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2014-2015
Mr. Greg McCullough, Principal 306 South Bellevue
Memphis, TN 38104
901.416.4500 (Main Office)
901.416.4506 (fax)
Minnie Parker-Blackmon, Title I PLC Coach
Felecia Harrison-Bush, Instructional Facilitator
Central High School Addendum
2 | C e n t r a l H i g h S c h o o l
In order to improve student achievement, Central High School will offer assistance to students before, during, and after school in a variety of
formats:
Teacher Tutoring All instructors on our staff have specified times, either before or after school, during which they provide tutoring assistance. A comprehensive list of
tutoring assistance is posted on the school website and parent handbook.
Peer Tutoring Students who are members of the Charles P. Jester Chapter of the National Honor Society at Central High School are required to provide several hours of
peer tutoring each nine weeks. Students in need of tutoring are instructed to go to Room D35 or C21 to sign up for services.
End of Course Support Students may seek assistance before taking any end of course exam from instructors working under Extended Contracts or Extended Learning Proposal;
as well as, teachers who offer before and after school tutoring.
ACT / SAT Preparation After-school prep sessions are available through the district and the counseling department for students who need assistance in preparing for college
admission tests.
E-Learning(Virtual School) Online Recovery Classes are available during and after school for students who failed English I-IV, Algebra I, Algebra II, Unified Geometry, Biology,
Chemistry, U.S. History, U. S. Government, World History, World Geography, and Economics.
Counseling Department Support Professional School Counselors provide career and college counseling, obtain weekly progress reports for “at-risk” students when requested by
parents/guardians, and refer students for special services such as mental health counseling, social services intervention, S-Team support, Bridge Builders,
and A-Team Mentoring Program.
Discovery Education Assessments Teachers utilize formative assessments results to identify students needing additional support and target skills needed to be re-taught as a result of non-
mastery on State Performance Indicators required to be proficiency on end of course exams.
Intervention Plan
3 | C e n t r a l H i g h S c h o o l
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 TN DOE RTI2 Manual and Implementation
Guide Mr. Greg McCullough, Principal
Ms Amy Epps, BTC
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
Ms. Minnie Parker-Blackmon, PLC Coach Ms Amy Epps, BTC
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
TN DOE RTI2 Manual and Implementation Guide
Checklists, electronic monitoring tools Schedules with who/when/how often
Mr. Greg McCullough, Principal Ms Amy Epps, BTC
Administer universal screeners in Reading and Mathematics to all ninth grade students; administer Writing on an “as needed” basis.
August-September 2014
School choice
Ms Ampy Epps, BTC Ms. Kimberly Gray, 9th Grade Counselor
9th Grade English Teachers : Brandy Bailey
Dr. Loria McCkinnie John Whitehead
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
Ms Amy Epps, BTC Minnie Parker-Blackmon, PLC Coach
Professional School Counselors
Communicate assignments to intervention programs to parents of students involved
September 2014 Parent letters Minnie Parker-Blackmon, PLC Coach
Professional School Counselors
Set schedules for Tier II and Tier III interventions; realign staffing as needed.
September-December 2014
Computers/labs Resources for small group intervention
Debbie Dodson, Librarian Professional School Counselors
Amy Epps, BTC
Provide Tier II and Tier III interventions for all students in need of intervention.
September 2014-May 2015
School Choice Teachers
Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III
September 2014-May 2015
School Choice 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
Mr. Greg McCullough, Principal Amy Epps, BTC
Minnie Parker-Blackmon, PLC Coach Administrative Team
District Intervention Plan
4 | C e n t r a l H i g h S c h o o l
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 Minnie Parker-Blackmon, PLC Coach
Professional School Counselors
Insert building-level supports for Tier I; can include reinforcements for positive behaviors, exemplary attendance, academic achievement, before/after school tutoring, Saturday
school, etc.
TBD School Choice
Greg McCullough, Principal
Minnie Parker-Blackmon, PLC Coach Professional School Counselors
Administer universal screeners in Reading and Mathematics to all students; administer Writing on an “as needed” basis.
December 2014
School Choice
Ms Ampy Epps, BTC Minnie Parker-Blackmon, PLC Coach
Teachers Professional School Counselors
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
Mr. Greg McCullough, Principal Amy Epps, BTC
Minnie Parker-Blackmon, PLC Coach Administrative Team
Revise schedules for Tier II and Tier III interventions, as needed, based on December universal screening
December 2014-January 2015
School Choice Ms Amy Epps, BTC
Minnie Parker-Blackmon, PLC Coach Professional School Counselors
Administer universal screeners in Reading and Mathematics to all students; administer Writing on an “as needed” basis.
May 2015
School Choice
Ms Ampy Epps, BTC Minnie Parker-Blackmon, PLC Coach
Teachers Professional School Counselors
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
Mr. Greg McCullough, Principal Amy Epps, BTC
Minnie Parker-Blackmon, PLC Coach Administrative Team
5 | C e n t r a l H i g h S c h o o l
All first time ninth grade students at Central High School are a part of a Freshman Academy aimed at:
Increasing student accountability to strengthen academic and social engagement
Increasing involvement in extracurricular activities
Increasing positive, responsible behavior
Increasing attendance
Increasing proficiency on all assessments
Increasing the four-year graduation rate.
Action Steps Timeline Person Responsible
Freshman Orientation August 1, 2014 Freshman Academy Administrators
Freshman School Counselors
Administrative Orientation August 9, 2014 Executive Principal
Freshman Academy Administrators
“Warrior of the Week” Incentive
Program October 2014 – May 2015
Freshman Academy Administrators
Freshman School Counselors
Freshman Academy Teachers
Classroom Guidance (character
development, social skills, interest
inventories, college preparation,
and career readiness).
August 2014- April 2015 Freshman School Counselors
Career Café
(Students are able to dine and hear
from professional in a field in
which they are interested.)
October 2014 – May 2015 Freshman School Counselors
Freshman Academy Administrators
Advisory Sessions (The 7 Habits
of Highly Effective Teens) August 2014- April 2015 Freshman School Counselors
Freshman Transition Plan
6 | C e n t r a l H i g h S c h o o l
All students will be oriented on school services, district/school policies and procedures, Central’s athletic programs, clubs, and special programs.
Guidance Counselors work collaboratively with colleges, universities, faculty members, and students in bringing over 40 different recruiters to
Central continuously throughout the school-year so that students have the opportunity to obtain post-secondary information during the school-
day. In addition, Central’s guidance department offers valuable services to student and parents in the area of counseling, career search programs,
and helping students explore possibilities and determine preferences.
Action Steps Timeline Person(s) Responsible
Administrative Orientation August 7, 2014 Principal
Assistant Principals
College Visits Ongoing Professional School Counselors
Senior Parent Night September 11, 2014
September 23, 2014 Professional School Counselors
Coffee with the Counselors September 12, 2014
September 24, 2014 Professional School Counselors
Senior Parent Athletes September 11,2014 Lance Allred
Professional School Counselor
Financial Aid Workshop December 4,2014 Professional School Counselors
Classroom Guidance
(character development, social skills,
interest inventories, college preparation,
and career readiness)
Ongoing Professional School Counselors
Mini College Fair February 5, 2015 Professional School Counselors
Exceptional Children Department
Senior/College Transition Plan
7 | C e n t r a l H i g h S c h o o l
Name Position Date of Service Service Provided
Kristin Dent School Psychologist
Every Monday Testing as needed and psychological services
Annette Lawrence School Social Worker Weekly Liaison for social services agencies and counseling as
needed
Rita Moore Science Advisor Monthly Provides support for science teachers
Dr. Camilla Horton
Dr. Emily Barbee
Marcia White
Mathematics Instructional Advisor As Needed Provides support for math teachers
Andy Duck ESL Supervisor As Needed
Provides support for ESL students
Multiple Nurses District did not designate a specific
nurse.
Registered Nurse Weekly
Provides health care for students and staff
Information
Technology Techs Information Technology Specialist Weekly Provides computer technical assistance
Angela Samuels PIT Crew Ongoing Provides support and professional development for
teachers and Learning Coaches
Sandra Gipson
Holly Cooper Learning Coaches Ongoing
Provides instructional support to new teacher and
struggling teachers based on the TEM 4.0 Rubric.
Latonja Robinson Master Teacher Ongoing
Assists with peer coaching, formal observations and
school-wide PD, and drive the culture of feedback
and reflective practice.
Randy McPherson PBIS As needed Provide support in implementing and managing a
school wide behavior model
Kelly Richert School Speech Pathologist Weekly
Provides testing as needed and develop individual
plans for students that will foster their needs
Technical Assistance Report
8 | C e n t r a l H i g h S c h o o l
Janis Holeyfield Exceptional Education Supervisor As needed
Provides support in implement and managing
exceptional educational support to teachers, parents,
and students
Dr. Deborah Currie Title I Supervisor As needed
Provides support to Title I PLC Coach in
implementing and managing Title I duties and
responsibilities
Felecia
Harrison-Bush Instructional Facilitator Daily
Provides instructional support and professional
development to all teachers
Rachael Addison Professional Learning Community
Advisor Monthly
Provides support to PLC Coach in implementing
professional learning communities
Fonda Booker ELA Instructional Advisor As needed Provides support and professional development to
English Language Art teachers
Gregg Coats Fine Arts Instructional Advisor As needed Provides support and professional development to
fine art teachers
Dave Barrett Social Studies
Instructional Advisor As needed
Provides support and professional development to
social studies teachers
Alyssa Villarreal World Language Advisor As needed Provide support and professional development to
world language teachers
Minnie
Parker-Blackmon PLC Coach Daily
Provide support and professional development to all
teachers and PLC teams
9 | C e n t r a l H i g h S c h o o l
State and Federal Programs
1. No Child Left Behind (NCLB)
Title I – Approving the academic achievement of the disadvantaged
Title IIA – Preparing, training and recruiting high quality teachers
Title IID – Enhancing education through technology
Title III – Language instruction of limited English proficient students
Title IV – Safe and drug-free schools
Title V – Innovative programs
Title X – Education for homeless children and youths
2. Exceptional Children
Intellectually Gifted and Talented Education
Special Education
3. National School Lunch Program (NSLP)
Free lunches to children each school day
Free breakfast to children each school day
4. Virtual School – Credit recovery program
5. Grants
Advance Placement Grant for students
The Green Club
10 | C e n t r a l H i g h S c h o o l
Action Steps Timeline Required Resources Person(s) Responsible
Selection Process: Applications are submitted by teachers
within the building. Selections are made
based on coaching needs of school and
qualifications of applicants.
4/28/14 - 5/15/14
Learning Coach Application Principal, Title I PLC
Coach and Instructional
Facilitator
Job Overview: Learning Coaches receive overview of job
description, responsibilities, roles, and
Coaching Model for Unified District.
5/19/14
SCS Coaching Model
Teach Like A Champion by Doug
Lemov
Principal, Title I PLC
Coach and Instructional
Facilitator
New Faculty Orientation: Teachers new to the profession and new to
Central High School are orientated on
faculty expectations and first day
procedures.
7/24/14
CHS Teacher Handbook
CHS First Day Procedures
The First Days of School by Harry
Wong
Title I PLC Coach
Demonstration Classroom: Learning Coaches assist Mentees with
classroom setup, development of student
procedures, and methods of record keeping.
7/25/14 Demonstration Classroom Checklist Master Teacher and
Learning Coaches
Learning Coach Collaboratives: Learning Coaches attend local Collaborative
to discuss needs and teacher support.
08/26/14 9/23/14 10/28/14 1/27/14 2/24/14 3/24/14 4/28/14
Classroom Readiness Checklist
Observation Schedules
TEM 4.0 General Education Rubric
SCS Coaching Model
Title I PLC Coach and
Instructional Facilitator
Central High School Teacher Mentoring Plan 2014-2015
2014-2015
11 | C e n t r a l H i g h S c h o o l
Informal Classroom Walkthroughs: Learning Coaches perform classroom
walkthroughs for mentees and provide
feedback prior to TEM walkthroughs.
8/18/14 – 9/5/14
TEM 4.0 General Education Rubric
Informal Observation Form Learning Coaches
Informal Classroom Observations: Learning Coaches perform informal
classroom observations and provide
feedback prior to TEM lesson-length
observation #1.
10/22/14 – 11/03/14
TEM 4.0 General Education Rubric Learning Coaches
Mentee Collaboratives: Mentees receive small group peer support in
a structured PLC.
8/5/13 11/4/13 – 4/25/13
TEM 4.0 General Education Rubric
Teach Like A Champion by Doug
Lemov
The First Days of School by Harry
Wong
Title I PLC Coach and
Instructional Facilitator
Professional Development: Mentees attend large-group school-based
professional development on: Title I & Classroom Instruction TEM 4.0 Differentiated Instruction Power School SMS Connecting Prior Knowledge and
Closures
7/28/14 7/31/14 10/22/14 9/3/14
10/29/14
CHS Title I Handbook
Classroom Readiness Checklist
TEM 4.0 General Education Rubric
TEM 4.0 Process Guides
Differentiated Instructional Strategies
by Carolyn Chapman
Explicit Direct Instruction by John
Hollingsworth
Power School SMS
Title I/PLC Coach, Instructional Facilitator,
and Power School SMS
Support Team
Title I School/Family Engagement Plan
Revised for 2014-2015
Central High School Teacher Mentoring Plan
12 | C e n t r a l H i g h S c h o o l
Central High School encourages parental involvement in the educational process and has established an expectation for parental involvement at
our school. In order to promote student success, our parents will work with the school by acting as advisors, resource persons, and coordinators
in the following ways:
1. Become school advocates and offer support.
2. Utilize their talents and /or resources to enhance the instructional programs at our school.
3. Serve on the Central High School Based Decision Making Council, become active members of the PTSA, and join booster clubs
when appropriate.
4. Respond to questionnaires, surveys, and memos expressing thoughts, suggestions, and concerns.
5. Attend school events and serve as advisors to various organizations.
Title I Involvement
The administrators, faculty, and staff will provide a strategic plan and implement Title I requirements according to the guidelines set forth in
the law, which include the following:
1. Inform parents of Title I requirements and our school’s participation at the annual Title I meeting on Tuesday, August 26th,
6:00 PM or at the alternate meeting on Wednesday, August 27th at 7:30 AM.
2. Allow parents to observe the school’s programs and visit classrooms, supporting classroom instruction.
3. Provide parents with student information and send home progress reports the middle of each nine weeks.
4. Provide two-way communication between parents and the school.
5. Provide information in a language that parents can understand.
6. Provide parents with assessment results.
7. Provide parents with a copy of the Family Engagement Plan, Student Code of Conduct, NCLB Parents’ Right-To-Know, and PBIS
Plan.
8. Provide parents with a description and explanation of the curriculum used at Central High, forms of academic assessment used to
measure student progress, and the proficiency levels students are expected to meet.
To ensure that our parents participate in the development and implementation of our school’s program, we will do the following:
1. Inform parents of their rights to be involved in their child’s education.
2. Encourage parental involvement in an organized, on-going, and timely way in the planning, reviewing, and improvement of programs
for family engagement and CHS Family Engagement Plan.
13 | C e n t r a l H i g h S c h o o l
3. Provide flexible times for our parents to attend parent meetings, with opportunities to attend regular meetings at night and alternate
meetings in the morning of that same week.
4. Provide parents training that will support our students’ education.
5. Jointly develop with parents a school/parent compact showing how parents, schools, and students have shared responsibilities, by
distributing and acquire appropriate signatures of all stakeholders (parents, students, and teachers).
6. Encourage parents to visit our school regularly and to take an active role in school planning by serving on School Improvement Plan
committees.
7. Support our Parent/Teacher/Student Association as they conduct regular meetings each month.
8. Parents will serve on the Family Engagement Plan Committee, and the document created will be presented to parents for input and
approval before distribution to CHS families and the community.
9. Provide access to community and support services.
10. Develop programs that enable parents to actively participate in their child’s education.
11. Provide training to staff to promote parental involvement.
12. Provide timely information about programs under family engagement through Parent Link, Power Teacher, flyers, Teacher websites,
PTSA Website, Central Website, Central marquee, and Central Newsletter articles.
Note: Parent can also mean a guardian or person who has custody of the child, or it may refer to an individual who has care giving
authority.
-Revised April 22, 2014
Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion,
national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.
14 | C e n t r a l H i g h S c h o o l
Central High School
Home-School Compact
2014-2015
Central High School has jointly developed with parents a home-school compact that will be reviewed during parent conferences. This compact
outlines how parents, the entire school staff, and students will share the responsibility for improving student academic achievement and how
parents will develop a partnership to help children achieve the State’s high standards.
PARENT’S AGREEMENT
It is important that I take a more responsible role in supporting my child’s learning. Therefore, I shall strive to do the following:
See that my child is punctual and attends school regularly
Support the school in its efforts to maintain proper discipline
Establish a time for homework and review it for completion
Provide a quiet, well-lighted place for study, and limit television time
Volunteer to work at my child’s school in various capacities
Make certain that my child wears the required uniforms
Participate in decisions related to education, parent meetings, conferences, and workshops
Communicate with the teachers frequently to discuss my child’s progress and behavior
Encourage my child to be respectful
Develop a partnership with the school to help my child achieve the state’s high standards
Parent’s Signature ________________________________________________________
STUDENT’S AGREEMENT
It is important that I work to the best of my ability. Therefore, I shall strive to do the following:
Attend school regularly
Arrive at school on time and attend all classes daily
Wear uniforms everyday
Come to school each day with a pen, pencil, paper and other necessary tools for learning
Perform at my highest level of learning each day
15 | C e n t r a l H i g h S c h o o l
Complete and return homework assignments
Observe regular study hours
Respect others
Follow all rules that govern student conduct at my school
Observe and follow classroom policies and procedures
Take responsibility for my actions, grades, and cooperate with others in order to receive a quality education
Student’s Signature _________________________________________________________
TEACHERS’ AGREEMENT
It is important that students achieve. Therefore, I shall strive to do the following:
Provide instructions that foster high academic expectations and provide challenging and exciting class assignments
Encourage and maintain ongoing communication with parents by providing information about student progress (phone calls,
emails, texts, conferences, parent meetings, parent visitations)
Determine the student’s educational needs and adjust the instruction to accommodate those needs
Provide meaningful homework assignments for students
Inform parents of homework and classroom policies and procedures
Teachers’ Signatures:
Homeroom Teacher ________________________________________________
Period 1 Teacher ___________________________________________________
Period 2 Teacher ___________________________________________________
Period 3 Teacher ___________________________________________________
Period 4 Teacher ___________________________________________________
Period 5 Teacher ___________________________________________________
Period 6 Teacher ___________________________________________________
Period 7 Teacher___________________________________________________
16 | C e n t r a l H i g h S c h o o l
SCHOOL’S RESPONSIBILITY
I support this form of parental involvement. Therefore, I shall strive to the following:
Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent,
and student
Provide time to listen to students and parents concerns
Provide high quality curriculum and instruction in a supportive and effective learning environment that enables children to meet
Tennessee’s academic achievement standards
Encourage teachers and students to have high expectations academically, socially, emotionally,
and physically
Make expectations widely known
Maintain open communication with parents (phone calls, emails, texts, conferences, parent meetings, parent visitations)
Provide multiple/flexible opportunities for parent-teacher conferences and reasonable access to staff to volunteer, participate, and
observe in their child’s class.
Principal’s Signature ______________________________________________________
Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion,
national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.
Revised April 22, 2014
17 | C e n t r a l H i g h S c h o o l
2014-2015
Professional Development Plan
School:
Central High Principal:
Greg McCullough *Beginning PD Budget Amount
$20,000.00
Date:
September 15, 2014
PLC Coach:
Minnie Parker-Blackmon
*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.
Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by
subgroups as follows:
1. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring
proficient or advanced on the End of Course English III End of Course 33.6 percent to 37.8 percent by the end of the 2014-2015
academic school year.
2. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring
proficient or advanced on the End of Course Algebra II End of Course 43.1 percent to 46.7 percent by the end of the 2014-2015
academic school year.
3. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring
proficient or advanced on the End of Course Algebra I End of Course 74.8 percent to 76.4 percent by the end of the 2014-2015
academic school year.
18 | C e n t r a l H i g h S c h o o l
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: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III
assessments.
Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II
assessment.
Goal 3: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course
Algebra I assessment.
Action Plans The following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our
implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.
19 | C e n t r a l H i g h S c h o o l
Goal 1: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III
assessments.
Content: What will be learned?
ELA: Research-based strategies for
literacy.
Process: What effective processes will be used?
Workshops by outside guests and district staff,
coaching, examination of student work, and
analysis of data
Context: What aspects of our learning
environment will support this goal?
Observations, PLC’s meeting minutes, test scores,
lesson plans, student work review, and formative
assessments
Professional Learning
Activities/Events
Title and Avatar Number
Presenters/Leaders Implementati
on Timeline Expected Outcomes
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data,
student data)
$20,000.00 PD Budget
Balance
Teachers will attend
Professional Learning
Community Meetings
Teachers will attend an
End of Course Training
Meeting (Discovery)
English Chair
Title I PLC Coach
Instructional Facilitator
Title I PLC Coach
Instructional Facilitator
Administrators
Aug. 2014 to
May 2015 (weekly)
Oct. 20-24, 2014
Teachers will meet weekly to share strategies, analyze data, and design quality lesson within content area.
Teachers will be trained to
analyze and use data to create
assessment and strategies for
low performing students in an
attempt to increase student
achievement.
Meeting Minutes Lesson Plans Observations Review of student work Observations Lesson Plans Test scores Formative assessments results
$20,000.00 No direct cost to
school
$20,000.00 No direct cost to
school
20 | C e n t r a l H i g h S c h o o l
End of Course
Professional Learning
Community Meetings
Teachers will acquire
strategies for assisting
sub-group students with
scores below proficient
in English
Teachers will attend
District English
Networking Sessions
Teachers will attend the
National Council of
Teachers of English
Conference
Title I PLC Coach
Instructional Facilitator
English Chair
Administrators
Principal
Instructional Facilitators
Exceptional Children
Chair
ESL Chair
District Literacy
Instructional Advisor
Multiple Recognized
National Speakers
Aug. 2014 to
May 2015 Ongoing weekly
Aug. 2014 to May 2015
Ongoing weekly
Aug. 2014 to May 2015 Monthly
Nov. 20-23,2014
Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction. Teachers will acquire strategies that can increase student participation and achievement among struggling students Teachers will network with district English teachers to acquire strategies to assist student achievement Teachers will gain instruction on research-based strategies for English to be shared with the department and faculty.
Observations Test Scores Lesson Plans Observations Test Scores Lesson Plans Review of Student work Observations Lesson plans Test Scores Review of student work Meeting Minutes Agendas Sign-in Test Scores Lesson Plans Conference Journals
$20,000.00 No direct cost to
school)\
$20,000.00 No direct cost to
school
$20,000.00 No direct cost to
school
$17,000.00 ($1500 per person
for lodging, food,
and travel)
21 | C e n t r a l H i g h S c h o o l
Parents will acquire
strategies to assist their
students in increasing
student achievement in
English during
Curriculum Night
Parents will acquire
strategies to increase
student achievement on
the state writing and
end of course
assessments for English
– “End of Course
Night”
Exceptional Children
parents will acquire
information about
inclusion classrooms
and strategies used in
classes- “Exceptional
Children Night”
Teachers will acquire
instructional technology
strategies to incorporate
in their classes.
Title I PLC Coach
Instructional Facilitator
English Chair
Title I PLC Coach
Instructional Facilitator
English Chair
Title I PLC Coach
Instructional Facilitator
Exceptional Children
Chair & Teachers
Instructional Technology
Department
Oct. 23, 2104
March 12, 2015
Sept. 25, 2014
Aug. 2014 to May 2015
(bi monthly)
Teachers will share instructional strategies with parents and community member to increase student achievement. Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments. Inclusion Teachers and Co-
Teachers will share
information and strategies
used in an inclusion class to
parents and community
members.
Teachers will gain
information on how to
effectively incorporate
technology into their
classroom.
Meeting Minutes Agendas Sign-in Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Observations Test scores
$17,000.00 No direct cost to
school
$17,000.00 No direct cost to
school
$17,000.00 No direct cost to
school
$17,000.00 No direct cost to
school
22 | C e n t r a l H i g h S c h o o l
Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II
assessment.
Content: What will be learned?
Algebra: Research-based best practices in
mathematical instruction
Process: What effective processes will be used?
Workshops by outside guests and district staff,
coaching, examination of student work, and
analysis of data
Context: What aspects of our learning
environment will support this goal?
Observations, PLC’s meeting minutes, test scores,
lesson plans, student work review, and formative
assessments
Professional Learning
Activities/Events
Title and Avatar Number
Presenters/Leaders Implementation
Timeline
Expected
Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
$17,000.00 PD Budget
Balance
Teachers will attend
Professional Learning
Community Meetings
Teachers will attend an
End of Course Training
Meeting (Discovery)
Title I PLC Coach
Math Chair
Instructional Facilitator
Administrator
Title I PLC Coach
Instructional Facilitator
Math Chair
Administrator
Aug. 2014 to
May 2015 weekly
Oct. 20-24, 2014
Teachers will meet weekly to share strategies, analyze data, and design quality lesson within content area.
Teachers will be trained
to analyze and use data
to create assessment and
strategies for low
performing students in
an attempt to increase
student achievement.
Meeting Minutes Lesson plans Observations Review of student work Observations Lesson plans Test scores Formative assessments results
$17,000.00 No direct cost
to school
$17, 000.00 No direct cost
to school
23 | C e n t r a l H i g h S c h o o l
End of Course
Professional Learning
Community Meetings
Teachers will acquire
strategies for assisting
sub-group students with
scores below proficient in
Algebra II
Teachers will attend
District Mathematics
Networking Sessions
Title I PLC Coach
Instructional Facilitator
Math Chair
Principal
Title I PLC Coach
Instructional Facilitator
Exceptional Children
Chair
District Math
Instructional Advisors
Aug. 2014 to
May 2015 (ongoing)
Aug. 2014 to May 2015 (ongoing)
Aug. 2014 to May 2015 Monthly
Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction.
Teachers will acquire strategies that can increase student participation and achievement among struggling students Teachers will network with district mathematics teachers to acquire strategies to assist student achievement
Observations Test Scores Lesson Plans Observations Test Scores Lesson Plans Review of Student work Observations Lesson Plans Test Scores Meeting Minutes Review of student work
$17,000.00 No direct cost
to school
$17,000.00 No direct cost
to school
$17,000.00 No direct cost
to school
24 | C e n t r a l H i g h S c h o o l
Teachers will attend the
National Council of
Teachers of Mathematics
Annual Meeting
Parents will acquire
strategies to assist their
students in increasing
student achievement in
Algebra II during
Curriculum Night
Parents will acquire
information about
strategies to increase
achievement on the state
writing and end of course
assessments for Algebra II
– “End of Course Night”
Exceptional Children
parents will acquire
information about
inclusion classrooms and
strategies used in classes-
“Exceptional Children
Night”
Multiple Recognized
National Speakers
Title I PLC Coach
Instructional Facilitator
Math Chair
Title I PLC Coach
Instructional Facilitator
Science Chair
Title I PLC Coach
Instructional Facilitator
Exceptional Children
Chair & Teachers
April 15-18,2015
Oct. 23, 2014
March 12, 2015
Oct. 25, 2014
Teachers will gain instruction on research-based strategies for mathematics to be shared with the department and faculty. Teachers will share instructional strategies with parents and community member to increase student achievement. Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments. Inclusion Teachers and
Co-Teachers will share
information and
strategies used in an
inclusion class to
parents and community
members.
Meeting Minutes Agendas Sign-in Test Scores Lesson Plans Meeting Minutes Agendas Sign-in Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores
$15,000.00 ($1,500 per
person for
lodging, food,
and travel)
$15,000.00 No direct cost
to school
$15,000.00 No direct cost
to school
$15,000.00 No direct cost
to school
25 | C e n t r a l H i g h S c h o o l
Teachers will acquire
instructional technology
strategies to incorporate in
their classes.
Instructional
Technology Department
Aug. 2014to May 2015 (bi monthly)
Teachers will gain
information on how to
effectively incorporate
technology into their
classroom.
Observations Test scores
$15,000.00 No direct cost
to school
26 | C e n t r a l H i g h S c h o o l
Goal#3: To increase the number of Students with Disabilities, Economically Disadvantage Students scoring proficient or advanced on the End
of Course and Gateway Algebra I assessment from 52.5 percent to 55.5 percent by the end of the 2014-2015 academic school year.
Content: What will be learned?
Algebra: Research-based best practices in
mathematical instruction
Process: What effective processes will be used?
Workshops by outside quests and district staff,
coaching, examination of student work , and
analysis of data
Context: What aspects of our learning
environment will support this goal?
Observations, PLC meeting minutes, lesson plans
and review or student performance on formative
assessments.
Professional Learning
Activities/Events
Title and Avatar Number
Presenters/Leaders Implementation
Timeline Expected Outcomes
What data sources will you
use to evaluate
effectiveness? (i.e., teacher
data, student data)
$15,000.00
PD Budget
Balance
Teacher will attend
National Council of
Teachers of
Mathematics Annual
Meeting
Teachers will attend an
End of course Training
Meeting (Discovery)
Teachers will acquire
instructional
technology strategies
to incorporate in their
classes.
Multiple, Nationally
recognized speakers
Instructional Facilitators
Instructional
Technology Department
April 15-18, 2015
Oct. 20 – 24, 2014
Aug. 2014 to May 2015 (bi monthly)
Participants will obtain
and acquire ideas for
activities that can be
shared with teachers to
improve classroom
instruction
Teachers will be trained
to analyze and use data
to create assessment and
strategies for low
performing students in
an attempt to increase
student achievement.
Teachers will gain
information on how to
effectively incorporate
technology into their
classroom
Observation Lesson Plans Test Scores Observation Lesson Plans Test Scores Formative Assessment Observations Test Scores
$15,000.00 ($1,300.00/teacher,
registration,
lodging, mileage,
and meals)
$15,000.00 No direct cost to
school
$15,000.00 No direct cost to
school
27 | C e n t r a l H i g h S c h o o l
Teachers will attend
district Algebra I
networking sessions
Teachers will attend
the T3 Conference
Teacher will attend
Professional Learning
Community Meetings
(Departmental
meetings)
Parents will acquire
strategies from
teachers to increase
student achievement in
Math during
Curriculum Night
Assigned District
Mathematics
Instructional Advisors
Multiple, Nationally
Recognized Speakers
Title I PLC Coach
Instructional Facilitator
Math Departmental
Chair
Title I PLC Coach
Instructional Facilitator
Math Department Chair
Aug. 2014 to May 2015
(monthly)
March 13-15, 2015
Aug. 2014 to May
20154
(Weekly)
Oct. 23, 2014
Teachers will network
with district math
teachers to acquire
additional strategies to
assist their students.
Participates will obtain
and acquire ideas for
implementing the
graphing calculators,
navigator system and TI-
Inspire activities that can
be shared with teachers
to improve classroom
instruction.
Teachers will meet
weekly to share
strategies, analyze data,
and design quality
lesson within content
area.
Teachers will share
mathematical strategies
with parents and
community members to
increase student
achievement in
mathematics.
Test Scores Student Data Observations Lesson Plans Test Scores Review of student work Observations Lesson Plan Student Data Meeting Minutes Sign-in sheets Agendas Review of Students work
$15,000.00 No direct cost to
school
$15,000.00 No direct cost to
school
$11,400.00
($1,800.00 per
teacher:
registration,
lodging, meals,
and airlines)
$11,400.00 No direct cost to
school
28 | C e n t r a l H i g h S c h o o l
Parents will acquire
strategies to increase
student achievement
for the end of course
assessment for
Algebra I-“End of
Course Night”
Exceptional Children
parents will acquire
information about
inclusion classrooms
and strategies used in
these classes-
“Exceptional Children
Night”
End of Course
Professional Learning
Community Meetings
Title I PLC Coach
Instructional Facilitator
Math Department Chair
Instructional Facilitators
Exceptional Children
Chair
Title I PLC Coach
Instructional Facilitator
Math Department Chair
March 12, 2015
Sept. 25, 2014
Aug. 2014 to
May 2015
(weekly)
Teachers will share
strategies with parents
and community
members to increase
student achievement on
State Assessments.
Inclusion Teachers and
Co-Teachers will share
information and
strategies used in an
inclusion class to
parents and community
members.
Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction.
Meeting Minutes Sign-in sheets Agendas Test Scores Meeting Minutes Sign-in sheets Agenda Test Scores Meeting Minutes Sign-in Sheets Agenda Test Scores Observations
$11,400.00 No direct cost to
school
$11,400.00 No direct cost to
school
$11,400.00 No direct cost to
school
29 | C e n t r a l H i g h S c h o o l
Addendum
Professional Learning
Activities/Events Presenters/Leaders
Implementation
Timeline Expected Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data
$11,400.00
Total PD Budget Balance
Differentiated Instruction Title I PLC Coach
Master Teacher October 22, 2014
Teachers will learn the
strategies to meet the
unique needs of each
student with a differentiated
approach to teaching, by
learning practical tips,
strategies, and insights on
how to differentiate various
aspects of instruction
Student Test Scores
Lesson Plans
Observations
$11,400.00 No direct cost to school
Modification and
Accommodations
Exceptional Education
and ESL Department October 15, 2014
Teachers will learn how to
identify their students with
disabilities, how to access
IEP’s, and gain tips on
modifying instruction.
Student Test Scores
Lesson Plans
Observations
$11,400.00 No direct cost to school
TEM 4.0 Rubric Training Title I PLC Coach
Master Teacher
August 27-28, 2014
October 2-3, 2014
Teachers will learn
strategies and knowledge of
each indicator, which will
assist them reaching the
need of all students within
their class.
Student Test Scores
Lesson Plans
Observations
$11,400.00 No direct cost to school
National Council of Social
Studies Teachers
Multiple National
Recognized Presenters Nov. 21-23, 2014
Teachers will acquire new
skills, resources, strategies,
and information that will
aid teachers in providing a
more rigorous class.
Student Test Scores
Lesson Plans
Observations
$8,328.60 ($1535.70 per person for
meals, lodging, and
registration)
30 | C e n t r a l H i g h S c h o o l
National Title I Conference
Multiple National
Recognized Presenters Feb. 5-8, 2015
To provide teachers with
instructional facilitators,
who are up to date on
policies, proven techniques
and strategies that will take
our program to new heights.
Student Test Scores
Teacher Evaluation
Scores
TVASS School-wide
Scores
Teacher Retention
$5,328.60 ($1500.00 per person for
meals, lodging, and
registration)
Council of Exceptional
Children
Multiple National
Recognized Presenters April 8-11,2015
Teachers will acquire new
skills, resources, strategies,
and information that will
aid teachers in providing a
more rigorous class
Student Test Scores
Lesson Plans
Observations
$2,328.60 ($1500.00 per person for
meals, lodging, and
registration)
Autism, Asperger’s
Sensory & ADHD In
Children and Adolescents
Gary M. Eisenberg, Ph.D
Licensed Psychologist
and Professor
October 21, 2013
Teachers and Counselors
will acquire skills,
resources, strategies, and
information that will aid
teachers and counselors in
handling students with
these disorders.
Observations
Pass/Retention Rate
Student Referrals
$845.00 ($169.00 per person)
NOTE: Professional development activities are subject to change or additional professional development activities may be added as needed.
31 | C e n t r a l H i g h S c h o o l
The office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following
assessments:
TCAP Writing Assessment
End-of-Course Tests
o English I, English II & English III
o Algebra I & Algebra II
o Biology
o United States History
Central High School provides individual student assessment results to parents for the following assessments:
PLAN
PSAT
ACT
Report to Parents in Multiple Languages
Central High School is committed to providing communication to all parents in an effective manner. When parents call and need assistance, our
ELL teacher arranges for a translator to be present during the conference. The following statement, provided by the ELL Department, is attached
to each document sent to parents.
“If you need additional information or if you have questions, please call your school’s principal.”
The statement above is available in the following languages:
Arabic
Bosnian
Korean
Kurdish
Lao
Somali
Spanish
Vietnamese
Reports of Assessments Results
32 | C e n t r a l H i g h S c h o o l
Check all that apply:
__X__ Support uncertified personnel in gaining certification
__X__ Establish collaboration with colleges and universities
__X__ Provide ongoing professional development
__X__ Encourage local, state, and national professional development
__X__ Implement mentoring program
__X__ Establish networks to build capacity
__X__ Provide time for team planning and collaboration
__X_ Provide generous resources and materials to assist teachers
Strategies to Attract High Quality, Highly Qualified Teachers
33 | C e n t r a l H i g h S c h o o l
Central High School’s
Assurance Page
I, Greg McCullough, principal of Central High 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.
September 15, 2014
Principal Signature Date