2014-15 Tennessee School Improvement Plan
School Name:
Accountability
status:
Analysis of last
year’s final results:
Riverwood Elementary
Reward, Focus, or Priority if applicable.
Not Applicable
Areas of Greatest Progress:
RLA All: 3.5% gain
12 = 57.5% / 13 = 56.3% / 14 = 59.8%
RLA ED: 5.4% gain
12 = 52.5% / 13 = 46.6% / 14 = 52%
RLA Black/Hispanic: 3.4% gain
12 = 52.1% / 13 = 48.9% / 14 = 52.3%
RLA White: 4.2% gain
12 = 66.9 % / 13 = 67.3% / 14 = 71.5%
RLA Asian: 10% gain
12 = 60.6% / 13 = 70% / 14 = 80%
RLA Hispanic: Remained the same
12 = 59.5% / 13 = 53% / 14 = 53%
Underlying Reasons for Progress:
2014 Reading TCAP gains are attributed to the
following:
 100% Highly Qualified Staff
 Individual Data notebooks are kept and
monitored to ensure individual goals are met
 Individual data conferences with
administration to discuss progress and set
individual goals
 Optional teachers implement small group
remediation while class is gone to CLUE
 Ongoing professional development in
Common Core best practices and
implementation and Close Reads
 Individualized homework to match skill
deficits
Areas of Greatest Challenge:
RLA 3rd grade: 1.5% loss
12 = 55.7 / 13 = 57.6 / 14 = 56.1%
RLA SWD: 10.2% loss
12 = 62% / 13 = 61.9% / 14 = 51.7%
Math All: 3.1% loss
12 = 55% / 13 = 58.5% / 14 = 55.4%
Math 3rd grade: 3.5% loss
12 = 61.3 / 13 = 65.2 / 14 = 61.7%
Math SWD: 11.2% loss
12 = 47.6% / 13 = 59.5% / 14 = 48.3%
Math ED: 4.2% loss
12 = 46.8% / 13 = 51% / 14 = 47.7%
Math Black/Hispanic: 3.2% loss
12 = 51.5% / 13 = 50.8% / 14 = 47.6%
Math White: 1.7% loss
12 = 64.7% / 13 = 71.2% / 14 =69.5%
Math Asian: 3.3% loss
12 = 82.2 % / 13 = 73.3% / 14 = 70%
Math Hispanic: 5% loss
12 = 48.6% / 13 = 61.8% / 14 = 56.8%
Underlying Reasons for Challenge:
2014 Reading and Math TCAP loss is attributed to
the following:
 Diverse ELL population 35 language dialects
 26% of ELL students scoring 1 or 2 on the
ELDA
 Integration of Science & Social Studies into
Literacy and Math blocks.
 Delayed introduction of the use of calculators
due to district uncertainty if calculators are
an allowable accommodation for testing.
 Large number of third grade students
entered the grade more than one grade level
behind.
 Students scoring proficient/advanced on
2013 TCAP MAAS were required to take
1








Goals for 2014-15
school year:
Focused implementation and review of
summative, formative and common
assessment data with re-teaching strategies
Content Area/PLC Focus each week
reviewing data, pacing, and best practices
Discovery Probes administered quarterly to
assess student progress and drive
instruction
Monitoring of STAR Benchmarks to ensure
progress in all grades
Close review of intervention data to identify
students requiring additional assessment
and support
Guided reading and/or Daily 5 strategies in
all grades
Reading Plus 4-5, IStation K-3 for all Tier III
students
Schoolwide implementation of Responsive
Classroom optimizes instructional time and
facilitates a caring community.


regular 2014 TCAP.
Third grade teacher out for maternity leave
resulting in students having a certified
substitute for the full second semester.
High emphasis placed on literacy skills
based on 2012 /2013 data.
Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in
Reading/Language Arts from 59.8% in 2014 to 65% in 2015. Grade 3 will increase the percentage of
students scoring proficient/advanced in Reading/Language Arts from 56.1% in 2014 to 60.1% in 2015.
(Move from TVAAS 3 to TVAAS 5 in Literacy).
Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in
Math from 55.8 % in 2014 to 61% in 2015. Grade 3 will increase the percentage of students scoring
proficient/advanced in Math from 61.7% in 2014 to 66% in 2015. (Move from TVAAS 1 to TVAAS 4 in
Math).
Plan for this school
year:
Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in
Science from 64.8% in 2014 to 70% in 2015. Grade 3 will increase the percentage of students scoring
proficient/advanced in Science from 73.4% in 2014 to 79% in 2015. (Move from TVAAS 1 to TVAAS 4
in Science).
Key strategies to achieve goals:
1. Strategy: Collaborate with educators to analyze and use multiple forms of data throughout
the year to establish specific goals and strategies targeting student achievement and growth.
Implementation Plan:




Individual Conferences on STAR Growth
Individual Data Meetings/Goal Setting to review teacher
Parent Feedback Forms to report student progress
School-wide Goal Setting
2










Implement use of STAR Growth Template
Baseline STAR Assessment
Implement use of Data Template
STAR Data Review
Grade Level and Individual Goal Setting
Introduce weekly Lesson Plan Template
Review Common Assessments and data
Review SDIS
Identify students for additional intervention
Exit Conferences
Desired outcomes: Overall increase in student achievement that will result in more students
scoring proficient/advanced and increase the school’s overall TVAAS scores.
Projected costs and funding sources: Star – $13,000 – Site Based; Data Notebooks - $500
– Title I; Printing Supplies for data templates and growth reports - $800 – Title I; Common
Assessments and printing – $2,000 – Title I
Describe how this specific strategy will help you achieve your goals for the 2014-15
school year and address areas of challenge from the past year: These strategies will
increase teachers’ use of data to drive instruction. Administration’s quarterly monitoring of
student growth will ensure all students are effectively responding to instruction and reteaching.
2.
Strategy: Lead educators to develop and execute interventions to address all students’
learning needs grounded in multiple sources of data.
Implementation Plan:
 Establish RTI schedules.
 Design lesson plan format with interventions.
 Identify student Tiers.
 Implement shared accountability.
 Monitor Tier 2 and Tier 3 progress
Desired outcomes: Overall increase in student achievement that will result in more students
scoring proficient/advanced and increase the school’s overall TVAAS scores.
Projected costs and funding sources: Star – $13,000 – Site Based; Data Notebooks $500 – Title I; Printing Supplies for data templates and growth reports - $800 – Title I;
Common Assessments and printing – $2,000 – Title I; IStation - $0 – District; IReady - $0 –
District; Differentiated Classroom Material - $15,000 - Title I
Describe how this specific strategy will help you achieve your goals for the 2014-15
school year and address areas of challenge from the past year:
These strategies will ensure that interventions are being used with fidelity and increase
3
teachers’ use of intervention data to drive instruction. Administration’s monitoring of fidelity
will ensure all students’ needs are being met in regards to their current level of performance.
3.
Strategy: Systematically monitor and adjust progress toward established goals and facilitate
procedures and practices leading to continuous improvement.
Implementation Plan:





Yearly goal setting
Develop key LOOK FORS
Develop Admin Walk-through/Feedback Schedule
Develop and implement Tri-weekly Common Assessments
Implement Quarterly STAR Assessments
Desired outcomes: Overall increase in student achievement by monitoring and adjusting
based on the identified strategies.
Projected costs and funding sources: Star – $13,000 – Site Based; Data Notebooks - $500
– Title I; Printing Supplies for data templates and growth reports - $800 – Title I; Grade
Scanner materials and supplies – $2,000 – Title I; Mastery Connect Program- $10,000 –Title I
Describe how this specific strategy will help you achieve your goals for the 2014-15
school year and address areas of challenge from the past year:
These strategies will support the monitoring of established goals and adjusting student
learning toward continuous improvement.
Key benchmarks for
progress on
strategies:
Benchmark:
Individual Data notebooks will be kept and monitored to
ensure individual goals are met using enrichment and
intervention strategies to track individual growth.
Timeline:
Teachers will update data notebooks
tri-weekly. Administration will monitor
data notebooks quarterly.
PLC and staff meetings will focus on higher level thinking
skills, differentiated instruction, data analysis, blended
learning, and Common Core, with administrative review of
classroom implementation.
Common assessments will be developed in grade level PLC’s
and administered.
Meetings will be held weekly
Star benchmarks for Reading and Math will be administered
and used in determining strategies for re-teaching.
Quarterly
Tri-weekly common assessments
4
SCS Literacy Framework
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Riverwood Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in Reading/Language Arts from
59.8% in 2014 to 65% in 2015. Grade 3 will increase the percentage of students scoring proficient/advanced in Reading/Language
Arts from 56.1% in 2014 to 60.1% in 2015. (Move from TVAAS 3 to TVAAS 5 in Literacy).
This goal meets the need to increase the number of student scoring proficient and advanced in order to meet mandated AMO goals
This goal is linked to the District’s Strategic Plan by developing a academically challenged and effective learning environment that will
accelerate the academic performance of all students.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Action
Step
Students and teachers will use current
technology to promote higher order thinking
skills and inquiry based learning in their daily
instructional routines
Timeline
Daily
August 2014May 2015
Person(s) Responsible
Admin Team: Ms.
White, Ms. Porter,
Ms. Davenport, Ms.
Hughes, Ms. Beller,
Ms. Carmichael
Classroom Teachers
Action
Step
Teachers will integrate Tennessee Common
Core Standards into daily lessons including
differentiated small group reading lessons by
using supplemental resources such as
curriculum maps and weebly sites.
Weekly
August 2014May 2015
Admin Team,
Classroom Teachers
Required
Resources
Computers,
Smartboards,
iPads, PD
activities,
DocuCam,
Projectors
Fiction/nonfiction
guided readers,
books,
Professional
Development
activities,
Projected Cost(s)
& Funding
Sources
$5,000 Title I
$3,000 Title I
$1,000 Site
Evaluation Strategy
PLC minutes
Lesson plan review
Classroom Observations
PLC minutes
Lesson plan review
Classroom Observations
Student Journals
Reading Logs
Performance
Results/Outcom
es
Increased
student
motivation and
student
achievement
in Reading/
Language Arts
on TCAP
Increased
student
motivation and
increased
student
achievement
in
Reading/Lang
uage Arts on
TCAP
5
SCS Literacy Framework
Action
Step
Teachers will integrate content area
supplemental materials, beyond the district
curriculum, to support differentiation of
student work and meeting the needs of all
students in regards to their current level of
performance.
Daily
August 2014May 2015
Action
Step
Teachers will include activities designed to
increase higher level thinking skills and
integrate content areas into morning meeting
Daily
August 2014May 2015
Action
Step
Action
Step
Administrative team will hold data
conferences with classroom teachers to set
individual goals that include a specific
number of students who will test proficient or
advanced for the class and for each
subgroup.
Teachers will use data templates to create
individual teacher data notebooks containing
all current data with set goals will be used to
monitor student progress. Progress towards
individual student goals will be tracked
through data templates and quarterly SDIS
Quarterly
Weekly
August 2014May 2015
Classroom newsletters and Process/Skills
Reports will serve as two way communication
with parents and provide dual accountability
for student progress and growth
Weekly
August 2014May 2015
Action
Step
Action
Step
Action
Step
Admin Team,
Classroom
Teachers
Nonfiction
(Sc, SS, Math)
Professional
Development
activities
Classroom Teachers
Chart Tablets
Markers
Easels
PD materials
Admin Team,
Classroom
Teachers
Data Notebooks
Summative and
Formative
Assessment
Informal
Assessments
Admin Team,
Classroom
Teachers
Assessment
Reports
Data Notebooks
Admin Team,
Classroom
Teachers
Parent
Communication
Folders
Copier/Paper
Identified students will be assigned to
IStation to increase mastery in ELA
Weekly
August 2014 –
May 2015
Admin Team,
Teachers
Intervention
materials
Technology
Site license
Newly hired teachers (1st year and new to the
district) will work with a trained Learning
Coach
Weekly
August 20142015
Admin Team,
Learning Coach
Select Teachers
Tiered Coaching
Model
List of New
Teachers
$4,000 Title I
$1,000 Site
$4,000 Title I
$1,500 Site
PLC minutes
Lesson plan
review
Classroom
Observations
Lesson plan
review
Classroom
Observations
$500 Title I
Administration
Review
Teacher Data
Template
$500 Site
PLC minutes
Classroom
Observations
District Initiative
Reports
$1,500 Site
Communication
Logs
Report Cards
Progress Reports
Process/Skills
reports
Parent/Teacher
conferences
Review
Intervention
Reports
Assessment Data
$250 Title l
Learning coach
log
Admin PLC’s
Reflective practice
Increased
student
motivation/
achievement
in
Reading/Lang
uage Arts on
TCAP
Increased
student
engagement
and
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
achievement in
Reading/Langu
age Arts on
TCAP
Increased
parental
support and
student
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
achievement in
Reading/
Language Arts
on TCAP
Increased
student
achievement
through good
6
SCS Literacy Framework
Action
Step
Identified teachers will work with the Master
Teacher, Learning Coach, and PIT Crew
Coach to strengthen teaching strategies
Action
Step
Conduct Title I Parent Informational Meetings
and SBDMC meetings in which school-wide
data and student information is shared with
school stakeholders
Action
Step
Parents will be invited to participate in
professional development including,
Responsive Culture, Common Core ELA,
Blended Learning, Understanding Testing
Data and other training as requested
Action
Step
Faculty, staff, and administration will receive
ongoing and high quality professional
development by attending local, regional and
national conferences in order to share
information on the latest research and
instructional strategies and materials
As scheduled
August 20142015
2014-2015
Monthly
August 2014May 2015
Master Teacher
Learning Coach
Pit Crew Coach
Admin Team
Admin Team,
Classroom Teachers
Learning Coach
PD Books
Classroom
Materials
Substitutes as
needed for
teacher training
Tiered Coaching
Model List of
New Teachers
Learning Coach
PD Books
Classroom
Materials
Substitutes as
needed for
teacher training
Required Title I
information and
Documents
Light
Refreshments
Supplies
$250 Title I
$250 Title I
August 2014May 2015
Admin Team
Faculty and Staff
August 2014May 2015
Admin Team,
Classroom Teachers
Renaissance
Learning
Program
Star Testing
first teaching
Learning coach
log
Master teacher log
Admin PLC’s
Reflective practice
videos
Improve
teachers’
strategies and
skills needed
to raise
student
achievement in
ELA on TCAP
Sign In Sheets
Agendas,
Sign In Sheets,
Parent Survey
Parent Resource
Library Sign out
Lists
Handouts,
Parent Resource
Library
Conference
Information,
Substitutes as
needed for
teacher training
videos
$5,000 Title I
Sign In Sheets
Minutes
K-3 teachers will participate in the SCS K-3
Reading Initiative
Action
Step
Teachers will use STAR testing from
Renaissance Learning to identify levels of all
students to differentiate instruction
$7,500 Title I
Star
Benchmarking
and Formative
Assessment for
growth
Full
compliance for
all Title I
requirements,
Parents
receive
adequate
knowledge and
give necessary
feedback
Increase
parental ability
to assist their
children in
reading and
writing
Faculty and
Administration
will gain
knowledge
through the
sharing of
information
Increased
student
motivation/
achievement in
Reading/Langu
7
SCS Literacy Framework
age Arts on
TCAP
Action
Step
Teachers will integrate content areas into the
ELA block with an emphasis on complex text
and text dependent questions
August 2014May 2015
Admin Team,
Classroom Teachers
Content Area
Resources and
Materials
$2,000 Title I
Lesson plan
review
Classroom
Observations
Action
Step
Teacher assistants will be used to provide
small group remediation for students
identified as Tier II and Tier III.
August 2014May 2015
Admin Team,
Classroom Teachers
Teacher Assistants
Teacher
Assistant
Tutoring
Materials
$27,000
Title I
Observations
Classified
employee
evaluations
Action
Step
Administrative Team will develop a lesson
plan template that aligns with the RTI2
Framework. Administration will read lesson
plans and provide feedback. Support
teachers will include ELA standards in
weekly lesson plans.
August 2014May 2015
Admin Team,
Classroom Teachers
Printing
Supplies
$500 Title I
Lesson plan
review
Classroom
Observations
Action
Step
Teachers will develop and administer
common assessments and analyze the data
tri-weekly
August 2014May 2015
Admin Team,
Classroom Teachers
Printing
Supplies
Mastery Connect
$6,000 Title I
Administration
Review
Teacher Data
Template
Action
Step
Administrative team will develop and print
key LOOK FORS to be used during informal
walkthroughs and will provide feedback to
teachers
August 2014May 2015
Admin Team
Printing
Supplies
$250 Title I
Observations
Action
Step
Implement blended learning using the
rotation model and Pearson software which
include training and support provided by
Pearson coach
August 2014May 2015
Admin Team,
Classroom Teachers
Pearson Coach
Pearson
Software
Lenovo Tablets
Observations
Review of
benchmark data
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
Increased
student
motivation/
achievement in
Reading/Langu
age Arts on
TCAP
8
SCS Literacy Framework
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Riverwood Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Riverwood Elementary will increase the percentage of students scoring proficient and advanced by 10%
This goal meets the need to increase the number of student scoring proficient and advanced in order to meet mandated AMO
goals
This goal is linked to the District’s Strategic Plan by developing a academically challenged and effective learning environment that
will accelerate the academic performance of all students.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Projected
Person(s)
Cost(s) &
Performance
Timeline
Required Resources
Evaluation Strategy
Responsible
Funding
Results/Outcomes
Sources
Common Core Leadership Team will gather
resources and develop writing prompts every 9
weeks to be administered to students
August
2014-May
2015
Action
Step
Action
Step
Common Core Leadership Team will conduct
trainings to enable teachers to effectively grade
prompts and provide timely feedback
August
2014-May
2015
Admin Team:
Ms. White,
Ms. Porter,
Ms.
Davenport,
Ms. Hughes,
Ms. Beller,
Ms.
Carmichael
Common
Core
Leadership
Team,
Classroom
Teachers
Admin Team,
Common
Core
Leadership
MIST
TN Dept. of Ed.
website
Printing
Supplies
$500 Title I
MIST
TN Dept. of Ed.
website
Printing
$1,00
Title I
Administration
Review, Data
Templates
Increased student
performance in
Writing on the TCAP
Writing Assessment
Administration
Review, Data
Templates
Increased student
performance in
Writing on the TCAP
Writing Assessment
9
SCS Literacy Framework
Team,
Classroom
Teachers
Action
Step
Action
Step
Implement effective strategies for journaling
including, math, science, reading, and free
journaling.
Common Core Leadership Team will guide
teachers through implementation of the MIST
practice site
Administration will monitor quarterly data from
writing prompts and provide feedback as needed
Action
Step
Action
Step
Teachers will use student writing conferences
weekly that review rubrics and set students’ goals
to assist in differentiating instruction
August
2014-May
2015
August
2014-May
2015
August
2014-May
2015
August
2014-May
2015
Admin Team,
Common
Core
Leadership
Team,
Classroom
Teachers
Admin Team,
Common
Core
Leadership
Team,
Classroom
Teachers
Admin Team,
Common
Core
Leadership
Team,
Classroom
Teachers
Admin Team,
Common
Core
Leadership
Team,
Classroom
Teachers
Supplies
Substitutes as
needed for teacher
training and scoring
Supplies and
Materials
$2,000 Title I
MIST
TN Dept. of Ed.
website
Substitutes as
needed for teacher
training and scoring
Supplies and
Materials
Professional
Development
Materials
Supplies and
Materials
Observations
Administration
Review
Observation
$1,000 Title I
$1,000
Title I
Administration
Review, Data
Templates
Administration
Review
Observations
Student Work
Increased student
performance in
Writing on the TCAP
Writing Assessment
Increased student
performance in
Writing on the TCAP
Writing Assessment
Increased student
performance in
Writing on the TCAP
Writing Assessment
Increased student
performance in
Writing on the TCAP
Writing Assessment
10
SCS Mathematics Framework
MATHEMATICS ACTION PLAN DEVELOPMENT
School: Riverwood Elementary
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in Math from 55.8 % in
2014 to 61% in 2015. Grade 3 will increase the percentage of students scoring proficient/advanced in Math from 61.7% in 2014
to 66% in 2015. (Move from TVAAS 1 to TVAAS 4 in Math).
This goal meets the need to increase the number of student scoring proficient and advanced in order to meet mandated AMO
goals
This goal is linked to the District’s Strategic Plan by developing a academically challenged and effective learning environment that
will accelerate the academic performance of all students.
ACTION STEPS
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
Students and teachers will use current
technology to promote higher order thinking
skills and inquiry based learning in their daily
instructional routines
IMPLEMENTATION PLAN
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.)
Projected
Person(s)
Cost(s) &
Performance
Timeline
Required Resources
Evaluation Strategy
Responsible
Funding
Results/Outcomes
Sources
Daily
August
2014-May
2015
Admin Team:
Ms. White,
Ms. Porter,
Ms.
Davenport,
Ms. Hughes,
Ms. Beller,
Ms.
Carmichael
PLC minutes
Lesson plan review
Classroom
Observations
Computers,
Smartboards, IPads,
PD activities,
DocuCam, Projectors
Increased student
motivation and
student achievement
in Math on TCAP
Classroom
Teachers
Action
Step
Teachers will integrate Tennessee State
Standards and Common Core Standards into
daily lessons including differentiated small
group Math lessons
Weekly
August
2014-May
2015
Admin Team,
Classroom
Teachers
Action
Step
Teachers will integrate content area
supplemental materials, beyond the district
curriculum, to support differentiation of
student work and meeting the needs of all
Daily
August
2014-May
2015
Admin Team,
Classroom
Teachers
Professional
Development
activities,
Hands-on
manipulatives
$2,000 Title
$500 Site
PLC minutes
Lesson plan review
Classroom
Observations
Student Journals
Nonfiction SC and SS
Professional
Development
activities
$4,000 Title I
$500 Site
PLC minutes
Lesson plan review
Classroom
Observations
Increased student
motivation and
increased student
achievement in Math
on TCAP
Increased student
motivation/
achievement in Math
on TCAP
11
SCS Mathematics Framework
students in regards to their current level of
performance
Action
Step
Action
Step
Administrative team will hold data
conferences with classroom teachers to set
individual goals that include a specific
number of students who will test proficient or
advanced for the class and for each
subgroup
Teachers will use data templates to create
individual teacher data notebooks containing
all current data with set goals will be used to
monitor student progress. Progress towards
individual student goals will be tracked
through data templates and quarterly SDIS
Quarterly
Weekly
August
2014-May
2015
Admin Team,
Classroom
Teachers
Admin Team,
Classroom
Teachers
Data Notebooks
Summative and
Formative
Assessment
Informal
Assessments
Assessment Reports
Data Notebooks
Action
Step
Classroom newsletters and Process/Skills
Reports will serve as two way communication
with parents and provide dual accountability
for student progress and growth
Weekly
August
2014-May
2015
Admin Team,
Classroom
Teachers
Parent
Communication
Folders
Copier/Paper
Action
Step
Identified students will be assigned to IReady
to increase mastery in Math
Weekly
August 2014
– May 2015
Admin Team,
Teachers
Intervention materials
Technology
Site license
Newly hired teachers (1st year and new to the
district) will work with a trained Learning
Coach
Weekly
August
2014-2015
Action
Step
Identified teachers will work with the Master
Teacher, Learning Coach, and PIT Crew
Coach to strengthen teaching strategies
As
scheduled
August
2014-2015
Action
Step
Conduct Title I Parent Informational Meetings
and SBDMC meetings in which school-wide
data and student information is shared with
Action
Step
2014-2015
Admin Team,
Learning
Coach
Select
Teachers
Master
Teacher
Learning
Coach
Pit Crew
Coach
Admin Team
Tiered Coaching
Model
List of New Teachers
Learning Coach
PD Books
Classroom Materials
Substitutes as
Needed for Teacher
Training
Tiered Coaching
Model
List of New Teachers
Learning Coach
PD Books
Classroom Materials
Substitutes as
Needed for Teacher
Training
Required Title I
information and
Documents
$500 Title I
Administration
Review
Teacher Data
Template
$250 Site
PLC minutes
Classroom
Observations
District Initiative
Reports
$1,000 Site
Communication
Logs
Report Cards
Progress Reports
Process/Skills
reports
Parent/Teacher
conferences
Review
Intervention Reports
Assessment Data
Increased student
motivation/
achievement in Math
on TCAP
Increased student
achievement in Math
on TCAP
Increased parental
support and student
achievement in Math
on TCAP
Increased student
achievement in Math
on TCAP
$250 Title I
Learning coach log
Admin PLC’s
Reflective practice
videos
Increased student
achievement
through good first
teaching
$250 Title I
Learning coach log
Master teacher log
Admin PLC’s
Reflective practice
videos
Improve teachers’
strategies and skills
needed to raise
student achievement
in Math on TCAP
$250 Title I
Sign In Sheets
Full compliance for
all Title I
requirements,
12
SCS Mathematics Framework
school stakeholders
Light Refreshments
Supplies
Parents receive
adequate knowledge
and give necessary
feedback
Agendas,
Sign In Sheets,
Parent Survey
Parent Resource
Library Sign out
Lists
Action
Step
Parents will be invited to participate in
professional development including,
Responsive Culture, Common Core Math,
Blended Learning, and Understanding
Testing Data and other training as requested
Monthly
August
2014-May
2015
Admin Team,
Classroom
Teachers
Handouts,
Parent Resource
Library
Action
Step
Faculty, staff, and administration will receive
ongoing and high quality professional
development by attending local, regional and
national conferences in order to share
information on the latest research and
instructional strategies and materials
August
2014-May
2015
Admin Team
Faculty and
Staff
Conference
Information
Substitutes as
needed for teacher
training
$5,000 Title
I
Action
Step
Teachers will use STAR testing from
Renaissance Learning to identify levels of all
students to differentiate instruction
August
2014-May
2015
Admin Team,
Classroom
Teachers
Renaissance
Learning Program
Star Testing
$7,500 Title
I
Star Benchmarking
and Formative
Assessment for
growth
Action
Step
Teachers will integrate ELA, Science, and
Social Studies into the Math block
August
2014-May
2015
Admin Team,
Classroom
Teachers
Content Area
Resources and
Materials
$1,000 Title I
Lesson plan review
Classroom
Observations
Action
Step
Teacher assistants will be used to provide
small group remediation for students
identified as Tier II and Tier III.
August
2014-May
2015
Admin Team,
Classroom
Teachers
Teacher
Assistants
Teacher Assistant
Tutoring Materials
Action
Step
Administrative Team will develop a lesson
plan template that aligns with the RTI2
Framework. Administration will read lesson
plans and provide feedback. Support
teachers will include Math standards in
weekly lesson plans.
August
2014-May
2015
Admin Team,
Classroom
Teachers
Printing
Classroom supplies
and materials
Action
Step
Teachers will develop, administer, and
analyze common assessment data tri-weekly
August
2014-May
2015
Admin Team,
Classroom
Teachers
Action
Step
Administrative team will develop key LOOK
FORS to be used during informal
walkthroughs and will provide feedback to
teachers
August
2014-May
2015
Admin Team
Printing
Supplies
Action
Step
Implement blended learning using the
rotation model and person software which
include training and support provided by
Pearson coach
August
2014-May
2015
Admin Team,
Classroom
Teachers
Pearson
Coach
Pearson Software
Lenovo Tablets
Printing
Supplies
Mastery Connect
Sign In Sheets
Minutes
Increase parental
ability to assist their
children in Math
Faculty and
Administration will
gain knowledge
through the sharing
of information
Increased student
motivation/
achievement in Math
on TCAP
Increased student
motivation/
achievement in Math
on TCAP
Observations
Classified employee
evaluation
Increased student
motivation/
achievement in Math
on TCAP
$500 Title I
Lesson plan review
Classroom
Observations
Increased student
motivation/
achievement in Math
on TCAP
$6,000 Title
I
Administration
Review
Teacher Data
Template
$250 Title I
Observations
$27,000
Title I
Observations
Review of
benchmark data
Increased student
motivation/
achievement in Math
on TCAP
Increased student
motivation/
achievement in Math
on TCAP
Increased student
motivation/
achievement in Math
on TCAP
13
SCS Intervention Plan
Action Steps
Select members for school level support team; set and publish
meeting dates (every 4.5 weeks).
Ensure that staff members receive professional development on
universal screener and intervention programs, as needed.
Timeline
August 2014
Required Resources
SCS RTI2 Manual
August-September 2014
Develop and implement building procedures for fidelity monitoring
to include data/usage review and classroom observations in Tier I,
Tier II, and Tier III.
August 2014-May 2015
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
September 2014
Identify students in need of strategic Tier II and intensive Tier III
intervention in Reading and/or Mathematics.
September 2014
December 2014
May 2015
September 2014
District professional development
schedule in MLP
Monitor compliance through IStation and
IReady
SCS RTI2 Manual
Checklists, electronic monitoring tools
Schedules with who/when/how often
Monitor individual teacher RTI2 schedules
Classroom walkthrough
Monitor data notebook
Monitor lesson plans
iReady, Mathematics
Istation, Reading
Data review, Writing
Data from universal screeners, report
cards, teacher observation, other student
assessment data as appropriate
RTI2 Parent Letters
September-December
2014
Computers/labs
Resources for small group intervention
Administrative Team
Classroom Teachers
Provide Tier II and Tier III interventions for all students in need of
intervention.
September 2014-May
2015
Classroom Teachers
Establish progress monitoring for students receiving interventions—
biweekly for Tier II and weekly for Tier III
September 2014-May
2015
School level support team meets every 4.5 weeks to review data
and make recommendations for modification.
September 2014-May
2015
Communicate progress and/or changes in intervention assignments
to parents (e.g., moving between/among tiers, newly assigned,
September 2014-May
2015
iReady, Mathematics
Istation, Reading, Writing, Star Reading
and Star Math, Teacher Assistants,
Extended Contract
iReady, Mathematics
Istation, Reading, Writing, Star Reading
and Star Math, Teacher Assistants,
Extended Contract
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation, weekly grade chair
meeting included in the master schedule
RTI2 Parent Letters
Communicate assignments to intervention programs to parents of
students involved
Set schedules for Tier II and Tier III interventions; realign staffing
as needed.
Person(s) Responsible
Administrative Team
RTI2 Leadership Team
Kirstin Davenport
RTI2 Leadership Team
Administrative Team
RTI2 Leadership Team
Classroom Teachers
RTI2 Leadership Team
Kirstin Davenport
Classroom Teachers
Classroom Teachers
Administrative Team
RTI2 Leadership Team
Classroom Teachers
Administrative Team
RTI2 Leadership Team
Classroom Teachers
14
SCS Intervention Plan
moving out of intervention).
School-wide Responsive Classroom School: Students will
continuously be given positive feedback as they reach their
individual goals both academically and behaviorally
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
August 2014 – May 2015
Responsive Classroom Resources
Administrative Team
Classroom Teachers
December 2014
iReady, Mathematics
Istation, Reading
Data review, Writing
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
iReady, Mathematics
Istation, Reading, Writing, Star Reading
and Star Math, Teacher Assistants,
Extended Contract
iReady, Mathematics
Istation, Reading, Writing, Star Reading
and Star Math, Teacher Assistants,
Extended Contract
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Classroom Teachers
School level support team meets to review data and make
adjustments to intervention schedules for the second semester, as
indicated by the new data.
December 2014
Revise schedules for Tier II and Tier III interventions, as needed,
based on December universal screening
December 2014-January
2015
Administer universal screeners in Reading and Mathematics to all
students; administer Writing on an “as needed” basis.
May 2015
School level support team meets to review end-of-year data and
make preliminary plans for next year.
May 2015
Administrative Team
RTI2 Leadership Team
Classroom Teachers
Administrative Team
RTI2 Leadership Team
Classroom Teachers
Classroom Teachers
Administrative Team
RTI2 Leadership Team
Classroom Teachers
15
SCS Transition Plan
Action Steps
Special Needs Preschool
students will work toward
mastering skills to be
successful in kindergarten.
Timeline
Start Date:
August 2014
End Date: May, 2015
Required Resources
Person(s) Responsible
Highly-qualified Special
Education Pre-K teacher
Special Education Pre-K
curriculum
IEP
Melissa Heim– Pre-K
Teacher
Administrative Team
Parental Involvement
Parents will spend one 4hour period in the
preschool classroom each
month.
Parents will participate in
one parent meeting per
month.
Special Needs Preschool
students will transition into
their next placement during
the last nine weeks of
school.
March 2015
Highly-qualified Special
Education Pre-K teacher
Special Education Pre-K
curriculum
IEP
Melissa Heim– Pre-K
Teacher
Administrative Team
Parents provide feedback
to IEP team inn regards to
placement decision
Meet In The Middle –
Selected opportunities for
5th graders to learn about
feeder Middle Schools
January 2015
April 2015
May 2015
Flyers
School Messenger
Administrative Team and
School Counselor
Students and parents will
have opportunities to learn
more about middle school
programs
5th to 6th Grade Transition
Program
May 2015
Flyers
School Messenger
Administrative Team and
School Counselor
Students will meet with 6th
graders from feeder middle
schools
16
SCS Technical Assistance Report
Participants
Roles and Responsibilities
Shelby County Schools
Dorsey Hobson, Superintendent
Dr. Angela Whitelaw, Assistant Superintendent
Dr. Cynthia Alexander Mitchell, Assistant Superintendent
Dr. Linda Kennard, Executive Director of Curriculum and
Instruction
Bobby Gammel, Division of Exceptional Children
ILD, TBA
To establish accountability measures and processes; to
encourage collaboration among schools and central office
support; to assist and advise principals in matters of school
operations and instructional improvements
Office of Federal Programs and Grants
Marjorie Douglas- Executive Director
Dr. Deborah Currie
Dr. Geralyn Seals
To provide assistance and technical support for compliance
with local, state, and federal requirements mandated by No
Child Left Behind legislation.
Center of Safe & Drug Free Schools
Prevention/Intervention Supervisor
To support, monitor, and facilitate the curriculum, policies,
and programs needed to keep the students at our school
safe and drug-free
SCS – Office of Parent and Community Engagement
Tommie McCarter, Director
To provide support, training, and materials that will promote
increased parental and community support for all
stakeholders in Shelby County Schools
To develop a plan for increased student achievement and
related high-quality, scientifically based professional
development activities; to monitor implementation of
instructional improvement
17
SCS Current State/Federal Programs
All federal, state, and local services and programs are coordinated and integrated into Riverwood Elementary School’s school wide plan including:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Title I – Improving the Academic Achievement of the Disadvantaged
Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals
Title II, Part D – Enhancing Education through Technology
Title IV, 21st Century Schools, Part A – Safe and Drug-Free Schools
Title IV, 21st Century Schools, Part B – 21st Century Community Learning Centers
Title X, Part C – Education for Homeless Children and Youths
School Age Child Care
Shelby County Schools Early Childhood Education Program
Federally Funded Meal Program
Tennessee EPSDT Program (TennCare Health Care)
No Child Left Behind Act of 2001
Special Education, including CLUE
SCS Optional Schools Program
Title I Parental Involvement Center
18
SCS Teacher Mentoring Plan
Action Steps
Newly hired teachers
year and new to
the district) will work with a trained Learning
Coach
Timeline
(1st
Learning Coach will work with identified
teachers through classroom observations,
peer mentoring, active practice, and
professional discourse
Learning Coaches will support mentees
through SCS Cycle of Improvement
Weekly August 2014-2015
As scheduled
August 2014-2015
Required Resources
Teacher List
Tiered Coaching Model
Classroom observations
TEM 4.0 evaluation results
Person(s) Responsible
Admin Team,
Learning Coach
Select Teachers
Learning Coach
Teachers receiving PLP support will be
assigned a Learning Coach
PIT Crew Coach will work with identified
teachers through, classroom observations,
professional development, and professional
discourse
As scheduled
August 2014-2015
Tiered Coaching Model
Classroom observations
TEM 4.0 evaluation results
PIT Crew Coach
PLC Coach will work with grade level teams
to analyze and evaluate data to discuss best
practices to guide classroom instruction
As scheduled
August 2014-2015
Tiered Coaching Model
Classroom observations
TEM 4.0 evaluation results
PLC Coach
Master Teacher will provide professional
development and guide the implementation
of reflective practice
September 2014 – May 2015
TeachScape
iPads
Master Teacher
All teachers will have an individualized
professional development growth plan that
will be revisited as needed
May 2014 – May 2015
Professional development
materials
PD 360
TeachScape
Teaching Channel
“Teach Like A Champion”
Strategies
19
SCS Family Engagement Plan / Parent Involvement Plan
Riverwood Elementary Optional School Family Engagement Plan
The Riverwood Elementary Family Engagement Plan was developed jointly with parents to establish expectations for parental involvement and to define the commitment of the school toward
providing parents with the skills and information necessary to help their children achieve academic excellence.
Parental Commitment
Riverwood parents will act as advisors, resource persons, and coordinators in the following ways:










Supporting our school’s efforts to maintain a safe and respectful environment
Encouraging their child to solve conflicts peacefully
Supporting our school’s efforts to help their child achieve academically
Assisting their child with homework and special projects
Providing frequent and meaningful attention to help their child reach their full potential in school and in life
Maintaining ongoing communication including attending parent/teacher conferences
Actively participating in parent organizations, School Based Decision Making Council and other committees and trainings
Responding to memos, surveys and questionnaires expressing their ideas and/or concerns
Using their talents and resources to enhance Riverwood’s instructional program
Becoming Riverwood Elementary School supporters and advocates within their community
ESEA
The Elementary and Secondary Education Act requires that Riverwood parents, administrators, staff, and community members work together to plan for and insure
high quality academic programs in the following ways:
 Making parents and community members aware of NCLB and Riverwood’s participation in state and federal programs
 Providing timely information to families about program and policies administered under NCLB guidelines
 Encouraging parents to observe and volunteer in the school’s programs and classrooms
 Providing parents with ongoing, current student information and progress reports
 Soliciting ongoing feedback and suggestions from parents on decisions relating to the education of their children
 Providing parents with copies and explanations of the Family Engagement Plan and Parent/Student/School Compact
 Assisting parents in understanding Riverwood’s school curriculum, assessments used to measure student progress, and the proficiency levels students are expected to
meet
School Commitment
Riverwood Elementary will encourage families to become meaningfully engaged in their child’s education by doing the following:
 Inviting all parents to annual meetings (at flexible times) to inform them of Title I requirements, the school’s participation in Title I, and the rights of parents to be involved in
the school
 Conducting regular and flexible parent meetings, to keep parents informed of current events and issues, timely progress reports, and parent/teacher conferences
20
SCS Family Engagement Plan / Parent Involvement Plan






Involving parents in jointly developed revisions of the School Improvement Plan, Family Engagement Policy, Parent/School Compact and other documents and programs
relating to their child’s academic instruction
Eliminating language barriers for limited English proficiency parents by providing written and verbal communication in their primary language if necessary
Encouraging parents to meet the challenges of raising happy, successful children by offering diverse parent trainings and workshops, based on parental needs
Providing a Family Resource Center with a lending library of books, videos and materials to be checked out and used at home to support in school learning
Distributing Parent/Student Handbooks, Family Engagement Plans and Parent/School Compacts and acquiring appropriate signatures
Listening to those we serve, our parents and our students, to help gain insight into the hearts, minds and cultures of our families and use this information to develop and
administer programs and policies that positively affect our student’s school experience
I have read and support the Family Engagement Policy ________________________________________________
Parent Signature
Revised 2/2014
21
SCS School Compact
Riverwood Elementary Optional School Student/Parent/School
This compact has been jointly developed and agreed upon by students, parents and staff as a way to promote positive working relationships and a shared commitment to improving academic
achievement for all Riverwood students.
Parent/Guardian Agreement
I want my child to achieve. Therefore I will encourage and support his/her learning by doing the following:
 Let my child know that I think school is important
 Insure that my child gets plenty of rest each night, attends school regularly, and on time
 Encourage my child to verbalize his/her problems and misunderstandings and support the school in maintaining proper behavior
 Establish a daily time and place for homework, maintain the necessary supplies, and review assignments regularly
 Read contents of Friday Folder weekly, sign and return with any necessary comments
 Read to and with my child every day
 Join the Parent Organization and attend parent conferences, meetings, and school functions regularly
 Stay aware of what my child is learning and doing by visiting and/or volunteering in the classroom/school
 Provide proper uniforms and materials necessary for school each day
 Make an effort to establish a positive relationship and ongoing communication with my child’s teacher
Parent’s Signature
Student Agreement
__________________________________________________________
It is important that I work to the best of my ability. Therefore I will strive to do the following:
 Show a positive attitude toward school daily
 Respect all persons and materials at school and act accordingly
 Get plenty of rest each night and attend school regularly and on time
 Come to school each day with the necessary tools for learning
 Participate in all classroom activities and complete assignments
 Observe regular study hours at home and complete and return homework assignments
 Wear the correct school uniform daily
 Take responsibility for my actions and grades
Student’s Signature
Teacher Agreement
_________________________________________________________
It is important that my students achieve. Therefore I will strive to do the following:
 Demonstrate respect and commitment to all of my students
 Provide a classroom environment responsive to the differing needs of my students
 Make sure every student experiences some type of success daily
 Maintain high expectations and plan challenging and meaningful activities that lead toward academic growth
 Provide appropriate homework assignments that match my students needs
22
SCS School Compact




Communicate with parents frequently about their child’s successes and challenges through conferences, calendars, newsletters, progress reports and Friday Folders
Participate in professional development that enables me to teach more effectively
Encourage parents to visit, volunteer, and participate in our classroom
Provide necessary guidance to parents so they can help their child to succeed
Teacher’s Signature
School/Principal Agreement
______________________________________________________
It is essential that we work together for students to achieve. Therefore I will strive to do the following:
 Provide a safe, nurturing environment that allows for positive communication between teachers, parents, and students
 Ensure all students, parents, and staff are treated with respect
 Demonstrate enthusiasm and involvement with students, parents, and staff
 Communicate Board of Education expectations to parents and the surrounding community
 Provide high quality instruction of the MCS curriculum in a supportive and effective learning community that enables students to meet the state’s academic achievement standards
 Plan and implement professional development opportunities that meet the needs and strengthen the skills of parents and staff
 Provide parents with reasonable access to staff and encourage them to become an active part of the Riverwood community by visiting, volunteering, and observing in their child’s classroom
 Hold annual parent/teacher conferences to discuss this compact and how it relates to their child’s academic achievement
Principal’s Signature
_____________________________________________________
Revised 2014
23
SCS Professional Development Plan
2014 – 2015
Professional Development Plan
School:
Riverwood Elementary School
Principal: Rita White
Date:
September 10, 2014
ILD:
TBA
PD Budget:
$15,000
Professional Development Plan Overview
Based on an extensive review of student data, teacher data, and school data, our school identified and prioritized measurable objectives by subgroups
as follows:
Objective 1: Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in Reading/Language Arts from
59.8% in 2014 to 65% in 2015. Grade 3 will increase the percentage of students scoring proficient/advanced in Reading/Language Arts from
56.1% in 2014 to 60.1% in 2015. (Move from TVAAS 3 to TVAAS 5 in Literacy).
Objective 2: Riverwood Elementary will increase the percentage of students scoring proficient/advanced on TCAP in Math from 55.8 % in 2014 to
61% in 2015. Grade 3 will increase the percentage of students scoring proficient/advanced in Math from 61.7% in 2014 to 66% in 2015. (Move
from TVAAS 1 to TVAAS 4 in Math).
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: Increase teacher depth of knowledge and ability to effectively implement Common Core and targeted intervention to differentiate instruction
and increase rigor in English Language Arts, for all students, with a special emphasis on Special Education, ELL, Economically Disadvantaged, and
Black/Hispanic subgroups.
Goal 2: Increase teacher depth of knowledge and ability to effectively implement Common Core and targeted intervention to differentiate instruction
and increase rigor in Math, for all students, with a special emphasis on Special Education, ELL, Economically Disadvantaged, and Black/Hispanic
subgroups.
24
SCS Professional Development Plan
Action Plans
The following plans describe some of 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.
Goal 1 Increase teacher depth of knowledge and ability to effectively implement Common Core and targeted intervention to differentiate instruction
and increase rigor in English Language Arts, for all students, with a special emphasis on Special Education, ELL, Economically Disadvantaged, and
Black/Hispanic subgroups.
Content: research based high yield strategies, best
practices in literacy; understanding the use and
practical application of data in developing lessons
to meet the needs of all learners; Common Core;
and Responsive Classroom practices, targeted
student intervention
Professional Learning Activities/Events









Conduct PLC’s on developing
common assessments aligned with
curriculum and Common Core
Conduct PLC’s on Closed Reads
and comparing and analyzing text
PLC data meeting to plan strategies
for targeted student intervention
New lesson plan template that is
RTI2 aligned
Substitutes as needed for teacher
training
Coaching / mentoring for
new/identified teachers
Attend national/local/state
conferences & training
Differentiation of teacher PD plans.
Provide Professional Development
resources specific to teacher needs
Peer Observations / Reflective
Practice
Process: mentoring; coaching; presentations;
Context: classroom observations; PLC’s; book study groups;
workshops; quality student work; data analysis;
common planning time; grade chair meetings; data
grade level and faculty discussion; individual
notebooks; faculty meetings; lesson plan feedback; optional
professional development plans; peer observations; teacher meetings; key LOOK FORS
reflective practice, informal
observation/walkthrough feedback; individual data
conferences, blended learning rotation model
Implementation
What data sources will you
$15,000.
Presenters/Leaders
Expected Outcomes
Timeline
use to evaluate effectiveness?
PD Budget
Administrative
August 2014Teachers will increase their
Formative Assessment Data
$2,00.00
Team and selected
May 2015
literacy knowledge and
Analysis, Progress Monitoring
Substitutes
teachers for all
repertoire of strategies by
Data, Lesson Plans, PLC
bulleted
August 2014–
participating in local, state
minutes, Student work review,
activities/events
May 2015 at
and national PD and sharing
Coaching Logs, My Learning
$10,000
weekly PLC
knowledge gained
Plan, and TEM 4.0
(Conferences
Administrative
meetings,
& Trainings)
Team and selected
PD Activity
All lesson plans will reflect
Title I
presenters/staff for
Logs,
RTI2 / intervention activities
all bulleted
Weekly Faculty
for identified students and
$3,000
activities/events
Meetings, Incontain differentiated
Professional
service Days
activities for targeted
Development
Pearson Coach
Resources
students
Teachers will attain
increased proficiency in
literacy strategies. They will
apply knowledge to meet the
student needs indicated
through the analysis of data.
25
SCS Professional Development Plan





Evaluate data to increase rigor
Bias/Gender / Economic Status
equitable teaching methods
workshops
Monitor weekly lesson plans for
implementation of RTI2
Implement blended learning
training and support
Teachers will use data to
differentiate and increase
student achievement
Teachers will implement
strategies that incorporate
higher level thinking skills
and Common Core Standards
into lesson plans
Teachers will bring back new
insights and strategies and
present in various learning
environments
26
SCS Professional Development Plan
Goal 2: Increase teacher depth of knowledge and ability to effectively implement Common Core and targeted intervention to differentiate instruction
and increase rigor in Math, for all students, with a special emphasis on Special Education, ELL, Economically Disadvantaged, and Black/Hispanic
subgroups.
Content: research based high yield strategies, best
practices in literacy; understanding the use and
practical application of data in developing lessons
to meet the needs of all learners; Common Core;
and Responsive Classroom practices, targeted
student intervention
Professional Learning Activities/Events
Implementation of Data Driven Common
Core Math in all grades
 Conduct PLC’s on developing
common assessments aligned with
curriculum and Common Core
 PLC data meeting to plan strategies
for targeted student intervention
 New lesson plan template that is
RTI2 aligned
 Substitutes as needed for teacher
training
 Coaching / mentoring for
new/identified teachers
 Attend national/local/state
conferences & training
Differentiation of teacher PD plans.
 Provide Professional Development
resources specific to teacher needs
 Peer Observations / Reflective
Practice
 Evaluate data to increase rigor
 Bias/Gender / Economic Status
equitable teaching methods
workshops
 Monitor weekly lesson plans for
Process: mentoring; coaching; presentations;
workshops; quality student work; data analysis;
grade level and faculty discussion; individual
professional development plans; peer observations;
reflective practice, informal
observation/walkthrough feedback; individual data
conferences, blended learning rotation model
Presenters/
Leaders
Implementation
Timeline
Math PLC/
Administrative
Team, Grade
Chairs, Selected
Presenter(s) for all
bulleted
activities/events
Pearson Coach
August 2014May 2015
PLC meetings,
weekly faculty
meetings, grade
chair meetings,
in-service days
Context: classroom observations; PLC’s; book study
groups; common planning time; grade chair meetings; data
notebooks; faculty meetings; lesson plan feedback; optional
teacher meetings; key LOOK FORS
Expected Outcomes
Teachers will implement
Common Core in daily
instruction to increase student
achievement
Differentiated hands on
materials will be used
What data sources will you
use to evaluate effectiveness?
PD Budget
Classroom 0bservations,
Formative Assessment data,
Progress Monitoring (Star
Math), Stanford Math and IXL
data, Observation data, PLC
minutes, Student work review,
lesson plans
See Goal 1
Teachers will present new
insights/strategies form best
practices in staff trainings
Teachers will implement
strategies that incorporate
higher level thinking skills,
academic choice, and
Common Core Standards into
lesson plans
Teachers will use data to
differentiate lessons to
facilitate increased student
achievement
27
SCS Professional Development Plan



implementation of RTI2
Integrating hands-on manipulatives
Raising the rigor of math
instruction through the use of
higher level thinking skills and
targeted intervention
Implement blended learning
training and support
28
SCS Strategies to Attract HQ Teachers Plan
Riverwood Elementary School Strategies to Attract High-Quality, Highly Qualified Teachers 2014-2015
Our school uses the following strategies:








We have strong collaborative relationships with local colleges and universities.
We host 23 University of Memphis Ready2Teach Residents who co-teach in classrooms full time.
We provide ongoing professional development.
We encourage teacher participation in local, state, and national professional development.
We have an on-site based Mentoring Program.
We have established networks to build teacher capacity.
We provide time for team planning and collaboration.
We provide generous resources and materials to assist our teachers.
29