addendum - shelby county schools · web viewsouthwest region superintendant x high quality...

Revised Tennessee School and District Improvement Plan Template

The final plan should be no longer than four pages.

School: Florida-Kansas Elementary SchoolDistrict: Memphis City SchoolAnalysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge:1.)In 2011-2012, our writing score increased from a 60% to 91%.2.)Science increased from 16.7 to 19.9 with 2.4 growth (No AMO established). 3.)Social Studies increased from 56.3 to 60.3 (No AMO established). 4.)The School Composite Overall Score was a 5 and the 3-year average was a 5. Literacy and Numeracy Score was a 5 and the 3-year average was a 5. The score of 5 was used for the 35% School-Wide Value Added portion of the TEM evaluation process.

1.)3rd grade-58 students tested on 11-12 TCAP: P/A students in Reading-8 (13.8%), P/A students in Math-15 (25.8%). 2.)Overall, Math decreased from 25 to 24.4 with 3.0 growth (AMO was 29.69).3.)Overall, Reading/LA decreased from 23.8 to 19.8 with 1.5 growth (AMO 28.6). 4.)Reading/LA decreased from 7.0G to -2.0R; Math decreased from 18.3G to -1.9R; Science decreased from 5.6G to 1.3G

Source of Progress: Source of Challenge: All teachers are highly qualified. Gains have been attributed to common core implementation and professional development. Teachers were able to report out to the rest of the faculty and share reflections during staff meetings, PLC meetings, and common planning time. We realize that collaboration is the key to school improvement. We are very careful to create measures to include teachers in decisions regarding assessment results. AIMSweb progress monitoring data is used as a guide as teachers monitor students’ response to intervention. Common planning times are consistent, which allows teachers to share best practices and concerns. District initiatives have a played a vital role in increasing student performance. All assessments are data-driven and modified according to the overall classroom performance from the previous week. Lessons, skills, and objectives are re-taught in order to reach goals set and/or reflected in the SDIS report. Workstations and centers that focus on higher thinking levels are implemented

Not all subject areas made gains between 2011 and 2012 according to proficiency. Math decreased from 25 to 24.4 with 3.0 growth (AMO was 29.69). Reading/LA decreased from 23.8 to 19.8 with 1.5 growth (AMO 28.6). Not all teachers in grades 4 and 5 showed significant growth with the school-value added: Reading/LA decreased from 7.0G to -2.0R; Math decreased from 18.3G to -1.9R; Science decreased from 5.6G to 1.3G. We also are aware that we must concentrate on reducing achievement gaps between SPED and Non-SPED students. Currently there are 27 SPED students, 10 of the students in 3rd Grade, 9 are in 4th Grade and 8 are in 5th Grade. In order to meet the target goal for all students in 3rd Grade a target goal of 2 students in Reading and 4 students in math must be achieved for each class. In order for all SPED students 3-5 to meet the goal a total of 8 students in reading and 11 in math must be proficient / advanced.

Addendum

Title I School Improvement Plan

Assurance Page

I, Tracie B. Greer, principal of Florida-Kansas Elementary School, give assurance that this Title I School-wide Plan was developed during a one-year period with

parents and other members of the community. This plan is available to the local educational agency, parents, and the public.

The intent and purpose of each federal categorical program is included. When appropriate there is a coordination with programs under Reading First, Early

Reading First, PCLT, Carl D. Perkins Vocational Act, and Head Start.

High Priority Schools Only____________________ School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for

professional development.

____________________________________ ____________________

Principal Signature Date

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

With Signature of Principal

I certify that Florida-Kansas Elementary School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

______________________________ ______________________________

Signature of Principal Date Signed

Florida-Kansas Elementary Family Engagement Plan

Proposed for 2012-2013

The Florida-Kansas Elementary Family Engagement Plan was developed jointly with parents to establish expectations for parental involvement and to define the commitment of the school toward providing parents with the skills and

information necessary to help their children achieve academic excellence. It is our goal to assist parents to be knowledgeable of the skills and information needed to help their child/children be successful in school.

Parental CommitmentFlorida-Kansas Elementary parents will act as advisors, resource persons, and coordinators in the following ways:

Supporting our school’s efforts to maintain a safe and respectful environment Encouraging their child to solve conflicts peacefully Supporting our school’s efforts to help their child achieve academically Assisting their child with homework and special projects Expressing ideas, concerns, and suggestions to teachers and school administrators Providing frequent and meaningful attention to help their child reach their full potential in school and in life Maintaining ongoing communication including attending parent/teacher conferences Actively participating in the PTA, Leadership Council, and other parent/school committees and trainings Responding to memos, surveys and questionnaires expressing their ideas and/or concerns

Using their talents and resources to enhance Florida-Kansas’s instructional program Becoming Florida-Kansas Elementary School supporters and advocates within their community

Title I CommitmentFlorida-Kansas Elementary will work together with parents, administrators, staff and community members to plan for and insure high quality academic programs in the following ways: Making parents and community members aware of Title I requirements and Florida-Kansas’s participation in state and federal programs Providing timely information to families about program and policies administered under the Title I Federal guidelines Encouraging parents to observe and volunteer in the school’s programs and classrooms Providing parents with ongoing, current student information and progress reports Soliciting ongoing feedback and suggestions from parents on decisions relating to the education of their children Providing parents and community with copies and explanations of the Family Engagement Plan and Parent/Student/School Compact Assisting parents in understanding Florida-Kansas’s school curriculum, assessments used to measure student progress, and the proficiency levels students are

expected to meet

School CommitmentFlorida-Kansas Elementary will encourage families to become meaningfully engaged in their child’s education by doing the following: Inviting all parents to annual meetings (at flexible times) to inform them Title I requirements, the school’s participation in Title I, and the rights of parents to be

involved in the school Conducting regular and flexible parent meetings, to keep parents informed of current events and issues, timely progress reports, and parent/teacher

conferences Involving parents in organized and ongoing development and future revisions of the School Improvement Plan,

Family Engagement Plan, Parent/School Compact and other documents and programs relating to their child’s academic instruction

Eliminating language barriers for limited English proficiency parents by providing written and verbal communication in their primary language Encouraging parents to meet the challenges of raising happy, successful children by offering diverse parent training and workshops, based on surveyed parental

needs Providing appropriate resources to support school learning Provide information, training opportunities, and family services to improve parents’ ability to help with their child’s education Distributing Parent/Student Handbooks, Family Engagement Plans and Parent/School Compacts and acquiring appropriate signatures Listening to those we serve, our parents, students and stakeholders, to help gain insight into the hearts, minds and cultures of our families and use this

information to develop and administer programs and policies that positively affect our student’s school experience

2597Avery Avenue Memphis, Tennessee 38112-4892 (901) 416-5300Reply to the Office of:

Florida-Kansas Elementary School Tracie B. Greer, Principal

90 West Olive Avenue, Memphis, Tennessee 38106Phone (901) 416-7874/FAX (901) 416-7887/E-mail:[email protected]

August 3, 2012

Dear Parents and Community Members:

As you know, our school and district are dedicated to ensuring that our students succeed. While we have always held high expectations for our students, the federal No Child Left Behind Act of 2001 (NCLB) has set new standards for students to meet.

This summer, our state released a report on the progress our schools are making toward achieving proficiency for 100 percent of our students under NCLB. The report identifies whether schools have made “Adequate Yearly Progress” (AYP)—a simple yes or no grade based on a complex set of measurements. To make AYP, each district school must achieve targets: areas of test participation and performance measured across subgroups of students (grouped by such categories as race, language proficiency, and disability). In addition, schools must meet graduation rates and attendance targets. If just one subgroup misses just one target, an entire school does not make AYP. We are on the state’s High Priority School Improvement I Improving list.

Even though we made great gains, we must make even greater gains this year to be on the state’s Good Standing list. This is our goal. Please know that many good schools have not made AYP. That doesn’t mean they’re not successful. AYP is an all-or-nothing proposition, but student achievement is not. Academic success is measured in many ways,

including classroom tests, teacher observations, report cards, homework, and standardized test. But AYP focuses only on state tests. Entire schools can miss the target if too many students are absent on a test day.

Our school is filled with outstanding teachers, principal, and support staff, who regularly update their skills and participate in training to help them meet the needs of all students. I invite you to arrange a visit to any classroom in the school to see for yourself.

I urge you to examine the results and look closely at the progress our school is making. Most important, I encourage you to join me in addressing our challenges and applauding the great work students and staff is doing in classrooms throughout the district. As always, I welcome your comments, suggestions, and involvement in our schools and in the challenges our students face. We ask that you continue to be the great parents that you have been, so that we can reach our goals.

Sincerely,

Tracie B. Greer, PrincipalStrategies to Attract High Quality, Highly Qualified Teachers

Check all that apply:

_X_ Support uncertified personnel gain certification

_X_ Establish collaborative with colleges and universities

_X_Provide ongoing professional development

_ X_ Encourage local, state, and national professional development

_X_ Implement mentoring program

_X_ Establish networks to build capacity

_X_ Other - Florida-Kansas Elementary participates in yearly school choice and recruitment fairs.

Florida-Kansas Elementary School

2012-2013 Technical Assistance Report

Name Title/Position Check One Topic Check One

State

District School-

Based

Site

Visit

Phone

Call

Email

Charles Howell Technology Coordinator

X

Networking Computers to printers; administration computer set-up, internet connection issues X X

Marjorie Douglas Executive Director Federal Programs, Grants and Compliance

Compliance Institute; Title 1 Auditing Process; TSIPP revisions

X

X

Derreck Sanders Title 1 Senior Accountant

X

Budgeting X X

Shenarick Story Title I Accountant X X X

Shericka Blair Title I Program Project Specialist

X X X

Rita Hooker Title I Secretary X X X

Myra Whitney Professional Development/Associate Superintendent

X

Instructional Facilitator Professional Development

X

Kelley Greene Special Project Coordinator/Health and P.E.

X P.E. Instruction and Effectiveness X X X

Dr. Jim Herman Previous Reading First Director

X

Best Practices in Reading; How to sustain the effective reading first practices

X X

Russell McSwain Stanford Math X Professional Development/Stanford Math Updates

X X

Opanell Rhodes Memphis City Reading Best Practices X X

Schools District Retiree

X

Willie Rhodes Southwest Region Superintendant

X

High Quality Expectations; Walkthrough X X X

Tiffany Luckett SPED Coach X Finding all SPED students needing service new to the school

X X X

Brant Riedel, Ph.D. MCS Formative Assessment Coordinator

X

Test P Administration X

Quianna Picquet Research Assistant/Formative Assessment

X

Test Administration X X

Shelby Eldridge MCS Procurement Services

X

Searching for an old P.O. X X

Debra Martin Northwest Regional Office

X

Walkthrough X X X

Virginia McNeil Southwest Regional Office

X

Walkthrough X X X

Kendra Hargrove Southwest Regional Office

X Walkthrough X X X

Nekia Parson Southwest Regional Office

X Walkthrough X X X

McClain Southwest Regional Office

X Walkthrough X X X

Angela Whitelaw Southwest Regional Office

X

X

Using two teachers to present professional development in Math Instruction

X X X

Susan Dold MCS Elementary Literacy Supervisor

X

AIMSWEB testing and Progress Monitoring

X

Penny Tubbs Title I Supervisor X TSIPP, Title I Monitoring Budget issues, Auditing Instrument; TSIPP revisions, Extended Learning Contract

X X X

Additional Comments:

2012-2013 Intervention Plan

School: Florida-Kansas Elementary Date: 10-7-12

Complete Action Plan for developing and implementing an intervention program.

Schoolwide Reform Strategies with emphasis on improved achievement of the lowest achieving student:

Action Steps Subject Timeline Required Resources Person(s) Responsible

Extended Day Tutoring Program

Reading/Writing/Math October 3, 2012- April 8, 2013

TCAP Coach Gold Edition

TCAP Practice Tests

Discovery Education Probes

TCAP Test Prep

T. Maples, Instructional Facilitator

Volunteer tutoring teachers

Extended Contract Tutoring

Scott Foresman Reading Street

Writing Workshop

TCAP Writing Team Teach Blitz

Reading /Writing/Math

Reading

Focused Writing Instruction (Writing Process)

Focused Writing Instruction

October 3, 2012- April 8, 2013

August 9, 2012-

May 28, 2013

August 9, 2012-

May 28, 2013

January 3, 2013-February 1, 2013

TCAP Coach Gold Edition

TCAP Practice Tests

Discovery Education Probes

TCAP Test Prep

Scott Foresman Teacher kits

Leveled Readers

My Sidewalks

Writing Folio

Writing Folio

T.Maples, Instructional Facilitator

Volunteer tutoring teachers

K-5 teachers


T. Greer, Principal

5th grade teachers


4th and 5th grade teachers

School-wide Focused SPI Instructional Guide

Stanford Math/Destination Math

Chapter Book/SPI Integration

Reading and Math

Math

Reading Language Arts/Math/Science/Social Studies/Writing

August 9, 2012-May 28. 2013

August 9, 2012- May 28, 2013

August 9, 2012- May 28, 2013

Reading and Math

Textbooks/technology/

Websites/Test Prep Materials

Stanford Math/Destination Math computers

Internet connection

Selected 2nd-5th grade chapter books ordered from Barnes & Nobles


All teachers

T. Greer, Principal


T. Singleton, Computer Technology Teacher


K-5 teachers

2nd-5th grade teachers


Plans for Pre-School TransitionFlorida-Kansas Elementary 2012-2013

Complete Action Plan for assisting in Pre-School Transition

Action Steps Timeline Required Resources

Person(s) Responsible

Parental Involvement

Early Childhood

Teacher Mentoring Sessions

August-May Staff Development

Resources

Memphis City School

Early Childhood

Curriculum

Early Childhood

Coordinator

Principal

Early Childhood

Teacher

Parent Handbook

Monthly Meetings

Special Workshops to

Provide parents with


Resources

Memphis City Schools

Principal

Early Childhood

Teacher and

Early childhood

Parents Visit

and collaborate

Kindergarten

Prerequisites

Curriculum

Parents

Assistant

Kindergarten Teachers

with Kindergarten

Teachers

Sharing Successes August-May Teacher Resources Early Childhood

Teacher and Assistant

Parent sit-in(s)

Celebrations

Provide local Day Care Centers with Early Childhood Curriculum

August-May Memphis City Schools

Early Childhood

Curriculum

Principal

Early Childhood Teacher

Day Care Center Directors

Parents are informed

of MCS Early

Childhood Curriculum

Sponsor Early Childhood Spring Campaign for parents of Perspective students to screen or generate students for the upcoming school year

March-May Memphis City Schools

Early Childhood Curriculum

Principal


Day Care Centers Directors

Potential parents are

informed of Early

Childhood program

and its requirements

Develop and strengthen the program to ensure

August-May Brigance Inventory-A Planning Guide for Preschool


Parents will work

with their

that all children are ready for Kindergarten

Curriculum Educational Assistant


child/children

individually on

skills that are being

The students will receive small group and individual instructions

at parent meeting


School Early Childhood Framework Creative Curriculum


Educational Assistant

Parent and guardians

will be given valuable

research based information

to assist

them in working with

their child during

parent meetings

Plans for Kindergarten to First Grade TransitionFlorida-Kansas Elementary 2012-2013

Complete Action Plan for assisting in Kindergarten to First Grade Transition




Kindergarten



Resources

Memphis City School Kindergarten Curriculum and Grading System

Parents


Principal

Parent Handbook

9 week report card issuing meetings


August-May Staff Development Principal

Kindergarten and

Kindergarten


First Grade

Prerequisites

Resources

Memphis City Schools

Curriculum

Parents

First Grade Teachers

Parents Visit

and collaborate

with First Grade

Teachers

Sharing Successes August-May Teacher Resources Kindergarten and First Grade

Teachers

Parent sit-in(s)

Celebrations

Provide Kindergarten parents with the First Grade Curriculum


Kindergarten Curriculum

First Grade

Curriculum

Principal

Kindergarten and First Grade Teachers


of the MCS First Grade Curriculum

Sponsor Kindergarten Spring Campaign for parents of Perspective First Grade students to discuss their children transition for the upcoming

March-April Memphis City Schools

First Grade Curriculum

Principal

First Grade Teachers

Parents are informed of First Grade Skills to be mastered and prerequisites needed for their children to be successful

school year

Develop and strengthen the program to ensure that all children are ready for First Grade

August-May Kindergarten and First Grade Curriculum


Principal

Parents will work

with their

child/children

individually on

skills that are to be mastered


at parent meeting

August-May Memphis City Schools Kindergarten and First Grade Curriculum





to assist


their child during

parent meetings

Plans for Fifth Grade to Sixth Grade TransitionFlorida-Kansas Elementary 2012-2013

Complete Action Plan for assisting in Fifth Grade to Sixth Grade Transition




Fifth Grade



Resources

Memphis City School Fifth Grade Curriculum and Grading System

Parents

Fifth Grade Teachers

Principal

Parent Handbook

9 week report card issuing meetings




Resources

Memphis City

Principal


Fifth Grade

Parents Visit

Sixth Grade

Prerequisites

Schools Fifth and Sixth Grade

Curriculum

Parents

and collaborate

with Sixth Grade

Teachers at Riverview Middle School

Sharing Successes August-May Teacher Resources Fifth Grade and Sixth Grade

Teachers

Parent sit-in(s) at Riverview Middle School

Celebrations

Provide Fifth Grade parents with the Sixth Grade Curriculum


Fifth Grade Curriculum

Sixth Grade

Curriculum

Principals

Fifth and Sixth Grade Teachers


of the MCS Sixth Grade Curriculum

Writing Folio Parent Training

September Writing Folio Training Packet

Samples of Student Writings

Writing Folio Rubric


T.Maples, Instructional Facilitator

Parent/Child works in pairs to write a story from a given prompt

Sponsor Spring Campaign for parents of

March-April Memphis City Schools

Principals

Fifth and Sixth

Parents are informed of Sixth Grade Skills to be mastered and prerequisites needed for their children to be successful

Perspective Sixth Grade students to discuss their children transition for the upcoming school year

Sixth Grade Curriculum

Grade Teachers

Develop and strengthen the program to ensure that all children are ready for Sixth Grade

August-May Fifth and Sixth Grade Curriculum


Principals

Parents will work

with their

child/children

individually on

skills that are to be mastered


at parent meeting

August-May Memphis City Schools Fifth and Sixth Grade Curriculum





to assist


their child during

parent meetings

2012 – 2013

Professional Development Plan

School:

Florida-Kansas Elementary

Principal:

Tracie B. Greer

PD Budget:

$3,000.00

Date:

August 9, 2012

Southwest Academic Superintendant:

Willie Rhodes

Instructional Facilitator:

Tosha N. Maples

Professional Development Plan Overview

Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows:

1. Increase the percentage of all students in grades 3-5 scoring Proficient /Advanced on Spring 2013 TCAP in Math from 24.4% to 40% and from 40% to 50% on the Spring 2014 TCAP.

2. Grade 3 will increase the percentage of students proficient and advanced in Reading/Lang. Arts on the Spring 2013 TCAP from 13.8% to 24% and from 24% to 35% on the Spring 2014 TCAP.

3. Increase the percentage of all students in grades 3-5 scoring Proficient/Advanced on Spring 2013 TCAP in Science from 19.9% to 30% and from 30% to 40% on the Spring 2014 TCAP.

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

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. Scientifically based research strategies that will strengthen core academic subjects are listed in this plan to help reach our goals.

Goal 1: Increase the percentage of all students in grades 3-5 scoring Proficient /Advanced on Spring 2013 TCAP in Math from 24.4% to 40% and from 40% to 50% on the Spring 2014 TCAP.

Content: What will be learned?

o Discovery o Stanford Matho Destination Matho Manipulativeso Using Houghton Mifflin Math

Instructional Materialso Strategies for Differentiated Instructiono Calculatorso Calendar Math

Process: What effective processes will be used?

o Instructional Trainingo Technologyo Data Analysiso Mentoringo Coaching

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

o Technology Web-based Resources (Stanford Math, Destination Math, and Formative Assessment)

o Computer Labo Professional Learning Communities (PLC)

Professional Learning Presenters/Leaders Implementation Expected What data sources will

Activities/Events Timeline Outcomes

you use to evaluate effectiveness? (i.e.,

teacher data, student data)

_$3,000.00_

Total

PD Budget

Balance

Presentation of technology component by Instructional Facilitator

District staff invited to work within PLCs

Stanford Math staff invited to share information with faculty

Conduct classroom visits Conduct modeling sessions Team meeting discussions Send staff to Math network

classes that focus on effective math strategies

Implement Curriculum Night to introduce parents to grade level objectives and administer Needs Assessments.

Data Analysis Sessions(Discovery Education, Stanford Math, and AIMSweb)

Instructional Facilitator

September 2012-May 2013

Russ McSwain

Stanford Math

August 25, 2012

District Math Coach

January 2013

Principal


Implementation will be checked throughout the year using classroom checklists, feedback forms, assessment data and district printings for Stanford Math/Destination Math.

August 2012 –

May 2013

Changes in teaching strategies, small group techniques and use of technology should be observed from the classroom teacher.

Students should gain a better understanding of assessed skills and should be able to master more objectives.

Teachers and staff will learn to examine data in order to make effective and prescriptive instructional and

-Teacher Data

o Observationso Surveyso Team meeting

minutes

-Student Data

o Formative Assessments

o Surveyso TCAP scoreso Classroom

observationso Quality student

work samples

Data Notebooks, tests results, quizzes, student data, Formative Assessment, Headsprout Early Reading,

$200.00

Materials

$400.00

Curriculum Night $600.00

Every Day Calendar Math

Small Group Instruction

Tracie Greer,

Principal

Tosha Maples,


Classroom Teachers

Tosha Maples,


August 2012 –

May 2013

September 2012 –

May 2013

curricular decisions.

To provide online training as a way to make sure that every teacher has access to the support they need to successfully implement Calendar Math

Teachers will provide guided practice and help to struggling students to increase their understanding of the content being taught.

Teachers will learn how to create and administer

Discovery Education Practice Probes for Check for

AIMS web

Calendar Math Board,

Calendar Math Checklist, District Walk-through

Weekly test, Unit test, Lesson Plans, PLC meeting minutes

Discovery Education Training

Gender Equitable Teaching Methods

Tracie Greer,

Principal

Tosha Maples,


Classroom Teachers

Tracie Greer,

Principal

Tosha Maples,


Tosha Maples,


September 2012 – May 2013

December 2012

Understandings and use them for

Instructional purposes

Teachers will learn gender equitable teaching methods to assist all students

Staff who attend the conference will apply techniques and present the research-based techniques to the staff

Teacher observation and analysis of results of assessments to modify instruction.

Agenda

Evaluation

Agenda

Evaluation

National Title 1 Conference

Tosha Maples,


January 2013

$4000.00

Goal 2: Grade 3 will increase the percentage of students proficient and advanced in Reading/Lang. Arts on the Spring 2013 TCAP from 13.8% to 24% and from 24% to 35% on the Spring 2014 TCAP.


o Research based best practices in literacy instruction

o Strategies for differentiating instruction which facilitate cross curriculum

integration


o Instructional Trainingo Mentoringo Coachingo Technologyo Book Studies


o Professional Learning Communities (PLC)o Shared Planning Timeo Classroom Observations

Professional Learning Activities/Events

Presenters/Leaders Implementation Timeline

Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e.,


_$1,800.00

Total

PD Budget

Balance

Presentation by lead teachers, Instructional Facilitator, and Guidance Counselor

Analyze Writing Folio Data to target students for small group instruction

Writing portfolio classes Writer’s Workshop Team discussion Modeling sessions Send staff to writing and

reading workshops offered in the city or through the district

Send staff to the Reading Conference

Conduct classroom visits View portfolios to reflect the

on-going writing process


Lead teachers

Guidance Counselor

Principal


Teachers will learn to manage and organize the way writing and reading is taught and assessed. They will learn new techniques to support the management process and evaluation.

Students will be engaged in connecting their reading comprehension with writing through an observable process. They will become active writers and more familiar with good technique.

Teacher Data

Observations Portfolios Interviews Team Meetings

Student Data

Test scores District writing

prompts Classroom

observations Quality work

assessments Graphic Organizers Student

portfolios/journals

$200.00

Substitutes

$500.00

Registration fees

$600.00

Literacy Work Stations : Making Centers Work

(Debbie Diller)

Literacy Workstations & Practice with Purpose

Robert Davis ,

SW Region

Literacy Specialist

Tracie Greer ,

Principal

Tosha Maples,


Tracie Greer,

Principal

August 2012 –

May 2013

August 2012 –

Teachers will learn strategies to implement literacy workstations into their learning environment to offer engaging hands-on learning activities that promote reading skills

Teachers will learn strategies to implement literacy workstations into their learning environment to offer engaging hands-on learning activities that promote reading skills

Teachers will implement strategies in daily lessons

School and Regional Walk-through, observation checklist, agendas, sign-in sheets, and team meeting minutes

School and Regional Walk-through, observation checklist, agendas, sign-in sheets, and team meeting minutes

Informal TEM Observations/Feedback

Lesson Plan Planning Form

Presentation to faculty by SPED teacher

Inclusion methods practiced daily by chosen teachers

Observation of inclusion practices by classroom teachers

Technology integration used

Tosha Maples,

Instructional Instructional Facilitator

Tracie Greer,

Principal

Tosha Maples,


Principal

Inclusion teachers

SPED teacher

May 2013

September 17, 2012

September 2012 –

May

September 2012 –

May 2013


Teachers and staff will learn how to organize/format a weekly lesson plan to include: daily objectives, guiding questions, motivation, strategies/intervention, and closure.

Teachers will observe exemplary teachers effectively implementing the teaching the 90 minute reading block.

Teachers will learn how to use techniques to effectively implement

Lesson Plans review

Observation

Lesson Plan, agendas, sign-in sheets, PLC minutes.

Lesson Plan, agendas, sign-in sheets, PLC minutes.

Observation notes

Lesson Plan

Teacher Data

Observations Portfolios Interviews Team Meetings

Student Data

Test scores

for SPED students Use of alternative

assessments Representatives will be sent

to the International Reading Association conference to learn new strategies to differentiate instruction for all learning styles. Teacher -made assessment

Guidance Counselor inclusion practices in all classes.

They will learn techniques that will help with the co-teaching process involved in inclusion.

District writing prompts

Classroom observations

Quality work assessments

Student portfolios

Goal 3: Increase the percentage of all students in grades 3-5 scoring Proficient/Advanced on Spring 2013 TCAP in Science from 19.9% to 30% and from 30% to 40% on the Spring 2014 TCAP.


Teachers will be involved in the professional development process focusing on the areas of instructional, management, and organizational strategies as they relate to writing.


The processes to be used to accomplish this goal are:

-Presentations

-Workshops

-Portfolios


Our learning environment will reflect the ongoing support of this goal by:

-Teacher classroom visits

-PLC

-SPED and grade level meetings


Presenters/Leaders Implementation Timeline

Expected Outcomes

What data sources will you use to evaluate effectiveness? (i.e.,

teacher data, student

__$3500.00

data)

Total

PD Budget

Balance

Science/Math Family Night

Science/Math Small Group Instruction Station Activities

K-5 teachers

2nd-5th grade teachers


January 2013

August 2012-May 2013

Parents will learn effective strategies integrated with technology resources that will help their children master Science and Math skills

Students will master more than 90% of Math and Science skills on Weekly Assessments

Homework results/parent comments from Wednesday Communication Folders/Weekly Science and Math Assessments/Formative Assessments

Weekly Assessment Data Sheets

$2,000.00-Title I funded

$1,500.00-Title I funded

2012 – 2013

Teacher Mentoring Plan

School:

Florida-Kansas Elementary

Principal:

Tracie B. Greer

PD Budget:

NA

Date:

August 8, 2012

Academic Supt:

Willie Rhodes

Instructional Facilitator:

Tosha N. Maples

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: Increase teacher’s expertise in teaching strategies, classroom management, instructional mapping, and motivational activities through research based training sessions and highly qualified presenters.


Persons responsibleImplementation

TimelineExpected Outcomes

What data sources will you use to evaluate effectiveness? (i.e.,


NA

Total

PD Budget

Balance

Assign a mentor to all new and second year teachers

Model and discuss the instructional materials, curriculum, and instructional map

Evaluation Process

Observe classrooms

Principal


Principal


Grade Chairs

Principal


New Teacher

August 9, 2012


August 2012-May 2013


Effective teaching strategies, classroom management routines, instructional mapping, and use of instructional materials should be observed as effective from the classroom teacher.

-Teacher Data

o Observationso Surveyso Team meeting

minutes-Student Data

o Formative Assessments

o Surveyso TCAP scoreso Classroom

observationso Quality student

work samples

Observe and give feedback to teacher

Conduct grade level meetings weekly

Principal


Grade Chairs

Grade Chairs



New teachers should be able to adequately plan and execute qualities of a master teacher.

Grade level team members will share effective strategies and best practices to the new teacher.

Grade Level Meeting Minutes

Comprehensive Needs Assessment (School Climate Survey)

School Climate Survey 2013-Staff

Teachers at Florida-Kansas responded that the school always adheres to the following areas: (1) setting high goals for the academic performance of the school (2) academic achievement is recognized by the school (3) the quality of the facility helps the teaching process.

School Climate Survey 2013- Parents

Parents at Florida-Kansas responded that the school adheres to the following areas: (1) the school prepares students for the next level of school and college (2) the principal sets a good example for and cares about the students (3)teachers at the school work hard to meet your child’s needs.

School Climate Survey 2013-Students

Students at Florida-Kansas responded that the school adheres to the following areas: (1) Teachers and principal work hard to help you learn (2) the school is a good place to learn (3) school is a place where they feel like they belong.

addendum - shelby county schools · web viewsouthwest region superintendant x high quality...

Documents