Revised October 23, 2014 1

Revised October 23, 2014 2

2014-15 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School:
District:
Accountability Status: Not Applicable
Analysis of last year’s
Areas of Greatest Progress: final results:
Germantown Middle School
Shelby County Schools
ACH (Goal MET)

3-8 RLA : Goal Met with
SH
2014: 59.2%
Grade 7 RLA (Goal MET)

3-8 RLA: 2014: 55.7%
GAPs MET

3-8 RLA BHNA: 11.7% gap
47.5% vs. 59.2% (All)
Areas of Greatest Challenge:
ACH (Goal Not MET)

3-8 Math: 2014: 57.4%

7 th Grade Math: 2014:
51.6%
GAPs Not MET

3-8 Math BHNA: 11.6% gap
45.8% vs. 57.4% (All)

3-8 Math ED: 25.1% gap
41.7% vs. 66.8%(NonED)

3-8 Math SWD: 17.6% gap
41.1% vs. 58.8%(nonSWD)

3-8 RLA ED: 21.8% gap
45.5% vs. 67.4% (NonED)

3-8 RLA SWD: 21.7%
39.3% vs. 60.9% (NonSWD)
Underlying Reasons for Progress: Underlying Reasons for Challenge:
Students making progress can be Challenges to student achievement attributed to the following:


PLC meetings between the following: Grade levels,
Subject levels, and at a whole school level.
Use of assessment data to may be attributed to the following sources:

Instability in key leadership roles including a change of principals in August 2013 and then in March 2014 forced
 drive instruction.
Common Formative
Assessments being used once monthly to gauge progress and develop re-teaching strategies to meet proficiency goals.

Use of data notebooks to track previous year’s TCAP teachers to focus less on student needs and more on adjusting to varying leadership styles and agendas.

Preparation for anticipated changes on the state assessment from TCAP to
PARCC led to less focus on the old model (TCAP) and data, Discovery Education
Assessments, Common
Formative Assessments and
Pre/Post Tests on Standard
Performance Indicators.

School-wide data displays of
DEA and CFA data to create an investment by students in more focus on the new model
(PARCC) without adequate preparation.

Teachers were not properly trained in “data digs” to determine the achievement levels and needs of individual students and to tailor
Revised October 23, 2014 3

their own progress. Student buy-in through team activities and competitions.

Opportunities for parent and community investment in our school through activities such as: o Curriculum Night
(Teachers teach sample lesson to parents) o Parent Homework
Help o Teacher Web-sites o Watch-Dog Dads

Highly qualified in the areas that they teach as addressed in NCLB.

High quality ongoing PD activities include professional staff development through MLP, pit crew, central office specialists, and school staff enhanced instructional capacity. instruction to advance achievement and to address the needs of the students.
Goals for SY 2014/15: Overall Achievement Goals: AMO Targets for Achievement
1.
GMS students will achieve at least 59.3% Advanced/Proficiency rate in Reading/Language Arts in grades 3-8 in all subgroups and 63.3% in Reading/Language Arts in grade 7 by May 2015.
2.
GMS students will achieve at least 48.3% Advanced/Proficiency rate in Math in grades 3-8 in all subgroups and 47.3% in Math in grade 7 by May 2015.
Subgroup Goals: AMO Targets for Gap Closure
1.
GMS will decrease the gap in Economically Disadvantaged students by 1.9% in Math in grades 6-8 by May 2015.
2.
GMS will decrease the gap in Economically Disadvantaged students by 1.5% in Reading/Language Arts in grades 6-8 by May 2015.
3.
GMS will decrease the gap in Students with Disabilities subgroup by
1.1% in Math in grades 6-8 by May 2015.
4.
GMS will decrease the gap in Students with Disabilities subgroup by
1.6% in Reading/Language Arts in grades 6-8 by May 2015.
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Plan for this school year:
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Key benchmarks for progress on strategies:
Key strategies to achieve goals. Includes: Implementation Plan, Desired
Outcomes, and Projected Cost to achieve progress for students with the greatest need:
Strategy 1: Use common planning time to prepare lessons plans, to select and share materials, and to develop grade specific strategies that are guided by state standards.
Implementation Plan: Analysis and disaggregation of the common formative assessments in high quality and ongoing PLCs, team meetings, and data charts.
Desired Outcome: To create action plans to determine specific content needs by class results in data driven instructional practices.
Projected costs and funding sources: $0
Strategy #2: Provide staff with ongoing, high quality, professional development to ensure that they are equipped to facilitate effective teaching and learning.
Implementation Plan: Teachers receive professional development regarding all district mandates and school initiatives.
Desired Outcome: Professional development promotes cross-curriculum strategies that incorporate Common Core methodologies and instructional differentiation to meet student’s needs.
Projected costs and funding sources: $0
Strategy #3: Use data from formative, summative, and common assessments to drive and differentiate instruction.
Implementation Plan: Use research-based intervention tools such as DEA
Assessments and iStation/iReady for daily intervention for Tier II and Tier
III and to monitor the overall performance of all students.
DEA Administered: October 2014, January 2015, March 2015.
Desired Outcome: Students increase proficiency and growth in math and reading/language arts.
Projected costs and funding sources: Online-district funded; Paper based-
School funded $3,950.19 (Title I funds)
Benchmark:
1. Common Formative Assessment Data and
DEA will be analyzed in the PLC meetings to determine instructional strategies. PLC’s will focus on delivering content and determining if growth significantly is
Timeline:
PLC’s will meet weekly.
CFA’s will be planned, created, administered and analyzed every three weeks.
August 2014-May 2015
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impacted by data driven instruction.
2. Data training/Tracking for DEA and iStation/iReady through RTI Tiers. These are divided into levels 1, 2, and 3 which measure the level of intervention each student needs.
3. Benchmarking for all grades/all subject areas through DEA assessments which will be given and analyzed
September 2014- May 2015.
October/January/March
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
Action Plan
 Intervention Plan

Transition Plan

Technical Assistance Report

List of current State/Federal Programs

Teacher Mentoring Plan
 Family Engagement Plan/Parent Involvement Plan

School Compact

Professional Development Plan
School: Germantown Middle
PLC Coach:
Revised October 23, 2014 8

Each school-wide program has implemented a comprehensive school improvement plan which addresses the 10 required elements:
1. A comprehensive needs assessment of the entire school using data analysis of NCLB subgroups.
Revised TSIP Page 3
Action Plan _____
Addendum _____
2. School-wide reform strategies with emphasis on improved achievement of the lowest achieving students
3. Instruction by highly qualified staff as addressed in NCLB;
4. High quality and ongoing professional development activities;
Revised TSIP Page 4
Action Plan ______
Addendum Intervention Plan
Revised TSIP Page 5
Action Plan ______
Addendum ______
Revised TSIP ______
Action Plan ______
Addendum Professional Development Plan
5. Strategies to attract highly qualified teachers to high needs schools;
Revised TSIP ______
Action Plan ______
Addendum Teacher Mentoring Plan
6. Strategies to increase effective parental involvement
Revised TSIP ______
Action Plan ______
Addendum Family Engagement Plan
7. Plans for assisting children from early childhood Revised TSIP ______ programs to elementary school programs, elementary to middle, & middle to high school.
Action Plan ______
Addendum Middle School Transition Plan
8. Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs;
Revised TSIP ______
Action Plan ______
Addendum Professional Development Plan
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9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards; and
10. Coordination and integration of federal, state, and local services and programs.
Revised TSIP ______
Action Plan ______
Addendum Intervention Plan
Revised TSIP _______________
Action Plan ________________
Addendum State/Federal Programs List
Parents are involved in the development and review of the Title I School-wide Plan. Yes X No ___
Technical assistance has been provided in the development of the plan by the LEA. Yes X No___
Date: October 24, 2014 School: Germantown Middle School
Revised October 23, 2014 10

School: Germantown Middle School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Overall Goal #1
GMS students will achieve at least 59.3% Advanced/Proficiency rate in Reading/Language Arts in grades 3-8 in all subgroups and 63.3% in Reading/Language Arts in grade 7 by May 2015.
Subgroup Goal #1 GMS will decrease the gap in Economically Disadvantaged students by 1.5% in Reading/Language
Arts in grades 6-8 by May 2015.
Subgroup Goal #4 GMS will decrease the gap in Students with Disabilities subgroup by 1.6% in Reading/Language
Arts in grades 6-8 by May 2015.
Which need(s) does this Goal address? This goal addresses the need to increase achievement in Reading/ Language Arts in all grade levels
How is this Goal linked to the District’s
Strategic Plan?
This goal is linked to district’s strategic plan by addressing the following:

The need to move more students into the category of proficient and advanced.

To create an academically challenging, safe, supportive and effective learning environments.

To strengthen the family/school/community partnerships.
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Action Step
ACTION STEPS
ELA teachers will participate in high quality job embedded district state and local level professional development to enhance instructional knowledge and pedagogy.

To support the academic, vocational, social and emotional development of all students.

To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
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 include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes.
(For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected
Cost(s) &
Funding
Sources
Evaluation
Strategy
Performance
Results/Outcomes
Beginning of school year until June
2015
ELA Teachers Curriculum guides,
Pacing
Guides,
Classroom
Materials
Title 1
$1,200
Analyze TCAP data
Lesson Plan
Feedback
Teacher
Effectiveness
Measure
Observation
Participating teachers will utilize learned strategies to impact student learning and their effectiveness.
Teachers will increase number of proficient/ advanced students on TCAP.
Action Step
ELA Teachers will develop
TEM 4.0 lesson plans around
CCSS and SPIs/GLEs and continue to spiral these
Weekly until
May 2015
ELA teachers Curriculum guides,
Pacing
Guides,
$0 Formal/informal observation with documented
Teachers will plan effectively which will impact all students learning.
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Action Step
Action Step standards into re-teaching practices
Teachers and students will be provided with materials, equipment, and supplies to enrich the quality of educational experiences, to differentiate academic instruction, and to develop data specific interventions and enrichments.
Teachers will collaborate weekly in professional learning communities (PLC), subject level, and grade level
August 2014
– May 2015
Teachers, ESL
Teacher, and
Co-Teachers
August 2014
– May 2015
Classroom
Teachers, Co-
Teachers,
Classroom
Materials
TCAP
Workbooks
, Reading and
Language
Arts
Games,
Promethea n Boards,
Headphone s,
Dictionarie s,
Thesauruse s, Books,
Constructio n Paper,
Markers,
Crayons, and Other
Supplemen tal Items
General funds
$500
Student
Data
Title I
$98.06 per sub
$1,470.9
board protocol
Lesson Plan
Feedback
Teacher
Observations,
Feedback, and
PLC’s Meeting
Students will meet
AMO benchmarks
Student Data from but not limited to CFA assessments,
DEA, I-Station, and various classroom assessments
Students will grow academically and score proficient/advance in Reading and
Language Arts on the TCAP assessment.
Teachers will be better prepared to meet the academic needs and ensure
Revised October 23, 2014 13

meetings to discuss best practices, assessment strategies, and disaggregate student data.
Action Step
Parents will volunteer in trainings that will help them assist their child(ren) academically such as testtaking skills, content area strategies, homework skills, etc.
August 2014
– May 2015
ESL Teacher,
Grade Chairs &
Subject Chairs
Administrators, Parent
Packets
Teachers and
Co-Teachers
0
$0
Minutes the academic growth of all students.
Parent Feedback
Parent Surveys
Parents will be better prepared to assist their child(ren).
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School: Germantown Middle School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Overall Goal #2
GMS students will achieve at least 48.3% Advanced/Proficiency rate in Math in grades 3-8 in all subgroups and 47.3% in Math in grade 7 by May 2015.
Subgroup Goal #2 GMS will decrease the gap in Economically Disadvantaged students by 1.9% in Math in grades 6-8 by May 2015.
Subgroup Goal #3
GMS will decrease the gap in Students with Disabilities subgroup by 1.1% in Math in grades 6-8 by
May 2015.
Which need(s) does this Goal address? To increase achievement in Math in all grade levels
How is this Goal linked to the District’s
Strategic Plan?
ACTION STEPS

There is a need to move more students in the proficient/advanced category

Maintain 95% participation rate in Math.

To create academically challenging, safe, supportive and effective learning environments

To strengthen the family/school/community partnerships

To support the academic, vocational, social and emotional development of all students

To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will be able
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.
Revised October 23, 2014 15

to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
(For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected
Cost(s) &
Funding
Sources
Evaluation
Strategy
Action Step
Math teachers will participate in high quality professional developments on district, state and local levels to enhance instructional knowledge through district and school based PLC’s and monthly department meetings.
August 2014-
May 2015
Math teachers
Assistant
Principal
My learning plan
Travel, conference
Title 1
$1,200
Analyze TCAP data/ Lesson
Plans
Action Step
Math Teachers will implement IREADY webbased program consistently during the Academic
Exploration hour.
October 2014
–May 2015
All Math teachers
Action Step
GMS will offer a curriculum which provides rigor, by requiring higher order
August 2014-
May 2015
Principal
Computers/
Calculators
Technology
Hands on
District funded
$0 Analyze formative assessment
Performance
Results/Outco mes
Analyze reports, usage minutes, and percent correct
Math teachers will utilize learned strategies to impact student learning and effectiveness.
Teachers will increase number of proficient/adv anced students on TCAP.
Students will make
AMO
Students will meet AMO
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thinking skills, and quality work using technology integration, implementation of the CCSS Shifts, and
TEM 4.0 lesson planning
Action Step
Math Teachers will develop
TEM 4.0 lesson plans around
CCSS Shifts and SPIs/GLEs and continue to spiral these standards into re-teaching practices
Weekly from
August 2014-
June 2015
Assistant
Principals
Teachers
All teachers
Activities
CFAs,
Calculators
Curriculum guides,
Pacing guides,
Classroom materials
$0
Action Step
Teachers will use formative and summative assessments to increase proficiency in
Mathematics to improve performance and instruction.
Monthly
Three times
(DEA)
October 2014
All teachers
Administrators
Common assessments developed by teachers/
Discovery
Education
Title I
$3,950.19
January 2015
March 2015 results, TCAP reports, PLCs benchmarks
Formal/informal observation with documented board protocol / lesson plan feedback
Teachers will be able to plan effectively and that will impact all student learning.
Students will meet AMO benchmarks.
Formative and summative assessment results, Monthly assessment results, data tracking tools in
Data Room
Teachers will create data driven lessons and hold data conversations with students and colleagues.
Students will demonstrate mastery of
SPIs on monthly common
Revised October 23, 2014 17

Action Step
GMS will provide intervention/ tutoring opportunities to improve achievement of lowest achieving students and the struggling student through
Academic Exploration,
Extended Contract, individual teacher tutoring, and teachers tracking data
August 2014-
May 2015
Selected qualified teachers
District
$4,796.40
Action Step
GMS will develop a data team to analyze data and suggest strategies that will be used to drive instruction and improve performance.
August 2014-
May 2015
Admin Team Materials for tracking data, posters, data boards, paper
$0
Student classroom performance,
Assessment results
Bi-Weekly assessment results,
Classroom observations assessments.
Increase student proficiency levels on SPIs
Students will meet AMO benchmarks
Revised October 23, 2014 18

School: Germantown Middle School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
To ensure that all students acquire the foundational skills needed for them to be proficient writers at the end of each grade level.
Which need(s) does this Goal address?
This goal addresses the need to increase writing achievement levels of all students in their writing classes as well as on the Mist Assessment.
How is this Goal linked to the District’s Strategic
Plan?
ACTION STEPS
This goal is linked to district’s strategic plan by addressing the following:

To acquire the foundational skills needed to be proficient writers.

To create an academically challenging, safe, supportive and effective learning environments.

To strengthen the family/school/community partnerships.

To support the academic, vocational, social and emotional development of all students.

To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
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 include professional development, technology, communication, and parent and community involvement initiatives
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected
Cost(s) &
Funding
Evaluation
Strategy
Performance
Results/Outcomes
Revised October 23, 2014 19

within the action steps of each goal.
Action Step
Teachers will collaborate weekly in professional learning communities (PLC), subject level, and grade level meetings to discuss best practices, assessment strategies, and disaggregate student data.
August
2014 –
May
2015
Action Step
Action Step
All classroom teachers
Student data
Sources
$0
Students will be provided with quality instructions and assessments to help identify and address specific areas for
December
Utilizing Extended
Contract Tutoring program for remediation and intervention in reading, writing,
Language Arts for students in grades 6-8.
2014 –
April
2015
August
2014 –
May
2015
Extended contract teachers
Administrator and teacher access to
Discovery
Education,
Internet
Resources,
Computer
Lab, Laptops, and Writing
Practice
Materials
District
$4796.40
Classroom
Teachers, Co-
Teachers, ESL
Teacher, and
Librarian
Administrator and teacher access to
Discovery
Education,
Internet
$0
Teacher observations,
Feedback, and
PLC’s meeting minutes
Teachers will be better prepared to meet the academic needs and ensure the academic growth of all students.
The teachers will be evaluated through observations and student data.
Charts,
Graphs, and
Student Data from the
Assessments
Students will receive the assistance needed to make the academic gains on the Mist assessment test.
Students will make AYP on the
Mist Assessment.
Revised October 23, 2014 20

Action Step
Action Step remediation, intervention and enrichment in writing.
Teachers and students will be provided with materials, equipment, and supplies to enrich the quality of educational experiences, to differentiate academic instruction, and to develop data specific interventions.
August
2014 –
May
2015
Resources,
Computer
Lab, Laptops, and Writing
Practice
Materials
Teachers, ESL
Teacher, and
Co-Teachers
Computer
Lab, Laptop
Cart, TCAP
Workbooks,
Reading and
Language
Arts Games,
Promethean
Boards,
Headphones,
Dictionaries,
Thesauruses,
Books,
Construction
Paper,
Markers,
Crayons, and
Other
Supplemental
Items
$500.00
Teachers will participate in continuous professional
July 2014
May
- Administrators
Teachers,
Learning
Coaches,
$1,200.00
Student Data from
Assessments
Teacher
Observation,
Feedback,
Students will grow academically and score proficient/advanc e as well as teachers will be better prepared to meet the academic needs and ensure academic gains for all student.
Teachers will be better prepared to meet the
Revised October 23, 2014 21

Action Step development workshops, seminars, and training sessions.
2015
Teachers will actively participate in Common
Core Study Groups to prepare and implement the new common core standards into their daily instruction.
All students will have one class period of
Creative writing as a part of their daily schedule.
August
2014 –
May
2015
August
2014 –
May
2015
Teachers
Teachers
Action Step
Mentors,
Master
Teachers, Pit
Crew
Common
Core Study
Packet
$0
Administrator and teacher access to
Discovery
Education,
Internet
Resources,
Computer
Lab, Laptops, and Writing
Practice
Materials
$0
Student Data academic needs and ensure academic gains for all students.
Assessment
Reports
Teachers will be better prepared to meet the academic needs and ensure the academic growth of all students.
The teachers will be evaluated through observations and student data.
Students will receive the assistance needed to make the academic gains on the Mist assessment test.
Revised October 23, 2014 22

Action Steps Timeline
Select members for school level support team; set and publish meeting dates (every 4.5 weeks).
August 2014
Ensure that staff members receive professional development on universal screener and intervention programs, as needed.
August-September
2014
Develop and implement building procedures for fidelity monitoring to include data/usage review and classroom observations in Tier I, Tier II, and
Tier III.
August 2014-May
2015
Resources
SCS RTI
2
Manual
District professional development schedule in MLP
Site-based fidelity check
SCS RTI
2
Manual
Checklists, electronic monitoring tools
Person(s) Responsible
Amie Marsh, Principal
Amie Marsh, Principal
Dione Curry, PLC Coach
Amie Marsh, Principal
Shontal Starks, Assistant
Principal
Schedules with who/when/how often
Dione Curry, PLC Coach
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an “as needed” basis.
Identify students in need of strategic Tier II and intensive Tier III intervention in Reading and/or
September 2014
September 2014
December 2014
Site-based fidelity check iReady, Mathematics
Istation, Reading
Data review, Writing
Shontal Starks, Assistant
Principal
Data from universal screeners, report cards, teacher observation, other student
Amie Marsh, Principal
Shontal Starks, Assistant
Revised October 23, 2014 23

Mathematics.
Communicate assignments to intervention programs to parents of students involved
September 2014
Set schedules for Tier II and Tier III interventions; realign staffing as needed.
September-
December 2014
Provide Tier II and Tier III interventions for all students in need of intervention.
September 2014-
May 2015
Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III
September 2014-
May 2015
School level support team meets every 4.5 weeks to review data and make recommendations for modification.
Communicate progress and/or changes in intervention assignments to parents (e.g., moving
May 2015
September 2014-
May 2015
September 2014-
May 2015 assessment data as appropriate Principal
Dione Curry, PLC Coach
Teachers
Parent letters- See SCS RTI 2
Manual for examples
Teachers
Computers/labs
Resources for small group intervention
Amie Marsh, Principal
Dione Curry, PLC Coach iReady, Mathematics
Istation, Reading
School choice , Writing iReady, Mathematics
Teachers
Istation, Reading
School choice , Writing
Shontal Starks, Assistant
Principal
Teachers
Student assessment data Amie Marsh, Principal
Attendance records Shontal Starks, Assistant
Principal
Completed fidelity checklists
PAC
Teacher observation
Parent letters- See SCS RTI 2
Manual for examples
Teachers
Revised October 23, 2014 24

between/among tiers, newly assigned, moving out of intervention).
Academic Exploration class period August 2014-May
2015
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an “as needed” basis.
December 2014
School level support team meets to review data and make adjustments to intervention schedules for the second semester, as indicated by the new data.
Revise schedules for Tier II and Tier III interventions, as needed, based on December universal screening
December 2014
December 2014-
January 2015 iReady, Istation Diagnostic reports iReady, Mathematics
Istation, Reading
Data review, Writing
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation iReady, Mathematics
Istation, Reading
School choice , Writing
Administer universal screeners in Reading and
Mathematics to all students; administer Writing on an “as needed” basis.
School level support team meets to review end-ofyear data and make preliminary plans for next
May 2015
May 2015 iReady, Mathematics
Istation, Reading
Data review, Writing
Student assessment data
Attendance records
Teachers
Dione Curry, PLC Coach
Teachers
Amie Marsh, Principal
Shontal Starks, Assistant
Principal
PAC
Amie Marsh, Principal
Shontal Starks, Assistant
Principal
Dione Curry, PLC Coach
Shontal Starks, Assistant
Principal
Teachers
Amie Marsh, Principal
Shontal Starks, Assistant
Revised October 23, 2014 25

year. Completed fidelity checklists
Teacher observation
Principal
PAC
Revised October 23, 2014 26

Action Steps
Timeline Required Resources Funding
Sources
During the months of April and May, the administrators and the counselors will visit the feeder schools: Germantown
Elementary and Southwind Elementary, to discuss an overview of the middle school concept.
April 2015 -Middle school materials
-Handouts
-Brochures
During the month of May, the middle school will host a middle school transition orientation for parents and students.
May 2015 -Powerpoint presentation
-Sign-in Sheets
-MAPS selection forms
$0
$0
During the month of May, the eighth graders will attend a high school assembly as a transition program for future 9 th graders for Germantown High and
Southwind High.
May 2015 -Powerpoint presentation
-IB selection forms and informational handouts
$0
Person(s) Responsible
Administrator
Guidance Counselors
Administrators
PLC Coach
Guidance Counselors
Teachers
Administrators
PLC Coach
Guidance Counselors
Teachers
Revised October 23, 2014 27

Incoming 5 th
graders will attend an Ice
Cream Social focusing on academic subject performance and orientation to middle school and provide optional program offerings.
July 2015 -Educational brochures
-TCAP Performance
-Optional school handouts
$100 Administrators
(General Funds) PLC Coach
Teachers
Revised October 23, 2014 28


Check One Topic Name Title/Position

Check One
Andy Patton
Leslie Shaw
Sharon Gary
Helen Williams
Alyssa Villarreal
Latoya Pugh
Diane Kolesar
Marjorie Lowe
Deborah Currie
Rachael Addison
Pamela Haney
Carin Sanders
Marcia White
Latisha Bryant
ITA
Speech Therapist
School Psychologist
PT
PT
Science Advisor
OT
ILD
FP Advisor
Instructional Support Analyst
Assessment Advisor
Math Advisor
LA Advisor
State District School-

Based
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Technology support
Site Phone Email
Visit
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Call
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Speech support
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Special Education testing support
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Provide PT assistance to select students
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Provide PT assistance to select students
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Provide assistance to science teachers
Provide OT assistance
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Provide administration support
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School Improvement Plan support
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Professional Development support
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My Learning Plan support
Testing support
Iready support
Istation support
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Additional Comments
Revised October 23, 2014 29

List all state educational programs and other federal programs that are consolidated in this plan.
1.
Title I
2.
After school tutoring Program (Extended Contract)
3.
Title III-ESL
4.
Master Teacher
5.
Learning Coaches
6.
I-Station
7.
I-Ready
8.
Common Core (Content Areas)
9.
IDEA
10.
Discovery Education
Revised October 23, 2014 30

Timeline
Required Resources Funding Sources Person(s) Responsible Action Steps
Learning Coaches will support new teacher growth and achievement and provide instructional support to seasoned educators.
Each mentee and mentor will have equal opportunities to attend professional development.
Sept. 2014-
May 2015
Aug. 2014-
May 2015
Teaching Resources
Learning Coach materials
PD Conference materials
District funding
Title I Funding
Administrators
Learning Coaches
New Teachers
Administrators
PLC Coach
Teachers
TEM 4.0 Evaluation Rubric District Funding Master Teacher
Teachers
Master Teachers will offer support and feedback to new and seasoned educators regarding teacher effectiveness.
Sept. 2014-
May 2015
PIT Crew will support learning coaches, new teachers, and struggling teachers and differentiated professional development.
Aug. 2014-
May 2015
PLC Coach will support administration and faculty by providing instructional strategies for classroom development.
July 2014-
May 2015
TEM 4.0 Evaluation Rubric District Funding PIT Crew
Professional Learning
Communities PD resources
Title I Funding Administrators
PLC Coach
Teachers
Revised October 23, 2014 31

School: Germantown Middle School Principal: Amie Marsh
PLC Coach/Title I Facilitator: Federal Programs Advisor: Deborah Currie
Standard 1: Welcoming All Families
Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class and school.
Germantown Middle School agrees to implement the following statutory requirements:

The school has developed with parents, distributed to parents of participating children, a School Parental Involvement Policy that the school and parents of participating children agreed upon.

The school has notified parents about the School Parental Involvement Policy in an understandable and uniform format and, to the extent practicable, has distributed this policy to parents in a language the parents can understand.

The school has made the School Parental Involvement Policy available to the local community.

The Title I Committee will annually update the School Parental Involvement Policy to meet the changing needs of parents and the school.

The school has adopted the school’s school-parent compact as a component of its
School Parental Involvement Policy.

The school agrees to be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition:
Parental involvement means the participation of parents in on-going, two-way and meaningful
Revised October 23, 2014 32

communication involving student academic learning and other school activities, including ensuring-

that parents play an integral role in assisting their child’s learning;
 that parents are encouraged to be actively involved in their child’s education at school;
 that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
 the carrying out of other activities, such as those described in section 1118 of the
Elementary and Secondary Education Act (ESEA). Please visit the following website for additional information http://www.ncpie.org/nclbaction/parent_involvement.html
Revised October 23, 2014 33

Standard 2: Communicating
Families and school staff engage in regular, meaningful communication about student learning.
Germantown Middle School will take the following actions to involve parents in the jointly development and jointly agreement of its School Parental Involvement Policy and the school-wide program plan (TSIPP) in an organized, ongoing, and timely way under section 1118(b) of the ESEA:

Review and plan with other advisory groups connected with school

Conduct parent meetings at flexible times

Have documents translated into a language parents can understand

Set up follow up meetings accordingly
1.
Germantown Middle School will convene an annual meeting to inform parents of the following:
 That their child’s school participates in Title I,

Title I requirements

Parental Rights of Title 1

Title 1 school participation

Distribute GMS Family Engagement Plan
2.
Germantown Middle School will provide timely information about Title I programs to parents of participating children in a timely manner.
3.
Germantown Middle School will provide parents with a description and explanation of the curriculum the school uses, forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet.
4.
Germantown Middle School will provide parents of participating children if requested by parents, opportunities for quarterly meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible.
5.
Germantown Middle School will have a process in place for parents to submit comments on the school-wide program (TSIPP) if it is not satisfactory to the parents when the school makes the plan available to the district/LEA.
Revised October 23, 2014 34

Standard 3: Supporting Student Success
Families and school staff continuously work together to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.
1.
Germantown Middle School will build the school and parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below:

Send letters home

Have bilingual translations available
2.
The school will incorporate the school-parent compact as a component of its Title I
Compliance.
3.
The school will, with the assistance of its district, provide assistance to parents of children served by the school in understanding topics such as the following:
 the District’s academic content standards,
 the State’s student academic achievement standards,
 the State and local academic assessments including alternate assessments,
 the requirements of Title I,
 how to monitor their child’s progress, and
 how to work with educators.
4.
The school will, with the assistance of its district, provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement.
5.
The school will, with the assistance of its district and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools.
Revised October 23, 2014 35

6.
The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement strategies and activities under other programs, such as with English Language
Learners Program, Migrant Education Program, and Special Education by posting meetings on the school’s website and utilizing our parent resource station located in the library.
7.
The school will, to the extent feasible and appropriate, take the following actions to ensure that information related to the school and parent-programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand.
8.
Local educational agencies and schools, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language parents understand.
Revised October 23, 2014 36

Standard 4: Speaking Up for Every Child:
Families are informed and enabled to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.
Germantown Middle School will provide other reasonable support for parent involvement activities per parent request:
 paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;
 training parents to enhance the involvement of other parents;
 arranging school meetings at a variety of times, or calling home to work directly with participating children and with parents who are unable to attend those conferences at school, in order to maximize parental involvement and participation in their children’s education;
 adopting and implementing model approaches to improving parental involvement;
 developing appropriate roles for community-based organizations and businesses in parental involvement activities; and
 providing other reasonable support for parental involvement activities under
ESEA section 1118 as parents may request.
Revised October 23, 2014 37

Standard 5: Sharing Power:
Families and school staff are equal partners with equal representation in decisions that affect students and families and together inform, influence, and create policies, practices, and programs.
To ensure that our parents participate in the development and implementation of our school’s program, we will do the following:
1.
Inform parents of their rights to be involved in their child’s education.
2.
Encourage parental involvement in an organized, on-going, and timely way in the planning,reviewing, and improvement of programs for family engagement and Family
Engagement Plan.
3.
Provide flexible times for our parents to attend parent meetings, with opportunities to attend regular meetings at night and alternate meetings in the morning of that same week.
4.
Jointly develop with parents a school/parent compact showing how parents, schools, and students have shared responsibilities, by distributing and acquire appropriate signatures of all stakeholders (parents, students, and teachers).
5.
Encourage parents to visit our school regularly and to take an active role in school planning by serving on School Improvement Plan committees.
6.
Support our Parent/Teacher/Student Association as they conduct regular meetings each month.
7.
Serve on the Title I Parent Advisory Committee to develop the School Compact, the Family
Engagement Plan, and other Title I school-related business. These documents will be created and presented to parents for input and approval before distribution to the school family and the community.
8.
Provide timely information about programs under family engagement through ParentLink,
PowerTeacher, flyers, Teacher websites, PTSA website, Shelby County website, email, and school newsletters.
Revised October 23, 2014 38

Standard 6: Collaborating with Community:
Families and school staff work together with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.
All grades (6-8) participate in the following parent activities:

Title I Parent Night: All parents will receive pertinent information about Title I.

Curriculum Night: All parents are invited to walk through their child’s schedule to meet the teachers and to visit classrooms.

Open House: All parents are encouraged to attend learning sessions that pertain to their child’s academics.

Conferences: Parents are urged to attend conferences that are held twice per year at flexible times.

Devils Pride Assemblies: Parents are invited to attend various assemblies throughout the school year.

Musical Activities: All grades participate in band and/or choir throughout the year. Routinely concerts are held in the winter and spring. These students perform at assemblies.

Sports: Parents are encouraged to volunteer their services at the basketball games at GMS.

Sports Field Days: This is a track and field event held annually during the last month of school. Each grade competes for the trophy. Parent can volunteer to judge, score, and present ribbons to the students.

Field trips: Most classes participate in field trip activities. Parents are asked to accompany students to various locations in the region.

Educational Parent Sessions: Parents are invited to attend classes dealing with the academic and social aspect of the learning environment.

Talent show: Students showcase their talents to participate in a talent show at the end of the year. Parents are encouraged to attend and support their child(ren).

Newsletters: All parents receive a newsletter that provides information about the school. These are distributed quarterly.

Progress reports: These are sent quarterly, before report cards are sent home. The parents are required to sign and return. Phone calls are made as a follow-up to progress reports.

Planner checks (Agendas): Each grade has a planner that the students keep for assignments, events, etc. This keeps the teacher and parent in communication with each other.

Phone calls: Teachers are encouraged to call parents to build a relationship.
Revised October 23, 2014 39


6 th grade Ice Cream Social: Incoming 6 th grade parents and students are invited to meet teachers, tour the building, and discuss the logistics of GMS.

Germantown Middle School web site: Parents can log onto our website to find out daily assignments, activities, and announcements.
Teachers at Germantown Middle School routinely keep in close contact with parents. They are required to contact parents of any child who is at risk of failing, struggling behaviorally, or who are making academic improvements
Revised October 23, 2014 40

Parent/Guardian Agreement:
I want my child to achieve; therefore, I will encourage him/her by doing the following:

Monitor attendance so that my child is punctual and attends school regularly with the necessary supplies.

Support the school in its efforts to maintain proper discipline and encourage my child to verbalize his/her problems and misunderstandings.

Provide a safe and loving environment and establish a time and place for homework and review it regularly.

Develop and maintain a partnership with the school to help my child achieve the state’s high standards.
 Volunteer in my child’s school and stay aware of what my child is learning by making periodic visits.

Attend parent-teacher conferences and encourage my child’s efforts and be available for questions and support.

Encourage my child to be a good listener and a positive role model.
 Stay informed about my child’s education and communicate with the school by promptly reading all notices from the school and the school district and responding appropriately.
Parent’s Signature:
__________________ Printed Name: ______________________________
Student Agreement:
It is important that I work to the best of my ability; therefore, I shall strive to do the following:

Come to school everyday on time with supplies.

Listen, follow directions, complete, and return homework assignments .

Take responsibility for my actions and grades and cooperate with others in all learning situations.

Respect others and follow the Student Code of Conduct.
Revised October 23, 2014 41


Have a positive attitude towards self, others, school, and learning.

Respect the cultural differences of other students, their families, and staff.

Work to resolve conflicts in positive, nonviolent ways.

Wear uniform daily and appropriately.
Student’s Signature:
_________________ Printed Name: ______________________________
Teacher Agreement:
It is important that students achieve; therefore, I shall strive to do the following:

Promote a warm inviting classroom to students and parents with the freedom of volunteerism.

Hold parent-teacher conferences, during flexible times at which student contracts will be discussed as it relates to the individual child’s achievement.
 Provide parents with frequent reports on their children’s progress to include assistance in understanding academic achievement standards, assessments, and how to monitor your child’s progress.

Maintain updated webpages to inform and update parents.

Make learning fun and meet individual student needs.

Provide instruction that fosters high academics and expectations aiming students to be the best they can be.

Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities.
Teacher’s Signature:
_________________ Printed Name: ______________________________
School Agreement:
Revised October 23, 2014 42

I support this form of parent involvement; therefore, I shall strive to do the following:

Provide a safe learning environment that allows for positive communication between the teacher, parent, and student.

Provide a high quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the state’s academic achievement standards.

Provide leadership and build a structure of collaborative relationships in the school and community so all students have a variety of opportunities to succeed and be productive members of the community.

Provide multiple opportunities for Parent/Teacher conferences.

Encourage parental engagement and provide timely notices for school activities/events.

Facilitate the schools interaction with the parents and community.

Model professionalism at all times.
Administrator’s Signature:
______________________
Shelby County Schools offer educational and employment opportunities without regard to race, color, national origin, religion, sex, creed, age, or disability
Revised October 23, 2014 43

School: Germantown Middle School Principal: Amie Marsh
PLC Coach:______________ Federal Programs Advisor: Deborah Currie
Professional Development Budget: $1,200 Substitute Budget: $2,000
Goals
Goal 1: GMS students will achieve a 59.3%
Advanced/Proficiency rate in
Reading/Language Arts in grades 3-8 in all subgroups and 63.3% in Reading/Language
Arts in grade 7 by May 2015.
Goal 2: GMS students will achieve a 48.3%
Advanced/Proficiency rate in Math in grades
3-8 in all subgroups and 47.3% in Math in grade 7 by May 2015.
Goal 3: GMS will decrease the gap in
Economically Disadvantaged students by
1.9% in Math in grades 6-8 by May 2015.
Areas to Strengthen
To increase achievement in Reading/ Language Arts in all grade levels
To increase achievement in Math in all grade levels
To close the gap between Economically Disadvantaged students to non- Economically Disadvantaged students in Math
Revised October 23, 2014 44

Goal 4: GMS will decrease the gap in
Economically Disadvantaged students by
1.5% in Reading/Language Arts in grades 6-8 by May 2015.
To close the gap between Economically Disadvantaged students to non- Economically Disadvantaged students in Reading/Language Arts
To close the gap between Students with Disabilities to non Students with Disabilities in Math
Goal 5: GMS will decrease the gap in
Students with Disabilities subgroup by 1.1% in Math in grades 6-8 by May 2015.
Goal 6: GMS will decrease the gap in
Students with Disabilities subgroup by 1.6% in Reading/Language Arts in grades 6-8 by
May 2015.
To close the gap between Students with Disabilities to non Students with Disabilities in Reading/Language
Arts
Revised October 23, 2014 45

Action Steps: PD Event
Dates
Timeline Person(s)
Responsible
Required
Resource(s)
Projected
Cost(s)
Performance Outcomes:
Administration, PLC Coach, and
Teachers will perform “Data Digs” to analyze student performance and determine intervention strategies to increase proficiency levels.
November
2014
January
2015
March
2015
November
2014 to
May 2015
Administration DEA results
PLC Coach
Teachers
Title I Sub
Account
To provide students with interventions or enrichment opportunities in
Reading/Language Arts and Math from the DEA results. To increase students’ content area scores on the state assessment and to show growth on
TVAAS.
Administration and PLC Coach will conduct Common Formative
Assessment Training for teachers.
This training will cover instructional strategies and data analysis to determine effective ways to increase student retention
Every 3 weeks
August
2014 to
May 2015
Administration CFA results
PLC Coach State
Standards
Teachers
Common
Core
No Cost Teachers are able to modify teaching and learning activities to improve student attainment during the learning process.
Revised October 23, 2014 46

of material. Standards
McKinney Vento Homeless
Training will be provided to address the plight of homelessness amongst the student population.
October
2014
October
2014
Administration
PLC Coach
Homeless
(Displaced)
Presentation
Teachers
No Cost Teachers will be aware of and are able to assist those students who may be homeless.
Revised October 23, 2014 47

Action Steps:
Faculty and Staff Parent Training provided by Administration and
PLC Coach. This training will provided faculty and staff with information on how to communicate effectively with pparents to address educational concerns.
PD Event
Dates
October 2014
Timeline
October
2014
Person(s)
Responsible
Required
Resource(s)
Projected
Cost(s)
Administration Staff Parent
Handbook
PLC Coach
No Cost
Performance Outcomes:
Faculty and Staff will be able to effectively communicate with parents’ pertinent information to create a positive interaction between Germantown Middle
School and the supporting community.
Online Safety Modules will be completed by Administration and
Teachers to provide training for handling safety hazards that could occur in school.
August 2014 August
2014 to
Administration
Teachers
December
2014
Online
Learning
Modules
No Cost Administration and Faculty will understand how to appropriately handle safety hazards that may occur in school.
Revised October 23, 2014 48

Action Steps: PD Event
Dates
Timeline Person(s)
Responsible
Required
Resource(s)
Projecte d Cost(s)
Performance Outcomes:
TEM 4.0 Training provided to help teachers effectively understand the
TEM model and the elements required for successful classroom instruction. iStation /I-Ready Intervention
Training provided and implemented in order to effectively determine student learning tier and implementation of differentiated learning strategies.
August
2014
October
2014
&
As needed
August
2014 to
May 2015
Administration
PLC Coach
PIT Crew
TEM 4.0 handouts
Powerpoint
Presentations
Teachers
No Cost To provide teachers with the necessary tools to impact teaching and learning in the classroom.
Monthly August
2014 to
May 2015
Administration iStation Rep
PLC Coach iStation
Reports
No Cost
(District funded)
To increase proficiency in students’
Reading/Language Arts scores.
Teachers
Revised October 23, 2014 49

Action Steps:
Gender-Equitable Training will provide effective learning strategies to differentiate instruction.
PD Event
Dates
Timeline Person(s)
Responsible
Required
Resource(s)
To Be
Determined
November
2014 to
April 2015
Administration
PLC Coach
Teachers
Information obtained from the sessions
Projected
Cost(s)
No Cost
Performance Outcomes:
To increase proficiency in students’ Reading/Language Arts and Math scores
School Improvement Plan Training and implementation of strategies to improve the quality of teaching and learning within the classroom and school environment.
September
2014 to
February
2015
September
2014 to
February
2015
Administration
PLC Coach
SIP template
AMOs
SIP Committee
Members
TCAP school results
No Cost To improve the quality of teaching and learning in the school
Revised October 23, 2014 50