appendix f- school cover sheet -...

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Appendix F- SCHOOL COVER SHEET - Transformation Model

School Name: Jackson Careers & Technology

Elementary

Address: 668 Lexington Ave.

Jackson, TN 38301

District Point of Contact (POC)

Name & Position: Ruth P. Carson

Manager of Federal Programs

Phone#: 731.410.6596

Email Address: [email protected]

School Number: 0144

Principal's Name

Kimberly Quinn

Phone # 731.506.3471

Email Address: [email protected]

Grades Served: Pre-K through 5th

Amount the LEA is requesting from School Improvement Funds

Option 1 –Three years full implementation

*Option 2 – Five years (pre-implementation, (3 years full implementation, and 1 year sustaining

efforts OR 3 full years of implementation and 2 years of sustainability efforts.

*Lesser amounts of funds are expected for planning and sustainability.

Three Year Grant - Full Implementation X Five Year Grant – Planning and/or

sustainability included

School Year SIG Funds Budgeted School Year Indicate full,

planning or

sustainability

SIG Funds

Budgeted

Year 1-SY 2015-16

Full Implementation Year 1-SY 2015-16 Full $1,358,288

Year 2-SY 2016-17

Full implementation Year 2-SY 2016-17

Full $975,788

Year 3-SY2017-18

Full Implementation Year 3-SY 2017-18

Full $975,788

TOTAL Year 4-SY 2018-19

Sustainability $443,557

Year 5-SY 2019-20

Sustainability $443,557

TOTAL $4,196,978

mailto:[email protected]

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School Level Descriptive Information

Planning Tool NEEDS ASSESSMENT Template (LEA & School Plans) Available for entry in ePlan, May 1, 2015 PLANNING TEAM

Please identify all planning team members, including title. 2014-2015 Team Carolyn Caldwell, Principal, Melissa Howell, Consulting Teachers, Richard Wood, Instructional Coach, Molene Murphy, Teacher, Cheryl Currie, Teacher, Karen Fuller, Teacher and Teacher Leader, Marcus Hennings, Teacher, Shirley Love, Parent, Rashidda Edward, Parent, Victoria Toone, Guidance Counselor Current Team Ms. Kimberly Quinn, principal Mrs. Anita King, Data Coach Mrs. Karen Phelps, Title I Consulting Teacher Ms. Karen Fuller, teacher/learning coach Ms. Tara Taylor, learning coach/teacher Mrs. Donna Martin, learning coach/ teacher Mrs. April Christie, learning coach/teacher Mrs. Ruth Carson, Manager of Federal Programs and Grants Mrs. Rachel Lebo, Leader of Professional Development Mr. Bryan Chandler, Leader of Elementary Education Dr. Tiffany Green, Director of Human Capital Dr. Tina Williams, Director of Student Services Dr. Vivian Williams, Chief Academic Officer Mrs. Christine Hart, Human Capital Partner

*The following information is currently in ePlan for the 2014-15 school year. Revisions will be made when 2015 data are available.

SUMMARY OF ACCOMPLISHMENTS and WHAT’S WORKING

Summarize your accomplishments and what is working for students and why. Our success is student growth. Our data shows that the students of JCT have shown upward growth in the past three years. Some underlying reasons for our success are:

· Students are assessed at the beginning of the year to obtain their reading goals with the STAR Reading Program. · Teachers are using research based instructional strategies to meet the needs of all students. · Teachers are collaboratively planning weekly. · Weekly grade group data analysis sessions that drill down to students’ individual needs and drives re-teaching and planning. · Specific professional development based on teachers refinement and survey results. · A school climate that is conducive to learning and high expectations for all students · Students taking ownership in their learning, students know their data and setting goals to reach mastery. · Teachers are using common assessments aligned to TCAP to progress monitor students weekly. · Teachers are spiraling daily in math and Reading. · Parents and teachers are working together to support high quality learning · Students are respected · Weekly PLC’s with a focus on improving students’ achievement. · Extended time for reading and math blocks

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· A balance of Information and fiction text · Literacy is taught through the content of science and social studies. · Frequent informal observations and walk-throughs with immediate specific feedback to teachers

ACCOUNTABILITY DATA

Districts should reference the accountability data on the secure website for analysis. (http://tn.gov/education/districts/lea_operations.shtml)

Accountability Achievement Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our data show we met our AMO goals in third, fourth and fifth grade math and in 3

rd grade reading after SAFE

Harbor. Fourth and fifth grades are departmentalized Utilized Math and reading teacher who are strong in that content area After-School tutoring in math and reading Increased amount of time for math and reading blocks Utilizing two math teachers who collaborated and planned together Weekly Data Analysis to give immediate feedback and guidance on what and how to re-teach

We did not meet our goals in reading in 4th

and 5th

grades. Our challenges are improving reading proficiency in all

grades. In the past teaches who were less effective were placed in the lower grades, this has contributed to lack of effective instruction in grades 1-2.

Lack of reading intervention in 3rd

. through 5th

grades.

Lack of small group based on students’ need. Teachers who planned instruction together but, taught in isolation Deficit in phonics comprehension skills. Lack of reading resources, teachers have to search for passages that are aligned to standards and SPI’s.

Summary

3rd Grade AMOs 3rd

Grade P&A % 3-8 AMOs 3-8 P&A %

Reading 24.3% 15.1% 27.8% 21.5%

Math 21.8% 21.9% 26.6% 32.1%

Achievement Targets

Subject & 2013 2014 AMO

2014 2013 to

2014 2013 to

2014 Met/Miss

Grade Percent Target Percent Change

in Change

in After Safe

Level(s) Proficient

&

Proficient &

Proficient &

Proficient &

Harbor

Advanced Advanced Advanced Advanced

(State)

3rd

through 8thRLA 23.00% 27.80% 21.5 % -1.5 % -1.0 % Miss

http://tn.gov/education/districts/lea_operations.shtml

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3rd

through 8thMath 21.70% 26.60% 32.1 % 10.4 % 0.5 % Met

3rdRLA 19.20% 24.30% 15.1 % -4.1 % -5.1 % Met

3rdMath 16.60% 21.80% 21.9 % 5.3 % -2.7 % Met

Accountability Gap Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our data show we met our AMO goals in third, fourth and fifth grade math and in 3rd grade reading after SAFE Harbor. • Fourth and fifth grades are departmentalized • Utilized Math and reading teacher who are strong in that content area • After-School tutoring in math and reading • Increased amount of time for math and reading blocks • Utilized two math teachers who collaborated and planned together

Gap Closure Targets

Gap Type

Subject &

2013 2014 AMO

2014 2014 State

Met/Miss

Grade Level

Gap Target Gap Gap After Safe

Harbor

Black/Hispanic/Native American vs. All Students

3-8 Math

-0.30% 0.20% 14.60%

Black/Hispanic/NativeAmerican vs. All Students

3-8 Reading

-0.40% 0.40% 16.30%

Economically Disadvantaged vs. Non-ED

3-8 Math

42.40% 28.60% 26.60%

Economically Disadvantaged vs. Non-ED

3-8 Reading

41.00% 39.50% 29.90%

Limited English Proficient vs. Non-LEP

3-8 Math

21.70% 17.40%

Limited English Proficient vs. Non-LEP

3-8 Reading

-77.40% 30.20%

Students with Disabilities vs. Non-SWD

3-8 Math

12.20% 11.40% 21.90% 26.40% Miss

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Students with Disabilities vs. Non-SWD

3-8 Reading

17.00% 15.90% 17.30% 25.10% Miss

ACADEMIC DATA

Elementary/Middle Subjects

3-8 Reading/Language Arts – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our data show we met our AMO goals in 3rd grade reading after Safe Harbor, but we did not meet our goals in 4

th

and 5th grade.

Challenges: • In the past teaches who were less effective were placed in the lower grades, this has contributed to lack of effective instruction in grades 1-2, which contributes to students who are not reading on grade level when they reach 3rd.-5th grade. • Lack of reading intervention in 3rd. through 5th grades. • Lack of small group based on students’ need. • Teachers who planned together but, taught in isolation • Deficit in phonics comprehension skills • Lack of reading resources, teachers have to search for passages that are aligned to standard/SPI’s

AMO 27.8% (3-8) 24.3% (3rd

)

Grade % Proficient and Advanced

3rd

15.1%

4th

25%

5th

25%

3-8 21.5%

3-8 Mathematics – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our 2013-14 data shows we met our AMO goals in math at every grade level. The underlying reason goals were not met is because teachers used best practice strategies that worked for their students. Teacher used these strategies to reteach students. Our challenges are to ensure that best practices and effective instruction are in place in all grades, Pre-K through 5. This will contribute to the number of students reaching achievement in all grades.

AMO 26.6% (3-8) 21% (3rd

)

Grade % Proficient and Advanced

3rd

21.9

4th

32

5th

43.7

3-8 32.1

3-8 Science – Analyze the data and provide a summary of progress and challenges, identifying

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underlying reasons for each. The 2013-14 achievement data show very little progress in science throughout all grades. The reasons for the challenges were teachers did not spend enough time teaching science standards and SPI’s.

Grade Science Social Studies

3rd

31% 57.9

4th

22% 75.7

5th

18.5 72.8

3-8 24% 68.3%

3-8 Social Studies – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. The 2013-14 data show the number of students proficient or advanced in social studies is in 4

th and 5

th grade. The

reason for achievement is because 4th and 5th grade teachers did not teach social studies in isolation. It was taught in the content of literacy. The reason for challenge is 3rd grade teachers did not effectively integrate social studies in their literacy content.

Grade Science Social Studies

3rd

31% 57.9

4th

22% 75.7

5th

18.5 72.8

3-8 24% 68.3%

High School Subjects

English I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Click here to enter text.

English II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


English III – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Biology I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


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US History – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Progress/Growth Data

TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. JCT TVAAS three year average in Reading, Math, Science and Social Studies are:

Reading 4th

3.8 5th

. 2.7

Math 4th

. 12.6 5th

. 6.1

Science 4th

. 2.7 5th

. 1.5

Social Studies 4th

. -0.8 5th

. 4.2

Students at JCT continually make gains in reading and math. Our greatest overall challenge is making gains in reading. Making gains in 5

th grade reading is a significant challenge. The reason for high growth in math is because

of highly effective teachers in that content area. The reason for the challenges is because of teachers who were not consistent in using best practice strategies while teaching that were identified in planning process.

COLLEGE/CAREER READINESS

Explore/Plan/ACT – Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each.


Graduation Rate – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


SCHOOL CLIMATE and CULTURE

School Safety – Evaluate and summarize. • Records clearly identify persons authorized to pick up students in the absence of parents. • Copies of court orders relevant to students are on file in and the office. • Office staff is required to check the no contact list before students are signed out by anyone other than the legal guardian. • Students’ records are complete with life-threatening medical facts such as allergies. • Title I provides parents with a survey in order for them to have input about the school climate. Results are used to evaluate and revise the existing safety plan. • Emergency drills are conducted monthly. Drills are monitored by administration and central office. Feedback is given on any concerns to be revised. • All visitors enter through the front door and are directed to the office. Visitors must sign in and are given a visitor’s badge to wear. Visitors are not allowed to go to classrooms unless given permission. Procedures for school visits are covered in the handbook.

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• If disruptions occur, visitors are asked to leave the building and when necessary the police is called. • The school nurse assists with medical needs of our students and faculty. • Cameras monitor the front and back entrances of the school. All doors are locked after 8:15. • Faculty and staff are trained yearly by Emergency Management Center of Jackson. • Lockdown procedures are in place and practiced throughout the year. Teachers have a copy of the procedures in classrooms.

Discipline – Evaluate and summarize disciplinary actions, suspensions, expulsions, etc. (by subgroups including racial/ethnic, ED, SWD, EL, male/female). • 59 students were suspended: All-black, 15-female, 44-male, 17-SWD, All-ED • 67 students were in ISS: 66-black, 1-white, 16-female, 50-male, 9-SWD, All-ED • There is a school-wide discipline plan that each classroom teacher follows. • Teachers follow the plan and make parent contact before writing an office referral. • Conferences are conducted with parents and students when we see a trend of behavior issues. • ISS is also used for students to spend activity time or for a 15 minute break from the classroom to readjust behavior. This minimizes the time that a student is missing instructional time in the classroom. • Our school is developing the school-wide PBIS program this school year.

TELL (or Other) Survey – Evaluate and summarize. The teacher perception data identified in Standard D, Resource Management as the lowest area. Teachers were asked to share changes they would like to see made to make improvements in this area. They anonymously listed suggestions. The school principal acted upon this input. • Teachers have been given a spreadsheet with a list of all Partners in Education and community leaders who have offered support of students and teachers. A copy will also be placed in the Handbook. • Teachers have been given written directions on the proper procedures to accurately perform monetary responsibilities. • The bookkeeper attended a faculty meeting to verbally explain and model how to complete forms. • Bookkeeper explained the procedures for spending BEP money. • Each grade group will have representatives to be on a decision making committee for the school

Parent & Student Surveys – How do you evaluate and analyze parent and student needs? Evaluate and summarize any survey results, if applicable. All schools that receive State and Federal funds are required to give surveys to teachers, parents, and students each year. This information will help plan and implement instructional strategies that will be used to increase percentages that are projected in the school improvement plan. 80% of the parents returning surveys indicated that their child needed more help with Reading Comprehension. 65% of parents returning surveys indicated that their child needed help with Ways Children Learn (Learning Styles). 40% of parents returning surveys indicated that their child needed help with mathematics. Surveys are reviewed each year to help determine the students’ academic needs based on parent input.

Other – Summarize other factors impacting climate and culture. • Records clearly identify persons authorized to pick up students in the absence of parents. • Copies of court orders relevant to students are on file in and the office. • Office staff is required to check the no contact list before students are signed out by anyone other than the legal guardian. • Students’ records are complete with life-threatening medical facts such as allergies. • Title I provides parents with a survey in order for them to have input about the school climate. Results are used to evaluate and revise the existing safety plan. • Emergency drills are conducted monthly. Drills are monitored by administration and central office. Feedback is given on any concerns to be revised. • All visitors enter through the front door and are directed to the office. Visitors must sign in and are given a visitor’s badge to wear. Visitors are not allowed to go to classrooms unless given permission. Procedures for school visits are covered in the handbook. • If disruptions occur, visitors are asked to leave the building and when necessary the police is called.

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• The school nurse assists with medical needs of our students and faculty. • Cameras monitor the front and back entrances of the school. All doors are locked after 8:15. • Faculty and staff are trained yearly by Emergency Management Center of Jackson. • Lockdown procedures are in place and practiced throughout the year. Teachers have a copy of the procedures in classrooms.

ADDITIONAL AREAS

RTI2 / Student Interventions & Supports – How are timely interventions and student services provided to support individual needs? Forty-five minutes are set aside in the master schedule for all grades level for Tier II and Tier III RTI. • Students will be placed in tiers of RTI based on the Aims Web universal screener. • Skill based interventions based on benchmark and common assessments are provided with instruction matched to the students’ needs on the basis of level of performance and rate of progress. • ICU – certified activity teachers and paraprofessionals provide the opportunity for students to finish or redo inadequate work. • An intervention assistant was hired to provide intervention support in the classrooms and to assist with Tier III interventions. After-school tutoring – Students scoring basic on 2013 TCAP Reading/Language Arts will participate in after-school tutoring, as well as, other students identified by classroom teachers.

*The following information has been updated to reflect the current plan but will be revised in the fall of 2015.

Professional Development – Describe your PD plan, how it focuses on improving instruction, and is aligned with student needs. Bi-monthly teachers participate in PLC’s with the school principal based on the needs of the students. • Teachers have completed and will continue to complete courses with Battelle for Kids. • Teachers meet with the data coach and principal bi-monthly (opposite week) to analyze data and identify standards that need improvement. This will allow teachers to reflect on how standards were taught and how instruction needs to be adjusted in future lessons. • Teachers will complete a book study on the book Mindsets: The New Psychology of Success designed to shift the

thinking of teachers from the fixed to growth mindset that children can achieve given the necessary tools. Following the study, administration look for these practices to be followed in every classroom. the study. • Teachers will complete a book study of the book Focus by Mike Schmoker to shift their instructional practices to those that require best practices. • Faculty will attend all district and school level professional development sessions scheduled for in-service days. • Administration will use teacher effectiveness data to identify needs for professional development for each classroom teacher. • Staff will attend PBIS sessions and create an environment conducive to learning. • Each teacher will be given opportunities to reflect on their own teaching practices and identify strengths and weaknesses. Teachers will also be given guidance and resources to help improve weaknesses. • Each professional development opportunity will be centered on improving teacher effectiveness. • Our main goal of improving literacy will be present in all aspects of professional development opportunities. Specific PD for transforming the school will be presented in the summer and throughout the school year. This will include PD on working with students in poverty.

Highly Qualified & Effective Teachers – Describe how you recruit, retain and evaluate teachers. In order to recruit staff, the school principal:

attended the system-wide Talent Discovery Day, which brought in talent from the district, universities,

surrounding areas.

requested a list of recent graduates from local universities

observe teachers who desire to remain and be rehired

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reviewed resumes, Praxis test scores, and licensure of applicants

interviewed eligible applicants using questions specific to best practices and working with priority school

students

scored each candidate using a priority schools designed rubric

analyzed each candidate’s response to a writing prompt based creating a sample lesson.

*If all of these components were completed successfully, references were checked. Each teacher or student teacher

also had to score level 3, 4 or 5 on overall observation and or growth score.

In order to appropriately place staff:

Each teacher was placed in or near a grade or subject area where they experienced success as an

experienced teacher or were properly trained as a student teacher.

In order to retain staff:

Each teacher who joined the staff received a $2,500 sign on bonus.

For two weeks during the summer, all faculty will participate in professional development gear towards

the needs of priority school students.

Top performing teachers will be given the opportunity to severe as Learning Coaches/ Teacher Leaders

who will mentor/coach teachers new to the school, system, and/or career. These teachers will receive a

stipend.

All teachers new to the school, system, or field will be assigned a learning coach that they will meet with

weekly. This person will coach them on best practices and address any questions or concerns that they

may have.

The school principal will work to create a culture of care and collaboration in the building recognizing

teachers for their accomplishments as well as urging colleagues to encourage one another through teacher

shout outs.

Teachers will be included in decision making. Highly effective and well respected teachers will be a part

of the leadership team.

Teachers will meet with the school principal and data coach bi-monthly in professional learning

communities to analyze data and cover best practices. On the opposite week, they will meet in grade

bands to collaborate and plan instruction and share with one another.

Throughout the school year, teachers will become engaged in on going professional development based

on school needs according to the CODE/TEAM website as well as needs based on a conducted needs

assessment.

Teacher receiving an overall effectiveness score of 4 or 5 will receive a $3,000 incentive pay. If the

school reaches its goals, all certified staff will receive $2,000 incentive pay.

Evaluating teachers:

The school principal will:

• Evaluate teachers according to the TEAM training

• Hold a Pre-conference before the evaluation

• Hold a Post-conference after the evaluation

• Script the evidence of teacher and students during the observation process.

• Score the lesson using the evaluation rubric

• Formulate questions based on the refinement and the reinforcement of the lesson

• Meet with teachers within five working days.

• Identify their reinforcement and refinement areas and give specific feedback

Parent and Community Involvement – Describe strengths and challenges around parent and community involvement. Strengths: • PTO • Site Based Meetings • Volunteers who read during “Read To Me Fridays”

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• RIFA, Weekend snack backpacks for poverty students

• Parent progress Informational Meetings • Parent involvement workshop Challenges: • At-Risk parent involvement • Parents relocate often/Transient students • Parents lack of education

Communicating Assessment Results – How do you analyze and communicate assessment results to stakeholders? Teachers analyze common assessment data weekly during 2014-15. Teachers collaborate about data assessment in weekly analysis sessions to identify trends and concerns. • Teachers use data analysis to inform reteach and enrichment lessons on the following day. • Data shared with parents through one-on-one data meeting. • Data Walls • Student reports • Summative data shared with teachers and students

Technology – Describe strengths and challenges around technology. Strengths: Every classroom has a Promethean Board and an Elmo. The school has a computer lab that students visit every other week under the direction of an educational assistant. Classrooms have been equipped with new students’ computers. We have two portable labs that circulate to classroom for students to complete classroom assignments. Challenges: Lack of Tech Coach on site. Length of time it takes to get tech problems resolved Out-dated teacher laptops

PRIORITIZED LIST OF NEEDS

List, in priority order, your areas of need as identified through the needs assessment. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies. Below are needs listed by the previous principal in the 2014-2015 plan in addition to other areas of need pulled from the plan by current principal. Improve academic achievement in literacy school-wide 2. Improve academic achievement in math school-wide 3. Improve academic achievement in science 4. Leverage strengths of all teachers especially new teachers 5. Need to retain highly effective teachers 6. Phonics Program (Research-based reading series for grades K-2 to supplement phonemic awareness) 7. Resources that are aligned for reading and math 8. Classroom libraries/level readers 9. Assistance with classroom management 10. Engagement of parents, especially those at risk 11. Technical assistance with equipment

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Transformation Model

School Name: Jackson Careers & Technology Elementary

Comprehensive Needs Assessment:

1. What overall conclusions can be drawn from the needs assessment?

Based on data, overall achievement in academic areas (RLA, Math, and Science) is not at adequate levels for students. Because of this the following

conclusion can be drawn about the needs of the school. There is a need for the following:

Instructional Materials and Specific Practices to Support Improvements in RLA, Mathematics, and Science:

Continued use of common formative assessments and review of data to plan specific interventions

A research-based phonics reading series in grades K-2 to support phonemic awareness

Leveled and standards aligned resources (classroom libraries to include non-fiction reading materials) to address the needs of our students in

RLA/Math.

Additional books in the school’s library based on need and interest

Technology in the school’s library that is intended to support literacy

Updated TN Ready Related Material to support instruction (such as workbooks)

Attention to the type of interventions provided, as well as changing it if it remains ineffective. Teachers providing Tier II and Tier III

interventions must make sure they are meeting the needs of students.

Online program subscriptions to support reading and math.

Science equipment to support hands on engagement and reinforce skills.

Out of School Learning experiences to support instruction and the culture of the school, exposing our students to things they would not

otherwise.

Adherence to the pacing guide/ Common Blue Print so that transient students enter their next school or our school near the same point in the

instructional program.

Instructional tools such as manipulatives and games to support mathematics/reading instruction.

Additional/ Well Trained Personnel to Meet the Needs of Students:

Strategically place effective teachers in all grades

Retain qualified, highly effective teachers at JCT

Additional support to provide job embedded professional development (PD)

Additional support in providing interventions

Additional assistants to assist with individual and small group interventions/enrichment

Job Embedded Professional Development

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Opportunities for learning and growth in order to be able to meet student’s needs and address teachers’ refinement areas.

PD opportunities that teach staff best practices for instruction and intervention, how to engage students in lessons, how to select appropriate

materials, analyze data, understand the TEAM rubric, integrate technology, provide systematic and direct instruction, and meet the specific

needs of priority school students.

Social Emotional Support

Consistent use and full implementation of a school wide Positive Behavior Intervention System

Support for teachers in the area of classroom management and school discipline

Personnel specifically hired to address the social emotional needs of students

Incentives for students meeting behavior goals

A program that teaches character enrichment and conflict resolution

Ongoing Parental Involvement:

Opportunities to engage parents in meaningful events that support their children’s learning.

Opportunities for parents to understand what their students are learning and how they are progressing.

Technology/Technical Needs

Modern equipment to support reading, math, and science instruction that also engages the learner (tablets)

Timely responses from personnel responsible for maintain operable technology. This includes repair or replacement.

Operational Flexibility

Need to employee additional personnel, provide more time within and beyond the school day, and budgeted funds different from other schools

to support the needs of students and increase student achievement in RLA, Math, and Science

2. How does the selected intervention model align with the school’s needs?

Teachers and Leaders

The selected model meets the needs of the school because the current principal served the school prior to 2012-2013. The principal has been replaced

with a selected transformation/turnaround principal.

The school has already put into place the TEAM Evaluation model that is rigorous, transparent, and equitable for all teachers. The newly selected

principal will provide job embedded professional development to ensure that all teachers understand best practices within each indicator.

There is a need to recognize all highly effective teachers in order to retain them in positions at the priority school. These teachers should also be

compensated and have opportunities to participate in leadership opportunities, such as becoming site based learning coaches. There has been a history of

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high teacher turnover at the school, which directly effects student achievement. There is also a need to support teachers at the school who are not

effective in increasing student achievement. If these teachers do not improve, it is not beneficial to students to retain them. The restaffing process

conducted by the school’s new principal allowed for the removal of such teachers. The process for recognizing or supporting the new faculty will begin

in the fall.

Restaffing the school with an effective staff was essential to meeting the needs of the school. Strategies to recruit, staff, and retain teachers were needed

since data showed a large number of ineffective teachers and high teacher turnover. The previous principal also states that ineffective teachers were

placed in lower grades when there is a real need to place effective teachers in all grades.

In order to recruit and address the needs of the student, the school principal implemented a plan that:

requested the names of new teachers graduating from local universities

attended Talent Discovery Days held by the district

used a rubric to help select highly quailed teachers

required teachers to create a lesson plan based on provided information

asked interview questions related to TEAM rubric and needs of priority school students

reviewed TEAM/CODE data or student teacher observation data

observed teachers who wished to remain employed at the school

In order to place teachers in grades and areas of the school that will greatly impact student achievement, the school principal must,

consider past placements of teachers where they have experienced success

place effective teachers in all grade levels

In order to retain teachers, the school principal implements a plan to:

recognize their accomplishments and contributions to the school

provide job embedded ongoing professional development relevant to school and teacher’s needs

select teachers to serve as learning coaches/teacher leaders

provide incentive pay for highly effective teachers

provide new teachers with a learning coach/mentor

create a culture of care/ collaboration promoting positive collegial relationships

provide ongoing assistance to teachers in their specific areas of need

Instructional and Support Strategies

There is a need for an instructional program that increases student achievement at JCT. The instructional program must meet students’ needs. Because

the school’s overall achievement level is below state standards, there is a need to schedule appropriate time for students to receive Tiered

instruction/interventions using instructional materials that are leveled yet address the state standards. There is also a need to focus on providing

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instruction directly aligned to the state standards while differentiating to meet the unique needs of all students. Additionally, a need exists for science

and social studies/non-fiction literature to support instruction.

Job embedded professional development and peer observations are needed to support teachers in providing appropriate instruction using best practices

for increasing student achievement. This PD must both build/increase teachers’ capacity through providing support and increasing the teachers’

effectiveness.

There is also a continued need to ensure that data from common formative assessments, benchmarks, and state standardized tests are being used

frequently to make decisions on interventions needed and how to further instruction at the school.

Time and Support

The time within school days does not provide enough time to meet the needs of priority school students so there is a need to increase the amount of time

spent on instruction with students. There is a need to provide additional opportunities beyond the school day to meet the needs of students (enrichment

and intervention). Faculty members also need additional time to plan and collaborate with colleagues beyond their regular planning periods, since the

needs of the school are greater than your average school.

There is a need to provide a planned system to include family and community in the education of our students. Many of our students come from single

parent families and our teachers and staff are in need of additional support to positively impact this area of need. Parents also need to be informed of

their students’ progress and ways to promote achievement.

There is also a need to provide social emotional support to our students through utilizing the support of community. These partnerships will provide

connections for our students and opportunities for them to have unique experiences that meet their needs and set purpose for receiving an adequate

education. This support is also needed to help students through outside factors that might impede their learning or stop achievement.

Governance

Because JCT has unique needs, it requires operational flexibility to address the challenges faced by its students. JCT should be allowed additional time,

personnel, budgeting, and flexibility different from the typical school setting to meet the unique needs of its population.

Because JCT will utilize technology to provide its students with engaging and advanced instruction, it is important that technical assistance be readily

available as needed.

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1. If the LEA has begun in whole or in part a school improvement intervention model during the current school year (SY 2014-15) or during the two years

prior, and wishes to continue, describe the actions that have been taken up to the present that are relative to the intervention model. Cite evidence of the

impact of the model on the school to date.

Teachers and Leaders

Prior to the implementation year, the school used a rigorous, transparent, and equitable evaluation system as all teachers is evaluated using the

TEAM Educator Evaluation Rubric provided by the state.

One teacher scoring level five was identified and given opportunities to a become teacher leader. The teacher was compensated for receiving

training to become a learning coach and had some leadership responsibilities in working with other teachers.

According to the 2014-2015 principal, there was a process for recruiting and retaining teachers:

To recruit teachers:

• Teachers from the grade group, the instructional coach and the former principal observed teacher teaching a sample lesson using a lesson plan she has written. We scored that

lesson using the evaluation rubric and use those scores to help in our selection of teachers.

• She collaborated with local universities to identify effective student teachers

• She observed student teachers who are assigned to the most effective teachers in the building.

• She designed interview questions aligned to the Team evaluation rubric.

• She hired level 4 and 5 teachers when available

To retain teachers:

• She provided on-going professional development

• Assigned qualified mentors

• Involved teachers in decision making

• Provided support in areas of needs

• Recognized their successes

• Established and maintain a positive relationship

• Developed a culture of collaboration

*In March of 2015 a new principal was selected and all staff had to reapply for their positions. Only highly effective teachers were retained. There was a

selection process to recruit additional teachers based on a rubric.

Instructional and Support Strategies

During the 2014-2015 school year, all students received Tier I instruction and Tier II interventions, with timeframes set by state RTI guidelines

for Tier II (30 minutes). Special education teachers participated in inclusion practices for 45 minutes and this was considered Tier III

instruction. This was a scheduled part of the instructional day.

17

Professional development based on school needs was delivered and the school’s teacher leader and other teachers used reflective cameras and

post conferencing to participate in job embedded PD. Teachers participated in weekly collaborative meeting with the instructional coach.

All teachers administered weekly common formative assessments and participated in weekly data meeting to analyze the data with the school

principal. This data were used to reteach missed skills on Friday.

Time and Support

There were several Saturdays during the school year that students were invited to participate in Saturday School. Prior to TCAP testing, there was after

school tutorial.

The school offered parental involvement workshops and student progress meetings. There is also a school Parent Teacher Organization.

To engage the community the school participated in a program called “Read to Me Friday”, where community member come into the school to read

to/with students.

Evidence of Effectiveness/Ineffectiveness

There is evidence that over the last three years that there has been growth in the academic areas, yet the school still remains in the underachievement category

status.

Annual Goals for Reading/Language Arts on State assessments for “all students” group.

1. School Year (SY) 2015-2016: Increase at least 8% in the area of RLA based on spring 2014-2015 TCAP scores. *With the transition from TCAP to TN

Ready, our 8% increase will be based on identified criteria and guidelines that the state provides to the districts to measure growth and academic

achievement.

2. SY 2016-2017: Increase scores at least 8% in the area of RLA based on the new TN Ready benchmarks.

3. SY 2017-2018: It is the goal of school to increase scores at least 8% in the area of RLA based on spring 2016-2017 TN Ready Assessment scores.

Quarterly Milestones – Reading/Language Arts

1. What formative assessment/s will the LEA consistently use at least quarterly to measure student progress?

Teachers will work together to build common formative assessments for RLA every 2 weeks. This process will be guided by the school data coach and

principal. The Common Core Blue Print for Reading Language Arts and system pacing guide will be used to determine the content of these assessments.

These assessments will be aligned to common core and built very similar in structure to mirror the items that will be found on the state’s TN Ready

Assessment. The data from the assessment will be used for whole or small group re-teaching/intervention purposes. On the following assessment(s),

those standards missed by majority of the class will be spiraled in an attempt to see if students have mastered previously unmastered standards.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016? (to be

updated annually for renewal of the grant)

The percentage of students in the ‘all students” group for RLA will increase the area of proficiency or advancement on each four RLA Common

Formative Assessment (aligned to Common Core and the TN Ready Assessment).

Assessment 1: 8%

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Assessment 2: 16%

Assessment 3: 24%

Assessment 4: 31.5%

In the fall, the above formula may be updated accordingly to reflect the 2014-15 spring assessment data.

Annual Goals for mathematics on State assessments for “all students” group.

1. School Year (SY) 2015-2016: Increase scores in the area of mathematics by at least 8% based on spring 2014-2015 TCAP scores. *With the transition

from TCAP to TN Ready, our 8% increase will be based on identified criteria and guidelines that the state provides to the districts to measure growth

and academic achievement.

2. SY 2016-2017: Increase scores in the area of mathematics by at least 8% based on the new TN Ready benchmarks.

3. SY 2017-2018: It is the goal of the school to increase scores in the area of mathematics by at least 8% based on the spring 2016-2017 TN Ready scores.

Quarterly Milestones – Mathematics

1. What formative assessment will the LEA consistently use at least quarterly to measure student progress?

Teachers will work together to build common formative assessments for mathematics every 2 weeks. This process will be guided by the school data

coach and principal. The Common Core Blue Print for Reading Language Arts and system pacing guide will be used to determine the content of these

assessments. These assessments will be aligned to common core and built very similar in structure to mirror the items that will be found on the state’s

TN Ready Assessment. The data from the assessment will be used for whole or small group re-teaching purposes. On the following assessment(s), those

standards missed by majority of the class will be spiraled in an attempt to see if students have mastered previously unmastered standards.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016? (to be

updated annually for renewal of the grant)

The percentage of students in the ‘all students” group for mathematics will increase the area of proficiency or advancement on each four RLA Common

Formative Assessment (aligned to Common Core and the TN Ready Assessment).

Assessment 1: 10.5%

Assessment 2: 21%

Assessment 3: 31.5%

Assessment 4: 42.1%

In the fall, the above formula may be updated accordingly to reflect the 2014-15 spring assessment data.

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Requirements for the Transformation Model (LEA must implement actions 1-11.)

A plan of action and a timeline for implementation are required for each element.

If the LEA elects to implement the grant during a three year period, please ensure that the timeline for full implementation begins at the start of the

first school year and continues for the two subsequent years.

If the LEA elects to implement the grant during the five year period, please ensure that the timeframe includes a year for planning, three years of full

implementation and a year of sustainability or three years of full implementation and two years of sustainability.

A transformation model is one in which the LEA must implement each of the following strategies to develop and increase teacher and school leader

effectiveness:

Element 1 - Replace the principal who led the school prior to commencement of the transformation model.

* This element is applicable to principals employed prior to School Year 2012-13. A principal who began employment in the school in School Year 2012-13 or

afterward, may remain as long as he/she was hired as part of a broader reform and has expertise in school turnaround.

1. School Principal Information

Principal will not be replaced. What is the rationale for retaining the principal to lead school turnaround?

X Principal will be replaced. What is the timeline for naming a new principal and what selection criteria will be used?

2. Provide action steps and a timeline the school will undertake to support this element.

Response:

The new principal has been named – Kimberly Quinn.

Per the Priority Schools Planning Grant:

“Principals for both schools will be recruited, using a Human Capital Partner, based upon proven effective leadership, ability to hire top talent

and willingness to architect new systems, processes and expectations to improve underperforming schools. Specific selection criteria for these

principals will include teacher perception data and previous leadership performance in alignment with the evaluation rubric.”

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Rubric for Principal Selection:

Criteria 5 points 3 points 1 point 0 points

Overall Level of Effectiveness

rating from 2013-2014

4-5

3

2

1

Observation rating from

semester one 2014-2015

4.25 – 5.00

3.50 - 4.24

2.75 - 3.49

2.74 and below

Teacher Perception

Survey Favorability

Results

86% - 100%

76% - 85%

65%-75%

64% and

below

Quality of Teacher

Evaluations Rating

4-5

3

2

1

The Priority Principal requirements, application, and selection process were developed.

The Priority School Position was posted to the school’s website and advertised in local media.

The priority principal interview process took place.

Priority School Principal selected.

Recruitment began in the winter of 2015, and principals were chosen in March 2015.

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SIG Funds Budgeted to Support Element:

N/A

Element 2 - Implement rigorous, transparent, and equitable evaluation systems and support systems for teachers and principals.

1. How will district leadership use the state’s principal and teacher evaluation system to evaluate and support teachers and to inform personnel decisions?


Response:

The evaluation system for both teachers and administrators will include:

Students’ benchmark assessments to determine student growth outcomes.

Use of data to determine goals for each student.

Monitoring students’ mastery of content to enhance/determine next steps

Observations using the Tennessee Education Acceleration Model (TEAM), the state’s approved evaluation model.

Feedback and coaching for teachers and administrators during the post conference.

Dates: September 2015- May 2016


NA

Element 3 - Use teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who, in implementing this

model, have increased student achievement and high-school graduation rates and identify and remove those who, after ample opportunities have been provided

for them to improve their professional practice, have not done so.

1. What criteria will be used to identify and reward school leaders, teachers and other staff?

2. What criteria will be used to determine those who are in need of improvement?

3. What is the length of time teachers will be afforded an opportunity to improve professional practice before being released?


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Response:

Criteria to identify and reward school leaders, teachers, and staff:

In the 2015-2016 school year, all certified staff who are employed at the school and agree to implement the model will be given a (sign on bonus

$2,500 & PD stipend $2,250) paid for through the Priority School Planning Grant. These teachers were using the rubric discussed in the LEA

application. *This is supplemental to the district-wide differentiated pay plan.

Level 5 certified staff will receive a plaque honoring them for performing significantly above expectations. These teachers will also receive a

$3,000 bonus. Evidence of this accomplishment will come from value added data generated from TVAAS. Level 4 certified staff will receive a

$1,500 incentive.

After state-identified benchmarks are set, all certified staff will be eligible for a $ 2,000 bonus if the school meets achievement goals set for the

2015-2016 school year (8% increase in achievement of all students in reading and math). All educational assistants will receive a $1,500

incentive for the same purpose.

Criteria to determine those in need of improvement:

Teachers not:

meeting expectations according to the TEAM rubric (scoring a 3+ on observations)

showing increases in student achievement/growth on Common Formative Assessments

analyzing and using data to drive instruction

showing growth scores of 3+

showing overall effective scores of 3+

Length of time to improve professional performance prior to being released:

After being given mentoring support by Teacher Support Coaches, Learning Coaches, and/or school administration in addition to Professional

Development opportunities, teachers will be given until the end of the of the academic year, with an understanding that there is three months for

improvement from the initiation of a professional development plan, to make change.

Action Steps/Timeline:

Provide walkthroughs and observations for all teachers (September-December 2015)

Conduct fidelity checks to ensure data is being used to drive instruction (September-December)

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Development of Professional Development Plan (September- December)

Provision of Support (September-April)

Evaluate Growth (May)

Removal from or Creation of Future Professional Development Plan (May)

Release from Responsibility (if applicable)


Incentive Pay- $200, 000

Element 4 - Implement strategies such as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that

are designed to recruit, place and retain staff with the necessary skills to meet the needs of students in the school, taking into consideration the results from the

teacher and principal evaluation and support system.

1. What strategies will be utilized to recruit and place staff?

2. What strategies will be utilized to retain staff?

3. How will the results of the state teacher and principal evaluation and support system be utilized?


Response:

In order to recruit staff, the school principal:

attended the system wide Talent Discovery Day, which brought in talent from the district, universities, and surrounding areas.

requested a list of recent graduates from local universities

observed teachers who desire to remain and be rehired

reviewed resumes, Praxis test scores, and licensure of applicants

interviewed eligible applicants using questions specific to best practices and working with priority school students

scored each candidate using a priority schools designed rubric

analyzed each candidate’s response to a writing prompt based on creating a sample lesson.

*If all of these components were completed successfully, references were checked. Each teacher or student teacher also had to score level 3, 4 or 5 on overall

observation and or growth score.

In order to appropriately place staff:

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Each teacher was placed in or near a grade or subject area where they experienced success as an experienced teacher or were properly trained as a student

teacher.

In order to retain staff:

For the 2015-2016 school year, each teacher who joined the staff received a $2,500 sign on bonus. For two weeks during the summer, all faculty will

participate in professional development gear towards the needs of priority school students. PD stipend will be paid of $2,250. These funds will be paid

for through the Priority School Planning Grant. *This is supplemental to the district-wide differentiated pay plan.+

Top performing teachers will be given the opportunity to severe as Learning Coaches/ Teacher Leaders who will mentor/coach teachers new to the

school, system, and/or career. These teachers will receive a stipend.

All teachers new to the school, system, or field will be assigned a learning coach that they will meet with weekly. This person will coach them on best

practices and address any questions or concerns that they may have.

The school principal will work to create a culture of care and collaboration in the building recognizing teachers for their accomplishments as well as

urging colleagues to encourage one another through teacher shout outs.

Teachers will be included in decision making. Highly effective and well respected teachers will be a part of the leadership team.

Teachers will meet with the school principal in professional learning communities monthly.

Teachers will meet bi-monthly with the data coach and principal to analyze data and cover best practices. On the opposite week, they will meet in grade

bands to collaborate and plan instruction together.

Throughout the school year, teachers will become engaged in on going professional development based on school needs according to the CODE/TEAM

website as well as needs based on a conducted needs assessment.

Certified staff receiving an overall effectiveness score of 5 will receive a $3,000 incentive pay. Certified staff receiving an overall score of 4 will receive

$1,500. In addition, if the school reaches its achievement goals, all certified staff will receive an additional $2,000 incentive pay.

Use of teacher and principal evaluation data:

The evaluation results will be used to:

provide teachers and principal with areas of reinforcement and refinement

recognize areas of top performance

provide feedback and plans of action on areas needing improvement

determine those in need of additional support

Action Steps/Timeline

Teacher Recruitment and Selection (March 2015-May 2015)

Selection of Learning Coaches (May 2015)

Priority Schools Summer Professional Development ((June 2015)

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Pay Bonus/ PD Stipend (June 2015)

Create culture of care and collaboration (August 2015- May 2016)

Professional Learning Communities (Monthly August 2015-May 2016)

Data Meetings (Bi-monthly August 2015-May 2016)

Professional Development (Monthly August 2015-May 2016)

Incentive Pay (June 2016)

Utilizing Evaluations for Support (September 2015-May 2016)


Incentive Pay- $200, 000

A transformation model is one which the LEA must implement each of the following comprehensive instructional reform strategies.

Element 5: Use data to identify and implement an instructional program that is research-based and “vertically aligned” from one grade to the next as well as

aligned with State academic standards.

1. How will the school use data to ensure that its instructional program is research-based and in vertical alignment from grade to grade and with state

academic standards?


Response:

Use of data to ensure that instructional program is research based/vertically aligned from one grade to the next:

The following will be in practice in every grade level:

At the start and end of the school year, teachers will meet with their grade level of peers one grade below and above to share data and needs based on

former students performance in an after school setting. The current teachers will have an opportunity to work together to create a plan based on the

previous year’s data.

Teacher will plan and teach lessons based on TN State Standards only. Each teacher will provide direct explicit instruction. Although portions of the

lesson may be differentiated to meet the needs of individual learners, all lessons will be standards-based. Teachers will use formative assessment data to

drive instruction daily.

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Prior to planning lessons, teachers will work together to collaboratively build common formative assessments using an on line tool that builds computer

generated standards based questions so that students are tested in a situation similar to the TN Ready Assessment. The test will be viewed and approved

by the school leadership team to ensure that it is aligned with what is to be taught based on the TN RLA/Math blueprint and district pacing guide.

To ensure that state standards are being addressed and data is being used to drive instruction in each grade, the data coach and principal will meet with

teachers bi-monthly and lead PLCs with grade clusters to review data and best practices. This will be inclusive of review of state standardized test,

benchmark assessments, and common formative assessment data. As a collective group we will analyze data, find common trends, and collaboratively

work with a team of teachers to make plans to reteach or provide small group instruction/ interventions for those students who struggle as well as

enrichment activities for those who excel. In these meetings teachers will make sure there is vertical as well as horizontal alignment of best practice

strategies and academic standards.

Teachers of different grades but similar subjects will also plan together vertically after common formative assessments, to receive vertical help on best

practices to use in teaching math since there is not a teacher of the same content area on their grade level.

Based on the results of formative classroom assessment, teachers will provide additional solid Tier I small group instruction based on current skills.

Students needing additional intervention will receive Tier II instruction in the school-wide intervention programs Reading Mastery and Do the Math for

the applicable subject. These intervention programs are a phonics based reading program and a skills and operations math program. Once those Tier II

interventions are exhausted and the appropriate data points have been collected, additional Tier II interventions will be used or the student will be moved

to Tier III intervention. Students needing more intense Tier III intervention will be given additional time for small group instruction with the special

education teacher and/or interventionist (45-60 minutes). Additionally, a student can skip Tier II completely and go straight to Tier III if the student’s

scores are 2 grade levels or more behind. The school’s RTI2 team would be the ones who will help you make these decisions based on data.

All students:

Tier I K-Second Third Fourth Fifth

Reading 150 min. daily 90-120 m daily 90-120 m daily 90-120 m daily

Math 75 min. daily 90 min daily 90 minutes 90 minutes

In addition to Tier I (provides intervention and enrichment)

Tier II K-Second Third Fourth Fifth

Reading 30 min. daily 30 min. daily 30 min. daily 30 min. daily

27


Math 30 min. daily 30 min. daily 30 min. daily 30 min. daily

In addition to Tier I (more intense than Tier II with targeting students areas of weakness)

Tier III K-Second Third Fourth Fifth

Reading 45-60 min 45-60 min 45-60 min 45-60 min

Math 45-60 min 45-60 min 45-60 min 45-60 min

Teachers, the data coach, and principal will also meet bi-monthly analyze new data and also conduct follow up data meetings on the

interventions/enrichment provided in order to determine if students are making progress based on the interventions. Teachers will plan collaborately to

develop interventions that will address the remaining needs of students. There will be revisiting of the standards through small group instruction for

those not meeting the standards until they are mastered. Teachers will keep documentation of attempts and scores in intervention folders. Teachers will

keep track of daily, weekly, and quarterly data.

A separate math and reading interventionist will be employed to support the school’s students who have deficits in these areas.


Review data and plan vertically with grade below and above (August 2015 & May 2016)

Build common formative assessments based on standards and in alignment with TN Ready (Bi-weekly August 2015-April 2016)

Meet with school administration to analyze data (biweekly after assessments August 2015-May 2016)

Use data to build tiered groups for instructional purposes (August 2015- May 2016)

Use data to plan lessons, including small groups, based on standards (August 2015-May 2016)

Integrate science and social studies into the reading/writing curriculum using appropriate grade level resources. (August 2015-May 2016)


Stipends for after-school PD $ 8,000 + benefits (includes vertical planning)

Level Readers that include Non-fiction text $30,000

On line assessment builder and Data Tracking Software- $16,000

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Online software of support individualized student learning- $200,000

Math Interventionist-$78,480 with benefits

Reading Interventionist-$78, 480 with benefits

Element 6: Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in

order to meet the academic needs of individual students.

1. How will the school differentiate instruction to meet the needs of individual students?


Response:

Differentiation of instruction to meet students needs:

Classroom Differentiation:

Based on the needs of students at JCT, there is a need to differentiate their reading material from other students in the district. There is a need for a

different research-based, reading series, one that is phonics based.

Each teacher at JCT is expected to differentiate the presentation of instruction based on students learning styles that will be assessed at the beginning of

the year and posted in the classroom. Although all students need exposure to grade level content, teachers will also be expected to include content that

meets the needs of all students. This may be done during small group or independent practice (for learning) time leading up to the assessment. Teachers

are expected to utilize additional resources to support differentiation, such as leveled readers, manipulatives, games, electronic tablets, and online

programs to support instruction will be provided. Technology and other modes of presentation to address the different learning styles must be used.

Data also shows that our students are not performing in the area of science. There is a need to integrate science into the reading and writing curriculum

as mentioned in the TN State Standards. There is also a need to allow students to have hands on learning experiences in the area of science during this

time. Lesson will be differentiated by including hands on learning experiences to accompany the reading of leveled non-fiction material.

Each teacher will be expected to provide Tier I interventions to students based on the current skill. If a student is not progressing at the same rate as their

on grade level peers, teacher will be expected to meet with these students in a small group during a designated small group intervention time to provide

differentiated instruction on this content. This instruction will give students a chance to progress toward meeting the standard.

Based on weekly and Common Formative Assessment data, students not meeting previously taught standards will receive Tier II intervention.

Intervention times will be built into the teacher’s daily schedule.

Students determined to need additional intensive interventions by the RTI team or benchmark screener will be provided with additional time in an

29


inclusion setting.

Additionally a math and reading interventionist will be employed to assist in the effort of continual use of data to inform and differentiate instruction in order to

meet the individual academic needs of students. Furthermore the elementary Transformation/Turnaround Consultant will be consulted an action plan will be

created.

Differentiation Based on Benchmark Assessments:

In addition to this, all students will be given the AIMS WEB benchmark assessment. Based on the data from this assessment, teachers will group

students in need of intervention on each component of the test (Tier II). Teachers will have small group intervention time built into their daily schedule

where they will meet with students who are not performing well on each component and address missing skills. Students who fall in the need of intense

intervention (Tier III) will be seen for additional time by one of the school’s special education teachers. Materials to support differentiation, such as

leveled readers, manipulatives, games, electronic tablets, and online programs to support instruction will be provided.

Students who are fall into Tier II/ Tier III for mathematics based on AIMS WEB results will receive math interventions using the program, Do the Math.

Do the Math is a program that addresses math basic skills.

Students will also be screened using the school wide intervention program, Reading Mastery, within the first two weeks of school. Students will be

placed in the appropriate reading group and provided instruction at their reading level. Students will be provided this intervention each morning for 30

minutes. Based on data from assessments, teachers will consult with the school’s data coach and principal to move students to the needed group based on

their assessments.

All students will take the STAR assessment three times a year (August, September, and May) to determine their reading level. Students will be assigned

library books within their reading level based on their reading zone of proximal development. This assessment will also help teachers determine where to

assign their students in groups for leveled readers in the classroom and Accelerated Reader books in the library. The library, which is to support literacy

however, is not sufficiently stocked with enough accelerated reader books.

*All intervention times will be built into the school’s master schedule.

Action Steps/Timeline:

Administration of Benchmark Assessments (August 2015, January 2016, May 2016)

Differentiation of Presentation and Content (August 2015-May 2016)

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Administration of Common Formative Assessments (Bi-monthly September 2015-April 2016)

Provision of Tier I instruction to all students (August 2015- May 2016)

Provision of Tier II instruction to needed students (September 2015-May 2016)

Provision of Tier III instruction to needed students (September 2015-May 2016)


Phonics Based Reading Series (Grades K and 2) District has provided for 1st- $20,000

Updated TN Ready Practice Related Workbooks for grades 3-5- $3,000

Leveled Readers including Non-fiction text-$30,000

Supplemental Do the Math Materials/Intervention Kits $5,000

Supplemental Accelerated Reader Books for Understocked Library (Based on Need/Interest) $30,000

Technology for Library (i.e. Promethean Board, Document Camera to display books on) $10,000

Reading Related/Small Group Instructional Materials (white boards, etc) $ 2,000

Math Manipulatives $7,500

Science Equipment/Materials $ 15,000

Reading and Mathematics Games that Reinforce Standards $ 7,500

Elementary Transformation/Turnaround Consultant- $50,000

Student devices, insurance, and protectors (one set per grade level) $ 220,000

Student devices insurance $ 20,000

Student devices protectors $4,000

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Online Software/Instructional Programs to Support and Differentiate Instruction (ie: Oydseyware, Discovery Education Streaming, etc.)-$200,000

Reading Interventionist-$78,480 with benefits

Math Interventionist-$78,480 with benefits

Element 7: Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive

instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity

to successfully implement school reform strategies.

1. How will the plan for on-going, job-embedded professional development be developed, how will it be delivered, and what will be the specific areas of

focus for the first year of the grant? (To be updated each year prior to the renewal of the grant.)


Response:

Plan for development of job embedded professional development:

The school principal and data coach will analyze TEAM data from CODE as well as consider the needs assessment from the 2014-2015 Climate and

Culture Survey to determine high needs for professional development the school. There will also be a needs assessment conducted to get input from

teachers.

The professional development will be delivered by the school’s principal, data coach, learning coaches/teacher leaders, teacher support coaches, or

outside providers during professional learning communities, after school sessions, or Saturday professional development opportunities.

First Year Focus:

Book Study: Mindsets: The New Psychology of Success by Carol Dweck

Book Study: Focus by Mike Schmoker

Common Formative Assessments

Co-Teaching

Data Tracking/Utilizing Data

RTI

TNReady Assessment

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Reflective Practice

TEAM Evaluation/Best Practices

Classroom Management & School Culture

Positive Behavior Intervention Systems

Use of Technology (i.e. Promethean Products, Tablets for Instruction, Discovery Ed. Streaming)

Understanding On line Program that Increase Student Achievement

Turn Around Strategies

Training on the School wide Reading/Math Intervention Program

Addressing the Academic Needs of Low Performing/ Special Education Students

Engaged learning PD

Specific PD Based on TEAM Data

Instructional Plans

Standards and Objectives

Presenting Instructional Content

Lesson Structure and Pacing

Assessment

Individual Needs of Teachers (Ongoing use of reflective practice cameras and Learning Coach/ Teacher Support Coach support)

Action Steps/ Timeline

Different professional developments will be delivered monthly, during Saturday sessions, or with individual teachers. There will be focused walk

through within a reasonable and communicated amount of time (if applicable for teachers). All teachers will sign an agreement to implement. Although

the walkthroughs will change focus as future PD is delivered, the expectation for continued implementation will remain. There will be a monitoring tool

developed to keep track of implementing the practice with fidelity. Teachers receiving support from Learning Coaches will meet with them weekly to

focus on areas of need such as best practices, effective use of data, planning effectively, and etc. Additional certified staff will be selected to attend

outside conferences/PD based on their leadership capabilities and over TEAM evaluation scores.


Outside Provider Fees- $5,000

Materials for Teacher and Presenters Use- $600

33


Saturday PD (4 days)- $30,000 + benefits

PD Travel Expenses (includes registration, travel, food, and lodging)– $20,000

PD Sub Pay- $4,000 + benefits

Travel Reimbursement for Transformation/Turnaround Principal PD- $5,000

A transformation model is one which the LEA must implement each of the following strategies to increase learning time and create community oriented

schools.

Element 8: Establish schedules and implement strategies that provide increased learning time as defined in the SIG final requirements.

1. Describe the school’s plan to increase learning time for all students including the number of minutes to be added to the day, week, month or year for

a. all students to receive additional time for core academic instruction,

b. all students to receive an opportunity for instruction in non-core subjects enrichment,

c. teachers to collaborate and plan.


Response:

Learning time will be increased by:

Providing additional time:

In addition to Tier I instruction for all students (90 to 120 minutes according to the grade level), each student will receive 30 minutes of

intervention/enrichment (Tier II) during the regular school day. Additional time will also be added for students needing Tier II interventions.

Extended day tutoring for all grades-Teachers will work with students 2 days a week on standards that have not been mastered during this time or to

enrich in areas where standards have been met. Tutoring will begin after the first 4.5 weeks of school. Data will be reviewed at the end of the nine week

grading and then again each 4.5 weeks that follow. The school principal, counselor, data coach, learning coaches and grade level chairs will review data

and the need for students to be added or removed due to academic progress.

Extended school year- provided by highly effective teachers to continue learning during the summer. Students who score basic or below basic will be

afforded the opportunity to attend. JCT’s Summer Core Camp will include rigorous content based learning with hands on activities and engaging

kinesthic learning and will take place for 3 weeks, which will be the last week of May and first two weeks of June.


Selection of Teachers for Tutoring (September 2015)

Tutoring will begin after the first 9 week grading period. (October 2015)

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Selection of Teachers for Extended School Year (May 2015)

Summer Core Camp Extended School Year (June 2015)

Opportunities for non-core instruction enrichment:

Students will also be given the opportunity to participate in extracurricular activities lead by non-core curriculum teachers (ex: choir, basketball team,

clubs, and etc.). These opportunities will support to the general education core curriculum.


Principal meets with non-core teachers to determine activities to be offered (August 2015)

Selection of Teachers (September 2015)

After School Non Core Activities Take Place (October 2015- April 2015)

Opportunities to Plan and Collaborate

Teachers will be given a planning time and expected to collaborate with their peers in order to make plans for instruction. Teachers will be provided with

an agenda and norms that must be completed and submitted to administration after each weekly meeting. (Wednesdays all year) In addition to this

teachers may also plan with one another on additional days during the week when there is no PLC or data meeting scheduled. Faculty Meeting/PD, data

meetings, professional learning communities and vertical planning meetings will also give teachers time to collaborate.


Faculty Meeting/ Professional Development will be held on a day during the first week of each month.

Data meetings will be held at the beginning of the week following the administration of common formative assessments.

Teachers will have a weekly common planning time.

PLCs that have a monthly focus that emphasis best practices and be held once a month or in conjunction with data meeting.


Pay for Extended Day Teachers (8 teachers) $14,500 + benefits

Pay for Summer School Teachers (8 teachers) $12,000 + benefits

Pay for Non Core Teachers- After Hours Time: (4 teachers) $4,000 + benefits

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Non Core Enrichment Teacher Supplies-$2,000

Transportation for Extended School Year/Extended School Day: $15,000

Element 9: Provide ongoing mechanisms for family and community engagement.

1. What mechanisms will be put in place to ensure family and community engagement?

2. Provide an overview of the plan for family and community engagement and a timeline the school will undertake to support this element.

Response:

Mechanisms to ensure family engagement:

In order to engage families and the community, the principal and teachers will participate in an outreach process where we will visit local neighborhoods

and talk with families to encourage them to join us this school year in changing the school environment for students. This will be done on Saturday,

June, 2015 and again on another designated Saturday prior to school starting. Parents will be left with pamphlets that detail how they can help at the

school and in their child’s education, and they will be invited to be a part of the school/learning community this school year. Leadership staff and

selected teachers will transport a carpool of other teachers into the community.

In late June/early July 2015, two information meetings will be held at the school. Parents will be given pertinent information sheets at these meetings.

The school will hold an Open House for grades 1st through 5

th prior to the start of the school year. A Kindergarten Kick Off will be held on a separate

day prior to the start of the school year for kindergarten students and their parents.

The school principal will solicit the active participation of parents in the Parent Teacher Organization.

Each parent or a family member will be asked to dedicate 30 minutes to observing in their child’s class and 30 minutes to volunteering at the school

throughout the school year. Parents will be given specific duties and guidelines while working in the school observations. Both must be scheduled and

parents will complete an observation form to be shared with the teacher and administration. Parents who volunteer more than 30 minutes will be asked to

complete a background check.

Beginning in September and each month following teachers will present families with a Parent University Session where parents will be introduced to the

standards and activities that their students are working on that month. Teachers will share the standards and walk parents through a related activity.

They will also prepare tips to share with parents on how to help their child at home, leaving them with an understanding of what is expected and how to

help.

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Parents will participate in a Parent Involvement Survey to ensure that JCT is aware of the needs of parents in helping their students. Data from this

survey will be used to plan future parental involvement workshops.

Throughout the year, we will have 4 Title I Parental Involvement Workshops that will be presented in the form of Muffins for Mom, Donuts for

Dads/Father Figures, etc. These events will be focused around the needs mentioned in our Title I Parental Involvement survey and will provide parents

with helpful hints/tips to help their students and school be successful.

The LEA Oversight Team will provide additional Partner’s University Sessions to families and other stakeholders.

Parents who are lacking a high school diploma will be invited to use our school’s computer lab after hours to complete on line preparation for the GED

testing. School faculty or staff will be available to supervise the computer lab and assist parents if needed.

Parents will be invited to attend student performance and data meetings in addition to Parent Teacher Conferences as needed. At these meetings parents

will be given helpful tips or a plan to help their child. Our aim is for the parent to leave with something constructive that will help the student.

All events involving parents will be monitored with sign in sheets.

Mechanisms to ensure community involvement:

Each of the four historically black male fraternities will work with a specific grade group of male students, implementing their fraternities’ national

program for working with young black males or the school’s planned Young Gents Mentorship Program.

The school will continue with the Read to Me Fridays inviting community members in to read to students.

Students will take planned field trips into the community to enrich learning experiences (museums, cultural events, and etc.)

The school’s Partners in Education will be invited to participate in school events and sponsor some needs of the students.

Participate in the Kindness Revolution Program in Partnership with State Farm teaching children to engage in kind acts.

Team Read will continue to come into the school and read with our students individually 2 days a week.

Law enforcement will be involved with the School Safety team that revises the plan that audits the school facility to ensure the safety of its occupants.

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Action Plan/ Timeline

Community Outreach (June 2015)

Parent Information Meeting (Late June/ Early July 2015)

Open House (July 2015)

Kindergarten Kick Off (July 2015)

Revision of School Safety Plan which includes law enforcement (August 2015)

PTO Solicitation and Involvement (August 2015-May 2016)

Parent Volunteers/ Observations (Ongoing August 2015-May 2016)

Parent University Sessions (One evening during first week of each month)

Partner’s University Workshops (Once quarterly)

GED Training for Parents (Jan 2016- May 2016)

Data Meetings with Parents (Parent Teacher Conference Nights)

Parental Involvement Survey (October 2015)

Young Gents Mentorship Program (after 4.5 weeks-ongoing)

Read to Me Fridays (weekly Friday)

Out of School Learning Experiences/ Field Trips (at least one per semester)

Kindness Revolution (August 2015-May 2016)

TEAM Read (August 2015- May 2016)


Community Outreach Materials: $500

Community Outreach Travel Reimbursements-$500

Compensation for Teachers Providing Parent University - $4,000 + benefits

Compensation for teachers providing GED supervision- $3,000 + benefits

Out of School Learning Experiences Fees and Transportation- $20,000

A transformation model is one which the LEA must implement each of the following strategies to provide operational flexibility and sustained support.

Element 10: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to

substantially improve student achievement outcomes and increase high school graduation rates.

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1. What operational flexibilities have been given to the school to ensure increased student achievement?


Response:

In order to operate in a flexible setting so that student achievement is increased:

JCT will employ additional person to assist in the transformation process. These personnel will include a(n):

Additional Educational Assistants (2) that will:

assist the classroom teachers in providing enrichment and reinforcement of instruction

Consulting Teacher that will:

Partner with West TN PBIS/RTI2-B to fully implement PBIS

Lead school’s Positive Behavior Intervention Team

Enter SWISS data into tracking system

Lead SWISS data analysis team

Observe students behavior in classrooms and other school setting in order to create a plan to address behavior

Observe teachers classroom management techniques and provide constructive feedback

Support teachers and students in changing behaviors in order to focus more on academics

Assist in completing TEAM evaluations, particularly the Environment and Planning parts of the rubric

Support teachers in addressing all students learning styles

Model classroom management techniques with teachers

Oversee community outreach events

Work directly with school counselor and parents to address the needs of students and develop behavior plans

Serve as parent liaison communication with parents about students behavior and academic progress

Support interventions scheduling and analyze data

Reading interventionist that will:

provide Tier II and Tier III support to the large number of students who we have not meeting grade level standards in RLA

consult with the school data coach to ensure that data is being used to appropriately address student needs

coordinate the school’s reading intervention program

assist teachers in the area of RLA and provide model lessons and help with finding resources

assist teachers in effectively utilizing on line resources that increase student achievement in reading

along with the school principal, monitor and provide feedback on teacher’s lesson plans that address reading. The interventionist will also provide

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feedback and assist in the area of planning

be employed prior to the start of the year in order to be a part of the screening and planning of interventions process

Math interventionist that will:

provide Tier II and Tier III support to the large number of students who we have not meeting grade level standards in mathematics

consult with the school data coach to ensure that data is being used to appropriately address student needs

coordinate the school’s math intervention program

assist teachers in the area of mathematics and provide model lessons and help with finding resources

assist teachers in effectively utilizing on line resources that increase student achievement in mathematics

along with the school principal, monitor and provide feedback on teacher’s lesson plans that address mathematics. The interventionist will also provide

feedback and assist in the area of planning.

be employed prior to the start of the year in order to be a part of the screening and planning of interventions process

Grant Facilitator that will:

Collaborate with a variety of parties (ie. district personnel, community organizations, and etc.) for the purpose of securing funding to maintain and

enhance services and/or programs.

Coordinate all grant process (ie. evaluations, budget, finance, reports, and etc.) for the purpose of ensuring compliance with the district and funder

guidelines.

Works alongside data coach and principal to ensure data based implementation of grant resources.

Conducts thorough data based performance monitoring

Develops forms, processes, procedures, and policies for the purpose of implementing a consistent grant application methodology.

Develops grant applications and related documents (i.e. required reports, budgets, specific inquires, etc.) for the purpose of submitting to the appropriate

funding agency.

Evaluate degree of match between listed grant priority area and system needs for the purpose of matching needs with funding sources.

Monitor proposals and funding application requirements (i.e. presentation (number of copies and binding), content, delivery method and labeling,

deadlines, eligibility for grant, etc.) for the purpose of utilizing time and resources to maximize successful awarding of grant funds.

Participates in meetings, workshops, and seminars for the purpose of conveying and/or gathering information required to perform functions.

Presents concepts, status, and information to a variety of groups (i.e. funding requests, grant applications, identifying underfunded funding sources and/or

advising other staff of potential funding sources.

Presents grant workshops for the purpose of increasing district staff skills in obtaining funds.

Ensure that all monetary decisions are aligned with the vision of the school and can be used to impact student achievement.

JCT will offer:

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departmentalization in grades 3-5 so that teachers have more time to focus on instruction and lesson planning in the upper grades.

after school tutorial to enrich and intervene in all grades (two days weekly starting after first nine weeks).

Three weeks of extended school year (last week of May and first two weeks of June 2016) to provide students with interventions and decrease the

chances of regression over the summer months.

JCT will budget funds to:

provide for basic needs of students that are missing and/or may impede their learning

o school uniforms

o personal hygiene items

o school supplies


Educational Assistants (2): $60, 731

Math Interventionist Salary: $78,480 with benefits

Reading Interventionist Salary: $78,480 with benefits

Consulting Teacher: $84,049 with benefits

Grant Facilitator: $42,025 with benefits split with both Priority Schools

Grant Facilitator Travel Reimbursement: $500

Teachers Salary for Extended Time: $26,500 + benefits

Funds for Personal Needs of Students: $5,000


Employee Additional Assistants (August 2015-May 2016)

Employee Behavior/Academic Coach (August 2015-May 2016)

Employee Reading Interventionist (August 2015-May 2016)

Employee Math Interventionist (August 2015- May 2016)

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Employee Grant Facilitator (August 2015-May 2016)

Departmentalize Grades 3-5 (August 2015-May 2016)

Offer After School Tutorial (October 2015-April 2016)

Offer Summer Core Camp (May 2016-June 2016)

Supply Students with Personal Needs from available supplies (August 2015-May 2016)

Element 11: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead

partner organization (such as a school turnaround organization or an EMO).

1. What ongoing support is provided to the school from the district level?

2. If the school is partnering with an external organization, what type of support will be provided? Please include the name of the partner and ensure

that the selection process is provided in the LEA application.


Response:

JCT will employee a Transformation/Turnaround Specialist/Consultant that will:

Provide direct transformational support to the school’s leadership team in planning and implementing the transformation/turnaround process and

interventions.

Assist the school in building a positive climate that supports student success

have the skill set necessary to assist the transformation school administrators with leveraging research and data to support the initiatives, instruction, and

increase student achievement

provide or facilitate appropriate professional development that creates a high performing staff and leadership team to achieve the school’s vision and

goals

collaborate with the school’s leadership team, stakeholders, and the LEA Oversight Team to implement initiatives and accelerate student achievement.

His/her responsibilities will include but are not limited to the following:

Supports school through the Transformation model.

Use data to assess school support needs. Select, lead and deploy Rapid Response Teams (Data Systems, Instructional, and Curriculum and Achievement

Gap staff).

Provide strategic leadership coaching to raise student achievement for all students and to ensure the use of effective continuous improvement planning

and implementation process

Coordinate and lead implementation of school supports, including analyzing progress, identifying service gaps in school needs and recommendations for

improvement

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Use technology in new and creative ways (including electronic mails, essential user applications, web-based resources and data entry, and other venues)

to increase communication

Collaborates with School Leadership Team to establish and monitor high standards for excellence with students, teachers, staff, and other stakeholders

Consults with school leadership using data to prioritize school improvement interventions and align resources to achieve maximum results on a quarterly

basis.

Identifies qualitative and quantitative data to assess performance and drive goals and decision-making.

Engages staff in decision-making that impacts student success

Participates in team-based process to create positive conditions for learning and student success.

Collaborates with school leadership in the development, implementation, and revision of improving plans

Identifies potential issues and obstacles and proactively takes action to implement solutions

Collaborates with School Leadership Team to establish effective school staff teams to address students’ behavioral, academic, and social and emotional

issues and facilitates team meetings along with the school directors

The LEA will provide the following technical assistance:

PBIS is provided for all schools, but the SWISS tracking software will be provided with district funds for these two schools.

The district academic coordinators for Math and Literacy will consult weekly with the 2 Priority Schools to assess specific needs. They will be available

to assist with PLC meetings, plan and implement professional development workshops, work with principals/teacher groups/individual teachers as

needed, and analyze formative assessment data.

TEAM Read and Parent University will be provided from the district and from volunteers in the community.

The district Community Engagement Coordinator will assist schools in community relationships, partners in education, and family enrichment.

Other liaisons from each department will be assigned to the Priority Schools to provide additional support.


Grant Facilitator will oversee full implementation of requirements of grant (August 2015-June 2016)

LEA Oversight Team will l provide ongoing support and department liaisons/fidelity checks (August 2015-June 2016)


Transformation/Turnaround Consultant Fee: $50,000

Permissible Elements for the Implementation of the Transformation Model – Optional

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While elements 12-25 are not required, the school may select from the list below, strategies that the school will implement as part of its transformation

plan.

12. Providing additional compensation to attract and retain staff with the skills necessary to meet the needs of the students in a transformation school

Response: In order to attract and retain effective certified staff with skills needed to meet the needs of priority school students in a transformation model;

certified staff will receive a sign on bonus of $2,500. Certified staff meeting performance expectations of an overall effectiveness score of 5 will be

compensated $3,000. Those scoring an overall effectiveness score of 4 will receive incentive pay of $2,000. In addition to this, if the school meets its

performance expectations of an 8% increase in the areas of reading and math, all certified staff will receive incentive pay of $2,000.


Incentive Pay $200,000 (includes Educational Assistants as mentioned previously)

13. Instituting a system for measuring changes in instructional practices resulting from professional development

Response: After each professional development is delivered, the school’s leadership team along with the assistance of the LEA will conduct fidelity

checks in order to ensure that teachers are effectively implementing strategies presented. If the strategies/ methods are not observed in practice, the

school principal or member of the school leadership team will have a conference with the teacher and provide additional support and resources to the

teacher to promote the practice. Another fidelity check will be conducted. If no improvement is observed, the school principal will meet with the teacher

to develop an action plan. If there is still evidence of lack of improvement, the principal will seek guidance from a member of the LEA oversight team.

Although the fidelity checks for a particular practice may come to a conclusion, the practice is expected to remain in place.


N/A

14. Ensuring that the school is not required to accept a teacher without the mutual consent of the teacher and principal, regardless of the teacher’s seniority

Response: During the restaffing process of JCT, all teachers employed at the school had to reapply for their jobs. The transformation principal interviewed each

44


teacher, observed their classroom instruction, and reviewed their data. Teachers who were rehired were selected by the principal using this data. All

teachers accepted the offered position, and there were no teachers assigned to the school without the consent of that teacher and the recommending

principal. All new hires were recommended and accepted as well.


N/A

15. Conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student achievement, and

is modified if ineffective

Response: In addition to mandated observations in accordance to the state of TN Team evaluations, the school principal and leadership team will conduct

scheduled walkthroughs, which will be documented. It will be expected that teachers are addressing the standards and providing small group

interventions. In addition to walkthroughs and observations, evidence of appropriate implementation of the curriculum will be evaluated in data team

meetings, as there should be an increase in student achievement. Modifications to teacher’s practices will be expected if the practice is not evident and

there is no impact on student achievement. Ineffective practices of teachers will be addressed in follow up meetings.


N/A

16. Implementing a schoolwide “response-to-intervention” model

Response:

All students at JCT will receive solid Tier I instruction. Those not meeting the standards will receive Tier II instruction in small group with their teacher

as well as in the school wide intervention programs Reading Mastery and Do the Math (See timeframe charts listed above). Students not reaching

benchmark standards will receive Tier III intervention in an inclusion setting with the special education teacher. Timeframes for these interventions will

be set by the RTI guidelines presented by the state of TN. Intervention times will be included in the school’s master schedule. Students continuing not to

meet standards with intervention will then be referred to the school’s RTI team where further decisions will be made about their educational program.

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Additional Do the Math Materials: $5,000

On line programs to support instruction (Tier I & Tier II): $200,000

On line assessment builder and data tracker: $16,000

17. Providing additional supports and professional development to teachers and principals in order to implement effective strategies to support students with

disabilities in the least restrictive environment and to ensure that limited English proficient students acquire language skills to master academic content

Response: Each certified staff member will participate in a co-teaching professional development led by the school principal to discuss best practices to

implement inclusion in the regular classroom setting. Educational assistants will receive similar training to understand how effectively reinforcing

instruction can benefit students with special needs as well as low performing students. Teachers will work to create a strategic plan on how to best utilize

their co-teacher or an educational assistant. The district based special education consultant will also be utilized to work with teachers and staff on how to

best provide services and address the needs of special education students.


N/A

18. Using and integrating technology-based supports and interventions as part of the instructional program

Response: Each certified staff member will be trained on how to properly use Promethean tools and student devices in instruction. When an online

program is purchased to assist in providing students with interventions, the person requesting the purchase or the person managing the software will

instruct all other teachers on how to use it. If needed an outside training representative may be invited in to present how to use the program. It is

expected that all teachers use technology and online programs purchased by the school in their instructional practices.


Outside presenters: $5,000

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19. In secondary schools--

(a) Increasing rigor by offering opportunities for students to enroll in advanced coursework (such as Advanced Placement or International

Baccalaureate; or science, technology, engineering, and mathematics courses, especially those that incorporate rigorous and relevant project-,

inquiry-, or design-based contextual learning opportunities), early-college high schools, dual enrollment programs, or thematic learning

academies that prepare students for college and careers, including by providing appropriate supports designed to ensure that low-achieving

students can take advantage of these programs and coursework

(b) Improving student transition from middle to high school through summer transition programs or freshman academies

(c) Increasing graduation rates through, for example, credit-recovery programs, re-engagement strategies, smaller learning communities,

competency-based instruction and performance-based assessments, and acceleration of basic reading and mathematics skills;

(d) Establishing early-warning systems to identify students who may be at risk of failing to achieve to high standards or graduate

N/A

20. Partnering with parents and parent organizations, faith- and community-based organizations, health clinics, other State or local agencies, and others to

create safe school environments that meet students’ social, emotional, and health needs

Response:

Each parent will be welcomed into the school and given many opportunities to participate in their child’s education through volunteering, meetings with

teachers, attending informational meeting/events, and even encouraged to complete their education to become a model of the importance of education by

studying on site at the school for their GED.

The school principal will also solicit involvement in the school’s Parent Teacher Organization. JCT has a school health clinic with a licensed nurse

practitioner on site during school hours.

JCT will also partner with the Kindness Revolution program to promote kindness in the school.

Local fraternities will provide mentorship to at risk boys, and the school will continue its “Read to Me Fridays” program, where local community

members come to the school and read with students.

JCT will partner with the School Drop Prevention Specialist and the Coordinated School Health Supervisor to meet the social and health needs of

students.

PIE Partners will also be an involved part of the school community.

At the start of the school year, a School Safety Team will collectively complete a school safety audit that will address the following areas that pertain to

school safety:

(a) School interior

Lightning

Door/locks

Signage

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(b) School exterior and play areas

Lighting

Signage

(c) Role of Law Enforcement

(d) Development of Emergency Response Plan

(e) Staff Training

(f) Stakeholder Involvement

The school counselor will implement a curriculum utilizing literature that support the TN state standards to teach character education to upper

grade students. Lower grade students will also be taught character education lesson promoting positive character in our school. Standards based

curriculum will also be used to support instruction in this area.


Character Education Standards Based Curriculum and Literature for Guidance Counselor Use with students: $5,000

21. Extending or restructuring the school day so as to add time for such strategies as advisory periods that build relationships between students, faculty, and

other school staff

Response: Each day each teacher will be expected to have morning meetings with their class from 8:05-8:20. This is normally breakfast/arrival time, but

this year students will go directly to their classrooms hallway and sit during early arrival. At 8:00 students will go directly into the class and will be

seated. At 8:05, each teacher will hold a morning meeting with his/her students. During this morning meeting time, teachers will build relationships with

their class. Students will participate in relationship building activities or respectfully talk to their teacher or class about challenges they may face. This

activity will conclude at 8:20.


N/A

22. Implementing approaches to improve school climate and discipline, such as implementing a system of positive behavioral supports or taking steps to

48


eliminate bullying and student harassment

Response: In order to promote a positive school climate, the following will take place:

Class meetings mentioned above will take place.

There will be a clear set of agreed upon school-wide rules.

The school will fully implement a Positive Behavior Intervention System in which students will be recognized for positive behavior instead of negative.

Each day, the school principal will place school positive behavior tickets in random teachers’ mailboxes. Teacher must find a student following the

school rules and the give them the ticket. Students will turn their ticket into the office and the next morning, and their name will be announced on the

intercom by the school principal. They will come to the office and receive a certificate. When this number of student reaches 100, these students will be

rewarded in a celebration. In addition to this, any student not receiving an office referral that results in disciplinary action will be reward in the form of a

celebration at the end of each 9 weeks.

There will be a separate approach to addressing minor and major behavior.

Teachers are to document minor behaviors, provide interventions, and contact parents. Three documented minors will lead to a major office referral if

the intervention does not work and there is a fourth occurrence. The referral must be for the same behavior.

Students will be allowed to take a 15 minute break instead of immediate office referral. Student will be housed in a partner teacher’s room.

Kindness Revolution will be implemented in a way that teacher will select a student being kind and reward them with a bracelet. The student will look for

a fellow student being kind and reward them with a bracelet. All students will be recognized at the end of the month.

As a team, we will work hard to provide compliments to one another’s classrooms when we see the students following the school rules. Each class will

have a paper chip chain in which a link will be added for each compliment. Teachers will reward their class when the chain reaches the floor.

A discipline team will be developed to analyze discipline data and provide interventions for students and strategies for teachers with a high number or

frequent number of referrals.

In addition to this, students who have not received an office referral at the end of each quarter will also be rewarded. The reward starts over each 9

weeks.

All classrooms will utilize a behavior chart that not only moves down in progression of misbehavior, but it also moves up in progression to acknowledge

appropriate behavior. Students will be allowed to redeem themselves.

The school counselor will meet with small groups of students or individual children who exhibit similar behaviors such as anger management issues,

bullying, negative attitudes, and etc. on a regular basis.

The school counselor will also teach character education to students monthly and recognize those exhibiting the character trait. These students will be our

students of the month. Standards based literature will be used.


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4Standards Based Character Education Literature: $5,000

23. Expanding the school program to offer full-day kindergarten or pre-kindergarten

24. Allowing the school to be run under a new governance arrangement, such as a turnaround division within the LEA or SEA

25. Implementing a per-pupil school-based budget formula that is weighted based on student needs

Optional: From the list above, list strategies that the school will implement as part of its transformation model. For each strategy, provide the action steps and a

timeline for implementation.

Response:

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Planning Activities:

Planning allows the LEA to spend one year (School Year 2015-16) in preparation for full implementation of a school intervention model. In light of the

fact that LEAs received a Priority Schools Planning Grant, it is expected that a planning year will be needed only in special circumstances.

Planning activities must align to schools’ needs assessment and elements of the selected interventions.

Please provide a list of activities, action steps and a timeline the school will undertake during the planning year.

Response:


appendix f- school cover sheet -...

Documents