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Tennessee School Improvement Planning Process

2014 - 2015

Spring Hill Elementary School

3796 Frayser-Raleigh RoadMemphis, Tennessee 38128

(901)416-4346

Russette Jackson, PrincipalSonja Wright, PLC Coach

Dorsey E. Hopson, II, ESQ, Superintendent

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Tennessee Department of EducationCommissioner Kevin S. Huffman

Title I Schoolwide Requirements

Each schoolwide program has implemented a comprehensive school improvement plan which addresses the 10 required elements: (Evidence does NOT have to be referenced in each document)1. A comprehensive needs assessment of the entire school using data analysis of NCLB subgroups.

Revised TSIP 5-8Action Plan 10, 15, 18, 24Addendum 27,28,29,

2.Schoolwide reform strategies with emphasis on improved achievement of the lowest achieving students

Revised TSIP 5-8Action Plan 12-14, 16, 20-22, 24, 25Addendum 26-28

3. Instruction by highly qualified staff as addressed in NCLB;

Revised TSIP 6-8Action Plan 12, 13, 16, 18, 20, 21Addendum 33-36

4. High quality and ongoing professional development activities;

Revised TSIP 6-8Action Plan 10-13, 15-20, 23Addendum 40-57

5. Strategies to attract highly qualified teachers to high needs schools;

Revised TSIP ____________Action Plan _____________Addendum 33-36, 40-57

6. Strategies to increase effective parental involvement

Revised TSIP 6Action Plan 13,14,16,22,24Addendum 27, 29, 37, 38,45, 48, 54,55,57

7. Plans for assisting children from early childhood programs to elementary school programs, elementaryto middle, & middle to high school.

Revised TSIP________________ Action Plan ________________Addendum _______29_________

8. Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs;

Revised TSIP 6-8Action Plan 12, 13, 16, 20, 21, 24Addendum 26-28, 44, 46, 49, 52, 54, 56

9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards; and

Revised TSIP 6-8Action Plan 12, 13, 20, 21, 23, 24Addendum 26, 27, 52, 54

10. Coordination and integration of federal, state, and local services and programs.

Revised TSIP 6-8Action Plan 13, 14, 22, 24Addendum 26, 30-32

Parents are involved in the development and review of the Title I Schoolwide Plan. Yes _X__ No ___Technical assistance has been provided in the development of the plan by the LEA. Yes _X_ No___

School: Spring Hill Elementary Date: October 3, 2014

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Assurances

I certify that Spring Hill Elementary School has utilized data and other requirements for each component. The school operates its programs in accordance with all of the required assurances and certifications for each program area.

I, Russette M. Jackson, principal of Spring Hill Elementary School, give assurance that this Title I Schoolwide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Carl D. Perkins Vocational Act, and Head Start.

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

___________________________________ ____________________Principal Signature Date

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Spring Hill Elementary Tennessee School Improvement Plan

2014 - 2015

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Spring Hill Elementary 2014-15 Tennessee School Improvement PlanSchool Name: Spring Hill Elementary Accountability status:

Priority

Analysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge:The groups below represent the areas that had the greatest percentage of gain between Spring 2013 and Spring 2014.

All StudentsScience Increase in P/A from 17.1% to 20.3%

5 th Grade Math Increase in P/A from 17.9% to 18.2%

4 th Grade Rdg/Lang.Arts Increase in P/A from 20.5% to 22.8%Science Increase in P/A from 9.5% to 21.5%

3 rd Grade Science Slight decrease P/A from 29.2% to 27.2%

Met AMO with Safe HarborSubgroups

RLA Black/Hispanic/Native American: Current Gap 0.1% Gap

Math Black/Hispanic/Native American: Current Gap 0%

The groups below represent the areas that had the greatest percentage of loss between Spring 2013 and Spring 2014.

All StudentsReading/Language Arts -1.0% Decrease P/A Math -5.8% Decrease P/A

5 th Grade Reading/Language Arts -3% Decease P/A

Science -1.4% Decrease P/A4 th Grade

Math -7.2% Decrease P/A3 rd Grade

Math -10.7% Decrease P/A Reading -3.1% Decrease P/A

TVAAS SW Composite Remains a 1 SW Literacy Decrease from 2 to 1 SW Numeracy Decrease from 3 to 1SW Numeracy/Literacy Decrease from 2 to 1

Underlying Reasons for Progress: Underlying Reasons for Challenge:Students in 3rd and 4th had a significant increase in Science for 2013-2014; whereas students in 4th had a slight increase in reading/language arts, and students in 5th had a slight increase in math. Students with Disabilities out performed students, therefore there are no gap closure for that subgroup. Gains for these grade levels and subgroups may be attributed to the following:

1. Content area/PLC focused each week reviewing data, pacing and best practices.

2. Small group instruction for SWD3. Review of Discovery Formative

Assessment Data to identify students requiring additional support.

4. Integration of Science and Social Studies in the Literacy Block

1. The Shift in Instruction to CCSS. Increasing rigor and engaging students in challenging content in all classrooms.

2. Weekly Lesson plans were submitted; however, they were not differentiated to reflect target cohort groups of students for re-teaching of non-mastered skills.

3. Tier I, Tier II and Tier III Enrichment - Interventions in I-Station, Reading Plus, and Stanford Math were not implemented with fidelity.

4. Teachers did not plan for, administer nor track common weekly assessments nor utilize analysis to drive instruction for small groups and interventions on a consistent basis.

5. According to Spring Hill Elementary School’s 2013-2014 TVAAS effectiveness distribution data, there are no level 5 teachers on the tested grade levels.

6. There is a significant difference between teacher’s individual evaluation scores (TEM 3.0 DATA) versus student academic performance data (2014 TCAP).

7. Students in 3rd, 4th and 5th grades were not receiving adequate instructional time in core subject areas (Reading/Language Arts and Math).

Goals for 2014-15

Goal 1 :On 2015 TCAP, Spring Hill Elementary RLA TCAP achievement scores for 3 rd – 5th grade students in all subgroups will increase from 18% P/A to 23.1% P/A; and RLA TCAP achievement

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school year: scores for 3rd grade students in all subgroups will increase from 12.1% P/A to 17.6% P/A. Goal 2: On 2015 TCAP, Spring Hill Elementary Math TCAP achievement scores for 3 rd – 5th grade

students in all subgroups will increase from 17.5% P/A to 22.7% P/A; and Math TCAP achievement scores for 3rd grade students in all subgroups will increase from 13.6% P/A to 19% P/A.

Goal 3: On 2015 TCAP, Spring Hill Elementary Science TCAP achievement scores for 3 rd – 5th

grade students in all subgroups will increase from 15.9% P/A to 21.2% P/A; and Science TCAP achievement scores for 3rd grade students in all subgroups will increase from 26.1% P/A to 30.7% P/A.

Goal 4: On 2015 TCAP, Spring Hill Elementary will close the gap in Reading/Language Arts for students in the Black/Hispanic/Native American subgroup by 0.1%.

Goal 5: On 2015 TCAP, Spring Hill Elementary will maintain a 0% gap in Math for students in the Black/Hispanic/Native American subgroup.

Plan for this school year:

Key strategies to achieve goals:1. Strategy: Data-Driven PLC’s and Vertical Team with the Administrative Leadership Team and

TeachersImplementation Plan: Starting with the analysis of TCAP results, the administrative leadership team and teachers will collaborate to adjust instruction for improvement throughout the year as benchmark, formative, and bi-weekly common assessments are administered in Reading/Language Arts, Math and Science. Teachers will disaggregate data to identify trends and needs of students, to group students in cohorts, to chart student progress, to plan lessons and assure the instructional maps guide instruction with multiple strategies, resources and best practices to accommodate all learners. Focused PD will be centered on rigor, CCSS, higher order questioning, technology and workstations. Data Disaggregation Days will occur three times this school year with two-hour sessions per grade level after each district formative assessment. Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: Mastery Connect School Site License - $3000 (Title I), PLC Coach $70,000 Title IDescribe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: This specific strategy will allow time for teachers to analyze meaningful data from numerous assessments in order to identify the needs of all learners while monitoring and adjusting instruction to leading to increased student achievement. In both vertical and regular team meetings, teachers will also collaboratively engage in job-embedded professional development. This strategy will address the challenges #1 – 4.

2. Strategy: Student Data Conferences Implementation Plan: Teachers will utilize and maintain individual Student Data Folders as they hold at least 3 individual student data conferences per semester with students to convey areas of strength and growth, as well as lead students into goal setting and provide supportive actionable strategies for improvement. Parents will be informed of weekly progress in Tuesday Folders. Administration will hold grade level data conferences in grade level assemblies to convey grade level areas of strength and growth.

Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: Mastery Connect School Site License - $3000 (Title I) Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: These individualized student data conferences will engage students in having an awareness of their academic strengths and weaknesses, as well as lead them in goal-setting and individual planning for improvement. This strategy specifically addresses challenges 2, 3 and 4.

3. Strategy: Full Implementation of CCSSImplementation Plan: Common Core State Standards (CCSS) will be fully implemented to provide rigorous instruction for increasing problem-solving skills by engaging 100% of students in CCSS strategies for ELA, Writing and Math. Teachers will increase the use of informational text by integrating ELA in all content areas focusing on 50/50 split of non-fiction and fiction text. Evidence based writing will occur across all contents. Students will engage in classroom text-dependent and evidence based dialogue with peers. The 4-square problem solving strategy will be used in math.

Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: (Writing and Math Student Journals) $1020 Title I

Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address challenges from the past year: Full implementation of CCSS will provide students with ith daily high-yielding instruction and engagement in challenging rigorous content

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that supports learning at higher levels. This strategy addresses challenges #1, 6 and 7.

4. Strategy: Structured Instructional Focus – Challenging ContentImplementation Plan: Small Group differentiated instruction occurring daily for 70% of the day in Literacy, Math and Science, along with continued support of Literacy and Math stations that promote achievement. Small group instruction will be documented on teachers’ lesson plans to include cohort identified groups of children served. Whole group learning will heighten students accountable talk, dialogue with peer through enriched content-based discussions, questions and inquiry. Students will participate in hands-on project based learning experiences in Science and engage in text-dependent evidence based writing in all disciplines. Teachers will use technology resources on a daily basis to engage and meet the varying instructional needs of students. Students will engage in the Responsive Classroom Approach during daily Morning Meetings that embed focused re-teaching of un-mastered objectives.Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: E-Beam (One Teacher) - $650 (Title I)Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: Implementing school-wide instructional practices focused on best practices will strengthen and improve teacher’s instructional delivery and increase student performance. This will address challenges 1, 5 and 6.

5. Strategy: Developed Assessment and Intervention Team Implementation Plan: An assessment team was developed to administer online benchmark, formative and writing assessments. Students are assessed in a 25-seat computer lab, previously funded by Title I. Admin. Leadership Team will create and grade bi-weekly common assessments in reading and math. Monthly science common assessments will be included as well. Teachers will create and submit formative assessment re-teaching assessments with weekly lesson plans.Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: Educational Assistant - $26,660 (Title I)Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: The development of a school-wide Assessment Team will enhance the school’s ability to implement assessments in an efficient consistent manner. This leadership team also analyzes school-wide data to inform professional development and guide cohort grouping of students for intervention. This strategy directly aligns with challenges 3 and 4.

6. Strategy: RTI2 ComplianceImplementation Plan: To be in compliance with Tennessee RTI2 guidelines, instructional master schedules have been revised to enhance classroom teacher’s capacity to provide students intensive Tier II and severe Tier III intervention in reading and math. 2nd – 5th grade teachers are now self-contained, instead of departmentalized in an effort to allot with each teacher embedded intervention schedules. In 2nd – 5th grade, inclusion strengthens instructional support for SWD. Extended Contract and School Adopter tutorial programs are used to improve the achievement of students with the greatest need. Title I funds allocated an additional educational assistant to support Tier II and Tier III 2nd through 5th grade computer based interventions in RLA and Math. Along with classroom teachers, the teacher assistants will track and monitor student progress. Students will be recognized for progress – The Dolphin DenDesired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: Student Incentives for Intervention Progress Sponsored by Bartlett Rotary Club & International Paper Donation Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: Adhering to the RTI2 guidelines will provide optimal learning opportunities for students to engage in Tier I enrichment, severe Tier II and intensive Tier II interventions. This strategy meets the needs of challenges 1 - 4.

7. Strategy: Professional DevelopmentImplementation Plan: Professional Development for teachers will focus on teacher needs and will be based on assessment results, TEM observation results, CCSS as well as be differentiated and individualized to meet the needs of all teachers. Administration (Principal, Instructional Facilitator, Guidance Counselor and Master Teacher) in addition to PIT Crew Team Leader and Learning Coaches will support the instructional delivery plan in weekly PLC’s, faculty meetings, vertical team meetings, and on an individual basis through the Coaching Model process. Professional Development 2014 - 2015 Focus: TEM, Common Core, Reading K-3 Initiative, CCSS Writing, Rigor and Relevance Framework, Higher Order Thinking and Questioning, Responsive

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Classrooms, Problem Solving, UNRAAVEL, 12 Powerful Words, and Vocabulary Acquisition. Book Studies will include Teach Like a Champion. Professional Development: ASCD Regional and National Conferences Desired outcomes: Increased proficiency on TCAP, DEA, Benchmarks & Common AssessmentsProjected costs and funding sources: (ASCD Regional & National Conferences) $4600 Title ITeach Like a Champion Book - $100Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: To strengthen teachers’ performance levels and raise student achievement, teachers will engage in independent, small and whole group professional development learning opportunities. This strategy is directly aligned to challenges 1 –

Key benchmarks for progress on strategies:

Benchmark: Timeline:All Highly Qualified teachers in 2nd – 3rd grade will participate in PD that will refine and strengthen instructional foundational skills in Reading. Teachers will be involved in research based teaching strategies that yield highly effective reading instruction.

September 2014 – May 2015In-service District Learning Days

Administration (Principal, PLC Coach, Pit Crew Team Leader, Learning Coaches, Master Teacher, Guidance Counselor) will support the school wide instructional delivery plan through the Coaching Model and Professional Development.

Weekly PLCs, Weekly Faculty Meeting, District In-Service DaysJuly 2014 – May 2015

All Highly Qualified teachers will participate in weekly and/or monthly-individualized professional development based on teacher needs and student performance. Individual PD based on teacher need per observation and recommendation by administrative staff.

September 2014 – May 2015

2nd – 5th teams including Exceptional Children teachers will meet weekly in grade level PLCs and common planning meetings to collaborate on data analysis and disaggregation, instructional strategies, planning, and implementation. Teachers will maintain and use data notebooks and bring student data folders with student artifacts, work samples, assessment results and lesson plans/re-teaching plans weekly to PLC meetings.

Weekly PLC meetings throughout the school year August 2014 – May 2015

In 2nd – 5th grades, Bi-Weekly Common Assessments will be administered in Reading, Math & Science. Assessment results will be prominently disaggregated and displayed to track and chart student progress.

Bi-weekly throughout the school year October 2014 – May 2015

2nd – 5th grades will use Discovery Education formative assessment results to drive instruction, align state performance standards and develop student specific action plans. Data results will be immediately disaggregated and displayed to track, monitor and chart student progress. Students will set goals to master by the next Discovery Assessment.

Test A: September 2014Test B: December 2014Test C: February 2015

I-station Reading and i-Ready Math Intervention benchmark assessments will be administered three times throughout the school year, initially determining the placement of students in Tiers. Progress monitoring (bi-weekly) Tier II and (weekly) Tier III is used to monitor and identify trends and patterns in student growth.

September 2014December 2014April 2015Weekly/bi-weekly throughout the school year

Extended Contract Before School and Saturday Academy Tutoring Program in RLA and Math will operate for 3 hours each Saturday. Mandatory parent meeting at first session. Strategies and programs used will be differentiated instruction, small group, and individual focus. Materials utilized are i-Station, I-ready, TCAP Coach (Common Core), and Discovery Education Probes.

Oct. 2014 Forms completed and program teachers identified Oct. 2014 Letter Home to Parents Oct. 2014 Teacher training and materials for Saturday Academy1/2015-4/2015 Monthly debriefing to monitor student progress

School Adopters will tutor a targeted group of 2nd grade students to address reading, language and vocabulary deficiencies.

9/2014 Orientation Meeting with School Adopters 9/2014 Formative Assessment Test A Results will identify target group of students. Letter application to Parents10/2014 Start tutoring program in Reading

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10/2014 - 5/2015 Common Assessments to monitor progress

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Spring Hill Elementary Action Plan

2014 - 2015

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LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTSSchool: Spring Hill ElementarySection A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)

Goal On 2015 TCAP, Spring Hill Elementary RLA TCAP achievement scores for 3 rd – 5th grade students in all subgroups will increase from 18% P/A to 23.1% P/A; and RLA TCAP achievement scores for 3 rd grade students in all subgroups will increase from 12.1% P/A to 17.6% P/A.

Which need(s) does this Goal address? On 2015 TCAP, Spring Hill Elementary will close the gap in Reading/Language Arts for students in the Black/Hispanic/Native American subgroup by 0.1%.

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

This goal upholds the Shelby County Schools five year plan to advance proficiency for all students. It also holds the school accountable as well as promoting a diverse academic environment.

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

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

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results/Outcom

es

Action Step Implement SCS K-3 Literacy Initiative to incorporate the five components of effective reading instruction (phonemic awareness, phonics, fluency, comprehension, and vocabulary) of a comprehensive reading plan.

August 2014 – May 2015

PLC CoachPIT Crew2nd Grade3rd Grade

CCSS for English Language Arts

Journey Reading Series

$0 Lesson plans, Observation, Samples of work

Increased literacy skill proficiency.

Action Step

Provide training on the new Journey Reading Series that enhances teachers capacity and utilization of all components of the series to develop students reading on grade level

August 2014

PLC Coach Journey Reading Series

$0 Lesson plans, Observation, Samples of work

Teachers will use various tools the new reading series offer to improve student reading, fluency, comprehension, and vocabulary.

Action Step

The instructional leadership team will provide high quality, ongoing and job-embedded professional development trainings on research – based strategies that will focus on literacy skills. This training will include:CCSS Standards & Curriculum AlignmentGender equityTEM 4.0Differentiating Instruction and AssignmentsResearch-Based Instructional Strategies:Marzano Vocabulary AcquisitionScaffolding and Strategies for AccelerationHigher Order Questioning

August 2014- May2015

PrincipalPLC CoachPIT CrewMaster Teacher2 - Learning Coaches

CCSS Reading Language Arts

$140 (Title I)(8 Books)

Lesson plans, Samples of work, Professional development evaluations, Observation of strategies implemented in the classroom

Increased literacy and writing skills proficiency.

LITERACY ACTION PLAN DEVELOPMENT: WRITING

School: Spring Hill 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 Increase the number of students scoring proficient or above on the TCAP Writing Assessment by 10% in 2015.

Which need(s) does this Goal address? Extend and Integrate Learning- grammar/conventions, writing process, and techniques and skills.

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

To create an academically, challenging, safe, supportive, and effective learning environment.




Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results/Outco

mes

Action Step

CCSS Reading Language Arts (Writing) training

August 2014- May 2015

PrincipalPLC CoachPIT Crew

CCSS Reading Language Arts training materials, Copies and Ink

No Cost Observation, Lesson Plans, Sample of student work

Increased writing skills proficiency

Action Step Administration and Staff will attend local and national conferences and professional development on Inclusion, School Leadership, and Differentiated Instruction,

November 2014

March 2015

PrincipalPLC CoachMaster Teacher2- Learning Coaches

Substitutes Registration fee

November$1557.00 (Title I)

March$3000.00-(Title I)

Professional Development Evaluations

Increased Writing proficiency on TCAP test

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Technology, Literacy and Writing Attainment.

Action Step

Conduct and analyze Writing formative assessment writing tests to drive instruction and meet individual student needs.


Grades 3-5 Teachers

No additional resources required.

$0 Assessment data,Classroom Observation,Lesson Plans

Increase Writing proficiency on the State test.

Action Step

Use evidenced-based and text dependent shared writing, interactive writing, independent strategies aligned to the writing rubric daily to teach and reinforce proper writing skills


Grades 3-5 Teachers


$0 Assessment data,Classroom Observation,Lesson Plans, Writing SamplesTCAP Writing Assessment

Increase Writing proficiency on the State test.

Action Step

Provide Title I Parent Writing Workshop

November 2014

PrincipalPLC CoachTeachers

Copy training materials

$0 Professional Development Evaluations

Increased parental involvement in helping students attain writing skills.

Action Step Conduct high quality, ongoing and job-embedded professional development at various times to increase the opportunities for more teacher participation on

August2014 – May 2015

PrincipalPLC CoachPIT CrewMaster Teachers2 – Learning Coaches


$0 Professional Development Plan,Professional Development Evaluations

Increased use of differentiated instruction. Directly address academic achievement problems in Reading

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writing research based strategies and best practices for teachers and parents.(2014 - 2015 Professional Development Plan)

Language Arts and Writing.

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MATHEMATICS ACTION PLAN DEVELOPMENT

School: Spring Hill Elementary


GoalOn 2015 TCAP, Spring Hill Elementary Math TCAP achievement scores for 3rd – 5th grade students in all subgroups will increase from 17.5% P/A to 22.7% P/A; and Math TCAP achievement scores for 3rd grade students in all subgroups will increase from 13.6% P/A to 19% P/A.

Which need(s) does this Goal address? On 2015 TCAP, Spring Hill Elementary will maintain a 0% gap in Math for students in the Black/Hispanic/Native American subgroup.

How is this Goal linked to the District’s Strategic Plan? This goal upholds the Shelby County Schools five year plan to advance proficiency for all students. It also holds the school accountable as well as promoting a diverse academic environment.




Required Resources

Projected Cost(s) & Funding Sources Evaluation Strategy

Performance Results/

Outcomes

Action Step

Teachers will use the adopted district-wide envision Math (K-5) program to guide instruction with an emphasis on vocabulary building, number operations, problem solving and algebra.


Classroom Teachers

Resource Teachers

Envision Math Resource Materials & KitsTeacher Created MaterialsWordly WiseTN Academic Vocabulary

Teacher Created MaterialsWordly Wise

Daily by classroom teachers

Increased Proficiency on Math TCAPFormative AssessmentsCommon AssessmentsTEM 4.0 Scores

Action Step The instructional leadership team will provide high quality, ongoing and job-embedded professional development trainings on research – based strategies that will focus on numeracy skills. This training will include:CCSS Standards & Curriculum AlignmentGender equityTEM 4.0Differentiating Instruction and

August 2014- May2015

PrincipalPLC CoachPIT CrewMaster Teacher2 - Learning Coaches

CCSS Math $140 (Title I)(8 Books)

Lesson plans, Samples of work, Professional development evaluations, Observation of strategies implemented in the classroom

Increased Math fluency skills and Math proficiency.

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AssignmentsResearch-Based Instructional Strategies:Marzano Vocabulary AcquisitionProblem-SolvingScaffolding and Strategies for AccelerationHigher Order Questioning Rigor/Relevance FrameworkLiteracy Block-90 minutesIntervention Small Group, I-StationLiteracy Work StationsFrayer Model, UNRAAVEL, 12 Powerful Words Book Study-Teach Like a ChampionUse of technology with instructionUse of Anchor charts with instruction PBIS, Responsive Classroom

Action Step

Provide opportunities for staff and teachers to attend local and national conferences (ASCD) to glean information on the latest researcher, instructional and coaching strategies, and materials related to Mathematics

November 2014March 2015

PrincipalPLC CoachMaster Teacher2 - Learning Coaches

ASCD Conference Information

$3000 (Title I) Professional Development Feedback/Evaluations, PLC Minutes, Faculty Meeting Sign-in Sheets, Professional Development

Increase teacher leader coaching knowledge and skills in mathematics instruction through collegial exchange

Action Step

Provide opportunities for teachers to participate in Instructional Classroom Learning Walks to colleagues on campus to observe proven best practices in Mathematics

October 2014 – May 2015

PrincipalMaster Teacher

Identification of teachers using best practices in Mathematics

Title I BudgetSubstitutes$300

Professional Development Feedback, PLC Minutes, Faculty Meetings, Reflection Logs

Increase teacher pedagogy and skills in Mathematics instruction through collegial exchange

Action Step In weekly PLCs and Vertical August- Principal Student data, $3000 (Title I) Conduct PLC’s Attainment

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teaming, teachers will analyze Numeracy data and monitor gaps (I-Station, TCAP, Formative Assessments, Timed Weekly Math Fluency Tests, Admin created Bi-weekly Common Assessments, and Comprehensive Assessments to determine instructional needs and identify students in need of TIER II and TIER III intervention. (2014 - 2015 Professional Development Plan).

2014 –May 2015

PLC Coach2nd – 5th Grade Teachers

Monitoring forms,Data Notebook,SDIS Data Tracking & SPI Coverage Forms, Ink, PaperMastery Connect

Mastery Connect meetings, minutes, Professional development evaluations, Lesson plans, Observation, Assessment Results, Samples of work

of 45% Math proficiency benchmark on TCAP.

Action Step

Students identified will receive enrichment in TIER I and intervention in TIER II and TIER III through the use of I-Ready, Envision Differentiated Instruction, guided reading small groups, TCAP Practice Books and Title I before school extended day tutoring program.

August 2014 –May 2015

Classroom Teachers,Teacher Assistants

Envision Differentiated Lessons,TCAP Practice Books, I-Ready Intervention program

Title I Extended Learning$2525

Observations, Formative Assessment Data Reports

Increase fluency and comprehension skillsIncrease math proficiency and SPI mastery

Action Step

The PLC Coach will conduct high quality, ongoing and job-embedded individualized and small group professional development at various times to increase the opportunities for more teacher participation on differentiated instruction, data analysis, gender equity, numeracy centers, and I-Ready. (2014– 2015 Professional Development Plan)


PLC Coach Data Notebooks, Classroom Math Workstations, and On-line Computer program

$0 Observations, Data Results, Professional Development Evaluations

Teacher knowledge of effective teaching practice will improve thus leading to greater student achievement

Action Step Inclusion will occur in 2nd - 5th grade Math classes where co-teaching inclusion strategies will support student growth


PrincipalPLC CoachProfessional School CounselorSPED Teachers

Formative Assessment Results

Data Analysis Forms

Data Room

No Cost Common Assessments

Classroom TeachersMaster TeacherTitle I PLC CoachPrincipal

Increased proficiency in Math and SPI masteryTCAPFormative AssessmentsCommon

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AssessmentsBenchmarkingTEM 4.0 Scores

Action Step

Provide ongoing Weekly assessment using a variety of assessment tools (Use technology tools, Discovery Education, Formative Assessments, Mastery Connect, I-Ready, Selection Test, Unit skills tests,) to determine the needs of students and monitor and adjust instruction and resources.

August 2014-May 2015

PrincipalPLC Coach Classroom Teachers

Monitoring data tracking forms,Common Assessments,Unit Skills testI-Ready reportsMasteryConnect

$3000 (Title I)Mastery Connect

Weekly PLC meetings, minutes,Assessment results

Earlier intervention.Increase math skill proficiency.

Action Step

Teachers will engage students in small group learning experiences in Math for 70% of the instructional day to differentiate instruction for all students.


Classroom TeachersTitle I PLC CoachLearning CoachesMaster TeacherPrincipal

Formative Assessment Results

Data Analysis Forms

Data Room

No Cost

Master Schedules

Cohort Grouping Forms

Lesson Plan with Re-teaching plan and Identified Cohort groups of students identified

Common Assessments-Classroom Teachers-Master Teacher-Title I PLC Coach-Principal

Increased Proficiency in math and SPI mastery.

Increased Proficiency:TCAPFormative AssessmentsCommon AssessmentsBenchmarkingTEM 4.0

Action Step

Student Data Folders will support the development of individual student data conferences that identifies areas of strength and growth and support student’s efforts in reaching grade level proficiency in the core area of Numeracy.


PrincipalPLC CoachClassroom Teachers

Student Data FoldersTCAP dataFormative Assessment DataCommon Assessment Data

No cost Teachers meet with parents three times a year to discuss intervention strategies and student progress

Teachers use a variety of interventions to address targeted skills in Mathematics

Action Step TCAP Blitz in Math will provide students intensive instruction that addresses the SPI’s identified as being below proficient on TCAP and

December 2014 – May 2015

PrincipalPLC CoachTeachersEducational Assistants

Current Discovery Assessment ResultsTCAP Coach Math Books

No Cost PLC Meeting Agenda and Minutes

Increase the Science Proficiency rates of students in

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Discovery Formative Assessments

all subgroups

Action Step

Conduct on-going parent training sessions using strategies to increase effective parental involvement in enriching and extending school –based learning (2014 - 2015 Professional Development Plan).

Community Adopters Title I Parent

Meetings School Newsletters Parent Teacher

Conferences PTA Quarterly Principal

Parent Roundtable Meetings

IEP and SR Team Meetings

Family Math/Science Night Out

Are you ready for I-Ready

August 2014-

May 2015

Principal PLC CoachStaff Members

Access to school library and computer

District Expense School Climate Survey,Parent Needs Assessment,Observation and parent/family sign-in sheet/feedback forms

Increased parental involvement in helping students attain Math skills.

SCIENCE ACTION PLAN DEVELOPMENT

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School: Spring Hill Elementary


GoalOn 2015 TCAP, Spring Hill Elementary Science TCAP achievement scores for 3rd – 5th grade students in all subgroups will increase from 15.9% P/A to 21.2% P/A; and Science TCAP achievement scores for 3rd grade students in all subgroups will increase from 26.1% P/A to 30.7% P/A.

Which need(s) does this Goal address?

How is this Goal linked to the District’s Strategic Plan? This goal upholds the Shelby County Schools five-year plan to advance proficiency for all students. It also holds the school accountable as well as promoting a diverse academic environment.




Required Resources

Projected Cost(s) & Funding Sources Evaluation Strategy Performance

Results/Outcomes

Action Step

Small Group differentiated instruction will occur 70% of the day in Science. Small group instruction will be documented on teachers’ lesson plans to improve proficiency of students with the greatest need.



Formative Assessment ResultsData Analysis FormsData Room

No Cost Master SchedulesCohort Grouping FormsLearning by Design Lesson Plan with Re-Teaching Plan and Identified Student Cohorts

Bi-weekly Common AssessmentsClassroom TeachersTitle I PLC CoachMaster TeacherPrincipal

Increased Proficiency:Science and SPI masteryTCAPFormative AssessmentsCommon AssessmentsTEM 4.0

Action Step

Implement teacher-created unit/lesson plans and project-based opportunities aligned to SCS science curriculum maps.



Curriculum Guides Materials for project based learning

No Cost Teacher DataPLC Meeting Agenda and MinutesData NotebooksFormative Assessments

Increased Science Proficiency Rates

Action Step

Deliver school wide PD focusing on T4 Engagement Strategies, T5 Higher Order Thinking Skills, and CLE 3 Space and Resources


PrincipalPLC CoachPIT CrewMaster Teacher

SCS Science Curriculum Guides

No Cost PLC Meeting Agenda and minutes

Increase the proficiency numbers of all students in each subgroup

Action Step TCAP Blitz in Science will provide students intensive instruction that addresses the SPI’s identified as being below proficient on TCAP


PrincipalPLC CoachTeachersEducational

Current Discovery Assessment ResultsTCAP Coach

No Cost PLC Meeting Agenda and Minutes

Increase the Science Proficiency rates of students in all subgroups

20

and Discovery Formative Assessments

Assistants Science Books

Action Step

Provide ongoing Weekly assessment using a variety of assessment tools (Use technology tools, Discovery Education, Formative Assessments, Mastery Connect, , Determine the needs of students and monitor and adjust instruction and resources.


PrincipalPLC Coach Classroom Teachers

Monitoring data tracking forms,Common Assessments,Unit Skills testI-Station reportsMasteryConnect

$3000 (Title I)Mastery Connect

Weekly PLC meetings, minutes,Assessment results

Earlier intervention.Increase Science skill proficiency.

Action Step

Student Data Folders will support the development of individual student data conferences that identifies areas of strength and growth and support student’s efforts in reaching grade level proficiency in the core area of Science.


PrincipalPLC CoachClassroom Teachers

Student Data FoldersTCAP dataFormative Assessment DataCommon Assessment Data

No cost Teachers meet with parents three times a year to discuss intervention strategies and student progress

Teachers use a variety of interventions to address targeted skills in Science

Action Step

Conduct on-going parent training sessions using strategies to increase effective parental involvement in enriching and extending school –based learning (2014 - 2015 Professional Development Plan).

Community Adopters Title I Parent Meetings School Newsletters Parent Teacher

Conferences PTA Quarterly Principal

Parent Roundtable Meetings

IEP and SR Team Meetings

Family Math/Science Night

August 2014-

May 2015

Principal PLC CoachStaff Members

Access to school library and computer

District Expense School Climate Survey,Parent Needs Assessment,Observation and parent/family sign-in sheet/feedback forms

Increased parental involvement in helping students attain Science

21

Title 1Addendum

22

Spring Hill Elementary School Intervention Plan2014-2015

Action Steps Timeline Required Resources Person(s) ResponsibleSelect members for school level support & intervention teams; set and publish meeting dates (every 4.5 weeks).

August 2014 SCS RTI2 ManualSchool Calendars

Russette Jackson, PrincipalSonja Wright, Title I PLC CoachKeisha Pritchard, GOSThirchirsta Hall- Austin, Professional School CounselorGayle Keels, School PsychologistOranell Schaffer, School Social Worker

Analyze data and adjust instructional strategies based upon data analysis.

Weekly PLC Meetings Student Assessment data from Discovery Education Formative Assessments, Common Assessments, Istation, iReady, report cards, and teacher observation.

Russette Jackson, PrincipalSonja Wright, Title I PLC Coach

Provide before school tutoring for students needing strategic and intensive intervention in RLA and Math

October 2014- April 2015 Extended Contract Benchmark Data

Russette Jackson, PrincipalSonja Wright, Title I PLC CoachClassroom Teachers working with Extended Contracts

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

August-October 2014 District professional development schedule in MLPSchool wide PDObservations

District RLA Advisory teamDistrict Math Advisory team Sonja Wright, Title I PLC CoachRussette Jackson, Principal

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

August 2014-May 2015 SCS RTI2 Manual ObservationsFidelity ChecklistsWeekly lesson planselectronic monitoring tools (Priority Checks)Weekly online intervention fidelity checks in Math and RLA

Sonja Wright, Title I PLC CoachRussette Jackson, Principal

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

September 2014December 2014February 2015

iReady, Istation, Site based Writing

Sonja Wright, Title I PLC CoachRussette Jackson, Principal Site Based Assessment Team

LaFlatis Jackson-Greene Michelle Howery Teresa Armour West (SPED)

Identify students in need of strategic Tier II and intensive Tier III September 2014 Data from universal screeners, Mastery Sonja Wright, Title I PLC Coach

23

intervention in Reading and Mathematics. December 2014February 2015

Connect, report cards, teacher observation

Classroom Teachers

Provide students with a TCAP Blitz in RLA, Mathematics, and Science to increase the Core proficiency rates of students in all subgroups. Students will be provided with intensive instruction that addresses the SPI’s identified as being below proficient on TCAP and Discovery Formative Assessments


Current Discovery Assessment ResultsTCAP Coach Science BooksTCAP Coach RLA BooksTCAP Coach Math Books

PrincipalTitle IPLC CoachTeachersEducational Assistants

Communicate assignments to intervention programs to parents of students involved

September 2014October 2014December 2014February 2015April 2015

Parent letters, ISIP summaries, parent workshops

Sonja Wright, Title I PLC CoachClassroom Teachers

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

September-December 2014January-March 2015

Classroom technology stations, Site computer lab, mobile laptop carts, Resources for small group interventionIstation, iReady

Sonja Wright, Title I PLC CoachClassroom teachers

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

September 2014-May 2015

iReady, MathematicsIstation, ReadingSite based monthly Writing

Classroom Teachers

Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III


iReady, MathematicsIstation, ReadingSite based monthly Writing

Classroom TeachersSonja Wright, Title I PLC Coach

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


Student assessment dataAttendance records Tiered Behavior dataCompleted fidelity checklistsTeacher observation


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


Parent lettersProgress Monitoring summaries

Sonja Wright, Title I PLC CoachClassroom Teachers

Provide incentives for Tier I students and students that show exemplary behavior, academic achievement and perfect attendance.

October 2014January 2015April 2015

RewardsLuncheons

Bartlett Rotary Club

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


iReady, MathematicsIstation, ReadingData review, Site based monthly Writing

Sonja Wright, Title I PLC CoachSite Based Assessment Team

LaFlatis Jackson-Greene Michelle Howery

24

Teresa Armour West (SPED)

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 dataAttendance records Tiered Behavior dataCompleted fidelity checklistsTeacher observationIntervention data


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

December 2014-January 2015

iReady, MathematicsIstation, ReadingSite Based monthly Writing

Sonja Wright, Title I PLC Coach Classroom Teachers

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

May 2015 Student assessment dataAttendance records Tiered Behavior dataCompleted fidelity checklistsTeacher observation Intervention data

Russette Jackson, PrincipalSonja Wright, Title I PLC CoachKeisha Pritchard, GOSThirchirsta Hall- Austin, Professional School CounselorGayle Keels, School Psychologist

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.


25

5th Grade Transition Plan2014-15

Action Steps Timeline Required Resources Person(s) Responsible Parental Involvement

Selected opportunities for 5th graders to learn about feeder Middle Schools

January 2015March 2015May 2015

FlyersSchool MessengerPhone Calls

Administrative TeamSchool Counselor5th Grade Teachers

Students and Parents will have the opportunity to learn about middle school programs

5th to 6th Grade Transition Program May 2015 Flyers School MessengerPhone Calls

Administrative Team School Counselors 5th Grade Teachers

Students will meet with 6th graders from feeder middle schools

School: Spring Hill Elementary 2014-2015Technical Assistance ReportName Title/Position Check One Topic Check One

State District School-Based

SiteVisit

PhoneCall

Email

Dorsey Hopson, Esq. Superintendent X General School Support X

Dr. Lenard Kennard Curriculum & Instruction Director

X Curriculum Support X

Dr. Susan Dold ELA Advisor X Literacy/K-3 Reading Initiative X X X

26

Fonda Booker ELA Instructional Advisor X Literacy Instruction Support XLatisha Bryant ELA Instructional Advisor X Literacy Instruction Support XMonica Jordan Teacher and Leader

Development ManagerX Professional Development Support X

Marjorie Douglas Director, Dept. of Federal Programs

X Title I Support/ Compliance/SIP/Accord X

Deborah Currie Federal Programs Manager X Title I Support XYvonne Jones Federal Programs Advisor X Title I Support/ Compliance/SIP X X XRachael Addison Principal Coaching Advisor X Coaching Professional Development

SupportX

Kori Hamner Director of Development & Support

X Professional Development Support X

William White Planning & Accountability, Director

X Student Records, PowerSchool SMS X X

Dr. Joris Ray Director of Alternative Schools

X Over Age for GradeAlternative and Success Placement

X

Stefani Everson Communications Manager X Parent Communication XDr. Angela Hargrave Director of Attendance and

DisciplineX Discipline, Suspensions and Expulsions,

Safety Transfer, TruancyX X

Dr. Patricia Toamina Director of Exceptional Children X Special Education Support X

Doris Wheat Advisor/ Dept. Exceptional Children

X Support SPED instructors and program X X X

Latoya N. Pugh Instructional Advisor, Sci. X Lesson Planning/Sci.-Common Core X XMarcia White Math Advisor X Math Professional Development

Opportunities X X

Marjorie Bell Math Instructional Advisor X Lesson Planning/Math–Common Core X X XLjillauna Smith Social Studies Advisor X Professional Development

OpportunitiesX X

Rita More Sci. Advisor X PD Opportunities XSpencer Bradshaw Site Supervisor for Nutrition

ServicesX Breakfast in the Classroom

Farm to School GrantX X X

Anthony Geraci Director of Nutrition Services X Nutritional Services Support X XCalvin Johnson Director of Nutrition

OperationsX Nutritional Services Support X X

27

Marsha Landstreet Director of Nutrition Support X Nutritional Services Support X XMichael Herring Tech Support X Schoolwide Technical Assistance X X XTomeko Busby-Hill Instructional Support

ManagerX Teacher Effectiveness X X X

Erica Key PIT Crew/Teacher Effect. X TEM Observations/ Teacher Effectiveness

X X X

Pam Haney Instructional Support Analyst X My Learning Plan/Support and Development

X X

Datrailyn Douglas Director of Assessment and Accountability

X TCAP, SAT, Writing Assessment X X

Opal R. Crawford Assessment Specialist DEA X XJanelle Williams Assessment & Account X DEA X XStephen Wherry Director of Transportation X Student Transportation X XDonna Bohannon New Teacher Associate X New Teacher Support XShunji Brown- Woods Director of Coordinated

School HealthX Health Promotions, Mental Health

ServicesX X

Neizia Holland School Nurse X Provides skilled nursing services to students that require a specific nursing plan

X X X

Additional Comments

SPRING HILL’S CURRENT STATE/FEDERAL PROGRAMS

All federal, state, and local services and programs are coordinated and integrated into Spring Hill Elementary School’s school wide plan including:

1. Title I – Improving the Academic Achievement of the Disadvantaged

28

2. Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals

3. Title II, Part D – Enhancing Education through Technology4. Title IV, 21st Century Schools, Part A – Safe and Drug-Free Schools5. Title IV, 21st Century Schools, Part B – 21st Century Community Learning Centers6. Title X, Part C – Education for Homeless Children and Youths7. Shelby County Schools Early Childhood Education Program8. Federally Funded Meal Program9. No Child Left Behind Act of 200110. Special Education, including CLUE 11. Title I Parental Involvement Resources


29

Teacher Mentoring Plan2014-15

Action Steps Timeline Required Resources Person(s) Responsible

Teachers who have the following qualifications will complete Learning Coach applications and turn them in to the principal by May 15, 2014.Requirements:

Hold a valid Tennessee teaching license Have 3 or more years of effective

teaching experience Have a Level 4 or 5 rating as measured

by composite or qualitative TEM scores Have strong relationship skills, content

expertise, and leadership skills Work effectively with teachers,

leadership staff, and principal

April-May 15, 2015 Application All Eligible Teachers

Principal

Selected Learning Coaches will: Provide a minimum of 60 documented

teacher support hours before, during, and after school

Attend New Teacher Induction-July, Provide Demonstration Classroom-July, Attend a SCS Summer coaching

Institute Attend mandatory training sessions

during the 2014-15 school year Meet weekly with mentees Meet monthly with PIT Crew member Commit to on-going professional

development Complete monthly documentation in

My-Learning Plan Complete first/second semester

July 2014-May 2015 ComputerPrinterCopy Paper

Selected Learning Coaches

PIT Crew Master Teacher

30

reflection exercises Complete and submit additional

paperwork as necessary Conduct monthly classroom

observations utilizing reflective practice technology as appropriate

Facilitate monthly peer observations Model effective best practices in person

and via reflective practice technology as appropriate

Maintain confidentialityLearning coaches will work with mentees in 5 key areas.

1. Diagnose and Assess to Improve Student Outcomes.

Work collaboratively with assigned teachers (mentees) to view and analyze student data to make connections between current teacher practices and student outcomes.

Work collaboratively with mentees to create and prioritize personal learning goals.

Observe mentees and provide specific, actionable, on-the-spot feedback in alignment with the TEM 4.0 Evaluation Rubric

Use data to identify trends in teacher performance for individuals and group.

2. Develop Teachers through Coaching Develop coaching questions, resources,

and strategies to support mentees in achieving their growth goals.

Enact a Professional Learning Plan in

July 2014- May 2015 SubstitutesPaperComputer

Selected Learning Coaches

PIT Crew Master Teacher

31

collaboration with mentees. Plan and execute coaching

interventions for mentees, in response to performance data and in alignment with their Personal Learning Plan

Work collaboratively with building administration to help support mentees in achieving school goals.

3. Promote a Culture of Reflection, growth, and collaboration

Influence and motivate mentees to reach ambitious goals with students throughout the school year.

Promote analytical self-reflection in mentees in order to accelerate growth and student achievement.

4. Communicate Effectively to Promote Growth

Clearly communicate performance and development steps directly and sensitively to improve the mentee’s performance.

Invest mentees in improving their performance and promote self-reflection through continuous discussions.

5. Contribute to the Coaching Teams Implement interventions and support

structures to ensure all mentees improve their teaching practice.

Meet with other coaches and highly effective teachers to assist in planning meaningful training activities to improve teacher performance.

32

Spring Hill Elementary School’s Family Engagement Plan

The Spring Hill Family Engagement Plan was jointly developed with parents and community members to establish high expectations for parental and community involvement.

Parental/Community Involvement

33

Spring Hill Elementary School encourages parental and community involvement in the educational process. The school, home, and community have a shared goal of promoting success in our children. Parents will act as advisors, resource persons, and coordinators in the following ways:

1. Attend school events and serve as advisors.2. Serve on the Site Based Decision Making Council.3. Use their talents/resources to enhance our instructional programs.4. Become school supporters and advocators.5. Respond to memos, surveys, and questionnaires expressing ideas and concerns.6. Develop jointly with school a school parent compact and family engagement plan.

NCLB InvolvementThe administration, faculty, and staff will provide a strategic plan and implement the Title I Program according to the guidelines set forth in law, which include the following:

1. Make parents aware of NCLB and our participation.2. Allow the parents to observe the school’s programs and visit the classrooms3. Provide parents with student information and progress reports4. Solicit feedback and suggestions from parents at parent meetings on decisions relating to the education of their children.5. Provide parents with a copy of the school parent compact and Spring Hill Elementary School’s Family Engagement Plan.6. Provide parents with a description and explanation of the curriculum in use at the school, forms of academic assessments used to measure student

progress, and the levels students are expected to meet.

To ensure that our parents participate in the development, planning, and implementation of the Title I NCLB requirements, Spring Hill will do the following:1. Encourage parents and community members to participate on the Site Based Decision Making Council and PTO2. Invite all parents to an annual meeting(s) at flexible times to explain the components and requirements of NCLB3. Develop jointly with parents, a school-parent compact and a family engagement plan showing how parents, school, community members and students

share responsibilities and disseminate it to all stakeholders4. Encourage parents to visit regularly and take an active role in school planning and volunteering5. Offer parental training and workshops each month6. Involve parents in planning and developing school improvement projects

Spring Hill Elementary School’s Student/School/Parent Compact

The School-Parent Compact is a document that is jointly developed and agreed upon by students, parents, and staff as a way to promote positive working relationships and a shared commitment to improving academic achievement for all Spring Hill students. As Students, we are responsible for the following: Showing courtesy, honesty, integrity and respect for others Displaying responsible behavior by following all school rules Practicing and maintaining good self-control and avoiding conflicts with others Attending school daily, on time, and ready to learn Preparing for school with all of the necessary materials, as well as, following the uniform dress code. Completing all classwork and homework assignments on time, while doing our best

34

Sharing schoolwork, grades and all school communications with our parents Student Signature ______________________________________________________________________

As Parents/Guardians, we will be responsible for the following: Encouraging punctual and regular school attendance Supporting learning at home, provide support, love and understanding Being present, when possible, for all school functions to support our child Participating indecisions relating to the education of our child Providing up to date contact information, regularly, to communicate with the teacher/school secretary Supporting the school in its efforts to maintain proper discipline and safety Encouraging self-control, self-motivation and responsibility Parent/Guardian Signature ____________________________________________________________

As teachers, we will be responsible for the following: Teaching skills and concepts daily using best practices and research-based strategies Providing assignments that reinforces classroom instruction Addressing the individual needs of all students Providing a safe, positive, and healthy learning environment Grading, correcting and returning student work in a timely manner Providing flexible office hours for parents to address student academic needs Relating to students in a positive manner Assisting in the enforcement of the zero tolerance and dress code policies Maintaining open/ongoing communication with parents/guardians

Teacher Signature _____________________________________________________________________

As an Administrator, I will be responsible for the following: Creating a friendly environment and welcoming suggestions from all stakeholders Communicating the school’s mission goal to students and parents Communicating timely information to parents regarding school events, meetings, and workshops Ensuring a safe and orderly learning environment Reinforcing the partnership between parent, student, and staff Acting as the instructional leader by supporting teachers and students Providing appropriate professional growth opportunities for teachers Encouraging parental involvement, volunteerism and observation Providing a monthly calendar of events at the school level

Principal’s Signature _______________________________________________________________________

35

Shelby County SchoolsTitle I Professional Development Plan

2014-2015 School Year

School: Spring Hill Elementary Principal: Russette Jackson Title I Facilitator: Sonja Wright Assigned Federal Programs Supervisor: Yvonne Jones

Professional Development Budget: $10,327 Substitute Budget: $1200.00

36

Goals Areas to Strengthen

On Goal 1: 2015 TCAP, Spring Hill Elementary RLA TCAP achievement scores for 3rd – 5th grade

students in all subgroups will increase from 18% P/A to 23.1% P/A; and RLA TCAP achievement scores for 3rd grade students in all subgroups will increase from 12.1% P/A to 17.6% P/A.

Reading Fluency Sight Word Fluency Vocabulary Phonics (2nd -3rd) Phonemic Awareness (2nd-3rd) Higher Order Questioning (2nd-5th) Higher Order Thinking (2nd-5th) Planning Differentiation Technology Integration

Go Goal 2: On 2015 TCAP, Spring Hill Elementary Math TCAP achievement scores for 3rd – 5th

grade students in all subgroups will increase from 17.5% P/A to 22.7% P/A; and Math TCAP achievement scores for 3rd grade students in all subgroups will increase from 13.6% P/A to 19% P/A.

Basic Math Fact Fluency1. Addition (2nd-5th)2. Subtraction (2nd-5th)3. Multiplication (3rd-5th)

Vocabulary Higher Order Questioning (2nd-5th) Higher Order Thinking (2nd-5th) Planning Differentiation

Goal 3: On 2015 TCAP, Spring Hill Elementary Science TCAP achievement scores for 3rd – 5th grade students in all subgroups will increase from 15.9% P/A to 21.2% P/A; and Science TCAP achievement scores for 3rd grade students in all subgroups will increase from 26.1% P/A to 30.7% P/A.

Science Integration Planning Teaching Strategies Vocabulary Technology Integration

Goal 4: On 2015 TCAP, Spring Hill Elementary will close the gap in Reading/Language Arts for students in the Black/Hispanic/Native American subgroup by 0.1%.

Reading Fluency Sight Word Fluency Vocabulary Phonics (2nd -3rd) Phonemic Awareness (2nd-3rd) Higher Order Questioning Higher Order Thinking Planning Differentiation Science Integration Technology Integration

Goal 5: On 2015 TCAP, Spring Hill Elementary will maintain a 0% the gap in Math for students in the Black/Hispanic/Native American subgroup.

Reading Fluency Sight Word Fluency Vocabulary Phonics (2nd -3rd)

37

Phonemic Awareness (2nd-3rd) Higher Order Questioning Higher Order Thinking Planning Differentiation Science Integration Technology Integration

Date SIP Goal Professional Learning Activity

Participants Presenter/Consultant Expected Outcome Proposed Amount

July 14-17, 2014 1-5 Principal and Coaching Institute

Russette Jackson, PrincipalSonja Wright Title I PLC Coach

District Personnel Increased support and development of highly effective teachers

Increased math proficiency

Increased proficiency in reading/language arts

Increased science proficiency

Decreased Student Behavioral Referrals/Suspension

$0

July 2013 1, 4, 5 Journey’s Initial Professional Development

Title I PLC Coach2nd-5th TeachersSPED Teachers

District PersonnelJourney’s Consultants

Improved recruitment, retention, support and development of highly effective teachers


Decreased student behavioral referrals/suspensions

$0

July 23-25, 2014 1-5 New Teacher Nicole Brown District Personnel Improved $0

38

Orientation Tia EllisLarry Finch

recruitment, retention, support and development of highly effective teachers

Increased proficiency in mathematics



Increased proficiency in science


July 28, 2014 1-5 Spring Hill Expectations, Title I School-Wide CompliancesHomeless & Displaced Students

2nd-5th Grade TeachersSPED TeachersMusic TeacherArt TeacherP.E. Teacher Librarian

PrincipalPLC CoachProfessional school Counselor






Decreased student behavioral

Title I BudgetPLC Coach$70,000

39

referrals/suspensionsJul 28, 2014 1-5 A Deep Dive into the

DATA2nd-5th grade teachersArt TeacherMusic TeacherPE TeacherLibrarian

PrincipalPLC Coach




Increased proficiency in mathematicsIncreased proficiency in science


July 30, 2014 1-5 2nd-5th Teachers TEM 4.0 Rubric Training

2nd-5th Grade TeachersSPED TeachersMusic TeacherSPED TeachersArt TeacherP.E. Teacher

District PersonnelTitle I PLC Coach

Improved Teacher Effectiveness

Increased proficiency in math




July 30, 2014 1-5 Responsive Classroom 2nd-5th grade teachersArt TeacherMusic TeacherPE TeacherLibrarian

PrincipalTitle I PLC CoachSchool Counselor

Increased support and development of highly effective teachers


Increased proficiency in reading/language


40

arts Increased science

proficiency Decreased Student

Behavioral Referrals/Suspensions


1-5 Monthly PLC Coaches Training

Title I PLC Coach District PersonnelFederal Programs


Increased proficiency in reading/language arts, mathematics and science


$0

August 14-15, 2014 1,4,5 K-3 Reading Initiative: Training of Trainers, Modules 1 & 2

Title I PLC Coach District Personnel Increased support and development of highly effective teachers


$0

August 26, 2014 1-5 Annual Title I Parent Meeting

2nd-5th Grade Parents, Teachers, and StudentsSPED TeachersOrff Music TeacherArt TeacherP.E. TeacherLibrarian

PrincipalTitle I PLC CoachProfessional School Counselor

Improved parent teacher communications

Improved proficiency in mathematics.

Improved proficiency in reading/language arts

Material Title I Budget$75

Title I BudgetPLC Coach

41

Improved proficiency in science

Improved proficiency in social studies

$70,000


1-5 New Teacher Support Nicole BrownTia EllisLarry Finch

Learning CoachesMaster TeacherTitle I PLC Coach Principal


Increased proficiency in KK-5th grade mathematics





Title I BudgetTitle I PLC Coach $70,000

August 2014 1, 4,5 Istation Training KK-3rd Grade Teachers

District Personnel Improved recruitment, retention, support and development of highly effective teachers


$0

August 2014 2,4,5 iReady Math Intervention

2nd-5th Grade Teachers

District PersonnelTitle I PLC Coach

Improved recruitment,

Title I Budget

42

retention, support and development of highly effective teachers

Increase proficiency in mathematics

PLC Coach$70,000

August-September 2014

1,4,5 Site Based Istation Training

2nd-5th Grade TeachersSPED Teachers

Title I PLC Coach Improved recruitment, retention, support and development of highly effective teachers




September 2014 December 2014January 2014

1-5 PBIS TeachersProfessional School CounselorPrincipal

PrincipalProfessional School Counselor



Decreased Student Behavioral Referrals/ Suspensions

$0

September 3, 2014 1-5 Administrator’s TEM 4.0 Training

PrincipalTitle I PLC Coach

District Personnel Improved Teacher Effectiveness

Increased proficiency in math

Increased proficiency in reading/language

$0

43

arts Increased proficiency

in science Decreased student

behavioral referrals/suspensions

September 10, 2014October 29, 2014

1-5 Effective Classroom Teaching- Teach 2


Erica Key, PIT Crew District Instructional Support



$0

September 10, 2014 1-5 Fall Building Testing Coordinators Meeting

Title I PLC Coach District Personnel Testing guidelines for 2014-2015

The future of testing Improved




$0

September 19, 2014 1, 4,5 K-3 Reading Initiative 2nd -3rd grade Teachers

Title I PLC Coach Improved recruitment, retention, support and development of


44

highly effective teachers


September 23, 2014 1, 4,5 Istation Data Day for Parents

ParentsPrincipal

Title I PLC Coach Improved recruitment, retention, support and development of highly effective teachers




September 24, 2014 1-5 My Learning Plan/Oasys and the Evaluation Process

2nd-5thGrade TeachersSPED Teachers

Principal Title I PLC Coach


Increased proficiency in reading/language arts, math and science



September 26-27, 2014

1-5 New Learning Coach and Master Teacher Orientation

Atara Dorsey, Master TeacherDaysha Anderson, Learning Coach

District Personnel Increased support and development of highly effective teachers

$0

45

Sharnell Daniel, Learning Coach



Increased science proficiency

October 2014- May 2015

1,4,5 Learning Walks -Increase teacher pedagogy and skills in RLA instruction through collegial exchange.

Classroom TeachersSPED Teachers

Principal Title I PLC CoachMaster Teacher

Provide opportunities for teachers to participate in Instructional Classroom Learning Walks to colleagues on campus to observe proven best practices in RLA




Title I BudgetSubstitutes$300

October 2014May 2015

1-5 PLC Professional Development

-Highly Effective Objectives (T 1)-Clear and Concise Content (T2)-Differentiated Instruction (T3) -Mastery Connect-CCSS

2nd-5th Grade TeachersSPED TeachersStudents

Title I PLC CoachPrincipalLearning CoachesMaster TeacherPIT Crew

Increased proficiency in grade mathematics




Materials$100.00

Student Journals$1,020.00

eBeam$650

Mastery

46

-CCSS Writing-Rigor and Relevance Framework-UNRAAVEL (RLA)-UNRAAVEL (Math)-12 Powerful Words-Vocabulary Acquisition-Book Studies (i.e. Teach Like A Champion)-Ebeam technology-SmartBoard technology-Student Journaling in Math & Writing

Connect$3,000.00

September 2014 1-5 Assessment Team Training

Educational Assistants

LaFlatis Jackson-Greene

Michelle Howery

Teresa Armour-West

Title I PLC Coach Administer computer based benchmark, formative assessment and mock writing assessments.


Title I BudgetEducational Assistant$26,660


1-5 Making the most of Intervention

Educational Assistants

LaFlatis Jackson-Greene

Michelle Howery

Teresa Armour-West

Title I PLC CoachMaster Teacher

Support and develop highly effective educational assistants





Decreased student


Educational Assistant$26,660

47


October 2014-May 2015

1-5 50/50: Using nonfiction and fiction text (CCSS)

2nd-5th grade teachersSPED Teachers

PrincipalTitle I PLC CoachMaster TeacherLearning Coaches

Increased use of informational text by integrating ELA in all content areas focusing on 50/50 split of nonfiction and fiction texts.



October 2014January 2014March 2014May 2014

1-5 CCSS Vertical Team meetings


Title I PLC Coach A deeper understanding of CCSS as they align throughout the grade levels







October 2014-May 2015

1-5 Student Data Conferences

Students 2nd-5th Grade TeachersSPED Teachers

Convey areas of strength and growth,

$0

48

(3 conferences within this time frame)

as well as, lead students into goal setting and provide supportive actionable strategies for improvement

October- December 2014

1 RTI2 2nd -5th Grade TeachersSPED Teachers

Title I PLC CoachMaster Teacher


To be in compliance with Tennessee RTI2 guidelines

Enhance capacity to provide students with intensive Tier II and severe Tier III intervention in RLA and Math


October 2014-February 2015

1-5 Technology IntegrationEbeam &SmartBoard technologies

2nd-5th Grade TeachersSupport StaffSPED Teachers

Title I PLC Coach Technology Integration





October 2014- 1-5 Tracking Student Data 2nd-5th grade Title I PLC Coach Increased proficiency Title I

49

May 2015 (Istation & iReady) Teachers LaFlatis Jackson Greene, Educational Assistant

in reading/language arts and math

BudgetPLC Coach $70,000Educational Assistant $26,660

October 20-24, 2014 1-5 Tripod Survey Training 2nd-5th Grade Teachers

Professional School Counselor


$0

October –December 2014

1-5 Extended Learning Atara DorseyCedric JeffersonShirley Hightower

Yvonne Jones Federal Programs

Title I PLC Coach




$2525.00

October 22, 2014 2,3,4,5 Integrating Science during the Reading and Math Block

2nd -5th Grade TeachersSPED Teachers

Master TeacherTitle I PLC Coach




50


October 26, 2014 1-5 Donuts with Dads Parent Meeting

2nd-5th Grade Parents

Principal Title I PLC CoachProfessional School Counselor





Title IMaterial$75.00



1-5 Data Day 2nd-5th Grade Teachers

PrincipalTitle I PLC CoachMaster Teacher







Title I Budget$1,200 Substitutes


November 4, 2014 1,4,5 Family Literacy Night 2nd -5th Grade Principal Improved Title I

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TeachersStudentsParentsAdopters Community Members

Title I PLC CoachMaster TeacherProfessional School CounselorLibrarianMemphis City Public Librarian




Material$100.00


November 6, 2014 2,4,5 Are you Ready for iReady? Parent informational session

Parents Title I PLC Coach

Master Teacher




Title I Material$75.00


November 13-14, 2014

1-3 Building Capacity for Success: A Collaborative Approach for Coaches and School Leaders

Atara Dorsey, Master TeacherDaysha Anderson, Learning CoachSharnell Daniel, Learning Coach

Pete Hall, Spokane, Public Schools, WAASCD Consultant


$1557.00

January 22, 2015 1-3 Data Day 2nd -5th Grade Teachers

PrincipalTitle I PLC CoachMaster Teacher

Improved recruitment, retention, support and development of highly effective

Title I Budget$70,000

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teachers Increased proficiency

in mathematics Increased proficiency

in reading/language arts




March 21-23, 20151-5

70th ASCD Annual Conference & Exhibit Show: Challenging Convention: Leading Disruptive Innovations

PrincipalTitle I PLC Coach

ASCD Consultants Improved recruitment, retention, support and development of highly effective teachers




Increased proficiency in scienceDecreased student behavioral referrals/suspensions

$3,000

April 2015 1-5 Muffins with MomParent Meeting

2nd -5th Grade Parents Principal Title I PLC CoachProfessional School Counselor



Increased proficiency


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in science Decreased student


May 14, 2015 1-5 Summer Skills Parent Meeting 2nd-5th Grade Parents Principal Title I PLC CoachMaster TeacherProfessional School Counselor






Title IPLC Coach$70,000

Total Professional Development Expenditures: $11,527Title I PLC Coach and Educational Assistant: $96,660

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Assurance Page - Shelby County Web viewLesson Plan with Re-teaching plan ... School level support...

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