SIP Title I Table of Contents Cover Page 1 TSIPP Assurance Page 2 Table of Contents 3 Component 1a: School Profile and Collaborative Process 5 SIP Leadership Team Composition 6 Subcommittee Formation and Operation 7 Data Sources 13 School and Community Data 14 Instruction by highly qualified staff 17 Component 1b: Academic and Non-Academic Data 24 Variety of Academic and Non-Academic Data 25 Data Collection and Analysis 27 Report Card Data Disaggregation 32 Narrative Synthesis of all Data 37 Comprehensive Assessment 40-41 Prioritized List of Goal Targets 42 Component II: Beliefs, Mission, and Vision 43 Component III: Curricular, Instructional, Assessment, Organizational Effectiveness 45 3.1 Curriculum Practices 46 Strategies to increase parental involvement 46 Offer timely assistance to low achieving students 49 Coordination and integration of Federal, state, and local service programs 49
Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective Effective What data source(s) do you have that support your answer? (Identify all applicable sources) TCAP scores, report Unit Weekly Tests, Formative Assessment, Professional Development logs Unit Tests, Formative Assessment, TCAP, Learning Village Lesson Plans Common Core Standards TCAP , Formative Assessment, Unit Tests Unit Tests, Formative Assessment, Reading Street, Weekly Selection Tests ED Plan, TCAP Scores, Formative Assessment, , Mentoring Teacher evaluations, Progress Monitoring Unit Tests, Formative Assessment, TCAP, Learning Village, Common Core Standards Unit Tests, Formative Assessment, TCAP, Evidence of effectiveness or ineffectiveness in terms of quantifiable improvement) Report card grades Formative Assessment & TCAP results An increase of 4% in TCAP reading scores An increase of 8% in TCAP math scores Lucie E. Campbell made a gain of 8% percent in our TCAP math scores Lucie E. Campbell made a gain of 4% percent in our reading scores An increase of 4% in TCAP reading scores An increase of 8% in TCAP math scores An increase of 4% in TCAP reading scores An increase of 8% in TCAP math scores An increase of 4% in TCAP reading scores An increase of 8% in TCAP math scores Current Curricular Practices School uses the TN Dept. of Ed. State approved standards & provides training to staff in the use of standards Curriculum is Prioritized and Mapped School has implemented a grade appropriate standards based cohesive math model School has implemented a grade appropriate standards cohesive based literacy model Monitoring is in place for enhancing the quality of curriculum and instruction Teaching & Learning Materials are correlated to the State Standards and are distributed to the instructional Staff School communicates a shared vision of what students should know & be able to do at each grade level to stakeholders through a variety of media formats. Evidence of equitable school support for this practice Common planning time, Professional Development meetings Professional Learning Community meeting minutes, Conferences, Leadership Council meetings, Professional Development, Newsletters, Marquee Lucie E. Campbell has a daily practice of 75 minutes of math instruction, which includes Calendar Math -Every Day Counts, Envision Stanford Math Lucie E. Campbell has a 90 minutes reading block. Classroom observation schedule, Weekly Professional Learning Community meetings, Bi- Weekly Leadership meetings, Grade level meetings MCS Curriculum Guides, TN Dept. Of Ed. available to all teachers Professional Development, Professional Learning Community Meetings
3.2. a: Instructional Practices Current Instructional Practices Classroom Instruction is Aligned with Standard Based Curriculum Students are Provided with Multiple Opportunities to Receive Additional Assistance to Improve Their Learning Beyond the Initial Classroom Instruction Students are Actively Engaged in High Quality Environments as Supported by Higher Order Thinking Skill Teachers Incorporate a Wide Range of Research Based Student Centered Teaching Strategies Teaching Process is Data Driven Classroom Organization and Management Techniques Support the Learning Process Evidence of Practice (State in definitive/tangible terms) Teachers incorporate research based instructional strategies and methods for teaching differentiating instruction in their lesson plans Teachers utilize small group instruction. Data notebooks are used to track students’ progress. Before, During and After School tutoring is provided in Reading, Writing and Math for Tier II and Tier III students. . Classroom libraries and workstations have been established. Morning Meetings are held Teachers utilize the following research-based practices to center instruction: small group Technology Guided Reading, Morning Message, Differentiated Instruction Workstations (math & reading) Thinking Maps Data notebooks are used to track students’ progress Teachers meet weekly to discuss assessment data results in order to plan meaningful lessons as evident through sign in sheets, agendas, minutes from the PLC meetings and lesson plans. Students practice school wide and classroom routines and procedures that enhance the instructional program. School wide and classroom procedures are posted and verbally stated via morning announcements and during classroom instruction respectively. Is the current practice research-based? Yes Yes Yes Yes Yes Yes Is it a principle & practice of schools? Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Ineffective Ineffective Ineffective Effective What data source(s) do you have that support your answer? (identify all applicable sources) Lesson Plans, Data Notebooks, SPI Tracking Form, Teacher observation, weekly testing, Formative Assessment reports, Unit Test results, TCAP scores, Room Environment Checklist, TCAP, Classroom observations, Student work & products AIMSWEB reports, Formative Assessment reports, Unit Test results, TCAP and Headsprout. Formative Assessment reports, Unit Test results, early literacy test, TCAP scores, SPI Tracking Forms Discipline Referrals, TCAP, Classroom Observations
Current Assessment Practices Uses student assessments that are aligned with the Tennessee Dept. of Education standards based curriculum Ensures that the appropriate assessments are used to guide decisions relative to student achievement Uses a Wide Range of Assessments, CRT, NRT, curriculum based assessments, etc. Provides Support and Technical Assistance Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning Provide Professional development in the appropriate use of assessments Evidence of Practice (State in definitive/tangible terms) Memphis City School Formative Assessments TCAP Unit Common Assessments Teachers receive professional development in the use of Data Disaggregation for instructional planning and increase student achievement. Teachers use and analyze student reading and math data in weekly planning of lessons. TCAP Writing Process is Practiced and daily Journal Writing is used to assess students Unit Test, Writing Assessment TCAP Achievement Test, Formative Assessment tests, Basal Reading, and Math test TCAP contains both CRT and NRT assessment components MCS Technology Formative assessment NW Team, TAS, NW Coach (Math/Literacy) MCS PD Dept MCS Research Dept. Various opportunities for two-way communication is encouraged. Newletters Weekly Folders Parent/Teacher Communication Logs, Report TCAP scores, Progress Reports, Renaissance reports Parents’ Conferences, Grade-Level meetings, Family Math and Science Nights, Report Card Informational Night, TCAP Informational Breakfast The Instructional Facilitator develops and helps with interpreting and understanding programs, data and assessments. Teachers attend district professional development offered at the Teaching and Learning Academy. District Video professional development on-site, provides teachers with training on “Best Practices” and strategies to use in “Good First Teaching” Is the current practice research-based? Yes Yes Yes Yes Yes Yes Current Assessment Practices Uses student assessments that are aligned with the Tennessee Dept. of Education standards curriculum Ensures that the appropriate assessments are used to guide decisions relative to student achievement Uses a Wide Range of Assessments, CRT, NRT, curriculum based assessments, etc. Provides Support and Technical Assistance Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning Provide Professional development in the appropriate use of assessments Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Yes Yes
Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective What data source(s) do you have that support your answer? (Identify all applicable sources) Voyage Data Renaissance Assessment Data TCAP Data Aimsweb Lesson Plans Ed Plans Formative Assessment Data Student Data Notebooks IEP’s Teachers collaborate during “Common Professional Learning Community meetings SPI Tracking Sheets Progress Reports, Report TCAP Data, Formative Assessment Ed Plan Stanford Math Renaissance, Aimsweb Formative Assessment, Ed Plan Increased numbers in parent and community participation and communications. Higher levels of parent and community involvement. The school-based Leadership Team is active in promoting students’ achievement Professional Development Logs and Evaluations, Lesson and Classroom Walkthroughs indicating observation of various methodology Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) E. Campbell made Adequate Yearly Progress (AYP) Formative assessment results for reading and math showed some improvement in some classes. Various assessments have driven student instruction TCAP writing results have increased E Campbell made a slight increase of 3% in TCAP reading scores and an increase of 1% in math scores. The report indicates we did not make AYP Some teachers assess their students and imput the data in a timely fashion Parents’ communicating through phone calls, visits and letters, Parents signing students’ conduct and daily work folders, progress reports. The school and district provides opportunities for parent conferences. E. Campbell made its Adequate Yearly Progress, (AYP) Current Assessment Practices Uses student assessments that are aligned with the Tennessee Dept. of Education standards curriculum Ensures that the appropriate assessments are used to guide decisions relative to student achievement Uses a Wide of Assessments, CRT, NRT, curriculum based assessments, etc. Provides Support and Technical Assistance Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning Provide Professional development in the appropriate use of assessments Evidence of equitable school support for this practice On-going professional development to support the implementation and use of Teachers meet weekly to discuss and analyze data. Professional Learning Community Meetings, All teachers use a variety of high Professional Learning Communities, (PLC). The Instructional Facilitator serves to Teachers send home progress reports, newsletters each Wednesday. , Work folders, school information and Instructional Facilitator and teachers using “common planning time” weekly to collaborate.
Lucie E. Campbell does provide on-going professional development that focuses on assessment strategies.. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. All teachers are using the available funds to target the needs of their students. Based on the data, are we accurately meeting the needs of all students in our school? Yes. Equity and adequacy is provided to all teachers with funding for training and materials to support teachers in assessing students. 3.3.c: Assessment Summary Questions What are our strengths and how do we know? Lucie E. Campbell teachers utilizes a variety of assessment tools to accurately gauge the levels of our learners. The assessments include Aimsweb, Scott Foresman Selection and Unit Tests, Renaissance Learning Formative Assessment Program and TCAP. Teachers also use teacher-made tests to determine understanding, monitor and adjust their teaching. Teachers are afforded “common planning time” weekly to plan and analyze assessment data. Additionally, a Edplans are devised and maintained throughout the academic school year on each identified It includes the strengths and limitations of those students who test below 70% in reading and math. Results from assessments are analyzed and used in faculty and PLC meetings to drive instruction. The teachers identify the areas of strengths and deficiencies of each student in their class. The students are homogeneously grouped according to skill deficiencies and teaching strategies are customized to meet the needs of the students. Report of Assessment Results The office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments: TCAP TCAP Writing Assessments This school provides individual student assessment results to parents for the following assessments: Weekly assessment tests from all subject areas Memphis City Schools Formative Assessments – Discovery Education Unit assessment in reading and mathematics Weekly Progress Reports from classroom teachers – inclusive of student assessments Mid Nine progress Reports/Deficiency Notices Quarterly Report
morning announcements collaboration in all grades. in fifth and sixth grades, team teaching and mentoring are in place to ensure success in teaching and learning. Lesson plans are submitted weekly and are aligned with district and state mandates. skills. Teachers prepare and conduct staff development activities along with the administration and instructional facilitator. Everyone participates in book studies and current research practices. Emergency Management Response Team and Student Leadership Committee. The school provides scheduled safety drills and has a Multi-Hazard plan in place. Child Abuse Suicide Prevention Hazardous Chemicals Sexual Harassment Character Education Saturday school tutorial programs to meet the needs of our students. Family Math and Science Nights Parent/Teacher Conferences Report Card Informational Leadership Committee Is the current practice Yes Yes Yes Yes Yes Yes Current Organizational Practices School’s beliefs, mission and shared vision defines the purpose and direction of the school. Organizational processes increase the opportunity for success in teaching and learning. Organizational practices and processes promote the effective for all students. School provides continuous professional development for teacher. School is organized to be proactive in addressing issues that might impede teaching and learning. School is organized to engage the parents and community in providing extended learning opportunities for children. Is it a principle & practice of schools? Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective What data source(s) do you have that support your answer? (Identify all applicable sources) Observation, school-climate survey Common Characteristics and Best Practices of High Quality Schools Checklist Classroom observations, ninety minute literacy block, seventy-five minute math block, 20-30 minutes of EPGY, daily schedules, data notebooks, assessment data, Minutes and agendas for Professional Learning Communities submitted weekly. Professional Development Logs submitted each nine weeks. Handouts Faculty Meetings Climate surveys, Drill schedules, Lesson plans and Emergency “Go Kits” in each classroom Parent/Student Handbook Behavior Logs Multi-hazard Handbook Weekly communication folders, parent newsletters, school calendar, assessment data and attendance reports IEP Meetings Agenda Books
Responsive Classroom Headsprout District Code of Conduct Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Increase of shared responsibility according to school climate survey; faculty, staff and students can communicate mission and vision Curriculum guides provided on-line for all teachers, SPI tracking forms for grades 3-6 Schedules that allow common planning time and uninterrupted instructional blocks Teacher evaluation process, Administrative feedback, Principal reminders on timeliness Information presented is used in the classroom and monitored. Teachers attend and off campus professional meetings. Positive results from climate survey Parents and community representatives are actively involved in the school’s efforts to promote academic achievement. Pre and post-assessments are given to track students’ progress. Parents are welcomed as volunteers and solicited to proctor for TCAP assessment. Current Organizational Practices School’s beliefs, mission and shared vision defines the purpose and direction of the school. Organizational processes increase the opportunity for success in teaching and learning. Organizational practices and processes promote the effective for all students. School provides continuous professional development for teacher. School is organized to be proactive in addressing issues that might impede teaching and learning. School is organized to engage the parents and community in providing extended learning opportunities for children. Evidence of equitable school support for this practice All stakeholders participated in the development of beliefs, mission and vision statements. Classroom teachers are scheduled at four hours of planning time per week. This allows for one or more days of grade level planning. District and requirement Specific professional development is provided as needed using information taken from T.E.M. Professional Development evaluation forms. Presentations are made by teachers from all grades and by administrator. Safety information is shared with students and parents. Safety procedures are practiced by students, faculty and Extended learning opportunities are made available free to students. Next Step (changes or continuations) Continue to include all Continue to use scheduling and strategies that will impact the teaching and learning. Continue to implement schedules as written. Continue to participate in book studies, conferences and seminars. Continue to review and update these plans to promote a productive, safe learning environment. Continue to increase parental and community involvement. site
Instructional Facilitator Leadership Teams, D. Smith NW Literacy Coach, Versa Evans, TAS, Adopters Tumble World Book Online The organization will host Every Child Reads in which students read 20 minutes nightly. Start Date: 09/21-11 End Date: 05/12 B. Thomas, Principal; Librarian Classroom Teachers, Literacy Team, Parents, Students, D. Smith NW Literacy Coach, Versa Evans, TAS Every Child Reads Campaign Reading Logs Tumble Books Classroom Libraries RIF, Tumble Books, Trade Books Ink, Paper AR Technology Title One $10,000 Teachers will monitor student Reading Logs. Students/Parents will track student reading AR Reports Increased student reading fluency, Students will intrinsically select reading as a leisure time activity The organization will host weekly PLC meetings to discuss data – common assessment and plan classroom activities and strategies, to evaluate effectiveness, in order to plan for differentiated instruction, to organize timely additional assistance to students experiencing difficulty. Start Date: End Date: 05/12 B. Thomas, Principal S. Sullivan, IF Student Data, Action Plan. Data Notebooks, Learning Village Lesson & Curriculum Guides. Curriculum At A Glance, Title I Funded $500.00 Teachers will collect PLC Weekly Minutes. Teachers will analyze all test data and determine individual student interventions based upon data analysis. Students will meet the 66% Reading/Language Arts proficiency benchmark for AYP ACTION STEPS IMPLEMENTATION PLAN Goal 1 cont. Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes Teachers will provide opportunities for students to practice in TCAP testing format in the form of: Discussion of the learning Morning Meeting that reinforce literacy SPI’s Individual and activities Work Stations Date: End Date: 04/12 B. Thomas, Principal R. King, School Counselor Classroom Teachers, S. Sullivan, Instructional Facilitator, D. Formative Assessment Common Core TCAP Coach EDPLAN Failure Free Reading Test Ready Books Classroom Libraries Chart Tablets State, District Title I Funding $1,000 Observations Walkthrough Students will meet the 66% Reading/Language Arts proficiency benchmark for AYP Students will be able to verbalize the learning
information and student thinking and to improve skills in content, vocabulary, meaning and writing organization and process. End Date: 05/12 Professional Learning Communities, D. Smith NW Literacy Coach, Versa Evans, TAS Walk through Writing assessment higher order thinking skills, The school will organize a school wide weekly writing schedule to be used on each grade level. grade students, parents, and teachers will organize a Saturday Writing Camp to be held in January. The camp will reinforce/ review and focus on gaining a deeper understanding of the writing standard. Start Date: End Date: 02/12 B. Thomas, Principal S. Sullivan, IF PLCs and Cross grade teams Folio Assessment, School wide Writing Prompts, Teacher Stipend Materials, copier Computers, Author’s Chair, Portfolio, Snacks Saturday School Title I $10,000 Administration & teachers will analyze results of assessments, Use state rubric to grade writing samples, Compare each student’s growth in ability Students school-wide will develop effective writing skills that address state standards. Students in the 5th grade will increase the total number of proficient scores of 4 and above on the TCAP Writing Assessment. Highly Qualified staff will team to differentiate the instruction. GOAL 2 – Action Plan Development Goal Lucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient/advanced in Math in all subgroups in order to meet adequate yearly progress (AYP) and the NCLB benchmark of 60% of students scoring proficient/advanced in 2011-2012 Which need(s) does this Goal address? This goal addresses our need to reach and maintain the NCLB standards. Mathematics-Action Steps (K-6). All Students, African American Students, Students with Disabilities, Economically Disadvantaged Students and students with disabilities in math as reflected by test scores in grades 3-6. Other race representations are very minor. How is this Goal linked to the system’s Five-Year Plan? This goal is linked to the systems five year plan in that it is aligned with goals: 1 – To create an academically challenging, safe, supportive and effective learning environment; 5 – To establish high levels of accountability for academic and fiscal performance throughout the system and 6 – To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population. ACTION IMPLEMENTATION PLAN
NW Math Coach, Versa Evans, TAS Suzanne Thomas MCS The organization will host tutoring programs Before, and on Saturday school in order to offer timely assistance to low achieving students Start Date: 11-05-09 End Date: 04/12 B. Thomas, Principal Classroom Teachers, Federal programs & grants, R. Arnold NW Math Coach, Versa Evans, TAS Extended Contracts Interventions: Common Core TCAP Books I (SES funds) Title I $10,000 Extended Contracts/ Tutorng Teachers will analyze data from Pre & Post test, Teacher Observations, Test Scores, Student Work, Progress Reports, Report SES Provider Reports Increase student Math proficiency by 10% over the 2012 TCAP test results. Teachers will use Math vocabulary word will be utilized during math instruction. H.Q teachers will integrate content areas of literacy, science, and social studies during the implementation of the math curriculum. Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal S. Sullivan , IF Coordinator, R. Arnold NW Math Coach, Versa Evans, TAS Envision Math Vocabulary Word Paper TN Graded Voc. Word List/ Powerpoint Science and Social Studies curriculum District Funded Title I 500 Formative Assessment Math Journals Rubric/Products Projects Students will increase math terminology and higher-order thinking skills will be promoted. Increase Science and Social Studies scores ACTION STEPS IMPLEMENTATION PLAN Goal 2 cont Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes Teachers will use Stanford Math, Discovery and Versa Tiles as additional instructional tools to teach and provide practice for TCAP. Date: 08-08-11 End Date: 05/12 B. Thomas, Principal, S. Sullivan, Instructional Fac R. Arnold NW Math Coach, Versa Evans, TAS Professional Learning Communities, BOE IT Websites Laser printers Computers Versa Tiles Ink, Computers District and I Funded $10,000 Teachers will review the following to compare data of the effectiveness of … Teacher Observations, TCAP, Formative Assessments, TCAP Stanford Math Students will meet the 60% math proficiency benchmark for AYP or will increase math scores by 10% over the 2012 TCAP test results. Students will develop higher order thinking skills. Enhance student comprehension of concepts
be provided with TCAP focus mathematical problem solving activities, math games, and math learning strategies that will connect home and school 0/0/12 R. Arnold NW Math Coach, Versa Evans, TAS Coordinator, T. Thompson Agenda, Sign In Sheets Supplies provided by teachers relates to effectiveness. Additional assistance to students experiencing difficulty Teachers will participate in high quality professional development workshops to learn various scientifically-base research strategies and practices to differentiate instruction and assist students in Math. Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal Classroom Teachers S.Sullivan, Instructional Facilitator, R. Arnold NW Math Coach, Versa Evans, TAS District, Myra Whitney School Reform: First Six Weeks of Schools Classroom Spaces that Work Turn About Schools Goals Robert Marzano -What in Schools -Teaching and Adv Vocabulary Annette Breaux -Seven Simple Secrets/Rigor -MCS Tech Prof. Dev. Title I $5,000 Lesson Smart Goals Student Products Formative Assessment Results Highly Qualified teachers will implement research based strategies and practices Students will meet the 60% Math proficiency ACTION STEPS IMPLEMENTATION PLAN Goal 2 cont. Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes Teachers will use assessment data to determine instructional objectives and target individual and groups of students on a daily basis. Intervention Strategies Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal, Teachers, Tutors, Interventionist S. Sullivan, IF, R. Arnold NW Math Coach, Versa Evans, TAS Data Notebook Three ring binders, Dividers, Computers, Data Tracking Forms- MCS Printing, Ink – Office Depot Web-Sites, School Report Card, , SMART Goals Book Title I $1,000 Grade level minutes Data Notebooks Assessment Reports: AIMSweb, Formative Assessment, Stanford Math Increase student proficiency level.
gain understanding of how to communicate attendance concerns with parents. End Date: 05/12 B. Thomas Principal, S. Sullivan Instructional Facilitator data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program throughout the school year The organization will identify students who have more than three absences per nine weeks. Date: End Date: 05/12 B. Thomas Principal S. Sullivan, Instructional Facilitator, SART Team R. King, School Counselor Chancery SMS Report District Funded Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program To maintain or increase student attendance rate of 95% throughout the 2011-2012 school year ACTION STEPS IMPLEMENTATION PLAN Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes Attendance secretary and teachers will call parents of students that are chronically absent Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal School Wide Discipline Committee, Truancy Support Committee, R. King, Professional School Counselor, Teachers, Secretary Absent Call List District Funded Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program To establish an increase in student attendance rate throughout the school year 2012 2012
Decrease in office referrals for misconduct by 20%. The School Wide Discipline Committee will plan intervention strategies, incentives, practices for students and teachers to implement. Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal S. Sullivan, IF Educational Staff, School Psychologist, School Social Worker Computer BIM Manual School Behavior Report Project Wisdom District Funded PBIS Committee will maintain copies of Behavior Plans created by referring teachers. Committee will meet with referring teacher after two weeks of implementation of Behavior Plan to determine future needs. Decrease office referrals by 20% ACTION STEPS IMPLEMENTATION PLAN Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes The Professional School Counselor will train students to resolve conflicts among peers using Peer Mediation. Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal, R. King Professional School Counselor, Students grades 4-6 Training manual: Peer Mediation, Envoy I Funded $3,000 Students will meet and report monthly with the school counselor. School wide culminating activity will be to attend an Arts performance to demonstrate socially acceptable behavior. Students will learn to problem solve to resolve conflicts with peers, Decrease in office, referrals by 20%. The organization will organize a Boyz to Men and Girlz to Ladies Clubs. It will include males in grades 4-6 and females in grades 4-6. Community leaders will mentor them. The students will commit to community service projects and act as mentors for students in grades Pre-K-First Date: 08-08-11 End Date: 05/12 B. Thomas, Principal S. Sullivan, Instructional Facilitator Dogs Males grades 4-6 Behavior Intervention Manual, SIP Donations The number of student referrals and incidents will be monitored and charted by all members. Decrease office referrals/behavior problems by 20% School Wide Reform Incentive Programs Eagle Buck Store Incentive (Cafeteria) 10 Fight Free Days Start Date: 08-08-11 End Date: 05/12 B. Thomas, Principal School Wide Discipline Committee Paraprofessionals to be purchased by students from the Eagle Store Donations $1000 allotted for “Eagle Store” Staff members will distribute Eagle Bucks for positive behavior Paraprofessionals will monitor students to determine classes that will Decrease in office referrals Highly Qualified staff members will demonstrate responsive classroom strategies and practices.
With Bucks 10 Fight Free Days receive Incentive for positive cafeteria behavior “Special Incentive Day” will be rewarded for students and on a Friday after students have achieve Ten Fight Free Days Students will display socially acceptable behavior. Highly Qualified staff will implement “Bullying” lessons in lesson plans at least once a month. Highly Qualified staff will participate in a “bullying” training conducted by Ms. King, Professional School Counselor. Process Evaluation Component 5 Component 5 – The School Improvement Plan and Process Evaluation Component 5.1 –Process Evaluation
Invite parents to an annual meeting at flexible to explain and observe the Title I NCLB programs, activities, and curriculum. Provide ongoing information regarding Family Literacy and family services to inform parents how they can help with child’s education. Communicate to parents regarding school events and activities via email, information board, and a monthly calendar/newsletter. Provide a parent/ student handbook covering school rules, policies, and procedures. Work jointly to revise the Family Engagement Plan and the School Compact, which will be disseminated at the beginning of the school year in their home language for signature agreement Inform parents of student proficiency levels and academic progress and opportunities for parent/teacher conferences in their child’s progress can be discussed. Work collaboratively with parent resource center and partnerships with community organizations, parents, adopters and businesses to assist in the integration of parent involvement programs and activities. Distribute receipt of notices and other communication from the school in a timely manner in order to allow ample time for parental response and/or participation. Pre-School Transition Action Plan- 2011-2012 Complete Action Plan for assisting in pre-school transition Goals and Objectives Number of Objectives Available for Mastery Desired Accomplishments Desires Outcomes Evidence of Coordination The primary goal of the Pre-School program is to improve the intellectual, emotional, social and physical development of selected four year olds who may be potentially at risk of school failure. The objectives of the program are: To provide appropriate educational experiences designed to stimulate the development of gross motor, are 371 selected items on the Brigance Inventory of Early Development from which mastery can be obtained. The students will be provided with developmentally appropriate experiences to stimulate the development of their psychomotor, language and cognitive skills. The students will develop proficiency in the following subtests of the Brigance Inventory of Early Development. Gross Motor Skills and Behaviors Skills and Behaviors Parents will receive an Early Childhood Assessment Card showing which skills each student mastered.
fine motor, language, cognitive, and personal/social skills. to provide parents with opportunities and activities designed to strengthen their ability to assist their children in their learning experiences. Self-Help Skills Speech and Language Skills General Knowledge and Comprehension Pre-School Transition Action Plan - 2011-2012 Action Steps Timeline Required Resources Person(s) Responsible Parent Involvement Interact with H.Q. kindergarten teachers 09/11 Early Childhood Coordination Form (see attached list) H.Q. Pre-K and Kindergarten Teacher, Principal Parents receive a list of prerequisite skills children need to know and be able to do before entering kindergarten. Monthly parent meetings that include all parents of children from birth to 6 years old as well as surrounding daycares 09/11 – 05/12 H.Q. Childhood Teacher, H.Q. Kindergarten Teachers, literature, Kindergarten handbook H.Q. Pre-K Teacher, Principal, PDSCC, Health Wellness Center Consultants Attendance at monthly meeting where… They will receive pertinent information the program, instructional strategies to use at home, review of kindergarten report card and handbook. Books for each child’s library are given each session, and information on the latest Literacy research based best practices. Discussion of health/physical requirements for entering kindergarten. Parent Classroom assistance 09/11– 05/12 Schedule for parents sign up form H.Q. staff – teacher, educational assistance, School Parents will assist in the classroom at least once a month on a rotating base.
Goal #1: Learn and develop teaching strategies that address gender, race, cultural, and economic differences that will help students develop the motivation, proficiency of mastery, and established practices to become competent in all disciplines. Goal #4: Strengthen and coordinate math, literacy, science, and social studies instruction through best teaching practices and curricula. Goal #2: Increase teachers’ capability in integrating technology and ensuring that technology is used to create new opportunities for learning and to promote student achievement and critical thinking ability. Goal #5: Provide two-way communication between parents and school, which will involve meaningful participation by parents in local, district and school leadership organizations and other school activities all to support student learning. Goal #3: Create a school environment where students, faculty, and staff, respect, appreciate, and celebrate differences peacefully. Date TSIPP Goal# Professional Learning Activity Presenter/ Consultant Expected Outcomes Professional Development Budget Balance $10,000 (Total PD Budget) August 7 ( revisit the first week of each month) 1,2 Orientation for New School Year B. Thomas-Principal, S.Sullivan,IF Faculty members will establish a positive working relationship that will also involve sharing of instructional strategies by participating in team building activities, and activities to share instructional strategies that work. Both will continue throughout the year. (-$0) Date TSIPP Goal# Professional Learning Activity Presenter/ Consultant Expected Outcomes Professional Development Budget Balance $10,000.00
Oct. 2011 – May 2012 (Monthly book studies) 4 Teacher Mentoring Program Book Resources: Seven Simple Secrets =$400.00 Rigor = 400.00 5-Paula Rutherford’s Why Didn’t I Learn that in College 200.00 B. Thomas-Prin S. Sullivan/- FAC Teachers will create an organizational structure to facilitate professional learning through inquiry and collaboration. $1000.00 IF Salary 20% Oct ’11 – April ’12 (Monthly 2 Monthly Technology Consultation Teachers will receive professional. Development on techniques to promote integration of technology into the daily instructional process. B. Thomas-Principal, S. Sullivan-IF- PLC Teams K. Sanderson Innovative Technology Teachers will become proficient in using smart board, LCD projectors, online programs as Learning Village, Discovery Education,Net trekker None October 2011 - February Monthly updates of stu. writing performance Jan ea Sat 1,4 Writing Assessment Support through Data Analysis Saturday Student Writing Conference S. Sullivan-IF, Each Teacher Student’s will develop enhanced writing ability. Increased proficient writing score on the TCAP Writing Assessment. 100.00 Date TSIPP Goal# Professional Learning Activity Presenter/ Consultant Expected Outcomes Professional Development Budget Balance 2224.00 Nov/Dec 2011 3` Gang Awareness MCS Gang Unit Teachers receive information on student Safety as it relates to gang activity 0 January 2012 Weekly updates Smart Goals submitted per PLC 1,2,4,5 School Teams B. Thomas-Principal, S. FACILITATOR Staff will work in PLCs to generate strategies that will meet goals set by the state. NONE January 2012 1,4 Revised Blooms Taxonomy B. Thomas, Principal The use of thinking maps and graphic organizers Bloom’s Taxonomy to will ensure the development of critical questioning and assist with lesson planning NONE December 2011 January 2012 1,4 Standards Versa Evans, TAS Teachers will acquire knowledge to enhance instruction and assist with lesson planning $100.00 Light Refreshments