appendix c - school cover sheet turnaround model julie...

Appendix C - SCHOOL COVER SHEET – Turnaround Model

School Name: Joelton Middle Prep Address:3500 Old Clarksville Pike Joelton, TN 37080

District Point of Contact (POC) Julie McCargar Executive Director, Federal Programs and Grants Phone#: 615.259.3282 ext. 858445 Fax: 615.214.8852 Email Address: [email protected]

School Number: District 470/ State 0385

Principal’s Name: SY 2012-13 William Moody Principal's Name: SY 2015-16 Dr. Sean Impeartrice Phone # (615) 876-5100 Email Address: [email protected]

Grades Served: 5-8

Amount the LEA is requesting from School Improvement Funds Option 1 –Three years full implementation *Option 2 – Five years (planning, 3 years full implementation, and 1 year sustaining efforts OR 3 full years of implementation and 2 years of sustainability efforts. *Lesser amounts of funds are expected for planning and sustainability.

Three Year Grant - Full implementation X Five Year Grant – Planning and/or sustainability included

School Year SIG Funds Budgeted School Year Indicate full, planning or sustainability

SIG Funds Budgeted

Year 1-SY 2015-16 Full Implementation

Year 1-SY 2015-16 Full $467,481

Year 2-SY 2016-17 Full implementation

Year 2-SY 2016-17

Full $373,681.00

Year 3-SY2017-18 Full Implementation

Year 3-SY 2017-18

Full $373,681.00

TOTAL Year 4-SY 2018-19

Sustainability $25,000.00

Year 5-SY 2019-20

Sustainability $25,000.00

TOTAL $1,264,843.00

Turnaround Model

School Level Descriptive Information

Planning Tool NEEDS ASSESSMENT Template (LEA & School Plans) Available for entry in ePlan, May 1, 2015 PLANNING TEAM

Please identify all planning team members, including title.

Dr. Sean Impeartrice, Principal Mr. Marquis Churchwell, Assistant Principal Mrs. Deanna Short, Dean of Students Ms. Trelissia Shelton, Teacher Ms. Patricia Marks, Teacher Mr. Eddie Martin, Teacher Mr. Chris Ducharme, Related Arts Teacher Ms. Lori Duncan, Counselor Mr. Hobert Suggs, Parent Mrs. Carly Crowell, Parent Mike Cunningham, Youth Pastor, Joelton First Baptist Church, Community Partner Gretchen Osodipe, Consultant- Achievement Network Kate Carpentier- Bernier, Consultant- Education Resource Strategies Nisha Garg, Consultant- Consultant- Education Resource Strategies

SUMMARY OF ACCOMPLISHMENTS and WHAT’S WORKING

Summarize your accomplishments and what is working for students and why.

Joelton Middle

Tennessee Value Added Growth

Year Subject NCE Growth

2012-2013 Math -.3

2013-2014 Math 3.5

2012-2013 RLA -2.8

2013-2014 RLA 1.4

Joelton Middle Prep experienced strong one year growth in the subject areas of math and reading/language arts during the 2013-2014 school year. The growth is particularly significant in sixth grade math (13.20 NCE) and seventh grade reading language arts (3.5 NCE). The growth in mathematics and reading/language arts was evidenced in the school’s overall growth composite of a 5. The sixth grade mathematics growth significantly impacted the proficiency rates of students. The average proficiency rate over the past two years has been 25 percent and the one year sixth grade mathematics proficiency rate was at 39 percent. Research based student interventions in the area of reading/language arts was enhanced this year with

the addition of a Reading Teacher and implementation of System 44 and Read 180. The teacher perceptions of the physical environment and professional development showed significant improvement from 2013-2014 based on the TELL Survey.

● The school environment is well maintained. (grew from 63.5% in 2013 to 95.5% in 2014)

● Professional development enhances teachers’ ability to implement instructional strategies that

meet diverse student needs. (grew from 77.8 in 2013 to 95.2% in 2014)

The questions highlighted indicate the excitement and appreciation over the building renovation and the mindset of the faculty to embrace teacher professional development. Student Clubs and intramurals were fully implemented this year. Joelton First Baptist Church has emerged as an active Community Partner for the school.

ACCOUNTABILITY DATA Districts should reference the accountability data on the secure website for analysis. (http://tn.gov/education/districts/lea_operations.shtml)

Accountability Achievement Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Math Achievement Data

Year Grade Percent Proficient or Advanced

AMO Target

2014 3-8 25.8 29.8

2013 3-8 25.1 24.7

2014 7 18.7 32.4

2013 7 27.9 37.8

2014 6 39.3 29.8

2014 7 18.7 29.8

2014 8 20.0 29.8

2013 5 22.4 24.7

2013 6 13.3 24.7

2013 7 27.9 24.7

2013 8 37.7 24.7

The last two years of data indicated that Joelton Middle Prep math proficient and advanced level has remained at the same level for grades 3-8 (25%). In 2013 the school met the 3-8 proficient and advanced AMO target, but did not reach the readjusted target for 2014. Joelton Middle Prep did get credit through the State Department of meeting 3-8 Math Achievement AMO through safe harbor due to the school’s overall TVAAS growth score of 3.80. The seventh grade has not met their target for the last two years. Seventh grade showed a significant reduction in proficient and advanced levels from 2013-2014 (27.9-18.7). One of the main challenges Joelton Middle Prep faces is a very high mobility rate (48% in 2014). The achievement scores are based on Every Test Taker and that type of mobility can certainly impact student scores. Although this is a challenge, the sixth grade scores indicate that you can increase achievement and growth in the midst of a high mobility rate. An examination of this data indicates that Joelton Middle Prep has a high degree of teacher variability that results in inconsistent student achievement results. The 3.80 NCE TVAAS growth that Joelton experienced in 2014 was located in one grade level (6th grade at 13.20). Teacher variability is impacted by the time and structure to support common planning, teaching practice, and assessments. Teachers have indicated in the 2014 TELL that they have time to plan collaboratively, but in the 2015 S.W.O.T. analysis they indicated that they did not have a supportive structure in place to support collaborative horizontal and vertical planning on a regular basis. In addition to the variation of teaching between the grade levels in the area of mathematics, Joelton Middle Prep had a higher teacher absentee rate than their students over the last two years and this year has had a teacher in fifth and sixth grade leave mid-year.

http://tn.gov/education/districts/lea_operations.shtml

2013 89. 4 % Attendance Rate Teacher

2014 90.2 % Attendance Rate Teacher

2013 92.46 % Attendance Rate Student

2014 92.02 % Attendance Rate Student

Joelton Middle Reading/Language Arts Data

Year Grade Percent Proficient or Advanced

AMO Target

2014 3-8 21.5 26.3

2013 3-8 21.4 20.6

2014 7 19.8 30.4

2013 7 25.8 28.4

2014 6 25.8 26.3

2014 7 19.8 26.3

2014 8 18.9 26.3

2013 5 21.4 20.6

2013 6 18.9 20.6

2013 7 25.8 20.6

2013 8 19.3 20.6

The last two years of data indicated that Joelton Middle Prep reading/language arts proficient and advanced level has remained at the same level for grades 3-8 (21%). In 2013 the school met the 3-8 proficient and advanced AMO target, but did not reach the readjusted target for 2014. The school did not meet the 7th grade achievement target in either 2013 or 2014. In 2014, Joelton Middle Prep did get credit through the State Department of Education for meeting both the 3-8 and 7th grade reading/language arts achievement AMO through safe harbor due to the school’s overall TVAAS growth score of 1.55 NCE and 7th grade growth score of 2.24 NCE. Although there is less teacher variability and turnover in the area of reading/language arts at Joelton Middle Prep, the proficiency levels of students remain in the low 20% levels. The challenge of a 48% mobility rate faces the RLA teachers at the school, but if we look at the data of sixth grade math in the same building and with the same students it is clear that higher achievement and growth can occur in this building. A focus on collaborative time and organizational structure that supports horizontal and vertical planning on a regular basis would help to increase student proficiency levels and reduce teacher variability.

Accountability Gap Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Math Gap Targets

Year Grade Subgroup Gap Closure Target

Gap Size Proficient or Advanced

2014 3-8 ED 11.2 13.2 23.3

2013 3-8 ED 7.5 11.9 23.8

2014 3-8 BHN 6.2 3.9 19.6

2013 3-8 BHN 4.2 2.4 20.9

Joelton Middle Prep qualifies for gap closure targets with two subgroups. The economically disadvantaged subgroup has not made the gap closure target for the past two years. The Black/Hispanic/Native American subgroup has made the target for the past two years and has a very small gap size. Achievement in gap closure target areas remains largely the same over the past two years. The lowest rated items on the Joelton Middle Prep TELL Survey have to do with Community Support and involvement. The lowest rated question on the survey is as follows.

● Parents/Guardians are influential decision makers in the school (declined from 40% in 2013 to

31.6% in 2014)

In addition to the TELL Survey the 2015 S.W.O.T Analysis indicated that community and parent engagement where areas that the school needed to take the opportunity to engage in a meaningful way. If the community and parents are not engaged in the school it is very hard to reduce achievement gap proficiencies. Joelton Middle has intervention time established in the school day. The 2015 S.W.O.T. Analysis identified that in order for interventions to be more effective the time needs to be at least 50 minutes and uninterrupted. Joelton Middle Prep has improved the reading/language arts interventions with researched based programing in System 44 and Read 180, but many of the students that are identified for those interventions lose out on the opportunity to have a math intervention. Exploring expanding the schedule to allow for both reading/language arts intervention and math interventions could help provide additional time for more consistent intervention in math.

Joelton Middle Reading/Language Arts Gap Targets

Year Grade Subgroup Gap Closure Target

Gap Size Proficient or Advanced

2014 3-8 ED 12.6 9.2 19.7

2013 3-8 ED 5.1 13.4 19.9

2014 3-8 BHN 6.7 5.1 16.4

2013 3-8 BHN 3.2 7.1 14.3

Joelton Middle Pep did not meet the reading/language arts gap targets in economically disadvantaged and Black/Hispanic/Native American in 2013, but did meet the gap targets for the 2014 school year. Although the gap targets have been met, the proficiency levels remain low. Community and parent engagement and expanding the intervention schedule to allow for more students at all grade levels to qualify for System 44 and Read 180 are areas of needed improvement. The System 44 and Read 180 interventions began to be implemented this school year, but there were not enough licenses for all students who needed the intervention. This will be looked into as we move forward with this program next year.

ACADEMIC DATA Elementary/Middle Subjects

3-8 Reading/Language Arts – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Reading/Language Arts Data

Year Grade NCE

2013 5 37.3

2014 6 37.8

2013 6 33.7

2014 7 37.3

2013 7 34.3

2014 8 34.5

2013 8 32.5

Joelton Middle Prep has incrementally increased their NCE scores in reading/language arts. Achievement grades are earned each year on the State Report Card based on the schools overall NCE in a particular subject. The last two years of data would indicate that Joelton Middle Prep received an “F” in reading/language arts based on their overall scores. Joelton Middle would need to raise scores to at least a 40 NCE to receive higher than an “F”. The achievement NCE does not take into account the TVAAS growth that students show in a given year. Moving students from basic to proficiency is the school’s biggest challenge. The intervention time students are spending in System 44 and Read 180 can help students gain the foundational skills they need to more effectively interact with grade level content. The teachers use data walls, DEA, and item samplers to guide instruction and provide motivation. Structured time and support around collaborative planning, data chats, and focused intervention are needed to facilitate the movement of students from basic to proficient. The TEAM rubric observation data would suggest that professional development around lesson structure and pace, grouping of students, questioning, thinking, and problem solving would be a benefit to teacher planning and student learning.

3-8 Mathematics – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Math Data

Year Grade NCE

2013 5 43.3

2014 6 56.5

2013 6 44.2

2014 7 42.3

2013 7 47.0

2014 8 46.4

2013 8 54.7

Joelton Middle Prep has higher NCE scores in math than they do in reading/language arts. The school received a grade of “C” on the 2014 State Report Card with an overall NCE of 45. The school received a “D” on the 2013 State Report Card with an overall NCE of 44. Although math is the strongest subject in the building, it also had significant teacher variability. Looping has been an innovation that has been quite successful for the students who experience the teachers who have looped, but the students that have not had that experience have not received the same benefit. The looping math teachers plan together and gain insight and knowledge about their students and you can see the impact when 2013 eighth grade students have an NCE of 54.7 and 2014 sixth grade students have an NCE of 56.5. A consistent and structured approach to vertical planning would benefit this department as a whole.

3-8 Science – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Science Data

Year Grade NCE

2013 5 37.0

2014 6 38.7

2013 6 32.7

2014 7 43.3

2013 7 39.9

2014 8 30.1

2013 8 30.9

Joelton Middle Prep received an “F” on the State Report Card in both 2013 and 2014 with overall NCE scores of 34 both years. Both sixth grade and seventh grade science scores increased from 2013 to 2014, but eighth grade remained the same. The challenge of improving proficiency levels of students who have low reading/language arts proficiency levels rests in ensuring students are engaging with the content and not just being asked to read and answer questions in the area of science instruction. The identified teacher whose scores are the highest in science engaged his students in groups and labs, asked questions of his students, and provided students time for academic discourse. Another challenge could be the A/B block of instruction that is dedicated to science instruction. A teacher needs to be disciplined and well planned to ensure appropriate time and alignment with the content to ensure students have a consistent opportunity to be exposed and learn the standards they are responsible for in the course of an academic year. A structured support and time for collaborative vertical and horizontal planning could reduce teacher variability in this department. Classrooms where students are engaged with the content beyond just the textbook provide all students an opportunity to learn the scientific concepts.

3-8 Social Studies – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Social Studies Data

Year Grade NCE

2013 5 38.6

2014 6 36.0

2013 6 37.3

2014 7 38.6

2013 7 38.6

2014 8 37.4

2013 8 33.7

Joelton Middle Prep received an “F” on the State Report Card for the 2013 and 2014 school year with an overall NCE of 35 both years. Eighth grade scores increased, seventh grade remained the same, and sixth grade scores decreased between 2013 and 2014. The social studies NCE scores remain about the same level over the 2013 and 2014 school year. The one exception is the reduction of sixth grade scores from 2013 to 2014. The challenge of improving proficiency levels of students who have low reading/language arts proficiency levels rests in ensuring students are engaging with the content and not just being asked to read and answer questions in the area of social studies instruction. The identified teacher whose scores are the highest in science engaged his students in groups, asked questions of his students, and provided students time for academic discourse. Another challenge could be the A/B block of instruction that is dedicated to social studies instruction. A teacher needs to be disciplined and well planned to ensure appropriate time and alignment with the content to ensure students have a consistent opportunity to be exposed and learn the standards they are responsible for in the course of an academic year. A structured support and time for collaborative vertical and horizontal planning could reduce teacher variability in this department. Classrooms where students are engaged with the content beyond just the textbook provide all students an opportunity to learn the social studies concepts.

High School Subjects

English I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

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English II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


English III – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Biology I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


US History – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Progress/Growth Data

TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle TVAAS Composites

Year Literacy Numeracy Literacy and Numeracy

Overall

2014 4 5 5 5

2013 1 1 3 1

Joelton Middle exceeded state growth in Literacy, Numeracy, Literacy and Numeracy, and Overall for the 2014 school year. In 2013 the only area that the school met expectation was in the area of Literacy and Numeracy. The 2014 TVAAS data is highlighted by the 2014 sixth grade one year growth score of (13.20 NCE). Seventh grade math showed substantially less progress (-1.9 NCE) and eighth grade showed slightly less progress (-.6 NCE). The 2014 reading/language arts growth was across all grade levels. Seventh grade reading language arts showed substantially more progress (3.5) while sixth and eighth grade showed equal to or greater progress based on the state standard (sixth grade had.5 and eighth grade had .3). The overall growth composite of a 5 in 2014 significantly increased from a 1 in 2013. Grade levels and subjects to be highlighted in 2014 science are sixth grade (1.6 NCE), seventh grade (10.6 NCE) and seventh grade social studies (1.3 NCE). The challenges remain to increase proficiency growth and value-added growth. The focus of the growth in all grade levels and subject areas has been the first two quintiles of students with the exception of sixth grade math where there is growth amongst the first 4 quintiles. Increasing the growth of students in achievement and value-added is hard to do when you have much of your population in below basic and basic proficiency levels, but sixth grade math in 2014 demonstrates that it can be done and it can be done at this school. Structured vertical and horizontal planning, research based interventions in reading/language arts and math that are monitored through data meetings on a regular basis and increased rigor for students above the second quintile are important for value-added growth and proficiency growth to occur in the school.

COLLEGE/CAREER READINESS

Explore/Plan/ACT – Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each.

Joelton Middle Explore Scores

2014

2013

Joelton Middle Prep Explore scores were down from 2013 to 2014 in every area including a decrease in the overall growth composite form a 2 in 2013 to a 1 in 2014. Although the school had exceptional TVAAS growth in 2014 there was a reduction of students that were projected to be college and career ready. The challenge of raising college and career readiness in a school focused on the growth of the first two quintiles of their student population in the four core academic areas is what Joelton Middle is facing. Joelton has not offered any high school credit courses in the areas of Algebra I, Physical Science and/or Foreign Language. Increasing rigor for the students in the school that are in the third, fourth, and fifth quintile is important area to address. Intervention in the area of enrichment needs to be a focus for the segment of the school population that is at grade level and above.

Graduation Rate – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


SCHOOL CLIMATE and CULTURE

School Safety – Evaluate and summarize.

Joelton Middle Prep has a full-time SRO, Campus Supervisor, and Dean of Students The school employs a demerit system that seeks to provide positive incentives through membership to the Blue Jay Club and participation in monthly intramurals. The school shares access to a Vanderbilt therapist with the elementary school. Joelton Middle has a school social worker assigned to the middle school four days a week that meets with students and works with the guidance counselor to provide the “WhyTry” curriculum to students who have been identified as benefiting from group counseling. The school completed GREAT – Gang Restraint Education Awareness Training. The 2015 TELL indicated that 100% of the teachers felt the school was safe which was up from 95.5% the year before. The TELL and Tripod Survey would indicated that managing student conduct and sustaining order and respect are areas for the school to examine. The school wide behavior system, increased parent and community engagement, the school schedule and reduction of transition time, and enhancing social emotional strategies in the core classroom are areas that could improve student behavior and enhance the instructional environment for both students and teachers.

Discipline – Evaluate and summarize disciplinary actions, suspensions, expulsions, etc. (by subgroups including racial/ethnic, ED, SWD, EL, male/female).

Joelton Middle Disciplinary Incidents

Year # of Incidents # of Students All Students % of All Students

2014 1473 224 397 56.4%

2013 2004 265 533 49.7%

Joelton Middle Prep reduced the number of discipline incidents from 2013 to 2014, but they had significantly less students due to the fifth graders being housed at the elementary school feeder schools during the renovation of Joelton Middle during the 2014 school year. The percentage of the students involved in incidents went from 49.7% in 2013 to 56.4% in 2014. 2014 data indicates that 61.6% of disciplinary incidents were male and 2013 data indicates that 53.6% were male. 2014 data indicates that 50.5% of disciplinary incidents were female and 2013 data indicates that 45.1% were female. 2014 data indicates that 59.8% of the African-American population had behavioral incidents as opposed to 41.2% of Hispanic students and 52.0 % of White students. The data indicates that 60.4% of African-American males were involved in incidents and 59.0% of females were involved in incidents. The data indicates 44.4 % of male Hispanic students were involved in incidents and 37.5% of females were involved in incidents. The data indicates that 66.2% of male White students were involved in incidents and 34.5% of White females were involved in incidents 2013 data indicates that 57% of the African-American population had behavioral incidents as opposed to 25% of Hispanic students and 39.2 % of White students. The data indicates that 59.2% of African-American males were involved in incidents and 54.5% of females were involved in incidents. The data indicates 28.2 % of male Hispanic students were involved in incidents and 22.2% of females were involved in incidents. The data indicates that 47.1% of male White students were involved in incidents

and 29.3% of White females were involved in incidents. 2014 data indicates that 59.0% of Economically Disadvantaged students were involved in incidents. The 2013 data indicates that 53.0% of Economically Disadvantaged students were involved in incidents. 2014 data indicates that 25.0% of Limited English Proficiency students were involved in incidents. The 2013 data indicates that 40.0% of Limited English Proficiency students were involved in incidents.

Out of School Suspensions

Year # of Incidents # of Students All Students % of All Students

2014 253 116 397 29.2%

2013 349 133 533 25.0%

Joelton Middle prep had 29.2% of their students out of school suspended in 2014 and 25.0% of their students out of school suspended in 2013. The school reduced the number of expulsions from 4 in 2013 to 1 in 2014. The results of the TELL (Faculty) and Tripod (Students) would indicate that students know what the expectations are and there are issues with sustaining order in the classroom. Teacher variability of instruction, the amount of transition time in the school schedule, the school wide behavior plan, and the school’s parent and community involvement are areas to examine to provide the best learning environment for every student and a quality work environment for the faculty and staff.

TELL (or Other) Survey – Evaluate and summarize.

Joelton Middle 2015 TELL Survey

Joelton Middle looked at the 2015 results of the TELL Survey from the perspective of where the school was an outlier from the rest of the middle school data in the district. The following questions have at least a 19% difference between a strong agreement from the aggregate scores of the middle schools in the district and the lack of such agreement from Joelton Middle school teachers.

Category Question Difference

Community Support and Involvement

This school maintains clear, two-way communication with parents/guardians and the community.

-34%

Instructional Practice and Support

Provided supports (i.e., instructional coaching, professional learning communities, etc.) translate to improvements in instructional practices by teachers.

-33


Parents/guardians know what is going on in this school. -25

Instructional Practice and Support

Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy).

-21


Teachers provide parents/guardians with useful information about student learning.

-20


Parents/Guardians support teachers, contributing to their success as students

-20


The community we serve is supportive of this school. -19

Time Teachers are allowed to focus on educating students with minimal interruptions.

-19

Time Efforts are made to minimize the amount of routine administrative paperwork teachers are required to do.

-19

School Leadership The school leadership makes a sustained effort to address teacher concerns about community support and involvement.

-19

The overwhelming theme of this data is that Joelton Middle Prep must focus resources and planning in the area of parent and community engagement. A careful look at disruptions to the school day need to be looked at and addressed. Appropriate supports around teacher practice must be viewed as effective and collaborative by the teachers they serve. Joelton Middle looked at the 2015 results of the TELL Survey from where the school was an outlier from the rest of the middle school data in the district. The following question has at least a 19% difference between a strong agreement from Joelton Middle teachers and the aggregate scores of the rest of the middle schools in the district.


School Leadership The school leadership facilitates using data to improve student learning.

+19

Joelton Middle has used DEA data to guide instruction. Teachers are very familiar with student performance on the reporting category performance indexes. Teachers use sample questions as part of their instruction and data walls are consistently in classrooms to inform students of their progress. Joelton Middle looked at the 2015 results of the TELL Survey from where the school was an outlier from the rest of the middle school data in the district. The following questions had at least a 32% difference between strong agreement and agreement from the rest of the middle schools in the district and a strong agreement and agreement from Joelton Middle teachers.


Managing Student Conduct

Students at this school follow the rules of conduct. -33

Role of Teachers in the School

Selection of teachers new to this school. -32

Joelton Middle teachers feel that students must do a better job at following the rules of the school and they would like to have more input in the selection of teachers for the school. It is also important to note that on the 2015 TELL Survey 100% of the teachers indicated that they felt the school was safe. The increase to 100% has been a three year trend in a positive direction.

Parent & Student Surveys – How do you evaluate and analyze parent and student needs? Evaluate and summarize any survey results, if applicable.

Tripod Student Perception Survey

The 2014 Tripod Student Perception Survey indicates that Joelton Middle Prep three lowest NCE scores and widest range from the district NCE are in the areas of Control, Confer, and Captivate.

Control: Sustain order, respect and focus

School NCE District NCE

21.88 44.45

Questions Mostly True Totally True

My classmates behave the way my teacher wants them to.

13.86 8.24

Students in this class treat the teacher with respect. 15.69 14.51

Student’s behavior in this class is under control. 18.47 15.66

Confer: Invite ideas and promote discussion


39.38 47.6


Students get to decide how activities are done in this class.

9.74 8.24

My teacher wants us to share our thoughts. 16.67 21.97

Captivate: Inspire curiosity and interest


39.38 47.16


This class does not keep my attention—I get bored. 13.89 20.24

My teacher makes learning enjoyable. 16.60 21.46

The data indicates that the classrooms that have issues with control may have the issues due to the lack of student ownership and engagement in the classroom. Horizontal and vertical planning that aligns standards-based instruction with student engagement could improve behavior in the classroom and enhance the educational learning of the students.

The most positive question on the survey was that 77.51% (Mostly True and Totally True) students perceive that teachers ask questions to be sure they are following along when the teacher is teaching.

Other – Summarize other factors impacting climate and culture.

S.W.O.T. In May of 2015 thirty-six faculty and staff were asked to meet with the principal to discuss the strengths of the school, the school’s weaknesses or areas for growth, opportunities the school was not taking advantage of, things that threatened the culture of the school that the faculty and staff felt they had no control over.

Weaknesses Number of responses

Statements

Expectations 15 teacher and student, consistency, grade levels, SSA, communication

Community 12 distance, lack of Joelton students, private/option schools, parent/family involvement, cluster support and alignment

Collaboration with teachers 10 planning time, structure, vertical, horizontal

Classroom management 7 student engagement, classroom disruptions, grouping of instruction

Student Discipline 6 behavior, positive options

Joelton Middle Prep faces some challenges associated with being identified a priority school. A S.W.O.T. analysis was conducted with certified and classified employees in May of 2015. The top 5 weakness (areas for growth) established by the faulty were expectations, community, collaboration with teachers, classroom management, and student discipline.

Threats Number of responses

Statements

Socio-emotional needs of students

12 truancy, poverty, educational motivation, mobility, students raised by guardians

Community 6 engagement, distance, private school, option schools

Joelton Middle Prep faces two threats identified by the certified and classified employees. The threats section was based on teachers perceptions based on threats that impact the culture of the school that they feel they have no control over. The 2 threats were the social-emotional needs of students and the engagement of the communities that the school serves. Parent and community engagement, structured vertical and horizontal planning, consistent engaging instruction throughout the school are areas of need within the school based on the certified and

classified responses on the May 15 S.W.O.T. analysis.

ADDITIONAL AREAS

RTI2 / Student Interventions & Supports – How are timely interventions and student services provided to support individual needs?

Joelton Middle Prep has student intervention had 50 minutes time at every grade level. The school hired a reading teacher for the 2014 school year and she has been intervening with sixth, seventh, and eighth teachers facilitating the use of System 44 or Read 180 program. System 44 and Read 180 are research-based reading programs that yield results in students struggling with phonemic awareness, spelling, reading fluency, and writing. They are both centered based approached that require a highly trained teacher to facilitate the programs. Joelton Middle reading/language arts scores have consistently performed at the 21 percent proficient and advanced range. Read 180 and System 44 were implemented in January and already have seen significant results with our students. A total of 20 of 24 of seventh grade students (88%) and 21 0f 27 (78%) sixth grade students experienced one year or more Lexile growth in one-half of a school year in the programs. This data is based on the average year-to-year growth exhibited by 1999-2004 Panel of North Carolina Students. The mid-year growth of Read 180 established by a trained teacher with fidelity to the program demonstrates that students exposed to research-based intervention can achieve significant growth during the course of a school year. Math interventions are decided by individual teachers. The intervention schedule is inconsistent due to split time with lunch at some grade levels. Teacher support the intervention by careful analysis of DEA reporting category reports on each individual level of performance on the quarterly benchmarks. In addition teacher led support identified students are rotated through a computerized program IXL that centers on their individual mat foundational gaps. Enrichment identification and groups need to consistently be addressed and established at Joelton Middle. A school wide process with a consistent time, time, structure, and analysis of current students and their current level of functioning would enhance intervention efforts at the school.

Professional Development – Describe your PD plan, how it focuses on improving instruction, and is aligned with student needs.

Joelton Middle Prep professional development focused on unit planning, writing across the curriculum, the development of RTI, and parent and community engagement. The school’s major student needs are increased math and reading/language arts proficiency, reducing gap closure within the economically disadvantaged subgroup in math, and reduction of the mobility rate. Unit planning, RTI, and expanding parent and community engagement are aligned with the identified student needs.

Highly Qualified & Effective Teachers – Describe how you recruit, retain and evaluate teachers.

Joelton Middle Prep is being supported in hiring highly qualified instructional staff through the efforts of the District’s Human Capital department who has made concerted efforts to develop a more stringent hiring process of HQ turnaround teachers, administrators and coaches. Applicants from the turnaround hiring pools were interviewed and selected whenever possible in making hiring decisions for the 2015-2016 school year. In addition, those turnaround educators selected for priority school assignment will be rewarded for their instructional skills and knowledge through hiring and performance bonuses. All Metropolitan Nashville teachers are evaluated through the TEAM evaluation process, which includes growth in student academic achievement.

Parent and Community Involvement – Describe strengths and challenges around parent and community involvement.

Joelton Middle Prep has established a parent organization this school year and has an emerging community partnership with the Joelton First Baptist Church. Parent education in the areas of Gradespeed, 21st century career ready skills, and intervention in math and reading/language arts. The TELL Survey and 2015 SWOT Analysis indicated that parent and community engagement is the most notable area of need in the school. Specifically 2015 TELL Survey indicated that Joelton Middle Prep faculty held significantly different views regarding communication between the school and the community and parent engagement and support of the school than the rest of the middle schools in the district. The S.W.O.T. supported this view amongst the faculty and staff with a third of the faculty and staff listing parent and community engagement as a weakness of the school. The 2014 48% mobility rate is the highest of the middle schools and speaks directly to the connection between the school and the communities it serves.

Communicating Assessment Results – How do you analyze and communicate assessment results to stakeholders?

Joelton Middle Prep teachers indicated on the TELL survey that school leadership facilitates the use of data to guide instruction (100%). Joelton Middle has used DEA data to guide instruction. Teachers are very familiar with student performance on the reporting category performance indexes. Teachers use sample questions as part of their instruction and data walls are consistently in classrooms to inform students of their progress. Joelton Middle Prep communicates TCAP results, DEA, Gradespeed, report cards, and progress reports. Parent engagement meetings were established to educate parents about Gradespeed. Parent conferences were established in the Bordeaux area for students who reside in that community.

Technology – Describe strengths and challenges around technology.

Strengths: Joelton Middle Prep teachers have access to technology. The TELL Survey indicates that teachers perception of the available use of technology has changed over the course of the last two years from 90.9% agreement in 2014 to 76.5% agreement in 2015. There are four SMART boards in the school. Challenges: Joelton Middle has a limited amount of iPads in fifth grade, laptops in sixth and seventh, and iPads in the eighth grade, which limits teachers’ ability to fully implement blended learning. A careful look at the current technology report for the school indicates those fifth and seventh grades are most impacted by a lack of available technology. Fifth grade reported a lack of availability of laptops or iPads and seventh grade named the age and performance of the laptops as a challenge. The media specialist indicates that the seventh grade carts are likely to be replaced next year to address the challenges teachers articulated.

PRIORITIZED LIST OF NEEDS

List, in priority order, your areas of need as identified through the needs assessment. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies.

1. Parent and community engagement, teacher planning and professional development

2. Focused interventions and enrichment in math and reading/language arts

Turnaround Model

School Name: Joelton Middle

Comprehensive Needs Assessment: 1. What overall conclusions can be drawn from the needs assessment?

Student mobility rate of 48% and the faculty and staff perceptions that the school and the communities it serves are not highly engaged with each other is the main conclusion of the overall comprehensive needs assessment. Additionally, low achievement scores in the areas of math and reading/language arts that are consistently in the mid-to-low 20 percent range is a conclusion that can be reached by an analysis of the data. However, there are pockets of grade levels, specifically in sixth grade math, that demonstrate that proficiency (14% higher than 3-8 grade aggregate proficiency rate of 25% in 2014) and growth (13.20 NCE point gain in 2014) can be accomplished with the same students other subjects serve. The TELL and S.W.O.T. surveys indicated that there is time in the schedule for collaborative planning, but the time is not structured. The school met gap closure in 2014 in the area of reading/language arts but not math. Mid-year results of the newly acquired reading teachers implementation of research-based intervention programs System 44 and Read 180 has demonstrated results with 88% of seventh grade students and 78% of sixth grade students experiencing more than one year’s Lexile level growth in less than since January’s implementation. The current intervention time, schedule, and resources have not been dedicated to math. There is currently no focus on enrichment in the area of reading/language arts and math.

2. How does the selected intervention model align with the school’s needs?

In order to increase proficiency in math and reading/language arts, reduce gap closure in math, and reduce the mobility rate the school must have a comprehensive plan to increase parent and community engagement, structures in place to support planning and instruction for teachers, and have focused research based intervention and enrichment in math and reading/language arts. Positive student engagement and social emotional learning must be integrated into the instructional day.

High quality teachers, job-embedded professional development, extending the school day for intervention and enrichment, use of data to drive instruction, and social emotional learning with increased family and community involvement were evident as root causes throughout the needs assessment of Joelton Middle Prep. A comprehensive plan around these elements is essential to improve the educational experience for students, teachers, families, and the community the school serves. The root causes of the school have a strong alignment with the principles of the Turnaround Model.

If the LEA has begun in whole or in part a turnaround intervention model during the current school year (SY 2014-15) or during the two years prior, and wishes to continue, describe the actions that have been taken up to the present that are relative to the turnaround requirements. Cite evidence of the impact of the model on the school to date.

Annual Goals for Reading/Language Arts on State assessments for “all students” group and for each identified subgroup. 1. School Year (SY) 2015-2016: 33.8% P/A 2. SY 2016-2017: 44.2% P/A 3. SY 2017-2018: 53.0 P/A

Subgroup

Read/LA % Proficient/Advanced

2015* 2016 Goal

2017 Goal 2018 Goal

All Students 21.5 33.8 44.2 53.0

White 32.6 43.2 52.1 59.6

Hispanic 30.8 41.7 50.8 58.5

Black 15.4 28.7 39.9 49.3

Asian

Native American

Hawaiian or Pacific Islander

Economically Disadvantaged 19.7 32.3 42.9 51.9

Students with Disabilities 35.5 45.6 54.1 61.3

English Language Learners

Black/Hispanic/Native American 16.4 29.5 40.6 49.9

MNPS has established ambitious goals for students in the all student category scoring proficient/advanced in reading resulting in 30 percentage

point or greater in three years. For our Priority schools, MNPS has modified the state’s approach to AMO setting to establish more ambitious

annual goals. The goals are not adjusted annually, so that the long-term trajectory toward 2018 success will be maintained. Annual increases in

each subject are established by multiplying the target increase from the state AMO process by a number that will result in a 30 percentage point

increase over three years. In other words, schools must maintain progress over time at a pace that ranges between 215% and 262% of the

annual AMO improvement target. These same multipliers can be applied to set goals for each subgroup that ensures the school meets the all

student target while narrowing the achieving gap.

Since we do not yet have complete 2015 school level data, the 2014 state accountability proficiency rates for each Priority school are used as the

baseline in the goal setting process. When the new information is available, we will adjust the baseline to replace 2014 results with 2015 data.

The three-year success rate based upon these targets is computed for 2016-2018. If this rate does not exceed the minimum success rate that is projected to be above the fifth percentile statewide, the annual school goals are adjusted upward. All of the school targets are based upon current assessments and performance standards.

As TNReady assessments are implemented in 2015-16 and new performance standards are set, school goals will be adjusted to the new metrics.

Quarterly Milestones – Reading/Language Arts 1. What formative assessment will the LEA consistently use at least quarterly to measure student progress?

MNPS has established ambitious goals for students in the all student category scoring proficient/advanced in reading resulting in 30

percentage point or greater in three years. AIMSWeb assessments will be administered in September and utilized as the baseline

data for the first quarter milestone meeting to determine how many students have the skills to access the academic standards. For

the second, third and fourth quarter formative assessments, the district is currently developing interim benchmark assessments in

Reading/Language Arts for grades 3-11. District staff and content expert teachers within the district are redesigning the district’s

scope and sequence. They will work together this summer to identify test items in an item bank purchased from Northwest

Evaluation Association (NWEA) that are aligned to the state’s new academic standards and to construct these formative

assessments. Beginning this fall, the district assessments will be administered in every school three times per year utilizing the

district’s Schoolnet assessment and reporting platform.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016? (to be updated annually for renewal of the grant) Process for SY2015 - 2016

The eventual goal is to develop interim benchmark assessments that are predictive of performance on state mandated TNReady

assessments. That will not be possible in 2015-16, since the new performance standards will not be established until after the

coming school year. However, performance on the benchmarks will still allow district staff to monitor relative performance of

schools. The TDOE has proposed a similar relative approach during the 2015-16 transition to new academic performance standards.

1. While the TDOE will rank districts and schools statewide with TNReady results to see if they maintain their ranking over

time, we will rank schools within each tier following each interim assessment. Based upon past performance, we

anticipate that Priority schools will generally rank among the bottom 5% of the district’s schools on the first benchmark

early in the school year.

2. By the second benchmark, the goal will be for all Priority schools to be above the district’s 5th percentile.

3. By the third benchmark, shortly before the spring TNReady assessment, the goal is for all Priority schools to be above

the 10th percentile.

4. The end-of-year goal will be for all Priority schools to surpass the district and state 10th percentile on the 2015-16

TNReady.

Process for SY2016 – 2017 and SY2017 - 2018

After results from the 2015-16 state assessments become available, district staff will correlate those results with interim benchmark

data to determine 2016-17 interim cut scores that should be predictive of future TNReady performance. Each benchmark will

provide an estimate of the percentage of students on track to reach proficiency on TNReady. This will provide district and school

staff with summative academic performance data four times per year – results from the three interim benchmarks followed by state

assessment results at the end of the year.

Annual Goals for mathematics on State assessments for “all students” group and for each identified subgroup. 1. School Year (SY) 2015-2016: 37.4% P/A 2. SY 2016-2017: 47.3% P/A 3. SY 2017-2018: 55.5% P/A

Subgroup

Math % Proficient/Advanced

2015* 2016 Goal

2017 Goal 2018 Goal

All Students 25.8 37.4 47.3 55.5

White 39.5 49.0 57.0 63.7

Hispanic 38.5 48.1 56.3 63.1

Black 18.1 30.9 41.8 50.9

Asian

Native American

Hawaiian or Pacific Islander

Economically Disadvantaged 23.3 35.3 45.5 54.0

Students with Disabilities 33.9 44.3 53.0 60.4

English Language Learners

Black/Hispanic/Native American 19.6 32.2 42.8 51.8

For our Priority schools, MNPS has modified the state’s approach to set more ambitious annual goals in Math for the next three years, 2016-2018. Like Reading/LA, the goals are not adjusted annually, so that the long-term trajectory toward 2018 success will be maintained. Annual increases in each subject are established by multiplying the target increase from the state AMO process by a number that will result in a 30 percentage point increase over three years. These same multipliers can be applied to set goals for each subgroup that ensures the school meets the all student target while narrowing the achieving gap. Since we do not yet have complete 2015 school level data, the 2014 state accountability proficiency rates for each Priority school are used as the baseline in the goal setting process. When the new information is available, we will adjust the baseline to replace 2014 results with 2015 data. The three-year success rate based upon these targets is computed for 2016-2018. If this rate does not exceed the minimum success rate that is projected to be above the fifth percentile statewide, the annual school goals are adjusted upward. All of the school targets are based upon current assessments and performance standards. As TNReady assessments are implemented in 2015-16 and new performance standards are set, school goals will be adjusted to the new metrics.

Quarterly Milestones – Mathematics

1. What formative assessment will the LEA consistently use at least quarterly to measure student progress? MNPS has established ambitious goals for students in the all student category scoring proficient/advanced in reading resulting in 30 percentage point or greater in three years. AIMSWeb assessments will be administered in September and utilized as the baseline data for the first quarter milestone meeting to determine how many students have the skills to access the academic standards. For the second, third and fourth quarter formative assessments, the district is currently developing interim benchmark assessments in Mathematics for grades 3-11. District staff and content expert teachers within the district are redesigning the district’s scope and sequence. They will work together this summer to identify test items in an item bank purchased from Northwest Evaluation Association (NWEA) that are aligned to the state’s new academic standards and to construct these formative assessments. Beginning this fall, the district assessments will be administered in every school three times per year utilizing the district’s Schoolnet assessment and reporting platform.

2. What are quarterly milestone goals for Mathematics on formative assessments for the “all students” group for School Year 2015-

2016? (to be updated annually for renewal of the grant)

Process for SY2015 - 2016

The same approach used for Reading/LA will be used for Mathematics with the eventual goal is of developing interim benchmark

assessments that are predictive of performance on state mandated TNReady assessments. As previously stated, that will not be

possible in 2015-16, since the new performance standards will not be established until after the coming school year. However,

performance on the benchmarks will still allow district staff to monitor relative performance of schools. The TDOE has proposed a

similar relative approach during the 2015-16 transition to new academic performance standards.

1. While the TDOE will rank districts and schools statewide with TNReady results to see if they maintain their ranking over

time, we will rank schools within each tier following each interim assessment. Based upon past performance, we

anticipate that Priority schools will generally rank among the bottom 5% of the district’s schools on the first benchmark

early in the school year.

2. By the second benchmark, the goal will be for all Priority schools to be above the district’s 5th percentile.

3. By the third benchmark, shortly before the spring TNReady assessment, the goal is for all Priority schools to be above

the 10th percentile.

4. The end-of-year goal will be for all Priority schools to surpass the district and state 10th percentile on the 2015-16

TNReady.

Process for SY2016 – 2017 and SY2017 - 2018

After results from the 2015-16 state assessments become available, district staff will correlate those results with interim benchmark

data to determine 2016-17 interim cut scores that should be predictive of future TNReady performance. Each benchmark will

provide an estimate of the percentage of students on track to reach proficiency on TNReady. This will provide district and school

staff with summative academic performance data four times per year – results from the three interim benchmarks followed by state

assessment results at the end of the year.

Turnaround Model - Design and Implementation of Intervention Model

(LEA must implement elements 1-9.)

Action steps and a timeline for implementation are required for each element.

If the LEA elects to implement the grant during a three year period, please ensure that the timeline for full implementation begins at the start of the first school year and continues for the two subsequent years.

If the LEA elects to implement the grant during the five year period, please ensure that the timeframe includes a year for planning, three years of full implementation and a year of sustainability or three years of full implementation and two years of sustainability.

Element 1 Replace the principal who led the school prior to commencement of the intervention model. * This element is applicable to principals employed prior to School Year 2012-13. A principal who began employment in the school in School Year 2012-13 or afterward, may remain as long as he/she was hired as part of a broader reform and has expertise in school turnaround.

▢ Principal will not be replaced. What is the rationale for retaining the principal to lead school turnaround?

X Principal will be replaced. What is the timeline for naming a new principal and what selection criteria will be used?

1b. Describe the operational flexibilities that will be granted to the principal?

2. Provide action steps and a timeline the school will undertake to support this element.

Response: Turnaround Leader Recruitment

MNPS recruited leaders from across the country beginning November, 2014, and named the Priority School leaders by January, 2015. We identified impressive potential candidates by garnering referrals from current principals/leadership and researching successful principals in Broad Prize-winning districts and other innovative turnaround schools/districts. We developed a list of potential candidates, and initiated a 1:1 direct recruitment campaign.

Current MNPS principals were eligible to apply but were required to complete all selection activities and meet cut scores for consideration.

Turnaround Leader Selection Competencies

The MNPS Turnaround Leader selection process was adapted from the New Leaders Framework selection process and Public Impact’s School Turnaround Leaders: Competencies for Success work.

In spring, 2014, MNPS implemented New Leaders’ selection process for both principals and assistant principals. This rigorous and intensive

process is designed around six selection criteria:

1. Personal Leadership – the candidate demonstrates reflection and continuous improvement; engages others effectively through

strong communication, cultural competence, and interpersonal relationships; and leads adults to intended outcomes while

managing the change process

2. Learning and Teaching/Data-Driven Instruction – the candidate leads learning and teaching by implementing a standards-based curriculum; establishes and monitors systems and process to plan, implement, and monitor instruction; builds capacity for in- depth data analysis to drive and adjust instruction; and ensures interventions meet diverse student needs

3. Vision, Mission, and Strategic Planning – the candidate creates and implements a shared vision for student success and

continuously analyzes data to formulate a strategic plan and monitor progress toward school-wide goals

4. Systems and Operations – the candidate creates and implements operational systems and structures aligned to the vision and

mission and utilizes effective communication systems to engage all stakeholders

5. School Culture and Family and Community Engagement – the candidate inspires commitment to high levels of students achievement through creating a respectful and trusting learning community; implements systems, routines, behaviors and a code of conduct that prioritize learning; and engages family and community members in student learning

6. Human Capital Management – the candidate maintains a high-performing staff team by recruiting and hiring individuals

with skills that align with school needs; ensures aligned professional development and leadership opportunities exist for all

staff; and effectively evaluates staff through observations, feedback, and performance monitoring

All priority school principals, whether newly hired or reappointed, have been screened through the New Leaders Framework selection process.

Additionally, for our Turnaround Leaders, MNPS used Public Impact’s Turnaround Competencies and corresponding selection questions to

assess turnaround knowledge and skills. This process is designed around an additional four competencies:

1. Driving for Results – the candidate possesses the drive and actions to 1) set challenging goals and reach a high standard of performance despite barriers; 2) do more than is expected or required in order to accomplish a challenging task; 3) set clear expectations and hold others accountable for performance; and 4) plan in order to derive future benefit or avoid problems

2. Influencing for Results – the candidate 1) acts with the purpose of affecting the perceptions, thinking, and actions of others; 2) assumes authoritative leadership of a group for the benefit of the organization; and 3) influences with the specific intent to increase the short- and long-term effectiveness of another person

3. Problem Solving – the candidate demonstrates the ability to 1) break things down in a logical way and to recognize cause and effect;

and 2) see patterns and links among seemingly unrelated things

4. Showing Confidence to Lead – the candidate has a personal belief in his/her ability to accomplish tasks and acts in a way that reflects that belief

Turnaround Leader Selection Process

The four-phase selection process includes:

• Phase 1: Candidate Screening – Beyond the normal screening for licensure and experience eligibility, we screen candidates based

on their responses to an education beliefs survey and a data-driven instruction survey, their evaluation ratings from the last 2

years, and their prior adult leadership roles beyond the principalship.

• Phase 2: Selection Activities – Candidates who successful move forward to Phase 2 receive instruction to complete four selection

activities on their own time, to return to the district in one week’s time. The selection activities include 1) viewing an instructional

video and answering questions targeted at pedagogical knowledge and instruction; 2) reading a school case study and answering

questions targeted at prioritizing problems, setting goals, and developing action steps; 3) analyzing an assessment and student data

over time, identifying trends, develop an instructional plan, and leading a team through strategic action steps; and watching an

adult leadership video and answering questions targeted at leading and supporting adults to drive results.

• Phase 3: Finalist Interviews – Candidates who successful move forward to Phase 3 participate in four interviews: 1) a case study interview, designed to drill down on the Phase 2 case study activity, further assesses the candidate’s ability to set goals and develop action plans; 2) a role play interview, which requires the candidate to demonstrate knowledge and skill at working through a difficult school situation; 3) a panel interview made up of community members, teachers, and other stakeholders is designed to gain insight into the candidate’s knowledge of school culture and personal leadership; and 4) a reflection interview, which provides an opportunity for the district to assess the candidate’s ability to identify his/her areas for growth and seek feedback.

• Phase 4: Reference Check – Once all reference checks have been completed and the candidate’s performance has been verified, the candidate is eligible for a principal position in MNPS.

New Leaders’ Finalist Interview phase includes recommended questions to assess leader competencies. In addition, we will use questions

identified by Public Impact to assess turnaround competencies. These questions are designed to specifically assess the candidate’s ability to

turnaround a school, and include questions that are likely to be most predictive of success for turnaround leaders, require use of the

turnaround competencies, and distinguish candidates who would perform well in a turnaround school versus other schools.

Both New Leaders and Public Impact have detailed rubrics to accompany their selection processes; MNPS selection staff was retrained in the

New Leaders Framework selection process and trained in the Public Impact process prior to selection of the Turnaround Leaders.

Principal Decision

MNPS Leadership made the decision to replace the principal for SY2015-2016.

SIG Funds Budgeted to Support Element:

Element 2

Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students

(A) Screen all existing staff and rehire no more than 50 percent; and

(B) Select new staff

1. What is the plan for screening and rehiring of staff?

2. How will new staff be selected?


Response:

1. SY13-14 TEAM evaluation data was used as the initial source for screening teachers and making personnel decisions utilizing

the following framework.

Teachers at the school during SY 2014-2015 who were evaluated with a TEAM composite score of 3 or above and demonstrated commitment to the turnaround model under the principal’s leadership were rehired for SY 2015-2016.

Teachers with a TEAM composite score of 2 or below are not rehired for SY 2015-2016.

The district reviewed the staffing of the school for SY 2012-2013 to ensure that not more than 50% of the teaching staff

appointed for SY 2015 – 2016 remained.

2. The principal has full authority for new staffing decisions within the following framework.

Principal interviews and selects teachers from a pool of teachers who have been screened by the district’s New Teachers’

Selection process, which includes TEAM indicators.

Principal interviews and selects teachers eligible for transfer with a TEAM composite score of 3 or above.

Principal interviews and selects teachers from the MNPS Turnaround Teachers Corps who receive a $2,500 incentive and an

11 month

Contract subsidized by the district.

Action Step

Position Responsible Timeline for Completion

Desired Outcome Required Resources

Title: Screening and Staffing

Description: Principal screens and rehires no more than 50% of staff for SY15-16

Principal Spring 2015 School staffed with effective

teachers

Priority School Planning Grant

Local

Title: Hiring of New Teachers and Transfers

Description: Principal hires new and transfer teachers

Principal Spring 2015

/annually

Schools staffed with the most

effective teachers aligned with the

school’s turnaround plan

SIG

iZone Grant

Local Funds


Element 3 Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school

1. What strategies will be used to recruit, place and retain staff with the skills necessary to meet the needs of students in a turnaround school?


Response:

MNPS recruits staff with the skills necessary to meet the needs of the students in the priority school by providing it with:

a. Great turnaround leaders as identified through the district’s New Leaders’ Framework

b. Preferential hiring of teachers who have been screened by the district’s New Teachers’ Selection process, which includes TEAM

indicators

c. Preferential hiring of teachers eligible for transfer with a TEAM composite score of 3 or above

d. An opportunity to hire teachers from the MNPS Turnaround Teachers Corps who receive a $2,500 incentive and an 11 month contract

subsidized by the district

e. Financial incentives subsidized by the district to recruit and hire highly effective teachers

MNPS assists priority schools to retain staff with the skills necessary to meet the needs of the students in the schools by:

a. Assisting the school to differentiate its support to teachers based on their effectiveness and years of experience b. Developing and implementing a new teacher induction and mentoring program for priority schools

c. Providing special networking events with educators from other iZone schools through annual summer Turnaround Institutes and follow-up opportunities

d. Providing opportunities for teachers to serve on the iZone advisory committee e. Assisting the school to analyze TELL survey results to monitor teaching and learning conditions in the school f. Providing local funds targeted at teacher leadership stipends to retain educators who assume leadership roles g. Providing district funds as retention bonuses for highly effective teachers

iZone leaders are granted autonomy over hiring decisions for their schools. Human Capital staff helps leaders identify effective educators as part

of their talent strategy. Teachers are not placed in priority schools without the approval of the principal and the teacher.

The nationally-recognized Teacher Leadership Institute helps teachers build leadership skills, a strategy to develop and retain talented teachers

who can remain in the classroom while taking on increased school leadership responsibilities. Teachers in priority schools are especially

encouraged to apply to and participate in the Teacher Leadership Institute. Teachers who are trained in the Teacher Leadership Institute feed

directly into the MNPS Leadership Pipeline

Action Step Position Responsible

Timeline for Completion


Title: Turnaround Leaders

Description: District screens and hires ‘priority’ school leaders based on New Leaders Framework

District Winter 2015

Schools staffed with specially

screened turnaround

leaders with track records of success

in turnaround schools

Priority School Planning Grant

IZone Grant

Title: Teacher Evaluation and Retention Decision

Description: Principal evaluates teachers and makes retention decision based on effectiveness and retention bonuses are awarded

Principal Annually Retention of

highly effective teachers

iZone Grant


Element 4 Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.

1. How will the plan for on-going, job-embedded professional development be developed, how will it be delivered, and what will be the specific

areas of focus for the first year of the grant? (To be updated each year prior to the renewal of the grant)


Response: The plan for on-going, job-embedded professional development will be developed first by the Joelton Middle Prep’s leadership team analyzing the comprehensive needs assessment. Joelton Middle leadership team, in collaboration with expert consultants from Education Research Strategies (ERS) and Achievement Network (ANet), will work through a strategic school-design process designed to improve student achievement based on the needs of its students, the capacity of teachers, and the instructional model. The job-embedded professional development provided to both leaders and teachers will draw upon the wealth of institutional knowledge originally codified in The Strategic School – the seminal work on school design authored by ERS founders Karen Hawley Miles and Stephen Frank. Additionally, ANet will provide coaching and professional development to school leaders to help them set up strong management processes, use data to shape instruction for students and meet development needs of their staff, and structure their use of time across the school year to accommodate planning, data analysis, and reflection on the impact of instruction. Joelton Middle Prep will also partner with Community Achieves a district led community school initiative that provides infrastructure, technical assistance and a school level Site Manager for schools to implement the community school approach. School leadership and the Site Manager continue foundational professional development regarding what it means to be a community school and will develop professional development for teachers as partnership with community members develop.

The professional development will be delivered by school administration, the instructional coach, teachers, ANet coaches and ERS consultants, and partners from Community Achieves. Together, the school team, consultants and partners will provide staff with ongoing, high-quality, job-embedded professional development, during collaborative planning periods, quarterly district PD days and monthly PD sessions, aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. ANet will provide job-embedded coaching and network-based professional development to school leadership teams and teachers. Dedicated ANet coaches will visits the school for 30+ interactions throughout the year helping the school leadership team develop its practice in accordance to a research-based, field-tested leadership rubric. As a result of this coaching each school’s leadership team establishes and builds its ability to lead a quarterly cycle of planning, instruction, assessment, and re-teach (called the Teaching and Learning Cycle) that ensures a consistent focus on instructional priorities in their school. Coaching interactions

length and frequency are flexible but provide intensive initial support and skill building during the first semester and adjusts over time as the school begins to execute key components of the teaching and learning cycle with increasing impact on teacher practice and student gains.

Specific areas of focus for the first year of the grant are as follows:

1. Developing teachers’ understanding and implementation of Social and Emotional Learning. This focus is linked to the school’s need for improved student behavior. A careful look at disruptions to the school day suggests that student behavior should be addressed by increasing teachers’ ability to reinforce daily respectful communication. Teachers will be trained to be more aligned with social emotional learning and embed the five social emotional competencies into daily and collaborative lesson planning so teachers can daily reinforce, remind, and support the Social Emotional Learning Competencies. The overwhelming theme of the data associated with teacher (TELL) and student perception is that teacher practice must be viewed as effective and collaborative by the teachers and on-going training will be provided throughout the school year will address this need. In conjunction with teacher’ understanding and implementation of Social and Emotional Learning, Joelton will become a community school. A Community School is a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development and community engagement aligns with the core competencies of social emotional learning. Joelton Middle Prep will partner with Community Achieves, a district led community school initiative that provides infrastructure, technical assistance and a school level Site Manager for schools to implement the community school approach. Schools are supported from the district with training of the Site Managers to create results focused partnerships with parents and the community. They are also supported with capturing, collecting, managing, analyzing, and reporting data on shared measures. 2. Developing teachers’ ability to teach complex texts and to mathematical tasks. This focus is linked to the school’s focus on better supporting teachers with structures, expectation and guidance around individual, collaborative, and vertical planning for instruction. Also, this focus will equip teachers to meet (performance goals!). This focus equips teachers to understand and teach in line with the shifts called for by the TN State Standards- namely ELA shift reading, writing, and speaking grounded in text both literary and informational, and Math shift around Rigor- developing teachers’ ability to teach conceptual understanding of math, procedural skills and fluency and application through the use of rigorous math tasks. Joelton principals, instructional coaches and ANet coaches will facilitate monthly PD and provide weekly planning support. Also, ANet provides formative assessments, rapid data turnaround, and tools and direct coaching to help leaders and teachers learn Common Core standards and corresponding levels of rigor, facilitation of data meetings, backwards planning, and more. ANet support will be instrumental in helping teachers teach to complex texts and tasks.

3. Developing and implementing high quality and research based interventions and enrichment for students in the area of reading/language arts and math. This focus is linked to the school’s focus on providing more focused interventions and enrichment in math and reading/language arts as well as the focus on parent and community engagement through student data reporting shared with families. Combining research based interventions such as AIMSWeb, Systems 44 and Read180, I-Ready and Road to Algebra Developing 5th Grade Number Sense with data from AIMSWeb and ANet formative assessment and enrichment curriculum such as Junior Great Books and First Lego Robotics League students will be supported in a comprehensive manner.

Action Steps and Timeline

Action Step/Activity

Position Responsible



Action Step: Weekly Collaborative Planning Sessions (for teachers) Description: Horizontal collaborative planning will take place once week during their grade level planning time. Weekly planning will take place once a week during teacher grade level planning time. Vertical planning will occur once a month before school starts.

- School Principals - Instructional Coach - Achievement Network Coaches

Weekly Aug 2015- May 2016

- Teachers have support and guidance on planning from standards, helping students engage in complex texts and tasks, and - Review and practice of individual plans Tier level data from AimsWeb % Proficient and Advanced on NWEA % P/A on 15-16 TCAP

ANet Consultants & Planning Resources/Artifacts

SIG Funding

AAIS District Funding

Title I Funding


Year 1 Year 2 Year 3 Year 4 Year 5

2015-2016 ERS Strategic School

Design Support

$40,000.00

ANet Foundations and Readiness Planning

$8000.00

ANet Annual Full Support

$33,000.00

ERS and ANet Annual Support

$51,000.00 $51,000.00 $25,000.00 $25,000

Total $81,000.00 $51,000.00 $51,000.00

Element 5

Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new “turnaround office” in the LEA or SEA, hire a “turnaround leader” who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability

School response is not required; the element is addressed in the LEA application.

Element 6

Use data to identify and implement an instructional program that is research-based and “vertically aligned” from one grade to the next as well as aligned with State academic standards

1. What is the school’s process for use of data to ensure vertical alignment from one grade to the next and alignment with State academic

standards?


Response:

Joelton’s process for using data to ensure alignment with State Academic standards will begin with extensive professional development focused on daily planning using explicit direct instruction, problem-based learning training and teacher externships, and highly effective unit planning.

In accordance to ANet’s research-based, field-tested leadership rubric and best practices from high performing schools around the country, Joelton will engage in ANet’s Teaching and Learning Cycle to ensure vertical alignment from one grade to the next as well as to the state standards. The school’s leadership team, working alongside an ANet coach will establish and build its ability to lead a quarterly cycle of planning, instruction, assessment, and re-teaching that ensures a consistent focus on instructional priorities in their school.

This process, done both on the weekly/bi monthly level and with quarterly interim and benchmark assessments, will ensure planning and teaching fidelity to grade level standards, eliminating redundancies across grades and contributing to vertical alignment across grade levels. Vertical alignment in planning will be the first step towards vertical alignment in the data teachers will receive from assessments.

First, teachers will use resources such as the district Scope and Sequence ANet’s online platform with standards tools to ensure vertical alignment from one grade to the next. This ANet SAS tool includes hyperlinks which detail information (including objectives, question stems and lessons) related to the State Standards. The next step in the process is for teachers to deepen their understanding of vertical progression within the standards. This knowledge will enable teachers to not only differentiate instruction during intervention times but will also enable teachers to extend lesson content by understanding the content of the next grade level and the depth to which grade level content should be taught.

ANet’s Schedule of Assessed Standards (SAS) and Vertical Progression Tool




Desired Outcomes

Required Resources

Explicit Direct Instruction Training

Instructional Coach

July 2015

and weekly individual

planning sessions with teachers

Quality Research-Based

Lesson Plans that engage students

in learning

Instructional

Coach

Problem Based Learning Training

District Training

5th grade June and July 2015



Problem based Unit based

around real-world context

Corporate Partnerships

MNPS Externship and PBL Training

Collaborative Unit Planning

Instructional Coach

Twice a month through school year beginning

2015-2016

Collaborative thematic-based

planning

Instructional Coach

Vertical Planning Administrators

Academic Coach

Monthly through school year

beginning 2015-2016

Alignment of Anchor

Standards and progression of

skills

Instructional Coach

ANet


Response:

Joelton will use a precise and systematic approach to improving student learning throughout the year, Data Driven Instruction and Inquiry (DDI). The inquiry cycle of data-driven instruction includes assessment (both formative and summative), analysis, and action (namely re-teaching and adjusting intervention groups as student needs change.) DDI will be a key framework for school-wide support of all students’ academic growth. Utilizing the Teaching and Leaning Cycle (above in element 6) teachers will begin by planning. During the planning process teachers will both use data to inform lesson plan creation as well as to differentiate (for example, using formative quiz data to modify the entry point for a math strategy or varying the section of a text read aloud in classes to provide more or less of a scaffold for students).

1. Consistent with the research-based approach to curricular planning, backwards design, teachers will begin with the end in mind- creating formative assessments and norming around the standards for success for the tests, writing prompts or math tasks that students will take to demonstrate mastery of a given set of objectives. The creation of the formative assessments that teachers will be using to drive and inform instruction, will occur during weekly collaborative planning sessions. 2. On a weekly/bi-weekly and unit basis, teachers will track and discuss student performance assessing both student mastery of content taught and to what extent students are able to transfer understandings (for example- doing tasks associated with new reading material or complex multi-step problems). Additionally, teachers will discuss strategies for re-teaching and monitor student growth after re-teaching. In this step of the process, teachers will create small groups based on shared misconceptions to re-teach thus differentiating instruction based on student needs. 3. Next teachers will administer quarterly benchmark and interim assessments which will measure student growth across the year and also student performance on a pre-determined set of standards each nine weeks. Quarterly online benchmarks will be adaptive in nature, and will modify the question that a particular student sees, depending on if a student answers a question correctly. The format of this test will produce individualized data in that it hones in on students' performance level. It then buckets students in performance levels. To provide teachers with more actionable data in terms of a drilling down to item analysis or seeing common misconceptions (since every student sees a different question based on their responses on the benchmark assessment), students will also take quarterly interim assessments. The ANet assessments will provide actionable data that articulates student misunderstandings more specific at the standards/ cluster/ genre level. The data from both sources will be instrumental in differentiating instruction both broadly for students at various performance levels and more specifically, for students who share common misconceptions, struggles and/or strengths. 4. Similar to the weekly/bi-weekly data chats teachers will have to discuss student performance quarterly, teachers will have 3-hour long data days where teachers reflect on students’’ quarterly growth and performance. Teacher will conduct in depth item analyses of select problems on interim and benchmark assessments as well as performance tasks to understand what students know and are able to do as well as identify gaps in students learning. Then teachers will create re-teach plans based on the data that was analyzed. 5. Finally, teachers will reflect on the effectiveness of the cycle as well as discuss the changes to instruction that made teaching the most successful. Teachers will also have the time to print off reports summarizing a student’s performance on the interim assessments along with information about how a family member/caretaker can help the student at home. Provide action steps and a timeline the school will undertake to support this element.




Desired Outcomes Required Resources

Professional Development on

DDI and resources

Administration Instructional

Coach District Data

Coach ANet Coach

Ongoing PD Aug 2015- May

2016

Teachers understand how to effectively

create aligned assessments to guide instruction. Teachers

effectively analyze student data and

create re-teach plans that result in higher

levels of student mastery.

Achievement Network PD on DDI Data Notebooks

Data Wall

Weekly Collaborative Assessment

Creation


Coach ANet Coach

Collaborative Planning Time Aug 2015-May

2016

- Teachers consistently create text and task based standards-aligned assessments to guide instruction. - Teachers create rigorous lesson plans aligned to assessments. -Teachers track and discuss student performance and lesson effectiveness

NWEA item bank (district provided)

ANet online platform (for online formative assessment creation)

ANet coaching around lesson planning and

data tracking

Interim and Benchmark

Assessments


Coach District Data

Coach ANet coach

October 2015 (1st 9 weeks)

December 2015

(2nd 9 weeks)

Feb 2016 (3rd 9 weeks)

April 2016 (4th 9

weeks)

- To assess student growth from quarter to quarter. - To measure lesson effectiveness and student performance on a discrete set of standards each nine weeks.

NWEA District Benchmark

ANet Interim Assessments

Quarterly Data Days


Coach ANet Coach


December 2015

(2nd 9 weeks)


April 2016 (4th 9

weeks)

Review assessment and learn about the different item types and what they illuminate about the standards. Review and name trends in the data and set goals and plan for re-teaching.

ANet Item Analysis and Analyzing Student work tools and Protocols

Quarterly Reflection Meetings


Coach ANet Coach


December 2015

(2nd 9 weeks)


April 2016 (4th 9

weeks)

Teachers articulate what change in their practice based on re-teaching and the effects on students learning. - Teachers prepare communication with parents about student’s quarterly performance to facilitate collaboration between school and home.

ANet Reflection Meeting Protocol


Element 8 Establish schedules and implement strategies that provide increased learning time as defined in the SIG final requirements.

1. Describe the school’s plan to increase learning time for all students including the number of additional minutes to be added to the day, week, month or year for a. all students to receive additional time for core academic instruction b. to provide all students an opportunity to receive instruction in non-core subjects enrichment c. teachers to collaborate and plan.

Include in the description the number of minutes added to the day, week, month or year and how instruction will be delivered. 2. Provide a timeline for implementation of this element.

Response: The plan to increase learning time for all students at Joelton Middle Prep would be to extend the morning session forty-five minutes. The current school day begins at 8:55am and the extended time would change the beginning of the school day to 8:10am. This forty-five minute block would provide students an additional RTI time.

Currently RTI is spread throughout the day and each grade level has its own fifty minute block. This scheduling structure is guided primarily by the school’s dedicated use of System 44 and Read 180 for students who qualify for one of the reading intervention services and a limited number of teachers who are trained in the programs are able to implement the programs with fidelity. System 44 and Read 180 are research-based reading programs that yield results in students struggling with phonemic awareness, spelling, reading fluency, and writing. They are both centered based approached that require a highly trained teacher to facilitate the programs. Joelton Middle reading/language arts scores have consistently performed at the 21 percent proficient and advanced range. Read 180 and System 44 were implemented in January and already have seen significant results with our students. A total of 20 of 24 of seventh grade students (88%) and 21 0f 27 (78%) sixth grade students experienced one year or more lexile growth in one-half of a school year in the programs. This data is based on the average year-to-year growth exhibited by 1999-2004 Panel of North Carolina Students. The mid-year growth of Read 180 established by a trained teacher with fidelity to the program demonstrates that students exposed to research-based intervention can achieve significant growth during the course of a school year.

Enrichment in the area of reading/language arts is currently being accomplished by individual teachers in their RTI reading groups. The group structure is inconsistent in the building (according to the teachers) and there is not a consistent approach to providing students a consistent enriched experience with reading, comprehension, speaking, and written expression during their RTI time. The Great Books Foundation has highly effective literary and nonfiction anthologies that expose students to the classics with a range of readability levels. The power of the program is through the Socratic Seminar that is embedded in the process of their program. The focus on authentic and complex texts as well as

on speaking, listening and writing to texts is consistent with the shifts called for by the TN State Standards and will ensure that RTI time is preparing students to be college and career ready while helping them build critical reading skills. Joelton Middle Prep would benefit from an RTI time period in which identified students could work on phonemic awareness and spelling, vocabulary, reading fluency, comprehension, and written expression skill development based on the current academic function of the student. The RTI time would provide time for flexible grouping based on students emerging skill development.

The expansion of the morning time by increasing the school day forty-five minutes would allow Joelton Middle Prep to provide the same opportunity in math as it does in reading/language arts. Some of the students who have difficulty with phonemic awareness, spelling, vocabulary, reading fluency, and written expression also have difficulty in number sense, computation, math problem solving but are currently only getting help with ELA skills. Forty-five minutes at the beginning of the school day would provide the Joelton Middle Prep students that need intervention in both reading/language arts and math an opportunity to receive both services. Curriculum Associates has a computer program that has proved to be successful in Rutherford County and is aligned with AimsWeb. I-Ready aligns their diagnostic tool to AimsWeb and then provides an adaptive and interactive sequence of lessons that are designed to interact with students and provide progress monitoring.

Enrichment in the area of math is currently being accomplished by individual teachers in their RTI math groups. Students who need enrichment in math could best be served by engaging in real-life application of math computation and problem solving around real-world themes and problems. First Lego League can provide such an opportunity. Students have the ability to construct, program, and solve real-world problems around a global theme every year. This is a competition based league, but there is value even if students are not part of the competition aspect of the team at the school.

The restructuring of the school schedule has increased core teaching planning time significantly. Last year, core teachers had 55 minutes to plan on a daily basis. This year core teachers have a minimum of 75 minutes to plan. This allows for opportunities to be exposed to model lessons, conduct PLC’s, individually and horizontally plan, data chat around benchmarks and teacher practice, and share and examine student work.

The after-school time at Joelton Middle Prep has largely been dedicated to a few teachers offering tutoring and athletics. The school wants to expand after-school offerings to include enrichment experiences. Choir, drama. free-style rap, cheerleading, campus beautification are just a few offerings that have been mentioned by faculty and staff of opportunities that could benefit our students stay engaged in the school community and have opportunities to find their gifts and talents during the middle grade years. Bus transportation one hour after the dismissal of school could lead to students having a greater capacity to access after-school enrichment activities.

The additional staffing of two educational assistants would enhance student intervention, student enrichment during the school day, and provide an opportunity for the instructional coach and/or highly effective teachers to model or team teach a lesson for a teacher in real time. The additional personnel resources could provide the capacity to improve intervention, enrichment, and instruction in a timely manner. Thus creating the urgency for student learning and teaching practice.




Desired Outcomes Required Resources

Implement expanded core time for Response to Intervention

Principal Dean of Students

Instructional Coach

August 2015-May 2016

Increased proficiency rates and decreased achievement gaps in

math and reading/language arts

as measured by NWEA, AimsWeb, and TN

Ready

Extension of school day by 45 min $197,800.00

I-Ready $15,000.00 2 Computer Carts

$45,000 2 Education Assistants

$72,000.00 Substitutes for training

$2,000.00

Implement expanded core time for Response to Intervention in enrichment

Principal Dean of Students

Instructional Coach

July 2015-May 2016

Increased proficiency and advanced rates in

math and reading/language arts

as measured by NWEA, AimsWeb, and TN

Ready

Robotics-First Lego League $16,000.00

Junior Great Books Teacher Kits

$3,000.00 Student Anthologies

$4,800.00 Substitutes for training

$2,000.00

Implement additional after-school time for student enrichment

Turnaround Teacher to

coordinate after-school enrichment (paid 11 months)

September 2015-April 2016

Increased student and community

involvement in the school

Exception Pay $13,131.00

Late Bus $15,750.00


Year 1 Year 2 Year 3 Year 4 Year 5

Extension of school day by 45 min $197,800.00 $197,800.00 $197,800.00

I- Ready $15,000.00 $15,000.00 $15,000.00

2 laptop Computer Carts $45,000.00 $5000.00 $5000.00

1.0 FTE Education Assistant $36,000.00 $36,000.00 $36,000.00

1.0 FTE Education Assistant $36,000.00 $36,000.00 $36,000.00

Substitutes for training $2,000.00 $2,000.00 $3,000.00

Robotics-First Lego League $16,000.00

Junior Great Books: Teacher Kits $3,000.00

Student Anthologies $4,800.00

Substitutes for training $2,000.00 $2,000.00 $2,000.00

After School enrichment $13,131.00 $13,131.00 $13,131.00

Late Bus for after school enrichment $15,750.00 $15,750.00 $15,750.00

Total $386,481.00 $322,681.00 $322,681.00

Element 9 Provide appropriate social-emotional and community-oriented services and supports for students.

1. Describe the school’s plan to provide appropriate social-emotional and community-oriented services and supports to students. Include the

following: a. How students will be identified; b. Services that will be made available to students; c. agencies and community partners that can

provide services.


Response:

Joelton will provide appropriate social-emotional and community service-oriented services and supports to students by becoming a community school. What will define Joelton as a community school will be the set of partnerships between the school and community resources with an integrated focus on academics, health and social services, youth and community development and community engagement that will lead to improved student learning, stronger families and a healthier community? Becoming a community school will increase the resources of the school, increase parental participation in academics and expand the school’s ability to offer more after-school and enrichment programs. In 2015 community involvement was low as indicated by our in-kind donations totaling $400. As we use our Community Achieves Site Manager to build community engagement adding additional programs and services we anticipate that being reflected in our in-kind donations. In addition increasing community involvement through the expansion of donations, Joelton will increase family participation in the academic life of the school. Currently, families are provided useful information about student learning but are not considered decision makers in the school. Only 41% of our parents have Gradespeed accounts, the parent portal for grades and attendance. However, shifting our attention to parental engagement we anticipate enabling 65%-75% of parents to be on Gradespeed at the end of year one, 90% by year two and 100% by year three. Furthermore, we will be providing parents with ongoing feedback as to their student’s performance on formative assessments- down to the standards to which students were assessed. Finally, becoming a community school will allow for the expansion of services. Currently the community is involved in supporting students with mental health services provided by Vanderbilt Mental Health and the Whites Creek Cluster social worker. Additionally, the school provides two after-school programs through Nashville After School Alliance (NAZA). In year two we hope to expand the capacity of the Vanderbilt Mental Health partnership as well as increase the number of after school programs offered. The Site Manager will also work with the school team and families to identify additional program and service areas that are needed. Joelton Middle Prep has a 48% mobility rate and Community Achieves has demonstrated that in schools that have a strong team and site manager the mobility rate of the school reduces as meaningful community and parent engagement increases in and around the school. a. How students will be identified- Teachers, counselors, administrators and other staff members at Joelton Middle Prep will identify students based on academic data, discipline issues, observations in class and during transition times and through relationship building with students. Students will also be identified in monthly support and intervention meetings. The site manager along with administrators, counselors, social

workers, truancy specialist, psychologist, and community partners are all in attendance. The agenda driven meeting will cover updates on programs and services, critical needs of students and families in crisis, student attendance, social services, student discipline, and a calendar of events. Referrals will be created to cover all identified issues and a person will be assigned to follow-up.

b. Services that will be made available to students- Community Achieves site manager will facilitate the school to coordinate school-level, district-level, and community resources that support the whole child, family, and community. Whole child support includes student behavioral support, individual and group counseling, and extended school day support. Choir, drama. free-style rap, cheerleading, campus beautification are just a few offerings that have been mentioned by faculty and staff of opportunities that could benefit our students stay engaged in the school community and have opportunities to find their gifts and talents during the middle grade years. Bus transportation one hour after the dismissal of school could lead to students having a greater capacity to access after-school enrichment activities.

c. Agencies and community partners that can provide services- Joelton Middle Prep will utilize Community Achieves as the primary model for providing social-emotional and community oriented services for students. Community Achieves is a locally funded, district led initiative that provides infrastructure, technical assistance and management to implement the community school approach. An Oversight Committee that includes high-level leaders from local non-profits, Metro Government and other local agencies are part of a backbone of support for the Community Achieves initiative. Joelton First Baptist Church is currently a community partner to the school that provides TCAP proctoring, food for teachers at various times of the year, and serves on the leadership team of the school. Nashville After School Alliance (NAZA) currently provides two after-school programs dedicated to providing academic support to Joelton Middle students. Vanderbilt Health Services provides the school with a therapist and the Whites Creek Cluster social worker spends four days a week at the school providing individual sessions with students as well as conducting the social emotional learning curriculum “WhyTry” with groups of students.

Department of Support Services Overview of Services & Programming for Priority Schools Spring 2015 Name of School: Joelton Middle Prep

Program/ Service

Description Timeline Contact Person

Community Achieves Site Manager

Coordinate community engagement, identify & manage services & programs that align with the SIP

Ongoing August 2015-May2016

Alison McArthur, Community Achieves Coordinator [email protected]

Chronic Absence Services

Identify chronically absent students. Develop school wide attendance plan.

First quarter of the 2015-2016 school year.

Brad Redmond, Data & Program Results Coordinator [email protected]

Behavior Specialist Services

Offer professional development around classroom mgmt. Check-in/check-out, observations & feedback based on your current behavior management system

Beginning Fall 2015- May 2016

Derrick Williams: Coordinator of Behavior Services [email protected]

Social Work Services

Provide Individual/group counseling. Wrap around services (increase to 3 days per week)


Maribeth Gambill, Lead Social Worker [email protected] Monica Coverson, Lead Social Worker [email protected]

WhyTry & Case Management

Provide SEL curriculum provided in groups and individual sessions with students


Maribeth Gambill, Lead Social Worker [email protected]

mailto:[email protected]

Program/ Service

Description Timeline Contact Person

Family Engagement University – professional Development

Provide professional development for school staff around welcoming schools, parent engagement, and community involvement (ex. Poverty Simulation)


Allison Buzard, Family Engagement University Manager [email protected]

Engagement Walkthrough

Perform diagnostic walkthrough of family & community engagement

Scheduled for quarter 3, Feb or March of 2016.

Gini Pupo-Walker Ex. Director of Family & Comm. Engagement [email protected] Jill Peeples, Community Outreach Coordinator [email protected]

Action Steps/Timeline





Hire Community Achieves site manager

Principal May-June2015 Facilitate the coordination and the development and implementation of the full service community model

Applicant pool from Support Services




Plan for community engagement around school goals

Site Manager

School Team

July 2015 Create a plan for results focused partnerships

Site Manager

School Team

Department of Social Services Programing Support

Use the community resources school model to align all resources and programs

Site Manager August 2015-May 2016

Reduction of the Mobility Rate (48%)

Improved proficient and advanced level student achievement

Reduction of achievement gaps in student achievement

Site Manager

School Team

Community and Agency Partnerships

SIG Funds Budgeted to Support Element: District Funded

Planning Activities:

Planning allows the LEA to spend one year (School Year 2015-16) in preparation for full implementation of a school intervention model. In light

of the fact that LEAs received a Priority Schools Planning Grant, it is expected that a planning year will be needed only in special circumstances.

Planning activities must align to schools’ needs assessment and elements of the selected interventions.

Please provide a list of activities, action steps and a timeline the school will undertake during the planning year.

Response:

SIG Funds Budgeted to Support Planning Year:

appendix c - school cover sheet turnaround model julie...

Documents