2014-2015 Tennessee School Improvement Planning Process
Kingsbury Middle School
Melvin Harris, Principal
Knowledge
Multiculturalism
Strong Character
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that Kingsbury Middle School has utilizedthe data and other requirementsrequested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
______
2014-2015 Tennessee School Improvement Planning Template
School Name: / Kingsbury Middle SchoolAccountability status: / Not Applicable
Analysis of last year’s final results: / Areas of Greatest Progress: / Areas of Greatest Challenge:
% Proficient/Advanced Improvements:
Math
- 6th Grade All +7.7
- 8th Grade All +13.3
- 6th-8th SWD +9.6
- 7th Grade SWD +6.9
- All +12.3
- 6th Grade All +23.4
- 8th Grade All +12.3
- 8th Grade All +7.9
- 6th -8th SWD +9.4
Math
- 7th Grade All -11.4
- 6th -8th All +0.9
- 7th Grade All -9.3
- 6th Grade All +3.0
7th Grade All -7.1
Underlying Reasons for Progress: / Underlying Reasons for Challenge:
Sixth and eighth grade Students at Kingsbury Middle School made significant gains on Mathematics and Science subtests. These gains can be attributed to:
1)Restructuring of Master Schedule provided all students with ninety minutes of daily Science instruction.
2)Teachers of Science and Math for grades six and eight used common teacher-created formative assessments throughout the year which drove meaningful, data-driven conversations focused on effective strategies during PLCs.
3)ELL Teachers provided math teachers with specific strategies to assist them in differentiating their instruction for ELL, T1, and T2 students.
Data also reveals that KMS eighth graders, sixth-eighth grade SWD subgroup, & sixth-eighth grade white made significant gains in Reading Language Arts. These gains can be attributed to:
1)Teachers of eighth grade Language Arts planned together to create common units and common formative assessments.
2)SPED teachers provided inclusion services as well as provided extra small group support outside of regular language arts instruction.
Math gains in sixth & eighth grade All, sixth -eighth grade SWD subgroups; Science gains in sixth –eighth All, as well as ELA gains in eighth grade All, sixth-eighth white, and sixth – eighth grade All subgroups can be attributed to student participation in “Brainpower” after school tutoring which was designed to focus on specific standards that students struggled to demonstrate mastery. All brainpower tutors were Highly Qualified teachers / Kingsbury Middle School’s greatest challenge continues to be our overall progress in Literacy. Although we made gains in Literacy, the gains for school-wide and 6th grade All were minimal; therefore our Literacy composite remains a 1. Data reveals two other areas of challenge in 7th grade which are Mathematics and Science. Challenges in these grades and content areas can be attributed to the following:
1)During 2013-14, the KMS 7th grade science department consisted of two teachers; one that was not hired until October and the other who was out on leave for a significant amount of time. Therefore, all 7th grade students received a significant portion of instruction from substitute teachers.
2)KMS needs to ensure more opportunities for small-group and one-on-one remediation and intervention.
3)More professional development is needed to support teachers with instructional alignment, specifically the backwards-planning process, development of aligned formative assessments, as well as clarification of TEM 4.0 expectations.
4)KMS needs to consistently integrate literacy strategies in all subject areas and provide additional time for sustained reading and writing during the school day.
5)All teachers need to increase students’ opportunities to engage in activities and increase variety and frequency of practices that lead to student mastery.
Goals for 2014-15 school year: / AMO targets for Achievement
Goal 1: Kingsbury Middle School will move the Proficient and Advanced performance levels in Mathematics for the ALL subgroup from 27.1% (twenty-seven and one percent) in 2013-2014 to 31.7% (thirty-one and seven percent) by the end of year (EOY) 2014-2015.
Goal 2: Kingsbury Middle School will move the Proficient and Advanced performance levels in Reading/Language Arts for the ALL subgroup from 18.4% (eighteen and four percent) in 2013-2014 to 23.5% (twenty three and five percent) by EOY 2014-2015.
Goal 3: Kingsbury Middle School will move the Proficient and Advanced performance levels in Science for the ALL subgroup from 45.3% (forty-five and three percent) in 2013-2014 to 48.7% (forty-eight and seven percent) by EOY 2014-2015.
Goal 4: Kingsbury Middle School will increase the promotion rate to 100% in the 2014-2015 school year.
Subgroup Gap Closure.
Reduce the 2013-14 proficiency gap in Math for the following subgroups: Black, Hispanic, and Native American by 0.5%; Students with Disabilities by 5.6% , English Language Learners by 8.4%;
Reduce the 2013-14 proficiency gap in ELA for the following subgroups: Black, Hispanic, and Native American by 1.9%; English Language Learners by 12.6%.
Plan for this school year: / Key strategies to achieve goals:
Strategy 1: Increase teacher effectiveness.
Implementation: Effective daily instruction will occur as a result of:
ALL teachers (regular ed., ELL, and Inclusion) engaging in weekly data driven content area meetings to assist in identifying students needing assistance with specific skills and sharing/obtaining effective strategies for implementing SPIs and Common Core Standards.
ALL teachers (regular ed., ELL, and Inclusion) and Certified Educational Assistants receiving ongoing professional development regarding Instructional Alignment through “Unpacking” standards, backward-planning, and creation of common formative assessments, data driven instruction and monitoring via PowerTeach electronic gradebook, clarification and connection of TEM 4.0 and KMS Learning Cycle Plans and targeted PDs as needed.
Content teachers utilizing technology and software to differentiate instructional materials, provide more practices, and increase frequency of assessment, through the use of CPS Units, Document Cameras, SmartBoards, BrainPOP subscription, BrainPOP Spanish Subscription, Triand test banks, and Problem- Attic test banks.
One Core teacher from each content areas will attend the Tennessee Annual Middle School (TAMS) Conference to obtain strategies catered to mastering the Tennessee SPIs and increasing academic achievement in middle school students in Math, RLA, and Science.
Desired Outcomes: Above average growth and achievement as demonstrated through TCAP and TVAAS for all students in grades 6-8 in math, Science, and English/Language Arts, as well as demonstration of grade level proficiency in Writing.
Projected Cost: Title I funded: PLC Coach & Instructional facilitator’s salaries – $130,000, substitutes for PD-$2,000, TAMS-$5,400, calculators for math classes/assessments $4,000.00, Document Cameras 3,325, SmartBoards $5,000, BrainPOP 1,500, BrainPop Spanish 1,200, Computers 24,000, Triand subscription 1,200, Problematic 650.00
Strategy 2: Increase support for struggling readers in grades 6-8.
Implementation: RLA teachers will administer two reading diagnostics: Pearson’s Group Reading Assessment Diagnostic Evaluation (GRADE) in August to determine students Grade Equivalencies (GEs) in the areas of Vocabulary, Sentence Comprehension, Passage Comprehension and Listening comprehension which will assist teachers in differentiating instruction and effective grouping of students in content area classes and the iStation diagnostic which will identify Tier II and Tier III students to receive iStation online intervention. Full implementation of effective differentiation during good first teaching and the intervention, iStation, will better support our struggling readers.
Desired outcomes: Above average growth and achievement as demonstrated through TCAP and TVAAS for all students in grades 6-8 in math, Science, and English/Language Arts, as well as demonstration of grade level proficiency in Writing.
Projected cost: District funded (iStation-Response to Interventions- RTI)
Strategy 3: Increase mathematics support for struggling math students in grades 6-8.
Implementation: The iReady online math intervention program will provide Tier II and Tier III students with math intervention by monitoring progress and adjusting instruction to increase math skills introduced and reviewed in the program.
Desired Outcome: Above average growth and achievement as demonstrated through TCAP and TVAAS for all students in grades 6-8 in math and Science.
Projected cost: District funded (iReady-Response to Interventions- RTI)
Strategy 4: Improve reading fluency and writing levels.
Implementation: All students will engage in Silent Sustained Reading (SSR) class daily. SSR is a forty minute block at the end of the school day that is designated for the students to practice reading fluency, listening comprehension skills, and writing skills. Students will read texts of their choice and listen to fluent reading from teachers, administrators, community stakeholders, and parents; practice writing through free-write response.
Desired Outcome: Above average student growth and achievement as demonstrated through TCAP and TVAAS, and > 1.9 GE gain for each student on GRADE, Improved attitudes toward reading as measured by student surveys, Increased parent and community involvement as measured through Visitor Logs and student writing responses, Improved school-wide Literacy score, Increased acquisition of foundational writing skills
Projected Cost: Title I funded - classroom libraries for each classroom $21,000.
Strategy 5: Provide remediation and enrichment in the areas of math, RLA, and Science for struggling students or students who want to exceed proficiency.
Implementation: The Students Obtaining Academic Requirements (S.O.A.R.) Tutoring Program will address the needs of students in grades 6, 7, and 8 who are struggling to consistently demonstrate eighty-five percent mastery on independent practices, quizzes and assessments in English Language Arts (ELA), math, and/or science; scored below proficient levels on the TCAP ACH in ELA, math, and/or science; or who are wanting to exceed proficiency. All S.O.A.R. tutors are Highly Qualified teachers.
Desired outcome: Above average student growth and achievement as demonstrated through TCAP and TVAAS, and > 1.9 GE gain for each student on GRADE. Increased scores and completion rate on assignments in Powerteacher.
Projected Cost: Title I funded : Part time salaries, light snacks, & supplies $17,864
Strategy 6: Increase promotion rate to 100% for the 2014-15 school year.
Implementation: Teachers, school counselor, and bilingual mentor will monitor attendance and behavior and provide intervention for students in grades 6-8 who struggle in both or either area. The school counselor and bilingual mentor will hold Student Attendance Retention Team (SART) meetings to meet with parents of students who are habitually absent in an effort to increase attendance. School counselor will also implement intervention groups (SOAR core group) to improve behavior and increase academic performance, which will also decrease suspensions and increase attendance and ultimately influence retention rate. The school counselor will provide in class guidance and problem solving workshops for all students to influence positive behavior and strong work ethics in all students. The school counselor will attend the Annual School Counselor Conference to obtain counseling strategies and incentives for dealing with difficult parents and students and increasing attendance The Assistant Principal will provide school-wide behavior incentives to decrease negative behavior and increase academic performance and retention. The PLC Coach and Instructional Facilitator will ensure development of teachers’ effectiveness.
Desired Outcome: promotion rate of 100% (one hundred percent), increased scores and completion rate on assignments in PowerTeacher, and increased achievement and attendance on progress reports and report cards.
Projected Cost: School Fundraisers & Counselor budget –academic, behavior, & attendance incentives $2,300, Title I funded –Annual School Counselor Conference $1,800.
Key benchmarks for progress on strategies: / Benchmark: / Timeline:
Implementing Learning Cycle: All core subject teachers will develop and score common quarter assessments. These assessments will consist of Tennessee State Performance Indicators (SPIs) and Common Core Standards (CCSS). The data will be tracked using the Prosper Assessment System. The teachers will reteach SPIs to classes where less than 85% of the students have failed to master them. / Plan and implement lessons - weekly & daily
Administer- following each unit
Quarter assessments- quarterly
Complete data analysis-10/2014 –5/2015
Attend weekly PLC data meetings- Every Wednesday & Thursday
All core subject teachers will submit a Learning Cycle (lesson plan) for each unit, year-long content maps, and quarterly content maps. Lesson plans will include unit assessments, SPIs/CCSS, daily lessons, and instructional strategies. The long term content map lays out the SPIs being taught for the year. The quarterly content map contains SPIs actually taught during the quarter and assessed on the quarterly assessment. / Submitted and monitored by the Instructional Facilitator and PLC Coach prior to each unit 10/2014-5/2015.
ELA teachers will submit iStation computer schedules that indicate when Tier II stds. Will complete at least 2-30 minute sessions and Tier III stds. will complete at least 3-30 minute sessions. / Teachers complete district iStation trainings -9/ 2014
Post and submit iStation Schedules – by 9/30/ 2014
Review Reports during weekly PLCS 10/2014-5/2015
Math teachers will submit iReady computer based program schedules that indicate when Tier II stds. Will complete at least 2-30 minute sessions and Tier III stds. will complete at least 3-30 minute sessions. (Note to self: Check time requirements for iReady) / Teachers complete district iReady trainings -9/ 2014
Post and submit iReady Schedules – by 9/30/ 2014
Review Reports during weekly PLCS 10/2014-5/2015.
Determine success of SOAR Afterschool Tutoring from results from quarter assessments, DE Formative Assessment, and data discussions during PLCs. / Teachers will bring data to PLCs and discuss results, plan, & share re-teaching strategies from 8/2014 -5/2015.
Administer GRADE form A as a reading diagnostic and Grade form B as the final benchmark assessment to measure reading growth. / Grade form A– 8/2014
Grade form B – 5/2015
Administer school-wide practice TCAP assessments in Math, RLA, and Science to determine success of planning cycle PD, PIT Crew support, and SSR. / Assessment 1- January
Assessment 2-March
Assessment 3- April
Track and post students’ progress on data charts – at the end of each Benchmark
Progress Monitoring On-Going
Data Discussions during PLCs
Analyze report card & progress report grades, conduct, and attendance data for SOAR Core Group, SART meetings, intervention groups, and attendance incentives. / Progress Reports- 9/ 10/2014, 11/12/2014, 2/11/2014, 4/22.2014
Report Card- 10/15/2014, 1/14/2014, 3/25/2014
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