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1
Tennessee
School Improvement Plan
BETHEL GROVE ELEMENTARY
2459 Arlington
Memphis, Tennessee 38111
(901) 416-5012
Audrean Bond-Jones, Principal
Mr. Dorsey E. Hopson, II, ESQ., Superintendent
Tennessee Department of Education
Commissioner Kevin Huffman
1
Title I Schoolwide Requirements
Each schoolwide program has implemented a comprehensive school improvement plan which
addresses the 10 required elements: (Evidence does NOT have to be referenced in each
document)
1. A comprehensive needs assessment of the entire school using data analysis of NCLB subgroups.
Revised TSIP ________________ Action Plan ________________ Addendum ________________
2.Schoolwide reform strategies with emphasis on improved achievement of the lowest achieving students
Revised TSIP ________________ Action Plan ________________ Addendum ________________
3. Instruction by highly qualified staff as addressed in NCLB;
Revised TSIP ________________ Action Plan ________________ Addendum ________________
4. High quality and ongoing professional development activities;
Revised TSIP ________________ Action Plan ________________ Addendum ________________
5. Strategies to attract highly qualified teachers to high needs schools;
Revised TSIP ________________ Action Plan ________________ Addendum ________________
6. Strategies to increase effective parental involvement
Revised TSIP ________________ Action Plan ________________ Addendum ________________
7. Plans for assisting children from early childhood programs to elementary school programs, elementary to middle, & middle to high school.
Revised TSIP ________________ Action Plan ________________ Addendum ________________
8. Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs;
Revised TSIP ________________ Action Plan ________________ Addendum ________________
9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards; and
Revised TSIP ________________ Action Plan ________________ Addendum ________________
10. Coordination and integration of federal, state, and local services and programs.
Revised TSIP ________________ Action Plan ________________ Addendum ________________
Parents are involved in the development and review of the Title I Schoolwide Plan. Yes ___ No ___ Technical assistance has been provided in the development of the plan by the LEA. Yes ___ No___
School _______________________________ Date _____________________
2
Assurance Page
I, Audrean Bond Jones, principal of Bethel Grove 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.
____________________________________ ____________________
Principal Signature Date
3
2014-15 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School Name: Bethel Grove Elementary
Accountability status:
Good Standing
Analysis of last year’s final results:
Areas of Greatest Progress: Areas of Greatest Challenge:
Proficient/ Advanced
Improvements
RLA School Wide-
28.3% in 2013 to 40 % in 2014 an
11.7% increase
• R/LA 3rd grade +15.3% gain
• R/LA 4th grade +7.8% gain
• R/LA 5th grade +11.8% gain
Math School Wide-
29.9% in 2013 to 40.8% in 2014 an
10.9% increase
• Math 3rd grade +3.4% gain
• Math 5th grade +36.1% gain
Science School Wide-
25% in 2013 to 45.3% in 2014 an 20.3%
increase
• SCI 3rd grade +20.3% gain
• SCI 4th grade +10.6% gain
• SCI 5th grade +40.2% gain
Proficient/Advanced
Setbacks
Economically disadvantaged:
RLA: 31.6% in 2013=35.9% in 2014
Math: 30.3% in 2013=33.3% in 2014
SPED subgroup:
RLA: 72.7% in 2013 = 74.4% in 2014
Math: 63.6% in 2013 = 65.9% in 2014
2014 AMO and Actual results
RLA – AMO 28.3% Actual result
32.8%
Math- AMO 29.9% Actual result
34.3%
Math 4th grade- 36.8% 2013 to 29%
2014 a decrease of -7.8%
Underlying Reasons for Progress: Underlying Reasons for Challenge:
The students in grades 3 and 5 made
gains in reading and math.
Reading made gains in all grades.
Math fifth grade had the largest gain in
math from the Spring 2013 TCAP test.
We met our AMO for grades 3-5th and
for 3rd grade alone. Even though 3rd
grade did not meet the AMO in math,
but made it by safe harbor.
Gains for these grade levels and subjects
may be attributed to the following:
1. Small group instruction
2. Grade level common planning
time to plan and prepare lessons
for the upcoming week.
3. Weekly common assessments
every 3 weeks to provide data to
support interventions and small
group instruction.
Our challenges are students proficiency
levels decreased when moving from 3rd
to 4th grade. We know to improve
student achievement that we need to
increase: more small
group/differentiated instruction and
more technology to enhance lessons.
Because the majority of our students
fall under the economically
disadvantaged subgroup, we must work
to increase achievement in that
subgroup in all subject areas by moving
students from where they are to where
they need to be, which should be
reflected in the data as we monitor their
progress throughout the school year.
-Our Special education subgroup is not
large, but because we are not a large
school, they affect our achievement
4
4. Attending school level
professional development based
on needs as identified by data
and observation.
5. Weekly PLCs with the
administrative team to provide
consistent support and feedback
based on data, classroom
observations, district initiatives,
and teacher concerns.
6. 3rd-5th grade teachers keep a
data notebook with weekly
documentation on what students
are doing and how they will
address the areas of concern.
7. Creating a computer lab for
teachers/interventionists to
monitor student activity with
interventions.
8. Increase the nonfiction and
fiction resources in the school
library for enrichment in the
area of literacy
9. Provide intervention during the
school day for struggling
students with an educational
assistant assigned to various
grade levels.
Although we made progress, it was not
enough to meet Shelby County Schools’
Annual Measurable Objective. We are
continuing these practices for the 2014-
2015 school years with fidelity and
intensity to move students strategically
rates. Overall SPED students
outperform non SPED students.
Therefore, we need to continue
teaching our special education
subgroup and making sure they are
receiving adequate interventions within
the classroom along with the resource
teacher.
-Small group instruction was not
implemented with fidelity in grades 3
and 4
-Teachers’ knowledge of Common
Core standards must increase in order
to implement Common Core standards
with fidelity.
In tracking the 2012-2014 cohorts in
math we determined that 4th grade is
the most challenged with a -7.8%
AMO. Most teaching in math was
geared towards the lower performing
students. Previous cohorts of students
were taught with a focus on lower
performing students reflecting no
differentiation in teaching.
Goals for 2014-15 school year:
Overall Achievement Goals: (Aligned to First to the Top Goals)
1. Increase the percentage of advanced/proficient students in
Reading/Language Arts from 40% to 43.8% on the spring 2015 TCAP
Assessment in order to make AMO as required by NCLB guidelines
2. Increase the percentage of advanced/proficient students in Writing, where
at least 30% of 3rd grade, 35% of 4th grade, and 40% of 5th grade students
score between 9-16 on the spring Writing assessment.
3. Increase the percentage of advanced/proficient students in Math from
40.8% to 44.5% on the spring 2015 TCAP Assessment in order to make
AMO as required by NCLB guidelines.
4. Increase the percentage of advanced/proficient students in Science from
43.3% % to 47% on the spring 2015 TCAP Assessment in order to make
AMO as required by NCLB guidelines.
Subgroup Goals: (List each subgroup individually)
5
1. Increase the percentage of students scoring proficient in Reading and
Language Arts, Math, and Science by at least 2% for the following
Subgroups: students with disabilities/504
2. Increase the percentage of students scoring proficient in Reading and
Language Arts, Math, and Science by at least 3.6% for the following
Subgroups: students that are economically disadvantaged
Plan for this school year:
Key strategies to achieve goals:
1. Selected teachers will conduct afterschool tutoring for reading and math
for identified students using test data.
Strategy: Extended Learning Program
Implementation Dates: January –March, 2015
Projected Cost: $6,395.20
Desired Outcomes: Closing the achievement gap for 3rd-5th
students per our AMO goals.
We will achieve our goals by: providing differentiated instruction
based on the needs of identified students.
2. Selected teachers will conduct afterschool tutoring for reading and math
for identified students using test data.
Strategy: Extended Contract Program
Implementation Dates: January –March, 2015
Projected Cost: $3197.60
Desired Outcomes: Closing the achievement gap for 3rd-5th
students per our AMO goals
We will achieve our goals by:: providing differentiated instruction
based on the needs of identified students
3. Teachers will create lesson plans inclusive of differentiated instructional
practices.
Strategy: Monitor and provide feedback with research based
strategies to meet the students’ needs after the analysis of
assessments results
Implementation Dates: August – May, 2015
Projected Cost: None
Desired Outcomes: Closing the achievement gap for 3rd-5th
students per our AMO goals.
We will achieve our goals by: providing differentiated instruction
based on the needs of identified students
Key strategies to achieve progress for students with the greatest need:
Selected teachers will conduct afterschool tutoring for students that
scored below basic/basic to improve their reading and math skills.
Teachers will use assessment data to drive instruction.
Create a calendar that specifies time for re-teaching specific skills in
reading, math and science.
Continuous professional development on common core strategies and
higher order questioning.
More small group instruction, increasing teacher/student face to face
time.
6
Implement and monitor current use of district initiatives targeted to
increase student achievement. Tier I, Tier II and Tier III intervention
with i-Ready and Istation for K-5th grade are meeting their weekly
time in math and reading.
More immediate teacher feedback to students.
Create a collaborate culture that include lesson planning between
regular and sped teachers. Fully implement existing IEPs to allow read
aloud and other modifications as needed.
Encourage parental involvement and provide parent training sessions.
Projected costs and funding sources for key strategies:
After school tutoring salaries funded through Title I: $6,395.20
After school tutoring salaries funded through Extended Contract: $3,197.60
Key benchmarks for progress on strategies:
Benchmark: Timeline:
Data Training-Discovery Formative Assessment
quarterly and use the data to form re-teaching
calendar and plans for small group and tutoring.
August 1, 2014 during In-
Service
November 2014
January 2014
April 2014
All teachers will attend and engage in PLC
meetings to disaggregate data, review Compstat,
common assessment data weekly with the
administrator, share successful instructional
strategies/practices to discuss current pacing,
problem solve and receive supplemental training
and determines best practices to increase
achievement /mastery in specified areas
Weekly starting in
September 2014-May 2015
All grades will meet weekly to cooperatively
prepare lesson plans and select materials to
support the execution of the lesson.
Monday-Thursday as
scheduled
Universal Screenings from i-Ready & Istation
3rd-5th grade teachers will review and monitor
data from i-Ready & Istation to create an action
plan based on data results.
Universal Screenings
September 2-19, 2014
December 2-12, 2014
May 4-15 2015,
K-3 reading teachers will participate in district’s
initiative year long course focusing on Common
Core State Standards for English Language Arts
September 19,
January 5,
February 16,
Teachers in grades K-5 will implement a detailed
instructional block to ensure the following
components are included daily: Problem of the
Day (focus skill), vocabulary, Non-Fictional or
Informational text with text dependent questions,
differentiated distributed practices and
workstations, and small group for re-teaching.
This schedule should allow opportunities for
students to engage in activities that are tiered for
their learning and additional support through
tutoring and re-teaching for those students who
have not mastered skills.
August 2014-May 2015
7
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Bethel Grove
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Bethel Grove Elementary students will meet or exceed the NCLB benchmark for Reading/Language Arts. To reach our
AMO goal this year, we will increase the percent of proficient and advanced students in each grade 3rd through 5th from
40% to 43.8% in Reading/Language Arts on the April 2015 TCAP and overall student achievement.
Which need(s) does this Goal address? This goal addresses the need to move all students to the proficient and advanced level in Reading/Language arts
How is this Goal linked to the District’s Strategic Plan?
This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness:
To create an academically challenging, safe, supportive, and effective learning environment
To establish high levels of accountability for academic and fiscal performance throughout the system
To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and
community population
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/Outco
mes
Action Step
Use data from TCAP, SAT 10,
Istation, and formative assessments
to identify students needing Tier II
and Tier III interventions.
Aug, 2014-
May, 2015
K-5 Teachers
PLC Coach
Guidance
Counselor
Testing supplies
Computers
Intervention Materials
$518 Title I for
Discovery Assessment
Universal Screenings
administered 3 times
per year; Weekly
Istation data including
weekly and bi-weekly
on demand
Increase student
performance
and
achievement
levels in reading.
8
Journeys Intervention
resources
assessments; DEA
results
Action Step
Develop weekly lesson plans that
reflect differentiated small group
instruction that extends and refines
the CCSS aligned curriculum.
Sept
2014-
May,
2015
Principal
PLC Coach
Teachers
Curriculum Maps
Achievement
Frameworks
Journeys and Istation
resources
Lesson Plan Feedback
forms
District funded Analysis of Lesson
Plans
Classroom
observations and
feedback
Student achievement
data
Increase student
performance
and
achievement
levels in reading
Action Step
After school tutoring will be offered
for those students requiring
additional tutoring to improve
student achievement in reading
Jan, 2015-
April, 2015
PLC Coach
Extended Learning
Teachers
Computer Lab
Istation
Tutoring Teachers
Tutoring Materials
Extended Learning
$6,395.96
Extended Contract
$3,197.60
Pre-tests
Post- tests
Progress Reports
Report Card data
DE Data
Increase student
performance
and
achievement
levels in reading.
Action Step
Teachers will create and administer
weekly assessments, as well as
three week common assessments
created by the administrative team,
to assess mastery of the learning
targets and use the results from
these assessments for differentiated
skills grouping.
August
2014-
May, 2015
Principal
Title I PLC Coach,
K-5 Teachers will
analyze and
compare results
during data
meetings. They
will share
strategies for
effective practice.
Prioritized Standards,
Discovery Education,
Test Banks, test
prototypes.
Journeys resources
No cost projected for
this activity
Administration and
teachers will analyze
and monitor the
results of the
assessments.
Increase student
performance
and
achievement
levels in reading.
Action Step All teachers in grades K-3 will
receive rigorous professional
Sept 2014- PLC Coach Sopris training manuals District funded Data from K-3 Istation
reports, common
Increase reading
foundational
9
development through the Sopris
yearlong reading foundations
course.
June,
2015
K-3 Teachers assessments, DEA,
SAT10 and TCAP.
skills, and
overall reading
achievement.
Action Step
The school will plan various
activities to increase parental and
community involvement with
elementary Literacy Game Night
November
2014
Principal,
PLC Coach,
Librarian,
Classroom
Teachers
School Counselor
Door Prizes,
Refreshments,
Family Reading Night
(November 2014),
Community and Parent
Volunteers,
Refreshments and
materials for Parent
Workshop/ Title I-
Parental Involvement-
$53.00
Increase
parental
involvement to
ensure
academic
success of
students.
Increase
community
involvement.
Action Step
Consistent, ongoing
communications with tips for
improving reading achievement will
be provided to parents through
parent meetings, weekly
newsletters, school flyers, monthly
school calendars and the school
website.
August,
2014-
May, 2015
Principal,
Title I PLC
Coach,
Guidance
Counselor,
Teachers
Parent Communicator
Folders, newsletters,
flyers, school web page
Title I Folders, paper,
ink
$1,000
All those responsible
will monitor usage and
feedback from
parents.
Build and
strengthen
parental
involvement and
support. And
Increase student
performance
and
achievement
levels in reading
10
Action Step
Teachers will implement Journeys a
balanced reading program to
include phonemic awareness,
phonics, vocabulary, fluency, and
comprehension.
August
2014-
May 2015
Principal,
PLC Coach,
Classroom
Teachers,
Journeys’ Trainer
Journeys series and
resources,
Unit Tests,
Formative Assessment,
Answer Forms,
TCAP Test connection,
Practice Booklets,
Istation,
No cost on site
Lesson Plans
Small Group
Instruction
Weekly PLC/ Data
Meetings
Informal/Formal
Feedback Forms
Increase number
of students
scoring at the
advanced and
proficient level
on TCAP
Reading/Langua
ge Arts.
Action Step
Teachers will incorporate teaching
academic vocabulary and Fry
Frequency words in their daily
instructional delivery by
implementing them in content.
August
2014-
May 2015
Principal,
PLC Coach
Classroom
Teachers
Teachers teaching
academic vocabulary
and Fry Vocabulary
Word Lists
Materials
onsite
No Cost
Review Lesson Plan
Feedback
Improved
vocabulary
fluency
Increased
understanding
on TCAP as
reflected through
TCAP scores
Action Step
Teachers will engage in weekly data
digs and Professional Learning
Communities, and Quarterly Data
Days for corrective instruction and
identification of “Big Rocks”.
August
2014-
May 2015
Principal,
PLC Coach,
2-5 Teachers
Good First Teaching
materials
Websites
Student Assessments
Data Dig Sheets
Title I Funds for
individual teacher data
notebooks,
$400.00
Lesson plans, data
sheets, assessments,
report cards, and
student personal
achievement will serve
as progress indicators.
Increase student
performance
and
achievement
levels in reading.
11
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Bethel Grove
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Increase the percentage of advanced/proficient students in Writing, where at least 30% of 3rd grade, 35% of 4th grade, and 40% of
5th grade students score between 9-16 on the spring Writing assessment
Which need(s) does this Goal address? Overall Achievement Goals
How is this Goal linked to the District’s Strategic Plan? The District’s goal is to ensure that all students in grades 4-12 acquire the foundational skills needed for them to be proficient
writers at the end of each grade level.
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
Performan
ce
Results/Ou
tcomes
Action Step
Teachers, PLC coach, l and
principal will participate in ongoing
writing PD during PLCs that is
focused on the Common Core State
Standards as outlined by the
TDOE..
Aug, 2014-
May, 2015
Literacy Lead
Teachers
Literacy Committee
Principal
PLC Coach
TNCore Training
Manuals, Bridge to
Practice activities
Student Writing
Samples
Writing Rubrics
No Additional Cost Ongoing analysis of data
to evaluate individual
student growth and plan
for reteaching and/or
enrichment activities.
Students are
writing
proficiently
upon
completion
of each
grade level.
Action Step
Grade level Writing plans will be
developed to identify grade level
writing expectations, writing
instruction procedures, prompts and
rubrics to be used with weekly
routine writings.
August,
2014-
Sept. 2014
Literacy Committee
Literacy Lead
Teachers
Principal
PLC Coach
SCS Curriculum
Maps, TNcore
Writing prompts,
No additional cost Analysis of writing lesson
plans
Analysis of student writing
samples
Charting of student
progress in writing
Students are
writing
proficiently
upon
completion
of each
grade level.
12
Action Step
Students and teachers in grades
3-5 will utilize the Mist Literacy
Portal on the TNcore website to
practice writing tasks.
Dec. 2014
– May,
2015
3-5 Teachers
PLC Coach
Writing Tasks
Available through the
Literacy Portal
No additional cost Analysis of student writing
samples and evaluation of
student growth in writing.
Students get
practice with
tasks
modeled on
the Writing
Assessment
prior to Feb.
2015.
Action Step
K-5 students will complete Writing
Formative Assessments that are
selected by the school leadership
team every three weeks.
Dec.,2014 Principal
PLC Coach
K-5 Teachers
Copies of writing
Prompts and scoring
rubrics for each
grade level
No additional cost Analysis of student writing
samples and evaluation of
student growth in writing.
Students are
writing
proficiently
upon
completion
of each
grade level.
Action Step
Computer Intervention Lab
Assistant will teach word
processing, keyboarding, and
mouse skills to all students.
Aug.,
2014-
Sept. 2014
Computer Lab
Asst.
Computer Labs
Online Keyboarding
and mouse practice
programs
No additional cost. Student practice activities
will be evaluated for speed
and accuracy.
Increase in
student
preparednes
s for the
online
writing and
testing
platform.
Action Step
Teachers, PLC coach, and principal
will participate in ongoing writing
PD during PLCs that is focused on
the Common Core State Standards
as outlined by the TDOE.
Aug, 2014-
May, 2015
Literacy Lead
Teachers
Principal
Assistant Principal
PLC Coach
TNCore Training
Manuals, Bridge to
Practice activities
Student Writing
Samples
Writing Rubrics
No additional cost Ongoing analysis of data
to evaluate individual
student growth and plan
for reteaching and/or
enrichment activities.
Students are
writing
proficiently
upon
completion
of each
grade level.
13
MATHEMATICS ACTION PLAN DEVELOPMENT
School: Bethel Grove Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Bethel Grove Elementary students will meet or exceed the NCLB benchmark for Mathematics. To meet our AMO goal, we will increase the percent of proficient and advanced students in each grade, 3rd through 5th, for AMO from 40.8% to 44.5% as measured by the April 2015 TCAP and overall student achievement.
Which need(s) does this Goal address? This goal addresses the need to move all students to proficient and advanced levels.
How is this Goal linked to the District’s Strategic Plan?
This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness: To create an academically challenging, safe, supportive, and effective learning environment To establish high levels of accountability for academic and fiscal performance throughout the system To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population
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
Teachers will implement district wide math curriculum utilizing EnVision math textbooks.
August 2014-May 2015
Principal, Classroom Teachers, PLC Coach
Curriculum Guide, EnVision math textbooks, Ancillary Materials, Calendar Math Kits Bi-weekly and weekly common assessments
Calendar Math Kits School budget Other materials on site-No cost
Progress reports
Report cards
DE Data Common Assessment Data
Students show mastery of math SPIs. Increase the number of students from proficient to advance on TCAP.
Action Step
Teachers will use technology to improve students’ math skills.
August 2014-May 2015
Principal, PLC Coach, Classroom Teachers, Technology Coordinator, District Math Advisors
Grades K-5th – envision math CD-rom, Computers, i-Ready Math Program,
Materials on site No cost i-Ready District
Common Assessment Data Lesson Plans Student Products Progress Reports Report Card Data
Students show mastery of math curriculum. Increase the number of students from proficient to advance on TCAP. Students requiring intervention receive individualized extra
14
practice and immediate feedback.
Action Step
Principal, PLC Coach and teachers will host Family Math and Science Night to provide hands-on math and science activities.
October 2014
Principal, PLC Coach, Classroom Teachers
Games, Instructional materials, Door Prizes
$234.00/ Title I budget-
Agenda/Minutes Parent Surveys
Increase parental involvement in students’ academic success. Data available for review to plan future activities.
Action Step
The principal, PLC coach and teachers will utilize on-going communication strategies to keep parents and community stakeholders informed of students’ progress and district initiatives.
August 2014-May 2015
Principal, PLC Coach, Classroom Teachers, SCS District
Monthly Calendar, Classroom Newsletters, Weekly Progress Reports, Assignment
Materials on site Agendas, Printers, Computers, Ink, Paper,
PTA Meeting Monthly Minutes School Leadership Council Meeting Monthly Minutes Newsletters
Increase parental involvement in students’ academic success. Increase participation in school activities.
Action Step
Teachers will continue to participate in professional development provided by the school and the district to help increase knowledge base.
August 2014-May 2015
Principal, PLC Coach, Classroom Teachers
Site-based and Teaching, professional development activities Master Teacher
Teaching and Learning Academy Professional Development provided by District PLC Coach Master Teacher
PD Logs PD Evaluations
Teachers enhance skills to develop students’ mastery of the math curriculum.
Action Step
After school tutoring will be offered for those students requiring additional tutoring to improve student achievement in mathematics
Oct., 2014-April, 2015
PLC Coach Extended Learning & Contract Teachers
Computer Lab i-Ready Tutoring Teachers Tutoring Materials TCAP materials
Extended Learning $6,395.96 Extended Contract $3,197.60
Pre-tests Post- tests Progress Reports Report Card data DE Data
Increase student performance and achievement levels in reading.
Action Step Teachers will create and administer weekly assessments, as well as
August 2014-
Principal Title I PLC Coach,
Prioritized Standards, Discovery
No cost projected for this activity
Administration and teachers will analyze and
Increase student performance and
15
three week common assessments created by the administrative team, to assess mastery of the learning targets and use the results from these assessments for differentiated skills grouping.
May, 2015
K-5 Teachers will analyze and compare results during data meetings. They will share strategies for effective practice.
Education, Test Banks, test prototypes. EnVisions resources
monitor the results of the assessments.
achievement levels in reading.
Action Step
Teachers will engage in weekly data digs and Professional Learning Communities, and Quarterly Data Days for corrective instruction and identification of “Big Rocks”.
August 2014- May 2015
Principal, PLC Coach, 2-5 Teachers
Good First Teaching materials Websites Student Assessments Data Dig Sheets
Title I Funds for individual teacher data notebooks, $400.00
Lesson plans, data sheets, assessments, report cards, and student personal achievement will serve as progress indicators.
Increase student performance and achievement levels in mathematics.
Action Step
Develop weekly lesson plans that reflect differentiated small group instruction that extends and refines the CCSS aligned curriculum.
Sept 2014- May, 2015
Principal PLC Coach Teachers
Curriculum Maps Achievement Frameworks EnVision and i-Ready resources Lesson Plan Feedback forms
District funded Analysis of Lesson Plans Classroom observations and feedback Student achievement data
Increase student performance and achievement levels in mathematics.
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SCIENCE ACTION PLAN DEVELOPMENT
School: Bethel Grove Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal Bethel Grove students will meet or exceed the NCLB benchmark for Science. To meet our AMO goal, we will increase the percent of proficient and advanced students in each grade, 3rd through 5th, for AYP from 43% to 47% as measured by the April 2015 TCAP and overall student achievement.
Which need(s) does this Goal address? This goal addresses the need to move all students to proficient and advanced levels.
How is this Goal linked to the District’s Strategic Plan?
This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness: To create an academically challenging, safe, supportive, and effective learning environment To establish high levels of accountability for academic and fiscal performance throughout the system To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population
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
Teachers will use “hands-on” classroom and Science Lab activities to strengthen students’ understanding of science concepts.
November 2014- May 2015
Principal, Classroom Teachers, PLC District Science Coordinator
Science Textbooks, Maps, Charts, Globes, 3D Models, Science Workbooks, Science Kits and Equipment Computer Software Science Lab
Title I $1000.00 Science Supplies Science Workbooks
Principal and PLC Coach will review lesson plans weekly and observe classrooms to identify teaching strategies being utilized in the classroom. Teachers will share teaching strategies during their PLC meetings and during faculty meetings.
Promote higher order thinking skills. Increase number of students scoring proficient on TCAP Science.
Action Step
Teachers will supplement science curriculum using technology, United
August 2014- May 2015
Principal Librarian Teachers
Teacher Workstations,
Materials on site No Cost
Principal and PLC Coach will review lesson plans bi-
Increase number of students scoring
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Streaming, and Tennessee Electronic Library.
Librarian PLC Coach
Classroom Computers, Computer Lab, United Streaming, Videos, Internet Access Science Lab
weekly to identify technology resources being implemented by classroom teacher.
proficient on TCAP Science. Students will use the computer as a research tool. PLC Coach, Classroom Teachers, Librarian Principal
Action Step
Teachers will use diagrams and graphic organizers to explain science concepts.
August 2014-May 2015
Principal PLC Coach Teachers
Science Books, Graphic Organizers, Science Websites
Materials on site no cost
Principal and PLC Coach will review lesson plans bi-weekly to identify teaching strategies being implemented by classroom teacher. Teachers will use student data to access effectiveness of teaching strategy.
Students will understand science concepts through graphic organizers and diagrams. Increase number of students scoring proficient on TCAP Science.
Action Step
The principal and teachers will utilize on-going communication strategies to keep parents and community stakeholders informed of students’ progress and district initiatives.
August 2014-May 2015
Principal, PLC Coach, Classroom Teachers, SCS District
Monthly Calendar Newsletter, Classroom Newsletters, Weekly Progress Reports, Assignment Agendas, Printers, Computers, Ink,
Paper,
Title I $1000.00 Paper Ink
Parent surveys will be conducted during the year to determine effectiveness of school to parent communication. Principal will submit PTA meeting monthly minutes and School Leadership Council meeting monthly minutes.
Increase parental involvement in students’ academic success. Increase participation in school activities.
Action Step Principal, PLC Coach and teachers will host Family Math and Science
October 2014 Principal, PLC Coach,
Games, Instructional materials,
$234.00/ Title I budget-
Agenda/Minutes Parent Surveys
Increase parental involvement in
18
Night to provide hands-on math and science activities.
Classroom Teachers
Door Prizes students’ academic success. Data available for review to plan future activities.
19
Elementary School Intervention Plan 2014-2015
School Bethel Grove Elementary
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 PLC Coach Professional School Counselor
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
Principal PLC Coach
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
Principal PLC Coach School Counselor
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
Principal PLC Coach All Teachers (K – 5)
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
Principal PLC Coach School Counselor All Teachers (K -5)
Communicate assignments to intervention programs to parents of students involved
September 2014 Parent letters- See SCS RTI2 Manual for examples
Principal All Teachers (K – 5)
Set schedules for Tier II and Tier III interventions; realign staffing as needed.
September-December 2014
Computers/labs Resources for small group intervention
Principal
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
Teachers in grades K – 5
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
Teachers in grades K – 5
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 PLC Coach School Counselor
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
Principal All Teachers in grades K - 5
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 TBD Principal PLC Coach Teacher tutors
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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
All Teachers in grades K -5
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 PLC Coach School Counselor
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 PLC Coach Teachers in grade K - 5
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
All Teachers in grades K - 5
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 PLC Coach School Counselor
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.
21
Plans for Pre-School Transition
(Pre-School Transition Action Plan)
Bethel Grove School-wide Plan
Pre-School Transition
Complete Action Plan for assisting in pre-school transition
Action Steps Timeline Required Resources Person(s)
Responsible
Parent Involvement
The students will receive
small group and
individual instruction
August 2014- May
2014
Parent Meetings
Aug., Oct., Feb., and
May
Shelby County Schools
Childhood Framework
Creative Curriculum
Early Childhood
Teacher
Educational Assistant
Parents and guardians
will be given valuable
research based
information to assist
them in working with
their child during parent
meetings.
Create a
developmentally
appropriated
environment that fosters
all learning styles.
Survey September
2014
Survey May 2015
Early Childhood
Environment
Rating Scale
Parent Survey
Developmentally
Appropriate
Practice
Parent Survey
Early Childhood
Teacher
Educational Assistant
Parents will be
encouraged to visit the
classroom and interact
with their child. They
will respond to a survey
inquiry concerning their
observations of their
child’s interests and
learning styles.
We will have predictable
structures and orderly
routines in the learning
environment
August 2014– May
2015
Transition Time by Jean
Feldman
Kaplan’s Classroom
Management
Early Childhood
Teacher
Educational Assistant
Parents do their part by
bringing the children
and picking them up on
time.
Develop and strengthen
the program to ensure
that all children are
ready for kindergarten
August 2014 – May
2015
Brigance Inventory
A Planning Guide for
Preschool Curriculum
Early Childhood
Teacher
Educational Assistant
Kindergarten Teachers
Parents will work with
their children
individually on skills
that are being addressed
in the classroom.
Establish health
screening to identify
physical disabilities and
take necessary measures
to ensure that they will
not delay learning
August 2014– May
2015
Health and Human
Services
Colonial Health Services
Early Childhood
Teacher
Ms. Delores Smith,
Early
Childhood Supervisor
Health Services
Physicians
Parents will fill out a
survey inquiry
concerning the
milestones they have
observed their child
performing. They will
also give their
permission to have their
child screened
Bethel Grove Elementary
Middle School Transition Plan
2014-2015
Action Steps Timeline Required
Resources
Person(s)
Responsible
Parent Involvement
Collaborate with
the counselors
and plan a trip to
Airways to visit
the Middle
School
Spring 2015 Bus Professional School
Counselor
Parent are invited but have to provide their own
transportation
Middle schools
send Sixth Grade
Transition
Brochure to send
to every fifth
grade parent
Spring 2015 Brochure Professional School
Counselor,
5th Grade Teachers,
PLC Coach
Parent comments
Professional
School
Counselor
conducts
classroom
guidance around
transition to
middle school
April- May 2015 Guidance
Materials
Professional School
Counselor
Parents as well as community members are invited to
attend
Bethel Grove Elementary School
2014-2015 Technical Assistance Report
Derrick Sanders Accountant – FPG&C X Budget, APECS, Staffing X X
Yvonne Bond Advisor – NCLB,
FPG&C
X Title I Information, Updates, Budget, Staffing,
Monitoring
X X X
Dr. Deborah Currie Coordinator – NCLB,
FPG&C
X Title I Information, Updates, Budget, Staffing,
Monitoring
X X
Terry Dickerson Data Information
Specialist – FPG&C
X Tracking Title I Equipment; inventory tags,
AMSI
X X
Tanya Cooper ILD X School Walkthrough; miscellaneous X X X
Title I Staff (Exec. Director,
Supervisors, Coordinators)
FPG&C X X School Improvement Plans, Title I State &
Federal Monitoring
X X X
Felicia Niter Fiscal Services X Title I – Travel Authorizations,
Reimbursements
X X
Paula Abbott Fiscal Services X Title I – Travel Authorizations,
Reimbursements
X X
Derrick Morris Sr. Accountant – FPG&C X Budget, APECS, Staffing X X
William Yancey Technology Training
Specialist
X Technology support for staff X X X
Terilyn McChriston Instructional Advisor –
Science
X Curriculum pacing for English teachers;
classroom visits
X X X
LJILLAUNA V SMITH Instructional Advisor –
Social Studies
X Curriculum pacing for Social Studies teachers; X X X
Brenda Mathews PIT Crew X Review of TEM 3.0; coordinate/monitor
program for Lead Teachers & teacher
mentees; monitor program for Master
Teacher; staff professional development; staff
PLC meetings
X X X
Joyce Harrison Clue X X Service CLUE students X X X Stepanie Angotti Pre K X Monitor and provide feedback with the Pre k
transition
X X
Kevin Potts Federal Program
Specialist
X Title I Information X X X
Kiana Omowale School Psychologist X X RTI, IEP’s, Walkthroughs, student
observations
X X X
Bethel Grove Elementary School
2014-2015 Technical Assistance Report
Adrienne Martin Pre K X Monitor and provide feedback with the pre k
transition X X X
Doris Wheat Sped Advisor X X Compliance SPED students and teachers X X X
Geitha Nathan School Social Worker X X Provide support with students and small
groups X X X
Rod Spencer Crisis Interventionist X Support
Debra Bowie Pre K X Monitor and provide feedback with the pre k
transition X
Silvia Cubillos ESL X Translate when having meetings for the ESL
Families
X X X
Vivian Redmond Vision Specialist X Students with vision problems X X X Constance Ramos Student Support Services X PBIS Compliance X X X Dianne Monix Gooden Technology Training x Istation and I Ready x x x
Bethel Grove Elementary School
2014-2015 Technical Assistance Report
Bethel Grove Elementary Consolidation of State and Federal Program
State educational programs and other federal programs consolidated in this plan are listed
below. All federal, state and local services/programs are coordinated and integrated into our
School-wide Programs.
Program
Free Lunch Program Title I C.L.U.E Title II, Part A Title II, Part D Title III, Part A Title IV, Part A Title X Extended Contract Funds Early Child Pre-K
Mentoring Plan
Action Steps Timeline Required Resources Person(s) Responsible
1. Conduct classroom informal
observations of new teachers.
September 2014- May 2015 Lesson Plans, Assessment Data,
Teacher Evaluation Forms
A. Bond-Jones, Principal
S. Harrison, PLC Coach
B. Mathews, PIT Crew
E. Jackson, Master Teacher
2. Inform new teachers of
relevant PD in relation to
refinement areas from walk
through and observations.
Weekly PLC meetings Lesson Plan
TEM Rubric
A. Bond-Jones, Principal
S. Harrison, PLC Coach
B. Mathews, PIT Crew
E. Jackson, Master Teacher
3. Share resource materials on an
as needed basis.
August 2014– May 2015 Materials provided by the district,
PIT Crew, and the school.
A. Bond-Jones, Principal
S. Harrison, PLC Coach
B. Mathews, PIT Crew
E. Jackson, Master Teacher
4. Provide professional
development on TEM 4.0 and
delivering high- quality
instruction
August 2014 – May 2015 District PD
School- wide PD
District Observation rubric
A. Bond-Jones, Principal
S. Harrison, PLC Coach
B. Mathews, PIT Crew
E. Maxwell, Master Teacher
5. Teach Like a Champion Book
study
September 2014-May 2015 Teach Like a Champion
Book
N. Weaver/ B. Powell
J. Evans/E. Maxwell and B.
Joyner
B. Mathews, PIT Crew
6. Mentoring for New Teacher August 2014-May 2015 Peer Assistance
Support Sessions
N. Weaver/ B. Lewis
J. Evans/E. Maxwell and B.
Joyner
B. Mathews, PIT Crew
7. Learning Coach/ PLC
mentoring new teacher
August 2014-May 2015 On-site training/support
Classroom observations
Chat Sessions
N. Weaver/S. Harrison/ B.
JoynerJ. Evans/E. Maxwell and B.
Joyner
Family Engagement Plan
2014-2015
Our school encourages parental involvement in the educational process and has established an expectation for
parental involvement in our school. The schools and home have a shared goal of promoting success in our
children. Our parents will act as advisors, resource persons and coordinators in the following ways:
1. Attend school events and serve as advisors
2. Serve on the Site-Based Decision Making Team
3. Use their talents as resources to enhance the instructional programs
4. Become school supporters and advocates
5. Respond to memos, surveys, and questionnaires expressing ideas and concerns
6. Parents will be involved in the strategies, coordination and integrating of other programs
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 includes the following:
1. Inform parents of Title I requirements and our schools participation at the annual Title I meeting
2. Provide full opportunities for the participation of parents with limited English proficiency, parents with
disabilities, and parents of migratory in a language the parents can understand
3. Ensure that information related to school and parent programs, meetings, and other activities is sent to the
parent in a format and language the parent can understand
4. Assistance is provided to parents in understanding the state academic content standards. State and local
academic assessment, how to monitor a child’s progress and work with educators to improve student
achievement
5. Allow parents to observe school-wide programs and visit classrooms supporting classroom
instruction
6. Provide parents with assessment results, curriculum used, and proficiency levels expected of our
students
7. Provide parents with materials and training to help parents work with their children to improve their
student achievement
To ensure that our parents participate in the development and implementation of the school’s program, we will do
the following:
1. Inform parents of their rights to be involved in their child’s education
2. Provide flexible times for our parents to attend parent meetings to formulate suggestions and
participate in decisions relating to educating their children
3. Offer parental training and workshops in parenting skills
4. Involve parents in planning , review and improvement of school parental policy and jointly development of
the school-wide program plan
5. Jointly develop with parents a school/ parent compact showing how parents, schools, and students
share responsibilities. Disseminate the plan to all students, parents, and acquire appropriate signature(s).
6. Encourage parents to regularly visit and take an active role in school planning by serving on School
Improvement Plan Committee
7. Per parent request, provide other reasonable support for parent involvement activities
8. Provide timely information about programs under family engagement through Parent Link, Power
Teacher, flyers, school marquee, Shelby County Website and Shelby County Newsletter Articles
“We are working together to be the best that we can be!”
Parent Signature
Student Signature
Principal’s Signature
BETHEL GROVE ELEMENTARY
Student/Teacher/Parent/Compact
2014-2015 Bethel Grove School has jointly developed this compact with parents and students who share in the
responsibility for improving student academic achievement. The school and parents will also develop a
partnership to help students achieve the state’s high standards.
Child’s Name PARENT/GUARDIAN I want my child to achieve. Therefore, I will encourage him/her by doing the following:
See that my child is punctual and attends school regularly with necessary supplies.
Support the school in its efforts to maintain proper discipline.
Establish a time for homework and review it regularly.
Provide a quiet well-lighted place for study.
Encourage my child’s efforts and be available for questions and support. Stay aware of what my child is learning by making periodic visits and volunteering in my child’s classroom. Provide a library card for my child.
Read with my child and let my child see me read.
Provide a set bedtime that gives my child sufficient sleep to function at school.
Encourage my child to be a better listener.
Encourage my child to verbalize his/her problems and misunderstandings.
Signature
STUDENT It is important that I work to the best of my ability. Therefore, I shall strive to do the following:
Listen and follow directions.
Respect all teachers and follow the Student Rules of Conduct.
Exhibit good conduct.
Attack problems and not people.
Wear uniforms daily.
Cooperate with others in all learning situations.
Complete and return school and homework assignments.
Take responsibility for my actions and grades.
Come to school each day with pencils, paper, and other school supplies needed for learning.
Signature
SCHOOL’S RESPONSIBILITY
TEACHER
It is important that students achieve. Therefore, I shall strive to do the following:
Provide homework assignments for students.
Provide necessary assistance to parents so that they can help with the assignments. Encourage students and parents by providing information about student progress.
Use special activities in the classroom to make learning enjoyable.
Read to students daily. _______Instill high academics and expectations aiming to be the best they can be.
_______Have a warm inviting classroom for parents and students with the freedom of volunteerism.
Signature
PRINCIPAL
I support this form of parental involvement. Therefore, I shall strive to do the following:
Provide an environment that allows for positive communication between the teacher, parent and student.
Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.
_______Encourage teachers and students to always respect self, others, and property. _______Encourage teachers and students to strive toward high expectations academically, socially, and physically.
_______Provide multiple opportunities for Parent/Teacher Conferences to discuss the school-parent compact and students’ achievement. _______Provide parents reasonable access to volunteer, participate, and observe their child’s class.
______ Provide a high quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the
state’s academic achievement standards.
Signature
Revised July, 2014
29
2014-2015
Professional Development Plan
School: Bethel Grove Elementary Principal: Mrs. Bond-Jones *Beginning PD Budget Amount=
$ 6000.00
Date: September 15, 2014 ILD: Mrs. Tonya Cooper PLC: Ms. Shari Harrison
*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 annual measurable
objectives subgroups as by follows:
1. Bethel Grove Elementary Reading/Language Arts Achievement scores on the TCAP test for 3rd -5th graders will increase from 40%
to 50% in 2014-2015.
2. Bethel Grove Elementary Math Achievement scores on the TCAP test for 3rd -5th graders will increase from 40% to 50 % in 2014-
2015.
3. Bethel Grove Elementary Science Achievement scores on the TCAP test for 3rd -5th graders will increase from 43.3% to 53% in
2014-2015.
30
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 the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality
instruction that will actively engage all students using effective, varied, and research-based practices to improve student
performance in Reading/Language Arts by building a strong social and academic culture.
Goal 2: : To increase the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality
instruction that will actively engage all students using effective, varied, and research-based practices to improve student
performance in Math by building a strong social and academic culture.
Goal 3: To increase the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality
instruction that will actively engage using effective, varied, and research-based practices to improve student performance in
Science by building a strong social and academic culture.
Action Plans
Content: What will be learned?
Research-based practices in literacy instruction and writing
Differentiating instruction in reading
Incorporating positive teacher language in the classroom
Strategies to incorporate rigor in the classroom
Process: What effective processes will be used?
Professional Learning Communities
Book Study
Peer Observation
Peer Evaluation
Data Analysis
Workshops
Coaching and Mentoring
Presentations
Modeling
Examining Student Quality Work
Data Analysis
Peer collaboration
Context: What aspects of our learning environment will support this goal?
Wednesday Faculty Meetings
Classroom Walkthroughs
Common Planning Time
Professional Learning Communities
Data meetings
Curriculum meetings
Classroom visits and observations
Job-Embedded PD
Data Driven Instruction
Collaboration
Book Study
Data Boards
Data Notebooks
31
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)
$6000.00______ PD Budget
Balance
T.E.M. 4.0 Training
July 31, 2014
Mrs. Bond-Jones-
Principal
Mrs. Harrison-PLC
Coach
2014-2015
School Year
A understanding
of the T.E.M.
process and
components of
the rubric to be
referenced
during each
observation
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
TEM Scores
K-3 Sopris Reading
Foundations Course
PLC Coach District Learning
Days,
K-3 Sopris
Reading
Foundations
Course
Analysis of Lesson Plans
PLC meetings for feedback
and discussion, analysis of
student work, daily writing
and weekly reading
assessments.
SCS Formative
Assessment: Discovery
Education-Student Data
Assemblies
Mrs. Bond-Jones-
Principal
Mrs. Harrison-PLC
Coach
October 2014
December 2014
February 2015
Teachers will
analyze and
utilize the data
from the tests to
plan for optimal
student academic
success
Data Notebooks
Data Boards
Lesson Plans
Individual Student Reports
Discovery Class Reports
Reflective Practices-
Teachscape October , 2014
Mr. Baxter- District
Presenter
October 2014
To allow
teachers to
reflect and adjust
teaching to meet
the needs of the
students in an
effort to improve
Sign in Sheet
Formal and Informal
classroom observations
TEM Scores increase
Faculty collaboration and
sharing videos for personal
reflection
32
student
achievement
Fall Family Literacy Night
.
All Staff Members
November, 2014
Teachers will
engage parents
and students in
meaningful small
group activities
that will offer
ideas for helping
students at home
and will serve to
improve overall
student
achievement
Evaluation forms
Assessment Data
$100.00
Light
Refreshments:
Materials for
creating Learning
Station activities
and printing
resource materials
for families
Teaching an Effective
Literacy Block/Writing
Dr. Dold/ District
Literacy
Advisor
November 2014
Teachers and
will gain
additional
strategies for
their Literacy
Block while
incorporating
writing
effectively
during teaching
and tutoring of
students to better
prepare students
for the fall
assessments.
Lesson Plans
Sign in Sheet
Formal and Informal
classroom observations
Student writing samples
New Reading adoption/
Journeys Implementation
Ms. Denetra Payne
Journeys Representative October 1, 2014
Teachers and
will gain
additional
strategies for
their Literacy
Block while
incorporating
writing
Lesson plans
Formal and Informal
classroom observations
Sign in Sheets
Classroom Walkthroughs
Assessments
33
effectively and
establishing
routine for the
materials utilized
Book Study, weekly-
Teach Like a Champion:
49 Techniques That Put
students on the Path to
College (K-12) Developed
to help teachers improve
their students’ academic
success, this book provides
a detailed look at the
techniques used by top
teachers
Mrs. Bond-Jones-
Principal
Mrs. Harrison-PLC
Coach
Faculty
November-May
To help teachers
improve
students’
academic success
by taking a look
at techniques
used by top
teachers that will
be implemented
in the classroom
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
Assessments
The New Social Studies
and Cross Curriculum
using Literacy
Ms. Ljillauna Smith-
Social Studies Advisor
September 2014
Teachers will be
exposed to the
new Social
Studies
curriculum and
different
resources that
can be used to
teach literacy
across the
curriculum
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
Assessments
Technology Mini
Conference
Ms. Leslie Phillips-Mini
Technology Training
Specialist
November 2014
Teachers will
learn new,
techniques and
strategies for
integrating
technology to
enhance
academics and
operations in the
classroom.
Participants will
engage in
demonstrations
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
Assessments
34
and interactive
sessions
Istation refresher
Ms. Leslie Phillips-Mini
Technology Training
Specialist
November 2014
Teachers will
deepen their
understanding of
how the iReady
math
intervention and
Istation program
work and how to
read and run
classroom
reports
Priority reports
Summary reports
On demand assessments
Tier indications
Science Elementary
Collaboration:
District Science
Advisors
September 2014
Participants in
grades K-5 will
engage in peer-
led activities.
These
collaborative
activities will
allow the
integration of
literacy and
science in future
lessons.
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
Assessments
Effective Use of
Instructional Tasks and
Accountable Talk
PLC Coach
Master Teacher
Learning Coaches
November, 2014
ELA and Math
teachers will gain
strategies for
incorporating
instructional
tasks and
accountable talk
that will assess
and advance
student
proficiency
levels.
Classroom Observations
Classroom
Walkthrough Feedback,
DEA Result
Istation and iReady
Monitoring Results
2015 TCAP results
35
Fall Family Math Night
.
All Staff Members
October, 2014
Teachers will
engage parents
and students in
meaningful small
group activities
that will offer
ideas for helping
students at home
and will serve to
improve overall
student
achievement
Evaluation forms
Assessment Data
Light
Refreshments:
$100.00
Materials for
creating Learning
Station activities
and printing
resource materials
for families
iReady refresher
Ms. Leslie Phillips-Mini
Technology Training
Specialist
November 2014
Teachers will
deepen their
understanding of
how the iReady
math
intervention and
Istation program
work and how to
read and run
classroom
reports
Priority reports
Summary reports
On demand assessments
Tier indications
Preparing Parents for
TCAP and SAT 10
Mrs. Bond-Jones-
Principal
Mrs. Harrison-PLC
Coach
Faculty
February, 2015
Parents will
receive tips and
information to
assist in
preparing their
children for the
TCAP and
SAT10
TCAP Assessment Data
SAT10 Data
$100.00:
Light Refreshments
Tips for Successful
Testing handouts
Tuesday/Wednesday Data
Digs
Mrs. Bond-Jones-
Principal
Mrs. Harrison-PLC
Coach
Faculty
Weekly,
August 2014 –
May 2015
Teachers will
analyze and
review, results of
weekly
assessments and
identify best
practices for re-
Weekly Assessments
Discovery Formative
Assessments
TCAP Assessment
Classroom Walk-throughs
Lesson Plans
36
teaching non
mastered skills.
Math. Results
will be used to
plan whole group
and small group
instruction and
interventions.
Interactive student
engagement Strategies Margie Bell December 2015
Teachers and
will gain
additional
strategies for
their math block
while
incorporating
engaging
strategies,
resources,
materials utilized
Lesson plans
Formal and Informal
classroom observations
Classroom Walkthroughs
TEM Scores
NAESP
National Associated
Elementary School
Principals
Principal
Master Teacher
PLC Coach
June 2015
Making Every
Minute Count By
Maximizing
Academic
Learning Time”
Rigorous
Schools and
Classrooms:
Leading the Way
Conference
Handouts
Agendas
Teacher Data: TEM 4.0
Evaluations
Classroom Walk-throughs
Lesson Plan Analysis
Student Data:
Formative assessment results
$2500.00
Registration
Lodging = 3,
1800.00
Total 4300.00
2015 National Title I
Conference,
Leading With Wonder
Salt Lake City, Utah
Master Teacher
PLC Coach
February 5-8, 2015
Title I PLC
Coach will
implement and
follow Title I
protocol and
guidelines
District Monitoring
Evaluations/Observations
$1400.00
Travel and
Registration Fees
0