metropolitan nashville public schools school improvement...
TRANSCRIPT
Metropolitan Nashville Public Schools School Improvement Plan
School Name: Whites Creek High Principal: Dr. James K. Bailey
Date: May 15, 2013 (Latest Revision 11.5.2013)
Assurances
I certify that Whites Creek High School has utilized the data and other requirements requested
for each section. 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.
Signature of Principal: Dr. James K. Bailey, III
Date Signed: November 5, 2013
SIP Leadership Team Composition The Leadership Team is composed of representatives from each relevant stakeholder group and major initiatives
within the school. These stakeholders could include representatives from the following groups: teachers,
administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent
faculty from both the academic and the technical paths.
The SIP Leadership Team provides guidance for the entire process. When you list the members of the Leadership
Team, be sure to indicate who is serving as the chairperson of this team.
SIP Leadership Team
SIP Leadership Team Member Name Position/ School Role
Dr. James Bailey Principal, Chairperson
Michelle Prater Literacy Consulting Teacher
Terri Hall Math Consulting Teacher
Marcus Lyons School Counselor
Latissa Hall Community – Metro Health Dept.
Jera Niewoehner Academy Coach
Moesha Graham Student
Katrina Carter Special Education
Sonya Patterson CTE, Teaching and Learning
Priscilla Drake Marable Grandparent
Kim Vaughan Mathematics Instructor
Iris Olige Assistant Principal
Maeve Leurck Science Instructor
Clara Edwards SIT-Lead
Frances Benton Secretary/Support Staff
Section 1 – Overview
Brief Overview of School Provide a link to School Profile and list only relevant changes in school and community information.
Link to School Profile: [email protected]
Relevant Changes within the 2012- 2013 School Year:
Administrative changes: Executive Principal new to the school; new Assistant Principal
leadership in the Freshman Academy and the Public Service Academy with both
administrators new to the school
Key personnel changes in Biology, Algebra I and II, and AP courses: U.S. History,
Calculus
School no longer assigned to the Innovative School Zone
Relevant Changes for the beginning of 2013-2014 School Year:
New administrative leadership in the Community Health Academy (new assistant
principal)
New school counselors (four)
New Numeracy Consulting Teacher
Significant changes in the teaching staff – twenty (20) new classroom teachers to the
building of the forty-nine (49)
Formation of a Parent-Teacher-Student Association—the first in several years
Vision and Mission of the School
Vision Statement: Confident students who conquer their dreams.
Mission Statement: Whites Creek High School will embrace the diversity of each student and
provide a safe learning environment where quality teaching, student accountability, and strategic
partnerships produce a college-focused culture while preparing students to excel in a global
society. Plan to Share with School Community:
Select all that apply and provide brief explanation below.
Web Site
Home Callout System
Newsletter / Brochure
Annual Meeting
First Day Packet / New Student Packet
Other:
Parents: Parents will be made aware of the school’s vision and mission statements in the
following ways: the annual Title I meeting at the beginning of the year, academy newsletters, the
school’s website, academy brochures, parent meetings, and the physical presence of these
statements posted within the school.
Students: Students will be made aware of the school’s vision and mission statements in the
informational packets they receive from their instructors, the school’s website, the physical
presence of the statements posted within the building, and in the students’ academy newsletters.
Community Members: Community members will be made aware of the school’s vision and
mission statements in the following ways: the school’s website, the school’s academy
brochures, focused initial meetings with school administration, general interaction with
academies via job shadowing, internships, and externships as well as their collaborative work
within the building.
Analysis of School Culture Data
Data Sources:
Select all that apply. Upload supporting documents to digital SIP site.
Student Survey
Parent Involvement Survey
TELL Survey
Student Attendance/Graduation Rate
Student Discipline Data
Tribal ISP Data Analysis
Other: SACS Exit Report April 2012; Professional Culture Survey; Tripod Survey
Perceived Areas of Strength:
Common Planning for core academic subjects
Common Planning for Academy Teams
Percentage of highly qualified teachers
Teacher and Student access to technology
Teacher access to professional development
Opportunity for teachers to participate in school leadership
Access to Consulting Teachers
Para Pros assisting in general education classes where inclusion students are present
Cambridge AICE program for students wishing to accept an academic challenge from an
international advanced studies curriculum
Access to College for TN online resources
Strong Intersession Program—in 2012-2013 had highest participation rate within the
district with over 100 students involved
Perceived Areas to Strengthen:
Increase academic achievement in reading, writing, and mathematics literacy
Create more appropriate classroom climate for learning
Establish more focused attention on the part of all staff members on the school’s data and
its implications for classroom instruction and the school’s learning environment
Establish more emphasis on interdisciplinary and project-based learning
Increase emphasis on the implementation of the Common Core Standards via use of
curriculum guides to direct instruction and assessment
Increase student readiness for ACT assessment
Section 2A – School Culture
Section 2B – School-wide Teacher and Student Support
Teacher Recruitment, Support, and Professional Development Plan Upload supporting documents, including PD survey and results.
The district attracts and retains highly qualified teachers by providing professional development
opportunities, required and optional, at the district’s Martin Professional Development Center and
by Demonstration sites where teachers may observe peers actively engaged in the art of teaching.
At the school level, consulting teachers are provided to mentor teaching staff members in best
practice instructional strategies, curriculum alignment, common formative assessments,
classroom management, and other pertinent issues. All new staff members to the school are
assigned a peer mentor, a function of the school’s mentor-mentee program. Whites Creek High’s
small schools organizational structure is anchored in teaming and peer collaboration. There are
ample opportunities for leadership experiences.
In addition to the above, teachers have access to current technology and to common planning
time for collaboration.
As of November 5, 2013, all of Whites Creek High School’s teachers, with the exception of four,
are highly qualified in the subject areas taught. The four teachers who are not highly qualified in
the subject currently being taught are highly qualified in closely related areas. The
administrative team is working with these teachers to assist them in achieving highly qualified
status either through the Professional Matrix, additional course studies, or the most feasible
means to meet the need. Parents of students in these teachers’ classes received the required letter
of notification.
Professional development is ongoing. The academy coach meets weekly with the teacher leaders
of each academy to meet their professional development needs. The academy coach and the
consulting teachers work collaboratively to access and to meet the professional needs of the
academies as a whole. The Literacy Consulting Teacher meets weekly with English teachers.
The Numeracy Consulting Teacher meets weekly with mathematics instructors. An external
consultant from AAIS, Dave Holden, is contracted with the school to assist in increasing the
academic achievement of students through work with the classroom teachers. A current focus for
the external consultant is Grading for Learning, a new district initiative. An additional external
consultant has been contracted to work with the administrative team in developing and aligning
their leadership skills to the unique needs of the school.
Student Transition Plan
To ease the transition to high school, school counselors, and the Academy Coach, work with the
feeder middle schools’ counselors and teachers to appropriately schedule incoming freshmen into
classes. In the middle school setting, the high school counselors acquaint students with life on
the high school campus noting academic offerings, extra-curricular options, and support services
available. Prior to the first day of school, an orientation is held for freshman students and their
parents at the high school. Freshman students are enrolled in Freshman Academy, a small
learning community approach to meeting the needs of ninth graders.
Exiting ninth graders are eased into the school’s career academies with the assistance of the
Academy Coach, school counselors, and the work students completed in their Freshman Seminar
class. Prior to registration for the next academic year, ninth graders tour the career academies to
learn additional information about individual academy pathways.
The academy structure, small learning communities, affords teachers the ability to monitor and
sustain students’ overall growth. Students flagged for academic, attendance, and/or discipline
issues are candidates for the academy’s pyramid of intervention. Teachers collaborate on the best
approach to address the student’s deficiency.
Exiting seniors are assisted with their transition to post-secondary status. The school counselors
work with students in developing exit plans, providing resources to students such as the career
and college counseling center, assisting with college applications or other forms, and connecting
students to resources such as scholarships.
Late enrollees to the school meet with staff in the school’s registration center. Staff in the center
determine eligibility for enrollment and assess what documentation the school needs. Eligible
students are then referred to the appropriate guidance counselor for “new student” orientation and
scheduling of classes. Students are then assigned an advisor as a part of the school’s advisor-
advisee program. The advisor helps ease the new student’s transition into the school.
Section 3 – Academic Data Collection and Analysis Include only Summative Data.
Data Source Relevant Findings
TCAP/
EOC
2013 Algebra I EOC: 27.5% P/A; a 1.2% increase from 2012’s 26.3%;
Target for 2014: 32%
2013 Algebra II EOC: 2.3% P/A; Target for 2014: 8.4%
2013 English II EOC: 20% P/A; a 5.7% decline from 2012’s 25.7%;
Target for 2014: 25%
2013 English III EOC: 11.3% P/A; Target for 2014: 16.8%
ELDA
Four (4) students: One (1) student scored at Pre-Functional Level; One
(1) student scored at Beginning Level; and Two (2) students scored at
Intermediate Level.
% of SWD in
General Education
Classroom
2011-12 Percent in the Regular Class at least 80% of the time: 39.19%
2012-13 Percent in the Regular Class at least 80% of the time: 49.68%, a
10.49% increase.
Plan
Explore
ACT
Percent of Students At or Above Benchmark:
Plan 2012 Plan 2013
Composite-6.12% Composite – 8.87%
English – 21.77% English – 37.6%
Math – 4.08% Math – 3.97%
Reading – 15.65% Reading – 8%
Science – 1.36% Science – 1.61%
ACT 2012-2013: Percent of Students At or Above Benchmark:
Composite – 6.84%; English – 23.08%; Math – 2.56%; Reading –
12.39%; Science – 3.42%. (as reported in the district’s data warehouse)
TVAAS
2013 Algebra I- The school made substantially less progress than the
standard for Academic Growth (-10.2), a decrease from the previous
year’s 4.3; 2013 Algebra II-The school made substantially less progress
than the standard for academic growth (-33.5); however, this was an
improvement over the previous year’s -50.4; 2013 English I- The school
made substantially more progress than the standard for Academic Growth
(5.9); 2013 English II-The School met the standard for Academic Growth
(-1.5), and improvement from the previous year’s -8.7; 2013 Biology-
The school made substantially less progress than the standard for
Academic Growth (-8.7), an improvement over 2012’s -11.7.
(as reported in the district’s data warehouse)
OTHER:
2011 - 2012 Graduation Rate 68.2%
2012 – 2013 Graduation Rate 68.31%
2011 -2012 Overall Attendance Rate: 88.24% (as reported in the district’s
data warehouse)
2012-2013 Overall Attendance Rate: 91.55% (as reported in the district’s
data warehouse)
Achievement Analysis
Academic Achievement Trends Over the Past Three Years:
(Brief narrative information only. Upload supporting documents.)
Summative data reflects a yo-yo trend of increased performance one year followed by a dip in
performance the following year. The data suggests that mastery of skills has not stabilized to
an extent to demonstrate increasing mastery each year in the core subjects of mathematics and
English.
Synthesis of Current Achievement Data for Action Planning
(Brief narrative information only. Upload supporting documents.)
The data suggests that students need continual focused instruction with an eye to master the
fundamental concepts and then build on the foundation. The high number of students at the
basic level suggests that intentional work has the potential to move these students to the
proficient level.
Gap Closure
Synthesis of Current Gap Analysis for Action Planning
(Brief narrative information only. Upload supporting documents.)
The 2013 testing results reveal that gaps in achievement among subgroups continue to exist.
The school, in collaboration with the district, has established the gap reduction goals for the
2014 testing cycle. The goals reflect the 2013 gap and the percentage reduction the school
hopes to reach through strategic planning.
September 2013 – GAP Reduction Goal for 2013-2014 :
EOC Algebra I and II for Black, Hispanic, Native American vs. All from 2.4% to 2.2%
an overall decrease of 0.2%.
EOC Algebra I and II for Economically Disadvantaged (ED) vs. Non-ED from 4.5% to
4.2% an overall decrease of 0.3%.
EOC Algebra I and II for English Language Learners (ELL) vs. Non-ELL from 10.7%
to 10.0% an overall decrease of 0.7%
EOC Algebra I and II Students with Disabilities (SWD) vs. Non-SWD from 14.7% to
13.8% an overall decrease of 0.9%
EOC English II and III for Black, Hispanic, Native American vs. All from 2.2% to
2.1% an overall decrease of 0.1%
EOC English II and III for Economically Disadvantaged (ED) vs. Non-Ed from 5.2% to
4.9% an overall decrease of 0.3%.
EOC English II and III for English Language Learners (ELL) vs. Non-ELL from 15.7%
to 14.7% an overall decrease of 1.0%
EOC English II and III for Students with Disabilities (SWD) vs. Non-SWD from 15.7%
to 14.7% an overall decrease of 1.0%.
At weekly team meetings, teachers look at student data and come to consensus as to
which students are academically at risk. A strategy to address the risk is deployed.
Such actions are intended to simultaneously meet the students’ need while preventing
expanding achievement differences among subgroups.
The SWD subgroup is monitored to ensure that the Individual Education Plan is being
followed to stay in Federal compliance and to increase the likelihood that these
students’ academic requirements are being met.
School-wide Focus
Literacy in reading, writing, and mathematics – Continuous Improvement Model
Establish a more structured, cohesive school environment via an adopted school-wide
discipline plan, shared leadership, and accepted accountability on the part of all
stakeholders
ACT test readiness
Graduation rate
Key Strategies for School-wide Focus
Work of External Consultant from AAIS
Work of Literacy and Numeracy Consulting Teachers
Establishment of Structures to Improve the Climate for Learning
Classroom Instruction and Assessment Aligned to Standards
Implementation of Grading for Learning strategies
Extended Learning Plan Upload approved Intersession Application
Fall and Spring Intersession
ACT Tutoring - Afterschool, Three times a week
English, Math, and Science Tutorial Labs; A+ labs – Afterschool, Three times a week
Summer Academic Camp for rising 9th
graders contingent on availability of funding.
Statement of Coordination and Integration of Federal State and Local Programs
The school improvement plan was developed and is currently being carried out with the assistance of and the
participation of the State Department of Education, the Metropolitan Nashville Public Schools District
Office, and the local school. This plan is a continual process; and therefore, consultation and participation
from all levels is necessary.
Technical assistance was provided by the State Department of Education through the following ways:
The State Report Card is supplied to the District and the schools for the analysis, synthesis, and
resulting planning process.
Webinars are offered to cover alignment of the State Standards and for guidance of utilization of
federal funds.
The state website is available for guidance in the development of the school improvement plan and
for federal and state compliance with ESEA regulations.
Further guidance is offered by state personnel for federal and state compliance with ESEA regulation
of expenditures.
The Metropolitan Nashville Public Schools District provides the following assistance in the development of
the school improvement plan, including federal and state requirements in the following ways:
The District supplies the data and goal targets to each school.
Research-based guidance is offered to schools on curriculum, instruction, assessment, and
organization for planning purposes.
The District provides a “call-out” service to increase parent awareness and involvement in the
education of students.
To increase the efficacy of planning, extensive data is available to schools through the utilization of
Data Warehouse.
Data coaches, instructional coaches, and model classroom teachers support the District initiative
data-driven planning and instruction.
Family School Liaisons provide services that link the district and the school to the community.
The Department of Federal Programs provides guidance in the school improvement process and
compliance regulations and requirements which includes training sessions, site visits, PowerPoint
presentations, email, and other methods.
The district ensures that one percent of Title I funds are programmed for parent involvement.
The following technical assistance is provided at the school level:
The members of the school community are notified of the school’s status.
Parents are notified of the school’s status.
Varied languages and methods of communication are offered. This includes varying the times of
meetings to meet the needs of parents.
High quality professional development opportunities based on achievement needs and other needs
assessments are offered for teachers.
Assistance for the homeless is offered, including information for parents.
School-wide Implementation Plan – Goal 1 Revised DATE: September 16, 2013
Annual Measurable Objective (AMO) Goal
Whites Creek High School will increase the percentage of students who are Proficient or Advanced as measured by End of Course
(EOC) by a minimum of 4.5% in English II for ETT from 27.5% to 32% Proficient/Advanced; in English III from 11.3% to 16.8%
Whites Creek High School will decrease the academic achievement gaps as measured by End of Course (EOC) in -
English II and III for Black, Hispanic, Native American vs. All from 2.2% to 2.1% an overall decrease of 0.1%.
English II and III for Economically Disadvantaged (ED) vs. Non-ED from 5.2% to 4.9% an overall decrease of 0.3%.
English II and III for Students with Disabilities (SWD) vs. Non SWD from 15.7% to 14.7% an overall decrease of 1.0%.
English II and III for English Language Learners (ELL) vs. Non-ELL from 15.7% to 14.7% an overall decrease of 1.0%
Increase the number of students scoring a composite 21 or better on the ACT from 2012-2013’s 6.8% to 8.8% or better in 2014.
How is this Goal linked to the district plan? Learning experiences that strengthen relationships, value every learner, raise expectations for learning and customize content and instruction to
meet learners’ diverse needs, interests and strengths.
ACTION STEPS IMPLEMENTATION PLAN
Action steps should address identified needs in the areas of Professional Development, Assessment, Intervention, Enrichment, Parent and Community Engagement
Timeline Person(s)
Responsible Required
Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy Performance Results / Outcomes
Action Step 1.1
E1.3
Students will use the results from the Discovery Education Assessment (DEA) to monitor their progress in Literacy.
Sept., Nov., Feb. 2013-14
District, Literacy & Numeracy Consulting Teachers
DEA Tests NA
Monitor student progress with DEA tests results; Data
Wall; Data Talks with students
DEA Eng. II Results 9/3/13: Adv. 3%, Prof. 32%, Basic 45%, Below Basic 20%.
Action Step 1.2
G1.1
The school will provide a literacy consulting teacher to observe, to mentor, and to identify teachers’ strengths and professional development needs and to provide instruction in best practices for teaching and assessment. An ESEA specialist will also be provided.
August 2012-May
2013 Planning and in-service
days, and weekly
meetings with
academies; counselor’s daily work
with students
Principal, literacy
consulting teacher, English
teachers
Literacy Coach;
ESEA and Parent
Involvement exception pay
work
Title I Funds: Literacy Coach, $84,817 ESEA-$1,000 (Edwards), Parent Involvement (Howard) $500
Classroom observations by
principals; increase in formative assessment
scores; increase in graduation rate
Literacy Consulting Teacher in place at the beginning of the
FY2014 school year.
Action Step 1.3 E2.3
The school will provide an Academy Coach to support school improvement efforts
July 2012 to June 2013
Executive Principal
Academy Coach Academy Coach,
$70,323 Title I Funds
Summative assessment scores
Academy Coach in place for the FY2014 school year.
Action Step 1.6
A2.2
The school will provide after school ACT support to students to increase their mastery of the assessment
Three times
Weekly; Sept.- Apr. 2013-2014
Assistant Principal (Olige);
Academy Coach
(Neiwhoehner)
Act Prep books, software, print materials, ACT tutor (1), Computer Labs (2)
Funded by
GEAR UP Grant
Formative and Summative
assessment results
Action Step 1.7 A2.2
Students will be supported academically after school via the English, Math, Science tutoring labs, and A+ labs
Three times a week;
Sept. – May 2012-2013
Dr. Olige, assistant principal
English, Math, and Science
Tutors (WCHS teachers)
Title I Funds, $10,440
Formative and Summative
assessment results
Action Step 1.8
G3.1
Continuous Improvement Model Book Study and Training – Certificated staff
will engage in two school-wide book studies: (1) How to Grade for Learning and (2) Teach! Change! Empower!: Solutions for Closing the Achievement Gaps. Certificated staff will also engage in Individual Professional Development
inclusive of conferences, district-provided workshops and online training related to the school’s goals, job assignment or subject discipline. Support staff will be included in selective training.
Ongoing; Sept.
2012 – May 2013
Consulting Teacher for
Literacy; Admin. team
Books/materials; Conference Registration and Travel; PD refreshments
Title I Funds: PD Host/Hostess
$500; PD Registration-$1,000; PD
Employee Out of Town Travel,
$3,000; stipends, $1,000
Teacher Sign-in and Teacher
Feedback/Evaluation
Action
Step 1.4
A3.2
Teachers will use the literacy calendar to embed informational text into daily instruction
August 2013-May
2014
Executive principal and literacy consulting teacher
Literacy consulting teacher
NA Formative and
Summative assessment results
The FY14 Literacy Calendar
is posted on the school’s sharepoint
Action Step 1.5
A2.2
Students will participate in school-wide
literacy engagement inclusive of writing
strategies/practice
Daily,
2013-2014
All teachers,
consulting
teachers,
assistant
principals
Reading/Writing
prompts, scoring
rubrics
ELMOs,
Smart Boards,
CPS; instructional
supplies-paper,
pens & pencils,
markers, chart
tablets, tape, jump
drives, etc.
Title I Funds,
$6,000
Scores on assessments
as measured by rubrics;
scores on annual 11th
grade TCAP Writing
Assessment
Action Step 1.9
G1.1
Highly Effective Teaming - Embedded Professional Development
Teachers (including Related Arts and Exceptional Education) will work in teams in conjunction with a Consulting Teacher and/or AAIS consultant to provide a comprehensive, targeted approach to student performance. Teams will meet once a week during common planning time in order to address students’ needs based on data. Content disciplines will meet once a week for subject area specialization and to address student academic needs based on data. Administrative leaders will work with an external consultant to enhance their leadership skills in relation to building continuous improvement.
Ongoing; Sept
2013- May 2014;
summer 2014
Administrators,
Consulting Teachers; Academy
Coach, dept. leads, and
AAIS external
consultant; admin
external consultant
Student data, lesson plans,
pyramid of intervention
chart; access to data warehouse and gradespeed
AAIS consultant- Renewal funds - $14,500; external consultant to administrators – Mr. Norris, Title I funds, $2,500.
Results of formative and summative assessments;
observed teacher collaboration and competency as
observed in walkabouts and
reflected in teacher evaluation rubric
Action Step 1.10
G2.1
Professional development will be provided for teachers and students during the summer to maintain and to continue growth.
June/July 2014
Principal, Academy
Coach, and Consulting Teachers
Teacher Retreat: Teacher
Participation and Retreat
Leaders/Consultants; Student
summer camp: Student
participation, teachers, bus
transportation for field experiences
Pending Funding
Observed teacher collaboration and competency as
recorded in teacher evaluation rubric and
observed in walkabouts; student
formative and summative
assessments
School-wide Implementation Plan – Goal 2
Revised DATE: August 15, 2012
Gap Closure Goal
Whites Creek High School will increase the percentage of students who are Proficient or Advanced as measured by End
of Course (EOC) by a minimum of 4.5% in Algebra I for Every Test Taker (ETT) from 27.5% to 32% Proficient/Advanced.
Whites Creek High School will decrease the academic achievement gaps as measured by End of Course (EOC) in -
Algebra I and II for Black, Hispanic, Native American vs. All from 2.4% to 2.2% an overall decrease of
0.2%.
Algebra I and II for Economically Disadvantaged (ED) vs. Non-ED from 4.5% to 4.2% an overall decrease of
0.3%.
Algebra I and II for English Language Learners (ELL) vs. Non-ELL from 10.7% to 10.0% an overall
decrease of 0.7%.
Algebra I and II for Students with Disabilities(SWD) vs. Non-SWD from 14.7% to 13.8% an overall decrease
of 0.9%
Increase the number of students scoring a composite 21 or better on the ACT from 2012-2013’s 6.8% to 8.8% or better in 2014.
How is this Goal linked to the district’s plan? Learning experiences that strengthen relationships, value every learner, raise expectations for learning and customize content and
instruction to meet learners’ diverse needs, interests and strengths.
ACTION STEPS IMPLEMENTATION PLAN
Action steps should address identified needs in the areas of
Professional Development, Assessment, Intervention, Enrichment,
Parent and Community Engagement
Timeline Person(s)
Responsible
Required
Resources
Projected Cost(s) &
Funding Sources Evaluation Strategy
Performance Results /
Outcomes
Action Step
2.1
G2.1
Students will have access to intersession for
academic remediation and enrichment
Oct. 2013;
March
2014
Dr. Olige,
assistant
principal;
school
counselors
Teachers
Intersession
Exception Pay, Title
I Funds $9,346
Summative
Assessments
Action Step
2.2
A2.2
Science equipment and supplies to enhance student achievement in mathematics by integrating mathematical problem solving and reasoning in science classes; to improve science reasoning ACT scores
October 2013 –
April 2014
Science Instructors;
principal
Varied science materials:
Biology kits, soil test kit,
dissection equipment, gen.
See 1.5
Administrative Team and AAIS classroom
observations; formative and
summative assessment data
science kit, and other items
Action Step
2.3
G2.1
Students will have access to technology, math manipulatives, and enrichment materials
Sept. 2013 to
May 2014
Principal, Algebra
instructors
Access to computers, printers; jump drives; Elmos, smart boards, CPS student response system, graphing calculators, manipulatives and enrichment materials
Title I Funds: $1,920 for
Reading 180
Enrichment materials-See 1.5
Formative and Summative
assessment results
Action Step
2.4
G1.1
The school will provide a numeracy consulting teacher to observe, mentor, and identify teachers’ strengths and professional development needs and to provide instruction in best practices for teaching and assessment.
August 2013-May
2014 Planning and in-service
days, and weekly
meetings with
academies
Principal, assistant
principals, numeracy
coach
Numeracy Consulting Teacher
Title I Funds:
Numeracy Consulting
Teacher, $74,503
Classroom observations by
principals; increase in formative assessment
scores; increase in graduation rate
Numeracy Consulting Teacher in place at the beginning of the FY14 school year
Action Step
2.5
E1.3
Students will use the results from the DEA to monitor their progress in Algebra
Sept., Nov., Feb. 2013-2014
District, Literacy & Numeracy
CTs; principal
DEA Tests NA Monitor student
progress with DEA tests results
DEA Alg. I Results9/3/2013: Adv.
11%, Prof. 21%, Basic 45%, Below Basic 23%; DEA Common Core
Results 9/3/13: Level 4 4%, Level 3 0%,
Level 2 25%, Level 1 71%
School-wide Implementation Plan – Goal 3
Revised DATE: August 15, 2012
Culture Goal
Improve the 2013-2014 academic climate and culture of the school by maintaining or increasing the 2012-2013
rate of 95% of students with a plan in place to attend post-secondary institutions, reducing discipline referrals 20%
or better from 2011-2012's 4, 946 and increasing student attendance by 1.0% from 2012-13's 91.55%; increase the
graduation rate from 2013’s 68.31% to 70% or better in 2014.
How is this Goal linked to the district’s plan? Learning experiences that strengthen relationships, value every learner, raise expectations for learning and customize content
and instruction to meet learners’ diverse needs, interests and strengths.
ACTION STEPS IMPLEMENTATION PLAN
Action steps should address identified needs in the areas of building
capacity for students, staff, parent, and community.
Timeline Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources Evaluation Strategy
Performance Results /
Outcomes
Action Step
3.1
A3.2
The district will provide Tripod Survey to assist
the school in affecting a more positive school
culture; the state will provide the TELL survey
to give the school feedback in several domains:
Community Engagement and Support, Teacher
and School Leadership, Managing Student
Conduct, Use of Time, PD, Facilities and
Resources, Instructional Practices and Support
and New Teacher Support
Tripod:
Once in the
fall
semester
2013 and
once in the
spring
semester
2014;
TELL 2014
District, State Surveys
FY14: NA
Results of Tripod
Survey; Results of
TELL Survey
Action Step
3.2
A2.2
The school will promote an atmosphere of
academic achievement through exposure to post-
secondary opportunities via visits to colleges and
universities in the local area and neighboring
states, attendance at local Career Exploration
Fair and College Night, and in-house College
Fair
Sept,/Oct.
2013,
March
2014
School
Counselors;
Academy
Coach
Bus
Transportation,
Room and Board
FY14: GEAR UP
GRANT $4,000
Increased admittance to
post-secondary
institutions
Action Step
3.3
E2.3
The school will provide a school secretary/clerk
to assist with tracking attendance
August
2013-May
2014
Principal
School
Secretary/Clerk
FY14- Secretary,
$32,471 Title I
Funds
Attendance reports and
referrals
Action Step
3.4
E3.3
The school will host parent information nights
and parent and community involvement
activities to promote student achievement and
increase parent involvement. The fall event will
focus on college selection, NCAA eligibility,
and improving ACT scores. The winter event
will focus on FAFSA. A 9th grade parent event
will focus on Whites Creek Academy offerings
and related college/career opportunities. Pre-
high school exposure will be provided to middle
school students and their parents. There will be
ongoing collaboration with the district’s Family
Engagement Specialist to continue parental and
community involvement activities connected to
the individual academies, and the school as a
whole, to continue to build and to sustain
positive parental and community involvement.
Student Achievement will be celebrated.
August and
September
2013; Nov.
2013; Jan.
and Feb.
2014;
District
College
Exploration
for Grade 9
Oct. 2013;
May 2014
student
celebrations
School
Counselors;
Academy
Coach and
academy
teams;
District
Parent
Involvement
Specialist
Materials and
Light
Refreshments for
student
celebrations
School Website
Maintenance;
Refreshments for
Parent Meetings
Title I Funds -
Parent
Involvement:
Website $500,
Host/Hostess
$500;
Supplies/Materials
for handouts,
flyers, newsletters,
etc. $2,740;
student
celebrations,
$2,000
Increase in Parent and
Community
Participation; Sign-in
sheets
Action Step
3.5
A1.2
Teachers will receive professional development
(PD) in Grading for Learning to affect a culture
more conducive to student academic
achievement
July,
August,
and
September
2013
Principal AAIS Consultant-
Dave Holden Renewal- $14,500
Teacher Evaluation;
Classroom
Observations
SIP Revision Timeline A continuous analysis of formative data/ evaluation measures / performance outcomes
Initial review of SIP – August 2013
SIP Review – September 18, 2013
Analysis of DEA formative assessments - Sept., Nov. 2013, Feb. 2014
Analysis of Common Assessments in Algebra I and II and English I and II, Ongoing
throughout the school year by classroom instructors, consulting teachers, and the
curriculum principal
Monitoring of Common Core Standards (informational text) implementation –
ongoing by administration and consulting teachers
Monitoring and Adjustment of SIP – October 22, 2013
Monitoring and Adjustment of SIP – November 5, 2013
Possible Monitoring of the 2012-2013 SIP by the state – December 2013
Introduction of the SIP ePlan format –January 2014 (state)
Alignment of the school’s SIP to the district plan and the revision of goals and
action steps – February – May 2014
Submit SIP using the new template – May 2014