2014-2015 Revised Tennessee School and District Improvement Plan Template
The final plan should be no longer than four pages.
School:
Accountability
Status
Analysis of last
year’s final results:
Kirby High School
Reward
Areas of Greatest Progress:
Proficient/Advanced
IMPROVEMENTS- 1 year
Algebra I- 13.1
English II- 3.3
English III- 1.3
Algebra II- 2.9
Biology- .7
History- 1.7
(% point increase at the school level, see charts
below)
Areas of Greatest Challenge:
Proficient/Advanced
SETBACKS
The numbers below are in comparison to the state
average over the past two/three years (depending
on availability of data)
Eng. II
Year
School
AMO
2012
33.5
35.3
2013
37.0
39.1
2014
40.3
41.1
Additional Successes
English II SWD scored P/A -73%
Algebra I ELL students scored 42.9% P/A (a 14.3
percentage point increase from 2013)
Kirby did not make AMO in English II in 2014. We
are 0.8 percentage points below the target.
Kirby High made gains in Algebra I, Biology and
U.S History.
Alg. I
Year
2011
2012
2013
2014
School
49.4
55.7
48.6
61.7
Bio I
Year
2011
2012
2013
2014
School
28
35.1
48
48.7
US History
Year
2012
2013
2014
School
93.3
90.0
91.7
Alg. II
Year
School
AMO
2012
3.7
n/a
2013
9.9
9.7
2014
13.3
15.5
Kirby did not make AMO in Algebra II in 2014. We
are 2.2 percentage points below the target.
Eng. III
Year
School
AMO
2012
8.3
n/a
2013
9.1
14
2014
10.4
15.1
Kirby did not make AMO in English III in 2014. We
are 4.7 percentage points below the target.
Graduation Rate
Year
2011
2012
2013
2014
School
79.8
71.6
63.9
TBA
English Language Learner SubgroupAlgebra I ELL students scored 42.9%
proficient/advanced while NON-ELL students
scored 62.2% P/A.
Algebra II ELL students scored 14.3% P/A while
NON- ELL students scored 13.4% P/A.
English II ELL students scored 100% P/A versus
NON-ELL students who scored 40.3% P/A.
English III ELL Students scored 0% P/A while
NON-ELL students scored 10.8% P/A.
Students With Disability Subgroup
Algebra I SWD scored 34.3% P/A while NONSWD scored 65.4% P/A
Algebra II SWD scored 20% P/A while NON-SWD
scored 12.8% P/A.
English II SWD scored 73% P/A while NON-SWD
scored 35.8% P/A.
English III SWD scored 0% P/A while NON-SWD
scored 11.9% P/A.
Economically Disadvantaged Subgroup
Algebra I ED scored 60.4% P/A while NON-ED
scored 68.5% P/A
Algebra II ED scored 14.3% P/A while NON-SWD
scored 9.6% P/A.
English II ED scored 37.9% P/A while NON-ED
scored 54.2% P/A.
English III ED scored 9.2% P/A while NON-ED
scored 15.3% P/A.
Underlying Reasons for Progress:
-Teachers and Students will used smartboards,
CPS Units, Mobile Computer Labs and the Library
to integrate technology in all courses ($10,000
maintenance from title one)
- Teachers used the BrainPop subscription in
classroom activities (especially in ESL and
Inclusion Courses)
-Extended Learning and Contract was
implemented in all EOC courses
-We implemented inclusion and plus classes in
Algebra I, Biology and English I and II
-Teachers used common planning and data days
to review formative assessment data and created
re-teaching and action plans
-To increase scores in other EOC courses,
teachers attended data planning days to create
common assessments and lesson plans
-Teachers have attended several trainings
covering Common Core and how to implement
-Regular Ed and Special Ed teachers attended all
data days as provided by the school to assist with
planning across the curriculum
- The school hosted EOC nights/report card pick
up nights to assist parents in reading formative
assessment scores and provide strategies to help
2
Underlying Reasons for Challenge:
-Challenges at Kirby are between ED, NON-SWD,
and ELL students when compared with the
general population. We believe that more training
in all areas is necessary. This year we will pair
ELL with Bilingual students In working with our
SWD, teachers need more professional
development on strategies that work best with that
population. (Data reflected above).
-We did not make AMO in English II and III due to
a lack of student motivation to read and the
inability to comprehend. We are implementing a
drop everything and read program as well as
school-wide classroom literacy strategies that
focus on reading, writing and vocabulary
acquisition (see literacy plan).
-We also have noticed that our ACT scores fall
significantly below the state average. The
composite scores for the past three years (15.2,
14.7, 15.2) have been at least 4.1 points below
the state average (19.7,19.5,19.8 ). We believe
student scores are deficient because of their
performance in the upper level Math, English and
Science courses. We will begin ACT Prep
sessions offering assistance by using an online
program called number2.com, specifically
parents to help student achievement.
-Parents assisted in revising the TSIPP.
Goals for this school
year:
targeting students with PLAN scores 13-18 and in
CTE courses. We believe this implementation will
assist in increasing motivation among students to
attend post-secondary institutes, in turn increasing
our graduation rate which is discussed in the next
bullet.
-We have consistently decreased over the past
three years in our graduation rate. Our current
graduation rate is 63.9%, 15.9 percentage points
less than we were in 2011. This is due in part to
failure to track the entering cohorts of 9th grade
students and/or students who have transferred to
other schools/districts. This year, we will
implement a graduation plan that addresses
tracking students (see graduation plan).
Overall Achievement Goals: (Aligned to First to the Top Goals)
Goal 1: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End
of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to
64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra
II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from
13.3% to 18.7% in 2015.
Goal 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End
of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in
2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of
Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to
44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of
Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4%
to 16% in 2014.
Goal 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the
state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High school’s goal is
to score 10% proficient and advanced on the Chemistry End of Course.
Subgroup Goals: (List each subgroup individually)
-The Algebra I student achievement goal on the Algebra I EOC is to increase the number of
proficient/advanced ELL students by 6.25% from 42.9% to 45.8% during the 2014-2015 school year.
-The English II student achievement goal on the English II EOC is to increase the number of
proficient/advanced ED students by 6.25% from 37.9% to 40.27% during the 2014-2015 school year.
-The English III student achievement goal on the English III EOC from 0% proficient/advanced to 6.25%
proficient/advanced during the 2014-2015.
-The Algebra I student achievement goal on the Algebra I EOC is to increase the number of
proficient/advanced SWD students by 6.25% from 34.3% to 36.8% during the 2014-2015 school year.
-The Biology student achievement goal on the Biology EOC is to increase the number of
proficient/advanced ELL students by 6.25% from 37.5% to 39.8% during the 2014-2015.
Other Required Goal Areas:
Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from
63.9% to 66.2% in 2014.
Plan for this school
year:
Key strategies to achieve goals:
1. Bi-Weekly common planning among English II, Algebra I and Biology I teachers to discuss
lesson planning and useful strategies for re-teaching. Meetings will be led by administration.
2. Data and Planning PD for all teachers after every common assessment. These meetings will
ensure all teachers know how to read and interpret data. Projected Costs and funding
source- $500 Title One
3
3.
4.
5.
Continue to promote extended learning and contract focusing on EOC, SPED, ELL and ACT
$9000- Extended Contract $15,000-Title One
Provide necessary PD sessions focusing on low-performing strands and technical issues such
as calculator use. $2,000 Title One
Continue EOC training for parents through Report Card Pick-Up/EOC Night and other offered
trainings. $3000 Title One
6.
Work with our ESL teachers to be trained on communicating with the largely populated
Hispanic (ELL)- subgroup.
7. We will continue to implement the plus courses in Algebra I, English II and Biology.
8. We will begin after school tutoring specifically for ELL students by the ELL teacher on staff.
She will tutor in all subject areas. $9000- Extended Contract
9. We will conduct a professional development on co-teaching and inclusion focusing on how to
improve academics among SPED students.
10. We will ensure that all teachers meet highly qualified status.
Benchmarks for
Progress
Benchmark:
1. All teachers will continue to be trained on working
with special needs students and ELL students.
Timeline:
Monthly at PD sessions typically 4th
Wednesday of each month; Rosetta
Stone sessions must be used at least
bi-weekly.
Weekly beginning September 2014
2.
All EOC teachers will continue to meet weekly
during common planning time to share strategies
and lesson planning ideas.
3.
Formative/Common Assessment Data
Meetings/Data Days- during these meetings
teachers will analyze data and update action and reteaching plans.
They will occur after the return of
formative assessment data. October
2014, January 2015, and February
2015.
4.
Monthly PLC’s and Department Meetings focusing
on academic achievement among all courses
2nd and 3rd Wednesday of each month
beginning in August 2014.
5.
Begin Implementing Teach Like a Champion
Strategies as an intervention for teacher’s needing
assistance in observation indicators.
July 2014 and as needed thereafter
4
SCS Literacy Framework
LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School:
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or
exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in 2015.Kirby High School’s goal is to increase the
percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable
Objective by 3.7% from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English
III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in
2014.
Student Achievement
The district’s five-year plan provides for increasing the number of students performing at proficient and advanced levels while
decreasing the number of students performing below proficiency. The Five Year Plan proposes to provide timely interventions
as outlined in SCS Policy 5013.
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Identify students needing
intervention by utilizing data
from common formative
assessments, TCAP and EOC
Action Step
data. Place students who qualify
in plus classes.
IMPLEMENTATION PLAN
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
evaluate the action step.)
Timeline
September
2014
Person(s)
Responsible
Required
Resources
English, ESL and
Sped Teachers
Testing Supplies
and Data
Guidance
Counselors
Master Schedule
Projected Cost(s)
& Funding Sources
$5000- Title I
Evaluation Strategy
Review benchmark and
CFA data biweekly
Performance
Results/Outcomes
Increase student
RLA achievement
Conduct formal/informal
observations
Lesson plan analysis
Action Step
Enroll non-proficient students in
after school tutoring program
that addresses reading and
language arts proficiency
October
2014May
2015
Assistant Principal
Teachers
EOC Teachers
Instructional
Materials
Extended Contract
Teachers
5
$2000 Title I
Sign in sheets
Assessment Data
Extended Contract
$9000
Lesson plan analysis
Increase student
RLA achievement
SCS Literacy Framework
Action Step
Develop a bi-weekly common
assessment program that will
assess and document students’
achievement of curriculum
standards.
Septemb
er 2014May 2015
Teachers
Instructional
Facilitator
PLC Coach
Computers and Data
Trackers
Data Notebooks
Increase student RLA
achievement
Support Logs
TEM Data
Student Achievement Data
Increase student RLA
achievement
$500 Title I
TEM Data
Student Achievement Data
Increase student RLA
achievement
Professional
Development
Materials
$500 Title I
TEM Data
Student Achievement Data
Increase student RLA
achievement
Reading Materials
$500 Title I
$1000.00 copier
paper (Title (I)
Title One—Data
conferences
$1000.00 light
snacks and
resources; $3,000
Substitutes-SIP
Monitoring of weekly
lesson plans
Increase student
RLA achievement
CFAs
Classroom
Response Systems
$4000 Title I
Paper, Ink, Binders
Action Step
Action Step
Action Step
Action Step
Action Step
Support new and struggling
teachers according to TEM 4.0
protocols. Ensure all non-highly
qualified teachers are working
towards becoming highly-qualified
status.
Implement secondary literacy
strategies to improve vocabulary
acquisition and reading abilities.
August
2014May 2015
Septemb
er 2014May 2015
Teachers
PLC Coach
Implement a Drop Everything and
Read program to increase reading
skills.
October
2014May 2015
Teachers
PLC Coach
Teachers will analyze the following
relevant academic data every three
weeks to determine the strengths and
needs of our students:
 TCAP data
 Performance Systems
 Weekly classroom
assessments
 Suspension Data
 Attendance Data
 Constructed Response
Assessments
Data will be shared with parents and
stakeholders at curriculum nights.
The Administration, teachers and
paraprofessionals will increase their
expertise in technology, subject
matter, and data analysis by
attending professional development
in-services and conferences that
August
2014May
2015
Principal
PLC Coach
Learning Coaches
Master Teacher
PIT Crew
Support
Documentation
Professional
Development
Materials
Professional
Development
Materials
All teachers
Power SMS
Reports
Power
Teacher Reports
$2000 Title I
District Funded
Observations
PLC Walkthroughs
Departmental meetings
Intervention plans
August
2014May
2015
Administration staff
All regular education
teachers
N. Boyd, PLC Coach
R. Chapman,
6
Additional
SmartBoard,
Classroom
Performance
Systems, Navigation
Systems and
Course Recovery E-Learning
(Extended
Contract)
Assessment Data,
Classroom Assessment
Data, and
Progress Reports
Increase student
RLA achievement
SCS Literacy Framework
focus on the use of proven researchbased instructional strategies for
student achievement.
Facilitator
Projectors
SPED Inclusion
Teachers
BrainPop
Subscription
Copier\Paper
$4,000
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Kirby High School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
To increase the number of students scoring 12 on the TCAP Writing Assessment.
Student Achievement
The district’s five-year plan provides for increasing the number of students performing at proficient and advanced levels while
decreasing the number of students performing below proficiency. The Five Year Plan proposes to provide timely interventions
as outlined in SCS Policy 5013.
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Implement secondary literacy
strategies to improve vocabulary
acquisition and writing skills.
Action Step
Students will write reflections in
journals after each DEAR
session is complete.
The faculty and staff will provide
frequent opportunities for
students to practice persuasive
writing within the content areas.
Action Step
 Practice writing
assessment in class
(2-3 mock
assessments)
IMPLEMENTATION PLAN
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
evaluate the action step.)
Timeline
October 2014May 2015
October
2014- May
2015
Person(s)
Responsible
Teachers
PLC Coach
PLC Coach
Teachers
Facilitator
Required
Resources
Projected Cost(s)
& Funding Sources
Professional
Development
Materials
$500 Title I
Paper\Pencil
Title I Funds
Computers
Assessment
Material
Evaluation Strategy
TEM Data
Increase student
writing skills.
Student Achievement
Data
Writing Rubric
Discovery Assessment
Data
Classroom observation
Lesson Plan analysis
7
Performance
Results/Outcomes
Increased
percentage of
students scoring six
and/or five on
TCAP writing
assessment
SCS Literacy Framework


Action Step
School-wide writing
blitz - January
Graphic
Organizer\Thinking
Maps to model writing
– prewriting, drafting,
revising, editing and
producing final draft
Teachers will analyze the
following relevant academic
data every three weeks to
determine the strengths and
needs of our students:
 TCAP data
 Formative assessment
data
 Weekly classroom
assessments
 Suspension Data
 Attendance Data
August 2014
through
May 2015
Administration
staff
Instructional
Facilitator
PLC Coach
copy paper
Title One $3,000
substitutes
Monitoring of weekly
lesson plans
PowerTeacher
Grades
Classroom observations
Common Formative
Assesment Data
Classroom
walkthroughs
English
Teachers
Increased
percentage of
students scoring six
and/or five on
TCAP writing
assessment
Departmental meetings
Intervention plans
Observation
Data will be shared with parents and
stakeholders at curriculum nights
Action Step
The Administration, teachers
and paraprofessionals will
increase their expertise in
technology, subject matter, and
data analysis by attending
professional development inservices and conferences that
focus on the use of proven
research-based instructional
strategies for student
achievement.
August 2014May 2015
Administration
staff
All regular
education
teachers
N. Boyd, PLC
Coach
R. Chapman,
Facilitator
Additional
SmartBoard,
Classroom
Performance
Systems,
Navigation
Systems and
Projectors
BrainPop
Subscription
SPED
Inclusion
Teachers
8
Course Recovery E-Learning
(Extended
Contract)
Copier\Paper
$4,000
Assessment Data,
Classroom Assessment
Data, and
Progress Reports
Increased
percentage of
students scoring six
and/or five on
TCAP writing
assessment
SCS Mathematics Framework
MATHEMATICS ACTION PLAN DEVELOPMENT
School: Kirby High School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or
exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to 64.1% in 2015. Kirby High School’s goal is to
increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual
Measurable Objective by 5.4% from 13.3% to 18.7% in 2015.
Student Achievement
The district’s five-year plan provides for increasing the number of students performing at proficient and advanced levels while
decreasing the number of students performing below proficiency. The Five Year Plan proposes to provide timely interventions
as outlined in SCS Policy 5013.
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Action Step
Action Step
The regular education teachers
will work collaboratively with
the special education teachers
and ESL teachers on a weekly
basis to implement
inclusionary/co-teaching
instructional practices to
increase the proficient level of
special education and ESL
students.
The Administration, teachers
and paraprofessionals will
increase their expertise in
IMPLEMENTATION PLAN
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
evaluate the action step.)
Timeline
August
2014May
2015
August
2014May
Person(s)
Responsible
Required
Resources
Administrative
staff
N. Boyd, PLC
Coach
SPED Supervisors
Swauncy, Rucker,
Learning Coaches
SPED Inclusion
Teachers
Algebra I and II
Teachers
Computers
Administrative
staff
N. Boyd, PLC
Wireless Mobile
Lab
9
Projected Cost(s)
& Funding Sources
Inclusion Training
No Cost
Evaluation Strategy
Lesson Plan Analysis
Classroom observation
from administrative and
peers
EOC Data
Curriculum Guides
Diagnosis Progress
Reports from Formative
Assessments
Review Progress
Reports
Extended Day –
$5,000 (Title I)
Review and analyze
Discovery
Assessment Data,
Performance
Results/Outcomes
33.35% or more of
students with
disabilities will
score
proficient/advanced
on the Algebra I
EOC Assessment.
11.5% or more of
students with
disabilities will
score
proficient/advanced
on the Algebra II
EOC Assessment.
61.7% or more of
students enrolled in
Algebra I will score
SCS Mathematics Framework
technology, subject matter, and
data analysis by attending
professional development inservices and conferences that
focus on the use of proven
research-based instructional
strategies for student
achievement.
2015
Coach,
R. Chapman,
Facilitator
SPED Supervisors
Learning Coaches
Computer Techs
Additional
SmartBoard,
Classroom
Performance
Systems,
Navigation
Systems and
Projectors
Course Recovery E-Learning
(Extended
Contract)
Classroom Assessment
Data, and
Progress Reports
proficient/advanced
on the Math EOC
Assessment
18.7% or more of
students enrolled in
Algebra II will
score
proficient/advanced
on Algebra II EOC
Copier\Paper
$4,000
BrainPop
Subscription
TI-84 Calculators
Action Step
The school will offer tutorial
services for EOC Algebra IB
and EOC Algebra and extended
learning opportunities for
students who exemplify greater
needs in preparation for Algebra
I test based on data collected,
analyzed and evaluated.
August
2014May
2015
Administration
staff
Math Department
Algebra I Plus/I
Teachers and
Algebra II teachers
N. Boyd, PLC
Coach
Action Step
Action Step
Teachers will analyze the following
relevant academic data every three
weeks to determine the strengths and
needs of our students:
 TCAP data
 Performance Systems
 Weekly classroom
assessments
 Suspension Data
 Attendance Data
 Constructed Response
Assessments
Data will be shared with parents and
stakeholders at curriculum nights
August
2014May
2015
Instruction will be differentiated
based on data analysis of student
August
2014-
EOC Coach
Workbooks,
EOC Item Samples
Workbooks
Course Recovery,
E-Learning and
After School
Tutors
Extended Day –
$5,000 (Title I)
Course Recovery E-Learning
(Extended
Contract)
Review and analyze
Discovery
Assessment Data,
Classroom Assessment
Data, and
Progress Reports
18.7% or more of
students enrolled in
Algebra II will
score
proficient/advanced
on Algebra II EOC
Copier\Paper
$4,000
All teachers
$1000.00 copier
paper (Title (I)
Power SMS
Reports
Power
Teacher Reports
Administration
staff
No Cost
TCAP Data
10
61.7% or more of
students enrolled in
Algebra I will score
proficient/advanced
on the Math EOC
Assessment
Title One—Data
conferences
$1000.00 light
snacks and
resources; $3,000
Substitutes-SIP
Paper based
Discovery
Assessment
Monitoring of weekly
lesson plans
District Funded
IEP Annual Review
Observations
PLC Walkthroughs
Departmental meetings
Intervention plans
61.7% or more of
students enrolled in
Algebra I will score
proficient/advanced
on the Math EOC
Assessment
18.7% or more of
students enrolled in
Algebra II will
score
proficient/advanced
on Algebra II EOC
61.7% or more of
students enrolled in
SCS Mathematics Framework
Action Step
TCAP reports, report card
grades, IEP reports (where
applicable) in order to address
students’ needs. These
differentiated strategies will be
outlined in weekly lesson plans.
Teachers will use technology
(i.e. Smartboards, calculators,
computers, etc.) to increase
proficiency.
May
2015
Support new and struggling
teachers according to TEM 4.0
protocols. Ensure all non-highly
qualified teachers are working
towards becoming highlyqualified status.
August
2014May
2015
All regular
education teachers
N. Boyd, PLC
Coach
R. Chapman,
Facilitator
Report Cards
IEP reports
Compass Learning
Discovery Assessment
Weekly Quizzes
CPS Reports
Lesson Plans
SPED Inclusion
Teachers
Principal
PLC Coach
Learning Coaches
Master Teacher
PIT Crew
Algebra I will score
proficient/advanced
on the Math EOC
Assessment
Support
Documentation
Professional
Development
Materials
District Funded
Support Logs
TEM Data
Student Achievement
Data
18.7% or more of
students enrolled in
Algebra II will
score
proficient/advanced
on Algebra II EOC
61.7% or more of
students enrolled in
Algebra I will score
proficient/advanced
on the Math EOC
Assessment
18.7% or more of
students enrolled in
Algebra II will
score
proficient/advanced
on Algebra II EOC
11
ACTION PLAN DEVELOPMENT
School: Kirby High School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.
Increase student achievement
SCS Goal1. Student Achievement – Accelerate the academic performance of all students.
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
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
1.
Students with chronic
behavior and attendance
problems will be
iddentified weekly by the
classroom teachers,
attendance clerk, family
specialist and the
behavioral specialist and
action plans will be
developed and
implemented with the
students and parents.

Adopt a Senior
Program will
target at risk
seniors and have
teachers
monitoring their
progress on a
monthly basis.
August
2014May
2015
Parent Counselor,
ISS, SART Team,
Administrative
staff,
Teachers
Flyers Brochures
Parent link
Materials
Training for
teachers
Postage
Copies
Title I
District/School
funds
$7,000-training
materials, paper
materials,
professional
development,
printing
Monitor behavior and
attendance on a twenty
day reoccurring cycle,
action plans being
monitored and
implemented along with
parental involvement
Attendance and
behavior should
also improve from
students, increased
parental
involvement
graduation rate
should improve
2.
The Professional School
Counselors, Dual
Enrollment Teachers, and
AVID teachers will
schedule monthly visits for
college representatives,
August
2014May
2015
Professional
School Counselors
Parent Link, flyers,
college
representativesrecruiters,
Copies
Title I
6,000.00
Surveys from college
representatives, speaker
evaluation forms,
rosters of attendees, and
students applying for
colleges.
Students and
parent’s knowledge
will increase
concerning higher
education; students
will have a better
Action Step
Action Step
IMPLEMENTATION PLAN
Teachers
12
3.
Action Step
recruiters, and community
leaders to speak to students
about college and careers
opportunities, while
offering college tours and
field experiences to places
of employment to increase
college and career
readiness.

Apprentice
experiences and
training that
allow students to
model real world
career skills and
engage with
postsecondary
institutions
(Graduation
Rate)

Field experiences
hosted by
business
education,
ROTC, and noncore to integrate
literacy,
numeracy and
career readiness
 Track
postsecondary
plans of
graduates
The school will provide
extended learning services,
tutorial programs by using
technology and human
factors as strong
interventions to decrease
academic failure. ELearning during the school
day will be available for
students at risk for not
graduating. Saturday Blitz
for EOC tested areas and
ACT Prep Sessions will
also be held to increase
student performance and
student preparedness for
idea of what is
expected of them in
college and
requirements for
college,
October
2014May
2015
Professional
School Counselors
Attendance
Secretary
SMS coordinator
Records Secretary,
Teachers,
PLC Coach,
Instructional
Facilitator
13
link, Progress
reports, SMS
information, ELearning, After
school tutoring,
Compass Learning
Title I Extended
Contract and
Extended Learning
$15,000
Analyze Pre/Post Test
Data, ACT Data,
EOC Data, ACT Scores
Classroom
Walkthroughs
Monitoring
assessments,
increasing
graduation rate
based on academic
achievement.
graduation.
The Professional School
Counselor will provide
instructions and
information to parents and
students during quarterly
meetings in order to
develop a Four-Year High
School Plan meeting the
graduation requirements
mandated by the State of
Tennessee.
October
2014May
2015
5.
The school will provide
space and resources for
adequate operation of the
parent resource room.
6.
The school will sponsor
quarterly curriculum nights
to increase parent
awareness of rigorous high
school standards in the core
areas.
4.
Action Step
Professional
School Counselors
Attendance
Secretary
SMS coordinator
Records Secretary
Teachers
District
Supervisors
Teaching and
Learning Academy
materials
copies
August
2014May
2015
Administrative
staff
Title I Facilitator
Professional
School Counselors
Parent Counselor,
Teachers
PLC Coach
August
2014May
2015
Administrative
staff
Title I Facilitator
Professional
School Counselors
Parent Counselor,
Specialist,
Teachers
Learning Coaches
PLC Coach
Instructional and
professional
reading materials,
booklets on
Gateway Exam,
Computer access
to websites,
college, at-risk,
and various parent
handouts,
Workshops
Paper, copies,
demonstration
supplies for
departments
Action Step
Action Step
7.
Action Step
ACT Strategies Integrated
in Core Class Instruction

Students use
ACT workbooks
weekly to
improve testtaking strategies

ACT Prep
Sessions offered
October
2014May
2015
Administrative
staff
Title I Facilitator
Professional
School Counselor,
Parent Counselor,
Teachers
Learning Coaches
PLC Coach
14
School Budget
$2000,00
Review of Four Year
Plan and records
Progress Reports
Report Cards
SMS data
Surveys
Title I
$3000.00
Increase of parental
involvement, surveys,
school climate survey,
visible parental contact
Increased
awareness of
strategies or the
resources to help
their child
Title I
$2,500
Climate Surveys, Sign
In Sheets and minutes
from meetings,
conferences, and
community engagement
activities
Increased student
achievement will
result in increased
graduation rate
Needs assessment
survey
ACT Workbooks
and Online
Sources
The four year plan
will provide an
avenue for students
to meet graduation
requirements while
enhancing their
skill for college
curriculum.
Salary and
Materials
Title I- $5000
Participant evaluations
Student Surveys
Teacher Surveys
failing grades report,
and parent surveys
Sign In Sheets and
minutes from meetings,
conferences, and
community engagement
activities
Needs assessment
survey
Increase in parental
involvement
Increase
community
involvement
Increase in parental
involvement
Increase
community
involvement
Increased ACT
Scores
Action Step
on Mondays to
prepare students
for selected test
dates

ACT Data is
reviewed by
administration
and Core teachers
in grades 9-12 to
develop a
classroom level
action plan to
improve each
assessed area by
2+ points
ACT and Plan Data is used to
identify dual enrollment and AP
students for upcoming year
8. Graduation Rate
Monitoring will be
conducted as an on-going
action to ensure that cohort
members are receiving
continuous education:

Transcript Audits
performed by
counselors for
grades 10-12

Tracking of
withdrawals to
endure
continuous
enrollment status

Tracking of indistrict and out-of
district transfer to
ensure accurate
records for all
students

Monitoring
failing grades
reports for
progress and
report card
periods

School-wide
referral of failing
students to Title I
interventions
Participant evaluations
Parent Surveys
Student Surveys
Teacher Surveys
August
2014May
2015
Administrative
staff
Title I Facilitator
Professional
School Counselors
Teachers
PLC Coach
Learning Coaches
Copies
District PD
Substitutes$1500.00
Sign In Sheets and
minutes from meetings,
conferences, and
community engagement
activities
Needs assessment
survey
Participant evaluations
Student Surveys
Teacher Surveys
15
Increase in parental
involvement
Increase
community
involvement
Increased
Graduation Rate

Graduation
Awareness for
parents and
community
stakeholders
August
2014May
2015
Action Step
The teachers will increase
their expertise in delivery
of good first time teaching
strategies by attending
professional development
in-services that are school
based (data conferences,
academy meetings, vertical
teaming with feeder
schools) local, state, and
national conferences that
focus on the use of proven
research-based
instructional strategies for
student achievement. (See
PD Plan in addendum).
Non-highly qualified
teachers will work towards
highly qualified status.
August
2014May
2015
Action Step
10. The administration, faculty
and staff will continue to
communicate with all
stakeholders on a quarterly
basis by providing
newsletters, progress
reports, flyers, community
meetings, family/parent
training sessions, report
card pick-up,
parent\teacher conferences,
Site Based Decision
Making Committee
meetings and parent link
messages in order to
support students
academically and
strengthen home-school
connections. Principal,
teachers, student and parent
will also sign the
home/school compact.
9.
Administration
staff
All core and new
teachers
Facilitator
PLC Coach
Mobile Lab
Smart Board
Teacher Material
Title I Funds
Increased Graduation
Rate
Increase in parental
involvement
Increased Student
Achievement
Increase
community
involvement
Increased
Graduation Rate
Administration
staff,
Paper
All core teachers,
N. Boyd, PLC
Coach
R. Chapman,
Facilitator
M. Dotson, PTSA
President,
Thomas, Walker,
Gibbs-Jackson,
Pirtle, Professional
School Counselors
16
Title I Funds
$5,000 Light
Refreshments
(Title I)
Sign In Sheets and
minutes from meetings,
conferences, and
community engagement
activities
Needs assessment
survey
Participant evaluations
Student Surveys
Teacher Surveys
Increased in
parental
involvement
Increased
community
involvement
Increased student
achievement
2014 – 2015
Professional Development Plan
School:
Kirby High School
Date:
08/25/14 (revised)
Principal:
Dr. Daniel L. Jack
*Beginning PD Budget Amount= 65,000
PLC Coach: Nikayla Boyd
Title I Instructional Facilitator: Raymond
Chapman
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. Employ research based instructional strategies to improve student achievement in mathematics, reading/language arts and graduation rate
2. Implement district initiatives (Stanford Math Intervention Program, Read Plus, High School Redesign Grant/ School Improvement Grant and Dual Enrollment)
3. Build effective relationships (principals, teachers and parents)
4. Increase the knowledge of the stakeholders, staff, and community of the various post-secondary and career orientated options.
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: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to
64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from 13.3%
to 18.7% in 2015.
Goal 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in
2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to 44.2%
in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in
2014.
Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.
Goal 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High school’s goal is
to score 10% proficient and advanced on the Chemistry End of Course.
17
*Based on data, staff may attend other local, state and national workshops-conferences as needed
Action Plans
The following plans describe our school’s 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: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7%
to 64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4%
from 13.3% to 18.7% in 2015.
Content: What will be learned?
Process: What effective processes will be used?
Professional Learning
Activities/Events
Title
Presenters/Leader
s
New Teacher Orientation
Professional Development
(some strategies from Teach
Like a Champion)
N. Boyd, PLC
Coach
Master Teacher
Learning Coaches
August 2014
Monthly
Mentor Training for
Learning Coaches
District Presenters
Coronica Hall- PIT
Crew
July 2014
Monthly
thereafter
Implementatio
n Timeline
Expected
Outcomes
New teachers
will acquire
information
about general
expectations,
school policies
and procedures,
and how to
increase student
achievement.
New mentors
will acquire the
skills and
knowledge
needed to
support new
teachers and to
help them have
successful
school year.
18
Context: What aspects of our learning
environment will support this goal?
What data sources
will you use to
$____65,000___
PD Budget
evaluate
Balance
effectiveness? (i.e.,
teacher data,
student data)
$500-binders and jump drives for
 Observations
 Mentor Minutes, monthly meetings
Surveys
Substitute coverage
 Evaluation
(14 x 95.00)= $1330
 Teacher
observation
through the
district
 Mentor Logs
 Meetings
 My Learning
Plan Logs
0
Good First Teaching and
Learning By Design
Nikayla Boyd, PLC
Coach
September 2014
- Ongoing
Teach Like a Champion
Master Teacher
Learning Coaches
My Learning Plan/OASYS
N. Boyd, PLC
Coach
Coronica Hall, PIT
Crew
August 2014
Data School Improvement
Planning
PLC Coach,
Nikayla Boyd
Title I Instructional
Facilitator, R.
Chapman
Administrators,
Jason Jackson,
Mannie Lowery,
Dr. Daniel Jack
August 2014April 2015
Review data that directly
impact instructional
decisions
Ongoing
Teachers will
learn how to
manage time;
develop lessons
to meet the
needs of
students with
varied learning
styles: to use
project-based
assessments.
Teachers and
administrators
will learn how
to utilize the
district
technology to
sign up for
professional
development
sessions and
observations.
Teachers will
use data driven
decisionmaking skills
when
developing
lesson plans
and delivering
instruction.
All stakeholders
19
 Data Boards
 Classroom
Observations
 Lesson Plans
 Nine Weeks
Grades
0
 Classroom
Observations
0
 Data Boards
 Classroom
Observations
 Lesson Plans
 Formative
Assessment
 End of Course
 Formative
assessment
 ACT/SAT Scores
 End of Course
Exams
$1500.00Binders - $400
Dividers $100
Flash Drives to store Data – 50 x
$20 - $1000
Association of Math
Teachers Conference
Math teachers (two)
February 11-14
Apply strategies to current
lesson objectives and
standards
Level of student
engagement
will be
increased.
Specific
learning needs
of students will
be addressed.
Students’
knowledge base
of mathematical
concepts will
increase.
Technological Innovations:
SMARTBoard
CPS
Apperson Data Trackers
R. Pruitt
R. Chapman
September 2014
October 2014
Teachers will
be engaged in
technology
based
professional
development
activities to
enhance
instructional
delivery and to
utilize the
technology to
assess students
in order to
develop a
20
 Report Card,
Progress reports
 Lesson plans
Classroom
 Formative
assessment
 ACT/SAT Scores
 End of Course
Exams
 Report Card,
Progress reports
 Lesson plans
Classroom
Observation
Formative
assessment,
ACT/SAT Scores,
End of Course
Exams, Report
Cards, Progress
reports
Lesson plans,
Classroom
Observation,
Climate Surveys
$7500.00
$2500-CD’s, Jump Drives, Binders,
Light Refreshments, printing
instructional
plan for
differentiated
instruction
Research-based strategies for
Increasing Student
Achievement
“Teach Like a Champion”
PLC Coach
Learning Coaches
Andrea Fitzgerald,
Master Teachers
Department Chairs
Administration
PLC Meetings
Teachers will
incorporate
instructional
strategies into
lesson planning
and teaching.
Ninety-minute
learning blocks
will move from
primary whole
group
instruction to
small group
instruction.
Students work
will represent
the higher
levels of
Bloom’s
Taxonomy
21
Formative
assessment,
ACT/SAT Scores,
End of Course
Exams, Report
Cards, Progress
reports
Lesson plans,
Classroom
Observation, TEM
$750.00-printing and workbooks
Drop-In and
Observation/Evaluation
Compass Learning
Jason Jackson, AP
Mannie Lowery,
AP
Daniel L. Jack,
Principal
Nikayla Boyd, PLC
Coach
Raymond
Chapman,
Instructional
Facilitator
Master Teacher,
Andrea Fitzgerald
Learning Coaches
Andrea Fitzgerald,
Master Teacher
Nikayla Boyd
PLC Coach
August 2014/
December 2015
Teachers will
learn how the
process of the
district and
school
evaluation is
done.
TEM 4.0
Drop-In Data
0
August 2014Ongoing
Teachers will
gain knowledge
on how to
implement the
Compass
Intervention
program to
increase the
academic
performance of
all math
students
Formative
assessment
ACT/SAT Scores
End of Course
Exams
Report Card,
Progress reports
Lesson plans
Classroom
Observation
District Reports
$700.00- Compass Learning Data
Binders
22
Action Plans
The following plans describe our school’s 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 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to
47.8% in 2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7%
from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable
Objective by 5.6% from 10.4% to 16% in 2014.
*Based on data, staff may attend other local, state and national workshops-conferences as needed
Content: What will be learned?
Context: What aspects of our learning
Process: What effective processes will be
How to incorporate research-based strategies
environment will support this goal?
used?
into instruction to increasing student
PLC, planning time, Classroom visits,
Professional Development workshops,
achievement and to expand teacher’s ability to
Embedded PD (Teaching sharing instructional
mentoring, analysis of data, expand pedagogical
implement effective literacy strategies.
strategies) focusing on instruction, continuous
skills and teacher collaboration
improvement, increasing student achievement
What data sources
will you use to
$
Professional Learning
PD Budget
Implementation
Expected
evaluate
Activities/Events
Presenters/Leaders
Balance
Timeline
Outcomes
effectiveness? (i.e.,
Title
teacher data,
student data)
Data School Improvement
Department Chairs August 2014
Teachers will
Data Boards,
$1,500.00- binders and jump
Plan
Raymond
-Ongoing
learn how to
Classroom
drives for English I and II
Chapman,
use data to
Observations,
teachers
Review data that directly
Instructional
make decisions Lesson Plans,
impact instructional
Facilitators
when delivering Formative
Substitutes-665.00
decisions
instruction and Assessment,
developing
Observation Data,
`
lesson plans.
Discovery
Assessment report
23
Plain Talk about Reading
English Teachers
February 2015
Teachers will
learn strategies
that provide
students with
greater access
to important
reading and
writing skills
and concepts.
Formative
assessment,
ACT/SAT Scores,
End of Course
Exams, Report
Cards, Progress
reports
Lesson plans,
Classroom
Observation, ,
Folio Express Data ,
data meeting notes,
sign in sheets at PD
provided by
attendees
Jason Jackson and
AVID Team
August 2014 –
July 2015
Teachers will
learn how to
implement
AVID
methodologies
to improve the
learning
experience for
all students in
the Ninth Grade
Academy and
tenth grade
classes
Formative
assessment,
ACT/SAT Scores,
End of Course
Exams, Report
Cards, Progress
reports
Lesson plans,
Classroom
Observation,
Observation Data,
Climate Surveys
Apply strategies to current
lesson objectives and
standards
AVID
June 29-July 1
24
$7500
Literacy Strategies
Nikayla Boyd, PLC
Coach
Raymond
Chapman,
Instructional
Facilitator
September 2014
-Ongoing
Teachers will
implement
research-based
literacy
strategies in
their
classrooms to
improve
student
achievement
using the
comprehensive
literacy plan
Formative
assessment,
ACT/SAT Scores,
End of Course
Exams, Report
Cards, Progress
reports
Lesson plans,
Classroom
Observation,
Observation Data
Climate Surveys
500-Copies
Action Plans
The following plans describe our school’s 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 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.
Content: What will be learned?
Process: What effective processes will be used?
Context: What aspects of our learning environment will support
this goal?
PLC, planning time, Classroom visits, Embedded PD
(Teaching sharing instructional strategies) focusing on
instruction, continuous improvement, increasing student
achievement.
*Based on data, staff may attend other local state national workshops-conferences as needed
What data sources
PD Budget
will you use to
Professional Learning
Balance
Implementation
Expected
evaluate
Activities/Events
Presenters/Leaders
Timeline
Outcomes
effectiveness? (i.e.,
Title
teacher data,
student data)
25
How to incorporate research-based
strategies into instruction to increasing
student achievement
Professional Development workshops,
mentoring, analysis of data and teacher
collaboration.
National Drop Out
Prevention Conferences
Guidance
November 2-5,
2014
AVID National
Conferences
Selected teachers
and Administration
June 2014
Ongoing
The Summer Institute
2015: A Seminar on Brain
Based Education and
Gender Differences in
Learning
Selected Staff
July 2015
Team will learn
how to increase
the graduation
rate and
decrease the
drop-out rate
Teachers will
learn strategies
and
methodologies
to increase
participation in
AP programs,
ACT Prep and
strategies that
support college
readiness.
Sign-in Sheets,
Attendance,
Surveys, Evaluation,
Climate Surveys
Teachers will
gain knowledge
on gender based
education.
Formative
assessment
ACT/SAT Scores
Gateway/ End of
Course Exams
Report Card,
Progress reports
Lesson plans
Classroom
Observation
7000.00
Formative
assessment
ACT/SAT Scores
End of Course
Exams
Report Card,
Progress reports
Lesson plans
$1000.00
printing materials from conferences
Possibly to be
implemented in
the 2016 school
year.
Wired Differently
SPED Teacher
Regular Ed Teacher
January 2015
Teachers will
learn strategies
and
methodologies
to increase
participation
from students
with behavior
26
Formative
assessment
ACT/SAT Scores
Gateway/ End of
Course Exams
Report Card,
Progress reports
Lesson plans
Classroom
Observation
Observation Data
issues.
Professional Learning
Communities
Nikayla Boyd
Learning coaches
Master Teacher
Select Teachers
August 2014May 2015
Teachers will
participate in
small groups to
share strategies
to improve
academic
success.
SPED Inclusion training
Leonida Bell, Math
Teacher
Dr. Albert Slater,
SPED Teacher
October 2014
Teachers will
participate in
training sessions
on what coteaching and
inclusion look
like.
Harvard InstituteUniversal Design for
Learning: Reaching All
Learners
School Leadership
Team
July 6-July 10,
2015
Teach Like a Champion
Departmental Data
Meetings
Classroom
Observation
Observation Data
Formative
assessment
ACT/SAT Scores
End of Course
Exams
Report Card,
Progress reports
Lesson plans
Classroom
Observation
Observation Data
Formative
assessment
ACT/SAT Scores
End of Course
Exams
Report Card,
Progress reports
Lesson plans
Classroom
Observation
Observation Data
$500- Jump drives and binders
$0
$20,515
27
Action Plans
The following plans describe our school’s 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 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High
school’s goal is to score 10% proficient and advanced on the Chemistry End of Course.
Content: What will be learned?
Process: What effective processes will be used?
Context: What aspects of our learning environment will support
this goal?
How to incorporate research-based
strategies into instruction to increasing
student achievement
Professional Learning
Activities/Events
Title
National Association of
Biology Teachers
Professional Development workshops,
mentoring, analysis of data and teacher
collaboration.
PLC, planning time, Classroom visits, Embedded PD
(Teaching sharing instructional strategies) focusing on
instruction, continuous improvement, increasing student
achievement.
What data sources
will you use to
Implementation
Expected
evaluate
Presenters/Leaders
Timeline
Outcomes
effectiveness? (i.e.,
teacher data,
student data)
Biology Department November 2014- Level of student Formative
ongoing
engagement will assessment,
be increased.
ACT/SAT Scores,
Gateway/ End of
Specific
Course Exams,
learning needs
Report Cards,
of students will Progress reports
be addressed.
Lesson plans,
Classroom
Students’
Observation,
knowledge base Observation Data
of biology
28
PD Budget
Balance
6,000
Data School Improvement
Plan
Review data that directly
impact instructional
decisions
PLC Coach, N.
Boyd
AdministratorsJason Jackson
Department Chairs
August 2014
-Ongoing
Biology and
Chemistry Teacher
March 2015
`
National Science Teacher
Association
concepts will
increase.
Teachers will
learn how to use
data to make
decisions when
delivering
instruction and
developing
lesson plans.
Data Boards,
Classroom
Observations,
Lesson Plans,
Formative
Assessment,
Observation Data,
Discovery
Assessment report
Level of student Formative
engagement will assessment,
be increased.
ACT/SAT Scores,
End of Course
Specific
Exams, Report
learning needs
Cards, Progress
of students will reports
be addressed.
Lesson plans,
Classroom
Students’
Observation, ,
knowledge base Climate Surveys
of science
concepts will
increase.
*Based on data, staff may attend other local, state and national workshops-conferences as needed
29
0- binders and jump drives for
Biology teachers
Substitutes-500.00 (title one)
4035.00
Teacher Mentoring Program
Complete Action Plan for developing and implementing a mentoring program
School: Kirby High School
Principal: Dr. Daniel L. Jack
Budget:
Included in PD Budget
Date: August 26, 2014 (last revised)
PLC Coach: Nikayla Boyd
Instructional Facilitator: Raymond Chapman
Phone: 416-1960
New Teacher Mentoring Plan
Kirby High School’s mentoring plan is designed to introduce new teachers to Tennessee’s Performance Standards for teachers and to the TEM 4.0
Evaluation Model. It also ensures that new teachers understand school policies and procedures. Our Mentoring Plan is directly related to the Goals and
Action Steps of our School Improvement Plan.
BEGINNING TEACHERS NAME
ASSIGNED MENTORS NAME
Jerry Calhoun
Sheila Morgan
Gavin Wigginson Jennifer Rucker-Leake
Jessica Pollard
Deanna Clark
Marlen Delgado
Carl Barbarin
Bridgett McAdam Monica Swauncy
Kendrick Alexander
30
Date
July 2014
August – May
(on-going weekly)
August 2014
Action Step
Person Responsible
New Teacher
Orientation
Learning Coach
mentoring meetings
Learning Coaches
Navigating the Teacher
Evaluation Process
Presenters:
Presenters:
Learning Coaches
Master Teacher
PLC Coach
Nikayla Boyd, PLC
Coach
Expected Outcomes
To ensure that new teachers understand
school policies and procedures.
 To ensure that new teachers understand
school policies and procedures.
 To assist teachers in making a smooth
transition from the workforce to
working in a classroom
 To address the needs of teachers who
have taught at other schools but are
new to Kirby High school
 Teachers will receive assistance in
requested areas (i.e. classroom
management, differentiated instruction,
etc).
 To introduce new teachers to the TEM
4.0 Model
 To provide information on district-level
training on the model
Learning Coaches
.
Master Teacher
Date
Weekly
Action Step
Learning Coach
Training
Person Responsible
Presenters:
PIT Crew- Coronica Hall
31
Expected Outcomes
To train Learning Coaches on being
effective mentors for new or struggling
teachers.
Date
August - May
(on-going monthly)
September-May
Date
July (quarterly, thereafter)
Action Step
Person Responsible
Expected Outcomes
Teaching Strategies:
Differentiated
Instruction
Connecting with
Students
What Great Teachers
Do Differently
Writing and
verbalizing Instructional
Objectives
Strategies to Improve
Test Scores
Lesson planning
Presenters:
Nikayla Boyd, PLC
Coach
Raymond Chapman,
Instructional Facilitator
Master Teacher

Infusing Technology
 My Learning
Plan
Google/Gaggle
 Classroom
Performance
Systems
 Microsoft Office
 Power Teacher
 Smartboards
Presenters:
Rosalyn Pruitt, Teacher

Action Step
Topics:
Strategies for
Students with Diverse
Learning Styles
Adjusting lesson
plans to students with

Nikayla Boyd, PLC
Coach
Teachers will learn to implement a
series of teaching strategies.
Students will be engaged in mini
lessons designed to improve student
achievement
Teachers will be given hands on
training on how to use technology to
enhance instruction and record-keeping
Raymond Chapman,
Instructional Facilitator
Person Responsible
Gary Beasley, SPED
Chair
Expected Outcomes


Nikayla Boyd, PLC
Coach
32


Developing lesson plans that
incorporate different learning styles
Teaching students on their individual
performance level
Understanding an IEP
Learning to work with minority
Date
August-May
May 2015
Action Step
Disabilities
Students classified as
504
Improving Test
Performance of Students
with Disabilities
Informal Observations
and Feedback
Person Responsible
Monica Swauncy, ESL
Chair
Expected Outcomes
students
Learning Coaches
Master Teacher
PLC Coach
Instructional Facilitator
Teachers will be observed and will be
given feedback to improve teaching and
learning. Novice teachers will also conduct
peer observations obtain Best Practices.
Evaluate and Revise
Plan
Presenters:
PLC Coach
Instructional Facilitator
Assistant Principals
Principal
Mentors
New Teachers
To solicit input and reflections from
mentors and the administration regarding
the current and upcoming year’s plan.
Marilyn Gibbs-JacksonGuidance Counselor
33
Kirby High School Intervention Plan
School
Action Steps
Select members for school level support team; set and
publish meeting dates (every 4.5 weeks).
Ensure that staff members receive professional
development on universal screener and intervention
programs, as needed.
Develop and implement building procedures for fidelity
monitoring to include data/usage review and classroom
observations in Tier I, Tier II, and Tier III.
Timeline
August 2014
August-September
2014
August 2014-May
2015
2014-2015
Required Resources
TN DOE RTI2 Manual and
Implementation Guide
District professional development
schedule in MLP
Site-based fidelity check
TN DOE RTI2 Manual and
Implementation Guide
Checklists, electronic monitoring
tools
Schedules with who/when/how
often
Compass Learning
Computers
Person(s) Responsible
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Administer universal screeners in Reading and
Mathematics to all ninth grade 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 Mathematics.
August-September
2014
September 2014
December 2014
May 2015
Data from universal screeners,
report cards, teacher observation,
other student assessment data as
appropriate
Teachers
A.Webb, Vice Principal
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Communicate assignments to intervention programs to
parents of students involved
Set schedules for Tier II and Tier III interventions; realign
staffing as needed.
September 2014
Parent letters
C. Johnson, Parent Counselor
September-December
2014
Computers/labs
Resources for small group
intervention
Teachers
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Provide Tier II and Tier III interventions for all students
in need of intervention.
Establish progress monitoring for students receiving
interventions—biweekly for Tier II and weekly for Tier
III
School level support team meets every 4.5 weeks to
review data and make recommendations for
modification.
September 2014-May
2015
September 2014-May
2015
Teachers
Communicate progress and/or changes in intervention
assignments to parents (e.g., moving between/among
tiers, newly assigned, moving out of intervention).
September 2014-May
2015
Compass Learning
Computers
Compass Learning Reports
Extended Learning Reports
Extended Contract Reports
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Parent letters
September 2014-May
2015
34
R. Chapman, Instructional Facilitator
R. Chapman, Instructional Facilitator
N. Boyd, PLC Coach
Teachers
R. Chapman, Instructional Facilitator
C. Johnson, Parent Counselor
Kirby High School Intervention Plan
2014-2015
Title I students will participate in after school tutoring labs in
Math, English, Science, Social Studies.
Title I students will participate in Saturday EOC & Writing
Blitz Sessions.
Title I students will participate in extended library/research
hours for Improving Student Achievement.
Title I students will participate in ACT tutoring for
Improving Student Achievement.
School level support team meets to review data and make
adjustments to intervention schedules for the second
semester, as indicated by the new data.
October 2014-May
2015
Compass Learning
Compass Learning training (district
& schoolwide)
ACT practice materials
Progress reports & report cards
EOC scores – Spring 2014
TCAP scores – Spring 2014
December 2014
Revise schedules for Tier II and Tier III interventions, as
needed, based on December universal screening
December 2014January 2015
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Compass Learning Reports
Formative Assessment Data
School level support team meets to review end-of-year
data and make preliminary plans for next year.
May 2015
Student assessment data
Attendance records
Completed fidelity checklists
Teacher observation
Teachers
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Teachers
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Teachers
N. Boyd, PLC Coach
R. Chapman, Instructional Facilitator
Note: Schools are free to add additional action steps if they choose, but they will not be required to do so. Components in bold type are site-based decisions; all other
components have been determined by the District. On those action steps, schools need only add the names of the responsible parties.
35
Technical Assistance Report
Kirby High School
2014-15 Technical Assistance Report
Check One
Name
Check One
Topic
Title/Position
State
Derrick Sanders
Title I Budget
Contact
Qoueda Lewis
PLC Coach
Muriel Dotson
PTSA President
District
Schoolbased
Site
Visit
Phone
Call
Email
Information on next budget meeting
-questions about budget transfer
X
X
X
X
X
X
X
X
Documents necessary for Registration
MLP Support
-Title I meeting discussion
-School Compact
Dr. Deborah Currie
Title I Advisor
X
X
-Questions concerning TSIPP
-Questions concerning Travel
Melanie Lynch
PLC Coach
Coronica Hall
PIT Crew
April Smith
PLC Coach
Thomasena Stuckett
Honors Program
Analyst
X
X
X
X
X
X
36
X
X
Questions title one ordering, PD and PLC’s
X
X
Questions concerning mentoring program
Assistance with OASYS
Assistance with PLC topics
X
X
Assistance with testing information and EOC’s
X
X
Assistance with progression in Honors courses and honors
matrices
Transition Plan
Feeder School Action Plan
Action Steps
TimeLine
Required
Resources
Person(s) Responsible
Parent
Involvement
Meet with the PLC Coach/Facilitator and
8th Grade Team at feeder schools (Kirby
and Hickory Ridge Middle) to discuss
common practices that have been effective
with the students, as well as test scores and
areas that need to be strengthened among
students.
February 2015
Refreshments
Paper
Nikayla Boyd, PLC Coach
Raymond Chapman,
Facilitator
Candice Johnson, Parent
Counselor
Annie Webb,
Vice Principal
Invite Parents to
the meeting to
provide input
Conduct a meet and greet with the
Freshman Guidance Counselor and
Freshman Community Leader and
Administrator at the feeder schools to
encourage students to register at the
appropriate times. Also, to give an
introduction of what classes and
extracurricular activities are offered at
Kirby High School.
March 2015
No Cost to the school
Guidance Counselor
Freshman Community
Leader
Vice Principal
Parents are
encouraged to
talk with students
about their
choices for
courses and
registration.
Joint Family Night with Kirby Middle and
Hickory Ridge Middle to introduce Kirby
High Faculty, Staff and courses and
activities offered. Also, to promote cultural
awareness due to diverse populations
served by all three schools.
April 2015
$1500 Supplies and Light
Refreshments
Faculty and Staff from all
schools
(including ESL teachers)
Parents will be
invited to
participate in the
activities for the
event.
37
SIP/Title I Addendum
Transition Opportunities
Action Steps
TimeLine
Required
Resources
Person(s) Responsible
Parent
Involvement
Meet with all seniors to determine future plans
and offer assistance on reaching those goals;
have them to complete a form on their goals
after Kirby High preceding the meeting;
arrange any visits from colleges for any
students who did not participate in the Junior
College and career fair
November 2014-January
2015
No Cost
12th Grade Sponsors
Guidance
Invite Parents to
the meeting to
provide input
College and Career Fair Events open to all
students with a focus on 11th and 12th grade
students
3 times per month
$1000 Activities and
Refreshments (as needed)
Counselors
Parents will be
invited to
participate in the
activities for the
event.
College Tours
2 times per year
Sponsored by community
colleges and adopters
Counselors, Facilitator, PLC
Coach
Parents can plan to
attend the tours
ACT Prep
Select Mondays afterschool
from November to April
$7,000
PLC Coach, Facilitator, ACT
Prep Teacher
Parents will have
an orientation for
students involved
in the ACT Prep
sessions
38
State and Federal Programs
List all State Educational programs and other Federal programs that are consolidated in this plan.
1. Extended Contract/Learning
2. Title I
3. Course Recovery
4. Smaller Learning Community (PLC’s)
5. Perkins Funding (Career & Technology)
6. English Language Learner Program
7. Special Education
8. Title I Parental Involvement Center
9. E-Learning
10. Discovery Formative Assessment Program
11. Learning Coach Mentoring Program
12. Dual Enrollment
13. Compass Learning
14. Advanced Placement
39
Revised 07/2014
Kirby High School
SCHOOL/PARENT COMPACT
2014-2015
Parent/Guardian’s Agreement
I want my child to achieve. To support my child’s learning, I will encourage him/her by doing the following:

Develop a partnership with the school to help children achieve the State’s high standards.

Establish a time and place for homework and monitor homework regularly.

Provide a quiet, well-lighted place for study.

Encourage my child’s efforts and be available for questions.

See that my child is punctual and attends school regularly.

Support the school in its efforts to maintain proper discipline and that child obeys the school rules.

Teach social skills to promote positive interactions with all and teach them to be respectable.

Stay aware of what my child is learning

Volunteer in my child’s school in various areas and not only at athletic events and special programs.

Communicate with my child’s teacher frequently to find out how my child is doing in school including reviewing the Progress Reports sent home after
the third week of each nine-weeks and reviewing the report card each nine-weeks.

Attend scheduled parent meetings, conferences and workshops.

Provide necessary supplies and maintain those supplies that were given by the school.

Meet with my child’s teachers at least annually to discuss the school/parent compact.

Review frequent student progress reports such as report cards, periodic progress reports, EOC reports.

Encourage my child to read by providing a library card for my child and letting my child see me read.
______________________________________________
_____________________________________________
Print Parent’s Name
Parent’s Signature
Student’s Agreement
It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

Attend school regularly and report to classes on time.

Come to school each day with pens, pencils, paper, and other necessary tools for learning.

Perform at my highest level of learning each day.

Share the responsibility for improving my academic achievement with my parents and the entire school staff.

Complete and return homework and class assignments in a timely manner.

Observe regular study hours.

Ask questions when I do not understand.

Comply with rules of student conduct, including the uniform policy.

Display respect for all and obey all the rules.

Take responsibility for my actions and grades and to cooperate with others that I may receive a quality education.
______________________________________________
Print Student’s Name
Teacher’s Agreement
______________________________________________
Student’s Signature
It is important that students achieve. To support my students’ learning, I shall strive to do the following:

Share the responsibility for improving student academic achievement with parents and students.










Provide high-quality curriculum and assignments at a pace appropriate for my students.
Provide meaningful homework assignments for students, when applicable.
Provide necessary assistance to parents so they can help with the assignments.
Encourage students and parents by providing information about the student’s progress.
Provide constant preparation for my students to succeed on District and State tests.
Determine to student’s educational needs and adjust my instruction to accommodate those needs.
Participate in extracurricular activities and school-related functions.
Maintain on-going communication and participation from students and parents.
Be a model learner for my students
Demand higher cooperation and participation from students and parents
Kirby High School Teachers 2014-2015
Principal’s Responsibility
As a Kirby High School administrator, I support parent, student, and teacher involvement focused on student success. Therefore, the
administration and staff of Kirby High will strive to do the following:













Develop a partnership with parents to help children achieve the State’s high standards.
Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the State’s
student academic achievement standards.
Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent, and student
Encourage teachers to regularly provide homework assignments that will reinforce and is an extension of classroom instruction.
Have high expectations of ourselves, students and other staff
Determine the student’s educational needs and adjust the instruction to accommodate those needs.
Ask parents to help, encourage their support in the school and provide flexible parent meetings.
Jointly develop with parents, a School/Parent compact that outlines how parents/school/ staff/students will share responsibility for improving
student academic achievement
Conduct a parent meeting in the spring of each year to discuss, develop and approve the School/Parent Compact the Family Engagement Plan and hold
regular parent/teacher conferences at flexible meeting times throughout the year.
Give parents reasonable access to staff, to volunteer, participate and observe in their child’s classroom.
Enforce all rules set forth by Shelby County Schools and KHS.
Listen to parent and student concerns
Maintain open communication with parents (phone calls, conferences, parent meetings, parent visitations)
Dr. Daniel L. Jack
Print Principal’s Name
__________________________________________
Principal’s Signature
40
Revised 07/2014
Kirby High School
ESCUELA/PADRES
Período 2014-2015
Padre, madre o tutor legal de acuerdo
quiero que mi hijo. Para apoyar a mi aprendizaje de su hijo, que él/ella de la siguiente manera:
Desarrollar una asociación con la escuela para ayudar a los niños a alcanzar los altos estándares del Estado.
• Establecer un tiempo y un lugar para hacer la tarea y supervisar tareas regularmente.
• Proporcionar un lugar tranquilo y bien iluminado para estudiar.
• Fomentar los esfuerzos de mi hijo y estar disponible para las preguntas.
• Ver que mi hijo es puntual y asiste a la escuela regularmente.
• Apoyo a la escuela en sus esfuerzos por mantener la disciplina y que los niños obedece a las reglas de la escuela.
• Enseñar habilidades sociales para promover interacciones positivas con todos y les enseña a ser respetable.
• Estar al tanto de lo que mi hijo/a está aprendiendo
• Voluntarios en la escuela de mi hijo en diversas áreas, no sólo en eventos atléticos y programas especiales.
• Comunicarse con el maestro de mi niño con frecuencia para averiguar cómo mi hijo en la escuela incluyendo examinar los informes sobre la marcha
enviado a casa después de la tercera semana de cada nueve semanas y examinar el informe tarjeta cada nueve semanas.
• Asistir a reuniones programadas, conferencias y talleres.
• Proporcionar suministros necesarios y mantener los suministros que fueron dadas por la escuela.
• Cumplir con los maestros de mi hijo por lo menos una vez al año para discutir sobre la escuela y los padres.
• Revisión constante del estudiante informes sobre la marcha de los trabajos como tarjetas de calificaciones, informes periódicos sobre la marcha, EOC.
• Alentar a mi hijo a leer al proporcionar una tarjeta de la biblioteca para que mi hijo y dejar que mi hijo me vea a mí leer.
__________________________________
___________________ ______________
Nombre del Padre
Firma del Padre
Del estudiante Firma Acuerdo
es importante que yo trabajo en la medida de mis posibilidades. Por lo tanto, me esforzaré por hacer lo siguiente:
•Asistir a la escuela regularmente y a las clases a tiempo.
• Venir a la escuela cada día con plumas, lápices, papel y otras herramientas necesarias para el aprendizaje.
• Realizar en mi máximo nivel de aprender cada día.
• Compartir la responsabilidad de mejorar mi rendimiento académico con mis padres y todo el personal de la escuela.
• Completar y devolver las tareas y trabajos de clase en una manera oportuna.
• Respetar horas de estudio regular.
• Hacer preguntas cuando no lo entiendo.
• Cumplir con las normas de conducta de los estudiantes, incluyendo la política uniforme.
• Mostrar respeto a todos y obedecer todas las reglas.
• Asumir la responsabilidad de mis acciones y de los grados y a cooperar con los demás que reciba una educación de calidad.
____________________________________
Nombre del Estudiante
________________________________________
Firma del Estudiante
Del Profesor Acuerdo
Es importanteque los estudiantes logren. A mi el aprendizaje de los estudiantes, me esforzaré por hacer lo siguiente:
• compartir la responsabilidad de mejorar rendimiento académico de los estudiantes con los padres y alumnos.
• Proporcionar currículo de alta calidad y asignaciones en un ritmo adecuado para mis alumnos.
• Proporcionar importantes tareas de los estudiantes, en su caso.
• Proporcionar la asistencia necesaria a los padres para que puedan ayudar con las tareas.
• Alentar a los alumnos y a los padres mediante el suministro de información sobre el progreso del alumno.
• Mantener una constante preparación para mis alumnos a tener éxito en exámenes del Distrito y del Estado.
• Determinar necesidades educacionales de los estudiantes y ajustar mis instrucciones para dar cabida a esas necesidades.
• Participar en las actividades extraescolares y las funciones relacionadas con la escuela.
• Mantener comunicación continua y la participación de alumnos y padres.
• Ser un modelo para mis alumnos alumno
• demanda una mayor cooperación y participación de los estudiantes y los padres
Kirby Maestros de la Escuela Secundaria período 2014-2015
La responsabilidad principal
Como Kirby High School administrator, yo apoyo padres, estudiantes, y participación de los profesores se centraron en éxito de los alumnos. Por lo tanto, la
administración y el personal de Kirby Alta se esforzará por hacer lo siguiente:
• Desarrollar una asociación con los padres para ayudar a los niños a alcanzar los altos estándares del Estado.
• Proporcionar currículo de alta calidad y la enseñanza en un apoyo efectivo y ambiente de aprendizaje que permite a los niños el Estado pueda cumplir con
su rendimiento académico de los estudiantes.
• Proporcionar un apoyo, segura y efectiva entorno de aprendizaje que permite la comunicación positiva entre los docentes, los padres y estudiantes
• animar a los profesores
Dr. Daniel L. Jack
______________________________________
Nombre del Director
Firma del Director
41
Revised 07/2014
Kirby High School Family Engagement Plan
2014-2015
Kirby High School has a special responsibility to our parents and community by providing opportunities for you to get involved and share
the responsibility of promoting success in our children.
Under the Federal Projects Director, Kirby High School jointly develops with parents a written Family Engagement Plan. The Plan
establishes the expectations for parental involvement at Kirby High School according to the guidelines set forth in Title I regulations.
To insure that parents have opportunities to participate in an organized, on-going and timely way in the planning, review, and
improvement of programs for family engagement and the Family Engagement Plan of the Title I Program at Kirby High School, we shall
do the following:

Invite parents to the Title I Annual Parent Meeting held in August or September to inform them of the following:
1. Kirby High School’s participation in the Title I program,
2. The Title I requirements for Kirby High School,
3. The right of parents to be involved in the school and
4. Various school activities.

Hold a flexible number of parent meetings and activities.

Involve parents in an organized, ongoing and timely way in the plans for parent involvement.

Provide parents timely information about parent involvement programs.

Provide a description and an explanation to parents of:
1. The curriculum in use at the school
2. Forms of academic assessment used to measure student progress
3. Proficiency levels students are expected to meet.

Provide parents with opportunities for regular meetings, if requested, to formulate suggestions, to participate in
decisions relating to the education of their children and respond to any suggestions as soon as practically possible.

Jointly develop with parents a school-parent compact.

Review the Home/School Compact periodically to ensure that plans continue to be in place to increase student
achievement.

Review the Family Engagement Plan to meet the changing needs of parents and the school.

Provide assistance to parents in understanding such topics as:
-State academic content Standards,
-State student academic achievement standards,
-State and local academic assessments including alternate assessments, how to monitor a child’s progress and how
to work with educators to improve the achievement of their children and the requirements of parent involvement.

Provide materials and training to help parents work with their children to improve their achievement, such as literacy
training and using technology to foster parent involvement.

With the assistance of parents, educate teachers, pupil services personnel, principals and other staff in the value and
utility of parent contributions. The staff will be trained in how to reach out to, communicate with, and work with parents
as equal partners. In addition, the staff will be trained to implement and coordinate parent programs, and build ties
between parents and schools.

Coordinate and integrate, to the extent feasible and appropriate, parent involvement programs and activities with
centers such as the Kirby Family Resource Center housed at Kirby High School.

Send parents information related to school and parent programs, meetings and other activities to the extent practicable,
in a language parents can understand.

Provide parents with reasonable support for parent involvement activities as parent may request.

Include parents in professional development available to staff and parents under No Child Left Behind.

Support family engagement in all programs at the school. Allow all Title I personnel to be accessible to parents.

Conduct parent surveys to determine effectiveness of the Family Engagement Plan.

Provide parents with a description and explanation of the curriculum in use at Kirby High School forms of academic
assessment used to measure student progress and the proficiency levels students are expected to meet.

Parents participate in AT LEAST ONE school sponsored parent teacher conference.

Provide Parent information in English and Spanish.
_________________________
Dr. Daniel L. Jack
Principal
_____________________________
Nikayla Boyd
PLC Coach
42
Revised 07/2014
Kirby High School y la Familia
período 2014-2015 Plan de implicación
Kirby High School tiene una responsabilidad especial a nuestros padres y la comunidad, brindando oportunidades para que participen y compartir la
responsabilidad de fomentar el éxito en nuestros niños.
En el Director de Proyectos Federales, Kirby de secundaria se desarrolla conjuntamente con sus padres un Plan escrito compromiso familiar. El Plan
establece las expectativas de participación de los padres en la Escuela Secundaria Kirby según las directrices establecidas en el Título I normas.
Para asegurarse de que los padres tengan la posibilidad de participar de manera organizada, en curso de manera oportuna y en la planificación, revisión y
mejoramiento de los programas de compromiso familiar y de la Familia Plan de implicación del Programa de Título I en la Escuela Secundaria Kirby,
haremos lo siguiente:
• Invitar a los padres de familia sobre la anual Título I Reunión con los padres en Agosto o Septiembre para informarles de los siguientes:
1.Kirby de la Escuela participación en el programa de Título I,
2.El Título I requisitos de Kirby High School,
3. El derecho de los padres a participar en la escuela, y
4. Distintas actividades escolares.
• Mantenga una cantidad flexible de reuniones y actividades.
• Involucrar a los padres en forma organizada, en curso y en forma oportuna los planes de participación de los padres de familia.
• Proporcionar a los padres información oportuna sobre programas de participación de los padres.
• Proporcionar una descripción y una explicación a los padres de: 1.
El plan de estudios en uso en la escuela
2. Las formas de evaluación académica para medir progreso del estudiante
3. Los niveles de competencia se espera que los estudiantes cumplan.
• Proporcionar a los padres con oportunidades para reuniones periódicas, si se le pide, a formular sugerencias, para participar en las decisiones relativas a la
educación de sus hijos y responder a las sugerencias tan pronto como sea posible.
• Desarrollar conjuntamente con los padres una escuela de padres.
• Revisar la Casa/Escuela Compacta periódicamente para asegurar que los planes siguen en su lugar para aumentar los logros de los estudiantes.
• Revisar el Plan de implicación Familiar para satisfacer las necesidades cambiantes de los padres y la escuela.
• Ofrecer asistencia a los padres en la comprensión temas tales como: Estado Las Normas de contenido académico, Estado rendimiento académico de los estudiantes,
Estado y evaluaciones académicas locales incluyendo evaluaciones alternativas, cómo vigilar un progreso del niño y cómo trabajar con los educadores para
mejorar el logro de sus hijos y a los requisitos de participación de los padres de familia.
• Proporcionar materiales y capacitación para ayudar a los padres trabajar con sus niños para mejorar su logro, tales como la alfabetización y el uso de la
tecnología para fomentar participación de los padres de familia.
• Con la asistencia de los padres, educar a los maestros, alumnos, personal de los servicios los directores y demás personal en el valor y la utilidad de sus
padres. El personal estará capacitado en cómo llegar a, comunicarse con ellos y trabajar con los padres como socios iguales. Por otra parte, el personal será
capacitado para ejecutar y coordinar los programas padres y construir lazos entre los padres y las escuelas.
• Coordinar e integrar, en la medida en que sea posible y apropiado, programas de participación de los padres y actividades con centros como el Kirby
Family Resource Center ubicado en Kirby High School.
• Enviar información relacionada con los padres a la escuela y a los padres los programas, reuniones y otras actividades para la medida de lo posible, en un
idioma los padres pueden entender.
• Proveer a los padres de familia con apoyo razonable de actividad con participación de los padres como padre puede solicitar.
• Participación de los padres en el desarrollo profesional a disposición del personal y los padres de que Ningún Niño Se Quede Atrás.
• Compromiso familiar en todos los programas de la escuela. Permitir que todos los Títulos I personal para ser accesible a los padres.
• Llevar a cabo encuestas padres para determinar la eficacia de la Familia Plan de implicación.
• Proporcionar a los padres una descripción y explicación del plan de estudios en uso de Kirby High School las formas de evaluación académica se usa para
medir el progreso de los estudiantes y los niveles de competencia se espera que los estudiantes.
• Los padres participar en AL MENOS UNA escuela reunión con padres de alumnos.
• Proporcionar información a los padres en inglés y en español.
_________________________
Dr. Daniel L. Jack
Principal
_____________________________
Nikayla Boyd
PLC Coach
43
Strategies to Attract High Quality, Highly Qualified Teachers
Check all that apply:
__X__
Support uncertified personnel gain certification
__X__
Establish collaboration with colleges and universities
__X__
Provide ongoing professional development
__X__
Encourage local, state, and national professional development
__X__
Implement a mentoring program
__X__
Establish networks to build capacity
__X__
Provide time for team planning, collaboration
__X___
Provide generous resources, materials to assist teachers
44
Assurance Page
I,___________________, principal of ___________________School, give assurance that this Title I Schoolwide Plan was developed during a oneyear 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 Carl D. Perkins
Vocational Act, and Head Start.
____________________________________
____________________
Principal Signature
Date
45