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McDowell Elementary School Tennessee School Improvement Plan 2013-2014 Table of Contents Tennessee School Improvement Planning Process Analysis of Data –  AMOs & Gap Reduction - Areas of Greatest Progress 4-5  AMOs & Gap Reduction - Underlying Reasons for Progress 5-6  AMOs & Gap Reduction - Areas of Greatest Challenge 5-6  AMOs & Gap Reduction - Underlying Reasons for Challenge 5-6  Needs Assessment of Entire School and Subgroups 6  Surveys  Faculty Survey 7  Parent Survey 7  Parent Involvement Survey 8 I.
Goals for 2013-14 School Year a) AMO targets for achievement and gap closure 8 II.
Title I Components a) Data Analysis Process/Data Teams 8 b) HQ and Effectiveness of Staff 9 c) Strategies to attract high quality/effective teachers to high needs schools 9 d) Federal, State and Local Programs Coordination 10 e) Coordination and Transition 11 III.
Action Plan – a) Key strategies to achieve goals 13-29 b) Key strategies to achieve progress for students with the greatest need 13-29 c) Projected costs and funding resources for key strategies 13-29 d) High quality and ongoing professional development 13-29 e) Parent Involvement 13-29 f) Performance Results and Outcomes 13-29 3

V. Appendices a) Parent Involvement Plan 30-34 b) Parent Compact 35 IV.
c) Schoolwide Program Summary 36-37 ACHIEVEMENT DATA: Math Grades 3-8 Targets NOT MET Subgroup All Students 3 4 rd th Grade Grade African American Hawaiian/Pacific Hispanic Native American White Racial/Ethnic ED Non – ED SWD Non – SWD LEP 2011 % Proficient and Advanced 44.8 45.5 44.1 39.1 40.0 39,4 41.1 63.6 35.3 48.0 2012 % Proficient and Advanced 42.9 51.5 34.2 39.4 36.4 38,6 39.1 33.3 45.2 2013 % Proficient and Advanced 46.6 56.4 39.2 27.5 63.6 61.5 35.5 41.3 73.2 26.7 50.6 50 Non – LEP Male 46.0 30.3 44.6 43.2 46.6 42.2 Female 32.8 42.4 GAP TARGET DATA: MATH Gap Targets NOT MET Group Racial/Ethnic vs. All Students 2011 GAP 5.4 2012 GAP 4.3 52.3 2013 GAP 11.3 4

5 ED vs. Non – ED 22.5 35.9 LEP vs. Non – LEP SWD vs. Non – SWD 12.7 11.9 ACHIEVEMENT DATA: Reading Grades 3-8 Targets NOT MET Subgroup 2011 % Proficient and Advanced 2012 % Proficient and Advanced 31.9 23.9 2013 % Proficient and Advanced All Students 3 rd Grade 4 th Grade African American Hawaiian/Pacific Hispanic Native American White Racial/Ethnic ED Non – ED SWD Non - SWD LEP Non – LEP Male Female 38,8 33.3 44.1 30.4 40.0 44.1 33.3 35.7 54.5 23.5 44.0 39.7 41.2 51.4 37,7 35.9 39.5 33.4 18.2 48.5 29.5 36.2 20.0 42.0 39.2 25.0 54.4 34.4 38.5 31.4 24 42.9 43.6 27.5 26.7 73.3 13.3 38.6 34.1 35.6 35.7 GAP TARGET DATA: READING Gap Targets NOT MET Group 2011 GAP 2012 GAP 2013 GAP Racial/Ethnic vs. All Students 5.5 8.2 4.9

    ED vs. Non - ED LEP vs. Non - LEP 18.8 13.8 45.6 SWD vs. Non – SWD 20.5 22.0 25.3
AMOs & Gap Reduction - Areas of Greatest Progress
Third and Fourth grade RLA gap closure is McDowell’s greatest area of progress. The target subgroup, Racial/Ethnic vs All Students gap closure 8.2 in 2012 decreased to 6.9 in 2013 gap (-1.3) Third grade math was a strength proficiency increased from 51.3 to 56.4 (+5.1)
AMOs & Gap Reduction - Underlying Reasons for Progress
The underlying reason for the score differences is likely attributed to the direct systemic instruction that the ELL subgroup received for 60 minutes daily in RLA from McDowell’s ELL Teacher. This group has made sufficient progress and has greatly contributed to the 3 rd and 4 the closure of this gap. th grade reading gap closure. The Hispanic subgroup is configured with the Radical/Ethnic subgroup these students were targeted during the 2013 school year as an area of concern. These students received services such as ELL pullout, “Before and after” school tutoring, and Summer School Tutoring. These are factors that have influenced Math was the primary focus in the Data teams during the 2013-13 school year; Katherine Khunns worked with all grade levels as the math consultant during this school year.
AMOs & Gap Reduction - Areas of Greatest Challenge
McDowell’s greatest challenge is closing the gap in Math with Racial/Ethnic vs All Students. The Math gap grades 3-8, increased (+ 7.0) 4.3 to 11.3 3-4 grade RLA proficiency decreases for 37.7 to 34.4 (3.3)
AMOs & Gap Reduction - Underlying Reasons for Challenge
The underlying reason for the challenge in Math performance is likely attributed to the lack of direct systemic instruction that the ELL subgroup received during the school day. The ELL Teacher addresses RLA during ELL sessions, but not Math vocabulary or processes. These students were targeted for tutoring in math before and after school, and during the summer but these services did not address the needs of these students daily, and consistently enough to close the gap created in math. 6

 The underlying reason for the RLA performance is likely due the performance of the African American students. Needs Assessment of Entire School and Subgroups (Subgroups are defined in ESEA/NCLB as All Students, African American, Asian, Hawaiian/Pacific Islander, Hispanic, Native American/Alaskan, White, SWD, ELL, ED Migrant, Female and Male) AMO data is disaggregated by sub-groups, forty-five or more students forming a sub-groups. McDowell’s subgroups would consist of Black/Hispanic/Native American vs. All students. Black/Hispanic/Native American vs. All Students 3-8 Math 11.3% (2014 AMO gap 10.6) Black/Hispanic/Native American vs. All students 3-8 RLA 34.4 (2014 AMO 38.5) 7 
Factors that attribute to theses AMO gaps :
3-8 3-8 3-8 3-8 3-8 Surveys (paragraph) RLA Black 22.5% proficient Math Black 27.5% Proficient RLA RLA ED SWD 26.7% Proficient 13.3% Proficient Math SWD 26.7% Proficient
Faculty Survey
a. The faculty survey was sent out to twenty-eight staff members during the month of February. The survey was completed and returned by twenty four of the staff members or eighty-six percent of the staff. The staff that returned the survey indicated two areas on the survey which were very important and effective practices. Twenty-four staff members or 100% of the staff surveyed felt that providing the use of enrichment teachers and support staff as literacy partners to support intervention groups is important and effective. Twenty-four of the twenty-four staff that returned the survey felt that differentiating instruction to meet the instructional needs of all students is important and twenty-three of the twenty-four felt that differentiating instruction is effective. b. The second highest response, on the survey indicated three areas that our staff perceived as equally important and effective. Twenty three staff members responded that the use of CCSS, pacing guide and using high yield strategies across all subject areas is important and effective. c. Twenty-two or ninety-one percent of the survey responders felt that using a certified teacher as an interventionist is an important strategy; twenty staff members responding felt this to be an effective strategy.

 Parent Survey  A random sampling of our school demographic was sent out in February. The sampling was selected from each grade level to represent about one third of the school. There were 106 surveys sent home with students. Eighty one surveys were returned. The primary language spoken by families at McDowell is English seventy two percent, about twelve percent Spanish and sixteen other. The average family consists of one to three children with thirty seven percent having more than three children. Fifty three percent reported being white, twenty-five percent African-American and thirteen percent Hispanic or other. The sampling reveals that the educational level of our parents is sixty-eight percent with a High school Diploma, forty-five percent with college or Tech degrees. Sixty four percent reported being employed and thirty six percent reported being unemployed. Approximately fifty-five percent of our families reported an income of less than $30,000. Fifty-five percent of the student’s parents reported having internet access at home. 
Parent Involvement Survey
The Parent Involvement surveys were sent to 340 parents as part of the Parent Orientation Packets. The survey was completed and returned by 24% of our students or 142 parents. The parents that returned the survey indicated that the evening would be the optimum time to have workshops. Of the 142 parents returning the survey 40 or 28.5% requested morning workshops, 27 or 19% requested afternoon, 60 or 42% requested evening workshops, 15 or 10.5% would be able to attend anytime. The highest percentage of parents requested workshops on reading strategies of the 142 responding 71 or 50% were in this group. Math workshops were the second highest request of the 142 responding 68 or 48% were in this group. The third highest percentage of parents requested workshops on understanding TCAP scores which reflected 36 parents or 25% of those responding. Parents indicated interest in Common Core Standards(3) testing strategies (2) and spelling strategies (2). V.
Goals for 2013-14 School Year (Will be updated after the 2013 Data is received in the fall) a) Your AMO targets for achievement and gap closure (State specifically and will be repeated in the Action Plan) McDowell’s AMO targets for achievement and gap closure
Achievement Targets for Reading /Language (AMO)
 Reading/Language Arts Achievement Target for All Students in grades 3 and 4 in 2013- 2014 is 38.5%  The 3 rd grade Reading/Language Arts Achievement Target is 42.3%
Gap Closure Targets for Reading /Language Arts
 Black/Hispanic/Native American vs All Students current gap 6.9%, 2014 target 6.5 gap closure .4% 8

Achievement Targets for Math (AMOs)
 Our math achievement target for All Students in grade 3 and 4 in 2012-2013 is 46.6%, 2014 target 49.9%. The 3 rd grade math achievement target is 56.4% with the 2014 target being 59.1%.
Gap Closure Targets for Math
 Black/Hispanic/Native American vs. All Students 2013 current gap 11.3%, 2014 target 10.6 with the gap being .7%. VI.
Title I Components
a) Data Analysis Process/Data Teams (Describe assessment decisions regarding the use of assessment in improving performance and instruction)
The data team process is used at McDowell to collect and chart data this allows us to disaggregate data in order to accelerate all groups of learners. Through disaggregation we determine the strengths and needs within our subgroups. The incremental goal in collecting and charting is to accelerate all learners: the ultimate goal is for all learners to reach proficiency levels. We analyze data and prioritize student needs, the analysis leads us to identify specific areas of focus that, when addressed, will take the learner to the next level of performance. The prioritization is deliberate and thoughtful. Teams Set incremental SMART goals which allows team members to analyze, monitor, and adjust professional practices. Grade level teams select common instructional strategies; these strategies include specific actions that will actively involve students in learning. Strategies are monitored for results to determine the impact and effectiveness of the strategy. As grade level teams we monitor and evaluate results to determine the effectiveness of our instruction and reflect on our professional practice.
b) HQ and Effectiveness of Staff
According to the definition of ESPE, 100% of McDowell faculty and staff are highly qualified. Every member of McDowell’s faculty is licensed by the State of Tennessee, and none are teaching outside of their certified areas. Our faculty is made up of teachers that have been teaching forty-two years to teachers that are new to the profession. The average teaching experience of the faculty is seventeen years. McDowell’s faculty consists of one Principal, one Assistant Principal, one School-wide Title Facilitator, an Instructional Coach, one Title Teacher, Sixteen Classroom Teachers, and two Preschool Teachers. McDowell is also serviced by one 9

full time and one part time ESL Specialist, Counselor, Music, Librarian, Physical Education Teacher, Technology Teacher and Special Education Resource, and a part time Speech and Language Therapist. Our school support staff consists of : Instructional Assistants, Office Staff, Cafeteria Staff, Custodians, S.R.O, Nurse, Title I Facilitator, Title I Teacher (120 day), Instructional Coach, Administrators and Teaching Faculty. Of these, twenty-two of the teaching faculty is female, one is male. Twenty-three of the teaching staff is white, two African-American. All of our instructional assistants are highly qualified. The Instructional Coach trains and provides resources for our paraprofessionals to aid and assist our students in guided reading groups within the classrooms.
c) Strategies to attract high quality/effective teachers to high needs schools
McDowell Elementary is a small, personable, and family like school. Generations of families have attended and supported our school. Our principal has worked hard to establish and maintain a professional learning community of administrators, teachers, staff, students, parents, and community members. The professional learning community works together to educate our students. Our principal is respected as an instructional leader and exhibits expertise in the day-to-day operation of the school. His leadership style is relaxed, but with high expectations of all those involved in the educational process. Discipline issues are handled in an appropriate and timely manner. He supports all school employees and treats them with respect.
Mentoring Program
McDowell has established a school-wide mentoring program. The program provides support to teachers that are new to a grade level, our school, the district, and the profession. We have two faculty members that have been trained in the state model for mentoring on staff. Our lead mentor coordinates meetings and various informative activities for mentors and mentees.
Professional Development
Professional development is another important strategy to attract and retain highly qualified teachers. Our principal strives to design and implement quality researched based professional development that will enhance classroom instruction. Our principal encourages teachers to seek out other development opportunities that align with our district's standards. In addition, we have a Instructional Coach assigned to our school. Our Instructional Coach provides embedded professional development and school based coaching using teaching materials and resources that support comprehensive literacy and math practices in instruction. 10

d) Federal, State and Local Programs Coordination
The school-wide plan coordinates and integrates Federal, State and local services and programs. The school-wide plan lists the State and Federal programs that are consolidated and integrated. The plan ensures that the intent and purposes of each Federal categorical program is included.  Title III provides services, materials, and supplies for ELL children. ELL students will receive assistance from a Full-time ELL teacher.  Coordination with special education provides services for children with disabilities. Students with disabilities are served by Special Education Teachers and Occupational Therapist. They receive extra assistance from their classroom teachers and educational assistants.  Our school identifies those students who have participated in Head Start, a locally operated readiness program, and copies diagnostic data in the student’s file.  Title II is used for professional development for regular classroom teachers. These funds are used to assist teachers in improving instruction and meeting the academic needs of students. The following are possible future plans for Title II professional development activities: using literature in math, strategies for implementing Readers’ and Writers’ Workshop, using formative assessment data to guide instruction, pacing and aligning state standards, and poverty training.  Title II Part D is used for professional development technology integration. These funds are used to assist teachers in improving instruction by the use of technology.  Title IV provides safety and a drug free environment. The funds are used to assist our crisis management team and our Safe and Drug Free program.  Title X provides for homeless children and vocational/career awareness. The Homeless Liaison of Maury County will be our consultant helping with any child that meets any of the Title X requirements. Students will be identified and immediately tested for at-risk services. Federal Funds are used to support this service by hosting a Career Day. Our guidance counselor teachers career awareness to individual classrooms. However, teachers incorporate career awareness in instruction on a daily basis as applicable to their lessons.  The guidance counselor conducts a unit of study on career awareness. Title I provides an extended contracts for before and after school tutoring. At-risk students receive tutoring before/after school, and during the summer from teachers receiving contracts. Summer school is offered to five year olds that will enter kindergarten in the fall.
e) Coordination and Transition Transition from Pre-School to Kindergarten
Kelly Myers and Barbara Baltzer will meet with the parents of the Head Start students at Northridge and College Hill in April. The parents will be informed about the Kindergarten pre-registration date and procedures, proof of medical records and record of birth. They will discuss the parent handbooks with parent and friends. Each child will receive The Starting School Kit that will provide a guide to Kindergarten readiness. 11

In addition to easing the transition from Pre-School to Kindergarten, McDowell Elementary provides the following opportunities for parents, teachers, and students:  Early registration day for Kindergarten-April   Pre-School Day(Annual Kindergarten Tour Day)-May 1 Kindergarten Parent Orientation- Fall 2012 Each of these activities provides parents, teachers, and students with an opportunity to tour the school and meet the Kindergarten teachers, faculty and staff. Parents also receive handouts, Getting Ready for School Kit and other resources that will assist students in the transition from Pre-School to Kindergarten.
Transition from Fourth Grade to Fifth Grade
In order to ease the transition from Fourth grade to Middle School, McDowell Elementary and Whitthorne Middle provide the following opportunities for parents, teachers, and students:   Parent Orientation Night- 5th Grade Orientation- Each of these activities provides parents, teachers, and students with an opportunity to tour the school and meet the fifth grade teachers, faculty and staff. Parents also receive handouts, Middle School Success Kit and other resources that will assist students in the transition from Pre-School to Kindergarten. VII.
Action Plan
– (Use Template – see next pages) g) h) i) j) Key strategies to achieve goals Key strategies to achieve progress for students with the greatest need Projected costs and funding resources for key strategies High quality and ongoing professional development k) l) Parent Involvement Performance Results and Outcomes V
. Appendices
(attach) a) Parent Involvement Policy/Plan b) Parent Compact c) School wide Program Summary 12

ACTION STEPS
Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and intervention 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 PLAN Goal should be based on your AMO targets and gap closure. Goal 1: Reading/Language Arts Achievement Targets for Reading /Language (AMO)  Achievement Targets for Reading/Language Arts Achievement Target for All Students in grades 3 and 4 in 2013-2014 is 38.5%  Gap Closure Targets for Reading /Language Arts  The 3 rd grade Reading/Language Arts Achievement Target is 42.3% Black/Hispanic/Native American vs. All Students Current gap 6.9 2014 AMO target 6.5, Gap .4
IMPLEMENTATION PLAN
For each of the Action Steps you list, give timeline, person(s) responsible, projected cost (s)/required resources, funding resources, evaluation strategy and performance results/outcomes. Timeline
Action Step 1.1
The school will use a Universal Screener three times yearly to identify struggling students.. Screeners will be used to identify skill deficits for “at risk” students. Interventions will be developed using a scientific researched based intervention program. The Data Team six step processes will be used at each grade level to develop common interventions strategies August 2014 November 2014 January 2015 March 2015 13
Person(s) Responsible
Principal Assist. Principal Title Facilitator Instruction Coach Pre-K-4 Teachers Encore Teachers
Req. Resources w/Projected Cost(s) & Funding Sources
$500 Paper, ink, Notebooks, Dividers, Highlighters, File Folders, etc. planning Title I
$1000
Substitutes extended Title I & II Instructional Coach District Set Aside
Evaluation Strategy
Data team notes SMART Goals Teacher lesson Plans Intervention group plans Progress Monitoring Data
AMO/Gap Closure Being Addressed
All Students
AMO/Gap
38.5
Closure Target Performance Results/Outcomes

14
Professional Development:
Staff members will participate in grade level Data teams to 1-Collect & chart data 2-Analyze data/Prioritize needs 3-Set, review, & revise incremental SMART goals 4-Select common instructional strategies 5-Determine results indicators 6- Monitor & evaluate results Data teams at each grade level will organize intervention groups, select area of intervention and monitor progress of students during the intervention process in Tiers II and III. Tier I instruction strategies will be developed to ensure most effective instruction.
Technology:
Teachers PK-4 and Specialist will post data, pre and post assessment, intervention data using data grids, and data report templates on school server. Data will be accessed by all staff members. Data reports will reflect information such as, Common Core Standard, common strategies, and targeted subgroup interventions results.
Communication:
All teachers will actively inform parents and community of the importance and benefits of the Data Team process, Universal Screener process, and Intervention process during the Open House/Orientation Informational meeting, as well as quarterly during parent teacher conferences.  Parents will monitor their child’s progress through: Weekly news Benchmarking 4 times yearly August October January March Progress monitoring September November February April Aug. 2014- May 2015 This reports will be posted as SMART Goal timelines are reached .( monthly or bimonthly Aug. 2014-May 2015 Orientation August Parent/Teacher Conferences August October January March Report cards Each 9 wks Progress Report PK-4 Teachers Encore Teachers Assist. Principal Instructional Coach Title Facilitator PK-4 Teachers Encore Teachers Assist. Principal Instructional Coach Title Facilitator PK-4 Teachers Encore Teachers Assist. Principal Instructional Coach Title Facilitator 120 day/Title I Reading Teacher
$60, 000
Title Facilitator Title I
$600.00 School Federal Funds
Laser Printer Toner for Printing Reports Universal Screener test results, Data Notebooks Intervention Data report Lesson Plans Progress monitoring results All Students
$500
Materials and Supplies Title I Data team reports
$500.00
Pamphlets Material Compacts Data Reports Parent Involvement Survey Manila envelopes Ink Title I Data Notebooks Intervention Data report Lesson Plans Coordination Notebook Report Cards Progress Reports Teacher/Parent communication logs Parent Orientation All Students All students 38.5% 38.5

letters, Progress reports, Report cards, data charts, and scores. Parent Workshops Teacher contacts Mid-9 wks Workshops will be given by Grade level Teachers and Specialist. These workshops will be offered each semester to a targeted group. The first semester will focus on the lower grade K-2. The second semester workshops on grades 3-4. The classroom teacher will be responsible for notifying parents and encouraging parents to attend. The workshop will focus on home/school connection activities. Aug-2014 Sept. Kindergarten October 1 st grade January 2 nd grade February 3 rd grade March 4 th grade . Instructional Coach Title Facilitator, Ell Teacher Classroom Teachers
$100.00 Parent Workshops Title I Parent Involvement PTO/Supplemental funds for refreshments and entertainment $100.00
Materials and Supplies Title I
Donations from local business, $300.00 Food, paper products $500
Books for Incentives Title I Parent Evaluation Parent Survey All students 38.5
Timeline
Action Step 1.2
School staff in grades K-4 will monitor “at risk” students by using a Universal Screener. Students identified as “at risk” will be given assessments to drill down to skills that are affecting success. The assessment s could consist of (DRA, 95% Group, Read Naturally Aug. 2014-May 2015 Benchmarking 4 times yearly August October January 15
Person(s) Responsible
P-K-4 teachers Principal Assist. Principal Instructional Coach Title Facilitator Education Assistants
Req. Resources w/Projected Cost(s) & Funding Sources Evaluation Strategy AMO/Gap Closure Being Addressed
$8,000.00
Classroom Literacy Materials Leveled books for guided reading (New Teachers) Title I Classroom Schedules Lesson Plans Student Writers’ notebooks Running Records Passage Reading Fluency All students 38.5
AMO/Gap Closure Target Performance Results/Outcomes

16 Placement, SRA Placement, Phonics and word Reading Survey.)
Professional Development:
The Instructional Coach will: Provide teachers, Literacy Support Teachers, and Para-Professionals with targeted professional development on assessments, and Interventions programs. Professional Development will be the intervention materials. Such as Project Read, Read Naturally, SRA, 95% group materials, Soar to Success, Technology programs.
Technology:
Teachers will have accesses to websites that will promote integration of science and social studies with Reading/Language Arts and Math Teachers will use Promethean boards, document cameras,. March
Progress Monitoring
September November February April
August-May 2014-2015 August- Intervention programs, Read Naturally, 95% Group, Phonics and Comprehension, Soar to Success, Fluency and Comprehension Developmental Spelling Assessment
Aug-May 2014-2015 Literacy Partners Class Room Teachers Instructional Coach Facilitator Instructional Coach PK-4 Teachers Principal Assistant Principal. Title Facilitator Instructional Coach PK-4 Teachers Principal Assistant Principal. Title Facilitator
$6,000.00
Intervention Materials Soar to Success Comprehension/Fluency Grades 2-4
$177,400 2 Title Teachers
3 Educational Assistants Salaries Title I
$30,000
2 Educational Assistants Salaries GP Funds
$2500.00
Periodicals(Newsweek, National Geographic, E-Books, A-Z Readers Scholastic $4000.00 Professional Development Consultant for Project Read $1000.00 Material to support the training in Project Read
$1000.00
Websites Study Island, Grades 3-4 Education City Grades K—2, IXL, Reading Eggs General Funding 1500.00 Brain Pop Brain Pop JR. Websites that promote content word study Title I EasyCBM graphs 95% Group DRA, assessments Data Team notes Lesson Plans Intervention notebooks Instructional Coach documentation Lesson Plans Classroom Newsletters Classroom Schedules All Students All Students 41.6% 41.6%

Action Step 1.3
Communication:
The school will inform and share with parents’ assessments results and Data Team goals during parent/teacher conferences, report cards, progress reports, and personnel phone calls and Weekly Newsletters. Parent/Community Involvement: Parents and community will be informed of grade level standards taught weekly by classroom newsletters weekly . Literacy night will be hosted during the first semester, which will provide strategies, activities, resources, and materials parent will be able to use to reinforce learning at home. The teachers in grades PK-4 will focus on increasing student writing practices that are aligned with CCSS through a writing format of Independent writing, guided writing, response writing, reflection writing, conferring and sharing across all genres. The writing process will include writing with 6 traits plus 1. Writing will be integrated in all content areas. ELA, Math, Science, Social Studies August-May 2014-2015 Benchmarking 4 times yearly August October January March
Progress Monitoring
September November February April Aug.-May 2013-2014 Literacy Night October 2014 1 st Narrative 2 nd Narrative Informative/Explanatory 3 Narrative Informative Opinion 4 rd th Nine Weeks Nine Weeks Nine weeks Nine Weeks Narrative Informative/Explanatory Instructional Coach PK-4 Teachers Principal Assistant Principal. Title Facilitator Principal Assistant Principal Instructional Coach Title Facilitator PK-4 Teachers Encore Teachers Principal Assistant Principal Instructional Coach Title Facilitator PK-4 Teachers Encore Teachers 17 Promethean Board Bulbs Library Books $2000.00
$300.00
Paper and Ink to run Benchmark assessments to share with parents, postcards for parent communication with school logo. Title I Newsletters Lesson Plans Newsletters Interim Progress Reports Office referrals All Students $200.00 Home School Connection Materials Books Games Dice Title I
$1,500
Writing Materials/Mentor text Composition books Chart Paper for “Anchor Charts Chart Markers Publishing Paper Title I Writers Notebooks Writing samples Lesson plans Published works Conferring notebooks All students 41.6% 38.5 News letters Parent Evaluations Parent Involvement Documentation All Students 38.5

18
Professional Development:
The Instructional Coach will: Provide teachers with targeted PD which will include analyzing writing samples and developing writing rubrics, establishing Writers Workshop in each classroom
Technology:
Teachers will use technology assistances for publishing student works. McDowell will set up a Publishing Center in McDowell Teacher Center. Opinion August 2014 Establishing Writers Workshop October Writing Rubrics for writing evaluation January Analyzing writing Samples Aug 2014-May 2015
Communication:
Student Works will be posted and published in public areas such as Office waiting area, Hallways, and Newsletters. Parents will be informed of the grading process of writing rubrics through. Weekly news letters Student progress reports Report cards Writing rubrics Aug 2014-May 2015
Parent/Community Involvement:
Literacy Night held the first semester will provide parents with activities, resources, materials to assist with a home/school connection, Literacy Night will consist of Students as Authors, event. Each grade level will October 2014 Instructional Coach Title Facilitator Principal Assist. Principal 3-4 Teachers Encore Teachers Educational Assistants Volunteers Title Assistants Encore Teachers Educational Assistants Volunteers Title Assistants Encore Teachers
$500.00
Subs Analyzing Writing Samples Title I & II Writing Samples Writers Notebooks Published work
$1500.00
Wireless Printer/Ink Wireless connections for Xerox copier/printer Title I Paper Laminator/Lamination film Title I
$300.00
Ink/Paper Title I (repeated 1.2) All students All students All students All students All Students Principal Assist. Principal All Teachers Education Assistants
$50.00
Refreshment/ Title I $200.00 Local Business Food/Paper products Parent Evaluations All Students 38.5 38.5 38.5 38.5

showcase authors to share their writing. Donations
Timeline
Action
Step 1.4 The school will engage students 2-4 in spelling instruction that focuses on the developmental stages of spelling. This instruction will include developmentally appropriate word study practices. The Developmental Spelling Assessment will be given three times during the year. August, November, and February to track student growth and progress
Professional Development:
The school will provide;  Release time for classroom visits  Release time for team planning  Literacy support through general budget assistances, title assistances, and encore teachers The Instructional Coach will provide targeted training on Developmental Spelling and Strategies. Spelling analysis  Strategies for comprehension, phonological awareness, fluency August 2014- Spelling Inventory August November March August 2014-May 2015 19
Person(s) Responsible
Principal Assistant Principal Encore Teachers Educational Assistants Classroom Teachers
Req. Resources w/Projected Cost(s) & Funding Sources Evaluation Strategy
Conferring Notebooks Reading levels Portfolios Running Records Discovery Assessments Principal Assistant Principal PK-4 Teachers Education Assistants Title Facilitator Instructional Coach Encore Teachers
$500.00
Substitutes Title I & II
$2000.00
Charts Paper/Ink/dividers Assessment materials Timers Title I
$1000.00
Professional books/resources for book study Words Their Way And classroom support Books Materials to support word sorts Conferring notebooks Running Records CBM graphs Lesson Plans Principal Walkthroughs
AMO/Gap Closure Being Addressed AMO/Gap Closure Target Performance Results/Outcomes
All students 38.5 All students Hispanic Racial/Ethnic Students with Disabilities 41.6% 23.3% 33.9% 25%

Technology
Students will have access to technology assistance learning through Reading Eggs ,IXL Lang .Arts .students will have access to e-books through Promethean Boards, and technology lab. August 2014-May 2015
Communication:
The school will inform parents and community of the importance of reading time in the home, through teacher/parent contact methods; This will be a focus during the fall Literacy Night. Parents will be informed on developmental spelling and the strategies connected to spelling by a grade level teacher. Weekly news letters Student progress reports Report cards Portfolios August 2014-2015 Principal Assistant Principal Instructional Coach Title Facilitator All Classroom teachers Encore Teachers Principal Assistant Principal School Facilitator Instructional Coach Extended Contract Teachers PreK-4 Teachers Encore Teachers Educational Assistants IXL Math, Study Island, Reading Eggs Provide from General Program Title I $1,200 Books for home school connection. Reading material that will be used to take home for practice. Reading Eggs evaluation Report L Classroom schedules that documents the time daily set aside of developmental spelling Lesson Plans Special Events Agenda All students All students
Action Step 1.5
20 Teachers will discuss current Developmental Spelling benchmark results, progress monitoring and informal assessment result with parents during Parent/Teacher conferences, parent contact and report card documentation. Parent/Community Involvement Literacy Night held the first semester will provide parents with activities, resources, materials to assist with developmental spelling at home/school connection, Students K-4 will attend Before/After school, and/or summer tutoring opportunities provided by the school when Oct 2013 Principal Assist. Principal All teachers Aug. 2014-May 2015 Extended contracts October-March Principal Assist. Principal All teachers Title I
$50.00
Materials spelling sorts to promote spelling Title I (Repeated 1.1) $4000.00 2 extended Contracts GP Funds Parent Evaluations All students Lesson Plans Student Assessment Results Tutoring Session All students 41.6% 41.6% 38.5

21 identified as “at risk” or as an enrichment intervention.
Professional Development:
Teachers will be informed of training opportunities that are available for materials purchased for tutoring. This Training will be offered to tutoring teacher to address identified “at risk” areas of instruction
Technology:
Classroom teachers and the tutoring teachers will work together to identify  students that will benefit from technology assisted learning
Communication:
The tutoring teachers will provide parents notice of their child’s eligibility for the tutoring session The tutoring teachers will provide parents and community with a schedule of session opportunities
Parent/Community
Involvement: The tutoring teachers will provide parents and community with a schedule of session opportunities The parents and community will assist the school by ensuring their child’s participation in the Sept. 2014-2015 Sept. 2014-Feb 2015 Oct.2014-April 2015 Sept. 2013-Feb 2014 Principal Assistant Principal Tutors Title Facilitator Principal Assistant Principal Tutors Title Facilitator
$12,000 6 Extended contracts at 70 hours each Title I
$500.00 Materials for extended contracts. Comprehension book, paper, pencils, GP IXL Study Island Reading Eggs Attendance Pre and Post assessments Pre-post assessments Communication Logs Principal Assistant Principal Tutors Classroom Teachers Principal Assistant Principal Tutors The parents and community will assist the school by ensuring their child’s participation in the program. Principal Assistant Principal Tutors Title Facilitator $50.00 Paper, ink ,for tutoring notices and schedules (Repeated 1.1) Pre and Post assessments Performance reported in data teams Parent Survey $50.00 Paper, Ink For schedules and reports (Repeated 1.1) Pre-post assessments Communication Logs All Students All students All Students All students 38.5 38.5 41.6% 41.6%

program.
ACTION STEPS
Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and intervention 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 2.1
The school will use a Screener three times yearly to identify struggling students. The Screener will be used to identify skill deficits of “at risk” students. Interventions will be developed using a scientific researched based intervention program. ACTION PLAN Goal should be based on your AMO targets and gap closure.
IMPLEMENTATION PLAN Math achievement target for All Students in grade 3 and4 in 2014-2015
Achievement Targets for Math (AMOs) Our math achievement target for All Students in grade 3 and 4 in 2013-2014 is 49.9. The 3 rd grade math achievement target is 59.1% Gap Closure Targets for Math 10.6%-Racial Ethnic vs. All Students
Timeline Person(s) Responsible
August 2014 October-2014 February 2015 Principal Assist. Principal Title Facilitator Instruction Coach Pre-K-4 Teachers Encore Teachers Title Assistance General Prog. Assists.
Req. Resources w/Projected Cost(s) & Funding Sources
$3000
Math Intervention Materials Paper, ink, Notebooks, Dividers, Highlighters, File Folders, etc. $60,000 Instructional Coach District Set Aside Funds 177,400+Benefits
2Title Teachers
Evaluation Strategy
Data team notes SMART Goals Teacher lesson Plans Intervention group plans
AMO/Gap Closure Being Addressed
Racial/Ethnic vs All Students
AMO/Gap Closure Target
56.4(+5.1)
Performance Results/Outcomes
22

23
Professional Development:
Staff members will participate collaboratively in embedded Professional Development to increase math instructional effectiveness….. by developing strategies or using strategies developed by Singapore Math or Katherine Khuns
Technology:
Staff will be provided training on data grids to document SMART goals, common strategies, and common assessments.
Communication:
The school will inform parents and community of the importance and benefits of the Data Team process during the Open House informational Orientation/Parent Conferences/Parent Workshop Teachers will communicate with parents through newsletters, progress reports, Parent/Teacher Conferences about data teams, and strategies that are common in the grade level.
Parent/Community
August 2014 May2015 Aug. 2014-May 2015 August 2014 2015 August 2014 Principal Assist. Principal Title Facilitator Instruction Coach Pre-K-4 Teachers Encore Teachers Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator
3 Title Assistance (Repeated) $600
Ink and Paper for Printing Assessment Results Title I Repeated 1.1
$500.00
Data Room Supplies Ink/ pen/post-it/ post it charts, Title I Repeated 1.1
$500.00
Newsletters Material and Incentives to promote reading Title I Data team notes SMART Goals Teacher lesson Plans Intervention group plans Math conferring Notebooks Racial/Ethnic vs All Students Data notebooks Lesson plans Intervention Documentation SMART Goal Data Grids Racial/Ethnic vs All Students Newsletters Lesson plans Progress reports Parent Survey Racial/Ethnic vs All Students 56.4(+5.1) 56.4(+5.1) 56.4(+5.1) Principal
$100.00
Newsletters Racial/Ethnic vs 56.4(+5.1)

Involvement:
Math Night that will be hosted during the second semester, which will provide strategies activities, resources, and materials that parent, will be able to use to reinforce learning at home. May 2015 Instructional Coach will provide information monthly highlighting activities that would be beneficial for families to engage children in literacy and math. Parent workshop during the 2 nd semester to provide activities that will reinforce learning Math in the home, and provide parents strategies.
Action Step
2.2 School staff in grades K-4 will monitor “at risk” students by using progress monitoring benchmarks. Diagnostic assessments will be teacher created to drill down to the “proximal zone of development”. Intervention will be addressed through small group explicit instruction.
Professional Development:
The Teachers will be informed of district and state level professional development opportunities Common Core District and state level professional
Timeline
August 2014- May 2015 Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator
Person(s) Responsible
Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants August 2014- May 2015 Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants Refreshments Title I $200.00 Outside Resources for refreshments
$100.00
Material to promote reading/math home activities Periodicals Title I (Repeated 1.2) Parent Surveys
Req. Resources w/Projected Cost(s) & Funding Sources Evaluation Strategy
$2000.00 Math Intervention Materials (repeated from 2.3)
$100
Reports and Paper Folders Title I (Repeated from 1.1) Math journals Lesson plans Universal Screener and Teacher Made progress monitoring data
$250.00
Substitutes To attend district and state level professional development opportunities. Title I & II (Repeated) Lesson Plans Data Team Notes 24 All Students
AMO/Gap Closure Being Addressed
Racial/Ethnic vs All Students Racial/Ethnic vs All Students
AMO/Gap Closure Target
56.4(+5.1) 56.4(+5.1)
Performance Results/Outcomes

25 development opportunities
Technology:
Teachers will use web-based resources provided by the following websites Tennessee Department of Education Intervention Central TnCore Math websites IXL, Study Island, Education City August 2014-May 2015
$500.00
Professional materials Book Studies Title I & II Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants
$1000.00
GP Funds used for registration, Title funds for supplemental registration Title I Lesson Plans Data Team notes
Communication:
Parents and the community will be informed of the objectives being covered through school communications such as   classroom newsletters Parents will monitor their child’s progress through student progress reports  report cards  Teacher contacts Parent/Community Involvement: During Parent Orientation Parent Workshops/Parent/Teacher the school will share websites and hard copies of CCSS/ and Math Practices. August 2014-May 2015 August 2013-2014 Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants $100.00 Paper, Ink Math graph reports (Repeat form 1.2) $100.00 Paper products (Repeated 1.2) $600 PTO Will provide all food and refreshments for Parent Orientation $550 Listerhill Jumpy House Lesson Plans Data Team notes Parent Evaluation Racial/Ethnic vs All Students Racial/Ethnic vs All students Racial/Ethnic vs All students 56.4(+5.1) 56.4(+5.1) 56.4(+5.1)

Action Stem 2.3
Timeline
Action
Step 2.3 Students identified as needing intervention in math will receive additional assistance in intensive small groups. Advanced students will receive reinforcement and enrichment. Math intervention time will be scheduled at each grade level for math August2014 May2015 August October January March
Professional Development:
The school will : Provide teachers with professional development to addresses the needs of diverse learners. The Teachers will be informed of district and state level professional development opportunities Aug. 2014-2015 Person(s) responsible Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants Principal Assistant Principal Instructional Coach All Teachers Encore Teachers Title Facilitator Education Assistants Req. Resources w/Projected Cost(s) & funding Sources Salaries
$48,000.00
3 Educational Assistants Salaries Title I
$30,000.00
GP Funds 2 Educational Assistants
$5000.00
Intervention material for intense explicit instruction
$250
Substitutes Title I and II registration
$1000.00
Supplemental registration spots for students Title funds for supplemental Title 1 Evaluation Strategy Classroom Schedules Lesson Plans Data Team Notes Educational Assistants Schedule Classroom Intervention Logs Classroom Schedules Lesson Plans Data Team Notes Classroom Intervention Logs Technology: The students will use…. web-based programs (such as Education City), school networked resources and other software for instruction, reinforcement, and enrichment of Math skills and strategies The teachers will…. use a variety of interactive instructional tools (such a promethean boards) to August 2014 -May 2015 Principal Assistant Principal School Facilitator Encore Teachers ELL Teacher Special Education Teacher Speech Teacher
$500.00 Replacement Promethean bulbs/Pens
Lesson Plans Data Team Notes Classroom Intervention Logs AMO/Gap Closure Being Addressed Racial/Ethnic vs All Students Racial/Ethnic vs All Students Racial/Ethnic vs All Students AMO/Gap Closure Target 56.4(+5.1) 56.4(+5.1) 56.4(+5.1) 26 Performance Results/Outcomes

27 introduce and reinforce Math skills
Communication:
Parents and the community will be informed of the objectives being covered through school communications such as   classroom newsletters Parents will monitor their child’s progress through student progress reports  report cards
Parent/Community
Involvement: The school will encourage parental support in the use of technology assisted math by providing resources on the school website The school will host a Math Night in the Fall and provide parents opportunities to engage in math activities. Parent Workshops on Math during the school day will be offered by grade level K-4, during the 2 nd semester. August 2014-May 2015 August 2014-2015 January 2015 2 nd grade February 3 rd grade February PreK-4 Teachers Principal Assistant Principal Title Facilitator Encore Teachers ELL Teacher Special Education Teacher Speech Teacher PreK-4 Teachers Principal Assistant Principal School Facilitator Encore Teachers ELL Teacher Special Education Teacher P-K-4 Teachers $200 Paper/Ink GB funds, Title I Burger King Classroom Schedules Lesson Plans Data Team Notes Classroom Intervention Logs Title I Teachers to offer parent workshops. Title I Parent survey Parent Evaluation Racial/Ethnic vs All Students 56.4(+5.1) Racial/Ethnic vs All Students 56.4(+5.1)

Timeline
Action
Step 2.4 Students K-4 will attend before/after school, and/or summer tutoring opportunities when identified as and “at risk” or as an enrichment intervention. September 2014-April 2015 September through March February
Person(s) Responsible
Principal Assistant Principal School Facilitator Encore Teachers ELL Teacher Special Education Teacher Speech Teacher PreK-4 Teachers Principal Assistant Principal Tutors Classroom teachers
Req. Resources w/Projected Cost(s) & Funding Sources
$12,000
Title I September through March 4 Before/After school tutoring contracts Sept.-March 2 TCAP Prep 3 rd and 4 th grade March-April
Evaluation Strategy
Tutoring Session Attendance Student Assessment Results Teachers Narrative Report Pre-Post Assessment Tutor plans
AMO/Gap Closure Being Addressed
Racial/Ethnic vs All Students Racial/Ethnic vs All Students
Professional Development:
Teachers will be informed of trainings that are available for materials purchased for tutoring
Technology:
Classroom teachers and the tutoring teachers will work together to identify Websites appropriate for math practice. IXL, ect. Sept. 2014-April 2015 Sept. 2014-April 2015 Principal Assistant Principal Tutors Classroom teachers
$200.00
Materials needs for explicit systematic instruction. Technology Intervention Provide by IXL, Pre-Post Assessment Tutor plans
AMO/Gap Closure Target
56.4(+5.1) 56.4(+5.1) Racial/Ethnic vs All Students 56.4(+5.1)
Performance Results/Outcomes
28

Communication:
The tutoring teachers will provide parents notice of their child’s eligibility for the tutoring session The tutoring teachers will provide parents and community with a schedule of session opportunities September 2014 April 2015 Principal Assistant Principal Tutors Classroom teachers Reading Eggs from General Budget Title I Pre-Post Assessment Tutor plans Pre-Post Assessment Tutor plans
Parent/Community Involvement:
The tutoring teachers will provide parents and community with a schedule of session opportunities program. The parents and community will assist the school by ensuring their child’s participation in the September 2014 April 2015 Principal Assistant Principal Tutors Classroom teachers Racial/Ethnic vs All Students Racial/Ethnic vs All Students 56.4(+5.1) 56.4(+5.1) 29

McDowell Elementary School
PARENT INVOLVEMENT POLICY Our school shall:
Involve parents in the joint development and review of plans for improvement of schools by:
Committee annually assesses the Parent Involvement Program, Learning Compact and the Parent Involvement policy Conducting ongoing evaluations of the content and effectiveness of policies to increase participation of parents through:  An annual needs assessment  Distribution of evaluations at all workshops and presentations  Ongoing communication with parents, school faculty and administration  Reconvening of the Parent/School Planning Committee
Build the capacity for strong parent involvement by:
Providing technical assistance and support to schools through  Regular school visits by system-wide staff  Ongoing professional development and training workshops  Materials designed to strengthen the parent and school connection  Analyzing distributed communications to ensure, to the extent possible, that information sent home is in a language and form that parents can understand Identifying and addressing barriers to greater participation giving particular attention to parents who are economically disadvantaged, disabled, ELL, have limited literacy, or are of any racial or ethnic minority background through:  Intentional observation  Discussions with families to determine ways to meet individual needs  An annual needs assessment  Coordination/collaboration with ELL teachers Disseminating information regarding the National Education Goals, State Content and Performance Standards, state and local assessments. Conducting other activities, as appropriate and feasible, that are designed to help parents become full partners in the education of their children through:  A system-wide “Pull-the-Plug” night (Family Game Night)  Special events at Title I schools for students and parents
Promote shared responsibility for high student performance by:
30

Assisting schools in the development of Learning Compacts that outline how parents, school staff, and students will share responsibility for improved student achievement. This will be accomplished through the annual review process. Providing the support necessary for schools and parents to build and develop a partnership to help children achieve the state’s high standards by:  Providing professional development  Providing parent workshops  Providing information to parents about strategies, techniques, and materials to use with their child Coordinating and supporting parent and community participation in Title I schools to improve student achievement by:  Providing easy access to teachers and materials  Providing at-home activities for parents to participate in the shared responsibility for learning  Conducting “Parent Days” Coordinating and integrating parent involvement strategies with other federally funded programs by:  Promoting attendance at conferences and workshops through various federal programs  Coordinating workshops that address areas such as Title I, Parent Involvement, Safe and Drug Free Schools, and other federally funded programs
Involve parents in decisions regarding federal funding allocations by:
Involving parents in determining how federal funds reserved for parent involvement will be allocated for parent involvement activities through:  Annual Parent Orientation meetings  Distribution of surveys and evaluations to parents  Annual convening of parent/school planning team 31

1. Describe how the Title I School will involve parents in an organized, ongoing and timely way, in the planning, review and improvement of programs for Parent Involvement and the written Parent Involvement plan.         Parents are members of the School Leadership Committee in which the Parent Involvement Plan is discussed along with other school planning. Each grade level will facilitate a daytime Parent Involvement Needs Assessment surveys will be conducted annually to determine the effectiveness of the parental involvement program and determine what action needs to be taken, if any, to increase parental participation. A parent workshop survey will be distributed at the beginning of the school year to determine parental interests. Parent workshop evaluations will be given at the conclusion of each workshop MCPS Handbook and the McDowell Student Handbook will be available to each student and family These items will also be on the Maury County Public Schools website as well as the McDowell webpage. Parent involvement policies will be posted in the school. 2. Describe how the school makes the school level policy and plan available to the local community.    Parents will be invited to Parent Orientation/Open House at the beginning of the school year where they will have a chance to learn about the Parent Involvement Plan and Policy. A copy of the Maury County Policies will be in the Maury County Student Handbook. These items will be on the Maury County Public Schools website as well as the McDowell webpage. 3. How will the Title I school explain the Title I Schoolwide program to parents of participating students?   An annual meeting to which all parents are invited will be held at the beginning of the school year to explain the School-Wide Federal Program. Teachers will also discuss any questions/concerns at parent/teacher conferences. 32 4. What parent meetings and activities will be provided at the school site, to help parents learn how to be more involved in the successful education of their children? When will these meetings/activities take place?    Back to School Bash and Parent Orientation-August, 2014 Parent/Teacher Conference Parent Workshops-1 per grading period (1 to be targeted)

33  Progress reports are given every 4 ½ weeks as well as at the end of each nine week period. 5. Describe how the Title I school will provide parents with timely information about programs for parent involvement.     The school will send home information to parents about upcoming school events in a timely manner in the Weekly Parent Communication Folder. Newsletters and monthly calendars are sent home as well to provide more details of any parent event that will soon occur and/or has occurred. Our school website, School Messenger, Parent Portal, and Parent Involvement Room provide information on upcoming events. All information is provided in a language and form that parents understand. 6. Describe how the Title school will provide parents with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Open House and Parent Orientation-August, 2014 b. Parent/Teacher Conference-August 25,2014, October 23,2014, January 12,2015, March 23,2015  Our school and school district websites provide a link to the Common Core State Standards   Newsletters weekly per grade level Student Handbook 7. Describe how the Tile I school will provide parents with opportunities for regular meetings (if requested), to formulate suggestions, to participate in decisions relating to the education of their children, and to respond to any suggestions as soon as practically possible.     Parents will be invited to attend School Leadership Committee meetings to provide input to the decisions relating to the education of their children. Parent/Teacher Conference-August 25, 2014, October 23, 2014; January 12, 2015, and March 23, 2015. Parents will be encouraged to request conferences as needed. The PTO Board host regular monthly meetings in which parents are encouraged to participate. 8. Describe the types of materials or information that is provided to parents in a language they can understand.   Monthly newsletters (The Early Years & Home and School Connection) Advertisements for Parent Involvement activities

 All Parent Involvement materials from Parent Orientation, workshops and other activities 9. Describe how the Title I school has developed with parents a school-parent compact and how this compact is distributed to parents.  The compact was discussed with the School-Wide Committee. It is also distributed at the beginning of the school year to all students to be signed and returned. It is also discussed at our annual Parent Orientation/Open House as well as at parent teacher conferences. It is also provided in a language and form that all parents can understand. 10. When and how will the District written parent involvement policy and plan and the school level policy and plan be shared with parents of participating students in a way that is easy for parents to understand?   An annual parent meeting to which all parents are invited will be held at the beginning of the school year to explain the Parent Involvement Plan. A copy of the Maury County Policies will be in the Maury County Student handbook.
34

The School-Parent Compact has outlined how parents, the school staff, and students will share the responsibility for improving student academic achievement. The purpose of this compact is to develop a partnership to connect learning at home and learning at school. I, _______________________________________, as a parent/caregiver will strive to:  See that my child attends school regularly, is on time, has his/her supplies and is dressed
in the school’s standard school attire
 Monitor my child’s homework  Check with my child for information sent home, promptly read it and sign it  Attend school functions and parent-teacher conferences  Encourage the positive use of leisure time  Provide a quiet place for my child to complete homework assignments, study, and read  Communicate with the teacher frequently to find out how my child is doing in school I, _______________________________________________, as a teacher will strive to:  Provide high quality curriculum and instruction to enable students to meet the state’s
academic achievement standards

Determine each student’s educational needs and adjust instruction to accommodate those needs
 Have high expectations for myself, students, and other staff members  Have an annual meeting to review the School-Parent Compact and school level Parent
Involvement Plan
 Hold parent-teacher conferences in accordance to the school calendar
and more often if needed
 Maintain open lines of communication with students and parents  Provide frequent progress reports to parents 
Provide opportunities for parents to volunteer at school and observe in their child’s classroom
 Show respect and caring for all students and provide a safe environment I, _______________________________________________, as a student will strive to:  Come to school prepared with homework, supplies and dressed in the school’s standard
attire
 Show respect for myself, my school, and other people  Work to resolve conflicts in positive, nonviolent ways  Work hard to do my best in class 35

Items to Be Provided by Title I Funds: _____FTE Teachers 4/6.0_Hour/Day Educational Assistants 8 Extended Contracts __X_ Equipment __X_ Supplies and Materials __X Professional Development __X Parent Involvement __X_ Substitute Teachers __X_ Library Books __X _ Maintenance and Repairs Prioritize personnel and describe how personnel will be used (include extended contracts): Title 1 funds will be used for one Title I Facilitator to oversee the project. One Instructional Coach to provide embedded professional development, four educational assistances are necessary. Any additional funds would be used for additional professional staff members to be used for ELA/Math Intervention. Prioritize materials and describe how purchased materials will be used: Materials are necessary to support the Common Core State Standards. With leveled text, Library resources, exemplar text and supplies for organization and parent communication. Math Manipulative and incentives for behavior and reading is necessary. Parent involvement and Professional Development funds will be needed to support parents, student achievement and instructional effectiveness. Extended contracts and educational assistants will be need to assist in closing the achievement gap in math and reading. Prioritize equipment and describe how equipment will be used: Technology equipment will be used to support the learning styles of all students. Promethean boards will be used and maintained to supplement the instruction in the classroom and expose students to a variety of instructional techniques. Prioritize parent involvement materials and describe how materials will be used: Parent Involvement is necessary for to home/school connection. Parents will be supported through communication of weekly newsletter, copies of testing results, mid-quarter reports, parent communication folders, flyers about school special events. Materials will be needed to support parent workshops, and refreshments. The home/school connection is of highest consideration in our School Plan. 36

Prioritize professional development: The current adoption of Common Core State Standard requires our teachers to receive professional development in the most current mythology and pedagogy. Student achievement in reading is our greatest concern, although we feel the urgency to close the gaps in math. Professional development state wide on common core standards in reading and math is necessary for instructional effectiveness. Substitutes will be necessary to provide release time for teachers to attend professional development Principal’s Signature: _______________________________Date: _____________ 37

MCDOWELL ELEMENTARY PLAN OF NON-NEGOTIABLES ENGLISH/LANGUAGE ARTS
 State recommended minimum recommended instructional time: Core Instruction ELA Kindergarten 150 minutes daily First 150 minutes daily Second 150 minutes daily Third Minimum of 90 minutes daily (120 minutes recommended) Fourth Minimum of 90 minutes daily (120 minutes recommended)  Differentiated instruction: Core Instruction is the first layer of prevention and should be the focus of instruction, providing a strong foundation, and striving to meet the needs of all students. Instruction will be a balance of whole group, flexible grouping and small groups to target specific skills in reading, writing, spelling, (language arts).  Common Core Standards will be used at each grade level.  Pacing guides will be utilized at each grade level  High Yield strategies such as graphic organizers will be used at each grade level.  Reading and Language Arts blocks will include the components of high quality researched based instructional practices. (Pre-assessment, direct Instruction, guided practice, Independent practice, Post-assessment
 State recommended minimum recommended instructional time: Core Instruction Kindergarten First Second Third Fourth Math 60 minutes daily 60 minutes daily 75 minutes daily Minimum of 90 minutes Minimum of 90 minutes daily daily C  Common Core State Standards used at each grade level .including the 8 Common Core Math Practices o o o o Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Model with mathematics 1

o o o o Use appropriate tools Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning  MCPS pacing guide will be utilized at each grade level  High yield strategies such as graphic organizers will be used at each grade  Differentiated instruction: Core Instruction is the first layer of prevention and should be the focus of instruction, providing a strong foundation, and striving to meet the needs of all students. Instruction will be a balance of whole group, flexible grouping and small groups to target specific skills ELA  Literacy Block (Required time as recommended by state)  Small group instruction/Guided Reading  Differentiation  RTI  Developmental Spelling (Words Their Way)  Common Core  Schedules for all teachers posted  High Yield Strategies  Data Team Process  Pacing guide for ELA  Written lesson Plans  Grade Level Collaboration
 Pacing guide for Math  County Benchmark assessments  Common Core Math Standards  8 Math Practices  High Yield Strategies  Differentiated instruction  Written Lesson Plans 2

 Grade Level Collaboration  RTI  Differentiation  Data Team Process  Pre/Post Assessments 3

1. What activities are planned for students and/or parents of students who will be entering kindergarten in the next school year?
Kelly Myers and Barbara Baltzer met with the parents of the Head Start students at Northridge and at College Hill in the spring. The parents were informed about the pre-registration procedures, proof of medical records and record of birth. They discussed the parent handbooks in the The Starting School Kit that each child will receive at the end of the year at Head Start. In addition to ease the transition from Pre-School to Kindergarten, McDowell Elementary provides the following opportunities for parents, teachers, and students:  Early registration day for Pre-Kindergarten and Kindergarten students –April 22,2014  Summer -Kindergarten tutoring program for Pre-Kindergarten-June 2 thru June 20, 2014  Boo Hoo Breakfast for Pre-Kindergarten and Kindergarten Parents-Aug. 12,2014  Parent Orientation- Along with Back To School Bash-Aug. 1,2014 Each of these activities provides parents, teachers, and students with an opportunity to tour the school and meet the Kindergarten teachers, faculty and staff. Parents also receive handouts, Getting Ready for School Kit and other resources that will assist students in the transition from Pre-School to Kindergarten.
2. What activities are planned for students and/or parents of students in the 4 th grade who will be entering middle school in the next school year?
In order to ease the transition from Fourth grade to Middle School, McDowell Elementary, Witthorne and Cox Middle School provide the following opportunities teachers, and students:  4 th Grade Transition Information Event-May, 2015  Witthorne provides a counselor to come to McDowell to discuss transition 4

 Students transferring to Cox will tour the school on May,2015  This activity provides teachers and students with an opportunity to discuss the school and meet the middle school counselors from Cox Middle School and, Whitthorne Middle School. Students have an opportunity to receive handouts and discuss issues of concern. Middle School Success Kit and other resources will assist students in the transition from Elementary school to Middle school. 5

are distributed across all grade and economic levels. As you know, McDowall Elementary School is a Title I School-wide Program. This means that the federal funds designated for McDowell Parents fill out questionnaires in August concerning their areas of interest for parent involvement programs and workshops. These results are tallied and receive serious consideration for program planning. Parents also fill out needs assessments in January to evaluate the current program and give insight on the direction to take in the new school year. A group of teachers, administrators, and parents meet monthly to discuss the various aspects of the current year’s plan and to document progress made on the Action Steps under each goal. There is a Leadership meeting in March to evaluate the plan for the next year by adding and deleting Action Steps within the goals for reading and math. This becomes the School Improvement Plan. It drives instruction, parent involvement, and professional development for the school year. The Tennessee School Improvement Plan is on file in the school office and bookroom. You will also be able to find it on the McDowell Elementary webpage, which can be accessed through www.mauryk12.org
. You are encouraged to review the plan and send questions/comments/concerns to the Title I Facilitator. Thank you, Susan Manchester Title I Facilitator McDowell Elementary School Email: manchesters@mauryk12.org
Phone: 931-840-4418 6

7

8