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Tennessee School Improvement Planning Process

Florida Kansas Elementary School2008-2009

Tracie B. Greer, Principal

Memphis City Schools

Dr. Kriner Cash, Superintendent

Tennessee School Improvement Planning Process(TSIPP)

Assuranceswith Signature of Principal

I certify that Florida Kansas Elementary School has utilized the data and other requirements requested 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.

__________________________________________ ______________________Signature of Principal Date Signed

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Tennessee School Improvement Planning ProcessTable of Contents

Assurance Page ……………………………………………………. Page 2

Component One A: School Profile and Collaborative Process…………………………………Pages 4 SIP Leadership Team Composition…………………………………..Page 5 Instruction by highly qualified staff………………………………….Page 18 Comprehensive Needs Assessment (School Climate Survey)……………Page 19

Component One B: Academic and Non-Academic Data ……………………………..Page 20

Component Two: Beliefs, Mission, and Vision…………………………….Page 29

Component Three: Curricular, Instructional, Assessment, and Organizational Effectiveness……………..Page 32 Policies and practices to ensure all students meet the state’s proficient level …………………….Page 33 Offer timely, additional assistance to students experiencing difficulty………………………..Page 39 Provide written notifications to parents………………………………….Page 59 Strategies to attract high quality, highly qualified teachers…………………….See Addendum Report of individual assessment results to parents in language they understand…………..See Addendum Family Engagement Plan

Component Four: Action Plan Development…………………………………………………Page 61 School wide reform strategies based on scientific research………………………………Pages 62-66 High quality, on-going professional development………………………………………Pages 62-66 Strategies to increase and promote effective parental involvement………………….See Addendum Family Engagement Plan Coordination and integration of federal, state, and local services and programs…………Page 62-66 Specific measurable goals and objectives……………………………………….Pages 62, 64, 66, Specify responsibilities of school including technical assistance……………….See Addendum Intervention Strategies/Instructional Program Report……………………………………..See Addendum Intervention Plan

Component Five: The School Improvement Plan and Process Evaluation……………..Page 67

Addendum……………………………………..Page 77 Assurance Page Family Engagement Plan Pre-School Transition Plan Professional Development Plan Intervention Plan

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Component One

School Profile and Collaborative Process

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Component 1a - School Profile and Collaborative Process

1.1: SIP Leadership Team Composition(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Marceia Ashe Y PDSCC Component 4Beverly Bradley N SPED Teacher Component 1Peggy Brooks N Librarian Component 4Vicky Brown N Guidance Counselor Component 2Tracie Greer N Principal Component 1

Marcie Madewell N Classroom Teacher Component 1

Tosha Maples N Literacy Leader Component 3Lawanda McDaniel N Classroom Teacher Component 5Odessa McChristion N General Office Secretary Component 1

Victor Carpenter N Parent Component 2Ruth Banks N Community representative Component 3

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1.2: Subcommittee Formation and Operation(Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative ProcessMember Name Position Chair

Betty Boyd Classroom Teacher

Beverly Bradley SPED Teacher

Tracie Greer Principal

Doris Horne Classroom Teacher

Barbara Johnson Classroom Teacher

Marcie Madewell Classroom Teacher X

Odessa McChriston General Office Secretary

Patrick Cobb Parent

Curtis Thompson Community representative

(tab in last cell to create a new row as needed)

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. X YES NO

Subcommittee 1 Chair Signature

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Subcommittee for COMPONENT 2 Beliefs, Mission and VisionMember Name Position Chair

Weyni Ajanaku Classroom Teacher

Frank Howard ISS Teacher

Marion Woods Classroom Teacher

Vicky Brown Guidance Counselor X

Floyd Smith P.E. Teacher

Tijuana Singleton Full Time Computer Tech.

Victor Carpenter Parent


Gwendolyn Brown Community representative




Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness

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Member Name Position ChairTosha Maples Literacy Leader X

Hattie Banger Classroom Teacher

Geneva Estes Classroom Teacher

Bertha Matlock Classroom Teacher

Ruth Banks Adopter representative

Rhonda Wilson Classroom Teacher

Frances Delk Classroom Teacher

Ora Johnson Parent

Hazel Robinson Full- Time Assistant




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Subcommittee for COMPONENT 4 Action Plan DevelopmentMember Name Position ChairMarceia Ashe PDSCC X

Peggy Brooks Librarian

Kennya Stackard Financial Secretary

Edna Howard Classroom Teacher

Amy Lambert Classroom Teacher

Maurice Ford Classroom Teacher

Felita Sampson Parent

Trina Fizer Community representative




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Subcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationMember Name Position Chair

Harriet Freeman Classroom Teacher

Lawanda McDaniel Classroom Teacher X

Thelma Peete Classroom Teacher

Dorothy Moore Classroom Teacher

Stephan Poe SPED Teacher

Anthony Richardson Orff Music Teacher


Marion Conley Parent

Mia Shields Community representative

Clannon Williams Building Engineer




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1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

1.3.1: Data Sources (including surveys)(Rubric Indicator 1.3)

Data Source Relevant FindingsMemphis City Schools Attendance Zoning

Florida Kansas is the neighborhood school for most of our student population. There are no buses that transport regular education students to and from school. There is one special education bus.

Current Use of Facilities The social worker and school psychologist work with small groups and individual students in small meeting rooms in the guidance suite. The speech teacher works in a traditional classroom. The Literacy Tree is the Reading First resource room and is located on the main floor along with a Title 1 resource room, and a professional development room that is used for small Professional Learning Communities.

Student Information System Ninety-nine percent of our students are on free and reduced lunch program.

Florida Kansas attendance rate for the 2006-2007 school year was 93%. Memphis City Schools Adopt-A-School Program

Florida Kansas maintains a relationship with all adopters. They work with the school on leadership committees, provide mentoring programs to students, assume responsibility for our holiday community outreach program, and provide transportation and field trips for students.

School Climate Survey 2007 The MCS School Climate Survey was given to parents, staff, and students in the spring of 2007. The results of the survey show that Florida Kansas Elementary promotes a safe school climate conducive to learning and offers a welcoming atmosphere.

Spring 2007 TCAP The TCAP was taken by student in grades 1-5 in 2007, and showed that Florida Kansas had made adequate gains to maintain the AYP status of Good Standing.

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1.3.1: Narrative and Analysis of Relevant School and Community Data(Rubric Indicator 1.3)

Florida Kansas is a neighborhood school for most of our students. Twenty-two percent of the student body ride daycare buses or special education buses. Parent at Florida Kansas feel that we are offering a safe environment for their children that is conducive to learning. All stake holders feel that the school is a great place to learn and that the school prepares the students for the next grade.

1.3.2: School and Community Data(Rubric Indicator 1.3)

School Characteristics

Historical Background

Florida-Kansas Elementary embraces a unique history of the merging of two schools. A groundbreaking ceremony was held on May 6, 1998 and eager student entered the building on August 24, 1999.

Facilities

Florida-Kansas Elementary contains 37 classrooms, and a main office that accommodates a principal’s office, a conference room, and a nurse’s office. The building also contains a guidance complex that consists of several offices and conference rooms. There is a library, music room, science lab, reading resource room, cafeteria, and multipurpose room.

Florida- Kansas is a neighborhood school and currently serves 393 students from Pre K to fifth grade. The school also is classified as a Title 1 school based on 98% of the school population receiving free or reduced lunch. Title 1 money allocated to our school allows for extra instructional and operational materials purchased for school-wide use. The promotion rate at our school is 96.5% based on numbers for 2006-2007.There were 201 discipline referrals made to the office that were resolved by parent conferences, in-school suspensions, home suspensions, and counseling sessions.

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The school supports and provides supplementary education programs in reading, library services, music, P.E., computer literacy, grief, behavior and anger management counseling. Classes are offered daily and rotate on a weekly schedule. Off campus CLUE (Creative Learning in a Unique Environment) classes are offered to 9 students that have been identified as gifted. Afternoon tutoring sessions are offered to students with a concentration in Reading and Math. Our school hosts a school choir that participates in many community activities. National Junior BETA Club is offered to enhance leadership skills.

Administration, Faculty and Staff Demographics

The school’s leadership team consists of one Principal, one Professional Development School Compliance Coach (PDSCC), one Literacy Leader, and One Professional School Counselor. The school has twenty regular education teachers that serve grades Pre K through fifth. There is one full time resource teacher and one part time resource teacher. These teachers work with students that have been identified and have active IEP’s. All students receive instruction in reading, math, language arts, social studies, and science. The staff also consists of one technology coordinator, one part time psychologist, one part time social worker, one ORFF music teacher, one Librarian, one Physical Education Teacher, one part time Nurse, two paraprofessionals, two general office secretaries, one financial secretary, one building engineer, two full time custodians, four part time custodians, one full time Nutrition Services Manager, and 5 full time Nutrition Services workers.

A part time speech pathologist serves our school two days per week. Services are provided for approximately 24 students. The number of hours needed and provided to each student is based on his or her current IEP.

All teaching staff and paraprofessional are Highly Qualified. The faculty ranges in years of experience from 7-37 years. All teachers are certified by the State of Tennessee. 100% of the teaching staff holds Bachelor’s degrees and 62% of the staff hold Master’s degrees or higher. The faculty is 88% African American and 12% Caucasian.

Community Demographics and CharacteristicsThe Florida-Kansas Elementary School community includes the zip codes 38106 and 38109. The immediate community consists of several low- income housing complexes and some moderately priced homes. According to surveys administered, we found that 75% of the parents are single, 21% are married, 2% are divorced, and 1% are widowed. Approximately 46.4 % of the students live in a home where the grandparent is the primary caregiver.

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According to census data, in the 38106 and 38109 area codes there are approximately 32,552 households and 85,806 people in the area. The racial make-up consists of 2,336 Caucasian, 82,992 African American, 57 American Indian, and 33 Asian American. The average household income is $21,273. The housing occupancy rate is 84%.

According to surveys, 28%of our parents are non-high school graduates, 43% possess a high school diploma or GED, 18% have some college experience without a degree, 5% have an Associate’s Degree, 3% have a Bachelor’s Degree, and 3% have a Graduate Degree or higher.

Approximately 45% of the people in the Florida-Kansas community are employed; 28.8% of the workforce consist of professional positions, 16.3% are in sales , and 24.6% are in transportation or material moving fields.

The Florida-Kansas Elementary School community is involved in many educational as well as recreational activities. The community participates in school sponsored activities(Field Day, Curriculum Night, Pastries for Parents), PTA, Site-based Decision Making, Leadership Council, Adopter sponsored field trips, and Junior BETA Club.

Environmental and Safety Conditions

Florida Kansas Elementary is dedicated to implementing standardized procedures that are geared to maintain the safety of our students, administration, faculty, staff, and any visitors to our school. We have an Air Quality Team that is responsible for the inspection of air conditions in and around our school. The Safety Committee performs annual hazard checks in and around the school throughout the school year. The Hazard Plan is reviewed and updated each school year. The emergency plan consists of emergency codes, procedures, medical needs of students and staff, emergency dismissal maps, and schedules. Every classroom is equipped with a telephone and emergency access button to the main office.

Every staff member receives annual training on Blood-borne Pathogens and Hazardous Chemicals. Child Abuse training is provided by our school Psychologist and Social Worker. Select staff members are trained in CPR and first aid. The school nurse provides any additional medical training to staff for other relevant health related issues.

The building has security cameras at the front door to ensure secured entry. All visitors must sign in and receive a visitor’s badge. Staff members wear their badges visibly while on school premises and use them to obtain entry in and out of the front door. All exterior doors remain locked during the school day.

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The staff and administration work together to promote a safe and orderly environment while following MCS protocol for safety by enforcing the district code of conduct that is signed by all students at the beginning of the year.

Two crossing guards assist students walking home before and after school. To reduce congestion, the school dismisses from three different locations. One teacher from each grade is on post at each of the locations.

Grade Distribution

Florida-Kansas Elementary is a PreK-5 school.

Grade Level Enrollment Male Female

Pre-K

K 60 25 35 1 71 38 33

2 62 27 35 3 62 32 30

4 66 32 34

5 56 32 24

Length of School Year

The school year consists of 180 student days and 10 teacher in-service/administrative days. We follow the Memphis City School’s approved school calendar for start/end days and school holidays.

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Length of School Day

Each school day begins at 7:30 a.m. and ends at 2:15 p.m. Students are allowed to enter the building at 6:45 for breakfast. Students begin reporting to class at 7:15 a.m.

Operating Budget and Distribution Equity

Florida-Kansas Elementary School’s funding budget is broken down as follows:

2007-2008 Operating Budget

Site Based Funds $ 85,792.00Title 1 Funds $133,124.00Fee Waivers $ 2,229.00Donations $ 1,029.64Reading First $205,000.00

Total $427,174.64

Our Title 1 funds have been allocated and used for the following categories:

Personnel $95,888.88Staff Development $ 3,000.00Purchased Services $ 5,836.00Food $ 5,000.00Materials and Supplies $19,399.12Travel $ 4,000.00

Curriculum and Special Activities

Florida Kansas elementary offers a strong academic curriculum aligned with state standards. Emphasis is put on student centered classrooms with on-hands instruction using scientifically research based best practices. In addition to the core

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curriculum Reading/ Language Arts, Math, Science, and Social Studies, we also offer physical education, Orff music, and technology classes.

Other programs at our school include the C.L.U.E. gifted and talented, Voyager Intervention, and Responsive Classroom. Supplemental programs include Stanford Math, Accelerated Reader, Reading First, and Junior Achievement.

Extra Curricular programs include Chorus, Recorder, Strings Orchestra, and special interest clubs.

School Leadership opportunities are available to students through participation in Junior Achievement, Peer Mediation, and BETA Club.

Special activities and programs include Read Across America, Black History, Science Fair, Spelling Bee, Curriculum Night, Fall Festival, Field Day, Six Weeks Honors, Healthy Choices Week, Red Ribbon Drug Free Week, Kindergarten promotional activities, and Fifth Grade Class Day.

Drug, Alcohol, or Tobacco Incidents or Arrests

Florida-Kansas Elementary is classified as a Safe School and has had no drug, alcohol, or tobacco incidents or arrests this year. We conduct school wide programs emphasizing healthy choices and being drug free. The guidance counselor leads a school wide campaign to promote drug free Red Ribbon Week.

School-Business Partnerships

Florida Kansas Elementary participates in the Adopt-A-School Partnership in Education. Our school adopters are Cargill and Mt. Zion Church.

Teacher Leadership

Teachers are given many opportunities to be teacher leaders. Teachers are empowered by serving on various committees including School Improvement Planning, SACS, School Leadership Council, Blue Ribbon discipline, Safety, and Courtesy committee. Teachers are trained using “Raising the Bar” mentor training sessions to offer support for new teachers.

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Teachers rotate as grade chairs and committee chairpersons. Teachers are encouraged to collaborate with one another and share their experiences with their colleagues. Teachers participate in and lead professional development activities as they present various workshops to the faculty. Teachers host pre-service and student teacher from surrounding colleges for clinical and student teaching credit hours.

Free and Reduced Lunch Rate

Currently 99% of our students are on free or reduced lunch. Florida Kansas operates a school wide Title 1 school receiving federal money based on our free and reduced lunch population.

Discipline Referrals

Florida Kansas Elementary promotes respectful and courteous behavior. The faculty and staff promote student smart choices and Fight Free days by using incentives on a monthly basis. We follow the school’s Blue Ribbon Plan as well as the Code of Conduct for each incident that occurs at school. The plan gives a wide range of disciplinary procedures and rankings of the offenses form Level 1 to Level 5. Any student involved in misbehavior is dealt with by being written up by a supervising faculty member and sent to the office. Disciplinary strategies range from classroom intervention by the school counselor, referral for individual or group sessions and progresses to more sever options including in-school suspension, home suspension, and expulsion. Florida Kansas had 284 occurrences in the 2006-2007 school year.

Promotion Rate

The promotion rate for Florida Kansas elementary for the 2006-2007 school year was 97%. Students who fail only one content area are afforded the opportunity to attend promotional summer school. Our school was a site for promotional summer school. Students that pass the summer school class are promoted to the next grade.

Highly Qualified Staff

Florida Kansas Elementary currently employs 19 full time classroom teachers, 2 instructional resource teachers, 3 special subject teachers, and 3 paraprofessionals. All of our current staff is currently licensed and highly qualified.

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Comprehensive Needs Assessment (School Climate Survey)

School Climate Survey 2007-Staff

Teachers at Florida Kansas responded that the school always adheres to the following areas: (1) setting high goals for the academic performance of the school (2) academic achievement is recognized by the school (3) the quality of the facility helps the teaching process.

School Climate Survey 2007- Parents

Parents at Florida Kansas responded that the school adheres to the following areas: (1) the school prepares students for the next level of school and college (2) the principal sets a good example for and cares about the students (3)teachers at the school work hard to meet your child’s needs.

School Climate Survey 2007-Students

Students at Florida Kansas responded that the school adheres to the following areas: (1) Teachers and principal work hard to help you learn (2) the school is a good place to learn (3) school is a place where they feel like they belong.

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Component 1b – Academic and Non-Academic Data Analysis/Synthesis

1.4: Variety of Academic and Non-Academic Assessment Measures(Rubric Indicator 1.4)

List Data Sources Spring 2007 TCAP

Renaissance Learning Formative Assessment

Reading Street Unit and End of the Year Tests

DIBELS and Voyager Benchmark Tests/Progress Monitoring

State Report Card (TVAAS)

Attendance Reports-SMS Chancery

Parent Demographic Survey

Spring 2007 School Climate Survey

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Census Educational Statistics

NSSE Parent, Teacher, Community Survey

Chancery SMS Discipline Data

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1.5: Data Collection and Analysis(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.Academic data was collected from a variety of sources to determine school-wide academic performance, student performance, academic strengths and weaknesses, and curriculum needs. This information was used in a collaborative team process and included in the administration, faculty, staff, parents, and community.

Members of Component 1 used TCAP (Spring 2007) data to analyze and make comparisons with DIBELS and Voyager results. The data was analyzed by class and student. After carefully using the information to decide what SPI’s needed to be focused on and how the school and teachers would support aligning the curriculum standards with those objectives that were not mastered, attention was given to the DIBELS and Voyager Benchmark Test scores from grades KK-4th to adjust placement of students for the upcoming year in appropriate academic settings.

District set goals for attendance were studied and monitored by homeroom teachers and the attendance secretary. Importance was placed on attendance reports issued per 20-day period. The reports issued to the school principal were analyzed for consistent patterns. A more focused examination was done by all stake holders on the NSSE survey that asked specific questions concerning how we could address attendance/promotion issues at our school. CRT scores for Reading/Language Arts showed disaggregated scores for Florida-Kansas students to be 12% below proficiency, 73% proficiency, and 15% advanced. African Americans and economically disadvantaged scores were 12% below proficiency, 74% at proficiency, and 14% advanced. Students with disabilities scored 27% below proficiency, 58% at proficiency, and 15% advanced. Boys scoring advanced were 1%, scoring at proficiency 90%, and below proficiency were 9%. Girls scoring advanced were 10%, scoring at proficiency 87%, and scoring below proficiency were 3%. The scores state that Florida Kansas met all federal Benchmarks required by No Child Left Behind for Reading/Language Arts.

CRT scores for Math showed overall scores for Florida-Kansas students to be 18% below proficiency, 64% proficiency, and 18% advanced. African Americans and economically disadvantaged students scores were 18% below proficiency, 64% proficiency, and 18% advanced. Students with disabilities scored 27% below proficiency, 58% at proficiency, and 15% advanced. Boys scoring advanced were 1%, scoring at proficiency 90%, and below proficiency 9%. Girls scoring advanced were 10%, scoring at proficiency 87%, and scoring below proficiency were 3%. The scores state that Florida Kansas met all federal Benchmarks required by No Child Left Behind for Math.

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Strengths:

o School safetyo Quality Instructiono Positive Student and Teacher Attitudeso Academic Support Team

Needs:

o Parental Involvement(meetings and workshops)o Home Environmento Matho Science

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1.6: Report Card Data Disaggregation(Rubric Indicator 1.6)

Report Card Data Disaggregation

According to the State Report Card for 2007, Florida Kansas Elementary made a D in Math and a D in Reading/Language Arts. These scores showed vast improvement from the 2005 and 2006 scores of F in both academic areas. In Social Studies we made an overall score of D, however that is also a vast improvement form the 2005 and 2006 score of F.The TCAP Writing score shows that we are just slightly short of meeting the State goal of 4.1 with Florida Kansas making a 3.9 for the 2006 and 2007 school year. This is an increase from the 2005 score of 3.7.

We use the school report card data to make any necessary changes to our instructional programs and focus. This year we have put more concentration on strengthening our care and allowing more tools for intervention for students.

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Reading and Language Arts

2005 %Below Proficient

2005% Proficient/

Advanced

2006% Below Proficient

2006 % Proficient/

Advanced


2007% Proficient/

Advanced

Proficient/ Advanced 3-year

% average

All Students 13 87 22 78 12 88 84

African American

13 87 22 78 12 88 84

Asian- -

Hispanic- -

Native American- -

White- -

Economically Disadvantaged

13 87 22 78 12 88 84

Students with Disabilities

NA NA 47 53 27 73 63

Limited English Proficient - -

Male 9 91

Female 3 97

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Math

2005 %Below Proficient

2005% Proficient/

Advanced


2006 % Proficient/

Advanced


2007% Proficient/

Advanced

Proficient/ Advanced 3-year

% average

All Students 22 78 30 70 18 82 76African

American 22 78 30 70 18 82 76Asian - - - - - -

Hispanic - - - - - -

Native American - - - - - -

White- - - - - -

Economically Disadvantaged 22 78 30 70 18 82 76Students with Disabilities NA NA 50 50 27 73 62

Limited English Proficient - -

Male9

Female3

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1.7: Narrative Synthesis of All Data(Rubric Indicator 1.7)

Narrative Synthesis of Data2005 2006 2007

Reading/Language Arts 87% 78% 88%

Math 78% 70% 82%

Attendance 88% 82% 93%

Florida Kansas elementary School’s data shows that AYP was made in reading, language arts and math. Our goals are to increase the number of students scoring at or above proficiency in all academic area and to increase our average attendance rate for the year. We will work toward our goals by providing parent workshops and to focus on intervention methods targeting those students scoring below proficiency. Our status for the 2006-2007 school year was Good Standing.

Strengths:o Reading and Language Arts are above the required score of 83%.o Math scores are above the required AYP score of 79%.o The number of students scoring advanced in all academic areas has increased steadily over the past three years.

Needs:o While students scored above the required AYP goal in reading, students need additional help interpreting tables, charts, and

graphs and using common text features.o Intervention techniques are needed for those students scoring below proficient in math to focus on problem solving, algebraic

thinking, estimation, measurement, and spatial reasoning.o The AYP attendance rate is 95%, however due to the high mobility rate of our school this goal has not been maintained. We

would like to offer parents more incentive and persuasion to get the students at school daily and in a timely manner.

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1.8: Prioritized List of Goal Targets(Rubric Indicator 1.8)

Prioritized List of Goal Targets

Goal 1: The percentage of students performing at the proficiency level in Reading/Language Arts will increase from 88% to 89% by Spring 2009 in order to achieve current NCLB guidelines. Students with disabilities will also increase their level of proficiency from 73% to 89% by Spring 2009.

Goal 2: The percentage of students performing at the proficiency level in Math will increase from 82% to 86% by Spring 2009 in order to achieve and exceed NCLB guidelines. Students with disabilities will also increase their level of proficiency from 73% to 86% by Spring 2009.

Goal 3: The percentage of students attending school on a regular basis will increase from 93% to 95% by Spring 2009 to achieve current NCLB guidelines.

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Component Two

Beliefs, Common Mission, and Shared Vision

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Component 2 – Beliefs, Common Mission and Shared Vision

2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)

Beliefs

At Florida Kansas we believe:o Faculty, parents, students, and community stakeholders should participate in the total educational decision making process.o Children learn in a caring and nurturing environment. o Opportunities in specialized programs and technology prepare students to live in the real world.o Children will be given a variety of assessment opportunities to demonstrate proficiency and progress and to evaluate the

effectiveness of instruction.o Our students will become lifelong learners prepared to meet the challenges of tomorrow.

Common Mission

The mission of Florida Kansas Elementary is to educate all students so that they may achieve academic and social excellence. To achieve this mission, we must involve all stakeholders in the daily activities, communications, and expectations to maintain a productive learning environment.

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Shared Vision

Florida-Kansas students will receive a quality education to help prepare them to be contributing and productive citizens. Students will work cooperatively to resolve academic and social problems and to use technology to enhance their performance. School personnel and stakeholders will make decisions that support student learning and promote quality leadership for academic success.

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Component Three

Curricular, Instructional, Assessment, and Organizational

Effectiveness

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3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

Grade appropriate

standards for math/literacy

School-wide student

achievement benchmarks

Prioritized Curriculum Mapping

Communicates shared vision

to stakeholdersData Driven Instruction

Correlation to State

Standards

Monitoring for quality of curriculum

and instruction

Evidence of Practice

MCS on-line curriculum guides, Blueprint for Learning

Voyager, DIBELS, Formative assessment

Lesson plans, Scope and Sequence

Parent conferences, Title 1 meeting, PTO

Differentiated Instruction, Lesson Plans

Learning Village, Lesson Plans, Benchmarks

MCS on-line curriculum guides, team planning

Is the current practice research-based?

Yes Yes Yes Yes Yes Yes Yes

Is it a principle & practice of high-performing schools?

Yes Yes Yes Yes Yes Yes Yes

Has the current practice been effective or ineffective?

Effective Effective Effective Effective Effective Effective Effective

What data source(s) do you have that support your answer?

Walkthroughs, lesson plans

TCAP scores, benchmark scores

TCAP scores, Report card data

School Climate Survey

Formative Assessment, Voyager data, DIBELS

Learning Village, Lesson by Design

Walkthroughs, lesson plans, quality work displays

Evidence of effectiveness or ineffectiveness

TCAP-10% increase in Reading/Language arts scores; 12% increase in Math scores







Evidence of equitable school support for this practice

Team meetings

Voyager schedules per grade level

Planning schedules

Web-site, grade level newletters

Grade level meeting minutes

Resources available to all teachers

PLC planning minutes and agendas

Next Step (changes or Continue Continue Use MCS Continue to Continue data Continue Continue to

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continuations)planning across grade level

scheduled testing time

curriculum guides

send regular reports home to parents

analysis standards based lesson planning

plan quality lessons

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3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES TIME

The MCS curriculum guides provide the foundation for teaching our core curriculum and standards for the related areas of Reading, Language Arts, Math , Science, and Social Studies. This detailed guide provides the scope and sequence of specific content areas that must be taught to students on all grade levels. The curriculum guide offers a pacing schedule to all teachers to ensure district wide continuity.

Currently we use Scott Foresman Reading Street series which includes phonics, phonemic awareness, reading comprehension, grammar, writing, spelling, tested objectives and sight word instruction. Leveled readers are used to teach students at their particular identified reading level. The Scott Foresman curriculum works on specifically targeted goals for each week. With a new selection each week for five weeks. The last week is set up for review of the taught skills for mastery and understanding. Our daily schedule includes and is mandated by our Reading First grant and specifically aligned mandates set in place by the guidelines. While the grant only cover reading practices for the K-3 grades, our 4-5 grade classrooms also follow the schedule of 90 minutes of uninterrupted literacy instruction.

The Houghton Mifflin Math program provides instruction in numeration, patterns, time, money, basic number operations, word problems, fractions, place value, computation, estimation, measurement, geometry, shapes, and graphs. Calendar math concentrates on patterns, number series, graphing, time, money, and alternate methods of instruction to accommodate all learners. This series includes suggestions and materials for ELL students, centers for the classroom, and overhead transparencies. Internet resources and CD’s are also available for additional teaching methods. TCAP objectives that correlate with MCS guidelines are specifically addressed.

The Tennessee Edition of Harcourt Science is used for grades 1-5. This series contains textbooks, workbooks, videos, and a transparency pack for each teacher. Teachers are able to provide supplemental materials with other Internet resources, reference books, charts, and graphs. The Harcourt Brace Social Studies series is used by grades 1-5. There is a textbook, workbook, and cassette tapes for each classroom. This series is supplemented by reference books and Internet resources. Each year our school hosts a Curriculum Night, where we share with parents and community members ways to enhance the student knowledge and comfort with

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the current MCS adopted textbooks.

Orff music allows the children to increase their knowledge of basic music techniques, by singing, doing rhythmic dances, and playing instruments. Each class is scheduled to attend 1 hour of Orff music each week.

The SPARKS physical education program involves students learning game rules and necessary characteristics of being a team player. The classes participate in good sports, exercise activities, and overall health practices to strengthen bones, muscles, and to develop age appropriate motor skills. Each class receives 1 hour of physical education each week.

Florida-Kansas Elementary has a registered nurse assigned to our school on Thursday of each week. She organizes all health forms and keeps current information on all student individual health needs and issues.

Activities to reinforce positive character traits are conducted by the school counselor. Each six weeks, one character trait is focused on and there is a school wide activity that is implemented with the grade levels for appropriate activities for all ages.

The curriculum also prepares students for the transition to middle school in all subject areas. Students have the prerequisite skills that will prepare them for all subjects. The fifth grade students are departmentalized which orient them to the multiple classes and teachers that they will have the following year.

MONEY

Money is allocated to the school based on student enrollment and free and reduced lunch status. In our site budget, we are allotted $85,792.00. For the 2007-2008 school year, Florida-Kansas Elementary spent $21,495.00 on textbooks and workbooks. Site based funds are used to purchase curriculum materials including district textbook adoption. Title 1 funds are used to purchase workbooks, supplemental materials, TCAP practice materials, classroom library collections, workstation materials, and teaching aides. Printing funds go toward printing teacher/student handbooks, newsletters, workshop packets, and practice books. Each teacher at school is provided with $100.00 instructional money to spend in their classroom. Grade levels also receive pooled money for copy machine expenses. All special education teachers receive $200.00 for their classroom materials from the Division of Exceptional Children. These funds will help to close the achievement gap between our students with special needs.

PERSONNEL

All teachers at our school are certified and are Highly Qualified by the standards set forth by the 2001 No Child Left Behind Act. Our

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Professional Development School Compliance Coach (PDSCC) works with teachers in curriculum planning and needs. The school leadership committee meets with the principal and PDSCC to develop ideas to address the needs of all students. Five of our teachers are certified through MCs as Teacher mentors. These teachers provide mentoring services to new teachers as well as new faculty members to Florida Kansas.

OTHER RESOURCES

Florida Kansas is committed to opening the door of technological advancement to our students. We have one computer lab equipped with 25 working student stations and one teacher station. Students are scheduled for class lab time for 1 hour each week and are allowed open lab time when necessary. The lab is operated by a full-time computer technician and is supported by the MCS instructional technology department.

All of Florida-Kansas classrooms are equipped with Internet access and each classroom contains 2-4 student stations. The computers provide Internet technology that allows the students use of TCAP practice sites, Ticket to Read, Accelerated Reader, Stanford Math, and other reading and math skills practice sites.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

While our school is in good standing with the state’s NCLB standards and we feel that we are making good progress, we recognize the need for additional focus to be placed on Social studies and Science. We would like to operate a fully functioning science lab that will be operated by a certified teacher as well as making it open for classroom to come to teach hands-on science concepts. We would also like to have more focus on Social Studies contents by allowing more outside activities to be offered in the school to promote social awareness and networking. As funding becomes available, we would like to address each one of these issues to close the gap in curriculum practices.

Equity and Adequacy:

Teachers receive an equitable and adequate amount of curriculum support. The PDSCC makes sure to take into account all of the teacher’s ideas about ways to spend the budget and divides the money to get the most that we can from our Title 1 funds. Gains have been made each year by offering teacher support and planning when and where purchases should be made. We will continue to implement new and effective strategies.

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3.1.c: Curricular Summary Questions (Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

The teachers at Florida-Kansas Elementary utilize the Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum. It assists teachers in planning cross-curricular planning. The Blueprint identifies grade level skills as well as those needed to prepare students for the upcoming grades. Our Instructional Resource Department works with our guidance counselor and school psychologist to align their curriculum with appropriate subjects. The curriculum is aligned and research based according to state standards. The standards are discussed in weekly grade level meetings and the data is used to drive instruction. Our teachers utilize Learning Village to provide appropriate lesson plans that include state performance indicators and enrichment and reinforcement activities. STAR reports are completed 3 times each year indicating intervention methods used to improve at risk students academic mastery. Our master schedule afford teachers on all grade levels common planning time two times per week. Reading First also offers our K-3 teachers the opportunity to plan across the district with other teachers in different schools. Literacy and planning are two of our strengths and the Reading First Grant gives us the opportunity to combine the two and use them for a differentiated approach to literacy that will benefit students on all grade levels.


What are our major challenges and how do we know?

Our greatest challenge is providing enough support to increase our school TCAP scores in the areas of Math, Science, and Social Studies. On each grade level we need to focus more on closing the gap between our Language Arts scores and our other subjects. General education teachers need to receive more training in these subject areas.


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How will we address our challenges?

We will continue to support and provide training to teachers in these particular subject areas. We will also allot more money for materials and outside professional development for teachers and parents in the problem areas. We will continue to allow common planning time to share ideas about ways to address problems in the subject areas and analyze data on a more consistent basis. We will also include cross planning between two grade levels.

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3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)

Current Instructional Practices

Instruction is aligned with

standards based curriculum

Teaching process is

data driven

Student are engaged in high quality learning environments

Classroom organization supports the

learning process

Classroom instruction supports

the learning of students from

diverse cultures

Classroom instruction is aligned with assessments

Evidence of Practice (State in definitive/tangible terms)

Blueprint for Learning, Lesson plans

Lesson plans, walkthrough

Schedules, Bulletin boards, work stations

Schedules, procedure checklists, team meeting notes

Classroom Environment, lesson plans, walkthroughs

Observation, benchmark scores, walkthroughs


Yes Yes Yes Yes Yes Yes




Effective Effective Effective Effective Effective Effective

What data source(s) do you have that support your answer? (identify all applicable sources)

Quality student work

TCAP scores, formative assessment

Formative assessment, Voyager, DIBELS

STAR reading, AR reports, progress monitoring

TCAP, formative assessment, DIBELS

TCAP scores, formative assessment

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

TCAP scores increased by 10% in Reading/Language Arts and by 12% in Math



TCAP-10% increase in Reading/Language arts scores

TCAP-10% increase in Reading/Language arts scores


Evidence of equitable school Teacher Students Training on Computers/ Materials to PLC session to

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support for this practice

resources provided

provided with intervention

classroom environments

resources available in each class

introduce new skills are provided by Title 1 and Reading First

read data are provided monthly

Next Step (changes or continuations)

Continuation of practice

Continuation of daily practice



Continue to provide professional development

Continue to provided professional development

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3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES TIME

Florida Kansas uses a schedule based on guidelines set forth by Memphis City Schools and Reading First mandates. A school wide literacy block is 90 minutes of uninterrupted Language Arts instruction. The math block is also 90 minutes and is embedded in the schedule and focuses on individual, small, and whole group instruction. The math block includes the daily Calendar Counts practice. Daily schedules include the implementation of Science and Social Studies each day.

MONEY

All classroom teachers are allotted instructional money to purchase materials and supplies for their classrooms. Our school uses Title 1 money for educational materials, technology programs, professional development, and intervention programs.

PERSONNEL

Title 1 funds are also used to provide the school with a full time PDSCC(Professional Development and School Compliance Coach) to assist teachers with instructional needs. A computer lab teacher assists students with Stanford Math, Ticket to Read, and other TCAP related programs provided by the district.

OTHER RESOURCES

Resources are allocated in an equitable manner based on school availability and needs.


TIME

More time is needed for re-teaching skills, implementation of intervention programs, social skills, and character education.

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MONEY

Funds should be used for continued professional development, intervention programs for all students, and exposure to cultural activities. Additional personnel are needed for tutoring students during the school day.

PERSONNEL

More support staff such as a behavioral specialist would provide behavioral interventions which affect student achievement. An art and science teacher could provide a more hands-on approach to learning.

OTHER RESOURCES

Up to date technology equipment, training for web-based learning, and availability of resources would help to enhance our educational program.


Are we providing equity and adequacy to all of our teachers?

All teachers are provided with district textbooks, educational materials, and supplies purchased through Title 1 and Reading First. They have access to the supply room for supplemental materials.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Teachers are provided manipulatives, educational tools, book studies, and professional development on the school, district, state and national level.

Based on the data, are we accurately meeting the needs of all students in our school?

Using the data sources (TCAP, formative assessment, AR tests, classroom observations), Florida Kansas is currently meeting the

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needs of all students in the school. The students have made significant gains in all areas, and we will take the necessary action to ensure that they continue to improve.

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3.2.c: Instructional Summary Questions (Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

Morning meeting, 90 minute reading block, and Formative Assessment are our major areas of strength.

Morning meeting by our teachers encourages responsive classroom environment and promotes the skills and best practices that are taught in professional development sessions.

The 90 minute Reading Block is designed to use whole and small group instruction to meet the individualized needs of all students. This time focuses and allows teachers to call attention to their differentiated instruction. This time is used to target skills for mastery in reading and language arts.

Formative Assessment provides data reports for each classroom teacher. The reports are then used to target individual skills that need to be taught again. The teacher uses this to guide future planning and objectives.

Instructional Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

The major challenges identifies through discussion and reflection on instructional practice is the need for more training of differentiated instruction. Although many innovative methodologies are utilized, more emphasis needs to be placed on small group instruction.

Another challenge is the amount of planning time that teachers are allowed. With the shortage of teacher assistants throughout the district, teachers are not allowed the time they need during the school day to focus on ways to incorporate and collaborate with each other on new teaching strategies.

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Instructional Summary Questions- Narrative Response RequiredHow will we address our challenges?

We will address our challenges by utilizing teacher assistants more effectively. We will allow additional time for training in assessment data collection and analysis.

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3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Current Assessment Practices

Use of assessments aligned with

TDOE standards

Appropriate assessments are used to guide

decision making

Uses a variety of

data points

Assesses all categories of

students

Provides support and technical assistance on

using assessments

Uses a wide range of

assessments


TCAP, Formative Assessment, DIBELS Benchmark

Voyager benchmark, progress monitoring

Reading benchmarks taken 3 times per year

Students with Disabilities, Economically disadvantaged

Voyager training

Portfolio, TCAP, Selection tests








TCAP Scores, Formative Assessment, Benchmark

Benchmark scores, progress monitoring

Benchmark scores, TCAP scores

TCAP scores Voyager training

Unit and Selection tests, Formative assessment


Benchmark scores for all students

TCAP-10% increase in Reading/Language arts scores:12%increase in Math scores

TCAP-10% increase in Reading/Language arts scores:12%increase in Math scores

TCAP scores TCAP-10% increase in Reading/Language arts scores:12%increase in Math scores

TCAP Writng-4.7 (Spring 2007)


Grade level meeting

Grade level meeting

Grade level meeting

Grade level meeting

Grade level meeting

Grade level meeting

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minutes minutes minutes minutes minutes minutes


Continue implementation






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3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES TIME

DIBELS assessment programs are given to students bi-weekly and benchmarks are done 3 times per year. Accelerated Reader tests are taken by the students throughout the day as well as during the Reading block. Formative Assessments are given to students in grades 3-5 three times per year. Unit tests are given in all grades at the end of each six weeks.

MONEY

Title 1 funds were used to purchase many assessment programs for teachers to use in their classrooms. Teachers use some allocated funds to purchase assessment materials for their grade level and classrooms. Most assessment pieces such as DIBELS, Formative Assessment, TCAP, and TCAP Writing is all purchased for the school by Memphis City Schools.

PERSONNEL

Personnel are currently allocated to schools based on AYP status or identified needs of the school. Title 1 funds, with approval, can provide additional school personnel to help strategic learners based on assessment results.

OTHER RESOURCES

Florida Kansas purchased additional web-based tests for student use in the classroom, computer lab, and library.


TIME

Continue to increase and schedule additional time for increasing the capacity of teachers to implement and interpret a variety of

effective assessment strategies. Ensure that all teachers use assessment tools for instructional planning.

MONEY

Money should be used for continued focus on assessment tools and support for all students.

PERSONNEL

Additional personnel should be used to provide tutorial services to students who ar identified as Tier 2 students after reviewing Benchmark scores and placement tests.

OTHER RESOURCES

Resources should continue to be allocated for all learners based on need and availability.


Are we providing equity and adequacy to all of our teachers?All teachers are provided district assessment tools. Teachers also create their own informal assessment tools.


All teachers are given the opportunity to attend professional development training sessions held at school and on the district and state level. Teachers are given tools to enhance instruction for positive assessment results. A Reading First resource room is provided for teachers to replenish any necessary teaching supplies.


The decrease in the number of students that scored below proficient in Reading, Language Arts, and Math show that we are making progress in all academic areas.

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3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)

Assessment Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

Our major strengths are the implementation and district and school assessment tools such as TCAP, Formative Assessment, DIBELS, and Unit Tests.

We know that the implementation of assessment provide teachers the information that they need to plan lesson that are effective in their classrooms. Teachers differentiate their instructional practices based on analyzing the data that is given to them by the district and school.

Assessment Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as assessment practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.)

Our major challenge is providing teachers with enough time to effectively analyze their data.

Assessment Summary Questions- Narrative Response Required

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More professional development on data analysis will be given to the teams. Utilize more academic integration to meet the needs of time constraints.

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3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Current Organizational Practices

School beliefs, mission, and vision define the purpose

and direction

Organized to engage and

support parents

Continuous professional development

Processes increase the opportunity for

success and learning

Organized to be proactive in

addressing issues that might impede

teaching


Student handbook and Code of Conduct

PTO, newsletters, progress reports

Agendas, sign ins Parent, student, teacher, school Compact

Parent, student, teacher, school Compact


Yes Yes Yes Yes Yes


Yes Yes Yes Yes Yes


Effective Effective Effective Effective Effective


Handbook, Code of Conduct

Minutes and agendas

Observation notes Compacts Observation notes


Quality assessment and organizational skills, school climate survey

Increased number of parent members of PTO

TSIPPPLC notesQuality assessment, and classroom organization skills

Decrease in number of suspensions and expulsions

Decrease in the number of suspensions and behavior contracts


Teachers, Parents, and Students participate in climate survey

Minutes and agenda

Minutes, sign-ins Signed compacts on file

Compact signatures


Continue implementation Continue implementation


Continue implementation Continue implementation

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3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES TIME

Florida Kansas faculty and staff receive 90 hours of professional development on and off campus. The hours are a requirement of Reading First schools. The majority of time is spent planning and learning new techniques to help all students. Grade level professional learning communities spend two day per week planning with each other and the PDSCC. At the beginning and end of each year, we focus on cross grade planning to allow smooth transitions between grades.

MONEY

Most of our funds are being used for teacher and parent development. Intervention programs are also a major focus and providing the necessary materials for those projects.

PERSONNEL

Administration conducts classroom observation weekly to provide feedback to teachers. The PDSCC and Literacy Leader provide professional development, resources, and strategies that that will help them differentiate instruction to address all student needs.

OTHER RESOURCES

Technology integration is provided weekly for students in the computer lab. The students are also able to use classroom computer stations to complete assignments and intervention practices.


TIME

More time is needed to help implement practices that support high achievement.

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MONEY

Continue to use Reading First and Title 1 money to promote professional development and offer more intervention programs for students.

PERSONNEL

More personnel could be used to implement research based organizational practices.

OTHER RESOURCES

The school should continue to use resources to support implementation of effective organizational practices.


Are we providing equity and adequacy to all of our teachers?

All teachers receive district programs and material. Florida Kansas provides additional resources and materials to help with the implementation of effective instruction and organizational practices.


Yes, Reading First and Title 1 funds are used to purchase educational materials which are distributed equally to teachers. Surveys, data, teachers, and students help to determine the materials and programs purchased.


Based on our achievement data, we have decreased the achievement gap between SWD students and general education students in the subject of Reading. SWD students are one of largest sub-groups, however we must continue to work toward a common goal so that all students are successful.

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3.4.c: Organization Summary Questions (Rubric Indicator 3.8)

Organization Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

School wide schedule, procedures, and collaboration with stakeholders are some of our major strengths.

Florida Kansas has a school wide 90 minute uninterrupted Reading block. Encouragement of students to follow school rules that include walking in straight lines, no talking in hallways, and Fight Free Days are procedures that are effectively implemented daily. Meetings with stakeholders are held monthly and offer time to five suggestions on school activities as well as concerns. Title 1 funds are used to present programs to parents such as Curriculum Night, Pastries for Parents, and Science Day with Professor Cool.

Organization Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as organizational practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

Major challenges are getting more parental involvement within the school. Currently meetings are held at flexible times to allow more parents an opportunity to attend, however most are unable to schedule times for conferences and volunteer hours.

Organization Summary Questions- Narrative Response Required

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Our challenges will be addressed by offering more time for on-on-one conferences with teachers. Time constraints allow only a certain amount of time during the day for scheduling, planning, and meeting with teachers and parents. Florida Kansas would set up extra days to add to district approved parent conference days such as Saturdays and late afternoon weekdays.

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Component Four

Action Plan Development

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GOAL 1 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

GoalThe percentage of students performing at the proficiency level in Reading/Language Arts will increase from 88% to 89% by Spring 2009 in order to achieve current NCLB guidelines. Students with disabilities will also increase their level of proficiency from 73% to 89% by Spring 2009.

Which need(s) does this Goal address?The analysis of the 2007 TCAP scores revealed that students made an increase, however the test scores revealed that students demonstrated a need for additional help in the following areas of Reading/Language Arts and Writing: Basic Understanding, Main Idea, Drawing Conclusions, Analyzing Text, Reading Strategies,Editing skills, and Writing Process.

How is this Goal linked to the system’s Five-Year Plan?The goal of the five-year plan is to implement State standards to ensure that all students perform on grade level in the core content areas. Florida Kansas will also implement a balanced literacy program and remain in compliance with standards of No Child Left Behind.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)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

Implement Reading Street effectively by incorporating a 90-minute reading block that provides balanced literacy approach including phonemic awareness, phonics, vocabulary, fluency, and comprehension.

August 2008- May

2009

PrincipalPDSCCGrade Chairs

TextbooksSupplemental

materials provided by Scott

Foresman

$200,000 Reading First

grantSite based funds

Formative AssessmentUnit Tests

Selection Tests

The expected outcome will be all students reading at

the appropriate grade level with

incorporated technology.

Action Step

Implement Extended Learning Program for students performing below proficiency.

October 2008-

April 2009

PDSCCVolunteer Teachers

Reading Street Textbooks

Supplemental materials

Voyager material

Extended Contract funds-

$5,600Title 1 funds-

$2,000

VoyagerUnit Tests

Selection Tests

The expected outcome is to have students performing below proficiency to make measurable

gains.

Action Step

Provide a variety of weekly writing activities to increase written communication skills and writing proficiency.

August 2008May 2009

Grade chairsReading Street Writing Workshop

TCAP Writing Assessment

Selection Tests

The expected outcome is to produce higher scores on the TCAP writing assessment given in February for 5th grade students.

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Action Step

The Intervention Team will use research based intervention strategies to provide ongoing, systematic, and extended practice in reading comprehension based on student’s needs.

August 2008-

May 2009

Literacy LeaderMCS retired teachers

Read WellVoyager Passport

New BridgeEarly Reading

Instruction

Reading First funds

Intervention Observation Tools

The expected outcome is to provide small group sessions

for the students identified as Tier III

students.

Action Step

Classroom teachers will use additional funding to purchase materials to assist in creating appropriate grade level work stations.

September 2008

Classroom teachersFinancial secretary

($200/teacher)$3,800 BEP 2.0

money

ObservationClassroom

walkthroughs

The expected outcome is to provide

all students the chance for more

differentiated instruction in classrooms.

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GoalThe percentage of students performing at the proficiency level in Math will increase from 82% to 86% by Spring 2009 in order to achieve and exceed NCLB guidelines. Students with disabilities will also increase their level of proficiency from 73% to 86% by Spring 2009.

Which need(s) does this Goal address? To improve student achievement in mathematics with a focus on data analysis, probability, measurement, and problem solving.

How is this Goal linked to the system’s Five-Year Plan? This goal will be met by implementing the monitoring strategies that are already in place such as formative assessments chapter and unit tests and cumulative reviews.




Required Resources



Action Step

Classroom teachers will implement the components of the Houghton-Mifflin program such as math games, daily routines, and problem solving activities in order to improve student achievement.

August 2008-May

2009

Classroom teachers

District purchased

Houghton Mifflin components

Site-based Textbooks

Unit TestsFormative

AssessmentTeacher Observation

Informal tests

Students will perform daily routines to improve math competency.

Action Step

Students and parents will participate in Curriculum Night where planned activities set up by the teachers will offer parents the chance to see and use what their children will need to master grade level math objectives.

February-April 2009

PDSCCPrincipalGrade Chairs

Calendar Math/Houghton Mifflin/Teacher-made

activities

Title 1 Funds$500.00

Teacher ObservationParent Surveys

Parents will take what they learn during the sessions to provide students help with

objectives at home.

Action Step

Everyday Counts Calendar Math will engage students in a variety of activities using the calendar which introduces skill/concepts to be mastered throughout the school year.

DailyAugust

2008-May 2009

Classroom teachersPDSCCPrincipal

Grade appropriate Kits are provided to each teacher

Teacher ObservationInformal tests

Students will be able to create patterns and use calendar to solve real world problems.

Action Step

Primary and Intermediate math labs will allow students to participate in hands on activities led by teachers.

August 2008-May

2009Grade chairs

Math TCAP Coach booksManipulatives

Title 1 Funds$600.00 Student Observation

Students will master grade level math

objectives.Action Step

Stanford Math program will be implemented by students in grades KK-5 as intervention for Tier II students.

January 2008-May

2009

Classroom teachers

Stanford Math Computers and

Printers

Purchased by MCS with Title 1

funds

Teacher ObservationFormative

Assessment

Tier II students will be given more time and practice to master

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objectives.

Action Step

Implement Extended Learning Program for those students performing below proficiency in mathematics using America’s Choice intervention materials.

November 2008-April

2009

Volunteer teachers

America’s Choice Houghton Mifflin

TCAP Coach booklets

Extended Contract

funds(salaries)Title 1

funds(snacks)

ObservationFormative

AssessmentTCAP

Students will be allowed more time to practice grade level

objectives.

Action Step

Additional funding will be provided in the site based budget for Dine Arts teacher teaching symmetrical patterns geometric shapes, and Art concepts related to problem solving.

August 2008-May

2009

Fine Arts teacher

Art resources purchased

through district funds

$65,000 District funding

Teacher ObservationWalkthroughs

Students will demonstrate mastery of concepts reviewed

in class.

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Goal The percentage of students attending school on a regular basis will increase from 93% to 95% by Spring 2009 to achieve current NCLB guidelines.

Which need(s) does this Goal address? The need to increase attendance is mandated by the State goal of 95%.

How is this Goal linked to the system’s Five-Year Plan? In order to achieve this goal, the staff will develop strong ties with the Leadership Council which has a strong parental base that can support the school ‘s goal.




Required Resources



Action Step

Verbally encourage students to attend school daily as a part of morning and afternoon announcements.

August 2008-May

2009

PrincipalClassroom Teachers

Homeroom reports of absentee

submitted on Chancery

ObservationStudents will attend school regularly and

on time

Action Step

Recognize students and provide incentives to those individuals and classes that have perfect attendance per 20 day period.

August 2008-May

2009

PrincipalGOS

Homeroom reports of absentee

submitted on Chancery

Site based$350.00

Observation20 day

reports(Chancery)

Students will attend school regularly and

on time

Action Step

Post attendance rates daily in the hallway along with verbal reminders of the expected daily attendance rate.

August 2008-May

2009

PrincipalGOS

Chancery report for the end of the

day totalsObservation


on time

Action Step

Classrooms with perfect attendance are given weekly incentives.

August 2008-May

2009Principal

Chancery report for the end of the

day totals

Site based $750.00

Weekly reports from Chancery


on time

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Component Five

The School Improvement Plan and Evaluation Process

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Component 5 – The School Improvement Plan and Process Evaluation

5.1: Process Evaluation(Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response requiredWhat evidence do we have that shows that a collaborative process was used throughout the entire planning process?

Florida-Kansas elementary realizes that collaboration is the key to school improvement. Administrators, teachers, parents, community members and all stakeholders effectively communicate expectations, goals, and outcomes in a way that is beneficial and effective to student learning. The collaborative process was used throughout as evidenced by the SIP committee minutes, leadership council meetings, minutes/agendas, information sent to all stakeholders through monthly school newsletters, school web site, e-mail, PTO presentation; PTO agenda, minutes, sign in sheets, and letter accompanying the parent questionnaire. Methods of formal and informal communication will be continuously used to assess, monitor, and adjust all components under the school improvement plan.

Evidence of Alignment of Data and Goals – Narrative response requiredWhat evidence do we have that proves alignment between our data and our goals?

Florida Kansas uses various instruments to assess the needed areas of improvement among the students. The data is then used to help establish goals for improvement. In order to prepare students for state mandated assessments, we use standardized test format. Reading and Language Arts assessment instruments focus on the areas of writing and reading comprehension. Mastery of these skills has been identified as necessary for student achievement in upper grade levels and on state mandated tests. Differentiated instruction is being implemented to meet the needs of our students with disabilities. Based on researched guided data, the following instruments are effective in assessing student performance in kindergarten through fifth grade:

Scott Foresman Reading Benchmark Testing Writing Assessment Journals Standardized Reading and Math Practice materials STAR Reading Diagnostic Test DIBELS Voyager Benchmark Test

Evidence of Alignment of Data and Goals – Narrative response required Accelerated Reader Teacher constructed Exams Renaissance Formative Assessment Student report cards Attendance rate reports

Evidence of Communication with All Stakeholders – Narrative response requiredWhat evidence do we have of our communication of the TSIPP to all stakeholders?

All stakeholders were involved in the decision making process of developing the TSIPP. Questionnaires, minutes, evaluation forms, surveys and written feedback were used to develop the TSIPP. The principal, PDSCC, and academic leadership team are the major decision makers at Florida Kansas Elementary School, however parents, community members, and other stakeholders play an integral part in the development of the plan. All stakeholders had an opportunity to make instructional, assessment, curriculum, and organizational decisions.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response requiredWhat evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?

Our belief that “Students can become lifelong learners,” is evidenced in our goals which state all students will increase/maintain academic proficiency levels including students with disabilities.It is the vision of Florida Kansas to develop students that learn to become contributing and productive members of society. This is evidenced by our goals which focus on high academic achievement.

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Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response requiredWhat evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3?

Component 4 of the School Improvement committee meeting minutes indicated that Florida Kansas considered input regarding needs identifies by Component 3 in areas of curriculum, instruction, assessment, and organization in developing the action steps. For example, we are meeting the needs of students with disabilities as evidenced in Components 3 and 4 by using inclusive practices. The stakeholders included in this process included administrators, teachers, paraprofessionals, and parents.

Suggestions for the Process – Narrative response requiredWhat suggestions do we have for improving our planning process?

More support is needed on district level. Contacts at the district and state level should be more readily available for support. The school level process was well planned. Appropriate materials were readily available. A workable timeline was developed. More periodic collaboration among team chairpersons would be helpful. Interaction of the committees was central to the development of this plan.

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5.2: Implementation Evaluation(Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action steps?

The following methods will be used to implement the plan:

o On-going professional development for all stakeholders such as:1. Classroom Environment Workshops2. Curriculum Night3. Reading with Family Night4. Homework sessions for parents5. Continue to monitor student attendance

o Continue to provide team planning sessionso Monitor lesson plans to ensure compliance with state and district standardso Conduct classroom observations to ensure research based instructional strategies are being usedo Monitor Action Plan progress 2-3 times per year, and adjust accordinglyo Make stakeholders aware of TSIPP progress(newsletter, meetings, parent/teacher conferences)

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Evidence of the Use of Data – Narrative response requiredWhat is the plan for the use of data?

The data analysis procedures includes: the administrator, PDSCC, and teachers reviewing and analyzing data, presenting findings to all parents and stakeholders. Teachers will analyze test data compiling individual student profile data sheets. Teachers will collaborate during grade level professional learning communities to determine how to best meet individual needs.

During parent teacher conferences, teachers will share individual student data with parent or guardian. The principal will share school data findings with stakeholders during the School site based team meetings, PTO meetings, and individual conferences. In addition the data will be used to target students who need intervention strategies, determine which SPI’s need to be re-taught, and group students for instructional purposes within classrooms.

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5.3: Monitoring and Adjusting Evaluation(Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response requiredWhat are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process.

Action Plan Timeline Person responsible Monitoring Strategy

Lead the School Improvement Team in a review of the 5 components and the 7 components of the Standards Assessment Report.

September 2008

PrincipalPDSCC

AgendasSign in sheets

Establish “progress and success recognition strategies” for monthly faculty meetings.

September-December 2008 PrincipalPDSCC

Agenda/MinutesSign in sheets

Organize and structure the SIP team to assist the principal and prepare the school for Quality Assurance Review visit.

September 2008 PrincipalPDSCC

Agenda/MinutesSign in sheets

Convene faculty and staff to orient them to benefits of

September 2008 Principal Minutes/Agendas

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accreditation.

Continue to meet with component chairs for any necessary changes, updates, and revisions.

September 2008December 2008

March 2009

PrincipalPDSCC

Component chairpersons

MinutesSign in sheets

Collaborate with school stake holders to discuss changes for the SIP.

March 2009 PrincipalSchool Leadership Tem

AgendaSign in sheets

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Evidence of a Process for Monitoring Plan – Narrative response required What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan?

The School Leadership Team will review TCAP data, Report Card Grade distribution per grade level, AYP data, Formative Assessment reports, and SMS reports. The team will determine based on information, if the strategies used in the classroom are effective. Suggestions will be made to improve the quality of instruction, the use of varied assessments, and the organization of the school day if necessary.

Evidence of a Process for Adjusting Plan – Narrative response requiredWhat will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed?

The School Leadership Team chairperson, PTO President, and Adopter representative will determine if Florida Kansas needs to adjust TSIPP to fit the needs of the students. These persons will review the TSIPP in November and March to see if the plan is effective and has affected student performance.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response requiredHow will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders?

The School Leadership Team will communicate successes/adjustments to the plan in the following ways:o Curriculum Nighto PTO meetingso Annual Title 1 Meetingo Monthly school newslettero School websiteo Fifth Grade transition meetingo Kindergarten orientation

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The long term comparison plan includes continually involving stakeholders in all school activities and analyzing all test results during the year. At the end of the school year, the TSIPP team will analyze results of all assessments, survey stakeholders to ensure that they felt informed about all school data, and determine student and school goals for the upcoming school year.

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Addendum

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Assurance Page

I, Tracie B. Greer, principal of Florida Kansas Elementary 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.

When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins

Vocational Act, and Head Start.

High Priority Schools Only____________________ School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I

funds for professional development.

____________________________________ ____________________

Principal Signature Date

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Florida-Kansas Elementary SchoolFamily Engagement Plan 2007-2008

Parental Involvement provides active participation of parents of their child/children. Our Parental Involvement Plan at Florida-Kansas Elementary was incorporated jointly with our parents. Our goal is to prepare parents to be knowledgeable of the skills and information needed to help their children to be successful in school.

Florida-Kansas Elementary pledges to eliminate barriers to parental involvement in the following ways:

1. Consistently acknowledge and greet parents in a friendly and welcome manner, by office staff, when visiting the school.2. Provide meetings at various times that allow all parents to participate.3. Clarify terms using simple and direct language.4. Have written material printed in English and Spanish.5. Provide interpreter services when necessary.6. Provide web site information and e-mail addresses.7. To express ideas, concerns, and suggestions and to receive a timely response.8. Continue to have daily dialogue throughout the school to ensure success for all students (Staff and Support Staff).9. Develop jointly with parents the school/parent compact and family engagement plan.10. Parents are provided an opportunity to communicate concerns/problems with principal.

Florida-Kansas Elementary will encourage parents to become meaningfully involved and promote the capacity for strong parental involvement in the following ways:

1. To participate on the School Leadership Council, PTO, WATCH DOGS, Booster Clubs, etc., and have “Muffins for Moms” and “Doughnuts for Dads”.

2. To attend and participate in conferences, workshops and instructional activities to educate parent on the curriculum and assessments surrounding their children’s education.

3. Conduct regular and flexible parent meetings to keep parents informed of current events and issues, timely progress reports and parents and parent/teacher conferences to discuss the child’s progress.

4. Convene an annual meeting, at flexible times and invite all parents, to explain and observe the Title I NCLB programs, activities and curriculum.5. Provide Family Literacy and family services to improve parents’ ability to help with their child’s education.6. Provide an information board of current events with a monthly calendar to inform parents of school activities; receive notices and communications

timely, in order to respond and/or participate.7. Provide a parent and student handbook covering school rules, policies and procedures.8. Parents will participate in revising the Family Engagement Plan and the School Compact; sign and receive a copy of both at the beginning of the school

year.9. Utilize partnerships with community organizations, adopters and businesses.10. Inform parents of curriculum, academic assessments and proficiency levels.

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Strategies to Attract High Quality, Highly Qualified Teachers

Check all that apply:

__X_ Support uncertified personnel gain certification

__X_ Establish collaborative with colleges and universities

__X__ Provide ongoing professional development

_ X___ Encourage local, state, and national professional development

__X__ Implement mentoring program

__X_ Establish networks to build capacity

__X__ Other Florida-Kansas Elementary participates in yearly school choice and recruitment fairs.

List of Technical Assistance Received From the District or State

Technology Coordinator---Charles Harris Title 1 Supervisor----Mary Lowery Academic Area 3 Supervisor----Judy Jackson

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2007-2008 Intervention Plan

School: Florida-Kansas Elementary Date:10-03-07

Complete Action Plan for developing and implementing an intervention program.

Action Steps Subject Timeline Required Resources Person(s) Responsible

Extended Day tutoring

Scott Foresman Reading

Voyager Passport

DIBELS Assessments

Reading/Math

Reading

Reading

Reading

October 2007-April 2008

August 2007-May 2008

August 2007-May 2008

September 2007- May 2008

Voyager kitsTCAP CoachReading First Links

Reading First guidesScott Foresman Teacher kits

Voyager kits

DIBELS assessment materials

M. Ashe, PDSCCVolunteer tutoring teachers

K-5 teachersM. Ashe, FacilitatorC. Donald, Literacy LeaderT. Greer, Principal

K-3 teachersReading interventionists (2)C. Donald, Literacy Leader

C. Donald, Literacy Leader

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Plans for Pre-School TransitionFlorida-Kansas Elementary 2007-2008

Complete Action Plan for assisting in Pre-School TransitionAction Steps Timeline Required

ResourcesPerson(s) Responsible

Parental Involvement

Early Childhood Teacher Mentoring Sessions

August-May Staff DevelopmentResourcesMemphis City SchoolEarly ChildhoodCurriculum

Early ChildhoodCoordinatorPrincipalEarly ChildhoodTeacher

Parent HandbookMonthly Meetings

Special Workshops to Provide parents with KindergartenPrerequisites

August-May Staff DevelopmentResourcesMemphis City SchoolsCurriculumParents

PrincipalEarly ChildhoodTeacher and AssistantKindergarten TeachersBrenda Reed-Pilcher

Early childhood Parents Visit and collaborate with Kindergarten Teachers

Sharing Successes August-May Teacher Resources

Early ChildhoodTeacher and Assistant

Parent sit-in(s)Celebrations

Provide local Day Care Centers with Early Childhood Curriculum

August-May Memphis City SchoolsEarly ChildhoodCurriculum

PrincipalEarly Childhood TeacherDay Care Center Directors

Parents are informedof MCS Early Childhood Curriculum

Sponsor Early Childhood Spring Campaign for parents of

March-May Memphis City SchoolsEarly Childhood Curriculum

PrincipalEarly Childhood TeacherDay Care Centers

Potential parents are informed of Early Childhood program and its requirements

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Perspective students to screen or generate students for the upcoming school year

Directors

Develop and strengthen the program to ensure that all children are ready for Kindergarten

August-May Brigance Inventory-A Planning Guide for Preschool Curriculum

Early Childhood TeacherEducational AssistantKindergarten Teachers

Parents will work with their child/children individually on skills that are being

The students will receive small group and individual instructionsat parent meeting

August-May Memphis City SchoolsSchool Early Childhood Framework Creative Curriculum

Early Childhood TeacherEducational Assistant

Parent and guardians will be given valuable research based information to assist them in working with their child during parent meetings

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Memphis City Schools supports higher student achievement through implementation of research-based professional development that is aligned with No Child Left Behind requirements.

School: Florida-Kansas Elementary School Principal: Tracie Greer PD Budget$6,000.00

Academic Director: Judy Jackson Date: September 10, 2007

Title I Instructional Facilitator: Marceia Ashe Phone: 416-7874

Here is an overview of our school's 2006 -2007 Professional Development Plan. We have included references to the professional development content, process and context. We have completed the

Professional Development Plan on the following pages by listing activities that have been planned by our faculty for the 2006- 2007 school year.

Professional Development Overview

Based on an extensive review of our achievement and school climate data, the Florida-Kansas Elementary School faculty identified and prioritized our student needs as the following:

1. Improved literacy skills2. Challenging, student-centered instruction that builds upon prior knowledge3. Content-focused instruction that assures skill and knowledge attainment and opportunities for application of what has

been learned4. Increased student motivation to learn5. Stronger home-school connections

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2007 - 2008 Professional Development Plan

Our Professional Development Plan is directly related to the Goals and Action Steps of our School Improvement Plan. The Professional Development Plan has three (3) Goals from our SIP that will address identified student needs:

Goal 1: Increase teacher’s expertise in literacy instruction through research based training sessions and highly qualified presenters.

Goal 2: Increase teacher’s expertise in mathematics instruction through research based training sessions and highly qualified presenters.

Goal 3: Increase teacher’s knowledge and expertise of effective teaching strategies and best practices.

Professional Development Content

The content of our Professional Development Plan addresses the needs of students, faculty and parents. Teachers will learn to use the effective strategies outlined by R. Marzano, T. Whitaker, and C. Tomlison. These research-based strategies will be implemented through classroom instruction, cooperative teaching, and discovery learning.

Professional Development Process

The Florida-Kansas Elementary faculty will employ the following effective processes to implement our Professional Development Plan:

The faculty will use Grade Level Sessions to become a Professional Learning Community and develop deeper understanding of academic skills and instructional strategies.

Coaching will be used as a follow-up strategy to ensure appropriate application of professional development content. We will implement a Mentoring Program to guide the induction of new teachers and teachers new to the building.

Professional Development Context

Our learning environment is characterized by the following principles: Results-focused - The professional learning activities included in our Professional Development Plan have been proven

to improve teaching and learning in schools like ours. We will keep higher academic achievement as the focus of our plan implementation.

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Job-embedded - Most of the professional learning opportunities will be folded into the normal day. Faculty members will meet in Study Sessions weekly. We will meet as a faculty twice monthly. Technology will be widely used to communicate information traditionally provided in faculty meeting.

Collaboration - Faculty members will use many opportunities to collaborate. The major collaborative strategies include Study Sessions, Mentoring, and Coaching.

Goal 1: Increase teachers’ expertise in literacy instruction through research-based training sessions and highly-qualified presenters

Professional Learning Series Presenters/Leaders* Dates Materials Costs** Expected Outcomes

What’s New in Children’s Literature and How to Use it in

Your Program

Peggy Sharp

KK teachers1st grade teachers

November 2007 $85/day per substitute=$510

Registration payment-$1110

Teachers will use what they have learned from lead teachers to plan effective classroom literacy instruction.

Outside Training at Teaching and Learning Academy

KK-5th grade teachers

November 2007-April 2008

$85/day per substitute=$1445

Teachers will learn to use research-based strategies to improve instruction, assessment and student retention.

*Complete External Service Provider Contract for presenters outside of Memphis City Schools

GOAL #1 TOTAL: $3,065.00Goal 2: Increase teacher’s expertise in mathematics instruction through research based training sessions and highly qualified

presenters.

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Professional Learning Series

Presenters/Leaders* Dates MaterialsCosts**

Expected Outcomes

District training offered for Calendar Counts

Dr. Suzanne Thomas and other MUSP staff

October 2006- May 2007

Teachers will become proficient with tools and strategies to promote best practices and quality work in matehematics

Thinking Maps Introductory training Marceia Ashe,Instructional Facilitator

January 30, 2006

Ongoing:

February 6– March 27, 2006

Materials & Supplies- $500

Teachers will learn to implement Thinking Maps

Students will engage in mini lessons designed to improve mathematics strategies


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Professional Learning Series

Presenters/Leaders* Dates MaterialsCosts**

Expected Outcomes

Classroom Observations at various district schools

Marceia Ashe, Instructional Facilitator

February 2007March 2007

$85/day per substitute=$400

$200 Light refreshments

Teachers will use what they have learned from lead teachers to plan effective classroom mathematics instruction.


GOAL #2 TOTAL: $1,100

Goal 3: Increase teacher’s knowledge and expertise of effective teaching strategies and best practices.

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ProfessionalLearning Series

Presenters/Leaders* Dates Materials /Costs**

Expected Outcomes

“Raising the Bar” Mentoring Program

R. Wilson, Second grade teacher

M. Madewell, Fifth Grade teacher

Weekly implementationBeginning January through May

Stipends, $700 for mentors, $1400

Improve student achievement

Increased performance

Higher student academic achievement for mathematics

Professional Learning Communities at Work

Building a High Morale Workplace

Students Who Drive you Crazy


Tracie Greer, Principal

Grade chairs

October 2006-May 2007

Materials-1,800.00

Implementation of effective strategies and techniques

Increased student achievement

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Thinking Maps Introductory Training


October 2006

Ongoing

Materials and Supplies-

$500.00

Implementation of effective strategies and techniques

Increased student achievement

GOAL #3 TOTAL: $3,700

TOTAL PROFESSIONAL DEVELOPMENT EXPENDITURES: $6,020

The School-Based Professional Development Evaluation form will be used for each series.

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