Meeting PD-

once per

week

Vertical

Team

Meetings-

once per

month

Principal, PLC

Coach, All

Teachers

Materials

(paper, copies,

etc.) for each

session

Classroom


Plans, PLC Meeting

Reports, Test Score

Data, Examples of

Student Work

Increased

collaboration amongst

the faculty, better

communication and

collaboration amongst

the faculty, increased

number of students

mastering

mathematics/science

SPI’s and

Mathematics CCSS,

and enhanced teacher

performance,

knowledge, and skills;

Increase in student

achievement.

Action

Step 5

Teacher Mentoring- Learning Coaches and SCS PIT

Crew will meet with new and struggling teachers to

share their ideas and experiences, grow

professionally, and improve the education of

students in the classroom.

August 2014-

May 2015,

August 2015-

May 2016

SCS PIT Crew,

SCS Learning

Coaches, New

Teachers,

Struggling

Teachers

Instructional

Materials

Salary of SCS PIT

Crew, $2,000.00/

Learning Coach

($2,000.00)- SCS

District Funds

Monthly Time Logs,

Informal Observations

using the TEM 4.0

Rubric, Learning

Walks/ Peer

Observations,

Personal Learning

Increased knowledge

and expertise of new

and struggling

teachers in

mathematics/science

and improved student

learning in the

SCS Framework

17

Plans classroom.

Action

Step 6


participation via Family STEM Night.

November

2014

November

2015

Optional Schools

Facilitator, PLC

Coach, Select

Teachers of

Grades K-5

Instructional

Materials and

Supplies

Supplies and

Materials:

$300.00- ESEA,

Salary of Optional

Schools

Facilitator (SCS

Optional Schools)

Sign In Sheets,

Evaluation

Forms/Survey,

Attendance


awareness of the

mathematics/science

curriculum and SPI’s

and informed parents

on what they can do to


mathematics/science

at home. Increased

number of students

mastering

mathematics SPI’s

and Mathematics

CCSS.

Action

Step 7

Grade K-5 teachers will use technology (Smart

Boards, CPS systems, computers/laptops, printers,

projectors, SMART Response systems, Gizmos) to

enhance instruction, increase student engagement,

and interactivity with lessons, and increase student

achievement in AYP areas.

August 2014-

May 2015,

August 2015-

May 2016

PLC Coach; All

Teachers

Smart Boards

in each

classroom

(already in

place- ordering

1 additional

SMART Board

set-up and

mounting for

PLRC and

Science Labs );

CPS/Smart

Response units

in select

Grades K-5

classes and

training for

those teachers;

working

computers and

access to print

in all

classrooms

Smart Boards and

Projectors w/ PD-

$6,224.00 (ESEA)

laptops-

$13292.79 (ESEA),

Teacher Laptops-

SCS District

Classroom

Observations,

Examples of Student

Work, TEM 4.0


Lesson Plans, PLC

Meeting Reports,

CPS/Smart

Response/Gizmos

Data

Students will take

more responsibility for

their own learning and

will be more engaged

with the process; this

in turn will increase

mathematics/science

test scores.

Action

Step 8

K-5 students who have been identified as Tier II

and Tier III from the RTI2 benchmark will use

iReady as an intervention for mathematics

September

2014- May

2015,

September

PLC Coach,

Grades K-5

Teachers

Benchmark-

iReady data District Funds-

iReady

Test Score Data, Data

from iReady Classes.

Low-achieving

students will make

gains on the TCAP

and SAT10 tests in

SCS Framework

18

2015-May

2016 mathematics.

Action

Step 9

Black, ED, and Students with Disabilities students

will receive additional support to prepare for TCAP

and SAT10 testing; this support will take place in

the regular classroom and through WESA “in-

house” tutoring during the day and before school.

October

2014- April

2015,

September

2015- April

2016

PLC Coach,

Grades K-5

teachers,

Educational

Assistants,

SPED Teachers

Achievement

data for, Black,

ED, and

Students with

Disabilities

ESEA Extended

Learning Funds

($19,320.00),

Extended

Contract Funds

($4,796.40),

District Funds-

iReady, Salary of

ESEA Educational

Assistants

Discovery and

Practice TCAP

Assessment Test

Data, TEM


Lesson Plans

TCAP and SAT10 test

scores for students in

these subgroups will

increase.

Action

Step 10

Data (test scores, report card grades) will be used

in conjunction with teacher recommendations in

scheduling students into the Optional Program.

August 2014-

May 2015,

August 2015-

May 2016

School

Counselor,

Optional Schools

Facilitator

Physical

evidence of

past student

achievement;

Optional School

Assessment,

test scores,

report cards,

records

Salary Optional

School Facilitator

(SCS Optional

Schools);

Instructional

Materials,

Supplies,

Equipment,

Computers, Field

Trips (SCS

Optional Schools)

Schedules Accessed

through Power

School, Student

Progress Reports,

Student Report Cards

High-achieving

students will be placed

in more rigorous

classes, while lower-

achieving students will

be placed in classes

that provide more

structure. This will

allow optional teachers

to increase the rigor

and depth of study,

which in turn will

increase TCAP and

SAT10 test scores

among those students.

Action

Step 11

Teachers will use SCS curriculum maps for

rigorous lesson planning and instruction.

July 2014-

May 2015,

July 2015-

May 2016

All Teachers,

PLC Coach SCS curriculum

maps

Classroom

Observations, TEMS,


PLC Meeting reports

Increased TCAP and

SAT10 scores.

Action

Step 12

Substitute Teacher to cover regular teacher

classes for job-embedded PD sessions -Ongoing

throughout 2014-2015 school year. Subs will be

required for teachers to participate in professional

development to assist teachers with increasing the

rigor and relevance in daily lessons as well as plan

strategies to increase student achievement on

TCAP and SAT10 tests.

October

2014 -May

2015, August

2015-May

2016

PLC Coach,

Select Teachers

Instructional

Materials for

each session

$1,000.00-

Substitutes

(ESEA)

Classroom


Plans, PLC Meeting

Reports

Increased knowledge

of content area and

instructional

strategies; Increased

rigor and relevance in

daily lessons;

Increased knowledge

of strategies to

increase student

achievement on TCAP

SCS Framework

19

and SAT10 tests.

Action

Step 13 STEM Technology in the Classroom

August 2014-

May 2015;

August 2015-

May 2016

Optional School

Facilitator

Computers,

Smart Board,

Projector,

Instructional

Materials for

each session

Salary of Optional

Schools

Facilitator (SCS

Optional Schools)

Classroom


Plans, PLC Meeting

Reports

Increased knowledge

about STEM

technology and how to

use it in the

classroom.

Action

Step 14

Grades Pre-K-5 teachers will use the STEM Project

Based Lab, Engineering Lab, L2 Lab, and Science

Lab to support the STEM initiative.

August 2014-

May 2015,

August 2015-

May 2016

Principal; All

Teachers,

Educational

Assistant

Computers,

Smart Boards,

Projectors,

Printer, Science

Lab &

Engineering

Lab Materials

and Supplies

Classroom

Observations,

Examples of student

work, TEM

Observations,


PLC Meeting Reports

Students will take






test scores in

mathematics/science.

Action

Step 15


participation via STEM Expo. This Expo will help

define what science, technology, engineering and

math education look like in elementary schools

today and tomorrow. More than 50 STEM

educators, STEM careers & STEM activities

representing Memphis & Shelby County will come

together for hands-on fun and the opportunity to

help define the future of STEM! education.

Spring 2015

Spring 2016

Principal,

Optional Schools

Facilitator, PLC

Coach, All

Teachers,

Educational

Assistants

Instructional

Materials and

Supplies

Supplies and

Materials:

$500.00- ESEA;

Salary of Optional

Schools

Facilitator (SCS

Optional Schools)

Sign In Sheets,

Evaluation

Forms/Survey,

Attendance

Increased knowledge

about STEM and how

it is used in the

classroom, careers,

etc.

Action

Step 16

Select grades K-5 teachers will pilot Project Lead

the Way (PLTW) to provide hands-on, project-

based science, technology, engineering and math

(STEM) curricula.

September

2014-May

2015, August

2015-May

2016

Principal;

Optional Schools

Facilitator,

Select K-5

Teachers

Computers,

iPads, Smart

Boards,

Projectors,

Printer, PLTW

Curricula and

Materials and

Supplies

Supplies and

Materials:

$36,770.00- ESEA;

Salary of Optional

Schools

Facilitator (SCS

Optional Schools)

Classroom

Observations,

Examples of Student

Work, TEM


Lesson Plans, PLC

Meeting Reports

Students will take






test scores in

mathematics and

science.

Action

Step 17 Project Lead The Way State Conference

October 21-

22, 2014,

October

2015

Conference

Presenters,

Principal,

Teachers (4),

N/A

Conference

Registration &

Travel- ESEA

Classroom


Plans, PLC Meeting

Reports

Participants will further

his/her knowledge

regarding science,

technology,

engineering, and


SCS Framework

20

Counselor mathematics. He/she

will learn how to

implement Project

Lead The Way in the

classroom. It will help

to increase student

achievement in

mathematics and

science and help

students develop the

skills needed to

succeed in the global

economy. PLTW's

rigorous and relevant

curriculum leverages

an innovative, project-

based approach that

fosters collaboration

and builds critical

thinking skills.

Action

Step 18

STEM Education: A Methodology for All

Disciplines

October 31,

2014,

October

2015

Conference

Presenters,

Principal,

Teacher

N/A

Conference

Registration-

ESEA $190.00

Classroom


Plans, PLC Meeting

Reports

Participants examine

STEM education

theory and practice

and it applicability

across all disciplines

of instruction.

Participants will also

discuss techniques to

be used in creating

transformative

classroom

environments that

encourage students to

think critically and

creatively in all content

areas.

SCS Framework

21

ATTENDANCE AND PARENTAL INVOLVEMENT ACTION PLAN DEVELOPMENT



Goal To continue to meet or exceed the attendance of 95%.

To increase parental involvement by 50%.

Which need(s) does this Goal address? Attendance and Parental Involvement










where possible and include professional development,

technology, communication, and parent and community

involvement initiatives within the action steps of each goal.




Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s) &

Funding Sources Evaluation Strategy

Performance

Results/Outcomes

Action

Step 1



Extended Contract- Before school, Blitz’s,

Saturday tutoring (Targeted Students- Tier I)


iReady (Tier II/III)

Istation (Tier II/III) (Use of Student Intervention Folders for students

and teachers to track students’ mastery and non-

mastery of content skills.)

Septemb

er 2014-

June

2015,

Septemb

er 2015-

June

2016

PLC Coach,

Extended Contract

Coordinator, Select

Grades 3-5

Teachers,

Educational

Assistants

Computers,

Printers, Tutors,

Instructional

Supplies

ESEA Extended

Learning Funds

($19,320.00),

Extended Contract

Funds ($4,796.40),

District Funds-,

iReady, Istation,

Salary of ESEA

Educational

Assistants

Student Progress

Reports, Report

Cards, Teacher


Made Assessments,

iReady Data, Istation

Data, Discovery


Data, TCAP Common

Assessment Data,

TCAP Test Data

TCAP scores in

reading language

arts,

mathematics/science

will increase on state

assessments: better

grades in the

classroom; Increase

in student

achievement.

Action

Step 2

The school will promote parent and community

involvement by:

Offering parent training workshops on academics and attendance to increase student achievement (Parent STEM University, Muffins for Mom, Donuts

August

2014-

May

2015,

August

2015-

May

Principal, PLC

Coach, School

Counselor, PTO

Officers, SBDMC

Flyers, Postage,

Curriculum

Materials

ESEA Funds

(Instructional

Supplies/Materials,

Refreshments-

$600.00

Attendance data about

PD and meetings,

Parental Evaluation of

the Workshop

Increased parental

involvement and

understanding of the

importance of student

achievement in

meeting our AMO

goals and making

SCS Framework

22

with Dad, etc.)

Monthly PTO meetings with teachers present to present strategies, materials, and resources to help parents.

School’s Site Based Decision Making Council (development and review of ESEA school wide plan)

Title I (ESEA) Annual Parent Meetings

2016 academic growth;

Parent and

community

stakeholders will be

more involved and

students will be more

engaged with their

own success;

Increase in student

achievement.

Action

Step 3

Develop an environment to promote and reward

achievement. Examples: ACE Bucks, “R’s”

August

2014-

May

2015,

August

2015-

May

2016

Principal, PLC

Coach, Counselor,

Support Staff,

Office Staff,

Custodial Staff

Incentives,

rewards (Tiger

Store)

Site Based Budget,

Donations from

Adopters,

Business,

Community

Student Attendance,

Grades, Test Scores,

Student Behavior

Increased student

achievement.

Action

Step 4

Parent Resource Center- Parent Reading and

Math/Science Connection (subscriptions)

Septemb

er 2014-

May

2015,

Septemb

er 2015-

May

2016

School Counselor

Parent Reading

and Math/Science

Connection

(subscriptions),

Computers,

Printer

$458.00-

Subscription Cost

(ESEA)

Parent/Community

Participation, Sign-in

Sheets

Increased parental

involvement and


Action

Step 5

The school will conduct Family Academic Nights

(STEM, Reading, STEM Expo, Etc.)

Novemb

er 2014,

Novemb

er 2015,

Winter

2015,

Winter

2016

Principal, Optional

Schools Facilitator,

PLC Coach,

Librarian, Select

Teachers of Grades

K-5

Instructional

Materials and

Supplies

Supplies and

Materials: $900.00-

ESEA; Salary of

Optional Schools

Facilitator (SCS

Optional Schools)

Sign In Sheets,

Evaluation

Forms/Survey

Attendance


awareness of the

reading/language

arts/writing and

mathematics/science

curriculum, SPI’s,

and English and

Mathematics CCSS;

inform parents on

what they can do to


mathematics/science

and

reading/language

arts/writing at home;

SCS Framework

23

Increased number of

students mastering

Reading/language

arts/writing and

Mathematics/Science

SPI’s.

Action

Step 6

Whitehaven Elementary School Academy

(WESA) Live

August

2014-

May

2015,

August

2015-

May

2016

Select Broadcasting

Students, Librarian,

Principal, Optional

Schools Facilitator

Computer,

Broadcasting

Equipment

Optional Schools

Facilitator (SCS

Optional Schools)

Number of Online

Viewers.

Increase parental

involvement and


24

ADDENDUM

Assurance Family Engagement Plan

Student/Parent/School Compact

Transition Plan

Professional Development Plan

Intervention Plan

Teacher Mentoring Plan

State and Federal Programs

Technical Assistance Report

Strategies to Attract Highly Qualified Teachers

25

Assurance Page

I, Tommy Elliott, principal of Whitehaven Elementary STEM 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.

____________________________________ January 6, 2015

Principal Signature Date

26

Whitehaven Elementary STEM Academy

“We Engage, Empower, and Educate Every Student Everyday”

No Child Left Behind

2014-2015 Family Engagement Plan

Revised June 2014

This plan has established the expectation for parental involvement at Whitehaven. Our goal is to prepare parents to be

knowledgeable of the skills and information needed to help their children to be successful in school and to establish the expectation

for parental involvement. This plan has been jointly developed and agreed upon by Whitehaven Elementary School parents, students,

and school staff.

Whitehaven Elementary School pledge to eliminate barriers to parental involvement in the following ways:

1. Consistently acknowledge and greet parents in a friendly and welcoming manner, by all staff, when visiting the school.

2. Provide a flexible number of meetings at various times that allow all parents to participate.

3. Clarify terms using simple and direct language in a language that parents can understand

4. Have written materials printed in English and Spanish.

5. Provide interpreter services when necessary.

6. Parents will be encouraged to express ideas, concerns, and suggestions and to receive a timely response.

7. Continue to have daily dialogue throughout the school to ensure success for all students (Staff and Support Staff).

8. Parents are provided an opportunity to communicate concerns/problems with principal by submitting suggestions,

concerns, comments, and problems on the school-wide program in the Parents’ Box located in the office and/or school

website.

Whitehaven Elementary will encourage parents to become meaningfully involved and promote the capacity for strong parental

involvement in the following ways:

1. Opportunities for regular meetings for suggestions, decision-making, and responses will be held by encouraging parents

to participate in the School Leadership Council, PTO, volunteer as room parents, attends Donuts for Dad and Muffins

for Mom, Parent-Teacher Conferences, and have “Coffee with the Principal”. Parents will always be invited to Parent

training sessions.

2. The school will send home notices encouraging parents to attend and participate in conferences, workshops and

instructional activities to educate them on the curriculum and assessments surrounding their children’s education.

3. Conduct regular, flexible parent meetings, and parent requested meetings to keep parents informed of current events

and issues, timely progress reports, and conduct parent/teacher conferences to discuss the child’s progress.

4. Parents will be invited to an Annual Meeting. The Annual Meeting will be held at flexible times and all parents will be

invited. During this annual meeting, parents will informed of their rights to be involved in their child’s education,

informed of Title I requirements, and will be informed of Whitehaven Elementary’s participation in the Title I program.

5. Provide Family Literacy education to improve parents’ ability to help with their children’s education.

6. Provide timely information about parent programs via information board of current events with a monthly calendar to

inform parents of school activities; receive notices and communication timely, in order to respond and/or participate.

7. Provide a Parent/Student Handbook covering school rules, policies, and procedures.

8. Jointly participate with parents and community volunteers in the development and revision of the Family Engagement

Plan and the School Compact; sign and receive a copy of both at the beginning of the school year.

9. Utilize partnerships with community organization, adopters, and businesses.

10. Utilize Parent Resource Center to coordinate and integrate parent involvement programs and activities.

11. Provide parents a description and/or explanation of the curriculum, forms of academic assessments used to measure

student progress, and proficiency levels.

12. Parents will be involved in an organized, ongoing, and timely way to plan, review, and evaluate the improvement of

school parental involvement policy and development of the school-wide programs, climate, and effectiveness.

Whitehaven Academia Primaria de STEM Shelby County School District offers educational and employment opportunities without

regard to race, color, religion, sex, creed, age, disability, national origin, or genetic

information. This document was printed using ESEA (Title I) funds.

information.

http://www.scsk12.org/

27

"Nosotros participar, Empoderar y Educar a cada estudiante todos los días"

No Child Left Behind

Plan de participación de la familia de 2014-2015

Revisado junio de 2014

Este plan ha establecido la expectativa por la participación de los padres en Whitehaven. Nuestro objetivo es preparar a los padres a

ser conocedor de las habilidades y la información necesaria para ayudar a sus hijos a tener éxito en la escuela y establecer la

expectativa por la participación de los padres. Este plan ha sido desarrollado conjuntamente y acordados por los padres, estudiantes

y personal de la escuela primaria de Whitehaven.

Whitehaven primaria promesa de eliminar las barreras a la participación de los padres de la siguiente manera:

1. Siempre reconocer y saludar a los padres de una manera amigable y acogedor, todo el personal, al visitar la escuela.

2. Proporcionar un número flexible de reuniones en varias ocasiones que permiten a todos los padres a participar.

3. Aclarar términos usando lenguaje sencillo y directo en un idioma que los padres puedan entender

4. Que el material escrito impreso en inglés y español.

5. Proporcionar servicios de interpretación cuando sea necesario.

6. Los padres se les animados a expresar ideas, inquietudes y sugerencias y a recibir una respuesta oportuna.

7. Seguirá teniendo diálogo diario en toda la escuela para asegurar el éxito de todos los estudiantes (funcionarios y personal

de apoyo).

8. Los padres se proporcionan una oportunidad para comunicar preocupaciones/problemas con principal mediante la

presentación de sugerencias, inquietudes, comentarios y problemas en el programa de toda la escuela en el cuadro de los

padres ubicado en el sitio web de la oficina o escuela.

Whitehaven primaria animará a los padres a participar activamente y promover la capacidad de la fuerte participación de los

padres de la siguiente manera:

1. Oportunidades para reunirse regularmente para sugerencias, toma de decisiones y respuestas se celebrará animando a los padres

para participar en el voluntariado de Consejo de liderazgo de la escuela, toma de fuerza, como los padres de la sala, atiende Donuts

para papá y panecillos para mamá, conferencias de padres y maestros, y tienen "Café con el Director". Los padres siempre serán

invitados a las sesiones de entrenamiento de padres.

2. La escuela enviará avisos hogar alentar a los padres a asistir y participar en conferencias, talleres y actividades de instrucción que se

les instruya en el plan de estudios y evaluaciones que rodea la educación de sus hijos.

3. Realizar reuniones regulares, flexible, y padre solicitó reuniones para mantener a los padres informados de actualidad y cuestiones,

informes oportunos y llevar a cabo conferencias para discutir el progreso del niño.

4. Los padres serán invitados a una reunión anual. La reunión anual se celebrará en tiempos flexibles y se invitará a todos los

padres. Durante esta reunión anual, los padres serán informados de sus derechos a participar en la educación de sus hijos, informó del

título I requisitos y serán informados de participación de Whitehaven primaria en el programa de título I.

5. Proporcionar educación y alfabetización de la familia para mejorar la capacidad de los padres para ayudar con la educación de sus

hijos.

6. Proporcionar información oportuna acerca de programas para los padres por medio de información de la actualidad con un

calendario mensual para informar a los padres de las actividades escolares; recibir avisos y comunicación oportuna, con el fin de

responder o participar.

7. Proporcionar un manual de padres y estudiantes sobre los procedimientos, políticas y reglas de la escuela.

8. Participan conjuntamente con los padres y voluntarios de la comunidad en el desarrollo y la revisión del Plan de participación

de la familia y la escuela compacto; firmar y recibir una copia de ambos en el inicio del año escolar.

9. Utilizar las alianzas con la organización de la comunidad, usuarios y empresas.

10. Utilizar el centro de recursos para coordinar e integrar las actividades y programas de participación de padres.

11. Proporcionar a los padres una descripción y explicación del plan de estudios, formas de evaluaciones académicas usadas para

medir el progreso del estudiante y competencia niveles.

12. Los padres participarán en una manera organizada, constante y oportuna para planificar, revisar y evaluar el desarrollo de los

programas escolares, el clima y la eficacia y la mejora de la política de participación de los padres de la escuela.

Shelby County School District ofertas educativas y oportunidades de empleo sin importar raza, color, religión, sexo, credo, edad,

discapacidad, origen nacional o información genética. Este documento fue impreso usando ESEA (título I) fondos.

28

Whitehaven Elementary School

Parent-School Compact 2014-2015

This compact has been jointly developed and agreed upon by Whitehaven Elementary School parents,

students, and school staff. All stakeholders will share responsibility for improving student academic

achievements in the following ways. The ways in which parents will be responsible for supporting their

child’s learning is outlined in this compact. School’s Responsibility

Provide a safe environment that encourages positive communication between teacher, parent, and student. Stress to teachers the importance of teacher/parent communication. Attendance of students and teachers be monitored and applauded in various ways. Ensure implementation of strong academic program based upon Balanced Literacy Components. Provide parent activities to support our instructional program and enhance student academic achievement. Provide high-quality curriculum and instruction to all students. Parents will be given reasonable access to staff via email, telephone conferences, IEP meetings, and parent/teacher ……conferences. Parents will be given opportunities to volunteer, participate, and observe in their child’s class. Hold annual parent/teacher conferences to discuss the compact as it relates to their child’s achievement. Provide a supportive and effective learning environment for all students.

Principal’s signature

Student’s Responsibility

Wear uniforms everyday. Follow the Student Rules of Conduct. Complete and return homework assignments. Come to school everyday with supplies needed for classroom work. Attend school daily and complete all classroom assignments.

Student’s signature__________________________________________

Teacher’s Responsibilities

Providing frequent progress reports to parents regarding student progress. Discuss the School-Parent Compact with parents in relationship to their individual child’s achievement. Provide homework that reinforces skills taught in the classroom. Provide a welcoming, developmentally appropriate atmosphere that is conducive to learning. Provide ongoing communication with parents through: Wednesday folders, Monthly Newsletters, and class telephones. Continuing to strive to meet and accommodate the needs of each student. Focusing on enriched skills to promote academic growth towards TCAP and middle school readiness. Dedicating our time to our receiving professional development to gain knowledge which will ensure student achievement. Have HIGH expectations of ourselves, students, and other staff. Provide a safe environment.

Teacher signature__________________________________________

Parent’s Responsibilities

Get my child/children to school on time and to attend daily. Provide a study place; review my child’s homework and other papers on a regular basis. Work cooperatively with the school to maintain proper discipline. Encourage my child’s efforts and being available for questions and support. Dress my child in a uniform each day. Provide a safe and loving environment and be a positive role model. Provide supplies and necessary materials for school. Check and return report cards and attend parent/teacher conferences. Provide a Library Card for my child. Read with my child/let my child see me read.

Parent signature___________________________________________ Print Child’s Name_________________________Grade______

Revised: June 2014

Shelby County School District offers educational and employment opportunities without

regard to race, color, religion, sex, creed, age, disability, national origin, or genetic

information. This document was printed using ESEA (Title I) funds.

http://www.scsk12.org/

29

Whitehaven Elementary School Padres-Escuela Compact 2014-2015

Este Pacto ha sido desarrollado conjuntamente y acordados por los padres, estudiantes y personal de la escuela primaria de

Whitehaven. Todas las partes interesadas compartirán la responsabilidad de mejorar los logros académicos del estudiante en las

siguientes formas. En este Pacto se indica las formas en que los padres serán responsables de apoyar el aprendizaje de su hijo.

Responsabilidad de la escuela

Proveer un ambiente seguro que fomenta la comunicación positiva entre maestros, padres y estudiantes. Subrayar a los profesores la importancia de la comunicación de maestro/padre. Asistencia de estudiantes y profesores supervisar y aplaudió en varias formas.

Aplicación de Asegúrese de programa académico sólido basado en componentes de alfabetización equilibrado. Proporcionar actividades padres para apoyar nuestro programa de enseñanza y mejorar el logro académico. Proporcionar alta calidad estudios y en la instrucción a todos los estudiantes. Los padres tendrán acceso razonable al personal a través de correo electrónico, conferencias telefónicas, las reuniones del

IEP y conferencias de padres y maestros. Padres dará oportunidades para ser voluntario, participar y observar en la clase de su hijo. Conferencias padres anuales y maestros para discutir el Pacto, lo que se refiere al logro de su niño. Proporcionar un ambiente de aprendizaje efectivo y apoyo para todos los estudiantes.

Firma del Director

Responsabilidad del estudiante

Desgaste uniforme todos los días. Siga las normas del estudiante de conducta. Completa y las tareas de retorno. Venir a la escuela todos los días con los suministros necesarios para el trabajo en el aula. Asistir diariamente a la escuela y completar todas las tareas del aula.

Firma del estudiante __________________________________________

Responsabilidades del maestro

Proporcionar frecuentes informes a los padres sobre el progreso del estudiante. Discutir el Pacto de la escuela y los padres con los padres en relación con el logro de sus hijos individuales.

La tarea de proporcionar que refuerza habilidades enseñados en el aula. Proporcionar un ambiente acogedor y apropiado que es propicio para el aprendizaje. Proporcionar comunicación continua con los padres a través de: carpetas, boletines mensuales y teléfonos de clase martes. Continuar esforzándose cumplir y satisfacer las necesidades de cada estudiante. Centrándose en habilidades enriquecidos para promover el crecimiento académico hacia TCAP y middle school readiness. Dedicar nuestro tiempo a nuestro desarrollo profesional recibe a adquirir conocimientos que garanticen el logro estudiantil. Tienen altas expectativas de nosotros mismos, los estudiantes y otros funcionarios. Proveer un ambiente seguro.

Firma del maestro __________________________________________

Responsabilidades de los padres

Llegar mis hijos a la escuela a tiempo y asistir a diario. Proporcionar un lugar de estudio; revisar la tarea de mi hijo y otros documentos sobre una base regular. Colaborar con la escuela para mantener la disciplina adecuada. Fomentar los esfuerzos de mi hijo y está disponible para consultas y apoyo. Vestido mi hijo en un uniforme de cada día. Proporcionar un ambiente seguro y cariñoso y ser un modelo positivo. Proporcionar suministros y materiales necesarios para la escuela. Cheque y regreso informe tarjetas y asistir a las conferencias de padres y maestros. Proporcionar una tarjeta de biblioteca para mi hijo. Lee con mi niño/que mi hijo me vea leer.

Firma del padre _______________________________Imprimir el nombre del niño _________________________Grado ______

Revisado: Junio de 2014

Shelby County School District ofertas educativas y oportunidades de empleo sin importar raza, color,

religión, sexo, credo, edad, discapacidad, origen nacional o información genética. Este documento fue

impreso usando ESEA (título I) fondos.

30

Our School Transitions: Whitehaven Elementary STEM School

Our school provides opportunities for students to transition from pre-k to kindergarten and from fifth grade to middle school.

These transitions provide students and parents with an opportunity to preview and discuss upcoming changes and prepare students

for their new experience.

Pre-K Transition:

Action Steps Timeline Required Resources Person(s) Responsible

1. SCS Pre-K department provides state guidelines for developmental age appropriate curriculum that is taught daily.

August 2014 Thru May 2015 Provided by Tennessee’s Pre-K Program

(SCS Instructional Maps); Title I;

Pre-K Teachers

Pre-K Assistants

Pre-K Teachers (Tanya Rogers & Lamonica Wright)

Pre-K Assistants (Marjorie Dantzler & Rhonda

Morrison)


2. The students will visit the kindergarten classroom to meet the kindergarten teachers, observe the classroom in action, participate in classroom activities, and ask questions.

May 2015 Provided by Pre-K Teacher and KK Teachers Pre-K Teachers (Tanya Rogers & Lamonica Wright),


Morrison),

Tommy Elliott, Principal,

All Kindergarten Teachers (Alice Bonner, Lou Jones,

Elizabeth Gigger, and Crystal Washington)

3. Pre-K Exit Conferences are held with each parent to discuss the transition plan and student academic achievement. Kindergarten registration packets and summer learning materials are distributed.

May 2015 Provided by Pre-K Teacher and KK Teachers;

Kindergarten Skills Checklist, Kindergarten Activities,

Requirements of Kindergarten Students Entering

School (social and academic benchmarks);

SCS Registration Packet

Pre-K Teachers (Tanya Rogers & Lamonica Wright),


Morrison),


All Kindergarten Teachers (Alice Bonner, Lou Jones,

Elizabeth Gigger, and Crystal Washington)

31

4. Whitehaven Elementary’s Community churches, daycares, and pre-schools are provided a list of dates /times for Kindergarten transition tours and Pre-K information packets.

May 2015 Provided by KK Teachers and Gloria Smith,

School Counselor

All Kindergarten Teachers (Alice Bonner, Lou

Jones, Elizabeth Gigger, and Crystal

Washington),

Gloria Smith, School Counselor

5. Conduct collaborative meetings (vertical teaming) with Kindergarten and Pre-K teachers.

August 2014 Thru May

2015

Provided by Pre-K and KK Teachers;

Kindergarten Skills Checklist, Kindergarten

Activities, Requirements of Kindergarten

Students Entering School (social and academic

benchmarks); Tennessee’s Pre-K Program

(SCS Instructional Maps for Pre-K and KK)

Pre-K Teachers (Tanya Rogers & Lamonica

Wright),


Jones, Elizabeth Smith, and Crystal Washington),


6. Update website with Pre-K information. August 2014 Thru May

2015

Provided by Pre-K Teachers; School Website;

Whitehaven Elementary Pre-K Informational

Pamphlets, Brochures, Kindergarten Skills

Checklist, Kindergarten Activities,

Requirements of Kindergarten Students

Entering School (social and academic

benchmarks); SCS Registration Packet;

Websites to Assist Parents with Pre-K Students;

Educational Websites for Pre-K Students

Pre-K Teachers (Tanya Rogers & Lamonica

Wright),



Washington),


Meagan Michael, Optional Schools Instructional

Facilitator and School Webmaster

32

7. Invite pre-school aged and Pre-K parents to parent training on Pre-K and Kindergarten skills.

Spring 2015 Provided by PLC Coach, Pre-K Teachers, and KK

Teachers; Pre-K and KK Instructional

Curriculum, Prerequisite Skills for Pre-K and KK;

Informational Pamphlets, Brochures, Packets,

etc. for Ways Parents Can Assist Their Child At

Home; Websites to Assist Parents with Pre-K

Students; Educational Websites for Pre-K

Students

Tanya Dolman, PLC Coach, Pre-K Teachers

(Tanya Rogers & Lamonica Wright),



Washington),


33

Elementary to Middle School Transition (5th Graders)

Action Steps Timeline Required

Resources

Person(s) Responsible

1. Our 5th grade teachers will introduce skills, concepts,

and transitioning to a different class for each content

area (language arts, mathematics, reading, and science/

social studies) that will help in the students’ transition to

middle school.

August 2014 Thru May

2015

Provided by All 5th

Grade Teachers

All 5th

Grade Teachers


2. Our 5th grade students take a field trip to our feeder

schools (Havenview and John P. Freeman) The staff at

these schools will discuss expectations and guidelines for

transition into middle school. The students are provided

with an opportunity to tour the buildings, meet staff, and

address questions and concerns.

May 2015 Provided by

All 5th

Grade

Teachers and

accommodating

school’s

administration,

teachers, and

counselor

All 5th

Grade Teachers


All Feeder Schools (Administration, Teachers, &

Counselor)

3. The school counselor provides exploratory discussion

sessions to acclimate all 5th grade students to middle

school transitions.

May 2015 Gloria Smith,

School Counselor

Gloria Smith, School Counselor

All 5th

Grade Teachers


4. The school counselor at feeder school will be invited to

speak with incoming 6th grade students regarding

expectations, academics, and extracurricular activities.

May 2015 Feeder Schools’

School Counselor

Feeder Schools’ School Counselor


34

2014 – 2015

Professional Development Plan

School:

Whitehaven Elementary

STEM School

Principal:

Tommy Elliott

PD Budget: $36,640.00

Date: September 15, 2014 Zone 8 ILD:

Monica Smith

PLC Coach:

Tanya Dolman

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:

Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015. To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015. To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.

Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015. To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015. To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.

(Whitehaven Elementary will increase its Annual Measure Objectives (AMOs) by 10 percent in order to meet the adequate yearly progress growth targets this school year; School's proficiency target goal in reading/language is 42.2% and 48.2% in math. Accomplishing this goal would result in all students, regardless of race, ethnicity, income level, disability, or language, achieving progress towards proficient and closing the achievement gap.)

To increase parental involvement by 50% in the 2014-2015 school year.

35

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: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on

Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance

organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology),

differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the

needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and

subgroups.

Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine

strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers,

generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology), differentiation, problem

solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance

student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups.

Goal 3: Teacher will raise their understanding and use of appropriate data-driven evaluations and assessments to determine student mastery of content, increase

subgroups achievement in all areas, and provide efficient communication of data and assessment reports to parents. Teachers will effectively build stronger relationships

with parents and communicate data and assessment to parents in a timely matter.

Action Plans

The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected

outcomes, data sources used to evaluate effectiveness and the budget commitment required.

Goal 1: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on

Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance

organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology),

differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the

needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and

subgroups.

Content: What will be learned?

Reading/Language Arts- Research-based best practices

in reading/language arts/writing instruction; Use of

technology in reading/language arts/writing instruction;

How to plan lessons that address the different learning

modalities of students; How to differentiate instruction

Process: What effective processes will be used?

Presentations/workshops by district staff, school staff, & outside

professional development providers; Coaching and Mentoring;

Examining student work; Analyzing data; Action Research;

Conferences; SDIS; Book Study

Context: What aspects of our learning

environment will support this goal?

PLC’s-Grade-level Meetings; Data Meetings;

Team Teaching/Co-teaching; Study Groups;

Visiting Teacher Classrooms; Job-Embedded

Professional Development; Collaboration;

36

to address the needs of individual students; How to

assign and assess quality work.

Data Display Board

Professional Learning

Activities/Events Title Presenters/Leaders

Implementation

Timeline Expected Outcomes

What data sources will

you use to evaluate

effectiveness? (i.e.,

teacher data, student

data)

$38,570.00

PD Budget

Balance

PLC Coach- School wide

Professional Development

Activities

PLC Coach

July 2014- July

2015

PLC Coach will spend 50% of

her tasks involved in

professional development

activities to help increase


Teacher/Classroom Data,

Classroom Observations,

Teacher Observations,

Lesson Plans, PLC

Meeting Reports

$34,640.00-

ESEA Funds

($3,930.00)

Teacher Effectiveness Measure

(TEM 4.0)

Principal, PLC Coach,

Master Teacher

July 30, 2014,

August 21 and 27,

2014, September

5, 2014 Ongoing

through May 2015

Teachers will learn about TEM

4.0, the teacher evaluation

process. The process makes

for a fair, consistent, objective

and transparent process of

evaluating teachers.

Growth in Student

Learning, Observation of

Practice, Stakeholder

Perception Surveys, &

Teacher Knowledge

$0.00

($3,930.00)

37

Common Core State Standards TN Core, SCS

Instruction and

Curriculum, PLC

Coach

July 30, 2014;

Ongoing through

May 2015

Teachers will continue to

review and learn about

Common Core Standards.

They will apply the standards

in their instructional lessons


Lesson Plans, PLC

Meeting Reports

$0.00

($3,930.00)

Instructional Curricula, Lesson

Plans/Classroom Observations

PLC Coach July 30, 2014;

August 21 and 27,

2014; Ongoing

through May 2015

Faculty and staff will learn

about each nine week

curricula/instructional maps

for content areas and their

grade level and how to use the

lesson plan feedback to reflect

on future lesson plans and

instruction. They will also

learn how to use the

observation feedback to

reflect and make adjustments

in their teaching.


Lesson Plans, PLC

Meeting Reports

$0.00

($3,930.00)

Safe Schools Training SCS PBIS August 2014- On-

going through May

2015


procedures regarding first aid,

CPR, sexual harassment,

hazard communication,

asbestos, blood borne

pathogens, and slips, trips,

and falls.

Classroom/School wide

Safety Observations

$0.00

($3,930.00)

38

Discovery Education PLC Coach September 15-

October 17, 2014;

October 2014;

December 1-19

2014, January

2015, February 23-

March 13 2015;

March 2015 On-

going with

assessment data

(Test A, B, & C)

Teachers will learn about the

various teacher reports that

Discovery Education

Assessment provides and how

the data will be used to

evaluate students’ mastery of

SPI’s and CCSS. This data will

be used to create and reteach

instructional lessons for

students in preparation for

TCAP Test. Teachers will also

learn about classroom

resources that Discovery

provides.

Discovery Education

Assessment Data;


Lesson Plans, PLC

Meeting Reports

$0.00

($3,930.00)

Academic Interventions

(Istation, iReady, Tutoring in

Reading/Language Arts &

Mathematics/TCAP & Writing

Test Blitz’s, WESA “In-House”

Tutoring)

Educational

Assistants Assistant,

PLC Coach,

Counselor, Principal

August 28, 2014;

September 3 and 4

2014; On-going

through May 2015

Teachers will learn about

forms of academic

intervention and how they will

be used to support our

students.

Student Progress Reports

& Report Cards, Teacher


Made Assessments,


Data, Discovery Education

Assessment Data, TCAP

and TCAP Writing Test

Data

$22,846.40 -ESEA Extended Learning Funds

& Extended Contract Funds

($3,930.00)

Revised Bloom’s

Taxonomy/Costa’s Levels of

Questioning

PLC Coach October 17 , 2014;

On-going through

May 2015


revised Bloom’s Taxonomy

and Costa’s Levels of

Questioning how to use the

question stems to increase

critical thinking and learning.


Lesson Plans, PLC

Meeting Reports

$0.00

($3,930.00)

39

Differentiated Instruction PLC Coach November 2014-

On-going through

May 2015

Teachers will learn how to find

interesting, engaging, and

appropriate ways to help

students learn new concepts

and skills at their level to

successfully reach targeted

standards.


Lesson Plans, PLC

Meeting Reports

$0.00

($3,930.00)

Whitehaven Elementary New

and Struggling Teacher

Mentoring

Learning Coach August 2014- May

2015

Learning coaches will meet

with new and struggling

teachers in a PLC setting to

share their ideas and

experiences, grow

professionally, and improve

the education of students in

the classroom.

Monthly Teacher Support

Logs, Informal

Observations/Walk-

throughs using the TEM

4.0 rubric

$2,000.00- SCS

District Funds

($3,930.00)

TVASS Review and Analysis

(Value-Added)

PLC Coach, Principal October 2014- On-

going through May

2015

Teachers will learn how to

access and navigate the

TVAAS website. They will also

review TVAAS data and meet

in professional learning

communities to analyze

results and continue planning

for the 2013-14 school year.


Lesson Plans, PLC

Meeting Reports

$0.00-

($3,930.00)

40

Teacher Data Notebooks,

Classroom Data Displays

(Academic & Nonacademic);

Utilize

Weekly/Monthly/Quarterly

Assessments (Discovery,

Pearson, TCAP Common

Assessments)

PLC Coach, Teachers October 2014 –

On-going through

May 2015

Teachers will use data to drive

instruction and increase

student achievement. They

will analyze data to address

specific areas of need and

strengths to increase student

achievement.


Lesson Plans, PLC

Meeting Reports

$0.00-

($3,930.00)


Communities (PLC’s w/

Dolman, Data PLC’s w/ Elliott,

Grade Level Meetings, Faculty

Meeting PLC, Vertical Teaming)

PLC Coach, Principal,

Optional Schools

Facilitator, Individual

Teachers

July 28, 30, and

2014; August 1, 8,

15, 21, 27, 28

2014; September

3, 4, 5, 10, 11, 12,

17, 18, 19, 24, 25,

and 26, 2014;

October 1, 2, 3, 15,

16, 17, 22, 23, 24,

29, 30, and 31,

2014; November 5,

6, 7, 12, 13, 14, 19,

20, and 21, 2014;

December 3, 4, 5,

10, 11, 12, 17, 18,

and 19, 2014; On-

going through May

2015

(Dolman/Elliott

Wednesday’s &

Thursday’s, Grade

Level- Once per

Week Faculty

Meeting PD

Weekly networking and

collaborative sessions to focus

collectively on teacher

learning across grade levels

and develop common lessons,

instructional strategies,

classroom assessments, and

data. These sessions are

designed to increase student

achievement in the classroom

and on the TCAP Test.


Lesson Plans, PLC

Meeting Reports

$0.00-

($3,930.00)

41

(Friday’s- 1st, 2nd, &

3rd), Vertical

Team- Once per

Month

Gender Equity in the Classroom PLC Coach November 21,

2014- On-going

through May 2015

Learn how gender equity

effects student achievement.


Lesson Plans, PLC

Meeting Reports

$0.00-

($3,930.00)

Substitute Teacher to cover

regular teacher classes for job-

embedded PD sessions.

SCS Substitutes October 2014 – On-going through

May 2015

Teachers will learn research-

based strategies to increase

the rigor and relevance in

daily lessons as well as plan

strategies to increase student

achievement on TCAP tests.


Lesson Plans, PLC

Meeting Reports

$1,000.00- ESEA

Funds-

($2,930.00)


(Morning Meeting Practices)

PLC Coach, Select

Teachers

Second Semester 2015- On-going

through May 2015


Responsive Classroom

approach, which helps

students build better

academic and social-

emotional skills leading to

increased student

achievement.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

42

Small Group Focused

Instruction

PLC Coach September 24-25, 2014- On-going

through May 2015

Teachers will learn how to use

student data and observations

to form small groups and

differentiate instruction to

meet the specific needs of the

students assigned.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

PBIS (Safe and Drug Free

Schools)/Child Abuse/Suicide

Prevention

School Counselor Principal

August 1, 2014, September 12, 2014; On-going

through May 2015

Teachers will learn about PBIS

(Positive Behavior

Intervention and Supports), an

evidence-based behavioral

intervention into an

integrated continuum that

enhances academic and social

behavior outcomes for all

students, signs of child abuse,

and how to prevent suicide.

Student Behavior Data $0.00-

($2,930.00)

Accountable Talk PLC Coach October 2014- On-going through May

2015


Accountable Talk to

encourage students to think

deeply, articulate their

reasoning, and listen with

purpose.


Lesson Plans, PLC

Meeting Reports, Student

Quality Work Products

$0.00-

($2,930.00)

43


Resources, Supplies, and

Materials for the PLRC

(Professional Resource Center)

PLC Coach, All

Teachers

August 2014- On-

going through May

2015

Participants will utilize

resources, materials, and

supplies in the PLRC to help

teachers increase teacher’s

expertise, knowledge, and

practice in core content areas

using research based

instructional strategies that

focus on Marzano’s nine

strategies.


Lesson Plans, PLC

Meeting Reports

$0.00- ESEA

Funds-

($2,930.00)

Book Study- Learning By Doing,

Teach Like A Champion PLC Coach, Grade

Level PLC’s

October 2014; On-

going through May

2015

Participants will continue to

learn about Professional

Learning Communities and

how to effectively implement

them and learn classroom

techniques that are concrete,

specific, and actionable.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

SCS Reading Training Course

for K-3 Teachers SCS Literacy Sept. 19, 2014,

Jan. 5, 2015, Feb.

6. 2014,

July/August 2015

Select grades K-3 teachers will

participate in reading

instruction classes. The

content was developed by the

State to align with CCSS, and

each course offers a variety of

strategies or activities that can

be used with students

immediately. Teachers in K-3

will learn valuable information

for good first teaching. These

sessions will help teachers to

refine their practices and gain

new ideas in reading


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

44

instruction.

My Learning Plan PLC Coach August 28, 2014;

September 3 and

4, 2014; On-going

through May 2015

Participants will learn about

revisions and updates for My

Learning Plan for professional

development resources.

My Learning Plan

Attendance Reports,

Transcripts

$0.00-

($2,930.00)

Displaced (Homeless) Students PLC Coach; Parent August 1, 2014;

On-going through

May 2015


displaced students

“identifiers” and procedures

for enrolled displaced

students.

Displaced Students

Enrollment Forms and

Information in Power

School

$0.00-

($2,930.00)

Kindergarten Curriculum,

Materials/Resources PLC Coach August 2014; On-

going through May

2015

Participants will review use of

the KRI and Kindergarten

Kove. Participants will learn

about the Kindergarten Report

Card Assessment Handbook.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

TeachScape PLC Coach October 2014; On-

going through May

2015

Participants will learn how to

login and navigate TeachScape

for professional development

resources.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

45

TN Online Learning Series for

Teachers-

Reading Foundational Skills

Reading Literature

Reading Informational Text

Speaking and Listening

Text Complexity

Academic Vocabulary

PLC Coach October 2014; On-

going through May

2015

Participants will observe and

reflect on the TN Online

reading videos via PBS.


Lesson Plans, PLC

Meeting Reports

$0.00-

($2,930.00)

School Team Training Series-

TN Core Grade 5 Language

Arts Teacher

Summer 2014,

September 9,

2014, September

19, 2014, Fall

2014, January

2015, February

2015

Grades 3-5 participants will

complete several Bridge to

Practice Activities and PLC’s to

help teachers prepare

students for the TCAP Writing

Assessment.


Lesson Plans, PLC

Meeting Reports, TCAP

Writing Assessment Data,

STTS Student Writing,

STTS Student Writing

Practice Exercises on

MIST

$0.00-

($2,930.00)

Writing Professional

Development)-

Writing Across the

Curriculum

MIST for Elementary

Students

Writing on the Road to

PARCC K-2

Writing on the Road to

PARCC 3-5

K-5 PARCC Resources

3-11 Writing Resources

TN Core K-12 Writing

Scoring Rubrics

TN Online Learning Series

for Teachers- Writing

TN Core- Student Writing

Samples for K-3 Reading

Units

CCSS Close Reading and

Informational Text

TN Core, District

Personnel, Principal,

PLC Coach, Teacher

Leaders

September 2014-

May 2015,

September 2015-

May 2016

Participants will participant in

a variety of writing

professional development to

help teachers prepare

students for the TCAP Writing

Assessment.


Lesson Plans, PLC

Meeting Reports, TCAP

Writing Assessment Data,

STTS Student Writing,

STTS Student Writing

Practice Exercises on

MIST

$0.00-

($2,930.00)













http://www.scsk12.org/uf/ci/files/2013/writing/K-5%20Writing%20PARCC%20Resources/K-5%20Writing%20PARCC%20Resources.pptx

http://www.scsk12.org/uf/ci/files/2013/writing/3-11%20Writing%20Resources/3-11%20Writing%20Resources.pptx



46

Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine

strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers,

generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology), differentiation, problem

solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance

student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups.


Mathematics- Research-based best practices

in mathematics instruction; Use of

technology in mathematics instruction; How

to plan lessons that address the different

learning modalities of students; How to

differentiate instruction to address the

needs of individual students; How to assign

and assess quality work.


Presentations/workshops by district staff, school staff, & outside

professional development providers; Coaching and Mentoring;

Examining student work; Analyzing data; Action Research;

Conferences; SDIS; Book Study

Context: What aspects of our learning

environment will support this goal?

PLC’s- Vertical Team Meetings, Grade-

level Meetings; Data Meetings; Team

Teaching/Co-teaching; Study Groups;

Visiting Teacher Classrooms; Job-

Embedded Professional Development;

Collaboration; Data Display Board



Implementation


What data sources will

you use to evaluate



data)

($0.00)

PD Budget

Balance

PLC Coach- School wide


Activities

PLC Coach

July 2014- July

2015

PLC Coach will spend 50% of her

tasks involved in professional

development activities to help

increase student achievement.

Teacher/Classroom

Data, Classroom

Observations, Teacher


Plans, PLC Meeting

Reports

$34,640.00- ESEA

Funds (See goal 1)

($0.00)

47

Project Lead the Way State

Conference Conference

Presenters, Principal,

Teachers (4), School

Counselor

October 21-22,

2014

Participants will further his/her

knowledge regarding science,

technology, engineering, and

mathematics. He/she will learn

how to implement Project Lead

The Way in the classroom. It will

help to increase student

achievement in mathematics

and science and help students

develop the skills needed to

succeed in the global economy.

PLTW's rigorous and relevant

curriculum leverages an

innovative, project-based

approach that fosters

collaboration and builds critical

thinking skills.

Classroom


Plans, PLC Meeting

Reports

$2,740.74-

ESEA Funds

($190.00)

STEM Education: A

Methodology for All Disciplines Conference

Presenters, Principal,

Teacher

October 31, 2014 Participants examine STEM

education theory and practice

and it applicability across all

disciplines of instruction.

Participants will also discuss

techniques to be used in creating

transformative classroom

environments that encourage

students to think critically and

creatively in all content areas.

Classroom


Plans, PLC Meeting

Reports

$190.00-ESEA

Funds

($0.00)

48

Learning Forward Annual

Conference PLC Coach December 7-10,

2014

Participant will learn research

based skills and principles that

can be used to increase rigor in

the curriculum. Participant will

identify breakthrough practices

for school leadership and

administration.

Lesson Plans, PLC Meeting

Reports, Classroom

Observations (TEM 4.0-

Higher Order), Common

Formative Assessment Data,

Discovery Data, TCAP Data,

SAT10 Data, TEM 4.0

Teacher Observation Data

$1,312.67-

ESEA Funds

($1,502.67)

Teacher Effectiveness Measure

(TEM 4.0)


Master Teacher

July 30, 2014,

August 21 and 27,

2014, September

5, 2014 Ongoing

through May 2015

Teachers will learn about TEM

4.0, the teacher evaluation

process. The process makes for

a fair, consistent, objective and

transparent process of

evaluating teachers.

Growth in Student

Learning, Observation

of Practice, Stakeholder

Perception Surveys, &

Teacher Knowledge

$0.00

($0.00)

Common Core State Standards TN Core, SCS

Instruction and

Curriculum, PLC

Coach

July 30, 2014;

Ongoing through

May 2015

Teachers will continue to review

and learn about Common Core

Standards. They will apply the

standards in their instructional

lesson.

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

Instructional Curricula, Lesson

Plans/Classroom Observations

PLC Coach July 30, 2014;

August 21 and 27,

2014; Ongoing

through May 2015

Faculty and staff will learn about

each nine week

curricula/instructional maps for

content areas and their grade

level and how to use the lesson

plan feedback to reflect on

future lesson plans and

instruction. They will also learn

how to use the observation

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

49

feedback to reflect and make

adjustments in their teaching.

Safe Schools Training SCS PBIS August 2014- On-

going through

May 2015


procedures regarding first aid,

CPR, sexual harassment, hazard

communication, asbestos, blood

borne pathogens, and slips, trips,

and falls.

Classroom/School wide

Safety Observations

$0.00

($0.00)

Discovery Education PLC Coach September 15-

October 17, 2014;

October 2014;

December 1-19

2014, January

2015, February

23- March 13

2015; March 2015

On-going with

assessment data

(Test A, B, & C)


various teacher reports that

Discovery Education Assessment

provides and how the data will

be used to evaluate students’

mastery of SPI’s and CCSS. This

data will be used to create and

reteach instructional lessons for

students in preparation for TCAP

Test. Teachers will also learn

about classroom resources that

Discovery provides.

Discovery Education

Assessment Data;

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

50

Academic Interventions

(Istation, iReady, Tutoring in

Reading/Language Arts &

Mathematics/TCAP & Writing

Test Blitz’s, WESA “In-House”

Tutoring)

Educational

Assistants Assistant,

PLC Coach,

Counselor, Principal

August 28, 2014;

September 3 and

4 2014; On-going

through May 2015

Teachers will learn about forms

of academic intervention and

how they will be used to support

our students.

Student Progress

Reports & Report

Cards, Teacher


Made Assessments,


Data, Discovery


Data, TCAP and TCAP

Writing Test Data

$22,846.40- ESEA Extended Learning Funds & Extended

Contract Funds) (See goal 1)

($0.00)

Revised Bloom’s

Taxonomy/Costa’s Levels of

Questioning

PLC Coach October 17 ,

2014; On-going

through May 2015


revised Bloom’s Taxonomy and

Costa’s Levels of Questioning

how to use the question stems

to increase critical thinking and

learning.

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

Differentiated Instruction PLC Coach November 2014-

On-going through

May 2015

Teachers will learn how to find

interesting, engaging, and

appropriate ways to help

students learn new concepts and

skills at their level to successfully

reach targeted standards.

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

51

Whitehaven Elementary New

and Struggling Teacher

Mentoring

Learning Coach August 2014- May

2015

Learning coaches will meet with

new and struggling teachers in a

PLC setting to share their ideas

and experiences, grow

professionally, and improve the

education of students in the

classroom.

Monthly Teacher

Support Logs, Informal

Observations/Walk-

throughs using the TEM

4.0 rubric

$2,000.00- SCS

District Funds

(See goal 1)

($0.00)

TVASS Review and Analysis

(Value-Added)

PLC Coach, Principal October 2014-

On-going through

May 2015

Teachers will learn how to access

and navigate the TVAAS website.

They will also review TVAAS data

and meet in professional

learning communities to analyze

results and continue planning for

the 2013-14 school year.

Classroom


Plans, PLC Meeting

Reports

$0.00

($0.00)

Teacher Data Notebooks,

Classroom Data Displays

(Academic & Nonacademic);

Utilize

Weekly/Monthly/Quarterly

Assessments (Discovery,

Pearson, TCAP Common

Assessments)

PLC Coach, Teachers October 2014 –

On-going through

May 2015

Teachers will use data to drive

instruction and increase student

achievement. They will analyze

data to address specific areas of

need and strengths to increase


Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

52


Communities (PLC’s w/

Dolman, Data PLC’s w/ Elliott,

Grade Level Meetings, Faculty

Meeting PLC, Vertical Teaming)

PLC Coach, Principal,

Optional Schools

Facilitator, Individual

Teachers

July 28, 30, and

2014; August 1, 8,

15, 21, 27, 28

2014; September

3, 4, 5, 10, 11, 12,

17, 18, 19, 24, 25,

and 26, 2014;

October 1, 2, 3,

15, 16, 17, 22, 23,

24, 29, 30, and

31, 2014;

November 5, 6, 7,

12, 13, 14, 19, 20,

and 21, 2014;

December 3, 4, 5,

10, 11, 12, 17, 18,

and 19, 2014; On-

going through

May 2015

(Dolman/Elliott

Wednesday’s &

Thursday’s, Grade

Level- Once per

Week Faculty

Meeting PD

(Friday’s- 1st, 2nd,

& 3rd), Vertical

Team- Once per

Month

Weekly networking and

collaborative sessions to focus

collectively on teacher learning

across grade levels and develop

common lessons, instructional

strategies, classroom

assessments, and data. These

sessions are designed to increase

student achievement in the

classroom and on the TCAP Test.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

53

Gender Equity in the Classroom PLC Coach November 21,

2014- On-going

through May

2015

Learn how gender equity effects


Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

Substitute Teacher to cover

regular teacher classes for job-

embedded PD sessions.

SCS Substitutes October 2014 – On-going through

May 2015

Teachers will learn research-

based strategies to increase the

rigor and relevance in daily

lessons as well as plan strategies

to increase student achievement

on TCAP tests.

Classroom


Plans, PLC Meeting

Reports

$1,000.00- ESEA

Funds (See goal 1)

($0.00)


(Morning Meeting Practices)

PLC Coach, Select

Teachers

Second Semester 2015- On-going

through May 2015


Responsive Classroom approach,

which helps students build

better academic and social-

emotional skills leading to

increased student achievement.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

Small Group Focused

Instruction

PLC Coach September 24-25, 2014- On-going

through May 2015


student data and observations to

form small groups and

differentiate instruction to meet

the specific needs of the

students assigned.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

54

PBIS (Safe and Drug Free

Schools)/Child Abuse/Suicide

Prevention

School Counselor Principal

August 1, 2014, September 12, 2014; On-going

through May 2015

Teachers will learn about PBIS

(Positive Behavior Intervention

and Supports), an evidence-

based behavioral intervention

into an integrated continuum

that enhances academic and

social behavior outcomes for all

students, signs of child abuse,

and how to prevent suicide.

Student Behavior Data $0.00-

($0.00)

Accountable Talk PLC Coach October 2014- On-going through

May 2015


Accountable Talk to encourage

students to think deeply,

articulate their reasoning, and

listen with purpose.

Classroom


Plans, PLC Meeting

Reports, Student

Quality Work Products

$0.00-

($0.00)


Resources, Supplies, and

Materials for the PLRC

(Professional Resource Center)

PLC Coach, All

Teachers

August 2014- On-

going through

May 2015

Participants will utilize

resources, materials, and

supplies in the PLRC to help

teachers increase teacher’s

expertise, knowledge, and

practice in core content areas

using research based

instructional strategies that

focus on Marzano’s nine

strategies.

Classroom


Plans, PLC Meeting

Reports

$0.00- ESEA Funds

(See goal 1)

($0.00)

55

Book Study- Learning By Doing,

Teach Like A Champion PLC Coach, Grade

Level PLC’s

October 2014;

On-going through

May 2015

Participants will continue to

learn about Professional

Learning Communities and how

to effectively implement them

and learn classroom techniques

that are concrete, specific, and

actionable.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

STEM Technology for the

Classroom Optional School

Facilitator, PLC Coach

July 29, 2013;

August 26, 27, 29,

30, 2013- On-going

through May 2014


STEM Technology in the

Classroom.


Lesson Plans, PLC

Meeting Reports

$0.00-

($0.00)

My Learning Plan PLC Coach August 28, 2014;

September 3 and

4, 2014; On-going

through May

2015


revisions and updates for My

Learning Plan for professional

development resources.

My Learning Plan

Attendance Reports,

Transcripts

$0.00-

($0.00)

Displaced (Homeless) Students PLC Coach; Parent August 1, 2014;

On-going through

May 2015


displaced students “identifiers”

and procedures for enrolled

displaced students.

Displaced Students



School

$0.00-

($0.00)

56

Kindergarten Curriculum,

Materials/Resources PLC Coach August 2014; On-

going through

May 2015

Participants will review use of

the KRI and Kindergarten Kove.

Participants will learn about the

Kindergarten Report Card

Assessment Handbook.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

TeachScape PLC Coach October 2014;

On-going through

May 2015

Participants will learn how to

login and navigate TeachScape

for professional development

resources.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)

TN Online Learning Series for

Teachers-

Math Progressions

Math Practices

Operations & Algebraic

Thinking

Number & Operations—

Fractions

Ratios & Proportional Systems

Functions

TN Core-Kindergarten

Mathematics Running Record

Tool

PLC Coach October 2014;

On-going through

May 2015

Participants will observe and

reflect on the TN Online

mathematics videos via PBS.

Kindergarten teachers will learn

about TN Core’s Kindergarten

Mathematics Running Record

Tool.

Classroom


Plans, PLC Meeting

Reports

$0.00-

($0.00)









57

STEM Curricula- Project Lead

The Way

(Materials/Resources)

Principal, Optional

Schools Facilitator

September 2014-

May 2015, August

2015-May 2016

Participants will learn how to use

Project Lead The Way to provide

hands-on, project-based science,

technology, engineering and

math (STEM) curricula.

Classroom


Plans, PLC Meeting

Reports

$36,380.38

(Materials and

Supplies-

$4,038.00- ESEA,

Equipment- IPad-

$32,342.36 ESEA)

($0.00)

Engineering is Elementary Principal, Optional

Schools Facilitator,

PLC Coach, Lead

Teacher

October 2014-

May 2015, August

2015-May 2016

Participants will learn curricula and professional development that develop engineering literacy.

Classroom


Plans, PLC Meeting

Reports

$12,000.00 ?

(Materials and

Supplies- ESEA)-

SCS STEM

($0.00)


58

Goal 3: Teacher will raise their understanding and use of appropriate data-driven evaluations and assessments to determine student mastery of content, and increase students’

achievement in all areas. Teachers will effectively build stronger relationships with parents and communicate data and assessment to parents in a timely matter.


Strategies and activities to increase data-

driven instruction and parental involvement.


Presentations/workshops by district staff,

school staff, & outside professional

development providers; Coaching and

Mentoring; Analyzing data; Conferences;

SDIS; Book Study; Parent Teacher

Conferences/Meetings

Context: What aspects of our learning environment will

support this goal?

School Counselor, Parent Resource Center,

PLC’s- Content Area Meetings, Study Groups;

Collaboration



Implementation


What data sources

will you use to

evaluate



data)

$0.00

PD Budget Balance

Parent Resource Center- Parent

Reading and Math/Science

Connection (subscriptions)

Principal, PLC Coach, School

Counselor

September 2014-

On-going through

May 2015

Increase parental and

community involvement;

Create a resource center for

parents to check-out books,

have access to technology and

receive training that will

empower them to become

more involved in their child’s

academic career.

Parent/Community

Participation, Sign-in

Sheets

$458.00- Newsletter,

$750.00- Supplies

and Materials-

Parental Involvement

ESEA Funds

($0.00)

59

PTO Meetings Whitehaven Elementary

PTO Officers, Members,

PTO Teacher Leader

September 2014,

On-going through

May 2015

Parent meetings with teachers

to present strategies,

materials, and resources to

help parents.

Sign-in Sheets,

Attendance-

Parent/Community

Participation

$0.00

($0.00)

School Site Based Decision

Making Council

Whitehaven Elementary

Site Based Decision Making

Council

4 times per school

year 2014-2015

Meetings with parents,

teachers, students, and

community members

(stakeholders) to make school

wide decisions and present

strategies, materials, and

resources to help increase

student achievement and

improve the school.

Sign-in Sheets,

Attendance-

Parent/Community

Participation

$0.00

($0.00)

Family Academic Nights

(STEM, Reading, STEM Expo

etc.)


Optional School Facilitator,

School Counselor, Librarian,

Teachers

November 2014,

Winter 2015,

Spring 2015

Increase parents’ awareness

of curricula, SPI’s, and CCSS

and inform parents on what

they can do to assist students

at home. Increase in the

number of students mastering

SPI’s and CCSS.

Sign-in Sheets,

Evaluation Forms,

Attendance

$900.00-ESEA

Parental

Involvement;

$750.00-

Instructional

Materials and

Supplies for STEM

Expo

($0.00)

Title I (ESEA) Parent Meeting PLC Coach August 28, 2014

(evening session)

September 26,

2014 (morning

session), Spring

2015 (Evening and

Parent meetings to present


resources to help parents

with their child(ren) regarding

ESEA.

Sign-in Sheets,

Attendance

$100.00- ESEA


Light Refreshments

($0.00)

60

morning sessions)

Muffins with Mom PLC Coach, School

Counselor

January 2014 Parent meetings to present


resources to help parents

with their child(ren).

Sign-in Sheets,

Evaluation Forms,

Attendance

$300.00- ESEA


Light Refreshments

($0.00)

Donuts with Dad PLC Coach, School

Counselor

December 12, 2013 Parent meetings to present


resources to help parents with

their child(ren).

Sign-in Sheets,

Evaluation Forms,

Attendance

$300.00- ESEA


Light Refreshments

($0.00)

Displaced (Homeless) Students PLC Coach; Parent August 1, 2014; On-

going through May

2015


displaced students

“identifiers” and procedures

for enrolled displaced

students.

Displaced Students



School

$0.00-

($0.00)

Successful Parent/Teacher

Conferences/Ways to Assist

Parents At Home with Their

Child

PLC Coach; School

Counselor

September 2014;

On-going through

May 2015


how to have successful

parent/teacher conferences

and ways to assist parents at

home with their child.

Sign-in Sheets,

Evaluation Forms,

Attendance

$0.00-

($0.00)

61

Elementary School Intervention Plan 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 Principal, Tommy Elliott

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

PLC Coach, Tanya Dolman

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 Manual

Checklists, electronic monitoring tools

Schedules with who/when/how often

Site-based fidelity check


Principal, Tommy Elliott

Administer universal screeners in Reading and Mathematics to all

students; administer Writing on an “as needed” basis.

September 2014

iReady, Mathematics

Istation, Reading

Data review, Writing


Grades 3-5 Language Arts Teachers

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


Individual Grades K-5 Teachers

Communicate assignments to intervention programs to parents of

students involved

September 2014 Parent letters- See SCS RTI2 Manual for

examples



Set schedules for Tier II and Tier III interventions; realign staffing

as needed.

September-December

2014

Computers/labs

Resources for small group intervention



62

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

intervention.

September 2014-May

2015

iReady, Mathematics

Istation, Reading

School choice, Writing


Educational Assistants- Sheryl Hewitt,

Kimberly Gordon

Establish progress monitoring for students receiving interventions—

biweekly for Tier II and weekly for Tier III

September 2014-May

2015

iReady, Mathematics

Istation, Reading



School level support team meets every 4.5 weeks to review data

and make recommendations for modification.

September 2014-May

2015

Student assessment data

Attendance records

Completed fidelity checklists

Teacher observation


Communicate progress and/or changes in intervention assignments

to parents (e.g., moving between/among tiers, newly assigned,

moving out of intervention).

September 2014-May

2015

Parent letters- See SCS RTI2 Manual for

examples





December 2014

iReady, Mathematics

Istation, Reading

Data review, Writing


Grades 3-5 Language Arts Teachers

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


Attendance records


Teacher observation


63

Revise schedules for Tier II and Tier III interventions, as needed,

based on December universal screening

December 2014-January

2015

iReady, Mathematics

Istation, Reading






May 2015

iReady, Mathematics

Istation, Reading




School level support team meets to review end-of-year data and

make preliminary plans for next year.

May 2015


Attendance records


Teacher observation


Building-level supports for Tier 1- Title I Extended Learning-

Before school and/or Saturday intervention for “Target” students

who are at the Basic to Proficient status from the Spring 2014

TCAP Achievement, to increase student achievement in

reading/language arts and mathematics.

September 2014-April

2015

2014 TCAP Achievement Student Data PLC Coach, Tanya Dolman

Building-level supports for Tier 1- Title I Extended Contract-

Before school and/or Saturday intervention for “Target” students

who are at the Basic to Proficient status from the Spring 2014

TCAP Achievement, to increase student achievement in

reading/language arts and mathematics.

October 2014-April 2015 2014 TCAP Achievement Student Data School Counselor, Gloria Smith

Note: Schools are free to add additional action steps if they choose, but they will not be required to do so. Components in bold type are site-based decisions; all other components have been

determined by the District. On those action steps, schools need only add the names of the responsible parties.

64


Teacher Mentoring Plan for “Full Support” Teachers

2014-2015

100% of staff at Whitehaven Elementary school are highly qualified.

Action Steps Timeline Required

Resources


Principal select Learning Coach

Attend SCS Summer Coaching Institute

Attend New Teacher Induction

Identify the school’s new teachers (mentees).

Attend Mandatory Training Sessions

Complete the LC Needs Assessment (within the first 5 weeks)

Complete the Teacher Needs Assessment (Phase 1 and 2- within the first 5 weeks)

Meet weekly with mentees (Work collaboratively with assigned new teachers (mentees) to view and analyze student data to make

Summer 2014

July 2014

July 23-25,

2014

July 2014

August 2014-

May 2015

August 2014

August 2014

August 2014-

May 2015

Enter

documentation

weekly in the

Principal

Learning Coach

Learning Coach

Learning Coach

Learning Coach

Learning Coach

Mentee

Learning Coach

65

connections between current teacher practices and student outcomes.

Complete informal observations and walk-throughs using the SCS Cycle of Improvement

Meet monthly with all mentees.

Participate in the WESA New Teacher Network Sessions (Use data to identify trends in teacher performance for individuals and groups.)

Completed

over a six

week period.

Monthly

1st Semester

2014; 2nd

Semester

2015

Teacher Support

Log in MLP (submit

monthly; Record of

Activities-

December/May)

TEM 4.0 Evaluation Rubric, Teach Like A Champion, Practice Perfect, Virtual Portal for Coaches

Mentee

Monthly

Reflection

Learning Coach

Learning Coach

Learning Coach, PLC

Coach

66

Whitehaven Elementary School

Teacher Mentoring Plan for Teachers

Needing “Immediate Support” in the Classroom

2014-2015

Action Steps Required

Resources


District Administrative Teams (PIT Crew), Principal, Learning Coach, and/or PLC Coach identify teachers who are experiencing difficulties in the classroom. This is determined by TEM observations and/or teacher request for assistance.

Based upon areas of need/improvement, professional development for teacher development and support will be prescribed based upon results from observations.

Teachers are assigned professional development resources via online

My Learning

Plan- OASYS;

Classroom

Walkthroughs

; Lesson

Plans

My Learning

Plan-

Learning

Loop

(OASYS);

Classroom

Walkthroughs

; Lesson

Plans

Media Site,

TeachScape ,

Research-

District Admin (PIT Crew),

Principal, Learning

Coaches, PLC Coach


Principal, PLC Coach

District Admin, Principal,

PLC Coach

67

courses, Media site, books, conferences, etc.

Upon completion of professional development, teachers are observed to determine its effectiveness.

Meet monthly with “immediate

support” mentee (Work

collaboratively with assigned

teachers (mentees) to view and

analyze student data to make

connections between current

teacher practices and student

outcomes (Enter documentation in

the Teacher Support Log in MLP

(submit monthly; Record of

Activities- December/May)

Complete informal observations and walk-throughs using the SCS Cycle of Improvement

Meet monthly with

all mentees.

Based

Professional

Books,

Professional

Development

Conferences

My Learning

Plan- OASYS,

Classroom

Walkthroughs

; Lesson

Plans

Teacher

Support Log

TEM 4.0 Evaluation Rubric, Teach Like A Champion, Practice Perfect, Virtual Portal for Coaches

Mentee

Monthly

Reflection


Principal, PLC Coach

Learning Coach

Learning Coach

Learning Coach

68


Integration of State, Federal, and District Programs

Title I, Part A- Improving Basic Programs

Title II, Part A- Preparing training and recruiting high quality teachers and principals (Talent

Management- Bill and Melinda Gates Foundation (BMGF)

Title II D- Enhancing education through technology

Title IV- Student Support Services (Extended Contract, Counseling Services, SACC, Extended

Year, Safe and Drug Free Schools (PBIS), Coordinated School Health) State of TN, DHS, Local

After School Programs

Title V- Innovative programs (iReady, Istation, Discovery Education)

Title I, Part D- SCS Displaced Student Services- TN Department of Education

Title X- Homeless Children and Youth

SCS Pre-K Early Childhood Program

IDEA, Part B- Exceptional Children and Health Services

Race To The Top

Teacher Incentive Fund Grant

SCS Local School Funds- Site-Based Funds

Optional Schools

Shelby County

Tennessee Department of Education

U.S. Department of Agriculture- Nutrition Services

Adopt-A-School (Kroger- Whitehaven, Middle Baptist Church- Whitehaven Lane, Boulevard

Church of Christ, and Methodist Healthcare)

69


2014-2015 Technical Assistance Report Name Title/Position Check One Topic Check One

Stat

e

District School-

Based

Site

Visit

Phone

Call

Email

Yvonne Jones Federal Programs Advisor X ESEA Compliance X

Victoria Locklyn Buyer for Procurement X School Copier X X

Mary Douglas Professional Development &

Evaluation Clerk

X My Learning Plan Attendance and Course

Approval

X X

Linda Sklar Director of Optional Schools X Optional Program X X X

H. Hays School Psychologist X School Psychologist X

Darna Davis School Social Worker X School Social Worker X

S. Pinson Speech Therapist X Speech Therapist X

Marcia White Mathematics Advisor X K-5 Common Core Collaborative Cohort,

iReady

X

David Lowe Accounts Payable X Accounts Payable

Pamela Haney Instructional Support Analyst X My Learning Plan X X

Dr. Susan Dold Instructional Advisor Literacy X Istation X

Rachael Lebo Teacher and Leader

Effectiveness Advisor

X TEM 4.0 Recertification X

Donna James Teacher and Leader

Effectiveness- Data Analyst


70

Teresa Utley Federal Programs Advisor X Title I Registration Documents; Homeless

Documents, Copier,

X

Rachael Addison Principal Coaching Advisor X Coaching Institute, PLC Trainings X

Monica Jordan Teacher and Leader

Development Manager

X Coaching Institute, In-Service Week

Activities

X

Deborah Currie Federal Programs Manager X ESEA, TSIP X

Anecia Scott Education Technology Analyst X Assistance with Education Technology-

WESA

X

Nurse Wheatley School Nurse X Assistance with students requiring medical

procedures/medication

X

Monica Smith ILD- Zone 8 X Support for Principal- Mr. Elliott X X X

Kevin Potts Federal Programs Specialist X Assistance for Homeless/Displaced Students X

Kori Hamner Teacher and Leader

Effectiveness-Director of

Support and Professional

Development


Christopher Burgess iReady- Professional

Development Specialist

X iReady Benchmarking Dates X

Terri Michaud iReady- Tech Support X iReady Benchmarking Dates X

iReady- Webinar Curriculum and Associates X iReady Getting Started Webinar X X

Tonya Cooper ILD- Zone 12 X Support for Principal- Mr. Elliott X X X

71


Strategies to Attract Highly Qualified Teachers

Support uncertified personnel in acquiring certification

Establish collaboration with colleges and universities

Provide ongoing professional development

Encourage local, state, and national professional development

Implement mentoring program (Learning Coaches)

Establish networks to build capacity

SCS Job Fair