School Improvement Plan - Shelby County Schools€¦ · 2014-15 Tennessee School Improvement...
Transcript of School Improvement Plan - Shelby County Schools€¦ · 2014-15 Tennessee School Improvement...
Whitehaven Elementary STEM School
Engage, Educate, and Empower
Every Student, Everyday!!!
School Improvement Plan Revisions 2014-2015
Tommy Elliott, Principal
Tonya Cooper, ILD (Zone 12)
Dorsey E. Hopson, II, Esq, SCS Superintendent
2014-15 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School Name: Whitehaven Elementary
Accountability status:
Reward, Focus, or Priority if applicable.
Analysis of last year’s final results:
Areas of Greatest Progress: Areas of Greatest Challenge: RLA (ALL ETT): Increase by 7.8% (from 19.8% in 12-13 to 27.6% in 13-14) Math (ALL ETT): Increase by 9% (from 25.1% in 12-13 to 34.1% in 13-14) Based on TVAAS Data (2014), in Math, the 3rd grade growth measure, 4.6, met the Standard for
Academic Growth, by 2 standard errors. The 4th grade estimated mean NCE Gain (3.3) is
substantially above the growth standard by at least 1 standard error. In 5th grade, the
estimated mean NCE Gain (1.6) is equal to or greater than the growth standard by at least 1
standard error.
In Reading Language Arts, the 3rd grade growth measure, 4.6 made substantially more progress
than the Standard for Academic Growth, by 2 standard errors. In 4th grade, the estimated
mean NCE Gain (1.7) is substantially above the growth standard by at least 1 standard error.
In Science, the 3rd grade growth measure, 18.2 made substantially more progress than the
Standard for Academic Growth, by 2 standard errors. The 4th grade estimated mean NCE Gain
(0.1) is equal to or greater than the growth standard by at least 1 standard error. In 5th grade
in Science, the estimated mean NCE Gain (8.0) is substantially above the growth standard by at
least 1 standard error.
In Social Studies, the 3rd grade growth measure, 4.2 made substantially more progress than the
Standard for Academic Growth, by 1 standard error. Fifth grade students scored above the
Standard for Academic Growth. In 5th grade, the estimated mean NCE Gain (2.4) is
substantially above the growth standard by at least 1 standard error.
In Reading Language Arts, the number of students (ALL) in 2013 who reported Below Basic in
2013 (77) decreased in 2014 (63); Basic in 2013 (113) decreased in 2014 (97); Proficient in 2013
(42) increased in 2014 (57)
In mathematics, the number of students (ALL) in 2013 who reported Below Basic in 2013 (65)
decreased in 2014 (54); Basic in 2013 (111) decreased in 2014 (91); Proficient in 2013 (51)
increased in 2014 (59); Advanced in 2013 (8) increased in 2014 (16).
In Science, the number of students (ALL) in 2013 who reported Below Basic in 2013 (91)
decreased in 2014 (67); Basic in 2013 (73) decreased in 2014 (45); Proficient in 2013 (67)
increased in 2014 (88); Advanced in 2013 (4) increased in 2014 (20).
In Social Studies, the number of students (ALL) in 2013 who reported Below Basic in 2013 (0)
remained consistent in 2014 (0); Basic in 2013 (91) decreased in 2014 (66); Advanced in 2013
(22) increased in 2014 (32).
The target for 2013-2014 AMO in mathematics arts was 29.8%. The percent proficient/advanced in 2014 for all students was 34.1%. We did meet the AMO target for mathematics.
The target for 2013-2014 AMO in reading language arts was 24.8%. The percent proficient/advanced in 2014 for all students was 27.6%. We did meet the AMO target for reading language arts.
For the 2014-15 school year, we have no gaps in reading language arts for subgroups Black/Hispanic/Native American, Economically Disadvantaged, and Students with Disabilities. In mathematics, there are no gaps in mathematics for subgroups Economically Disadvantaged and Students with Disabilities. This is due to the fact that there are not enough students in the subgroups or non-subgroups to make a comparison. There must be at least 30 students in each subgroup. Therefore, we are not held accountable for these subgroups. However, in mathematics, there is a slight gap of 0.3 for Black/Hispanic/Native American.
The percent proficient and advanced for with Black, Economically Disadvantaged, Students with Disabilities and White in mathematics are 33.8%, 32%, 38.4%, and 100% respectively. The 2013-14 goal for Black, Economically Disadvantaged, and Students with Disabilities in mathematics was 29.9%, 28.7%, and 32.5% respectively. We met the goal for the following subgroups: Black, Economically Disadvantaged, and Students with Disabilities.
The percent proficient and advanced for with Black, Economically Disadvantages, Students with Disabilities and White in reading language arts are 27.7%, 25.1%, 23%, and 0% respectively. The 2013-14 goal for Black and Students with Disabilities in mathematics was 24.5% and 24.3% respectively. We met the goal for the following subgroups: Black and Students with Disabilities.
Based on TVAAS Data (2014), in 5th grade, Reading/Language is an area for continued growth, as the estimated mean NCE Gain (-0.4) is more than 2 standard errors below the growth standard. We made slightly less progress than the Standard for Academic Growth in 5th grade Reading/Language. Grade 4 Social Studies is an area for continued
growth. Fourth grade students scored
substantially less than the Standard for Academic
Growth. In 4th grade, the estimated mean NCE
Gain (-4.7) is below the growth standard by at
least 1 standard error.
The number of students (ALL) in 2013 who
reported Advanced (5) in reading/language arts
slightly decreased and reported (4) in 2014.
The number of students (ALL) in 2013 who
reported Proficient (122) in social studies slightly
decreased and reported (119) in 2014.
The percent proficient and advanced for Economically Disadvantaged was 25.1%. The 2013-14 goal for Economically Disadvantaged was 25.2%. We did not meet the goal for this subgroup.
Underlying Reasons for Progress: Underlying Reasons for Challenge:
Students in grades 3-5 at Whitehaven Elementary have made gains in Reading/LA, Mathematics, and Science. Gains for these grade level may be attributed to the following: 1) Whitehaven Elementary tutored 2 days per week before school (Tuesday and Thursday
for Targeted Basic to Proficient Students). We also implemented dates for a Saturday TCAP Writing Blitz (January/February) and a Saturday TCAP Blitz (March/April).
2) Students were placed in homerooms based upon their ability (skills) to assist teachers with differentiation in the classroom.
3) Teachers in grades 3-5 were departmentalized in order to provide excellent instruction in the classroom where teachers were able to develop the necessary skills for effective instructional practices in the classroom.
4) The STEM Program continued to be implemented. 5) Whitehaven Elementary continued to implement district initiatives such as Reading Plus,
Stanford Math, and Istation. 6) With the implementation of the TEM 3.0 Teacher Evaluation Process, teachers began
teaching at a higher level to meet levels 3, 4, and 5 of the indicators. 7) Select teachers attended the Six Trait Writing for Common Core Success. Teachers
learned writing strategies to help create a classroom of enthusiastic and successful writers ready to meet the new rigor and requirements of the CCSS.
8) STEW (W-Writing) lab was added for students in grades 2-5 to help prepare these students for the TCAP Writing Assessment.
9) Select teacher attended the NCTE Conference. Teacher learned literacy skills that are used to transform teaching in the classroom.
10) Teachers in grades K-5 participated in a monthly class in reading instruction and/or intervention at all grade levels (Sopris Training).
11) All Grade K-5 teachers participated in six months of Common Core Study Groups (7 Sessions) and learned about Common Core Standards and how to apply them in the classroom.
12) All Grade K-5 teachers met in common content area/grade level PLC’s to disaggregate data, plan lessons by aligning instruction to the standards, create assessments, plan interventions, discuss instructional strategies, etc., as well as what content needs to be re-taught using their formative assessments.
13) Grades 3-5 students participated in a monthly practice TCAP assessment (arena style) to assist them in determining mastery and non-mastery skills and placement in necessary interventions; During March/April of the second semester, a weekly school wide common formative assessment for each grade (3-5) was utilized to assist in determining which skills students mastered and did not master.
14) Teachers in these three grade levels reviewed student assessment data to determine which students were in need of tutoring and other interventions. Teachers used data to determine “target students” and plan for small group instruction. The school also offered tutoring two days per week before school for targeted Basic to Proficient students. Teachers met with the principal in data PLC’s to review and reflect (SDIS) on the DEA formative assessment data.
15) One hundred percent (100%) of Whitehaven administrators/ faculty members hold Bachelor’s degrees. All staff members are highly qualified to teach in their respective areas.
Students in grade 5 at Whitehaven Elementary did not make gains in Reading/LA, and students in grade 4 did not make gains in social studies. Losses for these grade levels may be attributed to the following: 1) More professional development is required
for our teachers in grades K-5 to fully understand the changes that have occurred in the new framework with common core literacy.
2) Working computers to implement district initiatives.
3) More professional development is required for our teachers in grades K-5 for differentiation.
4) It was quite difficult for the grade 5 reading language arts to teach reading, language arts, and writing in the 90 minute block. Other grades had a reading teacher and a language arts/writing teacher. This gave students a double dose of instruction in these areas.
5) As much instructional time was not devoted to social studies instruction as reading/language arts, mathematics, and science. Each teacher had to teach their homeroom one of the assigned content areas in addition to social studies.
6) Although many innovative instructional strategies are utilized, more emphasis needs to be placed on small group instruction rather than whole group.
7) More professional development is required for our teachers in grades K-5 for core content training to increase pedagogical knowledge and the repertoire of skills/strategies in social studies, science, and reading language arts (particularly for grade 3-5 teachers).
8) Teachers need more professional development in ways to decrease the small achievement gap for the Black subgroup.
9) Having effective use of the STEM Project-Based Lab, Science Lab, and Engineering Lab with classes. More professional development on strategies for use in the lab setting.
10) More parental involvement is required from parents.
Goals for 2014-15 school year:
1. Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.
2. Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015.
(Whitehaven Elementary will increase its Annual Measure Objectives (AMOs) by 10 percent in order to meet the adequate yearly progress growth targets this school year; School's proficiency target goal in reading/language is 42.2% and 48.2% in math. Accomplishing this goal would result in all students, regardless of race, ethnicity, income level, disability, or language, achieving progress towards proficient and closing the achievement gap.)
To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015.
To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015. To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015. To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.
Plan for this school year:
Key strategies to achieve goals: 1. Strategy: Weekly common grade level meeting led by PLC Coach
Implementation Plan: To examine content with appropriate pedagogy for grade level common core content in mathematics and RLA, instructional strategies, student/teacher/school wide data, etc.; Instructional topics of focus vary each week (TEM 4.0, Sopris Training, TN Core Literacy School Team Training, Gender Equity, Revised Blooms Taxonomy/Costa’s Levels of Questioning, Accountable Talk, etc.). Additional district profession development and on-line courses are required for those teachers who need more assistance. Desired Outcomes: Increase core content knowledge and learn more about instructional strategies, differentiation, small group instruction, common core in the classroom. Projected Costs and Funding: This strategy will not require additional funding as common planning in already in place at Whitehaven Elementary and personnel to provide the content training, instructional strategies, and data are in place. Required district professional development and on-line courses (My Learning Plan course(s), TeachScape- SCS District Funding) This strategy will help us achieve our goals by providing professional development for teachers to help them close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.
2. Strategy: Weekly common grade level meeting Implementation Plan: To disaggregate data, plan lessons by aligning instruction to the standards, create assessments, plan interventions, discuss instructional strategies, etc., based on the appropriate common core grade level standards and to determine appropriate materials for teaching the standards as well as what content needs to be re-taught using their formative assessments; Grade level teams share what they are doing and what they have learned at professional development sessions. Desired Outcomes: Increase alignment of classroom instruction with the TEM 4.0 rubric. Projected Costs and Funding: This strategy will not require additional funding as common planning is already in place at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to review and reflect on classroom instruction and to make the necessary adjustments in instruction. This will help teachers to reach the levels 3, 4, and 5 of the TEM 4.0 indicators and as a result increase student achievement for subgroups and all students in reading/language arts and mathematics.
3. Strategy: Weekly common grade level meeting Data PD for teachers and staff Implementation Plan: To assure that all teachers can use the assessment data (SDIS) to determine specific content needs for their students and to use the Value Added website for growth, projections, etc. – PD provided by principal and PLC Coach during common planning time. Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing teachers the opportunity to analyze and reflect on student assessment data. Projected Costs and Funding: This strategy will not require additional funding as common planning in already in place at Whitehaven Elementary for data meetings. This strategy will help us achieve our goals by allowing teachers to review and reflect on student assessment data. This will help teachers to know which students have mastered and have not mastered the content skills and prepare to reteach and provide the necessary interventions.
4. Strategy: WESA utilizes the Academic Intervention Plan daily; Use of student intervention folders. Implementation Plan: To provide a student schedule that allows time during the school day to obtain tutoring/enrichment for all students;
Students may participate in one of three tiers (Tier 1- screening and group interventions, Tier II- targeted interventions, and/or Tier III- intensive interventions and comprehensive evaluation); Provide extended learning and extended contract before school tutoring opportunities for one “target” group of students (Basic to Proficient); Use student intervention folders for grades 3-5 for students and teachers to review and reflect on content skills students have and have not mastered, so that teachers can reteach and provide the necessary interventions. Desired Outcomes: Increase student proficiency in reading/language arts and mathematics by providing various interventions to address the needs of our students.
Projected Costs and Funding: This strategy will require funding for the Extended Learning and Extended Contract before school tutoring. Extended Learning- ESEA/Title I funds $19,320.00, Extended Contract funds $ 4,796.40, cost of printing and supplies- ESEA/Title I funds $100.00 This strategy will help us achieve our goals by providing interventions to help students who have not mastered the content skills and to maintain proficiency for students who have mastered the necessary skills in reading/language and mathematics.
5. Strategy: WESA will particularly focusing on “target” students in grades 3-5. Implementation Plan: To assign students in grades 3-5 to assigned tiered homerooms. Within each homeroom are additional tier levels for
teachers to focus on the low, middle, and high students; To assign content areas (reading language arts, mathematics, science, social studies) to specific teachers to teach. Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing teachers the opportunity to teach students who are ability based; Teachers will also provide differentiation for the tiered students in each homeroom; Increase student proficiency in reading language arts, mathematics, science, social studies by allowing one specific teacher to focus instruction on one/two assigned content area.
Projected Costs and Funding: This strategy will not require additional funding as teachers are in place for the tiered homerooms, common planning is already in place, and teachers have been assigned specific content areas to teach in grades 2-5 at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to focus and instruct whole groups of students with the same ability using
differentiation for the varying groups and provide additional differentiated instruction for low, middle, and high students within each homeroom. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students. This will help teachers to focus instructional lessons on one/two content area(s)
6. Strategy: WESA grades 2-5 are departmentalized. Implementation Plan: To assign content areas (reading language arts, mathematics, science, social studies) to specific teachers to teach.
Desired Outcomes: Increase student proficiency in reading language arts, mathematics, science, social studies by allowing one specific teacher to focus instruction on one/two assigned content area.
Projected Costs and Funding: This strategy will not require additional funding as teachers have been assigned specific content areas to teach in grades 2-5 at Whitehaven Elementary. This strategy will help us achieve our goals by allowing teachers to focus instructional lessons on one/two content area(s).
7. Strategy: WESA will administer monthly practice TCAP assessments to grades 3-5 to “target” students. Implementation Plan: To use the TN State Department of Education Samplars and Practice Test as assessments that are aligned to the nine
week curricula. This assessment will allow us to determine which students have not mastered the skills and which students require assistance. Each month will be a different content area of focus (reading/la, mathematics, and science). Desired Outcomes: Increase student proficiency in reading/language arts, mathematics, and science by allowing “target” student to participate in monthly practice TCAP assessments. Teachers can continue to monitor students’ proficiency of the content skills.
Projected Costs and Funding: This strategy will require funding to print the monthly practice TCAP assessments and costs for pencils, erasers, ………containers, etc. (cost of printing and supplies- ESEA/Title I funds $500.00).
This strategy will help us achieve our goals by allowing students various opportunities to practice with the tested skills on the TCAP and provide students with what they have learned and what they need to focus more on. This will also help teachers to know which students have and have not mastered the content skills in reading/language and mathematics, so that they can reteach the skills. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.
8. Strategy: Whitehaven Elementary will continue to implement district initiatives. Implementation Plan: To implement district initiatives such as Istation and iReady for Tier II & Tier III intervention students. Desired Outcomes: Increase student proficiency in reading/language arts and mathematics by allowing Tier II and Tier III students an opportunity to participate in district initiatives such as Istation and iReady. Projected Costs and Funding: This strategy will require funding from SCS district funds for district initiatives. This strategy will help us achieve our goals by allowing students various opportunities to practice with content skills in reading/language and
mathematics that they have not mastered. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts and mathematics for all students.
9. Strategy: WESA will utilize Accelerated Reader (AR). Implementation Plan: To use Accelerated Reader, a software tool, to assess a student's reading level, suggests titles of books at that level,
and then assess whether a student has completed reading the book by asking a series of questions. It provides information to students regarding reading rates, amount of reading, and other factors related to reading. Desired Outcomes: Increase student proficiency in reading. Projected Costs and Funding: This strategy will require funding for Accelerated Reader from Renaissance Learning . ESEA/Title I funds $5,138.00. This strategy will help us to determine a student's reading skills in comparison to their current school grade and other students of comparative level. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in reading/language arts for all students.
10. Strategy: WESA will pilot Project Lead the Way (PLTW). Implementation Plan: To provide hands-on, project-based science, technology, engineering and math (STEM) curricula. Desired Outcomes: Increase student proficiency in mathematics and science. Projected Costs and Funding: This strategy will require funding for Project Lead the Way Materials and Resources. ESEA/Title I funds $36,770.00. This strategy will help students link math and science concepts to real-world problem solving. This will help teachers to close the achievement gap with subgroups in the classroom and to meet the proficiency target in mathematics and science for all students.
11. Strategy: WESA will implement STEW (W-Writing Lab). Implementation Plan: To provide practice in writing for grades 1-5. Projected Costs and Funding: This strategy will not require additional funding as an educational assistant for the Writing Lab is already in place from Fund 1. This strategy will help to increase TCAP Writing scores for students in grades 3-5.
Key benchmarks for progress on strategies:
Benchmark: Timeline: 1. All teachers in grades K-5 will examine appropriate pedagogy for grade level common core content in mathematics and RLA, instructional strategies, student/ teacher/school wide data, etc. District content advisors will assure that all teachers in the session understand the content and can use pedagogy appropriate to the content and grade level.
Weekly meetings throughout the school year with PLC Coach; ILD and PIT Crew meet with principal at least monthly to review progress and determine teachers who need additional professional development; The Master Teacher and Learning Coaches will provide additional support for teachers who require assistance.
2. All grade levels meet weekly to cooperatively prepare lesson plans and select/find instructional materials and resources; Core content area lesson plans are submitted to the PLC Coach weekly for review and feedback with teachers (rotate review and feedback with core content areas); PLC Coach will share summary with principal.
Weekly : Grades K-5 submit their meeting minutes and agenda; Weekly: Lesson plans and materials submitted to PLC Coach.
3. Weekly data training/review/reflection
Weekly (Wednesday’s/Thursday’s): Principal meets with each grade level (1-5) to review and reflect on assessment data; Teachers are able to determine SPI’s and standards to reteach and refocus on by reviewing the data; Weekly (Wednesday’s/Thursday’s): PLC Coach will train teachers on how to access data, navigate for data, and read reports to determine student needs (Discovery, TCAP Practice, Istation, iReady, TVAAS). Teachers are able to access, analyze and reflect on their own data.
4. Formative assessment data ; Administer monthly TCAP practice assessments to “target” students in grades 3-5 and use the data to determine tutoring and student needs (which students did not master the skills).
September 2014-April 2015: Select formative assessments- September 30: 1st TCAP Practice assessment (reading/language arts); October 28: 2nd TCAP Practice assessment (mathematics); November 18: 3rd TCAP Practice assessment (science); January 27: 4th TCAP Practice assessment (reading/language arts); February 24: 5th TCAP Practice assessment (mathematics); March 10: 6th TCAP Practice assessment (science): Weekly Common Assessments- March 27th, April 2nd, April 10th, April 17th, April 24th
5. Monitor targeted students’ attendance at tutoring sessions; Monitor their progress on classroom, school-wide, and district-wide formative assessments.
Tutoring (Monitor attendance weekly by PLC Coach and Counselor); Weekly- Teachers monitor classroom formative assessment data; Monthly- PLC Coach and Principal monitor school wide formative assessment data; Quarterly- PLC Coach and Principal monitor district-wide DEA formative assessment data.
6. Monitor Tier II & Tier III intervention students’ progress weekly in Istation and iReady.
Weekly- Monitor Istation and iReady data.
7. Monitor Accelerated Reader (AR) Usage and student data.
Usage (Monitor Accelerated Reader usage by Principal, PLC Coach, and Librarian); Weekly- Librarian monitor weekly usage; Bi-weekly- PLC Coach monitor bi-weekly usage; Monthly- Principal monitor monthly usage. Student Data (Monitor Student Data by Principal, PLC Coach, and Teacher); Bi-weekly- PLC Coach and teacher monitor Accelerated Reader student data bi-weekly; Monthly- Principal monitors Accelerated Reader student data monthly.
8. Monitor Project Lead the Way (PLTW). Usage- (Monitor PLTW usage by Principal, STEM Optional Facilitator); Weekly- Principal monitors PLTW weekly via STEM lesson plans and classroom observations; STEM Optional Facilitator monitors PLTW via classroom observations.
9. STEW (W-Writing). Instruction- (Monitor Writing Lab Instruction by Principal and PLC Coach); Weekly- PLC Coach monitors writing in lesson plans and via classroom observations; Bi-weekly- Principal monitors writing via classroom observations.
SCS Framework
6
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Whitehaven Elementary STEM School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th
graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.
To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015.
To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.
Which need(s) does this Goal address? Student Achievement- Reading and Language Arts
How is this Goal linked to the District’s Strategic Plan?
Goal 1: Accelerate Student Achievement a) Focusing on Pre K-3 Literacy
b) Developing, Recruiting, and Retaining Effective Teachers, Leaders and Staff
c) Improving Low-Performing Schools
d) Expanding Opportunities for High Achievers
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/Outcomes
Action
Step 1
The school will provide professional
development on:
Professional Learning Communities
My Learning Plan
Analyzing Data- TCAP, SAT10, Practice Common Assessments, Discovery Assessments, Istation, iReady
Research-based Literacy Strategies
Differentiated Instruction
Discovery Education
Instructional Curricula, Lesson Plans, Classroom Observations
Revised Bloom’s Taxonomy/Costa’s Levels of Questioning
TVASS Data Review and Analysis
TEM 4.0
June 18, 2014-
May 2015, July
2015- May 2016
Outside
Consultants,
District
Personnel,
Principal,
PLC Coach,
Teacher
Leaders
Instructional
Materials and
Supplies for
each session
ESEA Instructional
Supplies- $1,000.00,
Salary of PLC Coach-
ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Discovery
Assessment Data,
TCAP Data, SAT10
Data, TCAP Writing
Data, TCAP Common
Assessment Data, TEM
Data, TVASS Data
Increased
collaboration
between faculty and
parents, increased
TCAP, SAT10, and
TCAP Writing in
reading/language
arts/writing, and
enhanced teacher
performance,
knowledge and
skills.
SCS Framework
7
Common Core State Standards
Gender Equity in the Classroom
Responsive Classrooms
Small Group Focused Instruction
PBIS
Accountable Talk
Use of STEM Technology in the Classroom
Successful Parent Teacher Conferences/Ways to Assist Parents at Home with Their Child
Istation
iReady
STEM Curricula- Project Lead The Way
Kindergarten Curriculum Materials/Resources
Common Core Close Reading and Informational Texts (Grades 3-5)- Text Exemplars
Youth Suicide Prevention, Bullying, and Child Abuse
Homeless/Displaced Students
TeachScape
TN Online Learning Series for Teachers- Reading Foundational Skills
Reading Literature
Reading Informational Text
Speaking and Listening
Text Complexity
Academic Vocabulary
Action
Step 2
The school will provide academic intervention
programs including: Extended Learning/
Extended Contract- Before school, Blitz’s,
Saturday tutoring (Targeted Students- Tier I)
WESA “In-house” Tutoring (Tier II/III)
Istation (Tier II/III) (Use of Student Intervention Folders for students
and teachers to track students’ mastery and non-
mastery of content skills.)
September
2014- June
2015,
September
2015-June 2016
PLC Coach,
Extended
Contract
Coordinator,
Select Grades
3-5 Teachers,
Educational
Assistants
Computers,
Printers,
Tutors,
Instructional
Supplies
ESEA Extended
Learning Funds
($19,320.00),
Extended Contract
Funds ($4,796.40),
District Funds-
Istation, Salary of
ESEA Educational
Assistants, Salary of
PLC Coach- ESEA
Student Progress
Reports & Report Cards,
Teacher Observations,
Teacher-Made
Assessments, Istation
Data, Discovery
Education Assessment
Data, TCAP Common
Assessment Data,
TCAP Test Data, TCAP
Writing Assessment
Data
TCAP and TCAP
writing scores in
reading language
arts will increase on
state assessments:
better grades in the
classroom; Increase
in student
achievement.
Action Teachers in grades K-5 will use the Discovery
Education Formative Assessment (grades 3-5
only), Discovery Probes, and Journey’s to
September
2014-May 2015,
September
Grades K-5
Teachers,
Discovery
online test
materials and
District Funds-
Discovery Education,
Journey’s, Salary of
Discovery Assessment
Data(weekly & quarterly)
& Journey’s Assessment
Students’ TCAP,
SAT10, and TCAP
writing scores will
SCS Framework
8
Step 3 identify mastery and non-mastery of SPI’s. It will
also be used to determine gains and losses.
With this data, teachers will be better able to
plan and modify classroom instruction in order
to target the needs of all students. They will
determine best practices/instructional strategies
to increase student achievement in
reading/language arts/writing. Parents will be
involved in a timely manner of the progress their
students are making of these practice tests.
2015-May 2016 PLC Coach data supplied
by SCS; Online
access to
Journey’s for
assessments
will be provided
by SCS.
PLC Coach- ESEA Data (weekly and
monthly), TEMS, Weekly
Lesson Plans, Parent
Contact Logs,
Classroom
Observations, PLC
Meeting Reports
increase; better
grades in the
classroom. Parental
involvement will
increase; Increase
in student
achievement.
Action
Step 4
Grade K-5 teachers will participate in weekly
PLC’s with the PLC Coach, meet weekly in grade
level meetings, meet weekly in data meetings,
and meet in faculty settings to network and
collaborate in sessions (PLC’s) to focus
collectively on teacher learning that leads to
greater student learning across grade levels and
develop common lessons, instructional
strategies, classroom assessments, and data.
These sessions are designed to increase student
achievement in the classroom and on the TCAP
Test and TCAP Writing Assessment.
August 2014-
On-going
through May
2015, August
2015- On-going
through May
2016 (Dolman-
Wednesday’s/Th
ursday’s, Elliott-
Wednesday’s/Th
ursday’s, Grade
Level- once per
week, Faculty
Meeting PD-
once per week
Vertical Team
Meetings- once
per month
Principal, PLC
Coach, All
Teachers
Materials
(paper, copies,
etc.) for each
session
Salary of PLC Coach-
ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Test Score
Data, Examples of
Student Work
Increased
collaboration
amongst the faculty,
better
communication and
collaboration
amongst the faculty,
increased number
of students
mastering
Language
Arts/Reading/Writin
g SPI’s and English
CCSS, and
enhanced teacher
performance,
knowledge, and
skills; Increase in
student
achievement.
Action
Step 5
Teacher Mentoring- Learning Coaches and SCS
PIT Crew will meet with new and struggling
teachers to share their ideas and experiences,
grow professionally, and improve the education
of students in the classroom.
August 2014-
May 2015,
August 2015-
May 2016
SCS PIT
Crew, SCS
Learning
Coaches, New
Teachers,
Struggling
Teachers
Instructional
Materials
Salary of SCS PIT
Crew, $2,000.00/
Learning Coach
($2,000.00)- SCS
District Funds
Monthly Time Logs,
Informal Observations
using the TEM 4.0
Rubric, Learning Walks/
Peer Observations,
Personal Learning Plans
Increased
knowledge and
expertise of new
and struggling
teachers in reading
language arts and
improved student
learning in the
classroom.
Action
Step 6
The school will encourage parent/community
participation via Family Reading Night.
Winter 2014-
2015
PLC Coach,
Librarian,
Counselor,
Instructional
Materials and
Supplies and
Materials: $300.00-
ESEA, Salary of PLC
Sign In Sheets,
Evaluation
Forms/Survey,
Increased parents’
awareness of the
reading/language
SCS Framework
9
Teachers of
Grades K-5
Supplies Coach- ESEA
Attendance arts/writing
curriculum and
SPI’s and informed
parents on what
they can do to
assist students with
reading/language
arts/writing at home.
Increased number
of students
mastering
Language
Arts/Reading/Writin
g SPI’s and English
CCSS.
Action
Step 7
Grade K-5 teachers will use technology (Smart
Boards, CPS systems, computers/laptops,
printers, projectors, SMART Response systems,
Gizmos) to enhance instruction, increase
student engagement, and interactivity with
lessons, and increase student achievement in
AYP areas.
August 2014-
May 2015,
August 2015-
May 2016
PLC Coach;
All Teachers
Smart Boards
in each
classroom
(already in
place- ordering
1 additional
SMART Board
set-up and
mounting for
PLRC and
Science Labs );
CPS/Smart
Response units
in select
Grades K-5
classes and
training for
those teachers;
working
computers and
access to print
in all
classrooms
Smart Boards and
Projectors w/ PD-
$6,224.00 (ESEA)
laptops- $13292.79
(ESEA), Salary of PLC
Coach- ESEA
Classroom
Observations, Examples
of Student Work, TEM
4.0 observations,
Weekly Lesson Plans,
PLC meeting reports,
CPS/Smart
Response/Gizmos Data
Students will take
more responsibility
for their own
learning and will be
more engaged with
the process; this in
turn will increase
reading language
arts test scores.
Action
Step 8
K-5 students who have been identified as Tier II
and Tier III from the RTI2 benchmark will use
Istation as an intervention for reading language
arts.
September
2014- May 2015,
September
2015-May 2016
PLC Coach,
Grades K-5
Teachers
Benchmark-
Istation data
District Funds-
Istation, Salary of
PLC Coach- ESEA
Test Score Data, Data
from Istation classes.
Low-achieving
students will make
gains on the TCAP
and SAT10 tests.
SCS Framework
10
Action
Step 9
Black, ED, and Students with Disabilities
students will receive additional support to
prepare for TCAP and SAT10 testing; this
support will take place in the regular classroom
and through WESA “in-house” tutoring during
the day and before school.
October 2014-
April 2015,
September
2015- April 2016
PLC Coach,
Grades K-5
teachers,
Educational
Assistants,
SPED
Teacher
Achievement
data for, Black,
ED, and
Students with
Disabilities
ESEA Extended
Learning Funds
($19,320.00),
Extended Contract
Funds ($4,796.40),
District Funds-
Istation, Salary of
ESEA Educational
Assistants, Salary of
PLC Coach- ESEA
Discovery and Practice
TCAP Assessment Test
Data, TEM
Observations, Weekly
Lesson Plans
TCAP and SAT10
test scores for
students in these
subgroups will
increase.
Action
Step 10
Data (test scores, report card grades) will be
used in conjunction with teacher
recommendations in scheduling students into
the Optional Program.
August 2014-
May 2015,
August 2015-
May 2016
School
Counselor,
Optional
Schools
Facilitator
Physical
evidence of
past student
achievement;
Optional School
Assessment,
test scores,
report cards,
records
Salary Optional
School Facilitator
(SCS Optional
Schools);
Instructional
Materials, Supplies,
Equipment,
Computers, Field
Trips (SCS Optional
Schools)
Schedules Accessed
through Power School;
Student Progress
Reports, Student Report
Cards
High-achieving
students will be
placed in more
rigorous classes,
while lower-
achieving students
will be placed in
classes that provide
more structure.
This will allow
optional teachers to
increase the rigor
and depth of study,
which in turn will
increase TCAP and
SAT10 test scores
among those
students.
Action
Step 11
Teachers will use SCS curriculum maps for
rigorous lesson planning and instruction.
July 2014-May
2015, July 2015-
May 2016
All Teachers,
PLC Coach
SCS curriculum
maps
Salary of PLC Coach-
ESEA
Classroom
Observations, TEMS,
Weekly Lesson Plans,
PLC meeting reports
Increased TCAP
and SAT10 scores.
Action
Step 12
Substitute Teacher to cover regular teacher
classes for job-embedded PD sessions -Ongoing
throughout 2014-2015 school year. Subs will be
required for teachers to participate in
professional development to assist teachers with
increasing the rigor and relevance in daily
lessons as well as plan strategies to increase
October 2014 -
May 2015,
August 2015-
May 2016
PLC Coach,
Select
Teachers
Instructional
Materials for
each session
$1,000.00-
Substitutes (ESEA),
Salary of PLC Coach-
ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Increased
knowledge of
content area and
instructional
strategies;
Increased rigor and
relevance in daily
lessons; Increased
SCS Framework
11
student achievement on TCAP and SAT10 tests.
knowledge of
strategies to
increase student
achievement on
TCAP and SAT10
tests.
Action
Step 13
Select K-3 teachers will participate in classes in
reading instruction for grade levels K-3. The
content was developed by the State to align with
CCSS, and each course offers a variety of
strategies or activities over a period of seven
months that can be used with students
immediately. Teachers in K-3 will learn valuable
information for good first teaching. These
sessions will help teachers to refine their
practices and gain new ideas in reading
instruction.
Sept. 19, 2014,
Jan. 5, 2015,
Feb. 6. 2014,
July/August
2015
SCS Literacy
PLC Coach
Instructional
Materials and
Supplies for
each session;
Supplies and
Materials
Materials and
supplies- SCS and TN
Department of
Education, Salary of
PLC Coach- ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Test Score
Data, Examples of
Student Work
Increased
collaboration
amongst the faculty,
better
communication and
collaboration
amongst the faculty,
increased number
of students
mastering
Language
Arts/Reading/Writin
g SPI’s and English
CCSS, and
enhanced teacher
performance,
knowledge, and
skills.
Action
Step 14 Learning Forward Annual Conference
December 7-10,
2014, December
2015
Conference
Presenters,
PLC Coach
N/A
Conference
Registration & Travel-
ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Participant will
learn research
based skills and
principles that
can be used to
increase rigor in
the curriculum.
Participant will
identify
breakthrough
practices for
school leadership
and
administration.
SCS Framework
12
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Whitehaven Elementary STEM School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th
graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015.
To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015.
To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.
Which need(s) does this Goal address? Student Achievement- Reading and Language Arts (Writing)
How is this Goal linked to the District’s Strategic Plan?
Goal 1: Accelerate Student Achievement a) Focusing on Pre K-3 Literacy
b) Developing, Recruiting, and Retaining Effective Teachers, Leaders and Staff
c) Improving Low-Performing Schools
d) Expanding Opportunities for High Achievers
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/Outcomes
Action
Step 1
STEW (W- Writing)- Students in grades 1-5 will
report weekly to the writing lab. In this lab,
students will write about topics of interests to get
students engaged and interested in writing.
August 2014-
May 2015,
August 2014-
May 2016
Principal,
Educational
Assistant,
Grades 1-5
Teachers
Paper, pencils,
composition/spir
al tablets,
computers,
printer, Ink
Salary of ESEA
Educational
Assistant
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, TCAP Writing
Assessment Data, STTS
Student Writing, STTS
Student Writing Practice
Exercises on MIST
TCAP writing
scores will increase
and students will
learn how to use
informational text
and compose
analytical essays.
Action
Step 2
School Team Training Series- A grade 5 teacher
who attended the STTS session during the
summer of 2014 will lead this series with teachers
in grades 3-5 with several Bridge to Practice
Activities and PLC’s to help teachers prepare
Summer
2014,
September 9,
2014,
Grade 5 Lead
STTS Teacher,
PLC Coach,
Paper, pencils,
pens,
highlighters,
Stipend for Lead
STTS teacher
provided by TN
Core form TN
State Department
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, TCAP Writing
Assessment Data, STTS
TCAP writing
scores will increase
and students will
learn how to use
informational text
SCS Framework
13
students for the TCAP Writing Assessment. September
19, 2014, Fall
2014, January
2015,
February 2015
Grades 3-5
Teachers
sticky notes,
computers,
printer, Ink,
MIST
of Education from
Summer 2014
training, MIST-
purchased by
SCS, Salary of
PLC Coach- ESEA
Student Writing, STTS
Student Writing Practice
Exercises on MIST
and compose
analytical essays.
Action
Step 3
Edutyping- Students in grades 4 and 5 began
using Edutyping last school year. Students in
grade 3 will be introduced to it. All students in
grades 3-5 will use Edutyping to help them learn
how to type in preparation for the TCAP Writing
Assessment.
September
2014- May
2015
Grade 3-5
Teachers,
Educational
Assistant
Edutyping,
computers
Edutyping
License-
purchased by
SCS
Edutyping Data
Reports, STTS Student
Writing Practice
Exercises on MIST
(Speed and Accuracy)
Students will learn
how to type and
effectively use
MIST; TCAP writing
scores will increase.
Action
Step 4
The school will provide professional development
on:
Writing Across the Curriculum
MIST for Elementary Students
Writing on the Road to PARCC K-2
Writing on the Road to PARCC 3-5
K-5 PARCC Resources
3-11 Writing Resources
TN Core K-12 Writing Scoring Rubrics
TN Online Learning Series for Teachers- Writing
TN Core- Student Writing Samples for K-3 Reading Units
September
2014- May
2015,
September
2015- May
2016
TN Core, District
Personnel,
Principal, PLC
Coach,
Teacher Leaders
Instructional
Materials and
supplies for each
session
ESEA
Instructional
Supplies and
Materials-
$1,000.00
(Included with
Reading
Language Arts
Materials and
Supplies), Salary
of PLC Coach-
ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, TCAP Writing
Assessment Data, STTS
Student Writing, STTS
Student Writing Practice
Exercises on MIST
Increased
collaboration
between faculty and
parents, increased
TCAP Writing
scores, and
enhanced teacher
performance,
knowledge and
skills.
Action
Step 5
The school will provide academic intervention
programs including: Extended Learning/
Extended Contract- Saturday Writing Blitz
(Targeted Students)
January 2015,
February 2015
PLC Coach,
Extended
Contract
Coordinator,
Select Grades 3-
5 Teachers,
Paper, pencils,
pens,
highlighters,
sticky notes,
computers,
printer, Ink,
MIST,
composition/spir
al tablets, tutors
ESEA Extended
Learning Funds
($19,320.00),
Extended
Contract Funds
($4,796.40), Salary
of PLC Coach-
ESEA
Classroom
Observations, Teacher
Observations, Teacher-
Made Assessments,
TCAP Writing
Assessment Data, STTS
Student Writing, STTS
Student Writing Practice
Exercises on MIST
TCAP writing
scores will increase;
better grades in the
classroom; increase
in student
achievement;
students will learn
how to use
informational text
and compose
analytical essays.
MATHEMATICS ACTION PLAN DEVELOPMENT
SCS Framework
14
School: Whitehaven Elementary STEM School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders
(All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015.
To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015.
To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.
Which need(s) does this Goal address? Student Achievement- Mathematics
How is this Goal linked to the District’s Strategic Plan?
Goal 1: Accelerate Student Achievement a) Focusing on Pre K-3 Literacy
b) Developing, Recruiting, and Retaining Effective Teachers, Leaders and Staff
c) Improving Low-Performing Schools
d) Expanding Opportunities for High Achievers
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/Outcomes
Action
Step 1
The school will provide professional development
on:
Professional Learning Communities
My Learning Plan
Analyzing Data- TCAP, SAT10, Practice Common Assessments, Discovery Assessments, Istation, iReady
Research-based Literacy Strategies
Differentiated Instruction
Discovery Education
Instructional Curricula, Lesson Plans, Classroom Observations
Revised Bloom’s Taxonomy/Costa’s Levels of Questioning
TVASS Data Review and Analysis
TEM 4.0
Common Core State Standards
Gender Equity in the Classroom
Responsive Classrooms
Small Group Focused Instruction
June 18,
2014- May
2015, July
2015- May
2016
Outside
Consultants,
District
Personnel,
Principal, PLC
Coach,
Teacher Leaders
Instructional
Materials and
Supplies for
each session
ESEA
Instructional
Supplies-
$1,000.00
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Discovery
Assessment Data,
TCAP Data, SAT10
Data, TCAP Writing
Data, TCAP Common
Assessment Data,
TEM Data, TVASS
Data
Increased
collaboration between
faculty and parents,
increased TCAP and
SAT10 in
mathematics/science,
and enhanced teacher
performance,
knowledge and skills.
SCS Framework
15
PBIS
Accountable Talk
Use of STEM Technology in the Classroom
Successful Parent Teacher Conferences/Ways to Assist Parents at Home with Their Child
Istation
iReady
STEM Curricula- Project Lead The Way
Kindergarten Curriculum Materials/Resources
Common Core Close Reading and Informational Texts (Grades 3-5)- Text Exemplars
Youth Suicide Prevention, Bullying, and Child Abuse
Homeless/Displaced Students
TeachScape
TN Online Learning Series for Teachers- Math Progressions
Math Practices
Operations & Algebraic Thinking
Number & Operations—Fractions
Ratios & Proportional Systems
Functions
TN Core-Kindergarten Mathematics Running Record Tool
Engineering is Elementary
Action
Step 2
The school will provide academic intervention
programs including: Extended Learning/ Extended
Contract- Before school, Blitz’s, Saturday tutoring
(Targeted Students- Tier I)
WESA “In-house” Tutoring (Tier II/III)
iReady (Tier II/III)
Istation (Tier II/III) (Use of Student Intervention Folders for students and
teachers to track students’ mastery and non-mastery of
content skills.)
September
2014- June
2015,
September
2015-June
2016
PLC Coach,
Extended
Contract
Coordinator,
Select Grades 3-
5 Teachers,
Educational
Assistants
Computers,
Printers,
Tutors,
Instructional
Supplies
ESEA Extended
Learning Funds
($19,320.00),
Extended
Contract Funds
($4,796.40),
District Funds-,
iReady, Istation,
Salary of ESEA
Educational
Assistants
Student Progress
Reports & Report
Cards, Teacher
Observations,
Teacher-Made
Assessments, iReady
Data, Discovery
Education
Assessment Data,
TCAP Common
Assessment Data,
TCAP Test Data
TCAP scores in
mathematics/science
will increase on state
assessments: better
grades in the
classroom; Increase in
student achievement.
Action
Step 3
Teachers in grades K-5 will use the Discovery
Education Formative Assessment (grades 3-5 only)
and Discovery Probes to identify mastery and non-
mastery of SPI’s. It will also be used to determine
gains and losses. With this data, teachers will be
September
2014-May
2015,
September
2015-May
Grades K-5
Teachers, PLC
Coach
Discovery
online test
materials and
data supplied
District Funds-
Discovery
Education
Discovery
Assessment
Data(weekly &
quarterly), TEMS,
Weekly Lesson Plans,
Students’ TCAP and
SAT10 scores will
increase; better
grades in the
classroom. Parental
SCS Framework
16
better able to plan and modify classroom
instruction in order to target the needs of all
students. They will determine best
practices/instructional strategies to increase
student achievement in mathematics/science.
Parents will be involved in a timely manner of the
progress their students are making of these
practice tests.
2016 by SCS Parent Contact Logs,
Classroom
Observations, PLC
Meeting Reports
involvement will
increase; Increase in
student achievement.
Action
Step 4
Grade K-5 teachers will participate in weekly PLC’s
with the PLC Coach, meet weekly in grade level
meetings, meet weekly in data meetings, and meet
in faculty settings to network and collaborate in
sessions (PLC’s) to focus collectively on teacher
learning that leads to greater student learning
across grade levels and develop common lessons,
instructional strategies, classroom assessments,
and data. These sessions are designed to increase
student achievement in the classroom and on the
TCAP Assessment.
August 2014-
On-going
through May
2015, August
2015- On-
going
through May
2016
(Dolman-
Wednesday’
s/Thursday’s,
Elliott-
Wednesday’
s/Thursday’s,
Grade Level-
once per
week,
Faculty
Meeting PD-
once per
week
Vertical
Team
Meetings-
once per
month
Principal, PLC
Coach, All
Teachers
Materials
(paper, copies,
etc.) for each
session
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Test Score
Data, Examples of
Student Work
Increased
collaboration amongst
the faculty, better
communication and
collaboration amongst
the faculty, increased
number of students
mastering
mathematics/science
SPI’s and
Mathematics CCSS,
and enhanced teacher
performance,
knowledge, and skills;
Increase in student
achievement.
Action
Step 5
Teacher Mentoring- Learning Coaches and SCS PIT
Crew will meet with new and struggling teachers to
share their ideas and experiences, grow
professionally, and improve the education of
students in the classroom.
August 2014-
May 2015,
August 2015-
May 2016
SCS PIT Crew,
SCS Learning
Coaches, New
Teachers,
Struggling
Teachers
Instructional
Materials
Salary of SCS PIT
Crew, $2,000.00/
Learning Coach
($2,000.00)- SCS
District Funds
Monthly Time Logs,
Informal Observations
using the TEM 4.0
Rubric, Learning
Walks/ Peer
Observations,
Personal Learning
Increased knowledge
and expertise of new
and struggling
teachers in
mathematics/science
and improved student
learning in the
SCS Framework
17
Plans classroom.
Action
Step 6
The school will encourage parent/community
participation via Family STEM Night.
November
2014
November
2015
Optional Schools
Facilitator, PLC
Coach, Select
Teachers of
Grades K-5
Instructional
Materials and
Supplies
Supplies and
Materials:
$300.00- ESEA,
Salary of Optional
Schools
Facilitator (SCS
Optional Schools)
Sign In Sheets,
Evaluation
Forms/Survey,
Attendance
Increased parents’
awareness of the
mathematics/science
curriculum and SPI’s
and informed parents
on what they can do to
assist students with
mathematics/science
at home. Increased
number of students
mastering
mathematics SPI’s
and Mathematics
CCSS.
Action
Step 7
Grade K-5 teachers will use technology (Smart
Boards, CPS systems, computers/laptops, printers,
projectors, SMART Response systems, Gizmos) to
enhance instruction, increase student engagement,
and interactivity with lessons, and increase student
achievement in AYP areas.
August 2014-
May 2015,
August 2015-
May 2016
PLC Coach; All
Teachers
Smart Boards
in each
classroom
(already in
place- ordering
1 additional
SMART Board
set-up and
mounting for
PLRC and
Science Labs );
CPS/Smart
Response units
in select
Grades K-5
classes and
training for
those teachers;
working
computers and
access to print
in all
classrooms
Smart Boards and
Projectors w/ PD-
$6,224.00 (ESEA)
laptops-
$13292.79 (ESEA),
Teacher Laptops-
SCS District
Classroom
Observations,
Examples of Student
Work, TEM 4.0
Observations, Weekly
Lesson Plans, PLC
Meeting Reports,
CPS/Smart
Response/Gizmos
Data
Students will take
more responsibility for
their own learning and
will be more engaged
with the process; this
in turn will increase
mathematics/science
test scores.
Action
Step 8
K-5 students who have been identified as Tier II
and Tier III from the RTI2 benchmark will use
iReady as an intervention for mathematics
September
2014- May
2015,
September
PLC Coach,
Grades K-5
Teachers
Benchmark-
iReady data District Funds-
iReady
Test Score Data, Data
from iReady Classes.
Low-achieving
students will make
gains on the TCAP
and SAT10 tests in
SCS Framework
18
2015-May
2016 mathematics.
Action
Step 9
Black, ED, and Students with Disabilities students
will receive additional support to prepare for TCAP
and SAT10 testing; this support will take place in
the regular classroom and through WESA “in-
house” tutoring during the day and before school.
October
2014- April
2015,
September
2015- April
2016
PLC Coach,
Grades K-5
teachers,
Educational
Assistants,
SPED Teachers
Achievement
data for, Black,
ED, and
Students with
Disabilities
ESEA Extended
Learning Funds
($19,320.00),
Extended
Contract Funds
($4,796.40),
District Funds-
iReady, Salary of
ESEA Educational
Assistants
Discovery and
Practice TCAP
Assessment Test
Data, TEM
Observations, Weekly
Lesson Plans
TCAP and SAT10 test
scores for students in
these subgroups will
increase.
Action
Step 10
Data (test scores, report card grades) will be used
in conjunction with teacher recommendations in
scheduling students into the Optional Program.
August 2014-
May 2015,
August 2015-
May 2016
School
Counselor,
Optional Schools
Facilitator
Physical
evidence of
past student
achievement;
Optional School
Assessment,
test scores,
report cards,
records
Salary Optional
School Facilitator
(SCS Optional
Schools);
Instructional
Materials,
Supplies,
Equipment,
Computers, Field
Trips (SCS
Optional Schools)
Schedules Accessed
through Power
School, Student
Progress Reports,
Student Report Cards
High-achieving
students will be placed
in more rigorous
classes, while lower-
achieving students will
be placed in classes
that provide more
structure. This will
allow optional teachers
to increase the rigor
and depth of study,
which in turn will
increase TCAP and
SAT10 test scores
among those students.
Action
Step 11
Teachers will use SCS curriculum maps for
rigorous lesson planning and instruction.
July 2014-
May 2015,
July 2015-
May 2016
All Teachers,
PLC Coach SCS curriculum
maps
Classroom
Observations, TEMS,
Weekly Lesson Plans,
PLC Meeting reports
Increased TCAP and
SAT10 scores.
Action
Step 12
Substitute Teacher to cover regular teacher
classes for job-embedded PD sessions -Ongoing
throughout 2014-2015 school year. Subs will be
required for teachers to participate in professional
development to assist teachers with increasing the
rigor and relevance in daily lessons as well as plan
strategies to increase student achievement on
TCAP and SAT10 tests.
October
2014 -May
2015, August
2015-May
2016
PLC Coach,
Select Teachers
Instructional
Materials for
each session
$1,000.00-
Substitutes
(ESEA)
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Increased knowledge
of content area and
instructional
strategies; Increased
rigor and relevance in
daily lessons;
Increased knowledge
of strategies to
increase student
achievement on TCAP
SCS Framework
19
and SAT10 tests.
Action
Step 13 STEM Technology in the Classroom
August 2014-
May 2015;
August 2015-
May 2016
Optional School
Facilitator
Computers,
Smart Board,
Projector,
Instructional
Materials for
each session
Salary of Optional
Schools
Facilitator (SCS
Optional Schools)
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Increased knowledge
about STEM
technology and how to
use it in the
classroom.
Action
Step 14
Grades Pre-K-5 teachers will use the STEM Project
Based Lab, Engineering Lab, L2 Lab, and Science
Lab to support the STEM initiative.
August 2014-
May 2015,
August 2015-
May 2016
Principal; All
Teachers,
Educational
Assistant
Computers,
Smart Boards,
Projectors,
Printer, Science
Lab &
Engineering
Lab Materials
and Supplies
Classroom
Observations,
Examples of student
work, TEM
Observations,
Weekly Lesson Plans,
PLC Meeting Reports
Students will take
more responsibility for
their own learning and
will be more engaged
with the process; this
in turn will increase
test scores in
mathematics/science.
Action
Step 15
The school will encourage parent/community
participation via STEM Expo. This Expo will help
define what science, technology, engineering and
math education look like in elementary schools
today and tomorrow. More than 50 STEM
educators, STEM careers & STEM activities
representing Memphis & Shelby County will come
together for hands-on fun and the opportunity to
help define the future of STEM! education.
Spring 2015
Spring 2016
Principal,
Optional Schools
Facilitator, PLC
Coach, All
Teachers,
Educational
Assistants
Instructional
Materials and
Supplies
Supplies and
Materials:
$500.00- ESEA;
Salary of Optional
Schools
Facilitator (SCS
Optional Schools)
Sign In Sheets,
Evaluation
Forms/Survey,
Attendance
Increased knowledge
about STEM and how
it is used in the
classroom, careers,
etc.
Action
Step 16
Select grades K-5 teachers will pilot Project Lead
the Way (PLTW) to provide hands-on, project-
based science, technology, engineering and math
(STEM) curricula.
September
2014-May
2015, August
2015-May
2016
Principal;
Optional Schools
Facilitator,
Select K-5
Teachers
Computers,
iPads, Smart
Boards,
Projectors,
Printer, PLTW
Curricula and
Materials and
Supplies
Supplies and
Materials:
$36,770.00- ESEA;
Salary of Optional
Schools
Facilitator (SCS
Optional Schools)
Classroom
Observations,
Examples of Student
Work, TEM
Observations, Weekly
Lesson Plans, PLC
Meeting Reports
Students will take
more responsibility for
their own learning and
will be more engaged
with the process; this
in turn will increase
test scores in
mathematics and
science.
Action
Step 17 Project Lead The Way State Conference
October 21-
22, 2014,
October
2015
Conference
Presenters,
Principal,
Teachers (4),
N/A
Conference
Registration &
Travel- ESEA
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Participants will further
his/her knowledge
regarding science,
technology,
engineering, and
SCS Framework
20
Counselor mathematics. He/she
will learn how to
implement Project
Lead The Way in the
classroom. It will help
to increase student
achievement in
mathematics and
science and help
students develop the
skills needed to
succeed in the global
economy. PLTW's
rigorous and relevant
curriculum leverages
an innovative, project-
based approach that
fosters collaboration
and builds critical
thinking skills.
Action
Step 18
STEM Education: A Methodology for All
Disciplines
October 31,
2014,
October
2015
Conference
Presenters,
Principal,
Teacher
N/A
Conference
Registration-
ESEA $190.00
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
Participants examine
STEM education
theory and practice
and it applicability
across all disciplines
of instruction.
Participants will also
discuss techniques to
be used in creating
transformative
classroom
environments that
encourage students to
think critically and
creatively in all content
areas.
SCS Framework
21
ATTENDANCE AND PARENTAL INVOLVEMENT ACTION PLAN DEVELOPMENT
School: Whitehaven Elementary STEM School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal To continue to meet or exceed the attendance of 95%.
To increase parental involvement by 50%.
Which need(s) does this Goal address? Attendance and Parental Involvement
How is this Goal linked to the District’s Strategic Plan?
Goal 1: Accelerate Student Achievement a) Focusing on Pre K-3 Literacy
b) Developing, Recruiting, and Retaining Effective Teachers, Leaders and Staff
c) Improving Low-Performing Schools
d) Expanding Opportunities for High Achievers
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/Outcomes
Action
Step 1
The school will provide academic intervention
programs including: Extended Learning/
Extended Contract- Before school, Blitz’s,
Saturday tutoring (Targeted Students- Tier I)
WESA “In-house” Tutoring (Tier II/III)
iReady (Tier II/III)
Istation (Tier II/III) (Use of Student Intervention Folders for students
and teachers to track students’ mastery and non-
mastery of content skills.)
Septemb
er 2014-
June
2015,
Septemb
er 2015-
June
2016
PLC Coach,
Extended Contract
Coordinator, Select
Grades 3-5
Teachers,
Educational
Assistants
Computers,
Printers, Tutors,
Instructional
Supplies
ESEA Extended
Learning Funds
($19,320.00),
Extended Contract
Funds ($4,796.40),
District Funds-,
iReady, Istation,
Salary of ESEA
Educational
Assistants
Student Progress
Reports, Report
Cards, Teacher
Observations, Teacher-
Made Assessments,
iReady Data, Istation
Data, Discovery
Education Assessment
Data, TCAP Common
Assessment Data,
TCAP Test Data
TCAP scores in
reading language
arts,
mathematics/science
will increase on state
assessments: better
grades in the
classroom; Increase
in student
achievement.
Action
Step 2
The school will promote parent and community
involvement by:
Offering parent training workshops on academics and attendance to increase student achievement (Parent STEM University, Muffins for Mom, Donuts
August
2014-
May
2015,
August
2015-
May
Principal, PLC
Coach, School
Counselor, PTO
Officers, SBDMC
Flyers, Postage,
Curriculum
Materials
ESEA Funds
(Instructional
Supplies/Materials,
Refreshments-
$600.00
Attendance data about
PD and meetings,
Parental Evaluation of
the Workshop
Increased parental
involvement and
understanding of the
importance of student
achievement in
meeting our AMO
goals and making
SCS Framework
22
with Dad, etc.)
Monthly PTO meetings with teachers present to present strategies, materials, and resources to help parents.
School’s Site Based Decision Making Council (development and review of ESEA school wide plan)
Title I (ESEA) Annual Parent Meetings
2016 academic growth;
Parent and
community
stakeholders will be
more involved and
students will be more
engaged with their
own success;
Increase in student
achievement.
Action
Step 3
Develop an environment to promote and reward
achievement. Examples: ACE Bucks, “R’s”
August
2014-
May
2015,
August
2015-
May
2016
Principal, PLC
Coach, Counselor,
Support Staff,
Office Staff,
Custodial Staff
Incentives,
rewards (Tiger
Store)
Site Based Budget,
Donations from
Adopters,
Business,
Community
Student Attendance,
Grades, Test Scores,
Student Behavior
Increased student
achievement.
Action
Step 4
Parent Resource Center- Parent Reading and
Math/Science Connection (subscriptions)
Septemb
er 2014-
May
2015,
Septemb
er 2015-
May
2016
School Counselor
Parent Reading
and Math/Science
Connection
(subscriptions),
Computers,
Printer
$458.00-
Subscription Cost
(ESEA)
Parent/Community
Participation, Sign-in
Sheets
Increased parental
involvement and
student achievement.
Action
Step 5
The school will conduct Family Academic Nights
(STEM, Reading, STEM Expo, Etc.)
Novemb
er 2014,
Novemb
er 2015,
Winter
2015,
Winter
2016
Principal, Optional
Schools Facilitator,
PLC Coach,
Librarian, Select
Teachers of Grades
K-5
Instructional
Materials and
Supplies
Supplies and
Materials: $900.00-
ESEA; Salary of
Optional Schools
Facilitator (SCS
Optional Schools)
Sign In Sheets,
Evaluation
Forms/Survey
Attendance
Increased parents’
awareness of the
reading/language
arts/writing and
mathematics/science
curriculum, SPI’s,
and English and
Mathematics CCSS;
inform parents on
what they can do to
assist students with
mathematics/science
and
reading/language
arts/writing at home;
SCS Framework
23
Increased number of
students mastering
Reading/language
arts/writing and
Mathematics/Science
SPI’s.
Action
Step 6
Whitehaven Elementary School Academy
(WESA) Live
August
2014-
May
2015,
August
2015-
May
2016
Select Broadcasting
Students, Librarian,
Principal, Optional
Schools Facilitator
Computer,
Broadcasting
Equipment
Optional Schools
Facilitator (SCS
Optional Schools)
Number of Online
Viewers.
Increase parental
involvement and
student achievement.
24
ADDENDUM
Assurance Family Engagement Plan
Student/Parent/School Compact
Transition Plan
Professional Development Plan
Intervention Plan
Teacher Mentoring Plan
State and Federal Programs
Technical Assistance Report
Strategies to Attract Highly Qualified Teachers
25
Assurance Page
I, Tommy Elliott, principal of Whitehaven Elementary STEM 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.
____________________________________ January 6, 2015
Principal Signature Date
26
Whitehaven Elementary STEM Academy
“We Engage, Empower, and Educate Every Student Everyday”
No Child Left Behind
2014-2015 Family Engagement Plan
Revised June 2014
This plan has established the expectation for parental involvement at Whitehaven. Our goal is to prepare parents to be
knowledgeable of the skills and information needed to help their children to be successful in school and to establish the expectation
for parental involvement. This plan has been jointly developed and agreed upon by Whitehaven Elementary School parents, students,
and school staff.
Whitehaven Elementary School pledge to eliminate barriers to parental involvement in the following ways:
1. Consistently acknowledge and greet parents in a friendly and welcoming manner, by all staff, when visiting the school.
2. Provide a flexible number of meetings at various times that allow all parents to participate.
3. Clarify terms using simple and direct language in a language that parents can understand
4. Have written materials printed in English and Spanish.
5. Provide interpreter services when necessary.
6. Parents will be encouraged to express ideas, concerns, and suggestions and to receive a timely response.
7. Continue to have daily dialogue throughout the school to ensure success for all students (Staff and Support Staff).
8. Parents are provided an opportunity to communicate concerns/problems with principal by submitting suggestions,
concerns, comments, and problems on the school-wide program in the Parents’ Box located in the office and/or school
website.
Whitehaven Elementary will encourage parents to become meaningfully involved and promote the capacity for strong parental
involvement in the following ways:
1. Opportunities for regular meetings for suggestions, decision-making, and responses will be held by encouraging parents
to participate in the School Leadership Council, PTO, volunteer as room parents, attends Donuts for Dad and Muffins
for Mom, Parent-Teacher Conferences, and have “Coffee with the Principal”. Parents will always be invited to Parent
training sessions.
2. The school will send home notices encouraging parents to attend and participate in conferences, workshops and
instructional activities to educate them on the curriculum and assessments surrounding their children’s education.
3. Conduct regular, flexible parent meetings, and parent requested meetings to keep parents informed of current events
and issues, timely progress reports, and conduct parent/teacher conferences to discuss the child’s progress.
4. Parents will be invited to an Annual Meeting. The Annual Meeting will be held at flexible times and all parents will be
invited. During this annual meeting, parents will informed of their rights to be involved in their child’s education,
informed of Title I requirements, and will be informed of Whitehaven Elementary’s participation in the Title I program.
5. Provide Family Literacy education to improve parents’ ability to help with their children’s education.
6. Provide timely information about parent programs via information board of current events with a monthly calendar to
inform parents of school activities; receive notices and communication timely, in order to respond and/or participate.
7. Provide a Parent/Student Handbook covering school rules, policies, and procedures.
8. Jointly participate with parents and community volunteers in the development and revision of the Family Engagement
Plan and the School Compact; sign and receive a copy of both at the beginning of the school year.
9. Utilize partnerships with community organization, adopters, and businesses.
10. Utilize Parent Resource Center to coordinate and integrate parent involvement programs and activities.
11. Provide parents a description and/or explanation of the curriculum, forms of academic assessments used to measure
student progress, and proficiency levels.
12. Parents will be involved in an organized, ongoing, and timely way to plan, review, and evaluate the improvement of
school parental involvement policy and development of the school-wide programs, climate, and effectiveness.
Whitehaven Academia Primaria de STEM Shelby County School District offers educational and employment opportunities without
regard to race, color, religion, sex, creed, age, disability, national origin, or genetic
information. This document was printed using ESEA (Title I) funds.
information.
27
"Nosotros participar, Empoderar y Educar a cada estudiante todos los días"
No Child Left Behind
Plan de participación de la familia de 2014-2015
Revisado junio de 2014
Este plan ha establecido la expectativa por la participación de los padres en Whitehaven. Nuestro objetivo es preparar a los padres a
ser conocedor de las habilidades y la información necesaria para ayudar a sus hijos a tener éxito en la escuela y establecer la
expectativa por la participación de los padres. Este plan ha sido desarrollado conjuntamente y acordados por los padres, estudiantes
y personal de la escuela primaria de Whitehaven.
Whitehaven primaria promesa de eliminar las barreras a la participación de los padres de la siguiente manera:
1. Siempre reconocer y saludar a los padres de una manera amigable y acogedor, todo el personal, al visitar la escuela.
2. Proporcionar un número flexible de reuniones en varias ocasiones que permiten a todos los padres a participar.
3. Aclarar términos usando lenguaje sencillo y directo en un idioma que los padres puedan entender
4. Que el material escrito impreso en inglés y español.
5. Proporcionar servicios de interpretación cuando sea necesario.
6. Los padres se les animados a expresar ideas, inquietudes y sugerencias y a recibir una respuesta oportuna.
7. Seguirá teniendo diálogo diario en toda la escuela para asegurar el éxito de todos los estudiantes (funcionarios y personal
de apoyo).
8. Los padres se proporcionan una oportunidad para comunicar preocupaciones/problemas con principal mediante la
presentación de sugerencias, inquietudes, comentarios y problemas en el programa de toda la escuela en el cuadro de los
padres ubicado en el sitio web de la oficina o escuela.
Whitehaven primaria animará a los padres a participar activamente y promover la capacidad de la fuerte participación de los
padres de la siguiente manera:
1. Oportunidades para reunirse regularmente para sugerencias, toma de decisiones y respuestas se celebrará animando a los padres
para participar en el voluntariado de Consejo de liderazgo de la escuela, toma de fuerza, como los padres de la sala, atiende Donuts
para papá y panecillos para mamá, conferencias de padres y maestros, y tienen "Café con el Director". Los padres siempre serán
invitados a las sesiones de entrenamiento de padres.
2. La escuela enviará avisos hogar alentar a los padres a asistir y participar en conferencias, talleres y actividades de instrucción que se
les instruya en el plan de estudios y evaluaciones que rodea la educación de sus hijos.
3. Realizar reuniones regulares, flexible, y padre solicitó reuniones para mantener a los padres informados de actualidad y cuestiones,
informes oportunos y llevar a cabo conferencias para discutir el progreso del niño.
4. Los padres serán invitados a una reunión anual. La reunión anual se celebrará en tiempos flexibles y se invitará a todos los
padres. Durante esta reunión anual, los padres serán informados de sus derechos a participar en la educación de sus hijos, informó del
título I requisitos y serán informados de participación de Whitehaven primaria en el programa de título I.
5. Proporcionar educación y alfabetización de la familia para mejorar la capacidad de los padres para ayudar con la educación de sus
hijos.
6. Proporcionar información oportuna acerca de programas para los padres por medio de información de la actualidad con un
calendario mensual para informar a los padres de las actividades escolares; recibir avisos y comunicación oportuna, con el fin de
responder o participar.
7. Proporcionar un manual de padres y estudiantes sobre los procedimientos, políticas y reglas de la escuela.
8. Participan conjuntamente con los padres y voluntarios de la comunidad en el desarrollo y la revisión del Plan de participación
de la familia y la escuela compacto; firmar y recibir una copia de ambos en el inicio del año escolar.
9. Utilizar las alianzas con la organización de la comunidad, usuarios y empresas.
10. Utilizar el centro de recursos para coordinar e integrar las actividades y programas de participación de padres.
11. Proporcionar a los padres una descripción y explicación del plan de estudios, formas de evaluaciones académicas usadas para
medir el progreso del estudiante y competencia niveles.
12. Los padres participarán en una manera organizada, constante y oportuna para planificar, revisar y evaluar el desarrollo de los
programas escolares, el clima y la eficacia y la mejora de la política de participación de los padres de la escuela.
Shelby County School District ofertas educativas y oportunidades de empleo sin importar raza, color, religión, sexo, credo, edad,
discapacidad, origen nacional o información genética. Este documento fue impreso usando ESEA (título I) fondos.
28
Whitehaven Elementary School
Parent-School Compact 2014-2015
This compact has been jointly developed and agreed upon by Whitehaven Elementary School parents,
students, and school staff. All stakeholders will share responsibility for improving student academic
achievements in the following ways. The ways in which parents will be responsible for supporting their
child’s learning is outlined in this compact. School’s Responsibility
Provide a safe environment that encourages positive communication between teacher, parent, and student. Stress to teachers the importance of teacher/parent communication. Attendance of students and teachers be monitored and applauded in various ways. Ensure implementation of strong academic program based upon Balanced Literacy Components. Provide parent activities to support our instructional program and enhance student academic achievement. Provide high-quality curriculum and instruction to all students. Parents will be given reasonable access to staff via email, telephone conferences, IEP meetings, and parent/teacher ……conferences. Parents will be given opportunities to volunteer, participate, and observe in their child’s class. Hold annual parent/teacher conferences to discuss the compact as it relates to their child’s achievement. Provide a supportive and effective learning environment for all students.
Principal’s signature
Student’s Responsibility
Wear uniforms everyday. Follow the Student Rules of Conduct. Complete and return homework assignments. Come to school everyday with supplies needed for classroom work. Attend school daily and complete all classroom assignments.
Student’s signature__________________________________________
Teacher’s Responsibilities
Providing frequent progress reports to parents regarding student progress. Discuss the School-Parent Compact with parents in relationship to their individual child’s achievement. Provide homework that reinforces skills taught in the classroom. Provide a welcoming, developmentally appropriate atmosphere that is conducive to learning. Provide ongoing communication with parents through: Wednesday folders, Monthly Newsletters, and class telephones. Continuing to strive to meet and accommodate the needs of each student. Focusing on enriched skills to promote academic growth towards TCAP and middle school readiness. Dedicating our time to our receiving professional development to gain knowledge which will ensure student achievement. Have HIGH expectations of ourselves, students, and other staff. Provide a safe environment.
Teacher signature__________________________________________
Parent’s Responsibilities
Get my child/children to school on time and to attend daily. Provide a study place; review my child’s homework and other papers on a regular basis. Work cooperatively with the school to maintain proper discipline. Encourage my child’s efforts and being available for questions and support. Dress my child in a uniform each day. Provide a safe and loving environment and be a positive role model. Provide supplies and necessary materials for school. Check and return report cards and attend parent/teacher conferences. Provide a Library Card for my child. Read with my child/let my child see me read.
Parent signature___________________________________________ Print Child’s Name_________________________Grade______
Revised: June 2014
Shelby County School District offers educational and employment opportunities without
regard to race, color, religion, sex, creed, age, disability, national origin, or genetic
information. This document was printed using ESEA (Title I) funds.
29
Whitehaven Elementary School Padres-Escuela Compact 2014-2015
Este Pacto ha sido desarrollado conjuntamente y acordados por los padres, estudiantes y personal de la escuela primaria de
Whitehaven. Todas las partes interesadas compartirán la responsabilidad de mejorar los logros académicos del estudiante en las
siguientes formas. En este Pacto se indica las formas en que los padres serán responsables de apoyar el aprendizaje de su hijo.
Responsabilidad de la escuela
Proveer un ambiente seguro que fomenta la comunicación positiva entre maestros, padres y estudiantes. Subrayar a los profesores la importancia de la comunicación de maestro/padre. Asistencia de estudiantes y profesores supervisar y aplaudió en varias formas.
Aplicación de Asegúrese de programa académico sólido basado en componentes de alfabetización equilibrado. Proporcionar actividades padres para apoyar nuestro programa de enseñanza y mejorar el logro académico. Proporcionar alta calidad estudios y en la instrucción a todos los estudiantes. Los padres tendrán acceso razonable al personal a través de correo electrónico, conferencias telefónicas, las reuniones del
IEP y conferencias de padres y maestros. Padres dará oportunidades para ser voluntario, participar y observar en la clase de su hijo. Conferencias padres anuales y maestros para discutir el Pacto, lo que se refiere al logro de su niño. Proporcionar un ambiente de aprendizaje efectivo y apoyo para todos los estudiantes.
Firma del Director
Responsabilidad del estudiante
Desgaste uniforme todos los días. Siga las normas del estudiante de conducta. Completa y las tareas de retorno. Venir a la escuela todos los días con los suministros necesarios para el trabajo en el aula. Asistir diariamente a la escuela y completar todas las tareas del aula.
Firma del estudiante __________________________________________
Responsabilidades del maestro
Proporcionar frecuentes informes a los padres sobre el progreso del estudiante. Discutir el Pacto de la escuela y los padres con los padres en relación con el logro de sus hijos individuales.
La tarea de proporcionar que refuerza habilidades enseñados en el aula. Proporcionar un ambiente acogedor y apropiado que es propicio para el aprendizaje. Proporcionar comunicación continua con los padres a través de: carpetas, boletines mensuales y teléfonos de clase martes. Continuar esforzándose cumplir y satisfacer las necesidades de cada estudiante. Centrándose en habilidades enriquecidos para promover el crecimiento académico hacia TCAP y middle school readiness. Dedicar nuestro tiempo a nuestro desarrollo profesional recibe a adquirir conocimientos que garanticen el logro estudiantil. Tienen altas expectativas de nosotros mismos, los estudiantes y otros funcionarios. Proveer un ambiente seguro.
Firma del maestro __________________________________________
Responsabilidades de los padres
Llegar mis hijos a la escuela a tiempo y asistir a diario. Proporcionar un lugar de estudio; revisar la tarea de mi hijo y otros documentos sobre una base regular. Colaborar con la escuela para mantener la disciplina adecuada. Fomentar los esfuerzos de mi hijo y está disponible para consultas y apoyo. Vestido mi hijo en un uniforme de cada día. Proporcionar un ambiente seguro y cariñoso y ser un modelo positivo. Proporcionar suministros y materiales necesarios para la escuela. Cheque y regreso informe tarjetas y asistir a las conferencias de padres y maestros. Proporcionar una tarjeta de biblioteca para mi hijo. Lee con mi niño/que mi hijo me vea leer.
Firma del padre _______________________________Imprimir el nombre del niño _________________________Grado ______
Revisado: Junio de 2014
Shelby County School District ofertas educativas y oportunidades de empleo sin importar raza, color,
religión, sexo, credo, edad, discapacidad, origen nacional o información genética. Este documento fue
impreso usando ESEA (título I) fondos.
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Our School Transitions: Whitehaven Elementary STEM School
Our school provides opportunities for students to transition from pre-k to kindergarten and from fifth grade to middle school.
These transitions provide students and parents with an opportunity to preview and discuss upcoming changes and prepare students
for their new experience.
Pre-K Transition:
Action Steps Timeline Required Resources Person(s) Responsible
1. SCS Pre-K department provides state guidelines for developmental age appropriate curriculum that is taught daily.
August 2014 Thru May 2015 Provided by Tennessee’s Pre-K Program
(SCS Instructional Maps); Title I;
Pre-K Teachers
Pre-K Assistants
Pre-K Teachers (Tanya Rogers & Lamonica Wright)
Pre-K Assistants (Marjorie Dantzler & Rhonda
Morrison)
Tommy Elliott, Principal
2. The students will visit the kindergarten classroom to meet the kindergarten teachers, observe the classroom in action, participate in classroom activities, and ask questions.
May 2015 Provided by Pre-K Teacher and KK Teachers Pre-K Teachers (Tanya Rogers & Lamonica Wright),
Pre-K Assistants (Marjorie Dantzler & Rhonda
Morrison),
Tommy Elliott, Principal,
All Kindergarten Teachers (Alice Bonner, Lou Jones,
Elizabeth Gigger, and Crystal Washington)
3. Pre-K Exit Conferences are held with each parent to discuss the transition plan and student academic achievement. Kindergarten registration packets and summer learning materials are distributed.
May 2015 Provided by Pre-K Teacher and KK Teachers;
Kindergarten Skills Checklist, Kindergarten Activities,
Requirements of Kindergarten Students Entering
School (social and academic benchmarks);
SCS Registration Packet
Pre-K Teachers (Tanya Rogers & Lamonica Wright),
Pre-K Assistants (Marjorie Dantzler & Rhonda
Morrison),
Tommy Elliott, Principal,
All Kindergarten Teachers (Alice Bonner, Lou Jones,
Elizabeth Gigger, and Crystal Washington)
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4. Whitehaven Elementary’s Community churches, daycares, and pre-schools are provided a list of dates /times for Kindergarten transition tours and Pre-K information packets.
May 2015 Provided by KK Teachers and Gloria Smith,
School Counselor
All Kindergarten Teachers (Alice Bonner, Lou
Jones, Elizabeth Gigger, and Crystal
Washington),
Gloria Smith, School Counselor
5. Conduct collaborative meetings (vertical teaming) with Kindergarten and Pre-K teachers.
August 2014 Thru May
2015
Provided by Pre-K and KK Teachers;
Kindergarten Skills Checklist, Kindergarten
Activities, Requirements of Kindergarten
Students Entering School (social and academic
benchmarks); Tennessee’s Pre-K Program
(SCS Instructional Maps for Pre-K and KK)
Pre-K Teachers (Tanya Rogers & Lamonica
Wright),
All Kindergarten Teachers (Alice Bonner, Lou
Jones, Elizabeth Smith, and Crystal Washington),
Tommy Elliott, Principal
6. Update website with Pre-K information. August 2014 Thru May
2015
Provided by Pre-K Teachers; School Website;
Whitehaven Elementary Pre-K Informational
Pamphlets, Brochures, Kindergarten Skills
Checklist, Kindergarten Activities,
Requirements of Kindergarten Students
Entering School (social and academic
benchmarks); SCS Registration Packet;
Websites to Assist Parents with Pre-K Students;
Educational Websites for Pre-K Students
Pre-K Teachers (Tanya Rogers & Lamonica
Wright),
All Kindergarten Teachers (Alice Bonner, Lou
Jones, Elizabeth Gigger, and Crystal
Washington),
Tommy Elliott, Principal,
Meagan Michael, Optional Schools Instructional
Facilitator and School Webmaster
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7. Invite pre-school aged and Pre-K parents to parent training on Pre-K and Kindergarten skills.
Spring 2015 Provided by PLC Coach, Pre-K Teachers, and KK
Teachers; Pre-K and KK Instructional
Curriculum, Prerequisite Skills for Pre-K and KK;
Informational Pamphlets, Brochures, Packets,
etc. for Ways Parents Can Assist Their Child At
Home; Websites to Assist Parents with Pre-K
Students; Educational Websites for Pre-K
Students
Tanya Dolman, PLC Coach, Pre-K Teachers
(Tanya Rogers & Lamonica Wright),
All Kindergarten Teachers (Alice Bonner, Lou
Jones, Elizabeth Gigger, and Crystal
Washington),
Tommy Elliott, Principal
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Elementary to Middle School Transition (5th Graders)
Action Steps Timeline Required
Resources
Person(s) Responsible
1. Our 5th grade teachers will introduce skills, concepts,
and transitioning to a different class for each content
area (language arts, mathematics, reading, and science/
social studies) that will help in the students’ transition to
middle school.
August 2014 Thru May
2015
Provided by All 5th
Grade Teachers
All 5th
Grade Teachers
Tommy Elliott, Principal
2. Our 5th grade students take a field trip to our feeder
schools (Havenview and John P. Freeman) The staff at
these schools will discuss expectations and guidelines for
transition into middle school. The students are provided
with an opportunity to tour the buildings, meet staff, and
address questions and concerns.
May 2015 Provided by
All 5th
Grade
Teachers and
accommodating
school’s
administration,
teachers, and
counselor
All 5th
Grade Teachers
Tommy Elliott, Principal
All Feeder Schools (Administration, Teachers, &
Counselor)
3. The school counselor provides exploratory discussion
sessions to acclimate all 5th grade students to middle
school transitions.
May 2015 Gloria Smith,
School Counselor
Gloria Smith, School Counselor
All 5th
Grade Teachers
Tommy Elliott, Principal
4. The school counselor at feeder school will be invited to
speak with incoming 6th grade students regarding
expectations, academics, and extracurricular activities.
May 2015 Feeder Schools’
School Counselor
Feeder Schools’ School Counselor
Tommy Elliott, Principal
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2014 – 2015
Professional Development Plan
School:
Whitehaven Elementary
STEM School
Principal:
Tommy Elliott
PD Budget: $36,640.00
Date: September 15, 2014 Zone 8 ILD:
Monica Smith
PLC Coach:
Tanya Dolman
Professional Development Plan Overview
Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows:
Whitehaven Elementary reading/language arts proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 27.6 % in 2014 to 42.2% (state required proficiency target-32.2%) in 2015. To increase the number of Black students scoring proficient or above in Reading/Language Arts from 27.7% in 2014 to 32.2% in 2015. To increase the number of ED students scoring proficient or above in Reading/Language Arts from 25.1% in 2014 to 29.8% in 2015.
Whitehaven Elementary mathematics proficient or above achievement scores on the TCAP Achievement Test for 3rd to 5th graders (All subgroups) will increase from 34.1% in 2014 to 48.2% (state required proficiency target-38.2%) in 2015. To increase the number of Black students scoring proficient or above in Mathematics from 33.8% in 2014 to 37.9% in 2015. To increase the number of ED students scoring proficient or above in Mathematics from 32% in 2014 to 36.3% in 2015.
(Whitehaven Elementary will increase its Annual Measure Objectives (AMOs) by 10 percent in order to meet the adequate yearly progress growth targets this school year; School's proficiency target goal in reading/language is 42.2% and 48.2% in math. Accomplishing this goal would result in all students, regardless of race, ethnicity, income level, disability, or language, achieving progress towards proficient and closing the achievement gap.)
To increase parental involvement by 50% in the 2014-2015 school year.
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The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:
Goal 1: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on
Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance
organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology),
differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the
needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and
subgroups.
Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine
strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers,
generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology), differentiation, problem
solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance
student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups.
Goal 3: Teacher will raise their understanding and use of appropriate data-driven evaluations and assessments to determine student mastery of content, increase
subgroups achievement in all areas, and provide efficient communication of data and assessment reports to parents. Teachers will effectively build stronger relationships
with parents and communicate data and assessment to parents in a timely matter.
Action Plans
The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected
outcomes, data sources used to evaluate effectiveness and the budget commitment required.
Goal 1: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on
Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance
organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology),
differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the
needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and
subgroups.
Content: What will be learned?
Reading/Language Arts- Research-based best practices
in reading/language arts/writing instruction; Use of
technology in reading/language arts/writing instruction;
How to plan lessons that address the different learning
modalities of students; How to differentiate instruction
Process: What effective processes will be used?
Presentations/workshops by district staff, school staff, & outside
professional development providers; Coaching and Mentoring;
Examining student work; Analyzing data; Action Research;
Conferences; SDIS; Book Study
Context: What aspects of our learning
environment will support this goal?
PLC’s-Grade-level Meetings; Data Meetings;
Team Teaching/Co-teaching; Study Groups;
Visiting Teacher Classrooms; Job-Embedded
Professional Development; Collaboration;
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to address the needs of individual students; How to
assign and assess quality work.
Data Display Board
Professional Learning
Activities/Events Title Presenters/Leaders
Implementation
Timeline Expected Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
$38,570.00
PD Budget
Balance
PLC Coach- School wide
Professional Development
Activities
PLC Coach
July 2014- July
2015
PLC Coach will spend 50% of
her tasks involved in
professional development
activities to help increase
student achievement.
Teacher/Classroom Data,
Classroom Observations,
Teacher Observations,
Lesson Plans, PLC
Meeting Reports
$34,640.00-
ESEA Funds
($3,930.00)
Teacher Effectiveness Measure
(TEM 4.0)
Principal, PLC Coach,
Master Teacher
July 30, 2014,
August 21 and 27,
2014, September
5, 2014 Ongoing
through May 2015
Teachers will learn about TEM
4.0, the teacher evaluation
process. The process makes
for a fair, consistent, objective
and transparent process of
evaluating teachers.
Growth in Student
Learning, Observation of
Practice, Stakeholder
Perception Surveys, &
Teacher Knowledge
$0.00
($3,930.00)
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Common Core State Standards TN Core, SCS
Instruction and
Curriculum, PLC
Coach
July 30, 2014;
Ongoing through
May 2015
Teachers will continue to
review and learn about
Common Core Standards.
They will apply the standards
in their instructional lessons
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00
($3,930.00)
Instructional Curricula, Lesson
Plans/Classroom Observations
PLC Coach July 30, 2014;
August 21 and 27,
2014; Ongoing
through May 2015
Faculty and staff will learn
about each nine week
curricula/instructional maps
for content areas and their
grade level and how to use the
lesson plan feedback to reflect
on future lesson plans and
instruction. They will also
learn how to use the
observation feedback to
reflect and make adjustments
in their teaching.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00
($3,930.00)
Safe Schools Training SCS PBIS August 2014- On-
going through May
2015
Faculty and staff will learn
procedures regarding first aid,
CPR, sexual harassment,
hazard communication,
asbestos, blood borne
pathogens, and slips, trips,
and falls.
Classroom/School wide
Safety Observations
$0.00
($3,930.00)
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Discovery Education PLC Coach September 15-
October 17, 2014;
October 2014;
December 1-19
2014, January
2015, February 23-
March 13 2015;
March 2015 On-
going with
assessment data
(Test A, B, & C)
Teachers will learn about the
various teacher reports that
Discovery Education
Assessment provides and how
the data will be used to
evaluate students’ mastery of
SPI’s and CCSS. This data will
be used to create and reteach
instructional lessons for
students in preparation for
TCAP Test. Teachers will also
learn about classroom
resources that Discovery
provides.
Discovery Education
Assessment Data;
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00
($3,930.00)
Academic Interventions
(Istation, iReady, Tutoring in
Reading/Language Arts &
Mathematics/TCAP & Writing
Test Blitz’s, WESA “In-House”
Tutoring)
Educational
Assistants Assistant,
PLC Coach,
Counselor, Principal
August 28, 2014;
September 3 and 4
2014; On-going
through May 2015
Teachers will learn about
forms of academic
intervention and how they will
be used to support our
students.
Student Progress Reports
& Report Cards, Teacher
Observations, Teacher-
Made Assessments,
iReady Data, Istation
Data, Discovery Education
Assessment Data, TCAP
and TCAP Writing Test
Data
$22,846.40 -ESEA Extended Learning Funds
& Extended Contract Funds
($3,930.00)
Revised Bloom’s
Taxonomy/Costa’s Levels of
Questioning
PLC Coach October 17 , 2014;
On-going through
May 2015
Teachers will learn about the
revised Bloom’s Taxonomy
and Costa’s Levels of
Questioning how to use the
question stems to increase
critical thinking and learning.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00
($3,930.00)
39
Differentiated Instruction PLC Coach November 2014-
On-going through
May 2015
Teachers will learn how to find
interesting, engaging, and
appropriate ways to help
students learn new concepts
and skills at their level to
successfully reach targeted
standards.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00
($3,930.00)
Whitehaven Elementary New
and Struggling Teacher
Mentoring
Learning Coach August 2014- May
2015
Learning coaches will meet
with new and struggling
teachers in a PLC setting to
share their ideas and
experiences, grow
professionally, and improve
the education of students in
the classroom.
Monthly Teacher Support
Logs, Informal
Observations/Walk-
throughs using the TEM
4.0 rubric
$2,000.00- SCS
District Funds
($3,930.00)
TVASS Review and Analysis
(Value-Added)
PLC Coach, Principal October 2014- On-
going through May
2015
Teachers will learn how to
access and navigate the
TVAAS website. They will also
review TVAAS data and meet
in professional learning
communities to analyze
results and continue planning
for the 2013-14 school year.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($3,930.00)
40
Teacher Data Notebooks,
Classroom Data Displays
(Academic & Nonacademic);
Utilize
Weekly/Monthly/Quarterly
Assessments (Discovery,
Pearson, TCAP Common
Assessments)
PLC Coach, Teachers October 2014 –
On-going through
May 2015
Teachers will use data to drive
instruction and increase
student achievement. They
will analyze data to address
specific areas of need and
strengths to increase student
achievement.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($3,930.00)
Professional Learning
Communities (PLC’s w/
Dolman, Data PLC’s w/ Elliott,
Grade Level Meetings, Faculty
Meeting PLC, Vertical Teaming)
PLC Coach, Principal,
Optional Schools
Facilitator, Individual
Teachers
July 28, 30, and
2014; August 1, 8,
15, 21, 27, 28
2014; September
3, 4, 5, 10, 11, 12,
17, 18, 19, 24, 25,
and 26, 2014;
October 1, 2, 3, 15,
16, 17, 22, 23, 24,
29, 30, and 31,
2014; November 5,
6, 7, 12, 13, 14, 19,
20, and 21, 2014;
December 3, 4, 5,
10, 11, 12, 17, 18,
and 19, 2014; On-
going through May
2015
(Dolman/Elliott
Wednesday’s &
Thursday’s, Grade
Level- Once per
Week Faculty
Meeting PD
Weekly networking and
collaborative sessions to focus
collectively on teacher
learning across grade levels
and develop common lessons,
instructional strategies,
classroom assessments, and
data. These sessions are
designed to increase student
achievement in the classroom
and on the TCAP Test.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($3,930.00)
41
(Friday’s- 1st, 2nd, &
3rd), Vertical
Team- Once per
Month
Gender Equity in the Classroom PLC Coach November 21,
2014- On-going
through May 2015
Learn how gender equity
effects student achievement.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($3,930.00)
Substitute Teacher to cover
regular teacher classes for job-
embedded PD sessions.
SCS Substitutes October 2014 – On-going through
May 2015
Teachers will learn research-
based strategies to increase
the rigor and relevance in
daily lessons as well as plan
strategies to increase student
achievement on TCAP tests.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$1,000.00- ESEA
Funds-
($2,930.00)
Responsive Classrooms
(Morning Meeting Practices)
PLC Coach, Select
Teachers
Second Semester 2015- On-going
through May 2015
Teachers will learn about the
Responsive Classroom
approach, which helps
students build better
academic and social-
emotional skills leading to
increased student
achievement.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
42
Small Group Focused
Instruction
PLC Coach September 24-25, 2014- On-going
through May 2015
Teachers will learn how to use
student data and observations
to form small groups and
differentiate instruction to
meet the specific needs of the
students assigned.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
PBIS (Safe and Drug Free
Schools)/Child Abuse/Suicide
Prevention
School Counselor Principal
August 1, 2014, September 12, 2014; On-going
through May 2015
Teachers will learn about PBIS
(Positive Behavior
Intervention and Supports), an
evidence-based behavioral
intervention into an
integrated continuum that
enhances academic and social
behavior outcomes for all
students, signs of child abuse,
and how to prevent suicide.
Student Behavior Data $0.00-
($2,930.00)
Accountable Talk PLC Coach October 2014- On-going through May
2015
Teachers will learn about
Accountable Talk to
encourage students to think
deeply, articulate their
reasoning, and listen with
purpose.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports, Student
Quality Work Products
$0.00-
($2,930.00)
43
Professional Development
Resources, Supplies, and
Materials for the PLRC
(Professional Resource Center)
PLC Coach, All
Teachers
August 2014- On-
going through May
2015
Participants will utilize
resources, materials, and
supplies in the PLRC to help
teachers increase teacher’s
expertise, knowledge, and
practice in core content areas
using research based
instructional strategies that
focus on Marzano’s nine
strategies.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00- ESEA
Funds-
($2,930.00)
Book Study- Learning By Doing,
Teach Like A Champion PLC Coach, Grade
Level PLC’s
October 2014; On-
going through May
2015
Participants will continue to
learn about Professional
Learning Communities and
how to effectively implement
them and learn classroom
techniques that are concrete,
specific, and actionable.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
SCS Reading Training Course
for K-3 Teachers SCS Literacy Sept. 19, 2014,
Jan. 5, 2015, Feb.
6. 2014,
July/August 2015
Select grades K-3 teachers will
participate in reading
instruction classes. The
content was developed by the
State to align with CCSS, and
each course offers a variety of
strategies or activities that can
be used with students
immediately. Teachers in K-3
will learn valuable information
for good first teaching. These
sessions will help teachers to
refine their practices and gain
new ideas in reading
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
44
instruction.
My Learning Plan PLC Coach August 28, 2014;
September 3 and
4, 2014; On-going
through May 2015
Participants will learn about
revisions and updates for My
Learning Plan for professional
development resources.
My Learning Plan
Attendance Reports,
Transcripts
$0.00-
($2,930.00)
Displaced (Homeless) Students PLC Coach; Parent August 1, 2014;
On-going through
May 2015
Participants will learn about
displaced students
“identifiers” and procedures
for enrolled displaced
students.
Displaced Students
Enrollment Forms and
Information in Power
School
$0.00-
($2,930.00)
Kindergarten Curriculum,
Materials/Resources PLC Coach August 2014; On-
going through May
2015
Participants will review use of
the KRI and Kindergarten
Kove. Participants will learn
about the Kindergarten Report
Card Assessment Handbook.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
TeachScape PLC Coach October 2014; On-
going through May
2015
Participants will learn how to
login and navigate TeachScape
for professional development
resources.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
45
TN Online Learning Series for
Teachers-
Reading Foundational Skills
Reading Literature
Reading Informational Text
Speaking and Listening
Text Complexity
Academic Vocabulary
PLC Coach October 2014; On-
going through May
2015
Participants will observe and
reflect on the TN Online
reading videos via PBS.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($2,930.00)
School Team Training Series-
TN Core Grade 5 Language
Arts Teacher
Summer 2014,
September 9,
2014, September
19, 2014, Fall
2014, January
2015, February
2015
Grades 3-5 participants will
complete several Bridge to
Practice Activities and PLC’s to
help teachers prepare
students for the TCAP Writing
Assessment.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports, TCAP
Writing Assessment Data,
STTS Student Writing,
STTS Student Writing
Practice Exercises on
MIST
$0.00-
($2,930.00)
Writing Professional
Development)-
Writing Across the
Curriculum
MIST for Elementary
Students
Writing on the Road to
PARCC K-2
Writing on the Road to
PARCC 3-5
K-5 PARCC Resources
3-11 Writing Resources
TN Core K-12 Writing
Scoring Rubrics
TN Online Learning Series
for Teachers- Writing
TN Core- Student Writing
Samples for K-3 Reading
Units
CCSS Close Reading and
Informational Text
TN Core, District
Personnel, Principal,
PLC Coach, Teacher
Leaders
September 2014-
May 2015,
September 2015-
May 2016
Participants will participant in
a variety of writing
professional development to
help teachers prepare
students for the TCAP Writing
Assessment.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports, TCAP
Writing Assessment Data,
STTS Student Writing,
STTS Student Writing
Practice Exercises on
MIST
$0.00-
($2,930.00)
46
Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine
strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers,
generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, identifying similarities & differences, and technology), differentiation, problem
solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance
student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups.
Content: What will be learned?
Mathematics- Research-based best practices
in mathematics instruction; Use of
technology in mathematics instruction; How
to plan lessons that address the different
learning modalities of students; How to
differentiate instruction to address the
needs of individual students; How to assign
and assess quality work.
Process: What effective processes will be used?
Presentations/workshops by district staff, school staff, & outside
professional development providers; Coaching and Mentoring;
Examining student work; Analyzing data; Action Research;
Conferences; SDIS; Book Study
Context: What aspects of our learning
environment will support this goal?
PLC’s- Vertical Team Meetings, Grade-
level Meetings; Data Meetings; Team
Teaching/Co-teaching; Study Groups;
Visiting Teacher Classrooms; Job-
Embedded Professional Development;
Collaboration; Data Display Board
Professional Learning
Activities/Events Title Presenters/Leaders
Implementation
Timeline Expected Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
($0.00)
PD Budget
Balance
PLC Coach- School wide
Professional Development
Activities
PLC Coach
July 2014- July
2015
PLC Coach will spend 50% of her
tasks involved in professional
development activities to help
increase student achievement.
Teacher/Classroom
Data, Classroom
Observations, Teacher
Observations, Lesson
Plans, PLC Meeting
Reports
$34,640.00- ESEA
Funds (See goal 1)
($0.00)
47
Project Lead the Way State
Conference Conference
Presenters, Principal,
Teachers (4), School
Counselor
October 21-22,
2014
Participants will further his/her
knowledge regarding science,
technology, engineering, and
mathematics. He/she will learn
how to implement Project Lead
The Way in the classroom. It will
help to increase student
achievement in mathematics
and science and help students
develop the skills needed to
succeed in the global economy.
PLTW's rigorous and relevant
curriculum leverages an
innovative, project-based
approach that fosters
collaboration and builds critical
thinking skills.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$2,740.74-
ESEA Funds
($190.00)
STEM Education: A
Methodology for All Disciplines Conference
Presenters, Principal,
Teacher
October 31, 2014 Participants examine STEM
education theory and practice
and it applicability across all
disciplines of instruction.
Participants will also discuss
techniques to be used in creating
transformative classroom
environments that encourage
students to think critically and
creatively in all content areas.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$190.00-ESEA
Funds
($0.00)
48
Learning Forward Annual
Conference PLC Coach December 7-10,
2014
Participant will learn research
based skills and principles that
can be used to increase rigor in
the curriculum. Participant will
identify breakthrough practices
for school leadership and
administration.
Lesson Plans, PLC Meeting
Reports, Classroom
Observations (TEM 4.0-
Higher Order), Common
Formative Assessment Data,
Discovery Data, TCAP Data,
SAT10 Data, TEM 4.0
Teacher Observation Data
$1,312.67-
ESEA Funds
($1,502.67)
Teacher Effectiveness Measure
(TEM 4.0)
Principal, PLC Coach,
Master Teacher
July 30, 2014,
August 21 and 27,
2014, September
5, 2014 Ongoing
through May 2015
Teachers will learn about TEM
4.0, the teacher evaluation
process. The process makes for
a fair, consistent, objective and
transparent process of
evaluating teachers.
Growth in Student
Learning, Observation
of Practice, Stakeholder
Perception Surveys, &
Teacher Knowledge
$0.00
($0.00)
Common Core State Standards TN Core, SCS
Instruction and
Curriculum, PLC
Coach
July 30, 2014;
Ongoing through
May 2015
Teachers will continue to review
and learn about Common Core
Standards. They will apply the
standards in their instructional
lesson.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
Instructional Curricula, Lesson
Plans/Classroom Observations
PLC Coach July 30, 2014;
August 21 and 27,
2014; Ongoing
through May 2015
Faculty and staff will learn about
each nine week
curricula/instructional maps for
content areas and their grade
level and how to use the lesson
plan feedback to reflect on
future lesson plans and
instruction. They will also learn
how to use the observation
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
49
feedback to reflect and make
adjustments in their teaching.
Safe Schools Training SCS PBIS August 2014- On-
going through
May 2015
Faculty and staff will learn
procedures regarding first aid,
CPR, sexual harassment, hazard
communication, asbestos, blood
borne pathogens, and slips, trips,
and falls.
Classroom/School wide
Safety Observations
$0.00
($0.00)
Discovery Education PLC Coach September 15-
October 17, 2014;
October 2014;
December 1-19
2014, January
2015, February
23- March 13
2015; March 2015
On-going with
assessment data
(Test A, B, & C)
Teachers will learn about the
various teacher reports that
Discovery Education Assessment
provides and how the data will
be used to evaluate students’
mastery of SPI’s and CCSS. This
data will be used to create and
reteach instructional lessons for
students in preparation for TCAP
Test. Teachers will also learn
about classroom resources that
Discovery provides.
Discovery Education
Assessment Data;
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
50
Academic Interventions
(Istation, iReady, Tutoring in
Reading/Language Arts &
Mathematics/TCAP & Writing
Test Blitz’s, WESA “In-House”
Tutoring)
Educational
Assistants Assistant,
PLC Coach,
Counselor, Principal
August 28, 2014;
September 3 and
4 2014; On-going
through May 2015
Teachers will learn about forms
of academic intervention and
how they will be used to support
our students.
Student Progress
Reports & Report
Cards, Teacher
Observations, Teacher-
Made Assessments,
iReady Data, Istation
Data, Discovery
Education Assessment
Data, TCAP and TCAP
Writing Test Data
$22,846.40- ESEA Extended Learning Funds & Extended
Contract Funds) (See goal 1)
($0.00)
Revised Bloom’s
Taxonomy/Costa’s Levels of
Questioning
PLC Coach October 17 ,
2014; On-going
through May 2015
Teachers will learn about the
revised Bloom’s Taxonomy and
Costa’s Levels of Questioning
how to use the question stems
to increase critical thinking and
learning.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
Differentiated Instruction PLC Coach November 2014-
On-going through
May 2015
Teachers will learn how to find
interesting, engaging, and
appropriate ways to help
students learn new concepts and
skills at their level to successfully
reach targeted standards.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
51
Whitehaven Elementary New
and Struggling Teacher
Mentoring
Learning Coach August 2014- May
2015
Learning coaches will meet with
new and struggling teachers in a
PLC setting to share their ideas
and experiences, grow
professionally, and improve the
education of students in the
classroom.
Monthly Teacher
Support Logs, Informal
Observations/Walk-
throughs using the TEM
4.0 rubric
$2,000.00- SCS
District Funds
(See goal 1)
($0.00)
TVASS Review and Analysis
(Value-Added)
PLC Coach, Principal October 2014-
On-going through
May 2015
Teachers will learn how to access
and navigate the TVAAS website.
They will also review TVAAS data
and meet in professional
learning communities to analyze
results and continue planning for
the 2013-14 school year.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00
($0.00)
Teacher Data Notebooks,
Classroom Data Displays
(Academic & Nonacademic);
Utilize
Weekly/Monthly/Quarterly
Assessments (Discovery,
Pearson, TCAP Common
Assessments)
PLC Coach, Teachers October 2014 –
On-going through
May 2015
Teachers will use data to drive
instruction and increase student
achievement. They will analyze
data to address specific areas of
need and strengths to increase
student achievement.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
52
Professional Learning
Communities (PLC’s w/
Dolman, Data PLC’s w/ Elliott,
Grade Level Meetings, Faculty
Meeting PLC, Vertical Teaming)
PLC Coach, Principal,
Optional Schools
Facilitator, Individual
Teachers
July 28, 30, and
2014; August 1, 8,
15, 21, 27, 28
2014; September
3, 4, 5, 10, 11, 12,
17, 18, 19, 24, 25,
and 26, 2014;
October 1, 2, 3,
15, 16, 17, 22, 23,
24, 29, 30, and
31, 2014;
November 5, 6, 7,
12, 13, 14, 19, 20,
and 21, 2014;
December 3, 4, 5,
10, 11, 12, 17, 18,
and 19, 2014; On-
going through
May 2015
(Dolman/Elliott
Wednesday’s &
Thursday’s, Grade
Level- Once per
Week Faculty
Meeting PD
(Friday’s- 1st, 2nd,
& 3rd), Vertical
Team- Once per
Month
Weekly networking and
collaborative sessions to focus
collectively on teacher learning
across grade levels and develop
common lessons, instructional
strategies, classroom
assessments, and data. These
sessions are designed to increase
student achievement in the
classroom and on the TCAP Test.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
53
Gender Equity in the Classroom PLC Coach November 21,
2014- On-going
through May
2015
Learn how gender equity effects
student achievement.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
Substitute Teacher to cover
regular teacher classes for job-
embedded PD sessions.
SCS Substitutes October 2014 – On-going through
May 2015
Teachers will learn research-
based strategies to increase the
rigor and relevance in daily
lessons as well as plan strategies
to increase student achievement
on TCAP tests.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$1,000.00- ESEA
Funds (See goal 1)
($0.00)
Responsive Classrooms
(Morning Meeting Practices)
PLC Coach, Select
Teachers
Second Semester 2015- On-going
through May 2015
Teachers will learn about the
Responsive Classroom approach,
which helps students build
better academic and social-
emotional skills leading to
increased student achievement.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
Small Group Focused
Instruction
PLC Coach September 24-25, 2014- On-going
through May 2015
Teachers will learn how to use
student data and observations to
form small groups and
differentiate instruction to meet
the specific needs of the
students assigned.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
54
PBIS (Safe and Drug Free
Schools)/Child Abuse/Suicide
Prevention
School Counselor Principal
August 1, 2014, September 12, 2014; On-going
through May 2015
Teachers will learn about PBIS
(Positive Behavior Intervention
and Supports), an evidence-
based behavioral intervention
into an integrated continuum
that enhances academic and
social behavior outcomes for all
students, signs of child abuse,
and how to prevent suicide.
Student Behavior Data $0.00-
($0.00)
Accountable Talk PLC Coach October 2014- On-going through
May 2015
Teachers will learn about
Accountable Talk to encourage
students to think deeply,
articulate their reasoning, and
listen with purpose.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports, Student
Quality Work Products
$0.00-
($0.00)
Professional Development
Resources, Supplies, and
Materials for the PLRC
(Professional Resource Center)
PLC Coach, All
Teachers
August 2014- On-
going through
May 2015
Participants will utilize
resources, materials, and
supplies in the PLRC to help
teachers increase teacher’s
expertise, knowledge, and
practice in core content areas
using research based
instructional strategies that
focus on Marzano’s nine
strategies.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00- ESEA Funds
(See goal 1)
($0.00)
55
Book Study- Learning By Doing,
Teach Like A Champion PLC Coach, Grade
Level PLC’s
October 2014;
On-going through
May 2015
Participants will continue to
learn about Professional
Learning Communities and how
to effectively implement them
and learn classroom techniques
that are concrete, specific, and
actionable.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
STEM Technology for the
Classroom Optional School
Facilitator, PLC Coach
July 29, 2013;
August 26, 27, 29,
30, 2013- On-going
through May 2014
Teachers will learn how to use
STEM Technology in the
Classroom.
Classroom Observations,
Lesson Plans, PLC
Meeting Reports
$0.00-
($0.00)
My Learning Plan PLC Coach August 28, 2014;
September 3 and
4, 2014; On-going
through May
2015
Participants will learn about
revisions and updates for My
Learning Plan for professional
development resources.
My Learning Plan
Attendance Reports,
Transcripts
$0.00-
($0.00)
Displaced (Homeless) Students PLC Coach; Parent August 1, 2014;
On-going through
May 2015
Participants will learn about
displaced students “identifiers”
and procedures for enrolled
displaced students.
Displaced Students
Enrollment Forms and
Information in Power
School
$0.00-
($0.00)
56
Kindergarten Curriculum,
Materials/Resources PLC Coach August 2014; On-
going through
May 2015
Participants will review use of
the KRI and Kindergarten Kove.
Participants will learn about the
Kindergarten Report Card
Assessment Handbook.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
TeachScape PLC Coach October 2014;
On-going through
May 2015
Participants will learn how to
login and navigate TeachScape
for professional development
resources.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
TN Online Learning Series for
Teachers-
Math Progressions
Math Practices
Operations & Algebraic
Thinking
Number & Operations—
Fractions
Ratios & Proportional Systems
Functions
TN Core-Kindergarten
Mathematics Running Record
Tool
PLC Coach October 2014;
On-going through
May 2015
Participants will observe and
reflect on the TN Online
mathematics videos via PBS.
Kindergarten teachers will learn
about TN Core’s Kindergarten
Mathematics Running Record
Tool.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$0.00-
($0.00)
57
STEM Curricula- Project Lead
The Way
(Materials/Resources)
Principal, Optional
Schools Facilitator
September 2014-
May 2015, August
2015-May 2016
Participants will learn how to use
Project Lead The Way to provide
hands-on, project-based science,
technology, engineering and
math (STEM) curricula.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$36,380.38
(Materials and
Supplies-
$4,038.00- ESEA,
Equipment- IPad-
$32,342.36 ESEA)
($0.00)
Engineering is Elementary Principal, Optional
Schools Facilitator,
PLC Coach, Lead
Teacher
October 2014-
May 2015, August
2015-May 2016
Participants will learn curricula and professional development that develop engineering literacy.
Classroom
Observations, Lesson
Plans, PLC Meeting
Reports
$12,000.00 ?
(Materials and
Supplies- ESEA)-
SCS STEM
($0.00)
58
Goal 3: Teacher will raise their understanding and use of appropriate data-driven evaluations and assessments to determine student mastery of content, and increase students’
achievement in all areas. Teachers will effectively build stronger relationships with parents and communicate data and assessment to parents in a timely matter.
Content: What will be learned?
Strategies and activities to increase data-
driven instruction and parental involvement.
Process: What effective processes will be used?
Presentations/workshops by district staff,
school staff, & outside professional
development providers; Coaching and
Mentoring; Analyzing data; Conferences;
SDIS; Book Study; Parent Teacher
Conferences/Meetings
Context: What aspects of our learning environment will
support this goal?
School Counselor, Parent Resource Center,
PLC’s- Content Area Meetings, Study Groups;
Collaboration
Professional Learning
Activities/Events Title Presenters/Leaders
Implementation
Timeline Expected Outcomes
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data, student
data)
$0.00
PD Budget Balance
Parent Resource Center- Parent
Reading and Math/Science
Connection (subscriptions)
Principal, PLC Coach, School
Counselor
September 2014-
On-going through
May 2015
Increase parental and
community involvement;
Create a resource center for
parents to check-out books,
have access to technology and
receive training that will
empower them to become
more involved in their child’s
academic career.
Parent/Community
Participation, Sign-in
Sheets
$458.00- Newsletter,
$750.00- Supplies
and Materials-
Parental Involvement
ESEA Funds
($0.00)
59
PTO Meetings Whitehaven Elementary
PTO Officers, Members,
PTO Teacher Leader
September 2014,
On-going through
May 2015
Parent meetings with teachers
to present strategies,
materials, and resources to
help parents.
Sign-in Sheets,
Attendance-
Parent/Community
Participation
$0.00
($0.00)
School Site Based Decision
Making Council
Whitehaven Elementary
Site Based Decision Making
Council
4 times per school
year 2014-2015
Meetings with parents,
teachers, students, and
community members
(stakeholders) to make school
wide decisions and present
strategies, materials, and
resources to help increase
student achievement and
improve the school.
Sign-in Sheets,
Attendance-
Parent/Community
Participation
$0.00
($0.00)
Family Academic Nights
(STEM, Reading, STEM Expo
etc.)
Principal, PLC Coach,
Optional School Facilitator,
School Counselor, Librarian,
Teachers
November 2014,
Winter 2015,
Spring 2015
Increase parents’ awareness
of curricula, SPI’s, and CCSS
and inform parents on what
they can do to assist students
at home. Increase in the
number of students mastering
SPI’s and CCSS.
Sign-in Sheets,
Evaluation Forms,
Attendance
$900.00-ESEA
Parental
Involvement;
$750.00-
Instructional
Materials and
Supplies for STEM
Expo
($0.00)
Title I (ESEA) Parent Meeting PLC Coach August 28, 2014
(evening session)
September 26,
2014 (morning
session), Spring
2015 (Evening and
Parent meetings to present
strategies, materials, and
resources to help parents
with their child(ren) regarding
ESEA.
Sign-in Sheets,
Attendance
$100.00- ESEA
Parental Involvement
Light Refreshments
($0.00)
60
morning sessions)
Muffins with Mom PLC Coach, School
Counselor
January 2014 Parent meetings to present
strategies, materials, and
resources to help parents
with their child(ren).
Sign-in Sheets,
Evaluation Forms,
Attendance
$300.00- ESEA
Parental Involvement
Light Refreshments
($0.00)
Donuts with Dad PLC Coach, School
Counselor
December 12, 2013 Parent meetings to present
strategies, materials, and
resources to help parents with
their child(ren).
Sign-in Sheets,
Evaluation Forms,
Attendance
$300.00- ESEA
Parental Involvement
Light Refreshments
($0.00)
Displaced (Homeless) Students PLC Coach; Parent August 1, 2014; On-
going through May
2015
Participants will learn about
displaced students
“identifiers” and procedures
for enrolled displaced
students.
Displaced Students
Enrollment Forms and
Information in Power
School
$0.00-
($0.00)
Successful Parent/Teacher
Conferences/Ways to Assist
Parents At Home with Their
Child
PLC Coach; School
Counselor
September 2014;
On-going through
May 2015
Participants will learn about
how to have successful
parent/teacher conferences
and ways to assist parents at
home with their child.
Sign-in Sheets,
Evaluation Forms,
Attendance
$0.00-
($0.00)
61
Elementary School Intervention Plan 2014-2015
School: Whitehaven Elementary STEM School
Action Steps Timeline Required Resources Person(s) Responsible
Select members for school level support team; set and publish
meeting dates (every 4.5 weeks).
August 2014 SCS RTI2 Manual Principal, Tommy Elliott
Ensure that staff members receive professional development on
universal screener and intervention programs, as needed.
August-September 2014
District professional development
schedule in MLP
Site-based fidelity check
PLC Coach, Tanya Dolman
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
Checklists, electronic monitoring tools
Schedules with who/when/how often
Site-based fidelity check
PLC Coach, Tanya Dolman
Principal, Tommy Elliott
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
September 2014
iReady, Mathematics
Istation, Reading
Data review, Writing
PLC Coach, Tanya Dolman
Grades 3-5 Language Arts Teachers
Identify students in need of strategic Tier II and intensive Tier III
intervention in Reading and/or Mathematics.
September 2014
December 2014
May 2015
Data from universal screeners, report
cards, teacher observation, other student
assessment data as appropriate
PLC Coach, Tanya Dolman
Individual Grades K-5 Teachers
Communicate assignments to intervention programs to parents of
students involved
September 2014 Parent letters- See SCS RTI2 Manual for
examples
Individual Grades K-5 Teachers
PLC Coach, Tanya Dolman
Set schedules for Tier II and Tier III interventions; realign staffing
as needed.
September-December
2014
Computers/labs
Resources for small group intervention
Principal, Tommy Elliott
Individual Grades K-5 Teachers
62
Provide Tier II and Tier III interventions for all students in need of
intervention.
September 2014-May
2015
iReady, Mathematics
Istation, Reading
School choice, Writing
Individual Grades K-5 Teachers
Educational Assistants- Sheryl Hewitt,
Kimberly Gordon
Establish progress monitoring for students receiving interventions—
biweekly for Tier II and weekly for Tier III
September 2014-May
2015
iReady, Mathematics
Istation, Reading
School choice, Writing
Individual Grades K-5 Teachers
School level support team meets every 4.5 weeks to review data
and make recommendations for modification.
September 2014-May
2015
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Principal, Tommy Elliott
Communicate progress and/or changes in intervention assignments
to parents (e.g., moving between/among tiers, newly assigned,
moving out of intervention).
September 2014-May
2015
Parent letters- See SCS RTI2 Manual for
examples
Individual Grades K-5 Teachers
PLC Coach, Tanya Dolman
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
December 2014
iReady, Mathematics
Istation, Reading
Data review, Writing
PLC Coach, Tanya Dolman
Grades 3-5 Language Arts Teachers
School level support team meets to review data and make
adjustments to intervention schedules for the second semester, as
indicated by the new data.
December 2014
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Principal, Tommy Elliott
63
Revise schedules for Tier II and Tier III interventions, as needed,
based on December universal screening
December 2014-January
2015
iReady, Mathematics
Istation, Reading
School choice, Writing
Principal, Tommy Elliott
Individual Grades K-5 Teachers
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
May 2015
iReady, Mathematics
Istation, Reading
School choice, Writing
PLC Coach, Tanya Dolman
Individual Grades K-5 Teachers
School level support team meets to review end-of-year data and
make preliminary plans for next year.
May 2015
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Principal, Tommy Elliott
Building-level supports for Tier 1- Title I Extended Learning-
Before school and/or Saturday intervention for “Target” students
who are at the Basic to Proficient status from the Spring 2014
TCAP Achievement, to increase student achievement in
reading/language arts and mathematics.
September 2014-April
2015
2014 TCAP Achievement Student Data PLC Coach, Tanya Dolman
Building-level supports for Tier 1- Title I Extended Contract-
Before school and/or Saturday intervention for “Target” students
who are at the Basic to Proficient status from the Spring 2014
TCAP Achievement, to increase student achievement in
reading/language arts and mathematics.
October 2014-April 2015 2014 TCAP Achievement Student Data School Counselor, Gloria Smith
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.
64
Whitehaven Elementary STEM School
Teacher Mentoring Plan for “Full Support” Teachers
2014-2015
100% of staff at Whitehaven Elementary school are highly qualified.
Action Steps Timeline Required
Resources
Person(s) Responsible
Principal select Learning Coach
Attend SCS Summer Coaching Institute
Attend New Teacher Induction
Identify the school’s new teachers (mentees).
Attend Mandatory Training Sessions
Complete the LC Needs Assessment (within the first 5 weeks)
Complete the Teacher Needs Assessment (Phase 1 and 2- within the first 5 weeks)
Meet weekly with mentees (Work collaboratively with assigned new teachers (mentees) to view and analyze student data to make
Summer 2014
July 2014
July 23-25,
2014
July 2014
August 2014-
May 2015
August 2014
August 2014
August 2014-
May 2015
Enter
documentation
weekly in the
Principal
Learning Coach
Learning Coach
Learning Coach
Learning Coach
Learning Coach
Mentee
Learning Coach
65
connections between current teacher practices and student outcomes.
Complete informal observations and walk-throughs using the SCS Cycle of Improvement
Meet monthly with all mentees.
Participate in the WESA New Teacher Network Sessions (Use data to identify trends in teacher performance for individuals and groups.)
Completed
over a six
week period.
Monthly
1st Semester
2014; 2nd
Semester
2015
Teacher Support
Log in MLP (submit
monthly; Record of
Activities-
December/May)
TEM 4.0 Evaluation Rubric, Teach Like A Champion, Practice Perfect, Virtual Portal for Coaches
Mentee
Monthly
Reflection
Learning Coach
Learning Coach
Learning Coach, PLC
Coach
66
Whitehaven Elementary School
Teacher Mentoring Plan for Teachers
Needing “Immediate Support” in the Classroom
2014-2015
Action Steps Required
Resources
Person(s) Responsible
District Administrative Teams (PIT Crew), Principal, Learning Coach, and/or PLC Coach identify teachers who are experiencing difficulties in the classroom. This is determined by TEM observations and/or teacher request for assistance.
Based upon areas of need/improvement, professional development for teacher development and support will be prescribed based upon results from observations.
Teachers are assigned professional development resources via online
My Learning
Plan- OASYS;
Classroom
Walkthroughs
; Lesson
Plans
My Learning
Plan-
Learning
Loop
(OASYS);
Classroom
Walkthroughs
; Lesson
Plans
Media Site,
TeachScape ,
Research-
District Admin (PIT Crew),
Principal, Learning
Coaches, PLC Coach
District Admin (PIT Crew),
Principal, PLC Coach
District Admin, Principal,
PLC Coach
67
courses, Media site, books, conferences, etc.
Upon completion of professional development, teachers are observed to determine its effectiveness.
Meet monthly with “immediate
support” mentee (Work
collaboratively with assigned
teachers (mentees) to view and
analyze student data to make
connections between current
teacher practices and student
outcomes (Enter documentation in
the Teacher Support Log in MLP
(submit monthly; Record of
Activities- December/May)
Complete informal observations and walk-throughs using the SCS Cycle of Improvement
Meet monthly with
all mentees.
Based
Professional
Books,
Professional
Development
Conferences
My Learning
Plan- OASYS,
Classroom
Walkthroughs
; Lesson
Plans
Teacher
Support Log
TEM 4.0 Evaluation Rubric, Teach Like A Champion, Practice Perfect, Virtual Portal for Coaches
Mentee
Monthly
Reflection
District Admin (PIT Crew),
Principal, PLC Coach
Learning Coach
Learning Coach
Learning Coach
68
Whitehaven Elementary STEM School
Integration of State, Federal, and District Programs
Title I, Part A- Improving Basic Programs
Title II, Part A- Preparing training and recruiting high quality teachers and principals (Talent
Management- Bill and Melinda Gates Foundation (BMGF)
Title II D- Enhancing education through technology
Title IV- Student Support Services (Extended Contract, Counseling Services, SACC, Extended
Year, Safe and Drug Free Schools (PBIS), Coordinated School Health) State of TN, DHS, Local
After School Programs
Title V- Innovative programs (iReady, Istation, Discovery Education)
Title I, Part D- SCS Displaced Student Services- TN Department of Education
Title X- Homeless Children and Youth
SCS Pre-K Early Childhood Program
IDEA, Part B- Exceptional Children and Health Services
Race To The Top
Teacher Incentive Fund Grant
SCS Local School Funds- Site-Based Funds
Optional Schools
Shelby County
Tennessee Department of Education
U.S. Department of Agriculture- Nutrition Services
Adopt-A-School (Kroger- Whitehaven, Middle Baptist Church- Whitehaven Lane, Boulevard
Church of Christ, and Methodist Healthcare)
69
Whitehaven Elementary STEM School
2014-2015 Technical Assistance Report Name Title/Position Check One Topic Check One
Stat
e
District School-
Based
Site
Visit
Phone
Call
Yvonne Jones Federal Programs Advisor X ESEA Compliance X
Victoria Locklyn Buyer for Procurement X School Copier X X
Mary Douglas Professional Development &
Evaluation Clerk
X My Learning Plan Attendance and Course
Approval
X X
Linda Sklar Director of Optional Schools X Optional Program X X X
H. Hays School Psychologist X School Psychologist X
Darna Davis School Social Worker X School Social Worker X
S. Pinson Speech Therapist X Speech Therapist X
Marcia White Mathematics Advisor X K-5 Common Core Collaborative Cohort,
iReady
X
David Lowe Accounts Payable X Accounts Payable
Pamela Haney Instructional Support Analyst X My Learning Plan X X
Dr. Susan Dold Instructional Advisor Literacy X Istation X
Rachael Lebo Teacher and Leader
Effectiveness Advisor
X TEM 4.0 Recertification X
Donna James Teacher and Leader
Effectiveness- Data Analyst
X TEM 4.0 Recertification X
70
Teresa Utley Federal Programs Advisor X Title I Registration Documents; Homeless
Documents, Copier,
X
Rachael Addison Principal Coaching Advisor X Coaching Institute, PLC Trainings X
Monica Jordan Teacher and Leader
Development Manager
X Coaching Institute, In-Service Week
Activities
X
Deborah Currie Federal Programs Manager X ESEA, TSIP X
Anecia Scott Education Technology Analyst X Assistance with Education Technology-
WESA
X
Nurse Wheatley School Nurse X Assistance with students requiring medical
procedures/medication
X
Monica Smith ILD- Zone 8 X Support for Principal- Mr. Elliott X X X
Kevin Potts Federal Programs Specialist X Assistance for Homeless/Displaced Students X
Kori Hamner Teacher and Leader
Effectiveness-Director of
Support and Professional
Development
X TEM 4.0 Recertification X
Christopher Burgess iReady- Professional
Development Specialist
X iReady Benchmarking Dates X
Terri Michaud iReady- Tech Support X iReady Benchmarking Dates X
iReady- Webinar Curriculum and Associates X iReady Getting Started Webinar X X
Tonya Cooper ILD- Zone 12 X Support for Principal- Mr. Elliott X X X
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Whitehaven Elementary STEM School
Strategies to Attract Highly Qualified Teachers
Support uncertified personnel in acquiring certification
Establish collaboration with colleges and universities
Provide ongoing professional development
Encourage local, state, and national professional development
Implement mentoring program (Learning Coaches)
Establish networks to build capacity
SCS Job Fair