Oakhaven Elementary School - Shelby County Schools

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Oakhaven Elementary School

Revised TSIP 2014-2015

Dr. Jerri Jackson, Principal Tiffany Curry, Assistant Principal Rosalind Blake, PLC Coach

Shelby County Schools

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School: District: Analysis of last year’s final results:

Oakhaven Elementary Shelby County Schools Areas of Greatest Progress: % of Students Advanced and/or Proficient:

Areas of Greatest Challenge: rd

th

36.7% of the third grade students were proficient/advanced in RLA. We met our AMO in that area.

3 -5 grade math-Our AMO target was 40.6. We scored 29.9. -5.7 loss from 2013 th th 4 and 5 grade RLA-We showed growth in those grades, but we still did not meet our AMO

Source of Progress:

Source of Challenge:

The third grade students at Oakhaven Elementary made gains in RLA of 13.9% from 2013. They exceeded the AMO by 9.1%.

Challenges at Oakhaven Elementary stem from each subgroup. Our average percent to grow in reading in grades 3-5 is 4.3. Our greatest percentage to grow in reading (4.5%) exists within the black subgroup. In 2013-14, students in the black subgroup scored 28% and should grow to 32.5% at the close of the 2014-15 school year. Our economically disadvantaged population should grow 4.3 percent from 31.2 to 35.5. The most growth was exhibited in our Limited English Proficient student population as well as students with disabilities; however the growth percentage must be met. Students with disabilities should grow from 50 to 53.1 (3.1%). English Language Learners scored 36.1 and should experience a percentage gain of 4 resulting in a 2014-15 score of 40.1%. Hispanic students’ percentage was 40 in the 2013-14 school year. They will experience a gain of 3.8 and meet the goal of 43.8 for the 2014-15 school year. Our average percent to grow in math in grades 3-5 is 4.4. Our greatest percentage to grow in math (4.8%) exists within the black subgroup. In 2013-14, students in the black subgroup scored 23.3% and should grow to 28.1% at the close of the 2014-15 school year. Our economically disadvantaged population should grow 4.4 percent from 29.6% to 34%. The most growth was exhibited in our Hispanic population and our Students with Disabilities population, however the growth percentage must be met. The Hispanic students should grow from45.4% to 48.8%, while the Students with Disabilities must grow from 41.7% to 45.3%. English Language Learners’ percentage was 38.7 in the 2013-14 school year. They will experience an gain of 3.8 and meet the goal of 42.5 for the 2014-15 school year.

Gains for this grade level may be attributed to the following: 1. Teachers in that grade level were involved in team teaching. Each teacher was able to focus on two subjects instead of all four subjects. 2. Teachers were trained in the use of Istation, how to interpret the data and use the data to guide instruction. 3. Teachers were given professional development on how to interpret Discovery Education data, and it allowed teachers time to prepare individual student interventions to help with specific skill areas to pull the students up to proficient and advanced. 4. All of our teachers met the requirements for being highly qualified. 5. Implementation of common planning and common assessments among each grade level to assist with lesson planning, data discussions, and sharing of research based strategies.

Providing time for members of all subgroups to participate in extended learning opportunities has been negatively impacted by transportation concerns. We did not have one bilingual mentor for the African population for about 40% of the time because of absenteeism. To help with this, an ESL teacher will include a period during the day for interventions.

Goals for this school year:

Overall Achievement Goals: (Aligned to First to the Top Goals) Goal 1: Increase overall achievement in math for all students from 29.9% to at least 41% proficient/advanced as measured by TCAP by May 2015. Goal 2: Increase overall achievement in reading/language arts for all students from 31.8% to at least 37.6% proficient/advanced as measured by TCAP by May 2015.

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Subgroup Goals: (List each subgroup individually) Below is a comprehensive needs assessment of the entire school using data analysis of NCLB subgroups.

Grade

Subject

3-5 3-5 3-5 3-5 3-5 3-5 3-5 3-5

Reading Reading Reading Reading Reading Reading Reading Reading

Grade

3-5 3-5 3-5 3-5 3-5 3-5 3-5 3-5

P/A Students

All Students Asian Black Economically Disadvantaged Hispanic English Language Learners Students with Disabilities White

Subject

Math Math Math Math Math Math Math Math

P/A Students

All Students Asian Black Economically Disadvantaged Hispanic English Language Learners Students with Disabilities White

Tested 2013-14

Percent P/A 2013-14

230 3 171 215 55 61 36 1

31.8 100 28 31.2 40 36.1 50 0

Tested 2013-14

Percent P/A 2013-14

231 3 172 216 55 62 36 1

29.9 100 23.3 29.6 45.4 38.7 41.7 100

Percent to Grow 201415

Goal for 201415

4.3

36.1

4.5 4.3 3.8 4 3.1

32.5 35.5 43.8 40.1 53.1

Percent to Grow 201415

Goal for 2014-15

4.4

34.3

4.8 4.4 3.4 3.8 3.6

28.1 34 48.8 42.5 45.3

Other Required Goal Areas:  To maintain our attendance rates at95% by spring, 2015.  To create a strong link between parent participation and community involvement with the school by increasing parent/community participation in school related activities by 28% by spring, 2015.

Plan for this school year:

Key strategies to achieve goals: 1.

2. 3. 4. 5. 6.

7.

8.

Teachers, instructional assistants, tutors and the PLC Coach will provide daily opportunities to meet individual needs by increasing student contact time with iReady, Istation, Scholastic News, Accelerated Reader, Study Island web-based programs and other research based interventions. Teachers will maximize the use of the math series, accompanying manipulatives, and computer software, through their daily implementation of the state curriculum mandates. Teachers will maximize the use of the reading series and computer software, through their daily implementation of the state curriculum mandates. The PLC coach, teacher leaders and administrators will continue Differentiated Instruction training as part of school-wide professional development to focus on needs of all groups of learners. Data professional development for teachers and staff will be conducted to assure that all teachers can use and interpret assessment data to determine specific content needs of all students. The principal, PLC coach, and teachers will utilize Professional Learning Communities weekly to discuss teaching strategies and focus on common planning, analyzing data, creating common assessments, sharing best practices and incorporating Common Core Standards. Teachers, Aftercare Coordinator, Extended Learning Coordinator, and principal will increase opportunities for safety net activities by providing extended day tutorial sessions for students in Before and After Care Program three times each week and selected students will participate in an Extended Learning after school tutoring three days each week. Teachers and instructional assistants will provide differentiated instruction daily through common core standards, flexible grouping and center activities that focus on strengthening needs of targeted students.

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9. Teachers will utilize the computer lab on a weekly basis to ensure that required web-based intervention goals are met. 10. Teachers will have access to Accelerated Reader, Study Island, iReady, and Scholastic News to help implement and develop strategies to increase achievement in reading and writing. 11. Teachers will participate in innovative professional development and specialized services in areas of communication, science, technology, engineering, and mathematics. The mission is to assist teachers with closing the achievement gaps among underrepresented students in the instructional areas of math and language/arts through focused teacher training; students through practical application; and exposure to careers in related communication, science, technology, engineering, and mathematics fields. 12. Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs are discussed weekly in data meeting with PLC Coach.

Key strategies to achieve progress for students with the greatest need: 1. 2.

3. 4. 5.

6.

Grade 3-5 students that perform low proficient or basic level in core curriculum, DEA, and/or TCAP will attend the Extended Contract tutoring program that will focus on Reading/Language Arts and Math. Teachers, PLC Coach, principal and instructional assistants will increase opportunities for social studies, fine arts, physical education and science to be integrated into reading/language arts and math daily through the use of resources such as high interest, non-fiction books and specialty classes. Classroom teachers, specialty teachers (ESL), and instructional assistants will implement daily intervention strategies and programs as well as other research based practices intended to improve students’ performance. Teachers, instructional assistants and tutors will remediate students daily who are challenged by benchmark tests. Teachers will use scientifically researched based educational materials to increase the academic achievement of the students. Parents will be trained to work with their children at home. PLC coach, principal, teacher leaders, and instructional assistants will continue to focus on professional development modules related to effective use of differentiated instruction strategies and equity for all students during designated professional development days.

Projected costs and funding sources for key strategies:    

I-Station, I-Ready, and Discovery Education are funded by Shelby County Schools Study Island is Title 1 funded- $3, 671.80 Extended Learning Contract is funded by the state Accelerated Reader is Title1 funded-$3, 684 Discovery Education paper assessments is Title 1 funded-$4, 623.04 Scholastic News is Title 1 funded-$1, 874.21 Additional teacher assistant-$12.71/hr

   Benchmarks Benchmark: for Progress 1. PLC coach and teachers will plan Open House, Family Literacy Night and

other activities to assist parents in their efforts to support their children at home.

Timeline: September 2014 May 2015

2. High quality and ongoing professional development activities are provided in My Learning Plan and by the local school to meet the needs of teachers. Teachers in need of additional PD as seen during observations by the Principal, PLC Coach, Master Teacher, Learning Coach, PIT Crew and Assistant Principal will be recommended.

July 2014, September 2014, October 2014, November 2014, January 2015,February 2015

3. Highly Qualified Teachers, instructional assistants, mentors, and tutors will integrate reading and math strategies and skill development into other content areas daily. The mission is to assist teachers with closing the achievement gaps among underrepresented students in the instructional areas of math and reading/language arts through focused teacher training.

August 2014-May 2015

4. Students will participate in (STEM) science, technology, engineering and mathematics. Students will research, create, and share practical solutions to real world problems, and design, build, program and test autonomous robots. These skills and activities will expose students to careers in related science, technology, engineering, and mathematics fields.

March 2015-April2015

5. Grades meet weekly to collaborate, plan assessments, analyze data, and review data from previous assessments.

August 2014-May 2015 during weekly PLC meetings

6. Students experiencing difficulties mastering standards and have been

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identified for intervention are provided strategies and additional assistance in a timely manner. Federal, state, and local services and programs provided are Discovery Education, iReady, Istation, and Extended Contract. 7. Strategies will be employed to increase effective parental involvement. 8. Strategies to attract Highly Qualified Teachers include raising student achievement, maintaining colloquial culture, and mentoring teachers. 9. Plans for assisting students from early childhood programs to elementary schools and elementary schools to middle schools are implemented throughout the year.

September 2014-May 2015

August 2014-May 2015

August 2014-May 2015

August 2014-May 2015

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SCS Literacy Framework LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS School: Oakhaven Elementary School Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)

Goal Which need(s) does this Goal address?

Increase overall achievement in reading/language arts for all students from 31.3% to at least 37.6% proficient/advanced as measured by TCAP by May 2015. TCAP reading scores showed a slight increase in reading language arts of 29.2 in 2013 to 31.8 in 2013.

How is this Goal linked to the District’s Strategic Plan? The district’s goal is to increase all students scoring advanced or proficient in reading/language arts by 10%. ACTION STEPS

IMPLEMENTATION PLAN

Section B –Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C –For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Action Step

Teachers, PLC Coach, principal and teacher assistants will increase opportunities for social studies, fine arts, physical education and science to be integrated into reading/language arts daily through the use of resources such as high interest, nonfiction books and specialty classes.

Timeline

Sept. 2014May 2015

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Administrative Staff and Teachers, PLC Coach Mendel (Librarian), Teachers

Accelerated Reader software, access to computers, and reading materials, , and other research based instructional materials and Scholastic Magazines

The cost of the Accelerated Reader program, $3,684.00 additional computers/printer provided by the district and nonfiction materials

Evaluation Strategy

Performance Results/Outcomes

Audit of lesson plans, classroom observation notes, Accelerated Reader reports, and student performance results

Improved performance in reading and other content areas,

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SCS Literacy Framework

Action Step

Classroom teachers, specialty teachers (an additional ESL teacher), and instructional assistants will Implement daily intervention strategies and programs as well as other research based practices intended to improve students’ performance

Action Step

Teachers, instructional assistants and tutors will remediate students daily who are challenged by benchmark tests.

Action Step

PLC Coach, principal, teacher leaders, and teacher assistants will continue to focus on professional development modules related to effective use of differentiated instruction strategies and equity for all students during designated professional development days

Sept. 2014May 2015

Sept. 2014May 2015

Aug. 2014May 2015

Administrative Staff and Teachers Instructional Assistants, ESL and Resource Teachers

Journeys materials, in school tutoring teacher, tutors, schedules for Inclusion and instructional materials for special education students; ESL supplies/material and ESL technology resources; ESL position to reduce pupil/teacher ratio; Istation

$25.00 per hour for tutoring services funded by the district, ESL supplies and materials; for ESL technology per teacher funded through ESL budget; $50,000 for an additional ESL teacher funded by that program; materials and resources and two additional assistants for students with disabilities funded through special education/district budget/

Review of student performance data sources; audit of lesson plans and schedules; pre/post test data; review of minutes from common planning and professional learning communities

Formative assessments scores show improved performance in reading/language arts; TCAP results will show improved results

Administrative Staff and Teachers, PLC Coach, assistants, teachers

Research Based Instructional materials, Quick Reads, Journeys Reading Series, reports, tutors, extended day program; schedule for tutoring

Quick Reads, salary of extended day teachers will be paid through District Extended Contract program, SACC

Review of student performance; increased number of students demonstrating success

Students will demonstrate mastery of skills/content; school will achieve its promotion goal

Administrative Staff, PLC Coach and Teachers

Equity and Differentiated Instruction materials for professional development, conferences, and other scientifically research based instructional materials

Equity training materials paid for by Title 1 $833; additional cost for differentiated instruction materials paid for by site budgets

Classroom observations will generate data to support effective implementation of staff development training

More effective instruction will increase student’s ability to perform at higher levels

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SCS Literacy Framework

Action Step

Principal, PLC Coach, and teachers will utilize weekly Professional Learning Communities meetings and weekly common planning sessions to discuss teaching strategies and to share best practices

Action Step

PLC Coach and teachers will plan Family Literacy Night to assist parents in their efforts to support their children at home.

Action Step

Teachers, mentors, tutors and instructional assistants will integrate reading strategies and skill development into other content areas daily.

Action Step

Action Step

Principal, PLC Coach, and teacher leaders will review and analyze results gathered from various data sources monthly

The counselor will activate the school support team to address the needs of identified students each Wednesday of the academic year Students will increase time on task daily by reducing the number of office referrals

Aug. 2014May 2015

November 2014

Sept. 2014May 2015

Administrative Staff and Teachers, PLC Coach

Additional support position for common planning, data, minutes, charts and written feedback from sessions

Administrative Staff and Teachers, PLC Coach

Materials and handouts for parents to take home and refreshments to encourage attendance; ParentLink phone system and flyers to announce the event

Administrative Staff, Teachers Murckson, Bland, Bailey, Shotwell

High school mentors, adopters, and other scientifically research based instructional materials

Sept. 2014May 2015

Administrative Staff, PLC Coach and Teachers

Reports from varied data sources; time to complete task

August 2014May 2015

Administrative Staff, school counselor, psychologist, social worker, resource teacher, and classroom teachers

Referral forms, substitutes to cover classes, data from referring teacher; classroom management plans; incentives for good behavior

No new cost

Materials and resources and $500 for light refreshments to be funded by Title 1 and site budget

Specialty area teachers funded through district

No additional cost

Incentives and awards funded through site budget

Minutes and agendas from sessions will be reviewed to insure instructional focus remains consistent; data will be graphed to show trend in achievement

Analysis of data will show progress and identify areas of challenge as well as students experiencing difficulty and will be communicated to stakeholders

Parent evaluations of sessions; sign in rosters to document attendance; teacher’s feedback about level of parent participation in homework activities

Improved performance due to increased parental involvement

Classroom observation notes to determine level of integration; student and teacher evaluations of programs as to the learning gained from participation

Improved student performance in reading as well as increased articulation of understanding of fine arts

Identify strengths and weaknesses and determine focus areas or students in need of support

SIP action steps may need revision to address findings; communicate status to stakeholders

Review of support team minutes and recommendations; review and graphing discipline referrals each nine weeks to note a decrease

Recommendations are implemented to support student learning; improved school wide discipline

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SCS Literacy Framework

Action Step

Action Step

Action Step

Action Step

Students will improve their writing skills through daily writing using a cross-grade, cross-curricular framework, writing prompts, MIST practices and keyboarding.

Teachers will participate in staff development on, and students will improve reading performance through participation in: Istation, Accelerated Reader, Journeys Supplemental Materials, and Quick Reads.

K-3 Teachers will participate in three intensive reading training sessions that will emphasize phonics and phonemic awareness.

Teachers will gain information after reading and completing the activities in Teach Like a Champion Field Study that will help them understand different teaching strategies.

Oct. 2014May 2015

Aug. 2014May 2015

Administrative Staff and Teachers, PLC Coach, Librarian, Resource Teacher, ELL teachers and Classroom Teachers

Administrative Staff, PLC Coach and Teachers

Mist training, keyboarding, computers, Strategies for Writers, and ongoing professional development

Computers Quick Reads

$0

Charting of student’s individual growth in the writing process through analysis of analytical writing rubric results

Examining students’ writing from the beginning of the year and comparing it to writing at the middle and end of the year to see the progress.

Accelerated Reader funded by Title 1 $3,383

Students’ progress is tracked with Star Testing, Accelerated Reader, Istation, and Comprehension questions in Quick Reads.

Observations made by instructional leadership team will show if teachers brought back meaningful strategies from professional development.

$0

Teacher surveys and feedback

Improvement shown on reading assessments

Teacher surveys, feedback and group discussions

Improvement shown on Report card grades Daily assignments Formative assessment reports Progress reports

Sept. 19, 2014 PLC Coach Feb. 16, 2015

SCS Literacy Department

Training materials provided by Literacy Department

TBD by district

January 2015April 2015

Administrative Staff, PLC Coach

Teach Like a Champion Field Guide

$1, 09.50 funded by Title 1

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SCS Mathematics Framework MATHEMATICS ACTION PLAN DEVELOPMENT School: Oakhaven Elementary School Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address?

To increase the overall achievement in math for all students from 29.5% to at least 41% proficient/advanced as measured by TCAP by May 2015. The mathematics student achievement scores for proficient and advanced on TCAP for students in grades 3-5 decreased form 36.6 in 2013 to 29.9 in 2014.

How is this Goal linked to the District’s Strategic Plan? The district’s goal is to increase all students scoring advanced or proficient in math by 10%. ACTION STEPS

IMPLEMENTATION PLAN

Section B –Descriptively list the action you plan to take to ensure Section C –For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, you will be able to progress toward your goal. Action steps are funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate strategies and interventions which should be scientifically based the action step.) where possible and include professional development, technology, Person(s) Required Projected Cost(s) & Performance communication, and parent and community involvement initiatives Timeline Evaluation Strategy Responsible Resources Funding Sources Results/Outcomes within the action steps of each goal.

Action Step

Action Step

Teachers, instructional assistants, tutors and the PLC Coach will provide daily opportunities to meet individual needs by increasing student contact time with Iready and Study Island web-based programs and other research based interventions

Teachers will maximize the use of math series, accompanying manipulatives, and computer software, through their daily implementation of the state curriculum mandates.

No cost to school; program funded by district budget Iready Computer Certification Sept. 2014May 2015

Administrative Staff and Teachers

Study Island License for year 1 Computers and tables

Aug. 2014May 2015

Administrative Staff and Teachers

Envision Math and Resources Versa Tiles

Study Island license to be funded with Title 1, allocation of additional computers and tables to support programs provided by the district.

No new costs for math program

Administration and faculty review of lab reports (time used and growth noted) Observation of improvement in classroom performance

Audit of student performance using district benchmark test and lesson plans and other resources Improved mathematics performance

Fewer students failing math; increased formative assessment scores; improved performance on tested SPI(s)

Formative assessments scores will show improved performance in math; TCAP results will show improved results

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SCS Mathematics Framework

Action Step

The PLC Coach, teacher leaders and administrators will continue Differentiated Instruction training as part of school-wide professional development to focus on needs of all groups of learners

Aug. 2014May 2015

Action Step

The principal, PLC Coach, and teacher assistants will utilize Professional Learning Communities monthly and weekly common planning sessions to discuss teaching strategies and to encourage teachers to share best practices

Aug. 2014May 2015

Action Step

The principal, PLC Coach, and assistants and teacher leaders will conduct monthly “Parents as Partners” classes to build parent’s capacity to help their children; teachers will plan Family Math Night each semester to focus on activities that may be done at home to support student learning

Action Step

Teachers, Aftercare Coordinator, and principal will increase opportunities for safety net activities by providing extended day tutorial sessions for students in After Care Program three times each week and selected students will participate in after school tutoring three afternoons each week

Sept. 2014April 2015

Aug. 2014May 2015

Administrative Staff and Teachers

Instructional modules designed for staff development

Administrative Staff and Teachers

Additional support position and instructional materials to accommodate common planning for all grades

Administrative Staff and Teachers

Handouts for guides at home and refreshments to encourage attendance; Parent Link phone system and flyers to announce event; materials to create instructional resources for home use

Administrative Staff and Teachers, SACC Coordinator

Stipends for teachers providing tutorial services and snacks for students in extended day tutoring program; retired teacher for tutoring

Quality of instructional strategies and effective use of computers, smart boards manipulative materials and resources

Increased formative assessment scores for math; increased number of students mastering benchmark tests; decreased number of math failures each nine weeks

Minutes and agendas from sessions will be reviewed to insure instructional focus remains consistent

Teachers effectively plan and meet learner’s individual needs

$400 for handouts and $500 for light refreshments funded from site base and Title 1 funds

Parent evaluations of sessions; sign in rosters to document attendance; teacher feedback about level of parent participation in homework; quality of resources created for home use

Students will demonstrate improved math performance on formal and informal tests as a result of more effective instruction

$25 per hour for teachers to be paid from Extended Contract program; and SACC budget for aftercare students No new costs for materials

Comparison of pre and post test results; periodic progress reports/feedback from student’s classroom teachers Higher formative assessment scores Fewer potential math failures

Students will have support at home to assist in their attainment of skills and their performance will improve; increased parental involvement

Professional development kit and other resources

Funding for an additional math and science teacher paid for by Title 1

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SCS Mathematics Framework

Action Step

Action Step

Action Step

Action Step

Teachers and instructional assistants will provide differentiated instruction daily through flexible grouping and center activities that focus on strengthening needs of targeted students

The staff at Oakhaven will implement gender based instructional strategies

Teachers will participate in innovative and specialized services in areas of communication, science, technology, engineering, and mathematics. The mission is to assist teachers with closing the achievement gaps among underrepresented students in the instructional areas of STEM through focused teacher training; students through practical application; and exposure to careers in related communication, science, technology, engineering, and mathematics fields.

Teachers will gain information after reading and completing the activities in Teach Like a Champion Field Study that will help them understand different teaching strategies.

Aug. 2014May 2015

Aug. 2014May 2015

Aug. 2014March 2015

January 2015April 2015

Administrative Staff and Teachers

Administrative Staff and Teachers

Administrative Staff and Teachers

Administrative Staff, PLC Coach

Utilize math program resources to develop center and cooperative learning group activities; the Iready web program

Instructional modules designed for staff development

STEM will provide the necessary materials to complete the challenge

Teach Like a Champion Field Guide

No new costs for materials and resources

No Cost

No Cost

$1, 09.50 funded by Title 1

Informal observation of student’s ability to complete activities will denote progress; classroom observation notes will denote school-wide implementation of step

Audit of student performance using district benchmark test and lesson plans.

Students will demonstrate increased knowledge and skills with higher test scores and better grades in math Identified students in subgroups will have additional opportunities to practice learning and increase their levels of understanding

The training will prepare 3-5 teachers with the content knowledge and skills needed to engage students in finding success in the development of their artifact solutions to real world problems to compete in the CSTEM Challenge.

Increased academic achievement

Teacher surveys, feedback and group discussions

Improvement shown on Report card grades Daily assignments Formative assessment reports Progress reports

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SCS Mathematics Framework

Action Step

Teachers will participate in intense training designed to familiarize then with Common Core State Standards.

Aug. 2014March 2015

Administrative Staff and Teachers

Common Core State Standards Manuals, Videos. Websites

No Cost

The CCSS training will prepare PreK-5 teachers with the content knowledge and skills needed to engage students finding solutions to mathproblems.

Increased formative assessment scores for math; increased number of students mastering benchmark tests; decreased number of math failures each nine weeks

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Elementary School Intervention Plan

2014-2015

School: Oakhaven Elementary School Action Steps

Timeline

Required Resources

Person(s) Responsible

Select members for school level support team; set and publish meeting dates (every 4.5 weeks).

August 2014

SCS RTI2 Manual

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake

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

August-September 2014

District professional development schedule in MLP Site-based fidelity check

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake

Develop and implement building procedures for fidelity monitoring to August 2014-May 2015 include data/usage review and classroom observations in Tier I, Tier II, and Tier III.

SCS RTI2 Manual Checklists, electronic monitoring tools Schedules with who/when/how often Site-based fidelity check

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake

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

September 2014

iReady, Mathematics Istation, Reading Data review, Writing

Tiffany Curry, Rosalind Blake, Classroom Teachers

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

September 2014 December 2014 May 2015

Data from universal screeners, report cards, teacher observation, other student assessment data as appropriate

Rosalind Blake, Tiffany Curry, School Psychologist

Communicate assignments to intervention programs to parents of students involved

September 2014

Parent letters- See SCS RTI2 Manual for examples

Rosalind Blake, Classroom Teachers

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

September-December 2014

Computers/labs Resources for small group intervention

Tiffany Curry, Classroom Teachers

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

September 2014-May 2015 iReady, Mathematics Istation, Reading School choice, Writing

Classroom Teachers

Establish progress monitoring for students receiving interventions— September 2014-May 2015 iReady, Mathematics Istation, Reading biweekly for Tier II and weekly for Tier III School choice, Writing

Classroom Teachers

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

September 2014-May 2015 Student assessment data Attendance records Completed fidelity checklists Teacher observation

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake, Lolita Lark

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

September 2014-May 2015 Parent letters- See SCS RTI2 Manual for examples

Classroom Teachers

Awards Day Program to recognize students for citizenship, honor roll, principal’s list, and HAWK (most improved).

December 2014 and May 2015

Report Card

Allyson Williams, Rosalind Blake, Tiffany Curry

Administer universal screeners in Reading and Mathematics to all

December 2014

iReady, Mathematics Istation, Reading Data review, Writing

Tiffany Curry, Rosalind Blake, Classroom Teachers

School level support team meets to review data and make adjustments to intervention schedules for the second semester, as indicated by the new data.

December 2014

Student assessment data Attendance records Completed fidelity checklists Teacher observation

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake, Lolita Lark

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

December 2014-January 2015

iReady, Mathematics Istation, Reading School choice, Writing

Tiffany Curry, Classroom Teachers

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

May 2015

iReady, Mathematics Istation, Reading School choice, Writing

Tiffany Curry, Rosalind Blake, Classroom Teachers

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

May 2015

Student assessment data Attendance records Completed fidelity checklists Teacher observation

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake, Lolita Lark

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

Note: Schools are free to add additional action steps if they choose, but they will not be required to do so. Components in bold type are site-based decisions; all other components have been determined by the District. On those action steps, schools need only add the names of the responsible parties.

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Oakhaven Elementary School Schoolwide Intervention Plan

Program

Timeline

Person Responsible

Projected Cost(s)

Brief Description

After School Tutoring Program/(SACC and Extended Contract)

August 2014May 2015November, 2014-March, 2015

Tiffany Curry

$9796.00

Allyson Williams

Contract Personnel

Designed to specifically address those students who perform proficient or below in core curriculum or who participates in the SACCprogram.

TCAP Format Everyday

August, 2014May, 2015

Classroom Teachers

No Cost

Used with Common Assessments to help students to become test savvy.

Paid for by the district

Web-based program designed to provide individualized instruction and intervention in math

Paid for by the district

Web-based program to develop and enhance phonics, fluency, comprehension, and vocabulary.

Paid for by Title 1

Web-based program used to develop math science, and social studies.

Curriculum Mapping, Curriculum Guide, Common Core

ESL Teachers

iReady Intervention Technology and Math

September, 2014-May, 2015

Istation

August, 2014May, 2015

Study Island

Special Education Teachers

August, 2014May, 2015

Classroom Teachers Special Education Teachers ESL Teachers Classroom Teachers Special Education Teachers ESL Teachers Classroom Teachers Special Education Teachers ESL Teachers

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Students will read “Accelerated Reader” books daily.

August, 2014May, 2015

Classroom Teachers Media Specialist

Paid for by Title 1

Students will use read and take a test to increase literacy skills.

Quick Reads

September, 2014-May, 2015

Classroom Teachers Teacher Assistants

No Cost Kits are nonconsumable

Students will receive reading instruction using the Quick Read method. The lessons are based on nonfiction stories in science and social studies.

Inclusion, SPED, ESL

May, 2014-May, 2015

ESL, SPED Teacher Bilingual Mentors and Teacher Assistants

No Cost

Designed specifically to address the needs of ESL and SWD students.

16

Oakhaven Elementary School Transition Plan Pre-K to KK Complete Action Plan for assisting in KK transition Action Steps

Timeline

Required Resources

Parents of Pre-K students will meet monthly.

August 2014- May 2015

Handouts, KK curriculum and expectations

May 2015

Handouts, KK curriculum and expectations, KK Family Report card, Honors’ Ribbons

KK Orientation

Send newsletters to Pre-K parents

Classroom visitation for perspective KK students and parents

End of Year KK field trip

August 2014- May 2015

September 2014 December 2014 February 2015 May 2015

May 2015

Letters and handouts

Snacks for participants

Invitations, cost of trip

Person(s) Responsible

Parent Involvement

KK Teachers, Counselor, PLC Coach

Parents will participate in professional development activities

KK Teachers, Counselor, PLC Coach

Parents will participate in professional development activities

KK Teachers

Parents will view newsletters to get a glimpse of the KK curriculum and expectations

KK Teachers, Counselor, PLC Coach

Parents will visit KK classrooms to get a glimpse of KK

KK Teachers

Parents and prospective students will interact with KK students and teachers

17

KK end of year program

May 2015

Invitations

KK Grade Teachers

Parents and students will observe the program and possibly participate

May 2015

Registration Packets

KK Teachers, Counselor, PLC Coach

Parents will pre register students

Pre registration for Pre-K students

18

Oakhaven Elementary School Transition Plan Fifth Grade Transition Plan Action Steps

Timeline

Required Resources

Person(s) Responsible

Parent Involvement

Fifth graders will participate in middle school homecoming activities as a get acquainted activity

September 2014

None

Richards, Davis, Donelson, Visor

Parents will be invited to attend activity.

Invite sixth grade Department Chairs to talk with our fifth graders and parents concerning the academics and extracurricular activities in the Middle School.

May 2015

Richards, Davis, Donelson, Visor

Parents will review handouts and ask questions.

Snacks

Richards, Davis, Donelson, Visor

Students will communicate available class choices to parents.

Handouts Snacks

Fifth graders will participate in a get acquainted activity/walkthrough at the Middle School.

February 2015

Middle School teachers will preregister Fifth graders

April 2015

Registration Materials

Richards, Davis, Donelson, Visor

Parents will complete registration forms.

May 2015

Photographer, Refreshments

Richards, Davis, Donelson, Visor

Parents will attend the promotional exercises and preview a middle school activity.

Fifth graders will attend the eighth grade promotional exercises.

Handouts

19

State-Federal-and Local Programs

List all state educational programs and other federal programs that are consolidated in this plan.

                      

Title I (NCLB) Site-Based Budget Early Childhood Initiative State and Local Board of Education Pre-Kindergarten Assessments Reading Placement Tests Formative Assessment Results (Discovery Assessment) Report Card Disaggregation Criterion Referenced Tests Attendance Reading Progress Monitoring Assessment Reading Unit and End of Year Tests I-Station School Climate Survey District Climate Survey Professional Development Survey School and Community Survey School Conduct Summary Envision Math Common Core Standards PARCC Imagine Learning IReady

20

Teacher Mentoring Action Plan Action Steps

Timeline

Required Resources

Person Responsible

Every new teacher and/or level 1 or 2 teachers at Oakhaven will be assigned a learning coach.

August2014-May 2015

None

Dr. Jerri Jackson, Michell Richards, Rosalind Blake, Rose Monroe

Oakhaven will hold a new teacher orientation.

August, 2014

None

Rosalind Blake, Michell Richards

Learning coach will meet with teachers weekly.

August 2014-May, 2015

None

Michell Richards

Teachers will be evaluated according to their track.

September 2014-April 2015

None

Dr. Jerri Jackson, Tiffany Curry, Rosalind Blake, Rose Monroe, Staci A. Turner

September, 2014-

Cost of a substitute

April, 2015

6 days @ $98.00

New teachers will be assigned PD according to their area of need.

Dr. Jerri Jackson, Tiffany Curry, Michell Richards, Rosalind Blake

21

Family Engagement Plan NCLB Revised 2014-2015 Our Family Engagement Plan provides active participation of parents in the education of their child/children. The Family Engagement Plan at Oakhaven was incorporated jointly with parents and the school staff. Our goal is to prepare parents to be knowledgeable of the skills and information needed to help their children to be successful in school.

Oakhaven Elementary School pledges to encourage parental involvement in the following ways: Assistance is provided to parents in understanding the State’s academic content standards, student academic achievement standards, academic assessments, how to monitor a child’s progress. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Provide meetings at various times that allow all parents to participate in school programs. 4d Parents are notified of the policy in an understandable and uniform format. 4a Have written materials printed in the primary language of the parents. 4o Provide interpreter services when necessary. 4o Title 1 parental involvement strategies are coordinated and integrated with parent involvement strategies under other programs. 4m Provide WEB site information and e-mail addresses. 4f A process is in place to submit parent comments on the school wide program (TSIP) if it is not satisfactory to parents when the school makes the plan available to the district. 4i Accessibility-schools shall provide full opportunities for the participation of parents with limited English proficiency and parents with disabilities. 4o Continue to have daily dialogue throughout the school to ensure success for all students. 4l Develop jointly with parents a School/Parent Compact and Family Engagement Plan. 4e The school provides parents a description of the curriculum and school uses, forms of academic assessments, proficiency levels students are expected to meet. 4g Per parent request, opportunities for regular meetings and respond to any such suggestions as soon as practically possible. 4h Materials and training are provided to help parents work with their children to improve their achievement. 4k To attend and participate in conferences, workshops and instructional activities to educate parents on the curriculum and assessments surrounding their children’s education. 4j Conduct regular and flexible parent meetings to keep parents informed of current events. 4j Provide timely progress reports and parent/teacher conferences to discuss the child’s progress. 4g Convene an annual meeting, at flexible times and invite all parents, to explain and observe the Title I NCLB programs, activities and curriculum. 4c Provide monthly newsletters, calendars, and an informational board of current events to inform parents of school activities. 4f Parents will receive a copy of the Family Engagement Plan and the School Compact. 4a The school’s parent involvement policy/plan is made available to the local community. 4b Utilize our Parent Resource Center to coordinate and integrate family engagement programs and activities. 4k Parents are involved in an organized, ongoing and timely way in planning, review and improvement of the school Parental Involvement plan. 4e Staff is educated with the assistance of parents in the value and contributions of parents. 4l Provide other reasonable support for parent involvement activities per parent request. 4n 22

Oakhaven Elementary School Title I Parent-School Compact Revised 2014-2015 This compact has been jointly developed and agreed upon by Oakhaven School, parents, students and the school staff.

           

School’s Responsibility The school will… Hold annual parent/teacher conferences to discuss the compact as it relates to student achievement. Ensure that parents are given reasonable access to the school staff, to volunteer, and participate in classroom activities. Provide high quality curriculum and instruction in a supportive and effective learning environment to meet the State’s student academic achievement standards. Provide parent activities to support our instructional program and enhance student academic achievement. Provide a safe environment that encourages positive communication between the teacher, parent, and student. Ensure implementation of a strong academic program based on Balanced Literacy Components and Common Core Standards. Stress to teachers the importance of providing regular homework assignments to reinforce classroom instruction. Monitor the attendance of all students and teachers and applauded in various ways. Provide written notification that parents may request information about the qualifications of teachers and paraprofessionals who instruct their children Provide parents with written notification that they have the right to request that their child’s name, address, and telephone number not be released to the military recruiter without prior written consent Provide to each individual parent timely notice that the parent’s child has been assigned to or taught for four or more consecutive weeks by a teacher who is not highly qualified. Provide instructional paraprofessionals who work under the direct supervision of a highly qualified teacher. Principal’s Signature ________________________________________________________________ Student’s Agreement The student will…

    

Wear a uniform everyday. Follow the Student Rules Of Conduct. Complete and return homework assignments. Come to school everyday with supplies needed for classroom work. Attend school daily and complete classroom assignments. Student’s Signature_________________________________________________________________

Teacher’s Agreement The teacher will… Provide weekly progress reports and communication regarding student progress. Provide homework that reinforces skills taught in the classroom. Provide a welcoming, developmentally appropriate atmosphere that is conducive to learning. Provide on going communication with parents through lesson line, progress reports, and telephone calls. Continue to strive to meet and accommodate the needs of each student. Focus on enriched skills to promote academic growth towards TCAP and middle school readiness. Dedicate my time to receiving professional development to gain knowledge that ensures student achievement.

      

Teacher’s Signature________________________________________________________________ Parent’s Agreement The parent will…         

Get my child/children to school on time and to attend daily. Be responsible for supporting learning, monitoring attendance, school work and homework. Work cooperatively with the school to maintain proper discipline. Encourage my child’s efforts and be available for questions and support and participate, as appropriate, in decisions relating to my child’s education, and positive use of extracurricular time. Dress my child in a uniform everyday. Volunteer in my child’s classroom, and participate as appropriate, in decision making in the education of my child(ren). Provide a safe and loving environment and be a positive role model. Provide supplies and necessary materials for school. Return report cards/attend parent teacher conferences.

Parent’s Signature_________________________________________________________________

23

Escuela Primaria Oakhaven Compacto Titulo I de padres-escuela Revisado 2014-2015 Este Compacto ha sido desarrollado junto y de acuerdo por la escuela Oakhaven, padres, estudiantes, y personal de la escuela. Responsabilidades de la escuela La escueladeberá…            

Realizar conferencias de padres y maestros anualmente para hablar del compacto relacionado con el logro del estudiante. Asegurarse que los padres tengan acceso razonable al personal de la escuela, ser voluntarios, y participar en las actividades de la clase. Proveer un currículo de alta calidad y instrucciones en un ambiente positivo y efectivo para el aprendizaje para cumplir con los estándares de logros académicos Estáteles de los estudiantes. Proporcionar actividades para los padres para dar apoyo a nuestro programa instructivo y mejorar los logros académicos del es tudiante. Proporcionar un ambiente seguro que aliente una comunicación positiva entre el/la maestro/a, padres, y estudiante. Asegurar la implementación de un fuerte programa académico basado en Componentes de Conocimiento Equilibrado y Estándares Bás icos Comunes. Recalcar a los maestros la importancia del la proporción de tareas para reforzar las instrucciones de la clase. Monitorear la asistencia de los estudiantes y maestros y aplaudirles en diferentes maneras. Proporcionar notificaciones escritas que los padres pueden solicitar información de las calificaciones de los maestros y para-profesionales que instruyen a sus hijos. Proporcionar a los padres con una notificación escrita de sus derechos de solicitar que el nombre de su hijo/a, dirección, y número de teléfono no sea publicado a los reclutadores militares sin su consentimiento previo y escrito. Proporcional a cada padre individual con avisos puntuales que el padre del niño ha sido asignado a un aprendizaje de cuatro o más semanas consecutivas por una maestra que esta alta mente calificada. Proporcional instrucción para-profesional que trabaje bajo la supervisión de un/a maestro/a altamente calificado.

Firma de Principal ________________________________________________________________ Acuerdo del estudiante El estudiante deberá…     

      

Usar el uniforme todos los días. Seguir las Reglas de Conducta de los Estudiantes. Completar y regresar la tarea asignada. Venir a la escuela todos los días con los útiles necesarios para la clase. Asistir a la escuela diariamente y completar los trabajos asignados en la clase. Firma del estudiante_________________________________________________________________ Acuerdo del maestro/a El maestro deberá… Proporcionar reportes de progreso semanales y comunicación relativa del progreso del estudiante. Proporcionar tarea para reforzar las habilidades enseñadas en la clase. Proporcionar un buen recibimiento, tener una atmosfera apropiada para el aprendizaje. Proporcionar comunicación continua con los padres por medio de lecciones de líneas, reportes de progreso, y llamadas telefónicas. Continuar en esforzarse en alcanzar y acomodar las necesidades de los estudiantes. Enfocarse en el desarrollo de las habilidades para promover crecimiento académico para el TCAP y lectura de escuela media. Dedicar mi tiempo para recibir desarrollo profesional para obtener más conocimiento que asegure logros en los estudiantes.

Firma del maestro________________________________________________________________ Acuerdo del padre El padre deberá…        

Llevar a mi/s hijo/s a la escuela a tiempo y asistir a diario. Trabajar cooperativamente con la escuela para mantener una disciplina apropiada. Animar a mi hijo/a a esforzarse y estar disponible para preguntas y apoyo y participar, como sea apropiado, en decisiones relacionadas en la educación de mi hijo/a, y el uso positivo de tiempo extracurricular. Vestir a mi hijo/a con el uniforme todos los días. Ser Voluntario/a en la clase de mi hijo/a, y participar como sea apropiadamente, en las decisiones que sean hechas con la educación de mi hijo/a/s. Proveer un ambiente seguro amoroso y ser un modelo a seguir positivo. Proveer los útiles y materiales necesarios para la escuela. Regresar las calificaciones/ asistir a las conferencias de padres y maestros.

Firma del padre_________________________________________________________________

24

Oakhaven Elementary School Titre I Parent-école Compact révisée 2014-2015 Ce pacte a été développé conjointement et approuvé par l'école Oakhaven, les parents, les élèves et le personnel scolaire. Responsabilité de l'école L'école sera ...  Tenir des conférences annuelles parents / enseignants pour discuter de la compacte en ce qui concerne le rendement des élèves.  Veiller à ce que les parents reçoivent un accès raisonnable au personnel de l'école, de faire du bénévolat, et de participer à des activités en classe.  Fournir programme de haute qualité et un enseignement dans un environnement d'apprentissage positif et efficace pour répondre étudiants normes de réussite scolaire de l'Etat.  Offrir des activités de parents pour soutenir notre programme d'enseignement et d'améliorer la réussite scolaire des élèves.  Fournir un environnement sûr qui encourage la communication positive entre l'enseignant, parent, et l'élève.  Assurer la mise en œuvre d'un programme académique forte basée sur des composants littératie équilibrée et normes de base communes.  stress aux enseignants l'importance de fournir des missions régulières de devoirs pour renforcer l'enseignement en classe.  Surveiller la présence de tous les élèves et les enseignants et applaudi de diverses manières.  Fournir notification écrite que les parents peuvent demander des informations sur les qualifications des enseignants et des auxiliaires qui instruisent leurs enfants  Fournir aux parents avec notification écrite qu'ils ont le droit de demander que le nom, l'adresse et le numéro de téléphone de leur enfant ne sortira pas au recruteur militaire sans autorisation écrite préalable  Fournir à chaque parent avis en temps opportun personne que l'enfant de la mère a été attribué ou enseigné pendant quatre semaines consécutives ou plus par un enseignant qui ne est pas hautement qualifié.  Fournir auxiliaires pédagogiques qui travaillent sous la supervision directe d'un enseignant hautement qualifié. Signature du principal ________________________________________________________________ L'Accord de l'étudiant L'élève va ...  porter un uniforme tous les jours.  Suivez les règles de conduite des étudiants.  Compléter et retourner devoirs.  Venez à l'école tous les jours avec les fournitures nécessaires pour le travail en classe.  Participer à des missions de classe quotidiennes et complètes scolaires. Signature_________________________________________________________________ de l'étudiant

L'accord de l'enseignant L'enseignant ...  Fournir des rapports d'avancement hebdomadaires et de la communication concernant les progrès des élèves.  Fournir devoirs qui renforce les compétences enseignées dans la salle de classe.  Offrir une ambiance accueillante, approprié au développement qui est propice à l'apprentissage.  Assurer la communication avec les parents d'aller à travers la ligne de leçon, des rapports, et des appels téléphoniques.  Continuer à se efforcer de répondre et se adapter aux besoins de chaque élève.  Mise au point sur les compétences enrichies pour favoriser la croissance académique vers TCAP et la préparation à l'école intermédiaire.  consacre mon temps à la réception de développement professionnel d'acquérir des connaissances qui assure le rendement des élèves. Signature________________________________________________________________ de l'enseignant

L'Accord de Parent Le parent sera ...  amener mon enfant / enfants à l'école à temps et à assister tous les jours.  Être responsable de soutenir l'apprentissage, le suivi participation, le travail scolaire et les devoirs.  Travailler en collaboration avec l'école pour maintenir la discipline appropriée.  Encourager les efforts de mon enfant et être disponible pour les questions et de soutenir et de participer, le cas échéant, dans les décisions relatives à l'éducation de mon enfant, et l'utilisation positive du temps extrascolaire.  habiller mon enfant tous les jours dans un uniforme.  bénévole dans la classe de mon enfant, et de participer, le cas échéant, à faire dans l'éducation de mon enfant (s) à charge décision.  fournir un environnement sûr et aimant et être un modèle de rôle positif.  Fournir fournitures et matériaux nécessaires pour l'école.  bulletins de retour / assister à des conférences de parents-enseignants. Signature_________________________________________________________________ de Parent

25

Professional Development Plan

School: Oakhaven Elementary

Principal: Jerri Jackson

*Beginning PD Budget Amount $5,000.00

Date: 2014-2015 School Year

ILD: Monica Smith

PLC Coach: Rosalind Blake

26

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

1: Increase effective instruction in reading and writing. 2: Increase effective instruction in math. 3: Maintain current attendance rates of 95% by spring, 2015. 4: Improve the relationship between parents, the community, and the school staff. 5: Improve writing skills by February 2015.

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives: Goal 1: Use effective research based reading strategies that will increase student achievement. The number of students scoring proficient or advanced in 2013-14 was 31.8% (AMO). Our goal is to provide effective instruction and professional development that will increase the score from 31.8% to 37.6% as measured by TCAP by May 2015. Goal 2: Use effective research based mathematics strategies that will increase student achievement. The number of students scoring proficient or advanced in 2013-14 was 29.9% (AMO). Our goal is to increase overall achievement in math for all students from 29.9% to at least 41% proficient/advanced as measured by TCAP by May 2015. Goal 3: We reached our attendance goal for May, 2014. We want to maintain our current attendance rate of 95% by spring, 2015. Goal 4: Provide professional development strategies that will help teachers provide a stronger link between parent participation and community involvement for successful development of lifelong learners.

27

Professional Development Plans The following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 1: Use effective research based reading strategies to increase student achievement in reading. Content: What will be learned? Professional development activities will be conducted to teach teachers how to use:  

 





Thinking Maps to help students organize their thinking. Technology as it relates to academic achievement and as a web-based means of teaching math and reading. Strategies in the classroom instruction using Common Core Standards. Implement research based strategies in their own classes and share with grade groups within the school. Professional Learning Communities in which educators work collaboratively in recurring cycles to achieve better results for the students they serve. Manipulatives to increase student achievement.

Process: What effective processes will be used?              

training model study group coaching mentoring team meetings PLC’s On-going workshops research inquiry collaborative work sessions Web-based Blended Instructor led Mediasite

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





Results-Focused - The professional learning activities included in our Professional Development Plan have been proven to improve teaching and learning in schools like ours. We will keep higher academic achievement as the focus of our plan’s implementation. Job-Embedded - Many of the professional learning opportunities will be folded into the workday. Stakeholders will meet in study groups twice monthly, in additional to faculty meetings. Outlook Web APP will be widely used to communicate much of the information traditionally provided in faculty meetings. Collaboration - Stakeholders will use many opportunities to collaborate. The major collaborative strategies include study groups, mentoring, coaching andprofessional learning communities.

28

Professional Learning Activities/Events

Presenters/ Leaders

Implementation Timeline

Expected Outcomes

Teachers and Educational Assistants will be able to use the information learned when teaching reading strategies: Cues, Questioning, and Graphic Organizers

Effective Instructional Strategies

Tiffany Curry

August 2014 November 2014 February 2015 April 2015

TEM 4.0 Training Reflective Practice

Rosalind Blake Rose Monroe

July 2014 September 2014

Teacher will be trained on the new rubric and guidelines and how to incorporate reflective practice to improve teaching and learning

Professionalism Rubric Training

PIT Crew

January 2015

Teachers will be trained on the Professionalism rubric

August 2014, October 2014 January 2015 March 2015

Teachers and Educational Assistants will learn how to use the information on higher order thinking questions to improve academic achievement.

January 2015

The PD will focus on the needs of students and strategies to assist in improving student achievement.

Monthly

Teachers and Educational Assistants will learn how to differentiate instruction to meet the needs of all of the students.

Good First Teaching Techniques

Literacy Interventions

Differentiated Instruction

Tiffany Curry

Tiffany Curry

Learning Communities

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

Estimated Budget

Observation Report cards Daily assignments Formative assessment

No Cost

Sign-in, Observations/Evaluatio ns Evaluation Forms Sign-in Observations/Evaluatio ns Report card grades Observation Progress reports Formative assessments TCAP scores Report card grades Observation Progress reports Formative assessments TCAP scores Observation Progress reports Formative assessments Report card grades Daily assignments

No Cost

No Cost

No Cost

No Cost

No Cost

29

Data Analysis

Common Core State Standards

Learning Communities

September 2014 November 2014 January 2015 March 2015

Rose Monroe, Monica Brown

July 2014 September 2014 October 2014 November 2014 January 2015February 2015

Teachers and Educational Assistants will be able to look at their students’ data and use it as a guide for their instruction.

Teachers will participate in activities/conferences that will prepare them to actively engage their students in Common Core State Standards instruction.

Formative assessment reports Report card grades Daily assignments Formative assessment

No Cost

Report card grades Daily assignments

No Cost

Progress reports Stanford math reports

Technology Integration

Rosalind Blake, Aisha Shank, Tyranny Williams

September 2014 January 2015 March 2015

Teachers will gain information about the use of technology in the classroom.

Reading Interventions

Rosalind Blake Rose Monroe Lakeshia Wright

September 2014 December 2014 March 2015

Teachers and Educational Assistants will learn instructional strategies they can use to increase achievement in reading, science, and social studies.

Allyson Williams Discipline Committee

August 2014

Formative assessment reports Report card grades Daily assignments

No Cost

Formative assessment reports Report card grades Daily assignments

No Cost

Teachers will learn classroom management strategies that increase time on task and reduce discipline problems.

Discipline referrals Conduct grades

No Cost

Teachers and Educational Assistants will be able to provide best practices in reading.

Report card grades Observation Progress reports Daily assignments

Classroom Management Common Sense Classroom Management

Istation

Discovery Education

Aisha Shank Teri Shoup Rosalind Blake Rose Monroe Lakeshia Wright Grade level chairs

August 2014 September 2014 October 2014 Monthly

Teachers and Educational Assistants will use the

Reports

No Cost

No Cost 30

computer to motivate, monitor, and manage students’ reading practices.

Study Island Formative Assessment/Data Analysis

Dr. Jerri Jackson Tiffany Curry Rosalind Blake

September 2014 November 2014 January 2015 March 2015

Teachers will learn to monitor progress of students and make instructional decisions

Report card grades Daily assignments Formative assessment reports

$500 cost of Substitutef or 5 days

Report card grades October 2014 Scholastic News

Grade Level/PLC Teams

December 2014 February 2015

Quality Work

Standards-Based Learning/ Teaching/Grading

Dr. Jerri Jackson Tiffany Curry Rosalind Blake Professional Learning Communities

PLC Meetings

Daily assignments Teachers will share ideas and discuss ways to integrate Scholastic News to help increase literacy.

November2014 January2015 March 2015 May 2015

Teachers and Educational Assistants will be able to engage students in the learning process that is the best way for them to succeed in school.

September 2014 December 2014 February 2015

Teachers and Educational Assistants will learn strategies they can use in the classroom to effectively implement standards-based learning/teaching/grading.

Report cards grades, Progress reports, Formative Assessments reports

No Cost

Report card grades Daily assignments Formative assessment reports Report card grades Daily assignments Formative assessment reports Progress reports

No Cost

No Cost

31

Goal 2: Use effective research based math strategies to increase student achievement in math Content: What will be learned? Professional development activities will be conducted to teach teachers how to use:  

 







Differentiated Instruction strategies to help meet the needs of each student. Technology as it relates to academic achievement and as a web-based means of teaching math. Strategies in the classroom that provide instruction using the inquiry method. Implement research based strategies in their own classes and share with grade groups within the school. Content, skills and strategies gained from participation in the Stanford Math workshops Professional learning communities that will serve as a vehicle to increase awareness of best practices among stakeholders and to provide instructional support to teachers as they strive for excellence. Teachers and Educational Assistants will learn how to use manipulatives to increase student achievement.

Process: What effective processes will be used?               

training model study group coaching mentoring team meetings PLC’s On-going workshops research inquiry collaborative work sessions Web-based Blended Mediasite Instructor Led conferences

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





Results-Focused - The professional learning activities included in our Professional Development Plan have been proven to improve teaching and learning in schools like ours. We will keep higher academic achievement as the focus of our plan’s implementation. Job-Embedded - Many of the professional learning opportunities will be folded into the workday. Stakeholders will meet in study groups twice monthly, in additional to faculty meetings. Lotus Notes will be widely used to communicate much of the information traditionally provided in faculty meetings. Collaboration - Faculty and community members will use many opportunities to collaborate. The major collaborative strategies include study groups, mentoring, coaching and professional learning communities.

32

Professional Learning Activity/Events Title

Presenter/ Leaders

Implementation Timeline

Expected Outcomes

Differentiated Instruction

Learning Communities (one teacher per grade)

Monthly

Teachers and Educational Assistants will learn how to differentiate instruction to meet the needs of all of the students.

Rosalind Blake

Monthly

Teachers will learn strategies on how to make using the curriculum guides and good first teaching strategies their first instructional tool.

Michell Richards, Aisha Shank, Felecia Franklin

September 2014 January 2015 March 2015

Teachers and Educational Assistants will use the smart board to enhance their teaching of mathematics.

September 2014

Teachers and Educational Assistants will learn strategies they can use in the classroom to effectively Implement standards-based learning/teaching/grading. Teachers will be provided strategies that will help them manage their classrooms; thereby provide effective instruction

Good First Teaching Instructional Maps

Technology Integration

Standards-Based Learning/Teaching/ Grading

PLC Meetings

Responsive Classroom Training

District level workshops

December 2014 February 2015 August 2014

Data Analysis

Learning Communities

September 2014 November 2014 January 2015 March 2015

Common Core State

Rose

July 2014 September 2014

Teachers will understand that analysis of classroom data will reveal strengths and weaknesses in instructional implementation. Teachers will participate in activities/conferences that will

What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) Formative assessment Report card grades Daily assignments Progress reports Stanford math reports Formative assessment reports Report card grades Daily assignments Formative assessment Report card grades Daily assignments Progress reports iReady math reports Report card grades Daily assignments Formative assessment reports Progress reports

Estimated Budget

No Cost

No Cost

No Cost

No Cost

Report card grades Daily assignments

No Cost

PLC Meeting RecordiReady math reports Daily assignments Progress reports Formative assessment Report card grades

No Cost

Formative assessment Report card grades Daily

No Cost 33

Standards

Monroe, Monica Brown

October 2014 November 2014 January 2015 February 2015

prepare them to actively engage their students in Common Core State Standards instruction.

Rosalind Blake iReady

Tiffany Curry KK-5 Teachers

Formative Assessment/Data Analysis

Rosalind Blake

assignments Progress reports Stanford math reports

September 2014January 2015April 2015

Teacher will participate in activities that will help incorporate iReady and reports in intervention programs.

Formative assessment Report card gradesDaily assignmentsProgress reportsiReady math reports

No Cost

November 2014January 2015March 2015

Teachers will learn to monitor progress studentsand make instructional decisions

Report card grades Daily assignments Formative assessment reports

$500 cost ofSubstitute for 5 days

34

Goal 3: Maintain Current Attendance Rates of 95% by Spring 2015

Professional Learning Activity

Presenter/ Consultant

Weekly Data Dig into Discipline

Dr. Jerri Jackson Tiffany Curry Allyson Williams Classroom teachers

Responsive Classrooms

Dr. Jerri Jackson Tiffany Curry Rosalind Blake Classroom Teachers

Date

August 2014 May 2015

August 2014 May 2015

Expected Outcomes

Principal and assistant principal will review by class and by students weekly to target teachers in need of classroom management assistance and students in need of support team referrals Reduced number of discipline referrals; improved performance as a result of time-on-task; fewer suspensions Improved behavior and increased academic performance due to effective instructional program and less discipline referrals that result in suspensions

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

Estimated Budget

Referral forms; classroom discipline graphs; SMS/Chancery reports

No Cost

Observation data will reflect degree of implementation and effectiveness; daily attendance reports show areas of concern

Responsive Classroom materials have been purchased.

35

Goal 4: Provide professional development strategies that will help teachers provide a stronger link between parent participation and community involvement for successful development of lifelong learners. Professional Learning Activity

Pastries for Parents/Books for Bonding

Literacy Night

Parents and the TCAP

Technology and Student Achievement

Presenter/ Consultant

Date

Rosalind Blake

Dec. 2014

Rosalind Blake Grade level teachers Librarian

October 2014

Rosalind Blake

March 2015

Pamela Mendel

October 2014

Expected Outcomes “Pastries for Parents” and “Books for Bonding” Parents will select a book from the book basket to read to their children. Parents will also enjoy pastries. The book selection will encourage parents to read to their children at home. Students will be introduced to literature. Teachers will read books to the students and share their love of reading. We will have light refreshments. Parents will be given test taking, reading, and math strategies they can use to help their children improve test scores. Parents are able to access teacher web pages for information and to utilize technology to assist them

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

Estimated Budget

Student progress reports Report card grades TCAP scores Surveys Evaluations

$200.00

Surveys

$200.00

Student progress reports Report card grades TCAP scores

No Cost

Student progress reports Report card grades TCAP scores

No Cost

36

with content knowledge. Teaching Twenty-four Hours a Day “Parents as Teachers”

Rosalind Blake

Keeping Our Students Safe

Allyson Williams

Annual Title 1 Meeting/Open House/Family Math Night

All Teachers And Administrative staff

Family and Community Literacy Day

All Teachers

February 2015

Sept. 2014

Sept. 2014 January 2015

May 2015

Parents will be encouraged to use teachable moments to help their children learn. Parents and school staff will develop research proven safety rules and procedures for ensuring that a safe and disciplined learning environment isbeingimplemented.

Parents will learn strategies they can use to help their child achieve in math and other subjects.

Parents will learn strategies they can use to help their child achieve in reading. Parents will select a book from the book basket to read to their children. Parents will also enjoy light refreshments. The book selection will encourage

Student progress reports Report card grades TCAP scores Surveys

No Cost

Office referrals

No Cost

Student progress reports Report card grades TCAP scores Surveys Evaluations

$500.00

Student progress reports Report card grades TCAP scores Surveys Evaluations

$500.00

37

parents to read to their children at home.

Data Review for Parents

Teachers Grades 1-5

Nov. 2014 January 2015 March 2015 May 2015

Parents will receive copies of child’s DEA individual student report and TCAP results.

Individual Reports Evaluations Surveys

$500.00

38

Federal Programs, Grants, and Compliance School Addendum Checklist  Action Plan

 Intervention Plan

 Transition Plan

 Technical Assistance Report

 List of current State/Federal Programs

 Teacher Mentoring Plan

 Family Engagement Plan/Parent Involvement Plan

 School Compact

 Professional Development Plan

School: _Oakhaven Elementary School

PLC Coach: Rosalind Blake 39

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Oakhaven Elementary School - Shelby County Schools

Oakhaven Elementary School Revised TSIP 2014-2015 Dr. Jerri Jackson, Principal Tiffany Curry, Assistant Principal Rosalind Blake, PLC Coach Shelby ...

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