2014-2015 Tennessee School Improvement Planning Process
Craigmont Middle School
LaTrenda Hicks, Principal
“A great place to teach, learn, and grow, Where Excellence Becomes a Habit”
Craigmont Middle School Improvement Plan
Revised September 2014
School Improvement Plan -Table of Contents
Table of Contents pg.2
Assurance Page pg. 3
Analysis of Last Year’s Results p.4

Comprehensive Needs Assessment ( School Climate Survey) pg. 5

Addressing the needs of students experiencing difficulty pg. 4-5

Strategies to attract highly qualified teacher pg. 5

Instruction by highly qualified staff pg. 5
Goals for this school year pg. 5
Plan for this school year pgs. 5-6

School-wide reform strategies pgs. 5-6
Benchmarks for progress pgs. 6-7
Literacy Plan: English Language Arts pgs. 8-9
Literacy Plan: Writing pg. 10
Numeracy Plan: Mathematics pgs. 11-14
Action Plan: Attendance pgs. 15-16
Addendum pg. 17

Assurance page pg. 17

TSIP Addendum Checklist pg. 18

Family Engagement Plan pgs. 19-23(English and Spanish)

Parent School Compact pgs. 24-27 (English and Spanish)

Transition Plan pg. 28

Intervention plan pgs. 29-32

Federal and State Educational Programs pg. 33

Technical Assistance pg. 34

Mentor Plan pg. 35

Professional Development Plan pgs. 36-41

Optional TSIP pgs. 42-50

Annual Principal Verification of Highly Qualified Staff pg.51

Measure to include teachers pg. 52
2
Craigmont Middle School Improvement Plan
Revised September 2014
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
With Signature of Principal
I certify that Craigmont 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
3
Craigmont Middle School Improvement Plan
Revised September 2014
2014-15 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School Name:
Accountability
status:
Analysis of last
year’s final
results:
Craigmont Middle School
N.A.
Areas of Greatest Progress:
English Language Arts grade 7 grew 5.6%
Science grade 7 grew by 3.8%
Algebra made a huge gain of 8.3%
Areas of Greatest Challenge:
Math grades 6th – 8th -3.6%
Math grade 8 -4.6%
English Language Arts grades 6th – 8th -6.4%
Math grades 6th – 8th for the following subgroups:
 Black, Hispanic, Native American- 4.3% growth
 Economically Disadvantage by 4.2% growth
 English Language Learners 4.8% growth
 Students with Disabilities 3.7% growth
English Language Arts grades 6th – 8th for the following subgroups:
 Black, Hispanic, Native American 4.5% growth
 Economically Disadvantage by 4.5% growth
 English Language Learners 5.8% growth
 Students with Disabilities 3.7% growth
Underlying Reasons for Progress:
Underlying Reasons for Challenge:
Students in 7th grade ELA gains are attributed to but not limited to the teachers
participating in the following:

All teachers tutoring 3 times a week or more if needed,

Common Assessments Developed as a department,

Teachers participated in professional development monthly

Teachers had a positive rapport with parents in order to get permission for
the students to stay after school for tutoring.
Algebra I made gains in mathematics. These gains attributed to the following:
Teachers were inconsistent with implementation of Common Core
professional development to fully understand common core
standards. These core teachers must refine lesson plans and activities
to ensure all students have the opportunity to learn. Instruction must
be highly explicit for the various subgroups to ensure progress.
Math, and Language Arts teachers must participate in on-going
professional development on the TEM framework and evaluation
process in order to improve their instructional effectiveness.
4
Craigmont Middle School Improvement Plan
Revised September 2014

Goals for 201415 school year:
Plan for this
school year:
All teachers participated in on-going professional development in
research-based strategies to promote numeracy focusing on Common
Core Curriculum Shifts during PLC meetings to improve teachers’ skills
in instructional design.

Math teachers met once a month to discuss plans for the upcoming
objectives as well as what content needs to be re-taught using common
formative assessment.

Tutoring was offered Tuesday, Wednesday, and Thursday from 2:30 to
4:30.

Students spent an average of 90 minutes on Stanford Math as an
intervention to improve their math skills.

Teachers incorporated Madeline Hunter planning concept in their daily
lessons as a means to develop good first teaching.
Comprehensive Needs Assessment (School Climate Survey) – Craigmont Middle
School is very fortunate to have an excellent staff of 43 individuals 86% of who feel
Craigmont is a good place to teach, learn, and grow. Overall, (86%) teachers would
recommend Craigmont as a good place to teach based on the following factors:
feeling safe at school (79%); teachers are held to high professional standards for
implementing a rigorous curriculum (89%); teachers receive feedback that can help
them improve teaching (86%); Teachers share a common set of rigorous interim
assessments that ensure students are ready for college (88%). 98% of the faculty
members are considered Highly Qualified
1. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD) in Language Arts
from 28.9% in 2013-2014 to 33.3% in 2014 – 2015 to improve student achievement per federal academic requirement.
2. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD) in Math from 27.9%
in 2013-2014 to 32.4% in 2014 – 2015 to improve student achievement per federal academic requirement.
3. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD) in 8th Grade math
from 7.3% in 2013-2014 to 13.1% in 2014 – 2015 to improve student achievement per federal academic requirement.
Subgroups
R.educe the 2014 gap in Math for Economically Disadvantaged Students by 9.7%.
Reduce the 2014 gap in English Language Arts for Economically Disadvantaged by 10.2%.
Key strategies to achieve goals:
1. Strategy: Weekly PLC’s—August 2014-May 2015
Implementation Plan: Weekly PLC’s led by PLC Coach/Team Leader to review/relearn/learn content with appropriate pedagogy for grade
level common core content in mathematics, science, and RLA.
Desired outcomes: Good First Teaching w/improved scores
Projected costs and funding sources: 1000.00 for printed materials-Title 1 Funding source
Describe how this specific strategy will help you achieve your goals for the
5
Craigmont Middle School Improvement Plan
Revised September 2014
2014-15 school year and address areas of challenge from the past year:
Teachers using “Good First Teaching” methodology will increase the learning curve and limit
the amount of time spent on re-teaching the same skills; thus, allowing more time for students
to explore a content thoroughly. It will also allow time for teachers to revisit goals and
continuously improve rigor in a lesson while providing students with vital tools to improve
TCAP Scores in math/ELA..
2. Strategy: Implement ELA word study professional development for teachers.
Implementation Plan: PLC Coach and administrative staff will work with ELA/Word Study teachers to incorporate the RICE Writing and
Gourmet Learning Curriculum.
Desired outcomes: Improved writing and reading scores.
Projected costs and funding sources: 1000.00 for printed materials-Title 1 Funding source
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:
3.
Wesceta Fletcher-PLC Coach, Acacia Ford-Optional School Coordinator, Myron HewittLibrarian and all RLA teachers will work cohesively to improve students’ writing ability,
reading comprehension, and reading fluency. These tools will further assist each tier subgroup
by starting at their deficit and moving them beyond their initial level of understanding
Strategy: Data Day(after each formative assessment) Aug 2014-March 2015/ PD Ongoing Aug 2014-April 2015
Implementation Plan: All teachers will use formative assessment data to determine which students are farther behind and where they need
assistance and students will be notified of progress or lack thereof during Data Day; in addition, all teachers will participate in on-going jobembedded professional development in research-based literary strategies to promote school-wide literacy and to improve teachers’ skills in
instructional design and implementing common core.
Desired outcomes: All stakeholders knowledgeable about the progress of students and empowering teachers to further assist students and
parents in student achievement
Projected costs and funding sources: 500.00 Supplies-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:
Teachers, students, and parents are aware of students’ performance levels and they are able to work together to ensure academic success for the
students. Teachers will gain a wealth of knowledge that will further assist them in increasing student achievement.
Key benchmarks
for progress on
Benchmark:
1.
All teachers will participate in high quality, ongoing professional development on the TEM
Timeline:
Once a month beginning August 2014-May 2015
6
Craigmont Middle School Improvement Plan
strategies:
2.
3.
4.
5.
6.
7.
8.
9.
framework and evaluation process to improve their
instructional effectiveness.
Teachers will participate in weekly PLC data
meetings to analyze weekly assessment results and
to determine strategies to move students from below
proficiency to proficiency.
All Tier 2 students will participate in I-Station and
or I-Ready three times a week for 75 minutes to
improve reading, communication, and math skills.
Students who are performing below proficiency in
English/Language Arts and math will be offered
after school tutoring three days a week
English and Math classes will be equipped with
technology upon request to be used by students to
teach and reinforce fundamental literacy concepts
and skills so students are able to learn successfully at
their own level.
Teachers will incorporate Madeline Hunter to
develop good first teaching.
The school will provide students with disabilities
extra tutoring opportunities for appropriate
alternative assessments.
Teachers will incorporate Common Core Standards
in an effort to engage students in rigorous content
and activities.
I-Ready and I-Station will be used in the classrooms
and in after-school tutorials.
Revised September 2014
Once a week beginning September 2014 to May 2015
Three times a week beginning September 2014-May 2015
3 days a week beginning October 2014 thru March 2015
Aug. 2014 - May 2015
Monday – Friday beginning August 2014 -May 2015
3 days a week beginning October 2014- May 2015
Monday-Friday beginning August 2014-May 2015
Oct. 2014-May 2015
Daily in the plus classes and every day tutoring is held
7
Craigmont Middle School Improvement Plan
Revised September 2014
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Craigmont Middle School
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?
Craigmont Middle School students will increase proficiency from 28.9% in 2013-2014 to 33.3% in 2014-2015 school year. This
goal meets AMO’s set by the District.
Increase the overall number of students scoring at the proficient or advanced level for reading.
The district’s 80/90/100% college and career readiness plan will be influenced by the implementation of Craigmont’s goal.
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.
Bi-weekly Common
Action Step
Assessments
Weekly Departmental Meetings
Action Step
Action Step
Literacy Night
Parent Book Club
Action Step
In-Service Trainings
Action Step
Action Step
Dissemination of Data
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.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
Teachers planning
and assessing
Common planning
opportunities
$0
Literature specific
to school needs
$200
Title 1 Funding
Sept. 2014May 2015
August
2014
May 2015
February
19, 2015
R/LA Teachers
October 23,
2014April 16,
2015
July 2014May 2015
PLC Coach
CMS Library
Principal- PLC
Coach
Sept. 2014May 2015
Principal
Knowledge of
training
opportunities
Summative and
Formative Tests
R/LA TeachersDepartment
Chair
R/LA TeachersPLC Coach
Evaluation Strategy
Performance
Results/Outcomes
Common assessment
Results
Report findings of
assessment results
80% or above
mastery
Monitor/Adjust
Instruction
Increase parental
involvement
$200
Title 1 Funding
Feedback from parents,
students, and
community members
Parent open-forum/
build relationships
$1,500-$2,000
Title 1 Funding
Application of
information gained
Increased student
achievement
Implement strategies to
increase performance
Use data to drive
instruction
$0
$0
Increase parental
involvement
8
Craigmont Middle School Improvement Plan
Action Step
Implementation of Best
Practices
Sept. 2014May 2015
R/LA TeachersDepartment
Chair
Revised September 2014
Research of such
practices
$0
Utilize best practices to
facilitate instruction
Increased student
achievement
9
Craigmont Middle School Improvement Plan
Revised September 2014
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Craigmont Middle School
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?
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.
Bi-weekly Common
Action Step
Assessments
The district’s 80/90/100% college and career readiness plan will be influenced by the implementation of Craigmont’s goal
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.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
R/LA Teachers
Teachers planning
and assessing
$0
R/LA TeachersPLC Coach
Literature specific
to school needs
$200
Title 1 Funding
Sept.2014
May 2015
Sept.2014
May 2015
R/LA TeachersDepartment Chair
R/LA Teachers
Common planning
and opportunities
SRSD Training
and resources
$0
In-Service Trainings
July 2014
May 2015
Principal- PLC
Coach
$1,500-$2,000
Title 1 Funding
Dissemination of Data
Sept.2014
May 2015
Principal
Implementation of Best
Practices
Sept.2014
May 2015
R/LA TeachersDepartment Chair
Knowledge of
training
opportunities
Summative and
formative
assessments
Research of such
practices
Action Step
Weekly Departmental Meetings
Utilization of SRSD strategies
Action Step
Action Step
Action Step
Action Step
Increase the overall number of students scoring at the proficient or advanced level in writing.
August
2014-May
2015
February
19, 2014
Literacy Night
Action Step
Craigmont Middle School students will demonstrate proficiency in all grade levels by the end of the 2014-2015 school year.
$0
$0
$0
Evaluation Strategy
Performance
Results/Outcomes
Common assessment
results
80% or above
mastery
Feedback from parents,
students, teachers, and
community members
Increase parental
involvement/
student
achievement
Monitor and adjust
instruction
Continual
improvement of
writing instruction
Increased student
achievement
Report findings of
assessment results
Assess data from
writing instruction
Application of
information gained
Implement strategies to
increase student
performance
Utilize best practices to
facilitate instruction
Use data to drive
instruction
Increased student
achievement
10
Craigmont Middle School Improvement Plan
Revised September 2014
MATHEMATICS ACTION PLAN DEVELOPMENT
School: Craigmont Middle School
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?
Craigmont Middle School students will increase proficiency in all grades from 28.9% in 2013-2014 to
33.3% in 2014-2015.
Increase the overall number of students scoring at the proficient or advanced level in math by 5%.
The district’s 80/90/100% college and career readiness plan will be influenced by the implementation of Craigmont’s goal
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
Monitor and analyze student
performance levels on bi-weekly
common assessments ,
Discovery Formative
assessments, I-Readiness data,
teacher generated assessments
to guide instructional practice,
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.)
Timeline
Sept 5,
2014May 10,
2015,
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
LaTrenda Hicks,
Principal, Kevin
Chatman and
Marqui Fifer,
Assistant Principal,
Ms. Lisa Lloyd,
Content Chair
Common Planning
Period
$5000.00
All in One Learning
access, Discovery
Formative
Assessments, I-
Title 1 Funding
Evaluation Strategy
Feedback and tracking
student achievement by
reviewing common
assessment data at biweekly intervals &
providing feedback to
teachers to assist with
Performance
Results/Outcomes
Meeting AMO goal
and increasing
TVAAS growth
11
Craigmont Middle School Improvement Plan
Teacher and
Wesceta Fletcher,
Title 1 PLC Coach,
PAR Coach, Tara
Hunter, Data
Team, all math
teachers and
SPED teachers,
Revised September 2014
increasing the
percentage of students
mastering tested
concepts; Student data
days, Walk-through
feedback, TEM 4.0
feedback, I Readiness
data
readiness
Professional
Development,
District Math
Curriculum
Specialist
Utilize intervention period to
provide more intensive support
to Tier 2 students or students
with a large percentage of nonmastered skills
Sept 5,
2014May 10,
2015
Action Step
Action Step
Customize Professional
Development to address the
Sept 5,
2014-
LaTrenda Hicks,
Principal, Kevin
Chatman and
Marqui Fifer,
Assistant Principal,
Lisa Lloyd, Content
Chair Teacher, and
Wesceta Fletcher,
Title 1 PLC Coach,
all math teachers
and SPED
teachers
School wide
intervention Period
LaTrenda Hicks,
Principal, Kevin
Professional
Development
$14,000
Walk-through feedback,
Title 1 Funding
tracking student
achievement by
reviewing common
assessment data at biweekly intervals &
providing feedback to
teachers to assist with
increasing the
percentage of students
mastering tested
concepts; Student data
days, Walk-through
feedback, TEM 4.0
feedback, Discovery
data, I Readiness data
Common Planning
Period, websites,
software,
technology, Smart
Board, CPS Units
TCAP Coach
Books
I-Readiness
Access
$10,000
PLC’s will be monitored
for support purposes to
Meeting AMO goal
and increasing
TVAAS growth
Meeting AMO goal
and increasing
TVAAS growth
Meeting AMO goal
and increasing
12
Craigmont Middle School Improvement Plan
deficit areas identified in the
student data during PLC’s.
May 10,
2015
Chatman and
Marqui Fifer,
Assistant Principal,
Lisa Lloyd, Content
Chair Teacher,
Wesceta Fletcher,
Title 1 PLC Coach,
Data Team, all
math teachers and
SPED teachers,
District Math
Curriculum
Specialist
Revised September 2014
opportunities,
Title 1 Funding
Common Planning
time, Teacher buyin/commitment,
Additional
designated time
beyond the work
day to accomplish
these tasks, not to
exceed 40 hours
per academic year
Data results from
multiple data
sources to include,
but not limited
to,TCAP data,
Common
assessment data,
I readiness data,
Discovery
Formative
assessment data
maximize student
outcomes weekly.
TVAAS growth
Walk-through feedback,
tracking student
achievement by
reviewing common
assessment data at biweekly intervals &
providing feedback to
teachers to assist with
increasing the
percentage of students
mastering tested
concepts; Student data
days, Walk-through
feedback, TEM 4.0
feedback, Discovery
data, I Readiness data
.
Implementation of the All in One
learning program with fidelity.
Action Step
Sept
2014May
2015
LaTrenda Hicks,
Principal, Kevin
Chatman and
Marqui Fifer,
Assistant Principal,
Lisa Lloyd, Content
All in one software:
Docucam,
Laptops/
Computers
$5000.00
Walk-through feedback,
Title 1 Funding
tracking student
achievement by
reviewing common
assessment data at bi-
Meeting AMO goal
and increasing
TVAAS growth
13
Craigmont Middle School Improvement Plan
Chair Teacher,
Wesceta Fletcher,
Title 1 PLC Coach,
Media Specialist,
Myron Hewitt, Data
Team, all math
teachers and
SPED teachers
Revised September 2014
License
Agreements
Sleeves for Paper
weekly intervals,
Discovery data
quarterly, & providing
feedback to teachers to
assist with increasing
the percentage of
students mastering
tested concepts;
Student data days,
Walk-through feedback,
TEM 4.0 feedback ,
Discovery data, I
Readiness data
14
Craigmont Middle School Improvement Plan
Revised September 2014
ATTENDANCE ACTION PLAN DEVELOPMENT
School:
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?
Decrease the number of students with 5 or more absences by 10% to maintain and exceed the current 97%
average daily attendance rate
This goal addresses the need to maintain or exceed the attendance rate
To create an academically challenging, safe, supportive and effective learning environment. To create a climate
system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community
population
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
Action Step
Action Step
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.)
Timeline
The PBIS (Positive Behavior
Intervention Strategy) Team and
The SART (Student Attendance
Review Team)
will monitor and address student
attendance and disciplinary
issues. Teachers will also attend
Disruptive Classroom Training
August,
2014May,
2015,
Weekly
The school will promote parent
and community relationships to
encourage student attendance
Sept,
2014May,
2015
The administrative team, PLC
Coach, and Counselor will host
Aug
2014 –
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
Principal, LaTrenda
Hicks, Assistant
Principals-Kevin
Chatman, Marqui
fifer, Attendance
SecretaryVermelle Neil,
Discipline
Committee
Principal, LaTrenda
Hicks, Assistant
Principals-Kevin
Chatman, Marqui
fifer, PTSO, and
Site Based
Principal, LaTrenda
Hicks, Assistant
Chancery SMS,
Parent Link,
$1000.00
Title 1 Funding
Attendance and
disciplinary reports will
be monitored every 20
days.
Increase the
attendance rate by
3% and decrease
disciplinary
referrals by 2%.
Title I parent
meetings, Parent
Link, Power ,
School website,
School adopters
Materials for
parents,
$5,000- Title I
Funding
Attendance reports will
be monitored every 20
days, parent surveys,
parent sign-in sheets
Increase attendance
rate and maintain
benchmark
expectations
Flyers, Buses,
SMS
$4,500.00
Optional Funding
Parent and Student
Sign-in Sheet
Consistent and
increased
Evaluation Strategy
Performance
Results/Outcomes
15
Craigmont Middle School Improvement Plan
Action Step
regular meetings for parents,
students to discuss attendance
expectations for the classroom
and on Field trips
May
2015
The school will provide
opportunities for students to
visit college campuses to study
the culture and expectations of
job requirements
August
2014 –
May
2015
Principals-Kevin
Chatman, Marqui
fifer, PLC CoachWesceta Phelps
Fletcher, and
Counselor-Ludell
Divers
Principal, LaTrenda
Hicks, Assistant
Principals-Kevin
Chatman, Marqui
fifer, PLC CoachWesceta Phelps
Fletcher, Optional
Coordinator-Acacia
Ford, and
Counselor-LuDell
Rivers
Revised September 2014
Attendance
Buses
Notebook
Journals
$1,000.00
Optional Funding
- Title I Funding
($12,500.00)
- Fee Waiver
- Graded Journal
Entries
Increase student
attendance
- Surveys
16
Craigmont Middle School Improvement Plan
Revised September 2014
Addendum
Assurance Page
I, ____________________________, principal of ____________________School, give assurance that this Title I Schoolwide Plan was developed during a one-year period with parents 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, Evan Start, Carl
D. Perkins Vocational Act, and Head Start.
_________________________________
Principal Signature
____________________
Date
17
Craigmont Middle School Improvement Plan
Revised September 2014
Federal Programs, Grants, and Compliance
TSIP Addendum Checklist
___X__ Action Plan
___X__ Intervention Plan
___X__ Transition Plan
___X__ Technical Assistance Report
___X__ List of current State/Federal Programs
___X__ Teacher Mentoring Plan
___X__ Family Engagement Plan/Parental Involvement Plan
___X__ School Compact
___X__ Professional Development Plan
School: Craigmont Middle School
PLC Coach: Wesceta Fletcher
18
Craigmont Middle School Improvement Plan
Revised September 2014
CRAIGMONT MIDDLE SCHOOL
TITLE I FAMILY ENGAGEMENT PLAN
(Revised 05/14)
Craigmont Middle School embraces the underlying belief of the Shelby County Schools parental involvement policy and the Elementary Secondary
Education Act. Craigmont Middle School jointly developed and agreed upon with parents a written Family Engagement Plan. The Plan establishes the
expectations for parental involvement at Craigmont Middle School according to the guidelines set forth in Title I regulations. Our staff solicits and
encourages the active participation and contributions of parents/guardians, concerned individuals, and community people to serve on the local school council,
parent / teacher organization, and other policy making committees.
Shelby County School encourages parental involvement in the educational process and has established and expectation for parental involvement
at our school. In order to promote student success, our parents will work with the school by acting as advisors, resource persons, and coordinators in
the events and serve as advisors to various organizations the following ways:
1. Become school advocates and offer support.
2. Utilize their talents and/or resources to enhance the instructional programs to our school.
3. Serve on the Shelby County School Based Decision Making Council, become active members of the PTSO, and join booster clubs
when appropriate.
4. Respond to questionnaires, surveys, and memos expressing thoughts, suggestions, and concerns.
5. Attend school
Title I Involvement
The administrators, faculty, and staff will provide a strategic plan and implement Title I requirements according to the guidelines set forth in the law,
which include the following:
19
Craigmont Middle School Improvement Plan
Revised September 2014
1. Convene an annual meeting to which all parents are invited. Inform parents of Title I requirements and our school’s participation at
the annual Title meeting on Tuesday, August 19th, 6:00 P.M. and Thursday, October 23, 2014 at 7:00 A.M. Allow parents to observe
the school’s programs and visit classrooms, supporting classroom instruction.
2. Provide parents with student information and send home progress reports the middle of each nine weeks.
3. Provide two-way communication between parents and the school.
4. Provide information in a language that parents can understand.
5. Provide parents with assessment results.
6. Provide parents with a copy of the Family Engagement Plan, Student Code of Conduct, ESEA Parents’ Right-To-Know, and PBIS Plan.
7. Provide parents with a description and explanation of the curriculum used at Shelby County, forms of academic assessment used to
measure student progress, and the proficiency levels students are expected to meet.
To ensure that our parents participate in the development and implementation of our school’s program, we will do the following:
1. Inform parents of their rights to be involved in their child’s education.
2. Encourage parental involvement in an organized, on-going, and timely way in the planning, reviewing, and improvement of programs for
family engagement and Family Engagement Plan.
3. Provide flexible times for our parents to attend parent meetings, with opportunities to attend regular meeting at night and alternate
meetings in the morning of that same week for suggestions, decision-making and responses.
4. Provide parents training that will support our students’ education.
5. Jointly develop with parents a school/parent compact showing how parents, schools, and students have shared responsibilities, by
distributing and acquire appropriate signatures of all stakeholders (parents, students, and teachers).
6. Encourage parents to visit our school regularly and to take an active role in school planning by serving on School Improvement Plan
committees.
7. Support our Parent/Teacher/Student Organization as they conduct regular meetings each month.
8. Parents will serve on the Family Engagement Plan Committee, and the document created will be presented to parents for input and approval
before distribution to the school family and the community.
9. Provide access to community and support services.
10. Develop programs that enable parents to actively participate in their child’s education.
11. Provide training to staff to promote parental involvement.
20
Craigmont Middle School Improvement Plan
Revised September 2014
12. Provide timely information about programs under family engagement through ParentLink, Power Teacher, flyers, Teacher websites, PTSO
Website, Shelby County Website, school marquee, and Shelby County Newsletter articles.
Note: Parent can also mean a guardian or person who has custody of the child, or it may refer to an individual who has care giving
authority.
**The Family Engagement Plan signature page supports this document being jointly developed**
____________________________
LaTrenda Hicks, Principal
_____________________________
Wesceta Phelps Fletcher, PLC Coach
Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability,
sex or age.
21
Craigmont Middle School Improvement Plan
Revised September 2014
Plan de participación de las familias
(Revised 05/14)
Creemos que la educación comienza en el hogar, por lo tanto; es nuestro objetivo para unir a la familia, escuela y comunidad. Instamos a los
padres a tomar un papel activo en las actividades académicas y extracurriculares de nuestros estudiantes. En un esfuerzo por dibujar la
experiencia escolar en la vida de nuestros estudiantes hogar, alentaremos a los padres para hacer lo siguiente:

Servir en el equipo de liderazgo basado en el sitio.

Asistir a reuniones del equipo de nivel, las conferencias de padres, programas y PTSO reuniones.

Voluntarios su talentos/servicios/hora para el programa de instrucción de manera organizada continúa oportuna.

Tiene la flexibilidad para enviar comentarios en el programa escolar (TSIPP) si no es satisfactorio para ellos cuando el plan esté
disponible para el distrito.
Título I participación
Los administradores, profesores y personal proporcionará un plan estratégico e implementar título I requisitos de acuerdo a los
lineamientos establecidos en la ley que incluye lo siguiente:

Informar a los padres de título I participación y requisitos.

Permite a los padres observar los programas de la escuela y visitar las aulas.

Proporcionar a los padres estudiante informes información y progreso

Solicitar comentarios de los padres.

Proporcionar a los padres con los resultados de la evaluación.

Desarrollar conjuntamente con los padres un Plan de compromiso familiar y TSIPP.

Desarrollar conjuntamente y describir un compacto de padres-estudiantes-escuela para/con los padres.

Desarrollar conjuntamente y establecer las expectativas de participación de los padres.

Los padres son informados de su derecho a participar en título 1.

Servir como un perro guardián, mamás, miembro del club 50% antes, durante y después de la escuela.

Servir patrullando las madres-en-antes, durante y después de la escuela.

Se convierten en miembros de CIMA (Asociación Craigmont instrumento de música) o el Athletic Club Boosters

Asistir a todos los eventos de la noche de puertas abiertas y la familia que describe/explica el plan de estudios, evaluaciones
académicas y los niveles de competencia de nuestros estudiantes.

Establecer las expectativas de participación de los padres
Para asegurarse de que los padres participen en el desarrollo e implementación del programa de la escuela, haremos lo siguiente:
22
Craigmont Middle School Improvement Plan
Revised September 2014

Proporcionar e invitar a los padres a asistir a las reuniones anuales regulares para informarles de nuestro título 1 componentes y
requisitos de manera organizada, en curso y oportuna forma para que puedan (plan y programas de revisión).

Informar a los padres sobre los programas escolares y las actividades a través de nuestro boletín CMS, un calendario escolar y
nuestro signo exterior anunciando todos los eventos y actividades en un idioma comprensible.

Proporcionar el número de teléfono y profesores código de clase para padres Connect.

Llevar a cabo conferencias de padres y maestros con la maestra y los padres para dar a los padres una oportunidad para trazar el
progreso académico de su niño y discutir cualquier problema con los maestros.

Alentar a los padres y estudiantes a unirse a nuestro local PTSO y asistir mensualmente reuniones profesional desarrollo
proporcionado a veces flexible del título I.

Informar a los padres sobre el progreso de su estudiante durante todo el año con informes de progreso.

Informar a los padres sobre el desempeño de sus hijos a través de padres conectar y e-mails.

Informar a los padres y proporcionar a los padres una descripción/explicación de estándares de contenido académico del estado así
como los estándares de logros académicos de los Estados, currículo, las evaluaciones académicas y niveles de competencia se espera.

Proporcionar servicios de guardería durante las reuniones para que los padres pueden ser activamente en el proceso de
aprendizaje durante las conferencias y otras reuniones.

Proporcionar lleno de oportunidades para la participación de los padres con habilidad limitada en inglés, padres con
discapacidades, los padres de niños migratorios, incluyendo el suministro de información y reportes escolares en un formato para la
medida de lo posible y en un idioma que los padres puedan entender.

Proporcionar a los padres y la comunidad con el Plan de participación de la familia en un idioma comprensible.
Firma de los padres: _______________________________________________
Las escuelas del Condado de Shelby ofertas educativas y oportunidades de empleo sin importar raza, color, religión, sexo, credo, edad,
discapacidad, origen nacional o información genética. Padres - estudiante – escuela
23
Craigmont Middle School Improvement Plan
Revised September 2014
CRAIGMONT MIDDLE SCHOOL
2014-2015 Title I Parent/Teacher/Student/School Compact
(Revised 09/14)
Grade ___________
Craigmont Middle School has jointly developed with parents a written School/Parent Compact. This compact outlines how parents, the entire school staff, and students will share the responsibility of improving
student academic achievement and how school and parents will develop a partnership to ensure children achieve the State’s academic achievement standards. The school will provide a high quality curriculum and
instruction and provide a supportive and effective learning environment to each student.
Parent/Guardian Agreement
It is important for my child to achieve. Therefore I will do the following to support my child’s learning:
1. See that my child is punctual and attends school regular with the necessary supplies.
2. Support the school in its effort to maintain proper discipline.
3. Establish a time for homework and review it regularly.
4. Provide a quiet, well lighted place for study.
5. Encourage my child’s efforts and be available for questions and support.
6. Stay aware of what my child is learning by making periodic visits and volunteering in my child’s classroom.
7. Return report card and attend parent teacher conferences.
8. Provide a library card for my child, read with and let my child see me read.
9. Develop a partnership with the school to help my child achieve the State’s high standards.
10. Provide a safe and loving environment and be a positive role model.
11. Encourage my child to be a good listener.
12. Encourage my child to verbalize his/her problems and misunderstandings.
13. Provide a set bedtime that gives my child sufficient sleep to function at school.
Signature _______________________________________
Student Agreement
It is important that I perform to the best of my ability. Therefore, I shall strive to do the following:
 Come to school on time, every day with supplies needed for classroom work.
 Listen, follow directions, completed and return homework assignments.
 Wear uniforms daily.
 Respect others and follow the Student Rules of Conduct.
 Attack problems and not people.
 Take responsibility for my actions and grades and cooperate with others in all learning situations.
Signature ______________________________________________
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Craigmont Middle School Improvement Plan
Revised September 2014
Teacher Agreement
It is important that students achieve. Therefore, I shall strive to do the following:
 Provide homework assignments for students and assistance to parents to help with assignments.
 Encourage parents to visit and/or observe their child’s classroom on a regular basis and provide parents with frequent progress reports.
 Use Teacher Web Pages to inform and update parents.
 Use special activities in the classroom to make learning enjoyable.
 Read to students daily.
 Encourage students and parents by providing frequent information about student progress.
 Provide instruction that fosters high academics and expectations aiming students to be the best they can be.
 Encourage students by using special activities in the classroom, to make learning fun and meet individual student needs.
 Promote a warm inviting classroom to students and parents with the freedom of volunteerism.
Signature _____________________________________________
School Responsibility
I support this form of parental involvement. Therefore, I shall strive to do the following:
 Provide a safe environment that allows for positive communication between the teacher, parent and student.
 Provide a high quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the State’s academic achievement standards.
 Student educational needs will be determined and the instruction adjusted to accommodate those needs.
 Provide multiple opportunities for Parent/Teachers Conferences.
 Provide parents with reasonable access to staff, to volunteer, participate, and observe in their child’s class.
 Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.
 Encourage teachers and students to always respect self, others, and property.
 Encourage teachers and students to strive toward high expectations academically, socially, and physically.
Signature ______________________________________________
**The Home School Compact signature page supports this document being jointly developed**
Shelby County Schools does not discriminate in its programs or employment on the basis of race,
color, religion, handicap/disability, age, sex, or national origin.
25
Craigmont Middle School Improvement Plan
Revised September 2014
2014-2015
Título requiere que las escuelas se convierten en partnership(jointly) con los padres un escuela y los padres que describen cómo padres, personal escolar y los alumnos comparten la responsabilidad
para el logro estudiantil mejorada. El aprendizaje compacto es un acuerdo voluntario entre hogar y escuela.
Acuerdo de padres/tutores – quiero que mi hijo / a lograr. Entiendo la importancia de la comunicación de padres y maestros. Por lo tanto, se
encargará de apoyar y alentar a mi hijo por los siguientes pasos:

Ver que mi hijo asiste a la escuela regularmente y es puntual.

Asegúrese de que mi hijo tiene todas las fuentes necesarias de la escuela.

Apoyo a la escuela en sus esfuerzos por mantener la disciplina adecuada - PBIS.

Establecer una rutina de tareas estructuradas con un lugar tranquilo y bien iluminado para estudio.

Permanecer consciente de lo que mi hijo está aprendiendo y revisar los informes de progreso.

Soporte de hábitos de lectura diaria de mi hijo.

Apoyar la política uniforme de la Junta Directiva.

Asistir a conferencias de padres/maestros y sesiones de desarrollo profesional que ayudan a aumentar y mejorar el logro estudiantil.

Revisión calificaciones del niño cada nueve semanas.

Monitor de mi tarea de dispensa.

Voluntariado talentos y tiempo para tener acceso al personal y observar en mi clase de dispensa.
_______________________ De firma de los padres
Estudiante acuerdo - es importante que hago mi mejor esfuerzo. Por lo tanto, me esforzaré hacer lo siguiente:

Asisten a la escuela regularmente y llegar a clase a tiempo.

Ir a la escuela cada día preparado con los suministros necesarios.

Completar y devolver sus tareas.

Seguir las reglas de conducta del estudiante-escuela amplia disciplina Plan.

Conforman las tareas perdidas puntualmente

Observar horas de estudio regular.

Busque ayuda tan pronto como es necesario.

Lea sobre una base diaria.

Se adhiere al código de vestir como se especifica en la póliza del distrito.
___________________________ Firma del estudiante
26
Craigmont Middle School Improvement Plan
Revised September 2014
Acuerdo maestro – es importante que los estudiantes alcancen. Por lo tanto, me esforzaré hacer lo siguiente:

Informar a los padres que tienen acceso a su información y el personal.

Proporcionar tareas que son apropiados y beneficiosos para los estudiantes.

Proporcionar instrucción y currículo de alta calidad.

Proporcionar un ambiente de aprendizaje eficaz y solidaria.

Proveer la asistencia necesaria a los padres para que ayuden con las tareas.

Explicar la importancia y sostener conferencias de padres/profesores como necesaria y generado por SCS.

Describir cómo los padres serán responsables de apoyar el aprendizaje de sus hijos.

Discutir la relación estaño compacta escolar al logro individual del niño.

Proporcionar informes frecuentes a los padres sobre el progreso del estudiante.

Utilice actividades especiales en el aula para hacer el aprendizaje agradable.

Facilitar un entorno de aula positivo y solidario.

Fomentar y apoyar la lectura diaria.

Aplicar la política del distrito uniforme.

Utilizar varias herramientas de comunicación tales como nuestro programa libros, e-mails o llamadas telefónicas

Proporcionar información oportuna sobre las reuniones de padres/professional oportunidades de desarrollo.
______________________________________ Firma del maestro
Principales, como la escuela líder, acuerdo – apoyo este estudiante-padres-escuela. Por lo tanto, se esfuerzan hacer lo siguiente:

Proporcionar un entorno que permite la comunicación positiva entre los maestros, padres y estudiantes.

Alentar a los maestros para proporcionar periódicamente tareas que reforzarán la instrucción en el aula.

Alentar a los maestros a utilizar diversos métodos de enseñanza para que todos los estudiantes puedan aprender a un nivel superior.

Proporcionar estudios e instrucción de alta calidad.

Perfilar y desarrollar conjuntamente como padres/estudiantes/personal compartirá la responsabilidad para mejorar el logro académico del
estudiante.
 Proporcionar oportunidades para que los padres voluntarios, participar y observar las clases.
------------------------------------------------------------------------- Firma del Director
Las escuelas del Condado de Shelby ofertas educativas y oportunidades de empleo sin importar raza, color, religión, sexo, credo, edad,
discapacidad, origen nacional o información genética.
27
Craigmont Middle School Improvement Plan
Revised September 2014
Transitional Plan
To Improve Student Performance
Action Steps
Required
Resources
Person Responsible
Parental Involvement
March 2015 –
May 2015
School Website
Brochures
Informational
Packets
Resource Personnel
Flyers
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal, Acacia
Ford-Optional Coordinator,
Wesceta Phelps Fletcher-PLC
Coach
Distribute Brochures
Informational Packets
Performances
Parent Link
Parent Letters
Invite/Elementary Schools,
Tour of Craigmont
January 2015 –
April 2015
College Brochures
Informational
Packets
Resource Personnel
Flyers
Career Brochures
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal, Acacia
Ford-Optional Coordinator,
Wesceta Phelps Fletcher-PLC
Coach
Distribute Brochures
Informational Packets
Parent Night
Parent Link
Parent Letters
Invite Potential Parents to
Tour Craigmont for
Information and
Walkthrough
March 2015
April 2015
Parent Letters
Flyers
School Website
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal, Acacia
Ford-Optional Coordinator,
Wesceta Phelps Fletcher-PLC
Coach
Distribute Brochures
Informational Packets
Parent Night
Parent Link
Parent Letters
Operate a 6th Grade
Orientation Program for
Incoming 6th Graders and
Other Students new to
Craigmont
June 2015 – July
2015
Parent Letters
Flyers
School Website
MCS Radio
Broadcast
6th Grade Teachers, Counselors,
Assistant Principals,
Instructional Facilitator
Principal
Distribute Brochures
Informational Packets
Parent Night
Parent Link
Parent Letters
Visit Feeder Elementary
Schools
Timeline
28
Craigmont Middle School Improvement Plan
Revised September 2014
RTI2 Middle School Intervention Plan 2014-2015
School Name: Craigmont Middle School
Action Steps
Timeline
Resources
Person(s) Responsible
Select members for school level support team; set
and publish meeting dates (every 4.5 weeks).
August 2014
Shelby County Schools RTI2 Manual
Administrative Team
Team Leaders
Interventionist
Ensure that staff members receive professional
development on universal screener and intervention
programs, as needed.
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-September 2014
District professional development
schedule in My Learning Plan
Site-based fidelity check
August 2014-May 2015
Reading Teacher
Interventionist
Admin Team
Shelby County Schools RTI2 Manual
I-Station and I-Ready Coordinator
Checklists, electronic monitoring tools
Interventionist
Schedules with who/when/how often
PLC Coach
Site-based fidelity check
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an
“as needed” basis.
September 2014
I-Ready, Mathematics
I-Station and I-Ready Coordinator
I-station, Reading
Interventionist
Data review, Writing
PLC Coach
29
Craigmont Middle School Improvement Plan
Identify students in need of strategic Tier II and
intensive Tier III intervention in Reading and/or
Mathematics.
September 2014
December 2014
Revised September 2014
Data from universal screeners, report
cards, teacher observation, other student
assessment data as appropriate
May 2015
I-Station and I-Ready Coordinator
Interventionist
PLC Coach
Communicate assignments to intervention programs
to parents of students involved
September 2014
Parent letters
I-Station and I-Ready Coordinator
Set schedules for Tier II and Tier III interventions;
realign staffing as needed.
September-December
2014
Computers/labs
I-Station and I-Ready Coordinator
Resources for small group intervention
Admin Team
Provide Tier II and Tier III interventions for all
students in need of intervention.
September 2014-May
2015
I-Ready, Mathematics
I-Station and I-Ready Coordinator
I-station, Reading
Gourmet, Writing
Establish progress monitoring for students receiving
interventions—biweekly for Tier II and weekly for Tier
III
September 2014-May
2015
I-Ready, Mathematics
I-Station and I-Ready Coordinator
I-station, Reading
Admin Team
Gourmet, Writing
School level support team meets every 4.5 weeks to
review data and make recommendations for
modification.
September 2014-May
2015
Student assessment data
Team Leaders
Attendance records
Admin Team
Completed fidelity checklists
Coordinators
Teacher observation
Interventionist
PLC Coach
30
Craigmont Middle School Improvement Plan
Revised September 2014
Communicate progress and/or changes in
intervention assignments to parents (e.g., moving
between/among tiers, newly assigned, moving out of
intervention).
September 2014-May
2015
Parent letters- See SCS RTI2 Manual for
examples
Coordinators
Reinforcements for positive behaviors, exemplary
attendance, academic achievement, before/after
school tutoring, Saturday school, etc.
Aug 2014-May 2015
Title 1 Extending Learning Proporsal
Team Leaders
Extended Contract Program
Admin Team
Interventionist
Coordinators
Interventionist
PLC Coach
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an
“as needed” basis.
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
December 2014
I-Ready, Mathematics
I-Station and I-Ready Coordinator
I-station, Reading
Interventionist
Data review, Writing
PLC Coach
Student assessment data
Team Leaders
Attendance records
Admin Team
Completed fidelity checklists
Coordinators
Teacher observation
Interventionist
PLC Coach
Revise schedules for Tier II and Tier III interventions,
as needed, based on December universal screening
December 2014-January
2015
I-Ready, Mathematics
Coordinators
I-station, Reading
Interventionist
31
Craigmont Middle School Improvement Plan
Revised September 2014
Gourmet, Writing
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an
“as needed” basis.
School level support team meets to review end-ofyear data and make preliminary plans for next year.
May 2015
May 2015
I-Ready, Mathematics
I-Station and I-Ready Coordinator
I-station, Reading
Interventionist
Data review, Writing
PLC Coach
Student assessment data
Team Leaders
Attendance records
Admin Team
Completed fidelity checklists
Coordinators
Teacher observation
Interventionist
PLC Coach
32
Craigmont Middle School Improvement Plan
Revised September 2014
Craigmont Middle SCHOOL
Federal and State Educational Programs consolidated in the 2014-2015 TSIPP
1. No Child Left Behind
2. Title I
3. Safe & Drugs Free Schools
4. Positive Behavioral Interventions and Supports Initiative
5. Multi-hazardous Emergency Plan
6. State funds for Extended Contract
7. Exceptional Children Department
8. Site-based Budget
9. I-Ready
10. Discovery
11. Girls Inc.
12. I-Station
13. Peer Assistance and Review Program
33
Craigmont Middle School Improvement Plan
Revised September 2014
Technical Assistance Report
Craigmont Middle School has relied on technical assistance provided by the State of Tennessee and Shelby County School to improve student achievement. The
following people have provided academic assessment, technical advice, and etc.:
Shelby County Schools/State Official
Instructional Leadership Director
Library Services
Human Resources
Master Teacher Supervisor
Peer Assistance and Review Coach
Federal Programs, Grants, & Compliance (NCLB)
Physical Education Supervisor
Custodial
Cafeteria Supervisor
Curriculum Director
SPED Supervisor
English Language Learner Supervisor
World Language Supervisor
Optional School Supervisor
Creative Learning In a Unique Environment Supervisor
Gen Music Supervisor
Art Supervisor
Community Technical Adult Education
Name
Terry Brown
Meryl Isabel
Eddie Jones
Monica Jordan
Tara Hunter
Theresa Utley
Cassandra Turner
George Dean
Mrs. Blackman
Margie Bell
Frankie Johnson
Anthony Lancaster
Alyssa Villarreal
Linda Sklar
Tommie Yelvington
Drew Davidson
Greg Coats
Patsy Todd
34
Craigmont Middle School Improvement Plan
Revised September 2014
Craigmont Middle School
Teacher Mentoring Plan
2014-2015
Action Steps
Timeline
Required Resources
Assign new and struggling teachers to the
PAR Coach.
September 2014
Mentor Assignment Form
Provide on-going Professional
Development opportunities for protégés
September 2014
Workshop Registration Fee
Teacher Materials
Schedule classroom observations for PAR
Coach and protégés
September 2014
– May 2015
Weekly
Required Form
Schedule Peer Observations
August 2014 –
May 2015
Substitute Teacher
District & State PD
August 2014 –
May 2015
Substitute Teacher
Person(s) Responsible
Wesceta Phelps Fletcher
PLC Coach
Mrs. Tara Hunter PAR CT
Wesceta Phelps Fletcher
PLC Coach
Mrs. Tara Hunter PAR CT
Wesceta Phelps Fletcher
PLC Coach
Mrs. Tara Hunter PAR CT
Wesceta Phelps Fletcher
PLC Coach
Mrs. Tara Hunter PAR CT
Wesceta Phelps Fletcher
PLC Coach
Mrs. Tara Hunter PAR CT
Daily Schedule
Informal
Observation
7:15 – 8:25
Craigmont
Middle
Informal
Observation
8:30 – 9:25
Craigmont
Middle
Informal
Observation
9:30 – 10:25
Craigmont
Middle
10:30 –
12:20
LUNCH
Formal
Observation
10:30 – 11:25
Craigmont
Middle
Formal Observation
11:30-12:25
Craigmont Middle
Formal
Observation
12:25-1:15
Craigmont Middle
Formal Observation
1:20-2:15
Craigmont Middle
Craigmont
Dismissal
2:15-2:30
Teachers escort
students out of the
building
35
Craigmont Middle School Improvement Plan
Revised September 2014
Craigmont Middle School
Professional Development Plan
School: Craigmont Middle School
Principal: LaTrenda Hicks
PD Budget: $15,000
Date: September 2014
ILD: Terry Brown
PLC Coach: Wesceta Phelps Fletcher
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:
1. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD)
in Language Arts from 28.9% in 2013-2014 to 33.3% in 2014 – 2015 to improve student achievement per federal academic
requirement.
2. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD)
in Math from 27.9% in 2013-2014 to 32.4% in 2014 – 2015 to improve student achievement per federal academic requirement.
3. Craigmont Middle will increase the percent of proficient and advanced students in each subgroup (All, Afr. Am, ED & SWD)
in 8th Grade math from 7.3% in 2013-2014 to 13.1% in 2014 – 2015 to improve student achievement per federal academic
requirement.
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources
to meet our identified objectives:
36
Craigmont Middle School Improvement Plan
Revised September 2014
Goal 1: To increase teacher ability to deliver high quality instruction that will increase student achievement in mathematics and
science
Goal 2: To increase teacher ability to deliver high quality instruction that will increase student achievement in reading, language arts,
and writing.
Action Plan
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.
Goal 1: To increase teachers’ ability to deliver high quality instruction that will increase student achievement in mathematics
Content: What will be learned?
Research-based instructional
strategies in mathematics
Professional Learning
Activities/Events
Process: What effective processes will be
Context: What aspects of our learning environment will
used?
support this goal?
Coaching, Co-teaching, Lesson plan
review, presentations, data analysis,
examine student work, conferences,
professional development
PLC
Common Planning
Departmental Meetings
Embedded PD
Presenters/Leaders
Implementation
Timeline
Expected
Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
$15,000.00
Total
PD Budget
Balance
37
Craigmont Middle School Improvement Plan
TEM Framework Training
Good First Teaching
Peer Observations and Shared
Practice
LaTrenda HicksPrincipal, Kevin
Chatman and Marqui
Fifer-Assistant
Principal, Acacia
Ford-Optional
Coordinator, Wesceta
Phelps Fletcher-PLC
Coach, Kamilah
Whitley-Master
Teacher, Tara HunterPee Assistance and
Review Coach
LaTrenda HicksPrincipal, Kevin
Chatman and Marqui
Fifer-Assistant
Principal, Acacia
Ford-Optional
Coordinator, Wesceta
Phelps Fletcher-PLC
Coach, Kamilah
Whitley-Master
Teacher, Tara HunterPee Assistance and
Review Coach
LaTrenda HicksPrincipal, Kevin
Chatman and Marqui
Fifer-Assistant
Principal, Acacia
Ford-Optional
Coordinator, Wesceta
Phelps Fletcher-PLC
August 2014December 2015
Revised September 2014
Increase teachers’
ability to
implement
effective
research-based
instructional
practices
Increased student
achievement
On-going
observations, Walk
through, Teacher
Reflections
August 2014May 2015
On-going
beginning
November 2014
On-going
Observations,
evaluations, lesson
plans
Increase in
student
achievement
On-going
observations, Walk
through, Teacher
reflections
$500.00
$7,500.00
$0
38
Craigmont Middle School Improvement Plan
Revised September 2014
Coach, Kamilah
Whitley-Master
Teacher, Tara HunterPee Assistance and
Review Coach
Observations of Level 5 teachers
across the district
LaTrenda HicksPrincipal, Kevin
Chatman and Marqui
Fifer-Assistant
Principal, Acacia
Ford-Optional
Coordinator, Wesceta
Phelps Fletcher-PLC
Coach, Kamilah
Whitley-Master
Teacher, Tara HunterPee Assistance and
Review Coach
September
2014-February
2015
Increased teacher
effectiveness and
student
achievement
On-going
observations,
evaluations, walk
through, Teacher
reflections
$2, 500.00 in
substitute pay
39
Craigmont Middle School Improvement Plan
Revised September 2014
Goal 2: To increase teacher ability to deliver high quality instruction that will increase student achievement in reading, language arts,
and writing
Content: What will be learned?
Research-based best practices in
literacy instruction/Common Core
Standards
Professional Learning
Activities/Events
TEM Framework
Training
Process: What effective processes will be used?
Coaching, Lesson plan review,
presentations, examine student work,
data analysis, informational text
Presenters/Leaders
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal,
Acacia Ford-Optional
Coordinator, Wesceta Phelps
Fletcher-PLC Coach,
Kamilah Whitley-Master
Teacher, Tara Hunter-Pee
Assistance and Review
Coach
Gourmet Learning
Peer Observations
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Implementation
Timeline
Context: What aspects of our learning environment will
support this goal?
PLC
Common Planning
Departmental Meetings
Embedded PD
Expected
Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
August 2014December 2015
Increase teachers’
ability to
implement
effective researchbased instructional
practices
On-going
Observations,
evaluations, lesson
plans
September 2014
Increase in student
achievement
On-going beginning
Increase in student
On-going data
meetings,
evaluations, Teacher
reflections
On-going observations,
$4,500.00
__________
Total
PD Budget
Balance
$0
$0
$0
40
Craigmont Middle School Improvement Plan
Revised September 2014
and Shared Practice
Fifer-Assistant Principal,
Acacia Ford-Optional
Coordinator, Wesceta Phelps
Fletcher-PLC Coach,
Kamilah Whitley-Master
Teacher, Tara Hunter-Pee
Assistance and Review
Coach
November 2014
achievement
Discovery
Assessments, Teacher
reflections
Observations of Level
5 teachers across the
district
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal,
Acacia Ford-Optional
Coordinator, Wesceta Phelps
Fletcher-PLC Coach,
Kamilah Whitley-Master
Teacher, Tara Hunter-Pee
Assistance and Review
Coach
September 2014February 2015
Increased teacher
effectiveness and
student
achievement
On-going observations,
evaluations, walk
through, Teacher
reflections
$2, 500.00
Institute for Middle
Level Leadership
LaTrenda Hicks-Principal,
Kevin Chatman and Marqui
Fifer-Assistant Principal
June 21-24, 2015
Savannah, GA.
Increase
administrative
effectiveness and
student
achievement
On-going observations,
evaluations, walk
through, Teacher
reflections
$2,000.00
41
Craigmont Middle School Improvement Plan
Revised September 2014
Optional
School Improvement Plan
Craigmont Middle School
2014-2015
“A great place to teach, learn, and grow”
LaTrenda Hicks Principal
Craigmont Middle School
42
Craigmont Middle School Improvement Plan
Revised September 2014
Optional School Improvement Plan for 2014-2015
Goal #1
Why is this goal
needed?
Identify district’s
strategic goal this
supports.
Goal #1: Action Steps
Increase by 20% the total number of students that participate in the optional program at Craigmont Middle
School from 97 students to 116 students.
A high enrollment in the optional program will keep academics as the prime focus of the school
and will increase the overall achievement level of the students at CMS.
Goal 1- Student Achievement: Accelerate the academic performance of all students.
Timeline
1. Visit area elementary
schools with our current
Optional students to
present information about
the school.
November
2014 –
May
2015
2. Send letters to parents
and guardians of
students in exiting grades
of area elementary
schools to invite them to
the Optional Open House.
December
2014 –
January
2015
3. Reinstate “Camp
Craigmont” as a program
of transition from
August
2014 –
August
Person(s)
Responsible
LaTrenda HicksPrincipal, Acacia
Ford- Optional
Coordinator,
Wesceta Phelps
Fletcher-Title 1 PLC
Coach, and Ludell
Resources
Required
Monitoring Strategy
Anticipated Results
Students to
speak at
elementary
schools;
Vehicles to
transport
students
Keep accurate records of
the number of students
from each school visited
who actually attend the
Optional Open House in
January and who apply
for the program.
Promote excitement and
interest in the Optional
program at CMS, while
adding more students to the
program. (Schools visited
include Brownsville, Keystone
RBM & Egypt Elementary.)
Letterhead
stationary;
Envelopes;
Postage
Keep accurate records of
the number of students
from each school notified
who actually attend the
Optional Open House in
January and who apply
for the program.
Encourage parents to attend
the Optional Open House.
Promote excitement and
interest in the optional
program at CMS, with
intentions of adding more
students to the program.
Invitations;
Postage;
Salary for
Compare the number of
optional students who
participate in the
Encourage students to attend
CMS, especially optional
students.
Rivers, Counselor
LaTrenda HicksPrincipal, Acacia
Ford- Optional
Coordinator,
Wesceta Phelps
Fletcher-Title 1 PLC
Coach, and Ludell
Rivers, Counselor
LaTrenda HicksPrincipal, Acacia
Ford- Optional
43
Craigmont Middle School Improvement Plan
elementary school to 6th
grade, as well as for all
new students to CMS.
2015
Coordinator,
Wesceta Phelps
Fletcher-Title 1 PLC
Coach, and All
Teachers; Ludell
Revised September 2014
faculty;
Refreshments for
students (Most
from Title 1)
transitional program to
those in the traditional
program.
Letters, calls or
emails to school
principals to see
if they can
arrange
transportation
(possibly work
out a way to
‘share’
transportation
expenses);
Preparation of
program for
visitors
Letters, calls or
emails to school
principals to see
if they can
arrange
transportation
(possibly work
out a way to
‘share’
transportation
expenses)
Information
about the dates
of the various
events; optional
Calculate the number of
schools that respond and
measure the number of
students from that school
who apply to the optional
program.
Promote excitement and
interest in the optional
program at CMS, with an
intent to add more students to
the program.
Measure the number of
students from that school
who apply to the optional
program.
Promote interest in the
optional program at CMS;
add more students to the
program.
Promotional tool for
possible recruits to
Optional program.
Set stage for parents to
consider CMS as school of
choice.
Provide an effective
transitional program from
elementary to middle school.
Rivers, Counselor
4. Encourage elementary
feeder schools to tour the
building and visit classes.
January
2015 –
May
2015
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
5. Invite area elementary
schools to attend the
annual International
Festival and tour the
school.
April-May,
2015 –
April-May
2015
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
6. Work with elementary
guidance counselors and
set up visits to
elementary PTA/PTO
November
2014 –
May
2015
LaTrenda HicksPrincipal, Acacia
Ford- Optional
Coordinator, and
44
Craigmont Middle School Improvement Plan
meetings, as well as
elementary graduation
activities.
Ludell RiversCounselor
Revised September 2014
brochures; inhouse flyers &
‘brag sheets’
45
Craigmont Middle School Improvement Plan
Revised September 2014
Craigmont Middle School
Optional School Improvement Plan for 2014-2015
Goal #2
Why is this goal
needed?
Identify district’s
strategic goal this
supports.
Goal #2: Action Steps
Promote optional student excellence in internationally focused academics and activities with an
increase of 20% participation from 97 students to 116 students.
Knowledge and understanding of world affairs comprise a quality education that prepares students to live
and work in an increasingly global society.
Goal 6 - Diversity: Create a school community that is sensitive and responsive to the needs of an
increasingly diverse population.
Timeline
Person(s)
Responsible
Resources
Required
Monitoring Strategy
Anticipated Results
1. Continue to recruit new
teachers who have a
foreign language
endorsement.
January
2014 –
August
2015
LaTrenda HicksPrincipal
Available
teachers with
foreign language
endorsements
Measure number of
optional students taking
foreign languages.
2. Require all optional
students (who are not in
music) to participate in
foreign language or
international studies
exploratory classes.
August
2014 – May
2015
Kevin ChatmanAsst. Principal and
Acacia FordOptional
Coordinator
Scheduling of
classes to fit
needs of optional
students
Compare (and increase)
number of optional
students taking foreign
languages to numbers
from past years.
3. Continue to develop
interdisciplinary units on a
team-wide basis that focus
on international themes.
August
2014–
May
2015
LaTrenda HicksPrincipal
Acacia FordOptional
Coordinator
Materials
appropriate to
team activities
Evaluate products of
interdisciplinary units.
Expand and enrich student
knowledge and
understanding of world
cultures.
4. Offer professional
development that
August
2014 – May
LaTrenda HicksPrincipal and
Speakers; Workshops; Registra-
Ensure that learned
methods and strategies
Expand and enrich student
knowledge and
Increase number of students
who are exposed to foreign
languages and increase the
number of foreign languages
offered.
Improve qualifications of
students as they enter high
school. Prepare students to
be able to compete in a more
global society.
46
Craigmont Middle School Improvement Plan
Revised September 2014
emphasizes international
ideas/strategies, vertical
teaming & also improves
subject area expertise.
2015
Wesceta FletcherTitle 1 PLC Coach
Maria CustodioSpanish Teacher
Aaron Hinton- ESL
Teacher
tion fees when
required;
Professional
Organizational
Memberships
are incorporated in
lesson plans and
matrices.
understanding of world
cultures.
5. Continue to recruit
speakers and presenters
for special programs for
optional students.
August
2014 –
May
2015
Develop a
database of
effective and
motivating
speakers.
Measure student interest
and knowledge after
presentations.
Expand and enrich student
knowledge and
understanding of world
cultures.
6. Culminate the year’s
studies and projects with
an International Festival.
August
2014- May
2015
Materials and
supplies needed
for each optional
team.
Assess student interest
and participation in the
team projects.
Expand and enrich student
knowledge and
understanding of world
cultures.
7. Encourage participation
in activities such as
International Education
Week, Africa in April and
Memphis in May, as well as
other events and contests
such as National
Geographic Geography
Bee, Word Smith, etc.
8. Implement with fidelity,
an 8th Grade Exit Project
for optional 8th graders: a
student produced
magazine that is
interdisciplinary, inquiry-
August
2014 – May
2015
as they
occur
LaTrenda HicksPrincipal, Wesceta
Fletcher- Title 1
PLC Coach, and
Acacia FordOptional
Coordinator
LaTrenda HicksPrincipal, Wesceta
Fletcher- Title 1
PLC Coach, Acacia
Ford- Optional
Coordinator, and
Team Leaders
LaTrenda HicksPrincipal, Wesceta
Fletcher- Title 1
PLC Coach, Acacia
Ford- Optional
Coordinator, and
Team Leaders
Communication
of events to
teachers;
Entrance fees
when required;
transportation
costs when
deemed
appropriate
Materials necessary to produce a magazine
for each student:
notebooks; specialized paper;
Evaluate student interest
and participation in those
contests and activities.
Expand and enrich student
knowledge and
understanding of world
cultures.
Rubrics set up by
optional teachers;
individual mentoring of
each optional 8th grader
by an optional teacher
from grades 6-8;
Each student will produce a
magazine that has
researched-based articles on
one topic of the student’s
choice, with at least one
article translated into a
August
2014 –
May
2015
LaTrenda HicksPrincipal, Acacia
Ford- Optional
Coordinator, Team
Leaders, the CMS
Administrative
47
Craigmont Middle School Improvement Plan
based, research driven,
and required to ‘exit’
middle school.
Team, and all
optional teachers in
grades 6-8
9. Enhance the foreign
languages offered at CMS
through the use of Digital
Voice Recorders in the
classrooms, as well as
other technological
devises designed for
foreign languages.
March
2014 –
May
2015
LaTrenda HicksPrincipal and
Acacia Ford-
10. Enrich optional core
subjects through the use
of specialized kits and/or
other innovative
instructional resources
and materials.
August
2014 –
May
2015
LaTrenda HicksPrincipal, and
Optional
Coordinator
Acacia FordOptional
Coordinator
Revised September 2014
dividers; flashdrives; colored
printers; extra
cartridges; binding materials, etc
Digital voice
recorders are
used in foreign
language
classes, and
other pertinent
technology will
be sought.
‘building blocks’ for the
project taught by grades
6-7 teachers; close
monitoring by 8th grade
teachers
Teachers can review
progress of students
even when the student is
not in the room.
Measurement of success
for student knowledge
will be improved.
foreign language. The
magazine will be international
in its focus/theme & is introduced to 7th graders in May
before they enter grade 8.
Students can hear their own
voices as they speak the
foreign language and can
learn what mistakes or
successes they are making.
Specialized kits
or other
resources
designed for
science, social
studies,
mathematics or
language arts
enrichment will
be sought and
purchased as
needed.
Student success on the
various formative
assessments, as well as
class work and TCAP
scores will validate the
use of these tools.
These kits and other
resources (including
technology) will enrich the
various core classes and
make them more challenging
and exciting for the students.
48
Craigmont Middle School Improvement Plan
Revised September 2014
Craigmont Middle School
Optional School Improvement Plan 2014-2015
Goal #3
Why is this goal
needed?
Increase community awareness and parental involvement in the international studies program from
19 parents to 43 parents.
Community support and commitment is essential to the academic and overallsuccess of a school.
Identify district’s
strategic goal this
supports.
Goal 3 – Parent and Community Involvement: Build and strengthen family and community partnerships to
support the academic and character development of all students.
Goal #3: Action
Steps
Timeline
1. Maintain an open line
of communication with
parents.
August
2014 –
May
2015
2. Keep a current
database of parent
volunteers.
August
2014 - May
2015
3. Recruit the help of
school adopters
whenever possible.
Broadmoor Baptist,
Northeastside Church
of Christ, Chick-fil-a,
Royal Hair Club
Barbershop, Strayer
August
2014 –
May
2015
Person(s)
Responsible
Resources
Required
Monitoring Strategy
Anticipated Results
LaTrenda HicksPrincipal, Wesceta
Fletcher- Title 1
PLC Coach, and
Acacia FordOptional
Coordinator
LaTrenda HicksPrincipal, Wesceta
Fletcher- Title 1
PLC Coach
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
Newsletters;
School Marquee;
ParentConnect;
Special Flyers;
ParentLink, etc.
Evaluate resulting interest after
notification.
Increase parental participation
at all events.
Collect Parent
Interest Forms &
phone numbers
Assess numbers of parents
coming to volunteer at the
school for various events.
Improve the number of parent
volunteers in the school.
Communication
with adopter
representatives
Review the occasions when the
adopters actually participate
and offer assistance.
Increase the number of
opportunities that the adopters
are involved at the school.
49
Craigmont Middle School Improvement Plan
University, and Allstate
Insurance Agency
serve as adopters.
4. Keep the community
informed of events,
activities, honors and
awards within the
school.
5. Visit and invite area
churches and
businesses to special
events at the school,
such as “My Future and
Me” and the
International Festival.
6. Contact elementary
schools for a list of
parents who were
involved in their
PTA/PTO groups.
7. Work with area
elementary schools and
Craigmont High School
to build a stronger
community presence
for all area optional
schools.
August
2014 –
May
2015
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
August
2014- May
2015
as they
occur
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
January
2015 –
May
2015
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
LaTrenda HicksPrincipal and
Acacia FordOptional
Coordinator
September
2014 –
May
2015
Revised September 2014
Newsletters;
School Marquee;
Special Flyers
and ‘Brag
Sheets;” use of
digital camera for
photos
Letters; Flyers;
Postage
Count the number of community
people who attend the
publicized activities. Evaluate
feedback from the community.
Increase community
participation at school events.
Promote good publicity within
the community about the
school.
Determine the number of area
groups who attend the events.
Promote good publicity within
the community about the
school.
Letters, calls or
emails to school
principals and
counselors
Count the number of parents
who become actively involved in
school affairs and compare to
last year’s number.
Develop a strong group of
supportive parents.
Cooperation of
specified faculty
members from all
schools;
development of
ideas designed to
promote each
school’s program
by all schools
involved
Determine the number of
students who begin to enroll in
the optional programs at the
schools (Brownsville Road,
Keystone, Craigmont Middle
and Craigmont High School) to
see if there has been an
increase; determine the
percentage of the increase by
comparison to the last year’s
numbers.
Promote good publicity within
the community about the area
schools and promote
attendance to these schools
by optional students.
50
Craigmont Middle School Improvement Plan
Revised September 2014
English
Shelby County Schools
Annual Principal Verification of Highly Qualified Staff
Requirements School Year 2014-2015
School: Craigmont Middle School
Date: September 15, 2014
Dear Parent/Guardian:
Our school qualifies for Title 1 funding under the federal No Child Left Behind Act (NCLB) of 2001. This Act requires that certain teachers and paraprofessionals meet new
requirements that qualify them as “highly qualified”. This public notice is verification that our school has met, or is making progress toward meeting, the following foals by the
end of the 2013-2014 school year.

All teachers teaching core academic subjects will be highly qualified.

All Title 1 teachers hired after the beginning of the 2006-2007 school year are highly qualified.

All Title 1 paraprofessionals hired after the beginning of the 2006-2007 school year are highly qualified.
Copies of this verification are maintained at the school and the district office and upon request, are made available to any member of the community.
NCLB Requirements for Teachers and Title 1 Paraprofessional
Teachers
Requirements Met?
Yes
No
1. All Title 1 Teachers as of the 2006-2007 school year are highly qualified.
X
2. There are annual increases in the percentage of teachers who are highly qualified and teach core academic subjects.
X
3. There are annual increases in the percentage of teachers participation in professional development to become highly qualified and
successful classroom teachers.
X
4. All teachers are currently highly qualified.
X
Title 1 Paraprofessionals
1. All paraprofessionals hired after January 2006-2007 are highly qualified.
2. All paraprofessionals have a high school diploma or equivalent.
3. All paraprofessionals are assigned appropriate duties as required by federal rules and regulations.
4. Paraprofessionals hired after January 2006-2007 are participating in professional development to become highly qualified by the end of
the required school year.
Requirements Met?
Yes
No
X
X
X
X
Principal’s Signature:
OFFICE USE ONLY
Date of Request:
Requested By:
51
Craigmont Middle School Improvement Plan
Revised September 2014
CRAIGMONT MIDDLE SCHOOL
Collaboration Process for the TSIPP
Evidence of Collaborative Process
A collaborative method was used throughout the entire planning process. The SIP Leadership Team collaborated with
teachers, parents/guardians, community members, and the administrative staff to support the effective implementation of the
strategies for improvement. The following groups or committees, consisting of all of the school’s stakeholder groups, met on several
occasions to analyze and revise all components of the school improvement plan based upon the changes in our school population.





Administrators, faculty, and staff
Leadership Council
Parent Teacher Student Association
Professional Learning Communities
Student Council
Craigmont Middle School is organized into two groups of professional learning communities that support the principal’s efforts to
manage the school. One group is focused on school climate and the other group is focused on academics. All teachers and counselors
are required to serve in both groups. Scheduled meetings are held monthly for both groups and membership rosters and minutes of
meetings are housed with the PLC Coach. In addition, school administrators meet on a weekly basis to focus on school climate and
academic progress.
52