School:
District:
Analysis of last
year’s final
results: 20132014
Kittrell Elementary School
Rutherford County Schools
Areas of Greatest Progress:
AMO- With safe harbor all four AMOs
were met.
Proficiency and Advanced
Improvements:
3rd Grade Math- 66.2%=3.5%
improvement
3rd-5th Grade Math- 71.7%= 5.7%
improvement
ED vs Non Ed
3rd-5th grade Math- gap decreased 1.2%
3rd -5th grade RLA- gap decreased 1%
(SW 1)
Areas of Greatest Challenge:
Proficiency and Advanced Setbacks
Without safe harbor we would have only
met two of our goals.
3rd grade RLA 45.9 %=2.1% decrease
3rd-5th Grade RLA 50%= decrease 2.7%
TVAAS Setbacks
3 year growth- 5th grade student growth
in every area: -5% growth
1 year growth: 5th grade -2%
SAT10 school percentiles
2nd grade reading: 30th percentile
2nd grade math: 45th percentile
ELL vs Non ELL
The gaps were closed for both RLA and
Math for 3-5th grades.
Math- -0.4 % RLA -17.1%
Racial/Ethnic vs ALL
3rd-5th grade Math- gap decreased 16.7%
2013- 21.8% 2014 5.1%
3rd-5th grade RLA- gap decreased 16.2 %
2013- 16.2% 2014 0%
TVAAS Improvements
4th grade students made substantially
more progress and growth in all subject
areas and quintiles
Source of Progress:
 100% of our teachers are
highly qualified in the area that
they teach. ( SW 3)
 All grade level teachers have
common planning time and
meet weekly to discuss lesson
plans, and discuss assessments,
analyze student data, share
strategies, track students’
mastery of objectives.
 95% Group: phonological
awareness, phonics lessons
library, multisyllable routines,
and the comprehension
component.
 Essential skills in both ELA and
Math have been selected by
each grade level.
Source of Challenge:
 SAT not aligned to CCSS
 5th grade departmentalized
 5th grade interventions were in
the developmental stages of
targeted skills
 Limited prior knowledge and
skills of the students from low
socio-economic households
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Goals for this
school year:
2014-2015
Ongoing/high quality staff
development workshops; CCSS
Math and ELA, Fluency model
lessons, 95% Group, RTI,
Essential components of
effective literacy groups, Model
math lessons.
Communication with parents
using “Agendas” daily, school,
classroom, and LEA newsletters,
school messenger.
Computer programs, schoolwide
support materials, and
technology equipment.
Kittrell Climbers after school
program.
Daily intervention and extension
in ELA and Math.
Overall Achievement Goals: (Aligned to First to the Top Goals)
3rd Grade AMO
3rd-5th Grade AMO
All Students
All Students
ELA- 49% P/A
ELA 53.1% P/A
Math 73.5% P/A
Math 68.3% P/A
Subgroup Goals: (List each subgroup individually)
3rd Grade E/D
3rd-5th Grade ED
ELA 50.2% P/A
ELA 50.9% P/A
Math 67.8% P/A
Math 67% P/A
3rd Grade White Students
ELA 46.1% P/A
Math 71.9% P/A
3rd-5th grade White Students
Math 68.8% P/A
Other Required Goal Areas:
 93% Attendance Rate for faculty, staff, and students
 Attract and maintain highly qualified teachers.
 Increase parent involvement to enhance academic achievement.
 Continue transitional activities for pre-school to kindergarten and 5th grade
to middle school.
 Continue to participate in the RCS job fair to attract Highly Qualified
teachers and host MTSU student teachers. (SW 5)
 Raise 5th grade student growth scores
Plan for this
school year:
Key strategies to achieve goals:
1. School leadership teams that will meet regularly to assess issues and needs,
create plans for improvement, oversee PLC activities, develop plans for
professional development, and research ideas.
2. Continue all strategies and activities that contribute to Kittrell’s areas of
greatest progress last year to include: weekly PLC meetings, daily I&E using
qualified staff, common planning time; after school tutoring, links to online
programs made accessible to teachers, students, and parents from the
Kittrell webpage and educational software programs on the school server;
high quality and ongoing professional development activities; and
interschool and intraschool collaboration.
3. PLC teams to concentrate on student learning. Teacher will continue to use
weekly PLC’s to develop common assessments, analyze data and use the
data to develop plans for instruction in reading and math, but will also use
PLC time to research best practices in education. (SW 8)
4. Ongoing parent training offering resources and opportunities to strengthen
knowledge and skills in order to support their children’s academic
development, including Family Math Night, Literacy Night, What Does RTI2
Mean to Me and My Child, Kindergarten Marches On, Strategies for Reading
and Math Foundational Skills, and Kindergarten and Fifth Grade
Transitional meetings. Also Parent Lending Library is available for parents.
(SW 6)
5. Transition 5th graders to middle school by hosting guest speakers from the
two zoned middle schools immediately following a fifth grade after school
activity in May. (SW 7)
6. Transition preschool students into Kindergarten by hosting a Kindergarten
Transition Parent Meeting in May and August 2015, by providing transition
materials to all new kindergarten students, and by providing phase in days
at the beginning of the 2015-2016 school year. (SW 6,7)
7. Administrator will provide motivational incentives for faculty, staff, and
students to encourage 100% attendance per nine weeks.
8. Professional days will be used to send classroom teachers to observe highly
effective teachers. (SW 4)
Key strategies to achieve progress for students with the greatest need:
9. Continue to use data analysis during PLC time to develop differentiated
lessons focusing on targeted skills for those who are experiencing difficulty
mastering standards as well as those who are achieving at or beyond the
norm. (SW 8,9)
10. Scheduled RTI2 time for all grade levels where classroom teachers, SpED
teachers, EA’s, and interventionist will work in small groups with students
on targeted skills. (SW 2)
11. Ongoing professional development will be provided to teachers and
educational assistants to ensure they can effectively work with students
(SDE math consultant, Marrie Lasater, Poverty Training, New Teacher
Training, LETRS Workshop, Orton Gillingham,95% Group, Related Arts
teachers workshop on how to integrate the CCSS, Ron Clark Academy,
Survivor ELL, Incorporating Social Studies into ELA.) (SW 4)
12. ESL and SpED teachers will be used in inclusion settings when appropriate
and will attend grade level PLC meetings to analyze data and inform
instruction.
13. All SpEd students will receive uninterrupted 90 minute Reading and
60/75/90 minute Math in the general Education classroom. (SW 9)
14. Reading and Math instructional materials will be purchased to use for
intervention with our Tier II and Tier III students.
15. Add an IPad mobile Lab to be used in small group and classroom instruction.
16. Continue hosting a federally funded after school program that focuses on
targeted skills and that provides transportation. (SW 2,9)
Projected costs and funding sources for key strategies:
Benchmarks for
Progress
Yearly Title I budget: $215,100
 5 extended contracts $3000 (Title I)
 Transportation for after-school extended learning $4800 (Title I)
 Funding for 40 substitutes for PD days $3520 (Title I)
 3 Educational assistants $52,215 (Title I)
 Parent involvement /parent training $2570 (Title I)
 Interventionist $54,464 (Title I)
 Online computer programs $4500 (Title I)
 Staff Development $14,000 (Title I)
 Instructional equipment , projectors, iPads $11,600 (Title I)
 Instructional materials, Do the Math, 95% Group, Common Core lending
library materials $5,361 (Title I)
RTI2 Coach ,EA , and Interventionist funded by county
Funding for all other strategies is provided through federal, state, and county
funding that is already in place.(SW 10)
Benchmark:
Timeline:
Grade Level Essential Learning
Monthly
Assessments(Reading and Math)
AIMSWeb Benchmark Assessments (Reading and
Math)
AIMSWeb Progress Monitoring
95% Group (PASI and PSI as required)
August, January, May
District Mid-Year ELA/Math Benchmark
(ThinkGate®)
3rd-5th Grade State Writing Assessment
TCAP Social Studies Field Test (3rd-5th)
K-2 Achievement Test (2nd Grade only)
TCAP Achievement/ELSA (3rd-5th)
January
Every Two Weeks
Ongoing throughout the
school year
February
March
May 4-8
April 28-May 1
Schoolwide Appendix
Pages
Component 1
Comprehensive Needs Assessment
1-2
Component 2
Schoolwide Reform Strategies
2-3
Component 3
Instruction by Highly Qualified Teachers
1
Component 4
High Quality and Ongoing Professional Development
2-3
Component 5
Strategies to Attract Highly Qualified Teachers
2
Component 6
Strategies to Increase Parental Involvement
3
Component 7
Plans for Assisting Preschool Children in the Transition from Early
Childhood Programs to Local Elementary Programs
3
Component 8
Inclusion of Teachers in Decisions about the Academic
Assessment for the Purpose of Improving Student Achievement
3
Component 9
Effective, Timely, and Additional Assistance for Students who
have Difficulty Mastering the Standards at Proficient and
Advanced Levels
3
Component 10
Coordination and Integration of Federal, State, and Local Services
and Programs
4