2013-2014 Tennessee School and District Improvement Plan Template
The final plan should be no longer than four pages.
School Name:
Oakhaven High School 2013-2014
Accountability
Reward, Focus, or Priority if applicable.
Status:
N/A
Analysis of last
year’s final
results:
Areas of Greatest Progress:
Areas of Greatest Challenge:
Proficient/Advanced
IMPROVEMENTS
Proficient/Advanced
SETBACKS
Biology I (Significant Progress)
Students taking Biology experienced the
greatest gains for the 12-13 SY, (29% P/A) a
+16 % increase over the 11-12 SY, (13% P/A).
Algebra I (significant decrease)
Students taking Algebra I experienced A
decrease in 12-13 SY, (42% P/A) a -7%
decrease from 11-12 SY (49% P/A).
English II (Slight Progress)
Students taking English II experienced a
slight gain in 12-13 SY, (25% P/A) a +4%
increase from 11-12 SY (21.0% P/A).
Algebra II (slight decrease)
Students taking Algebra II experienced a
decrease in 12-13 SY, (7.6% P/A) a -.3%
decrease from 11-12 SY (7.9% P/A)
English III (Slight Progress)
Students taking English III experienced a
slight gain in 12-13 SY, (3.9% P/A) a +.7 %
increase from 11-12 SY (3.2% P/A).
English I (Slight decrease)
Students taking English I experienced a slight
decrease in 12-13 SY, (27.1% P/A)
a -4.9% decrease from (32%P/A) in 11-12 SY.
SubgroupsSWD 10.7% P/A Algebra I in 11-12 SY
Increase e of +8.7% for 12-13(19.7%P/A)
SWD <5% P/A English II in 11-12 SY
increased to 9.1%P/A for 12-13 SY.
Underlying Reasons for Progress:
Underlying Reasons for Challenge:
Oakhaven High School’s progress can be
attributed to the following: 1) The close
alignment of instruction with the pacing
guides and curriculum maps.
2).Implementation of the SPI tracker for
monitoring student progress toward
proficiency. 3) Successful use of weekly PLCs
to focus on student achievement and
analyze student data. 4) Utilizing successful
inclusion practices to eliminate gaps in the
SWD subgroup. 5) Conducting formative
assessments and regional level common
assessment data to drive instruction.
Challenges faced by Oakhaven High School
include: 1) deficiencies in reading
comprehension for many of our students.
We will address this challenge through the
use of the district funded initiative Reading
Plus. 2) The -7% regression in Algebra I due in
part to an unfilled Algebra I position in the
12-13 SY. Additionally, we have integrated
the Stanford Math intervention with the
Physical Science Course to further support
Algebra I 3) TVAAS data reflects low
achievement probabilities in for the 12-13 SY.
We will utilize an intervention schedule to
support students during the school day for
13-14.
Goals for 20132014 school
year:

Please consult with your district regarding goals and AMO targets for Achievement
and Gap Closure.
2013-2014 AMO’s
English I 40% P/A, English II 29.2% P/A, English III 9.9% P/A,
Algebra I 46% P/A, Algebra II 13.6% P/A, Biology 38% P/A
1.
Plan for this
To use effective instructional strategies to improve student achievement in RLA,
Mathematics, Science and exceed 12-13 Achievement results by 10% for the 13-14
SY.
2. To use effective research based strategies and resources to exceed the 12-13
graduation rate by 10% for the 13-14 SY.
3. To provide teachers with research based instructional strategies to increase the ACT
composite average from 15.2 to 16 by the end of the 13-14 SY.
Key strategies to achieve goals:
school year:
1.
Strategy: Weekly PLC meetings in the content areas of English-I, II, III, Algebra I,
Algebra II and Biology and instructional materials and supplies for each subject area.
Implementation Plan: Key staff participated in PLC professional development
during the summer of 2013, from September 2013- April 2014 staff will meet in
PLC’s to analyze student data and address concerns.
Desired outcomes: Faculty and administrative staff will effectively track student
progress, students will received needed interventions or
Enrichment opportunities and meet the achievement goals for 2013-2014.
Projected costs and funding sources: The projected cost of $14,000 will include EOC
workbooks and classroom supplies. Funding Source: School-wide Title I funds
Describe how this specific strategy will help you achieve your goals for the 2013-14
school year and address areas of challenge from the past year:
One of the areas of challenge from the previous year was the unfilled Mathematics
position. We have hired a highly qualified teacher for the position and he will
require support in order to help our students meet the needs of our students. The
weekly PLC’s will provide team level support to the new teacher. He will receive
research based, ongoing professional development on how to track students,
analyze the data and use the data to make instructional decisions in the classroom.
Additionally, the new teacher has been assigned to a learning coach who will also
support him in his efforts in the classroom.
2.
Strategy: Ensure that instruction is aligned to the curriculum maps via drop-in
observations, TEMS 3.0 evaluations and walk-thrus by the administrative staff
Implementation Plan: All staff will receive professional development on research
based instructional strategies as well as the TEMS 3.0 rubric to improve student
outcomes. July 2013- April 2014 on a daily basis.
Desired outcomes: All teachers will develop and implement high quality lesson
plans that push students’ higher order thinking skills while improving their
comprehension.
Projected costs and funding sources: Costs for the implementation of the proposed
strategy will be covered by the school district as part of the coordination of our State
and Federal programs.
Describe how this specific strategy will help you achieve your goals for the 2013-14
school year and address areas of challenge from the past year:
The proposed strategy is essential to ensure that our students receive high quality
instruction daily and that accountability is evident in every classroom. Students who
receive consistently high quality instruction will have a greater probability of
meeting their achievement goals for the year. All teachers will employ reflective
practice strategies to ensure student success.
3.
Strategy: Administer DEA Formative assessments and common assessments
Implementation Plan: DEA Formative assessments will be administered 3 times per
school year. Common assessments will be administered every three weeks.
Desired outcomes: Students will progress with pacing guide for their courses.
Teachers and administrators will obtain timely analysis of student data necessary to
respond to what students know, don’t know and create an action plan for getting
them where they need to be.
Projected costs and funding sources: District funding will cover the cost of the DEA
formative assessments for the school year. Title I funds will be used to purchase
printing supplies for the teacher made common assessments.
Describe how this specific strategy will help you achieve your goals for the 2013-14
school year and address areas of challenge from the past year:
This strategy will be essential for keeping a pulse on where our students are
throughout the school year while providing numerous opportunities to improve
instructional strategies and student access to interventions.
4.
Strategy: Double Dosing in Algebra I, English II and English I
Implementation Plan: Algebra I students are currently receiving Stanford
Math intervention by way of the Physical Science Class. Starting in January
the same students will receive a double dose of Algebra I from the Physical
Science teacher two days per week. English II will be double dosed by the
Library Media Specialist two days per week. Finally, the English I students will
be double-dosed by the Sped Teacher two days per week.
Desired outcomes: Students receiving double dosing intervention will exhibit
improved reading comprehension skills and the mathematics students will have a
tight grasp on utilizing the calculator to solve various problems.
Projected costs and funding sources: N/A
Describe how this specific strategy will help you achieve your goals for the 2013-14
school year and address areas of challenge from the past year:
Many of our students have low TVAAS probabilities for growth. This strategy will
help augment the skills of our students who require remediation and intervention to
be able to achieve their goals.
Key benchmarks
for progress on
strategies:
Benchmark:
1. Content areas with an EOC will utilize the SPI
tracker to track student progress.
2. Staff will meet in PLCs to review pacing guides,
curriculum maps, student data and instructional
practices (reflective practice).
3. Administrative team will meet to discuss school
concerns and collaborate on school based decisions.
4. Administer DEA formative assessments to all
English I, English II, English III, Algebra I, Algebra II,
and Biology students at Oakhaven High.
5. Conduct Data Day after each formative
assessment, data will be disaggregated and action
plans developed to address re-teaching and
interventions.
6. Math department vertical teaming with Oakhaven
Middle School Staff.
7.Staff will develop target list of students who will
need support to meet their academic goals.
8.Professional development on the Common Core
(Common Core Study Groups)
9. Administration will monitor Stanford Math and
Reading Plus intervention for identified students.
10. Administrative will monitor PLC meetings and
review minutes.
11. Analyze Common Assessment data results for
trends and develop action plans based on results.
Timeline:
Weekly
Weekly
Weekly (Monday 8:00 am)
Sept 28-Oct 18 : A formative
assess.
Dec 2- Dec 20:
B formative
assess.
Feb 24- March 21: C formative
assess.
After formative assessment results
A, B, & C
January 2014
February 2014
March 2014
Students will be identified in
October after DEA Formative
Assessment A and updated weekly
during PLCs.
September 2013-April 2014
Weekly
Weekly
Every three weeks