2011-2012 Tennessee School Improvement Planning Process
Kingsbury Middle School
Ronald W. Mackin, Principal
Knowledge
Multiculturalism
Strong Character
Memphis City Schools
Dr. Kriner Cash, Superintendent
Page
4
5
Cover Page
Assurance Page
6
7
8-10
11-12
13-21
17-18
Component 1a –School Profile and Collaborative Process
 SIP Leadership Team
 Subcommittee Formation and Operation
 Data Sources
 School and Community Data
• Instruction by highly qualified state
22
23
23-24
25
26
32-33
31
Component 1b – Academic and Non-Academic Data
 Variety of Academic and Non-Academic Data
 Data Collection and Analysis
 Report Card Data Analysis
 Narrative Synthesis of all Data
 Prioritize List of Goals
 TELL Tennessee Survey
Component 2 – Beliefs, Common Mission and Shared Vision
Component 3.1 – Curricular, Instructional, Assessment, and Organizational Effectiveness
 Curricular Practices
• Policies and practices to ensure all students meet the state’s proficient level
• Offer timely, additional assistance to students experiencing difficulty
 Curriculum Gap Analysis
 Curricular Summary Questions
34
37
38-45
38
38-39
46-48
49-50
Component 3.2 – Instructional Practices
 Instructional Practices
 Instructional Gap Analysis
• Strategies to attract high quality, highly qualified teachers
• Funds used to remove school from HP list
 Instructional Summary Questions
51
52-57
58-60
59
59
60-61
62
62-68
69-71
72-73
Component 3.3 – Assessment Practices
 Assessment Practices
 Assessment Gap Analysis
 Assessment Summary Questions
Component 3.4 – Organizational Practices
 Organizational Practices
 Organizational Gap Analysis
 Organizational Summary Questions
74-81
74-77
78-79
80-81
82-91
Component 4 - Action Plan Development Introduction
Kingsbury Middle School
Memphis City Schools
Page 2 of 125
Component 5 – The School Improvement Plan and Process Evaluation
93
Component 5.1 Process Evaluation
93-95
Component 5.2 Implementation Evaluation
96-97
98-99
Component 5.3 Monitoring and Adjusting Evaluation
Addendum
 Assurance Page (One page statement with principal signature)
•Developed during one year period
•Developed with parents and other community members
•Available to the local educational agency, parents, and the public
•If appropriate, developed in coordination with other programs under
Carl Perkins Vocational Act, and Head Start
•Spend not less than 10% of funds for professional development, High Priority
Schools only

Intervention Plan
102
 Transition Plan
103-104
 Professional Development Plan
105-113
 Family Engagement Plan
114-115
 Parent/Teacher/Student Compact
116-117
 State & Federal Programs
118
 Title I School-wide Programs
119
 Teacher Mentoring Plan
120
 School Improvement Plan Review
121
101
Kingsbury Middle School
Memphis City Schools
Page 3 of 125
Tennessee School Improvement
Planning Process (TSIPP)
Tennessee Department of Education
Commissioner Lana C. Seivers
October 7, 2011
Kingsbury Middle School
Memphis City Schools
Page 4 of 125
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that Kingsbury Middle 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
Component 1a
Kingsbury Middle School
Memphis City Schools
Page 5 of 125
School Profile &
Collaborative
Process
Component 1a - School Profile and Collaborative Process
SIP Leadership Team Composition
Kingsbury Middle School
Memphis City Schools
Page 6 of 125
SIP Leadership Team
Member Name
Leadership
Chair?
(Y/N)
Position
Name of Subcommittee(s) (when
applicable)
Abigail-Smith, Ruth
Davis, Reggie
Bowens, Camille
Acosta, Gonzalo
Riojas, Delores
Nix, Christina
Willams, Mary
N
N
N
N
N
N
N
Community Member
Community Member
Student
Student
Parent
Parent
Parent
Component 1, 2
Component 1
Component 3
Component 2
Components 1
Component 1
Component1
Sagatto, Lacey
Willis, Yashira
Shearin, Elaine
Limbaugh, John
Young, Raquel
Mackin, Ronald
Smith, Clifford
Kelley, Nina
Brenda, Jones
N
N
N
N
N
Y
N
N
N
Parent
ESL Chair/Teacher
Librarian
Guidance Counselor
Assistant Principal
Principal
Special Education Chair
Instructional Facilitator
Teacher Assistant
Component1
Component 1
Component 1,4
Component 4
Component 5
Component 2
Component 5
Component 3
Component 1
McKinney, Amy
Wilburn, Jesse
N
N
Teacher
ISS Coordinator
Component 2
Component 1
Kingsbury Middle School
Memphis City Schools
Page 7 of 125
Subcommittee for COMPONENT
1 School Profile and Collaborative Process
Member Name
Position
Gonzalo, Rivas
Abigail-Smith, Ruth
Anderson, Julia
Shearin, Elaine
Ybarra, Michelle
Mackin, Ronald
Limbaugh, John
Christopher Hillburn
Willis, Yashira
Chair
Student
Community Member
ESL Teacher
Librarian
Math Teacher
Principal
Guidance Counselor
SPED Teacher
ESL Teacher
No
No
No
No
No
Yes
No
No
No
(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.
YES
NO
Subcommittee 1 Chair Signature
Subcommittee for COMPONENT
Member Name
2 Beliefs, Mission and Vision
Christina, Nicks
Orau, Kelechi
Modesto, Montero
Mackin, Ronald
McKinney, Amy
Acosta, Gonzalo
Kathryn, Lee
Position
Chair
Parent
Community member
ESL Teacher
Principal
Math Teacher
Science/Physical Science Teacher
Social Studies Teacher
N
N
N
N
Y
N
N
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 2 Chair Signature
3
Organizational Effectiveness
subcommittee for COMPONENT
YES
NO
Curricular, Instructional, Assessment, and
Kingsbury Middle School
Memphis City Schools
Page 8 of 125
Member Name
Position
Bowens, Camille
Howe, Georgia
Kelley, Nina
Schuyler, Cassandra
Ringold, Danielle
Owens, Rebecca
Gunn, Jamie
Lampkin, Roslynn
Willis, Yashira
Student
Math Teacher
Instructional Facilitator
Science Teacher
Social Studies Teacher
ESL Teacher
Language Arts Teacher
Special Ed. Teacher
ESL Teacher
House, Tamara
Language Arts Teacher
Riser, Kathleen
Music/Band Teacher
Chair
No
No
Yes
No
No
No
No
No
No
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 3 Chair Signature
Subcommittee for COMPONENT
4 Action Plan Development
ember Name
Hillard, Lasheba
Breeden, Bradley
Clifford, Smith
Green, Ricardo
Shearin, Elanie
Wicker, David
Henderson, Brittany
Position
Chair
Special Ed. Teacher
History Teacher
Special Ed. Teacher/ Coordinator
Community Member
Librarian
Social Studies Teacher
Language Arts
No
No
No
No
Yes
No
No
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 4 Chair Signature
Kingsbury Middle School
Memphis City Schools
Page 9 of 125
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Position
Chair
Slough, Karen
Svoboda, Erin
Nix, Chistina
Limbaugh, John
Young, Raquel
Coats, Alberta
Lee, Kathyrn
Seemann, Danielle
Math Teacher
Special Ed. Teacher
Parent
Guidance Counselor
Assistant Principal
Math Teacher
Social Studies Teacher
Social Worker
No
No
No
Yes
Yes
No
No
No
Hilburn, Christopher
Special Ed. Teacher
No
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 5 Chair Signature
Component 1a - School Profile and Collaborative Process
Kingsbury Middle School
Memphis City Schools
Page 10 of 125
Component 1a - School Profile and Collaborative Process
____________________________________________________________
TEMPLATE 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)
Data Source
Relevant Findings
MCS School Profile
 School Leadership Opportunities
Memphis City Schools
Chancery Reports






Title I Reports
 Economically Disadvantaged by Subgroups
Easy IEP




Registration Forms
 ESL Population by Grade
Staff Data Survey





Tennessee Department of
Education
 Highly Qualified
 Licensing
Building Survey and
Inventories










Memphis City Schools
District-Wide Policies and
Procedures
Total enrollment
Grade Level Enrollment
Ethnic Composition
Average Daily Attendance by Grade
Average Daily Attendance by Gender
Number of Students in Honors Classes
Number of Students
Achievement Levels
Gender
Grade Level
Job Assignments
Ethnic Composition
Gender
Years of Experience
Types of Degrees
Building Layout
Computer Access
Maintenance
Monthly Drills
Safety Guidelines
Number of Teaching Days
Length of School Day
Budget
Busing
Professional Development
Kingsbury Middle School
Memphis City Schools
Page 11 of 125
Data Source
Relevant Findings
Teacher and Student
Handbooks





MCS School Profile
 School Leadership Opportunities
Census Report











Boundaries
Community Ethnicity
Area Private Schools
Feeder Schools
Occupations
Support
TCAP
SRI
Formative Assessment
Advance Reports
EXPLORE





Student behavior
Teacher-student ratios
Parent and community involvement
Professional Development
Standardized test results
Academic Data
TELL Tennessee Survey
Teaming
Curriculum
Programs
Tutoring Programs
Activities
1.3.2: School and Community Data
Narrative and analysis of relevant school and community factors:
Kingsbury Middle School
Memphis City Schools
Page 12 of 125
School Characteristics
Kingsbury was organized in 1950 as an elementary school with Mrs. Hallie Douglas, principal.
Seventh and eighth grade classes were added in the fall of 1952 with the addition of ten
classrooms and a library. Kingsbury School became a full junior high in 1954. The elementary
school moved to a new location at the corner of Graham and Bayliss in 1956. The vacated
elementary wing was converted to a junior high, and the senior high occupied the present high
school building. Building modifications and additions were made to the senior high building, and
the tenth grade was added in the fall of 1957. In 1958, Kingsbury Junior High and Kingsbury
High School operated under separate administrations. Students came to Kingsbury Junior High
from the following feeder schools: Berclair Elementary, Grahamwood Elementary, Kingsbury
Elementary, Wells Station Elementary, Macon Road Elementary, and Gragg Elementary.
Kingsbury High graduated its first class in 1959.
In 1962-1963 a gym expansion allowed for the construction of space for a band room and
industrial arts classes to the senior high building. The R.O.T.C. program was instituted in 1967.
In the fall of 1977, Kingsbury Career and Technology Center was built within walking distance
of the Kingsbury High School campus. The 5.5 million dollar facility added extensively to the
vocational courses offered at Kingsbury High School. In the fall of 1988, Kingsbury High School
became the only vocational optional school in Memphis City Schools Optional Schools Program.
In the fall of 1995 Kingsbury High School merged with Kingsbury Junior High to form one
school, serving students in grades seven through twelve. Students came to Kingsbury Middle
High School from the following feeder schools: Berclair Elementary, Grahamwood Elementary,
Hollywood Elementary, Jackson Elementary, Kingsbury Elementary, Macon Elementary,
Treadwell Elementary, Wells Station Elementary, and Cypress Middle.
In 2007, the schools once again separated under two administrations. Kingsbury High School is
in the original senior high building while Kingsbury Middle is in the original Junior High
building. The two-story middle school building provides 26 teaching stations that include one
instrumental music room, two ESL rooms, and one teacher resource room. Classroom
technology for teachers includes school-wide computer network, Internet access in every
classroom, 20 classrooms with Smartboards, lap tops, and LCD projectors, and fifteen CPS
(Classroom Performance System) Systems. The two schools share a cafeteria, library,
gymnasium, and auditorium. All classrooms in the middle school are equipped with Channel
One televisions. All teams have access to a laptop computer. For the new district accountability
instrument, all teachers have an IBM computer to maintain Chancery. Administrative offices are
located in the front of the building to provide easy access for students and parents. Under the
leadership of Mr. Ronald Mackin, Kingsbury Middle School has fully implemented gender
specific classes.
Signs are posted throughout the building instructing visitors to report to the main office where
they must sign-in to receive a security badge. School staff, vendors, students, and district
personnel are required to wear an identification badge. Kingsbury Middle School has
implemented a fight free initiative. A large bulletin board displays the number of consecutive
fight-free days by grade and gender. When ten days are accumulated, students immediately
Kingsbury Middle School
Memphis City Schools
Page 13 of 125
receive a jeans day. Students are also reminded to adhere to strict safety guidelines by
postings throughout the school in reference to disciplinary options, and penalties involving
weapons on campus. A School Emergency Management Plan has been developed to address
multi-hazard emergencies. Monthly fire drills and metal detector scanning are an important
part of this plan.
There are 180 teaching days in the school year. Teachers report to work by 7:15 a.m. and may
leave after 2:30 p.m. The 6 hour 45 minute school day for Kingsbury’s students begins at 7:30
a.m. and ends at 2:15 p.m. Approximately 75 students are transported by bus. The remaining
students either walk or arrive by car.
In 2011 Mr. Ronald Mackin is still the Principal and interdisciplinary teaming is fully
implemented. The school expanded to include 6th grade this school year, these are students that
formerly went to Kingsbury Elementary. This changed the team composition from five
teachers with one of the five serving as team leader to 6 teams of 3 with one teacher serving as
a team leader. Kingsbury Middle School has two 6th grade teams, two 7th grade teams, and two
8th grade teams, one Instructional Resource Team, one English as a Second Language team,
and one Exploratory Team. Students are assigned to teams that utilize flexible scheduling of
instructional time to address academic needs.
Academic core teaming is fully implemented. There are six teams which consist of teachers of
English, Mathematics, and a teacher that teaches both Science & Social studies. These teams
meet weekly to review SPIs and data, discuss ways to integrated lessons, solve behavior issues,
plan team activities, and share ideas. Common core planning takes place once a month. During
these cadre meetings teachers in the same subject area meet to review SPIs and data, share
ways to implement rigor, and effective teaching strategies.
Kingsbury Middle School’s curriculum includes language arts, mathematics, social studies,
Science, and exploratory classes. Sixth, seventh, and eighth grade exploratory classes include
vocal music, band, orchestra, physical education, business, facing history, and Health. In
addition, students who meet the criteria have the opportunity to participate in the National
Honor Society and the International Music Honors Society.
Kingsbury Middle School qualifies for Title I funds because 94% of our students are
economically disadvantaged. This is a 6% decrease from last years’ 97%. Kingsbury Middle
School currently has 6 eighth grade honors homerooms. Each of these homerooms take honors
language arts, math, science, and social studies. The eighth grade honors students study an
accelerated academic program focusing on Government. This will be an integrated theme that
will culminate with an out of town trip to Washington DC at the end of the school year. All
students participate in enrichment classes. During this time, students are led in a variety of
reading activities including sustained silent reading, oral reading, guided reading, and paired
reading with a specific focus on vocabulary development. The Middle School exploratory
courses not only include the traditional health, physical education, and music, but course
selections of business, vocal music, orchestra, and band are offered as well.
Kingsbury Middle School students are offered many opportunities to develop the academic
skills needed in the 21st Century through differentiated instruction. Kingsbury Middle School
Kingsbury Middle School
Memphis City Schools
Page 14 of 125
students take part in the MCS Think Show. Creation of products for this exhibition allows
students an opportunity to apply their knowledge/talents beyond the classroom. Mathematic
skills are developed in classrooms with Stanford Math. Reading skills are developed in the
classrooms by using literacy strategies across the content area. In addition, Reading Plus is a
reading intervention program for students who have deficient reading skills. Good first
teaching is supplemented with technology, in-class libraries, writing opportunities, and a focus
on reading fluency and vocabulary development. Students with learning disabilities use
Failure Free Reading to improve their reading skills. Reading is Fundamental (RIF) gives
students the opportunity to select a book of their choice three times a year. Kingsbury has a
Family Reading Night once a year to promote literacy. Kingsbury fully implements the
district’s Formative Assessment testing which includes the Discovery Education Assessment
and Writing Express Folio. However, these sites are used as supplements to ensure that the
students receive rigorous practice throughout the school year. All teachers use Learning
Village to post lesson plans, view curriculum guides, and access diagnostic tools. Brain Power
Tutoring and Writing Workshop, extended learning programs offered through the No Child
Left Behind Act, continue to be fully implemented in the Fall of each school year. KMS
received the My School My Country afterschool grant from After School Memphis for the
2011-2012 school year. This program provides the students with opportunities to learn about
other countries through the completion of research projects and other activities. The students
also have an opportunity to engage in cultural recreation. KMS has begun implementing a
monthly meeting to build morale and curtail behavior issues. These meetings are held the first
Monday (morning) of each month. During the meeting students say the pledge, school rules,
and motto. Teachers and administrators share the daily announcements, give team and
individual praise, address issues, and allow the student body to ask questions.
There are a variety of student activities offered at Kingsbury Middle School. Students can
participate in cheerleading & dance, piano, chess, art, student council, and band. Kingsbury
Middle has an extensive athletic program offering girls’ basketball, track, softball, soccer and
volleyball. Boys can participate in basketball, football, track, soccer, wrestling, and baseball.
Student Characteristics
Kingsbury Middle School has a total enrollment of 582 students in grades 6, 7, and 8. This
enrollment represents a 12% increase in enrollment from the 514 students enrolled in the 20102011 school year.
The current enrollment of students in each grade is as follows: 6th grade 180, 7th grade 192,
and 8th grade 210. The ethnic composition of Kingsbury Middle is 25.6 %African American,
55.8% Hispanic or Latino, 15.8% white, and 2.7% Asian. During the 2011-2012 school year,
the current average daily attendance percentage is 93% for 2011-2012 which satisfies the state
requirement for AYP.
Kingsbury Middle School
Memphis City Schools
Page 15 of 125
Grade
6
2011-2012
Enrollment
2010 -2011
Enrollment
Enrollment
Difference
180
7
8
Total
192
210
582
255
259
-63
-49
0
180
514
68
Exceptional Children
Students served in our special education program encompass a wide variety of achievement
levels. Kingsbury Middle has 100 children with IEPs. Seventy-five of the children are in
resource classes, 11 in CDC classes, 10 receive speech, 2 visually impaired, and 2 clue. Sixtyseven of these students are male and 33 are female. There are a total of 86 Special Education
students 28 in 6th grade 41 in 7th grade, and 31 in 8th grade. Of these, 1 student receives
consultation from a special education teacher based on the recommendation of the IEP Team.
Exceptional
Children
Program
2011-2012
Enrollment
2010-2011
Enrollment
Middle
School
Resource
Middle
School
CDC
Total
Enrollment
75
11
86
70
13
57
English as a Second Language
Kingsbury Middle School also serves as an English as a Second Language (ESL) Center for
Memphis City Schools. This year, 2011-2012, the ESL program serves approximately 179
students from 10 different countries. 84 of these students receive direct ESL instruction and 95 of
them are transitioning out of ESL. As part of the enrollment process, the ESL students are tested
to determine scheduling placement. ESL course offerings in the Middle School curriculum
include Language Arts, Integrated Social Studies, and American History. The ESL students are
mainstreamed into the regular curriculum for science, mathematics, and exploratory classes. We
have a bilingual-mentor who offers students and teachers academic support for curriculum
modification based on student English language proficiency
Kingsbury Middle School
Memphis City Schools
Page 16 of 125
Staff Characteristics
Kingsbury Middle School faculty and staff represent a diverse group of men and women. The
administrative staff consists of a principal and assistant principal. Instructional support consists
of an Instructional Facilitator. There are 30 academic core and exploratory teachers, one part
time orchestra, and a library media specialist. In addition, Kingsbury Middle School has a
social worker and guidance counselor. Non-certified staff includes one ISS coordinator, one
special education assistant, a financial secretary, one attendance secretary, one general office
secretary, a building engineer, one custodian, and seven cafeteria staff members. The ethnic
composition of the administration is 50% Caucasian and 50% African American, 50% male
and 50% female. The instructional support staff composition is 50% African American 50%
Caucasian and 50% female 50% male. The academic composition is 63% Caucasian, 30 %
African American, 7 % Hispanic, 29% male, and 71% female. The composition of the noninstructional support staff is 100% Caucasian, and 50% female and 50% male. The
composition of non-certified staff is 79% African American, 14% Caucasian, 7% Hispanic and
93% female and 7% male.
The professional staff represents a broad spectrum of teaching experience ranging from 3 first
year teachers, 8 teachers with 1-2 years of experience, 7 teachers with 3-5 years of experience,
7 teachers with 6-10 years experience, and 4 teachers with 11-20 years of experience. Also, 1
teacher has accumulated over 20 years in the field of education. Of the 35 certified staff, 2 are
trained mentors and assist new teachers. The professional staff holds the following degrees:
Bachelor’s Degrees 46%, Masters Degrees 48%, Education Specialists 3%, and Masters plus a
Jurist Doctorate 3%. Likewise, 1 of our Masters level teachers is National Board
Certified/Career Level III. Fifty-four percent of the staff is fully certified. Every teacher who
is not fully certified is currently working toward completing Tennessee Department of
Education requirements. Of the 30 teachers, 26 are currently classified as highly qualified for
their subject. Our current faculty consists of:
 13 Level 5 Teachers
 6 Level 4 Teachers
 3 Level 3 Teachers
 2 Level 2 Teachers
 4 Level 1 Teachers
The Principal, Vice Principal, Instructional Facilitator, and Guidance Counselor are members
of our Academic Support Team.
Kingsbury Middle School utilizes the following strategies to attract highly qualified
teachers:
 Support uncertified personnel in gaining certification
 Collaborate with colleges and universities
 Provide ongoing professional development
 Implement mentoring program
 Establish networks to build capacity
 Provide time for team planning and collaboration
 Provide generous resources and materials to assist teachers
Kingsbury Middle School
Memphis City Schools
Page 17 of 125
KMS also attracts highly qualified staff through interviewing techniques such as posing detailed
and very specific questions during interviews. Data is utilized to demonstrate the safe culture of
the school and teacher autonomy that is developed as well.
Faculty Data Survey
Highly
Qualified
Status
Gender
Ethnicity
Female
Caucasian
Position
Degree
Years of
Teaching
Anderson, Kristyn
ESL Social Studies
8
BA
2
YES
Bossingham, Rachel
Language Arts 7
BA
1
YES
Breeden, Bradley K
Facing History 6-8
MA
8
YES
Male
Caucasian
Brooks, Arthur
Orchestra
BA
28
YES
Male
Coats, Alberta
Language Arts 6
Ed.S
5
YES
Female
Caucasian
African
American
Campbell, Mona
Speech Pathologist
BA
4
YES
Female
Caucasian
Clubb, Annalee
BA
1
YES
Female
Caucasian
Female
African
American
Davis, Paula
Science 8
General Office
Secretary
Attendance
Secretary
Griffin, Sophie
Math 8
BA
Gunn, Jamie
Language Arts 7
BS
Henderson, Brittany
Hillburn, Christropher
Language Arts 7
SPED Language
Arts
SPED Language
Arts
House, Tamara
Howe, Georgia
Name
Davis, Angela
Hillard, Lasheba A
Kelley, Nina
Lampkin, Rosalynn
Female
African
American
African
American
YES
Female
2
YES
Female
MA
3
YES
Female
Caucasian
African
American
MA
5
No
Female
African
American
BA
2
YES
Male
Science 8
BS
6
YES
Female
Caucasian
African
American
Pre-Algebra 7
Instructional
Facilitator
BA
2
YES
Female
Caucasian
MA
13
YES
Female
MA
5
YES
Female
African
American
African
American
MA
3
YES
Female
Caucasian
MA, JD
16
YES
Male
Caucasian
Female
Hispanic
Lee, Kathryn
SPED
American History
8/Science 8
Limbaugh, John
Guidance 7& 8
Loy, Yuridia
Bilingual Mentor
Mackin, Ronnie
Principal
MS
11
YES
Male
Caucasian
Major, Major
Language Arts 6
BA
2
YES
Female
Maxon, Eliza
Financial Secretary
BS
Female
Caucasian
African
American
McKinney, Amy
BA
2
YES
Female
Caucasian
BA
1
YES
Male
Hispanic
Owens, Rebecca
Math 6
ESL Language Arts
7&8
ESL Social Studies
6
MA
3
YES
Female
Caucasian
Ringold, Danielle
Social Studies 7
MA
3
Female
Caucasian
Riser, Kathleen
Music
BA
20
YES
Female
Rosser, Broen
Math 7
BA
2
YES
Female
Caucasian
African
American
Monterro, Modesto
Kingsbury Middle School
Memphis City Schools
Page 18 of 125
Saleem, Hassan
Health
MA
6
No
Male
African
American
Schuyler, Cassandra
Science 7
MA
6
YES
Female
Caucasian
Seemann, Danielle
Social Worker
MS
6
Female
Caucasian
Shearin, Elaine
Librarian
MA+45
34
YES
Female
Caucasian
Smith, Clifford D.
SPED Math
MA
10
YES
Male
Caucasian
Svoboda, Erin
Pre-Algebra 8
MA
2
YES
Female
Taylor, Mario
Business
BA
3
No
Male
Caucasian
African
American
Wells, Angela
Pre-Algebra 8
BA
10
YES
Female
Caucasian
Wicker, David
Social Studies 6
MS
11
YES
Male
Wilburn, Jesse
BS
Male
Willis, Yashira
ISS-Coordinator
ESL Language Arts
7&8
Caucasian
African
American
MA
4
YES
Female
Hispanic
Ybarra, Michelle
Math 6
BA
2
YES
Female
Young, Raquel
Vice-Principal
MA
8
YES
Female
Hispanic
African
American
Parent or Guardian Demographics
Education: Below are the 2000 US Census Educational Statistics for our zip code, 38122: These
are the most recent findings the bureau had available.
Educational Attainment
Population 25 years and over
Less than 9th grade
9th to 12th grade, no diploma
High school graduate (includes equivalency)
Some college, no degree
Associate Degree
Bachelor’s degree
Graduate or professional degree
Percent high school graduate or higher
Percent bachelor’s degree or higher
Number
16,612
1,495
2,964
5,475
3,809
744
1,369
756
Percent
100.0
9.0
17.8
33.0
22.9
4.5
8.2
4.6
73.2
12.8
Kingsbury Middle School
Memphis City Schools
Page 19 of 125
Household Income: Below are the 2000 US Census Economic Statistics for our zip code, 38122:
These are the most recent findings the bureau had available.
Income Distribution
Families
Less than $10,000
$10,000 - $14,999
$15,000 - $24,999
$25,000 - $34,999
$35,000 - $49,999
$50,000 - $74,999
$75,000 - $99,999
$100,000 - $149,999
$150,000 - $199,999
$200,000 or more
Median household income (dollars)
Number
6,148
546
341
956
1,106
1,319
1,275
418
135
19
33
35,906
Percent
100.0
8.9
5.5
15.5
18.0
21.5
20.7
6.8
2.2
0.3
0.5
Kingsbury provides opportunities for parents to share experiences, offer suggestions, and
participate in decisions related to the education of their children. Parents serve on the sitebased School Leadership Council and frequently serve as chaperones and volunteers for school
activities. Parents are encouraged to conference with teachers as they pick-up report cards
each nine weeks and as they deem necessary throughout the school year. Information
regarding school status and transfer choices according to No Child Left Behind is shared with
parents in a letter sent home at the beginning of the school year, and through two. Title I parent
meetings held at the start of the year as well. There is one AM meeting and one PM meeting
held to ensure that all parents have an opportunity to attend.
Community Characteristics
Kingsbury Middle High School is located in the 38122 zip code of Memphis, TN. The
approximate size of the community is twenty (20) square miles. The population of the area is
approximately 49,000 residents. The majority of the students at Kingsbury come from two zip
code areas in the city, 38122 and 38108. In zip code 38122, there are an estimated 4,600 African
Americans (20%), 17,400 Caucasians (74%), 1,100 Hispanics (5%), 50 Native Americans (less
than 1%), 300 Asians (1%), and 70 classified as other. In zip code 38108, there are 18,400
African Americans (74%), 6,300 Caucasians (25%), 200 Hispanics (1%), 30 Native Americans
(less than 1%), 60 Asians (less than 1%), and 30 classified as other. There are several private
schools that are associated with churches in the area. They include Gateway Christian School,
Harding Academy, Thrifthaven Academy, Macon Road Baptist Academy, and St. Michael’s
Catholic School. Students come to Kingsbury Middle School from the following feeder schools;
Kingsbury Elementary, Jackson Elementary, and Wells Station Elementary. Likewise, we also
have some seventh grade students that are zoned to Katie Bond take advantage of the District’s
final grade transfer.
Kingsbury Middle School
Memphis City Schools
Page 20 of 125
Primary employers in the community are Plough, Inc., Velsicol Chemical, Buckman
Laboratories, Sears, and other service related businesses. There are approximately 1,550
households with school-age children. Residents and organizations are actively involved and
supportive of our educational endeavors. They include Kroger, Gaisman Community Center,
Latino Memphis, Memphis Interfaith Association, Girls Incorporated, Boy Scouts of America,
Special Olympics of Tennessee, Memphis Works, Memphis Chapter for Independent Living,
Fogelman Scholars, Campus Crusade for Christ, Fellowship of Christian Athletes, Memphis
Fellowship Church, McDonald’s, Back Yard Burger, Super Cuts, and Wendy’s.
KMS gained Streets Ministries as community supporters in 2010-2011. In addition to Streets
Ministries continued support, The Anaya Foundation and Esperanza Communidad Cristiana
came on board as community supporters for the 2011-2012 school year.
Kingsbury Middle School
Memphis City Schools
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Component 1b
Academic & Non-Academic
Data Analysis
Kingsbury Middle School
Memphis City Schools
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Component 1b – Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures
List Data Sources
2010-11 No Child Left Behind (NCLB)
Annual Yearly Progress
2010-2011 TCAP Participation Rate
2010-2011 TCAP Data by subgroups
2010-2011 TCAP Writing Assessment
2010-2011 TCAP Alt
2010 – 2011 Discovery Education Assessments
2010-2011 Attendance Rate
2010-2011 Promotion Rate
2011-2012 Discipline Report
2011– 2012 Teacher Assessment of Student Needs
2011 – 2012 TELL Survey
1.5 Data Collection and Analysis
Data was collected from a variety of sources such as the Tennessee Department of Education, Memphis
City Schools Department of Research, Evaluation and Assessment, and other sources. Data was then
parceled out to the members of the Component 1 Committee to provide analysis, information, editing
and other input. Members of other Components and other teams were consulted as necessary.
A thorough data collection and consistent analysis are included with assessment methods described
and strengths and needs identified. Academic and non-academic data analysis was utilized to determine
the goals of the School Improvement Plan. Content area teachers worked by department teams to
review academic and nonacademic data for decision making regarding instruction and
assessment. Academic Data analyzed included NCLB AYP Detail Report, TCAP Achievement,
TCAP Writing Assessment, TCAP Participation Rate, District Discovery Education Assessments, and
SMS disciplinary data and Blue Ribbon/PBIS data website.
Kingsbury Middle School
Memphis City Schools
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Most of the academic data was disaggregated by the following subgroups:
 White
 Hispanic
 African-American
 Asian/Pacific Islander (less than 45)
 Economically Disadvantaged
 Students with Disabilities
 Limited English Proficient
 Student Gender
Non-Academic data included Attendance, Promotion Rate, Discipline, School Climate Surveys, State
Status Report and the Teacher Assessment of Student Needs.
The following strengths were identified:
 Student average daily attendance
 TCAP participation rate
 API subgroup performance in both Math and Language Arts on the 2011 TCAP Assessment.
The following needs were identified:
 African American, Hispanic, students with disabilities, and Limited English Proficient
subgroups scored below the benchmarks in both math and reading/language arts on the 2011
TCAP Assessment.
Kingsbury Middle School
Memphis City Schools
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1.6 Report Card Data Disaggregation
Report Card Data Disaggregation
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)
No Child Left Behind
NCLB
Status:
?
School Improvement 2
SCHOOL AYP Summary2010-2011
X Did not meet Federal x Did not meet Federal
Benchmark
Benchmark
<45 fewer than 45
students not reported
Math
All
AA
API
Hisp
White
ED
SWD
LEP
%Tested
98
99
100
99
96
99
98
99
15
All
13
AA
99
42
API
100
13
Hisp
99
20
White
95
15
ED
98
19
SWD
98
<5
LEP
99
31
64
28
39
32
36
13
%Prof/Adv
RLA
%Tested
?
98
%Prof/Adv
33
Met AYP?
No
Kingsbury Middle School
Memphis City Schools
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1.7 Narrative Synthesis of Data
No Child Left Behind Annual Yearly Progress Report
2010-2011 TCAP Participation Rate
The TCAP participation rate for Math and Reading/LA was ninety eight percent (98%) for the
school year.
Math
Ninety eight percent (98%) of the students took the math portion of the 2011 TCAP achievement
test. Of this fifty percent (50%) of all students were below basicand thirty-fivepercent ( 35%) of
all students were basic. Fifteen percent (15%) of all students scored proficient and advanced.
Fifty-two percent (52 %) of African American students were below basic and thirty-five percent
(35%) were basic. Fifty-two percent (52%) of Hispanic students were below basic and thirtyfive percent (35%) were basic. Forty-four percent (44%) of white students were below basic and
thirty-six percent (36%) were basic. Thiry-three percent (33%) of Asian/Pacific Islander
students scored were below basic and twenty-five percent (25%) scored basic. Fifty percent (50
%) of Economically Disadvantaged students were below basic and thirty-five percent (35%)
were basic. Sixty-five percent (65%) of Students with Disabilities scored below basicand
fifteen percent (15 %) were basic.
*The LEP subgroup data was suppressed in the basic and below basic category due to FERPA
regulations.
Language Arts
Ninety eight percent (98%) of the students took the Language Arts Plus Writing portion of the
2011 TCAP achievement test. Of this twenty-six(26%) of all students were below basic and
forty two percent ( 42%) of all students were basic. Thirty-three percent (33%) of all students
scored proficient and advanced. Thirty percent (30%) of African American students were below
basic and thirty-nine percent (39%) were basic. Twenty-six percent (26%) of Hispanic students
were below basic and forty-six percent (46%) were basic. ninteen percent (19%) of white
students were below basic and forty-two percent (42%) were basic. Fourteen percent (14%) of
Asian/Pacific Islander students scored were below basic and twenty-one percent (21%) scored
basic. Twenty-six percent (26 %) of Economically Disadvantaged students were below basic
and forty-two percent (42%) were basic. Forty-one percent (41%) of Students with Disabilities
scored below basicand twenty-four percent (24 %) were basic. Forty-one percent (41%) of
Limited English Proficient students were below basic and forty-five percent (45%) were basic.
2010-2011 TCAP Writing
Kingsbury Middle School
Memphis City Schools
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One hundred percent (100%) of 8th grade students took the Writing portion of the 2010 TCAP
achievement test. KMS scored (90%) overall on the TCAP Writing Assessment.
2010-2011 TCAP ALT
Three (3) students took TCAP-Alt in the 2010-2011 school year, one (1) seventh grade and two
(2) eighth grade students. One student was advanced and two were proficient
2011 – 2012 Discovery Education Formative Assessment
Math
Forty-five percent (45%) of 7th grade students were Below Basic on the Math Discovery
Formative Assessment A, seventy-three percent (73%) of 7th grade students were Below Basic
on Math Discovery Formative Assessment B. Fifty-one percent (51%) of 8th grade students
were Below Basic on the Math Discovery Formative Assessment A, sixty-two percent (62%) of
8th grade students were Below Basic on Math Discovery Formative Assessment B.
Thirty-five percent (35%) of 7th grade students were Basic on the Math Discovery Formative
Assessment A, nineteen percent (19%) of 7th grade students were Basic on Math Discovery
Formative Assessment B. Twenty-six percent (26%) of 8th grade students were Basic on the
Math Discovery Formative Assessment A, nineteen percent (19%) of 8th grade students were
Basic on Math Discovery Formative Assessment.
Findings: Seventh and eight grades’ academic performance decreased in math from Assessment
A to Assessment B for both Below Basic and Basic; however, eighth grade increased its
proficient level by 3 percent from Assessment A to B.
Language Arts
Forty-three percent (43%) of 7th grade students were Below Basic on the Reading Discovery
Formative Assessment A, fifty-two percent (52%) of 7th grade students were Below Basic on
Reading Discovery Formative Assessment B, Twenty percent (20%) of 8th grade students were
Below Basic on the Reading Discovery Formative Assessment A, thirty-two percent (32%) of 8th
grade students were Below Basic on Reading Discovery Formative Assessment B,
Thirty-seven percent (37%) of 7th grade students were Basic on the Reading Discovery
Formative Assessment A, Thirty-two percent (32%) of 7th grade students were Basic on Reading
Discovery Formative Assessment B. Fifty-one (51%) of 8th grade students were Basic on the
Reading Discovery Formative Assessment A, forty-six percent (46%) of 8th grade students were
Basic on Reading Discovery Formative Assessment B.
Kingsbury Middle School
Memphis City Schools
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Findings: Both grades academic performance decreased in Language Arts from Assessment A to
Assessment B for both Below Basic and Basic.
2011-2012Discipline Data
School-wide discipline issues have drastically decreased from 64% in 2007-2008
to 15% in 2011-2012. The general discipline procedures are outlined below in the
General Procedure for Dealing with Behavior Problems Chart. The comparative
charts on pages 28 and 29 illustrate the discipline for 2007-2011 and how it has
improved overall at KMS.
General Procedure for Dealing with Problem Behaviors
Kingsbury Middle School
Memphis City Schools
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Kingsbury Middle School
Memphis City Schools
Page 29 of 125
Kingsbury Middle School
Memphis City Schools
Page 30 of 125
PBIS 3-Tier Models for Kingsbury Middle for the Previous Three
School Years
7%
100%
6%
22%
90%
28%
80%
70%
21%
42%
60%
50%
73%
65%
40%
36%
30%
20%
10%
0%
2007-08
100%
2008-09
5%
6%
15%
90%
21%
2009-10
1%
14%
80%
Kingsbury Middle School
70%
60%
50%
79%
40%
30%
73%
20%
84%
10%
0%
MCS District
2010-11
2009-10
2010-11
Data Sources: SMS disciplinary data and Blue Ribbon/PBIS data website.
Kingsbury Middle School
Memphis City Schools
Page 31 of 125
Comprehensive Needs Assessment
A comprehensive needs assessment was done and the majority of students teachers and parents
feel that quality teaching and learning is taking place in a safe educational environment.
Teachers work together in teams to analyze and plan for student successKMS reviews the
results of the school’s compresive needs assessment through intense data analysis in faculty
meetings, grade level meetings, and content specific PLC’s to determine the area of needed
improvement for the school as a comprehensive unit.
TELL Tennessee Survey
KMS Teachers completed the TELL Tennessee Survey. TELL stands for Teaching Empowering
and Leading Learning. This is a statewide survey of school based educators to assess teaching
conditions at the school, district and state level. The results from the survey are necessary to
ensure students achieve at the highest levels.
The data from the TELL survey revealed that teachers saw the following as the highest areas of
need for KMS:







Parents/guardians being influential decision makers in this school.
Teachers being allowed to focus on educating students with minimal interruptions.
Students following rules of conduct.
State assessment data being available in time to impact instructional practices.
Professional development that provides teachers with strategies to involve families and
other community members as active partners in their children's education.
Reasonable class sizes that allow teachers time available to meet the needs of
all students.
Access to office equipment and supplies such as copy machines, paper, pens etc....
These seven highest areas of needs are in order from greatest to least need.
Kingsbury Middle School
Memphis City Schools
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1.8: Prioritized List of Goal Targets
Prioritized List of Goal Targets
Goal 1: Kingsbury Middle School will move the Proficient and Advanced performance levels in
Mathematics for the ALL subgroup from 15% (fifteen percent) in 2010-2011 to 26% (twenty six
percent) in 2011-2012 and to 36% (thirty-six percent) by EOY 2012-2013. These goals meet and
exceed Safe Harbor as detailed in the in the No Child Left Behind academic benchmarks.






Move Proficient and Advanced level of White Students from 20% in
2010-2011 to 31% by EOY 2011-2012 and to 42% by EOY 20122013.
Move Proficient and Advanced level of Hispanic Students from 13%
in 2010-2011 to 23% by EOY 2011-2012 and to 33% by EOY 20122013.
Move Proficient and Advanced level of African-American Students
from 13% in 2010-2011 to 23% by EOY 2011-2012 and to 33% by
EOY 2012-2013.
Move Proficient and Advanced level of Economically Disadvantaged
Students from 15% in 2010-2011 to 26% by EOY 2011-2012 and to
36% by EOY 2012-2013.
Move Proficient and Advanced level of Students With Disabilities
Students from 19% in 2010-2011 to 30% by EOY 2011-2012 and to
40 %by EOY 2012-2013.
Move Proficient and Advanced level of Limited English Proficient
Students from 5% in 2010-2011 to 17% by EOY 2011-2012 and to
27% by EOY 2012-2013.
.
Goal 2: Kingsbury Middle School will move the Proficient and Advanced performance levels in
Reading/Language Arts for the ALL subgroup from 33% (thirty three percent) in 2010-2011 to
44% (forty four percent) in 2011-2012 and to 55%(fifty five percent) in 2012-2013. These goals
meet and exceed Safe Harbor as detailed in the in the No Child Left Behind academic
benchmarks.


Move Proficient and Advanced level of White Students from 39% in
2010-2011 to 50% by EOY 2011-2012 and to 60 % by EOY 20122013.
Move Proficient and Advanced level of Hispanic Students from 28%
in 2010-2011 to 39% by EOY 2011-2012 and to 50% by EOY 20122013
Kingsbury Middle School
Memphis City Schools
Page 33 of 125




Move Proficient and Advanced level of African-American Students
from 31% in 2010-2011 to 42% by EOY 2011-2012 and to 52% by
EOY 2012-2013.
Move Proficient and Advanced level of Economically Disadvantaged
Students from 32% in 2010-2011 to 43% by EOY 2011-2012 and to
54% by EOY 2012-2013.
Move Proficient and Advanced level of Students With Disabilities
from 36% in 2010-2011 to 46% by EOY 2011-2012 and to 56% by
EOY 2012-2013.
Move Proficient and Advanced level of Limited English Proficient
Students from 13% in 2010- 2011 to 24% by EOY 2011-2012 and to
34% by EOY 2012-2013.
Goal 3: To maintain or exceed 2010-2011 students’ attendance percentage of ninety-three
percent (93%) for the 2011-2012 school year and have at least a ninety-five (95%) attendance
rate for the 2012-2013 school year as detailed in the No Child Left Behind non-academic
benchmarks.
Kingsbury Middle School
Memphis City Schools
Page 34 of 125
Component 2
Beliefs, Mission,
&
Vision
Kingsbury Middle School
Memphis City Schools
Page 35 of 125
Component 2 – Beliefs, Common Mission and Shared Vision
Beliefs
All stakeholders collaborated to ensure Kingsbury Middle School belief statements were
clearly stated and easily understood.
 We believe that ALL students regardless of race, ethnicity, or
socioeconomic status are capable of learning at high academic levels with
the support and guidance of all stakeholders.
 We believe in implementing high quality instruction, using research based
teaching strategies, and effective practices that encourage students to be
actively involved in problem solving and producing quality work.
 We believe in providing students with routines and procedures to ensure that
they meet their fullest academic potential.
 We believe that keeping parents and other community support systems
informed and involved in the educational process will foster the academic,
social, and emotional growth of all students.
 We believe that parents are the most valuable support system in promoting
our students desire to learn.
 We believe that holding students accountable for their learning will assist
them in becoming lifelong learners.
 We believe that having high expectations for ALL students, faculty, and
staff will assist KMS in meeting all academic and nonacademic benchmarks.
Common Mission
Our mission at Kingsbury Middle School is to create an environment in which academic
excellence is achieved and sustained by maintaining high expectations for every student,
appreciating the diversity of our student body, and being responsible for our own actions.
Knowledge, Multiculturalism and Strong Character are the three pillars of Kingsbury Middle
School’s community.
Kingsbury Middle School
Memphis City Schools
Page 36 of 125
Shared Vision
At Kingsbury Middle School we will empower our students with the ability to think analytically,
solve problems, and succeed in our diverse society. We will nurture our students’ creative talents
by offering challenging data-driven instruction and providing opportunities for both academic
and non-academic success. We envision our students leaving Kingsbury proficient in ALL
subjects equipped with the ability to read and write effectively. The faculty and staff of
Kingsbury will work diligently to promote positive relationships, academic results, and
responsibility for each other and the community.
Kingsbury Middle School
Memphis City Schools
Page 37 of 125
Component 3
Curriculum, Instructional,
&
Organizational
Effectiveness
Kingsbury Middle School
Memphis City Schools
Page 38 of 125
TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices
Policies and practices to ensure all students meet the state’s proficient level
(Rubric Indicators 3.1 and 3.2)
Current
Curricular
Practices
School uses the TN Dept of Ed
state approved standards and
provides training to staff in
the use of the standards.
Evidence of
Practice (State in
definitive/tangible
terms)
Teachers receive training on strategies
that emphasize improving
achievement of the lowest performing
students.
Kingsbury Middle School uses the
Memphis City Schools’ curriculum
and State Performance Indicators. The
MCS curriculum is aligned with local,
state and federal (NCLB) standards,
and it addresses benchmark tests
(TCAP, Discovery, SRI, and
EXPLORE), and attendance to ensure
all students satisfy the state’s
proficiency requirements.
These practices are evident through:
 MCS Scope and Sequence
Instructional Maps (grade level and
content specific)
 Content Specific/ SPI driven
Syllabus (Posted in each teacher’s
classroom and is aligned with MCS
Scope and Sequence Instructional
Map which curtails student
academic challenges that are related
to district-wide transient trends.)
Curriculum is prioritized
and mapped.
KMS uses the MCS curriculum
which is mapped, prioritized, and
aligned at all grade levels with
state standards. These practices
are evident through:
 Posted 9-weeks syllabus,
which demonstrates pacing,
activities, and development of
lessons/unit plans.
 Practices that emphasize
improving achievement of the
lowest performing students,
while providing opportunities
for other students to excel as
well.
School has established schoolwide student achievement
benchmarks.
KMS administration uses the SelfDirected Improvement system (SDIS) to
establish specific achievement goals for
the school, content areas and individual
classroom teachers. These goals are
subject, growth, and sub-group specific
(KMS sub-groups include White, African
American, Hispanic, Asian/Pacific
Islander, Native American, Students with
Disabilities, English Language Learners,
and Economically Disadvantaged)
School has implemented a
grade appropriate cohesive
standards based model for
literacy.
KMS utilizes the MCS curriculum,
which satisfies the need for reading
and writing proficiency in multiple
settings.
KMS tailors this curriculum to
assist all students and differentiates
to meet all learning styles within our
diverse population.
KMS provides writing workshops
using Folio data to address student
specific writing deficiencies. These
workshops are conducted as
learning stations and students attend
with their same-ability level group.
Additional literacy support is
provided to ensure students achieve
at least proficiency through
Saturday TCAP language
arts/writing workshops held in the
spring of each year.
Each student has an enrichment
Kingsbury Middle School
Memphis City Schools
Page 39 of 125
 Assessment Data meetings with
principal (individually, grade level,
and school-wide).
 School-wide board configuration
(lesson specific agenda, state
performance indicator, objective,
and essential question).
period, which currently focuses on
standards based literacy in addition
to their regular language arts class.
KMS has implemented a schoolwide graphic organizer to assist
students in their writing
development which fosters writing
growth as they progress through
school.
Training of staff in the use of these
standards occurs during district and
school in-service, school-wide
professional development, the MCS
mentoring program, Title I Facilitator
new teacher orientation, and
additional learning opportunities
provided by the Northeast regional
monthly PD and MCS district-wide
PD.
Is the current
practice researchbased?
Is it a principle &
practice of highperforming
schools?
Has the current
practice been
effective or
ineffective?
What data
source(s) do you
have that support
your answer?
(identify all
applicable
KMS utilizes Special Education
teachers in appropriate language arts
classes to co-teach using standardsbased instruction.
The KMS Special Education
department holds a daily Tutorial
English class, with is held in
addition to their general language
arts class, for students with an IEPs
that requires literacy interventions.
Yes, the instructional strategies are
based on current and reliable
research.
Yes, the instructional strategies are
based on current and reliable research.
Yes, the instructional strategies
are based on current and reliable
research.
Yes, the instructional strategies are based
on current and reliable research.
Yes, it is a principal and practice of
high-performing schools.
Yes, it is a principal and practice
of high-performing schools.
Yes, it is a principal and practice of highperforming schools.
Yes, it is a principal and practice of
high-performing schools.
Effective.
Effective.
Effective.
Effective.
 Discovery ThinkLink Data
 8th Grade TCAP Writing
Assessment
 ELDA (English Language
Development Assessment)
 Folio Writing
 Posted Syllabus
 Discovery Assessment which
is aligned with MCS pacing
guides.
 TCAP Data (Include Portfolio and
Writing Assessment
 Discovery Assessment Data
 Folio Writing Assessment
 SDIS Map
 Folio Assessments
 TCAP writing assessment scores
Kingsbury Middle School
Memphis City Schools
Page 40 of 125
sources)
Evidence of
effectiveness or
ineffectiveness
(State in terms of
quantifiable
improvement)
Evidence of
equitable school
support for this
practice
 TCAP Item Sampler (used as a
diagnostic and student progress
towards TCAP)
 Comprehensive semester/final
exams and classroom assessment
 Student Specific Prior TCAP data
 Teacher Specific Prior TCAP data
 KMS has consistently showed
gains on the TCAP writing
assessment.
KMS has also shown growth on State
Benchmark testing. The State Report
Card indicates that KMS scored:
 33% Proficient or Advanced
overall in Language Arts
 9% Proficient or Advanced overall
in Math
 KMS teams have common
planning periods and weekly team
meetings.
 KMS teachers meet monthly in
content area PLCs, which are also
cross-grade level.
 KMS teachers comply with district
required professional development
hours.
 KMS teachers attend school-wide
assessment data meetings, PLCs and
professional developments.
 KMS teachers rotate based on need
and subject area attending out-oftown professional conferences as
well as district held professional
developments.
 KMS has consistently showed
gains on the TCAP writing
assessment.
KMS has also shown growth on
State Benchmark testing. The
State Report Card indicates that
KMS scored:
 33% Proficient or Advanced
overall in Language Arts
 9% Proficient or Advanced
overall in Math
 KMS teams have common
planning periods and weekly
team meetings.
 KMS teachers meet monthly in
content area PLCs, which are
also cross-grade level.
 KMS teachers comply with
district required professional
development hours.
 KMS teachers attend schoolwide assessment data meetings,
PLCs and professional
developments.
 KMS teachers rotate based on
need and subject area attending
out-of-town professional
conferences as well as district
 KMS has consistently showed gains
on the TCAP writing assessment.
KMS has also shown growth on State
Benchmark testing. The State Report
Card indicates that KMS scored:
 33% Proficient or Advanced overall
in Language Arts
 9% Proficient or Advanced overall in
Math
 KMS teams have common planning
periods and weekly team meetings.
 KMS teachers meet monthly in
content area PLCs, which are also
cross-grade level.
 KMS teachers comply with district
required professional development
hours.
 KMS teachers attend school-wide
assessment data meetings, PLCs and
professional developments.
 KMS teachers rotate based on need
and subject area attending out-of-town
professional conferences as well as
district held professional developments.
 KMS administration examines the
following protocols:
 33% Proficient or Advanced
overall in Language Arts
 KMS has consistently showed
gains on the TCAP writing
assessment.
 KMS is integrating reading
comprehension and writing into
all content areas in order to
increase TCAP Language Arts’
scores.
 Language Arts teachers utilize
high levels of Bloom’s Taxonomy
strategies to promote rigor and
drive instruction.
 Content area meeting minutes
are completed and filed as
documentation.
 School-wide professional
development focusing on
literacy strategies; these
sessions have been conducted
by KMS teachers and district
personnel.
Kingsbury Middle School
Memphis City Schools
Page 41 of 125
 KMS administration examines the
following protocols:
 school-wide board configuration
 syllabi posting
 district curriculum map
alignment
Next Step
(changes or
continuations)
Current
Curricular
Practices
Evidence of
Practice (State in
definitive/tangible
terms)
 KMS will continue to use data
driven instruction and researchbased best practices such as team
meetings, PLCs, etc.
 KMS will also continue to use the
MCS curriculum and SPIs.
 KMS will also continue to use the
resources and training provided by
MCS to effectively use the
curriculum and meet the needs of
our stakeholders.
School has implemented a grade appropriate
cohesive standards based model for
mathematics.
held professional developments.
 KMS administration examines
the following protocols:
 school-wide board
configuration
 syllabi posting
 district curriculum map
alignment
 KMS will prepare for
implementation of Common
Core Standards
 KMS will continue to use data
driven instruction and researchbased best practices such as
team meetings, PLCs, etc.
 KMS will also continue to use
the MCS curriculum and SPIs.
 KMS will also continue to use
the resources and training
provided by MCS to effectively
use the curriculum and meet the
needs of our stakeholders.
School has implemented formative
assessment aligned with the school
benchmarks.
KMS utilizes the MCS curriculum,
which satisfies the need for math
implementation for each grade level.
KMS administers the TCAP,
TCAP writing, and TCAP
portfolio assessment every year.
KMS tailors this curriculum to assist
all students and differentiates to meet
all learning styles within our diverse
population.
KMS administers school/district
benchmarks such as Folio writing,
Discovery, Scholastic Reading
Inventory, and EXPLORE.
KMS complies with the Stanford
Math district mandates.
KMS uses all formative
assessments to implement a plan
 school-wide board configuration
 syllabi posting
 district curriculum map alignment
 KMS will update the SDIS map
quarterly
 KMS will continue to assess all
students on benchmarks and analyze
data to improve instruction
 KMS will continue to use data to
create differentiated individualized
intervention plans to increase student
achievement on benchmarks.
 KMS will continue all common
planning/content meetings.
 KMS will continue all of the
above practices.
 KMS will continue to attend
district literacy and out of town
workshops to provide our students
with more rigor.
 KMS will send teams to newly
developed district workshops that
focus on rigor.
Monitoring is in place for enhancing the
Support system is in place for enhancing the
quality of curriculum and instruction.
quality of curriculum and instruction.
KMS provides new teachers with a school
mentor ensuring that they all have the
necessary support to meet and enhance
school and district requirements in regard
to curriculum and instruction.
KMS has an Instructional Facilitator on
site that assists and supports all teachers
in the implementation of curriculum and
instruction.
Monitoring procedures are in
place to enhance the quality
of curriculum and instruction.
These practices are evident through:
 District Level Walk Throughs
 Administrative and Instructional
 Facilitator Walk Throughs
 Posted Syllabi
 Leadership Team (A KMS teacher
lead organization that monitors
Kingsbury Middle School
Memphis City Schools
Page 42 of 125
for interventions.
Additional math support is provided
to ensure students achieve at least
proficiency through Saturday TCAP
math workshops held in the spring of
each year.
KMS faculty participates in
intensive data meetings for pacing
results with reflective questions
for each teacher after each
formative assessment.
KMS’s Instructional Facilitator provides
resources to ensure that instructional
practices emphasize improving
achievement of the lowest performing
students. This is implemented through
extended learning opportunities and
supplemental materials.
and supports curriculum and
instruction school-wide.)
KMS utilizes Special Education
teachers in appropriate math classes to
co-teach using standards-based
instruction.
Is the current
practice researchbased?
Is it a principle &
practice of highperforming
schools?
Has the current
practice been
effective or
ineffective?
Yes, the instructional strategies are
based on current and reliable research.
Yes, the instructional strategies
are based on current and reliable
research.
Yes, the instructional strategies are based
on current and reliable research.
Yes, the instructional strategies are
based on current and reliable
research.
Yes, it is a principal and practice of
high-performing schools.
Yes, it is a principal and practice
of high-performing schools.
Yes, it is a principal and practice of highperforming schools.
Yes, it is a principal and practice of
high-performing schools.
Effective.
Effective.
Effective.
Effective.
 Discovery ThinkLink Data
 8th Grade TCAP Writing
Assessment
 ELDA (English Language
Development Assessment)
 Folio Writing
 TCAP Item Sampler (used as a
diagnostic and student progress
towards TCAP)
 Comprehensive semester/final
exams and classroom
assessment
 Student Specific Prior TCAP
data
Teacher Specific Prior TCAP data
The Memphis City Schools’ Mentoring
Program with weekly district monitoring
forms, quarterly observations, and
mentor/mentee informal feedback
meetings.
 Stanford Math Reports
 Discovery benchmark assessments
What data
source(s) do you
have that support
your answer?
(identify all
applicable
sources)




Leadership team minutes
District walk through notes
Administrative observation notes
Teacher evaluation forms
KMS Instructional Facilitator maintains a
current PD file that includes agendas and
sign-in forms.
Classroom Observation Monitoring
Forms
Administrative teacher evaluations
Kingsbury Middle School
Memphis City Schools
Page 43 of 125
 9% Proficient or Advanced overall
in Math
Evidence of
effectiveness or
ineffectiveness
(State in terms of
quantifiable
improvement)
 KMS is integrating
InteractMath.com into the
classroom regularly (Pearson
tutorials with online technology).
 KMS has intensive data meetings
for pacing results.
Evidence of
equitable school
support for this
practice
 KMS has consistently showed
gains on the TCAP writing
assessment.
KMS has also shown growth on
State Benchmark testing. The
State Report Card indicates that
KMS scored:
 33% Proficient or Advanced
overall in Language Arts
 9% Proficient or Advanced
overall in Math
 KMS has consistently showed gains
on the TCAP writing assessment.
KMS has also shown growth on State
Benchmark testing. The State Report
Card indicates that KMS scored:
 33% Proficient or Advanced overall
in Language Arts
 9% Proficient or Advanced overall in
Math
 KMS has consistently showed
gains on the TCAP writing
assessment.
KMS has also shown growth on
State Benchmark testing. The State
Report Card indicates that KMS
scored:
 33% Proficient or Advanced
overall in Language Arts
 9% Proficient or Advanced
overall in Math
 KMS teams have common
planning periods and weekly
team meetings.
 KMS teachers meet monthly in
content area PLCs, which are
also cross-grade level.
 KMS teachers comply with
district required professional
development hours.
 KMS teachers attend schoolwide assessment data meetings,
PLCs and professional
developments.
 KMS teachers rotate based on
need and subject area attending
out-of-town professional
conferences as well as district
held professional developments.
 KMS administration examines
the following protocols:
 school-wide board
configuration
 syllabi posting
district curriculum map
 KMS teams have common planning
periods and weekly team meetings.
 KMS teachers meet monthly in
content area PLCs, which are also
cross-grade level.
 KMS teachers comply with district
required professional development
hours.
 KMS teachers attend school-wide
assessment data meetings, PLCs and
professional developments.
 KMS teachers rotate based on need
and subject area attending out-of-town
professional conferences as well as
district held professional
developments
 KMS administration examines the
following protocols:
 school-wide board configuration
 syllabi posting
district curriculum map alignment
 KMS teams have common
planning periods and weekly team
meetings.
 KMS teachers meet monthly in
content area PLCs, which are also
cross-grade level.
 KMS teachers comply with
district required professional
development hours.
 KMS teachers attend schoolwide assessment data meetings,
PLCs and professional
developments.
 KMS teachers rotate based on
need and subject area attending
out-of-town professional
conferences as well as district
held professional developments.
 KMS administration examines
the following protocols:
 school-wide board
configuration
 syllabi posting
district curriculum map alignment
Kingsbury Middle School
Memphis City Schools
Page 44 of 125
alignment
 KMS will continue all of the above
practices.
 KMS will continue to attend
district and out of town math
workshops to provide our students
with more rigor.
 KMS will continue to analyze math
data and ask reflective questions to
assist with meeting standards.
 KMS will continue school-wide
Stanford math implementation.
 KMS will continue to use best
teaching practices that align with
math standards.
 KMS will continue to assess
all students on benchmarks and
analyze the data as it pertains to
individual teachers, teams and
school wide progress towards
academic goals.
 KMS will continue to use data
to create differentiated
individualized intervention
plans to increase student
achievement on benchmarks.
 KMS will continue to use data driven
instruction and research-based best
practices such as team meetings, PLCs,
etc.
 KMS will also continue to use the
MCS curriculum and SPIs.
 KMS will also continue to use the
resources and training provided by
MCS to effectively use the curriculum
and meet the needs of our stakeholders
 KMS will continue to have an
Instructional Facilitator and continue to
participate in the MCS Mentoring
Program.
 KMS will continue all of the
above practices.
 KMS faculty & administration
will continue to attend district
literacy and out of town
workshops to provide our students
with more rigor.
 KMS will send teams to newly
developed district workshops that
focus on rigor.
Kingsbury Middle School
Memphis City Schools
Page 45 of 125
Kingsbury Middle School
Memphis City Schools
Page 46 of 125
TEMPLATE 3.1.b: Curriculum Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to curricular practices, also to be recorded in Template 3.1.b.
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
Current Utilization of Resources
TIME
 Practices that emphasize improving achievement of the lowest performing students,
 The scheduling of instructional time is developed so each student receives 90 minutes of
literacy and math instruction daily. Students receive 90 minutes of science/social
studies instruction every other day. Students with an IEP that specifies literacy
interventions receive 45 minutes of specialized literacy instruction in a class titled
“Tutorial English”. Through data meetings, students identified as below basic and basic
in content areas such as math and language arts, are grouped and receive interventions in
a 45 minute enrichment period. These groups are rotated once new assessment data
becomes available. Programs such as Reading Plus, EPGY Stanford Math,
InteractMath.com, Head Sprout, and Failure Free Reading are utilized to maximize the
efficiency of instructional interventions. Support classes at KMS include: P.E., band,
business, orchestra, and Facing History. Students attend support classes daily for 45
minutes. Extended learning opportunities are also available through after school
programs, Saturday School, and Summer Extended Year.
 KMS teachers attend professional development year round ensuring growth in areas of
standards based curriculum and instruction.
 KMS teachers have weekly common planning time to share strategies and resources for
improving standards based instruction. Teachers collaborate, analyze data, and share
best practices for their group of students.
 KMS teachers meet every Wednesday for a one-hour Faculty PLC or content area PLC
to discuss data, instruction, and current implementation of the curriculum.
MONEY
 KMS is primarily funded through Title I and Site-Based budgets. Funding received from
Title I is based on the students’ socio-economic status and the Site-Based budget is
based on enrollment numbers.
 Title I funds assist with additional staff at KMS, technology, professional/staff
development, material and supplies, and parental involvement opportunities.
 Substitutes, athletics, clubs, and office supplies are possible by the Site-Based budget.
Kingsbury Middle School
Memphis City Schools
Page 47 of 125


Each teacher is allotted $300 (in two disbursements- Fall/Spring) for instructional
materials with a portion ($100) of that amount going toward copying supplies and large
items. Administration, teachers, guidance counselors, part-time teachers , substitutes and
Extended Year teachers are also paid through the district budget.
KMS media center receives a bi-annual RIF grant that enables students receive free
books for ownership.
In order to effectively increase standards based instruction funding is provided to update
instructional materials as well as recent technological advances. (e-beam, Smart Boards,
and software that facilitates rigorous instruction)
PERSONNEL
 Kingsbury Middle School Faculty consists of 30 teachers (5 special education teachers,
5 exploratory teachers, and 20 regular education teachers), 1 instructional facilitator, 1
media specialist, 1 paraprofessional, 1 medical nurse (specifically assigned to one
student), 1 In-School-Suspension Coordinator, 1 social worker, 1 guidance counselor, 1
speech language teacher, 1 bilingual mentor specialist and 3 secretaries (financial,
attendance, and general office).
 Kingsbury middle school also has a school nurse that is here regularly on Thursdays and
also on call as needed.
OTHER RESOURCES
 Streets Ministries provides mentoring, tutoring, and recreational opportunities after
school for KMS students and their families.
 Professionals from the community during Think Show, career week, and various events
held at KMS.
 Teachers use the Tennessee State Department website, Discovery Education, Edusoft,
BrainPop, TCAP coach workbooks, and Internet for Classrooms to prepare students for
state assessments, and supplement instruction.
Optimal Utilization of Resources
TIME
 Parent-Connect should be utilized to its fullest potential so that parents can regularly see
their student’s academic and behavior progress.
 Common planning time is needed for co-teachers to collaborate (Professional
Development).
 Common planning time is needed for special education teachers and ESL teachers to
meet as a department (Professional Development).
MONEY
 Additional funds are needed to update teacher stations.
 More funds are needed for student Think Shows.
 Additional funds are needed to update the facilities for day-to-day operations (lockers,
painting, aesthetics, and marquee).
PERSONNEL
Kingsbury Middle School
Memphis City Schools
Page 48 of 125


KMS would benefit from site-based literacy and math coaches, as well as a behavior
specialist.
Additional classroom paraprofessionals are needed to assist in implementing quality
instruction in classrooms special needs students.
OTHER RESOURCES



A Kingsbury Middle School computer lab would benefit our school and students.
A parent advocate is needed to concentrate full-time on recruiting, supporting, and
advocating, community and parental support.
A full-time social worker would also benefit KMS students well being through the
programs such as anger-management, problem-solving, and social development.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Yes- All teachers comply with the district mandated curriculum and submit syllabi each nine
weeks to the Instructional facilitator for verification and to ensure alignment with the
curriculum. The instructional facilitator communicates with teachers regarding the quality of
their syllabus, providing constructive feedback if necessary. Grade verification is completed by
administration twice a quarter and parent communication logs are submitted by teachers
quarterly. Teachers have access to the curriculum maps, the TDE curriculum standards as well
as the KMS master schedule.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Yes- Administration meets regularly with classroom teachers to appropriately allocate the
allotted funds ensuring quality student work. The Title I facilitator and the leadership team
meet with administration to determine the greatest need for allocation of funds.
Based on the data, are we accurately meeting the needs of all students in our school?
Although KMS has shown growth and is making every effort to meet the needs of our diverse
student population, we did not satisfy this year’s AMO benchmark.
Students identified as below basic and basic in content areas such as math and language arts are
provided interventions and extended learning opportunities based on predetermined learning
needs.
Kingsbury Middle School
Memphis City Schools
Page 49 of 125
TEMPLATE 3.1.c: Curricular Summary Questions
The following summary questions are related to curriculum. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 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?
Kingsbury Middle Schools’ strengths are as follows:
 Analyzing and evaluating benchmark data as it pertains to individual teachers, gradelevel, content areas, teams, and whole-school achievement.
 Aligning our instruction with State and District standards and curriculum maps.
Evidence of this is shown in our observations, posted syllabi, board configuration, and
our assessment data.
 Implementing research-based practices such as common planning time, PLCs, teaming,
and differentiated instruction.
 Professional developments are teacher led to share the strengths of faculty.
 School environment exemplifies high level of professionalism and mutual respect that
foster high morale amongst the staff.
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know.
According to the TELL Tennessee survey data, Kingsbury Middle School’s major challenges
are as follows:
 Reasonable class size that allow teachers time to meet the needs of all students.
 Parent involvement
 Teachers focusing on classroom instruction with minimal interruptions.
 Students following rules and conduct.
 State assessment data being available in a timely manner to impact instructional
practices.
 Access to office supplies such as copy machines, paper, pens, etc.
 The Diversity/Socio-economic status of the students in our school requires teachers to
creatively reach all students and advance them through the curriculum and maintaining
rigorous classroom instruction while facing the challenges of students’ respecting each
other’s background.
 Having a transient student population is a major challenge that requires utilizing the
curriculum map as a guide and modifying instruction in order to minimize the impact of
the problems faced by transient students.
 Responsible for serving a large, diverse SPED population consisting of both inclusion,
self-contained, pull-out (Tutorial English), and non-assisted classes (Science and Social
Studies)
Kingsbury Middle School
Memphis City Schools
Page 50 of 125
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
Kingsbury Middle School will address our challenges in the following ways:
 Utilizing Title I resources to hire additional teachers to lower student/teacher ratio.
 Establishing a PTA, continuing to have an annual family night, and communicating
more with stakeholders via flyers, hallway information station, and updating the website
regularly.
 By holding parent conferences/meeting requests only during planning periods and
communicating planning period hours to office staff, unnecessary interruptions will be
minimized and teachers will have more quality time for instruction.
 A silent, single-file line hallway protocol has been put in place to minimize hallway
misbehavior. To pro-actively address negative behavior, a school discipline tracker is
used by each teacher to intervene with student behavior and misconduct.
 The state satisfied the challenge of receiving test scores in a timelier manner by
providing schools with data at the end of last year’s school year. We satisfied this
challenge by entering our own discovery data. We will continue to enter our own data to
ensure that timely receipt of results can drive instruction.
 Instructional facilitator will actively recruit stakeholders to assist in satisfying teachers’
needs of including families and having them more active in their children’s education.
 Administration will address the needs of individual teachers in regard to duplication of
material, allowing them a higher copy allotment if necessary.
 The school counselor implemented character building to all students to address the
challenge of diversity amongst our population. We also hold whole-school morning
meetings monthly to address concerns and celebrate student successes.
 Teachers will continue to receive professional development in areas of teaching ESL
students, students of low economic status, and incorporating
differentiation/technology/multiple intelligences into their instruction to help with
diversity and a high SPED population.
 Continue using a district wide curriculum and implementing Common Core standards
into our teaching will help reduce transient issues.
Kingsbury Middle School
Memphis City Schools
Page 51 of 125
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current
Instructional
Practices
Evidence of Practice
(State in
definitive/tangible terms)
Classroom organization
and management
techniques support the
learning process.
KMS teachers have implemented
various classroom organization
and management techniques to
support the learning process.
These practices aim to create
routines and procedures that
promote a stable and functional
learning environment. These
practices are evident through:
 School Rules posted
throughout the school in two
languages.
 All classrooms have rules,
consequences, and rewards
posted
 Procedures are implemented at
varying degrees to aid with
consistency for students.
 Many teachers use “Student
classroom jobs” to encourage
student investment and
ownership of the classroom.
 Classrooms are print rich,
include cross-curriculum
libraries.
Teaching process is datadriven.
KMS utilizes data to drive
instruction, determine
interventions strategies, and
differentiate instruction. These
practices are evident through:
 Syllabi
 Data, content, and team
meeting (Professional
Development)
 Stanford Math
Students are actively
engaged in high quality
learning environments
as supported by higher
order thinking.
KMS teachers develop high
quality lessons and engaging
instruction that is challenging
to the all students. Adjusting
rigor to challenge student at
their current learning levels.
Students are provided with
multiple opportunities to
receive additional assistance
to improve their learning
beyond the initial classroom
instruction.
KMS provides numerous
opportunities for students to receive
additional assistance outside the
initial classroom. These practices
are evident through:
 After school tutoring
 Stanford Math
 Reading Plus
 Failure Free Reading
 Headsprout
 Saturday Workshops for TCAP,
writing, and math
 “This is My Country” Grant
through After School Memphis
 Pathways-afterschool mentoring
and Tutorial program
 Peer
Tutoring-White Station High
students tutor 8th grade Pre-Algebra
students
Kingsbury Middle School
Memphis City Schools
Page 52 of 125
Yes
Yes
Yes
Yes
Is it a principle &
practice of highperforming schools?
Yes
Yes
Yes
Yes
Has the current practice
been effective or
ineffective?
Effective
Effective
Effective
Effective
Is the current practice
research-based?
What data source(s) do
you have that support
your answer? (identify
all applicable sources)
 Student Discipline Tracker
Log
 District Walk through Forms
 Classroom Report Cards




Meeting minutes
Discovery Assessment
TCAP
Classroom Assessments




Discovery Assessments
Stanford Math Data
Reading Plus Data
Failure Free Reading Data
 Headsprout Data
 Formative Assessments
 TCAP Achievement Test
 TEM Observation
 Stanford Math Data
 Reading Plus Data
 Failure Free Reading Data
 Headsprout Data
 Formative Assessments
Results
Evidence of
effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Effective
 Decreased number of
discipline referrals for major
infractions for the previous three
years.
 Increased number of students
on grade level.
 Reduced number of referrals
submitted to the office.
Effective
KMS has consistently showed
gains on the TCAP writing
assessment
Increased overall performance in
Science and Social Studies on
the TCAP Assessment.
Meet Language Arts AYP goal
in the ALL, API, and White
categories and Math AYP in the
API subgroup on the 2010-2011
TCAP Assessment.
Effective
KMS has consistently showed
gains on the TCAP writing
assessment
Increased overall performance
in Science and Social Studies
on the TCAP Assessment.
Meet Language Arts AYP goal
in the ALL, API, and White
categories and Math AYP in the
API subgroup on the 20102011 TCAP Assessment.
Ineffective:
Did not meet AYP in LA on the
TCAP Assessment in the
following subgroups:
Black
Hispanic
Ineffective:
Did not meet AYP in LA on the
TCAP Assessment in the
following subgroups:
Black
Hispanic
Effective
KMS has consistently showed gains
on the TCAP writing assessment
Increased overall performance in
Science and Social Studies on the
TCAP Assessment.
Meet Language Arts AYP goal in
the ALL, API, and White categories
and Math AYP in the API subgroup
on the 2010-2011 TCAP
Assessment.
Ineffective:
Did not meet AYP in LA on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
White
Kingsbury Middle School
Memphis City Schools
Page 53 of 125
Evidence of equitable
school support for this
practice
 Professional development is
provided by the district to assist
teachers with management and
learning. KMS has mentors to
assist with teacher’s needs.
 KMS has a leadership
committee that supports
classroom teachers and the
school.
Continue to utilize routines and
procedures that facilitate
classroom organization and
management techniques that
support the learning process.
Next Step (changes or
continuations)
White
LEP
SWD
Economically Disadvantaged
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math
on the TCAP Assessment in the
following subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math
on the TCAP Assessment in
the following subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
 Regional Faculty Meeting
was held to show how to
analyze data.
 Principal attends district
Comstat Report meetings.
 Full staff participation in
PLCs and data meetings.
Continue to use data to drive our
instruction
Change the data tracking form
to address weekly and unit test
in addition to those used for
formative assessments
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on
the TCAP Assessment in the
following subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
KMS uses Classroom Report
cards,
Classroom Observations- by
KMS administration and
regional staff- Classroom
Walkthroughs, and
Teachers are provided with the
adequate materials to
implement best practices of
high quality instruction.
Title I funds and Fee Waiver funds
are used school-wide to enhance
instruction
All students have access to tutoring
opportunities: BrainPower, SES,
This is my country Afterschool
Grant, Peer tutoring from White
Station High Students in PerAlgebra
Continue best practices in
implementing classroom
instruction, engaging
students, professional
development supportive of
research based strategies
Continue providing tutoring and
intervention.
Teachers will begin attending
PD on rigor to assist in
ensuring that rigor is being
appropriately implemented in
their lessons.
Change: Begin using Stanford LAW
during class and afterschool tutoring
Mentoring/tutoring for advanced
students to ensure that they continue
to grow to their fullest potential.
Kingsbury Middle School
Memphis City Schools
Page 54 of 125
Classroom instruction is aligned
with the standards based
curriculum.
Teachers incorporate a wide range of
research based, student centered
teaching strategies.
KMS teachers implement classroom
instruction using the MCS Instructional
Map which addresses the Tennessee State
performance indicators. These practices
are evident through:
Completion & submission of syllabus that
contains SPI’s addressed & activities and
objectives that reflect such.
Instructional practices are outlined daily
using the school-wide Whiteboard
Configuration that illustrates how the
lesson will unfold. This format requires the
teacher to display the SPI’s, objectives,
brainwork, agenda, essential question, and
closure which assist in determining if the
students retained the skills introduced.
Yes
KMS teachers use a wide range of teaching
strategies. These practices are evident through:
Lesson plans which are submitted quarterly for
review and feedback.
Teachers use the TEM Teaching and Learning
Framework to drive instruction.
This framework requires teachers to use multiple
strategies that engage all learning levels,
promote higher-level thinking, and provide
multiple ways to engage with the content.
Yes
Yes
Is it a principle &
practice of highperforming schools?
Yes
Yes
Yes
Has the current practice
been effective or
ineffective?
Effective
Effective
Effective
Current Instructional
Practices
Evidence of Practice
(State in
definitive/tangible terms)
Is the current practice
research-based?
Classroom instruction is aligned with
the assessments.
Classroom instruction is aligned with the state
assessments. This practice is evident through:
Following the MCS Instructional Map
Lesson Plans
Whiteboard Configuration
Standardized Assessments Data
Core Teachers collaborate with ESL and SPED
teacher to obtain effective strategies in order to
meet the needs transitional ESL and inclusion
students.
Kingsbury Middle School
Memphis City Schools
Page 55 of 125
What data source(s) do
you have that support
your answer? (identify
all applicable sources)




Discovery Assessments
Stanford Math Data
Reading Plus Data
Failure Free Reading Data
 Headsprout Data
 Formative Assessments
 TCAP Achievement Test
 TEM Observation
Results
Effective
Increased overall performance in Science
and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and Math
AYP in the API subgroup on the 20102011 TCAP Assessment.
Evidence of
effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
 TEM Observation
Results
 Stanford Math Data
 Reading Plus Data
 Failure Free Reading Data
 Headsprout Data
 Formative Assessments
 TCAP Achievement Test
 Discovery Assessments
Effective
Increased overall performance in Science and
Social Studies on the TCAP Assessment.
Meet Language Arts AYP goal in the ALL, API,
and White categories and Math AYP in the API
subgroup on the 2010-2011 TCAP Assessment.
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the TCAP
Assessment in the following subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
 TCAP Achievement Test






TEM Observation Results
Stanford Math Data
Reading Plus Data
Failure Free Reading Data
Headsprout Data
Formative Assessments
Effective
Increased overall performance in Science and
Social Studies on the TCAP Assessment.
Meet Language Arts AYP goal in the ALL,
API, and White categories and Math AYP in
the API subgroup on the 2010-2011 TCAP
Assessment.
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the TCAP
Assessment in the following subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
Teachers in Language Arts and Math
Kingsbury Middle School
Memphis City Schools
Page 56 of 125
sometimes find it difficult to keep up with
the Instructional math and adjust lessons to
meet the academic needs of all students.
Evidence of equitable
school support for this
practice
Grade Level & Content Area PLCs
Data Notebooks
MCS Instructional Maps
Learning Village
Tennessee State Standards
Continue to focus on standards based
instruction, monitor data, support PLCs, &
attend/provide PD
 Professional development is provide by the
district is used to assist teachers with
implementing these strategies
 Title I funds are used to purchase
supplemental materials to assist in providing a
wide variety of research based student centered
strategies daily.
Continue to utilize effective instructional
strategies that actively engage
students
Provide best practices in classroom instruction
Next Step (changes or
continuations)
Attend professional development that focuses on
research
based strategies.
Quarterly Syllabus
MCS Instructional Maps
Tennessee State Standards
Data Notebooks
Grade Level PLCs
Continue to follow the MCS curriculum guide
Allow data to drive instruction
Change: Begin to collaborate with various
grade levels to identify similarities in SPI’s
addressed on standardized assessments,
identify similar difficulties among students,
and share effective practices.
Change: Frequently implement strategies that
address the needs of our diverse population.
Kingsbury Middle School
Memphis City Schools
Page 57 of 125
TEMPLATE 3.2.b: Instructional Gap Analysis
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is”
Teachers use research-based instructional strategies such as guided reading, guided math,
differentiated instruction, and concept mapping. Instruction is aligned with state standards and
modified to meet the NCLB federal benchmarks.
TIME


Schoolwide reform strategies that emphasize improving achievement of the lowest
achieving students by providing extended learning, inclusion (co-teaching), small ability
level groups, and using supplemental materials.
All core classes are 90 minute blocks, while enrichment and exploratory classes are 45
minutes each. Enrichment classes are developed to provide intervention and enrichment
as needed. Enrichment begins the year as a school-wide Literacy Block, then changes to
intervention and enrichment following the first Formative Assessment. The students are
placed in similar ability level groups in an effort to increase their current performance
level. Exploratory class include; business, art, band, orchestra, PE, health, and Facing
History. Teachers’ planning time is scheduled during Exploratory; grade Level PLCs
take place every Wednesday during this time as well.

All teachers attend district, on-site, and out of town professional development to assist
in implementing research-based data driven instruction. This professional development
takes place during district-wide in-service, weekly grade level PLCs, monthly content
area meetings, during the summer, and at other times throughout the school year.

Each grade level has a weekly common planning time to facilitate grade level PLCs. In
these PLCs, teachers have the opportunity to analyze data and plan high-quality SPI
driven, differentiated instruction. Teachers also collaborate on ways to integrate skills
in different subject areas (interdisciplinary planning).

Faculty meetings are held every Wednesday with the major focus being Professional
Development and minimal time dedicated to housekeeping issues.

The principal meets with parents of students who are below proficient on the language
arts and/or math TCAP assessment to encourage them to send their child to tutoring so
that they can become proficient on all benchmark assessments.

KMS teachers send letters home with all students who are below proficient on the
Discovery Assessment or failing any core class.
Kingsbury Middle School
Memphis City Schools
Page 58 of 125
MONEY
 Funding for Kingsbury Middle School comes primarily from Site-Based and Title I
budgets. The Site-Based budget is based on the total number of students enrolled and
the Title I budget based on the percentage of educationally disadvantaged students.

The Site-Based budget is utilized to purchase instructional materials, furniture,
computers, equipment, and supplies. This year each teacher received an additional $200
to purchase materials to support the curriculum

Title I funding supplements our site based budget to provide additional personnel,
materials, supplies, and to meet the professional development needs of the staff

Title I also funds the Extended Learning After-School Tutoring Program which
supplements the curriculum and is developed to meet the unique needs of the school.
PERSONNEL

KMS has 30 academic core and exploratory teachers, 1 part time orchestra teacher, 1 part
time speech teacher, 1 part time Nurse, and 1 library media specialist. In addition,
Kingsbury Middle School has 1 social worker and a guidance counselor. Non-certified staff
includes 1 ISS coordinator, 1 special education assistant, 1 financial secretary, 1 attendance
secretary, 1 general office secretary, 1 building engineer, 1 custodian, and 7 cafeteria staff
members.

The Professional School Counselor, Social Worker, and School Psychologist offer personal
and educational services to students to assist in maximizing their educational experience.
The program includes character education, anger management, and college and career
awareness.

The Instructional Facilitator provides Title I compliance, professional development and
maintains our all resources and materials.





KMS receives district level curricular support from the following departments:
Curriculum and Instruction
Regional Literacy, Math, and Science Coaches.
Instructional Technology
Exceptional Children
KMS attracts highly qualified staff through interviewing techniques such as posing detailed and
very specific questions during interviews. Data is utilized to demonstrate the safe culture of the
school and teacher autonomy that is developed.
Kingsbury Middle School
Memphis City Schools
Page 59 of 125
OTHER RESOURSES



New partnerships with Esperanza Church, Anaya (Youth Village Program), and
continued partnership with Streets Ministries assist us in providing mentoring and
tutoring for students and their families.
New partnerships with Rhodes College’s Project Russo will provide mentoring and
college exposure to ensure that the high achieving students are appropriately challenged
and maintain/exceed their advanced and proficient performance levels which in turn
assists in ensuring the improvement of KMS.
Student Fee Waiver funds enhance opportunities for economically disadvantaged
students.
“What Ought to Be”
Time
 Additional time is needed to fully implement all MCS initiatives.
 The Instructional Facilitator needs to be available to work on planning during the
summer months.
 Additional time is needed to provide all faculty members with the professional
development necessary to increase their knowledge of best practices.
Money
 Additional funds are needed to offer summer tutoring opportunities & cultural recreation
which assists in addressing multiple intelligences, thus providing students with exposure
& discipline they would not ordinarily get due to their socioeconomic status
 Additional funds are needed for salaries to increase personnel.
Personnel
 Fulltime math & language arts Interventionists/TCAP Coaches are needed in each grade
level.
 An additional Bilingual Mentor/Tutor would be beneficial in addressing the needs of our
large Hispanic population.
 A Behavior Specialist is needed to assist in addressing specific individual needs.
Other Resources
 A computer lab is needed for whole class SRI and Discovery Testing, Reading Plus and
Stanford Math Programs, and student exposure to technology and other supplemental
programs for various subject areas.
Kingsbury Middle School
Memphis City Schools
Page 60 of 125
Equity and Adequacy:
We are providing equity and adequacy to all of our teachers by allocating funds and resources
for needed materials. All available funds and materials are divided equally among teachers.
Teachers have the adequate skills to accurately meet the needs of our student population which
is evident through the TVASS gains. KMS will continue to obtain the necessary resources and
materials to supplement the curriculum and ensure exemplary academic gains.
Kingsbury Middle School
Memphis City Schools
Page 61 of 125
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
Strengths

Syllabi are submitted to the Instructional Facilitator and feedback is provided to ensure
that they are aligned with the MCS Instructional Map and state SPIs. Data Notebooks
are used to drive instruction. This is evidenced by the increased TVAAS scores.

Teachers use proven research-based high quality instructional practices that actively
engage students in the learning process, and encourage them to take ownership of their
learning. This is evident through the students’ motivation to learn and increased TVASS
score.

KMS has established a high expectation for classroom organization and environment
through the use of the Classroom Report Cards and Behavior Tracker. This is evident
through the reduced number of behavior referrals to the office as well as the decrease in
referrals for major infractions.
Instructional Summary Questions- Narrative Response Required
Major Challenges


KMS teachers struggle to keep up with the MCS Instructional Maps. We feel that
Language Arts & Math Interventionist/TCAP Coaches in all grades would assist
teachers as they differentiate instruction in the classroom.
Additional professional development on Rigor will assist all teachers in ensuring that
they are always implementing high quality instructional practices.
Instructional Summary Questions- Narrative Response Required
Kingsbury Middle School
Memphis City Schools
Page 62 of 125
How will we address our challenges?
 Core teachers, mentors, administrators and district coaches will collaborate to think of
innovative ways to keep up with the Instructional Map, while reteaching skills that the
students have not mastered.
 We will begin to implement and attend PD on rigor.
 We will continue to seek funding for additional support staff.
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Kingsbury Middle School
Memphis City Schools
Page 63 of 125
Current Organizational
Practices
Standard aligned Assessments
All assessments are aligned with state
standards.
Teachers utilize SPIs identified in the
MCS instructional maps to drive
instruction. These SPIs are assessed
using:
Evidence of Practice (State in
definitive/tangible terms)









Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)




Teacher created assessments
ThinkLink Assessments
Stanfford Math (intervention)
Reading Plus (intervention)
Discovery Assessments
Informal Assessments
TCAP Sampler
TCAP Benchmark Testing
SRI
Data Driven Decisions
Teachers use the following student data
sources to drive academic and non
academic decisions:






Discovery Education
Assessments
TCAP Sampler Data
Weekly Assessments
Unit Skills Tests
Informal Assessments
Power Teacher Data (Electronic
Assess all Student Subgroups
All student subgroups in grades 6-8 are
assessed.
Accommodations are made for SWD and
LEP subgroups according to the
guidelines created by the Department of
Education.
Grading system)



Behavior Trackers
Attendance Records
SRI results
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Discovery Education
Assessment Reports
TCAP Data
SPI Tracking Sheets
Data Notebook





Behavior Logs
Attendance Records
Diagnostic Results
Report Cards
Cumulative Records





State Report Card Data
Report Cards
Progress Reports
Discovery Data
SRI Results
Kingsbury Middle School
Memphis City Schools
Page 64 of 125

Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Data Forms



PLC Minutes
Discovery Assessment Reports
TCAP Data
Effective
KMS has consistently showed gains on
the TCAP writing assessment
Increased overall performance in Science
and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and
Math AYP in the API subgroup on the
2010-2011 TCAP Assessment.
TVAAS Data increased last school for
most teachers as well.
Effective
KMS has consistently showed gains on
the TCAP writing assessment
Increased overall performance in Science
and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and
Math AYP in the API subgroup on the
2010-2011 TCAP Assessment.
TVAAS Data increased last school for
most teachers as well.
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
All ELA and Math teachers must create
an intervention plan for all students
following the Discovery Benchmark
Assessment.
Academic and non-academic data is
available for all students.
Effective
KMS has consistently showed gains on
the TCAP writing assessment
Increased overall performance in Science
and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and
Math AYP in the API subgroup on the
2010-2011 TCAP Assessment.
Increased TVAAS data.
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
We track the progress of students in all
subgroups in a Data Notebook.
The principal meets with parents of
Kingsbury Middle School
Memphis City Schools
Page 65 of 125
All team members must create a plan to
assist in meeting each individual goal.
All teams must implement this
intervention during Enrichment class
following the first Discovery Benchmark
Assessment
students who are below proficient on the
language arts and/or math TCAP
assessment to encourage them to send
their child to tutoring so that they can
become proficient on all benchmark
assessments.
KMS teachers send letters home with all
students who are below proficient on the
Discovery Assessment or failing any core
class.
Continue to update school-wide data
notebook
Next Step (changes or
continuations)
Change: Begin to ensure that ALL
teachers track data for the SPIs assessed
and keep them in a data notebook.
Presently, the Principal keeps a schoolwide Data Notebook and teachers are
encouraged to do the same, but they are
not required to keep them.
Continue to use all data to set goals that
meet the needs of all students
Continue to test all subgroups using the
guidelines set by the Department of
Education.
Change: Begin to ensure that ALL
teachers track data for the SPIs assessed
and keep them in a data notebook. The
principal keeps a school-wide Data
Notebook and teachers are encouraged to
do the same.
Kingsbury Middle School
Memphis City Schools
Page 66 of 125
Current Assessment
Practices
Evidence of Practice (State in
definitive/tangible terms)
Wide Range of Assessment
KMS utilizes a variety of assessments.
These assessments include:
 Weekly Tests
 Unit Tests
 ThinkLink Assessments
 Portfolios
 Rubric based projects
 TCAP Assessment
 Oral Tests
 Hearing screening
 Vision Screening
 Folio Writing Assessment
 Comprehensive Needs Assessment
Professional Development &
Technical Assistance
Weekly Grade Level PLCs provide
professional development training in:
 Using Assessments
 Analyzing Data
 Developing and Administering
Assessments
 Technical Support
 Aligning Data to Instruction
Our Principal provides individual, team ,
and school-wide data analysis PD to:
 Analyze Discovery and TCAP
Assessment data.
 Create AYP goals for TCAP and
individual student goals for Formative
Assessments.
District provides training for teachers on
assessment and data analysis.
All teachers attend a minimum of 57 hrs of
professional Development.
Communicate Assessment
Information
A comprehensive needs assessment is
administered to the entire school using
data analysis of all subgroups. The results
are provided through parent meetings,
data meetings, and TSIP review.
Individual assessments results are
provided by: progress reports,
conferences, and report cards
Individual Standardized assessment data
is available during the Title I Parent
Meeting and upon request from the
professional counselor.
The principal meets with parents of
students who are below proficient on the
language arts and/or math TCAP
assessment to encourage them to send
their child to tutoring so that they can
become proficient on all benchmark
assessments.
KMS teachers send letters home with all
students who are below proficient on the
Discovery Assessment or failing any core
class.
Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
YES
YES
YES
YES
YES
YES
Kingsbury Middle School
Memphis City Schools
Page 67 of 125
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Effective
Effective
Effective

















Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Discovery Education
Assessment Reports
Stanfford Math Reports
Reading Plus Reports
SDIS (Self Directed
Improvement System) Action
Plan
State Report Card Data for
TCAP
Report Card data
Progress Report Data
Folio Writing Results


Individual PD logs
PLC minutes & agendas
Faculty Meeting agendas & signin sheets
PD Evaluations
Data Notebook
Effective
KMS has consistently showed gains on
the TCAP writing assessment
Increased overall performance in
Science and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and
Math AYP in the API subgroup on the
2010-2011 TCAP Assessment.
TVAAS Data increased last school for
most teachers as well.
Effective
KMS has consistently showed gains on the
TCAP writing assessment
Increased overall performance in Science
and Social Studies on the TCAP
Assessment.
Meet Language Arts AYP goal in the
ALL, API, and White categories and Math
AYP in the API subgroup on the 20102011 TCAP Assessment.
TVAAS Data increased last school for
most teachers as well.
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Ineffective:
Did not meet AYP in LA on the TCAP
Assessment in the following subgroups:
Black
Hispanic
White
LEP
SWD
Economically Disadvantaged
Report Cards
Progress Reports
School website
Conference logs
ED Plans
Data boards
Effective
Increased Parental Involvement which is
evident through Parent Sign-in Sheets.
Parents meeting with the Principal about
student TCAP Data Results
Kingsbury Middle School
Memphis City Schools
Page 68 of 125
Evidence of equitable school
support for this practice
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
Did not meet AYP goal in Math on the
TCAP Assessment in the following
subgroups:
Black
Hispanic
LEP
SWD
Economically Disadvantaged
All classes implement:
 Reading Plus (intervention)
 Stanford Math (intervention)
 Weekly Assessments
 Unit Assessments
 Discovery Assessment
 TCAP Assessment
All instructional staff are provided
support, technical assistance, and
Onsite Professional Development.
Continue to use a wide range of
assessments to identify student needs.
Next Step (changes or
continuations)
All teachers keep a PD log documenting
the attended hours.
All students receive and have a right to
receive:
 Progress reports
 Report Cards
 Individual TCAP Data
 Individual Discovery Data
 Family Engagement Plan
 Parent Compact
Teachers are available to conference with
parents concerning academic progress
Continue PD concerning the appropriate
use of assessment and data
Continue support and technical assistance
in the development and use of assessments
Continue to educate parents about the
various assessments and their purpose,
test dates, and data results for individual
students.
All instructional staff are afforded
opportunities to attend district, out of
town, and/or local PD.
Continue to inform all stakeholders of
school-wide data.
Kingsbury Middle School
Memphis City Schools
Page 69 of 125
TEMPLATE 3.3.b: Assessment Gap Analysis.
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
KMS currently implements a variety of research-based, high quality assessment tools in order to
have a reliable measurement of student performance. These measurements allow classroom
teacher to monitor and adjustment their current practices to meet the individual needs of each
student in order to enhance their academic performance. They are also aligned with the state
standards and are administered to ALL KMS students. The data is used daily to analyze
student performance.
“What is”
Time











School-wide reform strategies and opportunities that emphasize academic
achievement for basic and below basic performing students are provided.
Each grade level has weekly common planning time to engage in Grade Level PLCs,
where they have an opportunity to analyze data, identify ways to integrated skills, and
identify PD necessary to meet the individual needs of students.
The Special Education Department administers a variety of benchmark and intelligence
assessments during scheduled times and as needed throughout the year. They
participate in content area and grade level PLCs to assist teachers in appropriately
modifying assessments and instruction when necessary.
A comprehensive needs assessment is administered to the entire school using data analysis of all
subgroups
The ESL Department administers the ELDA Test and other intelligence test during
scheduled times and as needed throughout the year. They participate in content area and
grade level PLCs to assist teachers in appropriately modifying assessments and
instruction when necessary.
All teachers attend district, on-site, and/or out of town professional development to
assist in implementing research-based high quality assessments. This professional
development takes place during district-wide in-service, weekly grade level PLCs,
monthly content area meetings, during the summer, and/or at other times throughout the
school year. During this PD, teachers review and data and create/discuss ways to
effective address the necessary SPI’s.
Formal and informal assessments of varied forms are aligned with classroom instruction.
The Folio Writing Assessment is administered twice prior to the TCAP Writing
Assessment.
Discovery Education Assessments for reading/language arts and math are administered
three times a year.
SRI testing is completed twice a year as well.
TCAP Assessment is administered in the spring of each year to all students.
Money



Title I funds site based and onsite professional development and technical support for
assessment use and data analysis.
Title I also provides funding for test preparation resources or any materials that provide
test related skills, such as TCAP Coach and Practice Books
Title I also funds the Extended Learning Afterschool program which was developed to
address the needs of students who scores Basic and Below Basic level on the Formative
Assessment and TCAP, as well as those who are struggling in content area classes.
PERSONNEL
 Fulltime Math & Language Arts Interventionists/TCAP Coaches are needed in each
grade level to assist in increasing the number of students scoring proficient on
benchmark assessments.
OTHER RESOURCES

KMS has 30 academic core and exploratory teachers, 1 part time orchestra teacher, 1
part time speech teacher, 1 part time Nurse, and 1 library media specialist. In addition,
Kingsbury Middle School has 1 social worker and a guidance counselor. Non-certified
staff includes 1 ISS coordinator, 1 special education assistant, 1 financial secretary, 1
attendance secretary, 1 general office secretary, 1 building engineer, 1 custodian, and 7
cafeteria staff members.

The Professional School Counselor, Social Worker, and School Psychologist offer
personal and educational services to students to assist in maximizing their educational
experience. The program includes character education, anger management, and college
and career awareness.

The Instructional Facilitator provides Title I compliance, professional development and
maintains our all resources and materials.





KMS receives district level curricular support from the following departments:
Curriculum and Instruction
Regional Literacy, Math, and Science Coaches.
Instructional Technology
Exceptional Children
Kingsbury Middle School
Memphis City Schools
Page 71 of 125
“What Ought to Be”
TIME
 Additional time is needed to re-teach skills that students have not mastered in order to
move them to higher levels of proficiency.
Money
 Additional funds are needed to offer summer tutoring opportunities for students who
struggled to obtain SPIs during the school year.
Personnel
 Fulltime Math & Language Mrts Interventionists/TCAP Coaches are needed for each
grade level.
 An additional Bilingual Mentor/Tutor would assist in increasing the proficiency levels
of our large ESL and Hispanic population.
Other Resources
A computer lab is needed for whole class SRI testing, Discovery Benchmark testing,
Reading Plus, Failure Free, Folio Writing and Stanfford Math. All of these programs
provide assessment data and feedback.
Equity and Adequacy
The district ensures equity and adequacy by providing common assessment materials to all
teachers on each grade level. The site-based budget provides funding to support all teachers
with the necessary training and supplies to effectively assess their students. Our TVAAS gains
illustrate that our assessment practices are beneficial. We will continue to use assessment data
to drive instruction and attend PD that provides us with avenues to use data more effectively.
Kingsbury Middle School
Memphis City Schools
Page 72 of 125
Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
Major Strengths
The following strengths were analyzed in Table, 3.3a:







Staff Collaboration: our Principal provides individual, team , and school-wide data
analysis PD to analyze Discovery and TCAP Assessment data and create AYP goals for
TCAP and individual student goals for Formative Assessments.
Assessments are aligned with instruction and are standards-based, varied in format, and
of high quality
All teachers receive hands-on experience with the use of data analysis in school-wide
and Grade Level PLCs
Data notebooks provide teachers with all necessary assessment data so that they can
tailor instruction to meet the needs of all students
The administrative team guides teachers in the collection and analysis of data;
specifically reading, math, writing, and intervention strategies
School-wide data is posted online, in newsletters, handbooks, hall displays, and the
School Report Card for all stakeholders to view
The TSIP Subcommittees and Leadership team allow all stakeholders to discuss school
data and make suggestions in meeting the needs of our students.
Assessment Summary Questions- Narrative Response Required
Major Challenges:


Our large Special Education and ESL population poses challenges as it relates to
meeting proficiency benchmarks.
Professional development that provides teachers with strategies to involve families and
other community members as active partners in their children’s education.
Kingsbury Middle School
Memphis City Schools
Page 73 of 125
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
We will address challenges by continuing to ensure that assessments are data driven and aligned
with instruction. We will continue the use a high-quality standards based comprehensive
assessment system based on clearly defined performance measure. Our administrative team will
continue to provide professional development focusing on assessment development and data
analysis. We will attempt to gain additional volunteers during the school day to assist with
increasing the proficiency level of students who have been identified as Basic and Below Basic.
Kingsbury Middle School
Memphis City Schools
Page 74 of 125
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current Organizational
Practices
Shared Purpose
KMS’s Beliefs, Mission and Shared
vision define the purpose and direction
for the school, this is evident these
practices are evident through:

Evidence of Practice (State in
definitive/tangible terms)





Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
Mission and Vision posted in
the school.
Beliefs, Mission, and Vision
posted on the school website,
Student Council
Family–Engagement Plan,
Leadership Team Meetings,
Student/Parent Handbook,
Parent/Teacher/Student
Compact,
Faculty Handbooks
Teaching and Learning
Professional Development
KMS’s organizational processes increase
the opportunity for success in teaching
and learning. This practice is evident
through:
KMS provides high quality and ongoing
professional development activities. This
practice is evident through:








Block Scheduling
Grade Level Teams
Grade Level PLC
(agendas/minutes)
Content Area PLC
(agendas/minutes)
Leadership Team
(agendas/minutes)
Faculty Meetings(agendas/signin sheets)
Support Schedule
Student Council




Peer Observations
Grade Level PLC
Professional Development Logs
Individual Professional Growth
Plans,
Faculty Meeting (agendas/ sign-in
sheets)
YES
YES
YES
YES
YES
YES
EFFECTIVE
EFFECTIVE
EFFECTIVE
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Leadership Team agenda & minutes
PTO agenda
School Climate Survey
Parent Contact Logs
Parent Contact Log
The school runs efficiently with minimal
discipline issues.
Meet the NCLB Standards
Leadership Council
School-wide Discipline Plan
Teacher Handbook
Content & Grade Level PLCs
Continue complete practices that
exemplify our Beliefs, Vision, and
Mission.
Continue to adjust the beliefs, mission,
and vision statements to meet student
needs.
Continue to implement best practices
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Schedules
Grade Level Minutes
Leadership Team Minutes
Classroom Observations
Behavior trackers & referrals
Assessment data
Syllabi
Faculty Meeting agendas
Increased TVAAS
Decrease in behavioral referrals
Positive results on the TELL Tennessee
School wide calendars
District level PD evaluation forms
Avatar Transcripts
Grade Level PLC agendas &minutes
Faculty Meeting sign in sheets
Climate Survey
Increased knowledge and implementation
use of best practices
Growth on Teacher Evaluation Rubrics
Increased TVAAS Data
All staff members are involved in on-site
and district level professional development,
All staff members have the option to
complete Peer Observations.
All staff members complete professional
growth plans
Continue individualized and team specific
professional development for all faculty and
staff.
Continue to attend and plan professional
development that supports the school’s
academic focus.
Kingsbury Middle School
Memphis City Schools
Page 76 of 125
Current Organizational
Practices
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
Diverse Learning Community
Extended Learning
KMS is organized to support a diverse learning community
through its programs and practices. This practice is evident
through:
 Inclusion &IEP modifications
 Character Education
 Lessons that provide multiple strategies, engage all
learning levels, promote higher-level thinking, and
provide multiple ways to engage with the content.
 Grade level PLC integrating skills
 Content area PLCs collaborate with SPED & ESL
teachers to discuss strategies to best teach diverse
learners.
 Individual Behavior Plans
 After School Tutoring
 CLUE
 Classroom Libraries
 Classroom Resources
 Stanford Math
 Reading Plus
 Failure Free Reading
KMS is organized to engage the parents and community in
providing extended learning opportunities for children.
This practice is evident through:
 Title I Parent meetings
 PTO meetings
 Parent/Student Handbook
 IEP Team Meetings
 Leadership Team Meetings
 Community Partnership with Streets Ministries,
Esperanza Church, Anaya (Youth Villages)
 Parent volunteers
 Parent-Teacher Conferences
 Extended Learning After School Tutoring
 Supplemental Education Services
 Project Russo (Rhodes College Mentors)
 Peer Tutoring-White Station High(8th grade math
tutors)
 Family Literacy Night
 ESL Family Night
 Think Show
 ESL Community Potluck (cultural awareness)
Yes
Yes
Yes
Yes
Effective
Effective
Kingsbury Middle School
Memphis City Schools
Page 77 of 125
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Syllabi
Behavior Plans
IEP Modification/ Accommodations
Stanford Math Reports
Grade Level PLC meeting (minutes and sign-in sheets)
Content Area PLC meeting(minutes and sign-in sheets)
Classroom Materials Inventory
High Morale among teachers, students, and community
members
Reduction in disciplinary referral
Syllabi
Classroom Materials Inventory
Teacher Observations & Evaluations
Continue to use assessment data to implement lessons that
meet the diverse needs of students.
Continue to honor and respect cultural diversity.
Next Step (changes or
continuations)
Student Parent Handbooks
Parent Flyers, Sign-In sheets, and Agendas
IEPs
S Team Minutes
ED Plan
School Sign-in Logs
Tutor &Mentor schedules
Parent Contact Logs (positive & behavior issues)
Monthly Calendars
Take- Home Projects
Agendas & Sign in sheets
Parent Conference Logs
Student Attendance
School information monitor provide activity updates
All parents are invited to school activities
School website is accessible to all parents
All adopters are invited to school events
All community support persons are invited to activities.
Information about extended learning opportunities are sent
home by students.
Continue to invite all stakeholders to extended learning
opportunities.
Continue to encourage parent engagement in the students’
education.
Continue to explore opportunities to engage parents,
community support persons, and adopters in the
educational process
Change: Provide all parents with volunteer forms
Begin using ParentLink to communicate with all
stakeholders
Kingsbury Middle School
Memphis City Schools
Page 78 of 125
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is”
KMS works hard to ensure that goals and practices support our school Beliefs, Mission, and
Vision. These organizational practices foster an environment of high academic expectations and
mutual respect among ALL stakeholders.
Time
 All teachers attend district, on-site, and/or out of town professional development to
assist in implementing research-based high quality instruction that address the diverse
needs of students. This professional development takes place during district-wide inservice, weekly grade level PLCs, monthly content area meetings, during the summer,
and/or at other times throughout the school year.
 The school mission and vision are communicated through the student handbook, school
website, and school-wide postings.
 All students are scheduled to complete three 90 minute blocks with one being split
between exploratory and enrichment.
 Students are provided with extended learning opportunities afterschool and some
Saturdays.
 Extended learning opportunities for all stakeholders are also provided through
assemblies, workshops, field trips, conferences, and meetings.
 KMS teachers spend the first week of school introducing the Student Code of Conduct
and their classroom/ team discipline plan.
Money
 KMS is funded by Site-Based and Title I budgets.
 Site-Based funds are used to pay for classroom supplies, substitutes, and athletic
programs.
 Title I funds parent meetings, parent workshops, professional development, as well as
supplies and materials necessary to provide diverse high quality instruction.
Personnel
 Teachers offer small group tutoring through the Extended Learning Afterschool
Program to assist in bridging the academic gap.
 KMS’s administrative team supports and evaluates all instructional practices and
procedures to ensure that they are aligned with the school Mission and Vision.
 The administration and staff provides professional development that reflects high quality
research based instructional practices.
 KMS has a part time TCAP coach who provides mentoring for identified groups from
each grade level during the Spring.
Other Resources
 KMS collaborates with Streets Ministries, Esperanza Church, and parents to ensure that
students have the ultimate educational experience.
Kingsbury Middle School
Memphis City Schools
Page 79 of 125




Streets Ministries offers mentoring and tutoring through the Pathways Afterschool
Program to assist in increasing the academic levels all students and to curtail negative
social behavior.
Esperanza Church offers English Tutor for KMS students and parents.
Esperanza Church offers conversational Spanish classed during the summer for teachers
and other community members.
High school students from a local high school provide tutoring for our students to assist
in increasing academic proficiency.
“What Ought to Be”
TIME
 Additional time is needed to re-teach skills that students have not mastered in order to
move them to higher levels of proficiency.
Money
 Additional funds are needed to offer summer tutoring opportunities for students who
struggled to obtain SPIs during the school year.
Personnel
 Fulltime Math & Language Arts Interventionists/TCAP Coaches are needed for each
grade level.
 An additional Bilingual Mentor/Tutor would assist in increasing the proficiency levels
of our large ESL and Hispanic population.
 Although our current ratios are within the state guidelines ESL and SPED programs
need additional staff to decrease the student teacher ratio.
Other Resources
 More parental and community involvement.
 Professional Development that includes all stakeholders (parents, students, teachers, and
community members) should be provided.
Equity and Adequacy
Equity and adequacy is evident through the amount of time allotted for planning and
professional development. Teachers are also evaluated using the same evaluation tool to ensure
that they are meeting the diverse needs of students. Organizational practices and procedures
assist in meeting the needs of all students. The declining number discipline problems support
the fact that our policies and procedures are effective.
Kingsbury Middle School
Memphis City Schools
Page 80 of 125
TEMPLATE 3.4.c: Organization Summary Questions
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
Major Strengths
The following strengths were analyzed in Table, 3.4a:
 KMS has a dedicated staff and an effective administration. This is evident through our
use of the district model and our non academic and academic growth.
 Daily process and procedures directly reflect our vision, mission, and beliefs. This is
supported by our school climate survey, our academic achievement, and classroom
observations
 KMS exemplifies a Professional Learning Community because data-driven instruction,
professional development, and research based lessons are routine and evident
throughout the school.
 Our school environment promotes learning. This is evident through teacher-student
interaction and test data.
 Organizational practices reflect a high quality standards based curriculum. This practice
is evident through flexible scheduling that allows time for enrichment and remediation
during the school day.
 Professional development is based on data analysis. This is evident through relevant
support provided at weekly Grade Level PLCs, content area PLCs, faculty meetings, inservices, mentoring, and district PD.
Organization Summary Questions- Narrative Response Required
Major Challenges
 Fulltime Math & Language Arts Interventionists/TCAP Coaches are needed for each
grade level.
 Although our current ratios are within the state guidelines, ESL and SPED programs
need additional staff mentors/interventionists to decrease the student teacher ratio and
address our diverse population of learners.
 Additional time is needed to encourage parental and community engagement,
specifically their engagement in workshop that provide academic gains and curtail
negative social behavior.
Kingsbury Middle School
Memphis City Schools
Page 81 of 125
Addressing Challenges



We will search and apply for grant funding for Interventionists/TCAP Coaches and
additional ESL and SPED staff to improve proficiency for our diverse learners.
We will seek ways to incorporate academic interventions into the school day and seek
bilingual volunteers to assist with our high ESL and SPED population.
We will continue to think of creative way to encourage parents and community support.
Kingsbury Middle School
Memphis City Schools
Page 82 of 125
Component 4
Action Plan
Development
Kingsbury Middle School
Memphis City Schools
Page 83 of 125
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: 10/21/11
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 1: Kingsbury Middle School will move the Proficient and Advanced performance levels in Mathematics for the
ALL subgroup from 15% (fifteen percent) in 2010-2011 to 26% (twenty six percent) in 2011-2012 and to 36%
(thirty-six percent) by EOY 2012-2013. These goals meet and exceed Safe Harbor as detailed in the in the No Child
Left Behind academic benchmarks.


Goal




Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
In order to achieve the standards set forth in No Child Left Behind, Kingsbury Middle School needs to have measured
yearly gains in mathematics particularly in the sub-groups of greatest needs which are identified as Students With
Disabilities (SWD) and Limited English Proficiency (LEP).
Memphis City Schools (MCS) five-year plan includes creating academically challenging, safe supportive and effective
learning environments. Also included in MCS five-year plan is the expectation that all schools respond to the needs of
an increasingly diverse student population.
All professional development is based on scientifically based research activities and is being implemented
into daily instruction.
ACTION STEPS – Template 4.2 – (Rubric Indicator
4.2)
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.
Move Proficient and Advanced level of White Students from 20% in 2010-2011 to
31% by EOY 2011-2012 and to 42% by EOY 2012-2013.
Move Proficient and Advanced level of Hispanic Students from 13% in 2010-2011
to 23% by EOY 2011-2012 and to 33% by EOY 2012-2013.
Move Proficient and Advanced level of African-American Students from 13% in
2010-2011 to 23% by EOY 2011-2012 and to 33% by EOY 2012-2013.
Move Proficient and Advanced level of Economically Disadvantaged Students from
15% in 2010-2011 to 26% by EOY 2011-2012 and to 36% by EOY 2012-2013.
Move Proficient and Advanced level of Students With Disabilities Students from
19% in 2010-2011 to 30% by EOY 2011-2012 and to 40 %by EOY 2012-2013.
Move Proficient and Advanced level of Limited English Proficient Students from
5% in 2010-2011 to 17% by EOY 2011-2012 and to 27% by EOY 2012-2013.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
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
Kingsbury Middle School
Memphis City Schools
Page 84 of 125
Action
Step
Action
Step
Instructional Facilitator will meet with Math
teachers to ensure that syllabi and lesson
plans are correlated to the developed
curriculum guide.
Math teachers will meet a minimum of 4 times
every 9 weeks to discuss strategies to develop
appropriate assessments for the SPIs.
August
2011, and
on going
(weekly)
September
2011-May
2012
Action
Step
Staff will have professional development with
focus on diversity for improved cultural
connections among students, families, and
communities of different ethnic backgrounds.
Action
Step
Co-teaching will be implemented in priority
subject matter to address the needs of
students who are classified as Students With
Disabilities and students with Limited English
Proficiency.
August
2011-May
2012
KMS will implement Peer Observations in an
effort to improve instruction with a focus on
creative and diverse teaching styles.
September
2011March 2012
Action
Step
November
2011
Regular Content
Meetings which
will include
lesson plans and
syllabi.
Title I
$65,000
Documented/monitor
ed by Instructional
Facilitator.
Regular Meeting
Place
No Cost
Documented/monitor
ed by principal and
Instructional
Facilitator
Regular Meeting
Place
No Cost
Scheduled by
Instructional
Facilitator
No Cost
Teachers
Monitored and
Documented by
Administrative Team
(observations, CWT,
TCAP data)
principal
Instructional
Facilitator
Teachers of
No Cost
Monitored and
Documented by
Administrative Team
No Cost
Monitored and
Documented by
Administrative Team
CWT
TCAP data
Instructional
Facilitator
Math
Teachers
Instructional
Facilitator
All Teachers
Instuctional
Facilitator
Principal
Principal
ESL Chair
SPED
Coordinator
None
None
Core subjects
Appropriate SPIs
coverage and pacing.
Improved instruction.
Assessment
development.
Improved instruction.
Increased
differentiation
Improved instruction.
Improved instruction.
Improved learning
environment.
Improved Instruction.
Action
Step
Action
Step
Action
Step
KMS will establish Interdisciplinary teams,
which will meet to increase relevance and
instruction among subject areas.
Students will attend gender-specific classes to
reduce disruptions and distractions in order to
increase on-task time, which will be measured
through TCAP scores and assessment of
discipline referrals.
Students will be trained in the use of TI-84
calculators, which will be utilized as an
intervention in order to enhance student
performance.
August
2011-May
2012
August
2011-May
2012
August
2011-May
2012
Instructional
Facilitator
None
Principal
None
No Cost
Teachers
Math
Teachers
TI-84 calculators
No Cost
Monitor Behavior
Occurrences
TCAP data
Common
assessments
developed by the
math department.
Effective
communication.
Ongoing professional
growth.
Decreased behavioral
problems.
Improved student
performance in math.
Kingsbury Middle School
Memphis City Schools
Page 85 of 125
Formative
Assessments
TCAP Data
Content Area Mtgs.
Action
Step
Action
Step
Math teachers will maintain an EDPlan on
each at-risk student
KMS will send representatives to the National
Middle School Conference in an effort to
improve student performance in math,
science, social studies, and language arts.
October
2011-May
2012
November,
9 -12,
2011
Instructional
Facilitator
Principal
Teachers
ED Plan
No Cost
Review ED Plan
Analyze TCAP data
KMS will send representatives to the Urban
Conference on Differentiated Instruction in an
effort to improve student performance in math.
November
2011
School
Counselor
Title I
$1,800.00
Formative
assessments, TCAP
data, teacher/student
surveys
Room, board,
transportation,
meals, and
registration
Title I
$1,500.00
Formative
assessments, TCAP
data, teacher/student
surveys
None
No Cost
Monitored and
Documented by
Administrative Team
(observations, CWT,
TCAP data)
Computers
No Cost
Formative
assessments, TCAP
data, district reports
Improved student
achievement.
Title I
$1,000.00
Formative
assessments, TCAP
data, teacher/student
surveys
Improved student
achievement
specifically among
students in math.
Title I
$1,800.00
Formative
assessments, TCAP
data,
Improved student
achievement in
science/math.
Administrator
Action
Step
After activating prior knowledge (daily),
teachers will differentiate instruction to ensure
that all students have and use the
computational and problem solving strategies
necessary to perform operations.
August 8,
2011- May
18, 2012
Teachers
Improved leadership
for school
improvement
Room, board,
transportation,
and meals
Teachers
Action
Step
Utilized Interventions
Improved student
performance.
Acquired knowledge
in school diversity in
how to motivate
students.
Improved leadership
for school
improvement
Acquired knowledge
in school diversity in
how to motivate
students.
Improved student
achievement in math
Math Teachers
Action
Step
Math department will implement Stanford
Math as an intervention to improve student
achievement among below proficient math
students.
August
2011-May
2012
Action
Step
KMS will send representatives to the National
Conference of Teachers of Math (NCTM) in
order to improve student performance Math.
Spring
2012
Teachers (2)
Action
Step
KMS will send representatives to the National
Science Teachers Association Conference
(NSTA) in order to improve student
performance.
Spring
2012
Teachers (2)
Principal
Instructional
Facilitator
Room, board,
transportation,
meals, and
registration fees
Room, board,
transportation,
meals, and
registration fees
Kingsbury Middle School
Memphis City Schools
Page 86 of 125
KMS will send representatives to the Model
School Conference to gain insight on
improving student achievement, school
culture, school operations at the middle school
level.
KMS will provide Gender Equity and
Education to gain insight on improving student
achievement, school culture, school
operations at the middle school level.
June 2012
Principal,
Assistant
Principal, and
Instructional
Facilitator
8/20115/2012
Principal
Professional
Counselor
Room, board,
transportation,
meals, and
registration fees
None
Title I
$2,000.00
Formative
assessments, TCAP
data, teacher/student
surveys
No cost
Classroom Observations
Formative Assessments
TCAP Data
Scholastic Reading
Inventory
Teacher assessments
Improved student
achievement.
Increased knowledge of
gender equity and
strategies to help
increase performance in
Math.
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: 10/21/2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 2: Kingsbury Middle School will move the Proficient and Advanced performance levels in
Reading/Language Arts for the ALL subgroup from 33% (thirty three percent) in 2010-2011 to 44% (forty four
percent) in 2011-2012 and to 55%(fifty five percent) in 2012-2013. These goals meet and exceed Safe Harbor as
detailed in the in the No Child Left Behind academic benchmarks.


Goal




Move Proficient and Advanced level of White Students from 39% in 2010-2011 to
50% by EOY 2011-2012 and to 60 % by EOY 2012-2013.
Move Proficient and Advanced level of Hispanic Students from 28% in 2010-2011
to 39% by EOY 2011-2012 and to 50% by EOY 2012-2013
Move Proficient and Advanced level of African-American Students from 31% in
2010-2011 to 42% by EOY 2011-2012 and to 52% by EOY 2012-2013.
Move Proficient and Advanced level of Economically Disadvantaged Students
from 32% in 2010-2011 to 43% by EOY 2011-2012 and to 54% by EOY 20122013.
Move Proficient and Advanced level of Students With Disabilities from 36% in
2010-2011 to 46% by EOY 2011-2012 and to 56% by EOY 2012-2013.
Move Proficient and Advanced level of Limited English Proficient Students from
13% in 2010- 2011 to 24% by EOY 2011-2012 and to 34% by EOY 2012-2013.
Kingsbury Middle School
Memphis City Schools
Page 87 of 125
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
In order to achieve the standards set forth in No Child Left Behind, Kingsbury Middle School needs to have
measured yearly gains in reading/language arts particularly in the sub-groups of greatest needs which are identified
as Students With Disabilities (SWD) and Limited English Proficiency (LEP).
Memphis City Schools (MCS) five-year plan includes creating academically challenging, safe supportive and
effective learning environments. Also included in MCS five-year plan is the expectation that all schools respond to
the needs of an increasingly diverse student population.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
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.
Action
Step
Instructional facilitator will meet with language
arts/reading teachers to ensure that syllabi and
lesson plans are correlated to the developed
curriculum guide.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
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
August
2011-May
2012
Person(s)
Responsible
Lang. Arts
Teachers
Instructional
Facilitator
Required
Resources
Regular Content
Meetings which
will include
lesson plans and
syllabi.
Projected
Cost(s) &
Funding
Sources
No Cost
Evaluation Strategy
Performance Results
/ Outcomes
Documented/monitor
ed by Instructional
Facilitator
Appropriate SPIs
coverage and pacing.
Kingsbury Middle School
Memphis City Schools
Page 88 of 125
Action
Step
Language arts/reading teachers will meet a
minimum of 4 times every 9 weeks to discuss
instructional strategies, assessments, and
interventions.
Action
Step
Staff will obtain professional development with
a focus on diversity for improved cultural
connections among students, families, and
communities of different ethnic backgrounds.
Action
Step
Inclusion and co-teaching will be implemented
in priority subject matter to address the needs
Limited English Proficient Students as well as
Students With Disabilities.
August
2011May2012
SPED & ESL
Teachers
Action
Step
KMS will implement Peer Observations in order
to implement creative and diverse teaching
styles.
August
2011March 2012
Prinicipal
Assitance
Principal
Teachers of
Core subjects
September
2011-May
2012
November
2011
Teachers,
Principal,
Instructional
Facilitator
None
No Cost
Teachers
Available Space
and Technology
for Meeting room
Title I
$1,800.00
Monitored and
Documented by
Instructional
Facilitator
No Cost
Monitored and
Documented by
Administrative Team
(observations, CWT,
TCAP data)
No Cost
Monitored and
Documented by
Administrative Team
None
None
Documented/monitor
ed by principal and
Instructional
Facilitator
Improved instruction.
Assessment
development.
Improved leadership
Improved instruction
Increased
differentiation
Improved instruction.
Improved instruction.
Improved learning
environment.
Improved Instruction.
Action
Step
Action
Step
KMS will establish/conduct interdisciplinary
teams which will meet to increase relevance
between subject areas.
Students at KMS will attend gender-specific
classes to reduce disruptions and distractions
in order to increase on-task time that will be
measured through TCAP scores and
assessment of discipline referrals.
September
2011-May
2012
Instructional
Facilitator
Teachers
None
No Cost
Monitored by principal
And Instructional
Facilitator
August
2011-May
2012
Principal
Teachers
None
No Cost
Monitor Behavior
Occurrences
TCAP data
Effective
communication.
Ongoing professional
growth.
Decreased behavioral
problems.
Improved student
performance.
Action
Step
Language Arts and Reading teachers will
maintain a ED Plan on each at-risk student
October
2011 -May
2012
L A Teachers
Instructional
Facilitator
ED Plan
No Cost
Review ED Plan
Analyze TCAP data
Utilized Interventions
Improved student
performance
Action
Step
KMS will implement Brain Power After School
Tutoring in an effort to expand interest in
Language Arts, encourage continuance of
education, and thus increase student
performance.
October
2011-May
2012
Instructional
Facilitator
Teachers
Language Arts
Instructor and
computers
Title I
Part-time
Teacher
Salaries:
$19,500.00
TCAP Data
Teacher
Assessments
Formative
Assessments
Utilized
Interventions
Improved student
performance
Kingsbury Middle School
Memphis City Schools
Page 89 of 125
Action
Step
Action
Step
Action
Step
KMS will send Language Arts and Reading
teachers to attend the International Reading
Association (IRA) Conference (regional and
national) in for Professional Development in
reading development best practices.
After activating prior knowledge (daily),
teachers will differentiate instruction to ensure
that all students have and use the
computational and problem solving strategies
necessary to perform operations.
KMS will send a representative to TESOL
Conference to obtain training to improve
instruction for Language English Proficient
students and increase student
achievement/performance in LA/Reading.
April 29May 2,
2012
August
2011- May
2012
March 2831, 2012
Teachers (2)
Teachers
Teachers (2)
Title I
$3,199.31
Formative
Assessments
SRI
Admin Observations
Common
Assessments
No Cost
Monitored and
Documented by
Administrative Team
(observations, CWT,
TCAP data)
Room, board,
transportation,
meals, and
registration
Title I
$1,800.00
Monitor our ESL
Students
Performance on
Formative
Assessments and
TCAP
Room, board,
transportation,
meals, and
registration
Title I
$1,500.00
Formative
assessments, TCAP
data, teacher/student
surveys
Title I
$2,500.00
Monitoring data from
Discovery
Assessment
Acquired knowledge
of effective coteaching strategies.
Formative
assessments, TCAP
data, teacher/student
surveys
Formative
assessments, TCAP
data, teacher/student
surveys
Improved student
achievement in
language arts.
Room, board,
transportation,
meals, and
registration
None
Teachers
Action
Step
KMS will send representatives to the Urban
Conference on Differentiated Instruction in an
effort to improve student performance in
language arts.
Spring
2012
School
Counselor
Administrator
Action
Step
Action
Step
Action
Step
KMS will send representatives to the Nuts and
Bolts Symposium in order to improve student
performance in Language Arts and Reading.
KMS will send representatives to the Texas
Council of Teachers of English Language Arts
conference in an effort to improve student
achievement in Language Arts and Reading.
KMS will send representatives to the Council
for Exceptional Children Convention & Expo for
professional development in effective practices
in special education and language arts.
June 2012
January
2012
April 2012
Teachers
Administrator
Teachers
Teachers
Room, board,
transportation,
meals, and
registration
Room, board,
transportation,
meals, and
registration
Room, board,
transportation,
meals, and
registration
Title I
$1,800.00
Title I
$2500.00
Acquired knowledge
of effective
instructional reading
strategies.
Improved student
achievement in math
Improved student
achievement among
Limited English
Proficient students.
Acquired knowledge
of effective coteaching strategies.
Improved leadership
for school
improvement
Acquired knowledge
in school diversity in
how to motivate
students.
Acquired knowledge
of effective coteaching strategies in
special education.
GOAL 3 – Action Plan Development
Kingsbury Middle School
Memphis City Schools
Page 90 of 125
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: 10/21/2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
ACTION STEPS – Template 4.2 – (Rubric Indicator
4.2)
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.
Action
Step
Action
Step
Action
Step
KMS will implement the Fight Free initiative
with incentives to reduce negative behavior
toward each other and increase respectful
behavior toward students and adults.
KMS will hire an In-School Suspension
Coordinator.
KMS will implement an In-School Suspension
as a transitional period for suspended
students.
To maintain or exceed 2010-2011 students’ attendance percentage of ninety-three percent (93%) for the 2011-2012
school year and at least a ninety-five (95%) attendance rate for the 2012-2013 school year as detailed in the No
Child Left Behind non-academic benchmarks
This goal addresses the requirement of meeting middle school attendance rate for Adequate Yearly Progress for the
No Child left Behind requirements.
Goal 3 will allow Kingsbury Middle School to maintain the Memphis City Schools required ninety-three (93%)
attendance rate.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
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
August 2011May 2012
September
2011-May
2012
September
2011-May
2012
Person(s)
Responsible
Asst. Principal
Principal
ISS
Coordinator
Asst. Principal
Intern Principal
Required
Resources
None
Projected
Cost(s) &
Funding
Sources
BOE
Evaluation Strategy
Monitored/documented
by Assistant Principal
Measured by reduction
in behavior problems.
Salary
designated by
MCS for ISS
Coordinator.
District Funds
$21,776.00
No Cost
No Cost
Monitored/documented
by ISS Coordinator,
Principal, Asst.
Principal.
Monitored by tracking
discipline occurrences.
Performance Results
/ Outcomes
Decreased
behavioral
problems.
Improved student
performance and
attendance.
Decreased
behavioral
problems.
Improved student
attendance.
Decreased
behavioral
problems.
Kingsbury Middle School
Memphis City Schools
Page 91 of 125
Improved student
performance.
Action
Step
Action
Step
Action
Step
Action
Step
Action
Step
KMS will implement the Parent Teacher
Student Association (PTO) in order to build a
strong unity with the community which will
promote higher expectations for school
attendance.
KMS will organize and implement several
clubs that will give all students a sense of
pride and ownership within Kingsbury Middle
School.
KMS will organize and implement an
attendance initiative, which offer positive
incentives in order to create a healthy, happy,
and safe school environment and thus
increase attendance.
KMS will hire a social worker that will provide
individual and group therapy for students and
teach them better coping skills to better
handle daily stressors.
KMS will send the principal/school
counselor/ISS Coordinator to the Youth AtRisk Conference in Savannah, Georgia in
order to improve student attendance and
increase positive behavior.
Action
Step
KMS will send the principal to the Tennessee
Principals Association State Conference in
Nashville, TN to acquire effective
knowledge/leadership skills to improve student
achievement.
Action
Step
KMS will organize and implement the Connect
Mentoring Program
September
2011-May
2012
Instructional
Facilitator
Parents
Teachers
November
2011-May
2012
Assistant
Principal
Teachers
None
None
September
2011-May
2012
Asst. Principal
September
2011-May
2012
Principal
Social Worker
None
March 4-7,
2012
Principal and/or
School
Counselor,
and/or ISS
Coordinator
Room, board,
transportation,
meals, and
registration
November 17
-18, 2011
October
2011-May
2012
Principal
School
Counselor
None
Room, board,
transportation,
meals, and
registration
None
No Cost
Documented/
Monitored by Principal,
Instructional Facilitator,
parent president
Increased parental
involvement.
Improved
attendance.
No Cost
Documented and
Monitored by Assistant
Principal and teachers
Improved student
behavior and
attendance.
No Cost
Documented and
Monitored by Principal,
Assistant Principal,
and Secretary
Improved student
behavior and
attendance.
No Cost
Documented/
Monitored by Principal,
Assistant Principal,
Social Worker
Improved student
behavior and
attendance.
Title I
$1,800.00
Documented and
Monitored by Assistant
Principal
Title I
$355.00
No Cost
School Counselor
Teacher Surveys
School Based Council
Principal
Assistant Principal
ISS Coordinator
Documented/monitore
d by School Counselor
Improved student
behavior and
attendance.
Improved student
behavior
Acquired knowledge
of effective leadership
skills to improve
student achievement.
Improved student
behavior and
attendance.
Kingsbury Middle School
Memphis City Schools
Page 92 of 125
Action
Step
Action
Step
KMS will increase school wide parental
involvement by organizing and implement
parenting workshops and parent information
sessions which include but are not limited to
an A.M. & P.M. Annual Title I Meeting, KMS
Family Night, Muffins for Mom, and Donuts for
Dad.
KMS will send representatives to the National
Middle School Conference in an effort to
improve student performance in math,
science, social studies, and language arts.
August
2011-May
2012
November, 9
-12, 2011
Instructional
Facilitator
Bilingual Mentor
Principal
Assistant
Principal
Teachers
School
Counselor
Principal
Teachers
Parenting
books/material/
refreshments
Room, board,
transportation,
and meals
Title I
$2,000.00
Title I
$1,800.00
Documented/monitore
d by Principal and
Instructional Facilitator.
Formative
assessments, TCAP
data, teacher/student
surveys
Improved student
behavior and
attendance.
Improved leadership
for school
improvement
Acquired knowledge
in school diversity in
how to motivate
students.
Kingsbury Middle School
Memphis City Schools
Page 93 of 125
Component 5
SIP Plan &
Process Evaluation
Component 5 – The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school
improvement plan.
TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
Subcommittee sign-in sheets and meeting minutes are completed as evidence of attendance and documentation of the collaborative
process. All stakeholders are notified of school status by:
 PTO meetings and other school events
 Parent Handbooks
 Parent meetings
 Title I Meetings
 Parent/Teacher Conferences
 Weekly Red Communication Folders
 School Website
 Parent/Student Teacher/ Compact
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Goals listed in our School Improvement Plan were formulated through the use of both academic and non-academic data. We
completed a thorough analysis of data in component one. The students and community profile provided in component one is
accurate account of the population served by our school. All data in component one was considered when creating improvements.
The list below are the data analysis used to create our goals:
Kingsbury Middle School
Memphis City Schools
Page 95 of 125










Census Data
TCAP Data
TVAASs
Behavior Data
Assessments
School Report Card
Attendance Data
Community Demographics
TELL Tennessee Survey
Intervention Data
We aligned our goals with No Child Left Behind (NCLB) benchmarks and school data to ensure that all students are at least
proficient in math, reading, and language arts on the TCAP Assessment.
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
Agendas, sign-in sheets, and minutes from Title I parent meetings, TSIP Leadership Team and subcommittee meetings are
evidence of our communication of the TSIPP to all stakeholders. Powerpoints will sometimes be used for evidence when
applicable.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response required
Kingsbury Middle School
Memphis City Schools
Page 96 of 125
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?
The beliefs, shared vision, and mission address the need for high quality research-based instruction in all classes as well as student
and stakeholder accountability, which will satisfy the academic and non academic needs of the entire student body. These strategies
support the goals set in Component 4.
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response
required
The action steps contained in component four are aligned with the areas of curriculum, instruction, assessment, and organization.
Specific strengths and needs for optimal performance were detailed in the gap analyses. These needs are addressed through action
steps to ensure target goals are reached. The action steps support the school and system goals for the increased use of researchbased best practices which support student achievement.
Suggestions for the Process – Narrative response required
Improvements for the planning process were addressed during the SIP revision. Continuous training on data collection and
analysis would assist all faculty members in understanding the strengths and challenges of the school.
Kingsbury Middle School
Memphis City Schools
Page 97 of 125
TEMPLATE 5.2: Implementation Evaluation
The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that
will ensure that the action steps from Component 4 are implemented.
TEMPLATE 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 action steps for the following year begins in the spring and summer as assessment data from the previous year is received and
analyzed. The new data is used to revise the goals and action steps so that they are aligned with our current data. All stakeholders are
involved in this process.
Professional development plans are developed to support the academic needs identified in the data. Goals are shared with our faculty
beginning the first day of in-service. Professional development is completed during grade level & content area PLCs, and at schoolwide faculty meetings to facilitate, review, and adjust the action steps needed to meet the targeted goals.
Monitoring of the action steps are completed through reviewing teacher syllabi, classroom observations, and formative assessment
data. Formative Assessment data is used to drive instruction. Formal and informal assessment data is used to create differentiated
lessons to meet the needs of all learners. We use our beliefs, mission, and vision to make instructional decisions.
All stakeholders are involved in this process through parent meetings, the leadership team, and surveys. The SIP is evaluated
throughout the school year to ensure that it is effectively executed.
Kingsbury Middle School
Memphis City Schools
Page 98 of 125
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
Data throughout this document will be used to drive instruction and increase student achievement at Kingsbury Middle School. The
Principal will meet with individual teachers, teams, and the entire faculty to share data and create intervention for students and/or the
entire school. This is done once at the beginning of the year, and after each Formative Assessment. The Instructional Facilitator will
meet with grade level and content area cadres (PLCs) to adjust the current writing plan and to track academic progress following
Formative Assessments. Teachers and Administrators will attend PD to meet the needs identified through data to drive instruction.
Math & ELA teachers will:

Continue to create and adjust independent student intervention plans for students who are not proficient.

Continue to provide afterschool tutoring for Basic and Below Basic students.

Continue to implement differentiated instruction to meet the individual needs of diverse learners.

Continue to implement same ability intervention based on Discovery Assessment Data.

Begin to contact parents to ensure that Basic and Below Basic students attend afterschool tutoring.

Begin to allow more peer tutoring opportunities.

Begin to implement Stanford LAW for all Below Basic students.
Kingsbury Middle School
Memphis City Schools
Page 99 of 125
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the
monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for
all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What 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.
The leadership team will meet throughout the year to evaluate the implementation of the action steps according to benchmark
assessment results and create changes in academic and nonacademic practices. The Leadership Team will be responsible for collecting
evidence to document improvement in student performance through data analysis. The team will also review and evaluate the success
of the Action Plan/Goals to determine which steps did not meet expectations and adjust them accordingly.
The following timeline will be used for School Improvement Planning and Review during the 2011 - 2012 school year. The following
schedule will be followed to review and adjust the SIP.
SIP Review Schedules
August 2011
 Review data from Spring 2010 TCAP.
 Update and revise action plans.
October 2011
 Write new TSIP for 2011-based on most recent data.
December 2012
 Update and review SIP implementation using the most recent data.
April 2012
 Update and review SIP implementation using the most recent data.
Summer 2012
 Adjust action steps to address challenges that occurred during the 2011-2012 school year.
Kingsbury Middle School
Memphis City Schools
Page 100 of 125
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 leadership team will use item analysis to track s associated with the standards. Each standard will be disaggregated by
proficiency levels. Based on the information obtained, interventions will be in place for students needing additional instructional
support.
Evidence of a Process for Adjusting Plan – Narrative response required
What 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?
Based on feedback from parents, students, and teachers, adjustments will be made where deemed necessary throughout the school
year. Feedback will be obtained through surveys, faculty meetings, one on one conversations or focus groups.
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders?
Information will be shared via the school’s website with all stakeholders as well as through periodic data meetings throughout the
year with teachers and students.
Kingsbury Middle School
Memphis City Schools
Page 101 of 125
Kingsbury Middle School
Title I Addendum
Kingsbury Middle School
Memphis City Schools
Page 102 of 125
Assurance Page 2011-2012
I, Ronald Mackin, principal of Kingsbury Middle School, give assurance that this Title I School-wide Plan was
developed during a one-year period with parents, faculty, staff and other members of the community. This plan is
available to the local educational agency, parents, and the public. The intent and purpose of each federal
categorical program is included. When appropriate, there is coordination with programs under Reading First, Early Reading
First, Even Start, Carl D. Perkins Vocational Act, and Head Start.
Kingsbury Middle School is on the “high priority” list. Therefore, I understand that not less that 10% of the Title I
funds must be spent for professional development.
_______________________________
________________
Principal Signature
Date
Kingsbury Middle School
Memphis City Schools
Page 103 of 125
Kingsbury Middle School
Interventions
2011-2012
In an effort to meet all students’ needs, Kingsbury Middle School has incorporated several intervention strategies for
students who are experiencing behavioral and academic difficulties. These include but are not limited to the following:
 School Guidance Counselor (School Counselor)
-academic and behavioral targets/referrals
 Discovery Think Link Formative Assessments
-academic targets/referrals
 Small Group Pullouts
-academic targets/referrals based on teacher observations and/or teacher assessments
 Stanford Math Program
-academic targets based on TCAP Formative Assessments
 Reading Plus
-academic targets based on TCAP Formative Assessments and Scholastic Reading Inventory
 Extended Learning After School Programs (Brain Power, TCAP Writing Workshop, TCAP Boot Camp)
-academic targets/referrals by teachers and based on TCAP Formative Assessments
 In-School Suspension Program (ISS Coordinator)
-behavioral referrals from teachers
 Fight-Free Initiative
Monitored by teachers and assistant principal
 Attendance Initiative
-monitored by attendance secretary, principal, and assistant principal
 S-Team Meetings
-referrals by teachers
 IEP Team Meetings
 Peer Mediation
-teacher referrals
Kingsbury Middle School
Memphis City Schools
Page 104 of 125
Kingsbury Middle School
2011-2012 Transition Plan for Elementary & High Feeder Schools
KMS’s plans for assisting students from elementary to middle and middle to high school are as
follows:
Counseling Services (September 2011)
John Limbaugh, Professional School Counselor

6th, 7th and 8th grade students will be presented the various services offered through the professional counseling
department.
“Careers on Wheels” (February 2012)
John Limbaugh, Professional School Counselor
 Motivational speakers from several community agencies will speak to 6th, 7th and 8th grade students about the
importance of careers.
Vocational and Professional Careers Speakers (February 2012)
“Shadowing of Professionals and Career Persons for a Day” (February 2012)
Gateway Testing (March 2012)
John Limbaugh, Professional School Counselor

8th grade students will be presented information on the Algebra and Biology Gateway exams and its importance.
6th & 7th Grade Career Orientation &
8th Grade Four-Year College Plan (April 23-27, 2012)
John Limbaugh, Professional School Counselor
 8th grade students will complete their four year college plans to prepare them for high school.
Kingsbury Middle School
Memphis City Schools
Page 105 of 125


Students will gain knowledge of course requirements and the importance of grade point averages for college
admissions.
Self-evaluation of skills and careers.
Orientation Day for Elementary Feeder Schools (May7-11, 2012)
John Limbaugh, Professional School Counselor
 Students from feeder schools will participate in an orientation of Kingsbury Middle School and will learn about 6th
grade.
 Students will tour the school and experience the middle school environment.
 School counselors will visit elementary feeder schools and give presentation about Kingsbury Middle.
High School Day for 8th Grade (May7-11, 2012)
John Limbaugh, Professional School Counselor

Counselors from surrounding high schools will speak with 8th grade students about high school experiences and
requirements for entry.
Kingsbury Middle School
Memphis City Schools
Page 106 of 125
Kingsbury Middle School
2011 – 2012
Professional Development Plan
Kingsbury Middle School
Ronnie Mackin, Principal
Raquel Young, Assistant Principal
Budget: $94, 279.00
September 12, 2011
Kevin McCarty, Regional Superintendant
Nina Kelley, Instructional Facilitator
Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives
by subgroups as follows:
1. Economically Disadvantaged
2. Students with Disabilities
3. Limited English Proficient
Kingsbury Middle School
Memphis City Schools
Page 107 of 125
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources
to meet our identified objectives:
Goal 1: To increase the number of students scoring at least proficient on the TCAP reading/language arts and writing assessment tests
from thirty-three percent (33% ) in 2010-2011 to forty-four percent (44%) or above for the 2011-2012 school year.
Goal 2: To increase the number of students scoring at least proficient on the TCAP mathematics test from fifteen percent (15%) in
2010-2011 to twenty six percent (26%) or above for the 2011-2012 school year.
Goal 3: To maintain or exceed 2010-2011 students’ attendance percentage of 93% for the school year of 2011-2012 as detailed in the
No Child Left Behind non-academic benchmarks.
Action Plans
The following plans describe our professional learning activities/events, the content, process and context we plan for each, our
implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.
Content: What will be learned?
Process: What effective processes will be
Context: What aspects of our learning
used?
environment will support this goal?
Research-based instructional practices
PLCs
Classroom Visits (on-going)
Smart Board Essentials
Inclusion Program
PLCs
CPS Hand-Held Technology
Mentoring Program
Principal
Effective Strategies to motivate students
Language Arts/Reading
Assistant Principal
Workshops/Conferences
Leadership Skills
District/School Staff Development
Administration & Teacher Leadership Team
Standards Based Instruction
Content Area Meetings
Teachers
Scientifically- based reading instruction
Reading Plus
Teachers
Academic Rigor Development
District/School Staff Development
Administration
Goal 1: To increase the number of students scoring at least proficient on the TCAP reading/language arts and writing assessment tests
from thirty-three percent (33% ) in 2010-2011 to forty-four percent (44%) or above for the 2011-2012 school year.
Kingsbury Middle School
Memphis City Schools
Page 108 of 125
Professional Learning
Activities
Smart Board
Training
Presenters/
Participants
Cassandra Schuyler
Christopher Hillburn
Implementation
Timeline
Expected Outcomes
8/17/2011
Increased knowledge of Smart
Board strategies.
Follow-up
Increased use of essential
11/2011-4/2012 Smart Board components.
Increased student
motivation/engagement.
Professional growth in the
following: learning
environment, best practices,
and classroom management.
Peer Observations
Teachers
08/2011–
5/2012
PLC Development
Instructional Facilitator
Team Leaders
8/2011-5/2012
Discuss/utilize researchbased instructional
strategies.
CPS Hand-Held
Units
Instructional Facilitator
10/2011
Increased knowledge/
utilization of CPS.
Christopher Hillburn
Increased student achievement.
Differentiated
Instruction &
Classroom
Management
MCS District
Workshops and other
school sites
PLC Development
Instructional
Facilitator
Team Leaders
Teachers
Ronald Mackin,
Principal
National Middle
School Conference
08/4/11-5/2012
Increased knowledge and
use of research-based
strategies.
8/2011-5/2012
Discussing/utilizing
research-based
instructional strategies
11/911/12/2011
Increased student achievement
in math, science, socials
studies, and language arts.
Data Sources used to evaluate
effectiveness
Budget
CWT Data
Classroom Observations
Syllabi/Lesson Plans
Team Meetings/Minutes
Teacher Surveys
$0
CWT Data
Classroom Observations
Formative Assessments
TCAP Data
Classroom Observations
Team Surveys
Team Meetings/Minutes
CWT Data
Classroom Observations
Surveys
Team Meetings/Minutes
Peer Observations
CWT Data
Classroom Observations
Team Meetings/Minutes
Peer Observations
Observations at other Schools
Classroom Observations
Team Surveys
Team Minutes
Classroom Observations
Formative Assessments
TCAP Data
Scholastic Reading Inventory
Teacher assessments
$0
$0
$0
$0
$0
$5,000
Kingsbury Middle School
Memphis City Schools
Page 109 of 125
Reading Plus
International
Reading Association
Conference
(regional and
national)
Alberta Coats
Madison Major
Rachel
Bossingham
Brittany Henderson
Jamie Gunn
Tamara House
Tamara House
Alberta Coats
Increased reading skills/levels.
8/2011-5/2012
Increased student motivation to
read.
Improved student achievement
in all subject areas.
4/29-5/2/2012
Increased comprehension in
reading.
Increased knowledge of
reading strategies.
Scholastic Reading Inventory
Classroom Observations
Formative Assessments
TCAP Data
Teacher assessments
Classroom Observations
Formative Assessments
TCAP Data
Scholastic Reading Inventory
Teacher assessments
$0
$3,000
Improved student achievement
in all subject areas.
TCAP Writing
Workshop
Instructional
Facilitator
Lang. Arts/Other
HQ Teachers
10/2011
12/2012
1/2012
Improved writing skills
across all academic
subjects.
Classroom Observations
Teacher Assessments
Formative Assessments
TCAP Data
$1,000
Inclusion Works
Conference
Christopher
Hillburn
Lasheba Woodall
Rosalyn Lampkin
Clifford Smith
2/1-4/2012
Increased student achievement.
Formative Assessments
TCAP Data
PLCs
Teacher Surveys
Student Surveys
$2,500
Classroom Observations
Teacher Assessments
Formative Assessments
TCAP Data
Teacher Surveys
$1,800
Classroom Observations
Formative Assessments
$0
Teachers of English
Speakers of Other
Languages
(TESOL..ESL
Conference)
Gender Equity and
Education
Increased knowledge/use of
research-based instructional
strategies for the special ed.
Population.
Increased student achievement.
Willis
Rivera
Principal
Increased knowledge of ESL
reading/writing strategies.
3/28-31/2012
8/2011-5/2012
Increased knowledge/use of
research-based instructional
strategies.
Increased student achievement.
Kingsbury Middle School
Memphis City Schools
Page 110 of 125
Increased knowledge of gender
equity and strategies to help
increase performance in ELA.
Professional
Counselor
TCAP Data
Scholastic Reading Inventory
Teacher assessments
Increased knowledge/use of
research-based instructional
strategies.
Goal 2: To increase the number of students scoring at least proficient on the TCAP mathematics test from fifteen percent (15%) in
2010-2011 to twenty six percent (26%) or above for the 2011-2012 school year.
Content: What will be learned?
Research-based best practices
Smart Board Essentials
CPS Hand-Held Technology
TI-84 Calculators
Academic Rigor Development
Effective strategies to motivate students
Leadership Skills
Professional Learning
Activities
Presenters/
Participants
Stanford Math
Teachers
District
Process: What effective processes will be
used?
PLCs
Inclusion Program
Mentoring Program
Math Workshops/Conferences
District/School Staff Development
Content Area Meetings
Stanford Math Program
Implementation
Timeline
8/2011 –
5/2012
Expected Outcomes
Increased use of math lab time
by students.
Increased achievement among
below proficient students in
math.
Context: What aspects of our learning
environment will support this goal?
Classroom Visits (on-going)
PLCs
Stanford Math
Principal
Assistant Principal
Instructional Facilitator
School Assigned Mentors
Data Sources used to evaluate
effectiveness
District Reports
Common Assessments
Content Area
Meetings/Minutes
TCAP Data
Formative Assessments
Budget
$0
Kingsbury Middle School
Memphis City Schools
Page 111 of 125
National Science
Teachers Association
(NSTA)
TBA
NCTM (Math
Conference)
Rosser
Svoboda
Learning
Environment
Nuts and Bolts
Symposium
Administration
Assistant Principal
Instructional
Facilitator
3/29–4/ 1/ 2012
Increased student
achievement in math and
reading
Classroom Observations
Teacher Assessments
Formative Assessments
TCAP Data
$1,800
4/25-28/2012
Improved student
achievement.
Classroom Observations
Teacher Assessments
Formative Assessments
TCAP Data
$1,000
Classroom Observations
Peer Observations
Student/Parent Surveys
TCAP Data
Teacher Surveys
Classroom Observations
Teacher Assessments
Formative Assessments
TCAP Data
$0
Classroom Observations
Formative Assessments
TCAP Data
Scholastic Reading Inventory
Teacher assessments
$0
08/2011-5/2012
6/12-15/2012
Acquired knowledge of
best practices.
Improved student
achievement.
Increased student
motivation.
Improved student
achievement.
Acquired knowledge of
instructional strategies.
$1,500
Acquired knowledge of
effective leadership skills
to improve student
achievement.
Gender Equity and
Education
Principal
Professional
Counselor
8/2011-5/2012
Increased student achievement.
Increased knowledge of gender
equity and strategies to help
increase performance in Math.
Increased knowledge/use of
research-based instructional
strategies.
Kingsbury Middle School
Memphis City Schools
Page 112 of 125
Goal 3: To maintain or exceed 2010-2011 students’ attendance percentage of 93% for the school year of 2011-2012 as detailed in the
No Child Left Behind non-academic benchmarks.
Content: What will be learned?
Parenting Skills
Leadership Skills
Behavioral strategies with regard to a
personal approach to academic and
social needs.
Diversity
Professional Learning
Activities
Anti-Bullying Training
Tennessee Principals
Process: What effective processes will
be used?
Parenting Workshops
PTO
Guidance Counseling
Peer Mediation
Context: What aspects of learning
environment will support this goal?
Guidance Counselor
School Social Worker
Principal
Assistant Principal
In-school suspension
Attendance Initiative
School-Wide Discipline Plan
Anger Management groups
S Teams
Student/Family Activities
Instructional Facilitator
Teachers
In-school suspension coordinator
Parents
At-Risk Student Groups
Presenters/
Participants
John Limbaugh,
School Counselor
Roderick
Implementation
Timeline
Expected Outcomes
TBA
Teacher awareness/use
of behavioral
interventions.
11/ 17 &18/
Prevention of bullying
Increase student
achievement.
Improved student
Data Sources used to evaluate
effectiveness
Budget
School Counselor
Peer Mediation
Parent/Student/Teacher
Conferences
Social Workere
$0
School Counselor
$935
Kingsbury Middle School
Memphis City Schools
Page 113 of 125
Association State
Conference
Youth-at-Risk
Conference
Richomond
Eric Twadell
Al Switzler
2011
Raquel Young
John Limbaugh
3/4-7/2012
behavior
Acquired knowledge of
effective leadership
skills to improve student
achievement.
Increased student attendance.
Increased knowledge of
parenting skills.
Acquired knowledge of how
to enable students to over
come poverty, violence and
failure and succeed in
education.
Increased student
achievement.
Teacher Surveys
School Based Council
Principal
Assistant Principal
ISS Coordinator
School Counselor
Teacher Surveys
School Based Council
TCAP Assessments
Attendance Secretary
Principal
Assistant Principal
Instructional Facilitator
ISS Coordinator
Discipline Committee
$1,800
School Counselor
ISS Coordinator
Student Focus Groups
Peer mediation
Principal
Assistant Principal
Parents/Students/Teachers
School Counselor
ISS Coordinator
Principal
Assistant Principal
$0
Acquired knowledge of
effective leadership skills to
improve student achievement.
Decrease disciple problems.
Kingian Nonviolence
John Limbaugh
Jesse Willburn
TBA
Teacher
Knowledge/Guidance
Use of interventions
Connect Mentoring
Program
John Limbaugh
10/20115/2012
Improved student
behavior
Increased student
$0
Kingsbury Middle School
Memphis City Schools
Page 114 of 125
achievement
KMS Family Night
Teachers
3/14/2011
Increased/maintained
student attendance
Improved Student
Behavior
Instructional Facilitator
Social Worker
Teachers/Parents
Teachers
Principal
Assistant Principal
$500
Parent Surveys
School Counselor
Social Worker
Principal
Assistant Principal
ISS Coordinator
Instructional Facilitator
$600
Increased Student
Achievement
Parenting Workshops
Guidance
Counselor
Bilingual Mentor
ISS Coordinator
Instructional
Facilitator
Parents
Teachers
Outside Speakers
Social Worker
08/20115/2012
Increased/maintained
student attendance
Improved student
behavior
Increased/maintained
student attendance
Kingsbury Middle School
Memphis City Schools
Page 115 of 125
KINGSBURY MIDDLE SCHOOL
FAMILY ENGAGEMENT PLAN
At Kingsbury Middle School, we embrace and promote high standards and high expectations. Teachers, students, and parents work
very hard to accomplish academic achievement, attendance, and promotion standards. With the continuance of moving our school
forward for the 2011/20012 school year, we are committed to student achievement by ongoing relationship building and effective
communication among students, teachers, parents, and community members.
The 2011/2012 Family Engagement Plan for Kingsbury Middle school was created jointly with parents to establish expectations for
parental involvement. It was also developed to assist parents with the knowledge, skills, information, and expectations needed to
achieve high standards for academic excellence. It is our desire to continue an ongoing partnership with parents in an effort to create,
implement, and maintain a means of open communication that strengthens both school and home learning environments.
Kingsbury Middle School will do the following:









Invite parents to serve on the Kingsbury Middle’s PTA and School Site-Based Council.
Invite parents to annual meetings to explain the mandates and guidelines required of No Child Left Behind.
Provide a regular number of flexible meeting times throughout the year for parents to participate in decisions relating to the
education of their children.
Provide parents with timely information about upcoming events and programs.
Involve parents in the planning, review, and improvement of parental programs.
Develop collaboratively with parents a parent-school-compact showing how parents, school, and students share
responsibilities.
Disseminate the compact to all students/parents and to acquire appropriate signatures.
Provide parents with a description and explanation of expectations, curriculum outline, measurement of student progress, and
students’ proficiency levels of expectations.
Encourage parents to regularly visit and take an active role in school planning and to volunteer their services.
Kingsbury Middle School
Memphis City Schools
Page 116 of 125

Provide parents information in English and Spanish.
The administrators, faculty and staff will comply and implement No Child Left Behind (NCLB) requirements according to the law and
guidelines, which include the following:





Informational meetings concerning NCLB and Kingsbury Middle School’s participation and involvement.
Inviting parents to observe school programs and classrooms.
Providing parents with student progress reports, deficiency notices, TCAP data, report cards, and other timely information to
ensure student achievement.
Providing parents with a copy of the Family Engagement Plan.
Providing parents with a description and explanation of curriculum and academic assessments currently utilized to measure
student progress and the levels students are expected to meet.
Kingsbury Middle School will encourage and advocate parental involvement and will emphasize the important role they play in the
success of their children. Parents can fulfill this by:





Regularly attending meetings, programs, workshops, and other school activities.
Participating in at least two school sponsored parent-teacher conferences.
Serving as a volunteer at the school.
Ensuring that your child comes to school every day, studies at home, and completes homework assignments.
Respond to memos, surveys, and questionnaires expressing ideas and concerns to improve the educational process.
_______________________________
Ronnie Mackin, Principal
_______________________________
Raquel Young, Assistant Principal
_______________________________
Nina Kelley, Instructional Facilitator
Kingsbury Middle School
Memphis City Schools
Page 117 of 125
KINGSBURY MIDDLE SCHOOL
1276 North Graham Street, Memphis, Tennessee 38122
(901) 416-6040 (901) 416-6058
Ronald Macklin, Principal
2011-2012 STUDENT/TEACHER/PARENT COMPACT
Parent/Guardian Agreement: I will share the responsibility for improving my child’s academic achievement by doing the following:
_____ Ensure that my child is punctual and attends Kingsbury Middle regularly.
_____ Develop a partnership with Kingsbury Middle to help my child achieve the state’s high standards.
_____ Support Kingsbury Middle in its efforts to maintain proper discipline.
_____ Establish a time for homework and review it regularly.
_____ Provide a quiet, well-lighted place for studying and completing homework.
_____ Encourage my child’s efforts and be available for questions.
_____ Stay aware of what my child is learning.
_____ Provide a library card for my child.
_____ Read with my child and allow my child to see me read.
________________________________
Signature
Student Agreement: I will work to the best of my ability to do the following:
_____ Come to school each day with proper learning supplies and materials.
_____ Observe regular study hours; Complete and return homework assignments.
_____ Conform to rules of student conduct and dress code.
________________________________
Signature
School Responsibilities
Teachers’ Agreement: We will enable students to achieve and strive to do the following:
_____ Provide engaging classroom instruction and homework.
_____ Communicate with parents on an ongoing basis; Conduct parent/teacher conferences.
_____ Provide authentic assessments and opportunities for extended learning.
_____ Inform students and parents by giving frequent student progress reports.
Kingsbury Middle School
Memphis City Schools
Page 118 of 125
_____ Provide high-quality curriculum and proven strategies/instruction that enable students to achieve.
_____ Pursue professional development and collaborate with colleagues.
_________________________
Signature
_________________________ _________________________
Signature
Signature
_________________________
Signature
_________________________
_________________________
Signature
Signature
Principal: In an effort to support parental involvement, I will strive to do the following:
_____ Give parents reasonable access to staff, to volunteer, participate, and observe in their child’s class.
_____ Provide parents with a written school level Family Engagement Plan.
_____ Promote opportunities for parental involvement throughout the year.
_____ Ensure all instruction and activities are aligned with Kingsbury Middle’s vision and mission statements.
______________________________
Signature
Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex or age. For more information, please
contact the Office of Equity Compliance at (901) 416-6670.
Kingsbury Middle School
Memphis City Schools
Page 119 of 125
Kingsbury Middle School
State/Federal Programs
2011-2012
 Extended Learning Programs (Brain Power After School Tutoring, TCAP
Writing Workshop, TCAP Boot Camp)
 Stanford Math
 Stanford LAW
 Reading Plus
 Discovery Education Think Link
 Read 180
 Head Sprout Reading Comprehension
 Failure Free Reading
Kingsbury Middle School
Memphis City Schools
Page 120 of 125
Title I School-Wide Program
Technical Assistance Report
Technical Assistance has been provided to Kingsbury Middle School through the following
personnel/agencies:












Title I Personnel
Federal Programs Compliance and Grants (FPC&G) Personnel
Memphis City Schools Technology Department
MCS Department Parental and Community Engagement PACE
MCS Department Of Exception Children
District Literacy Coach
District Math & Science Coach
Millicent Hoskin, Tennessee Academic Specialist
Trevor Thompson, Parent and Community Engagement
MCS School Psychologist
IT Support Personnel
MCS SART Personnel
Kingsbury Middle School
Memphis City Schools
Page 121 of 125
Kingsbury Middle School
Memphis City Schools
Page 122 of 125
Ten Components of a Title I Schoolwide Program
(Highlighted Pages as Requested)
Schoolwide Program
Component
SIP Pages
1. Comprehensive Needs
Assessment of the entire school
using data analysis of subgroups
21-33 66-69
2. School-wide Reform Strategies
with emphasis on improved
achievement of the lowest achieving
student
3. Instruction by Highly
Qualified Staff
36-81 83-93, 97
4. High Quality and Ongoing
Professional Development
38-46, 49, 56-59, 66-74, 77-79, 82-91, 105-113
5. Strategies to Attract Highly
Qualified Teachers to High Needs
Schools
19, 59
6. Increased Parental Involvement
20, 75, 76, 77, 78, 79, 80
7. Assistance to Preschool Children
from Early Childhood Programs to
Elementary Programs
N/A
8. Measures to Include teachers in
assessment decisions to improve
student performance and
instructional programs
9. Provide Timely, Additional
Assistance to Students Experiencing
Difficulty mastering standards
10. Coordination and Integration of
Federal, State and Local
37-40, 52-57, 66, 69
17-19 52-59
51-53 58, 65, 68, 75-77 87, 90, 102, 118
6, 20, 23, 83, 86, 89, 101, 114- 118
Kingsbury Middle School
Memphis City Schools
Page 123 of 125
Revised High Priority School Improvement Plan
Revised School Improvement Plan
(Highlighted Pages as Requested)
Revised Components
(i)
Scientifically based research strategies that will
strengthen core academic subjects
(ii)
Policies and practices concerning the school’s
core academic subjects that will help ensure all
groups of students will meet state academic
standards.
(iii)
Assurance the school will spend not less that
10% for high quality professional development
(iv)
How funds will be used to remove school from
improvement status
SIP Pages
17, 19, 38-50, 52-61, 63-81
17, 19, 38-50, 52-61, 63-81
82-91, 105-113
1. Directly addresses academic achievement
problem
2. Meets requirements for professional
development
3. Affords increased opportunities for parent &
teacher participation
66 &68
4. Establish specific annual measurable objectives for
continuous and substantial growth
5. How school will provide written notification to
parents.
6. Specify responsibilities of the school, including
technical assistance
7. Strategies to promote effective parental involvement
8. Intervention strategies
9. Teacher mentoring program
School Kingsbury Middle School
Date Submitted 10/26/11
District Memphis City Schools
Date Reviewed __________
Kingsbury Middle School
Memphis City Schools
Page 124 of 125
Kingsbury Middle School
Memphis City Schools
Page 125 of 125