2014-15 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School Name:
Accountability
status:
Woodstock Middle School
Reward, Focus, or Priority if applicable.
Math
6th grade: gain of 6.9 %
8th grade Algebra: 90.9% prof/advanced
Reading/Language Arts (R/LA)
6th grade: gain of .6%
Science
6th grade: gain of 10.6%
Math
Met BHNA gap target by 1.0%
Met ED gap target by 6.9%
Met SWD gap target by 6.9%
Reading/Language Arts (R/LA)
Met ED gap target by 4.3%
Math
In 2014, 6-8 grades scored 24.8%
prof/advanced (missed AMO target by
21.8%)
In 2014, 7th grade scored 9.9%
prof/advanced (missed AMO target by
41.6%)
Reading/Language arts (R/LA)
In 2014, 6-8 grades scored 27.2%
prof/advanced (missed AMO target by
9.4%)
In 2014, 7th grade scored 21.8%
prof/advanced (missed AMO target by
11.8%)
In 2104, BHNA Subgroup in R/LA missed
gap target by 1.5%
SWD subgroup in R/LA missed gap
target by 2.3%
Writing
6-8 grade students scored a 1.4%
proficient rate on the writing
assessment
Underlying Reasons for Progress:
Quality co-teaching occurred between
the teacher and resource teacher.
Whole class instruction led by the
classroom teacher was followed by
separate small class instruction led by
both teachers simultaneously.
Highly qualified teachers’ outstanding
commitment to student excellence as
evidenced through extended after
school and Saturday tutoring and
intervention.
Full implementation of EPGY Stanford
Underlying Reasons for Challenge:
One of the greatest challenges we
encountered last year was the large
number of students per classroom in
grades 7 and 8. After several weeks of
overcrowded classrooms, Woodstock
Middle School received additional
teachers. Only at that point, were
classrooms reassigned to better
accommodate smaller class sizes. The
first several weeks of a school year were
crucial in setting the tone for the year.
Time was lost in gaining the extra
teachers and laying an appropriate
foundation for the year.
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Math began in September. The teacher
assigned to the program monitored the
use of Stanford Math weekly to ensure
implementation recommendations were
met and to verify that student grade
placements were appropriate.
All students participated in Reading Plus,
a research-based silent reading
intervention that helps students gain
proficiency by improving
comprehension, reading rate, and
vocabulary. Any intervention must
match the students' level of reading
development. Many students
participating in Reading Plus
experienced difficulty in the program
due to their low level of reading. This led
to frustration and a lack of motivation to
succeed.
Teachers at WMS had not discussed a
collection of best practices in writing, as
well as resources to use when teaching
writing. Teachers were not completely
familiar with the Six-stage Gradual
Release Model. In addition, there was
little evidence of explicit support and
immersion in real writing.
Goals for 201415 school year:
Plan for this
school year:

Woodstock Middle School will achieve a 31.8% Advanced/Proficiency rate in
Reading/Language Arts overall in grades 6-8 by May 2015.
 Woodstock Middle School will achieve a 26.7% Advanced/Proficiency rate in
Reading/Language Arts in grade 7 by May 2015.
 Woodstock Middle School will achieve a 29.5% Advanced/Proficiency rate in
Math overall in grades 6-8 by May 2015.
 Woodstock Middle School will achieve a 15.5 % Advanced/Proficiency rate
in Math in grade 7 by May 2015.
 Woodstock Middle School will achieve an increased rate of 1.4% of students
scoring Proficient on the Writing Assessment in grades 6-10.
Key strategies to achieve goals:
1. Strategy: The program, IStation, will be used during Academic
Exploration/Intervention period to improve academic success for students
in the area of Reading/Language Arts.
Implementation Plan: Students in grades 6-8 will participate in IStation
Reading to remediate word analysis, fluency, vocabulary, and
comprehension. Students will be placed in tier level instruction based on
results from the universal screening.
Desired outcomes: Delivery of individualized instruction in R/LA; lesson
support via data-rich benchmark and continuous progress monitoring to
assist all students from struggling to advanced.
Projected costs and funding sources: District funding
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:
Through the implementation of IStation, students will receive instruction
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based on individual ability level. This will help 6-8th grade students achieve a
31.8% Advanced/Proficiency rate and 7th grade students achieve a 26.7%
Advanced/Proficiency rate.
2. Strategy: Weekly PLC Meetings by grade level and Monthly PLC Meeting
by department
Implementation Plan: Professional Learning Communities will be
established by grade level and subject area to plan/support instruction,
analyze data and establish intervention and enrichment opportunities in a
collaborative manner.
Desired outcomes: There will be a commitment by all teachers at
Woodstock Middle School to continuous improvement with knowledge,
purpose, and efficiency through participation in Professional Learning
Communities. Teachers will keep a PLC binder with the following evidence:
evidence of collaborative team meetings, established norms, SMART goals,
assessment data, CFA’s (pre and post tests), prioritized standards per
quarter, and artifacts demonstrating a collective response to the four
critical questions of learning.
Projected costs and funding sources: Funding from Title I to obtain
substitutes when needed for data disaggregation and instructional changes.
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:
If teachers are committed to working together interdependently to achieve
a collective purpose and common goal, everyone will be held mutually
accountable for the academic success of all students at Woodstock Middle
School. Teachers working collaboratively to answer the four critical
questions of learning will help meet established AMO goals.
3. Strategy: The programs, IReady and Compass, will be used by students
during Academic Exploration/Intervention period to improve academic
success for students in math and English
Implementation Plan: Students in grades 6 – 10 will participate in an
adaptive diagnosis that covers the main common core domains in
mathematics: number and operations, algebra and algebraic thinking,
measurement and data and geometry. Needs will be individually pinpointed
and differentiated online instruction will be provided as well as teacher-led
instruction to target each student’s unique needs.
Desired outcomes: Assessment and instruction will reflect the rigor of the
Common core. Reports will enable teachers to understand what each
student “can do” and understand the next steps of instruction. Students
and teacher-led instruction will make connections among multiple strands
within and across grade levels. Progress monitoring assessments and lesson
quizzes will give students multiple opportunities to demonstrate skill
mastery.
Projected costs and funding sources: District funding.
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:
Through the implementation of IReady and Compass math, students will
receive instruction based on individual ability level. This will help 6-8th grade
students achieve a 29.5% Advanced/Proficiency rate in math and 7th grade
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students achieve a 15.5% Advanced/Proficiency rate.
4. Strategy: Teachers will research best practices around writing
instruction that focuses on including details and differentiate instruction
for targeted groups, collaborate among grade levels, and share strategies
and results of the use of technology.
Implementation Plan: Using the TNCORE Literacy Team Training, teachers
of grades 6 through 10 will receive instruction on Self-Regulated Strategy
Development (SRSD) which will include the following: identifying the stages
of SRSD; designing and administering a diagnostic writing task;
collecting/reading student work; using scaled scores to analyze student
work; entering data from writing assessment which will begin a year-long
tracker of writing data.
Desired Outcomes: Teachers will sequence through a cycle which will
include: collect and score writing assessments; analyze student data in
teams and identify next steps; engage in tasks with students, collect student
samples and score in teams; analyze student data in teams and identify next
steps; reengage with students (with a colleague observing if possible); learn
further practices for writing instruction in new genre.
Projected Costs and Funding Sources: District Funding along with Title I
funding for teachers to attend professional development.
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:
With specific professional development in “Self-Regulated Strategy
Development” teachers will help students improve their writing through
strategy and self-regulation.
Key benchmarks
for progress on
strategies:
Benchmark:
Use results from IStation universal screenings, bimonthly assessments for tier 2 students, and
weekly assessments for tier 3 students to
determine specific R/LA academic needs of all
students grades 6-8
PLC Meetings will occur weekly by grade level and
monthly by department to review/relearn/learn
content with appropriate pedagogy for common
core content in mathematics, reading/language
arts and science. Teachers will be trained on
effective planning, quality work, rigor, data usage,
and common core implementation.
Students will take i-Ready Diagnostic at the
beginning of the year to establish a baseline for
instructional decisions. School administrators and
teachers will also have the option to use monthly
Progress Monitoring Assessments to monitor
progress throughout the year.
Timeline:
Beginning of school year,
middle of year, and end of
year for universal screening.
Bi-monthly for tier 2
assessments, and weekly
assessments for tier 3
students.
Weekly PLC meetings held
throughout the year based on
teacher need; lead teachers in
each content area will meet
with school leadership team to
review teacher progress and
make recommendations for
additional courses in My
Learning Plan.
Beginning of school year,
middle of year, and end of
year as well as monthly
assessments.
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Students will take writing assessments throughout Beginning of year (October),
the year for teachers to collect, score, analyze, and middle of year (January) and
plan for next steps.
end of year (early April).
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