Tennessee School Improvement Plan
2001-2012
Kingsbury Elementary School
4055 Bayliss Avenue
Memphis, TN 38108
(901) 416-6020
Mrs. Anne Thomas, Principal
Dr. Kriner Cash, Superintendent
Tennessee Department of Education
Commissioner Kevin Huffman
Table of Contents
Page(s)
Assurance Page
4
COMPONENT 1 – School Profile and Collaborative Process
5-46
1a School Profile and Collaborative Process
5-24
1.1 SIP Leadership Team Composition
6
1.2 Subcommittee Formation and Operation
7 – 11
1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
Data Sources
12-24
12-13
12 – 13
12
14-24

Comprehension Needs Assessments (Climate, TRIPOD.TELL)
 Increased parental involvement
School and Community Data
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
Increased parental involvement
Coordination and Integration of Federal, State, and Local
Instruction by highly qualified staff
Strategies to attract highly qualified teachers
1b Academic and Non-Academic Data Analysis
14-18
18-22
19
23
26-46
1.4 Variety of Academic and Non-Academic Assessment Measures
26-28
1.5 Data Collection and Analysis
1.6 Report Card Disaggregation
29-35
36-44

Instruction by highly qualified staff
43
1.7 Narrative Synthesis of All Data
44-45
1.8 Prioritized List of Targets
46
COMPONENT 2 - Beliefs, Mission and Vision
47-48
2.1 Beliefs, Mission and Shared Vision
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Measures to include teachers in assessment decisions to improve student performance
Increased parental involvement
High quality on-going professional development
Offer timely additional assistance to students experiencing difficulty
COMPONENT 3 - Curricular, Instructional, Assessment and
Organizational Effectiveness
3.1 Curricular Practices
3.2 Instructional Practices
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Schoolwide Reform Strategies
Offer timely additional assistance to students experiencing difficulty
Measures to include teachers in assessment decisions to improve student performance
High quality on-going professional development
Coordination and Integration of Federal, State, and Local
3.3 Assessment Practices
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
High quality on-going professional development
Offer timely additional assistance to students experiencing difficulty
Measures to include teachers in assessment decisions to improve student performance
48
49-79
50-56
57-64
57-60
57-60
57-60,61,63
61
61-62
65-71
65
65
65,67
Page 2 of 139
Kingsbury Elementary School Improvement Plan 2010-2011
72-79
3.4 Organizational Practices
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Schoolwide Reform Strategies
Offer timely additional assistance to students experiencing difficulty
Assistance to preschool children from early childhood programs to elementary and Middle Schools
Transition
Increased parental involvement
High quality on-going professional development
COMPONENT 4 – Action Plan Development
72
72
72,73,74
76,78,79
76
80-97
Goal 1
80-97
80-97
80-97
80-97
80-97
81-88
Goal 2
89-94
Goal 3
95-97
COMPONENT 5 - The School Improvement Plan and Process Evaluation
98-112
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Schoolwide Reform Strategies
High quality on-going professional development
Increased parental involvement
Offer timely additional assistance to students experiencing difficulty
Coordination and Integration of Federal, State and Local
5.1 Process Evaluation
99-103
5.2 Implementation Evaluation
104-106
5.3 Monitoring and Adjusting Evaluation
106-112
Title I ADDENDUM
113-138
Assurance Page
114
Family Engagement Plan
Pre-School Transition Plan
115

Assistance to preschool children from early childhood programs to elementary
Middle School Transition Plan
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Professional Development Plan

Schoolwide Reform Strategies
Offer timely additional assistance to students experiencing difficulty

Teacher Mentoring Program
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118-133
High quality on-going professional development
Intervention Plan
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116
117
High quality on-going professional development
Strategies to attract highly qualified teachers
Coordination and Integration of Federal, State and Local
134-135
136-137
138
Page 3 of 139
Kingsbury Elementary School Improvement Plan 2010-2011
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that _______________________________________________________ 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
Kingsbury Elementary School Improvement Plan 2011-2012
______________________
Date Signed
Page 4 of 139
Component 1a
School Profile and
Collaborative Process
Kingsbury Elementary School Improvement Plan 2011-2012
Page 5 of 139
Component 1a - School Profile and Collaborative Process
1.1 SIP Leadership Team Composition
This component shows evidence of an accurate and authentic profile of all stakeholders served by
Kingsbury Elementary School. Critical information and data have been collected and analyzed with
all stakeholders to ensure an accurate understanding of the programs and services available at KES
as well as used for the school improvement process. Data was used as a driving force to create teams
and ultimately implement initiatives to improve student achievement. KES adhered to a
collaborative process by established a subcommittee for each of the five components of the school
improvement plan. Our leadership team is composed of the plan chairperson, the chairpersons of
each subcommittee, and representatives from each relevant stakeholder group.
SIP Leadership Team Member’s
Name
Monica Ayers
Kacy Barber
Leadership
Chair?
(Y/N)
Position
Name of Subcommittee(s)
(when applicable)
Yes
No
No
No
No
Instructional Facilitator
Librarian
Records Secretary
Speech Therapist
ESL Teacher
Component 4 Chair
Component 1 Chair
Component 1
Component 1 Chair
Component 5
No
Exceptional Children’s Teacher
Component 2 Chair
Mary Elizabeth Mullen
Fred Ochoa
Sarah Paquin
No
No
Classroom Teacher
Student
Component 3 Chair
Component 4
No
Pre-Kindergarten Teacher
Component 5
Sean Payne
No
White Station Baptist – School
Adopter
Component 5
Lane Pellew
Christy Pullman
No
Orff Music Teacher
Component 3
No
Classroom Teacher
Component 5 Chair
Margie Smidt
Anne Thomas
Shemika Conner
No
No
No
Guidance Counselor
Principal
Parent
Component 5
Component 5
Mr. Dodson
Darlene Duff
Amanda Gonzales
Julia Miller
Kingsbury Elementary School Improvement Plan 2011-2012
Component 2
Page 6 of 139
Component 1a - School Profile and Collaborative Process
1.2: Subcommittee Formation and Collaboration Process
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name
Position
Chair
Julia Amesquita
Student
No
Clara Anderson
Assistant Principal
No
Corles Dodson
Records Secretary
No
Darlene Duff
Speech Therapist
Yes
Laurie Escarre
ESL Teacher
No
Kathryne Flowers
Classroom Teacher
No
Gerald Lee
Building Engineer
No
Parent
No
Librarian
Yes
Stephanie Barr
Classroom Teacher
No
Jaqueta Edney-Powell
Classroom Teacher
No
Renikka Hardy
Classroom Teacher
No
Amanda LaMountain
Classroom Teacher
No
Amanda Lewis
Classroom Teacher
No
Interventionist
No
ESL Teacher
No
(1A)
Michelle Pettigrew
(1B)
Kacy Barber
Erika Smith
Harriet Smith
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 1A Chair Signature
Subcommittee 1B Chair Signature
Kingsbury Elementary School Improvement Plan 2011-2012
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Subcommittee for COMPONENT 2
Beliefs, Mission and Vision
Member Name
Elizabeth Batchelor
Patricia Fulton
Jeffrey Harrison
Stephanie McClain
Julie Miller
Cathy Roberts
Howard Robinson
Josefina Smith
Wyatt Whitaker
Selenne Zarate
Shemika Conner
Position
Chair
Streets Ministries – School Adopter
Cafeteria Manager
Exceptional Children’s Teacher
Classroom Teacher
No
No
No
No
Exceptional Children’s Teacher
Classroom Teacher
Yes
No
Classroom Teacher
Bi-Lingual Mentor
Physical Education Teacher
Student
Parent
No
No
No
No
No
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 2 Chair Signature
Kingsbury Elementary School Improvement Plan 2011-2012
Page 8 of 139
Subcommittee for COMPONENT 3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Position
Chair
Glenna Adamec
Melanie Allen
Lidia Baizabal
Sherry Baki
Allison Biloski
Deborah Colvin
Classroom Teacher
Classroom Teacher
Bi-Lingual Mentor
Classroom Teacher
Exceptional Children’s Teacher
CLUE Teacher
No
No
No
No
No
No
Richard Crenshaw
Tammy Fulinara
Lokita Glover
Jeffrey Harrison
Mary Elizabeth Mullen
Lane Pellew
Nancy Relliford
Thomas Scott
Classroom Teacher
Pre-Kindergarten Teacher
Classroom Teacher
Exceptional Children’s Teacher
Classroom Teacher
Orff Music Teacher
Classroom Teacher
ESL Teacher
No
No
No
No
Yes
No
No
No
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 3 Chair Signature
Kingsbury Elementary School Improvement Plan 2011-2012
Page 9 of 139
Subcommittee for COMPONENT 4 Action Plan Development
Member Name
Position
Chair
Monica Ayers
Instructional Facilitator
Yes
Sylvia Boykins
Financial Secretary
No
Rosalyn Crawford
Classroom Teacher
No
Melissa Dejan
Classroom Teacher
No
Luanne Hodge
Classroom Teacher
No
Patricia Jackson
Exceptional Children’s Teacher
No
Mackenzie McGehee
Exceptional Children’s Teacher
No
Fred Ochoa
Student
No
Tracy Payne
Classroom Teacher
No
Meher Sattar
ESL Teacher
No
Angela Tillery
Classroom Teacher
No
Parent
No
Nicholas Dodson
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 4 Chair Signature
Kingsbury Elementary School Improvement Plan 2011-2012
Page 10 of 139
Subcommittee for COMPONENT 5
Evaluation
The School Improvement Plan and Process
Member Name
Position
Chair
Monica Ayers
Kacy Barber
Nicholas Dodson
Darlene Duff
Amanda Gonzales
Julia Miller
Instructional Facilitator
Librarian
Parent
Speech Therapist
ESL Teacher
Exceptional Children’s Teacher
No
No
No
No
No
No
Mary Elizabeth Mullen
Sarah Paquin
Sean Payne
Classroom Teacher
Pre-Kindergarten Teacher
White Station Baptist Church –
School Adopter
Classroom Teacher
Guidance Counselor
Principal
Exceptional Children’s Teacher
No
No
No
Christy Pullman
Margie Smidt
Anne Thomas
Gwendolyn Walsh
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
Yes
No
No
No
NO
Subcommittee 5 Chair Signature
Kingsbury Elementary School Improvement Plan 2011-2012
Page 11 of 139
1.3: Data Sources (including surveys)
Data Source
Relevant Findings
2010-2011
School Climate Data
(Comprehensive Needs
Assessment)
For Parents and
Community
Stakeholders
In the Spring of 2011, Kingsbury Elementary conducted a School
Climate Survey with its parents. Because of the low number of
parent participants in the survey the results are statistically not a
good indication of our school’s areas of strength as well as areas
that need to be improved upon.
Parents and community members of Kingsbury Elementary
students indicated they believe that the administration and
teachers do a good job, and the principal sets a good example for
students. One hundred percent of parents/community felt that, at
least most times, the school is a good place for their children to
learn. Additionally, 100% agreed that KES staff understand the
grade level instructional needs for students. 50% of
parents/community, however, indicated they do not feel that the
school purchases classroom materials that are helpful to their
children to achieve higher levels of success. Finally 100% of
parents/community surveyed felt KES did a good job teaching
students about drug awareness, school violence, safety issues, gang
awareness and conflict awareness.
Most students believe that it is important to make good grades
and that their teachers expect them to do so. Students also believe
that the principal cares about them and their teachers are doing a
good job. 60 % of the students did express concerns about being
teased and made fun of by other students.
Spring 2010 TRIPOD
Elementary Student
Climate Results
In the Spring of 2011, Kingsbury Elementary conducted the TRIPOD
survey for students. An average of 135 students answered
77questions about their experiences at KES with teachers, peers
and administration. Students also responded to questions related
to how their home supports their achievement in school. The
survey responses were rated on a scale from 1 to 5 with the highest
average of 4.55 for “In this class you must pay attention all the
time to keep up” to a 1.96 for “In class I stop trying when the work
gets hard.”
Student responses to questions concerning their classroom teachers
were very complimentary ranging from 3.46 to 4.28. Students
responded that teachers pushed them to do their best in class both
academically and behaviorally. Students stated they felt
challenged by their teachers and that teachers cared about them.
Students ranked teachers expectations in class were high for
student achievement, and that teachers were willing to help them
when they had difficulty with assignments and skills.
Kingsbury Elementary School Improvement Plan 2011-2012
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Data Source
Relevant Findings
The lowest area ranked for teachers by students was “Students get
to decide how activities were done in class with a ranking of 2.71.”
Student responses to questions concerning their responsibilities were
for the most part ranked high. Students felt they stay on task, like
to learn, feel successful and obey rules. However, when it came to
students’ completion of homework, students ranked low with an
average of 2.74.
2011 Tennessee Teaching,
Leading and Learning Survey
(TELL)– Teacher Results
Students’ responses to survey questions with reference to their
support for school at home also found high averages. Student
stated their parents/guardians provided a quiet place to complete
school work, ensured homework was complete and accurate and
that there was always someone at home to assist them with their
work if needed.
The TELL TN Survey indicated that though teachers
overwhelmingly feel that the school provides frequent, clear, and
two-way communication with parents and that the school does a
good job of encouraging parent involvement, but that parents are
not seen as influential decision-makers. This is something we battle
with every year, in getting parents to see that not only do we
value their support but that we want them to be an active part of
the school culture.
The TELL TN Survey also indicated that teachers recognize that
they are encouraged to take on leadership roles in the school and
that they are overwhelmingly satisfied with discipline, problemsolving practices, use of assessment data, level of administrative
team support, and PLC implementation.
Areas of teacher concern included administrative paperwork for
teachers, the amount of non-instructional time, and several other
issues that are out of the local school’s control (such as setting
grading/assessment practices, network/internet reliability, and the
content of PD programs).
An overall ranking of 87.5% of teachers felt that Kingsbury
Elementary was a good place to work and learn.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 13 of 139
1.3: School and Community Data
Narrative and analysis of relevant school and community factors:
SCHOOL CHARACTERISTICS
Historical Background
Kingsbury Elementary School (KES) is a neighborhood school serving preschool through fifth
grade and special education students. Kingsbury Elementary School opened in 1959 to serve
the students of Memphis in the Berclair/Highland Heights area. The school began with nine
teachers and 250 students in first through sixth grades; public kindergarten was added in 1971.
Kingsbury Elementary was clustered with Hollywood Elementary and Wells Station Elementary
in 1973, making it a 5th and 6th grade school with a public kindergarten. Multiple-handicapped
classes were added in 1975, and the school was fully accredited by The Southern Association of
Colleges and Schools (SACS) in the fall of 1977. In 1984, Kingsbury Elementary became a
neighborhood school, teaching kindergarten through 6th grade and special education; our No
Child Left Behind Early Childhood Class (Pre-K) was established in the fall of 2000. Fall 2009
our special education population was reduced with the relocation of our two CDC-Ed
classrooms, and two CDC-MH classrooms being relocated to other school facilities. Beginning fall
of 2010 and fall 2011 we acquired a total of two additional preschool classrooms. Fall 2011 we
became a Preschool through fifth grade and special education facility. A CDC Mild Transition
program and an additional CDC-Mild program were also added to our school facility this year.
Facilities
Our facilities include a main building with 36 classrooms (22 regular education classrooms, 6
special education classrooms, and 3 Title 1 Preschool), one media center, a cafeteria (with a
stage), and 4 offices (general/public, principal, assistant principal, and financial secretary). Four
portable buildings house 6 additional classrooms. There are two playgrounds (on the east and
west ends of the school), with one accommodating the needs of physically handicapped
students.
Safety Conditions
Kingsbury Elementary takes special measures to ensure student and staff safety in a welcoming
and orderly environment. Several school-wide procedures are in place to establish a positive
school climate. All stakeholders receive and sign a copy of the
Parent/Teacher/Student/School Compact that clearly defines the important role
each stakeholder plays in the success of Kingsbury’s school community.
Students participate in monthly fire drills, three annual earthquake drills, three annual tornado
drills, and two annual lockdown drills, as required by law. The school system has a safety plan
in place that has been initiated and implemented in this school. Part of the safety plan requires
teachers to keep an emergency handbook in their grade books at all times. The school requires
all visitors to sign in at the office and wear a visitor pass while on school grounds. Video/buzzer
devices are installed at the two main entrances; three of the school entrances have a swipecard keyless entry mechanism for faculty and staff. All exterior entrances are locked during the
school day, and visitors must be identified by video before being admitted into the school. All
visitors are directed to the office to obtain a visitor’s pass, where they leave an item of value to
Kingsbury Elementary School Improvement Plan 2011-2012
Page 14 of 139
be collected before exiting the campus. All faculty and staff members wear identification
badges in the building. In each classroom there are telephones and an emergency access
buttons to call the main office. Emergency contact numbers for each student are kept in the
office and in each classroom. We have specific codes in place to alert faculty and staff in the
event of unsafe conditions in the building. Codes are used over the intercom system in the event
of lockdown, and parents are notified by phone through the school’s Easy Caller system. MCS
establishes a district-wide early dismissal plan in the event of inclement weather or emergency
situations. MCS security, along with the Memphis Police Department is at our disposal when
needed.
Two crossing guards are on site daily, one at the crosswalk directly in front of the school and one
located at a busy intersection. Support Staff act as a safety patrol each morning and afternoon
to guarantee student safety. We also provide outside/inside Teacher Duty Stations, 24 hour
campus security, and Positive Intervention Support (PIS). The school is currently in the process
of implementing Watch D.O.G.S. (Dads of Great Students) to involve our parents in
school safety and security. Kingsbury Elementary currently has a Crisis Intervention Plan
and a Multi-Hazard Emergency Management Plan in place to address specific emergency
situations should they occur. Staff members take part in various training sessions which include:
procedures required when dealing with blood borne pathogens, air quality control, chemical
hazards, sexual harassment, child abuse, school emergency disaster drills, and emergency
management. We have 5 staff members that are certified in CPR (Cardio Pulmonary
Resuscitation) and First Aid as well as 9 who are certified in CPI (Crisis Prevention Intervention).
Our school is equipped with 6 Emergency Evacuation Devices as a means of safe evacuation for
our physically handicapped students when elevators are not available. At least 14 staff
members have been trained to utilize these devices in the event of an emergency evacuation.
STUDENT CHARACTERISTICS
Ethnicity
African
American
Asian
Caucasian
Hispanic
Native
American
Pacific Islander
Total
Male
68
Female
67
Total
135
8
55
180
2
5
48
148
3
13
103
328
5
0
313
0
271
0
584
Kingsbury Elementary School Improvement Plan 2011-2012
Page 15 of 139
Other Student Data
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Total Number of Students: 584
Attend due to Choice Transfer: 31
Special Needs Transportation: 26
Attendance Rate: 94.9% (2008-2009) 94.0% (2009-2010) 94.4% (2010-2011)
Promotion Rate: 96.1% (2008-2009) 98.0% (2009-2010) 99.0% (2010-2011)
Retention Rate: 3.9% (2008-2009) 2.0% (2009-2010) 1.0% (2010-2011)
Discipline Referrals: (As of 11-10-2011) 104
Suspensions: (2009-2010) 47
(2010-2011) 50 ( As of 10-04-2011) 12
Expulsions: (2009-2010) 2
(2010-2011) 5 (As of 10-04-2011) 0
Transfer Rate (Mobility): (2010-2011) 18.8%
ELL / Non-English Learning Background: 275
Limited English Proficiency: 252
Title I Preschool: 60
Special Needs Preschool: 12
Free Lunch: 565
Drug/Alcohol/Tobacco Arrests/Incidents: 0
PARENT/GUARDIAN DEMOGRAPHICS
Parents/guardians of the students at Kingsbury Elementary (based on 2010 Memphis Area
census) are 56.2% Hispanic, 23.1% African American, 17.6% Caucasian, and 3.1% other races. We
estimate that 37% of the students live with two parents, 31 % live with one parent, and 32% live
with an extended family/guardian. In the neighborhoods surrounding Kingsbury Elementary,
school age children reside in 69% of the homes.
The educational level of parents/guardians of Kingsbury's student body varies. Approximately
15% of parents/guardians do not have a high school diploma, 38% completed high school, 18%
earned some college or technical school credit, and 5% have a college degree or above.
Fifty-three percent of people in the Kingsbury area are employed. The average household
income level is $20,800.
Parental Support
Kingsbury Elementary encompasses a wide variety of parental involvement. The
school holds monthly parent meeting to discuss fundraisers and other activities
that will benefit our school. We are currently in the process of forming a Parent
Teacher Association (PTA) for our school. Our parents are also involved in and
receive written notice of dates and times (in English and Spanish) concerning our
Annual Title 1 meeting, the Family/Math and Family/Literacy evening events,
Kingsbury Elementary School Improvement Plan 2011-2012
Page 16 of 139
nine-week parent meetings, Muffins with Mom, Donuts with Dad, Grandparents'
Day, Field Day, and TCAP preparation (Discovery Assessment, Scott Foresman Unit
Test, TCAP Pretest, TCAP Practice Book for Language Arts and Math). Parents and
community members are also invited to attend our monthly Site-Based Decision
Making Meetings where curricular needs, school expectations of students, parents
and staff, school activities, school improvement and budgetary issues including
parental involvement and professional development monies are discussed.
COMMUNITY CHARACTERISTICS
Kingsbury Elementary School is located in the 38108 zip code, in an area known as Highland
Heights/Berclair. We also serve students who live in the 38122 zip code area.
According to the neighborhood census (2010), the total population in both zip codes is 46,459.
Males make up 56.3% of the population, while females make up 43.7%.
Our community's racial/ethnic profile is as follows: 23% Caucasian, 66% African American, 17%
Hispanic, and 0.1% Asian. This figure differs from the parent/guardian demographics since all of
our students do not live in the community. The median age is 34.9, and the median household
income is $20,800. Our community racial/ethnic makeup is continuously changing. It is difficult
to track the growth of our Hispanic community due to the high amount of rental property
(housing) in our community, but they continue to be a very important part of our school
population.
There are three private schools and a home schooling campus in the area. The childcare
providers within the area include Macon Road Church of Christ and Church of Christ Day Care
Center. Gaisman Park and Community Center are located a few blocks from school. The only
major employers in the area are in the service industry, which include restaurants and retail
stores.
Our community also offers services for those needing shelter or support due to substance/alcohol
abuse through agencies such as Memphis City Schools Health Center, Salvation Army, Memphis
Family Shelter, and MIFA.
Kingsbury Elementary has entered into partnerships with several community
organizations that serve as our school adopters. Hicks Convention Services provides
our school with various resources for our fall carnival and field day. Kroger assists the school in
providing items for Thanksgiving and Christmas baskets for Kingsbury Elementary families in
need, as well as donating food items for our annual field-day. Lowes has been instrumental in
providing Kingsbury Elementary with numerous items for our school garden. Streets
Ministries provides tutoring, supplies, snacks and a variety of other supports. White Station
Baptist Church has also adopted KES and provides a variety of supports throughout the
school year.
Parents, teachers, and other various community members serve on the Community
Kingsbury Elementary School Improvement Plan 2011-2012
Page 17 of 139
Council and take part in tutoring, mentoring, test monitoring, and school ground
improvements. Parent and community involvement is encouraged through the use
of: (English/Spanish)
 School Marquee Messages
 School Calendar of Events (Monthly)
 School Website
 School Newsletters
 Classroom newsletters
 Information Posters and Flyers
 Phone and Email Messages
 Parent Link Telephone Communication System
A variety of activities are provided throughout the school year such as:
9-Weeks Grade Level Parent Meetings
Arts in the School
Science Fair
Dolly Parton Book Program
Daily Student Agendas
RIF (Reading is Fundamental)
Weekly Parent Communication Folder
Monthly School Newsletter
Weekly Classroom Newsletter
Monthly School Newsletter
Daily Student Agendas
Title I Annual Meetings
English Classes for Non-English speaking
Leadership Council
parents
Home Language For all Communications
Parent Tutors and Volunteers
Open House
Parent Training Opportunities
Donuts with Dad
Muffins with Mom
Uniform Clothes Closet
Thanksgiving / Christmas Food Baskets
Title I Monthly Parent Meetings
Exchange City
Family Science/Math Night
Read Across America Night
Spelling Bee
Hispanic Family Meeting Night
Library Book Fairs
CLUE Program
Literacy Night
Parent Tutors and Volunteers
Host of Extensive Programs for Students
Thanksgiving Luncheon for parents and
with Special Needs.
the community
Grandparents’ Luncheon
Official Poling Site
Good News Club
Library Club
Streets Ministry Activities
Book Buddies
Service Projects:
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St. Jude Math-a-Thon
Hospital and Nursing Home Visits (Service Learning)
MIFA – Kids Can Food Drive
American Heart Association’s Jump Rope for Heart
Junior Achievement
Girls Service Club (5th & 6th Grade)(Currently Forming)
Kingsbury Elementary School Improvement Plan 2011-2012
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Curricular Offerings
Five full-time ESL Teachers work with English Language Learners (ELL) whose native countries
include United States, Mexico, El Salvador, Honduras and Cambodia Support is provided for
273 students in kindergarten through fifth grade. We also have 2 full-time Bilingual
Mentors on staff to better assist our Hispanic population. (Title III)
The School Counselor plans and implements classroom and small-group instruction of study
skills, social skills, character education, career awareness, decision-making, and goal setting.
Individual counseling is offered for personal and school adjustment. Mediation which may
include Peer Mediators is also available for students that need assistance with problem solving.
The counselor conducts student Support Team Meetings (S-team) and 504 Meetings for
teachers, parents, and specialists to collaborate and plan interventions. Academic
achievement, personal/social skills, and career information are areas emphasized in the
counseling program at Kingsbury Elementary School.
The Librarian (Media Specialist) provides all students with a 50-minute class each week.
The librarian also maintains the book and computer inventory, selects and purchases books for
the library, coordinates and organizes Scholastic book fairs, manages and prepares requested
materials by teachers based on thematic units.
There is one full-time Orff Music Specialists who instruct 50 minute classes each week for
kindergarten through 5th grade students. . Kindergarten through fifth grade students perform
in school-wide programs throughout the year. Extracurricular musical opportunities, such as
the Orff All-City Concert are offered for select students. A Strings Instructor provides weekly
instruction for string players.
There is one Physical Education Instructor who provides 45 minutes of health and wellness
activities each week for KK through 5th grade and 30 minutes for Preschool students. The
Physical Education Teacher also teaches the family/life curriculum to each grade level.
Following the guidelines of the state’s Middle School Policy, we assist our students in
transitioning from 5th grade to middle school through scheduled orientations with
neighboring feeder schools.
An Art Instructor provides Art for Kindergarten through 5th grade classrooms for 50 minutes
each week. The Preschool Special Needs Class and 3 Title I Preschool classes receive Art twentyfive minutes once per week. (BEP2.0)
ADDITIONAL PROGRAMS:
Technical Assistance is provided through MCS Math Leaders, MCS Science Leaders,
MCS Technology Leaders and Technicians, MCS Social Studies Leaders, State
Department NCLB Consultant, MCS NCLB Supervisors, MCS ESL Facilitator, MCS
Literacy Leaders, MCS Exceptional Children’s Supervisors, Northeast Area Office,
Stanford Math/Language Arts, Ed Plan, Head Sprout, and Reading Plus
Kingsbury Elementary School Improvement Plan 2011-2012
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Representatives.
As an Arts Focus (GRANT) school, Kingsbury Elementary students receive opportunities to
attend professional arts events in visual, dramatic, and musical arts. Professional groups and
individuals regularly perform at our school for free (or at a reduced price.) Ballet Memphis,
Theatre Memphis, members of the Memphis Symphony Orchestra, and various Artists in
Residence have performed this year. A grant for funding is given through the Tennessee Arts
Commission.
CLUE (Creative Learning in a Unique Environment) is available within our building for
academically gifted students. (IDEA)
Kingsbury Elementary works in collaboration with The University of Memphis to provide
opportunities in real-world experiences for collegiate education majors. In addition to this
professional involvement, Kingsbury Elementary is a site of choice for a variety of field
experiences: methods classes, practicum, special education clinical experiences, and student
teaching.
The National Book Program (GRANT) sponsored by RIF (Reading Is Fundamental) is a
federally funded program that provides books, at no cost, to children in the 4th and 5th grades
(or their families.) Three school-wide distributions allow each child to choose a free book from
a variety of high quality paperbacks. This year's grant has allocated approximately $876.15 to
our school.
Kingsbury Elementary is a School wide Title I school. The purpose of Title I is to ensure
that all children have a fair, equal, and significant opportunity to obtain a high-quality
education and reach, at a minimum, proficiency on challenging state academic achievement
standards and state academic assessments. Title I funds assist our school in providing
opportunities for our teachers (Professional Development) and our parents (involvement,
Professional Development and education). Monthly leadership meetings with stakeholders help
to guide how monies are spent. Technology is used throughout the school to help meet the
multiple needs of our children, and to provide them with the resources necessary to be
successful now and in the future. Title II and Title VI funds are spent at the district level.
Extended Contract provides opportunities for struggling students to receive after school
tutoring in Reading/Language Arts and Math.
Grade Distribution
Average classroom sizes by grade, which includes pupil-teacher ratios, are listed below:
 Preschool (3 class)
20:2
 Kindergarten (4 classes)
18:1
 First Grade (4 classes)
20:1
 Second Grade (3 classes)
20:1
 Third Grade (4 classes)
22:1
 Fourth Grade (3 classes)
24:1
 Fifth Grade (3 classes)
25:1
Kingsbury Elementary School Improvement Plan 2011-2012
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Average Special Education classroom sizes by grade, including pupil-teacher-assistant ratios,
are listed below:






Pre-school/Inclusion
KK Mild Transition
K-2 Mild ID
3-5 Mild ID
K-3 Moderate ID
3-5 Moderate ID
12:1:2
6:1:1
9:1:1
10:1:1
7:1:1
8:1:2
Exceptional Children
The Special Education population is served through a mainstreamed/inclusion program. There
are currently 112 students being served through Special Education. These children with diverse
disabilities primarily receive instruction in the regular classroom and receive support through
resource and related service providers. Two full time Resource teachers serve approximately
31 students. Fifty-two students have disabilities that require them to receive educational
services primarily in self-contained (CDC-Comprehensive Development Classes) with various
degrees of inclusion within the Regular Education population. Each of these six classes is staffed
with a Certified (Highly Qualified) Special Education Teacher and one to two
Highly Qualified Paraprofessionals.
There are two Certified Speech/Language Pathologists (SLP) assigned to Kingsbury
Elementary School. The full time SLP serves 53 children from Special Education classes and 13
from the Regular Education program; a part-time SLP is assigned to 17 children in the Regular
Education program who receive Speech-only services as well as 13 Resource students. Small
group or individual instruction is provided as documented within their IEPs.
Occupational Therapy (OT) services are provided by one part-time Certified Occupational
Therapist. She serves a total of 30 Special Education children. Inclusive and pullout activities
are utilized. These objective-based activities are typically provided on an individual or small
group basis. Times of service vary as prescribed by each student's IEP.
Physical Therapy (PT) services are provided by a part time Certified Physical Therapist for 10
students at Kingsbury Elementary. The main objective of the Physical Therapist is to work with
students with physical limitations so that they may safely function within the school facility. This
helps them to become an active participant in all academic and non-academic activities that
take place within our school setting.
Special Education Participation: (Primary Disability)






Specific Learning Disabilities
Speech Impairment
Intellectual Disability
Multiple Disabilities
Language Impairment
Developmentally Delay
Kingsbury Elementary School Improvement Plan 2011-2012
112 Students (Total)
13 Students
18 Students
16 Students
3 Students
21 Students
23 Students
Page 21 of 139

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
Other Health Impaired
Autism
Intellectually Gifted
Functional Delay
Orthopedic Impairment
1 Students
5 Students
5 Students
6 Students
1 Student
Length of School Year
The school year consists of 200 days. Of these, 180 are allotted for instruction; the remaining
days are in-service days (6), administrative days (4), and holidays (10).
Length of School Day
The school day begins at 7:15 A.M. and ends at 2:15 P.M.
Operating Budget and Distribution Equity
The Memphis City School System equally distributes all instructional and operational allocations
on a per pupil basis. The per-pupil expenditures are $10,767.00. We also maintain an Average
Daily Membership (ADM) of $15,401.58 plus $1,485.12 Office ADM (Total $16,886.70). The
operating budget for Kingsbury Elementary comes from two sources: Site-Base funds
($31,282.53) and Title I funds ($176,718.00). Funds received from the districts BEP 2.0 allocation
provides for a $400 allocation for each teacher to purchase materials and supplies to support
project based-learning and hands-on activities in the classroom. Additional teachers were
funded through BEP 2.0 to support the Fine Arts (Art Teacher, $200.00) and ELL Program
(ESL Teacher $300.00). The Memphis City Schools per pupil expenditure is $10,667.00.

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Site Based Funds
Title I Funds
Donations
$ 31,282.53
$176,718.00
$1,200.00 (Ticket Subsidy)
Site Based Funds that have been allocated are as follows:
 Printing / Repairs
$ 640.94
 Fee Waivers
$ 2,632.00
 Furniture / Equipment
$ 3,874.50
 Leadership / Supplies / Materials
$ 17,192.17
 Library / Guidance
$ 2,717.92
$97,386.46
Title I Funds that have been allocated are as follows:
 Personnel
$ 121,594.00
 Staff Development (PD)
$ 7,000.00
 Parental Involvement
$ 2,752.00
 Materials
$ 3,900.00
 Equipment
$ 30,000.00
 Maintenance
$ 6,860.00
Kingsbury Elementary School Improvement Plan 2011-2012
Page 22 of 139


Printing
Supplies
$ 500.00
$ 4,112.00
ADMINISTRATION, FACULTY AND STAFF CHARACTERISTICS
The 47 teachers at Kingsbury Elementary School have experience from more than 13 states and
two countries. Teachers have an average of 15 years of professional experience. One hundred
percent of our teachers are Highly Qualified as well as have a Bachelor’s degree and
64% of teachers have advanced degrees. One hundred percent of our teachers and
Paraprofessionals are Highly Qualified.
Strategies to Maintain and Attract Highly Qualified
 We will support and encourage any future uncertified personnel in their
endeavor to become Certified and Highly Qualified.
 Local, state and national Professional Development will provide ongoing
support.
 We will encourage our teachers to maintain a good relationship with
colleges and universities providing opportunities for practicum students,
student teachers and mentoring.
 Professional and classroom libraries equipped with quality materials will
enable teachers to stay abreast of new trends and strategies.
 Our teachers will be encouraged to network with Highly Qualified teachers.
 Novice and struggling teachers are provided with a mentor as necessary to
ensure that our students have the best possible opportunities to obtain a
quality education.
 Teachers participate between 57 and 100 hours of Professional Development
each year.
 Teachers participate in Professional Learning Communities weekly in an
effort to build collaboration among peers, analyze data and guide
instruction decisions.
Staff involvement in school and system leadership activities include: Memphis Education
Association, Text Book Adoptions, and Leadership Teams. Our Staff members also participate
in various committees such as: School Beautification, Muffins for Moms and Donuts for Dads,
Math and Science Night, Courtesy, Field Day, Adopt A School, Literacy and Family Read Night,
Professional Development, Programs, S.A.R.T., Looping, and Honor Society.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 23 of 139
Staff Demographics
The ethnic and gender breakdown of our administration, faculty, and staff is as follows:
White White
African
African
Other
Other
Staff Position
Total
Male
Principal
Assistant Principal
Instructional Facilitator
Guidance Counselor
Classroom Teachers
Music Teacher
P.E. teacher
Library and Media
Specialist
Art
English Second Language
Teachers
Bilingual/Bicultural
Mentor
Occupational Therapist
Physical Therapist
Speech Therapist
Exceptional Children’s
Paraprofessionals
Title 1 Pre-kindergarten
Paraprofessionals
Clue Teachers
Cafeteria Staff
Custodial Staff
School Nurse
Office Staff
Interventionist
TOTAL
Female
American
Male
American
Female
Male
Female
1
1
1
1
1
1
32
1.5
1
1
1
3
1
1
5
2
2
1
3
.5
1
1
18
1
11
1
1
.5
8
.5
.5
1.5
8
3
3
2
5
4
2
5
5
1
2
2
78
.5
1.5
1
1
3.5
29
1
4
Kingsbury Elementary School Improvement Plan 2011-2012
2
1
36
.5
4
Page 24 of 139
Component 1b
Academic and Non-Academic
Data Analysis/Synthesis
Kingsbury Elementary School Improvement Plan 2011-2012
Page 25 of 139
1.4: Variety of Academic and Non-Academic Assessment Measures
ACADEMIC DATA
Standardized Test Data
TCAP Achievement Data (2nd – 5th grades) achievement data
is obtained for students in all major academic areas.
TCAP – ALT Portfolio Assessment (Special Education
Students) a means for obtaining individual student achievement
data for major academic areas.
TCAP-MAAS (3rd-5th) achievement data is obtained for students
in all major academic areas.
TCAP Writing Assessment (5th Grade) a means for obtaining
students’ narrative writing style proficiency.
ELDA (All English Language Learner students) is used to obtain
information concerning Limited English Proficient students’
proficiency in the areas of reading and language skills.
Discovery Education Assessment (3rd – 5th Grades Assessments)
Administered three times per year to determine what students
have acquired academically and what has yet been learned.
Information obtained is used to plan instructional needs. (DEA
replaced Renaissance 2008-2009)
Learning Express Folio – Hand Scored Writing Assessments for
4th and 5th grades. Practice essays modeled on state prompts and
scored by professional graders on the state rubric.
AIMsWeb (Reading) (K-5th Grade) testing and intervention
reports are used in order to obtain data regarding what students
already know and what still needs to be addressed in the area of
reading.
AIMSWeb(Math) (K-5th Grade) testing and intervention reports
are used in order to obtain data regarding what students already
know and what still needs to be addressed in the area of
computation.
KTEA (Special Education Students) is used by Special Education
Instructors annually in order to obtain information needed to
provide appropriate instruction in the areas of Reading and Math.
EOWPVT/ROWPVT/DAY-C/ Nonspeech Expressive &
Receptive Test/Goldman-Fristoe Test of Articulation are
tests used by Speech Pathologists annually in order to obtain
information to better plan for educational needs.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 26 of 139
VMI / PDMS-2 / Sensory Profile – Used by the Occupational
Therapist annually to determine ability levels in the areas of fine
motor, visual motor, visual perception, and sensory levels.
PDMS-2 / TGMD-2 – Used by the Physical Therapist annually to
determine Gross Motor Accessibility.
Kindergarten KRI – Administered at the beginning of the school
year as a Kindergarten Readiness Indicator.
Peabody Picture Vocabulary Test (PPVT) – a screening test
of verbal ability and a measure of receptive vocabulary for
Standard English. This norm references assessment is administered
to students in the Early Childhood Program to gain
information about each student’s developmental age level.
Pre-kindergarten students are given the Brigance. The
Brigance is given at the beginning and end of the school year. It
assesses students in 5 areas on the: Gross Motor, Fine Motor, Self
Help, Speech and Language, and General Knowledge.
Non-Standardized Test
Data
Developmental Assessment for Young Children (DAYC) –
a screening tool to identify developmental delays or deficits in
children (from birth to five years 11 months) who may benefit from
early intervention. The DAYC is comprised of five subtests that
measure the assessment areas mandated by IDEA. The five areas
include Communication, Adaptive Behavior, Social-Emotional
Development, Cognition and Physical development.
Progress Reports are sent home each four and a half weeks to
notify parents of their child’s progress halfway through the nine
weeks.
Individual student Report Cards are sent home every nine weeks
to notify parents of their child’s progress.
Portfolios (Samples of students’ work) are maintained in order to
track students’ progress and guide academic planning.
Nine Week Unit Tests (Discovery Probes) are used to provide
teachers with needed information concerning individual student
progress.
End of Unit Tests are used to provide teachers with needed
information concerning individual student progress on curriculum
taught during that unit.
Kingsbury Elementary School Improvement Plan 2011-2012
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Curriculum Unit Tests Teacher Generated Tests provide
teachers with information regarding individual student progress
and academic needs.
Teacher Evaluations and Classroom Observations provide
administrators with information concerning a teacher’s abilities.
This includes identifying areas of weaknesses and strengths based
on teaching skills.
Stanford Math (EPGY) is administered in order to accelerate
the learning of all students through highly individualized math
instruction.
Reading Plus is administered in grades 3rd – 5th in order to
accelerate the learning of all students through highly
individualized Reading Instruction.
Non-Academic Data
Attendance Reports and Data track excessive absences, which
could greatly interfere with a student’s ability to be successful
within an academic setting.
Promotion Rate indicates overall results of
learning/comprehension of information and interventions
provided. Individual grade level promotions help to indicate areas
where additional interventions for students as well as teachers may
be needed.
Disciplinary Referrals provide information needed to track
inappropriate behaviors. This makes it possible to compare
behavior issues to decreased academic progress.
EDPlans/Excel Reports provide needed information for future
academic and behavioral needs through the intervention process.
Positive Behavioral Intervention Support (P.B.I.S) data is
used by staff in the development and implementation of behavior
plans.
Progress Reports and Report Cards are sent home every nine
weeks that provide parents with an understanding of student
progress on grade level standards.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 28 of 139
1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs.
Teachers representing a variety of grade levels worked to identify, disaggregate, and analyze
all relevant data to student performance. This included review of a variety of academic and
non-academic assessment measures, including the Tennessee Comprehensive Assessment
Program data, AIMsWeb data, students’ records, grades, attendance, and suspensions, among
others. Through this analysis, the committee was able to create a shared vision for student
learning communicated through both desired learning and performance indicators. The
determinations were aligned with current standards and goals for student achievement
required at the school, district, state, and national levels, and were based on current
educational research, best practices, and future trends data.
Professional Learning Committees consisting of grade level teachers for grades K – 5, ESL and
Special Education meet with the Instructional Facilitator and other administrators each week
to discuss and analyze data from Formative Assessments (3-5), AIMsWeb Benchmarks and
Progress Monitoring (K-5), and others. They use this time to determine areas of both strengths
and weaknesses across grade levels, classes, and with individual students.
In 2008-2009 new formative assessments were introduced to KES. Discovery Education
Assessments for 3rd -5th grades were administered three times and AIMsWeb benchmarks were
administered three times to grades K-5th. The same assessments have been used for the school
years 2009-2010 and 2010-2011 and will be for the 2011-2012 school year.
Pre-Kindergarten 2010 -2011
All Pre-kindergarten students are given the Brigance and Peabody Picture vocabulary tests.
They are given these tests at the beginning and end of the 2010-2011 school year. They are
assessed in 5 areas on the Brigance: Gross Motor, Fine Motor, Self Help, Speech and Language,
and General Knowledge. The Peabody Picture vocabulary tests them on knowledge of
vocabulary for pictures of common items. The teacher has the students point to the picture
that names the requested item.
At the beginning of the year scores for Gross Motor ranged from 0 to 5. By the end of the year,
the students had improved to a range of 40 to 63. In the area of Fine motor the range at the
beginning of the year was 0 to 4. By the end of the year, the students grew to a range of 35 to
55. In the area of self help, the students started the year with a range of 3 to 6. By the end of
the year, this had improved to a range of 14 and 37. In the area of Speech and language,
students began the year with a range of 15 to 59. By the end of the year, this had improved to
a range of 65 to 90. The final category of General Knowledge was begun with a range of 5
and 29 ended with a range of 116 to 163. The scores showed significant improvement over the
course of the year.
The Peabody Picture Vocabulary test had a range of 0 to 7 and the beginning of the year and
ended with a range of 38 and 73. These scores show significant growth over the course of the
year.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 29 of 139
Strengths:
 Gross Motor
 General Knowledge
 Fine Motor
 Vocabulary
Area of Need:
 Self Help



Kindergarten AIMsWeb
All Kindergarten students were administered AIMsWeb at the beginning, middle, and
end of the 2009-2010 and 2010-2011 school year. They were assessed in four areas:
Initial Sound Fluency, Letter Naming Fluency, Phoneme Segmentation Fluency, and
Nonsense Word Fluency. The results from these assessments were used to identify each
student as needing Intensive intervention, Strategic intervention, or as being on gradelevel, or Benchmark.
 2009-2010 - The Kindergarten students’ strengths were Letter Naming Fluency
and Nonsense Word Fluency, but showed challenges in Initial Sound Fluency.
 2010-2011 - The Kindergarten students’ strengths were Letter Naming Fluency
and Initial Sound Fluency, but showed challenges in Nonsense Word Fluency.
First Grade AIMsWeb
All first grade students were also administered AIMsWeb at the beginning, middle, and
end of the year. Beginning with the mid-year assessment measured these students in
three categories: Phoneme Segmentation Fluency, Nonsense Word Fluency, and Oral
Reading Fluency. The results from these assessments were used to identify each student
as needing Intensive intervention, Strategic intervention, or as being on grade-level, or
Benchmark.
 2009-2010 - The first grade students’ strengths were in Phoneme Segmentation
Fluency, but faced challenges in Oral Reading Fluency.
 2010-2011 - The first grade students’ strengths were in Phoneme Segmentation
Fluency and Nonsense Word Fluency, but faced challenges in Oral Reading
Fluency.
Second AIMsWeb
Second grade teachers administer the AIMsWeb to all of their students at the
beginning, middle, and end of the year. The test scores the students’ oral reading skills.
Students’ scores are categorized as Struggling, Emerging, or On Track. While
 2009-2010 a higher percentage of students had improved on the mid-year
assessment, results show students decreasing their scores again at the end of the
year. The challenge faced by second grade students is to use strategies to
maintain and improve Emerging or On Track students. This needs to remain a
priority so their scores do not continue the downward trend.
 2010-2011 found second grade students were still challenged to maintain
momentum throughout the school year.
Kingsbury Elementary School Improvement Plan 2011-2012
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Discovery Education Formative Assessment
2008-2009
3rd grade Reading – 20.5% Advanced / 58.9% Proficient / 20.5% Below Proficient
4th grade Reading – 18.6% Advanced / 70.9% Proficient / 10.5% Below Proficient
5th grade Reading – 26.6% Advanced / 68.8% Proficient / 4.7% Below Proficient
Strengths: Fourth – Fifth Grades scores reflect positive trends in increased scores for Reading.
Challenges: Third grade students continue to show a deficient in Reading Comprehension.
This is contributed to the increasing growing ESL population at KES.
3rd grade Math – 20.8% Advanced / 63.9% Proficient / 15.3% Below Proficient
4th grade Math – 28.2% Advanced / 68.4% Proficient / 9.4% Below Proficient
5th grade Math – 36.5% Advanced / 57.1% Proficient / 6.3% Below Proficient
Strengths: Fourth – Fifth Grades scores reflect positive trends in increased scores for Math.
Computation for all grade levels is a strength.
Challenges: Third grade students continue to struggle in all areas of math. All grades scored
low in the mathematical reasoning. KES feels that reading comprehension of our ELL plays a
major role in the discrepancy.
2009-2010 Reading/Language Arts
Strengths:
 Students are able to determine word meaning within context using prefixes and
suffixes.
 Students are able to identify the correct use of nouns (as subjects, singular and plural),
verbs (present, past, future and agreement), and adjectives (comparative and
superlative) within context.
 Students are able to represent repeating geometric patterns as repeating numerical
patterns.
Kingsbury Elementary School Improvement Plan 2011-2012
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Challenges:
 Students are able to select questions used to focus or clarify thinking while reading.
 Students are able to recognize usage errors occurring within context (double negatives,
troublesome words: to, too, two; their, there, they’re).
 The students are able to determine the output for a particular input given the
operation function rule.
2009-2010 Math
Strengths: Fourth – Fifth Grades scores reflect positive trends in increased scores for Math.
Computation for all grade levels is a strength.
Challenges: Third grade students continue to struggle in all areas of math. All grades scored
low in the mathematical reasoning. KES feels that reading comprehension of our ELL plays a
major role in the discrepancy.
2010-2011 Math
Strengths:
 Fourth – Fifth Grades scores reflect positive trends in increased scores for Math.
Computation for all grade levels is a strength.
 The students are able to supply a missing piece of information in a simple outline.
 The students are able to use headings, graphics and captions to make meaning from
text.
 The students are able to connect data in tables to pictographs, line graphs or bar
graphs.
Challenges:
Kingsbury Elementary School Improvement Plan 2011-2012
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

All students continue to struggle in all areas of math reasoning. All grades scored low in
the mathematical reasoning. KES feels that reading comprehension of our ELL
continues to play a major role in the discrepancy.
The student is able to identify fractions as parts of whole units, as parts of sets, as
locations on number line, and as divisions of whole numbers.
2010-2011 Reading/Language Arts
Strengths:
 The students are able to select appropriate time-order or transitional words/phrases to
enhance the flow of a writing sample.
 The students are able to identify correctly or incorrectly spelled words in context.
 The students are able to identify stated or implied cause and effect relationships.
Challenges:
 Students continue to show a deficient in Reading Comprehension. This is contributed to
the increasing growing ESL population at KES.
 The students are able to identify the audience for which a text is written.
 The students are able to select questions to clarify thinking.
2009-2010 and 2010-2011 TCAP
Kingsbury Elementary School Improvement Plan 2011-2012
Page 33 of 139
Strengths:
 Math gains with double-digit gains seen in the all, Hispanic, ED, SWD and LEP
subgroups.
 RLA gains in all subgroups.
 SWD made significant gains.
 Fifth grade writing scores increases significantly with a 20.5 gain.
Challenges:
 Increase math scores in the Black subgroup.
 Continue to increase the vocabulary of all subgroups so continued gains in both RLA
and Math will be made.
 Utilize time for all grades to focus on writing and higher order thinking skills.
 Students in all subgroups needs be addressed.
English Language Development Assessment (ELDA)
All Limited English Proficient students were administered the English Language Development
Assessment (ELDA) in the Spring of 2009, 2010 and 2011. The assessment measures Listening,
Speaking, Reading, Writing, and Comprehension skills. Students’ scores are used to determine
their proficiency level, 1-5. Level 5 students have achieved Full English Proficiency. Level 4
students are considered Advanced, Level 3 students are Intermediate, Level 2 students are
Beginning, and Level 1 students are considered Pre-functional.
Conclusion
During the 2009-2010 school year, the state required a 20 % AMO of third through fifth grade
students to demonstrate proficiency in Math and our AMO was 16%. The state also required a
32% AMO of students in third through fifth grade demonstrate proficiency in RLA and our
AMO was 19%. These performance levels allowed KES to move off of the Target list and return
to Good Standing, about which we were very proud. The data from all reading and math
assessments indicate that the instructional practices and intervention strategies which support
the core curriculum at Kingsbury Elementary have continued to improve during the 2010-2011
school year.
During the 2010-2011 school year, KES Elementary saw a significant increase in the number of
students who were proficient in RLA and math. In the 2010-2011 school year, the Safe Harbor
goal for KES required that 24.4% of third through fifth grade students demonstrate proficiency
in Math, with the AMO requirement being 40%. Preliminary TCAP reports indicate that
34% of MEM1students met or exceeded the level of Proficient in Math. The Safe
Harbor goal for KES required that 27.1% of third through fifth grade students demonstrate
proficiency in reading and the AMO requirement was 49%. Preliminary TCAP reports
Kingsbury Elementary School Improvement Plan 2011-2012
Page 34 of 139
indicate that 35% of KES third through fifth grade MEM1students met or exceeded
the level of Proficient in RLA.
This indicates both a significant improvement in instructional practices and the number of
students scoring Proficient or above. We recognize that although students met and exceeded
the safe harbor goals for both reading and math: improvement is still needed to make the
AMO goals for 2011-2012. The 2011-2012 AMO for Math is 60% and 66% for RLA which means
we have to continue current trends of improvement and incorporate new strategies. These
strategies/plans are outlined in the Action Plan and Goals component and include things such
as staff development to increase rigor, implement novel studies in RLA classes, continue
Parallel Literacy blocks and ramp up/solidify school-wide daily writing instruction using
CraftPlus Writing.
KES revamped several school structures and instructional practices to include new
implementation of programs, strategies, student groupings, intervention opportunities, and
creative use of human capital to assist students in meeting their full academic potential and
receive maximum educational benefit. Specific changes for 2010-2011 included the following:









Implementation of Parallel Literacy blocks for all ELL students in grades 2-6
Use of best first teaching (in lieu of EPGY) for students identified as “bubble proficient”
Implementation of EPGY for students falling at the Basic/Below Basic levels
More targeted and individualized use of data by PLCs (and individual teachers) to
target specific areas of skill weakness for students
Implementation of CraftPlus Writing (school-wide) to supplement existing RLA
curriculum
Designation of daily writing time in all classroom schedules
Regrouping of 5th and 6th grade students for content area instruction (out of
homeroom structure) to ensure students’ needs could be met more directly
Use of one interventionist to run the KES Computer Lab to assist with Headsprout and
EPGY implementation
Creation of Perpetual Help and One-Hit-Wonder PLCs to create ownership amongst
teachers for school programs and implementation of
informational/incentive/entertainment events for students, their families and the
community
A strong concentration on Data Driven Instruction has been instituted at KES through solid
implementation of grade level PLCs. Teachers work in groups with administrative assistance
to evaluate, monitor and adjust teaching methods weekly. Grade level PLCs also meet once
per week with a pre-determined agenda to continue the disaggregation/discussion without
administrator presence. After every ThinkLink Assessment, we utilize Title I funds to pay for
substitutes so grade levels can meet for extended periods of time for intensive data
disaggregation, discussion, and joint planning.
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1.6: Report Card Data Disaggregation
Report Card Data Disaggregation
School Profile
Student Body Demographics
In 2008-2009, Kingsbury Elementary held students from 8 subgroups recognized by NCLB. The
total population of 539 students of which 54.2% were males and 45.8% were females consisted
of 28.2% African American, 2.2% Asian/Pacific Islander, 45.5% Hispanic, 0.6% Native American,
and 23.6% White. 100% of these students qualified as Economically Disadvantaged. Scores for
Asian and Native American students were not reported as a subgroup on NCLB AYP as these
groups contained fewer than 45 students.
In 2009-2010, Kingsbury Elementary held students from 8 subgroups recognized by NCLB. The
total population of 530 students of which 54.5% were males and 45.5% were females consisted
of 31.6% African American, 2.5% were Asian/Pacific Islander, 44.8% Hispanic, .9% Native
American, and 20.2% White.95% of these students qualified as Economically Disadvantaged.
Scores for Asian and Native American students were not reported as a subgroup on NCLB
AYP as these groups contained fewer than 45 students.
In 2010-2011, Kingsbury Elementary held students from 8 subgroups recognized by NCLB. The
total population of 483 students of which 53.8% were males and 46.2% were females consisted
of 28.4% African American, 1.9% Asian/Pacific Islander, 51.5% Hispanic, .4% Native American,
and 17.7% White. 95% of these students qualified as Economically Disadvantaged. Scores for
Asian and Native American students were not reported as a subgroup on NCLB AYP as these
groups contained fewer than45 students.
General Information
2008-2009 Kingsbury Elementary is qualified as a Safe School, and has a NCLB status of
“Target”
2009-2010 Kingsbury Elementary is qualified as a Safe School, and has a NCLB status of
“Good Standing”
2010-2011 Kingsbury Elementary is qualified as a Safe School, and has a NCLB status of
“Target”
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Report Card Data Disaggregation
AYP Indicators
Mathematics
100% of students were tested in the area of Math in 2009. Students met the state goal of
86% proficient or advanced with score of 87%. In 2009, 53.3% of students were proficient while
33.2% were advanced. The percentage of below proficient students in 2009 dropped to 13%.
Test scores indicated that KES students made gains in the area of proficient, however
advanced scores fell.
In 2011 Math, 26.8% of male Kingsbury students scored proficient or advanced and 23.4% of
female students were proficient or advanced.
100% of students were tested in the area of Math in 2010. Students met the state goal of
20% proficient or advanced with score of 24%. Due to the change in state standards it would
be difficult to compare to the 2009 test results.
100% of students were tested in the area of Math in 2011. Students met the state goal of
40% proficient or advanced using confidence intervals and safe harbor with a overall score of
34% an increase of 10% from the 2010 all score.
African American students’ scores in 2008 scores were below the school average with only
83% scoring proficient or advanced which was below the state goal. In 2009 African
American students’ scores increased to 87% proficient/advanced meeting the state goal. Nonproficient students were decreased to 13%. 2010 brought a new test with new goals. African
American students scored a proficiency/advanced rate of 30%. 2011 found that African
American scores of proficient/advanced dropped 2% to 28%.
In 2008 Hispanic students scored above the state goal and the school percentage, with 91%
of students scoring Proficient/Advanced. The number of P/A Hispanic students increased by 3%
from the 2007 school year. 2009 found Hispanic students’ proficient/advanced scores to fall to
84% a considerable amount from the 2008 school year. However, the subgroup still made AYP
using 1CI. 2010 brought a new test with new goals. African American students scored a P/A
rate of 19%. 2011 found that Hispanic scores of P/A increased significantly 15% to 34%.
2008 found White students falling below the school average with only 81% scoring
proficient or advanced, 5% below the state goal. The group’s score fell 12%, a considerable
percentage from the 2007 score of 93%. In 2009 white students made and exceeded the state
goal with 89% proficient and advanced. Again 2010 brought a new test with new goals.
White students scored a P/A rate of 23%. 2011 found that White scores of P/A increased
significantly 12% to 35%. It should be noted that KES did not have 45 students to constitute a
subgroup for White students.
In 2008 Students classified as Economically Disadvantaged scored 86% proficient or
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Report Card Data Disaggregation
advanced, meeting the state goal. These students also increased 3% from the 2007 score of
83% P/A. 2009 ED students’ scores remained the same 86% P/A meeting the state goal. Again
2010 brought a new test with new goals. ED students scored a P/A rate of 23%. 2011 found
that ED scores of P/A increased significantly 10% to 33%.
In 2008 Students with Disabilities scores fell considerably below the state goal of 86%. In
2008, only 68% scored proficient or advanced falling below the 2007 score of 79%. This
subgroup met AYP through Safe Harbor. 2009 SWD scores rose to 74% P/A making AYP
through Safe Harbor1. The new test in 2010 with new goals found SWD at a P/A rate of 33%.
2011 found that SWD scores of P/A make a significant increase of 23% to 56%.
Students qualified as Limited English Proficient in 2008 scored above the state goal
for the third year, with 92% scoring proficient or advanced. 2009 saw a considerable drop of
8% in LEP scores. LEP students P/A score of 84% met the state goal through 1CL. Again 2010
brought a new test with new goals. LEP students scored a P/A rate of 16%. 2011 found that
LEP scores of P/A made increases of 18% to 34%.
Reading/Language Arts Plus Writing
100% of students were tested for Reading/Language Arts in 2009. Students did not meet
the state goal of 89% proficient or advanced with score of 77%. In 2009, 53.7% of students
were proficient while 23.7% were advanced. The percentage of below proficient students in
2009 increased to 23%.
In 2011, 16.8% of male Kingsbury students scored proficient or advanced and 21% of female
students were proficient or advanced in Reading/LA/Writing.
100% of students were tested in the area of Reading/Language Arts in 2010. Students met
the state goal of 32% proficient or advanced with an All score of 30%. Due to the change in
state standards it would be difficult to compare to the 2009 test results.
99% of students were tested in the area of Reading/Language Arts in 2011. Students did
not meet the state goal of 49% proficient or advanced. However, it should be noted that KES
students increased the ALL score by 5%.
In 2008 African American students’ scores were above the school average and state goal
with 92% scoring proficient or advanced. This subgroup raised its scores by 10% from their
2007 percentage of 82% as well as surpassed the state goal by 3%. 2009 found African
American students’ scores to fall considerably with a score of 76%, 13% below the state goal.
2010 brought a new test with new goals. African American students scored a P/A rate of 30%.
2011 found that African American scores of P/A increased 6% to 36%.
In 2008 Hispanic students fell below the state goal and the school percentage, with 85% of
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Report Card Data Disaggregation
students scoring Proficient/Advanced. The number of P/A Hispanic students increased by 9%
from the 2007 school year. 2009 found Hispanic students’ scores to fall considerably with a
score of 75%, 14% below the state goal. Again 2010 brought a new test with new goals.
Hispanic students scored a P/A rate of 28%. 2011 found that Hispanic scores of P/A increased
3% to 31%.
White students in 2008 scores were above the school average and state goal with 91%
scoring proficient or advanced. The number of P/A White students’ scores fell by 4% from the
2007 school year, but still surpassed the state goal by 2%. 2009 found White students’ scores
to fall considerably with a score of 82%, 7% below the state goal. This subgroup did make AYP
using 1Cl. With 2010 the new test and new goals White students scored a P/A rate of 35%.
2011 found that White scores of P/A increased significantly 11% to 46%. It should be noted that
KES did not have 45 students to constitute a subgroup for White students.
Economically Disadvantaged students scored 88% proficient or advanced in 2008
meeting the state goal by 1 Confidence Interval. These students also increased 5% from the
2007 score of 83% P/A. 2009 found ED students’ scores to fall considerably with a score of
77%, 12% below the state goal. Again 2010 brought a new test with new goals. ED students
scored a P/A rate of 30%. 2011 found that ED scores of P/A increased 5% to 35%.
Students with Disabilities in 2008 scored 85% proficient or advanced meeting the state
goal. Students also increased 4% from the 2007 score of 81% P/A. 2009 found SWD scores to
fall considerably with a score of 68%, 21% below the state goal. Again 2010 brought a new test
with new goals. SWD students scored a P/A rate of 37%. 2011 found that SWD scores of P/A
increased significantly 27% to 50%.
In 2008 Limited English Proficient students scored below the state goal of 89% at 85%
proficient/advanced, however increased their 2007 school percentage by 12% in 2008. 2009
found LEP scores to fall considerably with a score of 74%, 15% below the state goal. Again
2010 brought a new test with new goals. LEP students scored a P/A rate of 25%. 2011 found
that LEP scores of P/A increased 5% to 30%.
Writing
Writing scores for 2008 found 78% of KES 5th grade students proficient/advanced an increase
of 13%. Writing scores for 2009 fell to an average of 3.8. 2010 found writing scores to increase,
but not enough to make a significant difference. 2011 brought a significant gain in the KES
fifth grade writing scores. 88.7% of the 5th grade students were proficient an overall increase of
20.5% from the previous year.
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Report Card Data Disaggregation
Academic Achievement Grades
TCAP Criterion Referenced Academic Achievement
Kingsbury Elementary has seen decreased criterion referenced scores in each subject over the
past two years. In 2009, the school earned a score of 42 for math, which equaled a grade of
“D.” This score decreased slightly in 2010 to a 40. This still, however, earned a score of “D”.
This is still below the state score of 49, which is a “C”. In 2009 the school earned a
Reading/Language score of 38, which was given a grade of “F”. The score decreased to 36 in
2010, which still earned an “F”. The state score for Reading/Language is 2009 was a 49, which
is a grade of “C”. The school earned an “F” in Science and Social Studies for 2009 and 2010.
The Social Studies score, which was a 36 in 2009 decreased slightly to a 35 in 2010. The
Science score which was a 33 in 2009 also decreased to a score of 32 in 2010.
Academic Growth (Value Added)
Value Added-Growth Standard
In 2009, Kingsbury Elementary achieved a status of “A” in Math with a mean gain of 3.4 This
status changed to a “B” in 2010 with a mean gain of 0.9. The school achieved a status of “B” in
Reading/Language for 2009, with a mean gain of 0.7. This status changed to a “C” status in
2010 with a mean gain of- 0.4. The status of “C” was also achieved in Social Studies for 2009
and 2010 with a mean gain of 0.3 and -0.1 respectively .The school’s status in Science was a
“D” for 2009 and 2010. The mean gain was -1 in 2009 and -1.4 in 2010.
Kingsbury Elementary School Improvement Plan 2011-2012
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Kingsbury
Report Card Data Disaggregation
Gain by Year, Grade, and Content
Kingsbury Elementary 4th graders have shown inconsistent gains in math for the past three
years. The largest gain occurred in 2008-09 with a gain of 7.2. That gain fell to 3.2 in 2009-10.
In 2010-11 that gain increased to 4.3. Fourth graders show a three year average gain of 2.8 in
Math. Their gains in Reading/Language Arts are also inconsistent. They show a slight gain in
2010-11 of 0.6. Previous years however have shown a negative gain of -1.5 in 2008-09 and 1.7 in 2009-10. Fourth graders show a three year average gain of -0.8 in Reading/LA. Social
Studies gains have been inconsistent with 0.5 in 2008-09 and 0.2 in 2009-10. In 2010-11 the
scores fell to -6.5 resulting in a three year average of -1.9. Science scores have shown a slight
gain of 0.6 in 2010-11. Negative gains were seen in 2008-09 of -2.8 and -3.1 in 2009-10,
resulting in a three year average gain of -1.8. This still leaves, however, a negative three year
average gain of -0.4. 2010-11 found a three year average gain 2.8 for Math and -0.8 for
Reading/LA.
Kingsbury 5th graders have shown positive gains in Math for the past three academic years.
During 2008-09, students demonstrated a math gain of 3.9, and in 2009-10 a smaller gain of
2.2. The mean NCE Math gain rose sharply to 10.4 during 2010-11.The 3-year average gain for
5th grade Math students was 5.5. In Reading/Language arts, 5th graders made a small gain of
1.5 during 2008-09. They lost ground in 2009-10 with a 1.5 loss. However, students fared
better in R/LA in 2010-11 when they showed a 5.1 gain. Kingsbury 5th graders performed well in
Social Studies and Science with 3-year- average gains of 2.5 and 1.4 respectively. The TCAP
composite for Kingsbury Elementary School 5th graders indicates a 3-year average gain of 2.8.
Kingsbury 6th graders showed a negative gain in Math in 2008-09 with -0.4. The 2009-10
year also showed a negative gain in Math with -7.9. This trend continued with a negative
gain of -0.9 in 2010-11. Their three year average gain for Math is -3.1. For Reading/Language
Arts, 6th graders showed a negative gain of -1.0 in 2008-09 and a negative gain of -1.9 in
2009-10. In 2010-11, they showed a gain of 0.1. The three year average gain for
Reading/Language Arts is -0.9. Sixth grade has had negative gains for the past three years in
Social Studies and Science. They show a three year average gain of -3.3 in Social Studies and 3.1 in Science.
Non-Academic Indicators
Attendance and Promotion
Kingsbury Elementary has consistently met the state attendance goal of 93%. From 2009, the
school has had an average attendance rate of 94.9% , 94% (2010) and 94.4% (2011) in each
respective year.
Kingsbury students have steadily increased the promotion rate each year, beginning with
91.5% in 2005 until reaching 93.7% in 2007, 93.9% in 2008, 96.1% in 2009, 98% in 2010 and
99% in 2011.
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Report Card Data Disaggregation
Student Discipline
In the 2008-2009 school year, Kingsbury Elementary had 47 suspensions and 2 expulsions.
African American
Asian/Pacific Islander
Hispanic
Native American
White
Female
Male
# Suspensions
24
0
15
1
7
10
37
# Expulsions
1
0
0
0
1
0
2
In the 2009-2010 school year, Kingsbury Elementary had 50 suspensions and 5 expulsions.
# Suspensions
# Expulsions
African American
27
3
Asian/Pacific Islander
0
0
Hispanic
16
2
Native American
1
0
White
7
1
Female
7
0
Male
43
5
In the 2010-2011 school year, Kingsbury Elementary had 60 suspensions and 4 expulsions.
# Suspensions
# Expulsions
African American
26
2
Asian/Pacific Islander
0
0
Hispanic
14
0
Native American
0
0
White
10
2
Female
14
1
Male
36
3
KES has a very active (and proactive) PBIS PLC. Through plans developed by the PBIS PLC
and approved by the KES teaching and administrative staff, we are pleased to share the
following data regarding discipline::


Fights decreased by 58% (5 incidents) for the 2010-2011 school year compared to 200910 (12 incidents)
Office referrals increased from 452 referrals in 2009-2010 to 521 in 2010-2011

Based on research into specific referral totals by infraction, the increase is due to
better tracking of tardiness/unexcused absences

The incidence of referrals considered ‘behavior-related offenses’ dropped
significantly between 2009-2010
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Report Card Data Disaggregation

Suspensions totaled 26 in 2009-2010 and increased to 47 in 2010-2011 – a total increase
of 73%

Based on 20-day suspension data, suspensions increased in the 8th and 9th 20-day
periods due to loss of ISS availability

In 2009-2010, there were 4 suspensions in the combined 8th/9th 20-day periods. For the
same combined period in 2010-2011, there ware a total of 18.
Our discipline decreased so significantly at the start of the school year, that by semester, MCS
took away our full time ISS Assistant, allowing us to share with a neighboring campus for 3
days per week. When that assistant resigned to do her own student teaching, we were not
allowed to replace her, thus our suspension rate did increase during the 8th and 9th 20-day
period for the 2010-2011 school year.
Upon researching the number of disciplinary referrals at the end of the school year, it became
evident that the vast majority were due to excessive tardiness or unexcused absences, rather
than behavior-related infractions. Though encouraging, because student behavior is definitely
improving significantly and the attendance rate exceeds state expectations, we set a goal to
increase the attendance rate for the 2011-2012 school year to attempt to counteract this
problem and get kids to school more regularly and on time.
Teacher Quality
100% of Kingsbury Elementary teachers have been deemed Highly Qualified by
No Child Left Behind. All core courses at Kingsbury are taught by Highly
Qualified teachers.
Conclusion
While Kingsbury students have shown increased strength in Reading/Language Arts and Math,
we still have room for improvement. Improving the performance in these areas among all
subgroups will be a priority for the school in 2011-2012.
Science and Social Studies will be priorities school-wide in the upcoming year. Science and
social studies will both be imbedded in the Reading and math curriculums. Kingsbury students
have yet to show great success in those subjects.
Attendance remains a priority at Kingsbury Elementary. Our students have met the state
goal in recent years, but we will attempt to increase the overall percentage in 2011-2012.
Promotions at Kingsbury Elementary have met the state goal. By improving student
achievement among key subgroups, teachers hope to increase the promotion rate.
Upon researching the number of disciplinary referrals at the end of the school year, it became
evident that the vast majority were due to excessive tardiness or unexcused absences, rather
Kingsbury Elementary School Improvement Plan 2011-2012
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Report Card Data Disaggregation
than behavior-related infractions. Though encouraging, because student behavior is definitely
improving significantly and the attendance rate exceeds state expectations, we set a goal to
increase the attendance rate for the 2011-2012 school year to attempt to counteract this
problem and get kids to school more regularly and on time.
1.7: Narrative Synthesis of All Data
Narrative Synthesis of Data
Based on the analysis of Aimsweb Data, Discovery Formative Assessment, TCAP and
Brigance by our School Improvement Team, we can identify the following strengths and
areas of need.
Strengths:
 The Kindergarten students’ strengths were Letter Naming Fluency and Initial Sound
Fluency
 Phoneme segmentation is a strength for first grade students, with almost all students
reaching or surpassing the set goal.
 Students perform at a higher level on Discovery Assessments than they do on TCAP
tests.
 Students scoring proficient on the 5th grade TCAP Writing Assessment was 88.7% an
increase of 20.5%.
 All subgroups in Reading/LA made gains on the 2010-2011 TCAP. All subgroups in Math
with the exception of black students made considerable gains.
 The most significant gains in Math were found among our Hispanic students (+15%),
Students with Disabilities (+23%), and Limited English Proficient students (+18%).
 The most numerically significant gain in RLA was seen in our Students with Disabilities
subgroup (+13%).
Area of Need:
 20% Kindergarten students met goal for Nonsense Word Fluency indicating that
Kindergarten teachers need to focus on the blending of sounds.
 Oral Reading Fluency is a learning need and will be a priority for first grade teachers
and students.
Kingsbury Elementary School Improvement Plan 2011-2012
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Narrative Synthesis of Data
 The TCAP data indicates that although Kingsbury Elementary School did make
significant gains, the school did not make AYP; therefore, the school status is Target.
 The TCAP data also indicates that Kingsbury Elementary School must ensure we
maintain to focus on our subgroups.
 Although our attendance rate was above 93% , our school must continue to address
student absences and tardies closely.
In evaluating the gains and losses from 2010 to 2011, there are several factors that significantly
contributed to the changes within each subgroup, and across all tested students. For example,
the decision at KES to keep Math ‘bubble students’ in the classroom, rather than taking them
away from best first teaching for EPGY for 90 minutes/week. Students falling at the Basic and
Below Basic levels were provided access to EPGY, instead. Not only did numbers of P/Adv
students increase in Math but the percentage of students identified as Basic/Below Basic
decreased from 2010 to 2011 from 76% to 66%, an overall decrease of 10%. Additionally, the
number of students falling at the Below Basic category decreased 33% to 24.2%, a decrease of
8.8%. Both of these numbers, coupled with the increased Proficient and Advanced students,
validate the decision to keep bubble students with best-first-teaching as top priority, as all
students are moving up towards levels of Proficient/Advanced. In the area of RLA, the most
notable difference was in our 5th grade TCAP Writing scores, where we had an overall increase
of 20.5%. Not only did KES establish a daily scheduled writing time at each grade level from
Kindergarten through 5th grade, but we supplemented the district-adopted writing curricula
with CraftPlus writing, which gave students consistent daily vocabulary and writing strategies
that made sense for English Language Learners and provided consistency across grade levels.
It is our school’s contention that continued daily school-wide implementation of this program,
coupled with close supervision and consistency, will serve to solidify the writing skills of every
class of rising 5th grade students.
In looking ahead to 2011-2012, there are several areas of priority (Increasing Rigor,
Implementing Novel Studies, providing more school-specific PD, etc.) that have been
identified, and plans formulated, in order to improve levels of student proficiency across
subject areas.
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1.8: Prioritized List of Goal Targets
Prioritized List of Goal Targets
Goal I: Increase Reading/Language Art/Writing Achievement - Kingsbury
Elementary will move the proficient and advanced percentage levels in Reading/Language
Arts and Writing for the all subgroup from 35% in 2010-2011 to 46% in 2011 to 2012 and to
56% in 2012-2013 to meet the guidelines set by No Child Left Behind.
 For the Economically Disadvantaged subgroup from 35% in 2010-2011 to 46% in
2011 to 2012 and to 56% in 2012-2013
 For the Limited English Proficiency subgroup from 31% in 2010-2011 to 42% in 2011
to 2012 and to 52% in 2012-2013
 For the Students with Disabilities subgroup from 50% in 2010-2011 to 61% in 2011 to
2012 and to 71% in 2012-2013
 For the Black subgroup from 36% in 2010-2011 to 46% in 2011 to 2012 and to 56% in
2012-2013
 For the Hispanic subgroup from 31% in 2010-2011 to 42% in 2011 to 2012 and to 52% in
2012-2013
Goal II: Increase Math Achievement – Kingsbury Elementary will move the proficient and
advanced percentage levels in Mathematics for the all subgroup from 34% in 2010-2011 to
45% in 2011 to 2012 and to 55% in 2012-2013 to meet the guidelines set by No Child Left
Behind.
 For the Economically Disadvantaged subgroup from 33% in 2010-2011 to 44% in
2011 to 2012 and to 54% in 2012-2013
 For the Limited English Proficiency subgroup from 34% in 2010-2011 to 45% in 2011
to 2012 and to 45% in 2012-2013
 For the Students with Disabilities subgroup from 56% in 2010-2011 to 66% in 2011 to
2012 and to 76% in 2012-2013
 For the Black subgroup from 38% in 2010-2011 to 39% in 2011 to 2012 and to 49% in
2012-2013
 For the Hispanic subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 55% in
2012-2013
Goal III: Increase Attendance Percentage – Kingsbury Elementary will move our
average daily attendance for 94.4 % 2010-2011 to 95% in 2011 to 2012 and to 96% in 20122013 to meet the guidelines set by No Child Left Behind.
Kingsbury Elementary School Improvement Plan 2011-2012
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Component 2
Beliefs, Mission and
Vision
Kingsbury Elementary School Improvement Plan 2011-2012
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Component 2 – Beliefs, Common Mission and Shared Vision
Beliefs
Kingsbury Elementary teachers, staff, administrators, parents, students and
community stakeholders believe in a shared decision making process in order to
achieve academic excellence for all students. To achieve our common mission and shared
vision, we believe in:
 A secure environment with supportive relationships promoting student learning and a
positive self-image.
 High academic standards and instruction supported by scientifically researchbased instructional strategies and practices.
 Using data from formal and informal assessments to drive instruction and
determine interventions.
 Celebrating the uniqueness of each child.
 All regular and exceptional students learning through a variety of authentic
assessments, individualized instruction, and multiple resources.
 Children being active participants in their educational choices.
 Clear, purposeful high expectations as a foundation for educational success.
 Teachers, staff, administrators, parents, students, and community members
all working together in a shared decision making process in order to provide
a quality education, implement school and board policy, communicate to
all stakeholders and ensure student success.
 Participation in high quality professional development is vital for teachers,
administrators, parents and paraprofessionals in order to learn necessary researched
based strategies to meet the needs of all students.
Common Mission
The mission of Kingsbury Elementary School is to work together with families and community
members to prepare each student to become responsible and successful citizen. Sharing in
the decision making process by faculty, parents, students and community
stakeholders will provide a safe and challenging learning environment that fosters the
academic, emotional, social, and physical growth of each individual Kingsbury Elementary
student.
Shared Vision
Kingsbury Elementary School envisions a multi-cultural, student-centered learning community
that will prepare students, using relevant scientifically researched and inclusive learning
strategies, to become life-long learners and productive citizens in an ever-changing society.
We expect all stakeholders to communicate, collaborate and accept the responsibility
of providing an atmosphere where every child can be successful.
Kingsbury Elementary School Improvement Plan 2011-2012
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Component 3
Curricular, Instructional,
Assessment, and
Organizational Effectiveness
Kingsbury Elementary School Improvement Plan 2011-2012
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3.1. a: Curricular Practices
Kingsbury has
implemented
formative
assessment
aligned with
school
benchmarks.
All students are
assessed three
times a year in
order to assess
progress on state
standards and
grade level
expectations.
Current Curricular
Practices
Evidence of Practice (State
in definitive/tangible terms)
Kingsbury uses
the Tennessee
Department of
Education state
approved
standards and
provides
training to staff
in the use of
standards.
All teachers use
the Tennessee
State
Standards and
MCS
Instructional
Maps in weekly
professional
learning
communities in
order to help
drive
instruction from
previously
analyzed data.
Kingsbury has
correlated
teaching and
learning
materials to
the State
standards and
distributed
them to the
instructional
staff.
Title I funds are
used to
purchase
Reading and
Mathematics
materials used
to implement
research-based
instructional
strategies.
Teachers select
materials to
best help their
students meet
State standards
and sign
inventories for
all teaching
and learning
materials that
are checked
out from the
Title I
Supplemental
Materials
Center.
Kingsbury has
implemented a
grade
appropriate
cohesive
standards
based model
for
mathematics.
Teachers
submit weekly
lesson plans
with grade level
expectations,
learning targets,
and/or SPI’s.
All K-5th
classrooms
adhere to the
EnVision Math
Program. All
grades are held
accountable for
the grade level
Calendar Math
program. Both
programs have
been correlated
to the state
standards and
are correlated
to Common
Core State
Standards.
Kingsbury
Curriculum is
prioritized and
mapped.
Teachers have
access to MCS
Curriculum
Guides and
Instructional
Maps through
Learning Village.
Grade Level
Expectations and
Learning Targets
are prioritized
based on
formative
assessment results.
They are based
on TN State
Standards and
correlated to the
Common Core
State Standards.
All classrooms
adhere to the
scientifically
researched
based Scott
Foresman core
reading
curriculum. The
program has
been correlated
to the state
standards and
Common Core
State Standards.
Kingsbury
has
established
school wide
student
achievemen
t
benchmarks
.
Achievement
benchmarks
for students
have been
established
by No Child
Left Behind
for grades
3-5.
Students in
grades K-2
have
established
benchmarks
addressed
through the
use of
AIMSWeb.
All
Benchmarks
are posted
in the main
hallway of
the school
and
communicated
Textbook series
are aligned
with the
Kingsbury Elementary School Improvement Plan 2011-2012
Kingsbury has
implemented a
grade
appropriate
cohesive
standards based
model for
literacy.
Teachers submit
weekly lesson
plans with
Grade Level
Expectations.
with school
stakeholders
Page 50 of 139
Tennessee
standards.
Is the current practice
research-based?
Is it a principle & practice
of high-performing schools?
Has the current practice
been effective or
ineffective?
through a
variety of
avenues.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
Effective
Formative
Assessment, TCAP
Data, Curriculum
Assessments,
AIMSWeb, ELDA
TN State
Standards,
Learning
Village,
formative
assessment
data,
AIMSWeb,
TCAP Data
Title I
Inventories
TCAP scores,
Report card
Data,
Portfolios,
formative
assessment
data
TCAP Scores,
Report Card
Data, formative
assessment data
TCAP scores,
Report card
Data, Portfolios,
formative
assessment data
Hallway
Data Board
What data source(s) do
you have that support your
answer? (identify all
applicable sources)
Textbook
Inventories
School Data
Binder
Individual
Teacher
Data
Binders
Monthly
Newsletters
Annual AYP
Letter
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores
5% increase in
TCAP Math
scores
10% increase in
TCAP
5% increase in
TCAP Math
scores
10% increase in
TCAP Reading
scores
Kingsbury Elementary School Improvement Plan 2011-2012
5% increase in
TCAP Math
scores
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores and
individual
student progress
Page 51 of 139
10% increase in
TCAP Reading
scores
Classroom
Progress
Reports
5% increase
in TCAP
Math scores
10% increase
in TCAP
Reading
scores
Evidence of equitable
school support for this
practice
Next Step (changes or
continuations)
PLC and grade
level meeting
minutes,
formative
assessment results,
main hallway
data wall,
students are
showing
improved test
scores throughout
the year.
Resources
available to all
teachers,
Teachers
participate in
on going
professional
development
Continue data
analysis, develop
data files on each
student, maintain
Data Board for
all students in
grades 3-5 to
track students’
individual
progress
throughout the
year.
Continue
standard based
lesson planning
while reteaching
standards that
were not
mastered,
ongoing PLC
Meeting to
discuss successes
and
differentiation
where needed
Resources are
available to all
teachers
(General Ed.,
Special Ed.,
and ESL
teachers).
All Teachers
are given the
opportunity
through SiteBased and Title
I School
Budgets to
request
appropriate
resources for
their
classrooms.
Continue
current
implementatio
n plan of
purchasing and
distributing
resources
Kingsbury Elementary School Improvement Plan 2011-2012
All teachers are
provided with
TN State
Standards.
All teachers
have access to
Learning
Village which
has curriculum
guides,
Instructional
Maps, unit
plans and
lesson plans all
aligned to state
standards and
correlated to
Common Core
State
Standards.
K-5th grade
teachers will
continue the
EnVision Math
Program and
Calendar Math
Program.
All teachers will
continue to
submit lesson
plans for review.
School wide
Planning
Schedule,
PLC and grade
level meeting
minutes,
Continue using
MCS curriculum
guides and
Instructional
Maps from
learning village,
while adjusting
for individual
student needs
Page 52 of 139
All teachers are
provided with
TN State
Standards.
All teachers
have access to
Learning Village
which has
curriculum
guides,
Instructional
Maps, unit plans
and lesson plans
all to state
standards and
correlated to
Common Core
State Standards.
All teachers will
continue to use
the Scott
Foresman
Reading
Program.
All teachers will
continue to
submit lesson
plans for review.
All students
in grades K5 have
benchmarks
.
Benchmarks
can be
found
posted on
the KES
Data Board
in the main
hallway of
the school.
Continue to
benchmark
every
student
each year.
Continue to
post
benchmarks
and
communicate
with
stakeholders
.
3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
TIME
At Kingsbury Elementary school we use the Memphis City School Curriculum Guides, which
provide the foundation for teaching the core curriculum and standards for the related areas
of language arts, math, science, social studies, music, art, and physical education. This
detailed guide describes the scope and sequence of specific content that must be taught to
every student on each grade level. The curriculum guide offers a pacing schedule for
teachers to ensure consistency across the district. Kingsbury’s English Language Learner
(ELL) Department utilizes the ELL Curriculum Guides as well as the MCS Curriculum
Guides.
Kingsbury uses the Scott Foresman Reading Series, which includes phonics, phonemic
awareness, reading, reading comprehension skills, vocabulary, grammar, writing mechanics,
spelling, tested objectives, and basic sight word instruction. Leveled and decodable phonics
readers are used to help students find success at their reading level during leveled reading
groups. The Scott Foresman curriculum is developed to focus on specific target skills each
week with a variety of fiction and non-fiction selection stories. Our comprehensive reading
program includes a ninety-minute literacy block with an additional thirty minutes of
language arts instruction through Craft Plus. Kingsbury implements the research based
fluency program Quick Reads, which targets Science and Social Studies comprehension skills.
Students identified in RTI are provided with intervention or enrichment through
the use of Headsprout, Destinations Reading, and EPGY LAW.
Our research based math program (EnVision Math) provides academic instruction in
numeration, patterns, time, money, basic number operations, word problems, fractions, place
value, math computation skills, estimation, measurement, geometry, shapes, and graphs.
Calendar math concentrates on patterns, number series, graphing, time, and money, using
number operations with word problems, temperature, and fractions. Kingsbury also utilizes
the suggestions and materials for ELL learners, extra practice, math work stations for the
classroom, overhead transparencies, ELMO’s, SmartBoards, and alternate methods of
instruction to accommodate all learners. Kingsbury utilizes EPGY, internet sites and CD’s, as
well as TCAP objectives that are correlated with MCS Standards/Curriculum Guides.
Kingsbury involves the community by sponsoring a Family Science and a Family Math Night.
MONEY
Since Kingsbury Elementary is a Title I school, money is allocated based on student
enrollment and free or reduced lunch status. Title I funds are spent on curricular materials
such as classroom libraries, math manipulatives, a teacher resource center, responsive
classroom materials, computers, textbooks, workbooks, supplemental materials, TCAP
practice materials and additional curricular teaching aides. These funds are also used to
Kingsbury Elementary School Improvement Plan 2011-2012
Page 53 of 139
purchase technology for the classroom such as laptop carts, SmartBoards, and ELMO’s.
Teachers are provided with $200 (BEP 2.0) instructional money to spend for their classroom
each year, $100 of which is pooled for copy paper. All special education teachers receive an
additional $200 from the Division of Exceptional Children.
PERSONNEL
Every teacher at Kingsbury Elementary is highly qualified according to the guidelines for
NCLB (No Child Left Behind) with the exception of three teachers who are teaching with
alternative licenses and are in the process of pursuing teacher certification. Three of our
teachers are Memphis Literacy Academy Laureates, having completed extensive training in
reading instruction. These teachers work with the rest of the faculty sharing strategies
learned through the academy. In addition to the principal and assistant principal, our school
has an Instructional Facilitator. The Instructional Facilitator assists the faculty with analyzing
data, curriculum planning, and purchasing materials. Kingsbury also has a curriculum
leadership committee that evaluates and recommends research-based materials to be
implemented in various classrooms. Four of our teachers are “Raising the Bar”
Mentors. They assist teachers new to teaching, Kingsbury, or the district. The protégés
receive four hours of quality mentoring every month. Kingsbury enlists community members,
university students, and retired teachers that volunteer to tutor students. Kingsbury has three
Title I Preschool classes, which assists at-risk children in building a strong foundation for
both academic and social learning. There is also one All students have the ability to explore
various intelligences by attending support classes that include: art, physical education, music,
and library. Our school has a diverse population of students that need individualized support
for various reasons. These needs are accommodated by the following full and part time staff:
occupational therapist, physical therapist, speech and vision therapist, music
mobility therapist, adaptive P.E. specialist, ELL (English Language Learner)
teachers and LPN (Licensed Practical Nurse). The Kingsbury staff includes several full
time educational assistants to provide teachers of Exceptional Children support with small
groups, individualized instruction, one-on-one assistance, and various other responsibilities.
Kingsbury also employs several interventionists who work in small groups of students to
fully implement RTI.
OTHER RESOURCES
Kingsbury’s mission statement, “To meet the individual needs of all students with a
broad and balanced curriculum in a positive environment in order to prepare
them for future challenges at the next grade level”, is supported by our use of
technology. All of Kingsbury’s classrooms have wireless Internet access and student
computer workstations or laptop carts. These computers are used to provide technology
integration in the classroom. Integration includes web- based assessments and TCAP practice
sites, Headsprout, Stanford Math EPGY, EPGYLAW, Destinations Reading and Math, reading
and math skill practice sites, and more.
Kingsbury utilizes many programs to support curriculum practices such as: Junior
Kingsbury Elementary School Improvement Plan 2011-2012
Page 54 of 139
Achievement, ELL Tutoring, Extended Contract and Title I Tutoring for grades
three through five, and volunteer mentors and tutors from various outside
groups.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
Kingsbury Elementary School is in good standing with the state’s NCLB standards, but we feel
that there is a need for additional focus in the content area of science and social studies. Our
school places a lot of emphasis on reading, language arts, and math by the use of RTI and
computer-based instructional strategies. Because of this focus, our time is limited in the areas
of Science and Social Studies. We feel that more PLC time can be spent for faculty and staff
to plan for integration of science and social studies into the reading and language arts block.
Additionally, more money can be spent to purchase additional science and social studies
materials for the teacher resource library, with professional development time being devoted
to this need.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Teachers receive adequate common planning time to effectively plan and evaluate
curricular practices. Teachers in grades 2-5 meet once per quarter for half of a day to
disaggregate the latest Formative Assessment data and plan instructional strategies and
interventions accordingly.
Are we targeting funds and resources effectively to meet the needs of all of our
teachers in being effective with all their students?
Funds and resources are targeted toward student needs as determined by analysis of
assessment data.
Based on the data, are we accurately meeting the needs of all students in our
school?
While assessments show needs are being met in many subgroups, the subgroups scoring below
proficient will receive more targeted interventions.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 55 of 139
3.1.c: Curricular Summary Questions
Curriculum Summary Question
What are our major strengths and how do we know?
Kingsbury Elementary follows Memphis City Schools’ curriculum guides and instructional
maps, as well as Tennessee State Standards. Additionally, instruction is driven by TCAP
objectives and student results from previous TCAP assessments, as well as Formative
Assessments. Lesson plans are constructed to meet the objectives listed in the curriculum
guides and state standards. In an effort to supplement the curriculum with high quality
resources, teachers have access to an extensive Title I teacher resource library in the school’s
media center. This resource center provides teachers with materials that actively engage the
students in meaningful, rigorous, and challenging learning activities while ensuring that
teachers at Kingsbury use a variety of high quality, research-based learning resources, such as
literacy and math workstations, calendar math, and Quick Reads.
Curriculum Summary Question
What are our major challenges and how do we know?
We have determined that some curricular and intervention materials work best for our
unique student population, but the materials selected by the district and textbook adoption
committees are not always the most beneficial for our students. This poses a challenge for us,
as we must supplement the curriculum to meet the needs of all students. A final challenge we
have identified is the limited availability of the Instructional Facilitator to assist teachers in
supplementing the curriculum with the numerous quality resources at our disposal. The
abundance of paperwork and other responsibilities makes it difficult for the Instructional
Facilitator to be available in the classroom to aid teachers in supporting the curriculum with
literacy and math stations and small group instruction.
Curriculum Summary Question
How will we address our challenges?
In order to supplement the curriculum for students in an effort to improve school-wide gains,
we will identify which subgroups scored below proficient on the TCAP. Students from the
State Accelerate II list and students on the State Accelerate I list to the 25th percentile will be
identified, and these students will have first priority in their classroom to use the Stanford
Math Educational Program for Gifted Youth (EPGY). This program will differentiate math
instruction for all levels of learning. More time will also be allotted for professional
development to improve small group instruction and literacy/math stations, particularly for
grades 4 and 5. Professional development time will include a refresher course to re-introduce
teachers to the abundance of resources that are available in our school resource library. Staff
will participate in site-based professional development on Rigor and Academic Vocabulary.
The Instructional Facilitator’s workload will be reduced by delegating roles such as textbook
and testing coordinator, along with other duties to qualified staff. This will allow the
Instructional Facilitator more time to spend with teachers in the classroom.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 56 of 139
3.2.a: Instructional Practices
Current Instructional
Practice
Evidence of Practice (State
in definitive/tangible terms)
Kingsbury
students are
provided with
multiple
opportunities to
receive
additional
assistance to
improve their
learning beyond
the initial
classroom
instruction.
Students that are
in need of Tier III
intervention in
reading will be
placed and
monitored in RTI
small group
instruction.
Students that are
in need of
interventions for
math will be
placed in the
Stanford EPGY
intervention
program.
All struggling
students will be
taught in small
Kingsbury’s
teaching
process is
datadriven.
Administration,
Grade Level
Professional
Learning
Communities
(PLC’s) and
Cross
Functional
PLC’s analyze
data in order
to plan based
on data
results.
Small group
instruction for
each
classroom is
based on data
results.
Kingsbury
classroom
instruction
supports the
learning of
students with
diverse
cultural and
language
backgrounds
and with
different
learning needs
and styles.
KES has 5 highly
qualified English
Second
Language
Teachers on staff
to instruct and
support English
Language
Learners with
strategies that
help meet the
needs of the
students in the
general
population.
KES Has 2
Exceptional
Education
Teachers on staff
to instruct and
Kingsbury Elementary School Improvement Plan 2011-2012
Kingsbury
Classroom
organization and
management
techniques support
the learning
process.
All classrooms
have a behavior
plan establish with
teachers and
students.
Teacher leaders for
each grade level
have been trained
in Responsive
Classroom
strategies.
All classrooms are
deigned to meet
the needs of all
students.
Kingsbury
classroom
instruction is
aligned with
assessments.
Teachers use the
Tennessee
Benchmark test
from the Scott
Foresman Reading
Series as well as
the TCAP
formatted Spelling
Test.
Teachers use the
TCAP formatted
tests from the
EnVision Math
program.
Kingsbury
classroom
instruction is
aligned with
standards based
curriculum.
Adopted
textbooks are
aligned with the
Tennessee
Standards.
Memphis City
Schools' curriculum
guides are aligned
with the Tennessee
Standards as well
as map standards
to be covered on a
weekly basis.
Teachers use the
Tennessee State
Standards while
working in PLC’s
to develop lesson
plans.
All classrooms are
designed to be
student centered
Page 57 of 139
group guided
instruction.
support students
with special
needs with
strategies that
help meet the
needs of the
students in the
general
population.
Math and Literacy
stations will be
used to reinforce
target skills.
Struggling students
in grades 3 – 5 will
be given the
opportunity to
extended day
tutoring up to 2
times per week.
Is the current practice
research-based?
Yes
and student
friendly.
KES supports
students with a
Title I resource
check out room
which includes
many
researched
based
supplemental
materials to
support the
needs of a
diverse
population.
Yes
PLC meetings
are conducted
weekly to
include general
education,
special
education and
ESL teachers in
order to support
students with
cultural,
language and
learning needs.
Yes
Kingsbury Elementary School Improvement Plan 2011-2012
Yes
Yes
Page 58 of 139
Yes
Is it a principle & practice of
high-performing schools?
Has the current practice
been effective or
ineffective?
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
TCAP results for
all subgroups
Classroom
Behavior Plans are
posted in each
classroom.
Assessments from
the Reading/LA
and Math adopted
series.
District and
Administrative
walkthroughs.
Lesson Plans
EdPlans, Lesson
Plans,
Formative
Assessment,
Progress
Monitoring,
EPGY Reports,
AIMSWeb
Assessments
Lesson Plans
ELDA Results
Classroom
Observations
And
Walkthroughs
Student
Portfolios
Formative
Assessments
Individual
Education Plans
English Second
Language
Learners
Composite
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Evidence of equitable
school support for this
practice
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores
5% increase in
TCAP Math
scores
10% increase
in TCAP
Reading scores
KES is held
accountable for
6 AYP
categories and
continues to be
in good standing
with the state.
All teachers K-5
employ RTI.
All KES staff
uses data to
plan for
instruction in
their
classrooms.
All classrooms
are diverse.
All K-5 teachers
offer EPGY Math.
All Teachers offer
small group
differentiated
instruction and
literacy and math
All students are
given the
supports
(instructional,
physical and
cognitively) they
need in order to
be successful in
Kingsbury Elementary School Improvement Plan 2011-2012
Students will learn
to take
responsibility for
their own actions.
Teacher leaders
incorporate
Responsive
Classrooms
techniques and
strategies in their
daily routines.
Curriculum Guides
Lesson Plans
Tennessee State
Standards
KES Beliefs, Mission
and Vision are
posted in every
classroom.
Decrease in the
number of office
referrals.
Textbooks
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores
All teachers have
access to the
reading
benchmark tests
and math tests.
Leadership Team
does monthly
walkthroughs of
Page 59 of 139
stations.
school.
All students 3rd –
5th are offered
extended day
tutoring.
Continue
interventions
currently being
offered.
Next Step (changes or
continuations)
Expand tutoring to
include 1st and 2nd
grade students.
All KES staff
will continue
to analyze
and use data
to drive
instruction.
Continue
professional
development on
meeting the
needs of a
diverse
population.
Expand on a
more inclusive
environment for
all students.
Kingsbury Elementary School Improvement Plan 2011-2012
all classrooms.
All teachers are
required to post in
their classrooms
and turn in to the
office their
classroom rules.
Continue to
professional
develop cadres of
teachers in the
Responsive
Classroom Model.
Continue to assess
students on
standards using
the reading
benchmark tests
and the TCAP
formatted tests
from EnVision
Math.
Page 60 of 139
3.2.b: Instructional Gap Analysis
Instructional Gap Analysis
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
TIME
The main focus of Kingsbury Elementary staff is to utilize as much time instructing students as
possible. Two hours of the school day are devoted to the reading and language arts block,
and 90 minutes is devoted to the math block. In addition, teachers designate part of their
day for The Morning Meeting and Calendar Math. Teachers follow district curriculum while
focusing on Grade Level Expectations, provide students with ample skill practice during
school, and send home assignments to continue learning at home. Kingsbury Elementary
School offers after-school tutoring services for all students in grades 3 through 5. Title I
tutoring is offered for students in need of help with reading and math, and there are
tutoring programs for ELL students. Volunteer tutors from The Kingsbury Vo-tech Center
and Streets Ministries work with students in kindergarten through fifth grade. Time is
dedicated to continuous professional development for teachers and administrators. Staff
members participate in novel studies on various topics. Administrators and staff
participate in many professional development opportunities at the Teachers Learning
Academy (TLA) or online through Avatar throughout the year. Teachers meet weekly in
Professional Learning Communities (PLC) to collaborate with other teachers.
Workshops and training opportunities are made available to parents through
the Parent Academy.
MONEY
Every year teachers are provided with equal amounts of money for purchasing instructional
materials and other classroom supplies. Title I funds have been spent on classroom libraries,
math manipulatives, a teacher resource center, responsive classroom materials, computers,
ELMO’s, EBeams, and SmartBoards. Our site based management budget is mostly used
to purchase new textbooks and ancillary materials that have been adopted by the school
district.
PERSONNEL
Every teacher at Kingsbury Elementary is highly qualified according to the guidelines for
NCLB (No Child Left Behind). However, there are three teachers teaching with alternative
licenses but are in the process of pursuing teacher certification. In addition to the principal
and assistant principal, our school has an Instructional Facilitator. The Instructional Facilitator
assists the faculty with analyzing data, curriculum planning, and purchasing materials.
Kingsbury also has a curriculum leadership committee that evaluates and recommends
research-based materials to be implemented in various classrooms. Four of our teachers are
“Raising the Bar” Mentors. They assist teachers new to teaching, Kingsbury, or the
district. The protégés receive four hours of quality mentoring every month. Kingsbury enlists
Kingsbury Elementary School Improvement Plan 2011-2012
Page 61 of 139
community members, university students, and retired teachers that volunteer to tutor
students. Kingsbury has three Title 1 Preschool classes, which assists at-risk children in
building a strong foundation for both academic and social learning. All students
have the ability to explore various intelligences by attending support classes that include: art,
physical education, music, and library. Our school has a diverse population of students that
need individualized support for various reasons. These needs are accommodated by the
following full and part time staff: occupational therapist, physical therapist, speech and
vision therapist, music mobility therapist, adaptive P.E. specialist, ELL (English Language
Learner) teachers and LPN (Licensed Practical Nurse). The Kingsbury staff includes several
full time educational assistants to provide teachers of Exceptional Children support with
small groups, individualized instruction, one-on-one assistance, and various other
responsibilities.
OTHER RESOURCES
Based on our annual student achievement data, AYP standing, and parent surveys, the
resources we have available are fulfilling their purpose. Kingsbury Elementary has many
programs and materials that prove to be very effective. Our programs include: Junior
Achievement, ELL Tutoring, and Extended Contract Tutoring for grades third
through fifth. Kingsbury Elementary also partners with Exchange City and
Kingsbury High School to ensure that our students receive the best possible and
diverse opportunities for learning. School funds are also utilized to provide staff
members with quality professional development opportunities, as well as quality
researched-based materials. Title I funds that are available are targeted to
implement quality reading and math programs that will directly impact student
achievement. Kingsbury Elementary uses school funds to purchase researched
based materials for school wide professional development.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
School-wide AYP gains are evidence that our time, money, personnel, and other resources
are currently being used effectively. Additional time, money, and resources could be spent to
further enhance professional development in the areas of differentiated instruction and
literacy/math workstations. Employing more grade level assistants would allow teachers to
provide more small group instruction within the school day.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Kingsbury Elementary is providing equity and adequacy to all teachers.
Are we targeting funds and resources effectively to meet the needs of all of our
teachers in being effective with all their students?
We target funds and resources effectively to provide the needed materials for all our
teachers. This helps teachers implement differentiated instruction, thus, ensuring all students’
needs are met. Funds are distributed equally and equitably among teachers. Opportunities
Kingsbury Elementary School Improvement Plan 2011-2012
Page 62 of 139
for competitive funds are offered equally to all teachers.
Based on the data, are we accurately meeting the needs of all students in our
school?
Based on AYP gains, IEP, and EdPlans, we are accurately meeting the needs of all students.
3.2.c: Instructional Summary Questions
Instructional Summary Questions
What are our major strengths and how do we know?
Teachers have access to an extensive Title I teacher resource center. This resource center
provides teachers with materials that actively engage the students in meaningful, rigorous,
and challenging researched based learning activities while also ensuring that instruction is
aligned with the standards based curriculum and assessments. Instruction is focused on
TCAP objectives and results from formative assessments. Lesson plans are constructed
to meet the objectives listed in the curriculum guide and Tennessee State Standards.
Students are provided with a variety of high quality learning activities; such as
literacy and math workstations, calendar math, and Quick Reads. These
learning strategies are research based. Differentiated instruction provides additional
instructional resources beyond the initial classroom instruction for students to improve their
academic growth. The ELL and special education programs provide students with special
needs the resources to be more successful by focusing on each child’s unique learning style.
After-school tutoring in math and reading is also provided to students who are struggling
academically. The responsive classroom approach has been implemented in at least one
classroom per grade level. This approach is research based and has shown to be effective in
managing and organizing the classroom, along with establishing a community of learners.
Professional learning community time is afforded to teachers within a grade
level and across all grade levels to allow them the opportunities to coordinate
their efforts, analyze current formative assessment data, discuss individual
student progress, and identify effective instructional practices. New teachers are
paired with a trained mentor who provides support with procedures, lesson planning, and
instructional practices.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 63 of 139
Instructional Summary Questions
What are our major challenges and how do we know?
One of our major challenges is providing additional instruction during the school day in
reading and math to students who are performing below proficient on the TCAP in order to
increase their test scores. Another challenge is the use of small group instruction and
literacy/math stations as a means of differentiated instruction in grades 4-5. A final challenge
we have identified is the limited availability of the Instructional Facilitator to assist teachers
regularly in their classrooms with instructional practices. This is due to the extreme number of
roles and responsibilities this position currently holds.
Instructional Summary Questions
How will we address our challenges?
We will identify students by sub-group that score below proficient in reading and math using
TCAP data. Identified students will have first priority in classrooms using Stanford Math
Educational Program for Gifted Youth (EPGY). This program will differentiate math
instruction for all levels of learners. More time will be allotted for professional development to
improve small group instruction and literacy/math stations, particularly for grades 4-5. The
Instructional Facilitator’s workload will be reduced by giving roles such as textbook and
testing coordinator, along with other duties to qualified staff. This will allow the Instructional
Facilitator more time to spend with teachers in the classroom to assist with instruction.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 64 of 139
3.3.a: Assessment Practices
Current Assessment
Practices
Evidence of Practice (State
in definitive/tangible terms)
Kingsbury
provides
professional
development in
the appropriate
use of data.
2nd – 5th grade
teachers meet in
Professional
Learning
Communities
during the first
week of in-service
to analyze TCAP
data as well as
build an
understanding of
how to use the
data to make
instructional
decisions.
Kingsbury
ensures that
appropriate
assessments
are used to
guide
decisions
relative to
student
achievement.
All teachers
meet in
professional
learning
communities to
analyze all test
data. The data is
then used to
make
instructional
decisions to meet
the needs of
grade levels,
classrooms and
individual
students.
Kingsbury assesses
all categories of
students.
All students are
assessed at KES.
The subgroups
identified by NCLB
include total
school,
economically
disadvantaged,
LEP, SWD, Black,
and Hispanic. KES
also test students
in the subgroups
White,
Asian/Pacific
Islander and
Native American.
K-1st grade
teachers meet in
Professional
Learning
Communities
during the first
week of in-service
to analyze the
previous years
AIMSWeb data as
well as build an
understanding of
Kingsbury Elementary School Improvement Plan 2011-2012
Kingsbury provides
assessment
information to
communicate with
students, parents
and other
appropriate
stakeholders
regarding student
learning.
KES is using
PowerTeacher and
Chancery
management
system to produce
weekly progress
reports for students
and parents.
KES uses daily
agendas, weekly
communication
folders, and
monthly
newsletters to
keep parents
abreast of student
performance.
KES holds an
Annual Title I
Meeting to inform
parents, students,
staff and
community
members of
school’s AYP
status.
Kingsbury uses a
wide range of
assessments,
CRT, NRT,
portfolio,
curriculum
based
assessments, etc.
Teachers use a
wide range of
assessment in
order to make
instructional
decisions. These
assessments
include weekly
assessments, unit
and nine weeks
assessments,
AIMSWeb,
formative
assessment,
quizzes, Thinking
Maps, authentic
assessment,
portfolio
assessment,
TCAP
Achievement,
TCAP Writing,
TCAP Alt.
Portfolio, KTEA,
Brigance and
PPVT.
Page 65 of 139
Kingsbury uses
student assessments
that are aligned with
the Tennessee
Department of
Education standards
based curriculum.
KES students are
required to
participate in TCAP
Achievement, TCAP
Writing and TCAP
Alt. Portfolio.
KES uses MCS
Formative
Assessment which is
aligned with state
standards.
KES teachers use
assessments from the
systems adopted
texts that are
aligned with state
standards.
how to use the
data to make
instructional
decisions.
KES notifies
parents, students,
staff and
community
stakeholders of
school’s AYP status
by letter annually.
On going
professional
learning
communities meet
throughout the
school year to
analyze new data
as well as build on
their skills to use
the data to drive
research-based
instructional
practices.
KES TCAP data
and Report Card
are posted on the
data board in the
main hallway of
the school. The
data board is also
updated as
students complete
formative
assessments.
Is the current practice
research-based?
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of
high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
PLC Minutes and
PD evaluation
documentation
PLC minutes
TCAP Data
Progress Reports
Formative
assessment,
Classroom
generated tests
School Report
Card
Daily Agendas
Assessment
Results
Assessments and
Assessment Results
Weekly Folders
Lesson Plans
Lesson Plans reflect
assessments.
Has the current practice
been effective or
ineffective?
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
KES Data binder
Teacher Data
Binders
Data Board
PLC data
analysis
Annual Title I
Meeting
Annual AYP Letter
Kingsbury Elementary School Improvement Plan 2011-2012
Data Board
AYP Letter
Page 66 of 139
Lesson Plans
KES and
Teacher data
binders
Formative
Assessments
Annual Title I
Meeting Minutes
KES met AYP in
for all subgroups.
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores
Data Board
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
5% increase in
TCAP Math scores
10% increase in
TCAP Reading
scores
All teachers
(general, special,
supports and ELL)
participate in
professional
development on
data analysis
throughout the
school year.
Evidence of equitable
school support for this
practice
Next Step (changes or
continuations)
Continue
professional
development of
teachers on the use
of assessments in
Lesson Plans
5% increase in
TCAP Math
scores
10% increase in
TCAP Reading
scores
All teachers
(general,
special,
supports and
ELL) use data
to make
instructional
decisions, plan
interventions,
and
differentiate
instructional
practices to
meet the
needs of their
students.
Continue to
implement
assessments for
all students and
analyze data to
All teachers use
assessments with
all students in all
subject areas.
Parent, student
and community
signatures on
meeting sign-in
sheets, agendas
and weekly folders
All teachers use
daily agendas,
PowerTeacher or
Chancery,
progress reports,
and weekly
communication
folders in order to
communicate with
parents.
5% increase in
TCAP Math
scores
10% increase in
TCAP Reading
scores
All teachers use
a variety of
assessments in
order to drive
instructional
practices that
meet the needs
of their students.
Mastery of standards
results on Formative
Assessment.
Student Report
Cards and Progress
Reports
5% increase in TCAP
Math scores
10% increase in TCAP
Reading scores
All teachers a
required to give
TCAP, formative
assessments and use
textbook assessments
relative to class.
AYP Letter posted
and sent to
stakeholders
Continue to assess
all students in all
subjects with
TCAP, Formative
Assessment and
Kingsbury Elementary School Improvement Plan 2011-2012
Continue use of
PowerTeacher,
Chancery, Progress
Reports, Daily
Agendas, Monthly
Continue the
practice of
evaluation of
students at
appropriate
Page 67 of 139
Continue to utilize
practice of assessing
students with
measures that are
correlated to state
the classroom and
how data analysis
is the most
effective way to
guide instructional
decisions.
make
instructional
decisions.
Teacher generated
tests.
Kingsbury Elementary School Improvement Plan 2011-2012
Newsletters, and
Weekly
Communication
Folders.
intervals during
the school year.
Continue to send
and post annual
AYP to inform all
stakeholders.
Page 68 of 139
standards.
3.3.b: Assessment Gap Analysis
Assessment Gap Analysis
“What is” The Current Use of: Time, Money, Personnel And Other Resources
TIME
In order to ensure quality instruction and adequate student progress, we use numerous
assessments and monitoring instruments. During the first week of school, the Kindergarten
Readiness Indicator (KRI) is administered to all students entering Kindergarten. This test
indicates a child’s readiness for kindergarten in the areas of math and language arts. This
helps teachers develop differentiated instructional plans for each student.
Every
Kindergartener and First Grader are administered the AIMSWeb Benchmark Assessments
within the first month of school. This assessment monitors and tracks, over time, a student’s
progress and lists where interventions may be needed. In order to monitor the students’ levels
using decoding, nonsense words, and oral language, the AIMSWeb benchmark tests are given
three times per year to all students in Kindergarten and First Grade. Students in the strategic
intervention category participate in RTI small group instruction daily and progress monitoring
every week. Teachers and tutors use data gathered from the aforementioned assessments in
order to improve student performance by planning, adjusting, and re-teaching. An EdPlan is
completed for students who are considered at risk and performing below proficiency in
reading and/or math.. EdPlans list specific targeted goals needed for each child to make
significant gains. They are designed specifically for each child and include any special tutoring
programs that are used as extra support for these students. EdPlans are updated twice a
year by classroom teachers and reviewed and signed by parents no less than three times
throughout the school year. Discovery ThinkLink testing for reading, language arts and math
is given four times each year to students in grades two through five. The first test and the final
test are comprehensive. It is a multiple-choice assessment that follows Tennessee State
Standard Grade Level Expectations that are taught during this time period. Teachers,
administrators, and parents review the results of the assessments in order to systematically
track the progress made by each student.
MONEY
Money is used to provide teachers with instruments and training for administering the
assessments we use, disaggregating data, and implementing strategies that will reinforce
areas that have been deemed deficient. The district provides funding for the Discovery
ThinkLink Formative Assessment, and AIMSWeb. The TCAP achievement test and practice
materials are provided by the state.
PERSONNEL
The principal and assistant principal continuously observe classrooms and provide helpful
feedback for teachers to ensure that quality, research-based teaching practices are utilized.
Teachers use lesson plans created on Learning Village. The Instructional Facilitator reviews
lesson plans weekly. Teacher, administrators, and parents review the results of the given
assessments to systematically track progress being made by each student.
OTHER RESOURCES
Grade level teachers utilize outside resources for tutoring, such as retired teachers and
University of Memphis students, among other community members. These stakeholders also
assist during TCAP testing by serving as proctors. Throughout the year, retired teachers serve
as tutors for small group instruction to increase student achievement.
“What Ought to Be” – How Should we be Using Our: Time, Money, Personnel
And Other Resources
For the past three years, equipping the classrooms has been the focus of spending. Classrooms
are now adequately equipped and rich with literacy materials. Our funding focus can now
shift to providing more professional development, and support staff to help during the
assessment period.
Every opportunity should be used to acquire additional personnel at Kingsbury. Keeping the
minimum number of students in the classroom by adding additional staff would be beneficial
to all students. Adding staff members would also help during testing standardized testing
like AIMSWeb, Discovery ThinkLink, and TCAP.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
We are providing equity and adequacy to all of our teachers. In the event a teacher is
lacking in an area, every means possible is used to ensure that the teacher receives the
needed support. The district also sends materials to all teachers on every grade level in order
to provide them the materials needed for quality assessments.
Are we targeting funds and resources effectively to meet the needs of all of our teachers
in being effective with all their students?
We are targeting funds and resources to meet the needs of all of our teachers in their pursuit
to effectively assess their students. Any additional resources from our adopters, the district, or
the State Department of Education are allocated based on equity and need. Every effort is
made to ensure students and teachers have what is needed for a successful school year.
Based on the data, are we accurately meeting the needs of all students in our school?
Based on the data, we are making good progress toward meeting the needs of students in
our school. The measures we have put into effect have proven to be beneficial at meeting the
needs of our students. There is always room for improvement and we will continue to strive
for methods that will make a significant impact on our entire student population and help
close the achievement gap.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 70 of 139
3.3.c: Assessment Summary Questions
Assessment Summary Questions
What are our major strengths and how do we know?
The district provides us with multiple assessment tools including the Discovery ThinkLink
Formative Assessment, AIMSWeb, KRI, ELDA, and TCAP. The Department of Research,
Evaluation and Assessment provides us with a surplus of data to assist us in school
improvement. We consider the assessment tools, along with the wealth of data gathered
from these tools, a strength for our school in planning for school improvement.
Assessment Summary Questions
What are our major challenges and how do we know?
More personnel are needed at our school to assist in administering the assessments.
Additionally, more time is needed to analyze the data from assessments so we can provide
data-driven instruction. Although our TCAP data shows a decrease in the achievement gap
between several subgroups, we need to continue to decrease the gap.
Assessment Summary QuestionsHow will we address our challenges?
Teachers will actively participate in professional learning communities in order to effectively
analyze data. More professional development on data analysis will be provided. More time
is needed to analyze the data from assessments in order to provide data-driven instruction.
Students in low performing subgroups will be identified in order to meet individual needs.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 71 of 139
3.4.a: Organizational Practices
Current Organizational
Practices
Evidence of Practice (State
in definitive/tangible terms)
Kingsbury is
organized to be
proactive in
addressing issues
that might impede
teaching and
learning.
The leadership team
(Principal, Asst.
Principal, Instructional
Facilitator, Lead
Special Education and
ESL Teachers, Grade
Level Chairs) meet
regularly to address
school problems/issues
and come to a
agreement on solutions
so that students
instructional day is not
interrupted.
Special Education
Teachers, Preschool,
Kindergarten, Fifth
Grade Teachers and
leadership team have
addressed school
transition needs
through transitional
plans.
KES has implemented
some Looping
Classrooms for grades
K-1 and 2-3. These
classrooms allow
teachers to develop
Kingsbury is
organized to
engage parents
and community in
providing
extended learning
opportunities for
children.
Parents are notified
of opportunities for
students to attend
Extended Day and
ESL after school
programs.
The University of
Memphis and Streets
Ministries partner
with KES to offer
tutoring programs
for students.
Parents, students
and community
members are invited
to be active
participants in
Literacy Night, Math
and Science Night
and monthly parent
professional
development.
Kingsbury’s beliefs,
mission, and shared
vision define the
purpose and
direction for the
school.
KES beliefs, mission
and shared vision are
posted in every
classroom as well as
the main hall
entrance and
administrative
offices.
Other evidence of
this practice includes
the Parent
Engagement Plan
and
Student/Parent/Teac
her/School Compact.
The School
Leadership team
frequently reviews
the beliefs, mission
and vision when
making
organizational
decisions.
Kingsbury is
organized to support
diverse a learning
community through
our programs and
practices.
KES has 5 highly
qualified English
Second Language
Teachers on staff to
instruct and support
English Language
Learners with
strategies that help
meet the needs of
the students in the
general population.
KES has 7
Exceptional
Education Teachers
on staff to instruct
and support students
with special needs
with strategies that
help meet the needs
of the students in the
general population.
KES supports
students with a Title I
resource check out
room which includes
many researched
based supplemental
materials to support
the needs of a
KES has
organizational
practices and
processes that
promote effective
time on task for all
students.
KES has a master
schedule of all
support classes.
KES has a master
calendar in place for
the school year.
All teachers are
required to post
classroom schedules
and adhere to them
rigorously.
KES makes all
morning
announcements
during Breakfast in
the Classroom before
students begin their
instructional day.
KES requires a daily
90 minute
uninterrupted
reading block and a
daily 90 minute
math block.
relationships with
students and parents
that facilitate a
seamless learning
experience for two
academic years.
diverse population.
PLC meetings are
conducted weekly to
include general
education, special
education and ESL
teachers in order to
support students
with cultural,
language and
learning needs.
KES has an
intervention plan in
place, 504 plans and
IEP’s that supports
the needs of a
diverse population.
KES has a Mentoring
Plan in place to
support novice
teachers in their use
of instructional
practices and
strategies.
Is the current practice
research-based?
Is it a principle & practice of
high-performing schools?
Has the current practice
been effective or
ineffective?
What data source(s) do you
have that supports your
answer? (identify all
applicable sources)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Meeting agendas
Meeting Invitations
Leadership Team
minutes
PLC Minutes
Schedules
Preschool Transition
Plan
Meeting Agendas
Intervention Plan
School Calendar
Mentoring Plan
Limited Interruptions
Sign-In Sheets
Kingsbury Elementary School Improvement Plan 2011-2012
Completed Climate
Survey and NSSE
Page 73 of 139
Middle School
Transition Plans
Surveys
After school tutoring
rosters
After school contract
submissions
Interruption Free
School Day
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Smooth Transitions
from Preschool to
Kindergarten and Sixth
Grade to Middle School
Grade level meeting
with Administrative
Team member for
support.
Evidence of equitable
school support for this
practice
KES has met AYP
guideline for all
subgroups
Signed Parental
Engagement Plans
and Compacts
Increased Signed
Parental
Engagement Plans
and Compacts
Individual Education
Plans
504 Plans
Class Schedules
KES has met AYP
guideline for all
subgroups
Increased number of
completed surveys
All grades, parents
and community
members are invited
to participate in
evening meetings.
All grades are invited
to participate in
tutoring provided
through Streets
Ministries.
Grades 2-5 are
invited to participate
in ESL Tutoring.
All stakeholders are
given a Parent
Engagement Plan
and Compact in
their native
language.
All teachers are
required to post
Beliefs, Mission and
Vision in their
Classroom.
All classrooms are
made up of a diverse
population of
students.
All students are
given the supports
(instructional,
physical and
cognitively) they
need in order to be
successful in school.
Grades 3-5 are
invited to participate
in Extended Day
Tutoring.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 74 of 139
School walkthroughs
by administration
and district personnel
to ensure classroom
schedules are posted
and being followed.
All staff members
are required to
follow schedules and
have schedules
posted.
All teachers are
observed by
administrative staff.
School Leadership
Team will continue
meeting to address
school issues.
Team members will
revisit transition plans
for effectiveness each
year.
Next Step (changes or
continuations)
KES will continue to
offer parent and
community meetings
to address needs in
Climate Survey and
NSSE surveys.
KES will continue to
offer after school
tutoring programs
for students.
KES will look into
alternative funding
to give more intense
support K-2 students.
Kingsbury Elementary School Improvement Plan 2011-2012
Continue to
distribute Parent
Engagement Plans
and Compacts.
Expand on a more
inclusive
environment for all
students.
Review/Revise
Parent Engagement
Plans and Compacts
with School
Leadership Team to
ensure agreement
before distributing
them to
stakeholders.
Continue to develop
stakeholders on
diversity.
Continue to post
beliefs, mission and
vision statement in
all classrooms,
administrative offices
and main hallway.
Page 75 of 139
Continue to adhere
to school polices
concerning schedules
and time on task.
3.4.b: Organizational Gap Analysis
Organizational Gap Analysis
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES
TIME
Our school administration places an emphasis on creating a schedule that maximizes learning
opportunities. Approximately fifty minutes of common planning time per week is devoted
to Planning and Learning Communities (PLC) meetings so that teachers may analyze
current data from all formal and informal assessments to determine student needs. Time is also
allotted for Title I meetings and parent conferences several times during the year.
Most meetings and conferences occur outside normal school hours. Time is also set aside through
scheduled in-services and administrative days so staff and administration can study researched
based strategies that will be implemented in the classroom, to meet school-wide goals.
MONEY
Budget expenditures are documented, and listed in our School Improvement Plan (SIP). Needs
are identified and prioritized so we can make effective spending decisions based on student and
staff needs. Teachers are encouraged to write grants to help supplement the school budget and
provide necessary funds to implement researched based teaching practices.
PERSONNEL
The administration, faculty, and staff of Kingsbury Elementary School work collaboratively to
create a positive environment for student success. We achieve this goal through communication
within the school, communication with our parents and the community, and communication
with Memphis City Schools. Teachers meet with administration each week during PLC’s and
faculty meetings. Common planning time for classroom and support teachers allows
collaboration for planning implementation of quality, research based instruction.
OTHER RESOURCES
Weekly PLC meetings provide teachers and staff opportunities to discuss and analyze data and
to develop strategies in order to meet individualized student needs. This mutual effort has
resulted in increased data analysis, improvement upon and implementation of researched based
teaching strategies, and advanced motivational techniques. Faculty meetings and e-mails also
provide opportunities for communication among teachers and administration. Additionally, the
assistance provided by community members and parents allows us to effectively implement
organizational practices.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 76 of 139
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
TIME
There is a need for additional collaboration across grade levels. This would allow teachers to
become aware of the skills students should know for the next grade level. This collaboration
would assist teachers with planning effectively for instruction. More time is needed during
summer in-service to analyze TCAP data in order to effectively plan for the upcoming school
year.
MONEY
To help us reach our goal, “Kingsbury Elementary Students will increase total school Science and
Social Studies Scores 10% to meet guidelines set by No Child Left Behind by May 2012”, money
should be used to purchase additional science and social studies resources. A science lab would
greatly benefit our students in order to provide hands-on science activities and experiments. We
would also like to add to our Professional Teaching Materials lending library, especially in the
area of upper grade resources. Title III funds might also be used to supply teachers with
materials to be used by ESL students in the regular classroom.
PERSONNEL
Our current personnel work to meet critical areas of need for our students. However, teachers
would benefit from additional technology training. Specifically, our staff would benefit from
implementing more technology into research based practices. Employing a science lab teacher
would assist us in reaching our achievement goal in science.
OTHER RESOURCES
Kingsbury would benefit from additional parental involvement throughout our school. More
parent volunteers during school functions and activities would increase our organizational
efficiency.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Equity and adequacy are provided to all of our teachers. Teachers are provided time for
planning and professional development on a weekly basis.
Are we targeting funds and resources effectively to meet the needs of all of our
teachers in being effective with all their students?
Funds and resources are targeted to teachers’ instructional needs-based analysis of assessment
data. Student needs are met by increasing teacher effectiveness.
Based on the data, are we accurately meeting the needs of all students in our
school?
We are accurately meeting the needs of our students. The yearly increase in TCAP scores is
evidence that our organizational practices are effective.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 77 of 139
3.4.c: Organization Summary Questions
Organization Summary Questions
What are our major strengths and how do we know?
The administration, faculty, staff, and parents work together with purpose and direction for Kingsbury
Elementary as outlined in our Mission and Vision Statements. This allows us to implement organizational
structures that meet our learning goals. Our organizational strategies have been identified as “best practices”,
as found in high performing schools. Our priority for building relationships through collaboration and
communication is a major strength for our school.
One example of this desire to collaborate is the way in which grade level teachers work together during a
common planning time. Our administrators and teachers discuss curriculum issues, analyze current formative
assessment data, help each other define strategies, plan instruction, as well as align curriculum and assessments
with our goals while in PLC’s. Minutes of these planning sessions are kept in the PLC meeting room office.
During PLC’s , teachers meet to analyze student data in relationship to NCLB guidelines. Students’ growth in
reading fluency, comprehension, and word recognition is determined through weekly assessments.
Communication with parents is increased and maintained through monthly school and weekly
class newsletters. Parents receive information about upcoming activities, events in the
classroom, homework assignments, class work, and tests. School newsletters are distributed
monthly to all school employees and students in both English and Spanish. The newsletter
contains information about upcoming events, school news, and tips on helping children to
succeed in school. Parents are encouraged to become involved in school activities. This in turn,
creates a bond between parents, their children, and school personnel. Parents are notified
through the newsletters about opportunities to volunteer as well.
The Family Engagement Plan has been proven to be a practice of high performing schools. It
builds a strong partnership between home, community, and school. The Family Engagement
Plan (FEP) supports board policy 6156. Parents are invited to at least two meetings to discuss
their child/children’s educational welfare. Parents are informed about these meetings through a
variety of methods including newsletters and personal invitations. Parent conferences are
scheduled twice a year. The FEP states that parents are always welcome at Kingsbury
Elementary. All parents sign a copy of the FEP when they register their child/children. Copies
are in Spanish and English. The Student/Parent/Teacher compact is one component of the FEP.
It is designed to improve student achievement and develop a partnership to help students meet
No Child Left Behind (NCLB) standards. Parents agree to get their children to school regularly
and on time. Students comply with the standards by following school rules and completing all
tasks using their best effort. Teachers agree to foster academic achievement, to implement research-based
“best-practices” in the classroom, and to maintain high expectations. Teachers also agree to provide a
classroom that is safe, fair, and conducive to learning. Each compact includes the teacher, parent, student, and
principal’s signature. The principal agrees to ensure that the school climate and instructional program are
conducive to learning through research based, high quality curriculum, in a safe, supportive, and effective
environment that enables students to meet the state and national achievement standards. He agrees to
provide multiple opportunities for parent teacher conferences and to encourage positive teacher/parent, teacher/student,
and student/student relationships. He also agrees to be responsible for maintaining school-wide discipline.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 78 of 139
Organization Summary Questions
What are our major challenges and how do we know?
One of our major challenges is to increase positive participation in school wide activities and conferences.
Parents of students with disabilities live in all areas of the city making participation in these activities more
difficult. We also have a number of Spanish speaking parents who have difficulty understanding and
communicating in English and are uncomfortable at parent/teacher meetings even though translators are
provided. Parents have input when scheduling conferences and are offered alternative meeting times yet
they often fail to participate. We also have found that time constraints within the school day limits cross grade
level collaboration.
Organization Summary Questions
How will we address our challenges?
One way to address our challenges is to provide incentives as motivation for parents’
attendance at our school sponsored events. We also need to make parents aware of the
incentives offered. Another way to address this challenge is to motivate parents to be involved
by expanding our programs for Non-English speaking parents. Workshops could be added to
increase parents’ awareness of ways to help their children at home. At the same time, parents
would have the opportunity to meet other families and to share ideas. We believe that devoting
more in-service time to scaffolding and providing cross grade level PLC’s during designated in-service days
would help address this problem.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 79 of 139
Component 4
The Action Plan
Kingsbury Elementary School Improvement Plan 2011-2012
Page 80 of 139
GOAL 1 – Action Plan Development
4.1 Goals
Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language
Arts and Writing for the all subgroup from 35% in 2010-2011 to 46% in 2011 to 2012 and to 56% in
2012-2013 to meet the guidelines set by No Child Left Behind.
 For the Economically Disadvantaged subgroup from 35% in 2010-2011 to 46% in 2011 to
2012 and to 56% in 2012-2013
 For the Limited English Proficiency subgroup from 31% in 2010-2011 to 42% in 2011 to 2012
and to 52% in 2012-2013
 For the Students with Disabilities subgroup from 50% in 2010-2011 to 61% in 2011 to 2012
and to 71% in 2012-2013
 For the Black subgroup from 36% in 2010-2011 to 46% in 2011 to 2012 and to 56% in 2012-2013
 For the Hispanic subgroup from 31% in 2010-2011 to 42% in 2011 to 2012 and to 52% in 20122013
There is currently a % gap between all our subgroups proficiency levels and the level required by
NCLB. This goal addresses the need to accelerate achievement in Reading/LA and Writing for all
learners.
This goal is linked to Goal One of our District Master Plan which seeks to create academically,
challenging, safe, supportive and effective learning environments.
This goal is linked to Goal Five of our District Master Plan which seeks to establish high levels of
accountability for academic and fiscal performance throughout the system.
ACTION STEPS 4.2
IMPLEMENTATION PLAN 4.3
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
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.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
1.
Action
Step
The school will use research-supported
activities daily to instruct students at
their learning levels and beyond, while at
the same time building their daily
reading skills.
Professional Development (PD)
Timeline
August
2011 - May
2012
October
2011- May
2012
(monthly
PLC
Person(s)
Responsible
Highly qualified
Teachers
ESL Teachers
SPED Teachers
Principal
Required
Resources
Projected Cost(s)
& Funding Sources
District
Approved
Scotts
Foresman
Reading/Lan
guage Arts
core
program.
Crucial
Conversations and
How to Plan
Rigorous
Instruction $1479.13
Kingsbury Elementary School Improvement Plan 2011-2012
– Title I
Professional
Development
Budget
Evaluation Strategy
Scott-Foresman
Baseline, Weekly
Selection Tests will be
used to support
instructional
effectiveness.
AIMsWeb Benchmarks
will be given three
Page 81 of 139
Performance Results /
Outcomes
Students will exhibit
and increase in their
daily reading skills as a
result of the school and
all stakeholders using
research supported
activities for student
instruction.
PD- All new teachers in grades 3-5 will receive
training/information on giving the Formative
Assessment. All teachers will be involved in PD on
how to utilize the Formative Assessment Reports.
PD – All new teachers and interventionist in
grades K-5 will receive training/information on
giving the AIMsWEB benchmarks and progress
monitoring.
PD-All teachers will participate in the book study
How to Plan Rigorous Instruction
PD – All teachers will participate in the book
study Crucial Conversations
meeting)
Assistant Principal
Instructional
Facilitator
Literacy Leader
Paraprofessionals
and Interventionist
Title 1
Resource
Room
Supplemental
Materials
(includes
Brain Based
Strategies
materials; MI
Strategies
materials;
Differentiated
strategies
materials)
Classroom
Libraries
Thinking
Maps/Graphic
Organizers
Formative
Assessment
Books for PD
All other resources
(No additional
costs)
times yearly as set by
MCS and Bi-Monthly
Progress Monitoring will
be used to assess
student growth and
needs.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
MCS Formative
Assessments for
Reading/LA will be
used to guide and
make instructional
decisions based on
student need.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
EDPlans/Excel Plans
will be used to monitor
and adjust intervention
strategies for students.
Individual Education
Plans will be used to
address the needs of
students in the
classroom.
Student Portfolios will
also be used to monitor
and evaluate
effectiveness of literacy
stations.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 82 of 139
2.
Action
Step
3.
Action
Step
Teachers will act as facilitators of smalldifferentiated reading groups weekly to
address students with similar targeted
skill needs.
September
2011-May
2012
Same as listed
above
Same as
listed above
September
2011-May
2012
Same as listed
above and Street
Ministries Staff
and Volunteers
Same as
listed above
Community Involvement (CI) – Parents and
community members will be invited to participate
in a hands-on parent meeting helping staff to
create the materials used in the literacy stations.
4.
5.
Action
Step
The school will provide tutoring
intervention programs for grades 3-6
beginning in January 2 times a week to
enrich student performance for students
that fall below proficient on TCAP.
Street Ministries will provide tutoring
intervention programs for grades K-2
beginning in October 2 times a week to
enrich student performance for students
that fall within Tiers 2 and 3.
PD- Teachers in grades K-5 will be trained (or
refreshed) in using the Scott Foresman Tier II
Intervention Program, ReadingPlus, Destinations
and HeadSprout.
CI - Volunteer tutors (Street Ministries) will assist
students with reading comprehension and fluency.
Same as listed above
Same as listed
above
Students will work in literacy learning
stations weekly demonstrating skills
learned in differentiated small-guided
reading groups.
PD- Teachers in grades K-5 will be trained or have
skills reinforced on practicing Literacy Stations in
the classroom as presented in materials by Debbie
Diller – Literacy Stations – Practice with Purpose
and Launching Literacy Stations and Scott
Foresman - Reading Street
Same as listed
above
Students will increase
reading performance
as a result of
differentiated small
group reading
instruction for targeted
skills.
Title I School Wide
Budget
Approximately
$2000.00
…Materials to
support parent
and community
volunteers (Street
Ministries)
Same as listed above
Students will increase
reading performance
as a result of working
in literacy learning
stations.
Title I Teacher
Resource Lab of
supplemental
materials
Extended
Contract
Title I
Tutoring/Exte
nded Day
October
2011 to
May 2012
and
January
2012-April
2012
Same as listed
above and Street
Ministries Staff
and Volunteers
Street
Ministries
Classroom
Teachers
ESL Teachers
SPED
Teachers
Computer
Assisted
Instruction
Kingsbury Elementary School Improvement Plan 2011-2012
Scott Foresman
Tier II (District
NCLB Budget)
Extended Contract
(Pending 20112012)
Approximately
$8500.00)
Same as listed above
Title I
Tutoring/Extended
Learning
($3600.00)
Title I Budget
(Materials)
Approximately
$600.00
Page 83 of 139
Students in Tier II and
Tier III and Students
not proficient on TCAP
will increase their
reading performance
as a result of the school
providing additional
tutoring and
intervention programs.
ScottForesman
Core
Program and
Intervention
Program
TCAP Coach
TCAP
6.
Action
Step
Teachers will differentiate instruction
daily by utilizing student data.
PD - Through a variety of school day PLC and
workshops, teachers will learn to effectively
interpret and apply essential school data. Teachers
will be provided common planning time to
collaborate with colleagues regarding Tennessee
Standards, TCAP scores, formative assessment data
and AIMsWeb scores. Additional support will also
be provided through the MCS Teaching and
Learning Academy, where teachers can access the
online professional development catalog to find
courses to address their specific needs regarding
data analysis.
Highly qualified
Teachers
August
2011-May
2012
( Monthly
PLCs)
ESL Teachers
SPED Teachers
Principal
September
2011,
November
2011 and
March 2012
Assistant Principal
(Formative
Assessment)
Literacy Leader
Instructional
Facilitator
Action
Step
The school and teachers will target and
monitor K-5 students weekly and biweekly who fall within Tier II and III by
providing an extra differentiated reading
instructional period in a small group
setting to increase their reading
performance skills.
Formative
Assessment
ScottForesman
Weekly
Selection
Tests
Title I PD Budget
for Data Binders
and Ink for
Printing Reports
Approximately
$2000.00
KRI
Interventionist
Highly qualified
Teachers
7.
AIMsWeb
Benchmarks
and Progress
Monitoring
ESL Teachers
September
2011-May
2012
SPED Teachers
Principal
Assistant Principal
Instructional
Facilitator
TCAP, Scott-Foresman
Baseline Tests and the
KRI will be used for
initial screening of
students’ abilities
August 2011.
AIMsWeb and MCS
Formative Assessment
will be used to monitor,
address, and guide
specific student
instruction. (AIMsWeb
Benchmarks and
Formative
Assessment set by
MCS
AIMsWeb
Benchmarks
and Progress
Monitoring
Scott
Foresman
Intervention
Program
ESL Teachers
Scott Foresman
Intervention
materials are
purchased by
district.
AIMsWeb will be used
to determine, monitor,
address, and guide
specific student
instruction.
Interventions
Literacy Leader
Kingsbury Elementary School Improvement Plan 2011-2012
Page 84 of 139
Student reading
performance will
increase due to
teachers utilizing
student data to
differentiate
instruction.
Student reading
performance will
increase as a result of
teachers targeting K-5
students who do not
meet the benchmark
and providing them
with additional small
group differentiated
reading instruction.
Interventionist
Principal
Action
Step
8.
Teachers will integrate writing skills
Daily through CraftPlus in response
to varied reading materials with all K-6
students with emphasis on 5th graders.
September
2011-May
2012
(Grades 3-5)
October
2011-May
2012
(Grades K-2)
MCS Formative
Assessment
(District NCLB
Budget)
Instructional
Facilitator
Literacy Leader
Highly Qualified
Teachers
CraftPlus
Writing
Program
ESL Teachers
SPED Teachers
Lesson Plans and
classroom schedule will
reflect writing skills
being taught in grades
K-5.
Student writing
performance will
increase due to
teachers integrating
writing skills into
reading/ grammar
instruction.
No additional
costs.
Lesson Plans and
classroom schedule will
reflect fluency program
being implemented in
grades 2-5.
Student fluency
performance will
improve due to focused
fluency instruction.
No additional
costs
Kingsbury Elem. MCS
Cadre and Academy
Reading participants
will practice strategies
learned in meetings/
classes and present
strategies to faculty
and staff monthly.
The students will
benefit from
scientifically researched
based reading
instruction.
Title I Budget
Chart Tables
Markers, 3 ring
Binders, Tab
Dividers, Paper
Title I Budget
Approximately
($2000.00)
Principal
Instructional
Facilitator
Action
Step
9.
Teachers will advocate reading fluency
through focused instruction five times a
week.
August
2011-May
2012
Literacy Leader
Highly Qualified
Teachers
ScottForesman
Fluency
Interventionist
Highly Qualified
Teachers
ESL Teachers
Action
Step
10. The school will conduct on going
professional development for all staff
in scientifically researched based reading
instruction.
August
2011-May
2012
SPED Teachers
Principal
Instructional
Facilitator
MCS Literacy
Academy
Participants
MCS Literacy
Cadre
Participants
Literacy Leader
Kingsbury Elementary School Improvement Plan 2011-2012
Page 85 of 139
11.
Action
Step
Instructional
Facilitator
Teachers will use gender equitable
instructional practices.
Article - Gender Bias in Education
by Amanda Chapman of D'Youville College
Literacy Leader
October
2011
Article - Understanding Gender Differences
that May Occur in Classroom Settings
Highly Qualified
teacher
12.
Students will use of computer aided
instruction and other forms of technology
weekly to target specific student needs.
September
2011-May
2012
Literacy Leader
Highly Qualified
teacher
Principal
13.
Action
Step
Action
Step
Parents and Community members will
be invited monthly to participate in
activities to integrate home and school
learning as well as yearly participation in
the ThinkShow of Student Work.
14. The school will continue to fund
Instructional Facilitator position yearly
in order to ensure a focus on NCLB
compliance, professional development,
mentoring, coaching, data driven
decisions and research based teaching
strategies that all impact student
achievement.
Gender
equitable
articles
No additional
costs
Principal
Instructional
Facilitator
Action
Step
TCAP disaggregated
data and
Formative Assessment
disaggregated data
will help to evaluate
effectiveness of Gender
Equitable Professional
Development.
Instructional
Facilitator
October
2011-April
2012
Literacy Leader
Principal
The students will
benefit from
instructional practices
that meet the needs of
both genders.
Destinations
– Courses I
and II
Baileys Book
House
HeadSprout
SF Website
Title I School Wide
Budget
Approximately
$30,000.00
equipment to
support
technology
Reports from various
computer programs
will evaluate
effectiveness and reflect
amount of time
technology is being
implemented in
individual classrooms.
Student performance
will increase with
practice on targeted
skills.
Title I Schoolwide
funds $1000.00
(ThinkShow
Materials)
Parents participation
will be monitored by
sign in sheets.
Parents participation in
family based activities
will increase.
ReadingPlus
Handouts
Refreshments
Consultants
Classroom and
Support Teachers
August
2011-May
2012
Principal
Qualified
Applicant
Kingsbury Elementary School Improvement Plan 2011-2012
Title I Budget
approx.
$58,106.00
Instructional Facilitator
position will be
monitored annually
through peer
evaluation and
compliance monitoring.
Student achievement is
increased through PD,
mentoring, coaching,
data decisions and
researched based
strategies.
KES is found in
compliance with NCLB.
Page 86 of 139
Highly Qualified
Teachers
ESL Teachers
Action
Step
15.
Teachers will integrate science and social
studies content into reading standards
weekly.
August
2011-May
2012
SPED Teachers
Principal
Instructional
Facilitator
Literacy Leader
Science and
Social Studies
Standards
Scott
Foresman
Science and
Social studies
Leveled
Readers
No Additional
Cost
Scott-Foresman
Weekly Selection Tests
and Unit Tests will be
used to support
instructional
effectiveness.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
QuickReads
Student achievement
results will increase in
reading, science and
social studies.
United
Streaming
TCAP levels
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Action
Step
16. The school will employ a Title I Literacy
Specialist to support teachers and
students with SBBR strategies, PD,
instruction and leadership in an effort to
improve literacy instruction and scores.
MCS Formative
Assessments for
Reading/LA will be
used to guide and
make instructional
decisions based on
student need.
Principal
August
2011-May
2012
Instructional
Facilitator
District
Literacy
Initiatives
and materials
Literacy Specialist
Kingsbury Elementary School Improvement Plan 2011-2012
Title I Budget
approx.
$59,828.00
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Star Reports will be
used to monitor and
adjust intervention
strategies for students.
Page 87 of 139
Teacher knowledge of
Literacy Instruction will
improve, and student
skills and scores will
improve.
Principal
Asst. Principal
17.
Action
Step
The school and teachers will increase
collaboration between special education
teachers, ESL teachers, general education
teachers, and parents on a weekly
basis..
CI - Title 1 Annual Meetings
Title 1 Monthly Parent Meetings
Math/Science Night
Weekly Parent Communication Folders
Reading Night
Instructional
Facilitator
Literacy Leader
August
2011-May
2012
Leadership Team
Highly Qualified
Teachers
Title 1
Resource
Materials
Approximately
$300.00 for
meeting materials.
PLC meetings to
address program
implementation of
strategies and inclusion
of all subgroups
ESL Teachers
Para-professionals
Parents
Kingsbury Elementary School Improvement Plan 2011-2012
Page 88 of 139
Collaboration between
school, general
education teachers, ESL
teachers, special
education teachers,
and parents will
increase through
designated meetings.
GOAL 2 – Action Plan Development
4.1 Goals
Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for the
all subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 55% in 2012-2013 to meet the
guidelines set by No Child Left Behind.
 For the Economically Disadvantaged subgroup from 33% in 2010-2011 to 44% in 2011 to
2012 and to 54% in 2012-2013
 For the Limited English Proficiency subgroup from 34% in 2010-2011 to 45% in 2011 to 2012
and to 45% in 2012-2013
 For the Students with Disabilities subgroup from 56% in 2010-2011 to 66% in 2011 to 2012
and to 76% in 2012-2013
 For the Black subgroup from 38% in 2010-2011 to 39% in 2011 to 2012 and to 49% in 2012-2013
 For the Hispanic subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 55% in 20122013.
There is currently a % gap between all our subgroups proficiency levels and the level required by
NCLB. This goal addresses the need to accelerate achievement in Mathematics for all learners.
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
This goal is linked to goal five of our District master Plan, which seeks to establish high levels of
accountability for academic and fiscal performance throughout the system.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
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.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
1.
Action
Step
2.
The school will provide tutoring
intervention programs for grades 3-5
beginning in January 2 times a week to
enrich student performance for students
that fall below proficient on TCAP.
Street Ministries will provide tutoring
intervention programs for grades K-2
beginning in October 2 times a week to
Timeline
October
2011 to
May
2012 and
January
2012April
2012
Person(s)
Responsible
Principal
Required
Resources
Instructional
Facilitator
Extended
Contract
Tutoring
Highly Qualified
Teachers
Title I Tutoring
Funds
Stanford EPGY
Highly Qualified
Kingsbury Elementary School Improvement Plan 2011-2012
Projected Cost(s)
& Funding Sources
Evaluation Strategy
Extended Contract
(Pending 20112012)
Approximately
$8500.00)
TCAP levels
Title I
Tutoring/Extended
MCS Formative
Assessments for Math
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Page 89 of 139
Performance Results /
Outcomes
As a result of extended
tutoring sessions and
intervention programs,
Tier II and Tier III
students will exhibit an
increase in
mathematics
performance.
enrich student performance for students
that fall within Tiers 2 and 3.
CI - Street Ministries will provide tutoring
intervention programs for grades K-2 beginning in
October 2 times a week to enrich student
performance for students that fall within Tiers 2
and 3.
Staff
Teachers
District staff
Street Ministries
Staff and
Volunteers
Street Ministries
Staff and
Volunteers
PD – Training/Review Stanford EPGY.
September/October 2011. Focus on students first
attempts.
Community/
Parent
Volunteers
ESL Teachers
Learning
($3600.00)
will be used to guide
and make instructional
decisions based on
student need.
Title I Budget
(Materials)
Approximately
$600.00
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Star Reports will be
used to monitor and
adjust intervention
strategies for students.
Stanford EPGY
Math Program
Computers
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
3.
Action
Step
Principal
The school will use technology weekly in
order to improve student performance in
Mathematics.
PD - Stanford Math EPGY Training/Review
August 2011
PD – Stanford EPGY PD on correct first attempts
and utilization of reports.
PD – New teachers will participate in PD that
supports the use of calculators.
Title I School wide
Budget for
Additional
Calculators
(Approximately
$500.00)
Instructional
Facilitator
August
2011May
2012
Highly Qualified
Teachers
Stanford EPGY
Staff
District Staff
Student TI-15,
Calculators
Stanford Math
EPGY
Computers
Kingsbury Elementary School Improvement Plan 2011-2012
Title I School Wide
Budget for
Additional
Computers
(Approximately
$30,000.00)
Title I PD Budget
for Data Binders
and Ink for
Printing Reports
Approximately
$2000.00
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
MCS Formative
Assessments for Math
will be used to guide
and make instructional
decisions based on
student need.
Chapter Test and Daily
math practice results
will be used to
evaluate the
effectiveness of student
Page 90 of 139
Student Performance
will be enhanced
through the maximum
utilization of
technology.
use of calculators.
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
TCAP will be used for
an initial assessment of
students’ abilities.
4.
Teachers will differentiate instruction
daily utilizing student data.
MCS Formative
Assessment will be used
to monitor, address,
and guide specific
student instruction.
Principal
Action
Step
PD - Through a variety of school day meetings
and workshops, teachers will learn to effectively
interpret and apply essential school data. Teachers
will be provided common planning time to
collaborate with colleagues regarding Tennessee
SPI’s, TCAP scores, formative assessment data,
EPGY Reports and Scott Foresman EnVisions.
Additional support will also be provided through
the MCS Teaching and Learning Academy, where
teachers can access the online professional
development catalog to find courses to address
their specific needs regarding data analysis.
5.
Action
Step
Teachers will use organized
mathematical thinking across the
disciplines by implementing the use of
graphic organizers three times per
week.
PD - Refresher course on utilizing Thinking/Maps
as strategy for math.
Sept.
2011May
2012
Instructional
Facilitator
TCAP
Highly Qualified
Teachers
MCS Formative
Assessment
Stanford EPGY
Staff
EPGY Reports
No additional
costs
Chapter Tests
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Students will receive
differentiated
instruction as a result of
teachers utilizing
student data.
Chapter Test and Daily
math practice results
will be used to
evaluate the
effectiveness of student
use of calculators.
Principal
August
2011May
2012
Instructional
Facilitator
Highly Qualified
Teachers
Thinking Maps
Graphic
Organizers
Chart Tablets
Markers
Kingsbury Elementary School Improvement Plan 2011-2012
No Additional
Cost
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
Lesson Plans will be
used as evidence of use
of Thinking
Maps/Graphic
Organizers.
Student portfolios and
group products will be
monitored for evidence
of use of Thinking
Maps/Graphic
Page 91 of 139
The students will gain
math knowledge as a
result organized
mathematical thinking
across the disciplines
through the use of
graphic organizers.
Organizers.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Title I Teacher
Resource Lab
of
supplemental
materials
6.
Action
Step
CI – Parents and community members will be
invited to participate in a hands on parent
meeting helping staff to create the materials used
in the math stations.
7.
Action
Step
Students will participate in mathlearning stations weekly to enhance
targeted skills learned in math lessons.
All K-5 Teachers will implement the Scott
Foreman Envisions program Daily
addressing curriculum guides and results
of student data.
PD - Teaching staff will attend weekly grade
level/PLC meetings inclusive of general education
teachers, special education teachers, ESL teachers,
and paraprofessionals (as time permits) to address
math strategies and interventions as needed.
MCS Formative
Assessments for math
will be used to guide
and make instructional
decisions based on
student need.
Lesson Plans
Principal
September
2011May
2012
Instructional
Facilitator
Highly Qualified
Teachers
Formative
Assessment
Scott Foresman
Computer
Activities
Computer
Assisted
Instruction
Title I School Wide
Budget
(Approximately
$1000.00) for
supplemental
math materials for
Resource Lab
August
2011May
2012
NE Area Math
Coordinator
Highly Qualified
Teachers
Scott Foreman
Envisions
Program
Calendar Math
Program
No additional
Funds
MCS Formative
Assessments for math
will be used to guide
and make instructional
decisions based on
student need.
Paraprofessionals
Kingsbury Elementary School Improvement Plan 2011-2012
Students will
demonstrate skills
learned while working
in math learning
stations.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Student Portfolios will
also be used to monitor
and evaluate
effectiveness of math
stations.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Principal
Instructional
Facilitator
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Page 92 of 139
Using the results of
student data and all
pertinent curriculum
resources, K-5 teachers
will implement MCS
Houghton Mifflin Math
Program Daily.
AIMsWeb Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Weekly Grade level
PLC to monitor and
adjust implementation
as needed and to
discuss progress,
strategies and ensure
understanding of
materials and content
presented.
Student Portfolios will
also be used to monitor
and evaluate
effectiveness of math
program.
8.
Action
Step
Instructional
Facilitator
Teachers will use gender equitable
instructional practices.
Article - Gender Bias in Education
by Amanda Chapman of D'Youville College
Literacy Leader
October
2011
Article - Understanding Gender Differences
that May Occur in Classroom Settings
Highly Qualified
teacher
Gender
equitable
articles
No additional
costs
Principal
Highly Qualified
Teachers
Action
Step
Action
Step
9.
Teachers will integrate science content
into math standards weekly.
10. Parents and Community members will
be invited monthly to participate in
activities to integrate home and school
August
2011May
2012
October
2011April
2012
ESL Teachers
SPED Teachers
Science
Standards
No additional
funds needed
Principal
Instructional
Facilitator
Instructional
Facilitator
Handouts
Refreshments
Principal
Kingsbury Elementary School Improvement Plan 2011-2012
No additional
funds needed
TCAP disaggregated
data and
Formative Assessment
disaggregated data
will help to evaluate
effectiveness of Gender
Equitable Professional
Development.
Houghton Mifflin and
test will be used to
support instructional
effectiveness.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Parents participation
will be monitored by
sign in sheets.
Page 93 of 139
The students will
benefit from
instructional practices
that meet the needs of
both genders.
Student achievement
results will increase in
math, science and
social studies.
Parents participation in
family based activities
will increase.
learning as well as yearly participation in
the ThinkShow of student work and
yearly to participate in Math/Science
Night.
11.
Action
Step
Students will use computer aided
instruction and other forms of
technology weekly to target specific
student needs.
Consultants
Classroom and
Support Teachers
August
2011May
2012
Instructional
Facilitator
Highly Qualified
teacher
Stanford EPGY
Program
Scott Foreman
website for
math
Principal
Kingsbury Elementary School Improvement Plan 2011-2012
No additional
funds needed
Reports from various
computer programs
will evaluate
effectiveness and reflect
amount of time
technology is being
implemented in
individual classrooms.
Page 94 of 139
Student performance
will increase with
practice on targeted
skills.
GOAL 3 – Action Plan Development
4.1 Goals
Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Kingsbury Elementary will move our average daily attendance for 94.4 % 2010-2011 to 95% in 2011 to
2012 and to 96% in 2012-2013 to meet the guidelines set by No Child Left Behind.
Which need(s) does this Goal address?
Attendance regulations as specified by No Child Left Behind Act and the Memphis City Schools system.
How is this Goal linked to the system’s Five-Year Plan?
This goal addresses the component of the District Master Plan, which was designed to solicit a secure
and supportive school environment that is most beneficial and challenging academically for our
student population.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
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.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
Timeline
Person(s)
Responsible
Principal
Asst. Principal
1.
Action
Step
Kingsbury Elementary School will host a
parent and community assembly
within the first 4 weeks of school to
review attendance policy and
procedures.
Instructional
Facilitator
September
2011
Attendance
Committee
Homeroom
Teachers
Attendance
Secretary
Principal
Action
Step
2.
The school will utilize the SMS computer
based attendance system to assist,
monitor and compute daily and
weekly attendance percentages and
August
2011-May
2012
Asst. Principal
Instructional
Facilitator
Required
Resources
Projected Cost(s)
& Funding Sources
Evaluation Strategy
Performance Results /
Outcomes
Agenda
Sign-In Sheet
Parent/Student
Handbook
Projection System
and Microphone
Student Management
System (SMS) daily
attendance reports and
Twenty day reports will
be used to monitor
effectiveness of
attendance policies.
No additional
funds
The students will
Improve attendance.
Students will receive
immediate intervention
to address excessive
absences.
Bilingual Mentor
for Translating
Fundraisers and
donations from
adopters for
awards.
SMS data base
Kingsbury Elementary School Improvement Plan 2011-2012
Site Based budget
Approximately
$500.00
Hallway attendance
displays and 20 day
attendance reports will
be used to identify
attendance
percentages.
Page 95 of 139
The students will
maintain a 95%
or higher attendance
rate.
award classes with highest attendance
rate.
.
Attendance
Committee
Homeroom
Teachers
Attendance
Secretary
Principal
Asst. Principal
Instructional
Facilitator
Action
Step
3.
Teachers will identify and reward perfect
attendance of individual students each
nine weeks with special prizes.
August
2011-May
2012
Attendance
Committee
Homeroom
Teachers
Fundraisers and
donations from
adopters for
awards.
SMS data base
Site-Based
Budget
Approximately
$250.00 for
attendance
necklaces
Student Management
System (SMS) daily
attendance reports will
be used to monitor
individual student
attendance.
District Funded
SART Team minutes
and required
documentation as well
as SMS data will be
used to monitor
student attendance.
The students will
maintain a 95% or
higher attendance rate.
Students will become
more excited about
attending school for
awards and incentives.
Attendance
Secretary
Action
Step
Action
Step
4.
5.
6.
Action
Step
The school will follow SART guidelines
daily for students with attendance
problems.
The students will monitor their
attendance by signing the classroom
attendance book daily.
KES Staff will encourage attendance on
the last day of school. There will be a
faculty/parent/community verses student
kickball or volleyball game.
August
2011-May
2012
August
2011-May
2012
KES SART
Members
Attendance
Committee
Homeroom
Teachers
SART Team
Paperwork
Classroom Sign In
Record
No additional
funds needed
Daily Attendance and
Tardies will be
monitored through the
Student Management
System.
No additional
funds needed
Last day of school
attendance will be
monitored through the
Student Management
System.
Students
KES Staff
May 23,
2012
SMS Attendance
Data
Students
Parents
Ball
Participation of
Stakeholders
Kingsbury Elementary School Improvement Plan 2011-2012
Page 96 of 139
The students will
maintain a 95% or
higher attendance rate.
Students will receive
interventions for
excessive absences thru
S.A.R.T.
The students will
maintain a 95% or
higher attendance rate.
The students will begin
to accept responsibility
for their attendance.
The students will
maintain 95%
attendance on the last
day of school.
CI – Parents and community members are asked
to participate in the kickball or volleyball game.
Action
Step
7.
Breakfast in the Classroom will be
implemented at Kingsbury ES in an
attempt to get kids to school earlier.
August
2011-May
2012
Principal
Classroom
Teachers
Coolers
Carts
KES Custodial
Staff
Principal
8.
Action
Step
KES will utilize guidance and peer
mediators to meet with, mediate, and
development behavior contracts that
encourage students to arrive at school on
time.
PD-Guidance counselor will attend PD on
establishing and building a peer mediation team
at KES.
Community
Members
KES Cafeteria
Staff
August
2011-May
2012
Guidance
Counselor
Meeting Room
Incentives
Student
Mediators
Kingsbury Elementary School Improvement Plan 2011-2012
Title V FundsBreakfast in
the Classroom
Title IV Funds
– PBIS
Title IV Funds
– PBIS
Title I
Professional
Development
Funds $300.00
Daily Attendance and
Tardies will be
monitored through the
Student Management
System.
Daily Attendance and
Tardies will be
monitored through the
Student Management
System.
Page 97 of 139
The students will
maintain a 95% or
higher attendance rate.
The students will begin
to accept responsibility
for their attendance.
The students will begin
to accept responsibility
for their attendance.
Component 5
The School
Improvement Plan and
Process Evaluation
Kingsbury Elementary School Improvement Plan 2011-2012
Page 98 of 139
5.1: Process Evaluation
Evidence of Collaborative Process
What evidence do we have that shows that a collaborative process was used throughout the entire planning
process?
Kingsbury Elementary fully understands the importance of involving all stakeholders in the
collaborative process of school improvement. Administrators, teachers, parents, community
members and all other stakeholders rely on school improvement planning to meet student
needs and provide assurance for continuous improvement. The collaboration process was
used throughout as evidenced by leadership committee minutes and agendas, TSIPP minutes,
faculty meeting minutes, letters and information sent stakeholders, stakeholder questionnaires,
monthly newsletters, calendars, school marquee, school profile and the KES website. Kingsbury
Elementary has a formal and informal process in place to continually assess, monitor, and
adjust the School Improvement Plan. Kingsbury Elementary will meet formally a minimum of
four times a year to update the plan. Team members have set meeting dates for August 2011
before school starts, November 2011 after receiving the State Report Card, Spring 2012 before
state testing, and finally in the Spring 2012 to address any needs that may arise during the
remainder of the school year and summer months.
Evidence of Alignment of Data and Goals
What evidence do we have that proves alignment between our data and our goals?
Kingsbury Elementary ensures alignment between our data and our goals by engaging in
weekly PLC meetings, Faculty Meetings, and Grade Level Meetings. Also, in place are
Leadership Council meetings and Title I parent meetings. Teachers meet with the
administration to discuss/disaggregate data gathered, common concerns, and current and
effective research-based strategies. Teachers submit weekly lesson plans that are aligned with
state standards and Memphis City Schools’ curriculum guides. Teachers use Learning Village
online as a resource in creating their lesson plans. The leadership team meets regularly to
discuss assessment data and to ensure there is alignment with the curriculum, our school’s
instructional practices, goals, vision and beliefs of our school. Kingsbury Elementary is
categorized as being a target school. We owe this success to the many practices and
procedures that our stakeholders collaboratively implement, as well as our continuous analysis
of data for the benefit of student achievement. Gains at Kingsbury Elementary were seen in
Math in all subgroups on both tests, except for out Black sub-group (a minimal regression of 2%), with double digit gains seen in all other AYP subgroups. The most significant of these
gains were found among our Hispanic students (+15%), Students with Disabilities (+23%), and
Limited English Proficient students (+18%). According to scores, gains were also seen in RLA in
all subgroups, with no exceptions. The most numerically significant gain was seen in our
Students with Disabilities subgroup (+13%). It is important to note that there was a significant
increase in overall 5th grade writing performance, with an increase of 20.5%from 2010 to 2011.
Despite these increases, we made AYP in Math but not in RLA.
In evaluating the gains and losses from 2010 to 2011, there are several factors that significantly
contributed to the changes within each subgroup, and across all tested students. KES decided
to keep “bubble students” in the classroom, rather than taking them away from best first
Kingsbury Elementary School Improvement Plan 2011-2012
Page 99 of 139
Evidence of Alignment of Data and Goals
teaching for EPGY for 90 minutes per week. Students falling at the Basic and Below Basic
levels were provided access to EPGY. Not only did numbers of P/ADV students increase in
Math but the percentage of students identified as Basic/Below Basic decreased from 2010 to
2011 from 76% to 66%, an overall decrease of 10%. Additionally, the number of students falling
at the Below Basic category decreased 33% to 24.2%, a decrease of 8.8%. In the area of RLA,
the most notable difference was on our 5th grade TCAP Writing scores. Our Writing scores had
an overall increase of 20.5%
Evidence of Communication with All Stakeholders
What evidence do we have of our communication of the TSIPP to all stakeholders?
There are many opportunities to provide leadership and contribute to the decision-making,
gathering and dissemination of data concerning Kingsbury’s school improvement planning,
implementation of the plan and assessment of the plan. Parents, staff, community members
and other concerned stakeholders have the opportunity to serve as members of our SIP
Leadership Team. All these stakeholders are invited to participate in decision-making by
sharing ideas, opinions, comments, and concerns at SIP Leadership Team meetings as well as
at parent meetings. Representatives from all stakeholders are included in the development of
the school’s Family Engagement Plan and School/Parent/Teacher Compact which addresses
the importance of the stakeholder involvement in the planning process. These documents are
distributed at registration each year in both English and Spanish as well as mailed out to the
community and school adopters. All relevant data is presented to stakeholders. Teachers
participate in weekly faculty meetings, grade level team meetings and PLCs to receive
pertinent information concerning the impact of the School Improvement Plan. All teachers are
given opportunities to participate in the decision making process both present and future.
Evidence can be found in meeting agendas and minutes, questionnaires and surveys. Students
are also informed of the improvement plans outcomes and expectations. Students are asked
to complete surveys about their experiences at KES, their vision for KES, and their hopes and
dreams for their education and future at Kingsbury. Parents and the community are
recognized as a crucial element to the success of Kingsbury Elementary. Parent meetings have
been held, newsletters and memos have been sent home and posted on the parent board in
two languages, and phone calls have been made as a means of providing updated
information to parents. Parents and community members are asked to complete surveys as a
means of providing feedback. Parents and community members are able to speak directly
with school staff as well as other professional staff during Title I parent meetings and other
school activities. Parent meetings and newsletters provide parents, teachers, community
members, students and administration with quantitative and qualitative data resulting from
actions planned in the School Improvement Plan. Kingsbury Elementary School has a shared
decision making plan among all its stakeholders and will continue to actively communicate
with all stakeholders in providing a safe environment for a quality education to all our
students. Our plan will be reviewed on an ongoing basis to make adjustments as needed in
order to improve our TSIP process.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 100 of 139
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals
in Component 4?
To begin the school year, faculty members are given handbooks which includes the School
Improvement Plan clearly defining our school’s vision, purpose, and goals. Likewise, parents
and students are provided with school and district guidelines through handbooks, code of
conduct handouts, monthly newsletters, and stakeholder compacts. Also, our vision, purpose,
and goals are posted and recited by students during the announcements on a daily basis.
Classroom teachers meet weekly within each grade level to develop lessons that meet the
needs of our diverse student body. Teachers also meet during common planning times with
administrators (professional learning communities or PLCs) to address concerns, examine
academic data, and discuss current and effective research-based strategies. Meeting minutes
and agenda from each are collected for reference and reflection.
Educational resources are provided in the Title I teacher resource library to support our school’s
goal of providing quality and differentiated instruction, and administrative support is offered
weekly to ensure alignment with our vision and purpose. Teacher and classroom observations
are conducted by administration to ensure that current best instructional practices are being
utilized.
Collaborative efforts of the administrative team, grade level teams, PLC teams, and the
leadership council help us to remain current and align our school’s expectations for student
learning with the vision, mission, and goals of Kingsbury Elementary. While we continuously
review the School Improvement Plan, School Profile, the MCS curriculum guides, and survey
results from both TELL Survey and Opinion Survey, we dedicate our time to ensure the
contents support our expectations. Constant self-reflection and communication among all
stakeholders throughout the year helps Kingsbury Elementary ensure that our school’s vision,
mission, and beliefs continue to guide the teaching and learning process.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 101 of 139
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment
and Organization
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?
Kingsbury Elementary utilizes the curriculum guides provided by Memphis City Schools, which
include State Performance Indicators and a pacing guide. We utilize a campus created lesson
plan from individualized by grade level and content level. Teachers use Learning Village online
to access MCS lesson plans and unit plans. Administrators provide teachers with feedback about
lesson planning as needed on an individual basis. The leadership team comprised of the
administration, Title I Facilitator, grade chairs, and parent and community volunteers meet
regularly to discuss assessment data and ensure alignment with the district curriculum, our
school’s instructional practices, and the beliefs and vision of the school. The team studies the
data in an effort to address student need on an individual basis. Scientifically researched based
strategies are used to ensure that teachers attend to gaps in student achievement. Weekly PLC
meetings, which include ESL and SPED teachers, are then held to distribute the information so
that collaboration within each grade level aids in comprehensive lesson planning. Scaffolding
planning allows teachers to eliminate gaps in the curriculum, modify instruction, and plan
efficiently, as indicated by the data.
Teachers have access to numerous data sources, including TCAP scores, Discovery Education,
AIMs WEB, Reading Plus, EPGY Results, Headsprout and Scott Foresman test scores. These data
resources allow teachers and administrators to effectively communicate with parents and other
stakeholders about student achievement and student limitations.
Suggestions for the Process
What suggestions do we have for improving our planning process?
Kingsbury Elementary School Staff is continuously working to improve our planning process.
We work together with all stakeholders to assure continued growth. We are involved in school
and system leadership activities as well as several well-defined committees. The School
Improvement Plan is monitored a minimum of four times per year to assure that student
success meets our expectations. Revisions are made based on student performance, behavioral,
and attendance data obtained from the previous school year. Our Leadership Team
consistently monitors the action plan and the most current data as it relates to the plan.
The entire planning process is developed to improve student achievement as well as improve
instructional and organizational goals within the school. Collaboration among stakeholders as
well as annual reviewing of intensive data analysis is necessary to successfully monitor and
adjust the planning process as needed. Sufficient time needs to be allotted in order for
teachers and students to benefit from this process without taking away from classroom
instructional time. This will help to assure continuous improvement as defined by our student
goals.
We must continue to communicate with stakeholders at staff/faculty meetings as well as
parent and leadership team meetings. It is most important that we also receive support at the
Kingsbury Elementary School Improvement Plan 2011-2012
Page 102 of 139
Suggestions for the Process
state, district, and local levels in order to guarantee better planning. By remaining abreast of
the current and newly developed requirements we will be able to review data and align
student goals and objectives to meet state mandates. We also need further clarification of
expectations from their levels as well as within our own system. At the school level we need to
continue to disaggregate student data while planning for future growth and to make
strategic instructional decisions based on that data.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 103 of 139
5.2: Implementation Evaluation
Evidence of Implementation
What is our plan to begin implementation of the action steps?
Action Steps:
 KES will continue to use Professional Development to improve instruction through the
training and mentoring of a community of learners in ongoing Research Based
Professional Development to use effective instructional strategies that engage the brain
for a diverse population of students including the subgroups of ELL, Students with
Disabilities, Economically Disadvantaged, African American and Hispanic.
 Grade level and cross functional team meetings will allow for common planning times.
 Lesson plans will conform to State Standards reflecting differentiated instruction for
subgroups and individual needs.
 Teachers will use instructional resources from the school wide Title I resource center,
computer assisted instruction, manipulative kits, small group instruction, and literacy
and math stations to help enhance the learning environment.
 KES will continue to strengthen the use of data driven assessment to differentiate
instructional strategies to meet individual student needs in Language Arts and Reading
in order to prepare students to be competent, fluent readers and writers.
 KES will continue to strengthen the use of data driven assessment to differentiate
instructional strategies to meet individual student needs in math in order to prepare
students to have proficient computation and problem solving skills.
 Planned observations and drop-in observations will be used to ensure that teachers are
engaging students in active learning and focusing on improving student skills in all
content areas.
KES teachers and administrators will work together to analyze the data from various
assessment instruments. Continuous monitoring of data will help to guide and monitor the
educational gains of our students and ensure that the action steps are being effectively
implemented. General Education, Special Education and English Language Learner Teachers
will work collaboratively to develop lesson plans, literacy and math stations and activities that
effectively target the individual needs of our diverse learners.
ED Plans will be implemented to document interventions for struggling students. The Ed Plan
will include a plan of action for the content area(s) in which the student is below proficient.
Teachers, parents and students will meet to review and adjust the plan as needed. The plan
and interventions will be discussed a minimum of three times a year. In addition to the Ed
Plan, KES will implement several tutorial programs to assist with the academic gains of our
students. An Extended Day program is offered to meet the needs of students that were not
proficient on TCAP. Our Title I funds will be used to supplement the Extended Day funds as
well as offer tutoring for students that may not qualify for Extended Day tutoring.
Finally, The University of Memphis, Streets Ministries, MLC Tutors, Su Casa Ministries, St Mary’s
Episcopal Middle School and Kingsbury CTC Students partner with KES in an effort to support
our students by providing tutors that assist students throughout the school day and on
weekends.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 104 of 139
Kingsbury Elementary administrative staff will continue to conduct planned
observations/evaluations and drop-in observations of teachers to ensure that the action steps
are being implemented. Teaching staff will receive constructive feedback and strategic,
individualized professional development to ensure teacher growth.
Evidence of the Use of Data
What is the plan for the use of data?
Guided by the understanding that assessment data is only meaningful when analyzed
effectively, communicated regularly, and deliberately used to plan instruction, Kingsbury’s
administrative team will lead our teachers in formal data analysis on a regular basis during
grade level team meetings, PLC meetings, and faculty meetings.
Through a variety of school day meetings and workshops, teachers will learn to effectively
interpret and apply essential school data. Teachers will be provided common planning time to
collaborate with colleges regarding TCAP scores, formative assessment data, AIMSWEB scores,
EPGY Reports, Scott Foresman assessment data as well as attendance and behavioral data.
Additional support will also be provided through Memphis City Schools’ Teaching and
Learning Academy, where teachers can access the online professional development catalog to
find courses to address their specific needs regarding data analysis.
Projected dates for assessments are as follows:
 TCAP Review - August 2011
 TCAP Review – August 2012
 Formative Assessment (Reading/LA/Math) - September 2011, November 2011 and
February 2012
 Formative Assessment (Reading/LA/Math) – November 2011
 Formative Assessment (Writing) – November 2011 and January 2012
 Chapter Math Tests – Approximately Every Three Weeks
 AIMsWeb – September/October 2011, January 2012, May 2012
 AIMsWeb Progress Monitoring
After analyzing data, it will be categorized by the content into three groups. The groups will
be titled below proficient, proficient, and advanced students. The data will then be discussed
in grade level PLCs and data meetings at the start of school as well as after each Discovery
Assessment and used to adjust system lesson plans as needed to differentiate instruction as well
as help in the adjustment of goals for future improving planning.
Students who are identified as performing below expectations in reading and/or math will
have an ED Plan that is shared with parents no less than three times per school year. The plan
Kingsbury Elementary School Improvement Plan 2011-2012
Page 105 of 139
will specify which skills individual students need to master, and the interventions that the
school will provide to meet those needs.
High expectations will be set for all students to further their academic achievement and
maintain/exceed the state’s level of proficiency.
As the end of the school year approaches, teachers will be given the opportunity to meet with
administrators to review and discuss TVAAS reports. Feedback will be given to teachers in an
effort to improve student achievement and build upon the teachers’ use of scientifically
research based teaching strategies.
5.3: Monitoring and Adjusting Evaluation
Evidence of Monitoring Dates
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
Monica Ayers, Instructional Facilitator, will be responsible for notifying all SIP Leadership Team
members of the date, time and location of SIP Leadership meetings.
Action Steps
Time Line
Responsible Person
KES faculty, staff,
administration, parent and
community leaders will meet to
review the school improvement
plan and Standards Assessment
Report prior to submitting the
document.
April
2011
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
Data Analysis of 2010-2011
TCAP data.
July/August
2011
Kingsbury Elementary School Improvement Plan 2011-2012
Monitoring
Strategy
Agenda
Sign In Sheet
Meeting Minutes
TSIP
Agenda
Page 106 of 139


SIP Leadership Team will
review Current Data, TSIP
Action Plan and Monitoring
Dates.
The Leadership Team will
organize an assembly/meeting
in order to communicate
possible revision of the SIP and
Title I addendum to
September
2011
September
2011
Anne Thomas, Principal
Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
Kingsbury Elementary School Improvement Plan 2011-2012
Sign In Sheet
Meeting Minutes
TCAP Data
Agenda
SIP
Sign In Sheet
Meeting Minutes
TCAP Data
Calendar
Agenda
SIP
Title I Addendum
Page 107 of 139

stakeholders for review.
Data analysis of all formative
assessments.
October 2011
Review/analysis of attendance
and behavioral data.
SIP Leadership Team will meet
to revise action steps as needed
based on review of data
analysis.
January 2012
Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Kingsbury Elementary School Improvement Plan 2011-2012
Sign In Sheet
Meeting Minutes
Agenda
Sign In Sheet
Meeting Minutes
Data
Lesson Plans
Instructional
Strategies
Agenda
SIP
Sign In Sheet
Meeting Minutes
Page 108 of 139
Secretary
Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
 Darlene Duff, SLP
 Beth Mullen, Classroom
Teacher
 Amanda Gonzales, ELL
Teacher
 Christy Pullman, Classroom
Teacher
 Sean Payne, School Adopter
 Lane Pellew, Orff Music
Teacher
 Margie Smidt, Guidance
Counselor
 Shemika Connor, Parent
 Antoinette Wimberly, PreKindergarten Teacher
SIP Leadership Team:
 Anne Thomas, Principal
 Monica Ayers, Instructional
Facilitator
 Kacy Barber, Media
Specialist
 Corliss Dodson, Records
Secretary
 Julia Miller, Exceptional
Children’s Teacher
Data

The Leadership Team will meet
to review the school year,
celebrate successes and build on
strategies. The team will write a
letter to stakeholders informing
them of the team’s findings.
Data Analysis of 2010-2011
TCAP data.
March 2012
May 2012
Kingsbury Elementary School Improvement Plan 2011-2012
Agenda
SIP Revisions
Recent Academic,
Attendance and
Behavioral Data
Sign In Sheet
Meeting Minutes
Stakeholder Letter
Agenda
Sign In Sheet
Meeting Minutes
TCAP Data
Page 109 of 139









Darlene Duff, SLP
Beth Mullen, Classroom
Teacher
Amanda Gonzales, ELL
Teacher
Christy Pullman, Classroom
Teacher
Sean Payne, School Adopter
Lane Pellew, Orff Music
Teacher
Margie Smidt, Guidance
Counselor
Shemika Connor, Parent
Antoinette Wimberly, PreKindergarten Teacher
Evidence of a Process for Monitoring Plan
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
Leadership Team Meetings will be scheduled by the principal and team chair at the beginning
of the school year. A master calendar of the meetings will be given to all team members as
well as placed in the school newsletter each month. The scheduled dates will follow testing
dates set by the district.
Members of the leadership team analyze assessment, behavior and attendance data for each
grade, class, and teacher, as well as the school as a whole in an effort to address unique
challenges faced at each level. Analysis of data and continued evaluation of school
improvement will be on-going topics addressed during team meetings. Data is essential when
updating our school’s action plan and professional development plan for the year.
In order to determine if adjustments need to be made to our plan, the following evaluation
steps will be implemented:
1. Surveys will be distributed to students, teachers, paraprofessionals, parents, community
members, and maintenance and cafeteria staff in an effort to better understand the
attitudes and concerns of our stakeholders.
2. PLCs inclusive of ELL and Special Education staff will take place to address the specific
needs and instructional goals of each group.
3. Professional Learning Communities will be held with cross functional teams in order to
address instructional goals.
4. Inventories of classroom materials and the Title I checkout materials will take place
each year to determine further instructional needs.
5. Staff instructional wish lists (for materials) will be collected and considered when
planning the Title I Budget for the following school year.
6. Technology survey for assessing classroom technological needs.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 110 of 139
Evidence of a Process for Adjusting Plan
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
Our School Leadership Team consists of the following stakeholders:
 Anne Thomas, Principal
 Monica Ayers, Instructional Facilitator
 Amanda Lewis, Classroom Teacher
 Melissa Dejan, Classroom Teacher, Union Representative
 Sylvia Boykins, Financial Secretary
 Elizabeth Batchelor, Streets Ministries Community Representative
 Sean Payne, Parent
The Leadership Team will meet a minimum of four times a year to address potential needs,
compare updated data, and make adjustments to the action plan as warranted. Tentative
meeting dates to address possible school improving revisions are scheduled for August 2011,
September 2011, October 2011, December 2011, March 2012, and May 2012. Monica Ayers, Title I
Facilitator will be responsible for communicating the time and the location to all members.
Resources for review include but are not limited to TCAP, formative assessment data/reports,
AIMsWeb Benchmarks and Progress Monitoring, Vital Indicators of Progress Benchmarks and
Progress Monitoring, Stanford EPGY reports, attendance, and behavioral data. The team will
strategically review the data, consider the needs of KES, and come to an agreement
concerning recommended adjustments to the plan. Any changes to the plan will be shared
with all the stakeholders of Kingsbury Elementary School.
Evidence of a Plan for Communicating to All Stakeholders
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
The School Leadership Team is driven by our stakeholders. The SLT, as well as, the district
have policies in place to ensure that the stakeholders are constantly informed of students, their
performance, and how effective the programs /strategies we use are working or the
adjustments that may need to be made.
The SLT uses various methods of communications to keep our stakeholders informed. Regular
communication is provided through the use of e-mail, morning announcements, faculty
meetings, PLC meetings, grade level meetings, and SBDM meetings. Communication to home
and community is ongoing with district newsletter, School Matters, monthly school newsletters,
weekly classroom newsletters, our school webpage, letters to parents, and calls using Parent
Link. Weekly folders (Thursday) are sent home to parents to communicate with parents
regarding behavior, grades, assessment scores, student work, and school, as well as, classroom
news. Folders and progress reports are signed and returned weekly to ensure the parents are
informed of the student progress or lack there of on a weekly basis.
The district uses the ED Plan to identify students struggling with reading or math. The district
Kingsbury Elementary School Improvement Plan 2011-2012
Page 111 of 139
schedules parent meeting days three times a year.
Prominently displayed in the hallway is the daily attendance data. Also, all relevant data is
displayed in the main hallway for stakeholders, throughout the year, so that instructional
plans can promptly be modified to provide appropriate interventions. The MCS website
displays current AYP data, as well as, our school’s score on the State Report Card.
The SLT is constantly seeking input and feedback through surveys. The open door policy of
the school allows for direct communication of concerns, problem areas, and the latest research
findings are also often discussed. Monthly parent meetings are used to give feedback to the
things that are expressed as concerns or areas of need through this communication.
Kingsbury Elementary School Improvement Plan 2011-2012
Page 112 of 139
Addendum
Kingsbury Elementary School Improvement Plan 2011-2012
Page 113 of 139
Assurance Page
I,___________________________, principal of ___________________________School, give assurance
that this Title I School-wide 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.
High Priority Schools Only
____________________ School is on the “high priority” list. Therefore, I understand that not less
than 10% of Title I funds must be spent for professional development.
____________________________
____________________
Principal Signature
Date
Kingsbury Elementary School Improvement Plan 2011-2012
Page 114 of 139
2011-2012 Kingsbury Elementary Family Engagement Plan
The Kingsbury Elementary Family Engagement Plan was developed jointly with parents to establish expectations for
parental involvement and to define the commitment of the school toward providing parents with the skills and information
necessary to help their children achieve academic excellence. It is our goal to assist parents to be knowledgeable of the
skills and information needed to help their child/children be successful in school.
Parental Commitment
Kingsbury Elementary parents will act as advisors, resource persons, and coordinators in the following ways:
 Supporting our school’s efforts to maintain a safe and respectful environment
 Encouraging their child to solve conflicts peacefully
 Supporting our school’s efforts to help their child achieve academically
 Assisting their child with homework and special projects
 Expressing ideas, concerns, and suggestions to teachers and school administrators
 Providing frequent and meaningful attention to help their child reach their full potential in school and in life
 Maintaining ongoing communication including attending parent/teacher conferences
 Actively participating in the PTA, Leadership Council, WATCH DOGS and other parent/school committees and trainings
 Responding to memos, surveys and questionnaires expressing their ideas and/or concerns
 Using their talents and resources to enhance Kingsbury’s instructional program
 Becoming Kingsbury Elementary School supporters and advocates within their community
NCLB Commitment
No Child Left Behind (NCLB) requires that Kingsbury Elementary parents, administrators, staff and community members work together to plan
for and insure high quality academic programs in the following ways:
 Making parents and community members aware of NCLB and Kingsbury’s participation in state and federal programs
 Providing timely information to families about program and policies administered under NCLB guidelines
 Encouraging parents to observe and volunteer in the school’s programs and classrooms
 Providing parents with ongoing, current student information and progress reports
 Soliciting ongoing feedback and suggestions from parents on decisions relating to the education of their children
 Providing parents with copies and explanations of the Family Engagement Plan and Parent/Student/School Compact
 Assisting parents in understanding Kingsbury’s school curriculum, assessments used to measure student progress, and the proficiency levels
students are expected to meet
School Commitment
Kingsbury Elementary will encourage families to become meaningfully engaged in their child’s education by doing the following:
 Inviting all parents to annual meetings (at flexible times) to inform them of NCLB and Title I requirements, the school’s participation in Title I, and the
rights of parents to be involved in the school
 Conducting regular and flexible parent meetings, to keep parents informed of current events and issues, timely progress reports, and
parent/teacher conferences
 Involving parents in organized and ongoing development and future revisions of the School Improvement Plan,
Family Engagement Plan, Parent/School Compact and other documents and programs relating to their child’s academic instruction
 Eliminating language barriers for limited English proficiency parents by providing written and verbal communication in their primary language
 Encouraging parents to meet the challenges of raising happy, successful children by offering diverse parent trainings and workshops, based on
surveyed parental needs
 Providing appropriate resources to support school learning
 Provide information, training opportunities, and family services to improve parents’ ability to help with their child’s education
 Jointly developing, acquiring appropriate signatures and distributing Parent/Student Handbooks, Family Engagement Plans and Parent/School
Compacts
 Listening to those we serve, our parents and our students, to help gain insight into the hearts, minds and cultures of our families and use this
information to develop and administer programs and policies that positively affect our student’s school experience
Kingsbury Elementary School Improvement Plan 2011-2012
Page 115 of 139
Kingsbury Elementary School 2011-2012
Pre-School Action Plan
Complete Action Plan for assisting in pre-school transition.
Action Steps
Kindergarten
teachers will
submit a list of
suggested specific
skills to be
addressed in preschool.
August
2011
Required
Resources
Pre-School –
Kindergarten
Coordination
Form
Pre-School
newsletter that
provides tips to
parents on
preparing children
for Kindergarten
transition
Monthly meetings
for Pre-School
Parents
Monthly
Newsletter
Monthly
Snacks
Pre-School
Pertinent Topics Teacher and
Translator
Parents are required to
attend the meeting.
Common Planning
Times for PLC
August
2011-May
2012
BiMonthly
Twice a
Year
Meeting Place
Pre-School and
Kindergarten
Teachers
Parents invited to
attend any Planning
Meeting
Envelopes
Stamps
Prerequisite
Skills
Kindergarten
Teachers,
Leadership
Team,
Guidance
October
2011
Needs
Assessment
Prerequisite skills
sent to
neighborhood
child care centers
Leadership Team
and Pre-school
Team plan
strategies to
strengthen school
readiness based on
needs assessment
Timeline
Person(s)
Responsible
Pre-School and
Kindergarten
Teachers
Pre-School
Teacher and
Translator
Pre-school
Team,
Leadership
Team
Kingsbury Elementary School Improvement Plan 2011-2012
Parent Involvement
Monthly Parent
Meetings
 Field Trips
 Volunteering
Opportunities
Parents receive
monthly
Leadership Team
includes parents
Page 116 of 139
Kingsbury Elementary School
Middle School Transition Plan 2011-2012
Action Step
Timeline
1. Survey Students
/ Parents as to
interest in
programs at MCS
8/20/11
Required
Resources
3. Monthly PLCs
with vertical teams
to address student,
school, teacher,
curricular and
transition needs.
4. Arrange for
students to visit
Middle Schools
11/20/11
Monthly PLC
Meetings – 3rd
Wednesday of
each month
2/12
Parental
Involvement
Surveys
Monica Ayers,
Instructional
Facilitator (IF)
Parent’s invited
to participate in
survey
None
Monica Ayers, IF
Anne Thomas,
Principal
Ronald Mackin,
Kingsbury Middle
School
Parents invited to
training session to
understand the
new
requirements.
2. Parent Training,
Requirements at
Middle School
Level
Invite
Representatives of
Neighboring
Middle Schools to
present to students
/ Parents
Person(s)
Responsible
Monthly
Agenda and
Minutes
None
Kingsbury Elementary School Improvement Plan 2011-2012
Anne Thomas,
Principal KES
Ronald Mackin,
Principal KMS
Monica Ayers, IF
KMS IF
Sixth Grade
Teachers at KES
Seventh Grade
Teachers at KMS
Anne Thomas,
Principal KES
Ronald Mackin,
Principal KMS
Monica Ayers, IF
KMS IF
Parents will be
notified of
relevant
information
discussed during
PLCs to allow for
parent
involvement.
Parents will be
notified of the
date and times of
visits to allow for
parent
involvement.
Page 117 of 139
2011-2012
Professional Development Plan
School:
Principal:
Date:
Academic Supt:
Kingsbury Elementary School
8/27/10
Anne Thomas
Kevin McCarthy
PD Budget:
$65,085.13
Instructional Facilitator:
Monica Ayers
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. Increase Reading/Language Art/Writing Achievement - Kingsbury Elementary will move the proficient and
advanced percentage levels in Reading/Language Arts and Writing for the all subgroup from 35% in 2010-2011 to 46% in
2011 to 2012 and to 56% in 2012-2013 to meet the guidelines set by No Child Left Behind.
 For the Economically Disadvantaged subgroup from 35% in 2010-2011 to 46% in 2011 to 2012 and to 56% in 2012-2013
 For the Limited English Proficiency subgroup from 31% in 2010-2011 to 42% in 2011 to 2012 and to 52% in 2012-2013
 For the Students with Disabilities subgroup from 50% in 2010-2011 to 61% in 2011 to 2012 and to 71% in 2012-2013
 For the Black subgroup from 36% in 2010-2011 to 46% in 2011 to 2012 and to 56% in 2012-2013
For the Hispanic subgroup from 31% in 2010-2011 to 42% in 2011 to 2012 and to 52% in 2012-2013
2.



Increase Math Achievement – Kingsbury Elementary will move the proficient and advanced percentage levels in
Mathematics for the all subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 55% in 2012-2013 to meet the
guidelines set by No Child Left Behind.
For the Economically Disadvantaged subgroup from 33% in 2010-2011 to 44% in 2011 to 2012 and to 54% in 2012-2013
For the Limited English Proficiency subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 45% in 2012-2013
For the Students with Disabilities subgroup from 56% in 2010-2011 to 66% in 2011 to 2012 and to 76% in 2012-2013
Kingsbury Elementary School Improvement Plan 2011-2012
Page 118 of 139


For the Black subgroup from 38% in 2010-2011 to 39% in 2011 to 2012 and to 49% in 2012-2013
For the Hispanic subgroup from 34% in 2010-2011 to 45% in 2011 to 2012 and to 55% in 2012-2013
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and
resources to meet our identified objectives:
Goal 1: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated
instructional strategies to meet individual student needs in Reading, Language Arts and Writing.
Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated
instructional strategies to meet individual student needs in Math.
Action Plans
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: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated
instructional strategies to meet individual student needs in Reading, Language Arts and Writing.
Content: What will be learned?
Understand data in order to drive instructional
decisions and use the results to implement
Scientifically Based Best Practices for
literacy and writing instruction as well as the
development of curriculum to differentiate
individual/group needs.
Process: What effective processes will be
used?







Presentations
Workshops
Mentoring/Coaching
Across Discipline, Grade Level, and
Faculty Discussions
Peer Observations
Quality Student Work/Portfolios
Data Analysis
Kingsbury Elementary School Improvement Plan 2011-2012
Context: What aspects of our learning
environment will support this goal?









Professional Learning Communities
Common Planning
Classroom Observations
Data Teams
Grade Chair Meetings
Leadership Meetings
Individual Data Analysis Forms
Book/Article Studies
Vertical Teaming
Page 119 of 139
Professional Learning
Activities/Events and
Avatar Numbers
Presenters/
Leaders
Implement
ation
Timeline
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher
data, student
data)
Expected Outcomes
MCS Required
Professional Development
(Applies to both goals 1 and
2)
Memphis City Schools
Practitioners Summit
August 3 and 4, 2011
AVATAR
9260.11072
9260.11073
-$
MCS Professional
Development
Staff, teachers,
state and local
Educational
Professionals
MCS TEM Staff
AVATAR
10467.12489
.00
$65,085.13
Information
taught and
learned during
the summit will
be utilized by
KES teachers
throughout the
school year.
Teachers will use professional
development resources and
information from the various sessions
they attended to instruct and guide
students as they align the
information with grade level
standards.
PLC Agendas and
Minutes
Data Results from
Assessments
TEM Evaluations
TVAAS
Classroom
Observations
Teacher Effectiveness
Measure
*District Staff
presentations
*CAI
TEM Rubric Follow-Up
$65,085.13
PD Budget
Balance
August 2011May 2012
Teachers and Staff will develop an
understanding that the Teacher
Effectiveness Measure (TEM) relies on
a diverse set of criteria for evaluating
teachers. It was developed by a
working group comprised of MCS
teachers, principals, administrators,
education experts, and stakeholders,
and, is unique in its holistic approach
to performance management.
Teachers will understand that the
Kingsbury Elementary School Improvement Plan 2011-2012
Page 120 of 139
11073.13388
use of the TEM will allow for:




Common Core – A
Thinking Curriculum
Greater opportunities to
directly impact their own
evaluations with the
inclusion of information from
three additional areas of
consideration
Immediate feedback and
coaching from evaluators
Professional
development and
support aligned to
performance indicators
Reward and recognition
opportunities tied to
performance
Teachers will develop an
understanding of and become
familiar with Common Core
Standards.
Teachers will begin preparing to
implement Common Core
Standards.
AVATAR
10490.12500
10490.13042
Jason’s Foundation
AVATAR
6204.12502
OSHA
AVATAR
6031.11061
Kingsbury Elementary School Improvement Plan 2011-2012
Page 121 of 139
Child Abuse Reporting
AVATAR
8682.11062
(Applies to both goals 1 and
2)
Lischa Brooks –
Northeast office
How to Plan Rigorous
Instruction
August 1, 2011
Monthly School
PLCs October
2011-May 2012
AVATAR
11415.13591
Teachers will design rigorous
learning experiences that go beyond
simply helping students master
standards. Students will apply
strategies daily that increase their
learning and achievement.
Teachers will develop rigorous
assessments.
Book Study: How to Plan
Rigorous Instruction –
Robyn R. Jackson
AVATAR
11418.13594
Formative
Assessment
-$ 881.28
$64,203.85
AIMsWeb
Benchmarks
and Progress
Monitoring
PLC Agendas
and Minutes
Teachers will develop rigorous
learning materials based on
assessments.
Lesson Plan
Review
Teachers will use rigorous
instructional strategies to move
students toward rigorous mastery of
standards and skills.
Informal and
formal
observations
and evaluations
Portfolios
Teaching Reading
Through Novels – Novel
Studies
AVATAR
11416.13592
Terry NeSmith –
Northeast Office
August 5, 2011
Teachers will:
*use strategies help students
implement a structure to the reading
process in order to make the reading
experience a less intimidating one.
* isolate skills during an integrated
unit.
*choose an appropriate pace at
which to read the novel and
evaluate your students on their
reading.
Kingsbury Elementary School Improvement Plan 2011-2012
Formative
Assessment
AIMsWeb
Benchmarks
and Progress
Monitoring
PLC Agendas
and Minutes
Page 122 of 139
-$ .00
$64,203.85
*utilize group discussion
*foster an environment that allows
everyone to comfortably express
their opinions.
CraftPlus Writing for staff
new to KES
Fine tuning CraftPlus
Writing for all staff
*PLC Study Groups
*Classrooms visit to observe
implementation
Marcia Freeman –
CraftPlus
Workshop Videos –
A writing
Curriculum and
How to Deliver the
Skills
Literacy
Leader
Instructional
Facilitator
*Team discussion
September 26,
2011
Weekly PLC
Meetings
beginning
October 2011 –
January 2012
Classroom visits
October 2011May 2012
AVATAR
11167.13330
(Applies to both goals 1 and
2)
Classroom Instruction
That Works – Marzano,
Pickering and Pollack –
*PLC reviews
Principal
Instructional
Facilitator
Literacy Leader
Monthly PLC
Meetings
beginning
October 2011 –
May 2012
Teachers and staff will learn about
a spiraled writing curriculum
organized around nine instructional
strands.
Teachers and staff will develop
explicit-instruction techniques that
help students meet state and local
assessments.
Students in grades K-6th will
practice writing skills through a
balanced writing program based on
craft instruction through modeled,
shared, guided and independent
writing instruction and practice.
Students’ writing achievement will
be increased in turn increasing
reading achievement through a
balanced writing program.
Teachers will use nine broad SRB
teaching strategies that have
positive effects on student learning.
1. Identifying similarities and
differences
2.Summarizing and note taking
3.Reinforcing effort and providing
recognition
Kingsbury Elementary School Improvement Plan 2011-2012
Lesson Plan
Review
Informal and
formal
observations
and evaluations
Portfolios
PLC Agendas
and Minutes
Data Results
-$ .00
$64,203.85
Classroom
Folio
Assessment
Scores
-$
Formative
Assessment
AIMsWeb
Benchmarks
and Progress
Monitoring
Page 123 of 139
.00
$64,203.85
*Classrooms visit to observe
continued implementation
4.Homework and practice
5.Nonlinguistic representations
6.Cooperative learning
7.Setting objectives and providing
feedback
8.Generating and testing hypotheses
9.Questions, cues and advance
organizers
AVATAR
N/A
(Applies to both goals 1 and
2)
Novel Study : Crucial
Conversation: Tools for
Talking When Stakes are
High - Patterson, Grenny,
McMillan and Swiezler
*Faculty PLC Meetings
*Chapter studies
*Mentoring/coaching
*Parent Professional
Development
AVATAR
11420.13596
Principal
Instructional
Facilitator
Teachers
Monthly PLCs
beginning
October 2011
Students will apply strategies daily
that increase their learning and
achievement.
Teachers will learn what it means to
have a crucial conversation.
Teachers will learn and master
crucial conversations and develop an
understanding of the power of
dialog.
Teachers, Staff and Parents will
be prepared to dialog in high-stake
situations.
Teachers, Staff and Parents will
transform anger and hurt feelings
into powerful dialog.
Teachers, Staff and Parents feel
safe to talk about almost anything
as it relates to the school
environment.
PLC Agendas
and Minutes
Lesson Plan
Review
Informal and
formal
observations
and evaluations
Portfolios
-$ 597.85
PLC Agendas
and Minutes
Parent/Teacher
meeting
documentation
Phone
Documentation
Written
(Memos,
Letters)
Documentation
Conversations in
milieu
Teachers, Staff and Parents will
be persuasive and not abrasive.
Parents will become active
Kingsbury Elementary School Improvement Plan 2011-2012
Page 124 of 139
$63,606.00
partners with Kingsbury Elementary
in
Parents will gain an understanding
of their child’s education
(Applies to both goals 1 and
2)
Expand in knowledge and
understanding of how
Gender Differences in
classrooms affect student
learning.
*Book and Article Studies
Grade Level Chairs
Instructional
Facilitator
Assistant Principal
Guidance
Counselor
November 2011
– April 2011
Monthly
Faculty
Meetings and
Weekly PLC
Meetings
Parents will use strategies to
reinforce communication with their
children.
Student achievement will be
increased by meeting the learning
needs of each gender.
The students will benefit from
instructional practices that meet the
needs of both genders.
Teachers, Administration and Staff
will gain an understanding of how
gender differences affect student
learning.
*Computer Assisted
Instructional Units
Lesson Plan
Review
-$ .00
$63,606.00
Classroom
observations
PLC and
Faculty Meeting
Agendas
PLC Minutes
and agendas
Teachers, Administration and Staff
will implement strategies to support
gender learning preferences/styles.
*Web Based Learning
Tutorials
*PLCs
AVATAR
N/A
(Applies to both goals 1 and
2)
New Teacher Mentoring
Program
*Raising the Bar Mentor
KES Mentor
Coordinator
KES Mentors
August 2011 –
May 2012
Weekly
Provide individualized assistance to
protégé on all aspects of becoming a
highly qualified teacher.
Increase the level of expertise in the
field of education with new teachers.
Kingsbury Elementary School Improvement Plan 2011-2012
-$ 700.00
Mentoring Logs
Mentoring
Checklist
Page 125 of 139
$62,906.00
Training
New teachers will use information
they learn from mentor to assist
students in becoming more effective
learners.
*Weekly mentor/Protégé
Meetings
*Monthly PD at TLA
Paperwork submitted to induction
staff as deemed necessary for
requirements of mentoring program.
*Monthly New Teacher
Meetings
AVATAR
9333.11177 (Monthly
District Meetings)
11175.13343
11176.13344
11174.13341
(Applies to both goals 1 and
2)
Data Driven
Differentiated Instruction
Data Team
Principal
Assistant Principal
Instructional
Facilitator
*Grade Level Teams
Technology
Leaders/Coaches
*Multi-Grade Level Teams
Leadership Team
*Leadership Teams
Lesson Plans
Observations
Evaluations
Student achievement will be
increased by supporting novice
teachers.
A Process for OutcomesBased Instructional
Improvement
*Inclusive Practice Team
Mentoring and
Protégé Needs
Assessment
August 2011
October 2011
February 21,
2012
And
Ongoing every
4.5 weeks
September
2011- April 2012
Staff will collaborate and use data
effectively to differentiate instruction
using Common Characteristics
and Best Practices of High
Quality Schools, and researched
based instructional strategies.
Staff will use Data to effectively
plan, differentiate and implement
instruction for all student subgroups
(SWD, ED, LEP, Black, and
Hispanic) Socioeconomic Status
and Gender as well as Tier II and III
Interventions for targeted groups.
PLC Agendas
and Minutes
Data Results
from
Assessments
Progress
Monitoring
Teacher Data
Forms
Teachers, Paraprofessionals,
Administrative and Parents will:
Kingsbury Elementary School Improvement Plan 2011-2012
Page 126 of 139
-$ .00
$62,906.00
*Data Team
AVATAR
11167.13330
11169.13340
Other numbers - pending
Literacy Leader
School Level
Literacy Specialist
AVATAR
11167.13330
11169.13340
11413.13589
Other numbers - pending
August 2011August 2012
*Know their Learner
*Assess the Learner
*Understand and demonstrate the
meaning of adjusting, compacting
and grouping
*Increase use of varied instructional
strategies for student success
*Use differentiated instruction in
classrooms
*Engage the brains of all learners.
*Student achievement will be raised
by meeting the learning needs of
each student.
Literacy Specialist’s salary from Title I
allocated at Professional
Development
Literacy specialist will:
All AIMSweb
 Copy and distribute all
AIMSweb materials to
teachers
 Enter all benchmark scores
into system
 Meet with teachers to select
students for groups
 Schedule all students in
AIMSweb who will be placed
in intervention groups and
progress monitoring
 Make schedules for
interventionists/assistants
 Monitor interventionists
 When needed, help
interventionists test students
on Friday
Kingsbury Elementary School Improvement Plan 2011-2012
-$
PLC Agendas
and Minutes
Data Results
from RLA
Assessments
Progress
Monitoring
Mentoring
Documentation
PD
Documentation
Page 127 of 139
.00
$62,906.00


Meet/discuss students’
progress or lack of with
teachers
Copy and distribute reports
to staff when requested
Memphis Literacy Corps
Attend MLC training twice a
year
 Test all possible candidates
(students selected by district
personnel)
 Select students who will
participate
 Meet with teachers to select
students for tutoring
 Type, copy and send letters
to parents
 Train tutors
 Make schedules for MLC
tutors
 Monitor tutors
 Fill out, copy and fax all
timesheets and invoices for
tutors
 Paperwork, paperwork, and
more paperwork
 Host pizza party for tutors
and tutees when program is
over
 Complete reports
 Fax, copy and send all
reports to district MLC
coordinator
 Give post-test to all students
 Enter all scores into system
Kingsbury Elementary School Improvement Plan 2011-2012
Page 128 of 139
OTHER
 Monitor Craft Plus Writing
implementation
 Assist teachers with
technology issues
 Support teachers in using all
computer-based programs
(Headsprout, Reading Plus,
Destinations, EPGY LA&W,
and etc.)
 Meet with Monica and grade
level teams weekly for PLC’s
 Assist teachers with ideas for
teaching lessons, skills, and
other activities
 Support teachers in every
way that I can to lessen their
load
 Chair Family Literacy Night
 TCAP Committee
 Teach intervention groups
when needed
 Assist and support school
wide initiatives
 Assist and support all of KES
as/where needed
 Attend reading workshops
Kingsbury Elementary School Improvement Plan 2011-2012
Page 129 of 139
Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated
instructional strategies to meet individual student needs in Math.
Content: What will be learned?
Process: What effective processes will be
used?
Understand data in order to drive instructional
decisions as well as use the results to implement
Scientifically Based Best Practices for
Mathematics instruction and the development of
curriculum to differentiate individual/group needs.







Professional Learning
Activities/Events
Title and Avatar
Number
Stanford Math (EPGY)
Computer Assisted
Program for new staff to
KES
*Small Group Training
*PLC Meetings
AVATAR
Presenters/
Leaders
Stanford Math
Trainers and
Technical Support
Presentations
Workshops
Mentoring/Coaching
Across Discipline, Grade Level, and
Faculty Discussions
Peer Observations
Quality Student Work/Portfolios
Data Analysis
Implement
ation
Timeline
August 2011
Context: What aspects of our learning
environment will support this goal?








Professional Learning Communities
Common Planning
Classroom Observations
Data Teams
Grade Chair Meetings
Leadership Meetings
Individual Data Analysis Forms
Book/Article Studies
Expected Outcomes
Teachers will use students’ first
correct attempts to monitor student
progression in EPGY and make
adjustments as needed.
Teachers and Staff will learn to use
and incorporate the Stanford Math
Program at all grade levels.
What data sources
will you use to
evaluate
effectiveness?
(i.e., teacher
data, student
data)
Stanford Math
Reports
Formative
Assessment,
Classroom Math Test
Teachers will use data from Stanford
Math program to assist with
Kingsbury Elementary School Improvement Plan 2011-2012
Page 130 of 139
$62,906.00
Budget
Balance
Carried
over from
Goal #1
-$ 0.00
$62,906.00
N/A
instructional needs in the classroom.
Student achievement will be
increased by meeting the learning
needs of each student.
Envisions Math
Grade Level PLC
Monthly 20112012
AVATAR
11167.13330
11169.13340
Other numbers - pending
(Applies to both goals 1 and
2)
Instructional
Facilitator
August 2010August 2011
Teachers will discuss and present the
enVisionMATH program philosophy
and organization. They will develop
an understanding of the core
program components including the
online digital resources.
Formative
Assessment
The Teacher’s will develop a
comprehensive overview of the
entire grade-level program, an
understanding explanation of the
research supporting the program, a
pacing guide, and the complete
scope and sequence.
PLC Agendas and
Minutes
Students’ math skills and assessments
scores will increase due to classroom
teacher’s knowledge of the enVisions
program and implementation of the
curriculum guides and standards.
IF’s salary from Title I allocated at
Professional Development
Classroom Math Test
Lesson Plans
Agendas
-$58,106.00
$ 4,800.00
Instructional Facilitator
Minutes
*Raising the Bar Mentor
Training
Mentoring
Documentation
*Weekly mentor/Protégé
Meetings
IFs Professional
Learning Planning
Form
*Monthly PD at TLA
Kingsbury Elementary School Improvement Plan 2011-2012
-$ 0.00
$62,906.00
Page 131 of 139
*Monthly New Teacher
Meetings
IFs Daily Activity
Report
*Small Group Presentations
*Small Group Walk-Through
*PLC Meetings for on-going
feedback
Visit local schools using best
practice
*Book and Article Studies
*Computer Assisted
Instructional Units
*Web Based Learning
Tutorials
*Grade Level Teams
*Multi-Grade Level Teams
*Inclusive Practice Team
*Leadership Teams
*Data Team
AVATAR
11167.13330
11169.13340
11413.13589
Other numbers - pending
Kingsbury Elementary School Improvement Plan 2011-2012
Page 132 of 139
(Applies to both goals 1 and
2)
Substitute Salaries for
Professional Development
District, state, and
National
Presenters
August 2011May 2012
Teachers will attend Professional
Development as determined by
Induction Staff ,District Staff and
Leadership Team
AVATAR
N/A
Formative
Assessment
AIMsWeb
Benchmarks and
Progress Monitoring
PLC Agendas and
Minutes
Lesson Plan Review
Informal and formal
observations and
evaluations
Portfolios
PD Documentation
Kingsbury Elementary School Improvement Plan 2011-2012
Page 133 of 139
-$4,800.00
$0.00
SCHOOLWIDE ACADEMIC INTERVENTION PLAN
Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention
plan. What strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are
identified on a timely basis? How do you provide additional support to these students? These activities should provide students with
additional services that increase the amount and quality of instructional time.
SCHOOL: Kingsbury Elementary
Effective Programs, Models, and Strategies
SCHOOL YEAR: 2011-2012
Extended Day/Year
during, after school, summer, year
(Ex, Differentiated instruction, Voyager, Stanford Math, Course (Before,
round, STAR, SES)
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep,
cooperative learning, STAR, etc.)
Identify the name of the extended day/year
program , date, & time.
Ex. After-school Tutoring or Homework
Center, Saturday School
Program Name
Home-School Connection
Ex. Community Volunteers
List the name of the organization,
church, adopter, parent/ community
group.
Date & Time
TIER 2 Interventions – Reading /Language Arts
 Scott Foresman (K-5th)
 HeadSprout (all K and 1st, selected 2nd)
 Destinations Course I and II (1st-3rd)
 Bailey’s Book House (K-1st)
 ReadingPlus (3rd-5th)
TIER 3 Interventions – Reading /Language Arts
 Scott Foresman’s Sidewalks Program (K-5th)
*During School
*Extended School
Day
*9/11 – 5/12 Daily
*1/12-4/12
Tues and Thurs
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
Manipulatives –
 Reading Rods
 Math Manipulatives
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Kingsbury Elementary School Improvement Plan 2011-2012
Page 134 of 139
Thinking Maps
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
TIER 2 and 3 Interventions
 Stanford EPGY Math (K-6th)
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
Differentiated Instruction
 Classroom Libraries
 Literacy Stations
 Math Stations
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
TCAP Coach – Math and Reading/LA
*During School
*Extended School
Day
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
Excel/EdPlan
*During School
9/11 – 5/12 Weekly
Discovery Education
*During School
9/11 – 5/12 Daily
*10/11-4/12
Tues and Thurs
Kingsbury Elementary School Improvement Plan 2011-2012
Interventionist (K-2)
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
KES Teachers, Community
and Parent Volunteers,
Retired KES Teachers, Streets
Ministries Volunteers, KES
Interventionist (K-2)
KES Teachers and Parents
KES Teachers
Page 135 of 139
Kingsbury Elementary 2011-2012
Teacher Mentoring Program
Action Steps
Planning Meeting for 20112012 mentoring program
Timeline
May 2011
Required Resources
Trained Mentors
Person(s) Responsible
Administrative Team,
Mentoring Coordinator and
Mentors
Survey teachers willingness to
mentor for 2011-2012 school
year
May 2011
Results of teachers willing to
mentor
Mentoring Coordinator
Host 1 day workshop for all
teachers new to Kingsbury
Elementary
July 2011
Refreshments $30.00
Welcome Baskets $100.00
Agenda
Handbooks
Administrative Team
Mentoring Team
New Teacher Orientation
Week
August 2011
TLA/BOE
MCS Central Office/Induction
Staff
Schedule new mentoring
teachers for Raising the Bar
Training
August 2011
Raising the Bar Mentor
Training
Memphis City Schools Teacher
Induction Staff
Mentor Coordinator
Assign in school mentors
August 2011
Mentors
Mentor/Protégé Required
Paperwork
Administrative Team
Mentor Coordinator
Mentor/Protégé
Kingsbury Elementary School Improvement Plan 2011-2012
Page 136 of 139
Complete Monthly Mentoring
Logs
Monthly
Attend required Mentoring
Meetings at TLA twice a year.
First Semester 2011
Second Semester
2012
Debrief of year and determine
if protégé continues to need
intense support for 2011-2012
school year.
May 2012
Mentor Logs
Assigned Mentors/Proteges
Mentor Coordinator
Information from MCS
Induction
MCS Induction Staff
KES Raising the Bar Mentors
and Mentor Candidates
Staff Mentor/Protégé Required Mentor Coordinator
Paperwork
Mentor/Protégé
Mentor Coordinator Required
Paperwork
Kingsbury Elementary School Improvement Plan 2011-2012
Page 137 of 139
Kingsbury Elementary
Coordination and Integration of Federal, State and Local Funds for 20112012
The following is a list of all State educational programs and other Federal educational programs that are consolidated in our 20112012 School Improvement Plan

Local School Funds – Site-Based (Instructional Materials)

Title I Funds

Title III Funds – ELL

Title IV Funds – PBIS

Title V – Breakfast in the Classroom

Title X Funds – Homeless

Individuals with Disabilities Education Act

Safe and Drug Free Schools

Extended Contract Tutoring

Reading Is Fundamental (RIF)

Local Business and Community Grants and Donations
Kingsbury Elementary School Improvement Plan 2011-2012
Page 138 of 139
Appendix
Kingsbury Elementary School Improvement Plan 2011-2012
Page 139 of 139